Direktori (škola) uče drugačije. (Kako uče direktori škola)

School principals do not perform the profession/function for which they have been educated for. They have attained their qualification to be the managers in education in many different ways and detours. Nowadays, permanent and lifelong learning helps them the most in overcoming the current problems at work. A life long learning, as a leading educational principle, requires essentially new approach to education, instruction, training, professional growth and development, as well as to education and raising in general. In principle, the life-long learning rests on the universal essence of knowledge and skills, which should facilitate active participation in a contemporary society for all the people. From the point of view of active mobility and participation, the lifelong learning is attained through development of generic or existential skills, such as: feeling for the team work, mastering skills and learning dispositions, permanent reinforcement of professional competencies and skills, taking over responsibility in further professional work and progress. An essential issue analyzed in the paper is the following: What is a role of the school principal in the educational institutions in all the social turmoil, applying to both essential and existential changes? Are there different offers of forms and ways of training, which correspond to the needs and learning opportunities for the school principals? Learning styles, specific conditions for learning, working conditions of the school principals represent central ideas related to the development of their competencies.Direktori škola ne bave se profesijom/funkcijom za koju su se školovali. Mnogim putevima i zaobilaznicama su stigli do kvalifikacije za menadžera u obrazovanju. Danas im u savladavanju aktuelnih problema na poslu najviše pomaže permanentno i doživotno učenje. Doživotno učenje kao vodeći obrazovni princip zahteva fundamentalno novi pristup obrazovanju, nastavi, obuci, profesionalnom rastu i razvoju, školovanju uopšte. Suštinski, doživotno učenje počiva na univerzalnom jezgru znanja i veština koje bi trebalo svima da omoguće aktivno učestvovanje u savremenom društvu, a sa stanovišta aktivne mobilnosti i participativnosti to će se postići razvijanjem generičkih ili životnih veština: osećanjem za timski rad, ovladavanjem veštinama i dispozicijama učenja, permanentnim jačanjem profesionalnih kompetencija i snaga, preuzimanjem odgovornosti u daljem profesionalnom radu i napredovanju. Osnovno pitanje koje se u radu analizira jeste: Koju ulogu pridaju sebi direktori u institucijama obrazovanja u svim ovim društvenim perturbacijama, esencijalnim i egzistencijalnim promenama? Da li postoje ponude oblika i načina usavršavanja koje odgovaraju potrebama i mogućnostima za učenje direktora škola? Stilovi učenja, specifični preduslovi za učenje, radni uslovi direktora škole su u središtu razmišljanja o razvoju njihovih kompetencija