Education Through E-Learning: Case of Serbia (Report‪)‬

1. Introduction Proponents of educational technology for years have stated that faculties need to focus more on teaching "21st-century skills," such as problem solving, critical thinking, and collaboration. The 21st century learners will need to meet the complex demands of the new economy and society in a globalized form (Radovic Markovic 2007b). The workplace of tomorrow will increasingly require 21st century learners to work in teams, collaborating across companies, communities, and continents. Certain skills cannot be developed solely by simple multiple-choice exams. New education programmes must be based on exchanging good practice through studies and networks among strategic partners .To address individual needs of learners, attention must be paid to adaptability of the curriculum and the learning environment. A worthy institution views quality issues as primary and integral throughout the conceptual design of its education programs. True quality institutions must govern their curriculum, instruction, and support services by policies and standards established to assure future success of the participants (Capogrossi 2002). In many occasions, the assessment and examination vehicles have been evaluative measures of knowledge and competencies of learners measured against learning objectives derived from the needs of the industry and professions. Successful institutions must design their learning objectives to serve the demonstrated needs of the desired student audience. The academic and professional needs of the student audience will be at the foundation of the curriculum, and the subject matter objectives will become the focus of quality control process (Capogrossi 2007).