Search

Challenge for Ukrainian society today is to encourage school youth for active and responsible citizenship, ready to fulfill civic responsibilities, with a sense of dignity and a stable civic engagement. Therefore, there is a need for a comprehensive solution to this problem in the time of reforming education system. Civic education should cover all types, levels of education, and all age groups of citizens, and focus on the formation and development of civic competences. It is of particular importance in gaining certain aims. Therefore, the task is to investigate the nature and content of the concept «civic competencies» and to identify theoretical approaches to the formation and development of civic competencies as one of the key.The analysis of previous researches and publications indicates the need to clarify the content, structure, components, characteristics and attributes of civic competencies in order to their further effective formation and development. The purpose of the paper is to identify the essence of civic competencies as key ones, to analyze of the theoretical basis of the problem, which, in turn, will further points the effective ways and forms of the formation and development of civic competencies.Thus, the paper analyzes the theoretical foundations of the formation and development of civic competencies as key ones, in particular, the state of research the essence and content of the «civic competencies» concept in domestic and foreign theory. Approaches to addressing this problem in the context of reforming the education system, through the analysis of regulatory documents, have been identified. The structure, components, characteristics and attributes of civic competence are examined. Their place in the hierarchy of competencies is analyzed. The importance of civic competencies as key for lifelong learning is emphasized., Нагальним викликом сьогодення для українського суспільства є формування активного та відповідального громадянина готового до виконання громадянських обов’язків, з почуттям власної гідності та стійкою громадянською позицією. Відтак виникає потреба комплексного та системного вирішення зазначеної проблеми через реформування системи освіти. Особливого значення у вирішенні визначених завдань набуває громадянська освіта, яка має охоплювати всі види, рівні освіти, всі вікові групи громадян та бути спрямованою на формування та розвиток громадянських компетентностей. Виходячи з цього постає завдання дослідити сутність та зміст поняття «громадянські компетентності» та визначити теоретичні підходи формування та розвитку громадянських компетентностей як одних із ключових. Аналіз попередніх досліджень і публікацій свідчить про потребу уточнення змісту, структури, компонентів, характеристик та ознаки виявлення громадянських компетентностей з метою подальшого їх ефективного формування та розвитку. Мета статті полягає у визначенні сутності громадянських компетентностей як ключових, аналізі теоретичних засади стану дослідженості проблеми, що, в свою чергу, сприятиме в подальшому визначенню ефективних способів і форм формування та розвитку громадянських компетентностей.Відтак, у статті проаналізовано теоретичні засади формування та розвитку громадянських компетентностей як ключових, зокрема стан дослідженості сутності та змісту поняття «громадянські компетентності» у вітчизняній та зарубіжній теорії. Визначено підходи до розгляду означеної проблеми в контексті реформування системи освіти, через аналіз нормативно-правових та урядових документів. Розглянуто структуру, компоненти, характеристики та ознаки виявлення громадянських компетентностей. Проаналізовано їх місце в ієрархії компетентностей. Наголошено на актуальності громадянських компетентностей як ключових для навчання впродовж життя.

This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students’ digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship. This research was supported by the GRIE (Interdisciplinary Group on Education). University of Andorra.

Eliška Urbanová, abstract of thesis: Pupil participation as a way of education for democratic citizenship. Obstacles of its development and their successful overcoming. Abstract The curricular documents of many democratic states, including the Czech Republic, require schools to develop pupils' competences for democratic culture. The results of the international comparative research show that Czech pupils are above the average at the level of knowledge, but below the average in the area of skills and attitudes. Because skill and attitude component can be strengthened by pupil participation, its implementation in Czech schools probably fails to be effective. The purpose of this thesis is to detect possible obstacles in the implementation of pupil participation at the level of school culture and at the level of structure of schools and education system, and examine what can help overcome these obstacles. Methods: The research was carried out in the form of a multiple holistic case study of three schools that have extensive experience with pupil participation. In-depth interviews with thirty teachers and the study of school documents took place. Results: Teachers play a key role in how well the participation will be realized, because without their support most students will not be able to participate...

The purpose of this paper is to reflect on the role and meanings of the concept and practice of Education for Democratic Citizenship (EDC). Taking stock of the political and educational crisis we are living through, this paper presents the international policy agendas of EDC, building a framework that is currently in evolution, moving from a national or European perspective to a global and sustainable one. Moreover, studies register a profound gap between the declared and the experienced, especially when thinking of children as democratic citizens. In fact, the dominant culture of childhood perceives children as apolitical and has the tendency to expel politics from educational institutions. At the same time, the young are reclaiming their political role and acting as public educators, reconfiguring the notion of democratic citizenship. The paper calls for a systematic and deep reflection by pedagogy and pedagogical research on the new meanings EDC can acquire by promoting intergenerational political thought and action.

Schon der Name des Vereins trägt die Botschaft: Transfer für Bildung e.V. (TfB) hat es sich zur Aufgabe gemacht, Transfer zu ermöglichen, Verbindungen herzustellen, Wissen weiterzugeben und Übersetzungen zu leisten. Unterschiedliche Aktivitäten sollen dazu beitragen, in den Bereichen kulturelle, internationale und politische Bildung die Beziehungen zwischen Wissenschaft und Praxis zu verbessern, um die Weiterentwicklung der Praxis zu unterstützen. Gleichzeitig soll eine stärker wissenschaftliche Anbindung helfen, das Bild vor allem der außerschulischen Praxisfelder in Öffentlichkeit und Politik zu schärfen. Es sind also gleich mehrere Ziele, die sich der Verein gesetzt hat. Dies hat, und das soll im Folgenden am Beispiel der politischen Bildung ausgeführt werden, besondere Gründe, von denen jedoch einige auf andere Bildungsbereiche übertragbar sein dürften. Aus diesen Gründen ergibt sich auch, dass die selbstgestellte Aufgabe „Transfer“ für Transfer für Bildung e.V. viele Facetten hat. (DIPF/Orig.), "The name carries the message: Networking science and practice, passing on knowledge and providing translations of scientific findings are the core competences of Transfer for Education e.V. (TfB). Various activities contribute to improving the relationship between science and practice in the areas of cultural, international and political education. These activities and a stronger scientific connection should contribute to support the development of practice and its recognition by professional public and politics. Using the example of civic education, the article unfolds reasons and goals, some of which are likely to be transferable to other areas of education. The ""transfer"" of „Transfer for Education” has many facets."

日本語教育は，「他者と共に生きる人」の育成を目指す民主的シティズンシップ教育にいかなる貢献をすることができるだろうか。民主的シティズンシップ教育を視野に入れた日本語教育が可能かどうかに焦点を当て，政治的な内容のテクストを使ってケーススタディを行った。宜野湾市長選をめぐる新聞記事を批判的談話研究の姿勢で分析したところ，字義的な表面的意味を理解するだけでは見えてこない特徴を明らかにすることができた。分析や考察において中立性を保つことも可能であった。教室活動として行えば，批判的な読解力・批判的な思考力などが育成されるであろう。留学生と日本人学生とが共習する授業であればお互いの読みを共有し，共に考え議論することで相乗効果も見込める。それは「他者と共に生きること」を目指すために必要な調整能力，政治能力を伸ばすことにつながる。批判的談話研究の視点を取り入れた活動は民主的シティズンシップ教育に貢献できる。日本語教育にも取り入れるべきである。, 紀要論文

The article analyses and compares two main concepts in the field of civic education: education for democratic citizenship (EDC), prevailing in European discourse, and global citizenship education (GCE), dominant in international organisations like UNESCO. The concepts and their content are presented and analysed, and the need for the shift to the GCE is illustrated by some global tendencies and serious challenges of the global world. The responsibility to include GCE into the European concept of civic education is pointed out, as well as the challenges GCE is facing within the policy and implementation of the global agenda, SDG 4 and Education 2030.

Ovaj članak analizira i komparira dva glavna koncepta u oblasti građanskog obrazovanja: obrazovanje za demokratsko građanstvo (ODG), koncept koji je prevalentan u evropskom diskursu, i obrazovanje za globalno građanstvo (OGG), koje je dominantno u međunarodnim organizacijama poput UNESCO-a. Ova dva koncepta i njihov sadržaj su predstavljeni i podvrgnuti analizi, a potreba za promenom paradigme ka OGG je ilustrovana nekim od globalnih tendencija i ozbiljnih izazova globalnog društva. Istaknuta je odgovornost za uključivanje OGG-a u evropski koncept građanskog obrazovanja i naglašeni su izazovi sa kojima se OGG suočava u okviru politike i implementacije globalnog programa rada - Ciljeva Održivog Razvoja (naročito COR 4) i programa Obrazovanje 2030. The article analyses and compares two main concepts in the field of civic education: education for democratic citizenship (EDC), prevailing in European discourse, and global citizenship education (GCE), dominant in international organisations like UNESCO. The concepts and their content are presented and analysed, and the need for the shift to the GCE is illustrated by some global tendencies and serious challenges of the global world. The responsibility to include GCE into the European concept of civic education is pointed out, as well as the challenges GCE is facing within the policy and implementation of the global agenda, SDG 4 and Education 2030.

The aim of this paper is to present the results of the research on readiness of prospective primary school teachers to teach Education for Democratic Citizenship (EDC). The paper presents a review of the development of the idea of EDC as well as some key differences in the implementation of EDC. The paper also presents the results of the research carried out on a sample of prospective primary school teachers in their second and final years of study at the Faculty of Teacher Education, University of Zagreb (N = 137). The results have shown that students estimate that they have a low level of proficiency in the context of implementation of Education for Democratic Citizenship, while they consider that the level of their proficiency in the role of a teacher in planning and implementing EDC is somewhat higher. Although students evaluate their proficiency in the context of citizenship as quite low, they think that it is necessary to introduce it as a school subject. The results also imply the need for systematic education of prospective primary school teachers for EDC.

The aim of this paper is to present the results of the research on readiness of prospective primary school teachers to teach Education for Democratic Citizenship (EDC). The paper presents a review of the development of the idea of EDC as well as some key differences in the implementation of EDC. The paper also presents the results of the research carried out on a sample of prospective primary school teachers in their second and final years of study at the Faculty of Teacher Education, University of Zagreb (N = 137). The results have shown that students estimate that they have a low level of proficiency in the context of implementation of Education for Democratic Citizenship, while they consider that the level of their proficiency in the role of a teacher in planning and implementing EDC is somewhat higher. Although students evaluate their proficiency in the context of citizenship as quite low, they think that it is necessary to introduce it as a school subject. The results also imply the need for systematic education of prospective primary school teachers for EDC.<, Cilj rada je prikazati rezultate istraživanja o pripremljenosti budućih učitelja za provođenje Građanskog odgoja i obrazovanja u primarnom obrazovanju. U uvodnom dijelu rad donosi pregled razvoja Građanskog odgoja i obrazovanja, različite načine uvođenja sadržaja Građanskog odgoja i razvoj normativnih temelja za uvođenje predmeta Građanski odgoj i obrazovanje. Prikazani su rezultati istraživanja provedenog među studentima druge i pete godine Učiteljskog fakulteta u Zagrebu (N = 137). Podaci dobiveni istraživanjem pokazali su kako studenti slabo procjenjuju razinu poznavanja konteksta uvođenja Građanskog odgoja i obrazovanja, a nešto pozitivnije procjenjuju poznavanje uloge učitelja u planiranju i provođenju Građanskog odgoja i obrazovanja. Iako studenti navode da su slabo upoznati s kontekstom uvođenja Građanskog odgoja, smatraju kako je taj predmet potrebno uvesti u škole. Rezultati utvrđuju potrebu za sustavnim obrazovanjem budućih učitelja iz područja građanskog odgoja i obrazovanja.

The study was coordinated by the CIVITAS BiH and with a financial support of the US Democracy program and US Embassy in Bosnia-Herzegovina. in 10 countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, Macedonia, Montenegro, Romania, Serbia and Slovenia) by the national research teams on a total sample of 2314 secondary school students attending the final year of the gymnasium and vocational schools. However, this report relies on the data compiled from a total sample of 1594 respondents from seven countries. Due to technical problems with the national databases, the data from three countries (Kosovo, Macedonia and Bulgaria), are not included in this report. Moreover, despite the fact that the demographic structure of the national samples was agreed upon within the research consortium in a way that it would be representative of gender, school type and regional country differences, the national teams found it difficult to comply with these standards due to financial and administrative constraints. The result is that national samples differ to a great extent in all three criteria, and especially in the gymnasium-vocational school ratio which has been shown to be highly predictive for the outcomes of human rights and citizenship learning. This means that the data should be read and interpreted contextually. Namely, the outcomes of different policies, approaches and practices in civic and human rights education are deeply nationally coloured, despite similar external influences of, e.g. the Council of Europe, European Commission, INGOs, NGOs and other countries. Notwithstanding, the data do allow us to identify the most outstanding similarities and dissimilarities in the region without rigid comparison procedures. The analysis of national reports that contain an introduction on the inclusion of civic and human rights education in their respective countries reveals the existence of various terms and concepts used to denote learning for human rights and citizenship in elementary and secondary schools. Although all national curricula and/or legal and strategic documents on education stress the importance of promoting an active and responsible citizenship and citizenry through formal education, which is in line with the recommendations of the Council of Europe, citizenship education, civic education and human rights education are more generic terms which stand for different conceptualizations as well as practices in this field. This should be linked to, inter alia, specific national histories and educational traditions, especially in reference to whether and to what extent schools are seen as instruments for the “creation” of citizens and of democratic development. An important question in this context is whether and to what extent are the principles of human rights, cultural pluralism and equality seen as the foundations of a competent citizen by both the policy-makers and relevant professional groups. This question also explains a variety of the modes of integration of civic and human rights education in the formal system of education. Apart from Croatia, in which active citizenship is still officially promoted as a part of existing school subjects (such as Politics and Economy in secondary education), a set of cross-curricular themes or a series of extra-curricular activities, in all countries in the region civic education is mandatory, although its mandatory status differs considerably. The findings of the regional pilot research on students’ civic and political knowledge, on their attitudes about learning human rights and citizenship in school, as well as on their civic and political culture indicate that the acceptance of the civic and human rights education as an umbrella-term is a poor indicator of the quality and practice of such education and training, providing that, at least at the European level, it is agreed that such education should promote a knowledgeable, active and responsible citizen, i.e., the citizen who can make informed decisions and act upon such decisions considering the rights of the others and the condition and needs of a society as a whole. Different conceptualizations of learning for citizenship in school are responsible for differences in educational focuses, structures, contents and methodologies, which necessarily produce the differences in civic and political knowledge, skills and attitudes of students that the regional pilot-study also showed. The results of our research support this thesis. Students do demonstrate, at the individual and country level, great variations in all three categories surveyed (knowledge, attitudes about learning for citizenship in school and political culture). However, in all three categories there are also remarkable similarities that shall be discussed further.

Se describe una propuesta para la formación inicial de maestros centrada en la idea de ambientalización e integración del currículo. La ciudad como medio y como cultura en la que nos desenvolvemos nos ofrece múltiples oportunidades de aprendizajes funcionales. Al mismo tiempo nos permite recuperar la perspectiva de las finalidades educativas en cuanto nos pone en contacto con los problemas sociales y ambientales de nuestro mundo y con la necesidad de educar para una ciudadanía democrática y participativa It describes a proposal for initial teacher training focused on the idea of greening and curriculum integration. The city as a medium and culture in which we live gives us multiple opportunities for learning functional. At the same time allows us to gain perspective of the educational aims as put us in contact with social and environmental problems of our world and the need to educate for democratic citizenship and participation

Se describe una propuesta para la formación inicial de maestros centrada en la idea de ambientalización e integración del currículo. La ciudad como medio y como cultura en la que nos desenvolvemos nos ofrece múltiples oportunidades de aprendizajes funcionales. Al mismo tiempo nos permite recuperar la perspectiva de las finalidades educativas en cuanto nos pone en contacto con los problemas sociales y ambientales de nuestro mundo y con la necesidad de educar para una ciudadanía democrática y participativa It describes a proposal for initial teacher training focused on the idea of greening and curriculum integration. The city as a medium and culture in which we live gives us multiple opportunities for learning functional. At the same time allows us to gain perspective of the educational aims as put us in contact with social and environmental problems of our world and the need to educate for democratic citizenship and participation

Authors' interest is focused on conceptual issues of education for democratic citizenship and interpretation of its various aspects, with special emphasis on primary education and teachers' competences for teaching the values of active and responsible citizenship, stressing their role in the realization of the ideals of democracy and human rights, based on the values of peace, understanding, friendship and tolerance. Teachers are perceived as promoters and ambassadors of these social values. Education for democratic citizenship involves multi-perspective, interdisciplinary and contextual approach to learning and teaching, methods of active teaching and learning, promotion of participatory and democratic school culture and collaboration and partnership between all the institutions at the local, national and international level.

Il volume, realizzato nell'ambito delle attività del Consiglio d'Europa per l'educazione alla cittadinanza democratica, intende offrire ai responsabili delle politiche educative dei paesi membri del Consiglio indicazioni e strumenti per superare lo scarto tra politiche dichiarate e loro effettiva implementazione, tra politiche e pratiche. Risultato delle esperienze pluriennali condotte nell'ambito del programma per l'educazione alla cittadinanza democratica e i diriti umani, il "tool" è rivolto ai decisori politici che operano a diversi livelli: locale, regionale, nazionale. The tool explains what education for democratic citizenship and human rights education are and what they mean in terms of policy making. The tool has been designed to support high-level policy making in CoE member states.

Ovaj članak je zamišljen kao prilog raspravi o pojedinim aspektima obrazovanja za okoliš, s posebnim naglaskom na edukaciju o pitanjima energetske učinkovitosti i očuvanja kao teme od iznimne važnosti u suvremenom društvu. Ranije su studije pokazale da je obrazovanje i informiranje javnosti o ovim pitanjima jedan od ključnih preduvjeta za šire korištenje obnovljivih izvora energije u Hrvatskoj. Ideja o važnosti obrazovanja o obnovljivim izvorima energije utemeljena je na pretpostavci o odgovornosti pojedinca, koja također čini temelj modela obrazovanja za demokratsko građanstvo. Suvremeni radovi kako o obrazovanju za okoliš, tako i obrazovanju za demokratsko građanstvo ukazuju na izvjesnu zajedničku tendenciju prema osposobljavanju za participaciju i odlučivanje, u odnosu na ranije oblike edukacije usmjerene na samo informiranje. Zaključno, razmatra se okvir obrazovanja za građanstvo Marthe Nussbaum kao primjer nekolicine načela koja bi mogla biti od važnosti pri oblikovanju programa edukacije o energetskim pitanjima., The paper is a contribution to the discussion on individual aspects of education for environment, with particular emphasis on education about the issues of energy efficiency and conservation as topics of extreme importance in modern society. Earlier studies showed that education and informing the public about these issues were crucial preconditions for spreading the use of renewable sources of energy in Croatia. The idea about the importance of education about renewable sources of energy was based on the assumption of the responsibility of an individual, which is also the basis of the model of education for democratic citizenship. New studies on education for environment point to a common tendency towards qualifying for participation and decision making, in comparison with earlier forms of education, which were based only on providing information. In conclusion, the paper considers the framework of education for citizenship by Marthe Nussbaum as an example of several principles that might be important when making the programme of education about energy issues., Der vorliegende Artikel ist als Beitrag zur Diskussion über einzelne Aspekte der Ökobildung gedacht, die Betonung liegt auf Fragen einer Bildung für energetische Effizienz und Nachhaltigkeit - beides sind Themen von herausragender Bedeutung in der zeitgenössischen Gesellschaft. Vorhergegangene Studien haben gezeigt, dass Bildung und Information der Öffentlichkeit über diese Fragen eine der Grundvoraussetzungen für eine extensivere Nutzung von erneuerbaren Energiequellen in Kroatien sind. Die Idee der Wichtigkeit der Bildung für nachhaltige Entwicklung (erneuerbare Energiequellen) beruht auf der Voraussetzung der Verantwortung des Einzelnen, die grundlegend für das Modell der demokratischen Bürgerbildung ist. Zeitgenössische Arbeiten sowie in der Ökobildung als auch in der Bürgerbildung für die Demokratie weisen auf eine gewisse gemeinschaftliche Tendenz hin zur Befähigung für Teilnahme und Treffen von Entscheidungen im Unterschied zu den früheren Bildungsformen, die lediglich auf das Informiert sein ausgerichtet waren. Abschließend wird der Bildungsrahmen für das Bürgertum nach Martha Nussbaum erörtert als ein Beispiel für einige Grundsätze, die bei der Gestaltung eines Bildungsprogramms für energetische Fragen wichtig sein könnten.

Education for Democratic Citizenship (EDC) plays a central role in the educational reforms under way in many Euorpean countries as well as in strengthening democratic society, preparing informed citizens and promoting their participation in the democratic and development processes at both local and national levels. It is life-long and life-wide process that includes a series of learning environments inside and outside formal institutions (non-formal and informal education). The main provider of EDC are schools and universities. EDC is a critical and effective empowerment tool for promoting skills and competencies giving equal importance to knowledge, values and attitudes for active participation and engagement in a democratic and multicultural society. The aim of this research was to examine students’ and teachers’ opinions, attitudes and considerations regarding the importance and necessity of introducing EDC curricula at the university and at schools as well as the contents that should, in students’ and teachers’ opinion, be taught within EDC at the university and school. Furthermore, we research the best form and approach to teaching EDC and the most suitable period for introducing EDC into school system. Finally, the competencies and skills, key concepts and values on EDC that teachers should possess for successful teaching and student as well as teacher participation in humanitarian and other social and political activities at university and local community level, was examined. The overall sample of this study consisted in a 118 students from the University of Pula and Rijeka (Croatia) as well as in a 167 teachers from primary school in Pula and Rijeka.

The beginning of the process of transition to democracy in Croatia was heavily influenced by at least three factors: nation-building, mobilization for defence and privatization accompanied by sharp decline in economy. Under such circumstances, the role of education was reduced to strengthening national identity and sovereignty understood, among others, in terms of dismantling of the ideology of socialism (“ deideologization” ) and of strengthening the crucial dimensions of national identity, such as language, history, symbols and religion (“ Croatization” ). Due to the shift toward strengthening an ethnic-model of the nation, as well as due to a predominantly paternalistic political culture with strong children-dependency syndrome, the issue of preparing students for active and responsible citizenship was on the margins of the government interest.

The main aim of EDC is to prepare informed, participative and responsible citizens for the future of European democratic societies. Apart from clear national implementation policies, succesful inclusion of EDC in schools depends on the quality of teachers' pre-service and in-service preparation. Despite many examples of good practice in number of countries in the region, EDC is still unrecognised as an important dimension in the systems of teacher education and training.

The presentation focused on interrelations between education for democratic citizenship and intercultural education. Drawing form the Council of Europe’ s normative and programmatic texts, as well as from a rich theoretical literature we demonstrate that these two approaches have been brought together through a series of conceptual changes influenced by the way how societal demands and challenges were dealt with in political visions and policy development. The recent turn towards the recognition of diversity as the society’ s value and enrichment has been made possible through changes in the concepts of citizen and citizenship. Recent focus on citizenship in terms of identity formation and maintenance, on the one hand, and interpersonal and inter-group (community) relations, on the other hand, especially in the context of European integration and globalisation, has triggered profound changes in the field of education. Education for democratic citizenship facilitates these changes by opening up a space for more learner and community-oriented strategies of the exchange of knowledge and skills in the course of which different voices may be expressed. However, in order to make this possibility a sustainable European reality it is necessary to fulfil important preconditions at local and national levels, from conceptual clarification, through curricular changes and the introduction of quality assurance systems, to changes in the management of schools and teacher training. How the Council of Europe’ s programmes, projects and reference materials, especially the ones that were developed or made known in the framework of the 2005 European Year of Citizenship through Education, may inform and facilitate educational changes at different levels, is also briefly demonstrated.

The presentation focuses on four aspects of quality standards and quality assessment with an aim to open discussion on assets and obstacles to promoting quality assurance for EDC in Europe: a) the background of the shift towards quality standards and quality assurance ; b) the difference between quality assurance and quality control ; c) EDC as an integrative force in the process of educational change ; d) the role of the tools for quality assurance in EDC ; e) the obstacles to implementing the tools The background will be described in terms of political, economic and social changes that put complex and often disparate demands on education. The shift from quality control to quality standards and quality assurance has been promoted recently with a view to bridge the gap between external and internal pressures on education. However, it is only through the introduction of EDC that such link may be established successfully. EDC involves the acquisition of a citizen-relevant knowledge and skills of participation and responsibility-taking in a lifelong perspective and across the curriculum, as well as across the formal-informal education divide. As such, it may serve as an integrative force in the process of educational change in Europe. This may be achieved only by adopting a comprehensive approach to change in which national standards are combined with institutional self-development planning based on self-evaluation processes and in the context of a broad European EDC policy. A successful implementation fully depends on the acquisition of knowledge and on the development of skills in the methodology of quality assurance for EDC by all stakeholders and, especially, teachers. The preparation should include skills for the development of an institution’s strategic planning and quality assurance policy, the design of self-evaluation instruments, the monitoring and reviewing techniques, as well as the issues of team-making, conflict resolution and professional ethics. A solid preparation should also encompass factors that hinder the adoption of quality assurance approach and the means of resolving them through intra- and inter-institutional cooperation at national and European level.

The project on Quality Assurance in Education for Democratic Citizenship was carried out in Croatia by the Research and Training Centre for Human Rights and Democratic Citizenship of the Faculty of Philosophy University of Zagreb from May to July 2003. Its aim was to collect data on policy, legislative, theory and practice of key aspects of quality assurance system in education for democratic citizenship in the context of education reform. The task was performed through interviews and focus-group discussions with the representatives of the Ministry of Education and Sport (MoES) and local governments, national advisory and research institutions, faculties and teachers’ colleges, teacher professional organisations and trade unions, elementary and secondary school principals and teachers, and relevant NGOs. A total of 70 persons from Zagreb, Slavonia and Istria were contacted, 48 of whom accepted to take part in research. Over three fourth of respondents were interviewed in situ individually, in pairs or in a focus-group of four or five, while one fourth responded in written form by fax or email. The duration of in situ individual interviews was between 2 and 3 hours and of the focus-groups approximately 5 hours. The data thus collected make an exquisite 570-page account on how education reform and the introduction of education for democratic citizenship, in general, and the emergence of quality assurance system, in particular, are understood and practiced by a wide range of stockholders in the field. Their answers were in the present report combined with the results of analysis of legal, policy/strategic and other relevant texts so as to ensure better understanding of a dynamic nature of relations between the priorities (should) and realities (is) of contemporary education changes in Croatia.

U radu se analiziraju promjene odnosa između državne administracije i civilnog sektora u području obrazovanja u kontekstu šire teme poticanja demokratskog razvoja Hrvatske. Ističe se da su tijekom 1990.-ih prijelazom iz humanitarnog na obrazovno područje nevladine udruge potakle demokratske promjene u obrazovanju i putem obrazovanja uvođenjem novih sadržaja, metoda i organizacije formalnog obrazovanja, no da je, usprkos porastu suradnje, sam obrazovni sektor zakazao kao tranzicijski čimbenik zbog niza strukturalnih, institucionalnih i psiholoških prepreka, koje autorica opisuje oslanjajući se na rezultate svojeg kvalitativnog istraživanja o stanju obrazovanja za demokratsko građanstvo u Hrvatskoj. S obzirom da početkom 2000. dolazi do poboljšanja suradnje između države i civilnog društva općenito, a posebno u području obrazovanja, ona postavlja pitanje je li to dovoljno za punu transformaciju obrazovanja prema potrebama demokratskog razvoja. Kako bi odgovorila na to pitanje, uspoređuje tranzicijske i europske razvojne prioritete i upozorava na nerazmjer u nizu područja vitalnih za razvoj, te sugerira da povećanje državne potpore obrazovnim projektima civilnog društva nikako ne smije dovesti u pitanje poticanje razvojno-istraživačkih aktivnosti u području obrazovanja.