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Der Band ist aus dem internationalen, mit Mitteln der EU finanzierten Projekt "Modernizing Teacher Education in a European Perspective" hervorgegangen. Autorinnen und Autoren aus sieben Ländern (Deutschland, den Niederlanden, Österreich, Slowenien, Kroatien, Bosnien und Herzegowina und Serbien) setzen sich in den Länderberichten mit folgenden Fragen auseinander: - Inwieweit und in welcher Weise die Prozesse der europäischen Integration und der Globalisierung in der Lehrerbildung dazu geführt haben, den nationalstaatlichen Fokus von Bildung und Ausbildung in Richtung einer transnationalen und europäischen Dimensionierung zu verändern,- welche Hindernisse einer solchen Ausrichtung entgegenstehen, - und wie sich eine europäische und transnationale Dimensionierung curricular, inhaltlich und strukturell in den lehrerbildenden Systemen verankern lässt. Im Zentrum der Texte stehen die fünf Lehr- und Lernbereiche, die Gegenstand des Projekts waren: - Erziehungswissenschaft bzw. Bildungswissenschaften,- interkulturelle Bildung, - Sprachen/Fremdsprachen, - neue Medien, - das Verhältnis von Wirtschaft und Lehrerbildung (ökonomische Bildung).Die Berichte zeigen, dass in allen am Projekt beteiligten Ländern eine Entwicklung hin zu einer europäischen und transnationalen Dimension in der Lehrerbildung festzustellen ist, dass aber in der Umsetzung das Spektrum dieser Ansätze angesichts der höchst unterschiedlichen gesellschaftlichen und historischen Bedingungen in West- und Südosteuropa sehr breit ist.

SOCIAL EXCLUSION OF EARLY AND PRESCHOOL CHILDREN: CONCEPTUALIZATION, RISKS AND INTERVENTION MODEL This paper contains an analysis of the construct of social exclusion with special focus on children. It is based on a review of the literature on social exclusion and the risks of social exclusion, using a qualitative method of document analysis. Social exclusion of children in early and preschool age is defined as a multidimensional construct that includes economic, social, cultural, health and other aspects of unfavourable circumstances and deprivation which individually or in combination may have an adverse impact on child development. According to this definition, risks which can influence the children's current development, health and quality of life, as well as their adult life, are analysed. The analysed risks include the characteristics of the children themselves, as well as their families and the characteristics of the support system for the child and parents. Based on the analysis of the risks of social exclusion of children of early and preschool age, a model of intervention was suggested, which takes into account a close cooperation of the healthcare system and the system of social care and education. Key words: social exclusion; children in early and preschool age; risks; model of interventions

As an independent state, Croatia has a relatively short history of less than twenty-five years and is one of the youngest members of the European Union; nonetheless, since ancient times its culture and history have been deeply embedded in the Central European and Mediterranean heritage. Until the nineteenth century, Croatia had been divided into two social and cultural circles. The northern part was predominantly linked with the Hungarian and later the Austrian Empire, whereas the Mediterranean (Adriatic) region was ruled or influenced by the Republic of Venice. In the nineteenth century, similar to other national tendencies across Europe, Croatian nobility and intellectuals initiated political and cultural movements with the idea of preservation and enhancement of Croatian national culture and life, but at the same time new notions of entering into a political union with other South Slavs were also emerging. These ideas came into life after the First World War.

U radu se analiziraju 134 javne politike cjeloživotnog učenja (CU) u devet zemalja uključenih u projekt 'Javne politike koje podržavaju mlade u njihovom životnom putu - Komparativna analiza cjeloživotnog učenja i uključivanja u obrazovanje i rad u Europi' (YOUNG_ADULLLT) koji je razvijen u okviru EU okvirnog programa za istraživanje i inovacije HORIZON 2020. Analiza javnih politika cjeloživotnog učenja se temelji na tri teorijska koncepta – kulturna politička ekonomija, teorija životnog puta i upravljanje. Ciljevi analize se odnose na utvrđivanje procedura formuliranja i implementacije politika CU u pojedinim državama, analizu njihovih specifičnih ciljeva i stupanj koordinacije obrazovnih politika, politika socijalne zaštite i tržišta rada. Analiza pokazuje razlike među zemljama s obzirom na navedene ciljeve koje su posljedica različitih društvenih i ekonomskih okolnosti. Procedure formuliranja politika kreću se od centraliziranih do decentraliziranih. Ciljevi javnih politika cjeloživotnog učenja su trostruki – obrazovni, ekonomski i socijalni, pri čemu njihova zastupljenost varira od zemlje do zemlje. Razine i mehanizmi koordinacije cjeloživotnog učenja također nisu istovjetni te su prepoznate razlike među zemljama s obzirom na centralno upravljani lokalizam, laissez faire i demokratski lokalizam. ; The paper analyses 134 policies which address lifelong learning policies (LLL policies) in nine countries involved in the project Policies Supporting Young Adults in their Life Course: A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe (YOUNG_ADULLLT, HORIZON 2020). The analysis is based on three theoretical concepts - cultural political economy, life course theory and governance. The objective of the analysis is to determine the ways in which the LLL policies for youth are formulated and implemented in educational, economic and social sectors. The analysis shows the differences between the countries with regard to the stated goals that are a result of different social and economic circumstances. Policy formulation policies range from centralized to decentralized. The objectives of policies are threefold - educational, economic and social, with their representation varying from country to country. The levels and mechanisms of lifelong learning coordination also show the differences between countries with regard to centrally managed localism, laissez faire and democratic localism.

Uvjerenja se odnose na sklop konceptualnih predodžbi koje uključuju opća znanja o pojavama, ljudima i događajima vezanim uz profesionalni kontekst. Ovaj je rad usmjeren na utvrđivanje razlika u uvjerenjima studenata prve, treće i pete godine učiteljskog studija te zaposlenih učitelja o odgojno-obrazovnoj inkluziji i poučavanju učenika s teškoćama, u svrhu utvrđivanja odgovora na pitanje mijenjaju li se i na koji način uvjerenja različitih skupina ispitanika o učenicima s teškoćama i njihovoj inkluziji u odgojno-obrazovni proces. Istraživanje je provedeno na uzorku 585 studenata učiteljskog studija i učitelja zaposlenih u osnovnim školama u Republici Hrvatskoj. Primijenjena je metoda metafora koja uključuje poznati objekt ili događaj kao konceptualno sredstvo za razjašnjenje kompleksnih pojmova ili situacija. Sudionici istraživanja dopunjavali su rečenice 'Inkluzija učenika s teškoćama u razvoju je kao …. jer …' i 'Poučavanje učenika s teškoćama u razvoju je kao … jer …'. Utvrđeno je da u ukupnom uzorku većina ispitanika izražava inkluzivna uvjerenja jer su njihovi odgovori usmjereni na oblikovanje i podržavanje učenika s teškoćama. Međutim, kada je u pitanju proces poučavanja, udio ispitanika koji iskazuju inkluzivna uvjerenja se smanjuje. Inkluzivna uvjerenja u najvećoj mjeri karakteriziraju studente 3. godine učiteljskog studija koji su netom bili uključeni u kolegij o inkluzivnoj pedagogiji, a u najmanjoj mjeri zaposlene učitelje. Ostale skupine studenata dijele gotovo ista profesionalna uvjerenja, što upućuje na nedovoljan doprinos inicijalnog obrazovanja i praktičnog iskustva na transformaciju od predprofesionalnih prema profesionalnim uvjerenjima o inkluzivnom obrazovanju.

U ovom su radu analizirani stavovi srednjoškolaca prema selektiranim demokratskim vrijednostima, odnos između shvaćanja i sociodemografskih obilježja učenika srednjih škola te su uspoređena gledišta učenika, njihovih roditelja i profesora. Korišteni su podaci prikupljeni 1993. i 1998. godine u sklopu projekata "Genealogija i transfer modela interkulturalizma" i "Školski kurikulum i obilježja hrvatske nacionalne kulture". Analiza rezultata pokazala je da je 1998. godine došlo do znatnih promjena u stavovima srednjoškolaca prema demokratskim vrijednostima u odnosu prema prijašnjem istraživanju. Promjene se očituju u statistički značajno manjem stupnju prihvaćanja vrijednosti, i to prema sedamnaest, od ponuđenih devetnaest vrijednosti. Nadalje, u oba je istraživanja utvrđeno da varijable socioobrazovnog statusa znatno distingviraju ispitanike s obzirom na njihove stavove. Učenici s boljim uspjehom u školi, polaznici gimnazija i oni s višim obrazovnim aspiracijama i podrijetlom imaju pozitivniji odnos prema demokratskim vrijednostima. Velike su razlike utvrđene s obzirom na stupanj prihvaćanja vrijednosti između učenika, roditelja i profesora. Općenito, najveće slaganje sa svim ponuđenim vrijednostima iskazuju profesori, a najmanje učenici. ; This article analyses the attitudes of high school students towards selected democratic values and the relation between attitudes and socio-demographic characteristics, and compares the attitudes of students, their parents and teachers. The data were obtained during 1993 and 1998 within projects "Genealogy and transfer of models of interculturalism" and "School curriculum and characteristics of Croatian national culture". The analysis of the results showed the significant changes in students' attitudes towards democratic values in 1998 in comparison with the previous study. The changes are revealed through statistically significant lower degree of acceptance of 17 out of 19 suggested values. Furthermore, both studies showed that the variables of socio-educational status distinguish the subjects significantly in regard to their attitudes. Students with higher educational achievement, those attending the academic high schools and those with higher educational aspirations have more positive attitude towards democratic values. The significant differences were also found in the degree of acceptance of those values among students, parents and teachers. Generally, teachers showed the highest acceptance of all suggested values, while students showed the lowest. ; In dieser Arbeit werden Einstellungen der Mittelschüler zu den ausgewählten demokratischen Werten sowie das Verhältnis zwischen den Einstellungen und sozio-demographischen Merkmalen der befragten Mittelschüler analysiert und mit den Einstellungen ihrer Eltern und Lehrer verglichen. Die benutzten Daten wurden 1993 und 1998 im Rahmen von Projekten "Genealogie und Transfer des Interkulturalismusmodells" bzw. "Schulkurrikulum und Merkmale der kroatischen Nationalkultur" erhoben. Die Analyse der Ergebnisse zeigte, dass 1998 im Vergleich zu den früheren Untersuchungen zu bedeutenden Änderungen in den Einstellungen der Mittelschüler zu den demokratischen Werten gekommen ist. Diese Änderungen äußern sich in dem statistisch bedeutend geringeren Akzeptieren der vorgeschlagenen Werte, und zwar bei den siebzehn von neunzehn angeführten Werten. Weiterhin wurde in den beiden Untersuchungen festgestellt, dass sich die Befragten durch Variabeln ihrer sozialen Merkmale und ihrer Schulausbildung im Hinblick auf ihre Einstellungen gravierend unterscheiden. Schüler mit besseren Schulleistungen, Gymnasiasten sowie jene mit höheren Bildungsaspirationen und Herkunft haben eine positivere Stellung zu den demokratischen Werten. Bedeutende Abweichungen ergeben sich auch hinsichtlich der Akzeptanz der genannten Werte unter den Schülern, deren Eltern und Lehrern. Insgesamt finden die angebotenen Werte die höchste Zustimmung unter den befragten Lehrern, und die kleinste unter den Schülern.