Private and State Education in Serbia by CorD Magazine

S P E C I A L

E D I T I O N

G U I D E TO

PRIVATE AND STATE EDUCATION IN SERBIA 2016

C H A RT W E L L -

I N T E R N A T I O N A L

S C H O O L

Excellence

s d r a w o T

• 15 years of experience • Caring environment tailored to the academic and personal needs of each child • • Preparing students to thrive in an increasingly technological and multicultural society • • Internationally renowned qualifications • Graduates accepted into prestigious colleges and universities worldwide • PRE-SCHOOL

PRIMARY

SECONDARY

Teodora Drajzera 38; +381 11 3675 299

Tolstojeva 54; +381 11 3675 299

Lackoviceva 6; +381 11 3675 340

ACCREDITED BY: Ministarstvo prosvete nauke i tehnološkog razvoja

AND STATE EDUCATION 2 GUIDE TO PRIVATEreception@chartwell.edu.rs • www.chartwell.edu.rs IN SERBIA 2016

KREATIVNO PERO

CONTENTS

Education System

RESPECT FOR INDIVIDUAL NEEDS AND AN INCLUSIVE ENVIRONMENT Brook Hill International School

EDUCATION REFORM IS A NEVER-ENDING STORY

ALIGNED WITH EUROPEAN STUDY SYSTEMS

Minister Srđan Verbić

the Faculty of Economics and Engineering Management (FIMEK)

RUĐER BOŠKOVIĆ Education System

ADVENTURE OF LEARNING IN FRENCH The French school in Belgrade

THE JOY OF LEARNING

MAN IS A SENSORY ROBOT AND SAWS HAVE SOUL

PROGRESSIVE SCHOOL, STEEPED IN HISTORY!

AGE d.o.o.

PRIMA International School

international primary school

ACADEMIC EXCELLENCE WITH A VIEW TOWARDS THE EU

CONTEMPORARY SOLUTIONS FOR E-LEARNING

the German School of Belgrade

Diana Gligorijević, TeleGroup d.o.o.

LEARNING IN A FUN AND EXCITING WAY BRITISH INTERNATIONAL SCHOOL

4 | INTERNATIONAL GERMANY 2012

TRADITION AND EXCELLENCE

The International School of Belgrade

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

INTERVIEW

Education Reform is a Never-ending Story Although the financial crisis and the ongoing macroeconomic stabilisation programme have partially slowed the envisaged pace of reforms in education, efforts to modernise and internationalise the curricula are running in parallel

SRĐAN VERBIĆ, SERBIAN MINISTER OF EDUCATION, SCIENCE AND TECHNOLOGICAL DEVELOPMENT

he implementation of the programme with the IMF obliges Serbia to rationalise the field of education, while the need to introduce new knowledge to counter this requires the recruitment of additional teaching staff. In this interview for CorD, Srđan Verbić, Minister of Education, Science and Technological Development, talks about ways of harmonising these two contradictory targets and other plans of the ministry. • It is often said that education in Serbia is not harmonised with the

have to get rid of some existing subjects. This is the key moment of social dialogue that includes employers and the state and trade unions, and which concerns the fact that we have to offer people who are in the system effective retraining programs, enabling them to find another job and then to introduce what they need. • The IMF programme, on the contrary, calls for the accelerating of this business and rationalisation. - I think we need more teachers in schools, but it is necessary for them to do fewer things than they do now.

WEALTHY COUNTRIES PERHAPS HAVE THE LUXURY OF PREPARING STUDENTS FOR HIGHLY SPECIALISED AREAS IN WHICH THEY WILL BE THE BEST IN THE WORLD. WE, ON THE OTHER HAND, MUST INTEGRATE OUR EDUCATIONAL PROFILES needs of the labour market. - Education is not adapted to the needs of the market in the UK either, nor in Sweden and the United States. This is a global problem. We could quickly change the educational profile in the case that we had the opportunity to hire people in the education system quickly, but in order to introduce new subjects we would

4 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

For example, we have very few people who deal with career guidance, who should be in constant interaction with students, in order for them to be able to choose their school and further career in the right way. On the other hand, global financial troubles compel us to reduce that number and what we can and must do for the damage to be minimised as much as possible.

• Of all the changes in the sphere of education, most media attention is devoted to the introduction of dual education. How important is this aspect within the framework of reforms? - At a time when the future of any business is highly uncertain, education devoted to a strictly specialised field is a risk for the state and for the individual. What we need to do is to create our programmes in such a way that we are flexible. Wealthy countries perhaps have the luxury of preparing students for highly specialised areas in which they will be the best in the world. We, on the other hand, must integrate our educational profiles and that is very important to us. Students graduating from vocational schools need to have enough quality working practice and be trained for more than a single craft, because they do not know where they will be employed and what they will need the most. When it comes to higher education, practical experience is extremely important to us. Our vocational high schools must offer a lot more practical experience than is the case today, and the kinds of educational programmes that imply very close cooperation with industry.

• Young people in our country often study at university just because they cannot find a job, which has led to a fairly unregulated industry of private colleges. When will this sector be brought into line? - What we definitely need to bring order to is the route leading from basic primary education, through secondary schools, to higher education. We want to have as many highly educated people as possible, but the route leading to that education must be arranged, and that is why we are working to introduce a graduation at the end of high school that will be a very serious filter determining who goes to which school for what purpose and where they can enrol further after graduating from such schools.

Southeast Europe (ERI SEE), an initiative for education reform in Southeast Europe that is headquartered in Belgrade, and that is a very important event because it is only the second international organisation to have its headquarters in Belgrade. Besides ERI SEE, the Centre for Research and Innovation of the Western Balkans (WISE) has also been established and also involves all countries in the region. Both organisations have great potential, both in terms of the distribution of funds for education and science in the region and in terms of coordinating all activities – starting from

• On the other hand, until recently we had a big problem with another group of young people – those who earned degrees at foreign universities and have had trouble getting those diplomas recognised here. - The slowest part was the establishment of procedures that are supposed to help the ENIC NARIC Centre to do this job, and I think we are now finally picking up pace. Of course, we are not progressing at the same pace with all countries –

• There is increasing cooperation in the region when it comes to the education sector. - During the past year we have managed to establish two international organisations headquartered in the region. The first is the Education Reform Initiative of

• State scholarships were also introduced recently for these students? - We launched the project “The World in Serbia”, which creates the possibility of awarding scholarships to students of member and observer states of the Non-Aligned Movement, thanks to which Serbia has the honour of hosting students from 53 countries. The programme was introduced in 2014 and in the 2016/17 academic year will offer 40 new scholarships.

secondary vocational education, which is a topic common to all of us, to the mutual recognition of qualifications or a common framework for qualifications for all countries in the region.

• As of recently, anyone can inform themselves regarding a large number of statistics from the scope of your ministry, thanks to the government’s introduction of “open data”. - The concept of open data is very important for the functioning of the ministry. First, there is openness to the public, who want to know a lot about the education system. The second reason is the intention for us to make decisions regarding the education system on the basis of reliable data. The third important reason is that we are opening the possibility for innovative people, to get involved and develop some kind of work for themselves on the basis of this data.

• At the same time, you also plan for the University of Belgrade to once again become a point of reference for foreign students. - Here we have a lot of untapped potential. At the time of Yugoslavia, Belgrade was an important centre of education for many ambitious people from non-aligned countries and the echo of those times still reverberates. What we need to do is to increase the number of programmes that offer classes in Eng-

• There are increasing numbers of foreigners in our country and we often read that nursery schools have been opened in German or English. Is some government intervention needed in this are or is that space for free private initiative? - We want that to be about private initiatives as much as possible. If there is an institution that can provide such a service, it is only up to us to verify such an institution and wish them good luck in their work. ■

WE LAUNCHED THE PROJECT “THE WORLD IN SERBIA”, WHICH CREATES THE POSSIBILITY OF AWARDING SCHOLARSHIPS TO STUDENTS OF MEMBER AND OBSERVER STATES OF THE NONALIGNED MOVEMENT, THANKS TO WHICH SERBIA HAS THE HONOUR OF HOSTING STUDENTS FROM 53 COUNTRIES perhaps counterintuitively. However, once we have accepted a certain profile it is then recognised automatically in the future, the more recognised scientific educational programmes we have, the faster this procedure will go in the future. At present we have 1,731 applications for the recognition of diplomas and 495 are being processed, because that is more or less the capacity with which we can work.

lish, and possibly in other languages. At this moment we have several hundred programs that are accredited and can be taught in English, but only 20 that are exclusively in English, which can cater for a maximum of about 2,300 students, and this is significantly less than, for example, Hungary.

4 | INTERNATIONAL GERMANY 2012

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

INTERVIEW

Man is a Sensory Robot and Saws Have Soul We cannot even imagine today's school system without the modern technologies that arrived here thanks to four engineers who were able to create and apply everything that became a part of global education and inclusion

eople can feel skin deep and little saws, which, back in the day, we used in ‘technical education’, as the subject was called in primary and secondary schools back then, have soul so that they are able to stop themselves before they cut the user's hand. These are just some of the technological novelties in education, as we found out from Ljubomir Adamov, Director, Chief Engineer and Proprietor of Belgrade-based company AGE d.o.o. • How did you present your company at the recent British Council Fair dedicated to new technologies in education? - We exhibited a 3D printer for the first time ever. This is a top-notch machine that is used in combination with a computer to allow you to make a material object in Africa or America from Belgrade. You input the software here and the object is made over there. The end result

saw and lathe, which can produce the models we used to create in technical education, back in the day. These models are suitable for all ages, as well as for professionals. The system that we use comes from Austrian company CoolTool and has a five-year warranty. This is a perfect device that operates at a harmless voltage, so, for instance, if you put your finger on the saw, it promptly moves so you don't cut yourself. We are both the distributors and coordinators of this system. It is very important that this system can also be used in so-called inclusive education, i.e. by children with special needs. • You are in the business of interactive multi-media educational technologies. Tell us something about your very beginning. - These technologies are used in education, professional presentations and communications, as well as in inclusive education, which

OUR WORK IS ALL ABOUT A SUBTLE CONNECTION BETWEEN TRADITIONAL AND MODERN TECHNOLOGIES. WE HAVE SOFTWARE AS A FINE THREAD THAT CONNECTS US, AND IS ALSO A SLAVE TO OUR PURPOSE can be a glass or a chair that was designed here and produced there. The 3D technology can be applied to a special segment of education which, among other student categories, also includes visually impaired students. They can print on matrices that require an embossed preprint, which is done using 3D technology. • What other novelties have you presented and offered? - This year we decided to go back to the traditional approach to creating. We presented a small-scale workshop as one set – a small drill,

has become an integral part of the school system. The goal of these technologies is to have a school that is tailored to children and not a school that imposes educational criteria. This also means that you study and work in line with your abilities, which, again, implies certain challenges and risks. • How can technology help to solve certain everyday problems in this sector? - As suggested by educators, we have begun working on sensory technology, i.e. using sen-

6 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

sory integration technology to create sensory rooms that are used in medical therapy. We started with therapeutic methods, where a person can relax through the use of touch. Massage is the first format of sensory treatments. Humans, by their nature, are sensory robots with a system of diverse sensors - the sense of sight, smell, taste, hearing, balance and perception - whose skin is a network of sensory points. All of our senses are sensors, so is our skin. In devising sensory rooms, our initial premise was that humans are sensory robots and if we influence their sensors, we can control their state. This is one-to-one work – there is one professional therapist and one patient. The treatment lasts an hour. So far, we have created around 30 such rooms for schools with special needs students, preschools, health clinics and hospitals, both in Serbia and elsewhere in the region. We equip them and we produce the instruments. Our products are also between 40 and 100 per cent cheaper than those of our European counterparts. ■

BRITISH INTERNATIONAL SCHOOL

Learning in a Fun and Exciting Way

he British International School (BIS) is at the centre of a thriving and supportive community – a happy, challenging and forwardlooking school. Enriched by its cultural diversity and proud of its curriculum and ethos, BIS is committed to the highest standards in everything it does. The purpose of the BIS is to develop internationally-minded, independent, confident and creative learners, who will be able to make a positive contribution to future society. Since its inception, the British International School has sent 19 generations of graduates to universities throughout the world. The School caters for students in preschool, primary & secondary school, and this winter opened a new Lower Secondary Campus building, due to ever-growing student numbers, meaning BIS now has three school campuses. Education at BIS for students aged 4 to 18 is centred on the UK curriculum and developing all aspects of a child’s intellectual, social, emotional, physical and spiritual attributes. BIS students attain excellent results throughout their education. Last summer BIS students achieved fantastic results in their A Level and IGCSE examinations. Two students achieved 7 A grades at A Level between them (3 at A*, the highest grade possible). At AS Level, two students achieved 3 A grades each, and in the IGCSE examina-

tions two achieved 15 A grades (5 at A*). Many other students achieved equally admirable results. All BIS students recently took part and joined millions of other students across the world taking part in World Maths Day, World Literacy Day, and World Science Day, which together comprise the World Education Games. Great free, educational fun! BIS offers its students lots of additional education content in a fun and exciting way. Its Secondary students had a fantastic time in the Netherlands during their Annual Study Tour. There

The British International School has so far sent 19 generations of graduates to universities throughout the world. The School, which caters for students aged from 4 to 18, this winter opened a new Lower Secondary Campus building to cater ever-increasing student numbers

Next, Year 8 students visited the Indonesian Embassy in Belgrade as part of their Cultural Studies course, with the purpose of expanding their knowledge of this country. During the 90-minute visit, Culture Attaché Habadi took the students on a tour of the Embassy and gave them an overview of Indonesian culture. The students and their teachers were also welcomed by H.E. Indonesian Ambassador Kandou and his wife, who treated the visitors to a meal of Indonesian food at their residency. In mid-December, Key Stage Three

EDUCATION AT BIS IS CENTRED ON THE BRITISH CURRICULUM AND DEVELOPING ALL ASPECTS OF A CHILD’S INTELLECTUAL, SOCIAL, EMOTIONAL, PHYSICAL AND SPIRITUAL ATTRIBUTES they had the opportunity to experience another culture, as well as gaining a deeper understanding of modern European history, World War II and the Holocaust at Anne Frank’s House. They could examine the topography of the region and the constant battle to keep the North Sea at bay. Such an experience also helped these youngsters improve their personal organisation and cooperation with others in a variety of environments, as well as giving them an opportunity to gain independence and self-confidence, while strengthening existing friendships and forging new ones.

4 | INTERNATIONAL GERMANY 2012

students visited the Royal Palace as part of the charity campaign traditionally organised by the HRH Crown Princess Katherine Foundation over the Christmas period. There the BIS students had an opportunity to share the spirit of charity by donating gifts to their peers from homes for children without parental care, children with disabilities and Roma children. After two fantastic Christmas productions and a final assembly that saw many certificates presented, including those for our Gold and Silver Mathletics Award winners, we can only say: Well done! ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

ANY 2012

BROOK HILL INTERNATIONAL SCHOOL

Respect for Individual Needs and an Inclusive Environment

Choosing the right school and education system for a child can be a very daunting task for parents. That is why we have created an environment where the combination of old and new pedagogical approaches, support in school and from home, leads to children developing into confident and successful individuals MS SARAH AITKEN

NEBOJSA MLADENOVIC

Head of Early Years and Primary Department

rook Hill International School provides a cohesive education for children aged from 3 to 18. All within the same area, its Early Years building caters for 3-5-year olds, the Primary building teaches children aged 5-11, and the Secondary building is for children aged between 11 and 18. • Which programmes do you offer your pupils? - From the outset we follow the National Curriculum for England and Wales and from Primary Year One we begin following the Cambridge International Programme for English, Maths and Sci-

Head of Secondary Department, Cambridge Officer and Examiner • How can children whose native language is not English join the classes? - Throughout the school, children are completely immersed in the English language. Teachers use a variety of visual resources and practical activities to help children with lower levels of English participate fully in lessons. Moreover, we have a teacher of English as an Additional Language, who works very closely with children, class teachers and parents in order to support the development of children’s English language skills. Through games, songs, lots of visual stimulus and practical activities, children begin to pick up the language very quickly.

CHOOSING THE RIGHT SCHOOL AND EDUCATION SYSTEM FOR A CHILD CAN BE A VERY DAUNTING PROSPECT FOR PARENTS. KNOWING THAT THEIR CHILD IS HAPPY IN A WELCOMING, SAFE, SECURE AND STIMULATING ENVIRONMENT IS OF UTMOST IMPORTANCE ence, whilst continuing to follow the National Curriculum for England and Wales for all other social and expressive arts subjects. Pupils complete standardised tests from the UK and from Cambridge (Progress and Checkpoint Tests) each year. Secondary school pupils follow Cambridge Programmes for their chosen subjects and go on to complete IGSCE, AS and A levels.

8 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

• What are the major values and strategies that set Brook Hill International School apart compared to other international schools in Belgrade? - Choosing the right school and education system for a child can be a very daunting prospect for parents. Knowing that their child is happy in a welcoming, safe, secure and stimulating environment is of

utmost importance. That is why we have created such an environment where the programmes offered can be tailored to suit individual needs, ensuring an inclusive environment. We believe that the combination of old and new pedagogical approaches, support in school and from home, leads to children growing into confident and successful individuals. ‘The moment we opened the gate of Brook Hill School we instinctively felt that this was the right place for our daughter. Despite having absolutely no English when starting at Brook Hill, we have seen tremendous progress in our child’s overall development: academically, physically, socially and emotionally. She feels that her abilities and interests are appreciated at school.’ - Mirjana Arsenović Dačić, current Year-Four parent. All of our teachers have experience working at schools internationally or in the UK. In Early Years and Primary we strive to provide young children with native English teachers or those who have lived in the UK for many, many years. ‘I was born, raised and qualified as a teacher in the UK. I have experience working with children and adults from various cultures, successfully teaching and preparing them for Cambridge tests and exams. Here at Brook Hill we are able to build on and deliver a curriculum that is

inclusive and flexible.’ - Ms Jovana Markos, Primary Teacher Our Secondary children are provided with regular personalised support, both from their tutor and our school counsellor, in applying for universities to continue their studies, whether that be here in Serbia or abroad. • What extra curricula activities do you offer your pupils? - We promote a close, friendly and familylike atmosphere. With small class sizes and a flexible approach to both curricular and extra-curricular timetables, children have many opportunities to explore their interests, talents and curiosities in a safe and secure learning environment. Our After School Clubs change on a termly basis and reflect children’s interests. We have swimming in our own indoor pool, with Active Oxygen instead of chlorine, volleyball, basketball, Scottish dancing, yoga, aikido – all in our own sports gym, arts and crafts, homework, a choir,

cookery, chess, debating and computer clubs, and many different languages. ‘Many of our children have expressed interests in learning another foreign language. This term has seen the beginning of the Italian Club. We use games, songs and a variety of materials to learn Italian. Learning another language is an exciting way to explore new culture and history.’ -

As well as multiple excursions relating to the topics children are learning about throughout the academic year, we also use our outdoor space to its full potential. ‘In Early Years we use outdoor learning as an integral part of everyday activities. It is a vital aspect of a child’s education and we make use of this powerful

WE PROMOTE A CLOSE, FRIENDLY AND FAMILY-LIKE ATMOSPHERE. WITH SMALL CLASS SIZES AND A FLEXIBLE APPROACH TO BOTH CURRICULAR AND EXTRA-CURRICULAR TIMETABLES Mr Shaun Small, Primary Teacher After school clubs are led by our own teachers or by professionals in that particular field. We also encourage those secondary children who wish to lead a club for younger students to do so, and we provide them with as much help as they require. We also have our own gardening space, where children can plant and nurture their own organic vegetables and herbs.

resource to give them valuable opportunities to connect their classroom education to the wider world. Reception children enjoy Forest School and, along with others in the school, gardening, which helps them learn about the natural environment, solve problems, increase their confidence and cooperate with others.’ - Ms Erica Wilkinson, Early Years Foundation Stage Teacher. ■

Enrolling now! Call and visit us Contact: +381 11 369 1310 email: office@brookhill.edu.rs website: www.brookhill.edu.rs 4 | INTERNATIONAL GERMANY 2012

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

CORPORATE

Adventure of Learning in French Due to the high quality of an education process that is in line with the French curriculum, advanced pedagogy techniques and an approach catered to children, our students continue their studies in France and elsewhere with ease. That is why both Serbian, French and binational parents are choosing our school for their pupils, starting from age three to 18.

he French School in Belgrade introduces children from the ages of three to 18 to the adventure of learning in a caring and nurturing environment, in French! The high quality of the teaching process is secured by the unique structure of teaching in France. France is the only country in the world that has an international state-approved network of schools under the auspices of the French Agency for teaching French Abroad (AEFE), which allows pupils to continue the French curriculum in a French school abroad or in France whenever they choose. This institution guarantees, through the French Ministry of Education, the same education programmes as those in, for example, Paris. Each year inspectors

There are currently 500 pupils enrolled at 15 different age levels. When it comes to our pupils’ nationalities, 55 per cent of them are Serbian, 35 per cent are French or binational and the remaining 10 per cent comprises 20 different nation-

THE FRENCH SCHOOL IN BELGRADE PROMOTES THE DIVERSITY OF ITS PUPILS. ABOUT 55 PER CENT OF THEM ARE SERBIAN, 35% ARE FRENCH OR BINATIONAL AND THE REMAINING 10% COMPRISES 20 DIFFERENT NATIONALITIES from the French Ministry of Education visit the school and assess the conformity and quality of teaching. The French school in Belgrade, established in the city in 1951, adheres to French educational principles, including the principles of secularity, as well as philosophical and political neutrality. The French government contributes financially to the education of our pupils, irrespective of their nationality, in the amount of €2,700 per pupil, through teachers’ salaries and other subsidies.

alities. In the past two years, 100% of our students successfully passed their final French Baccalauréat exam, which allowed them to continue their studies, mainly in France, but also in foreign countries – as the French diploma is recognised the world over. In addition to the formal curriculum, a number of extra-curricular activities are offered by the school each year, consisting of various sports, arts and sciences. Starting from the age of three, children are eligible for the nursery at the

10 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

French School in Belgrade. The Nursery welcomes 85 children aged three to five in a warm and friendly atmosphere, in the Belgrade suburb of Senjak. The nursery is divided into three levels and five different classrooms, each overseen by a bilingual teacher and a bilingual teaching assistant. Our staff follows the French Early Years Foundation Stage curriculum, and is keen to offer the best of the French education system, placing an emphasis on a caring and nurturing environment, cultivation of desire for learning in young pupils and teaching them to socialise and learn to be part of a group, but also to be independent. Pupils develop multilingualism at an early age, have strengthened physical predispositions and are exposed to the rigour of the French curriculum, as well as the autonomous critical thinking of French Education that is a synonym of high quality pedagogy. The French School in Belgrade maintains a child-centred approach to education and promotes the diversity of its students – by encouraging them to develop their mother tongue and preparing them to primary school by teaching them the basic pre-reading and writing skills. School lessons start at 8.10am and end at 1.10pm. After-school care is also available until 4.30pm and consists of various activities overseen by teaching assistants in French. We urge you to please get in touch with the school’s administration if you require any further information about the school and its programmes. We are looking forward to hearing from you soon! ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

INTERVIEW

Academic Excellence With a View Towards the EU As Serbia is advancing decisively towards the European Union, the German School may act as one more bridge towards that goal by attracting families from EU countries to come to Serbia and by preparing Serbian children for the opportunities offered by the EU

STEFAN WIEDENHOFER,

DR NATALIE EBERT,

DIRECTOR OF THE GERMAN SCHOOL OF BELGRADE

ANY 2012

CHAIR OF THE BOARD OF THE GERMAN SCHOOL OF BELGRADE

• There was a big re-opening ceremony of the German school in Belgrade last September. Could you tell us about it? - E: Yes, we held a big event in autumn last year in the presence of Mr Srđan Verbić, Minister of Education, Science and Technological Development. This event took place in the wake of extensive refurbishment, including additional construction to our new school building, the former Sportska Gimnazija in Topčider. This project was financed by the German government and by German, Austrian and Swiss companies. As a result, the German School Belgrade, an institution with the highest teaching standards, is now op-

- W: Places in the German school are in high demand, as parents seek to enrol their children in our school. We currently have around 220 students. In our new building we can meet all educational challenges and live up to our commitment, which focuses on the individuality of our pupils. We believe that diversity and inclusion are the key drivers of creativity and innovation. E: Our project is almost complete. We are now looking forward to being able to relocate our kindergarten, which is already situated nearby, onto our school grounds. We are in close contact with the business community and authorities to finalise this last step.

CHILDREN WITH SERBIAN AS THEIR MOTHER TONGUE NEED TO ATTEND AT LEAST TWO YEARS OF PRE-SCHOOL EDUCATION IN ORDER TO ACQUIRE SATISFACTORY KNOWLEDGE OF THE GERMAN LANGUAGE

• What kind of education does the German School of Belgrade offer? - W: The German School of Belgrade offers education at all levels, from kindergarten to school leavers’ diplomas, with all subjects taught in German and all exams subjected to German standards. It is as if the students were attending a school in Germany. Our teaching is certified and regularly inspected by German authorities. At the same time, we are of course also a Serbian school. We are officially licensed by the Serbian Ministry of Education, Science and Technological Development. But the German School Leaver’s Diploma, the Abitur, qualifies all students to attend universities in all European Union countries. The Abitur is the future key to German and European universities.

ounded in 1854, the German School of Belgrade is one of the oldest existing educational institutions in the city, but also one that is growing and expanding as Serbia advances towards the European Union. Here we talk to senior school staff about the unique qualities of the school and future plans for its development. Our interlocutors are Stefan Wiedenhofer, Director of the German School of Belgrade (W), and Dr. Natalie Ebert, Chair of the Board of the German School of Belgrade (E). In this interview their responses are preceded with a letter for ease of navigating this interview.

erating in a state-of-the-art environment. We are grateful to the City of Belgrade, the Municipality of Savski Venac and the Serbian and German governments for their support in realising this important educational project. SRDJAN VERBIC, Serbian Minister of Education, Science and Technological Development (left), German Ambassador to Serbia H.E. AXEL DITTMANN, DR NATALIE EBERT, chair of the Board of the German School of Belgrade Austrian Ambassador to Serbia and H.E. DR JOHANNES EIGNER

12 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

• How did the school develop in the last couple of years? Is your project now complete?

• What makes the German School of Belgrade unique compared to other international schools? - W: Firstly, we teach our students the German language. In addition, we not only make sure that the student curricula are up-to-date and based on modern knowledge, we also concern ourselves with how pupils learn. We feel we have something to offer when it comes to modern teaching. We encourage active and social learning in class and in projects. Throughout the school year, teachers offer workshops focusing on specific themes, e.g. the Danube or Environmentalism or historical issues, both German and Serbian, which are selected by students. The idea is to motivate students and provide a fresh look at the curriculum. It should also be mentioned that we teach our students Serbian at two levels: as a native and as a foreign language. • Does the school mainly serve the needs of the German expat and business communities and their families? - E: Not only. German-speaking families from

logue with local teachers and local schools, as well as with international schools. • How do you finance such a comprehensive offer – what about your school fees? - E: It is expensive to run a school that offers international education at the highest level. Regarding finance, we have two sources. We are partially funded by the parents via school fees, but I would like to emphasise that the German government supports us very generously, covering 50 per cent of our budget. As a result, our school fees are 50 per cent lower than those of comparable international schools in Belgrade. • You personally decided to enrol your three children in this school. Which factors influenced your decision? - E: First of all, the classes are small, so teachers can spend a great deal of their time with individual pupils. At the primary education level, the school also offers individual remedial teaching for German, maths and other subjects. Also, it

THE GERMAN GOVERNMENT SUPPORTS THE SCHOOL VERY GENEROUSLY, AND AS A RESULT THE SCHOOL FEES ARE APPROXIMATELY 50 PER CENT LOWER THAN THOSE OF COMPARABLE INTERNATIONAL SCHOOLS IN BELGRADE Austria or Switzerland, who have relocated to Belgrade, are of course interested in sending their children to a German-speaking school. But about approximately 50 per cent of the pupils are from Belgrade families. An important part of the backbone of the school, i.e. its pupils, their families and many teachers, are from Serbia. W: We work closely together with other schools in Belgrade on different issues. Our students also take part in national maths or reading competitions and participate in MUN (Model United Nations). All our students are required to learn Serbian and immerse themselves fully in the national culture. We highly value our dia-

was important for us that our children have access to an education that would conform to other international curricula, in case we move to another country before their graduation. • How does the integration of children from Serbian families work? - W: Admission to the school is only possible if a child’s competence in German satisfies certain standards. So, we start early on, from day one in kindergarten. Children with Serbian as their mother tongue need to attend at least two years of pre-school education. It is amazing to see how much children can learn within those two years.

4 | INTERNATIONAL GERMANY 2012

Of course, this kind of learning also includes play and fun, but our experience shows that any child can progress very quickly, even if nobody else in the family speaks German. And, believe me, this makes a child proud! Later it is, I confess, rather difficult to transfer from a Serbian school to DSB.

• Where do you see your role in the European integration process that Serbia is going through? - E: Serbia is advancing decisively towards the European Union. I hope that the German School can act as one more bridge towards the European Union – attracting families from EU countries to come to Serbia and preparing Serbian children for the opportunities offered by the EU. W: It is clear that education will be key. The majority of young people in Serbia will certainly benefit from increased exchanges with their counterparts in other European countries. This is where the German school can help – mainly through our graduates serving as builders of bridges to a new era, but also by organising exchanges, meetings and debates within the country. We are optimistic and excited to continue our close cooperation with our Serbian partners. ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

ANY 2012

INTERVIEW

Aligned with European Study Systems All of the study programmes at our faculty are popular, but information technology is certainly ahead of all others, due to the continuous increase in the number of interested and enrolled students Professor DRAGAN SOLEŠA Ph.D., Dean of the Novi Sad Faculty of Economics and Engineering Management (FIMEK)

uring the transition period and swift progression towards information society, the Faculty of Economics and Engineering Management (FIMEK) and its Information Technology Department have special importance and a role to play in educating experts who are both necessary and desired for the further development and expansion of IT. Computer literacy and the application of IT tools are important for doing business, competition, and profitability, i.e. overall economic development. • Which study levels do you cater for with the courses you offer your students (graduate, postgraduate, doctoral)? - FIMEK provides a wide range of high quality, accredited study programmes for graduate academic, postgraduate academic and doctoral studies. The Faculty has 15 study programmes at three levels.

number of possible solutions; not just one “right” solution. The professors and assistant professors at the Faculty of Economics and Engineering Management are preparing students for life in the modern society. Our faculty provides students with the ability to convey complex ideas, solve complicated problems, and deal with vague situations. The experience from developed countries shows that modern curricula need new content, a new approach in acquiring that content and a new organisation of teaching processes. The faculties of the new generation, or the 21st century faculties, have to be based on new tools, while simultaneously enabling simple and fast access to general global knowledge. This is the last moment for starting the thorough transformation of the education system, which will now use ICT much more than before. When devising the curriculum and the

FIMEK HAS SIGNED OVER THIRTY COOPERATION AGREEMENTS WITH INTERNATIONAL EDUCATIONAL INSTITUTIONS AND WE HAVE BEEN WORKING CONSTANTLY TO BOOST AND EXPAND COOPERATION WITH BOTH EXISTING AND NEW PARTNERS All of these programmes have been created in line with the curricula of renowned European universities, which train experts and teach in accordance with the basic principles of the European study system. • How does the Faculty adapt its curriculum to the needs of the labour market? - The modern workplace has a growing need for people who are able to gather, evaluate, synthesise and apply information, as well as being able to consider a

programmes for all educational profiles of the Faculty of Economics and Engineering Management, we were guided by the rules of the profession, or Lege Artis. • How have you been advancing your scientific and research capacities? - In terms of improving FIMEK’s scientific and research capacity, our priorities lie with project activities that we carry out at the local, provincial, state and international levels. Additionally, during the cur-

14 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

rent academic year, FIMEK participated in the organisation of three science and technology meetings. Of course, our professors and assistant professors have been publishing their papers in specialised magazines, which is also their obligation – considering that our teaching staff is highly motivated and focused on continuous improvement and progress. • With which foreign scientific institutions do you cooperate? - Examples of tangible collaboration with foreign universities can best be seen in our project activities. In January FIMEK submitted a joint project in which we partnered the University of Zagreb’s Faculty of Philosophy, the University of Maribor’s Faculty of Philosophy, the Independent University from Banja Luka, the Prometej College of Applied and Legal Sciences from Banja Luka and the Technical College of Vocational Studies from Novi Sad, which just shows that our collaboration with foreign higher learning institutions is stable and realised through numerous activities. FIMEK has signed over thirty cooperation agreements with international educational institutions and we have been working constantly to boost and expand cooperation with both existing and new partners. Thanks to this international cooperation, our students are now given an opportunity to spend a semester abroad, studying at the best European universities. Furthermore, our graduate students can continue their postgraduate and doctoral studies abroad. Additionally, the Faculty also holds summer schools for foreign students. ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

THE INTERNATIONAL SCHOOL OF BELGRADE

Tradition and Excellence Since 1948 the International School of Belgrade has provided a quality education to the international community in Belgrade, relying on innovative and best instructional practice to address the varying learning styles of our students

pportunities for academic excellence, artistic expression and international understanding are accessible for every student at the International School of Belgrade (ISB). Our challenging and diverse programs offer a high quality international education with a global perspective. ISB relies on innovative and best instructional practice to ensure we address the varying learning styles of our students. From Pre–Kindergarten through Grade 12, ISB caters to a student population that represents over 40 nationalities. Our professional faculty and support staff are proud to serve such a multi-cultural student body. Our dynamic curriculum is based on the highly regarded International Baccalaureate Diploma, Middle and Primary Years programs. Like all high quality international

schools, ISB is accredited by educational agencies: the New England Association of Schools and Colleges and the Council of International Schools. Moreover, we are an authorised IB World School, where students learn to implement change with compassion and creativity in a complex global environment, and we are also authorised by the Serbian Min-

OUR CHALLENGING AND DIVERSE PROGRAMMES OFFER A HIGH QUALITY INTERNATIONAL EDUCATION WITH A GLOBAL PERSPECTIVE

16 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

istry of Education, Science and Technological Development. Since 1948 we have provided a quality education to the international community in Belgrade and our students’ parents have been vital partners since our inception. We appreciate the fact that they entrust us with the care of their children. We communicate regularly and openly with our school community members, while taking continuous steps towards improvement. And we will continue to do this in the months and years ahead. Finally, we are fortunate to be working in partnership with the ISB Board of Trustees; our board members unselfishly offer their time and talents in order to ensure the continuous improvement of programmes and services for all of our children. It is truly an honour to be a part of this vibrant and caring community, which has a clear mission: ISB is a collaborative learning community that inspires and empowers its members to discover their passion to be global innovators. ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

CORPORATE

Kreativno Pero

SUPERIOR BILINGUAL KNOWLEDGE Kreativno Pero education system provides a bilingual – Serbian/English – approach to the education of all age groups, as well as integrated implementation of the curricula of the Ministry of Education, Science and Technological Development of the Republic of Serbia and the international Cambridge Programme. Our pupils receive two diplomas upon graduation. Kreativno Pero is an education system that encourages, directs and develops the individuality and creativity of each individual child, thanks to the professional and dedicated teamwork of all of its employees. Kreativno Pero system comprises a preschool, primary school and secondary school. The fundamental feature of this system is a bilingual, Serbian-English approach to education for all age categories and the integrated implementation of the curricula of the Ministry of Education, Science and Technologi-

monitor and recognise the so-called critical period for the development of certain aspects. We organise programmes and activities that help children in their development, in accordance with their natural dispositions and abilities. We also implement early literacy programme and foreign language learning. Our work is based on learning through play. PRIMARY SCHOOL Kreativno Pero Primary School is both a national and international school. Teaching and other activities are carried out in both Serbian and English, through the application of a bilingual approach and adherence to the Cambridge Programme. Our concept is based on focusing on children growing up

WE GIVE PRIORITY TO CONNECTING TEACHING CONTENT, KNOWLEDGE AND SKILLS VIA INTERDISCIPLINARY LINKS BETWEEN SUBJECTS AND ENHANCED THEMATIC CLASSES, WHICH WE ARE RENOWNED FOR AND FOR WHICH WE HAVE WON AWARDS IN PROFESSIONAL CIRCLES cal Development of the Republic of Serbia and the international Cambridge Programme. NURSERY Kreativno Pero Nursery is a bilingual, Serbian-English preschool centre that educates children from the age of three until they start school. In our work with children we are focused on their overall development. The selected curricula, methods and working techniques stimulate every segment of a child’s development (emotional, social, intellectual, dexterity, creativity, movement etc.). By respecting the individuality of the pace of development of each child, we

in a healthy and safe school environment. We strive to instil in the children functional and applicable knowledge, as well as life skills, while teaching them how to develop positive habits and qualities. We are also unique in terms of the way we implement both the national and Cambridge programmes through an integrated curriculum. Our pupils receive two diplomas upon graduation. SECONDARY SCHOOL Kreativno Pero Secondary School provides optimal conditions for learning and development. We are focused in particular on developing our pupils’ personalities. We have an advanced on-going sys-

18 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

tem that monitors their achievements and progress. The teaching is carried out in small groups, with the help of the latest methods, techniques and tools. We also have full respect for the individuality of each student, their extracurricular knowledge and experiences, the social and emotional segments of their personality, privacy, freedom of choice and expression and equality. The secondary school’s general education programme is accepted as an entry requirement by all universities in Serbia and is compatible with international educational curricula. MODERN TECHNOLOGY Use of the latest information and communication technologies makes it possible for us to advance our teaching process. We explore and create ways to use these technologies in the most efficient way in our curriculum. We use interactive, smart boards, which are located in every classroom, as well as laptops and tablets. In accordance with our vision and through the use of tablets in our programme, we are increasing the level of practicality and applicability of the knowledge we pass on to our pupils. We are focused on the further development of project schooling, which – with the help of tablets – will make it possible to reduce the time spent in the classroom by up to 15 minutes. This time can then be spent on connecting teaching content, knowledge and skills via interdisciplinary links between subjects and enhanced thematic classes, which we are renowned for and for which we have won awards in professional circles. STAFF We use special procedures to select our staff and utilise the latest advances in psychological and pedagogical sciences in the selection process. We conduct interviews, carry out aptitude and personality tests and ask our candidates to participate in the practical implementation of activities. Our staff members receive constant professional training and guidance. They are well-rounded individuals who are mindful of a pupil’s right to be different and to show initiative. ■

www.kreativnopero.com Phone: 062 20 777 0 011 367 27 34 Address: Tolstojeva 58, Belgrade

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

PRIMA INTERNATIONAL SCHOOL

The Joy of Learning PRIMA International School wants pupils to remain curious and motivated by the world they live in, now and for the rest of their lives

ducation plays a very important role in nurturing the mind and the overall personality of the child, leading to a bright future. The world is changing quickly and in this ever-changing global village the importance of a value based world-class education is becoming highly crucial to success. In choosing the right school for their children, parents are often haunted by questions like: How can we provide our children with the best education? Which school will help them discover their talent? Which school will nurture our children's future? How will the school help our children grow into confident and capable people ready to take on the world? The answer to all these questions can be found here at PRIMA International School! WELCOME FROM THE DIRECTOR Walk with me… …and you will quickly find there is

teachers and parents. We believe your children’s happiness and wellbeing is as important as their acquisition of knowledge and understanding, as both are fundamental to their future achievements. Above all, we want our students to feel good about who they are and where they come from, and to prize learning as a lifelong journey. Director Brigitte MacIntosh BEYOND THE CLASSROOM AT PRIMA INTERNATIONAL SCHOOL Our new premises comprise adequate play areas equipped with swings, seesaws, slides, sand boxes etc.; track and field; a basketball court, a football pitch, a volleyball court and an open summer theatre stage which inspires our students to enjoy the Drama and Performing Arts Activities. The PRIMA Primary After-School Activities Programme offers opportunities for children to extend their interests and talents in a wide variety of enrichment classes.

PRIMA INTERNATIONAL SCHOOL IS A VIBRANT AND EXCITING SCHOOL AND WE LOOK FORWARD TO WELCOMING YOU! something special about our school. Some people say it is our spirit, others see it is the way we live our values. We also believe it is our all-encompassing commitment to instil the joy of learning in everything we do. At PRIMA International School, all this happens within a caring community environment that collaborates to inspire everybody in it – students,

The PRIMA Cultural Saturday Centre offers sports, games, art, music, dance and languages every Saturday to students of all ages! The PRIMA Summer Camp offers a variety of activities, such as arts and crafts, music, sports, social activities, languages, movie time, computers, dancing, water sports and swimming, outings, drama, etc.

20 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

The PRIMA Choir introduces children to a variety of musical styles. Taking full advantage of our location in one of the most culturally-rich cities in the Balkan region, PRIMA students experience exciting and educationally relevant trips throughout the year, from day trips to local parks, museums and theatres, to overnight stays. 10 GOOD REASONS TO MAKE PRIMA YOUR NEXT SCHOOL •P RIMA delivers a challenging and rigorous CIE programme to local and expat families successfully. • Our reputation attracts highly experienced, specialist subject-area teachers from around the world. • We build strong relationships with parents. • Our curriculum champions interdisciplinary, inquiry-based learning that promotes creative and critical thinking skills. • We offer expert Learning Support and English as an Additional Language. • We believe great learning takes place in and outside of the classroom. • Standardised testing in reading, writing and mathematics is used to measure student progress and academic growth. • Our building is purpose-built with new science and IT labs, music and art rooms, a large sports field and an openair summer stage. • Our school community is genuinely inclusive, with over 40 different nationalities represented. • By visiting our school you will be able to really appreciate the busy, happy atmosphere created by the students and staff. ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

CORPORATE

Contemporary Solutions for E-learning As one of the leading information and communication technology (ICT) solution providers in the Western Balkans, TeleGroup offers numerous contemporary IT solutions and technologies applicable in education

DIANA GLIGORIJEVIĆ, REGIONAL SALES AND MARKETING DIRECTOR FOR TELEGROUP D.O.O. BELGRADE

eleGroup’s portfolio includes several solutions which facilitate the development of e-learning in line with global standards, including video conferencing systems for distance learning. Among other things, these systems enable listening to lectures and grading in real time, as well as having interactive classes with the possibility of asking questions and taking exams. TeleGroup also offers E-grade books,

• Which of TeleGroup's IT solutions are applied in our education system? - Information and communication technology is one of the sectors with the fastest growth in the Serbian economy, and represents an instigator of colossal change in several other segments, including education. Unfortunately, many contemporary IT solutions and technologies have as yet failed to take off in the education sector and their implementation is at

CERTAIN EDUCATIONAL INSTITUTIONS IN SERBIA ARE ALREADY USING E-LEARNING AND E-GRADE BOOKS IN ORDER TO OBTAIN TIMELY INFORMATION ABOUT CURRICULAR ACTIVITIES which have proven to be an efficient solution for teachers, students and their parents. E-learning has taken its first tentative steps in Serbia and many IT solutions that could be very beneficial to educational institutions are used only sporadically. In addition to the broad possibilities that ICT offers in learning the curriculum, accessing and processing a multitude of information, IT also offers many solutions in terms of data security in educational institutions.

22 GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

the very beginning. As one of the leading ICT solution providers in the Western Balkans, as well as a company that always monitors global ICT trends closely, TeleGroup offers solutions for interactive distance learning thanks to which students can listen to lectures in real time, record and archive these lectures, have interactive communication and have their grades recorded in an E-grade book. In addition to all of this, we have security solutions that monitor the

access mobile devices can have to different e-documents in schools, colleges, libraries and museums. This product scans all mobile devices and protects IT resources of various institutions from theft and other forms of misuse, like altering grades and test results, stealing financial resources etc. • How common is e-learning in the region and in Serbia? - As I have already mentioned, it is unfortunately still in its very infancy, although certain educational institutions have already started using elearning and e-grade books in order to obtain timely information about all curricular activities. • An increasing number of schools in Serbia now participate in e-learning. What does your company offer in this segment? - When it comes to this segment, TeleGroup suggests using video-conferencing systems in distance learning, which enable students to listen to lectures and grading in real time, recording lectures with an option of rewinding if they think they have

missed important information, having interactive classes with the possibility of asking questions and taking exams etc. • What are the advantages of having e-grade books? - As a company which believes that the future lies in providing Cloud services, TeleGroup carefully analyses the requirements of potential users

involved in education can also benefit. The e-grade book enables a school administration to have a general overview of school activities, especially activities carried out by teachers. They are also able to opportunely detect problems stemming from skipping school and grades, and compile the kinds of reports required by relevant authorities in a very simplified manner. In terms of

TELEGROUP OFFERS EDUCATIONAL INSTITUTIONS SAFETY SOLUTIONS WHICH MONITOR THE ACCESS MOBILE DEVICES CAN HAVE TO DIFFERENT E-DOCUMENTS IN SCHOOLS, COLLEGES, LIBRARIES AND MUSEUMS and the overall market needs for egrade books as a Cloud service that could be offered to schools in the following period. The immediate users of this solution, i.e. those who input data (teachers), are not the only ones who benefit from it. Parents, school administrators, local authorities and local governments

4 | INTERNATIONAL GERMANY 2012

the benefits for parents, they gain direct access to objective information about the academic achievements of their children. On the other hand, relevant local and state government bodies will be able to have a general overview of all activities in each individual school, at the municipal, regional and state level. There

is also a possibility of carrying out comparative reviews and analyses. • Your company was a juror at the National Competition of the Best Student Companies. How many of the competition projects used IT solutions? - TeleGroup was invited by the Junior Achievement Association in Serbia to be a juror at the National Competition for the Best Student Companies, which was held in Belgrade last year. We were very happy to support this project, because we think that encouraging a young entrepreneurial mindset and activities is an investment in the future of this country. Considering that there are good business ideas and quality business plans, both in terms of IT solutions and in other segments, we believe that our youngsters will achieve good results at the European competition and we are also going to continue supporting this and similar projects in the period ahead. ■

GUIDE TO PRIVATE AND STATE EDUCATION IN SERBIA 2016

PADDINGTON SUNFLOWER INTERNATIONAL KINDERGARTEN ● Working time from 08:00h to 17:30h, Monday to Friday (summertime included). ● Day-care available per hour and full or half day ● Professional nursery staff and foreign languages private lessons ● Activities based on the Montessori learning method and the International Pre School Curriculum (IPC). ● Taekwondo, music, arts and crafts, dance lessons and many more creative activities.

We accept childtren from 0 to 7 years of age