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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.

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.

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.

The author gives a brief review of the theory of political obligation of citizens in democracy. If democracy is a regime based on the free will of individuals (citizens), then the concept of political obligation cannot be based outside this & such freedom. Unlike rights, obligations are always social (relational, reciprocal). Because their nature is social, they have to be socialized by the processes of education: this is the process of building a political habitus in the individual identity of every person. The political responsibilities, unlike the legal ones, cannot be adopted by chance (by the processes of functional socialization), but solely by means of citizens' systematic education, as they are grounded in the freedom of choice & the nurtured civic virtues. As such, they a part of the consciously built democratic political culture of citizens, & culture must be acquired only by the processes of learning & education. A separate analysis of the relationship between the citizens' political obligations & those of the political community has been carried out since the issue here is who citizens in democracy really are responsible to. Political responsibility is not due only to authority (state, sovereign) -- as initially emphasized by the social contract theories -- but also to the other fellow citizens, & to the political community as a historical repository of our obligations & responsibilities in their entirety. Finally, the problem of political obligations from the perspective of the logic of collective action is analyzed as well as the likelihood of the existence of 'freeriders' in the achieved structure of the common good. This analysis also shows how civic education is inherent to democratic regimes. References. Adapted from the source document.

The future of an individual and society in the global world is reflected in the organization and quality of today's school, educational system and teacher education. Interculturalism is encouraged by education in school as a social community which accepts diversity as a value. The aim of intercultural education is the development of intercultural sensitivity and acquisition of knowledge, skills and abilities needed for functioning in a multicultural society. Inclusion of intercultural education in the school curriculum implies the responsibility of all, mostly teachers because they are directly involved in the educational process. The intercultural competence of teachers refers to the interaction encouraging mutual learning with culturally diverse pupils. The paper analyzes valid legal documents and university programs of Croatian teacher studies from the point of interculturalism. The aim of the research is to inspect the relevant legal framework and determine intercultural contents in the Croatian primary teacher education study programs. The comparative analysis of study programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula) shows that intercultural content is present but differs in number and type. The premise of successful intercultural education is a quality initial teacher education. ; Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvaliteti današnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizam se potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaća različitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalne osjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje u multikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školski kurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju u odgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi se na ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijim učenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative i sveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Cilj istraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržaja u hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizom studijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadru i Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju i vrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetno inicijalno obrazovanje učitelja.

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.