1. Republic of Croatia Negotiating team Working group on chapter 25
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.

2. 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
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
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

3. 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

4. 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 i godini.
ETF
Ostale obveze vezane uz acquis
Obrazovanje djece migranata
Zakonsko rješenje
Ne-diskriminacija između državljana EU i hrvatskih državljana

5. Lisabonska strategija
2000
2001
2002
2003
2004
2005
2006
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
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 ( )
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

6. Osvježavanje Lisabonske strategije Zajednički rad za razvoj i radna mjesta
2004
2005
2006
2007
2008
2009
2010
FP7 RTD Programme ( )
CIP Programme ( )
Euroatom Programme ( )
ILLP Programme ( )
Science and Society
Youtg in action Programme (2007)
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
Odluka Vijeća i Parlamenta Okvirni program za povećanje konkurentnosti i inovativnosti
( )
Financijska perspektiva

7. Razvoj i radna mjesta: novi početak Lisabonske strategije
“Kada planiraš za godinu, posadi kukuruz.
Kada planiraš za desetljeće, posadi stabla.
Kada planiraš za cijeli život, uvježbaj i obrazuj ljude.”
Kineska poslovica: Guanzi (c. 645BC)
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
Dvije glavne zadaće
osigurati snažniji i trajni razvoj
stvaranje većeg broja i boljih radnih mjesta
Nacionalni Lisabonski programi
Privlačnije mjesto za investiranje i rad
Proširivanje i produbljivanje unutarnjeg tržišta
Poboljšanje Europske i nacionalne regulative
Osiguravanje otvorenog i kompetitivnog tržišta unutar i izvan Europe
Širenje i unaprjeđivanje europske infrastrukture
Key Areas
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
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

8. 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
The European Pact for Youth
Council Resolution of establishing a framework for European cooperation in the youth field
Youth in action 2007

9. Instruments for Lisbon goals Education and Training 2010.
2000
2001
2002
2003
2004
2005
2006
Education and Training 2010 Programme – Council 14. Feb.
Erasmus Mundus
eLearning programme
EC Report -Memorandum on lifelong education and training’,
EC Comm. - Investing efficiently in education and training: an imperative for Europe".
EC Report -Concrete future objectives of education and training
EC Comm. - The role of the universities in Europe of Knowledge"
EC Comm. on ‘The eLearning action plan — designing tomorrow’s education
Promoting language learning and linguistic diversity. An action plan
EC Comm. - Draft detailed work programme for the follow-up of the report on the concrete objectives of education and training
Council Resolution of 13 July 2001 on the role of education and training in employment related policies.
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

10. Suština screeninga Strategija Administrativni kapacitet Politika
Resursi (proračun)
Akcijski plan
Kapaciteti
Legislativni okvir +
Ljudski kapital
Fizički kapaciteti
Oprema/infrastruktura
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
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.

11. Education and Training 2010 Različiti sustavi, zajednički ciljevi
3 cilja, 13 smjernica
2001.
program za 10 godina
( )
E&T Programme
Lisabon 2000
Open Method of Coordination
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
Standing Group on Indicators and Benchmarks
Copenhagen process
Bologna process
poboljšati kvalitetu i učinkovitosti obrazovnih sustava u EU;
osigurati da su dostupni svima;
otvoriti obrazovanje prema svijetu.
European Qualifications Framework for Lifelong Learning

12. 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
Neformalno učenje
Informalno učenje
Formalno učenje
Ishodi učenja
Šire osobne i profesionalne kompetencije
Znanje
Vještine
Za svaku razinu EQF

13. Europski kvalifikacijski okviri za cijeloživotno učenje

14. 2002. 2004. Prioriteti do 2005. Bolonjski proces (do 2005)
Europske države s visoko-obrazovnim sustav strukturiranim u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
Ne, u planu Da
Da, proces započeo
Ne, u planu Da
Da, proces započeo
2002.
2004.
Prioriteti do 2005.
Promjena strukture visokog obrazovanja (priprema programa I i II ciklusa)
Uvođenje bodovnog sustava (ECTS) i instrumenata za njegovu primjenu
Priznavanje diploma i inozemnih kvalifikacija

15. 2002. 2005. Prioriteti 2005 - 2006 Bolonjski proces (2005 - 2006)
Europske države s visoko-obrazovnim sustav strukturiranim u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
Ne, u planu Da
Da, proces započeo
Ne, u planu Da
Da, proces započeo
2002.
2005.
Prioriteti
Pokretanje programa I i II ciklusa
Doktorski studiji
Sustav za osiguranje kvalitete
Sustav za priznavanje diploma i instrumenti za prijenos kredita kvalifikacija
Priprema za mobility

16. 2002. 2005. Prioriteti 2007 - 2009 Bolonjski proces (2007 - 2009)
Europske države s visoko-obrazovnim sustav strukturiranim u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
Ne, u planu Da
Da, proces započeo
Ne, u planu Da
Da, proces započeo
2002.
2005.
Prioriteti
Learning outcomes (ishodi studiranja)
Nacionalni kvalifikacijski okviri (NQF)
Mobility – uključivanje u Integrated Lifelong Learning Programme (ILLP)
Framework 7 Programme
Sustav kredita i stipendija za studente

17. 2002. 2005. Prioriteti 2009 - 2011 Bolonjski proces (2009 - 2011)
Europske države s visoko-obrazovnim sustav strukturiranim u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.
Ne, u planu Da
Da, proces započeo
Ne, u planu Da
Da, proces započeo
2002.
2005.
Prioriteti
Cijeloživotno učenje
Definiranje obrazovnih razina (levels, Doublin descriptors)
Tipologija sveučilišta
Fleksibilni putovi učenja
Binarni sustav

18. 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

19. Broj mladih ljudi u EU

20. Nastavnici stariji od 50 godina

21. Broj učenika na jednog nastavnika
13,09
11,9

22. 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.

23. Djeca s niskom razinom pismenosti? ?

24. Rezultati PISA ? ?

25. PISA ? ?

26. Udio djece koji završe srednju školu69

27. Iste mogućnosti za sve

28. 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.

29. Povećanje broja studenata koji su diplomirali matematiku, prirodne i tehničke studije

30. Upisani diplomirani studenti matematike, prirodnih i tehnčkih studija
23,8
17,6

31. 5,4
33,2

32. 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

33. Javno i privatno ulaganje u obrazovanje
4,63 ?

34. Ulaganje privrede u obrazovanje i VET?
3426
2191
2170

35. Relativno ulaganje u institucije po studentu/učeniku
36,9
23,6
23,3

36. 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).

37. Obrazovanje odraslih
2,3
2,3

38. Doškolovanje odraslih koji nemaju tercijarno obrazovanje?

39. ?

40. 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.

41. Udio mladih koji nisu u obrazovanju
4,7
4,7

42. Udio mladih u obrazovanju?

43. ?

44. 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

45. Prosječan broj stranih jezika po učeniku
1,7

46. 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

47. Udio stranih studenata
2,7

48. Udio studenata koji studiraju u drugoj državi

49. Mobilnost unutar Erasmus programa‘’

50. Mobilnost nastavnika i mobilnost unutar programa Leonardo da Vinci‘’ ‘’

51. 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.

52. Broj računala po učeniku23 18

53. Uravnotežen razvoj svih škola – broj računala po učeniku

54. Udio računala spojenih na Internet

55. 4.7

56. 71

57. 2.3

58. Poželjna obrazovna struktura (strategija)
2000
2005
2010
2015
2020
2025
2030
Sekundarno obrazovanje
52,91%
,00%.
15,13%
Tercijarno obrazovanje
– 40,00%
III ciklus
0,23%
– 2,00%
Pero Lucin, May 2005.

59. Obrazovanje temeljeno na kompetencijama (ishodima učenja)
Prvi značajniji učinci na gospodarstvo
2005
2010
2015
2020
2025
2030
2035
Prvi diplomanti – prvi doktorandi – prvi studenti
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
Kurikulum temeljen na ishodima učenja
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.
Pero Lucin, May 2005.

60. Integrated Lifelong Learning Programme (I)
Integrated Programme for Lifelong Learning
Comenius
School education
Erasmus
Higher education & advanced training
Leonardo da Vinci
Initial and continuing VET
Grundtvig
Adult education
Transversal programme
4 key activities – Policy development; Language learning; ICT; Dissemination
Jean Monnet programme
3 key activities – Jean Monnet Action; European Institutions; European Associations
It aims both to contribute through lifelong learning to the development of the Community as an advanced knowledge society, with sustainable economic development, more and better jobs and greater social cohesion, while ensuring good protection of the environment for future generations, and to foster interchange, cooperation and mobility between education and training systems within the Community, so that they become a world quality reference.
Nove ključne odluke
centralised projects for which the Community support proposed exceeded EUR 1 million would be subject to the management procedure
endorsement of the provision in the Commission proposal which prevents ministries from acting as national agencies.
The budget proposed was € million.

61. Nacionalne agencije

62. Strukturalni fondovi Objective 1 Outside Objective 1 regions
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
Objective 3
Interreg III
Urban II
Leader +
Equal
ERDF X X X X
ESF X X X X
EAGGF X X X
FIFG X X

63. Financijska perspektiva 2007-2013
The maximum total figure for expenditure for EU 27 for the period 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.

64. 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.

65. Sažetak Europske politike
Ujednačavanje standarda
Obrazovanje temeljeno na ishodima (kompetencijama)
Obrazovne razine
Fleksibilizacija
Tržište/servisi
Privatno ulaganje
Promjene paradigmi

66. Prijetnje
“Nemojte me gnjaviti s novim idejama, vidite da moram u boj!”

67. Reality ?
This is “we”
This is our
strategy

68. Mijenjanje navika i ponašanja
Ako nastavite raditi ono što ste uvijek radili,
dobit ćete ono što ste uvijek dobivali.
If you keep doing what you have always done,
you're going to get what you always got.
Roderick G. W. Chu became Chancellor of the Ohio Board of Regents on January 1, 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.

69. Zahvaljujem na pažnji!