1. Prof. Dr. Sefika Alibabic and Dr. Kristinka Ovesni, Faculty of Philosophy Department for Pedagogy and Andragogy University of Belgrade SCHOOL MANAGEMENT -- A KEY FOR INTEGRATION TO THE FIELD OF EDUCATION IN EUROPE

2. Importance and role of management in process of creating educational policy and reforming systems of education Structural improvements of system of education require changes of education managerial paradigm – based on the competent, professionalized management

3. Question: How “managerial success” depends on knowledge and abilities? 80% perceived that fraction is between 70-90% 10% perceived that fraction is below 50% 5% consider that their “managerial success” does not depend on knowledge and abilities but on other contextual elements (politics, economy and welfare).

4. 200 respondents -- basic and secondary school’s principals/managers instrument for determining management development needs prioritized list of school management training topics – a key document for facilitation of professionalization of school managers

5. Talking with learners, employees, parents /14.85/ Making decisions /14.82/ Providing a pedagogical monitoring /14.80/ Facilitating positive relationship in school /14.72/ Motivating employees /14.65/ Planning /14.63/ Solving interpersonal conflicts /14.50/ Constructive critizing /14.25/ Advising /14.15/ Posing tasks /13.8/ Providing a financial monitoring /13.72/ Providing a legislative monitoring /13.65/ Time managing /13.63/

6. Managing and coordinating work of school committees /13.6/ Professional development /13.52/ Planning and monitoring professional development of teachers /13.50/ Convincing /13.15/ Researching /12.95/ Rewarding and punishing /12.56/ Providing resources /12.45/ Projects managing /12.35/ Changes managing /12.32/ Administrative managing /12.10/ Communicating with local community /12.05/ Negotiating /12.00/

7. Communicating with school board /11.15/ Communicating with Ministry of Education /11.10/ Inviting tenders /10.45/ Making contracts /10.25/ Evaluating own professional performance /10.20/ Writing and reporting about own work /10.15/ Running the meetings /9.55/ Presenting and promoting school work /9.35/ Making statistics /9.20/ Interviewing job applicants /9.15/

8. First 25 activities mentioned above are so important, hard and frequent that they require on-going formal and non-formal training as well as continuing professional development. A few activities on very top of the list indicate that programs for school managers, along with managerial knowledge and abilities, must include pedagogical and andragogical knowledge and abilities, disregarded in present educational offer.

9. According to this findings, school managers are lifelong learners who must posess huge spread of knowledge in: theories of learning, motivation, communication, system, informatics, intrepersonal relationship, strategical management, andragogy, didactics, sociology of family, economics, ethics,. law...

10. Two directions of process of professionalization of management in education are possible: (1) toward "opening" of formal system of education for "modular structure" of bachelor studies on faculties registered for the educational sciences, and of master and specialistics programs for management in education; (2) toward system solving of problem of non- formal continuing professional development, i.e. toward "positioning" system of In-Service training of managers.