| Sažetak | Tema ovog istraživanja je reforma školstva u Hrvatskoj, odnosno kurikularna reforma kao jedan od njezinih elemenata, i njezina povezanost s ekonomskim rastom. Provedba cjelovite kurikularne reforme imat će veliki značaj za nove generacije, no ne postoje temeljita i direktna istraživanja o tome kako takva reforma doprinosi ekonomskom rastu Hrvatske. U vrijeme kada je „znanje moć“, a vješta, kreativna i inovativna radna snaga preduvjet konkurentnosti u natjecateljskom europskom i globalnom okruženju potrebno je kroz obrazovanje odgovoriti na nove izazove.
Istraživački problem rada odnosi se na percepciju kurikularne reforme među akterima javnih politika i medija. Rad odgovara na pitanje u kojoj se mjeri kurikularna reforma u Hrvatskoj shvaća kao mjera političke ekonomije i kako je ona percipirana u stručnoj i široj javnosti. U radu su korištene dvije kvalitativne metode za ispitivanje percepcije kurikularne reforme kao mjere političke ekonomije: analiza aktera javnih politika i analiza sadržaja medijskih objava internetskih informativnih portala.
Analiza pokazuje da se kurikularna reforma samo kod ekonomskih aktera shvaća kao mjera političke ekonomije, što se s obzirom na prioritete tih dionika moglo očekivati, dok se u medijima i javnosti ista tako ne percipira nego ima uvelike izražen političko-ideološki ili pedagoški karakter čime gubi svoj dugoročni razvojni karakter. Prema analizi, u Hrvatskoj se pitanju reforme obrazovanja ne pristupa iz pozicije političke ekonomije, odnosno u prvi plan se ne stavljaju ciljevi razvoja konkurentnijeg gospodarstva i razvoja ljudskog kapitala, već se cjelokupna javna rasprava o reformi svodi na političke subjekte. Obrazovanje se u razvojnom smislu shvaća samo pod temom europeizacije, odnosno prilagodbe sustava na europske standarde, koji se percipiraju kao krajnji cilj reformskih napora u obrazovanju. |
| Sažetak (engleski) | The topic of this paper is the reform of education system in Croatia, more precisely the curricular reform as one of its elements, and its relation to economic growth. The implementation of the comprehensive curricular reform will have great significance for new generations, but there is no thorough and direct research on how such reform contributes to Croatia's economic growth. At a time when "knowledge is power," and skilled, creative and innovative workforce is a precondition for competitiveness in a competitive European and global environment, the best answer to accommodate these new challenges is education.
The research problem of this paper is related to the perception of the curricular reform among policy makers and media. The paper answers the question to what extent is curricular reform understood as a measure of political economy, and how it is perceived in the expert community and the wider public. Two qualitative methods were used to examine the perception of curricular reform as a measure of political economy: public policy stakeholder analysis and analysis of media discourse on Web information portals.
The analysis shows that curricular reform is perceived only by economic actors as a measure of political economy, which, given the priorities of these stakeholders, can be expected, while in the media and the public it is not perceived, but has a markedly political-ideological or pedagogical character, losing its long-term developmental character. According to the analysis, the education reform in Croatia is not approached from the political economy perspective, thus leaving the goals of development of a more competitive economy and human capital as secondary, while the overall public debate on reform is reduced to political subjects. On the other hand, the education is understood as the developmental sense only under the topic of Europeanization, which means the adaptation of system to the European standards, which are regarded as the ultimate goal of education reform efforts. |
