In the continuation of the publication, we will present how Connecting and partners have contributed to the city of Pancevo becoming a unique example of good practice in Serbia, ie that project-based teaching in high schools has the opportunity to be financed through a city competition.

1. PUBLICATION OF THE PROJECT
“Improving a public policy on
employability: Project No1”
Author: Organization for career development
and youth entrepreneurship Connecting
Date: June, 2020.

2. INTRODUCTION
When I look back and realize what we have achieved with the project "Improving
a public policy on employability: Project No.1" - in which we have invested
10 months of life - it seems to me that the contribution to the community couldn’t be
better described with the words of Dr. Feketa Ladislav, from Sombor, the participant
in the final conference of the project "Jobs of the Future":
"We want to apply what you did in Pancevo in Sombor as well."
Everything we have done so far in the field of education has been an attempt to
return education to where it needs to be – at the top of the pyramid of needs. But
there are many other leaders in education in our country who are even more invited
to talk about this topic, practitioners and scientists whose opinion is even more
important. Then why are we, the youth workers from Connecting, talking about the
role of education in Serbia, when there are so many experts in our country who know
much more than us?
If you have followed us so far, I believe that you will find the answer to this question
yourself. I just want to point out that there are opportunities that catch the eye of
youth work practitioners as they elude teachers, project managers, and leaders in
education. More than 2000 participants in our educational programs give us as well
the right to say something.
Our work is based on the belief that agile education will enable us all to experience
the long-desired well-being together, but only under one condition - we must
prepare our children to manage technology, not technology to manage them. We
are aware that the educational system that should create a generation of
enterprising young people has not yet been transformed! The problem is that our
schools continue to "serve" knowledge, testing students over and over again! They
simply do not produce enough innovators. This is not only a threat to the future but
also to the present of our country.
It is the responsibility of all of us to create an educational system that will prioritize skills
such as creativity, entrepreneurship, critical thinking, and problem solving,
collaboration, and communication, and thus almost certainly produce a more
innovative and adaptable population. Our choice is to take a job, organize
educators, youth workers, professionals from various industries, companies, civil
society organizations, and public administration, because we believe that only
together we have a chance to make a positive change.
Therefore, the focus of our attention in this project was on building a community of
professionals in the field of education, with the aim of establishing a systemic model
of support for project teaching in high schools, in the city of Pancevo, because we
believe that this method of teaching properly prepares students for the uncertain
future that is already here. The publication in front of you explains why, how, and
what we have achieved in the previous 10 months.
Thank you for reading,
Deniz Hoti,
a social designer who co-founded Connecting

3. THE CONTENT
Introduction ..............................................................................Error! Bookmark not defined.
General information about the project................................................................................ 3
Status quo.............................................................................................................................. 4
The general goal .................................................................................................................. 5
Activities ....................................................................................Error! Bookmark not defined.
Preparation phase ............................................................................................................... 6
Realization phase.................................................................Error! Bookmark not defined.
Research............................................................................................................................ 6
Forming of the thematic working group “Project-based teaching” ......................12
Phase of dissemination of achieved results .....................Error! Bookmark not defined.

4. GENERAL INFORMATION ABOUT THE PROJECT
STATUS QUO
One of the biggest challenges which the South Banat region is facing is the high rate
of unemployed youth as well as the extremely low rate of youth activity in the labor
market. Among the most significant causes of this problem is the insufficient
competitiveness of young people in the labor market, which is becoming more
pronounced from year to year. Also, a large number of analysis indicates that the
mismatch of knowledge acquired in the formal education system with the needs of
the economy and employers on the one han and the process of rapid privatization
and the economic crisis on the other hand resulted in changes in the labor market,
high youth unemployment, and brain drain. Today, in South Banat, more than 22,000
people are looking for a job every day, of which 4,464 are young people (15-29). In
conclusion, every fifth individual who is looking for a job is classified as young!
The extent to which the education system does not prepare young people for the
labor market is also indicated by the research "Better conditions in youth
employment", which states that just over 4% of young people in Serbia believe that
the knowledge acquired through the formal education system is in line with the
needs of the market.
Based on the European Framework of Key Competences for Lifelong Learning, which
was adopted in 2007 and revised in 2018, Serbia has initiated a review of education
by introducing education standards, which include Standards of General
Interdisciplinary Competences. The introduction of these standards specifically
indicates the needs for the development of competencies for lifelong learning,
digital competencies, problem solving, communication, entrepreneurship, and other
competencies among students. On the other hand, it is not clearly defined in what
way and through which curricula these competencies will be developed, but they
completely depend on the teacher.
If we assume that the curriculum is high quality and appropriate, then an obvious
conclusion is imposed - the success of students directly depends on the
competencies of teachers, methods or, in other words, the quality of teaching. The
quality of teaching, on the other hand, also depends on the working conditions – the
teaching aids for its implementation.
During the consultations with the representatives of the city administration of
Pancevo (Suzana Jovanović - ex member of the city council in charge of
employment, professional services), it was established that the city of Pancevo,
through the implementation of the "Program for improving the competitiveness of
high schools by improving the conditions for practical training", as of 2019, invested
about 25 million dinars (1.4 to 4 million dinars per year) for equipping schools in the
territory of Pancevo. This was a unique case in local governments of Serbia.
However, during the public competitions, which were conducted every year, so far
no investment has been made in specific programs / project based teaching that
should directly improve the quality of curriculum implementation. In addition, the

5. desire of the local government to innovate the existing competition was expressed
during the consultations. They proposed the introduction of the project-based
learning into the competition itself - by creating an opportunity to support the
project-based teaching itself through the competition. Due to the previously
presented problems and needs, Connecting initiated and implemented the project
"Improving a public policy on employability: Project No.1".
The central part of the project is the public advocacy campaign that lasted from
September 15, 2019 to May 15, 2020. Connecting designed and implemented the
campaign in cooperation with the Group for Analysis and Creation of Public Policies,
the Active of Secondary Schools’ Directors in Pancevo, the Belgrade Open School,
and representatives of the city of Pancevo.
In the continuation of the publication, we will present how Connecting and partners
have contributed to the city of Pancevo becoming a unique example of good
practice in Serbia, ie that project-based teaching in high schools has the opportunity
to be financed through a city competition.
THE GENERAL GOAL
The general goal of the public advocacy campaign is to contribute, in the
long run, to increase of the employability of young people and high school
students in Pancevo, by improving the existing model of support of the City of
Pancevo to high schools, by integrating project-based learning into that
model

6. ACTIVITIES
The advocacy process was divided into three phases
THE PREPARATION PHASE – included meetings of the project team, creation of
an action plan, then contacts with high school principals, regular communication
with representatives of the City Administration of the City of Pancevo, and
preparation of research.
In this phase, a meeting was held with the staff of high school principals in Pancevo,
where all principals were introduced to the goals of the campaign, the concept of
research, and the time frame of activities envisaged by the project. The meeting was
extremely constructive and interactive, school principals stressed the importance of
the call and the desire to continue its practice in the coming years, because as they
pointed out "it is a good way for schools to follow trends and buy modern equipment
from year to year."
Picture1 Presentation of the project “Improving a public policy on employability: Project No.1” to the active of high
schools’ principals in Pancevo, October 2, 2019.
The meeting was held on October 2, 2019 in the premises of the Gymnasium "Uroš
Predić" in Pancevo. The meeting was attended by the principals of all high schools in
Pancevo. You can find out what the presentation of the project looked like at the
link: https://bit.ly/prezentacijaaktivudirektora.
Then, informative meetings were held about this phase with the representatives of
the City Administration of the city of Pancevo, in the first place with Milenko
Cuckovic, councilor in charge of labor, employment and social policy, and with
Tatjana Bozic, councilor in charge of education.
In parallel with the above-mentioned activities, Connecting and the Group for
Analysis and Policy Making (GAJP) worked on the preparation of the research, which
included defining objectives, time frame, sample size, criteria for selecting a
representative sample, instruments, and techniques for conducting research.

7. The realization phase – began with a research implementation.
THE RESEARCH
The goal of the research –within the project "Improving a public policy on
employability: Project No.1" Connecting and GAJP conducted a research to examin
the effects of the public call of the city of Pancevo "Improving the competitiveness
of high schools, by improving the conditions for teaching" and attitudes towards
project-based learning, in order to create a set of recommendations for the
improvement of the previously mentioned public call, based on the obtained results.
The research included:
1. Overview of active policies at national, regional, and European level dealing
with project-based teaching and key skills for the 21st Century
2. Quantitative research (questionnaire for high school students)
3. Qualitative research (focus groups with teachers)
REVIEW OF ACTIVE POLICIES
Metodologija istraživanja - for the needs of review / analysis of active policies,
the research technique "external desk research" was used, which included the
collection and analysis of relevant data from the following sources:
 Published government data
 Internet - relevant data
The analysis was done during October, 2019 and the Connecting project team
worked on it.
RESULTS OF THE ACTIVE POLICY RESEARCH
The analysis established that the Government of the Republic of Serbia, within the
curricular reform, which began in 2017, adopted a new Law of Educational System
Grounds and the Rulebook on the curriculum. From that moment on, the programs in
primary schools and gymnasiums placed emphasis on learning outcomes and the
development of competencies, instead of testing and repetitive knowledge. Project-
based teaching was recognized by experts in education, both in the world and in
Serbia, as an extremely effective method of teaching that can contribute to the
realization of the previously mentioned outcomes and competencies for the 21st
century.
System support for project-based teaching
However, resources and equipment are also needed to conduct project-based
teaching, and there have been no significant developments at the national level. A
solution has not yet been found in Serbia that would systematically provide
equipment for high schools for project-based teaching. Equipping high schools is left
to the individual initiatives of principals, teachers, and local governments.

8. Conclusion
Having in mind the above-mentioned findings, Connecting recognized the
exceptional potential for innovating the competition "Improving the competitiveness
of secondary schools, by improving the conditions for teaching", i.e. introducing the
possibility to support project-based teaching through the aforementioned
competition and call.
By introducing the possibility to support the implementation of project-based
teaching through the competition "Improving the competitiveness of secondary
schools, by improving the conditions for teaching" the city of Pancevo would
become an example of good practice throughout of Serbia – a model by which
other local governments could meet curricular government reforms of the Republic
of Serbia in terms of conducting project-based teaching.
Quantitative research (questionnaire for the high school students)
Research methodology - the sample was created based on the school that high
school students attend, then the level of educational profile, and finally based on
the school year. It consisted of students from the following high schools in Pancevo:
 ETS “Nikola Tesla”
 Technical School “23. maj”
 School of Economics and Trade “Paja Marganović”
 School of Mechanical Engineering
 Gymnasium “Uroš Predić”
The sample size was 393 respondents, of which 47% of the sample were female
students, while 53% of the total sample were male students of the above-mentioned
high schools in Pancevo.
In the "quantitative" part of the research, the research instrument questionnaire was
used, while the research techniques for data collection were: filling in the
questionnaire on paper within the time of school classes and filling in the electronic
questionnaire within the time of school classes. The target population was high
school students in the city of Pancevo.
The questionnaire consists of 37 questions, which are divided into four parts.
• The first unit consists of questions related to the basic data about the
respondent, name of the school he or she is going to, major area of study,
age, and gender.
• The second unit is composed of questions related to the assessment of the
effects of the funds received, i.e. purchased equipment through a public call
of the city of Pancevo "Improving the competitiveness of secondary schools,
by improving the conditions for teaching."
• The third unit refers to students' attitudes about entrepreneurship and
employment, competencies and values.
• The fourth unit deals with examining students' attitudes about project-based
learning. We emphasize that this method of teaching is simple and briefly
explained in the description of this part of the questionnaire.

9. The questions were asked through scales created for the purposes of this research
and dichotomous questions with offered answers YES / NO. Only one question was
open-ended.
Data were collected through a questionnaire that is anonymous and confidential.
The students were given the explanation on how to fill in the questionnaire. The
questions were answered openly and honestly, and the participants in the research
could skip the question to which they do not want to give an answer, as well as ask if
there were any doubts.
All data in this study were processed in SPSS using descriptive statistical methods (Pie
diagram, tables with percentages, etc ..)
Picture 2 A photo of the research conducted in the ETS “Nikola Tesla”, October 16,2019.
The results of the quantitative research (selection)
The lack of knowledge among students that there is a program to improve the
competitiveness of high schools through equipping classrooms and classrooms is
worrying. On the other hand, students evaluate relatively positively the equipment
and technique that schools have (close to half of the students are satisfied), and the
statistics showed us that there are significant differences in relation to the schools
that students attend. A slightly smaller number of respondents state that equipment
and technique contributed to the development of the school and all students
(41.9%), with significant differences in responses compared to the year of schooling
attended by students - those in their fourth year rated their contribution significantly
better. A similar percentage of students (42.2%) believe that the equipment
contributed to the improvement of their personal knowledge and skills with
significant differences in answers in relation to the school they go to (students of the
Gymnasium and the School of Economics value their contribution more).
More than 4/5 of students (81.1%) believe that additional modernization of
equipment, techniques, and classrooms in which classes take place is necessary.
Almost 2/3 of the respondents (63.5%) believe that working with new equipment and
techniques will contribute to easier employment after school with significant

10. differences in responses compared to the school that students go to (students from
technical / vocational schools have a more positive attitude ). 78.2% of respondents
believe that it is necessary to improve the teaching methods.
As many as 63.6% of students did not know what project-based learning is and there
are significant connections between the school they attend and knowledge about
project-based learning (students of the Mechanical School and Gymnasium know
more). After describing what project learning is and how it works, the answers we
received about whether project-based learning would contribute to the
development of functional knowledge and skills - 4/5 of students (80.2%) answered
yes.
We also asked students what competencies are important for later employment - for
82.2% of students, teamwork is an important competence, for 87.9% communication
skills are important, for 84.1% creativity is important, and for 81.8% are important
research skills. We asked students how important some processes are in formal
education - for 63.5% of respondents the participation of students in the creation of
teaching is important (with differences in relation to the school they attend -
especially for Technical, Mechanical, and School of Economics and Trade), for 64,
6% is a significant participation of students in the choice of topics for learning (with
significant differences among students of Technical and Mechanical School), for
80.2% of students a relationship between teachers and students is significant and for
78.3% of students teachers have a significant role in student development.
THE CONCLUSION OF THE QUANTITATIVE RESEARCH
The conclusion of the research is that students recognize project-based learning as a
model that could improve their knowledge, skills, and functionality of their
knowledge, and that the formal education system does not do enough to
encourage and train young people to start their own business.
In that sense, this research and the data we received should be an incentive for
decision makers to work on the promotion of entrepreneurship, on creating programs
and above all project-based learning which would aim to improve students' skills in
all schools covered by the research.
The whole research is available here: http://obrazovanje4revoluciju.rs/istrazivanje-
stavova-srednjoskolaca-nastavnika-direktora-srednjih-skola-u-pancevu/
QUALITATIVE RESEARCH (FOCUS GROUPS WITH TEACHERS)
Research methodology - focus group is a method of qualitative research
through structured and guided conversation with pre-selected participants,
according to certain social characteristics. The interview/conversation was
conducted with 6-10 participants per focus group.
Focus groups were realized in the period October-November 2019 with high school
teachers in Pancevo.

11. Three focus groups were realized, one in ETSH Nikola Tesla, Technical School 23. May,
and School of Economics and Trade “Paja Marganovic”, with the goal to find out
how professors see the program of teaching improvement, competitions, and
projects of the city of Pancevo, equipment and technique that was procured,
learning methods and ways, as well as to find out about their attitudes towards
project-based learning.
RESULTS OF THE QUALITATIVE RESEARCH (SELECTION)
Project-based learning is an unknown concept to most of the professors, but when its
components are explained, focus group participants state that they have applied
project-based learning several times and that it has shown good results. First of all,
teachers state that working on projects helped students to better understand and
develop their skills, to apply theories in practice, and to think and act intersectorally,
that is, to have to include knowledge from several different subjects.
It should be noted that the professors stated that they only give suggestions and
explain what the steps are, while the students realize the whole course of the project
with the possible help and suggestion of the professor, although in most cases,
students approach each other, help other students, share knowledge, experiences,
and thoughts. How big is the interest for the project-based learning is best depicted
with the situation described by one of the professors, when one student from a
different class came to participate on one of the projects organized by the
mentioned teacher.
Conclusion of qualitative research
All teachers who participated in the focus groups pointed out that the project-based
learning makes sense and needs to be introduced on a much significant scale.
Additionally, they also stated that, compared to traditional forms of teaching, many
skills are developed through learning based on projects, above all critical thinking,
creativity, cooperation, and self-knowledge, since the professors always remind the
students that there are no ready-made solutions, so that they will focus more on the
stated skills.

12. The whole research is available here: http://obrazovanje4revoluciju.rs/istrazivanje-
stavova-srednjoskolaca-nastavnika-direktora-srednjih-skola-u-pancevu/
FORMING OF THE THEMATIC WORKING GROUP “PROJECT-BASED
TEACHING”
After the successful realization of the research, Connecting began the formation of
the working group “Project-based teaching” on February 10, 2020.
The goal of forming a working group was to establish a dialogue on the topic of
project-based teaching - affirmation and improvement of system support in the
implementation of the project-based teaching in the city of Pancevo.
Furthermore, through the Thematic Working Group and active cooperation between
public administration bodies, civil society organizations, and the economy, there will
be discussions about the necessary reforms and organization of public educational
campaigns, designed to educated the people about the project-based learning
and teaching, and the importance of the institutional and systemic support for its
implementation.
With that in mind, on February 10, 2020, Connecting sent invitations for cooperation
to the City of Pancevo and the organizations of the Group for Analysis and Creation
of Public Policies, and the Belgrade Open School.
On behalf of the city of Pancevo, Marija Ćurčin, an independent advisor for
professional human resources management, was delegated to the thematic working
group; the delegated representative of the Belgrade Open School was Ivan
Topalović, coordinator of the project for improving employability: while the Policy
Analysis and Creation Group was represented by Miloš Hrkalović, Secretary General
and Researcher; in the end the representative of Connecting was Deniz Hoti, the
executive director.
Letters of communication and established cooperation that preceded the formation
of the working group are available here: https://bit.ly/dopisiradnagrupa.
The thematic working group was formed at the end of February and held its first and
only live meeting on March 9, 2020 in the Synchro Hub in Pancevo.
The report from the stated meeting in available here:
https://bit.ly/izvestajsastanakradnagrupa
It was pointed out at the meeting that the announcement of the call “Improving
competitiveness of high schools by improving the conditions for teaching“ is
expected in the second half of May 2020. Then, that Gordana Ćirić, from the
competent employment secretariat, was informed about the project and expected
the conclusions of the working group "Project-based Teaching" by May 1, 2020.
During the meeting, it was especially emphasized that a public discussion on the
draft Local Action Plan (LAP) for Employment of the City of Pancevo for 2020 is

13. underway, and that it would be better to respond to the invitation with comments on
the LAP and recommendations for improvement.
Exactly on March 16, the working group sent comments to the LAP for employment.
The document is available at the following link:
https://bit.ly/komentariLAPzaposljavanje
At the second, online session in 2020, which was held on March 19, 2020, the
Employment Council of the City of Pancevo gave a positive opinion on the
submitted comment of the Thematic Working Group "Project-based Teaching" on
the draft Local Action Plan for Employment for 2020.
We are transmitting the conclusion of the City Administration of the City of Pancevo
with the proposed change in its entirety on the link: https://bit.ly/zakljucaklap
During April 2020, the Working Thematic Group "Project-based Teaching" internally
agreed that it is important to follow the process of adopting the proposal to the LAP
and that it is therefore necessary to officially address the representatives of the city
of Pancevo. On May 4, 2020, Connecting addressed the city of Pancevo on behalf
of the working group. The working group referred to the adopted conclusion and
based on it, the group created two documents, including a consolidated text of the
public call and consolidated text of the invitation form. You can see how the
proposal of the consolidated texts looked like on the link:
https://bit.ly/novitekstjavnogkonkursa.
The invitation, with the adopted changes, was announced on June 15,2020 and will
be open until July 15, 2020. We use the opportunity to invite all principals and
teachers of high schools in Pancevo to apply with their project ideas to the
competition. All information about the competition is available at the link
https://bit.ly/3konkurszaizvodjenjeprojektnenastave.
The mandate of the thematic working group "Project-based Teaching" was
successfully completed by announcing the call.
Phase of dissemination of achieved results – included the following activities:
- Online training on project-based learning with the aim of preparing training
participants, high school employees, to respond to the call.
- Promotion of the competition through social media campaigns.
- Final conference "Jobs of the Future", presentation of a systematic support
solution for the implementation of project-based teaching
ONLINE TRAINING ON PROJECT-BASED LEARNING
The online training began with a preparatory meeting with the trainers in March 2020.
During the meeting was conducted a final consultation with the coaching team. In
addition, the goals and course of the online training were defined.
Training objectives:

14. - That all participants in the training improve their knowledge in terms of
project-based teaching
- Interconnection of excellent teachers and principals
- Informing the participants of the training about the possibilities provided by
the public competition and call "Improving the competitiveness of secondary
schools, by improving the conditions for teaching"
The online training took place between April 22 and May 18, via the platform
kursevi.obrazovanje4revoluciju.rs.
The program of the online training:
The training was led by:
Nataša Ćirić, master pedagogue and class teacher, with the title of pedagogical
advisor. Employed in the elementary school "Ĉegar" in Niš, with 29 years of work
experience. Since 2008. she is the author and implementer of 5 accredited seminars
of MPNTR and ZUOV for employees in primary and secondary schools. She is
constantly engaged in scientific research and is the author and co-author of 15
scientific and professional papers, published in domestic and international scientific
and professional journals. Nataša Ćirić participated and gave lectures at several
scientific gatherings and symposiums. She is the author of several projects supported
by the Center for the Promotion of Science, Belgrade, and a participant in several
international educational projects. By the decision of the Ministry of Education, it is on
the list of textbook evaluators and commissions for taking a license in education.
According to the decision of the ZUOV, she is on the list of commissions for approving
the program of continuous professional development and the approval of textbooks
at the ZUOV. By the decision of ZVKOV, she is on the List of External Associates. By the
decision of the National Academy of Public Administration, Nataša Ćirić is also on
the permanent list of implementers in the areas of Training of Trainers and Personal
Development and Skills. By the decision of the Ministry of Public Administration of
Montenegro, she is on the list of independent program evaluators. She was also the
organizer of the training is "Schools for the 21st Century" for the British Council and
MPNTR. Additionally, Nataša Ćirić implementer is several trainings from the List issued
by the Minister.
Ana Veljković, B.Sc. geographer, works at the Bora Stanković High School and at
the Law and Business School in Niš. Her students achieved notable results in
competitions in geography (national, Balkan, and world Olympiads), as well as in
competitions in the field of student entrepreneurship (company called Green Graffiti
was the state champion and representative of Serbia at the European competition

15. in 2015 in Berlin). In 2015, she was named the best teacher in the field of student
entrepreneurship and received the "Entrepreneur" award for that year. She is a
certified Youth Achievement Trainer and the British Council's training leader in the
"School for the 21st Century" program.
The training was organized modularly. In each module, the participants of the
training were expected to have Material, Video material, Task, and Additional
materials. Participants were expected to read the Material and watch the Video
material, because that obligatory content prepared them for solving the Task. Only
when the participants successfully handed in the first task did they gain the
opportunity to access the next Module. In addition to the obligatory content, a set of
relevant additional documentation and appropriate content was prepared for the
participants for the topic that was covered in each of the Modules.
More than 90 teachers, school principals, and professional staff applied for the
training.
Connecting selected exactly 44 trainees. Given the limited capacity, 20 participants
were in the status of participants, while another 24 participants were in the status of
observers - they could follow the training and do tasks, but the team of trainers did
not give them feedback on their work.
More than 20 teachers successfully completed the training. What the last zoom
meeting looked like, in which the teachers were divided into teams and presented
their project ideas, you can see at the link: https://bit.ly/predstavljanjeprojekata.
Below are the results of the post-test that was done during the month of June with
the trainees.

17. PROMOTION OF THE COMPETITION THROUGH A CAMPAIGN ON SOCIAL NETWORKS
Connecting also implemented an intensive campaign on social networks with the
aim of popularizing the competition "Improving the competitiveness of high schools,
by improving the conditions for teaching" and the project-based teaching itself.
Below we show the print screen post on Instagram.
Following the content of the posts for the above mentioned visuals can be found at
the link: https://bit.ly/planpostova.

18. We are also sharing with you a report on the results of the campaign on social
networks, made by Fanky marketing agency: https://bit.ly/funkymarketingreport
FUTURE PLANS
Connecting, GAJP, Belgrade Open School, and the city of Pancevo have made
together a possibility for Pancevo to become an outstanding example of good
practice in terms of providing support for project-based teaching. The systemic
solution that the city of Pancevo has been applying for 10 years deserves more
space in the media and within the community of professionals in the field of public
policy and education.
By simply modeling the competition "Improving the competitiveness of high schools,
by improving the conditions for teaching", local self-government units throughout
Serbia would be able to contribute to the development of many innovations within
school classrooms.
Therefore, we encourage all those interested to contact us by e-mail
office@connecting.org.rs in order to share our good local practice and accelerate the
process of systemic support to schools in your local communities.
We plan to promote this wonderful example of good school practice and make it
available for reading through publishing this text. We are publishing this text with
sincere hope that we will inspire some of you to take action.

19. THANK YOU FOR YOUR ATTENTION!