<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Miloševič Radulović, L. R.</style></author><author><style face="normal" font="default" size="100%">Markovič Krstić, S. V.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE STATE, ACCESSIBILITY, AND SIGNIFICANCE OF EDUCATION IN SERBIA </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education availability</style></keyword><keyword><style  face="normal" font="default" size="100%">education quality</style></keyword><keyword><style  face="normal" font="default" size="100%">education significance</style></keyword><keyword><style  face="normal" font="default" size="100%">Serbia</style></keyword><keyword><style  face="normal" font="default" size="100%">social inequality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1662401307.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">International conventions state that the right to an education is a basic human right which countries are obliged to guarantee. In Serbia, as in most countries, this right is guaranteed by the Constitution. However, data on a large part of the structure of the Serbian population with a lower level of educational attainment indicated that one part of the citizens did not realize this right since they did not continue their education after primary school. Therefore, the aim was to determine how the citizens of Serbia evaluated the state of education in Serbia as a whole (its quality), the accessibility (whether there are fair opportunities in education for all categories of the population), and the significance of education in Serbia (whether the knowledge acquired, and skills developed are relevant for employment). The results were obtained by analyzing the latest data from the European Social Survey (ESS) from 2018/2019 in Serbia on a sample of 2043 interviewees. The study was carried out by trained interviewers, in face-to-face interviews. The initial hypotheses were confirmed: a) a low prevalence of high grades for the state of education as a whole, the accessibility, and significance of education in Serbia, and b) that there is a difference in the perception of education depending on some of the socio-demographic characteristics of the interviewees. The creation of a favorable social and institutional environment and changes in the education policy are preconditions for the improvement of the quality and accessibility of education in Serbia.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">565-587</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFORMATION COMMUNICATION TECHNOLOGIES, EDUCATION QUALITY AND CHALLENGES FOR FUTURE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education quality</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT in education</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological consequences</style></keyword><keyword><style  face="normal" font="default" size="100%">technology progress</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055359.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The role of ICT in education on the whole and particularly in science education is a very important topic. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile (Lamanauskas, Šlekienė, Ragulienė, 2010).
 The opinion, that prevails in Lithuania is, that part of the problems related to ICT are determined by technical resources, computer literacy, lack of methodics and methodology, wrong attitude to the usage of technologies in general. Speaking about teachers (they are central part of education process), it is important to form an understanding, that ICT is not a thing in itself, i.e., it is necessary to use, because the others do this and do somewhere else and finally, that it is fashionable. ICT, first of all, is a didactic support seeking better education results. Not only nowadays, but in future as well, ICT have to be attractive for the learners, comfortable to use for the teachers and specially made for teaching/learning purposes. Selection process problem, in didactic respect, will get more acute, because market (producers’) pressure on education system will, undoubtedly, increase. Profit seeking in any way and by any means has overshadowed the purposefulness of ICT usage in education field, so far. So, is ICT in reality a bridge to future and higher education quality? Thus, the discussed field remains problematic. New, exhaustive, empiric research studies are necessary. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alice   Xavier</style></author><author><style face="normal" font="default" size="100%">Maria  Luiza  Canedo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION QUALITY IN PUBLIC SCHOOLS: AN EXPERIMENT TO REDUCE THE AGE-GRADE GAP IN THE CITY OF RIO DE JANEIRO</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">age-grade gap</style></keyword><keyword><style  face="normal" font="default" size="100%">education quality</style></keyword><keyword><style  face="normal" font="default" size="100%">learning acceleration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408532357.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article developes a critical reflection about a learning acceleration project facing the senior students of fundamental education . The project entitled Autonomia Carioca was prepared by a private institution and recently introduced in public schools of Rio de Janeiro, in the perspective of public-private partnership. The Project proposal is based on teacher training to deal with different languages, emphasizing the values construction, the self-esteem recovery and the study habits formation. Facing the challenge of dropout, 8500 students concluded the first stage of elementary education. This paper describes the objectives and methodology of the Project and also analyze work field observations and school principal interviews in a school in order to discuss challenges and opportunities. From the proposal of the Project to its implementation in the classroom, many factors were involved in the task of teaching the students who did not succeed in the traditional education. Some aspects discussed in this case study are: school director support, pedagogical attendance, teacher profile identification, classes’ arrangement, partnership with families and distinguished accompanying of students. The results point to the joint action of school agents as a determining factor for the success of the work.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">145-151</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Daiva   Malinauskienė</style></author><author><style face="normal" font="default" size="100%">Roberta   Pranaitytė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE QUALITY OF CHILD TRAINING IN THE PRE-SCHOOL INSTITUTION: PARENTS‘ POINTS OF VIEW</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education quality</style></keyword><keyword><style  face="normal" font="default" size="100%">institution of pre-school education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727414.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">45</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Lately, strategic documents prepared by Lithuanian and foreign educational institutions and recent discussions held by pedagogical societies and stakeholders have considered the issues of education quality. The question of ensuring quality has become one of the key priorities of educational policy assisting the system of education in Lithuania with integration into the space of European context. The status of the family can hardly guarantee the required conditions for self / educating children at home in all cases. Therefore, high-quality facilities should be a crucial aspect of training provided by the educational institutions since early childhood. Pre-school education in Lithuania, as one of the stages of a successive educational system, meets the basic needs of a child, including safety, activity and self-expression. Therefore, assessing a real situation in pre-school institutions seems to be an important point providing information on the needs for obtaining high quality self/education and training services, which is the way to implement one of the purposes of pre-school education – to help the family with fostering all qualities of a child (intellectual, emotional, volitional and physical) determining personal maturity and social success thus offering the programme of pre-school education and/or required educational help for the child or family. 
 Empirical research has revealed parents’ points of view to the quality of education and quality evaluation and helped with identifying the factors that may have an impact on child self/education. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">40-50</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME FEATURES ABOUT THE ISSUE OF FALSIFIED EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education quality</style></keyword><keyword><style  face="normal" font="default" size="100%">falsified education</style></keyword><keyword><style  face="normal" font="default" size="100%">transparency</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541275.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The phenomenon of falsification is becoming more and more interesting and relevant. This phenomenon is related to all educational areas. Such important areas as quality of education, management and funding of education, recognition of qualifications etc. are often susceptible to falsification. 
 Recently, careful attention is paid to the questions of education quality. The systems of quality management are created, services are certified etc. However, along the process of modernization the degradation of education is taking place. Falsification hints are accepted as evidences of degrading education. At present, the problem occurs due to actual insufficient data on the conception of the degradation of education and the actuality of the latter phenomenon in the Lithuanian education system.
From the teachers’ point of view, the conception of falsification can be expressed through distortions in national education policy and bureaucracy. The main factors determining the falsified education are corruption in Government institutions, opaque competition between educational establishments, falsified documentation and ineffective teachers and executives’ attestation. The main factors determining the insufficient quality of education are the wrong use of money, inconsistent educational curricula, complexity of educational content, ineffective evaluation system and too many students at school and in the classroom etc. (Lamanauskas, Aleknaitė, 2008).
Obviously, the problem field of falsified education is rather wide. So, there is the need for open and thorough debate on this issue. Openness and transparency are two crucial keys in this problem solving. Thus, while proceeding with changes in education, publicity and discussions involving the whole society in this process are necessary. On the other hand, education structures are not flexible enough and fail to conform to fragmental changes. Coherent motivated reorganization based on scientific research is needed.  
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">QUALITY OF HIGHER EDUCATION: IDEALS AND REALITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">education quality</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education policy</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of studies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392234536.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The recently discussed issues of education quality are devoted full attention. The systems of quality control are developed, services are certified etc. All EU countries point to education quality as one of the most important political priorities. Despite the fact it is an excellent idea, the questions of how to ensure adequate education and how to achieve equally ranked education certification in all countries of the European Union arise. From the perspective of Lithuania, it is essential that university education gained at national level should be internationally accepted. Therefore, different legal and political documents approved by Lithuanian authorities in one way or another emphasize that ensuring quality education is a priority field. 
Yet in the last decades of the past century, the universities worldwide closely focused not only on the quality of studies but also on the other services provided by modern universities. Every country of the European Union owns certain structures concentrating on the above introduced problems. For example, Quality Assurance Agency for Higher Education was established in Great Britain in 1997. The Netherlands has two organizations - Association of Universities and Association of Universities of Professional Education. Finnish Higher Education Evaluation Council looks at the situation in Finland etc. In this case, Lithuania is not an exception as since 1995, this field has been maintained by the Centre Quality Assessment in Higher Education (CQAHE). This organization implements the external quality assurance policy in research and higher education in Lithuania and contributes to the development of human resources by creation of enabling conditions for free movement of persons (http://www.skvc.lt/en/?id=0). 
In regard to university life, it can be firmly stated that the problems of studying quality are given scrupulous attention. An apparent focus entirely on ensuring the quality of studies can be noticed in Lithuania. The classical principle of unity of science and studies cannot be considered as a suitable solution. The quality of studies and the process of studying are integrated and therefore determinine one another (Lamanauskas, 2007). Finally, the world practice shows that the concepts of quality management are developed in at least four major fields including the processes of studies and scientific research, administration, designing curricula of studies and teacher training. The central point is the understanding that quality cannot be bought in the market and is not something beyond institution boundaries. Everything will be determined by awareness that quality in a broad sense is conditioned by the quality of management (administration). Only professional management leads to qualified processes (institution work) whereas the latter ensure high-quality service. Otherwise, we can face a situation frequently encountered in the system of Lithuanian higher eduction. For example, after regaining independence, Lithuania suffered from lack of managers and lawyers, and thus national universities started implementation of the required curricula of studies. Presently, all universities in Lithuania train would-be managers. However, the problem is that the quantity of professionally prepared experts in the field is decreasing while at the same time, a total number of professional managers is increasing. Similar problems can be observed in a number of Europen countries. 
As the understanding of quality may vary, a general agreement on the issue discussing quality is very important at least inside the institution. Quality is differently treated by academic staff, students, employers, social partners of institution, authorities and society in general. No special investigation is necessary in order to find out that the position of Lithuanian society on the quality of higher education and studies is not favourable enough. During the last decade, a number of young and gifted Lithuanian people have entered the universities and started working in the neighbouring countries. The process has been given a sound name Brain Drain. A free people’s movement in the open world should be a natural process. However, the careless government’s position on the analogous situations in some countries seems to be a surprise. When the situation becomes really complicated, the programmes aimed at ‘recovering losses’ are created. Nevertheless, similar measures can hardly be sufficient for making a substantial impact. Thus, the Overseas Lithuanians’ Support Centre is responsible for running the project Design and Implementation of Brain Drain Programme the purpose of which is creating a programme for Lithuanian people studying and working in the foreign scientific centres. The programme encourages Lithuanian citizens moving back and implements a competitive financial mechanism that will be applied for arranging scientists’ visits to Lithuania. A serious problem is that up to now, no official statistics on the degree of graduent students, scientists and other researchers’ emigration from Lithuania has been prepared. Moreover, there is lack of information on national scientific research and available vacancies in the institutions of science and education. Frequent discussions under a negative shade lead to appropriate society’s reaction. 
It seems, not much is required in order the quality of higher education should become more outstanding and satisfy not only personal needs but also the requirements imposed by a certain country. However, increased financial support (which is a very important factor) cannot change the existing situation. Education is a complex system having different levels, sub-systems etc. that closely correlate and determine one another. It should be stated that training of secondary comprehensive school graduates is still not sufficient enough. Though, at a later stage, a number of students enter the institutions of higher education. After all, the learners having a certain level of knowledge, abilities and values are treated as the main staff for universities. Logically, if graduates’ education is not good enough, a university fails to train high quality specialists. Meanwhile, worlwide practice shows that universities own high potential that is not always appropriatelly used. Statistics indicates that only 21% of the EU citizens capable for work are graduates from universities, whereas the latter indexes in the US and Canada are 38% and 43 % respectively. The communiqué of the European Commission declears that ‘Europe needs modernised universities. The main question is how to increase our universities’ contribution to the Lisbon Agenda for more growth, and more and better jobs’ (Education and Training..., 2006). The document examines the quality of higher education provided by the European universities. 
During the recent decade, due to reduced complexity, the programmes of social rather than natural sciences and technologies have been the most popular subjects studied. On the one hand, it is a common position, on the other– due to various reasons, the young generation in Lithuania and other countries of Central and Eastern Europe is not sufficiently focused on choosing sciences as subjects to be studied as in this case, in order to ensure the development and quality of programmes, apart from declarations, real financial and intellectual resources are required. Natural and technological sciences are primarily devoted to the development of manufacturing and technologies. Analogical sciences must be competetive under the circumstances of rapid globalization in the economical and informational space worldwide. However, only universities cannot improve the situation as a general clear national policy is required. It is worth pointing to the international ROSE research which disclosed that the youth’ interest in sciences and technologies was markedly decreased in the so called developed countries (ROSE, 2008). Certainly, teaching sciences and technologies in comprehensive schools should be enforced.
 High quality higher education is a solid basis of individual and public intellectual property. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. Not everything can be controlled by the existing market as higher education first of all, is an individual property. Therefore, it is not necessarily must be related to the labour market. Higher education is essential to a person him/herself (for young people in particular) in order to consider a personal model of life, to form a unique world outlook and to grow up as a personality and citizen. In this particular case, university implicitly orientating towards the needs suggested by the market, is not suitable for such mission. To save the idea of university worldwide, the latter aspect is exceptionally meaningful. Higher education cannot be treated as a purchase sold in the market. 
Higher education policy becomes a key point. In any case, the quality of higher education cannot be independent neither from science and studying policy of a certain country nor from a policy of a particular university. University autonomy and administration and implementation of science policy at national level are two closely integrated components having a direct impact on higher education. The European Union has established high and ambitious standards. One of those is a steady increase of Europeans’ education. Thus, Lithuania must be ready to meet this challenge. The number of educated people cannot enlarged. The quality of higher education is an integrated part of standard of living and citizens’ welfare. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</style></section></record></records></xml>