Suchergebnisse

The author compares the new law on higher education with the program demanded by the Croatian Social-Liberal Party. This is a two-level comparison: a direct comparison of excerpts from the text & the articles of the law, & an indirect comparison of fundamental principles & general policies. The law plays lip service to the requirements for private universities, autonomy, & ideological neutrality. In implementation of the law, the procedures as well as the law itself have been contravened. This is illustrated by a detailed outline of the unsatisfactory provisions of the law & the U of Zagreb statute regarding students. Adapted from the source document.

In this article the author argues the thesis on the necessity of scientific cooperation, interaction and holistic approach for appropriate explanation of the contemporary crisis. It is of great importance to define conceptual frameworks of the crisis, together with main spots in the analysis of the crisis amalgam. The key thesis is the necessity of transformation in the structure of political-economic and social organisation of contemporary states/societies. It includes transformation of completeness of interactions between structures and actions which constitute societal community through reformistic confidence in public policy. With the help of Parsons and Luhmann, the author indicates the structure of contemporary imbalance which he perceives as spillovers of the economic in all other societal subsystems. He displays the thesis of de-democratization of democracy. Finally, he demonstrates the structural character and the means of functioning of the contemporary crisis on the example of Higher education. Adapted from the source document.

The author compares the new law on higher education with the program demanded by the Croatian Social-Liberal Party. This is a two-level comparison: a direct comparison of excerpts from the text & the articles of the law, & an indirect comparison of fundamental principles & general policies. The law plays lip service to the requirements for private universities, autonomy, & ideological neutrality. In implementation of the law, the procedures as well as the law itself have been contravened. This is illustrated by a detailed outline of the unsatisfactory provisions of the law & the U of Zagreb statute regarding students. Adapted from the source document.

The author deals with the problem of adjustment to the Bologna process, using the philosophical-political distinctions between open & guided intertraditional exchange, & between utopian & piecemeal social engineering. In his opinion, the process might be perceived as a sort of cultural imperialism that need not be disastrous for its victims. The reform should create the conditions for the organization of serious multidisciplinary studies at the university level (European studies, American studies, gender studies, peace studies, etc). Should changes at the U of Zagreb be implemented systematically, though prudently, the results could be positive. However, the author warns that the role of tradition should not be underestimated nor the possibility of serious quandaries in the implementation of the reform of higher education excluded, even if the changes are introduced gradually. 4 References. Adapted from the source document.

The main proposition of this paper is that the Croatian legal framework for higher education fails to meet the criteria of the internal market of the EU. In the first part, the author draws a distinction between education as public good and education as service, and explains how EU law affects the regulatory autonomy of the Member States in the area of higher education. In the second part, the author analyses hitherto identified barriers to the exercise of market freedoms created by national legal frameworks of higher education. The third part discusses the Croatian legal framework and tests it against EU standards. The author concludes that deficiencies of Croatian higher education law are partly caused by the ignorance of policy makers and partly by the structural weakness of the negotiating process, where chapters are negotiated independently from one another and focused on formal fulfilment of benchmarks. Adapted from the source document.

In this article, the author shows why the student movement for free education ("the blockade") is wrong in asserting that the cause of injustice in higher education is the implementation of an allegedly neo-liberal project -- the Bologna Process. Furthermore, he claims that, in a serious discussion which would include all interested parties, the students' demand of "everything free on all levels in the highest possible numbers" could not be defended as a just demand. A socially just higher education would not be one which would be available free of charge to all interested parties, but one which would ensure access to higher education to the poor. The expose of the article is divided into three sections. First, Kurelic presents some ideological-theoretical formulations used in advocating free education. Then he attempts to show the short-sightedness of such formulations by referring to the example of criticism aimed at the higher education reform in Croatia, the so-called Bologna. In the third and final section, he explains why he is of the opinion that egalitarian liberals such as Scanlon and Barry, developing their line of argument from the position of social justice, would ask for much more than cancellation of school fees on all levels, and why the demand formulated according to Barry's categories is more solid. Adapted from the source document.