Page 22 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 22
šolsko polje, letnik xxx, številka 5–6
public funds are invested in traditional forms of development such as sem-
inars, workshops and meetings. Evans (2014) cautions that narrow defini-
tions of professional development need to be abandoned, along with prej-
udices on where and how these activities are organized. The message for
educational experts, and policy makers especially, is that they need to ac-
knowledge that professional development cannot be confined to planned
workshops, courses, meetings or formal consultations, but that it is omni-
present and happening in every context, unplanned, in everyday work and
interactions which have an effect on the increase of expertise and compe-
tence. The learning processes for teachers and their overall achievement
therefore are not directly connected (only) with formal professional de-
velopment, as it is often seen in practice when we meet teachers that see
teaching as their “calling” and not their job.
Short history of implementation of the Civic
and Citizenship Education in Croatia
Following the armed conflicts in the territory of the former Yugoslavia
Republic, after the stabilization of the most important functions in the
state, in the late 1990’s, the educational system in the new independent
Republic of Croatia was undergoing organizational and content chang-
es. The first significant sign of state commitment to building capacities
in the area of human rights and democratic citizenship education (here-
inafter: HRE & EDC) was joining the activities related to Plan of Ac-
tion for the United Nations Decade for Human Rights Education 1995-2004
(1996)7 and forming the first National Committee for Human Rights Ed-
ucation with the aim to develop the first educational program in this area.
The program entitled National Programe of Education for Human Rights
and Democratic Citizenship (Government of the Republic of Croatia, Na-
tional Committee for Human Rights Education, 1999) combined, for the
first time, guidelines for the preschool, elementary and secondary school
level of education and had its echo in the Framework Plan and Programe
for Primary Schools (1999) as optional interdisciplinary content. At the
same time, the former Institute for Education (todays Teacher Training
Agency) was developing and initiating specialized trainings for HRE &
EDC. But in the next few years, the development of documents and prac-
tice in this area was slowed down partially due to other priorities with-
in and around the educational system and only a small portion of schools
were implementing this content (without any formal monitoring). The
7 Availableat:https://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/
Pla nof Act ionfor t heUn ited Nat ionsDecadeforHu ma nR ight sEducat ion,1995-2004(1996).
aspx
20
public funds are invested in traditional forms of development such as sem-
inars, workshops and meetings. Evans (2014) cautions that narrow defini-
tions of professional development need to be abandoned, along with prej-
udices on where and how these activities are organized. The message for
educational experts, and policy makers especially, is that they need to ac-
knowledge that professional development cannot be confined to planned
workshops, courses, meetings or formal consultations, but that it is omni-
present and happening in every context, unplanned, in everyday work and
interactions which have an effect on the increase of expertise and compe-
tence. The learning processes for teachers and their overall achievement
therefore are not directly connected (only) with formal professional de-
velopment, as it is often seen in practice when we meet teachers that see
teaching as their “calling” and not their job.
Short history of implementation of the Civic
and Citizenship Education in Croatia
Following the armed conflicts in the territory of the former Yugoslavia
Republic, after the stabilization of the most important functions in the
state, in the late 1990’s, the educational system in the new independent
Republic of Croatia was undergoing organizational and content chang-
es. The first significant sign of state commitment to building capacities
in the area of human rights and democratic citizenship education (here-
inafter: HRE & EDC) was joining the activities related to Plan of Ac-
tion for the United Nations Decade for Human Rights Education 1995-2004
(1996)7 and forming the first National Committee for Human Rights Ed-
ucation with the aim to develop the first educational program in this area.
The program entitled National Programe of Education for Human Rights
and Democratic Citizenship (Government of the Republic of Croatia, Na-
tional Committee for Human Rights Education, 1999) combined, for the
first time, guidelines for the preschool, elementary and secondary school
level of education and had its echo in the Framework Plan and Programe
for Primary Schools (1999) as optional interdisciplinary content. At the
same time, the former Institute for Education (todays Teacher Training
Agency) was developing and initiating specialized trainings for HRE &
EDC. But in the next few years, the development of documents and prac-
tice in this area was slowed down partially due to other priorities with-
in and around the educational system and only a small portion of schools
were implementing this content (without any formal monitoring). The
7 Availableat:https://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/
Pla nof Act ionfor t heUn ited Nat ionsDecadeforHu ma nR ight sEducat ion,1995-2004(1996).
aspx
20
