Suchergebnisse

It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidence-based early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results suggested that students with disabilities have a need for additional support in the educational process, as well as support in developing appropriate relationships with peers. However, they do not reach the expected level of socialization and academic success, which indicates that the policy of inclusion is still not well implemented into educational practice. Different reasons for such results and suggestions for overcoming this situation are discussed. ; Dobro je poznato da sve obrazovne politike promoviraju inkluziju kao glavnu ideju svakog suvremenog obrazovnog sustava. Inkluzivno obrazovanje omogućuje djeci s teškoćama i bez njih da zajedno uče u istim razredima, u skladu sa svojom dobi, uz dodatnu, individualno prilagođenu podršku djeci koja je trebaju. Međutim, u obrazovanju još uvijek postoje velike nejednakosti u pristupačnosti obrazovanja i ishodima učenja nekih skupina djece, budući da postoje marginalizirane skupine koja doživljavaju izuzetno nisku razinu pristupačnosti obrazovanja i kvalitete učenja. Djeca s teškoćama još su uvijek suočena s mnogim izazovima u ostvarivanju svog prava na obrazovanje i ona u tom smislu predstavljaju jednu od najmarginaliziranijih i isključenih skupina. U hrvatskom je zakonodavstvu jasno naglašeno da djeca s teškoćama imaju pravo na inkluzivno obrazovanje i da su škole dužne osigurati uvjete koji vode uspješnom obrazovanju sve djece. Pitanje se, međutim, postavlja u odnosu na razinu u kojoj se zakon provodi u odgojno-obrazovnoj praksi, budući da je nepoznato postoje li uvjeti za njegovu primjerenu primjenu u hrvatskim školama. U ovom je radu prikazan dio rezultata istraživanja koje je provedeno u sklopu projekta "Rane odgojno-obrazovne intervencije temeljene na pokazateljima uspješnosti". Osnovni ciljevi istraživanja su (1) utvrditi područja u kojima učenici s teškoćama trebaju dodatnu podršku i (2) analizirati razlike u doživljenoj inkluzivnoj dimenziji kvalitete obrazovnog procesa iz perspektive učitelja i iz perspektive učenika, u pet hrvatskih redovnih osnovnih škola. Istraživanje je provedeno na uzorku od 97 učenika s teškoćama i njihovih 97 standardno razvijenih vršnjaka. Učenici i njihovi učitelji ispunili su dva upitnika o ponašanju učenika koji su razvijeni za potrebe projekta (Upitnik za učenike i Upitnik za učitelje). Rezultati pokazuju da učenici s teškoćama imaju potrebu za dodatnom podrškom u obrazovnom procesu, ali i za podrškom u razvoju primjerenih odnosa s vršnjacima. Međutim, oni ne postižu očekivanu razinu socijalizacije i akademskog uspjeha, što pokazuje da se inkluzivna politika još uvijek nedovoljno dobro implementira u obrazovnu praksu. Autori raspravljaju o različitim razlozima dobivenih rezultata i mogućim načinima prevladavanja uočenog nesuglasja.

U ovom radu razmatraju se osnovne značajke vezane uz problematiku zlouporabe alkohola kod adolescenata koji pohađaju srednju strukovnu školu. Istraživanje je provedeno među učenicima tijekom veljače - travnja 2008. godine u Školskom centru za strukovna zanimanja grada Viteza (Bosna i Hercegovina), u kojem prema najnovijim podatcima (lipanj 2009.) živi preko 60% hrvatskog stanovništva. Uzorak dobiven slučajnim izborom sastojao se od 200 učenika različitog spola, dobnih skupina, školskog uspjeha i obiteljske situacije. Cilj rada bio je dobiti što cjelovitiju sliku o konzumaciji alkohola među učenicima strukovne škole koja uključuje odgovore na niz pitanja, od količine alkohola koju učenici povremeno ili redovito piju, učestalosti opijanja, do razlika između muškog i ženskog spola, vrste alkohola koji se najčešće konzumira, povezanosti pijenja s školskim uspjehom, obiteljskom situacijom, provođenjem slobodnog vremena i drugo. Korišten je standardizirani anketni upitnik izrađen u svrhu ovog istraživanja. Rezultati su potvrdili postavljenu glavnu hipotezu da učenici srednje strukovne škola značajno konzumiraju alkohol i da se relativno često opijaju. Također, dobiveni su mnogobrojni podatci koji jasno ukazujuna zabrinjavajuće slabu provedbu preventivnih zahvata u suzbijanju zlouporabe alkohola kod mladih jer kod ispitanika nije formiran stav protiv pijenja alkoholnih pića.Dobiveni rezultati pokazuju izrazito zabrinjavajuću sliku konzumacije alkohola od strane učenika i učenica nama susjedne države. Moglo bi se reći da se zlouporaba proširila na gotovo sve učenike i učenice ovog uzrasta. Očito je da se pijenje alkohola, čak i povremeno opijanje, tolerira i drži društveno prihvatljivim ponašanjem mladeži, jer se sankcionira isključivo kad mladi pod utjecajem alkohola učine druga društveno kažnjiva djela. Dobiveni podatci su uspoređeni snekim rezultatima ESPAD istraživanja provedenog u Europskoj uniji i Hrvatskoj 2007. godine koji su pokazali da hrvatska mladež konzumira alkohol iznad europskog prosjeka (od visokog sedmog mjesta 2003. tijekom zadnjih pet godina "popela" se u neslavnu skupinu prvih triju mjesta). Istraživanje provedeno u susjednoj državi pretežno među Hrvatima, ali i učenicima drugih nacionalnosti (Bošnjaci, Srbi) pokazuje da je i među učenicima hrvatske manjine situacija jednako dramatična kao i u Hrvatskoj. Teško je oduprijeti se dojmu da su tranzicijske teškoće na ovim prostorima u svom najgrubljem obliku najviše pogodile mlade. ; In this study we examine the basic characteristics of the problem of alcohol abuse among adolescents attending vocational high school. The study was conducted from February to April 2008, among students of the Vocational High School in the city of Vitez (Bosnia and Herzegovina) in which, according to the newest statistics (June, 2009), more than 60% of the population isCroatian. The random sample consisted of 200 students of both genders and of various age groups, school grades and family situations. The aim of the study was to obtain as complete a picture of alcohol consumption among students of vocational high school as possible, which would include answers to a range of questions, from the amount of alcohol students occasionally or regularly drank, the frequency of drunkenness, to the differences between males and females,the type of alcohol most often consumed, the relationship between drinking and school grades, family situation, leisure time activities and others. A standardized questionnaire made for the purpose of this study was used. The results confirmed the main hypothesis that was made, that students of vocational high school consume a considerable amount of alcohol and get drunk relatively often. Also, a large amount of data was obtained which clearly indicates an alarminglylow success rate for preventive measures to stop the abuse of alcohol among youngsters because the subjects had not formed an opinion against drinking alcoholic beverages.The results obtained paint an extremely worrying picture of alcohol consumption among male and female students in our neighboring country. It could be said that alcohol abuse has spread among almost all students of this age group. It is obvious that drinking alcohol, and even occasional inebriation, is tolerated and viewed as socially acceptable behavior for youngsters, because it is sanctioned exclusively when youngsters under the influence of alcohol perpetrate other socially punishable acts. The data obtained were compared to some results from the ESPAD study conducted in the European Union and Croatia in 2007 which showed that Croatian youngsters were above the European average in alcohol consumption (from a high seventh place in 2003 during the last five years they "climbed" to the infamous group of top three places). The study conducted in our neighboring country mainly among Croatians but also among students of other nationalities (Bosnians, Serbs) shows that the situation among students of the Croatian minority is as dramatic as it is in Croatia. It is hard to resist the impression that the hardships of transition in the region has fallen upon youngsters in its worst form.

U kontekstu globalnih društvenih promjena u sustavu odgoja i obrazovanja važno je mijenjati pristup stjecanja temeljnih kompetencija učenika s posebnim naglaskom na razvoj njihove prirodoslovne i digitalne pismenosti. Današnje učenike, pripadnike allways on line generacije, karakterizira intenzivno korištenje Interneta za socijalne interakcije, ali i za obrazovanje. Upravo stoga potrebno je implementirati IKT-u u nastavnu praksu, a jedna od mogućnosti je e-učenje. S ciljem istraživanja ostvarenosti ishoda učenja prema kognitivnim razinama zadataka obzirom na primijenjene postupke poučavanja i učenja, tradicionalnu nastavu i e-učenje, provedeno je istraživanje u nastavi Prirode i Biologije osnovne škole na uzorku od osam razrednih odjela. Rezultati istraživanja pokazuju podjednaku uspješnost učenika eksperimentalne i kontrolne skupine u ostvarenosti ishoda učenja te se e-učenje pokazalo jednako uspješnijim kao i tradicionalna nastava u kojoj su korištene suvremene nastavne strategije rada. Stoga se e-učenje može koristiti i u situacijama, poput bolesti, odlaska učenika na višednevna natjecanja, života u izdvojenim sredinama, kada ne postoji mogućnost da učenici nazoče redovnoj nastavi. Istraživanje je pokazalo kako učenici kontrolne i eksperimentalne skupine jednako uspješno/neuspješno rješavaju zadatke prve, druge i treće kognitivne razine. Dobiveni rezultati mogu poslužiti kreatorima obrazovne politike te biti smjernica učiteljima praktičarima za oblikovanje nastave. ; In the context of global social changes in the education system, it is important to change the approach to acquiring basic students' competencies, with special emphasis on the development of their natural and digital literacy. Today's students, members of always on line generation, are characterized by the intensive use of the Internet for social interaction as well as for education. Precisely for this reason, it is necessary to implement ICT in teaching practice, and one of the options is e-learning. For the purpose of achieving learning outcomes, according to the cognitive levels of applied teaching and learning, traditional learning and e-learning methods, a research in teaching Nature and Biology in elementary schools, using a sample of eight classes, was conducted. The research results show the same success of the experimental and control groups of students in achieving the outcomes, and e-learning proved to be just as successful as the traditional curriculum, where contemporary teaching strategies were used. Therefore e-learning can also be used in situations such as illness, student's absence for multi-day competitions, life in distinguished environments, in cases where there is no possibility for students to attend regular classes. The research has shown that both control and experimental groups were equally successful / unsuccessfully in solving the tasks of the first, second and third cognitive level. The results can be used by the creators of educational policy, and serve as a guideline for teachers- practitioners at devising their teaching.

U radu se analiziraju posljedice obrazovne segregacije i postojeće mjere obrazovne integracije djece romske nacionalne manjine koje se provode u Hrvatskoj. Mjere se sagledavaju s aspekta njihovog doprinosa ravnopravnoj participaciji romske djece u obrazovanju i uspješnom završetku školovanja. Kao mogući odgovor na brojne izazove u obrazovanju i uključivanju romske djece, opisuje se koncept magnet škole kao sveobuhvatni model obrazovne politike i prakse koji je nastao upravo s ciljem obrazovne desegregacije učenika iz manjinskih skupina te poboljšanjem učeničkih postignuća kroz podizanje kvalitete podučavanja i okruženja za učenje. Posebna prednost ovog modela ogleda se u unapređivanju kvalitete obrazovanja za svu djecu budući da se njime artikulirano promiče kvaliteta, jednakost i akademska uspješnost za svu djecu. S obzirom na to da se radi o američkom modelu, razmatraju se mogućnosti implementacije modela u hrvatski obrazovni sustav uvažavajući smjernice uspješnih magnet-škola. ; This paper analyses the consequences of educational segregation and existing measures of educational integration of Roma children in Croatia. The measures are viewed from the aspect of their contribution to equal participation of Roma children and successful completion of schooling. As a possible response to numerous challenges in the education and inclusion of Roma children, the concept of magnet school is described as a comprehensive model of educational policies and practice which has been developed to integrate minority group students and improve student achievement through raising the quality of the teaching and learning environment. A special advantage of this model reflects in improving the quality of education for all children since it articulates the quality, equity and academic success of all children. Given that this is an American model, the possibilities of model implementation in the Croatian education system are considered, taking into account the guidelines for successful magnet schools.

RIJEČ UREDNIŠTVAIzgleda da se povijest, kao i moda, periodički ponavlja. Svako toliko pojave se ¨pametnjakovići¨, kako bi narod rekao s "morskim idejama", naravno upitnim i bez razumnih argumenata. Naime, o naslovljenom problemu, aktualiziranome u Glasu Slavonije (14. 2. 2019.), u Šumarskome listu br. 11-12 /2006. u rubrici Izazovi i suprotstavljanja, pisao je prof. dr. sc. Joso Vukelić, komentirajući tada neslužbene inicijative glede odnosnog studija, suprotstavljajući im se argumentiranim činjenicama. Njegovome tekstu nemamo gotovo ništa pridodati, osim da je ovih dana to službena inicijativa jedne lokalne zajednice i da uspješnost ili neuspješnost bolonjskoga procesa sada možemo konkretizirati, s obzirom na vremenski odmak. Sve ostalo bilo bi ponavljanje što ne želimo, ali ćemo samo kratko natuknuti neka pitanja i ukazali na argumente, kako bi Vas ponukali da potražite i pročitate i danas aktualni tekst prof. Vukelića. Ponajprije autor ukazuje na stihijsku pojavu otvaranja sličnih studija s istovrsnim programima izvan postojećih sveučilišta i prijašnjih visokih škola u Republici Hrvatskoj, koja usput rečeno traje i danas, a rezultatima nisu opravdale njihovo ustrojavanje, koje je bilo isključivo političke prirode. Kao krucijalno pitanje postavio je potrebu i opravdanost studija šumarstva uz postojeći na Šumarskome fakultetu Sveučilišta u Zagrebu, navodeći taksativno činjenice:– nema zaključnih spoznaja o uspješnosti primjene bolonjskoga procesa (nema ga ni danas – samo djelomično je ostvario očekivanja);– bolonjski proces ne prate na odgovarajući način ostale promjene u zakonodavno-organizacijskoj sferi u hrvatskome šumarstvu;– preko 200 inženjera (magistara) šumarstva je prijavljeno na Zavodu za zapošljavanje (i danas ima oko 100 nezaposlenih);– sve manji je interes za studij klasičnog šumarstva; – resorno ministarstvo sve manje financira terensku nastavu i režijske troškove postojećeg fakulteta;– postoji novo-izgrađeni suvremen i dostatan radni prostor, kojega treba i suvremeno opremiti; – postoji pet međunarodno priznatih nastavnih poligona, međunarodna razmjena studenata i vrsni mladi nastavnici te 108 (danas 120) godišnja visokoškolska tradicija šumarske nastave u Hrvatskoj - četvrta na Sveučilištu u Zagrebu;– broj diplomiranih studenata je dostatan, da ne kažemo i prevelik za potrebe struke.U nastavku autor se osvrće na potrebe županijskih vlasti, koje su fokusirane na svoj razvoj, a koje se u ovome slučaju krivo usmjeruju na rješavanje lokanih problema. Također navodi i konkretne primjere obrazovanja, potpuno nesvrsishodne te skreće pozornost na stručnost kadrova bez pedagoške naobrazbe i iskustva. Umjesto nepotrebnih proširenja sveučilišne nastave šumarstva, predlaže da se posvetimo permanentnom obrazovanju, koje je danas nužnost, a kod nas se provodi tri puta manje nego u EU. Svakako treba težiti ka izvrsnosti, usmjeravajući prema tome cilju stručnjake specijaliste i financijska sredstva. Nažalost, očito ništa nismo naučili i nismo spremni analizirati negativnosti kao npr. iz srednjoškolskoga šumarskog obrazovanja, utemeljenog upravo na argumentima lokalne a ne nacionalne razine. Programi bi uz specifičnosti trebali biti gotovo jednaki za svih desetak šumarskih škola u Hrvatskoj, a da li možemo među njima usporediti kvalitetu nastave (da li je ona uopće moguća s obzirom na kadrove i opremu) i potrebe struke? Gdje je tu izvrsnost, kojoj i na toj razini treba težiti? Svakako, o ovoj inicijativi potrebna je argumentirana rasprava na nacionalnoj razini (tko će to provesti kada nažalost resorni ministar ignorira šumarsku struku), bez političkih pritisaka, površnosti i bez privatnih interesa, pa i želja za "tezgarenjem", kojih nesporno ima. Uredništvo ; EDITORIALIt seems that history, just like fashion, repeats itself periodically. Every so often there are some "wise guys" with, as folks would say, "outlandish ideas" which are, without exception, highly questionable and almost always groundless. After the idea of establishing a new study of forestry was outlined in the journal of Glas Slavonije (Voice of Slavonia) (14 February 2019), Professor Joso Vukelić, PhD, wrote an article for the column Challenges and Confrontations (Forestry Journal 11-12/2006), in which he opposed the then unofficial idea by providing well argued facts. There is almost nothing to add to Professor Vukelić's text, except that these days the said idea has become an official initiative of a local community and that the success or failure of the Bologna Process can now be viewed objectively given the time passed. Everything else would only be tiresome repetition, which we do not want, but what we would like here is to just hint at some issues and point to arguments in order to encourage you to look for and read the text by professor Vukelić, which is still highly topical.For a start, the author focuses on the chaotic process of establishing similar studies with identical programmes outside the existing universities and former schools of higher education in the Republic of Croatia, a process which is still going on. The results achieved by the newly opened studies have not justified their establishment, so it is clear that their foundation was of an exclusively political nature. The most important issue that the author questions is the need and adequacy of launching a study of forestry in addition to the existing one at the Faculty of Forestry of the University in Zagreb. He lists the following facts:– there are no conclusive insights on the success of the application of the Bologna Process (nor are there any today, either - it has met the expectations only partially);– the Bologna Process is not adequately accompanied by other changes in the legislative-organisational sphere in the Croatian forestry;– there are over 200 engineers (masters) of forestry registered at the Croatian Employment Service (currently with about 100 unemployed forestry engineers);– interest in the study of classical forestry is declining;– the competent ministry allocates less and less money to field training and overhead expenses at the existing faculty;– there is a newly-built, modern and adequate facility which needs to be furnished with up-to-date equipment;– there are five internationally recognized teaching polygons, international student exchange and highly educated young teachers, as well as 108 years (at the time of writing the article and 120 years now) of tradition of higher forestry education in Croatia - the fourth study to be launched at the University of Zagreb;– there are enough graduate students, and maybe even too many for the needs of the profession.The author continues by discussing the need of county governments to stimulate development, which in this case is mistakenly directed at solving local problems. He cites some concrete examples of education which has not fulfilled its purpose and expresses concern about the teaching staff with little pedagogical training and experience. Instead of expanding the university education of forestry, he proposes to focus on permanent education, which is a necessity today but its implementation is three times lower than in the EU. The crucial goal to aspire towards should be excellence; accordingly, both expert specialists and financial means should be geared towards reaching this goal. Regrettably, we have not learned anything and we are not prepared to analyze the negative sides of, for example, forestry education at the secondary school level, based precisely on the needs at the local communities rather than at the national level. Allowing for some specific aspects, the curricula should be almost uniform in all of some ten forestry schools in Croatia. Can we compare the quality of teaching in these schools (is quality at all possible considering the staff and the equipment) and the needs of the profession? Where is educational excellence which should be aspired to at this level as well? Definitely, the initiative to establish another study of forestry should be discussed at the national level (but who is going to conduct the discussion when the current competent minister ignores the forestry profession)? There should be no political pressures and superficiality, and all debates should be free of private interests, including a hidden wish to "make some money on the side". Editorial Board

U radu se na temelju empirijskog istraživanja (intervjui), provedenog u Bjelovaru 2017. g., analiziraju stavovi Albanaca u Bjelovarsko-bilogorskoj županiji o njihovom dolasku te integraciji u lokalne zajednice i u hrvatsko društvo, kao i o oblicima i uspješnosti te integracije. U Bjelovarsko-bilogorskoj županiji, u zadnja tri popisa stanovništva (1991., 2001., 2011.), udio Albanaca kreće se od 0,4% do 0,6% u ukupnoj populaciji županije, a njihov broj iznosi 608 (1991.), 755 (2001.) i 743 (2011.). U novom i drugačijem sociopolitičkom i kulturnom ambijentu, migranti uglavnom čine manjinsku populaciju, a njihov nacionalni identitet dolazi pritom u različita iskušenja. U slučaju Albanaca, postoje neke specifičnosti koje otežavaju integraciju u lokalne zajednice, ali doprinose unutargrupnoj koheziji i očuvanju nacionalnog identiteta. Najveća brana asimilaciji u njihovom slučaju je jezična različitost, a zatim set tradicionalnih vrijednosti i patrijarhalnih obrazaca, koji u sinergiji ovu nacionalnu zajednicu čine zatvorenijom u odnosu na većinu drugih takvih kolektiviteta. Provedeno empirijsko istraživanje (polustrukturirani intervjui), kao svoje ciljeve imalo je spoznaju stavova pripadnika albanske nacionalne manjine u županiji, te spoznaju o njihovom nacionalnom identitetu, problemima integracije u lokalno društvo (i šire, hrvatsko), te njihovu organiziranost u cilju sprječavanja asimilacije i očuvanja nacionalne posebnosti. Intervjuirano je ukupno osam ispitanika, pripadnika muške populacije, u dobi od 34 godine do 68 godine. Intervjuirani su rođeni u sljedećim naseljima: Prizren, Đakovica, Bobovac (Kosovo), Pakrac (Hrvatska), dok su njihova mjesta življenja: Drljanovac, Bjelovar, Velika Pisanica, Predavac (Bjelovarsko-bilogorska županija). Odgovori ispitanika pokazuju da su Albanci uglavnom uspješno integrirani u naselja i gospodarski segment Bjelovarsko-bilogorske županije. U Hrvatsku dolaze najviše iz socioekonomskih razloga, rješavanja posla i poboljšanja vlastite egzistencije u odnosu na mjesta i kraj iz kojeg su stigli u županiju. Načini dolaska su najčešće individualni i porodični, koji rezultiraju u konačnici lančanom migracijom, postupnim dolaskom članova uže i šire porodice. Integraciju u društvo su im olakšala i neka specifična zanimanja u kojima su Albanci vrlo umješni, kao što su pekari, slastičari i zlatari. Albanci su organizirani u Bjelovarsko-bilogorskoj županiji, u kulturnoj i političkoj sferi, a važan činilac očuvanja njihovog nacionalnog identiteta je i obrazovanje, što se na prostoru županije manifestira kao korištenje C modela u obrazovanju učenika njihove nacionalne manjine. ; Based on the empirical research (interviews) conducted in Bjelovar in 2017, the paper analyzes the standpoints of the Albanians in the Bjelovar-Bilogora County on their settlement and integration in both local community and Croatian society, as well as on the forms and success thereof. In the last three censuses conducted in the Bjelovar-Bilogora County (in 1991, 2001, and 2011), the share of the Albanians ranged between 0.4% and 0.6% in the total county population, their number having amounted to 608 (in 1991), 755 (in 2001), and 743 (in 2011). In the new and different socio-political and cultural environment, migrants mainly form minority populations, whereby their national identity is tested in various ways. As the Albanians are concerned, there exist certain specificities, which, despite making the integration in local communities complicated, have contributed to the cohesion within the group and the preservation of national identity. The strongest hinderances to assimilation are – in their case – primarily linguistic diversity, and secondly a set of traditional values and patriarchal patterns; together, they have led to a larger-scale closeness of this national community in relation to the majority of other communities of this kind. The objective of the conducted empirical research (semi-structured interviews) was to determine the standpoints of the members of Albanian national minority in the county, awareness of their national identity, problems of integration in the local community (and Croatian society), and their high level of organization with the aim of preventing assimilation and preserving their national specificities. Eight respondents – members of male population between 34 and 68 years of age – have been interviewed. The respondents were born in the following towns/settlements: Prizren, Đakovica, and Bobovac (Kosovo), and Pakrac (Croatia); whereas their places of residence are as follows: Drljanovac, Bjelovar, Velika Pisanica, and Predavac (in the Bjelovar-Bilogora County). The responds have shown that the Albanians have to the most part been successfully integrated in their places of residence and the economic segment of the Bjelovar-Bilogora County. Their settlement in Croatia has mostly been due to socio-economic reasons, with the aim of finding employment and advancing their own existence in comparison with the life they had had in their previous places of residence. The Albanians usually arrive in Croatia individually or as close families; this eventually results in chain migration – i.e. gradual arrival of members of wider families. The integration of the Albanians in the society has been made easier thanks to several specific professions they have mastered, such as bakers, pastry cooks and goldsmiths. The Albanians are in the Bjelovar-Bilogora County involved in both the cultural and the political spheres; a further major factor in preserving their national identity is education, manifested in this county by using the C model in the education of students – members of their national minority.