APA 6th Edition Račić, M. (2013). Modeli kompetencija za društvo znanja. Suvremene teme, 6 (1), 86-100. Preuzeto s https://hrcak.srce.hr/112805
MLA 8th Edition Račić, Marta. "Modeli kompetencija za društvo znanja." Suvremene teme, vol. 6, br. 1, 2013, str. 86-100. https://hrcak.srce.hr/112805. Citirano 06.06.2020.
Chicago 17th Edition Račić, Marta. "Modeli kompetencija za društvo znanja." Suvremene teme 6, br. 1 (2013): 86-100. https://hrcak.srce.hr/112805
Harvard Račić, M. (2013). 'Modeli kompetencija za društvo znanja', Suvremene teme, 6(1), str. 86-100. Preuzeto s: https://hrcak.srce.hr/112805 (Datum pristupa: 06.06.2020.)
Vancouver Račić M. Modeli kompetencija za društvo znanja. Suvremene teme [Internet]. 2013 [pristupljeno 06.06.2020.];6(1):86-100. Dostupno na: https://hrcak.srce.hr/112805
IEEE M. Račić, "Modeli kompetencija za društvo znanja", Suvremene teme, vol.6, br. 1, str. 86-100, 2013. [Online]. Dostupno na: https://hrcak.srce.hr/112805. [Citirano: 06.06.2020.]
Sažetak Competencies, learning outcomes and curriculum approaches are very important in the field of national education, and they are dominant in pedagogical theory and reality since the beginning of the EU accession process. Educational politics act and change the national educational system under the influence of the politics and the necessary social process of Europeanization. Thus, there is a need to establish basic competencies necessary for the society and individuals, and that they keep up with the necessities and demands of the modern global changes. Knowledge competencies education becomes a major task of the curriculum politics on each and every level of education. The aim of this paper is to establish which basic competency models at the tertiary education level in Croatia would fulfill the European development needs since the national competency standard which would lead to a knowledge based society has still not been established. Generic competencies include organizational, planning, leadership, managerial and information skills as well as the ability to manage projects and work in a team. In addition to the necessary competencies mentioned above, the models established in this paper also include life-long learning, networking, multilingualism, interculturalism and social responsibility.