Travnik, 18.5.2017. Sveučilište Hercegovina Herzegovina University
Institucionalni rani i predškolski odgoj i obrazovanje u BIH Institutional early and pre-school education in BIH Ograničenja obrazovnih politika Limitations of education policies Pojedinačna istraživanja prakse Nizak obuhvat Individual research of practice Low coverage Tradicionalna praksa usmjerena na sadržaje i programske zadatke Prevladavajuće loši materijalni uvjeti, prekapacitiranost skupina i neiskustvo suradnika Traditional practice focused on content and program tasks Predominant bad material conditions, overcapacity of groups, and inexperience of professional associates
Institucionalni odgoj i obrazovanje dječji vrtići Institutional upbringing and education - kindergartens Dostupni podaci Nizak obuhvat 14,4 % (Hr 76%; EU 80-100%) Provođenje programa obveznog predškolskog odgoja u trajanju od 150 do 190 sati 170 000 djece koja žive u siromaštvu nepripremljeno kreće u OŠ (Save the Children) Prevladava rigidno strukturiran odgojnoobrazovni rad determiniran programima usmjerenim na sadržaje Izostaju preventivni i zaštitni programi Zastupljenost nižih oblika suradnje s roditeljima (roditelji ne sudjeluju u konstrukciji vrednovanju kurikuluma) Available data Low coverage of 14.4% (CRO 76%, EU 80-100%) Compulsory pre-school education is implemented in a period of 150 to 190 hours 170 000 children living in poverty go to school unprepared -according to Save the Children Predominantly rigidly structured educational work determined by content-focused programs Lack of prevention and protection programs Lower forms of co-operation with parents present (parents do not participate in curriculum evaluation)
Stručno osoblje Professional staff Izostaje sustavno stručno usavršavanje odgajatelja i stručnih suradnika Nema formalnog sustava vrednovanja i napredovanja rada praktičara Dječji vrtići u pravilu nemaju ekipiranu stručnu službu Programi predškole u manjim sredinama u okviru škole ( školarizacija programa kao ishod usmjerenosti na normativna postignuća, a ne proces ) Lack of systematic professional training of educators and professional associates No formal system of evaluating and advancing the work of practitioners Kindergartens generally do not have a team of qualified staff Primary school preschool programs within the school ("schoolisation" of the program as a result of the focus on normative achievements, not the process)
Strategija razvoja RPOO u BIH / UNICEF RPOO Development Strategy in BIH / UNICEF Uključeni predstavnici svih kantona i distrikta Brčko, agencija za odgoj i obrazovanje, praktičari i sveučilišni profesori Izrada smjernica razvoja sustava, odgojno-obrazovne prakse, inkluzivnog odgoja i obrazovanja, suradnje s obiteljima i partnerstva s roditeljima, oblika razvoja prakse, praćenja, dokumentiranja i vrednovanja Izostala potpora i suglasnost nadležnih tijela Representatives of all the cantons and Brčko District, education agencies, practitioners and university professors are included Developing guidelines for system development, educational practice, inclusive education and education, family partnerships and partnerships with parents, forms of development, monitoring, documentation and evaluation Absence of the support and consent of the competent authorities
Projekt Unapređenje pripreme djece za školu u Kantonu 10, UNICEF BIH i IN fondacija za unapređenje socijalne inkluzije mladih u BIH The project "Improving the preparation of children for school in Canton 10", UNICEF BIH and IN Foundation for Promoting Social Inclusion of Youth in BiH Izrada smjernica za program predškole Edukacija odgajatelja i supervizija rada Usmjerenost na razvojni kurikulum pri čemu se kurikulum tumači kao tijek procesa Kompetencijski pristup Iniciranje suradnje s roditeljima u pravcu izgrađivanja partnerskih odnosa Završetkom financiranja projekta gasi se i projekt Visković, I., Zeleničić M. (2015). Program predškole: osnovne metodičke smjernice. Banja Luka: In-fondacija. http://www.infondacija.org/wpcontent/uploads/2016/01/program-predskole.pdf Creating guidelines for pre-school programs Educational Education and Supervision of Work Focus on development curriculum where the curriculum is interpreted as the course of the process Competence approach Initiating co-operation with parents in order to build partnerships By ending the project funding, the project was cancelled. Visković, I., Zeleničić, M. (2015). Pre-school Program: Basic Methodological Guidelines. Banja Luka: In- Foundation. http://www.infondacija.org/wpcontent/uploads/2016/01/program-predskole.pdf
Istraživanje mišljenja odgajatelja o mogućnostima razvoja osobne prakse (Mostar, 2015) Research of the Educators' Opinion on the Possibilities of Personal Practice Development (Mostar, 2015) Odgajatelji i stručni suradnici u uzorku, akcijska istraživanja vrednuju značajnim za razumijevanje i razvoj institucionalnog ranog i predškolskog odgoja i obrazovanja (M= 4,21, SD= 0,664). Nije utvrđena statistički značajna razlika mišljenja kao ni korelacija procjene s dobi i radnim stažom ispitanika u uzorku Ali 82% ispitanika u uzorku nisu sudjelovali u znanstveno strukturiranim istraživanjima prakse Istodobnu su neskloni suradnji sa znanstvenicima izvan ustanove Odgajatelji odgovornost za razvoj prakse prebaciju na pedagoge u ustanovanja Educators and associates in the sample, valueed action research significant for understanding and developing early institutional and pre-school education (M = 4.21, SD = 0.664). There was no statistically significant difference in opinion as well as correlation between the age and working age of the respondents in the sample But... 82% of respondents in the sample did not participate in the scientifically structured research of practice At the same time, they are reluctant to cooperate with scientists outside the institution The educators are responsible for the development of the practice of pre-transfer to the pedagogues in the institution
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