Osnovni cilj istraživanja prikazanog u ovom radu jeste da se utvrde dimenzije kvaliteta stručnih obuka i kvaliteta stručnih obuka koju organizuje Nacionalna služba za zapošljavanje Srbije. Kvalitet je definisan kao razlika između opaženog i očekivanog kvaliteta različitih dimenzija obuke. Istraživanje je sprovedeno na uzorku od 306 polaznika. Dobijeni podaci su tretirani faktorskom analizom i izračunavanjem aritmetičkih sredina za percipirani i očekivani kvalitet obuke. Rezultati istraživanja ukazuju na multidimenzionalnost fenomena kvaliteta obuke. Faktorskom analizom je ekstrahovano šest dimenzija (faktora) kvaliteta koji se odnose na nastavno osoblje, prostorne uslove i zaštitu zdravlja, proces obučavanja, opremu i alate korišćene u nastavi, organizaciju obuke i lokaciju na kojoj se obuka realizuje. Rezultati takođe ukazuju na to da je realni tj. 'opaženi' kvalitet (usluga) obuke manji od očekivanog, odnosno da su polaznici imali veća očekivanja u odnosu na stručne obuke, naročito u odnosu na proces sticanja stručnih kompetencija i korišćenje opreme i alata. Main purpose of the research demonstrated in this work is the determination of quality dimensions of professional trainings and professional trainings quality organized by National Employment Service of Serbia. The quality is defined as the mismatch between the perceived and expected quality of various dimensions of training. The research is undertaken on the sample of 306 attendants. The obtained data are treated through factorial analysis and calculation of arithmetic middle for perceived and expected quality of training. The research results indicate the multidimensionality of phenomenom of training quality. Using the factorial analysis, it is extracted six dimensions (factors) of quality related to teaching staff, conditions of facility and health protection, teaching process, equipment and tools used in the teaching process,6 trainings organisation and location of performed training. The results also show that real, so-called 'perceived' quality (of service) of training is lower than the expected, i.e. that the attendants had higher expecations regarding professional trainings, especially regarding the process of acquiring professional competencies and use of equipments and tools.
