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This paper discusses and explores education as a component of career guidance and counseling (CGC). The framework for understanding education is based on three key components of CGC: the conceptual framework from its early beginning to the present day, theories of professional choice/development classified according to the way they treat education as well as the practice of CGC - analysis of various CGC programs/models. From the analyzed three segments, we extracted potential educational contents and designed our model of CGC educational offer which consists of three key areas (12 sub-areas, 96 specific related contents). We offered the model to respondents who assessed relevance of the model for personal/professional development, to sample of 371 respondents from the territory of Belgrade, who were evenly distributed according to their transition period: beginning of their career, the built-career stage and career-decline. The research results showed that all respondents assess the model as relevant to their personal/professional development. We encountered significant differences in relation to the transition period – respondents in career decline period assess the offer as less relevant, and also differences exist in relation to gender, age, educational level, work status and years of work of respondents: women, respondents from 40 to 49 years, as well as employees and students assess the educational offer as more important for their development, and respondents aged 60 and over, then those with lower levels of education, the unemployed and retirees, those with more than 30 years of service assess our model as less relevant. We also discovered the differences between the respondents in the middle of their careers. Further statistical analysis showed the existence of a new educational offer consisting of 13 areas, on the basis of which we identified different modalities of educational offer according to the needs of respondents in different transition periods and

In the chapter Pro-environmental values and education authors Milica Marušić Jablanović and Andreas Oikonomou indicate that the state of the environment 45 years after the acceptance of the Global Framework for Environmental Education makes us wonder not only if societies, taken globally, have tried hard enough to achieve the proposed educational objectives, but also what the reach and influence of the education actually is. The theories of values and empirical research of the correlation between values and behavior make a valuable source of information because they offer insight into the kind of values that should be developed through education. On the other hand, we learn as well what values constitute barriers for such behaviour. The paper presents the good practices that prove that the adoption of environmental values is possible through interesting activities that introduce many alternative teaching and learning techniques, quite far from the frontal teaching of the classical school. It is a necessary for all the students to be properly introduced to environmental values and not just those who participate in the usually limited number of volunteer groups operating in schools. Even then, however, the school work will not have the expected results if other factors do not support it. For example, if the family or wider community are not imbued with similar values, constant conflict and obstacles for developing pro-environmental values will occur. The authors propose a strategic choice of an alternative, sustainable school, with a well-designed curriculum and a school culture inspired by constant concern for the preservation of the environment, with respect for all living beings, prudent use of natural resources, open to the community, to the outdoor activities and experience-based learning. Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 52

Studies of environmental science performance in Serbia have revealed unsatisfactory results among students completing the mandatory education. The condition of the environment and protection of its resources call for urgent changes. This article analyses the environmental literacy as a complex construct, consisting of at least three components: cognitive, affective and behavioural. The environmental literacy surpasses knowledge and cognitive skills and includes the affective component: sensitivity, care, self-efficacy, certain attitudes and values, and the actions that correlate with these phenomena. The affective component is a better predictor of behaviour than the cognitive one, which is interpreted in terms of the Theory of Planned Behavior. The author has reservations as regards whether all the components of literacy can be equally facilitated through mandatory education. Finally, recommendations for educational practice are offered. 2nd Virtual International Conference Path to a Knowledge Society-Managing Risks and Innovation

Činioci izbora posla nastavnika (FIT-Choice) predstavlja međunarodno prihvaćeni model, zasnovan na teoriji očekivanja i vrednovanja. Na osnovu njega kreirana je skala (FIT-Choice scale). Autori ovog istraživanja sproveli su validacionu studiju kojom su potvrdili primenljivost FIT-Choice skale u Srbiji. Cilj ovog istraživanja bio je da se ispita povezanost socioekonomskog statusa (SES) kandidata za nastavničku profesiju sa njihovom motivacijom za izbor ove profesije i percepcijom zahteva i dobiti koje ona nosi. Primenjena je FIT-Choice skala (12 supskala za motivacione činioce, pet supskala za percepcije profesije i jedna kojom se procenjuje zadovoljstvom izborom profesije), a socioekonomski status je operacionalizovan kroz pitanja o nivou obrazovanja oca ispitanika i o prosečnim prihodima porodice. Na uzorku od 364 studenta, budućih nastavnika, pokazalo se da su glavni razlozi izbora ove profesije intrinzički, percipirane sposobnosti za obavljanje profesije nastavnika i vrednosti društvene koristi. Spirmanov koeficijent korelacije pokazao je da su oba pokazatelja socioekonomskog statusa u negativnoj korelaciji sa percepcijom primanja nastavnika (r = -,20, p < ,001 za obrazovanje oca; r = -,19, p < ,001 za prosek primanja) socijalnog statusa profesije (r = -,16, p < ,001 za obrazovanje oca; r = -,24, p < ,001 za prosek primanja) i sa motivom jačanja društvene jednakosti (r = -,11, p < ,005 za obrazovanje oca; r = -,10, p < ,005 za prosek primanja). Prosek primanja korelira negativno sa prethodnim iskustvima poučavanja i učenja kao motivom (r = -,10, p < ,005) i sa odvraćanjem pojedinca od izbora ovog posla (r = -,11, p < ,005). Obrazovanje oca korelira negativno sa motivacijom da se utiče na budućnost dece (r = -,13, p < ,001) i pozitivno sa izborom posla kao rezervne karijere (r = ,14, p < ,001). Zaključujemo da budući nastavnici iz porodica čiji je socioekonomski status viši opažaju status nastavničke profesije kao nepovoljniji, da su manje podložni socijalnim uticajima i slabije altruistički motivisani, što može ukazivati na manje adaptivan obrazac motivacije. Rezultati ove studije mogu se koristiti u svrhu karijernog savetovanja i vođenja. The Factors Influencing Teaching (FIT-Choice) framework is grounded in the Expectancy-value theory of motivation and is internationally accepted. Based on this framework, the FIT-Choice scale was constructed. The authors of the present study had previously conducted a validation study confirming applicability of the FIT-Choice scale in Serbia. The aim of this study was to explore relationship between socioeconomic status (SES) of the candidates for teaching profession and their motivation to choose this profession, as well as their perceptions of its demands and returns. FIT-Choice scale was applied (12 Motivation subscales, five Perception subscales and one subscale assessing Satisfaction with a choice of the career), while SES was operationalized through questions on father’s education level (FEL) and average family income (AFI). On the sample of 364 students, future teachers, intrinsic motivation, perceived teaching abilities and social utility values appeared as the main reasons for choosing a teaching career. Spearman correlation coefficients indicate that both SES indicators correlate negatively with the perceptions of teachers’ earnings (r = -.20, p < .001 for FEL; r = -.19, p < .001 for AFI) and social status (r = -.16, p < .001 for FEL; r = -.24, p < .001 for AFI) and enhancing social equity as motivation (r = -.11, p < .005 for FEL; r = -.10, p < .005 for AFI). AFI is related negatively to prior teaching and learning experiences as motivation (r = -.10, p < .005), and to discouragement to choose teaching (r = -.11, p < .005). FEL correlates negatively with the motivation to influence the future of children (r = -.13, p < .001) and positively with fallback career (r = .14, p < .001). It can be concluded that future teachers from families with higher SES perceive the status of a teaching profession as less advantageous, that they are less susceptible to social influences, and less altruistically motived, which might indicate less adaptive motivational pattern. These results can be used for the purpose of career counselling and guidance. Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

Despite the unfavourable status of the teaching profession in Serbia, the number of studies investigating teachers’ motivation for teaching has remained relatively low. The goal of this study was to explore the motivations for a teaching profession and to determine if there were differences in motivation depending on the teaching program and disciplines preservice teachers studied. Participants were 433 preservice teachers from four Serbian state universities (Mage= 22.6, SD = 2.32). There were 25.2% participants from teacher training faculty (prospective class teachers), 30.3% from Science and Engineering faculties and 44.5% from Social science and Humanities faculties (prospective subject teachers). Relying on the FIT-Choice model, 42-item Factors influencing choice of a teaching career scale was applied, which consists of 13 motivation constructs/ reasons for choosing a teaching career. The highest rated reasons for choosing a teaching career were: Intrinsic value (M = 6.14, SD = 1.08, range 1–7), Shape future of children (M = 5.72, SD = 1.34), Perceived teaching abilities (M = 5.43, SD = 1.16) and Work with children (M = 5.41, SD = 1.56), while choosing teaching as a Fallback career was the lowest ranked factor (M = 1.78, SD = 1.16). ANOVA with the type of faculty being independent variable pointed to significant differences on: Time for family (F(2, 430) = 8.148, p < .001, ηp2=.037), Enhance social equity (F(2, 430) = 6.706, p < .001, ηp2 = .030), Social influences (F(2, 430) = 4.502, p < .005, ηp2=.021), Work with children (F(2, 430) = 10.226, p < .001, ηp2=.045), and Shape future of children (F(2, 430) = 4.250, p < .005, ηp2=.019). Scheffe’s post hoc test revealed that the prospective Social science and Humanities teachers scored lower on the factor Time for family than both prospective class and Science and Engineering teachers. Prospective class teachers scored higher on Enhance social equity and Work with children than prospective subject teachers. Prospective class teachers are more strongly motivated by the factor Shape future of children than the prospective Science and Engineering teachers, and more motivated by Social influences (those of the family and friends) than the Social science and Humanities teachers. Results are discussed in the light of broader socioeconomic situation, societal values and the preservice education characteristics

Udžbenik, kao osnovno nastavno sredstvo iz kojeg se učenici generacijama upoznaju najvažnije sadržaje različitih oblasti vaskolikog ljudskog znanja, veoma je značajan predmet izučavanja nauka o obrazovanju. U izdanju Instituta za pedagoška istraživanja iz Beograda objavljen je 2019. zbornik radova „Udžbenik: stara tema pred izazovima savremenog doba”, čije su urednice Ana Pešikan i Jelena Stevanović. Ovaj zbornik od 263 strane sastoji se od predgovora, dvanaest poglavlja različitih autora, sižea radova na engleskom jeziku, beležaka o autorima i indeksa autora. Ana Pešikan, Jelena Stevanović: Udžbenik - stara tema pred izazovima savremenog doba, Institut za pedagoška istraživanja, Beograd, 2019

U komponente ekološke pismenosti ubrajaju se znanja, stavovi, afekat, ponašanje i ekološki aktivizam. Cilj rada je da ustanovimo da li se može predvideti ekološki aktivizam na osnovu ekoloških znanja, proekoloških stavova, afekta i ponašanja. Osim toga, cilj istraživanja je i da ispitamo u kojoj meri se pojedinci različitog nivoa aktivizma razlikuju u poznavanju osnovnih ekoloških problema, ekspresiji stava ekološke apatije, antropocentrizma, pripadnosti prirodi i povezanosti sa njom, kao i uobičajenim praksama proekološkog ponašanja. Na uzorku odraslih ispitanika iz Srbije, članova grupe okupljene oko jednog ekološkog problema (N = 255), utvrđeno je da opšta ekološka znanja sama po sebi ne doprinose ni proekološkim ponašanjima ni ekološkom aktivizmu. Prediktori aktivizma jesu proekološki stavovi, afektivni odnos prema prirodi i uobičajena proekološka ponašanja, mada doprinose razlikovanju grupe slabo aktivnih članova od dve grupe aktivnijih, ali ne i razlikovanju aktivnih u virtuelnom prostoru od onih koji lično participiraju. Razliku među tim grupama po svoj prilici čine druge varijable, poput lokusa kontrole, vrednosti i fenomena kvaziaktivizma. Utvrđena povezanost znanja i emocionalnog afiniteta prema prirodi, prema svemu sudeći, predstavlja recipročni odnos i ukazuje na to da je pravi put učenja sticanje znanja, ali uz razvijanje ljubavi prema prirodi.

Ekološka svest ne podrazumeva samo određeni stepen svesnosti pojedinca ili društvene grupe već i visok nivo praktičnih aktivnosti na individualnom i društvenom planu. Kao odgovor na rastući problem devastacije reka formirana je Fejsbuk grupa čije su osnovne aktivnosti informisanje javnosti o projektima malih hidroelektrana, o njihovom uticaju na životnu sredinu, pravna borba za zaštitu prirode, organizovanje tribina, skupova, protestnih okupljanja, čišćenja reka. Ovo istraživanje je sprovedeno sa ciljem da se ustanovi koje su barijere za angažovanje članova u različitim aktivnostima usmerenim na zaštitu životne sredine. Instrument: Na osnovu višemesčnog praćenja aktivnosti FB grupe, formulisano je pitanje u upitniku u kojem su kao ponuđeni odgovori navedeni faktori prepoznati kao potencijalne barijere za angažovanje ispitanika, uz mogućnost dopisivanja odgovora. Zadat je upitnik o ekološkim stavovima Ameriga i saradnika, a za potrebe ovog istraživanja korišćeni su podaci sa subskale ekološke apatije, koja meri indiferentnost prema pitanjima zaštite životne sredine (N = 255). U analizi je primenjena deskriptivna statistika, t-test i linearna korelacija. Rezultati pokazuju da ni jedan ispitanik ne smatra da problem nije dovoljno važan da bi mu se posvetilo vreme, ali tek 15% navodi da su se lično angažovali na konkretnim aktivnostima. Kao barijere za aktivnije učešće identifikuju se, između ostalog stav da je potrebno da se najviše angažuju neposredno ugroženi (8%), nedovoljna upoznatost sa problemom (6%), da su potrebni stručniji ljudi (5%), da institucije neće imati sluha za građane, (7%). Utvrđeno je da skor na skali ekološke apatije značajno korelira sa nekom od barijera (veći skorovi prate nedovoljnu upoznatnost sa problemom r = .180, p < .05; stav da već ima dovoljno angažovanih r = .374, p < 0.05, i da su potrebni stručniji ljudi, r = .142, p < .05). Između grupa koje su u različitoj meri aktivne beleže se razlike u zastupljenosti barijera. Već između ispitanika koji ne prate vesti na FB grupi i onih koji se povremeno informišu javlja se razlika u korist druge grupe u stavu da svako može da doprinese, (t = -3.808, df= 98, p < .05,) kao i u stavu da najviše treba da se angažuju neposredno ugroženi, a koji je više izražen kod grupe koja ne prati vesti (t = 3,145, df = 89, p < .05,). Autori zaključuju da je pasivnost uzrokovana jednim delom indiferentnim odnosom prema problemima životne sredine, kao i da, po svoj prilici, sama izloženost informacijama i upoznatost sa aktivnostima i njihovim rezultatima može da utiče na smanjenje barijera za aktivizam. The research explores the barriers to participation in activities for environmental protection among the members of a large Facebook group gathered around the problem of river devastation by small hydropower plants. Instruments: A list of possible barriers with possibility to add a reason if not offered and a questionnaire on environmental attitudes by Amerigo and associates (N = 255). Analysis: descriptives, t-test and linear correlation. Results: not a single respondent perceives the problem insufficiently important, but only 15% claim to be active. The main barriers for more active participation are: the attitude that only directly endangered people should participate; insufficient knowledge about the problem; expectation that that the institutions will not react. Results indicate that passivity is partially caused by indifferent attitude towards environment, and that learning about group activities and their results can weaken the barriers. Knjiga rezimea / XXV naučni skup Empirijska istraživanja u psihologiji 29–31. mart 2019.

У контексту трансформације наставне праксе, ауторке се залажу за нека начелна, врло свежа и ефективна решења. Пре свега, у њиховој интерпретацији, концепт природнонаучне писмености није предметно и разредно организован, већ се залажу за јединствен приступ у којем теме интегришу предметне специфичности. Другим речима, настава која подржава природнонаучну писменост брише границе између предмета какве данас познајемо у нашој школи и оријентишу се ка глобалним темама које се проучавају и истражују из различитих перспектива и различитим методолошким средствима. Налазе истраживања ауторке „читају“ из социо-когнитивистичке перспективе, што је, у извођењу методолошких импликација, омогућило богату, когнитивно подстицајну и разноврсну методолошку понуду, корисну за све професионалце који се баве образовањем деце, али и за све друге који су у комуникацији са децом, на пример, родитеље, предшколске установе, културне и спортске институције, организације различитих профила са програмима за децу. Најзад, и најбитније, методичка перспектива на наставу природнонаучне групе предмета има и директне поруке за доносиоце образовних одлуке и креаторе образовних политика. Фина анализа различитих фактора који учествују у образовном процесу и њиховог доприноса образовним постигнућима резултирала је методолошким препорукама које на различите начине активирају ученике и подстичу когнитивну обраду информација на различитим нивоима. Поред когнитивно подстицајног амбијента, ауторке се залажу и за наставу која подиже ниво личне одговорности појединца, па и оног појединца који се налази на тако младим узрастима, за личну добробит и добробит различитих заједница у којима живе и крећу се, као што је породица, школа или вршњачко окружење.

Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude. С обзиром на значај рада наставника као и његове ефикасности, ауторке су се определиле да проуче како образовање наставника одређује њихово професионално понашање у терминима ентузијазма и раста и каријерне фрустрације, у Србији и Грчкој. Испитиван је значај образовног нивоа и образовног пута у међусобној интеракцији и у интеракцији са унутрашњом мотивацијом професионалног избора. Спроведено је анкетно истраживање. Упитник је задат пригодном узорку од 213 наставника средњих школа. Резултати показују да се карактеристике каријере наставника не разликују с обзиром на ниво формалног образовања и ауторке закључују да је транзиција у свет рада могућа након завршених основних студија, у случају да основне студије укључују и адекватну педагошку припрему. Пут образовања је статистички значајно повезан са унутрашњом мотивацијом на узорку грчких наставника. Наставници који су прошли темељнију припрему за рад у настави развили су однос према послу независан од мотивације која их је определила за наставничку каријеру. Налаз о мањем значају иницијалне мотивације може да се протумачи као могућност компензовања нижег нивоа мотивације развијањем наставничких компетенција, односно поспешивањем самоефикасности кроз образовање наставника. На узорку наставника из Србије нису пронађени докази о ефектима припреме наставника, што указује на то да се од наставника који су се образовали различитим путевима у оквиру старих системских решења, не може очекивати различит однос према послу. Учитывая значение работы улителя и его эффективности, авторы решились исследить, каким образом образование уьителей определяет их профессиональное поведение в терминах энтузиазма и подъема, с одной стороны, и фрустрации в карьере, с другой, в Сербии и Греции. Исследовалось значение образовательного уровня и путей образования в их взаимодействии и во взаимодействии с внутренней мотивацией профессионального выбора. Нами проведено анкетное исследование. Вопросник был применен на корпусе 213 учителей средних школ. Результаты показывают, что характеристики карьеры учителей не различаются соответственно уровню формального образования. Авторы приходят к выводу, что транзиция в мир труда возможна после окончания бакалавриата, при условии, чтобы базовый уровень вузовского образования охватывал и адекватную педагогическую подготовку. Путь образования статистически значачительно связян с внутренней мотивацией, как показывает корпус греческих учителей. Учителя с более высоким уровнем подготовки развивают отношение к работе независимо от мотивации, определившей их к профессии учителя. Вывод о сравнительно небольшом значении начальной мотивации может интерпретироваться как возможность компенсации более низкого уровня мотивации путем развития профессиональных компетенций учителя, т. е. поощрением самоэффективности в процессе образования учителей. На корпусе испытуемых из Сербии не были выявлены доказательства об эффектах подготовки учителей, что указывает на то, что от учителей, образовавшихся различными путями в рамках традиционных системных решений, нельзя ожидать другого отношения к работе.

The goal of this paper is presentation of new research contributions on teachers’ career cycle from the perspective of the applied methodology. The paper also describes main results of the researches, out of which we learn about the course of change in teachers’ professional development, attitudes towards change, perceptions of relationships to stu dents and factors that contribute maintaining commitment during career. The results can contribute well to the creation of the programs for teacher in-service education, ha ving in mind their educational needs at different stages of the career, varying attitude towards introduction of the innovations into the practice and stimulating characteristics of school environment. We conclude that quantitative research opens topics for quali tative research that offers insight into the stories and description of the context, while qualitative researches facilitate quantitative ones that can give more certain predictions, offer possibility of generalization and control of different relevant variables.

Poznavanje prirodnih nauka predstavlja temelj čovekovih aktivnosti u mnogim oblastima života. Budući da predstavlјaju jednu od osnovnih oblasti lјudskog znanja i delatnosti, prirodne nauke su zastuplјene od predškolskog uzrasta u kurikulumima različitih obrazovnih sistema. Program predškolskog vaspitanja i obrazovanja Republike Srbije svrstava matematičke, naučne i tehnološke kompetencije među klјučne kompetencije za celoživotno učenje (Osnove programa predškolskog vaspitanja i obrazovanja, 2018). Savet Evropske unije prepoznaje matematičku kompetenciju sa osnovama prirodnih nauka i tehnologije u svom okviru klјučnih kompetencija. U okviru pomenute kompetencije se domen prirodnih nauka i tehnologije određuje kao sposobnost i spremnost da se koristi skup znanja i metoda kako bi se objasnio svet prirode, formulisala pitanja i izveli zaklјučci zasnovani na dokazima, ali i kao preuzimanje uloge odgovornog građanina i razumevanje promena do kojih dovodi lјudska aktivnost u oblasti prirodnih nauka (The Council of European Union, 2018). Osim ostvarivanja dobrobiti pojedinca, obrazovanje u oblasti prirodnih nauka i matematike predstavlja strateški važan cilј svake zemlјe koja teži kompetitivnosti u međunarodnom kontekstu, zbog čega se posebna pažnja poklanja rezultatima međunarodnih studija postignuća učenika u pomenutim oblastima. Naziv zbirke: Biblioteka „Pedagoška teorija i praksa” 53 Za materijale Međunarodne asocijacije za evaluaciju obrazovnih postignuća (International Association for the Evaluation of Educational Achievement – IEA) koji su prikazani u ovoj knjizi dobijena je dozvola pod brojem IEA-21-021. Komisija za ocenu etičnosti u naučnoistraživačkom radu Instituta za pedagoška istraživanja donela je odluku 23. aprila 2021. godine da je tematski zbornik TIMSS 2019 u Srbiji u skladu sa Pravilnikom o etičnosti u naučnoistraživačkom radu Instituta za pedagoška istraživanja.

У раду се разматра и истражује образовање као компонента каријерног вођења и саветовања (КВИС). Оквир за разумевање образовања базиран је на три кључне компоненте КВИС: појмовно-концептуални оквир од његовог настанка до данас, теорије професионалног избора/развоја класификоване према начину на који третирају образовање, као и пракса - анализа одабраних програма/модела КВИС. Из анализирана три сегмента, екстраховали смо потенцијалне садржаје образовања и креирали наш модел образовне понуде КВИС који се састоји из три кључне области (12 подобласти, 96 специфичних припадајућих садржаја). Модел смо понудили испитаницима који су процењивали његову релевантност за лични и професионални развој и то 371 испитанику са територије Београда, који су равномерно распоређени према припадности транзиционом периоду: почетак каријере, изграђена каријера и залазак каријере. Резултати истраживања показују да сви испитаници процењују модел као релевантан за њихов лични/професионални развој. Наишли смо на значајне разлике у односу на транзициони период - они на заласку каријере мање вреднују моделовану образовну понуду, а и на разлике у односу на пол, године живота, образовни ниво, радни статус и године радног стажа испитаника: жене, испитаници од 40 до 49 година, као и запослени и студенти процењују образовну понуду као више важну за њихов развој, а испитаници са 60 и више година, затим они са нижим нивоима образовања, незапослени и пензионери, они са више од 30 година радног стажа нижим вредностима оцењују релевантност модела, а открили смо и међусобне разлике испитаника на средини каријере. Даља статистичка анализа је показала постојање нове образовне понуде са 13 области, на основу које смо идентификовали различите модалитете образовне понуде саобразне потребама испитаника у различитом транзиционом периоду и различитих био-социјалних карактеристика. This paper discusses and explores education as a component of career guidance and counseling (CGC). The framework for understanding education is based on three key components of CGC: the conceptual framework from its early beginning to the present day, theories of professional choice/development classified according to the way they treat education as well as the practice of CGC - analysis of various CGC programs/models. From the analyzed three segments, we extracted potential educational contents and designed our model of CGC educational offer which consists of three key areas (12 sub-areas, 96 specific related contents). We offered the model to respondents who assessed relevance of the model for personal/professional development, to sample of 371 respondents from the territory of Belgrade, who were evenly distributed according to their transition period: beginning of their career, the built-career stage and career-decline. The research results showed that all respondents assess the model as relevant to their personal/professional development. We encountered significant differences in relation to the transition period – respondents in career decline period assess the offer as less relevant, and also differences exist in relation to gender, age, educational level, work status and years of work of respondents: women, respondents from 40 to 49 years, as well as employees and students assess the educational offer as more important for their development, and respondents aged 60 and over, then those with lower levels of education, the unemployed and retirees, those with more than 30 years of service assess our model as less relevant. We also discovered the differences between the respondents in the middle of their careers. Further statistical analysis showed the existence of a new educational offer consisting of 13 areas, on the basis of which we identified different modalities of educational offer according to the needs of respondents in different transition periods and different bio-social characteristics.

Cilj ovog teorijsko-empirijskog istraživanja je ispitivanje procena ispitanika o ulozi obrazovanja odraslih u prevazilaženju negativnih efekata rada koji se javljaju kao posledica promena na globalnom nivou, nivou organizacije i nivou posla koji obavljaju. Drugi deo cilja predstavlja kreiranje modela ponude obrazovnih intervencija koje su usmerene na prevazilaženje negativnih efekata rada. Rezultati upućuju na sledeće: potvrđeno je da postoje razlike u proceni stepena izloženosti negativnim efektima rada; proceni mogućnosti delovanja obrazovnih aktivnosti u njihovom prevazilaženju; i dosadašnjoj participaciji u obrazovnim aktivnostima sa tim ciljem, u odnosu na nivo obrazovanja, grupu poslova, dužinu radnog staža, starost, pol, učestalost pohađanja sadržaja neformalnog obrazovanja. Ispitanici nižeg nivoa obrazovanja su u većoj meri izloženi negativnim efektima rada, u manjoj meri procenjuju mogućnosti delovanja obrazovanja u njihovom prevazilaženju i u manjoj meri su participirali u obrazovnim aktivnostima sa tim ciljem. Korelacije su pokazale da oni koji su izloženi negativnim efektima rada i koji su participirali do sada u obrazovnim aktivnostima procenjuju da obrazovanje može da deluje na njihovo prevazilaženje; da ispitanici koji su participirali do sada u obrazovnim aktivnostima procenjuju da su u manjoj meri izloženi negativnim efektima rada. Na osnovu rezultata istraživanja, modifikovan je početni nacrt modela i predložen novi koji se sastoji iz dva segmenta ponude. Prvi segment se odnosi na aktivnosti informisanja i upoznavanja, drugi na kombinaciju dugoročne pomoći od strane stručnjaka i obučavanja, oba sa elementima savetodavnih aktivnosti. Jedna od osnovnih karakteristika modela obrazovnih aktivnosti za prevazilaženje negativnih efekata rada jeste fleksibilnost. The aim of this theoretical-empirical research is to examine respondents' assessments of the role of adult education in overcoming the negative effects of work that occur as a result of changes at the global level, the level of organization and the level of work they perform. The second part of the goal is to create a model that offers educational interventions which are aimed at overcoming the negative effects of work. The results indicate the following: it was confirmed that there are differences in the assessment of the degree of exposure to the negative effects of work; in assessing the possibility of the action of educational activities in overcoming them; and differences in previous participation in educational activities with the aforementioned goal, in relation to the level of education, group of jobs, length of service, age, gender, frequency of non-formal education attendance. Respondents with lower education are more exposed to the negative effects of work, they estimate that the possibilities of education in overcoming those effects are small, and to a lesser extent participated in educational activities that have that goal. Correlations have shown that respondents who are exposed to the negative effects of work, and who have so far participated in educational activities, assess that education can influence the overcoming of these effects; and that respondents who have participated in educational activities estimate that they are less exposed to the negative effects of work. Based on the research results, the proposed draft model was modified and a new one was proposed which consists of two segments. The first segment refers to information and familiarization activities, the second to a combination of long-term assistance by experts and training, both with elements of advisory activities. One of the basic characteristics of the model of educational activities for overcoming the negative effects of work is flexibility.

Cilj ovog teorijsko-empirijskog istraživanja je ispitivanje procena ispitanika o ulozi obrazovanja odraslih u prevazilaženju negativnih efekata rada koji se javljaju kao posledica promena na globalnom nivou, nivou organizacije i nivou posla koji obavljaju. Drugi deo cilja predstavlja kreiranje modela ponude obrazovnih intervencija koje su usmerene na prevazilaženje negativnih efekata rada. Rezultati upućuju na sledeće: potvrđeno je da postoje razlike u proceni stepena izloženosti negativnim efektima rada; proceni mogućnosti delovanja obrazovnih aktivnosti u njihovom prevazilaženju; i dosadašnjoj participaciji u obrazovnim aktivnostima sa tim ciljem, u odnosu na nivo obrazovanja, grupu poslova, dužinu radnog staža, starost, pol, učestalost pohađanja sadržaja neformalnog obrazovanja. Ispitanici nižeg nivoa obrazovanja su u većoj meri izloženi negativnim efektima rada, u manjoj meri procenjuju mogućnosti delovanja obrazovanja u njihovom prevazilaženju i u manjoj meri su participirali u obrazovnim aktivnostima sa tim ciljem. Korelacije su pokazale da oni koji su izloženi negativnim efektima rada i koji su participirali do sada u obrazovnim aktivnostima procenjuju da obrazovanje može da deluje na njihovo prevazilaženje; da ispitanici koji su participirali do sada u obrazovnim aktivnostima procenjuju da su u manjoj meri izloženi negativnim efektima rada. Na osnovu rezultata istraživanja, modifikovan je početni nacrt modela i predložen novi koji se sastoji iz dva segmenta ponude. Prvi segment se odnosi na aktivnosti informisanja i upoznavanja, drugi na kombinaciju dugoročne pomoći od strane stručnjaka i obučavanja, oba sa elementima savetodavnih aktivnosti. Jedna od osnovnih karakteristika modela obrazovnih aktivnosti za prevazilaženje negativnih efekata rada jeste fleksibilnost. The aim of this theoretical-empirical research is to examine respondents' assessments of the role of adult education in overcoming the negative effects of work that occur as a result of changes at the global level, the level of organization and the level of work they perform. The second part of the goal is to create a model that offers educational interventions which are aimed at overcoming the negative effects of work. The results indicate the following: it was confirmed that there are differences in the assessment of the degree of exposure to the negative effects of work; in assessing the possibility of the action of educational activities in overcoming them; and differences in previous participation in educational activities with the aforementioned goal, in relation to the level of education, group of jobs, length of service, age, gender, frequency of non-formal education attendance. Respondents with lower education are more exposed to the negative effects of work, they estimate that the possibilities of education in overcoming those effects are small, and to a lesser extent participated in educational activities that have that goal. Correlations have shown that respondents who are exposed to the negative effects of work, and who have so far participated in educational activities, assess that education can influence the overcoming of these effects; and that respondents who have participated in educational activities estimate that they are less exposed to the negative effects of work. Based on the research results, the proposed draft model was modified and a new one was proposed which consists of two segments. The first segment refers to information and familiarization activities, the second to a combination of long-term assistance by experts and training, both with elements of advisory activities. One of the basic characteristics of the model of educational activities for overcoming the negative effects of work is flexibility.

In TIMSS 2015, Croatia participated with a nationally representative sample of fourth-grade students. Over the first four grades of primary school in Croatia, the school subject Nature and Society provides the basis for four science subjects (taught in higher grades of primary school): Biology, Chemistry, Physics, and Geography. However, the assessed content domain of Physical Science, according to the TIMSS 2015 Assessment Frameworks, comprises topics which are represented neither in the Croatian National Curriculum nor in the National Curriculum Framework. The aim of the research was to identify the difference in the representation of the assessed content of the TIMSS Physical Science domain as compared to Physics and Chemistry topics taught in lower primary grades in Croatian schools. So as to determine the degree to which these topics are represented, we have conducted comparative analyses of TIMSS items’ content and the Croatian national curriculum, and have compared the Croatian national achievement with the international average. Out of 64 Physical Science items in TIMSS 2015, only 20 of them covered topics represented in the Croatian national curriculum. As a result, Croatian students were only familiar with the content covered by one third of the said items, whereas they were unfamiliar with the content assessed by the remaining two thirds of the Physical Science items. Based on an in-depth analysis of correct responses and deviations from the international average, this research offers recommendations regarding the methodology and content for improving the Nature and Society subject curriculum. The obtained results are also used for reprogramming the curricular content and modernizing topics covered by Chemistry and Physics in seventh and eighth grades, so as to put Croatian students on a par with their peers across the world, and so that they would be better prepared for continuing their education at the ISCED 3 level.