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"Welche Werte braucht man fÃr das (Éber)Leben in der heutigen Gesellschaft?" "Welche Werte definiert (gesetzlich) eine demokratische Gesellschaft?" Der Unterschied zwischen Theorie und Praxis in Kroatien war bis jetzt nie so groÃ. Theoretisch leben wir fast in einer (moralisch) idealen Welt, aber die heutige Situation spricht stark dagegen - KriminalitÃ$t ist im Wachstum, Korruption regelt die wirtschaftlichen Beziehungen, Gewalt verbreiten sich. Wie soll man die Kinder fÃr die Welt der Erwachsenen vorbereiten, welche Werte soll man bei ihnen entwickeln und wer sollte diese Rolle und diese Verantwortung Ãbernehmen? Im ersten Teil der Dissertation wurden die Definitionen und Bedeutungen des Begriffes "Wert" und Klassifikation der Werte gegeben, die Werte im Verlauf der Geschichte dargestellt, die Theorien der Moralentwicklung und die Rolle der Schule bei Wertentwicklung bearbeitet und die Bedeutung und die Rolle der Werte und Werterziehung in Kroatien - im Verlauf der Geschichte und jetzige Situation - diskutiert. Im zweiten Teil dieser Dissertation sind die Resultate der empirischen Forschungen dargestellt. Um die momentane Situation in Kroatien bezÃglich der Werte und Werterziehung besser darzustellen, wurden zwei getrennte Forschungen (die Forschung "Studenten und Werte" und die Forschung "Institutionen und Werte") durchgefÃhrt. Die Forschung "Studenten und Werte" wurde in der Form einer Befragung durchgefÃhrt und hatte als Ziel, die Stellungnahmen der Studenten an der UniversitÃ$t in Rijeka, Kroatien und der Studenten an der UniversitÃ$t in Klagenfurt, Ãsterreich zu den Grundwerten der modernen demokratischen Gesellschaft zu erforschen sowie zu prÃfen, ob es die Ãhnlichkeiten in ihren Stellungnahmen gibt und wenn ja, welche sie sind sowie zu erforschen, ob es die Ãhnlichkeiten zwischen den Stellungnahmen der Studenten an der UniversitÃ$t in Rijeka und der Studenten an der UniversitÃ$t in Klagenfurt bezÃgl der Frage des Vertrauens in die Institutionen der demokratischen Gesellschaft gibt. Die Forschung ...

Citizenship, democracy and human rights have always been central to higher education and increasing globalization has amplified their urgency and complexity. This volume explores conceptual, theoretical and policy implications for post-secondary education engaging with these topics, comparing the USA, Canada, Eastern Europe and Western Europe

Škole se širom sveta nalaze pred novim zahtevima, a jedan od njih, posebno izražen u neoliberalnoj eri i kulturi revizije, jeste standardizacija uspeha učenika preuzeta iz sveta ekonomije. Mišljenja o standardizaciji uspeha učenika ili škola su podeljena. Sistematski smo analizirali relevantnu literaturu kako bismo istražili različita viđenja standarda. Standardi se smatraju dobrim pokazateljima koji omogućavaju poređnje među državama i pružaju smernice za inovacije i/ili reforme, pošto su obrazovni sistemi tradicionalno zasnovani na implicitnim standardima. Postavljanje eksplicitnih standarda olakšava posao nastavnicima i učenicima jer znaju šta se od njih očekuje. Osnovu ovakvog pristupa čini verovanje političara da mogu jasno prepoznati šta bi studenti trebalo da znaju i za šta bi trebalo da budu osposobljeni. Protivnici ovakvom mišljenju smatraju da je postavljanje eksplicitnih standarda inherentno štetno jer može umanjiti kvalitet onoga što se meri. Standardi se ne odnose na potpunu valorizaciju studenata, niti na kompetencije važne za uključivanje u svet rada. Uspeh učenika ima višestruke ciljeve koji se ne odražavaju u standardizovanim testovima, a moguće je i preusmeravanje resursa s jedne grupe učenika na druge, što često nije opravdano ili transparentno. Standardizacija uspeha učenika stvorena je analogijom sa privredom po kojoj studenti postaju ,,proizvodi", a njihovo ponašanje se definiše kao ,,izlazne veštine", ,,kompetencije" i ,,ishodi". Postavljanje standarda počiva na implicitnoj pretpostavci da je obrazovni proces kulturološki neutralan i da ne uzima u obzir etničku pripadnost i društvenu klasu, ali pokušava da homogenizuje učenike stavljajući ih u kvantifikovane kategorije. Sam koncept standarda je nejasan. Stoga, standardizacija baca senku na romantičnu predstavu o poslovnom sektoru kao primeru dobre prakse i iziskuje redefinisanje cilja i svrhe obrazovanja. ; There are new demands for schools around the world, and one of them, particularly expressed in the neoliberal era and audit culture, is standardization of student achievements that has been transferred from the world of economics. The opinions about standardization of student or academic achievements are not united. We used systematic analysis of relevant literature to explore different perspectives on standards. Standards are considered to be a good indicator that allows cross-national comparisons and provides guidance for innovation and/or reform, since education systems are traditionally based on implicit standards. Setting explicit standards makes work easier for teachers and students because they know what is expected from them. The basic foundation of this approach is the politicians' conviction that they can clearly identify what students need to know and what they need to be capable of. The opponents believe that setting explicit standards is inherently damaging because it can reduce the quality of what is measured. Standards do not allow for full valorisation of students or competences that are important for inclusion in the world of work. Student achievement has multiple goals that are not reflected in standardized tests, and it is also possible to redirect resources from one group of students to others, which is often not justified or transparent. Standardization of student achievement was created by analogy to industry, whereby students become "products", and their behaviour is defined as "exit skills", "competences" and "outcomes". Setting standards rests on the implicit assumption that educational process is culturally neutral and does not take into account ethnicity and social class, but tries to homogenize students by placing them in quantified categories. The mere construct standard, is not clear. For this reason, standardization casts a shadow on romantic presentation of the business sector as the example of good practice, and requires redefining the goal and purpose of education. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

In this paper, the authors address the youth as a research phenomenon and present the current position of young people in the Croatian society. The authors exhibit interesting results of a recent study of youth in Croatia and present the results of their research conducted among Croatian students aiming to explore the attitudes of young people and to discover how young people in Croatia develop resilience in times of crisis. They continue with remarks on citizenship education in Croatia and provide an overview of the Curriculum of civic education. Authors discuss whether we are dealing with education for democratic citizenship or rather, with the consequences of the non-existence of education for democratic citizenship in times of crisis in Croatia.Autorice u ovom radu obrađuju mlade kao istraživački fenomen i predstavljaju trenutni položaj mladih ljudi u hrvatskom društvu. Autorice donose interesantne rezultate recentnog istraživanja o mladima u Hrvatskoj te prezentiraju rezultate vlastitog kvalitativnog istraživanja provedenog među hrvatskim studentima s ciljem da ispitaju stavove mladih ljudi o krizi i otkriju kako mladi ljudi u Hrvatskoj razvijaju otpornost u vremenu krize. Nastavljaju s opažanjima o građanskom odgoju u Hrvatskoj i pružaju pregled Kurikuluma građanskog odgoja. Autorice otvaraju pitanje da li se govori o građanskom odgoju ili radije o posljedicama ne postojanja građanskog odgoja u vremenu krize u Hrvatskoj.In dieser Arbeit diskutieren die Autorinnen Jugend als Forschungsphänomen und präsentieren die aktuelle Position der jungen Menschen in der kroatischen Gesellschaft. Die Autorinnen bringen interessante Ergebnisse einer aktuellen Studie der Jugend in Kroatien und präsentieren die Ergebnisse ihrer eigenen qualitativen Studie, welche sie unter kroatischen Studenten durchgeführt haben, mit dem Ziel, die Einstellungen der Jugendlichen zu untersuchen und zu entdecken, wie junge Menschen in Kroatien die Belastbarkeit in Krisenzeiten entwickeln. Sie setzen mit Bemerkungen über Lernen für Demokratie ...

PurposeThe paper aims to deal with the education for sustainable development (ESD) competences of university educators. The purpose of this paper is to provide a comparative analysis of opportunities for the development of ESD competences in higher education (HE) institutions in Serbia, Croatia and Macedonia. In addition, the paper explores the drivers and barriers experienced in this area using a process-oriented approach.Design/methodology/approachFor the purpose of collecting data, internet and desktop research was carried out, which was then followed by interviews with key respondents and experts in HE. The interviews were carried out face-to-face or via telephone. In addition, information collected from the interviews was compared with both data found in the literature and official documents.FindingsThe comparative analysis indicated how specific institutional and cultural contexts affect the development of ESD competences in HE in the region. There were differences but also common opportunities for developing the ESD competences of university educators in the countries analysed. For each country, the drivers and barriers, as well as their relevance, were manifested differently and specific key constructs were identified to explain the implementation process for developing ESD competences of university educators.Practical implicationsThis paper tried to respond to this diversity of perspectives, contexts and initiatives and attempted to extract the benefits of different approaches to the ESD professional development of university educators in Serbia, Croatia and Macedonia. It is hoped that this paper will provide valuable insights into the development of ESD in HE and support the development of ESD competences in the region.Originality/valueThis is one of the first papers that provide a comparative analysis of the ESD professional development of university educators in Balkan countries. The value of the paper lies in its potential to help us to understand the role that different drivers and barriers play in different patterns of implementation for developing the ESD competences of university educators.