[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108190-en":3,"doc-seo-108190-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},108190,549758146520,"Patrick","https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470",8,"Research & Report","Serbia: Education Human Capital Review - Supplemental Note on Higher Education","Supplemental Note on Higher Education examines how tertiary education influences Serbia’s economic and social development, highlighting rising enrolment demand despite demographic decline. It reviews financing arrangements and financial autonomy for higher education, including input-based financing, system-level funding models, and steps for introducing performance-based elements. The note also addresses equity implications and explores the “third mission,” covering faculties’ entrepreneurial activity and dual model programmes. Evidence and references include audit findings and examples of tuition fees across selected institutions.","Public Disclosure Authorized Public Disclosure Authorized  \nSERBIA: EDUCATION  \nHUMAN CAPITAL REVIEW Supplemental Note on Higher Education  \n2022  \nPub lic Disclosure Authorized Pub lic Disclosure Authorized  \nSERBIA: EDUCATION HUMAN CAPITAL REVIEW  \nSERBIA: EDUCATION HUMAN CAPITAL REVIEW  \nACKNOWLEDGEMENT  \nThis report was prepared by James Gresham (Education Specialist, World Bank), Mihajlo Babin (Education Consultant, World Bank), and Octavio Medina (Education Consultant, World Bank), with inputs from Denis Nikolaev (Education Specialist, World Bank). This work is part of the Human Capital Review led by Jamele Rigolini (Program Leader, World Bank) and Ana Prodanović (Child Rights Monitoring Specialist, UNICEF).  \nThe authors would like to thank the Ministry of Education for their inputs, discussions, and for sharing valuable data and information.  \nThe report was prepared under the guidance of Stephen Ndegwa (former Country Manager, World Bank office in Serbia), Nicola Pontara (Country Manager, World Bank office in Serbia) and Deyana Kostadinova (UNICEF Serbia Representative).  \nThe findings, interpretations, and conclusions expressed herein are those of the authors alone. They do not necessarily reflect the views of UNICEF or the Board of Executive Directors ofthe World Bank or the Governments they represent.  \nCONTENTS  \nAbbreviations 4  \nTRENDS IN HIGHER EDUCATION AS A DRIVER OF SERBIA’S ECONOMIC  \nAND SOCIAL DEVELOPMENT 5  \nOVERVIEW OF HIGHER EDUCATION FINANCING AND FINANCIAL  \nAUTONOMY IN SERBIA 11  \nINPUT-BASED FINANCING MODEL 15  \nCOMPARATIVE PERSPECTIVE ON SYSTEM-LEVEL FUNDING MODELS  \nFOR HIGHER EDUCATION 18  \nPRECONDITIONS FOR INTRODUCING ELEMENTS OF PERFORMANCE-BASED FINANCING 20  \nHIGHER EDUCATION FINANCING AND IMPLICATIONS FOR EQUITY 23  \nFINANCIAL AUTONOMY OF FACULTIES AND ENTREPRENEURIAL  \nACTIVITY: THE ‘THIRD MISSION’ 25  \nDUAL MODEL PROGRAMMES 26  \nCONSIDERATIONS FOR NEXT STEPS 27  \nReferences 29  \nAnnex 1. Findings ofthe State Audit Institution 31  \nAnnex 2. Tuition fees in selected faculties and universities 34  \n4  \nSERBIA: EDUCATION HUMAN CAPITAL REVIEW  \nSERBIA: EDUCATION HUMAN CAPITAL REVIEW  \n5  \nABBREVIATIONS  \nCAQA Commission for Quality Assurance  \nEHEA European Higher Education Area  \nENQA European Association for Quality Assurance in Higher Education  \nEQAR European Quality Assurance Register for Higher Education  \nESG European Standards and Guidelines for Quality Assurance in the  \nEuropean Higher Education Area EU European Union  \nHEI higher education institution  \nICT information and communication technology  \nISCED International Standard Classification of Education  \nIT information technology  \nMoESTD Ministry of Education, Science, and Technological Development of the Republic of Serbia  \nNEAQA National Entity for Accreditation and Quality Assurance NQF National Qualifications Framework  \nOECD Organisation for Economic Co-operation and Development  \nPISA Programme for International Student Assessment  \nSORS Statistical Office of the Republic of Serbia  \nSTEM science, technology, engineering and mathematics  \nSTEP skills towards employment and productivity  \nTRENDS IN HIGHER EDUCATION  \nAS A DRIVER OF SERBIA’S ECONOMIC AND SOCIAL DEVELOPMENT  \nHigher education is perceived among the general public in Serbia as an important factor of economic and societal development, and enrolment atthe tertiary education level is now on par with the EU average. Despite the overall decline in the student-age population, demand for access to tertiary education, particularly at the university level, continues to grow among all segments of the population. The gross enrolment rate for tertiary education is now approximately 69 per cent, similar to the average in the EU. According to data from PISA 2018, approximately 80 per cent of students expect to complete tertiary education, compared to 69 per cent for the OECD on average. However, tertiary education attainment among the population aged 30–34, at approximate","cbCaivwACdSm0uJ3","https://ap.wps.com/l/cbCaivwACdSm0uJ3","pdf",1288044,6,1,19,"English","en",105,"# Acknowledgement\n# Abbreviations\n# Trends in Higher Education as a Driver of Serbia’s Economic and Social Development\n# Overview of Higher Education Financing and Financial Autonomy in Serbia\n# Input-Based Financing Model\n# Comparative Perspective on System-Level Funding Models for Higher Education\n# Preconditions for Introducing Elements of Performance-Based Financing\n# Higher Education Financing and Implications for Equity\n# Financial Autonomy of Faculties and Entrepreneurial Activity: The ‘Third Mission’\n# Dual Model Programmes\n# Considerations for Next Steps\n# References\n# Annex 1. Findings of the State Audit Institution\n# Annex 2. Tuition Fees in Selected Faculties and Universities","[{\"question\":\"How does higher education affect Serbia’s economic and social development?\",\"answer\":\"Higher education is viewed as an important driver of economic and societal development. Despite a decline in the student-age population, demand for tertiary access—especially at university level—continues to grow.\"},{\"question\":\"What is the focus of the report section on higher education financing and financial autonomy?\",\"answer\":\"It reviews current financing arrangements and the degree of financial autonomy in Serbia’s higher education system. It also discusses how these structures relate to funding models.\"},{\"question\":\"Why are preconditions important for introducing performance-based financing?\",\"answer\":\"Introducing performance-based elements requires specific system readiness and careful planning. The note outlines the steps needed to support this transition and links financing choices to equity considerations.\"}]",1784469402,48,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"serbia-education-human-capital-review-supplemental-note-on-higher-education","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/serbia-education-human-capital-review-supplemental-note-on-higher-education/108190/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-07-30","2026-07-19",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"How does higher education affect Serbia’s economic and social development?","Question",{"text":76,"@type":77},"Higher education is viewed as an important driver of economic and societal development. 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