In the framework of the project “Inclusive Preschool Education and Care” implemented by the Ministry of Education, Science and Technological Development (MPNTR) with the support of the World Bank, within the framework of goal 2.3 Improvement of the system of evaluation of the quality of preschool Education and Care, a project task related to Improvement of the process is foreseen self-evaluation in preschool institutions. The Center for European Policies (CEP) was engaged to implement the project task, which was defined in cooperation with MPNTR and the Institute for Evaluation of the Quality of Education and Training (ZVKOV).

The aim of the activities within this project task is to improve the process and practice of self-evaluation by strengthening the competencies of practitioners who are recognized as key actors in the process of changing practice in accordance with the starting points of the program conception of preschool Education and Care (PVO). In this sense, it is important to ensure a common understanding of the cycle and the role of self-evaluation in the development and change of kindergarten practice, and the Project provides various types of support:

• – prepared resources for self-evaluation of the work of preschool institutions (proposed instruments – checklists for self-evaluation team members, questionnaires for educators and nurse educators, focus groups/interviews with educators, parents, professional associates, director, a proposal of questions for consultation with children);

• – a Guide for self-evaluation of PU was created (10,600 copies are being printed, of which almost every group in all public PUs will have its own copy of the guide);

• – one-day training for self-evaluation teams of public PUs (completed during June and September);

• – mentoring support for self-evaluation teams of all public preschool institutions throughout the entire cycle of self-evaluation during the working year 2022/23. years;

Based on the decision of the Minister, the one-day training for self-evaluation of the quality of the work of preschool institutions was placed on the list of programs of public interest and as such is free for all participants.

The training leaders form a team of 30 practitioners who have been previously trained to conduct training for self-evaluation of the work of the PU and provide mentoring support during the entire cycle of self-evaluation.

During June, 11 training sessions were held with around 300 participants from 77 preschool institutions, and during September, an additional 7 training sessions were held for teams from 84 PUs, with around 200 participants. The hosts were preschool institutions that provided their space for the implementation of the training (except for a few that were implemented in vocational training centers). The training was evaluated by the participants as very useful, applicable, and educational because it provided useful information and guidelines for further work on the self-evaluation process, as well as concrete proposals, explanations, and recommendations for further work.

Mentoring support to self-evaluation teams of public PUs is currently underway (since October 1) and will last throughout the entire self-evaluation cycle, until June 2023.

In November, there will be 3 trainings for about 100 educational advisors from all school administrations in the territory of the Republic of Serbia with the aim of empowering them to provide support to practitioners in PU in accordance with the new program concept.

The city of Sombor with its partners PU “Vera Gucunja”, the Center for Social Work, the Red Cross Sombor, and the Association for Support of Persons with Autism “Maslacak” implements the project “Everyone in Kindergarten”, which is supported by the Ministry of Education, Science and Technological Development and the World Bank. The project, with the co-financing of the City of Sombor, enabled the complete adaptation and furnishing of the space in the kindergarten “Suncica” in Backi Monostor for the purpose of opening a new educational group, thereby improving the provision of holistic and high-quality preschool services, including the area of ​​health care, early detection of changes in behavior and development, as well as stimulation in the period of early development.

The goal of the project is to improve the availability of preschool institutions for children from socially vulnerable groups, to contribute to equity through achieving equal opportunities for learning and development of children from vulnerable social groups, as well as providing support to families for the development of parental competence.

A new educational group was opened in the “Suncica” kindergarten in Backi Monostor, which includes 23 children from socially sensitive groups. In addition to regular educational work adapted to the needs of each child, project partners implement activities both with children and with parents with the desire to strengthen families from socially and economically disadvantaged social groups and provide children with the opportunity for quality integrated development. The little ones from the group showed great interest and desire to explore and learn, as well as to socialize with their friends.

Support in their growing up, in addition to the family, is now provided by experts from various fields, who believe in children’s capacities to actively participate in their learning and development. In addition to the teacher, there is also a Roma coordinator with the children in the group, who provides support to children who speak only the Romani language. In this way, we achieve justice in education and upbringing, and children are happy to get involved in activities and contribute to the work.

The beauty of diversity is also reflected in the cooperation between the three educational groups, as many as the “Suncica” kindergarten, where every day the children socialize with each other, learn from each other, play, and support each other. Everyday smiles on children’s faces indicate to us that children in kindergarten feel satisfied, happy, fulfilled, and accepted, that they build relationships of trust, respect, closeness, and friendship, which is one of the most important goals we strive to achieve.

Both the local community and the parents of the children in the group support us in all of this. With their suggestions and ideas, they enrich the projects that are implemented in the kindergarten, include them in the activities that are implemented by the project partners, and, together with the teachers, motivate the children to stay and actively develop in the kindergarten.

You can see other photos here.

The Ministry of Education, Science and Technological Development, within the framework of component 2 of the project “Inclusive Preschool Education and Care”, initiated and realized procurements with the aim of additionally equipping 107 preschool institutions with low mobile furniture and ICT equipment. The total value of both purchases is around one million euros (500,000 euros each).

In the period July – September, sets of 3 low mobile shelves were distributed to preschool institutions: 1. shelf/chest open on both sides, 2. mobile shelf/chest with tub, and 3. sensor-perceptive table – eight-seater, as well as sets of ICT equipment consisting of a laptop with software, computer mouse and laptop bag, web camera and multifunctional device (copier/printer/scanner).

The number of sets that a preschool institution received is determined by its size, that is, the number of educational groups.

The remaining preschool institutions (56, including all institutions participating in the SUPER project) are equipped with funds from IPA funds (IPA 2014) – furniture, didactic tools, and ICT equipment, in the total amount of about one million euros.

Additional equipping of preschool institutions represents additional complementary support for improving the conditions for quality preschool Education and Care, in addition to the Support Program for the implementation of the Basics of the Program – Years of Ascension, which includes training, mentoring support, the application of 2 models of horizontal learning of practitioners and manuals from the edition of Flight Lines.

We are convinced that low mobile furniture and information communication technology will be a significant support for practitioners in PU, both in structuring the space and in all areas of work of educators in accordance with the Basics of the preschool Education and Care program – “Godine uzleta”.