The paper discusses the relationship between assessment in teaching English as a foreign language and students’ competencies. The data collected by this research show that, in recent times, teachers and students are becoming aware that learning based only on the acquisition of facts will not adequately respond to the challenges they will face in the future. An environment in which the learning outcomes are transparently and directly linked to the students’ competencies enables them to take responsibility for their progress, not only during the official period of schooling but also during lifelong learning, which is very important. With this approach, learning outcomes and their connection with the necessary competencies to achieve learning outcomes become the basis for redefining qualifications and curricula in general and professional education. The transparent connection of learning outcomes and necessary competencies to achieve learning outcomes, as well as the shift of focus from teachers to students, enables students to find their way of improving competencies and taking responsibility for their learning. Learning outcomes are best understood by viewing them as a series of valuable processes and opportunities that can be applied in different ways in different areas of teaching and learning. The emphasis is on defining the learning outcomes so that we use the students’ experience and pay less attention to the content of the subjects of a specific curriculum. The data from this research indicate that learning outcomes impact assessment if they are adequately linked to competencies. Students can monitor their progress and take responsibility for it. The primary outcome of this research is that assessment aligned with progress in students’ competencies and their connection to learning outcomes will certainly improve learning.

We study nonlinear networked control systems (NCS), where the controller is implemented over multiple processors via an emulation-based approach. We start with a stable and centralised NCS commonly considered in the literature. Then, we show how to implement the centralised controller over multiple processors inspired by parallel computing techniques, so that stability is preserved (semi-globally and practically) under sufficiently fast computations. An example is given to illustrate the main results.

The article presents the contribution of socio-demographic, socio-economic, employment status and level of education of parents/guardians to students’ school success. The aim of this article is to discover the causes of school (un)success given the contribution of predictor variables. The predictor set of variables consists of four scales: socio-demographic status (total number of brothers, total number of sisters, marital status of parents, distance from home to school and number of members households), socio-economic status (total monthly income of parents/guardians, place to study in the house/apartment, possession of laptop/computer, constant internet access in the house/apartment and the way they come to school), employment status of parents/guardian and educated status of parent/guardian. In addition to the set of predictors, a criterion variable was used, which consists of three dimensions, namely school success at the end of the sixth, seventh and eighth grade of primary school. The results of the research confirm a statistically significant correlation between socio-demographic, socio-economic, employment status and the level of education of parents/guardians and school success of children, provided that socio-demographic status has a higher predictive power on students’ school success. It was confirmed that students have a positive attitude about the importance of the grade as well as that they perceive that their parents have the same attitude.

the most important precondition for designing green strategies and policies, and elements of that can be recognized in the current socio-political life in BiH.

In order to achieve economic progress in less developed countries, it is necessary to provide the necessary resources. Foreign investments very often represent the primary source of financing for certain world economies, and the struggle for financial resources, which are limited, is becoming greater. Many countries have a planned approach to this process, and make huge efforts to attract foreign investors. For this reason, it is necessary to systematically approach this research problem, and to create adequate strategies for attracting foreign investments. When it comes to Bosnia and Herzegovina and the surrounding countries, the competition to attract foreign investments between them is getting tougher. Each of the neighboring countries has its own competitive advantages, and with an adequate set of incentive measures, it can achieve a significant inflow of foreign investments. Unfortunately, of all the surrounding countries, Bosnia and Herzegovina has the lowest inflow of foreign investments, so it is necessary to define the competitive advantages of the business environment in Bosnia and Herzegovina.