名古屋高等教育研究

第 9 号（2009）

Adaptation of Serbian University
to Bologna Process
Goran SLAVKOVIC∗KITA Eisuke∗∗＜Abstract＞
The Serbian government decided to modify the university educational system to adopt the “Bologna process,” and the council approved the Law on Higher Education (LHE) in 2002. The “Bologna
Process” refers to the creation of the European Higher Education
Area (EHEA) and is based on cooperation between ministries, higher
education institutions, students and staff from 46 countries, plus theparticipation of international organizations. In this paper, we would
like to introduce how Serbia has adapted its university educational
system to the Bologna process.
The chapter begins with an historical introduction to the Serbian
University which originated in 1808. After briefly explaining the
Bologna process, the new education system is described. In order toadapt the Bologna process, some organizations were established; theConference of Universities of Serbia and the Conference of Headmasters of Colleges, the National Council for Higher Education, and
the Accreditation and Quality Assurance Commission. Their roles
and the relationships are detailed. Finally, the curriculum of Facultyof Mechanical Engineering at Belgrade University is introduced as acase study.

∗

Teaching/Research Assistant, Department of Production Engineering,

Faculty of Mechanical Engineering, Belgrade University, Serbia∗∗

Associate Professor, Graduate School of Information Science, Nagoya
University, Japan

257

1.

Introduction

Through development of Higher Education in Serbia, from the first stepin the history of Higher Education, the main goal was to produce experts
adequate to the needs of industry and society. The universities had tofulfill their mission as a coherent provider of higher education services in
response to the needs of its country and citizens. Almost the same goal
was to every country in the World. So, more or less, every country had
developed own system of Higher Education, frequently not compatible
between different countries. Mobility of experts from country to country
was very difficult, because of different kind of educational systems. Nowadays is the same problem. Following European idea that students andexperts today should have mobility and possibility to change education
environment, Serbia has joined the European program of changing educational system: Bologna process ― forming common European educational system. Today, there is rapid and successful reform of Higher
Education in Serbia in line with the objectives of the Bologna process.
This paper stars from the historical view of Serbian universities. Whenthe universities meet the Bologna process, it will be discussed how they
have to change. For this purpose, the case study in Belgrade University isshown.
This paper is organized as follows. In section 2, the historical introduction of Serbian Universities is described. In section 3, the modern
education of Serbian Universities is described. In section 4, Bologna
process is explained shortly. In section 5, the reforming of the Serbian
education system is explained for adapting to the Bologna process. Afterthe request by the Serbian Minister for Education and Sport for the
Serbian Higher Education system is introduced, Faculty of MechanicalEngineering at Belgrade University is shown as the case study. In section
6, we will summarize our talk.

2．Origin of Higher Education in Serbia
The history of Belgrade University could be traced from the beginning

258

Adaptation of Serbian University to Bologna Processof XIX century when Dositej Obradovic founded “The Big School” inBelgrade in 18081). In 1838, “Lyceum” was founded in Kragujevac. In 1841,“Lyceum” was moved from Kragujevac to Belgrade and, in addition to
Department of Philosophy, Department of Law was established. “School ofEngineering” was established in old Belgrade University in 1846, whichmeans the start of the education for engineers in Serbia. This school took
only for three years but it gave very important influence on forming aseparate technical department at the "Lyceum" in 1853. One of key-pointsof education in Serbia occurred in 1863, when so called "The Advanced
School" was established so that it included three faculties. When new
Belgrade University was established in 1905, the technical faculty withthree departments such as civil, architecture and mechanical engineering
was retained and lasted until 1925. In 1925, the fourth department ―chemical engineering ― was set up at the technical faculty.
After World War II in 1948, the Government of the Peoples Republic of
Serbia passed a regulation on separating the Technical Faculty from theuniversity and changing it into the independent Higher Technical School in
Belgrade (Technical University). In 1954, the important decision was madefor closing the Higher Technical School. The prevailing climate was tohave own teachers for all subjects taught at individual faculties, and it waseven legally supported, and all that led to the sudden increase of thenumber of teachers who taught both major and alternative subjects. This
practice ranged from general education programs to narrowly expert
disciplines.
The outcome of this forty-five year lasting 'original approach' is following situation:z reticence of faculties that act as 'independent universities',z a number of teachers with disastrously law pays,
z parallel departments of the same scientific and teaching disciplines indifferent faculties, andz unreasonably educational system with substantial loss of university
professors' authority.
There is also a similar situation in other universities in Serbia: Nis, Novi
Sad, Kragujevac, Novi Pazar, Pristina and Kosovska Mitrovica, with259

personnel problems even more distinct.

3．Modern Education in Serbian University before Bologna Process
3.1

Universities and Colleges in Serbia

There are 7 national and 7 private universities in the Republic of Serbia,
and 84 national and 51 private faculties. There are also 49 national and 31
private colleges (either upgraded to the level of higher school of professional studies or closed down, depending on the outcome of the accreditation process). The Law places private faculties and the faculties foundedby the Republic of Serbia on equal footing regarding their rights but also
the obligations.
In the academic year 2006/2007, 98,259 students have been enrolled in
all the higher education institutions in Serbia. The total number of students enrolled in the basic (undergraduate) academic studies at the universities and faculties (state and private) was 57,359 (58%). The total
number of students enrolled for the graduate academic (master) studies at
the universities and faculties (state and private) was 10,860 (11%). The total
number of students enrolled in the colleges (state and private) was 30,040(31%). Most of the higher schools filed their applications for accreditationas academies of professional studies, and higher schools of professional
studies. The academies of professional studies and higher schools ofprofessional studies were non-existent in the previous system of higher
education.
3.2

Organization of University Education

Study programs to educate students at Serbian Universities took five
years, i.e. ten semesters. Regular lecture studies went on for nine semesters while the tenth semester was intended for working out the diploma
thesis. On the basis of the diploma thesis and its public presentation, an
academic degree of graduated student ― bachelor of science (B.Sc.) was
acquired. Upon completing graduate studies it was possible to continue
education with advanced training at the postgraduate studies lasting for
two years. After all exams were being successfully passed, the completion

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Adaptation of Serbian University to Bologna Processof the Master of Science degree theses and its public presentation, theacademic degree of master of science (M.Sc.) was acquired. The highest
degree acquired at the university was the Doctor of science (Ph.D.). Thisdegree was acquired on the basis of working out a doctoral dissertationand its public presentation. The work on doctoral dissertation lasted forfive years.
Besides the university education, there were a certain number of higher
vocational schools in Serbia where practical knowledge in various areas
was gained. These schools took two years to complete and they were no
guarantee for the direct access to a university. A very small number ofstudents who graduate from higher vocational schools continued theirstudies at the university.
3.3

State of Serbian Universities

The most of the constraints that each university faces now werecommon in all universities across the country2). There are a large numberof boundary conditions which the universities themselves could notovercome immediately such as the economic situation, damage to societal
values and norms for decades, the general educational profile at schoollevel, the legal framework, and levels and methodologies of resource allocation. In addition to the conditions, there were also a number of regional
differences within the Republic of Serbia which affected the universities invarious ways. We can find the most obvious occasion in the case of the
University of Novi Sad, with the strengthened role of the regional government of Vojvodina. Other examples, however, were included in theuniversities in Belgrade, which also face some specific issues by virtue ofbeing in the middle of the capital city and the additional problems that thiscan bring. The University of Kragujevac faced an exceptional situation
given the concentration of refugees in that region, started from 1990, andthe collapse of the industrial complexes around which the university waspreviously structured.
The funding received from the Government was based mainly on input
factors and student numbers, and not linked to quality measures, output
factors or good performance in priority areas. Thus the funding model did261

not support the strategic needs of either the universities themselves or of
Serbian society in general. Moreover, this funding was sent directly to theinternal units of the university in a highly prescribed way, and not to theuniversity itself. This funding model was based on existing and historicalparameters, rather than future strategic options. This combination of allthese leaved no possibility for the university to plan and implement change
in a realistic way, either at central or decentralized level. Where externalfunds were earned by individuals or units within the university, there
were no policies or mechanisms on the need for each university to levy an
overhead on such external income. One source of such external funds wasstudent fees. There appeared to be no mechanism to ensure the transparent and accountable use of these student fees, which should not be used
only to increase salaries but also to ensure higher quality of teaching andbetter learning standards and conditions within the university. It was
clear that official salaries in the universities were too low, but that theuniversity had no control over these real salary levels or over the internal
discrepancies.
There was a heavily inverted age pyramid of academic staff at all theuniversities, which was already a constraint but which could become aserious problem in the near future.
Universities in general had poor internal communication tools andpractices, which mean that it was difficult to spread formal information
rapidly and effectively. In some cases, there were large parts of theuniversities relatively unaware of the efforts of the university leadershipin a number of fields, despite the best efforts of these leaders to rebuild auniversity community following the divisive policies of the previous years.
Very large percentages of students took far too long to complete their
university studies, even considering the exceptional social situation of therecent years. This fact, coupled with the unacceptably high drop-out rates
in many faculties throughout the universities, showed that the universities
were not efficient in fulfilling their most essential purpose.
The unfortunate general picture resulting from the academic isolation of
the 1990s was one of outdated and highly repetitive curricula, taught using
outdated and internationally non-relevant literature and materials. Apart

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Adaptation of Serbian University to Bologna Processfrom the lack of availability of modern documentation to students in mostdisciplines, the fragmented structures of the library systems means thatlarge amounts of administrative resources (mainly personnel) were wasted,
without any benefit to the users of these libraries. There appeared to be nouniversity-wide integrated electronic catalogues anywhere, let alone a
system for the exchange and sharing of documentation between all universities across the country.

4．Bologna Process
The basic principles of the university education reform at the European
level3) are established by the Bologna Declaration in 1999. Mobility,transparency, compatibility and comparability of diplomas represent thebase for further work and forming the common European educational
system.
In the following period until 2010, a consistent concept of higher education is to be established on the European continent based on so called'ECTS' system (European Credit Transfer System) and absolute mobilityof students, teachers, researchers and administrative personnel within theframeworks of European universities. This will enable all graduate students a free access to European labor market with automatic recognitionof their diplomas regardless to the country and university where it isacquired.
The stated concept anticipates so called three-cycle study system(Fig.1):―undergraduate (B.Sc.: 3-4 yrs 180-240 ECTS);― graduate (M.Sc.:
1-2 yrs 60-120 ECTS); ― post-graduate (Ph.D.: 3yrs 180 ECTS)), with thesimultaneous insurance of demanded quality of studies and accreditations
to higher educational institutions at the European level.
The basic idea is that students, after completing an entire university
teaching cycle, receive adequate diplomas (approximately 21-23 years old –B.Sc.; 23-24 years old – M.Sc.; 28-32 years old – Ph.D.) and that they are
em-powered to perform certain jobs for which interest and need on thelabor market exist.

263

Figure 1

Three-cycle study system

5．Adaptation of Bologna Process to Serbia
The system-wide exercise has taken on additional significance following
the formal request in early 2002 by the Serbian Minister for Education andSport for the Serbian Higher Education system to join the Bologna
process4). Quality assurance has become a key issue in this process. On
May 2002, Law on Higher Education (LHE) was improved clearly so as toinclude a number of significant and positive developments. The new LHE
came into effect on 10th of September 2005.

According to the LHE, someorganizations are established and the new roles are given them.

264

The

Adaptation of Serbian University to Bologna Processorganizations and their roles are explained in the section 5.1 and 5.2, respectively. In section 5.3, the case in University of Belgrade is described.
5.1

Organizations

Within two months after entering into force of the LHE, the Conferenceof Universities of Serbia and the Conference of Headmasters of Colleges
were established. These conferences proposed the members of the National Council for Higher Education, which were approved by the Parliament of the Republic of Serbia. The National Council, in turn, under the
proposal by the Conference of Universities of Serbia, elected members of
the Accreditation and Quality Assurance Commission. The Council andthe Commission are independent bodies (Fig.2).
The Standards were approved on 20th of October 2006, while in early
December 2006 the Council and the Commission determined detailed
procedure for accreditation and code of conduct of all the participants inthe process, allowing for quality and unbiased selection of higher education
institutions and curricula and opening competitive venues to the professionals educated and employed in the higher education system in Serbia
across the European higher education area.
In compliance with the LHE and the adopted Standards, the accreditation of colleges, bound by the Law to enter first the accreditation process,started on 15th of December 2006.
One of the crucial points in the procedure is establishing of the professional teams of reviewers: they were elected by the Accreditation
Commission, further to the announced public invitation, from among theranks of the internationally recognized domestic and foreign university
teachers, scholars, artists and experts from scientific or artistic fields, as
specified in the LHE.

265

Conference of Universities of Serbia and the Conference of Headmasters of Colleges

Council member proposal

National Council for Higher Education
Commission member election fromcandidates proposed by conference
Accreditation and Quality Assurance Commission

Universities and Colleges

Figure 2

5.2

Organizations an Roles (Brief)

Roles

The Law on Higher Education (LHE), which is improved on May 2002,
stipulates that the activity of higher education shall be carried out by thefollowing higher education institutions:z University,
z Faculty or academy of arts within university (offers academic studies,i.e. basic

undergraduate, graduate and post-graduate studies, andmay offer professional studies too),z Academy of professional studies (basic and specialized professional
studies),z Higher school (basic and graduate academic studies), andz Higher school of professional studies (basic and specialized professional
studies).
Besides, the roles of some organizations are specified in the LHE.

266

Adaptation of Serbian University to Bologna Process(1)

Minister of Education and SportThe Minister of Education and Sport has enacted, within the due legal
term, the following by laws:z Rules and regulations on the substance and method of records kept
with the institutions of higher education;z Rules and regulations on public documents kept with the higher
education institutions;z Rules and regulations on the register of higher education institutions,the curricula, teachers, fellows and other employees; andz Rules and regulations on the format of operating licenses.
(2)

National Council for Higher Education

According to the LHA the National Council shall:
1)

Monitor the development of higher education and its compliancewith the European and international standards;

2)

Propose to the ministry responsible for higher education affairs(hereinafter: the Ministry) the policy of higher education;

3)

Provide opinion about the policy of enrolment to the higher edu-

4)

Provide opinion about the procedure of enactment of regulations

5)

Propose to the Government the general rules and standards ofcation institutions;on the matters of importance for the higher education;
operation of the higher education institutions, as well as the funds
for their achievement, based on the opinion obtained from theConference of Universities and the Conference of Academies ofProfessional Studies;
6)

Determine the scientific, artistic and professional fields in the scopeof education, at the proposals by the Conference of Universities
and the Conference of Academies of Professional Studies;

7)

Determine the standards for self-evaluation and rating of quality of

8)

Determine the standards and procedures for external quality

higher education institutions;
Assurance of higher education institutions;
9)

Determine the standards for issuance of operating licenses;

26710) Determine the standards and procedure for accreditation of thehigher education institutions;11) Determine the standards and procedures for accreditation of thecurricula;12) Decide in the second instance on the appeals challenging the accreditation procedure;
13) Provide recommendations about further details for election to theoccupation of a teacher; and
14) Determine a list of professional, academic and scientific titles, withindication of the occupation within the corresponding levels ofstudy in the relevant fields, as well as the abbreviations of theprofessional, academic and scientific titles.
Besides, the National Council reports to the Parliament, at least
once a year.
(3)

Accreditation and Quality Assurance Commission

The LHE stipulates that the Commission shall:
1)

Propose to the National Council the standards for issuance of the2)

Propose to the National Council the standards and procedures for

3)

Propose to the National Council the standards and procedures for

4)

Propose to the National Council the standards for self-evaluation

5)

Propose to the National Council the standards and procedures for6)

Help and collaborate with the higher education institutions andoperating licenses;
accreditation of the higher education institutions;accreditation of the curricula;and quality rating of higher education institutions;external quality Assurance of higher education institutions;units within their structures in assuring and enhancing their
quality;7)

Implement the procedure of accreditation of the institutions andcurricula in the field of higher education, decide on accreditation
requests and issue accreditation certificates in the format to be
defined;268

Adaptation of Serbian University to Bologna Process
8)

Look after the harmonization of the standards and procedures in
the field of accreditation, within the European higher education
area;

9)

Provide opinion in the procedure of issuance of operating licenses;
and10) Handle other matters in line with the Act establishing the Commission.
5.3

Bologna Process at Faculty of Mechanical Engineering of Belgrade
University

In the academic year 2006/2007, all the programmes of all cycles ofstudies started the use of ECTS as the sole system of credits. A large
number of the faculties organize their basic academic studies over three
years, whereby young people are educated for immediate integration in
the work process. The example of Faculty of Mechanical Engineering at
Belgrade University is shown for B.Sc. (Fig. 3), M.Sc. (Fig. 4) and Ph.D. (Fig.
5) studies5).
Each year of studies has 10 courses with 5 hours each. Accordingly, ageneral average grade calculation is such that the sum of the 10 various
grades is divided by 10. If a student does not pass a certain exam, thegrade for that exam (course) is entered as 5 (five) into calculation of theaverage grade. The grades for each course vary from 5 (failed) to 10 being
the maximum.
All the elective courses on a certain list for one of the positions are incompetition and the student can choose only one course from the list. The
course has the nominated lecturer (if it is rung only for one group, which isthe default situation) or the list of other possible lecturers if it is organized
for several groups. During the process of choosing, the priority is given to
the students with higher average grades.
“Skill praxis B” can be offered by departments or by the Faculty. Chairs
and departments organize and perform the skill praxis in a way they findthe most appropriate for the student, as well as technically possible. For
example: a tour around one or several laboratories, work in the laboratory,
tour and work in certain industrial units (production and design centres) or269

factories (the most desirable way of performing skill praxis), visits (excursions) to certain objects, etc.
Final report (B.Sc. work) is to be taken from the list of courses,
obligatory or elective, passed by the students during the course of studies.
The course has to be in the field of mechanical engineering. The final exam
is obligatory done by through the printed report defence of student.
Right to enrollment in M.Sc. studies have all the students who completed B.Sc. studies at any faculty in technical science. Students whocompleted professional studies for bachelor level do not have the right toswitch to academic studies, but rather must enroll to B.Sc. studies fromthe very start.
M.Sc. thesis is to be taken with supervisor from the pool of professors of
obligatory courses of the elective module or elective courses the student
has passed, where the many of such courses is defined by departments
leading the module. Thesis defense can’t be done unless all the exams are
passed.
All elective courses at the Ph.D. studies are to be chosen upon obligatory approval of the mentor (supervisor, major professor). Among the
maximum of 3 courses the student may choose courses not from theFaculty of Mechanical Engineering, but also from the lists offered by someother technical faculties of the university.

270Adaptation of Serbian University to Bologna Process

Hours
weekly

1st year

2nd year

3rd year

1st

2nd

3rd

4th

5th

6th

Mathematics
1

Mathematics
2

Mathematics
3

Mechanics
1

Basics ofstrength of
constructions

Mechanics2

Mechanics
3

Numerical
methods

Controlengineering

Engineeringgraphics

Machineelements
1

Machineelements
2

Manufacturing
technology

Elective course
6.3.5

Engineering
materials
2Elective course
4.4.5

Elective course
5.4.5

Elective course
6.4.5

Elective course
3.5.5

Mechanicalengineering
praxisElective course
5.5.5

Final coursewith a report(B. Sc. work)
6.5.5

1
2
3

Thermodynamics Fluid mechanics
B
B

4

Electrical andelectronics
engineering

5
6
7
8
9
10
11
12

Constructive
geomet. &graph.

13
14

Strength ofmaterials

15
16

Engineering
materials 1

17
18

Physics andmeasurements

19
20
21
22

English1

Basic ofsociology andeconomics
English2

23
24

Programming

Computational
tools

25
Elective Skill
praxis B
4.8

Figure 3

B.Sc. (Undergraduate) Academic Studies

at Mechanical Faculty of Engineering, Belgrade University271

Hoursweekly

1st year

2nd year

1st

2nd

3rd

Course of elective
module1.1.5

Course of elective
module2.1.5

Course of elective
module3.1.5

Course of elective
module1.2.5

Course of elective
module2.2.5

Course of elective
module3.2.5

Mechanics M or
Fluid mechanics M
1.3.5

Course of elective
module2.3.5

Course of elective
module3.3.5

Thermodynamics M
or Mechatronics
1.4.5

Elective course
2.4.5

Elective course
3.4.5

Elective course
1.5.5Elective course
2.5.5

Elective course
3.5.5

4th

1
2
3
4
5
6
7
8
9
10
11
12
13
14

Master(M. Sc.) thesis(Diploma work)
4.9

15
16
17
18
19
20
21
22
23
24
25
Skill praxis M
or elective module
2.8

Figure 4

M.Sc. (graduate) Academic Studies

at Mechanical Faculty of Engineering, Belgrade University272

Adaptation of Serbian University to Bologna Process
1st year

ECTS

2Advancedcourse ofmathmatics
1.1

Advanced courseof mathematics or
fluid mechanics
2.1

1

5

2nd year

st

nd

5

Numerical
methods
1.2

Electivecourse2.2

5

OMSR andcommunication
1.3

Electivecourse2.3

5

3rd year

rd

th

3

4

Electivecourse3.1

Ph.D. thesis
proposal
preparation

th

th

5

6

Ph.D. thesis
writing

Preparation
work on Ph.D.
thesispublicdefenceElectivecourse
3.2

Laboratory,
research,
publication(work on thesis)

Electivecourse
1.4

Laboratory,
research,
publication(work on thesis)

Laboratory,
Laboratory,
research,
research,
publication
publication(work on thesis) (work on thesis)

Laboratory,
research,
publication(work on thesis)

10

Laboratory,
research,
publication(work on thesis)

Obligatory teaching work as help in exercises on lower levels of studies

Figure 5

Ph.D. (doctoral) studies

at Mechanical Faculty of Engineering, Belgrade University

6．Conclusion
The Bologna Process offers an excellent opportunity for higher education in Serbia to integrate a fully European and international dimension
into its own reform process. Awareness of the main objectives of the
Bologna process appears to be quite high within the universities, and the273student bodies and Ministry for Education and Sport are also very activein this respect.
There are the significant and growing numbers of new or renewedinternational contacts which the universities now enjoy. However, a few of
the universities seem to approach these international opportunities in a
strategic manner, and the success or otherwise of most of these opportunities appear to be left almost entirely in the hands of the individual
academics most concerned. This is the level at which real cooperation
should indeed take place, but the university as a whole should be aware of
the important possible synergies that can be created between these individual initiatives. At the same time, greater and more systematic use ofvisiting professors should be made to bring new knowledge and techniques to the universities, in line with each of their priorities. While it isclear that the universities in Serbia have many links with their stakeholders and with society in general, but more strategic links could beestablished with many of these external partners, and that the benefits ofthese would be mutual.
Quality assurance at universities should stimulate the links between theuniversity, its students and current and potential employers. As a major
provider of knowledge and innovation, the university has an important roleto play in this field.
A concrete step which each university could take would be to establish
a university-level Research and Development office to assist the faculties
and departments in the search for research funding and partners, participation in international research projects and the necessary administrative procedures that these involve, as well as the potential commercialization of research outcomes and results.
The future of higher education in Europe will be heavily influenced by
the Bologna process, with its emphasis on cross-border mobility of staff
and students, and the European employability of graduates. These "Bologna" elements emphasize the international dimension but in fact entail
significant changes for domestic students and national study programs, sothat internationalization and local issues can no longer be separated.

274

Adaptation of Serbian University to Bologna Process
Notes1) University of Belgrade, The Republic of Serbia, 2008.
(http://www.bg.ac.yu)
2) EUA, Institutional Evaluations of Universities in Serbia 2001.-2002., EUA
Overview Report, Geneva, 2002.
3) Bologna Declaration, Joint Declaration, Bologna.
(http://www.ond.vlaanderen.be/hogeronderwijs/bologna/)
4) Ministry of Education, The Republic of Serbia, 2008.
(http://www.mps.sr.gov.yu)
5) Academic Studies Guide - B.Sc., M.Sc., Ph.D., Faculty of Mechanical Engineering, Belgrade, 2008.

275

セルビアの大学はボローニャ・プロセスにどのように適応しようとしたか
ゴラン・スラブコビッチ∗
北
栄 輔∗∗

＜要

旨＞

セルビアの大学の歴史は、1808 年にベオグラードに“大学校 (TheBig School)”ができたときに始まる。しかし、セルビア政府はボロー
ニャ・プロセスに併せて大学のシステムを改革し、そのために議会は高等教育に関する法律(LHE)を改定した。ボローニャ・プロセスは、
ヨーロッパ高等教育分野を創造するプロセスであり、46 カ国の省庁、
高等教育機関、学生、教職員に加えて、国際機関も参加している。
本論では、セルビアの大学の歴史的な話から始める。ボローニャ・
プロセスについて簡単に説明した後、ボローニャ・プロセスに併せて改革された新しいセルビアの教育システムについて述べる。ボローニャ・プロセスにあわせるために、新たにいくつかの組織が設立された。
それは、セルビア大学会議、単科大学校長会議、高等教育国民会議、
認証・品質保証委員会である。これらの組織の役割と関係について説明する。最後に、ベオグラード大学の機械工学科のカリキュラムを事例として紹介する。

∗

セルビア・ベオグラード大学機械工学部生産工学科・助教∗∗

名古屋大学大学院情報科学研究科・准教授

276