Anali za povijest odgoja, Vol. 3 No. 3, 2004.
Pregledni rad
Development dynamics of elementary and secondary schools in Croatia in the period from 1900 till 1940
Sonja Gaćina Škalamera
; Hrvatski školski muzej, Zagreb, Hrvatska
Sažetak
General educational structure of population is an important indicator of the development of one country where an achieved level of total economic and social development is reflected. This paper intends to give the presentation of the condition and basic trend of development of network of elementary and secondary schools on the territory of present Republic of Croatia during the first half of the 20th century based on the analyses of statistical data on number and types of elementary and secondary schools, total number of students and teachers. Comparison and the data analysis is made more difficult due to uneveness and incompleteness of sources, change of territorial borders and different data structures in the files. Based on the source research and published literature there are a few conclusions that can be drawn. The total number of schools, school attendants and teachers increased steadily during the first forty years of the 20th century and the basic trend of the development of the school system was expectedly positive. The exemptions are a fouryear period during the First WW and specific historical development of Istria and parts of Dalmatia since 1918 when Croatian schools were annulled and the school system was Italianized. Educational policy of the first half of the 20th century is characterized by implemented efforts of countries in introducing literacy and in increasing number of schools for obligatory education – elementary schools, stimulating and obligation to attend school and slow and not enough stimulating development of secondary schools. The schools system did not change much in this period, in spite of changes of countries, policies and ideologies. Obligatory education stopped at four-year schools, and further education was executed in lower and higher schools, from general secondary schools to different but small in number, vocational schools, concentrated in towns and bigger places. Social differences in possibilities to continue education were especially exposed in secondary education. A great number of children could not continue their education, and the greatest number of secondary school students had apprenticeship schools, low vocational schools, and general secondary schools. Despite the positive development, basic problems and disadvantages of inadequate development of the school system network, discrepancy in the number of school recruits and students and insuffi cient number of teachers, were not solved during the entire period. The main problem in achieving the goal of elementary eight-year education was insufficient number of public schools, especially higher public and town schools and lower secondary schools. Territorial arrangement of these schools and of general secondary and vocational schools is very uneven and unfavorable in economic underdeveloped areas. Due to reduced opportunities for further education, limited enrollment into secondary schools and uneven conditions for education, high percentage of population was left at four-year education. Thereforethe prevalent school system of elementary and secondary schools, despite the positive development, did not satisfy existing demographic needs in education. All given reasons had the consequence in a high number of illiterate population (15.6% in 1948) and low education level of population in Croatia in the middle of the 20th century.
Ključne riječi
primary-school education; secondary-school education; history of education; Croatia, from 1900 till 1940
Hrčak ID:
334713
URI
Datum izdavanja:
31.12.2004.
Posjeta: 665 *