Gde stanuje kvalitet: 1 Politika građenja kvaliteta u predškolskom vaspitanju
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Veröffentlicht: |
Beograd
Inst. za Pedagogiju i Andragogiju, Filozofski Fak. Univ. u Beogradu
2013
|
| Schriftenreihe: | Biblioteka Monografske studije
Biblioteka Monografske studije |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | 330 S. graph. Darst. |
| ISBN: | 9788682019701 |
Internformat
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Datensatz im Suchindex
| _version_ | 1812271611102887936 |
|---|---|
| adam_text |
Sadržaj
Predgovor
.
iii
Sadržaj
.
v
Lista šema i grafikona
.
viii
Lista tabela
.
χ
Putovanje u svet: Kros-nacionalna analiza politika građenja kvaliteta
U predškolskom VaspitanjU (Dragana
Pavlovic
Breneselović)
. 1
U traganju za kvalitetom
.3
Mapa puta: metodološki okvir
.4
„Kućica" kvaliteta: matrica analize politika građenja kvaliteta.
. 7
Novi Zeland
.9
Kontekst za
kvalitet
.9
Dimenzije obezbedivanja kvaliteta
.16
Podrška razvoju kvaliteta
.22
Švedska
.27
Kontekst za
kvalitet
.27
Dimenzije obezbedivanja kvaliteta
.33
Podrška razvoju kvaliteta
.40
Irska
.45
Kontekst za
kvalitet
.45
Sadržaj
Dimenzije obezbedivanja kvaliteta
.53
Podrška razvoju kvaliteta
.64
Nemačka
.71
Kontekst za
kvalitet
.71
Dimenzije obezbedivanja kvaliteta
.78
Podrška razvoju kvaliteta
.86
Finska
.91
Kontekst za
kvalitet
.91
Dimenzije obezbedivanja kvaliteta
. . 97
Podrška razvoju kvaliteta
.
ЮЗ
Kuda dalje:
Smernice za
određivanje kvaliteta,
modela
procene
kvaliteta i strategije građenja kvaliteta
.107
Dva diskursa kvaliteta
.112.
Literatura
.123
Povratak kući: Politika uspostavljanja i razvoja kvaliteta
predškolskog vaspitanja u Srbiji (živka Kmjaja)
.
ізз
Kontekst za
kvalitet
. 137
Pristup predškolskom vaspitanju
. 137
Nadležnost
. 184
Kadar
. 197
Mreža predškolskog vaspitanja i obrazovanja
. 204
Finansiranje
. 213
Dimenzije obezbedivanja kvaliteta
. 215
Sistem akreditacije
. 215
Osnove programa
. 217
Učešće porodice i lokalne zajednice
. 243
Evaluacija
. 246
Projekti
. 257
Podrška razvoju kvaliteta
. 265
Profesionalno usavršavanje
. . 265
Vi
Sadržaj
Profesionalna mreža
. 277
Centri za razvoj
. 279
Istraživanja
. 285
Put ka kvalitetu
. 289
Gde smo sada?
. 289
Kuda dalje: početni koraci na putu
. 297
Tri pitanja za početak
. 303
Literatura
. 305
Where does Quality Live:
Policies of Building Early Childhood Education Quality
. 315
Indeks pojmova.
321
Indeks autora
. 327
vil
Where does
Quality Live
Policies of Building
Early Childhood Education Quality
Summary
This study is a part of the project "Evaluation models and the strategies for
improving a quality of education in Serbia", number
179060 (2011-2014),
financed by the Ministry of Education, Science and Technological Develop¬
ment of the Republic of Serbia.
Opening the issue of quality in education is like entering the labyrinth.
A number of paradigmatic starting points, many, sometimes contradictory,
theoretical positions, a lot of different operationalizations and a range of
research are taking us deeper into the labyrinth than towards its exit and
reinforce a notion that quality is an elusive concept. We have tried to find the
exit by taking the path opposite to the prevailing approach in determining
the quality. Rather than starting from the theoretical definitions and models
and then 'fit' the practice into them, we have started from the practice itself.
In the first part of the study we have attempted to identify the levels and
dimensions for quality assurance in the preschool education policies' practice
in the four different countries. The research tasks were: reviewing of the qua¬
lity assurance policy practice in each country; developing the analysis matrix
315
Gde stanuje
kvalitet
for quality assurance practice by identifying the levels and the dimensions of
setting up and supporting the quality; analysis of the quality building prac¬
tice in each country; establishing the guidelines for the theoretic description
of quality; the critical analysis of the existing models and the development of
the systemic model for quality assessment and improvement.
We have used the method of theoretic analysis applying the content anal¬
ysis technique by developing the analyses matrix as the research instrument.
The five countries covered by cross-national analysis were: New Zealand,
Sweden, Ireland, Germany and Finland. We have chosen the countries which
have high ranking on the
OECD (OECD,
2006)
quality fulfilment criteria
and are internationally recognized for the quality of early childhood care
and education.
The review process covered reviews, reports, studies, preschool curricula
frameworks, legislations (laws, strategies, standards) and relevant web pages
and portals.
The desk research results were the basis for the development of the "qua¬
lity box" matrix for the analysis of quality building practice. The matrix
includes the three levels for assessing quality: context, quality assurance
and support for development the quality. Context for quality includes the
following dimensions: preschool education approach (understanding child
and childhood, the function of preschool education and the legislations),
preschool education policy (jurisdiction, financing, staffing, preschool net¬
work). Quality assurance dimensions cover regulation and the activities for
establishing the quality in the practice: accreditation system, curriculum fra¬
mework, family and local community participation, development projects
and evaluation. A support for building the quality dimensions are all those
structures, measures and activities which aid the development of quality: the
practitioners' professional development, research, professional networks and
development centres.
The same matrix was used for the analysis of the quality building prac¬
tice in each country. However, for each country we have presented in more
details the dimension that stands out by its specificity and the contribution
to the quality. In New Zealand we have highlighted
Te Whariki
program for
its outstanding internal and external networking. In Ireland this is the pro¬
ject-based process of development and implementation of all legislative and
programme documents. In Sweden, this is the multidimensional approach
in evaluation. Finland stands out by highly developed research and inquiry
based education and practice development. In Germany, the architectural
316
Where doesQuality Live
design of kindergarten buildings reflects the importance of their social fun¬
ction so that 'the architectural play with space is in harmony with children
play". Their construction and arrangements provide the site for the children
situational learning.
Cross-national analyses has given us insight into a range of approaches,
data, solutions, experiences as well as the comprehensive insights into the
practices of assuring and supporting the quality. All of that provided the basis
to generate the guidelines for the systemic approach in defining the quality
and developing the models of assessment and the strategies for the improve¬
ment of the quality. These guidelines are:
Dynamics. Quality is not a set condition or level but a continuous process.
It is not achieved by defining the measures or bars to be reached but by pro¬
viding the conditions for its continuous development
-
quality is a journey,
not the end of a road. This means that the determinants of the quality have
to be open to changes and evolution, constant reflection and redefining based
on the information, change of the context and the new understandings of the
nature of education.
Multidimensionality. Educational practice is a complex system incorpora¬
ting a number of dimensions: programme, institutional structure and culture,
policies, interactions, undividual of
techers.
Therefore, the quality cannot be
reduced to the individual, separate dimensions like, for example, the institu¬
tional structure. There is an array of dimensions that shape the quality in the
educational practice. The quality is determined by all dimensions of educati¬
onal practice, not by its outcomes.
Multi-perspective. Educational practice involves a lot of actors: policy
makers, local government, professionals, children, parents, local community
members. They differ by their interests, expectations, perceptions and roles
and, consequently, by understanding, requirements and the assessment of
quality. Therefore, defining and assessing quality should take into account
different perspectives of all actors.
Systematic. Quality is a construct of interrelated, interactive and inter¬
dependent components. It should be viewed as the entirety of the relati¬
ons through which individual dimensions or components get the meaning,
not as a simple sum of the individual components.
(Pavlovic Breneselovic,
2011).
Their synchronization and coordination brings about the coherence
of the system.
Contextuality. Quality is understood as a contextualised concept depen¬
ding on cultural, social, economic and political conditions. Defining quality
317
Gde stanuje
kvalitet
and approach to it should stem from defining childhood and the function of
the preschool education. Social context also opens the issue of some particu¬
lar dimensions of the quality.
Multilevelness. The preschool education practice is realized through seve¬
ral levels: education system level, preschool setting level, personal level. Cer¬
tain criteria of quality get different meaning at different levels. Therefore, the
ways of setting up the quality cannot be the same for each level.
The second part of the study presents the analysis of the premises for set¬
ting up and developing the quality of the preschool education in Serbia. The
analysis was based on the identified levels and the dimensions of setting up
and developing the quality ('quality boxes' matrix). We have synthesized the
obtained data through the identified guidelines for the critical analyses and
the systemic assessment model.
Analysis has covered strategic and legal documents, bylaws, preschool cur¬
riculum framework, studies, reports, reviews, guidebook and the in-service
training programs catalogue.
The results of the analysis of the practice of setting up the quality of pre¬
school education in Serbia have shown:
Static versus dynamic: in comprehending the quality; in strategic planning;
in conceptualisation of institutions as development centres; in a perception of
programs as documents; in integrating projects into the practice.
Particularity versus multidimensionality: the lack of integral legislation on
accreditation; research is not recognized as the quality development dimen¬
sion; separation of self-evaluation and external evaluation; professional deve¬
lopment reduced to the individual professionalism; fragmented approach to
preschool education by making the pre-primary education program separate
from kindergarten program; particularly approach to the jurisdiction over the
preschool education; family involvement not recognized as the dimension for
building the quality.
Mono-perspective versus multi-perspective: dominate of political-econo¬
mic perspective; school perspective dominates; children perspective neglec¬
ted; expert perspective prevalent; family perspective in preschool education
neglected; practitioners perspective neglected; technical approach to multi-
perspectivity.
Mechanistic versus systemic: mechanistic approach in transforming the
education system; lack of networking in the system; uncoordinated concep¬
tions of different education levels; disintegration.
318
Where doesQuality Live
Uniformity versus multi-levelness: uniform preschool education forms
and programs; centralized jurisdiction of the Ministry of Education, Science
and Technological Development; different levels of program development not
distinguished; uniformity of development centres;
De-contextual versus contextual: neglecting preschool institution con¬
text; neglecting context in quality assurance; neglecting context in organizing
supervision; neglecting context in professional development.
Using the distinctive characteristics of the practice of setting up a quality
in Serbia and the guidelines for building quality we have elaborated the initial
steps for transforming the process of constructing a quality: to be founded on
values we start from; building, not assuring quality; dialogue from and betwe¬
en different perspectives; research and reflection based; continuity; diversifi¬
cation; networking; support system for framework programme development.
The overall conclusion of this study is that the development of a quality
of preschool education in Serbia requires reshaping and redirecting of the
current preschool education approach. Building quality is a multidimensional
and nonlinear process that can sustain only with a synchronised support of
all the actors and joining around a common goal.
Quality is not only a place or an address we look for. It is also a quality
journey and a quality road that we take. Their simultaneous consideration
underpins the planning and support to building a quality of a preschool edu¬
cation. Therefore, a journey should start with a dialogue about three issues:
what are our underlying values; what do we pursue and which are our prio¬
rities in this pursuit; what are our obstacles on this road?
319 |
| any_adam_object | 1 |
| author | Krnjaja, Živka 1963- Pavlović Breneselović, Dragana 1955- |
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| author_sort | Krnjaja, Živka 1963- |
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| record_format | marc |
| series2 | Biblioteka Monografske studije |
| spelling | Krnjaja, Živka 1963- Verfasser (DE-588)1038835569 aut Gde stanuje kvalitet 1 Politika građenja kvaliteta u predškolskom vaspitanju Živka Krnjaja ; Dragana Pavlović Breneselović Beograd Inst. za Pedagogiju i Andragogiju, Filozofski Fak. Univ. u Beogradu 2013 330 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Biblioteka Monografske studije Qualitätssicherung (DE-588)4126457-5 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Serbien (DE-588)4054598-2 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 s Qualitätssicherung (DE-588)4126457-5 s Bildungspolitik (DE-588)4006667-8 s DE-604 Serbien (DE-588)4054598-2 g Pavlović Breneselović, Dragana 1955- Verfasser (DE-588)1038835909 aut (DE-604)BV041246650 1 Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026220756&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026220756&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Krnjaja, Živka 1963- Pavlović Breneselović, Dragana 1955- Gde stanuje kvalitet Qualitätssicherung (DE-588)4126457-5 gnd Vorschulerziehung (DE-588)4064016-4 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| subject_GND | (DE-588)4126457-5 (DE-588)4064016-4 (DE-588)4006667-8 (DE-588)4054598-2 |
| title | Gde stanuje kvalitet |
| title_auth | Gde stanuje kvalitet |
| title_exact_search | Gde stanuje kvalitet |
| title_full | Gde stanuje kvalitet 1 Politika građenja kvaliteta u predškolskom vaspitanju Živka Krnjaja ; Dragana Pavlović Breneselović |
| title_fullStr | Gde stanuje kvalitet 1 Politika građenja kvaliteta u predškolskom vaspitanju Živka Krnjaja ; Dragana Pavlović Breneselović |
| title_full_unstemmed | Gde stanuje kvalitet 1 Politika građenja kvaliteta u predškolskom vaspitanju Živka Krnjaja ; Dragana Pavlović Breneselović |
| title_short | Gde stanuje kvalitet |
| title_sort | gde stanuje kvalitet politika gradenja kvaliteta u predskolskom vaspitanju |
| topic | Qualitätssicherung (DE-588)4126457-5 gnd Vorschulerziehung (DE-588)4064016-4 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Qualitätssicherung Vorschulerziehung Bildungspolitik Serbien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026220756&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026220756&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV041246650 |
| work_keys_str_mv | AT krnjajazivka gdestanujekvalitet1 AT pavlovicbreneselovicdragana gdestanujekvalitet1 |