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This paper explores the development and current state of andragogy as a scientific discipline in Serbia, with a particular focus on its professionalisation at the University of Belgrade. Despite periods of crisis and societal transitions, andragogy has demonstrated remarkable resilience, remaining relevant and influential in the educational landscape. The current study program at the Department of Andragogy at the University of Belgrade is depicted at the undergraduate, master’s, and doctoral levels. By analysing master’s and doctoral theses, and published scientific papers, the paper provides insights into the prevalent issues and topics in the field. The findings underscore the impact and relevance of andragogy in Serbia and suggest its future prospects. Upholding its core principles and holistic approach, andragogy can play a pivotal role in bridging the gap between the past and the present, leading to the revitalisation of adult education and shaping the trajectory of the discipline itself in Serbia and beyond.

This paper explores the development and current state of andragogy as a scientific discipline in Serbia, with a particular focus on its professionalisation at the University of Belgrade. Despite periods of crisis and societal transitions, andragogy has demonstrated remarkable resilience, remaining relevant and influential in the educational landscape. The current study program at the Department of Andragogy at the University of Belgrade is depicted at the undergraduate, master’s, and doctoral levels. By analysing master’s and doctoral theses, and published scientific papers, the paper provides insights into the prevalent issues and topics in the field. The findings underscore the impact and relevance of andragogy in Serbia and suggest its future prospects. Upholding its core principles and holistic approach, andragogy can play a pivotal role in bridging the gap between the past and the present, leading to the revitalisation of adult education and shaping the trajectory of the discipline itself in Serbia and beyond. Članek obravnava razvoj in trenutno stanje andragogike kot znanstvene discipline v Srbiji, s posebnim poudarkom na profesionalizaciji andragogike na Univerzi v Beogradu. Kljub kriznim obdobjem in družbenemu preoblikovanju se je andragogika pokazala za izredno odporno, saj je na področju izobraževanja ostala tako relevantna kot tudi vplivna. Trenutni študijski program na Oddelku za andragogiko na Univerzi v Beogradu je opisan na ravni dodiplomskega, magistrskega in doktorskega študija. Prek analize magistrskih in doktorskih del ter objavljenih znanstvenih prispevkov ponuja članek vpogled v problematiko in tematike na tem področju. Rezultati potrjujejo vpliv in relevantnost andragogike v Srbiji, hkrati pa nakazujejo možnosti njenega razvoja v prihodnosti. Ker ohranja svoja osrednja načela in celostni pristop, lahko andragogika opravlja pomembno vlogo pri premostitvi vrzeli med preteklostjo in sedanjostjo, pripelje do revitalizacije izobraževanja odraslih in narekuje usmeritev discipline tako v Srbiji kot zunaj nje.

After presenting and clarifying reasons for the actualization of the issue of adult educators' competences, our consideration in this work is based on two starting points. First comes an analysis of the elements of some definitions of the term \"competence\", which indicates what we should focus on when talking about adult educators' competences: activities to be performed, the necessary set of knowledge, skills, attitudes, behaviour and values, the context in which the job is done and the qualifications adult educators should possess. The second starting point is related to a review and analysis of six projects which in different ways deal with the problem of adult educators' competences. Certain elements of definitions of \"competences\" are evident and are analysed in each of these projects. The problems discussed in the projects are as follows: necessary training for adult educators, adult educators' certification, adult educators' job description, adult educators' qualifications, criteria for a good adult educator's work, standardisation of competences etc. Although the analysis does not give a direct and simple answer to the question of what competences should adult educators have, it draws our attention to some aspects which are important when lookingfor such an answer. In addition, as a result of the analysis one model for the classifying of adult educators' competences is presented as a necessary elementfor the setting up of a process of standardisation of cadres in adult education and their professionalization. [PUBLICATION ABSTRACT]