Suchergebnisse

Introduction: Over the last decade lifelong guidance has been given increasing attention at both European and national levels. It is recognised as a crucial dimension of lifelong learning, promoting both social and economic goals: in particular, improving the effi ciency and effectiveness of education, training and the labour market through its contribution to reducing drop-out, preventing skill mismatches and boosting productivity. Two EU Resolutions of the Education Council (20041; 20082) have highlighted the need for strong guidance services throughout the lifespan to equip citizens with the skills needed to manage their learning and careers, and the transitions between and within education/training and work. The Resolutions drew attention to four priority areas, i.e. the development of career management skills; accessibility of services; quality assurance; and co-ordination of services; and Member States were invited to take action to modernise and strengthen their guidance policies and systems. [Continues, please see the article.] ; peerReviewed

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.

Zmiany polityczne, społeczne i gospodarcze zapoczątkowane w Polsce w 1989 r. stworzyły podstawy do dynamicznego rozwoju sektora działalności usługowej. Istotnym aspektem przemian organizacyjnych w sferze usług jest także rozwój nowych form świadczenia tradycyjnych usług z zastosowaniem technik komputerowych i sieci internetowej (usługi elektroniczne), np. elektroniczna administracja, zdalna edukacja czy handel elektroniczny. Rozwój nowych form świadczenia usług był możliwy dzięki postępowi w technologii informacyjno-komunikacyjnej (ICT). Głównym celem artykułu jest analiza poziomu rozwoju usług elektronicznych w Polsce na tle innych państw Unii Europejskiej. Formułuje się następujące cele szczegółowe: (1) systematyzacja terminologii związanej z usługami elektronicznymi, (2) określenie uwarunkowań rozwoju usług elektronicznych w Polsce i innych państwach UE, (3) charakterystyka poziomu rozwoju wybranych typów usług elektronicznych dla odbiorców indywidualnych i przedsiębiorstw w Polsce, (4) porównanie poziomu rozwoju wybranych typów usług elektronicznych w Polsce z innymi państwami UE. ; Political, social and economic changes initiated in Poland in 1989 formed basis for dynamic development of service activity. An important aspect of organizational change in services is the development of new forms of services provision with the use of computer technology and the Internet (electronic services), such as e-government, e-learning and e-commerce. The development of new forms of service provision has been possible by advancement in the development of information and communication technology (ICT). The main purpose of this article is to analyse the level of development of electronic services in Poland in comparison to other European Union countries. The following specific objectives can be formulated: (1) systematization of terminology related to e-services, (2) defining of the development conditions of e-services in Poland and other EU countries, (3) characteristic of the level of development of selected types of e-services for individuals and enterprises in Poland (4) comparing the level of development of selected types of e-services in Poland to other EU countries.

Teacher education at both pre-service and in-service levels is a crucial factor in terms of developing democratic schools. Pre-service education is the first step in the professional development of teachers. Perhaps democratic education should commence at this stage. For this reason it is important to know pre-service teachers' opinions about democratic education and the characteristics of democratic schools. This study aims to investigate pre-service primary teachers' perceptions about democratic education and the main characteristics of democratic schools. The study was designed within basic qualitative research approach. The study group consists of six primary pre-service teachers who attend the 4th year of teacher education programme at a faculty of education. A semi-structured interview form was used for data gathering. Data were analysed using the "content analysis" method. The findings of the study illustrate that pre-service teachers conceptualize the term of democracy with different words based on their experiences; what is more, pre-service teachers have not fully internalized the concept of democracy. The results of the study show that according to pre-service teachers, democracy education can be realized through thematic learning and hands-on activities. It is recommended that policy makers should be aware of the atmosphere of democratic schools and that a curriculum should be designed thematically, which includes democracy in all attainment targets. ; Obrazovanje učitelja na razini osposobljavanja budućih učitelja i na razini usavršavanja zaposlenih učitelja ključan je faktor za razvoj demokratskih škola. Obrazovanje budućih učitelja prvi je korak u profesionalnom razvoju učitelja. Stoga bi možda i demokratsko obrazovanje trebalo započeti na toj razini. Upravo je zbog toga važno znati kakva stajališta imaju budući učitelji o demokratskom obrazovanju i o karakteristikama demokratskih škola. Cilj ovoga istraživanja jest proučiti percepciju budućih učitelja primarnoga obrazovanja o demokratskom obrazovanju i o osnovnim karakteristikama demokratskih škola. Istraživanje je oblikovano u okviru kvalitativnoga pristupa istraživanju. Skupina koja je sudjelovala u istraživanju sastojala se od šest budućih učitelja primarnoga obrazovanja koji su upisani u četvrtu godinu programa za obrazovanje učitelja na učiteljskom fakultetu. Za dobivanje podataka koristio se polustrukturirani intervju. Podatci su analizirani primjenom metode "analize sadržaja". Rezultati istraživanja pokazuju da budući učitelji koncipiraju pojam demokracija različitim riječima i na osnovi njihovih iskustava; štoviše, budući učitelji nisu u potpunosti usvojili pojam demokracija. Nadalje, prema stavovima budućih učitelja, demokratsko obrazovanje može se ostvariti putem tematskog i praktičnog učenja. Savjetuje se da tvorci obrazovne politike budu u potpunosti osviješteni o atmosferi demokratskih škola te da se kurikul tematski osmišljava, što uključuje demokratičnost na svim razinama postignuća.

Nova platforma Europass-a (https://europa.eu/europass/hr) od srpnja 2020. godine dostupna je kao besplatni online instrument za prikazivanje postignutih ishoda učenja, planiranje ili pripremu karijere u Europi, te služi kao potpora građanima Europske unije kako bi lakše prolazili kroz svoj profesionalni razvoj. Kroz platformu Europass-a korisnici mogu izraditi svoj profil, jednostavno pretraživati različite mogućnosti za učenje ili zapošljavanje diljem Europe, primati individualne prijedloge obrazovnih programa ili poslova koji odgovaraju njihovom profilu i interesima, izrađivati, uređivati i pohranjivati životopise, motivacijska pisma i prijave za posao, pohranjivati digitalne vjerodajnice, dijeliti svoj profil s poslodavcima, obrazovnim ustanovama ili karijernim savjetnicima, te koristiti brojne druge usluge. Od navedenih mogućnosti korištenja platforme Europass-a posebno se ističu Europske digitalne vjerodajnice za učenje (Europass Digital Credentials for learning, EDC), odnosno digitalne datoteke koje pojedincima dodjeljuje odgovarajuće obrazovne ustanova, primjerice sveučilišta, kako bi se potvrdio i pružio dokaz o postignutim ishodima učenja. Europske digitalne vjerodajnice za učenje mogu se koristiti za postignuća kroz sve oblike učenja, formalna, neformalna i informalna. Digitalne vjerodajnice imaju jednaku pravnu vrijednost kao potvrde, diplome i druge vjerodajnice u papirnatom obliku, a visokoškolskim ustanovama omogućuju besplatno i sigurno izdavanje. Platforma Europass-a omogućuje sigurnu pohranu i dijeljenje digitalnih vjerodajnica. Besplatnim i sigurnim sustavom Europskih digitalnih vjerodajnica za učenje upravlja Europska komisija. Ideja o uključivanju Sveučilišta u Splitu u procese razvoja i provedbe platforme za Europske digitalne vjerodajnice za učenje javila se u vrijeme jasnog interesa rektora, prof. dr. sc. Dragana Ljutića, i njegovih suradnika za jačanje internacionalizacije, relevantnosti i kvalitete studijskih programa i znanstvenih istraživanja. U suradnji s partnerskim sveučilištima Europskog sveučilišta mora (European University of the Seas, SEA-EU), razvijene su projektne aktivnosti za testiranje i provedbu za neformalna i informalna učenja, kao i za dodjelu diploma stečenih kroz sveučilišne preddiplomske, diplomske i poslijediplomske studije. Kroz aktivnosti Europskog sveučilišta mora, Europske digitalne vjerodajnice za učenje povezuju se s drugim europskim inicijativama u visokom obrazovanju, kao što su osiguravanje kvalitete i automatsko priznavanje visokoškolskih kvalifikacija i dijela studiranja. Prednosti Europskih digitalnih vjerodajnica za učenje proizlaze iz brzog i pouzdanog izdavanja diploma i drugih vjerodajnica, njihovog pregleda, pohrane i dijeljenja s poslodavcima i drugim pojedincima i institucijama. Glavna prednost za sva sveučilišta, pa tako i za Sveučilište u Splitu, povezana je s potencijalnim povezivanjem s mjerljivim pokazateljima provedbe osiguravanja kvalitete u Europskom prostoru visokog obrazovanja, tj. povezivanjem s Bazom podataka rezultata vanjskog osiguravanja kvalitete (DEQAR). Visokoškolskim ustanovama, posebno sveučilištima u okviru Europskih sveučilišta mora, Europske digitalne vjerodajnice za učenje donose niz prednosti koje se mogu koristiti za olakšavanje mobilnosti studenata, izgradnji fleksibilnijeg učenja usmjerenog na studente, poticanju cjeloživotnog učenja, stvaranju snažnijih veza s poduzetnicima i izgradnji boljih veza između obrazovanja, istraživanja i inovacija. Tijekom 2021. godine, Sveučilište u Splitu uspješno je dodijelilo nekoliko stotina pojedinačnih Europskih digitalnih vjerodajnica za sudjelovanja u nekoliko neformalnih i informalnih aktivnosti, čime je postalo prvo visokoškolsko učilište koje je uspješno koristilo platformu Europass-a za dodjelu Europskih digitalnih vjerodajnica za učenje. ; The new Europass platform (https://europa.eu/europass/en) is available as a free online tool from July 2020 for documenting learning outcomes, planning and career preparation in Europe, and serves to support the citizens of the European Union in managing their professional development. Through the Europass platform, users can create their own profile, easily search for different learning or employment opportunities across Europe, receive proposals for educational programmes or jobs that match their profile and interests, create, edit, and store CVs, cover letters and job applications, store digital credentials, share their profile with employers, educational institutions, or career counsellors, and use many other services. Among the mentioned possibilities of using the Europass platform, European digital learning credentials stand out (Europass Digital Credentials for learning, EDC), i.e., digital files assigned to individuals by appropriate educational institutions, such as universities, to validate and provide evidence of learning outcomes. Europass digital learning credentials can be used for achievements in all forms of learning, formal, non-formal and informal. Digital credentials have the same legal value as certificates, diplomas and other credentials in paper form, and allow higher education institutions to issue them free and securely. The Europass platform enables secure storage and sharing of digital credentials. The free and secure Europass Digital Learning Credentials system is managed by the European Commission. The idea of involving the University of Split in the processes of development and implementation of the platform for Europass digital learning credentials arose at a time of a strong interest of the Rector, prof. Dragan Ljutić, PhD, and his associates in strengthening the internationalization, relevance and quality of study programmes and scientific research. In collaboration with the partner universities of the European University of the Sea (European University of the Seas, SEA-EU) the project activities for testing and implementation for non-formal and informal learning have been developed, as well as for the award of diplomas obtained in university undergraduate, graduate, and postgraduate study programmes. Through the activities of the European University of the Sea, European digital learning credentials are linked to other European initiatives in higher education, such as quality assurance and automatic recognition of higher education qualifications and periods of study. The benefits of European digital learning credentials stem from the rapid and reliable issuing diplomas and other credentials, their review, storage and sharing with employers and other individuals and institutions. The main advantage for all universities, including the University of Split, is related to the potential association with measurable indicators of quality assurance implementation in the European Higher Education Area, i.e., connection with the External Quality Assurance Results Database (DEQAR). For higher education institutions, especially the European Maritime Universities, the Europass Digital Credentials for Learning bring many benefits that can be used to facilitate student mobility, build more flexible student-centred learning, foster lifelong learning, build stronger links with entrepreneurs, and build better links between education, research, and innovation. During 2021 the University of Split successfully issued several hundred Europass Digital Credentials to participants in several informal and informal activities, making it the first higher education institution to successfully use the Europass platform to issue Europass Digital Credentials for Learning.

Basic education of the future – Let's turn the trend! was a development project on compulsory education in Finland. The aim was to assess the current situation, examine the reasons for the drop in the learning outcomes at the national and international levels and study the needs to develop teaching and learning in the Finnish educational system. Two working groups coordinated by a broad-based steering group were set up for the purposes of the project. The objective of the working group on competence and learning was to discover means to improve learning outcomes, bridge the gap in the learning outcomes between girls and boys, ensure regional equality, safeguard equal opportunities for further studies and halt the trend of increasing disparities within and between schools. The project also examined the position of minorities and their learning outcomes in the Finnish educational system. The working group on motivation and teaching explored different learning environments, study materials including educational games, and innovations that support learning, investigated how learning motivation and well-being could be improved, and assessed the significance of motivation and school satisfaction for learning and school attendance. The group members also looked at the content and methods of education and pre- and in-service training for teachers. In the autumn an online survey was organized and 7,000 people responded. Also, six regional events were held in late autumn in 2014. The purpose of these events was to facilitate an extensive public discussion about the future of basic education. The working groups' proposals as well as the results of the survey were presented in more detail at the beginning of March when the report on this development project was published. The proposals are to be exploited in the drawing up of the government programme after the next parliamentary elections in April 2015. ; Osnovno obrazovanje u budućnosti – Promijenimo trend! razvojni je projekt u osnovnom i srednjoškolskom obrazovanju u Finskoj. Cilj je procijeniti trenutnu situaciju, proučiti razloge za pad u ishodima učenja na nacionalnoj i međunarodnoj razini i proučiti potrebe za razvojem poučavanja i učenja u finskom obrazovnom sustavu. Dvije radne skupine koordinira upravni odbor. Cilj radne skupine zadužene za kompetencije i učenje je pronaći načine za poboljšanje ishoda učenja, premošćivanje jaza između ishoda učenja djevojčica i dječaka, uspostavljanja regionalne ravnopravnosti; očuvanje jednakih mogućnosti za buduća istraživanja i zaustavljanja trenda povećanja nejednakosti unutar škola i među školama. Projekt će također proučiti položaj manjina i njihove ishode učenja u finskom obrazovnom sustavu. Radna skupina zadužena za motivaciju i poučavanje proučit će različita okruženja za učenje, zatim materijale koji uključuju obrazovne igre i inovacije koje potpomažu učenje, proučiti kako se motivacija za učenje i dobrobit mogu poboljšati te ocijeniti važnost motivacije i zadovoljstva školom za učenje i pohađanje škole. Također će biti istraženi sadržaj i metode obrazovanja, zatim obrazovanje budućih nastavnika i nastavnika praktičara. Online anketa organizirana je prošlu jesen i anketirano je 7000 ispitanika. Također, u kasnu jesen održana su regionalna događanja. Svrha tih događanja je olakšati opsežnu javnu raspravu o budućnosti osnovnog obrazovanja. Prijedlozi radnih skupina kao i rezultati ankete bit će detaljnije prikazani početkom ožujka 2015. kada će biti prikazan i izvještaj o razvojnom projektu. Prijedlozi će se razmatrati i putem razvoja Vladina programa nakon sljedećih parlamentarnih izbora u travnju 2015.

Podstawowym celem artykułu jest przybliżenie dwóch wzajemnie powiązanych koncepcji istotnych z perspektywy zarządzania publicznego w ramach polityki wobec starzenia się społeczeństwa na poziomie lokalnym. Pierwsza koncepcja to "inteligentne miasta", która dotyczy wykorzystania nowych technologii informacyjno-komunikacyjnych do poprawy zarządzania miastami oraz dostarczania obywatelom innowacyjnych usług publicznych. Druga koncepcja to "miasta przyjazne starzeniu się", która obejmuje optymalizację wszystkich funkcji miejskich do potrzeb wszystkich grup wiekowych oraz wykorzystanie szerokiego zaangażowania interesariuszy na rzecz poprawy jakości życia w okresie starości. Drugim celem jest wskazanie prób praktycznego wdrażania tych koncepcji w krajach Grupy Wyszehradzkiej, które w odróżnieniu od omawianych zazwyczaj w literaturze przykładów z Europy Zachodniej charakteryzują się nie tylko szybkim starzeniem się populacji, ale też niedostatkami infrastruktury. W podsumowaniu przybliżono wnioski z przeprowadzonej analizy oraz potencjalne dalsze kierunki badań.

The aim of spatial policy is both to protect specific values of space and to rationally shape it by stimulating social and economic processes. Protective activities include striving to maintain a balance between economic, social and environmental elements. For spatial planning to be an effective public policy tool, it must cover all aspects of socio-economic life. In the social stream, one of the most important are decisions in the field of health by reducing differences in access to health and education services in regions, including health education. This education can contribute to shaping correct health attitudes and eliminate the diversity in this area between young people living in urban and rural areas. In order to determine the spatial (urban-rural) differentiation in shaping health attitudes, a field study of young adults of various types of secondary schools, i.e. vocational schools, technical schools and general schools in the Mazowieckie voivodship has been carried out. In the light of the study, the thesis on the existence of the differentiation in health behaviours between young people living in cities and those living in villages has not been confirmed. Big differences in these youth behaviours have not been revealed. However, differences appeared between types of schools. It turned out that the studied youth from the Mazowieckie Voivodeship learning in vocational schools, to a lesser extent than young people attending general schools and technical schools, recognize situations threatening their health in the form of weaker nutrition, e.g. eating fewer vegetables or frequent contacts with psychoactive substances. A general conclusion from the research is that the most important seems to be promoting and spreading the knowledge about health through lifestyle education, with an emphasis on the youth attending vocational schools, as those in need of the strongest substantive and infrastructural support.

Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man". ; Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man".

Programom Vlade Republike Hrvatske za razdoblje od 2011. do 2015. godine te Strate¬gijom razvoja poduzetništva od 2013. do 2020. godine nastao je "Poduzetnički impuls" 2015. Temeljem takvih programa postignuti su pozitivni pomaci te rast ukupnog gospo¬darstva bez obzira na gospodarsku krizu. Sektor malog i srednjeg poduzetništva za 2013. godinu pokazuje porast investicija u visini od 19,83%, čime su i ukupni prihodi porasli za 5,6%, kao i broj zaposlenih te izvoz. Zakonom o trgovačkim društvima, odnosno izmjena¬ma i dopunama, omogućeno je jednostavnije poslovanje, čime se ostvaruje porast broja otvorenih poduzeća. Ministarstvo poduzetništva i obrta Republike Hrvatske naglašava kako je u posljednje tri godine provedbom navedenog Zakona, otvoreno 34.198 tvrtki i 25.818 obrta. Unutar Zakona o obrtu smanjen je iznos obveznog doprinosa za 50% te je ukinut varijabilni dio komorskog doprinosa. Strategija Europa 2020 i Zajednički strateški okvir omogućuju sredstva za kohezijsku politiku Republike Hrvatske s ciljem zapošljava¬nja, povećanja energetske učinkovitosti i iskoristivosti obnovljivih izvora energije, rast ulaganja u istraživanje i razvoj, ulaganje u obrazovanje te smanjenje siromaštva. Aktiv¬nostima Regionalnog centra za razvoj poduzetničkih kompetencija zemalja jugoistočne Europe podiže se svijest svakog pojedinca unutar formalnog i neformalnog obrazovanja. Cjeloživotno učenje važno je za razvoj malog i srednjeg poduzetništva kako bi se postigla što bolja učinkovitost te kako bi se zapošljavale osobe s visokom akademskom kvalifikaci¬jom. Takav obrazovni kadar u potpunosti lakše može dostići konkurentniju razinu pojedi¬nih proizvoda i usluga te učinkovitiji poslovni model u pogledu inovacija. ; The program of the Croatian Government for the period 2011 to 2015 and Entrepreneurship Development Strategy 2013 to 2020 created the "Business impulse" in 2015. Positive pro¬gress and growth of the entire sector, regardless of the economic crisis, have been achieved on the basis of such programs. Sector SMEs in 2013 shows an increase of investments by the amount of 19.83%, thus the total revenue increased by 5.6%, as well as the number of employees and the exports. Companies Act and Amendments have enabled one to run a business more smoothly resulting in an increase of opened companies. The Ministry of En¬trepreneurship and Crafts of the Republic of Croatia points out that in the last three years the implementation of the above mentioned Act have resulted in opening 34.198 compa¬nies and 25.818 trades. Within the Crafts Act there has been a reduction in the amount of mandatory contributions by 50% and abolished the variable part of the chamber contribu¬tions. The Europe 2020 strategy and the Common Strategic Framework provide funds for Croatian cohesion policy in order to increase employment, energy efficiency and utilization of renewable energy, investment in research and development, investment in education, and poverty reduction. Activities of the Regional Centre for Entrepreneurial Learning SEE countries raises the awareness of formal and informal education. Lifelong learning is im¬portant for the development of SMEs in order to achieve the best efficiency, and to employ people with high academic qualifications. It is absolutely easier for educated personnel to reach a more competitive level of individual products and services, and more effective business model in terms of innovation.

Cilj ovog rada je prikaz usporedne analize između dva kolegija koji se predaju na učiteljskim fakultetima u Danskoj i Hrvatskoj, a putem kojih se studenti osposobljavaju za poučavanje prirodnih znanosti u osnovnim školama. To su kolegiji Priroda i tehnika u Danskoj te Metodika prirode i društva u Hrvatskoj. Poučavanje prirodnih znanosti je jedan od najkompleksnijih predmeta u osnovnoj školi, a na učiteljskim fakultetima jedan od najzahtjevnijih kolegija. Provedena analiza obuhvaća karakteristike obrazovnog sustava u ovim zemljama, sadržaje kolegija i specifičnosti inicijalnog obrazovanja učitelja s posebnim osvrtom na neophodne kompetencije u poučavanju ovih predmeta u osnovnoj školi. Na temelju usporedne analize može se zaključiti da studijski program Metodike prirode i društva u Hrvatskoj nedovoljno priprema buduće učitelje za sudjelovanje u znanstvenim istraživanjima, suradnju s predstavnicima lokalne zajednice kao i za cjeloživotno učenje. Imajući na umu, da se u demokratskim društvima, koji se temelje na znanju i aktivnom sudjelovanju njihovih građana, od učitelja očekuje da razviju kod svojih učenika vještine istraživanja, komunikacije i intelektualnog razvoja tijekom života, pitanje je kako oni mogu uspješno ostvariti svoju profesionalnu zadaću, ako ih učiteljski fakulteti adekvatno ne osposobe prije ulaska u školu. ; The aim of this paper is to present the results of a comparative analysis of the two courses taught at teacher training institutions in Denmark and Croatia through which students are prepared to teach science at primary schools, namely the course on Nature and Techniques taught in Denmark and the course on Teaching Science taught in Croatia. Science is one of the most complex subjects to teach in primary schools and one of the most demanding subjects at teacher training faculties, in general. The analysis encompassed the characteristics of public education systems in both countries, the content of the courses and the specificities of the teacher pre-service training to implement this subject, with emphasis on competences required to teach them in primary schools. The analysis of teacher training curricula yielded that Teaching Science poorly prepares Croatian future teachers for participating in scientific research, establishing contacts with the representatives of local community, as well as for lifelong learning. Having in mind that, in democratic societies based on knowledge and participation, teachers are expected to develop in their students the skills for inquiry, communication and intellectual growth throughout their lives, the question emerges on how they could fulfil their professional tasks if teacher training faculties fail to properly prepare them before they enter schools.

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.

U prošlome smo se dvobroju Šumarskoga lista, obilježavajući 250. obljetnicu hrvatskoga šumarstva, osvrnuli na tekstove iz prvih godina njegovog tiskanja, povlačeći paralelu s današnjicom. Zbog uvida u povijesni slijed šumarske struke i interesantnost, pa i aktualnost tekstova, u ovome se dvobroju osvrćemo na tri teksta iz 1880. i 1881. god. vezana uz naslov. Prvi tekst odnosi se na "Naredbu c. k. ministarstva za poljodjelstvo od 13. veljače 1875, B 129/A. M., R.-G.-Bl. Br. 9, koja se odnosi na ispit za tehničko službovanje u državnoj šumskoj upravi" (po toj su Naredbi državni ispit polagali državni službenici u resornim ministarstvima u Pešti i Beču, da bi bili osposobljeni za rad u državnoj službi). Drugi tekst odnosi se na "Dopis od 3. studena 1880. Br. 24509, kojim poziva Visoka kralj. Zemaljska vlada ravnateljstvo Kralj. šumarskoga i gospodarskog učilišta u Križevcih, da sastavi posebno povjerenstvo koje bi imalo čim prije izraditi osnovu za preustrojstvo vladine naredbe od 10. siečnja god. 1850. tičuće se šumarskih državnih ispita u obće". Tako je Osnovu nove naredbe o polaganju državnog ispita za samostalnu šumarsku upravu u Hrvatskoj i Slavoniji, sačinilo povjerenstvo u sastavu: F. Ž. Kesterčanek, Dragutin Hlava i Vladimir Kiseljak, a ona se kao i naredba iz 1875. ponajprije temelji na spomenutoj Naredbi od 16. siječnja iz 1850. god. I iskustvima susjednih zemalja. Ispit se održava svake godine u svibnju. Kandidat mora imati završen odgovarajući studij šumarstva, s dobrim ocjenama iz glavnih predmeta i najmanje trogodišnju praksu. Ispit je pismeni i usmeni, a provjerava se znanje iz predmeta: a) Šumogojstvo, b) Zaštita šuma i šumsko redarstvo, c) Šumska tehnologija i uporaba, d) Geodezija, e) Ustanovljivanje šumskih obhodnja, gospodarskih osnova . . . , f) Šumarska taksacija……s osobitim obzirom na proračunanje vriednosti šuma, šumarsko-financijsko gospodarenje…, g) Šumarsko graditeljstvo (šumski putovi i prometila kao i po šumarstvo važne gradjevine……h) Državno šumarsko upravoslovlje (šumski zakon, naredbe), i sl.), i) Odnošaj privatnog prava prema šumarstvu i lovstvu, j) Temeljna načela neposrednog oporezovanja, k) Obća načela lovstva, l) Obći pregled ratarstva". Nakon 8-satnog pismenog, drugi dan je dvosatni javni usmeni ispit za svakog kandidata, a potom nakon nekoliko dana slijedi konačni "u obližnjoj kojoj šumariji ili šumi". Kandidat se nakon ispita "može proglasiti "odlično" ili pako samo "jednostavno osposobljenim", a nesposobnim pronadjeni kandidat može ispit ponoviti u roku , što mu ga ispitno povjerenstvo (od tri člana) ustanovi". U Naredbi iz 1875. posebno smo uočili dio paragrafa u kojemu se kaže: "Ispitni povjerenik, koji je s kojim kandidatom u rodu ili u tastbinstvu, ne smije kod izpita istoga kandidata prisutan biti", a interesantno je napomenuti da se za prijavu ispita, uz diplomu i potvrdu o radnom stažu u struci, traže i stručne primjedbe i zabilješke koje je kandidat vodio tijekom radnoga staža. U ova dva teksta cilj nam je bio prikazati već tadašnju potrebu, propis, način polaganja i obujam materije za polaganje državnog ispita, a u trećemu (vežući ga usputno za današnje političko kadroviranje), nalazimo odgovor na pitanje naslovljeno u članku:"Usposobljuje li položeni drž. šumarski ispit za samostalno vodjenje službe i za najviše šumarske službe?" Ako ga sami sebi postavimo, odgovor bi bio "da", no ako stavimo ruku na srce i budemo iskreni "pa ćemo morati priznati, da je ipak velika razlika biti šumarskim upraviteljem ili ravnajućim visokim činovnikom. Tko vidi, što se dan na dan zbiva, naći će, da ima vrlo mnogo šumara, koji su pod nadzorom vrstnoga i svjesnoga nadčinovnika ne samo najbolji upravni činovnici, već kadkad upravo odlično postupaju u poslovanju; nu ako se oni odmaknu od svoje svere ili im se obzirom na dosadanje poslovanje predaje vrhovna uprava, pokazuju ovi inače toli vješti činovnici toliku nespretnost i počimaju obično tako naopako gospodariti, te se mora i proti volji pomisliti, da su potpuno nevješti. Ne ima svatko sposobnosti, da ono bude, što hoće, i uz najbolju volju može se dogoditi, da komu njegove vlastite naravne sposobnosti reknu: dovde i ne dalje. Ne treba tumačenja, da uslied ovakovih pogriešaka trpi ponajprije šuma". U daljnjem tekstu sugerira se umjerenost, spoznaja vlastitih sposobnosti i napredovanje pojedinca kroz praksu, korak po korak "do one časti, kojoj može po svojih sposobnostih najbolje zadovoljavati". Glede stanja nakon položenog državnog ispita i cijeloživotnog obrazovanja, kritički se osvrće na "izpitane šumare. Većina njih, osvjedočena, da je "svoju svrhu postigla", ne radi ništa, knjige bacila na stranu, na slavohlepnost je zaboravila, svi su postali prosti i dobroćudni građani, koji u miru sade svoj kupus, i samo nuzgredno obavljaju svoju službu kao šumari, što već davno i nisu. Drugi su opet nemirne glave, puni ideja, od kojih se pako ni jedna ne obistinjuje, jer kakove imadu hire, tako im se mijenjaju i osnove; . progutaju sve knjige, ali malo od toga čestita zapamte, .njihov je rad kadkad izvrstan, nu nikad trajan. i rietko kad komu koristi. Baš od ovih polaze naši, toli slabo "cienjeni veleumi!" Treći dio napokon, i to najmanji, jest cviet šumogojaca. Ugled njihova zvanja, koje su odabrali, im je prvo. Oni ne ostaju na stepenu časti, koju su postigli položivši državni ispit, već znajući, da sad tek počima pravi študij njihove struke, i da se u životu ništa ne uči, da se vremenom opet zaboravi, pomnožuju svoje znanje i izobrazuju se kao muževi, svjestni si svoje svrhe. No, i među tom elitom šumarske struke nisu svi jednaki, i oni imaju svaki svoj limit, pa "gdjekoji obnašaju časti, koje im ne pripadaju, niti bi ih postigli da se je gledalo njihovo znanje." Želeći dobro šumarskoj struci, "kad napokon neće biti kod naše struke prepoznanih veleuma, već gdje će svaki pripadnik šumarske struke sam si stvoriti službu, dokle već sižu njegove sposobnosti. To vrieme bit će zora sjajnoj budućnosti šumoznanstva!" Uredništvo ; In the last double issue of Forestry Journal, which was dedicated to the 250th anniversary of Croatian forestry, we reviewed the texts from the first years of its printing and drew a parallel with the present. In order to gain an insight into the historical sequence of the forestry profession and the interesting and contemporary nature of the texts, this double issue will focus on three texts from 1880 and 1881 dealing with the subject title. The first text refers to the "Instruction of the Ministry of Agriculture of February 13, 1875, B 129/A. M., R.-G.-Bl.No.9, dealing with the exam for technical service in the state forestry administration (according to this Instruction, state exams were taken by civil servants in the competent ministries in Budapest and Vienna, which qualified them for work in the public service). The second text refers to the "Letter of November 3, 1880, No. 24509, in which the High Royal Government invites the Administration of the Royal Forestry and Agriculture College in Križevci to form a special commission for the purpose of drawing up a basis for the reformation of the governmental instruction of January 10, 1850, relating to forestry state exams in general". The Basis of the new instruction for state exams for independent forestry administration in Croatia and Slavonia was drawn up by a commission consisting of F. Ž. Kesterčanek, Dragutin Hlava and Vladimir Kiseljak. Like the instruction of 1875, the new instruction was also primarily based on the already mentioned Instruction of January 16, 1850, as well as on the experience from neighbouring countries. The exam was held in May every year. A candidate had to have completed a study of forestry and received good grades in the main subjects, and had to have at least three years of working experience. The exam was in written and oral form, and the subjects included: a) Silviculture, B) Forest protection and forest service, c) Forest technology and use, d) Geodesy, e) Establishment of forest control, Management plans, ., f) Forest inventory . with particular reference to the calculation of forest value, forest-financial management ., g) Forest civil engineering (forest roads and vehicles, as well as forest structures ., h) State forest legislation (forest laws, instructions), and similar), i) Relationship between private rights on forestry and hunting, j) Basic principles of direct taxation, k) General principles of hunting management, and l) General review of farming". The 8-hour written part of the exam was followed by a two-hour public oral exam for each candidate. Several days later the final exam was taken in a "nearby forest office or a forest". After the exam, the candidate might receive the following grades: "excellent" or "just competent", while those found incompetent could retake the exam on a date set by a three- member examining board". The Instruction of 1875 contains a part of the paragraph stating the following: "An examiner who is a candidate´s blood relative or a relative-in-law must not be present at the exam of the said candidate". It is interesting to note that in order to take the exam, the candidates had to submit not only their diploma and a document confirming their work in the profession, but also professional comments and notes they kept in the course of work.These two texts show that the method of taking state exams and the amount of the matter examined were regulated very early. The third text (related to the present politically-based appointments) gives an answer to the question raised in the article:"Does passing the state forestry exam qualify a candidate for an independent running of the highest forestry service?" If we answer the question ourselves, the answer is "yes", but if we are honest, "we must admit that there is a great difference between being a forest manager and a managing high servant. Those who are aware of what is happening day by day will find that there are very many foresters who, supervised by a competent and conscientious superior servant, become not only the best managing servants but also the best workers; however, if removed from their sphere or if appointed to run the highest administration, those otherwise competent servants display such ineptitude and begin to manage in such an inappropriate manner that one cannot help but conclude that they are utterly incompetent. Not everybody is capable of being what he wants to be; try as hard as one might, one´s own natural abilities tell you: you can get no further than this. Needless to say, it is the forest that suffers most in the aftermath of such errors". The text goes on to recommend moderation, an awareness of one´s own abilities and individual advancement through practical work, step by step, "up to that honourable position which can be best fulfilled by one´s abilities". As for the status after passing the state exam and lifelong learning, the text critically reviews "foresters that have passed the state exam. The majority of them, satisfied with the fact that "they have achieved their purpose", do nothing, throw away the books, forget ambition and turn into simple and well-meaning citizens who plant their cabbage in peace and only carry out their service as foresters in passing. Others, on the other hand, are restless and full of ideas, of which none are realized; their whims are followed by their changing priorities; . they avidly read all the books but remember hardly anything, . their work is sometimes excellent but never of long lasting . and is rarely useful for anybody. This is where the majority of our, so badly "appreciated geniuses" originate. The third part, the smallest one, is the crown of forest managers. The reputation of the profession which they have chosen is their utmost priority. They do not bask in the glory of passing the state exam, but, knowing that this is where the true study begins and that the things learned at one time are usually forgotten later on, broaden their knowledge and educate themselves as men with a purpose firmly in mind". Yet, there are differences even among this elite of the forestry profession. Each of them has their own limit, so "some are in honourable positions that do not rightfully belong to them, nor would they achieve them if their knowledge was the foremost criterion." Our profession will advance and benefit "when we finally do away with the geniuses of the profession, and when every member of the forestry profession creates the service himself according to their abilities. This moment will mark the dawn of a splendid future of the forestry science!" Editorial Board