Transcript Prezentacija održana na Godišnjoj skupštini ravnatelja

Republic of Croatia
Negotiating team
Working group on chapter 25. Science and Resarch
and chapter 26. Education and culture
Priključenje Republike Hrvatske
programima EU u području obrazovanja
Prof. dr. sc. Pero Lučin
Dubrovnik 2. veljače 2006.
http://www.eu-pregovori.hr
Obrazovanje i kultura (I)
 Suradnja u području politike (policy)
 Education & training 2010
 Ncaionalna politika razvitka sustava obrazovanja, strukovno obrazovanje i
izgradnju nacionalnog sustava za osiguranje kvalitete obrazovanja
 Nacionalna politika vezana uz Lisabonsku strategiju
 Strategija, policy paperi i akcijski planovi
Nacionalni akcijski plan provedbe Lisabonske strategije
Nacionalna strategija za cijeloživotno učenje
Indikatori
Ciljevi i benchmark indikatori E&T
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 Mladi (Youth)
 Organizacija nacionalne politike za mlade
 Usklađenost i povezanost nacionalne politike za mlade sa ciljevima EU
Akcijski plan sukladan European Yout Pact
Uspostaviti Vijeće mladih i prilagoditi regulativu
Zakon o volunterima
Organizirati info-centre i multifunkcionalne centre na nacionalnoj i lokalnoj razini
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 Kultura
 Organizacija nacionalne kulturne politike
 Prihvaćanje ciljeva postavljenih u Ugovoru o stvaranju EU i naša pozicija glede
prihvaćanja UNESCOve konvencije o kulturnoj raznolikosti
 Ratifikacija Konvencije o zaštiti i promicanju raznolikosti kulturnih izričaja
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Obrazovanje i kultura (II)
 Programi zajednice
 Interni programi vezani uz E&T 2010
 Decentralizirani programi (Socrates, Leonardo da Vinci itd)
 Integrated Lifelong Learning Programme (ILLP)
 Administrativni kapacitet – Agencija za ILLP
 E&T programi s eksternom dimenzijom
 Međunarodna suradnja s trećim državama
 Erasmus Mundus
 Tempus
 Programi u području mladih
 Youth in action
 Administrativni kapacitet - Agencija za mlade
 Programi u području kulture
 Culture 2000
 Culture 2007
 Uključivanje u program Culture 2007
 Progami za promicanje aktivnog europskog građanstva
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Obrazovanje i kultura (III)
 Ostali instrumenti zajednice
 Europass
 National Europass Correspondent - NEC
 Nacionalni centar za Europass
 Savjet za strukovno obrazovanje
 Nacionalno vijeće za strukovno obrazovanje
 Agencija za strukovno obrazovanje
 Participacija u radu Savjeta – predstavnik Vlade, sindikata i poslodavaca.
 Agencije
 Cedefop
 Uključivanje Hrvatske u brojne aktivnosti Cedefopa u 2006. i 2007. godini.
 ETF
 Ostale obveze vezane uz acquis
 Obrazovanje djece migranata
 Zakonsko rješenje
 Ne-diskriminacija između državljana EU i hrvatskih državljana
 Zakonsko rješenje
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Lisabonska strategija
2000
2001
Europsko vijeće u Lisabonu
“najkompetitivnija i najdinamičnija
ekonomija temeljena na znanju u
svijetu, sposobna za samoodrživi
ekonomski razvitak, s
povećanjem broja i kvalitete
radnih mjesta te većom
socijalnom kohezijom
2002
2003
2004
2005
2006
Europsko vijeće u Barceloni
3 % GDP do 2010
financiranje iz privrede 2/3
ukupnog R&D
Communication from the EC
MORE RESEARCH FOR EUROPE
Towards 3% of GDP
Communication ftom the EC
Making a reality of The European
Research Area: Guidelines for EU
research activities (2002-2006)
Communication from the EC
Investing in research: an action
plan for Europe
Proljetni sastanak Europskog vijeća
2005, osvježavanje Lisabonske strategije uz
novo partnerstvo za razvoj i zapošljavanje
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Osvježavanje Lisabonske strategije
Zajednički rad za razvoj i radna mjesta
2004
2005
2006
2007
2008
Communication from the EC
Working together for growth and jobs
A new start for the Lisbon Strategy
Communication from the EC
Više istraživanja i inovacija –
investiranje za razvoj i zapošljavanje
2009
2010
• FP7 RTD Programme (2007-2013)
• CIP Programme (2007-2013)
• Euroatom Programme (2007-2013)
• ILLP Programme (2007-2013)
• Science and Society
• Youtg in action Programme (2007)
Odluka Vijeća i Parlamenta
Okvirni program za povećanje
konkurentnosti i inovativnosti
(2007-2013)
Financijska perspektiva 20072013.
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Razvoj i radna mjesta: novi početak
Lisabonske strategije
Tri cilja
• Europa privlačnije mjesto za investiranje i rad
• Znanje i inovacija su srce Europskog razvoja
• Oblikovanje politike koja će privredi omogućiti stvaranje većeg broja i kvalitetnijih radnih mjesta
glavne zadaćeza godinu, posadi kukuruz.
“KadaDvije
planiraš
Nacionalni Lisabonski programi
• osigurati snažniji i trajni razvoj
• stvaranje većegza
broja desetljeće,
i boljih radnih mjesta
Kada planiraš
posadi stabla.
Kada
planiraš
za cijeli život, uvježbaj i obrazuj ljude.”
Privlačnije
mjesto
za investiranje i rad
•
•
•
•
Proširivanje i produbljivanje unutarnjeg
tržištaposlovica: Guanzi
Kineska
Poboljšanje Europske i nacionalne regulative
Osiguravanje otvorenog i kompetitivnog tržišta unutar i izvan Europe
Širenje i unaprjeđivanje europske infrastrukture
Znanje i inovacija za razvoj
• Povećati i poboljšati investiranje u istraživanja i razvoj (R&D)
• Poticanje inovacija, korištenja ICT i održivo iskorištavanje resursa
• Doprinos snažnoj industrijskoj bazi Europe
Stvaranje većeg broja i boljih radnih mjesta
• Povećanje zapošljavanja i moderniziranje sustava socijalne zaštite
• Poboljšati prilagodljivost radne snage i poduzeća te fleksibilnost
tržišta rada
• Veće ulaganje u ljudski kapital kroz bolje obrazovanje i stjecanje
vještina
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Key Areas
(c. 645BC)
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Effective Internal Market
Free & fair trade
Better regulation
Improving European infrastructure
Investing in Research & Development
Boosting innovation
Creating a strong industrial base
More and better jobs
Adaptable workforce
Better education and skills
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Instruments for Lisbon goals
Youth
2000
2001
2002
2003
2004
2005
2006
White Paper "A new impetus
for European youth",
Council in its conclusions of 14
February 2002
Council Resolution of establishing a
framework for European cooperation
in the youth field
The European Pact for Youth
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Youth in action 2007
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Instruments for Lisbon goals
Education and Training 2010.
2000
2001
2002
2003
2004
EC Report -Concrete future
objectives of education and training
EC Comm. - Investing efficiently
in education and training: an
imperative for Europe".
EC Comm. on ‘The eLearning action
plan — designing tomorrow’s education
EC Comm. - The role of the
universities in Europe of Knowledge"
Promoting language learning and linguistic
diversity. An action plan 2004-2006.
Council Resolution of 13 July 2001 on the
role of education and training in employment
related policies.
EC Comm. - Draft detailed
work programme for the
follow-up of the report on
the concrete objectives of
education and training
2006
Erasmus Mundus
eLearning programme
Education and Training 2010
Programme – Council 14. Feb.
EC Report -Memorandum on
lifelong education and training’,
2005
Commission’s action plan for skills
and mobility
Council resolution on
eLearning,
Reference levels of European average
performance in education and training
(benchmarks)
EC Comm. - Structural
indicators
EC Comm. - Making a European
area of lifelong learning a reality
Council decission - Detailed work
programme on the follow-up of the
objectives of educationand training in
Europe
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Suština screeninga
Strategija
Administrativni kapacitet
Politika
Resursi (proračun)
Akcijski plan
Kapaciteti
Legislativni okvir
Fizički kapaciteti
+ Ljudski kapital
Apsorpcijski kapacitet za FP6 uključuje:
• znanstvenu ekspertizu (ljudski kapital)
• administrativnu podršku (ljudski kapital)
• institucijsku infrastrukturu (fizički kapital)
• legislativni okvir
Ali, isto tako:
• rukovođenje istraživanjima
• menadžerske vještine
• mogućnosti vježbanja (training)
• brzi pristup do znanstvenih informacija
• poboljšani komunikacijski sustav
• suradnju sa SME
• suradnju s ostalim EU R&D partnerima
Oprema/infrastruktura
Financijska sredstva
• ne samo postignuća kroz formalno obrazovanje i talent,
već i vještine, znanje i iskustvo (know-how), “prešutno znanje”
("tacit knowledge“), iskustveno znanje pojedinog znanstvenika.
• također, uključuje društveni kapital kojim se oblikuje rad
znanstvenika: mreže i poznanstva, institucijsko okruženje,
povezanost među organizacijama i institucijama. Te mreže
(“društveni kapital”) integriraju i oblikuju znanstveni rad,
omogućuju kumuliranje znanja i oblikovanje “važnih”
istraživačkih problema, pomažu pokretljivosti znanstvenika i
omogućuju kontakt s korisnicima, npr. partnerima iz industrije.
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Education and Training 2010
Različiti sustavi, zajednički ciljevi
Lisabon 2000
3 cilja, 13 smjernica
•
poboljšati kvalitetu i
učinkovitosti obrazovnih
sustava u EU;
•
osigurati da su dostupni svima;
•
otvoriti obrazovanje prema
svijetu.
Open Method of Coordination
2001.
program za 10 godina
(2001-2010)
E&T Programme
Copenhagen process
Bologna process
Standing Group on Indicators and Benchmarks
Working groups
Education and Training of Teachers and Trainers
Key Competences
Language Learning
Information and Communication Technologies
Maths, Science and Technology
Making the best use of resources
Mobility and European cooperation
Open Learning Environment; Making Learning Attractive,
Strengthening Links with Working Life and Society
Active citizenship and social cohesion
Reforming guidance and counselling
Recognising non-formal and informal learning
Measuring progress through indicators and benchmarks
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European Qualifications
Framework for Lifelong
Learning
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Europski kvalifikacijski okviri za
cijeloživotno učenje
European Qualifications
Framework for Lifelong
Learning
Alat za prevođenje i
uspoređivanje kvalifikacija
Neutralna referentna točka
koja se temelji na ishodima
studiranja
• Povezivanje nacionalnih
kvalifikacijskih okvira na EQF
• Dugoročni proces reforme
• Kvalifikacije koje se temelje
na ishodima učenja
• Nacionalni kvalifikacijski okvir
Fokus na ishodima učenja
EQF
Znanje
Vještine
Šire osobne i
profesionalne
kompetencije
Za
svaku
razinu
EQF
Ishodi
učenja
Formalno učenje
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Europski kvalifikacijski okviri za
cijeloživotno učenje
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Bolonjski proces (do 2005)
Europske države s visoko-obrazovnim sustav strukturiranim
u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
2002.
2004.
Prioriteti do 2005.

Ne, u planu
Da
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Da, proces
započeo 
Promjena strukture visokog obrazovanja
(priprema programa I i II ciklusa)
Uvođenje bodovnog sustava (ECTS) i
instrumenata za njegovu primjenu
Priznavanje diploma i inozemnih
kvalifikacija
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Bolonjski proces (2005 - 2006)
Europske države s visoko-obrazovnim sustav strukturiranim
u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
2002.
2005.
Prioriteti 2005 - 2006

Pokretanje programa I i II ciklusa
Ne, u planu

Doktorski studiji
Da

Sustav za osiguranje kvalitete

Sustav za priznavanje diploma i
instrumenti za prijenos kredita
kvalifikacija

Priprema za mobility
Da, proces
započeo
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Bolonjski proces (2007 - 2009)
Europske države s visoko-obrazovnim sustav strukturiranim
u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
2002.
2005.
Prioriteti 2007 - 2009

Ne, u planu
Da
Learning outcomes (ishodi studiranja)
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Nacionalni kvalifikacijski okviri (NQF)

Mobility – uključivanje u Integrated
Lifelong Learning Programme (ILLP)
Da, proces
započeo 

Framework 7 Programme
Sustav kredita i stipendija za studente
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Bolonjski proces (2009 - 2011)
Europske države s visoko-obrazovnim sustav strukturiranim
u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
2002.
2005.
Prioriteti 2009 - 2011
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Ne, u planu
Cijeloživotno učenje
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Definiranje obrazovnih razina (levels,
Doublin descriptors)
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Tipologija sveučilišta
Da
Da, proces
započeo 
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Fleksibilni putovi učenja
Binarni sustav
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I: Unaprijeđenje kvalitete učitelja
The ageing of the teaching body is producing a more experienced teaching force,
but also implies a challenge in terms of the motivation, retention and retirement of
teachers. The retirement of up to 50% of the current teaching force within the next
15 years will necessitate the recruitment and training of at least one million new
teachers.
• Indicator n°1 Age of teachers
• Indicator n°2 Number of young people
• Indicator n°3 Ratio of pupils to teaching staff
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Broj mladih ljudi u EU
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Nastavnici stariji od 50 godina
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Broj učenika na jednog nastavnika
13,09
11,9
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II. Razvijanje vještina za društvo
temeljeno na znanju
analyses several key indicators related to indispensable skills and minimum
attainment levels for the modern economy. The Council has set ambitious policy
targets to improve participation rates and performance levels in education and
training.
•
•
•
•
Indicator n°4 Completion of upper-secondary education
Indicator n°5 Low-achieving students in reading literacy
Indicator n°6-8 Performance in reading, mathematics and science
Indicator n°9 Participation in education or training of initially low-qualified
people
European Benchmarks 2010
• At least 85% of 22-year-olds in the European Union should have
completed upper-secondary education.
• The percentage of low-achieving 15-year-olds in reading literacy in the
European Union should have decreased by at least 20% compared to the
year 2000.
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Djeca s niskom razinom pismenosti
?
?
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Rezultati PISA
?
?
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PISA
?
?
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Udio djece koji završe srednju školu
69
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Iste mogućnosti za sve
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III. Povećanje upisa u studije
prirodnih i tehničkih znanosti
focuses on the fact that an adequate supply of scientific specialists is essential for
the EU in becoming the most dynamic and competitive knowledge-based
economy in the world. The Stockholm European Council in 2001 highlighted the
need to encourage young people, particularly young women, to become
interested in scientific and technological studies.
• Indicator n°10 Enrolment in mathematics, science and technology
• Indicator n°11-13 Graduates in mathematics, science and technology
European Benchmark 2010
• The total number of graduates in mathematics, science and technology
in the European Union should increase by at least 15%, while at the
same time the level of gender imbalance should decrease.
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Povećanje broja studenata koji su diplomirali
matematiku, prirodne i tehničke studije
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Upisani diplomirani studenti matematike,
prirodnih i tehnčkih studija
23,8
17,6
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5,4
33,2
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IV. Optimalna uporaba resursa
springs from the Lisbon European Council’s call for a “significant yearly increase in per
capita investment in human resources.” Public investment in education and training (as
a percentage of GDP) has increased in recent years, but there is increasing awareness
of the need for efficient use of resources, including private investment.
•
•
•
•
Indicator n°14 Public expenditure on education
Indicator n°15 Private expenditure on educational institutions
Indicator n°16 Enterprise expenditure on continuing vocational training
Indicator n°17-18 Total expenditure on educational institutions per pupil/student
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Javno i privatno ulaganje u
obrazovanje
4,63
?
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Ulaganje privrede u obrazovanje i VET
?
3426
2191
2170
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Relativno ulaganje u institucije po
studentu/učeniku
36,9
23,6
23,3
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V: Open Learning Environment
examines indicators relating to adult participation in lifelong learning. In a rapidly
changing environment, individuals will have to update and complement their
knowledge and skills continuously for personal and professional development.
• Indicator n°19 Participation in lifelong learning
European Benchmark 2010
• The European Union average level of participation in lifelong learning
should be at least 12.5% of the adult working age population (25-64 age
group).
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Obrazovanje odraslih
2,3
2,3
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Doškolovanje odraslih koji nemaju
tercijarno obrazovanje
?
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?
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VI: Učiniti učenje atraktivnijim
looks at indicators relating to participation in education, based on the recognition that
a minimum knowledge base is required in order to participate effectively in the
knowledge society.
• Indicator n°20-21 Participation in continuing vocational training
• Indicator n°22 Participation rates in education
• Indicator n°23 Early school leavers
European Benchmark 2010
• By 2010, an EU average rate of no more than 10% early school leavers
should be attained.
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Udio mladih koji nisu u obrazovanju
4,7
4,7
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Udio mladih u obrazovanju
?
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?
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VII: Poboljšanje učenja stranih jezika
monitors adherence to the Barcelona European Council’s recommendation that all
European citizens should be taught at least two foreign languages from an early age.
• Indicator n°24 Pupils learning foreign languages
• Indicator n°25 Number of foreign languages learned
GOVERNMENT OF THE REPUBLIC OF CROATIA
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Prosječan broj stranih jezika po
učeniku
1,7
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VIII: Mobilnost i suradnja
concentrates on the need to promote the free circulation of students and teaching
staff within the EU, both as part of the process of internationalising European
education and training systems to improve teaching and learning, and in order to
foster international cooperation. Inward mobility is also an indicator of the relative
attractiveness of the EU as a destination for academic and research talent.
• Indicator n°26 Mobility of teachers and trainers
• Indicator n°27-29 Mobility of students and trainees
GOVERNMENT OF THE REPUBLIC OF CROATIA
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Udio stranih studenata
2,7
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Udio studenata koji studiraju u drugoj
državi
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Mobilnost unutar Erasmus programa
‘’
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Mobilnost nastavnika i mobilnost
unutar programa Leonardo da Vinci
‘’
‘’
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IX: Pristup ICT svima
follows from the precept that every citizen should be equipped with the skills needed to
live and work in the new information society. The educational use of ICT accordingly
features prominently in the Commission's e-learning strategy. The indicators utilised
focus on the ICT infrastructure in schools and the place of ICT in the school curriculum.
Not all of the thirteen concrete objectives of Education and Training 2010 are covered
by the indicators listed above. Very important objective areas such as active citizenship,
entrepreneurship and European co-operation are not currently covered. In other areas
like teachers and trainers, languages and adult education, the indicators used neglect
some important aspects.
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Broj računala po učeniku
18 23
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Uravnotežen razvoj svih škola – broj
računala po učeniku
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Udio računala spojenih na Internet
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4.7
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71
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2.3
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Poželjna obrazovna struktura
(strategija)
2000
2005
2010
2015
2.365.744
52,91% - 1.251.748
2020
2025
2.300.000
1.350.000 - 45,00%.
15,13% - 358.020
920.000 – 40,00%
2030
Sekundarno
obrazovanje
Tercijarno
obrazovanje
III ciklus
0,23% - 5.552
46.000 – 2,00%
GOVERNMENT OF THE REPUBLIC OF CROATIA
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Pero Lucin, May 2005. 25
Obrazovanje temeljeno na
kompetencijama (ishodima učenja)
Prvi značajniji
učinci na
gospodarstvo
2005
2010
2015
2020
2025
2030
2035
Prvi diplomanti – prvi doktorandi – prvi studenti
Kurikulum temeljen na
ishodima učenja
Prvi vidljivi učinci na ekonomiju
Prva generacija dipmomiranih studenata koji su počeli novi kurikulum u srednjoj školi
Prva generacija diplomiranih studenata koji su počeli s novim
kurikulumom u 5. razredu osnovne škole
Prva generacija diplomiranih studenata
koji su počeli s novim kurikulumom u 1.
razredu osnovne škole
Prva generacija
diplomiranih
studenata koji su
počeli s novim
kurikulumom u
vrtiću.
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Pero Lucin, May 2005. 25
Integrated Lifelong Learning Programme (I)
Integrated Programme for Lifelong Learning
Comenius
Erasmus
School education
Higher education &
advanced training
Leonardo da
Vinci
Grundtvig
Adult education
Initial and continuing
VET
Transversal programme
4 key activities – Policy development; Language learning; ICT; Dissemination
Jean Monnet programme
3 key activities – Jean Monnet Action; European Institutions; European Associations
The budget proposed was € 13 620 million.
GOVERNMENT OF THE REPUBLIC OF CROATIA
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Nacionalne agencije
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Strukturalni fondovi
At present, four Structural Funds allow the European Union to grant financial assistance to resolve structural economic and
social problems :
•
the European Regional Development Funds (ERDF), whose principal objective is to promote economic and social cohesion
within the European Union through the reduction of imbalances between regions or social groups;
•
the European Social Fund (ESF), the main financial instrument allowing the Union to realise the strategic objectives of its
employment policy;
•
the European Agricultural Guidance and Guarantee Fund (EAGGF - Guidance Section), which contributes to the structural
reform of the agriculture sector and to the development of rural areas;
•
the Financial Instrument for Fisheries Guidance (FIFG), the specific Fund for the structural reform of the fisheries sector.
Objective 1
Outside
Objective 1
regions
Objective
2
ERDF
X
X
ESF
X
X
EAGGF
X
X
FIFG
X
X
GOVERNMENT OF THE REPUBLIC OF CROATIA
Objective
3
Interreg
III
Urban
II
X
X
Leader
+
X
NEGOTIATING TEAM FOR THE ACCESSION OF THE REPUBLIC OF CROATIA TO THE EUROPEAN UNION
Equal
X
X
CHAPTER 25
Financijska perspektiva 2007-2013
 The maximum total figure for expenditure for EU 27 for the period 2007-2013
is € 862,363 million in appropriations for commitments, representing 1.045%
of EU GNI.
 The level for sub-Heading 1a) should provide adequate financing for initiatives
taken at the European level in support of and in synergy with action by the
Member States to contribute to the goals of the Lisbon Strategy. These are
grouped under the following five broad objectives:
 research and technological development,
 connecting Europe through EU networks,
 education and training,
 promoting competitiveness in a fully-integrated single market, and
 the social policy agenda.
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Open method of coordination (OMC)
Lisbon Strategy

37. Implementation of the strategic goal will be facilitated by applying a new open method
of coordination as the means of spreading best practice and achieving greater convergence
towards the main EU goals. This method, which is designed to help Member States to
progressively develop their own policies, involves:
 fixing guidelines for the Union combined with specific timetables for achieving the
goals which they set in the short, medium and long terms;
 establishing, where appropriate, quantitative and qualitative indicators and
benchmarks against the best in the world and tailored to the needs of different
Member States and sectors as a means of comparing best practice;
 translating these European guidelines into national and regional policies by setting
specific targets and adopting measures, taking into account national and regional
differences;
 periodic monitoring, evaluation and peer review organised as mutual learning
processes.

38. A fully decentralised approach will be applied in line with the principle of subsidiarity in which the
Union, the Member States, the regional and local levels, as well as the social partners and civil society,
will be actively involved, using variable forms of partnership. A method of benchmarking best practices on
managing change will be devised by the European Commission networking with different providers and
users, namely the social partners, companies and NGOs.

39. The European Council makes a special appeal to companies' corporate sense of social responsibility
regarding best practices on lifelong learning, work organisation, equal opportunities, social inclusion and
sustainable development.
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Sažetak Europske politike
Ujednačavanje
standarda
Obrazovanje temeljeno
na ishodima
(kompetencijama)
Obrazovne razine
Fleksibilizacija
Tržište/servisi
Privatno ulaganje
GOVERNMENT OF THE REPUBLIC OF CROATIA
Promjene paradigmi
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Prijetnje
“Nemojte me gnjaviti s novim idejama, vidite da moram u boj!”
GOVERNMENT OF THE REPUBLIC OF CROATIA
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Reality ?
This is “we”
GOVERNMENT OF THE REPUBLIC OF CROATIA
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This is our
strategy
CHAPTER 25
Mijenjanje navika i ponašanja
Ako
raditi
If younastavite
keep doing
whatono
youšto
have
ste
uvijek
radili,
always
done,
you'rećete
goingono
to get
dobit
štowhat
ste you
uvijek
always got.
dobivali.
Roderick G. W. Chu became Chancellor of the Ohio Board of Regents on January 1, 1998. His primary
responsibility is to challenge and guide Ohio’s higher education system toward new levels of
performance and achievement in serving students, Ohioans, and the nation.
GOVERNMENT OF THE REPUBLIC OF CROATIA
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Zahvaljujem na
pažnji!
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