Faculty of Management (SERBIA)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 6278-6285
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
The concept of "learning organization" comes from the idea of organizational learning and modern paradygm according to which the learning performs not only at individual level but at overall organizational level: "It is not accomplished by simple training individuals: it can be fulfiled only as a result of learning at the level of the whole organization. A "Learning organization" is an organization that prometes learning all of its members and it transforms permanently". In other words, most succesful organizations will be those which continually involve their members into activities of individual and social learning. The competincies of teachers for change implementation imply the following: It is clear that new paradygm sets completely new tasks before education. Globalization of the world imposes democratic way of education, emphasizing interculturality, multiconfessionalism and interdiscplinary. In that context, the most important thing is to make changes in educational system, and to make them succesful it should be necesarily accepted and implemented by all actors in the system: from pupils, parents, social community, director of the school to the teachers themselves. Thus, the reforms of educational system cannot be performed from the top, by means of decree of the Ministry of education. The initiative might be started from the top, but the reform process must be performed from the bottom, e.e. from the base, otherwise the reforms won't be fulfilled completelz. In the modern new school both the roles of teacher and pupil have been changed. From the relationship: inferior - superior, pupils and teachers are becoming partners at mutual task acquiring knowledge, skills and attitudes, as well as developing wish and realising need for permanent education. For the purpose of everyting mentioned in the theoretical part of the paper, we wanted to know how much the teachers in elementary schools in Novi Sad were ready for changes and also how much and in which way they disseminated knowledge, permanently learned etc. The reasearch was performed in 30 out of 35 elementary schools total, and 1250 teachers are included therein.
Learning organization, competencies of teachers, modern new school, chenges, reforms of educational system.