6.1 General context
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- Main trends in young people's participation in education and training
- Organisation of the education and training system
- Main concepts
Main trends in young people's participation in education and training
The right to education is guaranteed for everyone by Article 71 of the Constitution of the Republic of Serbia. Although secondary education is not compulsory, all young people have the right to enter upper‑secondary education upon completing compulsory primary education. Statistical data for 2024 show that generational coverage in upper‑secondary education is 87.4%, while the completion rate is 86.1%. Generational coverage in higher education for the same year is 61.7%, which represents a slight increase compared to previous years. In 2024, a total of 38,963 students graduated from all higher education institutions, also marking a slight increase compared to the previous year. Female students predominate among graduates, accounting for 61.70% (General Indicators of Education, Statistical Office of the Republic of Serbia).
Serbia actively participates in various international studies in the field of education, such as PISA, TIMSS, PIRLS, ICILS, and ICCS. Overall, the most recent results (2021 and 2023) from studies conducted with 4th‑grade students (PIRLS and TIMSS) show average achievement levels above the international average. However, the picture is more complex when subdomain performance and the distribution of students across proficiency levels are considered. These studies also highlight how various student context factors affect achievement, leading to significant differences between students.
Furthermore, international studies conducted with 8th‑grade students (PISA, ICILS, ICCS) present a different picture: Serbian students perform below the international average, with the majority achieving at the lower proficiency levels. The findings indicate potential directions for improving both the quality and equity of education in Serbia.
Organisation of the education and training system
The educational system in Serbia consists of:
Primary education and preparatory preschool programmes are compulsory and tuition‑free (in schools founded by the state), while secondary education is tuition‑free but not compulsory. All citizens have access to higher education under equal conditions.
More details on the organisation of the education system and it structure can be found on Eurydice data and visuals The structure of European education systems and 1.3 Organisation of the education system and of its structure.
The total duration of compulsory education in Serbia is 9 years. Children enter compulsory education at the age of 5½, when they start the preschool preparatory programme (see Eurydice Glossary), followed by 8 years of primary education. The leaving age for full-time compulsory education is 14½. Pupils are usually 15 years old when they enter secondary programmes and 18½ when they leave four-year secondary programmes.
Secondary education (ISCED 3) consists of the following:
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four years of general education;
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two to four years of vocational education.
There are two types of general/grammar schools:
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general/grammar schools (gimnazija opšteg tipa);
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specialized general/grammar schools, intended for education of talented students in certain areas (specijalizovana gimnazija).
Upon completion of the 4-year secondary education, students can enrol in university education. Students enrolled in three-year vocational education and training programmes can take additional exams to qualify for enrolling in university programmes.
Higher education (ISCED levels 6, 7 and 8) is divided into three levels:
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First level (Bachelor Studies);
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Second level (Master Studies, Specialized Studies);
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Third level (PhD Studies).
Serbia joined the Bologna Process in 2003. The adoption of the Law on Higher Education supporting the implementation of Bologna Process followed in 2005. More information is available in the Eurydice Chapter 6. Higher Education.
Formal Adult education (See: Chapter 7. Adult education and training) is based on approved national curricula within the primary and secondary education systems, as regulated by the Law on the Foundations of the Education System, the Law on Primary Education, the Law on Secondary Education, and the Law on Adult Education. Although based on the mainstream concepts of primary and secondary education, the achievement standards for these programmes are adjusted to the adult population. There are two types of programmes:
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general formal adult education, which aims to raise achievement in basic skills, and
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vocational formal education, aiming to acquire a recognised qualification during adulthood.
Adults who receive primary education according to the adult education programme are persons older than 15 years. Adults who receive secondary adult education are persons older than 17 years of age.
In addition to participating in formal educational programmes, adults can pursue various non-formal learning programmes. The quality and recognition of organisations providing such programmes are ensured through the accreditation process for Publicly Recognised Activity Organisers (PRAO) (See: Eurydice Chapter 7.3 Main providers).
Non-formal education is defined by the Law on the National Qualification Framework (Zakon o nacionalnom okviru kvalifikacija Republike Srbije) and the Law on Adult Education (Zakon o obrazovanju odraslih) as organized adult learning processes accomplished through specific programs in order to acquire knowledge, skills, abilities and attitudes aimed at work, personal and social development.
Law on Youth adjusts the definition to the youth population defining non-formal education of young people as a set of organized and youth-customized educational activities not foreseen by the formal education system and based on their needs and interests, the principles of voluntary and active participation of young people in a learning process and promotion of democratic values, through which young people acquire competences necessary for personal development, active participation in society and better employability.
Although there is no universally accepted single definition of early school leaving within the strategic and legal framework in Serbia, Handbook for schools on prevention of school dropout (Sprečavanje osipanja učenika iz obrazovnog sistema – Priručnik za škole) developed in cooperation between Centre for Educational Policies, UNICEF and Ministry of Education, defines early school leavers as persons aged 18–24 who have attained lower secondary education or less and are no longer participating in education.
The legal basis for the inclusive education policy was given in the 2009 by the Law on the Foundations of the Education System (Zakon o osnovama sistema obrazovanja i vaspitanja). The main objectives of these policies and strategies were initially aimed at improving the quality and inclusiveness of preschool and primary education and improving the educational achievements of all students. The inclusive education is continuously monitored and evaluated by the Ministry and partnering organisations, and the biennial reports are available on the dedicated page of the Ministry website.
With the 2009 reform, the system has moved from the concept of special need education. Regardless of their specific characteristics including possible disabilities, learning difficulties or disadvantages, all children have the right to participate in education. Based on their needs, a special school team made of school specialists, teachers and parents (inclusion team) may create an Individual Education Plan (Individualni obrazovni plan – IOP). The purpose of this plan is to work on teaching, learning, communication, physical and other barriers for purposeful participation in education process and provide conditions for learning and development aligned with personal needs, characteristics and goals of every child.