APA 6th Edition Pavlovski, T. (2004). TEČAJEVI U SVEUČILIŠNOJ NASTAVI. Metodički ogledi, 11 (1), 63-71. Preuzeto s https://hrcak.srce.hr/6119
MLA 8th Edition Pavlovski, Tatjana. "TEČAJEVI U SVEUČILIŠNOJ NASTAVI." Metodički ogledi, vol. 11, br. 1, 2004, str. 63-71. https://hrcak.srce.hr/6119. Citirano 24.01.2021.
Chicago 17th Edition Pavlovski, Tatjana. "TEČAJEVI U SVEUČILIŠNOJ NASTAVI." Metodički ogledi 11, br. 1 (2004): 63-71. https://hrcak.srce.hr/6119
Harvard Pavlovski, T. (2004). 'TEČAJEVI U SVEUČILIŠNOJ NASTAVI', Metodički ogledi, 11(1), str. 63-71. Preuzeto s: https://hrcak.srce.hr/6119 (Datum pristupa: 24.01.2021.)
Vancouver Pavlovski T. TEČAJEVI U SVEUČILIŠNOJ NASTAVI. Metodički ogledi [Internet]. 2004 [pristupljeno 24.01.2021.];11(1):63-71. Dostupno na: https://hrcak.srce.hr/6119
IEEE T. Pavlovski, "TEČAJEVI U SVEUČILIŠNOJ NASTAVI", Metodički ogledi, vol.11, br. 1, str. 63-71, 2004. [Online]. Dostupno na: https://hrcak.srce.hr/6119. [Citirano: 24.01.2021.]
Sažetak 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?