Suchergebnisse

Long-standing gaps of teachers' academic qualifications persist despite changes and developments of educational policies the government has continually been making. The gaps eventually result in a gradual decrease in the quality of vocational school graduates, which has recently caused grave national concern. The decrease is evident in Indonesian vocational students' lack of competitive spirit and skills in the national labor market. In an attempt to find a creative and effective solution to this problem, this paper seeks to explore and describe the educational policies and the implementation of standards by vocational subjects teachers in a developing country and those in a developed county, hoping that it will help vocational school graduates acquire professional qualifications. Using a critical ethnography, in-depth analyses on the professors' commentaries reveal that it is common in most universities in both countries to select vocational teachers by following educational policies in order to establish reliable criteria for qualified teachers in the future. This teacher certification program seems to have positively influenced the welfare of teachers in both countries, but other daring innovations in improving skills and qualifications of teachers are still a great need. ; Dugogodišnji propusti u akademskim kvalifikacijama nastavnika ne nestaju usprkos promjenama i unaprjeđenju obrazovne politike koju vlada stalno izrađuje. Ti propusti u konačnici rezultiraju postupnim smanjenjem kvalitete učenika strukovnih škola, što u posljednje vrijeme izaziva ozbiljnu zabrinutost na nacionalnoj razini. To smanjenje kvalitete manifestira se u činjenici da indonezijski učenici nemaju natjecateljski duh ni vještine na domaćem tržištu rada. S ciljem pronalaska kreativnog i učinkovitog rješenja tog problema, ovaj rad pokušava istražiti i opisati obrazovne politike i provedbu obrazovnih standarda od strukovnih nastavnika u zemlji u razvoju i u razvijenoj zemlji, u nadi da će to pomoći učenicima koji završe strukovne škole u stjecanju stručnih kvalifikacija. Primjenom kritičke etnografije, detaljne analize komentara profesora otkrivaju da je na većini sveučilišta u objema državama uobičajena praksa pri odabiru strukovnih nastavnika ta da se poštuje obrazovna politika kako bi se uspostavili pouzdani kriteriji za kvalificirane nastavnike u budućnosti. Čini se da takav program licenciranja nastavnika ima pozitivan utjecaj na dobrobit nastavnika u objema državama, no još uvijek postoji velika potreba za ostalim smjelim inovacijama bitnima za razvoj vještina i kvalifikacija nastavnika.

Enormna opterećenost bolestima, lošim ishodima učenja u visokom obrazovanju u Južnoj Africi i njihova interakcija u smislu utjecaja na produktivnost ljudskih resursa iziskuju istraživanja za konkretne smjernice u okviru politike. U tom smislu, svrha ovog rada je istražiti ovaj odnos, zajedno s drugim čimbenicima, promatrajući ljudske resurse iz perspektive zdravlja, upisa u visoko obrazovanje (HEE) i diplomiranih studenata visokog obrazovanja (HEG). U istraživanju se primjenjuje model vremenskih serija s autoregresijskim distribuiranim pomacima (ARDL) s podacima koji obuhvaćaju razdoblje od 1980. do 2015. godine. Studija je pokazala da, dok BDP raste, stope zaposlenosti i HEE imaju pozitivan učinak na produktivnost u Južnoj Africi; kapital i životni vijek su inverzni u odnosu na produktivnost. Naime, rezultati ovog istraživanja potvrđuju hipotezu da bez odgovarajućeg školskog sektora usmjerenog na potrebne vještine, široko rasprostranjena antiretroviralna terapija u prevenciji HIV-a stanovništva, a s tim i njihovo preživljavanje, negativno utječe na produktivnost. Nadalje, rezultati potvrđuju da uključivanje u obrazovanje djeluje pozitivno na produktivnost, jer obuhvaća pojedince koji su djelomično vješti u programima potrebnim gospodarstvu. Naposljetku, potvrđena je i hipoteza da su ishodi učenja diplomskih studija negativni u odnosu na produktivnost zbog neusklađenosti vještina diplomanata i potreba gospodarstva. Stoga se predlaže da se u okviru politike za povećanje produktivnosti u Južnoj Africi, poduzmu zajednički napori u školskom i zdravstvenom sektoru. ; The huge burden of diseases, poor higher educational outcomes in South Africa and their interaction on affecting productivity of human capital requires investigation for a context –specific policy advice. To this effect, the purpose of this paper is to investigate this relationship, alongside other factors, viewing human capital from the perspective of health, higher education enrolment (HEE) and higher education graduates (HEG). The study adopts time series autoregressive distributive lag (ARDL) with data covering the period 1980 - 2015. The study has found that, while GDP grows, employment rates and HEE have a positive impact on productivity in South Africa; capital stock and life expectancy exhibited an inverse relationship with productivity. These findings support the hypothesis that widespread antiretroviral therapy and resulting survival, without corresponding school sector focus on needed skills, relate negatively to productivity. The findings further support that enrolments affect positively productivity because they comprise individuals who are partly skilled in programs needed by the economy. Finally, they support the hypothesis that graduate outputs relate negatively to productivity because of mismatch of graduation skills and the economy's need. As a policy suggestion, combined effort at school and health sector is needed in South Africa for increased productivity.

Educational policy in Croatia is facing serious problems due to disagreement on introduction of sex education in the national curriculum. This article combines two perspectives in defining the theoretically and practically relevant issues of implementing the sex education curriculum. From the 'top down perspective' it observes stakeholders' arguments which are not in accordance on 'what to do' (they are not in 'practical accordance'). Later on, from the 'bottom up perspective', the author observes how practical value judgments depend on silent (unspoken) theoretical (concepts of knowledge and of what it means to be human) and practical premises (derived from normative sources). This article defines the frame of the open question of contemporary philosophy on logical procedures of fair and rational resolution of different viewpoints. When faced with practical disagreement, the author argues that the communication ethics of argumentation should consist of discussion topics on theoretical premises: can question postulates of the opposing side – their truthfulness, sincerity and desirability. While exploring differences in attitudes, this article by default analyzes tacit premises of those who implement the compulsory national curriculum on sex education. The basic assumption for problem resolution related to implementation of the sex education curriculum is in reaching an understanding about theoretical premises, and not in proving one's own attitudes and ideas of how to actualize the plan. Understanding theoretical premises provides a way to establish common ground as a basis and starting point for discussion. Although existing solutions indicate general possibility for compulsory national sex education curriculum in multicultural democracy, in this case common ground is not reached. ; Neslaganje oko uvođenja kurikuluma spolnog odgoja u Hrvatskoj predstavlja ozbiljan problem obrazovne politike. Rad kombinira dvije perspektive u definiciji teorijski i praktički relevantnog pitanja uvođenja spolnog odgoja. Iz 'ptičje perspektive' promatra argumentaciju aktera koji se ne slažu 'što treba činiti' (nisu u 'praktičnoj slozi'). Nakon toga iz 'žablje perspektive' promatra kako praktični, vrijednosni sud, ovisi o prešutnim teorijskim (antropološkim pretpostavkama i naravi znanja) i praktičnim premisama (izvedenima iz normativnih izvora). Ovaj rad definira okvir otvorenog pitanja suvremene filozofije o logici postupka ravnopravnog i racionalnog razrješenja razlike stavova tvrdeći da komunikacijska etika argumentacije u slučaju praktičnog neslaganja treba prenijeti predmet rasprave na teorijske premise: pravo preispitivanja pretpostavke suprotne strane – njezine istinitosti, iskrenosti i poželjnosti. Proučavajući razlike u stavovima u članku se analiziraju zadane prešutne premise strane koja uvodi obavezni kurikulum. Pretpostavka razrješenja problema uvođenja spolnog odgoja je u unaprjeđenju međusobnog razumijevanja teorijskih premisa, a ne u dokazu svog stava i ostvarenju nauma. Razumijevanje teorijskih premisa omogućava uspostavu točke razumijevanja kao temelja i polazišta rasprave. Točka razumijevanja nije postignuta pa iako postojeća predložena rješenja ukazuju na načelnu mogućnost uvođenja obaveznog kurikuluma spolnog odgoja u višekulturnoj demokraciji, to nije ostvareno u ovom slučaju.

Ravnopravnost spolova središnja je tema u čitavome svijetu, pa tako i EU-u, gdje predstavlja jednu od temeljnih vrijednosti koju se nastoji integrirati u sve politike Europske unije, ali i programe financiranja EU-a. Analizirajući istraživanja o ravnopravnosti spolova na institucijama visokoga obrazovanja statistike idu u prilog činjenici da te institucije reproduciraju društvene vrijednosti koje dovode do spolne, rodne pristranosti, odnosno diskriminacije. Statistike pokazuju da postoji vidna razlika u tipičnim karijernim profilima za žene i muškarce, odnosno u odabiru znanstvenih područja. Razvidna je horizontalna segregacija, koja nimalo ne zaostaje za onom drugom, vertikalnom segregacijom koja upućuje na to da je top menadžment, ali i uspješniji karijerni put u visokoobrazovnim institucijama uglavnom rezerviran za muškarce. Ne zanemarujući činjenicu da je dostizanje ravnopravnosti spolova u visokome obrazovanju ipak dugoročni projekt koji bi trebao biti rezultat ne samo sveučilišnih politika, nego i institucionalnih vladinih mjera i politika, ovim se radom konstruktivno promišlja i aktualizira tema za buduća istraživanja, s provedenim istraživanjem na jedanaest ustrojbenih jedinica Sveučilišta u Mostaru. ; Gender equality is a central theme throughout the world, including the EU, in which it represents one of the core values that should be integrated into all EU policies, as well as EU funding programs. Analysing research on gender equality in higher education institutions, statistics support the fact that these institutions reproduce social values that lead to gender, gender bias, or discrimination. Statistics show that there is a visible difference in typical career profiles for women and men, e.g. in the selection of scientific fields. Horizontal segregation is evident, not far behind the other, vertical segregation, which indicates that top management, but also a more successful career path in higher education institutions, is largely reserved for men. In spite of the fact that the achievement of gender equality in higher education is nevertheless a long-term project that should be the result not only of university policies but also of institutional government measures and policies, this paper constructively deliberates and updates the topic for future research, with research conducted on eleven organizational units of the University of Mostar.

Tradicije razvoja suvremene geografske misli i znanosti u Hrvatskoj osim za središnji Odsjek za geografijui Zavode na PMF-u u Zagrebu, vezane su posebno i za visokoškolske ustanove i druge ustanove u Zagrebu i drugim gradovima zemlje. Razmjerno značajan broj hrvatskih geografa djelovao je u novije vrijeme i stalno je aktivan na geografskim i drugim katedrama u Zagrebu i u drugim dijelovima zemlje. U radu se posebna pažnja posvećuje razvoju geografskog studija u Zadru, te oblicima studiranja na bivšim pedagoškim akademijama, višim i visokim pedagoškim školama, kao i na pedagoškim, pomorskim, ekonomskim, turističkim i hotelijerskim, političkim, agronomskim, vojnim, kartografskim i drugim visokim učilištima. ; Besides the central Department of Geography and the Institutes of the University of Zagreb's Faculty of Science, the tradition of development of modern geographic thought and science in Croatia is also associated with other higher-education institutions in the country. A significant number of Croatian geographers have been affiliated with science departments (geographic or other)in Zagreb, as well as in the rest of Croatia. This paper is particularly focused on the development of the study of geography in Zadar, as well as the other geography studies at former academies of pedagogy, pedagogical colleges and schools for teacher training, economic, tourist, political, agronomical, military, cartographic and other higher-education institutions.

Promatrajući habsburšku obrazovnu politiku prema mađarskom i hrvatskom plemstvu 1760-ih kroz perspektivu bečkog suda, autorica analizira pokušaje bečkog dvora da nadvlada suprotstavljene interese tradicionalnih struktura vlasti i protomoderne države. Kako je Habsburška Monarhija preuzimala kontrolu nad obrazovanjem u drugoj polovici 18. stoljeća, obrazovanje se usmjeravalo na sadržaje koji favoriziraju interese vladarskog suverena te pokušaji "političkog discipliniranja" postaju sastavni dio nastavnog materijala. Te su tendencije postale osobito istaknute u reformi pravnog obrazovanja kroz koje se tada definiraju odnosi između vladara i staleža, između države i njezinih stanovnika, kao i prava i obveze političkih subjekata, s naglaskom na značenje javnog dobra, blagostanja i potreba vremena. Obrazovna politika bečkog dvora u 1760-ima predstavljala je preokret u povijesti pravnog obrazovanja u Mađarskoj i Hrvatskoj, kao i razdoblje utvrđivanja novih obrazovnih standarda za javne službenike. ; Examining the Habsburg educational policy towards the Hungarian and Croatian nobility in the 1760s through the perspective of the Vienna Court the author analyses the Court's attempts to overcome conflicting interests of the traditional structures of the estates and the proto-modern state. With the Vienna Court assuming control over education in the second half of the 18th century, tendencies began to appear focusing education on contents that favour the interests of the ruler's sovereignty and attempts to 'politically discipline' become a constituent part of teaching material. These tendencies became especially prominent in the reform of legal education through which relations between the ruler and the estates, between the state and its inhabitants as well as the rights and obligations of political subjects were defined, with emphasis on the meaning of public good, prosperity and necessities of time. The Vienna Court's education policy in the 1760s presented a turnabout in the history of legal education in Hungary and Croatia and a period of assertion of new educational standards for public servants.

U ovome radu razmatraju se mogućnosti i izazovi odgoja i obrazovanja usmjerenog prema razvoju učeničkih kompetencija. Polazeći od konteksta suvremenog društva, u okviru kojeg dolazi do usmjeravanja obrazovnih politika i njihovih sustava prema razvoju učeničkih kompetencija, te na temelju analitičkog razmatranja složenosti pojma kompetencije i pokušaja njegova određenja u kontekstu odgoja i obrazovanja, razmotrena su i deskriptivno određena temeljna obilježja odgoja, obrazovanja i kurikuluma usmjerenih prema razvoju učeničkih kompetencija, kao i prednosti i nedostatci takvoga pristupa obrazovanju. Pregledom domaće i strane literature te metaanalizom dosadašnjih razmatranja dolazi se do zaključka da je holistički pristup kompetencijama, u okviru kojeg se one određuju kao višedimenzionalna i transferalna kvaliteta djelovanja, najprihvatljiviji za kontekst općeg i obveznog obrazovanja i predstavlja svojevrstan potencijal za podizanje njegove kvalitete. Izazovi takvoga pristupa i njegova implementacija u odgojnoobrazovni kontekst hrvatskoga školstva složeni je zadatak za nadolazeću kurikulumsku reformu. Osnovni cilj trebalo bi biti ostvarenje pozitivnih obilježja i potencijala koje takav pristup nudi, osobito u smislu njegova doprinosa cjeloživotnom učenju i obrazovanju. ; Tis paper attempts to provide overview of the opportunities and challenges of education oriented towards the development of students' competencies. Based on a description of attributes of contemporary society, where educational policies and their systems are become focused to the development of students' competencies, and considering the complexity of this concept and attempts of its determination in the context of education, author considers fundamental characteristics of education and curriculum oriented towards the development of students' competencies, as well as the advantages and disadvantages of this approach to education. Based on a review of literature on the subject of competencies in education and meta-analysis of previous papers, the author fnds that the holistic approach to competencies, wherein they are defned as multidimensional and transferral quality of action, is the most suitable for the context of primary and compulsory education, and represents a unique potential to raise its quality. Te challenges of this approach and its implementation in Croatian educational context is a complex duty for the upcoming curriculum reform. Te main goal should be achievement of positive characteristics and potential that this approach offers, particularly in terms of its contribution to lifelong learning and education. ; Dieses Papier versucht, einen Überblick über die Chancen und Herausforderungen der Bildung zu geben, die auf die Entwicklung der Kompetenzen der Studierenden ausgerichtet sind. Auf der Grundlage einer Beschreibung der Attribute der zeitgenössischen Gesellschaf, in der sich die Bildungspolitik und ihre Systeme auf die Entwicklung der Kompetenzen der Schüler konzentrieren und die Komplexität dieses Konzepts und die Bemühungen ihrer Entschlossenheit im Rahmen der Bildung berücksichtigen, berücksichtigt der Autor grundlegende Merkmale von Bildung und Curriculum, die auf die Entwicklung der Kompetenzen der Studierenden ausgerichtet sind, sowie die Vor- und Nachteile dieses Bildungsansatzes. Auf der Grundlage einer Literaturrecherche zum Tema Kompetenzen in der Bildung und Metaanalyse früherer Zeitungen stellt der Autor fest, dass der ganzheitliche Kompetenzansatz, in dem sie als multidimensionale und übertragende Wirkungsqualität defniert sind, für den Kontext am geeignetsten ist Der Primar- und Schulpflicht und stellt ein einzigartiges Potenzial dar, um seine Qualität zu erhöhen. Die Herausforderungen dieses Ansatzes und seine Umsetzung im kroatischen Bildungskontext sind eine komplexe Aufgabe für die bevorstehende Curriculumsreform. Das Hauptziel sollte die Erreichung positiver Merkmale und Potenziale sein, die dieser Ansatz vor allem im Hinblick auf seinen Beitrag zum lebenslangen Lernen und Bildung bietet.

Zaštitna arheološka istraživanja na prostoru Vojarne u Osijeku obuhvatila su prostor gradnje Učiteljskoga fakulteta. Među nalazima iz razdoblja antike izdvajaju se brojni keramički nalazi iz 1. i prve polovice 2. st. po Kr., s naročito bogatom građom iz razdoblja vladavine Flavijevaca. Prisutnost rimske vojske u istome razdoblju predmet je rasprave, stoga se prikazuju pojedini metalni nalazi koji se mogu povezati upravo s rimskom vojnom opremom i time pružiti dodatne argumente raspravi. Riječ je o dijelovima pojasne garniture (pojasne kopče i okov te privjesak) i konjske opreme (privjesci, zvona) koji se datiraju u 1.-2. st. po Kr. ; The rescue archaeological excavations in the Barracks area in Osijek encompassed the area of the future Faculty of Education. Among the finds dated to Antiquity, there are numerous ceramic finds from the 1st and 2nd century AD, with the particularly notable presence of material datable to the Flavian era. The presence of the Roman army during this period remains debatable, so selected metal finds associated with the Roman army are presented here in order to contribute to the discussion. These are parts of military belt sets (belt fittings and buckles, a pendant) and horse gear (pendants, bells) dated to the 1st – 2nd century AD.

Im theoretischen Teil der Arbeit werden das Konzept der nachhaltigen Entwicklung, die Wichtigkeit der Bildung zur nachhaltigen Entwicklung, mit der die nachhaltige Zukunft verwirklicht werden kann, die Verantwortung für systematische Förderung und Durchführung der Bildung zur nachhaltigen Entwicklung, sowie die Notwendigkeit der Implementierung des Themas der Nachhaltigkeit in die Studienprogramme kurz erklärt. Im empirischen Teil der Arbeit werden die Ergebnisse der im Jahre 2016 durchgeführten Forschung an der Universität in Rijeka (N=1347) präsentiert, die dann mit den Ergebnissen der im Jahre 2010 durchgeführten Forschung (N=1001) verglichen werden. Von Befragung der Studenten zu einigen Dimensionen der Bildung zur nachhaltigen Entwicklung wird dann deren Interesse an verschiedenen Themen und damit verbundenen Studienprogrammen der nachhaltigen Entwicklung analysiert, dann die Wahrnehmung der Möglichkeiten und Arten der Implementierung der Problematik der nachhaltigen Entwicklung in die Studienprogramme und schließlich die Wahrnehmung der Verantwortung für eine systematische Förderung und Durchführung der Bildung zur nachhaltigen Entwicklung. Aus dem Vergleich beider Forschungen aus den Jahren 2010 und 2016 kann man den Schluß ziehen, dass ähnliche Kollegs und Themen angeführt werden, und dass Studenten aus dem Muster aus 2016 weniger Interesse an allen angebotenen Ebenen des Studiums aus dem Bereich der nachhaltigen Entwicklung zeigen. Weiterhin hebt ein Teil der Studenten hervor, dass sie nicht über genug Wissen über die nachhaltige Entwicklung verfügen und ein Teil von ihnen findet, dass man das Thema der Nachhaltigkeit in frühere Ebenen der Bildung implementieren sollte. Was ihr Interesse am Thema der Nachhaltigkeit betrifft, heben sie größtenteils die Notwendigkeit hervor, die Themen in die Studienprogramme einzuschließen, die sich auf Menschenrechte, Nahrungssicherheit, Armut und Entwicklung, Gleichberechtigung der Geschlechter und die Qualität von Luft und Wasser beziehen. Studenten weisen ein ...

Opšte poznato je da sigurnosni sistem i drugi sistemi određeni su i zavisni od političkog sistema i Ustavnog poretka, takođe i kvalitet sigurnosnog sistema u jednoj državi zavisi i od mnogih drugih faktora , ali značajnih u određenim vremenskim periodima. Edukacija, profiliranje u edukacionom smislu je faktor od značaja u današnjem vremenu, pogotovo kada imamo u vidu transnacionalne sigurnosne izazove i razne druge izvore ugrožavanja. Sigurnosni sistem Kosova je, vremenski rečeno, kasnije konsolidiran u uporedbi sa drugim sistemima, poznavajući delikatnost oblasti sigurnosti u mladoj državi, ali zahvaljujući i edukaciji i školovanjem mladih kadrova kroz nekoliko programa studija,ovaj sistem je kvalitetno kosolidiran u profesionalnom smislu, i kvalitet usluga ovog sistema je bio na očekivajućem nivou. To znači da sigurnosnostanje na Kosovu je bilo, a i sada je na zadovoljavajućem nivou, ili drugačije rečeno, u prosjeku stanje je sigurnosno gledajući stabiljnije nego u drugim državama u regiji. Profil kriminalista i kriminologa na Kosovu do 2009.godine bio manje poznat u javnosti dok u raznim konkursima nije nigdje bio evidentiran kao profil ili smjer, dok poslije završetka i diplomiranja kadrova iz prve generacije programa Kriminalistike i Kriminologije i zaposlenja određenog broja istih, javnost i institucije su sa skepsom prihvatili, ali brzo i shvatili značaj i doprinos ovog profila u sigurnosnom sistemu Kosova. Danas svjedočimo implementaciji tih mladih kvalificiranih školovanih kadrova koji stvaraju radne odnose i ugovore u zaposlenju u podsistemima sigurnosnog sistema Kosova. Prezentacija geneze, tog sada već dugoročnog, uspjeha cilj je ovog autorskog uradka. --- It is generally known that the security system and other systems are defined by and dependent on the political system and constitutional order;also the quality of the security system in one country depends on many other factors, relative to given time periods. Education, profiling in an educational sense, is the factor of importance today, especially when we take into account the transnational security challenges and a variety of other sources of threats. Security system in Kosovo is recently consolidated in comparison with other systems, given the delicacy of the area of security in the young country, but thanks to the training and education of young staff through a number of programs of study, one can say that this system is well consolidated in the professional sense, and in the quality of its services. This means that security in Kosovo was, and still is at a satisfactory level, or in other words, the average balance of the security appears more stable than in other countries in the region. Profile of a criminalist and criminologists in Kosovo was less known to the public until 2009 when the first cohort graduated in Criminal Justice and Criminology. They were consequently employed even thouhg not without a doze of initial scepticism; however, employers quickly realized the importance and contribution of the profiles in the security system in Kosovo. Today we are witnessing performance of these young qualified educated professionals employed in the subsystems of the security system in Kosovo. The main purpose of this article is to present the this already long-termsuccess of this new profile of professionals in the Kosovo security system.

Plemićka vojna akademija u Bečkom Novom Mjestu otvorena je 1752. o državnom trošku, a cilj habsburških vlasti bio je da bude komplementarna viteškoj akademiji Terezijanumu (osnovan 1746. pod isusovačkom upravom). Naime, ondje su se školovali mladi plemići za rad u civilnoj službi, dok je Bečko Novo Mjesto bilo namijenjeno obrazovanju časnika. Marija Terezija osigurala je stipendije za četristotinjak kadeta iz siromašnijih plemićkih obitelji, kao i za sinove zaslužnih časnika koji su dokazali lojalnost u vojnoj službi. Prije Plemićke akademije dječaci mlađi od 14 godina pohađali su tzv. Pripremnu vojnu školu u Beču. Obje ustanove spojene su 1769. u c. i k. Terezijansku vojnu akademiju. Učiteljski kadar, koji je isprva bio samo svjetovni, tj. časnički, nastavljao je tradiciju humanističkih i baroknih viteških akademija te usvajanja "viteških vještina i vojnih vrlina" koje su bile usmjerene više na fizičku spremnost nego na stjecanje suvremenih znanja o ratovanju koja su bila potrebna za profesionalizaciju vojske. U radu se prikazuju reforme i promjene koje su se provodile na Akademiji za vrijeme Marije Terezije i Josipa II. u nastojanju da se osuvremeni časničko obrazovanje i da se uz pomoć prosvjetiteljskih načela razvije nadnacionalni "austrijski patriotizam" koji bi bio glavni temelj lojalnosti budućih časnika. Ta nastojanja kulminirala su za vrijeme uprave prosvijetljenog pedagoškog pisca, austrijskog generala i češkog grofa Franza Josepha Kinskog (1779.-1805.), čiji su odgajateljski koncepti i djelovanje opširnije predstavljeni. ; The Noble Military Academy at Wiener Neustadt was opened in 1752 at state expense, and the aim of the Habsburg authorities was to make it a counterpart of the Theresianum Knight Academy (founded in 1746 under the Jesuit administration). Young noblemen were trained there for work in civil service, while the academy at Wiener Neustadt was intended for officer education. Maria Theresa secured scholarships for ca. four hundred cadets from poorer noble families, as well as for sons of deserving senior officers. Boys under the age of 14 attended the so-called Preparatory Military School in Vienna before being admitted at the Wiener Neustadt Noble Military Academy. Both institutions were merged in 1769 into one Imperial and Royal Theresian Military Academy. Teachers, who were at first only secular, that is, coming from the officer class, continued the tradition of humanist and baroque knight academies and the adoption of "knightly skills and military virtues," aimed at the acquisition of physical readiness rather than the contemporary knowledge of warfare needed to professionalize the army. This paper presents the reforms and changes that took place at the Theresian Military Academy during the reign of Maria Theresa and Joseph II with the intention of modernizing officer education and developing the supra-national "Austrian patriotism" based on the Enlightenment principles as the main foundation of the future officers' loyalty. These efforts culminated during the command of the enlightened pedagogical writer, the Austrian general and Bohemian aristocrat, Franz Joseph Kinsky (1779-1755), whose educational concepts and actions are here extensively presented.

U radu se raspravlja o operacionalizaciji obrazovnih politika o pravima djece. Prava djece primarno proizlaze iz temeljnih ljudskih prava koja promiču zadovoljavanje bioloških, socijalnih, psiholoških, intelektualnih i duhovnih potreba. Donošenjem Konvencije o pravima djeteta 1989. godine dolazi do promjene u poimanju prava djece te se ističe aktivna uloga djeteta kao nositelja vlastitih prava. Promiče se i filozofija inkluzije kako bi se svoj djeci pružile jednake mogućnosti te osigurao rast i razvoj u skladu s individualnim sposobnostima svakog djeteta. Cilj ovog istraživanja bio je ispitati način na koji se djeca i djetinjstvo prikazuju u dokumentima o pravima djece, s naglaskom na aktivnu ulogu djeteta nasuprot zaštitničkom stavu prema djetetu te u kojoj mjeri i na koji način su u dokumentima o pravima djece zastupljene temeljne inkluzivne odrednice. Rezultati kvalitativne deskriptivne analize ključnih dokumenata ukazuju na to da iako se u literaturi promiče uloga djeteta kao aktivnog sudionika i nositelja vlastitih prava taj je koncept potrebno i dalje razvijati. ; The paper discusses the operationalization of education policies on children's rights. Children's rights primarily derive from fundamental human rights that foster the fulfillment of the biological, social, psychological, intellectual and spiritual needs of all. Adoption of the 1989 Convention on the Rights of the Child has brought a change in the understanding of the children's rights, whereupon the active role of the child as the holder of her/his own rights has become recognized as well as the philosophy of inclusion, which provides equal opportunities for all children and ensures the growth and development in accordance with the individual abilities of every child. The aim of this paper is to examine how children and childhood are presented in the documents on children's rights, with an emphasis on the active role of the child and protective attitude towards the child. The paper also seeks to examine in what way and to what extent the fundamental inclusive principles are represented in the documents on children's rights. The results of a qualitative descriptive analysis of documents indicate that although relevant literature promotes the role of the child as an active participant and a holder of her/his own rights, the aforementioned concept needs to be further developed.

This article focuses on the presence of the concept of dissimilitude in the selection of literary texts for children prescribed by the syllabi in Croatia and Serbia. The comparative analysis is based on providing a list of texts for the first cycle of education in the two syllabi through a concept-based (transcending the text) observation of dissimilitude, as well as a content-based (text-inherent) analysis of the presence of dissimilitude in these texts in its broadest sense. In the literary texts prescribed by the Republic of Croatia and the Republic of Serbia, the field of dissimilitude thematization can largely be attributed to the nature of the literary work itself, rather than the curricular or concept-based education policy behind the current syllabi. The paper presents results of the analyses of the two syllabi that are conceptually quite different. The aim of this paper is to compare educational strategies for teaching literature in two countries – Croatia and Serbia – by analysing the presence of dissimilitude in a selection of literary texts. ; U radu se razmatra prisutnost koncepta različitosti u izboru književnih tekstova za djecu koje propisuju nastavni programi u Hrvatskoj i Srbiji. Komparativna analiza polazi od popisa tekstova za prvi ciklus školovanja u oba programa i uočavanja koncepta različitosti u samim programskim koncepcijama (transcedentno tekstu), ali i sadržajima, putem analize prisustva najšire shvaćene teme različitosti u tim tekstovima (imanentno tekstu). U tekstovima propisanim u RH i RS s obzirom na polje tematizacije razlika se u najvećoj mjeri može pripisati prirodi djela, a ne programskoj i koncepcijskoj obrazovnoj politici važećih programa. U radu se iznose rezultati analiza programa koji su koncepcijski sasvim različiti. U odnosu na koncept različitosti u djelima oba programa razmatra se niz problema koji prate fenomen razlike. Cilj je rada usporediti obrazovne strategije nastave književnosti dviju zemalja – Hrvatske i Srbije – na primjeru analize prisustva koncepta različitosti u izboru književnog teksta.

Education & breeding, like culture in general, are, in the broadest sense, universal human phenomena inseparably linked & interactive. Anthropology, generally speaking, is a holistic science of man, his nature, & culture, so its approach & findings are always current, even in the scientific pedagogic treatment of education & its application. Because of that, the notions "education & breeding" & "anthropology," as a science of man & culture, are first theoretically determined so they can both contextually & explicitly be deduced & their necessary dialectical connection & mutuality be ascertained. The second, applied part of this paper is about religious education (scientifically, religiologically based) as a school subject & studies in the context of democratic social & political changes in Croatia & their relation to catechism. Adapted from the source document.