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Eurydice

EACEA National Policies Platform:Eurydice
Education staff responsible for guidance in early childhood and school education
Serbia

Serbia

9.Management and other education staff

9.3Education staff responsible for guidance in early childhood and school education

Last update: 30 March 2026

Education staff responsible for guidance are school psychologists and pedagogues. In order to be employed as a school psychologist or pedagogue, a person must have a university degree in one of these fields (either a Bachelor’s or a Master’s degree), have acquired at least 30 ECTS in subjects related to psychology, pedagogy and teaching methodology, and at least 6 ECTS in a practicum in an educational institution, as well as a work licence (i.e. having passed a professional exam). In addition, all other general conditions for school staff employment listed in the Management Staff for Early Childhood and School Education section have to be met. 

Work assignments and the programme of work for psychologists and pedagogues are determined by the Bylaw on the Education Specialists’ Programme of Work. All other aspects, including conditions of service, requirements for appointment, dismissal rules and professional status, are the same as for teachers, as defined in the Teachers and Education Staff section.

Additionally, an important aspect which regulates the work of psychologists and pedagogues is competence standards. Namely, besides the qualifications and admission criteria for professional service, there are competences precisely defined by top-level authorities that enable effective participation in the development and improvement of educational practice and guidance within the institution.  

According to the Bylaw on Standards of Competences for the Profession of Non-teaching Professionals in Early Childhood Education and Care Institutions, psychologists and pedagogues in early childhood education and care are expected to develop competences in five areas:  

 

  • strategic planning and monitoring of practice in ECEC institutions;  

  • cooperation and partnerships within the institution and the community;  

  • development of reflective practice within ECEC institutions;  

  • improving the quality of the ECEC programme; and  

  • commitment to their own professional work and continuous professional development.  

Competences for psychologists and pedagogues in school education are expected to be defined by top-level authorities in the near future.