Only two of the 91 controlled schools during 2023 and in the first half of 2024 were evaluated as very successful during the external determination of the quality of educational work conducted by the Institute of Education (ZŠŠ).
As the Institute told "Vijesta", there was no "unsatisfactory" rating, 87 institutions were rated "successful", while two schools received a "satisfactory" rating.
The Institute emphasizes that there were examples of risky behavior in a high percentage of educational institutions, that the percentage of "Luča" diplomas awarded is too high in relation to the total number of final grade students in schools, that in some educational institutions there are cases of belittling, abuse and insulting students by teachers, unequal grading...
The determination of quality, they explain from that educational institution, is carried out in five key areas of educational work.
"Those five areas are the quality of teaching and learning, i.e. educational work, management and leadership of the institution, organization and execution of educational work, ethos of the institution, achievements, knowledge and skills of children, students, or students of education, according to educational knowledge standards, that is, learning outcomes, but also the support that the institution provides to students", said the ZZŠ.
Although during 2023 and the first half of 2024 there were no schools whose educational work was assessed as "unsatisfactory", there are standards within certain key areas that were assessed as unsatisfactory.
Non-professional teaching in natural sciences
When it comes to deficiencies related to the field of teaching and learning, the Institute's controls have established that the teaching of mathematics, physics, chemistry and biology is unprofessionally represented in some schools.
"A certain number of young teachers do not have adequate pedagogical and methodical knowledge. Teaching is not aimed at developing learning strategies, critical thinking and creativity of students. Teaching questions are not sufficiently varied and harmonized with the evaluation criteria. In some classes, students lack independence in their work, and oral production is not at the appropriate level. In some art classes, aesthetic analysis of students' works is not carried out", emphasized the Institute.
According to the answers from that educational institution, in some schools, at the level of professional assets, the assessment criteria have not been harmonized.
“...Especially for oral responses. Monitoring elements, as well as assessment methods and techniques that should be an integral part of teachers' notebooks, in which students' achievements are monitored, have not been harmonized. The adopted evaluation criteria are not applied consistently, and in some schools students are not familiar with them. The analysis of students' achievements by classification periods is presented by professional staff through quantitative analyzes and a summary conclusion without qualitative analysis. Professional assets do not analyze the impact of supplementary and additional teaching on student achievement. Grades are not recorded in department books evenly throughout the grading period. In a certain number of cases, the students' demonstrated knowledge in the observed classes is not in accordance with the given grades", the Institute specifies.
Supplementary and additional classes, they say, are not being implemented as planned.
"Supplementary and supplementary classes are not planned in all subjects, they are not held regularly and they are not recorded. There are no results of a qualitative analysis of the effects of holding additional and supplementary classes on the achievements of students, as well as concrete proposals for measures... A small number of classrooms have access to the Internet, while the representation of digital technology in the teaching process is not common. Cabinets for the natural group of subjects (physics, biology, chemistry) equipped with the necessary apparatus and chemicals are rarely formed in schools. A small number of general purpose classrooms are equipped with didactic material from certain teaching subjects that meet the aesthetic, cognitive, creative and other needs of students. To a lesser extent, professional assets initiate initiatives for the procurement of teaching materials and aids according to the recommendations of the relevant programs. "Professional assets are insufficiently engaged in issues related to educational work", it was observed through the inspections of the Institute.
Lots of "Lucha", violence on the rise
In some schools, certain standards were observed and assessed as unsatisfactory within the key areas related to the management and leadership of the institution, ethos, educational achievements and student support.
"The results of the survey showed that in certain educational institutions there are cases of belittling, abuse and insulting of students by teachers, as well as that teachers do not treat every student equally... Results of surveys for students, parents and teachers and conversations with administrations schools, point to the conclusion that physical, verbal and cyber violence is on the rise. Mechanisms for preventing and suppressing violent behavior, as well as other forms of risky behavior, are insufficiently effective.
The program and work plan of the teams for the prevention of violence do not contain all relevant activities within the competence of the team. In some educational institutions, the records of the activities of these teams are not regular or systematic. From time to time, educational activities are carried out with the aim of recognizing and preventing risky behavior", the answers of the institute state.
They emphasize that the system of identification of support and monitoring of talented students is mainly limited to students who participate in competitions.
"A small number of educational institutions use scales for assessing student giftedness," the Institute says.
They point out that in certain educational institutions, compliance with house rules is insufficiently monitored and recorded.
"In some educational institutions, the results of the survey point to the conclusion that interpersonal relations are broken, particularly bad relations between students, and in some educational institutions it was pointed out that relations between students and teachers are not at an enviable level. On the one hand, there are examples of non-pedagogical behavior of teachers towards students, while in other examples, disrespect for teachers by students is expressed", the Institute specifies.
They also emphasize that professional staff insufficiently analyze the achievements of students from external exams and do not propose concrete measures for improvement.
"Certain educational institutions do not pay enough attention to the continuous participation of students at school and higher levels of competition. "The percentage of 'Luča' diplomas awarded is too high compared to the total number of final grade students in schools," the Institute assessed.
Bonus video:
