In November 2021, the Ministry of Education, Science and Technological Development in Serbia adopted the new version of the Bylaw on Continuous Professional Development of Teachers and other Staff in educational institutions. 

The adoption of this document was a motive for further explanation of what it refers to in the education system.  Namely, this Bylaw defines teachers’ participation in the continuous professional development (CPD) process, licencing and pathways in career progression. The document refers to education staff at all education levels from ISCED 0 to ISCED 4, education staff in adult education and professional associates in student dormitories. 

One important part of this Bylaw is an explanation of the promotion process and career progression of teachers. As a country with a multi-level career model for teachers, Serbia considers years of service, teachers’ CPD and appraisal as three most relevant factors of the promotion process.  

The second, but equally important part of the Bylaw, is an explanation of the CPD process. The Ministry of Education, Science and Technological Development prescribes the priority CPD topics every 3 years, as well as forms and procedures of accreditation of CPD programmes. Schools, on the other hand, develop, implement and monitor the implementation of the annual CPD plan. Teachers are required to have a personal CPD plan (portfolio) based on the self-evaluation of their competences. The following types of activities are considered as CPD options: 

• In-school programmes- organised by schools
• Accredited programmes and professional trainings by national authorities 
• Professional development programmes and conferences organised by different institutions (other schools, NGOs, agencies, educational institutions, centres for professional development etc.)
• Professional development programmes organised by the Ministry of Education, Science and Technological Development
• Accredited programmes at higher education institutions
• International programmes including mobility projects
• Professional development programmes carried out as a part of horizontal cooperation with other schools
• Individual activities carried out by teachers themselves

Additionally, the Bylaw recognizes mobility projects as a part of international CPD programmes and peer-learning and horizontal cooperation and partnership as types of professional development programmes. Moreover, activities in the so-called practice school, mentoring (during the novice teachers’ induction) and initiatives related to horizontal cooperation with other schools are recognized as a form of CPD as well. 

According to the newly adopted Bylaw on Continuing Professional Development of Teachers and Education Staff, Institute for the Improvement of Education announced an open call for accreditation of professional development programmes for the school years 2022/2023, 2023/2024 and 2024/2025. In Serbia, the Institute is an accreditation body and CPD coordinating agency that supports continuous professional development of teachers and other education staff. 

Author: Eurydice Unit Serbia