APA 6th Edition Dudić, M. (2011). GLOBALIZATION AND EDUCATION. Informatologia, 44 (2), 137-141. Preuzeto s https://hrcak.srce.hr/70975
MLA 8th Edition Dudić, Mevlud. "GLOBALIZATION AND EDUCATION." Informatologia, vol. 44, br. 2, 2011, str. 137-141. https://hrcak.srce.hr/70975. Citirano 27.05.2020.
Chicago 17th Edition Dudić, Mevlud. "GLOBALIZATION AND EDUCATION." Informatologia 44, br. 2 (2011): 137-141. https://hrcak.srce.hr/70975
Harvard Dudić, M. (2011). 'GLOBALIZATION AND EDUCATION', Informatologia, 44(2), str. 137-141. Preuzeto s: https://hrcak.srce.hr/70975 (Datum pristupa: 27.05.2020.)
Vancouver Dudić M. GLOBALIZATION AND EDUCATION. Informatologia [Internet]. 2011 [pristupljeno 27.05.2020.];44(2):137-141. Dostupno na: https://hrcak.srce.hr/70975
IEEE M. Dudić, "GLOBALIZATION AND EDUCATION", Informatologia, vol.44, br. 2, str. 137-141, 2011. [Online]. Dostupno na: https://hrcak.srce.hr/70975. [Citirano: 27.05.2020.]
Sažetak The Bologna declaration opened and offered education reform, formalized with the Bologna declaration in 1999, and which was to a large extent initiated by employers. Their request was, on the unique European market, the future candidates for the job to be educated in a standard way so the big European companies would apply the same systems of recruitment, selection and employment in different countries. Their request also was directed towards the reform of the curriculum in a manner of greater applicability. The education system was required during the education to convey to the students no only academic knowledge, but practical skills as well and to develop their abilities during education so they can from the first day of their employment to start with the performance of some tasks. The idea itself, although declaratively broadly accepted, met series of different resistances. In the adaptation of the curricula, the establishments often manifested the following failures: the formal approach, procrastination, partial application of some of the principles, declarative acceptance. The adaptation to the needs of the employers caused maybe the greatest resistances. And what was the most important for the employers, the integration of theoretical knowledge and practical concepts, the universities have often accepted only formally.