Suchergebnisse

Rasprave i istraživanja o europskoj dimenziji u obrazovanju godinama zauzimaju prostor u europskoj obrazovnoj politici te znanstvenom i stručnom prostoru, dok je u hrvatskom okruženju interes za navedenu temu znatno slabiji. Također, tema nije bila dovedena u vezu s radom školskih pedagoga kao što nije otvarano pitanje kompetencija za implementaciju ovoga koncepta u njihov svakodnevni rad. Temeljem rezultata nacionalnog istraživanja o kompetencijama školskih pedagoga, koje su uključivale i kompetencije europske dimenzije, u radu će biti izneseni rezultati istraživanja te prijedlozi i preporuke za implementaciju sadržaja ovoga koncepta u visokoškolsko obrazovanje i stručno usavršavanje. ; Discussions and research on the European dimension in education for years occupy space in European education policy and scientifc and professional area, while in the Croatian environment interest in this subject much weaker. Also, the topic was not correlated with the work of school pedagogues such has not opened the question of competence to implement this concept in their daily work. Based on the results of national research about the competence of school pedagogues, involving the competences of the European dimension, the work will be presented the results of studies and proposals and recommendations for the implementation of the contents of this concept in higher education and vocational training. ; Diskussionen und Forschung über die europäische Dimension im Bildungswesen seit Jahren besetzen Raum in der europäischen Bildungspolitik und der wissenschaflichen und beruflichen Bereich, während in der kroatischen Umgebung Interesse an diesem Tema viel schwächer. Außerdem wurde das Tema nicht mit der Arbeit der Schule PädagogInnen korreliert so hat die Frage der Zuständigkeit eröffnet dieses Konzept in ihrer täglichen Arbeit umzusetzen. Basierend auf den Ergebnissen der nationalen Forschung über die Kompetenz der Schulpädagoginnen, die Kompetenzen der europäischen Dimension beteiligt, wird die Arbeit, die Ergebnisse von Studien und Vorschläge und Empfehlungen für die Umsetzung der Inhalte dieses Konzepts im Bereich der Hochschulund Berufsbildung vorgestellt .

Rad je razmatra pitanja uspostavljanja i razvijanja pedagoškog pluralizma u obrazovnoj politici i praksi u Srbiji u razdoblju od sredine 20. stoljeća do danas. Pod pedagoškim pluralizmom podrazumijevamo uvažavanje i afirmaciju različitih pedagoških koncepcija i pristupa u razvijanju teorije i prakse obrazovanja, odnosno njegovanje različitih teorijskih orijentacija u području obrazovanja, kao i omogućavanje i ostvarivanje alternativnih rješenja glede organizacije i funkcioniranja školskog i nastavnog rada u odnosu na dominantni model školovanja. U vrijeme jugoslavenskog socijalističkog sustava, koga karakterizira nepostojanje demokratskog političkog poretka i odsustvo njegovanja pluralističkih stavova i vrijednosti, izostao je i pedagoški (i školski) pluralizam. Povoljniji uvjeti za razvoj pedagoškog i školskog pluralizma u Srbiji stvoreni su u post-socijalističkom razdoblju. Nakon 90-tih godina 20. stoljeća otvorena je mogućnost osnivanja privatnih odgojno-obrazovnih ustanova, a od nedavno i vrtića i škola posebne pedagoške orijentacije (tj. alternativnih škola). Također, u proteklom razdoblju realiziran je veći broj projekata, programa i obuka usmjerenih ka unaprjeđenju kvalitete nastavnog i školskog rada, u okviru kojih se mogu prepoznati ideje i koncepti karakteristični za reformne pedagoške pokrete. Međutim, dojam je da se inicijative i napori kojima se podupire pluralizam u obrazovanju, a koji dolaze od znanstvene i stručne javnosti, kao i od prosvjetnih vlasti, odnose uglavnom na demokratizaciju i unaprjeđivanje kvalitete obrazovanja unutar javnog sustava školstva, a ne na promoviranje i podršku privatnom obrazovanju i/ili alternativnim pedagoškim koncepcijama u njihovom izvornom obliku. ; The paper addresses the issue of introducing and fostering pedagogical pluralism in the education policy and practice in Serbia from the mid-20th century onwards. Pedagogical pluralism implies the appreciation and affirmation of different pedagogical conceptions and approaches aimed at developing education theory and practice, i. e. the promotion of different theoretical orientations in the field of education, as well as the implementation of alternative solutions to the organisation and functioning of school work and teaching that differ from the prevailing education model. During the Yugoslav socialist system characterized by the lack of a democratic political order and pluralistic attitudes and values, there was no room for pedagogical (and school) pluralism either. More favourable conditions for the development of pedagogical and school pluralism in Serbia were created in the post-socialist period. After the 1990s, possibilities opened up for privately founded educational institutions, and since recently – kindergartens and schools with special pedagogical orientation (alternative schools). A significant number of projects, programmes and trainings were also implemented in the previous period aimed at enhancing the quality of school work and teaching conveying the ideas and concepts typical of reform pedagogy movements. However, it seems that the initiatives and efforts encouraging pluralism in education undertaken by the academic community and the education authorities are directed more at fostering the democratisation of education and improving its quality inside the public school system and less at promoting and supporting private education and/or alternative pedagogical approaches in their original form.

Tijekom revolucionarnih previranja 1848.-1849. u Habsburškoj Monarhiji u duhu liberalnih ideja, među ostalima, izneseni su zahtjevi za donošenjem ustava i uvođenjem građanskih i političkih sloboda i prava. Među navedenim slobodama i pravima posebno mjesto zauzimale su sloboda tiska i s njom povezane sloboda izražavanja misli u usmenom i pismenom obliku, vjerska i nacionalna jednakopravnost te sloboda učenja i poučavanja. Revolucionarnim pobunama potaknuto ostvarenje tih zahtjeva stvorio je pozitivnu atmosferu i omogućilo formuliranje i provođenje modernizacijskih reformi u školstvu Habsburške Monarhije, a vrlo pozitivno odrazilo se i na hrvatsko školstvo. Uvođenje slobode tiska dalo je snažan zamah razvoju tiska u Hrvatskoj i jačanju uloge javnog mnijenja. Zagrebački politički listovi od početka 1848. godine postaju forum u kojemu prosvjetni djelatnici i intelektualci različitih profesija raspravljaju o ulozi škole u društvu, odnosu škole i Katoličke crkve, prikazuju aktualno stanje u hrvatskome školstvu i donose prijedloge i konkretne mjere za njegovo poboljšanje. U to vrijeme organiziraju se prvi sastanci učitelja na kojima su raspravljali o svom profesionalnom statusu i problemima struke. Prosvjetni odsjek Banskoga vijeća (de facto samostalne hrvatske vlade od rujna 1848. do lipnja 1850.) rukovodio je svim poslovima vezanima za školstvo i, unatoč brojnim objektivnim ograničenjima, uveo je hrvatski kao nastavni jezik u većinu škola u Hrvatskoj, ostvario je određene uspjehe u izdavanju školskih udžbenika na hrvatskom jeziku, provodio je zapošljavanje učitelja na temelju javnih natječaja i provjere profesionalne osposobljenosti kandidata neovisno o njihovoj vjerskoj pripadnosti i društvenom statusu, rješavao je financijske probleme škola i učitelja, i donošenjem zakonske osnove o ustroju hrvatskog školstva 1849. godine (prema austrijskoj liberalnoj osnovi o preustroju školstva na svim razinama) postavio je temelj za daljnju modernizaciju hrvatskog školstva. ; This paper presents how the 1848 – 1849 revolutionary turmoil gave rise to the political and social atmosphere that enabled the realisation of certain liberal ideas, political rights and freedoms, freedom of learning and instruction among others, and gave the crucial incentive for the beginning of modernisation reforms in the education system of the Habsburg Monarchy and Croatia.

Tijekom i nakon Drugog svjetskog rata grane Agitprop-a jugoslavenske Komunističke partije i povezane Komunističke partije Julijske krajine započeli su s objavom periodike za teritorije koje su kontrolirali u Istri, a neki od tih novosti bili su namijenjeni ženskoj publici. Ove žensko orijentirane publikacije djelovale su kao poticaj istarskim ženama koje su govorile talijanski da se mobiliziraju, bilo vojno kroz partizansku borbu, bilo politički za ostvarenje novog socijalističkog društva putem političke edukacije i aktivnog sudjelovanja. S jedne strane KPJ je navodila općenite marksističke teze o rodnoj jednakosti, dok je s druge djelovala unutar konteksta već postojećih fašističkih politika socijalne segregacije i obezvrijeđivanja žena. Temeljni izvori koji su ovdje analizirani odnose se na časopis La Donna Istriana te dvije različite publikacije istog imena Donne, kao i ratni pamflet 8 marzo. ; During and after the Second World War, the Agitation and Propaganda branches of the Yugoslav Communist Party and the related Communist Party of the Julian March started the publication of periodical news issues in the territories they controlled in Istria, and some of these issues were aimed at female audiences. These femaleoriented publications encouraged the Italian-speaking Istrian women to mobilize both militarily, in the partisan struggle, and politically, for the construction of the new socialist society through political education and active participation. On the one hand the KPJ made reference to generic Marxist gender egalitarianism; on the other hand, though, it was acting within the context of the preexisting fascist policies of social segregation and belittlement of women. The primary sources hereby analyzed are the magazine La Donna Istriana and two different publications both named Donne, as well as the wartime pamphlet 8 marzo.

Nastajanje inženjerskog polja mehatronike privlači pozornost mnogih tehničkih stručnjaka, akademika i vladinih dužnosnika u posljednjih nekoliko godina, na nacionalnoj i globalnoj razini. Glavni razlog za to je da mnogi suvremeni proizvodi više nisu čisto električni i elektronski ili mehanički. Štoviše, oni su integrirani multidisciplinarni proizvodi koji su izrađeni od podsustava koji zahtijevaju inženjersko znanje iz različitih disciplina. Tako sve veći broj sveučilišta nude tečajeve, certifikate i programe na preddiplomskoj i diplomskoj razini u području mehatronike. Ovaj članak predstavlja obrazovni program mehatronike na Fakultetu tehničkih znanosti Sveučilišta u Novom Sadu u Srbiji. Osim toga, u članku je prikazana procjena studenata programa mehatronike. Provedeno istraživanje omogućilo je bolji uvid u mišljenje studenata o ovom programu, a samim tim i vrijedne povratne informacije koje će omogućiti daljnja poboljšanja programa. ; The emerging engineering field of mechatronics has caught the attention of many engineering professionals, academics and government officials in recent years, nationally and globally. The main reason for this is that many modern products are no longer purely electrical and electronic or mechanical. Moreover, they are integrated multidisciplinary products which are made from subsystems which require engineering knowledge of different disciplines. Hence, increasing number of universities is offering courses, certificates and programs at undergraduate and graduate levels in the area of mechatronics. This paper presents an educational program in mechatronics at the Faculty of Technical Sciences, University of Novi Sad, Serbia. In addition, student evaluation of the mechatronics program is presented. The conducted survey enabled faculty to gain more insight into student opinions about this program which provided valuable feedback for further program improvements.

U radu je prikazan odnos prema djeci s teškoćama u razvoju od početka ljudske zajednice do danas. Odnosi društvene zajednice prema djeci s teškoćama u razvoju ograničavani su i obilježavani različitim karakteristikama društva u određenim povijesnim događanjima. Ekonomska i politička zbivanja snažno su utjecale na segregaciju djece s teškoćama u razvoju. Segregirajući odnos i predrasude prema osobama s invaliditetom, a posebno prema djeci s teškoćama u razvoju trajala su tisućama godina. Povijesne činjenice pokazuju da se nuđenjem većih mjera socijalne zaštite i nametanjem pasivizacije osobama s invaliditetom i djeci s teškoćama u razvoju smanjuju mogućnost društvene rehabilitacije. U nekim drugim razdobljima, posebno nakon različitih pošasti i ratnih razaranja, odnos društva prema marginaliziranim članovima mijenjao se, otvarajući im prostor uključivanja u rad i obrazovanje. U radu je prikazano kako su spomenute politike i filozofski pravci utjecali su na stvaranje vrijednosti i uvjerenja šire društvene zajednice prema djeci s teškoćama u razvoju. Danas, za ostvarivanje odgoja i obrazovanja u inkluzivnom društvu, samo zakonodavstvo koje je izrazito važno i jasno, ipak je nedovoljno bez principa prilagođenih odgoju i obrazovanju svake zajednice. ; The paper describes the attitude towards children with disabilities from the beginning of human society to this day. Terms of community relations towards children with disabilities are constrained and marked with different social circumstances and historical events. Economic and political developments have strongly influenced for segregation children with disabilities. Segregated attitude and prejudice against people with disabilities, especially towards children with disabilities have lasted thousands of years. Historical facts show that by offering greater social protection measures and the imposition of passivity people with disabilities and children with disabilities reduces the possibility of their social rehabilitation. In other periods, especially after the scourge of war, disease and natural disasters, social attitudes towards marginalized changed by opening their premises involvement in work and education. Mentioned politics and philosophical lines influenced on the creation of values and beliefs towards children with disabilities in different historical periods. Today, for the realization of education in an inclusive society except the legislation, who is extremely important and clearly, still is not enough without the principle of customized education of each community.

The Chinese Belt and Road Initiative will open new trade routes between China and the European Union (EU) and increase competition pressures on smaller EU member states. This article ranks where states like Estonia stand internationally in terms of innovativeness (and consequent competitiveness) by conducting an econometric study of patent development, education policy and research and development (R&D) expenditure policy. The authors claim that small member states such as Estonia should follow the example of countries such as Germany and adopt policies which focus more on increased public spending on R&D and innovation in public universities of science and technology, and raise support for high tech startups with a strong focus on international patenting. Member States must go further and subsidise R&D activities by focusing, inter alia, on filing of foreign patents such as triadic patents. ; The Chinese Belt and Road Initiative will open new trade routes between China and the European Union (EU) and increase competition pressures on smaller EU member states. This article ranks where states like Estonia stand internationally in terms of innovativeness (and consequent competitiveness) by conducting an econometric study of patent development, education policy and research and development (R&D) expenditure policy. The authors claim that small member states such as Estonia should follow the example of countries such as Germany and adopt policies which focus more on increased public spending on R&D and innovation in public universities of science and technology, and raise support for high tech startups with a strong focus on international patenting. Member States must go further and subsidise R&D activities by focusing, inter alia, on filing of foreign patents such as triadic patents.

Povijesna izmjena pedagoških ideja i usmjerenja koja ih utemeljuju pokazuju upućenost pedagogije prema općim tijekovima društvenog razvoja. Svako povijesno razdoblje stvara interpretativan okvir odgoja djece. Tumačenja odgojno-obrazovnih koncepata zavisna su od političko-ekonomsko-gospodarskog konteksta življenja zajednice, opće filozofije koja se društveno zagovara i značajki razvoja raznih znanstvenih disciplina. Uvažavajući društveni kontekst, pedagoška paradigma konceptualizira se stvarajući autentične znanstvene spoznaje i prihvaćajući saznanja komplementarnih znanosti. Radom se razmatraju sličnosti i razlike tradicionalne i suvremene pedagoške paradigme vezane uz kontekst ranog i predškolskog odgoja. Također se izdvajaju znanstvene pretpostavke, polazišta i istraživanja disciplina s kojima suvremena odgojno-obrazovna paradigma dijeli isti predmet interesa, a pomoću kojih osmišljava i na temelju kojih zastupa svoj odgojno-obrazovni pristup. Problematizira se način implementacije suvremenih odgojno-obrazovnih koncepata u praksu ranog i predškolskog odgoja i obrazovanja. Kroz prethodno navedena težišta promatra se na koji način suvremeni pedagoški koncept zastupa svoj autentičan pristup i u kojoj mjeri njegovi principi odmiču, a koliko se nastavljaju na prevladane pedagoške prakse. ; Historical changes in pedagogical ideas and orientations that underpin them show that pedagogy orientates towards the general course of social development. Each historical period creates an interpretative framework for children upbringing. Interpretations of educational concepts depend on the political-economic context of community life, general philosophy advocated by society, and the characteristics of development of various scientific disciplines. Taking into account the social context, pedagogical paradigm is conceptualized by creating authentic scientific knowledge and accepting the knowledge of complementary sciences. This paper discusses similarities and differences between traditional and contemporary pedagogical paradigms in relation to the context of early and preschool education. It also highlights scientific assumptions, starting points and studies of the disciplines with which the contemporary educational paradigm shares the same subject of interest, and through which it conceives and underpins its educational approach. It also problematizes introduction of contemporary educational concepts into practice of early and preschool education. The aforementioned allows focusing on the way in which contemporary pedagogical concept represents its authentic approach, how its principles depart, and in what way they continue on pre-established pedagogical practices.

The 'dilemmas' between multilingualism in theory and English as a lingua franca in practice concern the post-Bologna European higher education as a whole. The article presents the case of Slovenia by furthering the analysis of similar quandaries present in the Slovenian (higher education) language policy. The state of affairs is addressed by acknowledging the status of Slovenian as the official language of the Republic of Slovenia, as well as the need for a greater inclusion of foreign students and teachers and for further enhancement of the quality of higher education. The results of surveys conducted among the most important stakeholders in the Slovenian higher education in October 2012, with the aim of researching the viewpoints on the use of languages of instruction in higher education, are presented. The results were analysed with a view to the expressed standpoint on language use in higher education, which led to the formation of three opinion groups within the sample of students and university teachers of the University of Ljubljana. Based on the analysis of accessible sources, discussions, opinions, surveys and interviews some recommendations on the regulation of language use in higher education in Slovenia are provided. ; "Nedoumice" između višejezičnosti u teoriji i engleskoga kao lingue france u praksi tiču se poslijebolonjskoga europskoga visokog obrazovanja u cjelini. Ovaj rad prikazuje primjer Slovenije putem analize sličnih izazova prisutnih u slovenskoj (visokoobrazovnoj) jezičnoj politici. Stanje se stvari sagledava s aspekta prihvaćanja statusa slovenskoga jezika kao službenoga jezika Republike Slovenije, kao i prihvaćanja potrebe za većom uključenosti stranih studenata i nastavnika i daljnjeg unapređenja kvalitete visokoga obrazovanja. U radu se predstavljaju rezultati ispitivanja koja su provedena u listopadu 2012. godine među najvažnijim dionicima slovenskoga visokog obrazovanja s ciljem istraživanja stajališta o uporabi jezika poučavanja u visokome obrazovanje. Rezultati su analizirani s pogledom na izraženo stajalište u vezi s uporabom jezika u visokome obrazovanju, što je dovelo do uspostavljanja triju skupina mišljenja unutar uzorka studenata i nastavnika Sveučilišta u Ljubljani. Na temelju analize dostupnih izvora, rasprava, mišljenja, ispitivanja i intervjua donose se određene preporuke o regulaciji uporabe jezika u visokome obrazovanju u Sloveniji.

Osnovni cilj ovoga rada jeste utvrditi elemente savremenog pristupa organizaciji i sprovođenju praktične nastave u edukaciji za socijalni rad, te ih identifikovati u praktičnoj nastavi socijalnog rada u BiH. Rad se sastoji iz dva dijela. U uvodnom dijelu analizirana su određenja i obilježja praktične nastave u edukaciji za socijalni rad, te sa njima srodni koncepti iskustvenog učenja i refleksije. U drugom dijelu, analizirana su obilježja praktične nastave u edukaciji za socijalni rad u BiH, na tri različite škole: Odsjek za socijalni rad Fakuleteta političkih nauka Univerziteta u Sarajevu, Odsjek za socijalni rad Filozofskog fakulteta Univerziteta u Tuzli i Studijski program socijalnog rada, sa Fakulteta političkih nauka Univerziteta u Banjoj Luci. Analiza je izvršena na dva načina. Prvi je kroz identifikovanje osnovnih obilježja modela praktične nastave na sva tri fakulteta, a u odnosu na osnovne elemente koji su utvrđeni prethodnom teorijskom analizom. Potrebni podaci su dobijeni primjenom metode intervjua sa predstavnicima osoblja fakulteta, koji su odgovorni za praktičnu nastavu studenata. Da bi se utvrdio pravac i kvalitet razvoja modela praktične nastave na ovim fakultetima, analizarana su njihova obilježja u odnosu na školsku 2011/12 godinu sa jedne, i osam godina kasnije - školsku 2019/20 godinu, sa druge strane. Drugi pristup se zasniva na komparativnoj analizi silabusa predmeta praktične nastave, u odnosu na dva obilježja: 1) ciljevi i definisani ishodi; i 2) metode nastavnog procesa. Rezultati ukazuju na razvojni pomak, u smislu povećanja broja sati i predmeta u kojima se organizuje praktična nastava, kontiuiranu pripremu studenata prije terenske prakse, te organizovanje prvih edukacija za mentore. Priručnik za praktičnu nastavu i veća podrška i usmjerenje mentorskog angažmana sa jedne, te metode kojima se razvijaju kritičko mišljenje, naučni stav i otvorenost za nove perspektive, sa druge strane, ostaju poseban izazov za dalji razvoj praktične nastave. ; The main objective of this paper is to identify the elements of the contemporary approach to field education in the education of social work and to identify them in the field education of social work education programmes in BiH. The paper is divided into two parts. In the introductory part we have analyzed different definitions and general characteristics of field education in social work education, and with that related concepts of experiential learning and reflection. In the second part, we analyzed the elements of field education in education for social work in B&H at the three different schools: the Department of Social Work of the Faculty of Political Science- University of Sarajevo; Department of Social Work, Faculty of Philosophy- University of Tuzla; and the Social Work Study Program, Faculty of Political Science- University of Banja Luka. The analysis was conducted from two perspectives. The first one is through the identification of the basic features of the field education model in all three faculties, and in relation to the general elements of field education previously identified through the theoretical analysis. The required data were obtained by applying the interview method with representatives of the faculty staff who are responsible for the field education programs. In order to determine the direction and quality of development of the model of field education programs, they were analyzed according to these characteristics in relation to the school year 2011/12 on one side, and the eight years later - the school year 2019/20, on the other side. The second approach is based on a comparative analysis of the curriculum of the field subjects, in relation to the following elements: 1) goals and defined outcomes; and 2) educational process methods. The results indicate developmental step forward, in terms of increasing the number of hours and courses in which field education is organized, the continuous preparation of students before the field practice, and the organization of initial trainings for mentors. A handbook for field education and greater support and guidance for mentoring engagement, organising the educational methods for develop critical thinking with students, their scientific attitude and openness to new perspectives, remain as the biggest challenges for the further development of field education in school for social work in B&H.

Delfi metoda se već nekoliko desetljeća koristi kao prognostička metoda kojom se dobivaju podaci iz specifičnih područja istraživanja, a na temelju mišljenja i predviđanja stručnjaka toga područja. Osmišljena kako bi ukazala na trendove i mogući napredak u pitanjima koja se prvenstveno odnose na gospodarstvo, ekonomiju i politiku, uspješnošću u rezultatima pokazala se izuzetno prikladnom i u kvalitativnim istraživanjima odgoja i obrazovanja. Razlog je taj što su suvremena istraživanja usmjerena upravo na predviđanja uspješnosti određenih promjena i reformi u području odgoja i obrazovanja. Provedbi delfi metode u suvremenim istraživanjima u prilog ide ubrzani razvoj i napredak elektroničkih medija, odnosno digitalizacija komunikacije. Time se otvaraju drugačije i bolje mogućnosti provedbe delfi metode, razmjeni informacija, pristupu ispitanicima i obradi podataka. Ovaj rad donosi prikaz delfi metode, počevši od svrhe njene primjene do detaljnih metodoloških smjernica. Rad prvenstveno sadrži osvrt na rezultate suvremenih kvalitativnih istraživanja koja su delfi metodom pristupila problematici u pitanjima odgoja i obrazovanja. Ovim se radom također donose razmatranja uspješnosti primjene delfi metode u odgoju i obrazovanju, ali i neke dileme oko provedbe te istraživačke metode, a koje nalazimo u rezultatima suvremenih istraživanja ovog područja. ; Delphi method was used for several decades as a prognostic method by which information is retrieved from the specific areas of research, and is based on the opinions and predictions of experts in the field. Designed to highlight the trends and possible progress on issues primarily related to the business, economy and politics, the success of the results proved that method can also be very convenient in qualitative research studies in education. Reason for this scientific question lies in a fact that contemporary research studies are particularly focused on predicting the success of certain changes and reforms in the field of education. Implementation of the Delphi method in current research studies is supported by the rapid development and progress of the electronic media, especially digitization of communication. This opens different and better possibilities for implementation of the Delphi method, as well as for the exchange of information, access to respondents and data processing. This paper provides the overview of the Delphi method, starting from the purpose of its application to the detailed methodological guidelines. It primarily includes review of the results of the contemporary qualitative research studies that approached to the issues of education applying the Delphi method. This paper also reviews observations of successful application of the Delphi method in research studies in education, but also some dilemmas of implementation of this method that are found in results of the contemporary studies in this field of research.

Hrvatsko civilno društvo dugi je niz godina polako, ali sigurno, napredovalo u svojoj viziji i cilju. Ulaskom Hrvatske u Europsku Uniju, akterima civilnog društva otvorile su se nove mogućnosti, kako financiranja, tako i realizacije cijelog niza projekata. Osim toga, novootvorenim mogućnostima financiranja različitih projekata i pridavanjem sve većeg značaja priznavanju vještina i znanja stečenih neformalnim učenjem (Crnčić Sokol i Kostanjčar Suljada, 2009, 95), otvara se put za primjenu sociološke perspektive, teorije i metodologije na novo područje validacije i evaluacije vještina i znanja stečenih neformalnim te informalnim obrazovanjem. Ovaj se rad, stoga, usmjerava na razmatranje implikacija razvoja projekata neformalnog obrazovanja čiji su nositelji upravo udruge civilnog društva. Probleme formalnog priznavanja vještina i znanja stečenih neformalnim kanalima obrazovanja stavlja u prvi plan. U fokusu se rada nalazi metodološki problem mjerenja učinka projekata neformalnog obrazovanja na sudionike. Koristeći se kvantitativnom metodologijom (te strukturiranim upitnikom kao mjernim instrumentom) istraživanje je dizajnirano kao kvazi-eksperimentalno istraživanje. Glavnu istraživačku strategiju predstavlja akcijsko evaluacijska ideja s ciljem mjerenja i jasnog evaluiranja promjena koje su se dogodile kod sudionika projekta BeAlive 2014 u odnosu na specifične ciljeve samog projekta, što rezultira otvaranjem metodološke rasprave o načinima evaluacije, validacije i mjerenja promjena te učinaka projekata neformalnog obrazovanja. ; Croatian civil society has for many years, slowly but surely, advanced in its vision and purpose. Due to the Croatian accession to the European Union, the civil society has acquired new possibilities for funding and implementation of a wide range of projects. In addition to these, the increasing importance of recognizing the skills and knowledge gained informally (Crnčić Sokol and Kostanjčar Suljada, 2009, 95), opened the way for the application of sociological perspectives, theories and methodology to a new research area; the validation and evaluation of the skills and knowledge gained through non-formal and informal education. This paper, therefore, focuses on the implications of the development of non-formal education projects within civil society. The paper firstly addresses the problems with formal recognition of the skills and knowledge acquired through alternative channels of education. The focus of the work is the methodological problem of measuring the impact of non-formal education projects and programs on the participants/users. Using quantitative methodology (and structured questionnaire as a measuring instrument), the research was designed as a quasi experimental study. Action-evaluation design represented the main research strategy with the idea of assessing and clearly evaluating changes that the BeAlive 2014 project participants experienced, in relation to the specific project objectives and goals. This resulted in opening a methodological discussion on the ways to evaluate, validate and measure the changes and effects of non-formal education projects.

The education system per se, despite its central position in the field of study proclaimed by the scholarly community of Comparative and International Education, has never taken a central stage/role in Comparative and International Education scholarly enquiry. Through the various stages of its history, Comparative and International Education research has either focused on the societal-contextual forces (geography, demography, social system, economy, political system, religio-philosophical viewpoints) shaping education or on the societal outcomes/effects of education, to such an extent that the education system has always remained the blind spot in the centre of the field. A model explaining the structure of the education system which shows the components of "the" education system and their interrelationships has resultantly not been developed. This article attempts to address this shortcoming by discussing and outlining the structure of the education system on the basis of recent epistemological developments. Four components of the education system, along with their elements, are identified: education system policy, organisation and administration, structure for teaching, and support services. ; Obrazovni sustav per se, usprkos svojoj središnjoj ulozi za koju se zauzimaju stručnjaci unutar Komparativne i međunarodne edukacije nikada nije bio u žarištu znanstvenih istraživanja u spomenutom području. Istraživanja unutar Komparativne i međunarodne edukacije do sada su, u različitim razdobljima svoje povijesti, bila usredotočena ili na društveno-kontekstne snage (geografiju, demografiju, društveni sustav, ekonomiju, politički sustav, religijsko-filozofski svjetonazor) koje oblikuju obrazovanje ili na ishode/učinke obrazovanja na društvo do te mjere da je obrazovni sustav uvijek ostajao nejasan u odnosu na glavni dio toga područja. Stoga još uvijek nije razvijen model koji bi objasnio strukturu obrazovnog sustava prikazujući komponente ,,obrazovnog sustava" i njihove međusobne odnose. U ovom se radu nastoji istaknuti taj nedostatak putem rasprave i prikaza strukture obrazovnog sustava na temelju novijih epistemoloških razvojnih ideja. Identificirane su četiri komponente obrazovnog sustava, kao i njihovi elementi, a to su: politika obrazovnog sustava, organizacija i administracija, struktura potrebna za nastavu i službe podrške.

Cilj rada jest identificiranje europskih društveno-kulturnih i odgojno-obrazovnih vrijednosti koje, uz političke, društvene, kulturne, tehnološke i druge promjene u Hrvatskoj, dovode do potrebe preispitivanja i promišljanja dugoročnih i kratkoročnih odgojno-obrazovnih vrijednosti i ciljeva te do razumijevanja i interpretacije njihovih značenja. Vrijednosti su kategorizirane u tri skupine: a) metapolitičke vrijednosti, koje služe socijalnoj homogenizaciji, b) vrijednosti koje izražavaju društvene, a istodobno i odgojno-obrazovne ciljeve i c) vrijednosti koje odražavaju svojstva osobnosti ili karaktera. Autorica razmatra neke vrijednosti/ciljeve relevantne za promjene u odgojno‐obrazovnom kontekstu kao što su jednakost, kompetentnost, uspjeh, odgovornost, demokracija, tolerancija, kompromis, njihova značenja i proturječnosti. S obzirom na to da su škole temeljni nositelji promjene i procesa remoralizacije, očekuje se etička refleksija i vizualizacija odgojno-obrazovnih vrijednosti i ciljeva te (re)definiranje hijerarhije vrijednosti i ciljeva na njihovoj razini. ; The aim of this study is to identify European socio-cultural and educational values which, together with political, social, cultural, technical and other changes in Croatia, require reconsideration and deliberation of the long-term and short-term educational values and goals, as well as understanding and interpretation of their meanings. The values are categorized in three groups: a) metapolitical values serving the purpose of social homogenization, b) values expressing social and at the same time educational goals, and c) values representing the characteristics of personality and character. The author examines some of the values/goals relevant for the changes in the educational context, such as equality, competence, success, responsibility, democracy, tolerance, compromise, and their meanings and inconsistencies. Given that schools are the basic bearers of change and of the process of remoralization, the ethical reflection and visualization of educational values and goals and the (re)definition of the hierarchy of values and goals is expected on their level. ; Diese Arbeit setzt sich zum Ziel, europäische soziale, kulturelle und erzieherische Bildungswerte zu bestimmen, die zusammen mit den politischen, gesellschaftlichen, kulturellen, technologischen und sonstigen Veränderungen in Kroatien ein Umdenken und Hinterfragen von lang- und kurzfristigen Erziehungs- und Bildungswerten bzw. -zielen sowie eine Reinterpretation deren Bedeutung notwendig machten. Die Werte sind in drei Kategorien eingeteilt: a) metapolitische Werte, die der sozialen Homogenisation dienen, b) Werte, die gesellschaftliche, zugleich jedoch auch Erziehungs- und Bildungsziele ausdrücken und c) Werte, die Persönlichkeits- oder Charaktereigenschaften versinnbildlichen. Die Autorin erörtert einige Werte/Ziele, die für Veränderungen im Erziehungs- und Bildungskontext relevant sind, wie z. B. Gleichheit, Kompetenz, Erfolg, Verantwortungsgefühl, Demokratie, Toleranz, Kompromissbereitschaft, und analysiert deren Bedeutung und Widersprüchichkeit. Im Hinblick darauf, dass die Schulen Hauptträger der Veränderungen und des moralischen Erneuerungs-prozesses sind, wird eine ethische Reflexion und Visualisierung von erzieherischen Bildungswerten und -zielen sowie eine Redefinition der Werte- und Zielhierarchie auf dieser Ebene erwartet.

This article is the first comparative study on the education of primary college women teachers in Slovenian and Croatian lands of Austria-Hungary through legislation and the organisation of women's teacher training colleges. The study consists of a historical comparative analysis covering the period from the emergence of the dualist Austria-Hungary (1867) until World War I (1914). During the period covered in this article, many changes were implemented in women's teacher education. Before the year 1869, women who wanted to become teachers acquired the necessary knowledge as nuns in monasteries, in private girls' schools, or at home. The Austrian school legislation of 1869 had a quantitative and qualitative influence on the development and organisation of women's teacher training colleges and on the quality of women's teacher education. Women teachers became state employees. Analysis of the legislation showed differences between the syllabuses of women's teacher training colleges in Slovenian and Croatian lands. The syllabuses were adapted to the requirements of individual lands. A comparison of their activities also shows differences in development, number, and organisation. New state women's teacher training colleges and private ones with public accreditation appeared. In Slovenian lands, under the Austrian school legislation, the development of four-year women's teacher training colleges was somewhat faster than in Croatian lands. The comparison shows that private women's teacher training colleges were predominant and women's teacher education became more standardised and professionalised both in Slovenian and Croatian lands. ; Rad daje uvid u obrazovanje osnovnoškolskih učiteljica u slovenskim i hrvatskim zemljama Austro-Ugarske Monarhije preko zakonodavstva i organizacije ženskih učiteljskih škola. Istraživanje se sastoji od povijesne komparativne analize razdoblja između 1867. i 1914. godine. Pojavom Dvojne Monarhije dolazi do promjena u obrazovanju učiteljica. One se mogu najprije identificirati na temelju školskoga zakonodavstva. Učiteljice postaju državne službenice. Javljaju se nove državne ženske učiteljske škole, ali i one privatne s pravom javnosti. Analiza zakonodavstva pokazala je razlike između nastavnih planova u učiteljskim školama u slovenskim i hrvatskim zemljama unutar Monarhije. Komparacija njihovih aktivnosti također pokazuje razlike u razvoju, broju i organizaciji. U slovenskim zemljama, koje potpadaju pod austrijsko školsko zakonodavstvo, razvitak četverogodišnjih škola za učiteljice tekao je nešto brže nego u hrvatskim zemljama. Usporedba pokazuje da u slovenskim i hrvatskim zemljama dominiraju privatne škole za učiteljice.