Sličnosti i razlike Šuvarove i bolonjske reforme obrazovanja

Odgoj i obrazovanje oduvijek su neraskidivo povezani s društvenim, ekonomskim, političkim i kulturnim događajima. Cilj rada je razmotriti osnovne sličnosti i razlike između bolonjske i Šuvarove reforme obrazovanja. Iako je bolonjska reforma usmjerena na visoko obrazovanje, a Šuvarova se reforma prvenstveno odnosila na srednjoškolsko obrazovanje te reforme također sadrže brojne sličnosti čije bi implikacije mogle biti važne za cjelovitije razumijevanje brojnih očekivanja koja postavljaju moderne obrazovne ustanove. Jedna od osnovnih sličnosti obje reforme je povezanost obrazovanja sa svijetom rada i zahtjevima tržišta. Upravo je ta karakteristika modernih zahtjeva za odgojem obrazovanja istovremeno najkontroverznija i često kritizirana. Doprinos ovog rada podrazumijeva aktualizaciju pitanja Šuvarove reforme koja se često uspoređuje s bolonjskim procesom. U zaključku rada ističe se da bez obzira na razlike, čija je jedna od osnovnih činjenica da je Šuvarova reforma napuštena za razliku od trenutne bolonjske, usporedba ovih reformi može biti važna posebno kada je riječ o razumijevanju društveno-ekonomskih i političkih utjecaja na proces obrazovanja.
Upbringing and education have always been inextricably linked with social, economic, political and cultural events. The aim of the paper is to consider the basic similarities and differences between Bologna and Suvar’s education reforms. Although Bologna reform is aimed at higher education and Suvar’s reform primarily refers to secondary education, these reforms have many similarities that can be significant when it comes to getting a more comprehensive understanding of the numerous expectations placed upon modern educational institutions. One of the basic similarities of both reforms is the connection of education with the world of work and market demands. It is precisely this characteristic of contemporary requirements that is set in front of education and is at the same time the most controversial and often criticized. The contribution of the paper implies the actualization of the issue of Suvar’s reform, which is often compared to the Bologna Process. The paper concludes that, regardless of the differences and the fact that Suvar’s reform was abandoned in contrast to the current Bologna, a comparison of these reforms may be important, especially when it comes to understanding the impact of socio-economic and political influences on the education process.