PROFESSIONAL SERVICES PROMOTING THE STUDENT'S HOLISTIC DEVELOPMENT IN PRIMARY SCHOOLS
Keywords:
primary upbringing and education, professional services, efficiency and effectiveness in working, researchAbstract
The professional services in primary schools increasingly take the primacy of an expert core which
should and must be promoting effective and efficient teaching. In circumstances as the following: modernization of
teaching; introduction of innovative, new approaches in learning / teaching; implementation of "rapid" and
sometimes "radical reforms"; occurrence of widespread fluctuation of the teaching personnel; insufficient training
for recently employed teachers; the practice of total inclusion of students with special educational needs;
occurrences of peer violence and a number of other circumstances greatly complicate the work of the professional
services, but at the same time outline the need for them to be put in focus as a highly important unifying and
professional element between students, teachers, parents and the entire social community. That is why, by
conducting our research, we want to find out if and to what extent the professional services in elementary schools in
our country can respond to these crucial challenges. The research includes analysis of accredited study programs at
the faculties in the Republic of North Macedonia that depict appropriate profiles of professional associates
(undergraduate studies). Furthermore, we focus on the existing personnel of professional services in primary schools
in our country, according to the representation of the various profiles of professional collaborators: pedagogue,
psychologist, social worker, sociologist, librarian, special educator and rehabilitator; the ratio of the number of
professional associates to the number of students in the school; the number of professional associates in relation to
the inclusion of students with special educational needs, etc. The survey covered 10% of primary schools, that is, 34
primary schools throughout the country, while the representation of schools where teaching is conducted in different
teaching languages and schools from urban and rural environments was observed. By analysing the most significant
indicators, we hope to find out if and to what extent/quality, the existing professional services can realize the given
scope of work and influence the efficiency and effectiveness of teaching. The conclusions and recommendations
should benefit the educational policy makers: the Ministry of Education and Science, the Bureau for Development of
Education , the local self-government and more during the conceptualization and implementation of systemic
changes (reforms) in primary education, as well as during planning for the professional and career development of
this profile of employees in primary schools. The results will be of particular benefit to the faculties that produce
personnel who should work in the professional services of primary schools and certainly for the primary schools
themselves.
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