In order for a preschool teacher to develop into a competent individual and continuously strengthen his/her professional identity, it is of great importance to work on all aspects of lifelong professional development. Since the academic year 2009/2010, preschool teachers have the opportunity to continue their education at university graduate studies in the Republic of Croatia in order to acquire and/or develop their competences, knowledge and skills necessary for the development of professionalism. It is the responsibility of not just the individual, but also the professional community to enable the development of preschool teacher profession in all those areas crucial to the advancement of early and preschool education system. In this sense, formal education enables acquisition of competences needed to create educational policy within the institutions. In order to determine whether preschool teachers consider themselves competent and in which areas, a self-assessment questionnaire of professional competences was developed. The aim of this research is to gain insight into the number of preschool teachers who consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessments of professional competences between preschool teachers - graduate students and preschool teachers who completed undergraduate studies, both employed in preschool institutions, and on what dimensions those estimates show correlation. ; Kako bi se odgojitelj razvijao u kompetentnog pojedinca te kontinuirano osnaživao svoj profesionalni identitet, od velike je važnosti rad na sebi putem svih oblika cjeloživotnog stručnog usavršavanja. Od akademske godine 2009./2010. u Republici Hrvatskoj odgojitelji imaju mogućnost nastaviti svoje obrazovanje na sveučilišnom diplomskom studiju kako bi stekli i/ili razvili svoje kompetencije, znanja i vještine koji su potrebni za razvoj profesionalizma. Odgovornost, ne samo pojedinca već i profesionalne zajednice, jest omogućiti razvoj odgojiteljske profesije u svim onim dijelovima ključnim za napredovanje ranog i predškolskog odgojno-obrazovnog sustava. Formalno obrazovanje, u tom smislu, omogućuje stjecanje kompetencija potrebnih za kreiranje obrazovne politike unutar vlastitih ustanova. Kako bi se procijenilo smatraju li se i u kojim se područjima odgojitelji kompetentnima, konstruiran je upitnik za samoprocjenu profesionalnih kompetencija. Cilj je ovog istraživanja dobiti uvid u to koliko se odgojitelji smatraju profesionalno kompetentnima za kreiranje obrazovne politike ustanove u kojoj rade. Nadalje, ispitat će se postoje li razlike u samoprocjenama profesionalnih kompetencija odgojitelja – polaznika diplomskih studija koji su u radnom odnosu u predškolskim ustanovama i odgojitelja sa završenim stručnim ili preddiplomskim studijem također u radnom odnosu, te na kojim dimenzijama postoji povezanost njihove procjene.
Profesionalni razvoj odgojitelja dio je oblikovanja kurikula ustanove ranoga i predškolskog odgoja i obrazovanja i u velikoj se mjeri odražava na cjelokupan kontekst u kojemu se kurikul konstruira, oblikuje i živi. Ovaj se rad bavi aktualnim pitanjima razvoja odgojiteljske profesije u okolnostima definiranima stalnim društvenim, političkim i tehnološkim promjenama. U prvome dijelu rada govorit će se o obilježjima zanimanja koje sebe želi artikulirati kao profesiju te specifičnim obilježjima odgojiteljske profesije i profesionalnog identiteta. Sljedeća je važna tema kompetencijski okvir odgojitelja, poglavito važnost cjeloživotnoga učenja kao ključnog elementa profesionalnog razvoja. Uz različite formalne i neformalne modalitete učenja u radu se osobito vrijednima ističu oni oblici stručnog usavršavanja koji se događaju ili bi se trebali događati unutar profesionalne zajednice. ; The professional development of teachers is a part of an institution's early and pre-school education curriculum design and it, to a large extent, affects the entire context in which the curriculum is constructed, formed and in which it lives. This paper addresses the topical issues of development of teacher profession in the circumstances defined by constant social, political and technological changes. The first part of the paper addresses the characteristics of the occupation that wants to articulate itself as a profession and the specific features of ECEC teacher profession and professional identity. The next important topic is the competence framework of teachers, and in particular the significance of the lifelong learning as the key element of professional development. In addition to various formal and informal learning modalities, the paper highlights as especially important the forms of professional development that take place or should take place within the professional community.
U kontekstu globalnih društvenih promjena u sustavu odgoja i obrazovanja važno je mijenjati pristup stjecanja temeljnih kompetencija učenika s posebnim naglaskom na razvoj njihove prirodoslovne i digitalne pismenosti. Današnje učenike, pripadnike allways on line generacije, karakterizira intenzivno korištenje Interneta za socijalne interakcije, ali i za obrazovanje. Upravo stoga potrebno je implementirati IKT-u u nastavnu praksu, a jedna od mogućnosti je e-učenje. S ciljem istraživanja ostvarenosti ishoda učenja prema kognitivnim razinama zadataka obzirom na primijenjene postupke poučavanja i učenja, tradicionalnu nastavu i e-učenje, provedeno je istraživanje u nastavi Prirode i Biologije osnovne škole na uzorku od osam razrednih odjela. Rezultati istraživanja pokazuju podjednaku uspješnost učenika eksperimentalne i kontrolne skupine u ostvarenosti ishoda učenja te se e-učenje pokazalo jednako uspješnijim kao i tradicionalna nastava u kojoj su korištene suvremene nastavne strategije rada. Stoga se e-učenje može koristiti i u situacijama, poput bolesti, odlaska učenika na višednevna natjecanja, života u izdvojenim sredinama, kada ne postoji mogućnost da učenici nazoče redovnoj nastavi. Istraživanje je pokazalo kako učenici kontrolne i eksperimentalne skupine jednako uspješno/neuspješno rješavaju zadatke prve, druge i treće kognitivne razine. Dobiveni rezultati mogu poslužiti kreatorima obrazovne politike te biti smjernica učiteljima praktičarima za oblikovanje nastave. ; In the context of global social changes in the education system, it is important to change the approach to acquiring basic students' competencies, with special emphasis on the development of their natural and digital literacy. Today's students, members of always on line generation, are characterized by the intensive use of the Internet for social interaction as well as for education. Precisely for this reason, it is necessary to implement ICT in teaching practice, and one of the options is e-learning. For the purpose of achieving learning outcomes, according to the cognitive levels of applied teaching and learning, traditional learning and e-learning methods, a research in teaching Nature and Biology in elementary schools, using a sample of eight classes, was conducted. The research results show the same success of the experimental and control groups of students in achieving the outcomes, and e-learning proved to be just as successful as the traditional curriculum, where contemporary teaching strategies were used. Therefore e-learning can also be used in situations such as illness, student's absence for multi-day competitions, life in distinguished environments, in cases where there is no possibility for students to attend regular classes. The research has shown that both control and experimental groups were equally successful / unsuccessfully in solving the tasks of the first, second and third cognitive level. The results can be used by the creators of educational policy, and serve as a guideline for teachers- practitioners at devising their teaching.
RIJEČ UREDNIŠTVAOvih dana konačno smo dočekali dugo očekivanu promjenu na kormilu trgovačkog društva Hrvatske šume d.o.o. O radu i kritici rada dosadašnje Uprave, Hrvatsko šumarsko društvo više se puta decidirano izjašnjavalo, posebice u ovoj rubrici, tražeći odgovore na različita stručna pitanja, no odgovora, a niti stručne polemike nije bilo, već samo bahato ignoriranje i odmazda, sve do otkazivanja pretplate na ovaj časopis.Za svaki novi početak osnovno je utvrditi činjenično stanje kao temelj novoga programa/plana rada. Stoga dobronamjerno savjetujemo novoj Upravi da si kroz odgovore na naša postavljena pitanja, stručne kritike i sugestije, posebice kroz dva teksta iz rubrike Izazovi i suprotstavljanja u br. 11-12/2016. i tekst UO HŠD-a "Kako Hrvatsko šumarsko društvo promišlja šumarstvo Hrvatske" u br. 11-12/2015., olakša uvid u činjenično stanje. Naše dobronamjerne kritike i sugestije išle su u smjeru upozoravanja na ono što je u šumi nestručno rađeno i ono što nažalost nije rađeno, a trebalo je raditi, no to bi onda išlo na uštrb dobiti koja je Upravi bila jedini cilj, bez obzira na posljedice po šumu. Naravno, osvrtali smo se i na potrebe racionalnog korištenja svih benefita šume i šumarstva, što je također izostalo. Zalagali smo se i zalažemo se za decentralistički oblik upravljanja šumskim bogatstvom, očekujući puno veće ovlasti rukovoditelja UŠ Podružnica i nastavno šumarija, pa i revira, kao najboljih poznavatelja odnosnih šumskih resursa i potrajnog gospodarenja istima. Takav način gospodarenja osigurat će sveobuhvatnu korist vlasniku/državi, ali i lokalnoj zajednici, na što se očigledno zaboravilo. Naše stajalište glede stanja u šumarstvu nikada nije bilo deklarativno, nego je počivalo na činjenicama. Tako i ovdje, zagovarajući decentralizaciju upravljanja koristimo podatke iz brošure "Hrvatsko nacionalno blago" u izdanju Hrvatske akademije znanosti i umjetnosti (HAZU) – iz članka "Šume i šumarstvo", naših akademika Matića i Anića. Kompleksnost gospodarenja šumama u pojedinim dijelovima Hrvatske, koja je jedna od najšumovitijih zemalja u Europi (pola ha po stanovniku), i izbora kvalitetnih šumarskih stručnjaka, ogleda se ponajprije u šumskoj vegetaciji koju tvore 102 šumske zajednice, sa čak oko 260 drvenastih vrsta i 94 vrste drveća. Zagovarajući pak nužne radove koji osiguravaju potrajno gospodarenje šumama i poboljšanje kvalitete naših šuma, a time i njihovih vrijednosti, iz istog članka navodimo kako je njih 5 % vrlo dobre kakvoće, 22 % dobre, 43 % srednje i 29 % loše kakvoće, s time da je 45 % najkvalitetnijih nizinskih šuma ocijenjeno vrlo dobrim. Ulaganje u poboljšanje navedene strukture vidljivo bi se očitovalo u ne samo većoj sirovinskoj osnovici koju je isključivo zagovarala dosadašnja Uprava, nego i ostalim benefitima šume, posebice njenoj općekorisnoj funkciji.Kada smo postavljali pitanja glede kašnjenja ili pak izostavljanja uzgojnih radova i pogubni učinak toga na budućnost sastojine, primjerice u odnosu na našu najvrjedniju vrstu drveća hrast lužnjak, pa i kitnjak (prema odnosnoj brošuri HAZU hrast lužnjak je zastupljen s 14,83 %, a kitnjak s 8,35 %), podsjećamo na ono što smo na Fakultetu učili o toj vrsti drveća, a zaboravljamo ta znanja primijeniti. Koristeći tekstove iz monografije "Hrast lužnjak u Hrvatskoj" navodimo ponajprije uzgojne faze: ponik, pomladak (mlađi i stariji), mladik (mlađi i stariji), mlada, srednjedobna i starija sastojina. Tako je primjerice u starijem mladiku (15-20 god.) kulminacija visinskog prirasta i maksimalni prirast krošnje u širinu, tu se prepoznaju stabla budućnosti, što u mladoj sastojini rezultira diferencijacijom stabala i izdvajanjem u etaže. S gospodarskog stajališta imamo: koljik, letvik, stadij stupovlja i naposljetku stadij pilanske oblovine, gdje od letvika kreću prorjede i dolazi do diferencijacije u visinske, debljinske i vrijednosne razrede. U srednjedobnoj sastojini postepeno opada biološki potencijal glede reagiranja na njegu sastojine (50-70 god.) kada je već formirana struktura sastojine, pa je pitanje kakvi smo stručnjaci i kako smo optimalno iskoristili određeni potencijal šumskog staništa. Na to smo neprestano upozoravali, jer svaki razvojni stadij, a ne samo navedeni, zahtijeva pravovremenu intervenciju, koja doduše predstavlja određeni trošak, ali i korist, posebice u budućnosti.U ovome dvobroju toliko, a u sljedećemu ćemo pozornost sa sličnim podupirućim podacima obratiti na ostalo: o šumi kao infrastrukturnoj kategoriji, općekorisnim funkcijama šume, o odnosima s preradom drva, o odnosu društva i politike prema šumi i šumarstvu i slično. Uredništvo ; EDITORIALThese days we have finally witnessed a long-expected change at the helm of the company Croatian Forests Ltd. The Croatian Forestry Association has on several occasions decidedly expressed its opinion and criticism of the work of the past Management, especially in this column, and has sought answers to various expert issues; however, there has never been any answer, let alone a professional debate. All we received was arrogant disregard and retaliation that went as far as to take the form of the cancellation of the subscription to this journal.For every new beginning it is necessary to establish the factual state of affairs as a basis for a new working programme/plan. For this reason we would advise the new Management to facilitate its insight into the facts by consulting the answers to our questions, criticisms and suggestions (given particularly in the two texts in the column Challenges and Confrontations in No. 11-12/2016 and in the text by the MB of the Croatian Forestry Association entitled "How does the Croatian Forestry Association perceive Croatian forestry" in No. 11-12/2015). Our well-meaning criticism and suggestions were intended to warn the public against inexpert operations in the forest and even more against what has regrettably not been done but should have been done, mostly because this would have conflicted with profit, the only goal of the Management regardless of the adverse consequences for the forest. We have also highlighted the need for a more rational use of all the benefits of forests and forestry, which was also sadly missing. We have advocated and will continue to advocate a decentralised form of management of forest wealth. We also expect managers of forest administrations, forest offices and even forest districts, who are experts in forest resources and their sustainable management, to be given much more power. A decentralized form of management will ensure general benefits for the owner/state, but also for the local community, which is something that has obviously been forgotten. Our attitudes towards the situation in forestry have never been of a declarative nature, but have always been based on facts. By advocating decentralized management, we rely on the data from the article "Forests and Forestry" by Academy members Slavko Matić and Igor Anić, contained in the brochure "Croatian National Treasure" published by the Croatian Academy of Science and Art. The complex nature of forest management in certain parts of Croatia, one of the most forested countries of Europe (half a hectare per person) and the employment of high quality forestry experts is reflected primarily in the forest vegetation composed of 102 forest communities with no less than about 260 woody species and 94 tree species. By endorsing treatments that are necessary to ensure sustainable forest management and an improved quality and value of Croatian forests, we again present data from the mentioned article, in which 5 % of the forests are of very good quality, 22 % are of good quality, 43 % are of medium quality and 29 % are of poor quality. Forty-five percent of the best quality lowland forests were estimated as very good. Investing in the improvement of the mentioned structure would result not only in a greater raw material base, something that was exclusively supported by the former Management, but also in other benefits of the forest and in particular in its non-market functions. When we raise questions related to delayed silvicultural treatments or even their omission and to the adverse effects of this on the future of stands, e.g. with regard to pedunculate oak, the most valuable Croatian tree species, and sessile oak (according to the above brochure, pedunculate oak accounts for14.83 % and sessile oak for 8.35 % of the area), we like to remind ourselves of what we learned about these tree species at the Faculty, but forget to apply this knowledge. Based on the texts from the monograph "Pedunculate oak in Croatia", we list the following silvicultural stages: seedling stage, sapling stage (young and old), young forest (younger and older), young, middle-aged and mature stand. Thus, for example, the older sapling stage (15 - 20 years of age) experiences the culmination of height increment and maximal crown increment in the width. This is where future trees are singled out, which results in tree differentiation and selection into stories in the young stand. From a commercial standpoint there are: prop stage, pole stage, pile stage and finally sawmill roundwood stage, where thinning operations are applied in the pole stage and differentiation into height, diameter and value classes takes place. In a middle-aged stand, when the stand structure is already formed, the biological potential related to a response to stand tending (50 - 70 years of age) gradually decreases. The concluding question is: what kind of experts are we and how have we optimally made use of certain potentials of a forest habitat? This is what we have repeatedly stressed, because every developmental stage, not only the ones mentioned above, requires timely interventions. True, they come at a certain cost, but on the other hand they provide immeasurable benefits, especially for the future. This concludes the current double issue. In the next issue we will focus on other topics of interest and we will accompany them with data. These topics include the forest as an infrastructural category, non-market forest functions, relations with wood processing, attitudes of the society and politics towards the forest and forestry, and similar. Editorial Board
In the contemporary world, art education provides the possibilities for the development of pupils' creativity, critical thinking, and critical attitude towards art and culture. However, "the disenchantment of the world" makes "aesthetics" a need to be continuously defined in the present age. The narrow and one-sided nature of traditional aesthetics has become increasingly apparent, and it is difficult for the ideals of beauty and art to provide reliable support for the development of aesthetics. In the late 1980s, perceptual knowledge became a frequently discussed and meaningful keyword in aesthetics research and education. Creativity comes from perceptual knowledge. Creativity is based on popular art training and aesthetic education. Creative thinking should be achieved through the process of diversification to form an area with multi-faceted and abstract structure. Because art has an essential quality (Timbre), I proposed a visual art and aesthetics project based on the implementation of artistic objectives in the teaching of visual arts and the aesthetic encounter of politics, society, history, culture and the environment. The experimental programme was performed at National Taiwan Museum of Fine Arts. The results of the research confirmed that implementation of aesthetic perception education can have a positive impact on students' views of art and on the overall popularity of related learning. Examples of education in aesthetic experience and aesthetic perception can be used as guidelines for the implementation of art and multicultural education. Well-rounded and open-minded education (from politics, society, history, culture and the environment, etc.) has become the door to the continuous development of intelligence and thinking. ; Umjetničko obrazovanje u suvremenom svijetu pruža mogućnosti za razvoj kreativnosti, kritičkoga mišljenja i kritičkoga stava učenika prema umjetnosti i kulturi. Ipak, razočaranje u svijetu čini estetiku potrebom koju u sadašnje vrijeme treba kontinuirano definirati. Ograničena i jednostrana priroda tradicionalne estetike postaje sve očitija, stoga je otežan razvoj estetike na pouzdanoj osnovi ideala ljepote i umjetnosti. Kasnih 1980-ih godina perceptivno znanje postalo je ključni pojam o kojemu se često raspravlja u sklopu istraživanja i obrazovanja u području estetike. Kreativnost proizlazi iz perceptivnoga znanja, a zasnovana je na popularnom umjetničkom i estetskom obrazovanju. Kako bi se oblikovalo područje s višestrukom i apstraktnom strukturom, potrebno je razvijati kreativno mišljenje kroz proces diversifikacije. Zbog toga što umjetnost ima esencijalno svojstvo (timbar), predložio sam projekt iz područja likovne umjetnosti i estetike zasnovan na ostvarivanju umjetničkih ciljeva u poučavanju likovne umjetnosti i na estetskom susretu s politikom, društvom, povijesti, kulturom i okolinom. Eksperimentalni program realiziran je u Nacionalnom tajvanskom muzeju likovnih umjetnosti. Rezultati istraživanja potvrđuju da obrazovanje u području estetske percepcije može imati pozitivne učinke na učeničke poglede na umjetnosti i na cjelokupnu popularnost povezanoga učenja. Primjeri razvijanja estetskoga doživljaja i estetske percepcije mogu se koristiti kao smjernice za ostvarivanje umjetničkoga i multikulturnoga obrazovanja. Dobro zaokruženo i otvoreno obrazovanje (od politike, društva, povijesti, kulture, okoline itd.) postalo je prag za kontinuirani razvoj inteligencije i mišljenja.
Svrha ovoga rada je pružiti razjašnjenje značenja koncepta cjeloživotnog učenja prateći njegov nastanak i razvoj. Polazi se od suvremenog značenja cjeloživotnog učenja a zatim se govori o tome kada, kako i zašto je taj pojam nastao pri čemu se pravi razlika između pojma cjeloživotnog učenja kao ideje i pojma cjeloživotnog učenja kao obrazovno-političkog konstrukta. Navodi se određenje koncepta cjeloživotnog učenja UNESCO-a, OECD-a, Vijeća Europe i Europske Unije koje je autorica iznašla korištenjem metode analize sadržaja na uzorku od ukupno osam ključnih dokumenata navedenih organizacija u okviru dviju razvojnih faza. Pružaju se i definicije pojmova srodnih pojmu cjeloživotnog učenja kako bi se ukazalo na razlike u njihovom i značenju cjeloživotnog učenja. Navode se i razmatraju različite orijentacije, odnosno stajališta o konceptu cjeloživotnog učenja. Na kraju se govori o razlozima zbog kojih je stariji koncept cjeloživotnog obrazovanja zamijenjen novijim konceptom cjeloživotnog učenja. ; The purpose of this paper is to clarify the meaning of the concept of lifelong learning with the reference to its origin and development. First, the contemporary meaning of the lifelong learning is stated after which we discuss as to when, why and how the term was created. In that regard the difference is made between the term of lifelong learning as an idea and the term of lifelong learning as an educational policy concept. By using the content analysis method we identified the meaning of the concept of lifelong learning in a sample of eight key documents of the UNESCO, the OECD, the Council of Europe and the European Union within the two developmental phases, respectively. We then give the explanation of the terms similar to that of the lifelong learning so as to differentiate between them and the term of lifelong learning. We also examine the different orientations, i.e. positions of the concept of lifelong learning. Finally, we discuss the reasons as to why the older concept of lifelong education was replaced with the newer one - lifelong learning.
Nacionalno gospodarstvo svoj razvoj zasniva na uspješnosti poduzetništva. U tu uspješnost utkano je sve iskustvo nacije kao i sposobnost materijalizacije raspoloživih resursa te njena efikasnost, kroz proizvod ili uslugu realiziranu na tržištu. Usvojenost poduzetničke kompetencije glavni je indikator, ali i ograničavajući faktor povećanja uspješnosti postojećih gospodarskih subjekata kao i stvaranja novih iz poslovne prilike te ukupne nacionalne gospodarske efikasnosti. Ljudski potencijali cijele društvene zajednice na odgovarajući način participiraju u stvaranju nacionalnog gospodarskog rezultata. Upravo zato je nužno sustavno stvoriti uvjete za razvoj poduzetnosti svakog pojedinca kroz sustav cjeloživotnog učenja i to već od najranije životne dobi. Strategija učenja za poduzetništvo daje sustavna rješenja i definira nositelje i sunositelje provedbenih Mjera iz Akcijskog plana. Nacionalna koordinacija E4E - obrazovanja za poduzetništvo kao međuresorno tijelo Vlade Republike Hrvatske je zaduženo za provedbu i implementaciju Strategije i Akcijskog plana. ; The development of national economy is based on the success of entrepreneurship. The overall national experience as well as the ability to materialize available resources and its efficiency, in the form of market products or services, is mirrored in that success. The level of entrepreneurial competence is the main indicator but also the limiting factor in the increase of the success of existing and the creation of new businesses from business opportunities, and also in the overall national economic efficiency. Human resources of the entire community participate adequately in the creation of national economic results. Therefore it is necessary to start at an early age with systematic creation of conditions for the development of individual entrepreneurial competence through a system of lifelong education. National Coordination E4E - Education for Entrepreneurship, as the Interdepartmental Working Body of the Government of the Republic of Croatia, is responsible for enforcing and implementing the Strategy and the Action Plan.
Životne su i radne biografije pojedinaca danas takve da su izmjene razdoblja: traženja posla, nezaposlenosti, zaposlenost i promjena karijera postali uobičajeni procesi, te se sve više javlja potreba za vještinama upravljanja karijerom i profesionalnim usmjeravanjem. Kako bi se udovoljilo toj potrebi, potreban je sve veći broj kompetetnih stručnjaka u tom području. S obzirom na to koliku ulogu imaju stručnjaci koji se bave profesionalnim usmjeravanjem, kako za pojedinca tako i društvo, potrebno je promišljati o njihovoj pripremi za taj posao kako bi ga mogli obavljati u skladu sa suvremenim znanstvenim spoznajama i s najvišim etičkim standardima. U radu se daje pregled izazova s kojima se u razvoju svoje karijere susreće pojedinac kao i društvo koje ima zadaću podupirati i pratiti pojedince na tom putu te politike koje se u tom smjeru provode diljem Europe. Daje se i kratki pregled obrazovanja za stručnjake u profesionalnom usmjeravanju u Europi. Budući da razina i kvaliteta usluge profesionalnoga usmjeravanja ovisi o kompetenciji stručnjaka koji pruža tu uslugu, te je profesionalizacija i etabliranje određene prakse u velikoj mjeri ovisno o obrazovanju koje se pruža osobama koje u praksi obavljaju tu djelatnost, zaključno se predlaže da bi i u Republici Hrvatskoj trebalo razmisliti o uvođenju nekoga vida obaveznoga obrazovanja za stručnjake koji djeluju u području profesionalnoga usmjeravanja. ; Personal biographies, today, include common career changes and periods of employment and unemployment, which leads to an increasing need for the career management skills and career guidance. In order to meet this need, there is an increasing number of professionals in the area. Given the importance of their roles, it is necessary to prepare them well so that they can perform in accordance with contemporary scientific knowledge and with the highest ethical standards. Focus of the paper is on individual who is facing challenges in the development of his career and on the society that has a task for supporting and accompanying him on his path. We also provide policies that have been pursued trough the Europe regarding this mater. Furthermore, we give a brief overview of educations practices in career guidance in Europe. Since the level and quality of vocational guidance services depends on the competence of the service provider, and the professionalization and establishment of a particular practice is largely dependent on the education provided to professionals this activity, it is suggested that the Republic of Croatia should consider introduction of some kind of education for career guidance professionals.
Životne su i radne biografije pojedinaca danas takve da su izmjene razdoblja: traženja posla, nezaposlenosti, zaposlenost i promjena karijera postali uobičajeni procesi, te se sve više javlja potreba za vještinama upravljanja karijerom i profesionalnim usmjeravanjem. Kako bi se udovoljilo toj potrebi, potreban je sve veći broj kompetetnih stručnjaka u tom području. S obzirom na to koliku ulogu imaju stručnjaci koji se bave profesionalnim usmjeravanjem, kako za pojedinca tako i društvo, potrebno je promišljati o njihovoj pripremi za taj posao kako bi ga mogli obavljati u skladu sa suvremenim znanstvenim spoznajama i s najvišim etičkim standardima. U radu se daje pregled izazova s kojima se u razvoju svoje karijere susreće pojedinac kao i društvo koje ima zadaću podupirati i pratiti pojedince na tom putu te politike koje se u tom smjeru provode diljem Europe. Daje se i kratki pregled obrazovanja za stručnjake u profesionalnom usmjeravanju u Europi. Budući da razina i kvaliteta usluge profesionalnoga usmjeravanja ovisi o kompetenciji stručnjaka koji pruža tu uslugu, te je profesionalizacija i etabliranje određene prakse u velikoj mjeri ovisno o obrazovanju koje se pruža osobama koje u praksi obavljaju tu djelatnost, zaključno se predlaže da bi i u Republici Hrvatskoj trebalo razmisliti o uvođenju nekoga vida obaveznoga obrazovanja za stručnjake koji djeluju u području profesionalnoga usmjeravanja. ; Personal biographies, today, include common career changes and periods of employment and unemployment, which leads to an increasing need for the career management skills and career guidance. In order to meet this need, there is an increasing number of professionals in the area. Given the importance of their roles, it is necessary to prepare them well so that they can perform in accordance with contemporary scientific knowledge and with the highest ethical standards. Focus of the paper is on individual who is facing challenges in the development of his career and on the society that has a task for supporting and accompanying him on his path. We also provide policies that have been pursued trough the Europe regarding this mater. Furthermore, we give a brief overview of educations practices in career guidance in Europe. Since the level and quality of vocational guidance services depends on the competence of the service provider, and the professionalization and establishment of a particular practice is largely dependent on the education provided to professionals this activity, it is suggested that the Republic of Croatia should consider introduction of some kind of education for career guidance professionals.
The paper analyzes the European Community/ European Union experience in the Western Balkans in the period from 1990 onwards in different context in order to assess different mechanisms which the European Union has gained with building the Common Foreign and Security Policy and within the Enlargement Policy in the process of conflict prevention and conflict resolution. Additionally, the paper makes an assessment of the EU's involvement in the conflict prevention and conflict resolution in the Balkans after the Stabilization and Association Process was launched in 1999. The authors argue that in the case of the military conflicts in the former Yugoslavia, when the European Community was confronted with serious and hard security issues at the very beginning of creating its Common Foreign and Security Policy and in a period of time when the region was not part of the enlargement process, the Community and the Union afterwards proved to be extremely ineffective. In the second part, through three case studies, the paper demonstrate that with the combined use of CFSP mechanisms and SAP, positive examples of the EU acting as a provider of peaceful dispute settlement in the Western Balkans have been established. ; The paper analyzes the European Community/ European Union experience in the Western Balkans in the period from 1990 onwards in different context in order to assess different mechanisms which the European Union has gained with building the Common Foreign and Security Policy and within the Enlargement Policy in the process of conflict prevention and conflict resolution. Additionally, the paper makes an assessment of the EU's involvement in the conflict prevention and conflict resolution in the Balkans after the Stabilization and Association Process was launched in 1999. The authors argue that in the case of the military conflicts in the former Yugoslavia, when the European Community was confronted with serious and hard security issues at the very beginning of creating its Common Foreign and Security Policy and in a period of time when the region was not part of the enlargement process, the Community and the Union afterwards proved to be extremely ineffective. In the second part, through three case studies, the paper demonstrate that with the combined use of CFSP mechanisms and SAP, positive examples of the EU acting as a provider of peaceful dispute settlement in the Western Balkans have been established.
Rad prikazuje okolnosti u kojima se prikupljala stručna literatura na Odjelu "Muzej ninskih starina" u Ninu. Proces prikupljanja kronološki je podijeljen u dvije faze. Prva faza obrađuje period od 60-ih godina 20. stoljeća do 1996., a zbog manjkavih arhivskih podataka velikim dijelom počiva na pretpostavkama. Drugu fazu, tj. period od 1997. do 2019., karakterizira evidentiranje knjižnične građe (stručne literature) po određenim pravilima i način njezina pristizanja u Nin. Nadalje, u radu je istaknut doprinos stručnog muzejskog osoblja, posebno kustosa, u prikupljanju stručne literature potrebne za stručni te znanstveno-istraživački rad i njezino pohranjivanje. Prikazan je i postupak selekcije zatečene knjižnične građe (monografije, periodika, separati i deplijani) u Ninu kao preduvjet tehničkoj i stručnoj obradi, u želji da postane i javno dostupna 2019. Sadržajna analiza provedena je na cjelokupnom knjižničnom fondu. S obzirom na potrebe stručnog osoblja Muzeja za stručnom literaturom, prikazana je zastupljenost arheologije i drugih srodnih područja (povijest, povijest umjetnosti i sl.). Sadržajna struktura novoformirane knjižnične zbirke na Odjelu "Muzej ninskih starina" svojevrstan je dokaz o dobro provođenoj nabavnoj politici u nekoliko prethodnih desetljeća, za koju su zaslužni kustosi, tj. djelatnici Odjela "Muzej ninskih starina" u Ninu. ; The paper presents circumstances in which professional literature at the Department of the Musum of Nin Antiquities in Nin was collected. The process of collecting was chronologically divided into two phases. The first phase deals with the period from the 1960s to 1996. It is largely based on assumptions due to deficient archival informations. The second phase (from 1997 to 2019) is characterized by recording library materials (professional literature) in accordance with certain rules and manner of its acquisition for the Nin museum. Further on the contribution of the museum staff, in particular the curators, was emphasized in the paper, in collecting and storing the professional literature necessary for professional and scientific-research work. The procedure of selecting existing library materials (monographs, periodicals, offprints, leaflets) was also presented as a prerequisite for technical and professional processing, with an aim of making it publicly available in 2019. Content analysis was performed on the entire library holdings. Considering the needs of the professional staff of the museum for professional literature, number of works dealing with archaeology and other related fields (history, art history etc.) was determined. Content structure of the newly formed library collection at the Department of the Museum of Nin Antiquities is a kind of evidence of well conducted procurement policy in previous decades for which all credit goes to the curators, in other words staff of the Department of the Museum of Nin Antiquities in Nin.
This paper is a summary of a report section produced for LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe) project and network, funded by the EU Commission Lifelong learning programme 2011–2014, based on the collected primary and secondary data. This summary focuses on multilingualism in mainstream education. The full report addresses multilingualism in several other areas: public, economic, private sphere and urban spaces. It is available on: www.urbanlanguages.eu. Considering the size, population and complexity of London, our specific focus is on one local authority (out of an existing 33): the City of Westminster, geographically the heart of this metropolis. Westminster is in many ways representative of London language trends. It shows some of the most prominent features of multilingualism in London: an extraordinary linguistic variety with a wide distribution of languages, where no one language is dominant. The aim of this research is to gain insights into experiences of multilingual learners in London in regards to: education practice and relevant policies. Primary data was collected by a team of four researchers who consulted 82 professionals relevant to the identified spheres of practice. The methods used were interviews and questionnaires. The sampling was purposive in terms of relevant professions: education, social work, public services, police and finance and business sector professionals. The theoretical framework used to develop our approach is the typology of language use, which distinguishes: symbolic, pragmatic and authoritative language use. ; Ovaj je članak sažetak izvješća koje je napravljeno za LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe; Jezici u urbanim kontekstima: integracija i raznolikost u Europi) projekt i mrežu. Projekt je financiran iz Programa Europske unije za cjeloživotno učenje 2011.-2014., temeljem prikupljenih primarnih i sekundarnih podataka. Ovaj se sažetak fokusira na višejezičnost u osnovnoškolskom obrazovanju. Cjelovito izvješće govori o višejezičnosti u nekoliko ostalih područja: javnoj, gospodarskoj, privatnoj sferi te urbanim prostorima (dostupno na: www.urbanlanguages.eu) S obzirom na veličinu, stanovništvo i složenost Londona u radu je posebna pažnja usmjerena na lokalnu jedinicu (od postojeće 33): grad Westminster koji je zemljopisno srce ove metropole. Westminster je na mnogo načina predstavnik jezičnih trendova u Londonu. To pokazuje neke od najistaknutijih obilježja višejezičnosti Londona, kao što je izvanredna lingvistička raznolikost sa širokom rasprostranjenošću jezika, pri čemu niti jedan jezik nije dominantan. Cilj ovog istraživanja je stjecanje uvida u iskustva višejezičnih učenika u Londonu s obzirom na obrazovnu praksu i relevantne politike. Primarne podatke prikupio je tim od četiri istraživača koji su konzultirali 82 stručnjaka relevantna za identificirana područja prakse. Korištene su metode intervjuiranja i anketiranja. Uzorkovanje je svrhovito obuhvaćalo relevantne struke: obrazovanje, socijalni rad, javne službe, policiju i financije te stručnjake iz poslovnog sektora. Teorijski okvir za razvoj ovog pristupa je tipologija uporabe jezika koja razlikuje: simboličku, pragmatičnu i autoritativnu primjenu jezika.
Contemporary educational practice demands that we seek new strategies in articulation of lessons and realization of educational aims. These new approaches are necessitated by the post-modern times we live in, with all the pertaining cultural, economic, political, technical and technological changes. The role of the institutions has been revised, as well as the roles of parents, teachers and pupils. In the time we live and work pupils' achievements are described and measured according to competences. Some of these numerous competences stand out as an educational ideal: critical thinking, cooperative learning, assuming responsibility, ability to act as individuals and members of society. Such achievements are also prescribed in the curriculum, more precisely, in the National Curriculum Framework. Cooperative learning, where pupils organized in groups join forces to learn during their school lessons, is often viewed as an especially interesting and productive learning method. The atmosphere among pupils who learn through cooperation is characterized by positive interdependence, that is, they are aware of the fact that the only way for them to succeed is by joining forces. Process drama is a method of using drama in education. Absence of an audience is one of its characteristics. As it does not focus on performance but on examining and searching for answers to questions (issues), it represents a method for quality teaching and learning, which is exactly why it should be an integral part of the National Curriculum Framework. This paper posits a theory that process drama is a form of cooperative learning because the important characteristics of process drama and cooperative learning overlap. Therefore, their common characteristics, such as the teacher's/leader's different engagement, changing of the fixed patterns of thinking, acting and reflexive observation will be listed, compared and explained using a comparative method. The purpose of this paper is to offer a method suitable for the requirements of contemporary school classes. ; Suvremena odgojna i obrazovna praksa zahtijeva pronalaženje novih pristupa artikulaciji nastavnoga sata i ostvarivanju odgojnih i obrazovnih ciljeva. Te nove pristupe nameće postmoderno vrijeme u kojem živimo sa svim svojim kulturološkim, gospodarskim, političkim, tehničkim i tehnološkim promjenama. Preispituje se uloga institucija, ali preispituju se i pojedinačne uloge roditelja, učitelja i učenika. Vrijeme u kojem živimo i djelujemo postignuća učenika opisuje i mjeri kompetencijama. U mnoštvu sposobnosti neke se nameću kao odgojno-obrazovni ideal: kritičko mišljenje, suradničko učenje, preuzimanje odgovornosti, sposobnost djelovanja kao individue i dijela društva. Takva postignuća propisuje i kurikulum, točnije Nacionalni okvirni kurikulum. Iako su jezične nedoumice oko kurikuluma i kurikula dokinute pa struka preporuča oblik kurikul, u ovom će se radu koristiti oblik kurikulum jer je on potvrđeniji u pedagogijskoj literaturi, a samim time će se izbjeći moguće nejasnoće, nesporazumi i nelogičnosti. Kao posebno zanimljiv i produktivan oblik učenja sve se češće ističe suradničko učenje u kojem učenici organizirani u grupe zajedničkim naporima svladavaju nastavno gradivo. Među učenicima koji uče surađujući vlada pozitivna međuovisnost, odnosno svijest da mogu uspjeti samo zajedničkim naporima. Procesna drama je metoda dramskoga odgoja. Odsustvo publike jedno je od njezinih obilježja. Kako nije usmjerena na predstavljanje već na propitivanje i traženje odgovora na postavljena pitanja (probleme), predstavlja metodu za kvalitetno poučavanje i učenje. U ovom radu postavlja se teza da je procesna drama oblik suradničkoga učenja jer se u bitnim obilježjima procesna drama i suradničko učenje preklapaju te će se komparativnom metodom zajednička obilježja popisati, usporediti i objasniti. Svrha je ovoga rada ponuditi metodu koja odgovara zahtjevima suvremene nastave
Tema je ovoga rada uloga DOP-a u društvu, prvenstveno u lokalnim zajednicama gdje je indeks razvijenosti ispod prosjeka Hrvatske. Većina tih zajednica smještena je u središnjemu i istočnome dijelu zemlje, posebno uz granicu s BiH i Srbijom. Riječ je o siromašnim zajednicama čije su gospodarska, demografska i socijalna situacije znatno lošije i složenije od situacije u ostalome dijelu Hrvatske. Takvo je stanje posljedica različitih čimbenika: ratnih, socijalno-ekonomskih do geografskih. Već nekoliko godina područje uz granicu sa Srbijom, a u posljednje vrijeme i područje neposredno uz granicu s BiH, pod utjecajem je i migrantske krize, odnosno velikoga pritiska nezakonitih prelazaka granice izvan graničnih prijelaza. Migranati i izbjeglice nastoje iz BiH ući u Hrvatsku te preko nje stići u Sloveniju, koja je članica Schengena, da bi se dalje nesmetano uputili na željeno odredište. Dolazak velikoga broja imigranata te pojačani nadzor državne granice radi suzbijanja krijumčarenja ljudi zahtijeva prisutnost većega broja pripadnika policije. Sve to uznemirava lokalno stanovništvo i dodatno usporava međugranični promet i ekonomski boljitak. Za lokalno stanovništvo nerazvijenih dijelova Hrvatske, u kojima se dogodilo sučeljavanje s globalizacijom i njezinim ekonomskim i socijalnim posljedicama, temeljno je pitanje kako potaknuti ekonomski razvoj, osnažiti zapostavljene dijelove zajednice i ublažiti razlike u odnosu na razvijena područja. Poticanje i razvijanje aktivnosti u zajednici, u cilju njezina oživljavanja i uravnoteženoga razvoja, poboljšanja kvalitete života i gospodarske situacije, iako nedovoljno, nastoje provoditi tvrtke i državna vlast, lokalna uprava i samouprava te civilne inicijative i udruge. ; The topic of this paper is the role of CSR in society, primarily in local communities in which the development index is below the Croatian average. Most of these communities are located in the central and eastern parts of the country, especially along the border with Bosnia and Herzegovina and Serbia. These are poor communities whose economic, demographic and social situations are significantly worse and more complex than in the rest of Croatia. This situation is due to various factors: from war and socioeconomic to geographical. For several years now, the border area with Serbia, and more recently the border area with Bosnia and Herzegovina, has been under the influence of the migrant crisis, i.e. significant pressure from illegal border crossings outside of official border crossings. Migrants and refugees attempt to enter Croatia from Bosnia and Herzegovina, and then reach Slovenia, which is a Schengen member country, to continue to their desired destination without hindrance. The arrival of a large number of immigrants and increased surveillance of the state border in order to combat human trafficking requires the presence of more police. All this disturbs the local population and further slows down cross-border traffic and economic prosperity. For the locals of underdeveloped parts of Croatia, in the face of globalization and its economic and social consequences, the fundamental question is how to stimulate economic development, strengthen disadvantaged parts of the community and mitigate differences compared to developed areas. Encouraging and developing activities in the community, with the aim of revitalization and balanced development, improving the quality of life and the economic situation, albeit insufficiently, are being pursued by companies and government, local government and self-government, as well as civic initiatives and associations.
