University Courses

Sukladno Bolonjskoj konferenciji i reformi sveučilišta koja je zahvatila regiju bivše Jugoslavije, u Srbiji i Crnoj Gori također se vrše pripreme za novu strukturu studijskih planova i načina studiranja na višim školama i fakultetima. Veći izbor, diversifikacija načina studiranja, bolji mentorski sustav praćenja studenata i poboljšanje efektivnosti i dužine studiranja, samo su neki od ciljeva kojima će se novo sveučilište morati da pozabaviti. Jedna od naizgled malih promjena jest prelazak na sustav studiranja odabirom tečajeva i uz njih stečenih kredita. Studenti će ih u budućnosti samostalno birati i kombinirati te na taj način približiti postojeću strukturu studiranja svojim potrebama i opredjeljenjima. Kao prvi korak, većina fakulteta u Srbiji i Crnoj Gori, pretresala je postojeće studijske planove, pokušavala restruktuirati predmete u tečajeve i sve to pretočiti u transparentan sustav bodova - kredita. Poslije dosta teškog procesa došlo se do sasvim malo novih predmeta i relativno netransparentnog sustava bodovanja. Nije pomagalo ni da se veliki predmeti, koji traju od 2 do 4 semestra podijele na manje dijelove, a da se i ne govori o tome da je rijetko koji profesor htio odustati od broja sati utkanih u vlastiti studijski predmet. Zašto se problem pokazao tako kompleksnim i zašto će proces prestrukturiranja biti dug, tema su razmišljanja autora ovog članka.In accord with the Bologna Declaration and the respective reform of tertiary education affecting the region of former Yugoslavia, Serbia and Montenegro have also been preparing for the new structure of both tertiary curricula and modes of tertiary education. Greater choices, greater diversity, an improved system of mentorship and student work supervision, improved efficiency and study duration are only some of the goals which the new tertiary education system will have to deal with. One of the seemingly smaller changes is the transition to the system of tertiary courses and course credit acquisition. In the future, students will choose and combine their courses independently, and will thus accommodate the existing structure to their needs and orientations. What the majority of universities in Serbia and Montenegro first endeavoured to do was to investigate the existing tertiary curricula, to restructure the existing subjects into courses, and to articulate the above into a transparent system of points – credits. This rather difficult process resulted in only a very few new subjects/courses and a relatively non-transparent system of points acquisition. Dividing subjects usually taught in 2 to 4 semesters into shorter courses did not help either. Moreover, only a very rare few professors agreed to abandon the full number of lecturing hours assigned to their respective subjects thus far. The author of this article discusses the following questions: Why has this task proven to be so complex, and why will the process of restructuring be so long