The main goal of the paper is to explain key elements of three cycles of adult education policy in Croatia from 1990 to 2018. The first cycles encompasses changes in the 1990s. The second begins in ...2000 and is marked by the process of Europeanization within the process of Croatia’s accession to the European Union. The third begins with the accession of Croatia into the EU (2013) and with the passing of the Strategy of Education, Science and Technology (2014). In each cycle adult education policy instruments, actors, goals are analysed. In the last two cycles similar policy goals, instruments, actors as part of Europeanisation adult education policy are maintained, while first cycle is marked by political, ideological and institutional severing ties from the socialist education system. Final results of those processes are not satisfactory, and adult education is still marginalized with small participation in adult education.
In this paper, we review the EU and national (Croatian) education policy trends related to life-long learning and adult education in the last five years, focusing on the subsequent crises (COVID-19 ...and the security crisis caused by the war in Ukraine) and their influence on policy processes and documents. We also provide secondary data on trends in Croatian adult education, as well as present the results of empirical research performed on a sample of adult education providers from the Republic of Croatia. Our research aimed to identify how the policy trends have been reflected in the practice of Croatian adult education providers in the last five years (2018–2022), with the focus on (a) the practice of life-long learning and adult education promotion; (b) target groups for adult education providers in Croatia; and (c) how the institutional infrastructure in Croatia has supported adult education providers. The obtained results inform the policymakers and practitioners of adult education of potential discrepancies between policy trends and education practices relevant to small and peripheral EU member countries.
Autor u članku analizira odnos cjeloživotnog učenja kao nove ideje u obrazovnoj politici i institucionalnih promjena u visokom obrazovanju. Osnovni naglasak u istraživanju je na ulozi ideja, interesa ...i institucija u promjeni obrazovne politike. Institucionalna promjena i nove ideje u politikama visokog obrazovanja su objašnjene implementacijom koncepta cjeloživotnog učenja unutar Olsenova četiri modela sveučilišta. Članak opisuje cjeloživotno učenje kao novu ideju koja donosi temeljne promjene s obrazovanja na učenje i premošćuje različite pozicije akademskog i strukovnog tercijarnog obrazovanja. Članak sugerira da promjene sveučilišta određuju interesi iz političkog i ekonomskog okruženja uz ograničeni utjecaj aktera iz akademske zajednice. U tom kontekstu analizira se utjecaj ideje cjeloživotnog učenja na razumijevanje, preskripciju i provedbu institucionalnih promjena u obrazovnoj politici te političko opravdanje tih promjena. Autor analizira promjene u javnom upravljanju, kurikulumu i pribavljanju sredstava pod utjecajem cjeloživotnog učenja. Članak opisuje promjene koje u kurikulumu i pribavljanju sredstava nastaju ulaskom netradicionalnih studenata. Naglašena su opravdanja za autonomiju sveučilišta, pristupačnost, priznavanje rezultata učenja, modularizaciju i postrukovljenje u kurikulumu. Kvalifikacijski okvir naznačen je kao dio reforme kurikuluma, ali i kao instrument javnih politika za nacionalne i europske političke i ekonomske ciljeve.
In the article the author analyses how lifelong learning as a new idea in education policy is related to institutional changes in higher education. The primary emphasis in the study is on the role of ...ideas, interests and intuitions in changing education policy. Institutional change and new ideas in higher education policy are explained through the implementation of the lifelong learning concept in Olsen's four models of the university. The article describes lifelong learning as a new policy idea which brings fundamental change from education to learning, and bridges the distinctive positions of academic and vocational tertiary education. The article suggests that actors from the political and economic environments determine changes to the university. In this context the influence of lifelong learning on the understanding, prescription and implementation of institutional changes in education policies is analyzed and political justifications of these changes are addressed. The author analyses changes in governance, curriculum and funding influenced by the lifelong learning concept. The article describes changes in the university curriculum and funding as a result of non-traditional students' entrance. The justifications for the autonomy of university governance are stressed as well as access, recognition, modularisation and vocationalisation of the curriculum. A qualification framework is identified as a part of curriculum reform, but also as a policy instrument for national and European political and economic goals. Adapted from the source document.
In the article the author analyses how lifelong learning as a new idea in education policy is related to institutional changes in higher education. The primary emphasis in the study is on the role of ...ideas, interests and intuitions in changing education policy. Institutional change and new ideas in higher education policy are explained through the implementation of the lifelong learning concept in Olsen’s four models of the university. The article describes lifelong learning as a new policy idea which brings fundamental change from education to learning, and bridges the distinctive positions of academic and vocational tertiary education. The article suggests that actors from the political and economic environments determine changes to the university. In this context the influence of lifelong learning on the understanding, prescription and implementation of institutional changes in education policies is analyzed and political justifications of these changes are addressed. The author analyses changes in governance, curriculum and funding influenced by the lifelong learning concept. The article describes changes in the university curriculum and funding as a result of non-traditional students’ entrance. The justifications for the autonomy of university governance are stressed as well as access, recognition, modularisation and vocationalisation of the curriculum. A qualification framework is identified as a part of curriculum reform, but also as a policy instrument for national and European political and economic goals.
The article analyzes the changes in the goals of adult education policies in the European educational area during the COVID -19 pandemic. Different forms of policy changes, incremental and radical ...changes of goals are analyzed. Elements of historical institutionalism, discursive institutionalism and elements of rational choise policy (optimal action within the given possibilities) are used. From the analysis of documents and available analyzes, it was concluded that the dominant discourse of lifelong learning in the knowledge society has remained in the context of significant economic, demographic, health, technological and climate challenges. It is shown how the key instruments of educational policies fit into this discourse. The introduction of micro-qualifications, an individual learning account and strengthening of digital and green skills is especially presented. As the instruments are not neutral, they also contain the goals that adult education in Europe must achieve.
The article analyzes the changes in the goals of adult education policies in the European educational area during the COVID -19 pandemic. Different forms of policy changes, incremental and radical ...changes of goals are analyzed. Elements of historical institutionalism, discursive institutionalism and elements of rational choise policy (optimal action within the given possibilities) are used. From the analysis of documents and available analyzes, it was concluded that the dominant discourse of lifelong learning in the knowledge society has remained in the context of significant economic, demographic, health, technological and climate challenges. It is shown how the key instruments of educational policies fit into this discourse. The introduction of micro-qualifications, an individual learning account and strengthening of digital and green skills is especially presented. As the instruments are not neutral, they also contain the goals that adult education in Europe must achieve.
Discourse on a knowledge based society and its connection with the concept of lifelong learning is among the dominant debates within European education circles today. The term knowledge society can ...be explained as a policy construction which seeks to present things as they are, as they were, and as they should be. This paper deals with the various discourses on lifelong learning, especially where they present difficulties for educational policy transfers in the European Union. In the EU, lifelong learning connects educational and social policies, which today are mostly defined by member states. The European Union has complementary and supporting competences in education and shared competences for social policy (defined in the yet-to-be ratified Lisbon Treaty). But is there one policy that can connect the ideas of 27 different member states? The author argues that the idea of lifelong learning has until now only occurred within a specific epistemic community of international experts and leading persons of international organizations. Changes in Croatia’s educational policy, however, have occurred as a continuation of transition, under the influence of global changes, and as a part of the accession process to the European Union. The changes in definition of European educational initiatives can be attributed to the implementation processes, where a community in practice tends to adapt European meanings to the national environment, specifically the position of its own organization and abilities. It is argued that the difference between national and European discourse is not necessarily an obstacle to the development of national educational policies.
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Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Autor u članku analizira Europski kvalifi kacijski okvir kao važan komunikacijski i regulatorni instrument usklađivanja obrazovnih politika, te odnos hrvatske obrazovne politike prema ovoj ...inicijativi. Autor ovaj proces smješta unutar Lisabonske strategije s posebnim naglaskom na policy prostor, proces i glavne aktere. Pri tome polazi od različitih određenja europeizacije i važnosti policy mreža. Uvođenje Europskog kvalifi kacijskog okvira analizira kao dio procesa europeizacije nacionalne obrazovne politike. Na kraju daje prikaz osnovnih obilježja kvalifi kacijskog okvira i osnovna obilježja hrvatske obrazovne politike koja se očituju tijekom provedbe ove inicijative.
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