[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108193-en":3,"doc-seo-108193-105":30,"detail-sidebar-cat-0-en-105":91},{"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},108193,549758146520,"Patrick","https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470",8,"Research & Report","Serbia Education Public Expenditure Review - Overall Sector Financing Note","Serbia Education Public Expenditure Review (PER) provides an overall sector financing analysis prepared jointly by World Bank and UNICEF under the Human Capital Review. Based on data from Serbia’s education and statistical institutions and additional international databases and student assessment surveys, the note synthesizes key findings from complementary PER notes on higher education, preschool education, and in-service teacher training. It reviews education financing and resource-use efficiency, service-delivery quality, and equity and inclusion, including early childhood, inclusive and tertiary education, and assesses COVID-19 impacts on pre-university education with targeted conclusions and recommendations.","Public Disclosure Authorized Public Disclosure Authorized  \nSERBIA EDUCATION PUBLIC EXPENDITURE REVIEW Overall Sector Financing Note  \n2022  \nPub lic Disclosure Authorized Pub lic Disclosure Authorized  \nSERBIA EDUCATION PUBLIC EXPENDITURE REVIEW  \nSERBIA EDUCATION PUBLIC EXPENDITURE REVIEW  \nACKNOWLEDGEMENT  \nThis report was prepared by a joint World Bank-UNICEF team: James Gresham (Education Specialist, World Bank); Tanja Ranković (Education Specialist, UNICEF), Dejan Stanković (Education Officer, UNICEF), Anne Maria Ćuković (Education Officer, UNICEF), Biljana Mladenović (Social Policy Specialist, UNICEF), Dragica Pavlović Babić (Consultant, UNICEF).  \nThe 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  \nINTRODUCTION 5  \nSETTING THE STAGE: PROGRESS AND TRENDS SHAPING EDUCATION 6  \nEDUCATION FINANCING AND EFFICIENCY OF RESOURCE USE 11  \nQUALITY OF SERVICE DELIVERY 19  \nEQUITY AND INCLUSION 24  \nEarly childhood education 24  \nInclusive education 26  \nTertiary education 27  \nIMPACTS OF COVID-19 ON PRE-UNIVERSITY EDUCATION 29  \nCONCLUSIONS AND RECOMMENDATIONS 31  \nTrends and overall adequacy of spending 31  \nEfficiency 32  \nQuality 33  \nEquity 34  \nReferences 35  \nAnnex. Pre-university education sector governance – allocation of key functions 36  \n4  \nSERBIA EDUCATION PUBLIC EXPENDITURE REVIEW  \nSERBIA EDUCATION PUBLIC EXPENDITURE REVIEW  \n5  \nABBREVIATIONS  \nAP autonomous province  \nCPD continuous professional development  \nECA Europe and Central Asia  \nECEC early childhood education and care  \nEU European Union  \nEUA European University Association  \nEUR euros  \nFTE full-time equivalent  \nGDP gross domestic product  \nHEI higher education institution  \nICT information and communication technology  \nINSET in-service education and training  \nISCED International Standard Classification for Education  \nLFES Law on Foundations of Education System  \nLSG local self-government  \nMICS Multiple Indicator Cluster Survey  \nMoESTD Ministry of Education, Science, and Technological Development OECD Organisation for Economic Co-operation and Development  \nPER public expenditure review  \nPISA Programme for International Student Assessment  \nR&D research and development  \nRSD Serbian dinars  \nSES socioeconomic status  \nSORS Statistical Office of the Republic of Serbia  \nTALIS Teaching and Learning International Study  \nTIMSS Trends in International Mathematics and Science Study  \nUIS UNESCO Institute for Statistics  \nUMI upper middle income  \nUN United Nations  \nVET vocational education and training  \nWASH water, sanitation and hygiene  \nWDI World Development Indicators  \nINTRODUCTION  \nThe Serbia Education Public Expenditure Review (PER) is comprised of four notes: (i) the overall sector note (this one), plus more detailed notes on (ii) higher education,(iii) preschool education, and (iv) in-service teacher training. This note summarizes key findings and analyses from the other notes.  \nThe analysis presented here and in the other notes is conducted jointly by the World Bank and UNICEF. It is based on data received from Serbia’s Ministry of Education, Science and Technological Development (MoESTD), the Institute for Improvement of Education (IIE), the Institute for Education Quality and Evaluation (IEQE), a","cbCaiibRkKo9BPSo","https://ap.wps.com/l/cbCaiibRkKo9BPSo","pdf",1752164,4,1,20,"English","en",105,"# Introduction\n# Setting the Stage: Progress and Trends Shaping Education\n# Education Financing and Efficiency of Resource Use\n# Quality of Service Delivery\n# Equity and Inclusion\n## Early childhood education\n## Inclusive education\n## Tertiary education\n# Impacts of COVID-19 on Pre-university Education\n# Conclusions and Recommendations\n## Trends and overall adequacy of spending\n## Efficiency\n## Quality\n## Equity\n# Annex: Pre-university education sector governance – allocation of key functions","[{\"question\":\"What is the scope of the Serbia Education Public Expenditure Review (PER) overall sector note?\",\"answer\":\"The overall sector note summarizes key findings and analyses from more detailed PER notes on higher education, preschool education, and in-service teacher training.\"},{\"question\":\"Which institutions and data sources support the analysis in this note?\",\"answer\":\"The analysis uses data provided by Serbia’s Ministry of Education, Science and Technological Development, education institutes, and the Statistical Office of the Republic of Serbia, plus local government treasury and payment system data, and international databases and student assessment surveys.\"},{\"question\":\"What themes does the note cover regarding education spending and outcomes?\",\"answer\":\"It examines education financing and resource-use efficiency, quality of service delivery, and equity and inclusion, and includes an assessment of COVID-19 impacts on pre-university education before presenting conclusions and 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is the scope of the Serbia Education Public Expenditure Review (PER) overall sector note?","Question",{"text":75,"@type":76},"The overall sector note summarizes key findings and analyses from more detailed PER notes on higher education, preschool education, and in-service teacher training.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"Which institutions and data sources support the analysis in this note?",{"text":80,"@type":76},"The analysis uses data provided by Serbia’s Ministry of Education, Science and Technological Development, education institutes, and the Statistical Office of the Republic of Serbia, plus local government treasury and payment system data, and international databases and student assessment surveys.",{"name":82,"@type":73,"acceptedAnswer":83},"What themes does the note cover regarding education spending and outcomes?",{"text":84,"@type":76},"It examines education financing and resource-use efficiency, quality of service delivery, and equity and inclusion, 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