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National Curriculum in European Countries and in Croatia: Comparative Analysis

Branislava Baranović ; Institute for Social Research in Zagreb

Puni tekst: hrvatski, pdf (227 KB) str. 181-200 preuzimanja: 1.619* citiraj
APA 6th Edition
Baranović, B. (2006). Nacionalni kurikulum u europskim zemljama i Hrvatskoj: komparativan prikaz. Sociologija i prostor, 44 (172/173 (2/3)), 181-200. Preuzeto s https://hrcak.srce.hr/93788
MLA 8th Edition
Baranović, Branislava. "Nacionalni kurikulum u europskim zemljama i Hrvatskoj: komparativan prikaz." Sociologija i prostor, vol. 44, br. 172/173 (2/3), 2006, str. 181-200. https://hrcak.srce.hr/93788. Citirano 11.08.2020.
Chicago 17th Edition
Baranović, Branislava. "Nacionalni kurikulum u europskim zemljama i Hrvatskoj: komparativan prikaz." Sociologija i prostor 44, br. 172/173 (2/3) (2006): 181-200. https://hrcak.srce.hr/93788
Harvard
Baranović, B. (2006). 'Nacionalni kurikulum u europskim zemljama i Hrvatskoj: komparativan prikaz', Sociologija i prostor, 44(172/173 (2/3)), str. 181-200. Preuzeto s: https://hrcak.srce.hr/93788 (Datum pristupa: 11.08.2020.)
Vancouver
Baranović B. Nacionalni kurikulum u europskim zemljama i Hrvatskoj: komparativan prikaz. Sociologija i prostor [Internet]. 2006 [pristupljeno 11.08.2020.];44(172/173 (2/3)):181-200. Dostupno na: https://hrcak.srce.hr/93788
IEEE
B. Baranović, "Nacionalni kurikulum u europskim zemljama i Hrvatskoj: komparativan prikaz", Sociologija i prostor, vol.44, br. 172/173 (2/3), str. 181-200, 2006. [Online]. Dostupno na: https://hrcak.srce.hr/93788. [Citirano: 11.08.2020.]

Sažetak
This paper is presenting the results of a comparative analysis of the national frame curriculums
for mandatory education in 11 European countries and in Croatia. The research was
concentrated on the analysis of formal-structural aspects of the national curriculums. The
analysis showed that besides similarities in the basic structure (common components) of
the national curriculums, there are also differences that indicate their contextual conditions.
In this respect the influence of two curriculum policies can be seen: 1. centralized
with subject-based prescriptive curriculum (Central European countries) and 2. decentralized
policies with flexible national curriculum frame that implies a high degree of schools
autonomy in respect of their adjustment to their own profile and the requirements of the
milieu where they act (The Netherlands, Scandinavian countries, Great Britain).
We can also see a tendency of weakening of subject-based approach in favor of development
of an integrated and coherent curriculum (curriculum areas, cross-curriculum themes
or modules and integral subjects are being introduced). Regardless of the differences in
the approach and curriculum concept, all the analyzed national curriculums represent outcome-
based curriculums oriented towards an introduction of competencies needed for the
knowledge society. In comparison to the analyzed curriculums, the Croatian curriculum is
still a traditional one (subject-base prescriptive), without adequate presence of the contents
and components that would enable a development of the new competencies for life
in the knowledge society.

Ključne riječi
national frame curriculums; subject-based curriculums; curriculum components; competencies for the knowledge society; European countries; Croatia

Hrčak ID: 93788

URI
https://hrcak.srce.hr/93788

[hrvatski] [francuski]

Posjeta: 2.808 *