Suchergebnisse

Govoriti o odgoju i obrazovanju znači promatrati ih u kontekstu društva a njihove promjene u kontekstu društvenih promjena. Pod društvenim kontekstom podrazumijevamo obilježja društva kao što su: socijalna struktura društva (sistema), brzina društvenih promjena, raspolaganja društvenom moći, sustav vrijednosti, modernizacija škole, globalni društveni kontekst itd. i njihov utjecaj na obrazovne promjene. Odnos društva i obrazovanja nije politički problem, iako se tako prezentira kao pitanje obrazovnih reformi, nego je u biti sociokulturni problem kao problem razvoja društva. To znači da se ciljevi promjena u obrazovanju definiraju u kontekstu ciljeva društva. Za promjene u obrazovanju važno je utvrditi društvena očekivanja utjecaja obrazovanja na društvo kao i na mlade. U predmodernim društvima glavni cilj odgoja i obrazovanja bio je uklapanje mlade populacije u društvo i prilagođavanje društvu. Dakle, kulturna reprodukcija samoga društva. Kao društva s niskim i sporim stupnjem promjena imala su i niske (skromne) zahtjeve za promjenama (reformiranjem obrazovanja). Moderno društvo, pogotovo ono na današnjem stupnju razvoja, proživljava brze promjene i zahtijeva obrazovanja koje će više ubrzati društvene promjene, poglavito one koje omogućavaju brži razvoj u društvu i društva u cjelini te osposobiti generacije za aktivnu ulogu u društvu. Ako društvo shvaćamo kao stalnu promjenu socijalnih odnosa i struktura, onda su i obrazovne promjene (reforme) permanentno društvena potreba. U prilogu se govori o nekim obilježjima i promjenama društva te utjecaju na obilježja obrazovanja, ali i na kulturne promjene. ; Education may not be analyzed without studying the social context; similarly, educational reform may not be examined without a better understanding of the context of social changes. Social context is defined as a set of social characteristics, such as: key social changes and the speed thereof; value systems within a society; impact of society as a system on education as one of its subsystems. The relationship between society and education is not a political one, even though it is often portrayed as such, especially when the emphasis is placed on the issue of educational reform. It is rather a socio-cultural problem, connected to the issues surrounding social development. Therefore, the goals of educational reform must be defined within the wider context of social goals. In order to conduct changes in education, it is important to define what the society expects from education. In premodern societies, the main goal of upbringing and education was to socialize young people into the wider society. In other words: social reproduction. Being of a low and slow level of change, they had a low-level demand for educational reforms as well. Modern societies, and especially highly developed contemporary ones, undergo fast changes and demand education that will accelerate social changes and enable a more rapid development within certain areas of the society, as well as the society as a whole. If society is understood as a place of constant change in social relations and structures, then educational changes (reforms) ought to be considered a permanent and crucial aspect thereof. We will further discuss several social characteristics and changes, as well as the impact of those changes on both education and culture.

The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.

The article reveals how the meanings of quality management of preschool education are decontextualised in education documents of the Republic of Lithuania. The document is understood as theoretical-empirical construct revealing quality process, results and its meanings of management. Perception of its meanings directs managers and pedagogues towards activities, provides opportunity to understand and give sense to quality management of preschool education as political-strategic direction of modern Lithuanian education. CONTENT analysis of the most important education documents of the Republic of Lithuania helped to answer the questions: how quality is perceived, under what conditions it can be managed. Examples of documents' CONTENT analysis are demonstrated and conclusions about significance of quality and its management are formulated.

The article analyses the problem of contextualisation of the functions of preparatory pre-school education management system in the strategic maanagement trends of the policy of education of the Republic of Lithuania. This is disclosed through the content analysis of the documents on education of the Republic of Lithuania, regulating the activities of preparatory pre-school education system. Based on the theoretical analysis and the results of the content analysis it was concluded that general management principals of systems can be successfully applied in the system of preparatory pre-school education; measures and strategies for the implementation of management reform considerably depend on the political context of the state. The evaluation of the correspondence indicators of preparatory pre-school education management system in the model of strategic development of the state's education enabled to state that management is of functional type because separate functions are emphasized and there is a lack of systemic attitude to management. The role of the policy of education in educational institutions is still responsive and operational. Forming management strategies in the context of accordant policy, accordant management must also manifest itself, however, these tendencies are not regarded.

The article analyses the problem of contextualisation of the functions of preparatory pre-school education management system in the strategic maanagement trends of the policy of education of the Republic of Lithuania. This is disclosed through the content analysis of the documents on education of the Republic of Lithuania, regulating the activities of preparatory pre-school education system. Based on the theoretical analysis and the results of the content analysis it was concluded that general management principals of systems can be successfully applied in the system of preparatory pre-school education; measures and strategies for the implementation of management reform considerably depend on the political context of the state. The evaluation of the correspondence indicators of preparatory pre-school education management system in the model of strategic development of the state's education enabled to state that management is of functional type because separate functions are emphasized and there is a lack of systemic attitude to management. The role of the policy of education in educational institutions is still responsive and operational. Forming management strategies in the context of accordant policy, accordant management must also manifest itself, however, these tendencies are not regarded.

The majority of new state programmes and strategies focus on major goals – a prosperous, democratic state. The guarantee of every democratic, strong and public-spirited state are active, competent, right-and-duty aware citizens. Thus, the organisation of primary education with an integrated legal education is very important. The goal of the thesis: to reveal the possibilities of ICT application while implementing legal education in primary classroom. Objectives: 1. To analyse the situation of legal education in primary education. 2. To discuss the peculiarities of ICT application in primary education. 3. To research the experience of primary teachers in legal education and applying ICT. Methods: the analysis and generalisation of scientific and methodological literature on the master's topic. Semi-structured interview. The analysis and generalisation of the data using a qualitative content analysis method. Main conclusions: ICT is very important in primary education. A primary teacher should mainly focus on the opportunities that ICT provides. Educational software enables the application of various methods, lead to the individualisation and differentiation of the teaching process and allows the important and complicated material to be presented in an easier and more attractive way. The analysis of the interview of the primary teachers revealed that the teachers are in favour of legal education at school. However, the curriculum does not contain law as a separate subject. As the teachers noted, legal education in primary classroom is implemented by integrating it with other subjects: moral education, languages, science, physical education. It is also combined with extra-curricular activities such as self-government, different clubs, class meetings. After the analysis of legal literature accessibility in primary classroom, it is clear that the textbooks do not contain enough legal material, thus, teachers have to find additional material themselves and adapt it to children's age, goals and objectives of the lesson.

The majority of new state programmes and strategies focus on major goals – a prosperous, democratic state. The guarantee of every democratic, strong and public-spirited state are active, competent, right-and-duty aware citizens. Thus, the organisation of primary education with an integrated legal education is very important. The goal of the thesis: to reveal the possibilities of ICT application while implementing legal education in primary classroom. Objectives: 1. To analyse the situation of legal education in primary education. 2. To discuss the peculiarities of ICT application in primary education. 3. To research the experience of primary teachers in legal education and applying ICT. Methods: the analysis and generalisation of scientific and methodological literature on the master's topic. Semi-structured interview. The analysis and generalisation of the data using a qualitative content analysis method. Main conclusions: ICT is very important in primary education. A primary teacher should mainly focus on the opportunities that ICT provides. Educational software enables the application of various methods, lead to the individualisation and differentiation of the teaching process and allows the important and complicated material to be presented in an easier and more attractive way. The analysis of the interview of the primary teachers revealed that the teachers are in favour of legal education at school. However, the curriculum does not contain law as a separate subject. As the teachers noted, legal education in primary classroom is implemented by integrating it with other subjects: moral education, languages, science, physical education. It is also combined with extra-curricular activities such as self-government, different clubs, class meetings. After the analysis of legal literature accessibility in primary classroom, it is clear that the textbooks do not contain enough legal material, thus, teachers have to find additional material themselves and adapt it to children's age, goals and objectives of the lesson.

This article sets forth the recoding of organizational decision premises during merger and acquisition processes. A multifunctional analysis was conducted for a Brazilian technology start-up that was acquired by a Brazilian market leader, a serial acquirer. The results suggest that mergers and acquisitions may fundamentally change the preferences organizations have for different function systems such as politics, economy, science, art, or sport. The article outlines the basic design of an innovative systems-theoretical approach⎯the multifunctional analysis⎯which combines key concepts of social systems theory and systemic structural constellations. Thus, the article opens up a new set of key variables for M&A research, particularly post-merger integration (PMI).

This article sets forth the recoding of organizational decision premises during merger and acquisition processes. A multifunctional analysis was conducted for a Brazilian technology start-up that was acquired by a Brazilian market leader, a serial acquirer. The results suggest that mergers and acquisitions may fundamentally change the preferences organizations have for different function systems such as politics, economy, science, art, or sport. The article outlines the basic design of an innovative systems-theoretical approach⎯the multifunctional analysis⎯which combines key concepts of social systems theory and systemic structural constellations. Thus, the article opens up a new set of key variables for M&A research, particularly post-merger integration (PMI).

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

U godini kada obilježavamo 250. obljetnicu hrvatskoga šumarstva, a u tijeku je 169. godina od utemeljenja Hrvatskoga šumarskoga društva i tiskanja 139. godišta našega znanstveno-stručnoga i staleškog glasila Šumarski list, interesantno je baciti pogled na tekstove iz prvih godišta tiskanja časopisa, pa i povući paralelu s današnjicom.Već u prvome godištu 1877 god. pozornost nam privlači članak Adolfa Danhelovskog "Predlozi o štednji drva u proizvadjanju francezkih duga", u kojemu kaže da se postupak proizvodnje neznatno poboljšao, "premda ova vrst robe zaslužuje, da se najvećom štednjom proizvadja, dočim su njoj namijenjeni najkrasniji hrastici". To mora raditi "vješt radnik", jer se inače može "mnogo drva potratiti …., a užje se duge imaju izradjivati od tanjih stabalah ili trupacah". Nastavno, preporuča se radi uštede sortirati trupce sukladno dužini i širini zadanih dimenzija dužica, a slijede ostale preporuke za uštedu. Povucimo sada paralelu s tadašnjim razmišljanjem i preporukama glede štednje i današnjim rasipanjem nacionalnog bogatstva, korištenjem "najkrasnijih hrastika", tako da netržišna cijena sortimenata omogućuje proizvodnju poluproizvoda, a ne visoko finaliziranih proizvoda s velikom dodanom vrijednošću i maksimalnom zaposlenošću. Najžalosnije je kada se furnirski sortiment kamuflira u pilanski prozvod za izvoz, čime se "izvoze" i radna mjesta za kojima plačemo. O tome smo detaljnije pisali u uvodniku ŠL br. 5-6/2012. "Odnos šumarstva i prerade drva". Stoga se ne slažemo s tvrdnjom resornog ministra izrečenoj u razgovoru poslije Konferencije za tisak o kojoj pišemo u rubrici Aktualno, da su potpisani netržišni ugovori s drvoprerađivačima spasili domaću preradu drva od inozemne konkurencije. Za nas je i dalje to način rasipanja nacionalnog bogatstva i trenutačni probitak za račun pojedinaca, a ne za opće dobro.Članak iz trećeg godišta, 1879. god. Alex. Nik. Schultz podnaslovom "Sedam glavnih točaka šumskoga gospodarstva i njihova teoretično-praktična uporaba" započinje motom: "Proizvadjanje najveće kvantitativne i kvalitativne množine drva na najmanjoj površini: i čim vrlije gospodarstvo". U članku navodi kako šumsko gospodarstvo dijeli djelatnosti na temeljne i pripomoćne. Temeljne su računarstvo i prirodoslovlje, a pomoćne: tehnologija, zakonodavstvo, državoznastvo, računovodstvo povijest i geografija. Razdioba praktičnih struka šumskog gospodarstva dijeli na: "gojenje šume, b) zaštita šume zajedno s šumskom stražom, c) šumska poraba za jedno sa šumskom tehnologijom, d) šumska procjena zajedno s uredbom obhodnje i obračunanjem vriednosti i e) šumska uprava i šumsko ravnateljstvo". Ako razmislimo o poanti i današnjem poštivanju mota članka, zaključujemo da se sugerira maksimalno moguće korištenje proizvodnosti pojedinog šumskog staništa, a njegova bi degradacija predstavljala katastrofu. Komentirajući spomenutih sedam točaka, ponajprije navodi da je prva i glavna točka upravljanja i rada "teoretično i praktično naobraženo gospodarstveno osoblje da se može šumom koristno i potrajno gospodariti". Pita se "kako može čovjek uobće, koji neima niti pojma o neophodno nuždnih znanosti, upravljati šumom s mnogimi njezinimi osebujnosti". Druga glavna točka je samostalno odgovorno vođenje gospodarstva "bez pohlepe za dobitkom". Treća točka govori ponajviše o načinima obnove sastojina – umjetnim načinom ili prirodnim pomlađivanjem. U četvrtoj točci bilježimo zaključak: "Pošteni šumar, koji znade računati, ne će nikada privoliti, da njegov gospodar, kada se u momentanoj novčanoj neprilici snadje, te bude prisiljen, uteći se šumi, postane žrtvom takvih švindlera i šumskih pustošnika, te će svu svoju duševnu snagu upotriebiti, da ono što se ne da izbjeći, ograniči bar na najmanji prostor i s obzirom na budućnost". Peta točka tiče se "šumske porabe zajedno sa šumskom tehnologijom i važnija je nego što se na prvi čas čini", a detaljnije obrazlažući zaključuje da joj treba posvetiti dužnu pozornost prateći razvoj i primjenu novih tehnologija. Šesta točka obuhvaća "šumsku taksaciju zajedno s uredjenjem obhodnje i vriednostnim obračunom", a sve spomenute točke međusobno se isprepleću i potrebno ih je ne razdvajati, "jer bez poznavanja jedne ne da se druga izvesti". O sedmoj točci "k šumskoj upravi i ravnateljstvu šuma" nema se što posebno reći kaže on, jer je uglavnom obuhvaćena u prethodnim točkama, ali zaključuje kako prema staroj poslovici "od glave riba smrdi, a preneseno na šumsku industriju: ne valja li ravnateljstvo, to ne valja ni cielo šumsko podčinjeno osoblje. To vriedi kod svake grane gospodarstva, a potvrdjuju to i nebrojeni dokazi u čovječjem družtvenom životu i u svih strukah". Na kraju mi zaključujemo ovaj tekst s porukom – usporedite sami!Uredništvo ; The 250th anniversary of Croatian forestry and the 169th year of the foundation of the Croatian Forestry Association and the publication of the 139th issue of the scientific-professional and specialist magazine Forestry Journal offer an ideal opportunity to look back at the texts published in the first issues and draw a parallel with present times. The very first volume from the year 1877 contains an interesting article by Adolf Danhelovski "Recommendations on saving wood in the production of French staves", which states that the production process has improved slightly "although this type of goods requires maximal saving in its production, since they are produced of the most beautiful oak trees". Work should be performed by a "skilful labourer", otherwise much of the wood "might go to waste". Narrower staves should be made of thinner trees or logs". Furthermore, logs should be classified according to the length and width of stave dimensions required. Other recommendations for saving follow. Let us draw a parallel with the present manner and recommendations related to saving and present squandering of national resources by using "the most beautiful oak forests", so that the non-market prices of the assortments allows the production of semi-finished goods and not high-quality products with a high added value and maximal employment. What is detrimental is the fact that veneer assortments are camouflaged into sawmill products intended for export; this also means "export" of working places which we sorely need. We discussed this in more detail in the Editorial of the Forestry Journal No. 5-6/2012, "The relationship between forestry and wood processing". This is why we do not agree with the words of the competent minister said after a Press conference, which we discuss in the column Current Affairs. The minister claimed that non-market contracts with wood processors had saved home wood processing from foreign competition. We continue to perceive this as a way of squandering national wealth for momentary gain of an individual and not for the benefit of the society as a whole. The article published in the third year of publication in 1879, written by Alex. Ni. Sshulz and entitled "Seven main points of forest management and their theoretical-practical use" starts with a motto: "Production of he highest quantitative and qualitative amount of wood in the smallest area: and the best management". According to the article, forest management activities are divided into basic and auxiliary. The basic activities are mathematics and natural sciences and the auxiliary ones are technology, law-making, political sciences, book keeping, history and geography. Practical parts of forest management are divided into "a) silviculture, b) forest protection together with forest surveillance, c) use of forests together with forest technology, d) forest inventory with rotation and calculation of value and e) forest administration and forest directorate". From the present standpoint, the motto of the article suggests maximum possible use of the productivity of a particular forest site, whose degradation would mean catastrophe. In his comment of the seven points that follow, the author stresses that the first and the main point of management and work lies in "highly educated management personnel who posses theoretical and practical knowledge for useful and sustainable management of forests". He asks himself: "How can a person who has absolutely no knowledge of the basic sciences manage such a highly complex system as a forest?" The second point is independent management devoid of "greed for profit". The third point is primarily concerned with stand regeneration methods - artificial or natural regeneration. The fourth point contains a conclusion: "An honest forester who knows how to calculate will never allow his master, who, if faced with financial problems and forced to exploit his forest, to become a victim of swindlers and forest exploiters, and will use all his spiritual strength to at least limit what is unavoidable to the smallest space with regard to the future". The fifth point refers to "use of forests together with forest technology, which is more important that might seem at first glance". In his detailed explanation, the author concludes that the development and application of new technologies should be given due importance. The sixth point comprises "forest taxation together with rotations and value calculation". All the above points are mutually intertwined and cannot be separated from one another, "since without knowing one it is impossible to perform another". In the author´s words, the seventh point concerning "forest administration and forest directorate" requires no comments because everything is contained in the previous points, but he concludes that, as the old proverb says, "the fish rots from the head down", or translated into forest industry: if the directorate is no good, then the entire subordinate personnel will be no good. This refers to all branches of economy, and has been proven myriad of times in the human society and in all the professions". We conclude this text with the message – compare!Editorial Board