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The sources of inequity in the education system of Serbia and how to combat them

By Ana Pesikan and Ivan Ivic


The concept of equal opportunity for all students is deeply embedded in the Serbian constitution and in education laws. On that level, there is no doubt that everyone is ensured an opportunity to receive quality education. Many measures in education policy have been created specifically to achieve this objective and make the system fair and inclusive. The Coleman Report was linked to a wave of optimism that certain educational measures would help in achieving these noble goals. This aim is a high priority in education in a democratic country, and due to its importance needs to be re-examined. Thus, the present research examines the equity of students in the Serbian education system, detecting areas on all educational levels that could be (or already are) systemic sources of inequity (e.g., criteria for preschool institution enrolment, the system of student awards, rationalisation of the school network, the concept of entrance exams to secondary school or university, etc.). A number of measures have already been taken in the system specifically to deal with inequity (e.g., the Preschool Preparatory Programme, dropout measures, inclusion, scholarships, etc.). The effects of these measures in particular are analysed in the present work. In addition to an analysis of the systemic sources of inequity in the Serbian education system, the article also makes recommendations for their overcoming. (DIPF/Orig.

Topics: Soziale Ungleichheit, Bildungssystem, Chancengleichheit, Soziale Gerechtigkeit, Bildungspolitik, Transformation, Elementarbereich, Erwerbstätigkeit, Eltern, Kindergarten, Kindertagesstätte, Qualität, Schulsystem, Benachteiligtes Kind, Benachteiligter Jugendlicher, Eltern-Schule-Beziehung, Schulerfolg, Einflussfaktor, Inklusion, Ethnische Gruppe, Sinti und Roma, Berufsausbildung, Erwachsenenbildung, Serbien, Social inequality, Education system, Education systems, Equal opportunities, Equal opportunity, Social justice, Educational policy, Elementary education sector, Gainful work, Parents, Nursery school, Day nursery, Quality, School system, Deprived child, Disadvantaged youth, Parent-school relation, School success, Success at school, Inclusion, Gypsies, Sinti and Roma, Vocational education and training, Vocational training, Adult education, Adult training, Serbia, Social capital, Educational Success, Success in Education, Theory, Conception, Social origin, ddc:370, Erziehung, Schul- und Bildungswesen, Education, Bildungssoziologie, Bildungsorganisation, Bildungsplanung und Bildungsrecht
Publisher: Fachportal Pädagogik. DIPF
Year: 2016
OAI identifier:

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