Suchergebnisse

Afirmacija razumijevanja i prihvaćanja između pripadnika različitih kultura predstavlja jedan od temeljnih zadataka odgojno-obrazovnih sustava u suvremenim demokratskim društvima. Kako bi se taj zadatak što uspješnije realizirao, ističe se važnost uvođenja interkulturalizma kao dimenzije cjelokupne odgojno-obrazovne djelatnosti. Polazeći od shvaćanja prema kojem odgojno-obrazovne ustanove imaju važnu ulogu u formiranju interkulturalnog razumijevanja, vrijednosti, stavova i ponašanja njenih članova, u radu se razmatra problematika promicanja interkulturalizma u školskom okruženju. Na temelju pregleda dosadašnjih istraživanja, razmatraju se različita područja i obilježja odgojnoobrazovnog djelovanja te s njima povezane pretpostavke za izgradnju škole kao mjesta interkulturalnog učenja. ; The affirmation of understanding and acceptance among members of different cultures represents one of the major tasks of the educational systems in modern democratic societies. Successful realization of that task implies the importance of promoting interculturalism as an important dimension of the entire educational activity.Drawing on the assumption according to which educational institutions play important role in the formation of the intercultural understanding, values, attitudes and behaviours of its members, this paper discusses the issue of promoting interculturalism in the school environment. Based on a review of previous findings, different areas and features of educational activity are discussed as well as related assumptions for building a school as a place for intercultural learning.

The article focuses on the interconnectedness of foreign policy environments to explain Slovenia's opportunities and constraints for foreign policy action. During the period of pre-independence para-diplomacy, the building of an internal and external domestic environment successfully turned constraints (no international recognition) into opportunities (applying for membership of European and global intergovernmental organizations). In the second period — post-recognition — considering the absence of a strategic foreign policy document, the Slovenian internal foreign policy environment became a major constraint to seize foreign environment opportunities. This affected Slovenia's accomplishments, notably after NATO and EU memberships were achieved in 2004. Although the Slovenian internal environment matured during the following period to adopt, in 2015, a comprehensive foreign policy strategy the recent turn in world politics (especially the European financial and economic crisis and the migration crisis) created for the first time a foreign environment for Slovenia that offered many fewer opportunities and far more constraints. ; The article focuses on the interconnectedness of foreign policy environments to explain Slovenia's opportunities and constraints for foreign policy action. During the period of pre-independence para-diplomacy, the building of an internal and external domestic environment successfully turned constraints (no international recognition) into opportunities (applying for membership of European and global intergovernmental organizations). In the second period — post-recognition — considering the absence of a strategic foreign policy document, the Slovenian internal foreign policy environment became a major constraint to seize foreign environment opportunities. This affected Slovenia's accomplishments, notably after NATO and EU memberships were achieved in 2004. Although the Slovenian internal environment matured during the following period to adopt, in 2015, a comprehensive foreign policy strategy the recent turn in world politics (especially the European financial and economic crisis and the migration crisis) created for the first time a foreign environment for Slovenia that offered many fewer opportunities and far more constraints.

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

Within the project "Effects of the Reform Changes on the Preschool Education Context in Montenegro", the observations of education process were conducted in preschools, in three regions, on the total sample of 99 units (educational groups). This paper highlights the positive effects that are a result of the reform process in the Montenegrin preschool education, but it also identifies problems/challenges in realizing the programme objectives and activities. In order to objectively assess practical activities in different age groups, the Scale for observing the education process in preschool institutions was used, with a focus on the identification of indicators of more complex categories (interaction, diversity and democratic values, teaching strategies, learning environment, planning). With the intention of collecting relevant information about the current state of the kindergarten in the domain of educational work, a series of interviews were conducted, and then the teachers' opinions and suggestions regarding the possible ways of improving teaching methodology practices in preschool institutions in Montenegro were marked. The study shows that the largest number of indicators is on the level of quality practices (on the scale 1=inadequate to 4= a step forward), so the measures towards the improvement of practice are suggested. It is necessary to adjust the number of children in educational groups with pedagogical standards, provide continuous training of professional staff, and improve educators' teamwork in order to ensure much better life quality in preschool institutions. ; U okviru realizacije projekta »Efekti reformskih promjena predškolskog odgojnog konteksta u Crnoj Gori« provedena je i opservacija odgojno-obrazovnog procesa u predškolskim ustanovama, u trima regijama, na ukupnom uzorku od 99 odgojnih skupina. U radu su prikazani pozitivni učinci koji su rezultat reformskog procesa u predškolstvu u Crnoj Gori, ali i identificirani problemi/izazovi u procesu realizacije programskih ciljeva i aktivnosti. U cilju što objektivnijeg sagledavanja praktičnih aktivnosti u skupinama različite dobi, koristila se Skala za promatranje odgojnog procesa u vrtiću, s pomoću koje smo precizirali indikatore za fokusirane kompleksne kategorije (interakcije, različitosti i demokratske vrijednosti, strategije poučavanja, okruženja za učenje, planiranje). S ciljem prikupljanja što više relevantnih informacija o postojećem stanju u vrtiću, na osnovi primijenjenog intervjua, zabilježena su i mišljenja i prijedlozi odgojitelja o mogućim putovima unapređivanja metodičke prakse u predškolskim ustanovama u Crnoj Gori. Rezultati promatranja i intervjuiranja odgojitelja pokazuju kako je većina procijenjenih indikatora na razini kvalitetne prakse (od 1 = neadekvatno do 4 = korak dalje), a predložene su mjere koje bi doprinijele unapređenju kvalitete rada u vrtiću. Potrebno je: uskladiti brojnost djece u odgojnim skupinama s pedagoškim standardima, osigurati kontinuiranu obuku stručnog kadra, unaprijediti timsko djelovanje odgajatelja s ciljem sveobuhvatnog unapređivanja kvalitete života u predškolskoj ustanovi.

Konvencija o pristupu informacijama, sudjelovanju javnosti u odlučivanju i pristupu sudstvu o pitanjima okoliša – Aarhuška konvencija – međunarodni je pravni okvir na području zaštite okoliša. Ova konvencija, pokrenuta pod pokroviteljstvom UN-a, najambiciozniji je pothvat kada je riječ o zaštiti okoliša. Njezinim usvajanjem ujedno je učinjen golem korak u razvoju međunarodnoga prava. Prihvaćajući načela i formalno pristupajući Aarhuškoj konvenciji, države naše regije (Jugoistočna Europa) zorno pokazuju da prava na području okoliša nisu luksuz rezerviran samo za bogate. Ovim se dokumentom utvrđuju prava u svezi s okolišem te čine pouzdan temelj za uključivanje najšire javnosti u politike okoliša čime se potvrđuje i naša obveza prema budućim pokoljenjima. To je dokaz kako se održivi razvoj može postići jedino uključivanjem svih sudionika u društvu. Aarhuška konvencija poveznica je između odgovornosti tijela javne vlasti i zaštite okoliša, jer se sudjelovanjem javnosti povećava odgovornost i transparentnost pri donošenju odluka, kao i svijest javnosti o pitanjima okoliša, a osigurava se i podrška za donesene odluke. Učinkovitim sudjelovanjem javnosti promiču se načela suradnje i konzultacija između građana i donositelja odluka, čime se pridonosi općoj demokratizaciji društva. To je omogućeno provedbom Aarhuške konvencije koja uključuje: pristup informacijama, sudjelovanje javnosti pri donošenju odluka i pristup pravosuđu kada je riječ o okolišu. To su ujedno i tri glavna stupa Konvencije. Prije dvanaest godina tadašnji je glavni tajnik UN-a Kofi Annan opisao Konvenciju kao "najambiciozniji pothvat na području 'okolišne demokracije' dosad poduzet pod okriljem Ujedinjenih naroda". Možemo reći kako je taj opis vjerojatno i danas točan, iako je na području okolišne demokracije došlo i do drugih znatnih pomaka. ; Convention on access to information, public participation in decision making and access to justice in environmental matters – The Aarhus Convention – is an international legal framework in the area of the environment protection. This convention, initiated under the auspices of UN, is the most ambitious venture as far as environment protection is concerned. Its adoption made at the same time a huge step in the international law development. Accepting the principles and formally accessing to the Aarhus Convention, countries from our region (Southeast Europe) show that rights in the environment protection area are not the luxury reserved only for the rich ones. This document defines the rights in the environment area and makes the reliable foundation for involving the general public in the environment policies which confirms our commitment to future generations. That is a proof that sustainable development can be achieved only by involving all participants in the society. The Aarhus Convention is a link between the authorities' responsibilities and environment protection, because participation of the public increases responsibility and transparency in decision making, as well as consciousness of the public about environmental matters. It also provides support for the made decisions. Efficient participation of the public promotes cooperation principles and consultation between citizens and decision makers, which contributes to general society democratization. That is enabled by the Aarhus Convention implementation which includes: access to information, participation of the public in decision making and access to jurisdiction when speaking of environment. These are at the same time three main Convention pillars. Twelve years ago the UN Secretary General Kofi Annan described the Convention as "the most ambitious venture in environmental democracy undertaken under the auspices of the United Nations". We can say that the mentioned descriptionis probably correct even today, although there have been many other significant improvements in environmental democracy.

The assumption is that expansionary monetary policy is good for reducing unemployment, and vice versa. In this context, the status of monetary policy is defined, which is called monetary conditions. For this, the IFIS Financial Conditions Index published by the Institute of Economics, Zagreb, was used as a synthetic indicator of the state of numerous monetary variables (27 variables). By analysing the movements of restrictive and expansionary monetary conditions presented by the IFIS index and the unemployment rate conducted in this paper, it can be concluded that there is a strong link between the index of macroeconomic monetary conditions and unemployment in Croatia. This relationship operates with a time lag of one year, i.e., a change in monetary conditions leads to a change in the overall unemployment rate after one year. Although there is a link between monetary conditions and youth unemployment, it is weaker because youth unemployment is significantly influenced by other factors. These are primarily emigration after Croatia's accession to the European Union and liberalization of the labour market. ; Pretpostavka je da ekspanzivna monetarna politika pogoduje smanjenju nezaposlenosti, a vrijedi i obrnuto. U tom kontekstu definiran je status monetarne politike koji se naziva monetarnim uvjetima. Za to je korišten indeks financijskih uvjeta IFIS koji objavljuje Ekonomski institut, Zagreb, kao sintetički pokazatelj stanja brojnih monetarnih varijabli (27 varijabli). Analizom kretanja restriktivnih i ekspanzivnih monetarnih uvjeta prikazanih IFIS indeksom i stope nezaposlenosti koja je provedena u ovom radu, može se zaključiti da postoji jaka veza između indeksa makroekonomskih monetarnih uvjeta i nezaposlenosti u Hrvatskoj. Ta veza djeluje s pomakom od godinu dana, odnosno promjena monetarnih uvjeta dovodi do promjene u ukupnoj stopi nezaposlenosti nakon godinu dana. Iako postoji veza i između monetarnih uvjeta i nezaposlenosti mladih, ona je slabija jer na nezaposlenost mladih značajnije utječu drugi ...

Na temelju uvida u sadržaj rukopisne ostavštine, članaka i monografija Ljudevita Modeca (1844.–1897.), u članku je istražen i obrađen Modecov značaj u povijesti hrvatske pedagogije. Modec je bio prvi moderni hrvatski metodičar. Obrazovao se na preparandiji u Pragu, što mu je omogućilo širenje modernih srednjoeuropskih pedagoških tendencija u brojnim hrvatskim gradovima, naročito u Zagrebu, Petrinji i Osijeku. Posebnost Modecova metodičkog rada očitovala se u tome što je primjenjivao teološki i herbartovski pedagoški pristup, pri čemu se češće opredjeljivao za teološki pristup. Takav pristup prepoznao je kao sredstvo za kvalitetan razvoj individualnog morala. U svojim člancima Modec je najčešće pisao o osobitostima metodike, dok je u monografijama najčešće tumačio metodičku praksu. U ovom članku ukratko su prikazana pedagoška, dakle metodička obilježja njegovih djela. Pritom ističem da je Modec prilikom poučavanja njegovao deduktivni pristup. U svojim tekstovima često je poticao na domoljublje. Uzrok tome bile su povijesno-političke okolnosti u kojima se hrvatski narod nalazio tijekom druge polovice 19. stoljeća (mađarizacija, germanizacija, centralizacija, neoapsolutizam), što je, uostalom, i uzrokovalo njegovo latentno političko usmjerenje prema Starčevićevoj Stranci prava. ; Based on the insight into the manuscripts, articles, and monographs by Ljudevit Modec (1844–1897), this article researches and elaborates on Modec's significance in the history of Croatian pedagogy. Modec was the first Croatian contemporary expert in teaching methodology. His education at a teacher training school in Prague enabled the spread of modern Central European pedagogic tendencies in many Croatian cities, especially in Zagreb, Petrinja, and Osijek. The distinctiveness of Modec's work in teaching methodology manifests in the implementation of a theological and Herbartian pedagogical approach. Between those, he most frequently opted for the theological approach, which he recognised as the means for a finer development of individual morals. In his articles, Modec most frequently wrote about the distinct characteristics of teaching methodology, while his monographs most often interpreted the teaching methodology practice. This article briefly outlines the pedagogical, i.e. teaching methodology characteristics of his works. In so doing, it is important to emphasise that Modec fostered the deductive approach in teaching. In his texts, he often encouraged patriotism. That was due to the political and historical circumstances in Croatia during the second half of the 19th century (Hungarianization, Germanization, centralisation, neo-absolutism), which were also the cause of his latent political tendency towards Starčević's Croatian Party of Rights.

Rad prikazuje pregled povijesti školstva Grubišnog Polja od samih početaka koji datiraju u 19. stoljeće, u vrijeme Vojne krajine kada je školu pohađao poznati pjesnik Petar Preradović do današnjih dana. Istraživanje se nastavlja u razdoblju prije Prvog svjetskog rata otvaranjem prve narodne hrvatske škole čiji je prvi učitelj bio N. Kijurina, a zatim Vjekoslav Klemen. Razvoj školstva prati se nakon Prvog svjetskog rata otvaranjem Niže građanske škole koja odgovara današnjim višim razredima osnovne škole. Zbog nedostatka spomeničke građe, 1948. godine nastali su zapisi temeljem sjećanja dvojice Grubišnopoljaca Matije Čubelića i Jakoba Novalića koji obuhvaćaju razdoblje od kraja 19. stoljeća do školske godine 1945./1946. kada nastaje nova Spomenica Niže pučke škole. Nakon čestih promjena prostora i turbulentnih ratnih vremena nova Osnovna škola "Bijela labudica" sagrađena je 1956. godine. Razvoj srednjoškolskog obrazovanja započinje 1961./1962. otvaranjem područnog odjela daruvarske Ekonomske škole u Grubišnom Polju. Samostalna srednja škola – Opća gimnazija utemeljena je 1964. godine te se narednih godina otvaraju brojna nova zanimanja. Povijesni pregled je zaokružen osvrtom na djelovanje Dječjeg vrtića koji je započeo svojim radom 1977. godine. Istraživanje povijesti školstva Grubišnog Polja temelji se na spomeničkim zapisima te arhivskoj građi Osnovne škole Ivana Nepomuka Jemeršića i Srednje škole Bartola Kašića Grubišno Polje, te Dječjeg vrtića Tratinčica. ; This paper offers a review of the history of school system in the town of Grubišno Polje covering the time span from its earliest beginnings, which date back to the 19th century – the time of the Military Border, when the well-known poet Petar Preradović attented school, until the present. The research continues up to the period before World War One, when the first public Croatian school, where the first teacher was N. Kijurina, followed by V. Klemen, was opened. The development of education continued after World War One with the opening of the lower civic school, which corresponds to grades 5 to 8 of today's primary school. Due to lack of historical evidence, from 1948 onwards, we only have records based on a book of memories of two citizens – Matija Čubelić and Jakob Novalić, which covers the period from the end of the 19th century to the schoolyear 1945-46, when a new mention of elementary school was made. After frequent changes of premises and turbulent war times, the new primary school – Bijela Labudica – was built in 1956. The development of secondary-school education in Grubišno Polje began in 1961-62 by the opening of a regional unit of the Daruvar Business School. Independent grammar school was founded in 1964. In the subsequent years, new professional schools were opened. This historical review may be concluded by a survey of the operation of the nursery school, which opened its doors in 1977. The research of the history of education in Grubišno Polje is based on historical evidence and archival materials of the local Ivan Nepomuk Jemeršić Primary School, Bartol Kašić Secondary School, and Tratinčica Nursery School.