Sasa Milic - Academia.edu (original) (raw)
Papers by Sasa Milic
Metodicki Ogledi Methodical Review, Feb 29, 2008
Kreativni kurikulum teorijski je utemeljen na pedagoško-psihološkim viđenjima Maslowa, Eriksona, ... more Kreativni kurikulum teorijski je utemeljen na pedagoško-psihološkim viđenjima Maslowa, Eriksona, Piageta, Vygotskog, Gardnera i Smilansky. Program kreativni kurikulum razvijen je u Sjedinjenim Američkim Državama, a namijenjen je radu s djecom predškolskog i ranog osnovnoškolskog uzrasta. Program tretira ključne elemente odgojnoobrazovnog procesa kao što su specifičnosti dječjeg razvoja i procesa učenja, individualizirano podučavanje, kontinuirano i sveobuhvatno praćenje i procjenjivanje dječjeg napretka, te ulogu odgajatelja i obitelji u dječjem razvoju. Kreativni kurikulum polazi od činjenice da je proces učenja u predškolskoj i ranoj osnovnoškolskoj dobi pun kontradiktornosti, s jedne strane on je dinamičan i vrlo predvidiv, no s druge strane on je i pun iznenađenja, a i pored sve svoje dinamičnosti i akcije, ponekad se događa da taj proces bude vrlo tih i reflektivan. Ove kontradiktornosti zahtjevaju cijeli spektar strategija podučavanja, kako djecu uvesti u proces učenja, kako učenje proširiti i produbiti, te kako uspostaviti vezu između srodnih situacija učenja i pomoći djeci da kreiraju sustav znanja.
Exchange the Early Childhood Leaders Magazine Since 1978, 2011
Australian Journal of Adult Learning, Apr 1, 2013
In recent years, major universities and governmental and nongovernmental organizations around the... more In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers' or people's universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.
Childhood Education, 2003
M any of the countries of central, eastern, and southeastern Europe have begun the transition to ... more M any of the countries of central, eastern, and southeastern Europe have begun the transition to democracy in the last decade, which requires ex-tensive reform of state systems, including education. Some of these countries, such as the Czech Republic, Hungary, and Poland, have already made significant progress in this transition; others, however, including the countries from the Balkan Peninsula, are at the beginning of the process. Montenegro, one of the six republics of the former Yugoslavia, falls in the latter category. Numerous factors delay the transition from socialism to democracy in the Balkan Peninsula. Primarily, the political environment in the region is unstable and security unsure in the wake of numerous long-fought conflicts concerning national, ethnic, and religious tensions. Hundreds of thousands of people have died and millions have become refugees; the refugees have become an additional burden in the states to which they fled. As societies in the Balkan Peninsula strive to transfer from a socialist economy to a capitalist system, they have experienced a decline in the standard of living. Also, a high unemployment rate has led to the growth of a “gray economy” that is fueled by corruption, smuggling, and illegal trade. These political and economic conditions contribute to an overall decline of moral values and decay of the traditional values system. The position of education and educational institutions has been marginalized in lives of individuals and throughout society. The family has not remained immune to this decline, either; divorces, addiction illnesses, and deviant forms of behavior among young people are all on the rise. In such unfavorable conditions, it is almost a fantasy to talk about reforms of the education system. Despite the challenges, however, numerous innovative programs have been implemented in the region, such as Active Learning Methods, Step by Step, Inclusive Education, Development of Critical Thinking, Parent School Partnership, Creative Problem Solving, and Integration of Roma Population. Many of these programs are the work of international humanitarian organizations, including UNICEF, UNESCO, The Open Society Institute, Save the Children Funds, World Vision, Catholic Relief Services, Cooperazione Italiana, Swiss Disaster Relief, and the British Council.
Center for Educational Policy Studies Journal, 2018
Montenegro, a country that has been in transition for the last two decades, is trying intensively... more Montenegro, a country that has been in transition for the last two decades, is trying intensively to restructure its socioeconomic system and reform the main social systems, such as the education system, health care, the judicial system, the social welfare system, etc. Numerous strategic documents have been adopted in the past decade emphasising the importance of making the country’s abundant natural resources functional, and of making the utilisation of human resources in the country significantly more effective. In order to achieve improvements in one of the key areas of Montenegrin development, human resources, a reform of the entire education system was launched in the first years of 21st century. The processes of joining the European Union, whose fundamental principles are the free movement of people, goods, services and capital, have also significantly increased the need to raise the quality of the education of Montenegro’s citizens and to improve the competitiveness of the Mo...
Metodicki Ogledi Methodical Review, Feb 29, 2008
Kreativni kurikulum teorijski je utemeljen na pedagoško-psihološkim viđenjima Maslowa, Eriksona, ... more Kreativni kurikulum teorijski je utemeljen na pedagoško-psihološkim viđenjima Maslowa, Eriksona, Piageta, Vygotskog, Gardnera i Smilansky. Program kreativni kurikulum razvijen je u Sjedinjenim Američkim Državama, a namijenjen je radu s djecom predškolskog i ranog osnovnoškolskog uzrasta. Program tretira ključne elemente odgojnoobrazovnog procesa kao što su specifičnosti dječjeg razvoja i procesa učenja, individualizirano podučavanje, kontinuirano i sveobuhvatno praćenje i procjenjivanje dječjeg napretka, te ulogu odgajatelja i obitelji u dječjem razvoju. Kreativni kurikulum polazi od činjenice da je proces učenja u predškolskoj i ranoj osnovnoškolskoj dobi pun kontradiktornosti, s jedne strane on je dinamičan i vrlo predvidiv, no s druge strane on je i pun iznenađenja, a i pored sve svoje dinamičnosti i akcije, ponekad se događa da taj proces bude vrlo tih i reflektivan. Ove kontradiktornosti zahtjevaju cijeli spektar strategija podučavanja, kako djecu uvesti u proces učenja, kako učenje proširiti i produbiti, te kako uspostaviti vezu između srodnih situacija učenja i pomoći djeci da kreiraju sustav znanja.
Exchange the Early Childhood Leaders Magazine Since 1978, 2011
Australian Journal of Adult Learning, Apr 1, 2013
In recent years, major universities and governmental and nongovernmental organizations around the... more In recent years, major universities and governmental and nongovernmental organizations around the world have been engaged in discussions about implementing the principles of lifelong learning as fundamental principles of individual education. Until about a decade ago, adult education in Montenegro (whose development resembled that of adult education in the other republics of the former Yugoslavia) was characterized by the founding of workers' or people's universities; establishment of training centers at major companies and factories; and continued professional training, which included part-time enrollment in traditional universities. In other words, adult education was treated as an integral part of the formal education system but was not included in the state budget for education. Over the course of the last ten years, Montenegro has lost its old system of adult education, but it is still quite far from establishing a new one. Tellingly, no strategic document pertaining to adult education in the country recognizes the University of Montenegro as having a major role in lifelong learning. This essay problematizes the place and role of the university within the system of adult education and offers a comparative analysis of the development of the concept of lifelong learning at the university level in Europe.
Childhood Education, 2003
M any of the countries of central, eastern, and southeastern Europe have begun the transition to ... more M any of the countries of central, eastern, and southeastern Europe have begun the transition to democracy in the last decade, which requires ex-tensive reform of state systems, including education. Some of these countries, such as the Czech Republic, Hungary, and Poland, have already made significant progress in this transition; others, however, including the countries from the Balkan Peninsula, are at the beginning of the process. Montenegro, one of the six republics of the former Yugoslavia, falls in the latter category. Numerous factors delay the transition from socialism to democracy in the Balkan Peninsula. Primarily, the political environment in the region is unstable and security unsure in the wake of numerous long-fought conflicts concerning national, ethnic, and religious tensions. Hundreds of thousands of people have died and millions have become refugees; the refugees have become an additional burden in the states to which they fled. As societies in the Balkan Peninsula strive to transfer from a socialist economy to a capitalist system, they have experienced a decline in the standard of living. Also, a high unemployment rate has led to the growth of a “gray economy” that is fueled by corruption, smuggling, and illegal trade. These political and economic conditions contribute to an overall decline of moral values and decay of the traditional values system. The position of education and educational institutions has been marginalized in lives of individuals and throughout society. The family has not remained immune to this decline, either; divorces, addiction illnesses, and deviant forms of behavior among young people are all on the rise. In such unfavorable conditions, it is almost a fantasy to talk about reforms of the education system. Despite the challenges, however, numerous innovative programs have been implemented in the region, such as Active Learning Methods, Step by Step, Inclusive Education, Development of Critical Thinking, Parent School Partnership, Creative Problem Solving, and Integration of Roma Population. Many of these programs are the work of international humanitarian organizations, including UNICEF, UNESCO, The Open Society Institute, Save the Children Funds, World Vision, Catholic Relief Services, Cooperazione Italiana, Swiss Disaster Relief, and the British Council.
Center for Educational Policy Studies Journal, 2018
Montenegro, a country that has been in transition for the last two decades, is trying intensively... more Montenegro, a country that has been in transition for the last two decades, is trying intensively to restructure its socioeconomic system and reform the main social systems, such as the education system, health care, the judicial system, the social welfare system, etc. Numerous strategic documents have been adopted in the past decade emphasising the importance of making the country’s abundant natural resources functional, and of making the utilisation of human resources in the country significantly more effective. In order to achieve improvements in one of the key areas of Montenegrin development, human resources, a reform of the entire education system was launched in the first years of 21st century. The processes of joining the European Union, whose fundamental principles are the free movement of people, goods, services and capital, have also significantly increased the need to raise the quality of the education of Montenegro’s citizens and to improve the competitiveness of the Mo...