APA 6th Edition Žiljak, T. (2013). DVIJE FAZE OBRAZOVNE POLITIKE U HRVATSKOJ NAKON 1990. GODINE. Andragoški glasnik, 17 (1. (30)), 7-23. Retrieved from https://hrcak.srce.hr/104939
MLA 8th Edition Žiljak, Tihomir. "DVIJE FAZE OBRAZOVNE POLITIKE U HRVATSKOJ NAKON 1990. GODINE." Andragoški glasnik, vol. 17, no. 1. (30), 2013, pp. 7-23. https://hrcak.srce.hr/104939. Accessed 5 Dec. 2019.
Chicago 17th Edition Žiljak, Tihomir. "DVIJE FAZE OBRAZOVNE POLITIKE U HRVATSKOJ NAKON 1990. GODINE." Andragoški glasnik 17, no. 1. (30) (2013): 7-23. https://hrcak.srce.hr/104939
Harvard Žiljak, T. (2013). 'DVIJE FAZE OBRAZOVNE POLITIKE U HRVATSKOJ NAKON 1990. GODINE', Andragoški glasnik, 17(1. (30)), pp. 7-23. Available at: https://hrcak.srce.hr/104939 (Accessed 05 December 2019)
Vancouver Žiljak T. DVIJE FAZE OBRAZOVNE POLITIKE U HRVATSKOJ NAKON 1990. GODINE. Andragoški glasnik [Internet]. 2013 [cited 2019 December 05];17(1. (30)):7-23. Available from: https://hrcak.srce.hr/104939
IEEE T. Žiljak, "DVIJE FAZE OBRAZOVNE POLITIKE U HRVATSKOJ NAKON 1990. GODINE", Andragoški glasnik, vol.17, no. 1. (30), pp. 7-23, 2013. [Online]. Available: https://hrcak.srce.hr/104939. [Accessed: 05 December 2019]
Abstracts The author has been describing phases of educational policies in
Croatian since 1990. He has divided two decades in two basic phases: (1) Phase of decomposition of inherited system and non-systematic changes in 1990s and (2) Phase of discussions, changes and strategy implementation within the Europeanization process after 2000. He has based differentiation criteria on Howlett’s elements of successfulness of public policies (programmes, policy processes and political circumstances). In each phase basic
political circumstances, programme objectives, acters, instruments and ways of implementation of specific policies have been analysed. Author has a reached a conclusion that objectives on the European level and objectives of Croatian educational policies have been changing in parallel and that double critical juncture has occurred. Within the European educational policy mainstreaming of educational policies has taken place, with the construction of a knowledge society through lifelong learning as a priority. In Croatia the field of education, emptied from the socialist system of values and objectives, has been filled with new European objectives and models. Author has reached a conclusion that two forms of activities have been taking place within the Europeanization process: changes under the pressure of conditioning policy, transnational incitements and pre-accession programmes; and the other form, efforts to act appropriately (in European, modern manner) with the impacts of socialization, imitation, use of experience of others.