Govorimo hrvatski ili hrvatski: standardni dijalekt i jezicne ideologije u institucionalnom diskursu. - Lijepe djevojke
utorak , 01.01.2019.Ili
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Za to postoje mnogi programi, ali ucitelji u Republici Makedoniji nemaju dovoljno prakticnog iskustva na ovo- me podmcju. It rises in the Eastern Tien-Shan from two sources, the Tekes and the Kunges, which converge in Sinkiang China. Izu- zetno je vazno na koji se nacin interkulturalni sadrzaji prezentiraju i jesu li oni uskladeni s temeljnim nacelima ljudskih prava, mira i demokracije.
To znaci da se ne bi smjelo dogo- diti da zbog smanjenja poslova u jednoj skolskoj godini odgajatelj ili na- stavnik ostanu bez radnog mjesta i bez place. Certainly such important questions like social inequality and its reduction are also mentioned.
OPET - In practice, this process takes place in two directions by: - Desegregation of kindergartens and schools in separate Roma neighbourhoods by targeting Roma children and students in kindergartens and schools outside Roma neighbourhoods and subsequent adaptation in a multicultural educational environment; - mixing children and students, carriers of ethno-cultural differences in the process of optimization of the school network in central schools in municipalities with small, scattered and frontier settlements. Iz to- ga i proizlazi velika odgovomost predstavnika nacionalne manjine u tije- lima vlasti zemlje u kojoj zive.
MEBUNARODNE ZNANSTVENE KONFERENCIJE INTERCULTURAL EDUCATION PROCEEDEINGS OF THE 2 nd INTERNATIONAL SCIENTIFIC CONFERENCE Osijek, 2010. Autobiografski iskaz djece s teskocama u razvoju Who am I? Autobiographic Narratives of Children with Developmental Disabilities 273 Dubravka Papa, Anica Perkovic i Jasna Vujcic Visejezicnost i interkulturalizam Multilingualism and Interculturalism 285 Nemesne Kiss Szilvia Stvaranje nepismenosti naglasavanjem jezicnih poteskoca The Formation of Illiteracy Emphasising Linguistic Inconvenience 295 Emilija Reljac-Fajs Interkulturalizam u osnovnoskolskoj nastavi hrvatskoga jezika Interculturalism in Instruction of Croatian in Elementary School Instruction. Podsjetimo se kako je prema popisu stanovnistva iz 1991. Za vrijeme Domovinskog rata, nastalog uslijed srpske i crnogorske agresije na Republiku Hrvatsku, a posebice poslije njega, promijenili su se brojcani odnosi pojedinih nacionalnosti. Ratna dogadanja, sa svim svojim posljedicama, osobito su pogodila mlade. Sluzbeni podatci iz 1992. Medu registri- ranim prognanicima u Republici Hrvatskoj bilo je 20% predskolske i 35% skolske djece. Danas u Hrvatskoj, uz Hrvate, zive i pripadnici drugih manjinskih skupina koji imaju svoja nacionalna, a posebice vjerska i kulturna obiljezja. Na temelju svih navedenih cinjenica Hrvatska je obvezna na demokratskim nacelima urediti odnose izmedu dominantne i manjinskih skupina postujuci pri tome suvremene svjetske spoznaje o mogucnostima uspjesnoga rjesenja toga problema. Kako je osnovna zadaca interkulturalizma u obrazovanju uciniti mla- di narastaj svjesnim svoje nacionalne samobitnosti, ali i tolerantnima pre- ma razlicitostima, zbornik radova Obrazovanje za interkulturalizam jedan je od putova pronalazenja prigodnih nacina kako bi se multikulturalna drustva uredila na nacelima kultumoga pluralizma. Zbomikom radova promice se dijalog, konstruktivan suzivot medu subjektima koji pripadaju razlicitim kulturama, razmjenjuju se iskustva i predstavljaju programi skola, fakulteta i nevladinih udruga u Hrvatskoj, regiji i svijetu koji promicu interkulturalizam. Istice se vaznost interkul- turalne kompetencije buducih ucitelja i daju smjernice za rad ucitelja s obzirom na integracijske procese i interkulturalnost zajednica u kojima rade. U prvome se dijelu zbornika ukazuje kako koncept interkulturalnoga obrazovanja postaje sastavnica znanosti i umjetnosti pocevsi od interkul- turalnog dijaloga, kulturne raznolikosti, drustvene kohezije preko geopoli- tickih promjena, novih sredstava komunikacije, obrazovanja, ekonomije i si. Institucije javne vlasti, obrazovanja, vjerske zajednice, nevladine udru- ge, mediji i svi ostali cimbenici ukljuceni u obrazovanje na svim razina- 7 ma, imaju vaznu ulogu u razvoju interkulturalizma. Interkulturalizam nije nesto sto ce nastati samo od sebe i razvijati se bez ustrajnog poticanja, kako njegove teorije tako i prakse. Od interkulturalizma u obrazovanju ocekuje se da pridonese daljnjem razvitku demokracije, zastite ljudskih prava i temeljnih sloboda, boljem medunarodnom razumijevanju, te slo- bodi i miru. Ugradivanje temeljnih principa intekulturalnoga obrazovanja u praksu zahtijeva i promijenjene kompetencije uciteljstva. Kompetencije koje su nuzne u ostvarivanju interkulturalne komunikacije, kao i niz dru- gih, mogu se uciti, vjezbati te zatim i njegovati tijekom zivota. Posebno mjesto zauzimaju radovi koji ukazuju na moguce pristupe u izgradivanju interkulturalnoga dijaloga. Nastoji se preko razrednih intervencija istraziti kako se autobiografsko pisanje moze koristiti kao nacin suocavanja sa slozenom situacijom kada u istoj ucionici postoje ucenici koji se sukob- ljavaju zbog razlicitoga podrijetla. To postaje osnovom daljnjeg interkulturalnog dijaloga. Drugi dio zbomika usmjeren je obrazovnim procesima. Internaciona- lizacija obrazovanja kroz globalizacijske procese ima neposrednu impli- kaciju na novu sliku skole kao i na izmijenjenu sliku ucitelja u njoj. Ut- jecajem nekoliko smjerova razvoja neposredno se utjecalo i na izobrazbu ucitelja i to posebno novom filozofijom obrazovanja, drukcijom prosvjet- nom politikom, otvorenim odgojem, odgojem individualnosti i socijaliza- cijom, interkulturalnim odgojem i obrazovanjem. Posljedica navedenog odrazavaju se u drukcijim ocekivanjima koja su stavljena pred skolu. Ocekuje se formiranje interkulturalnih stajalista ucenika kao i ospo- sobljavanje ucenika za promicanje vlastite kulture i ostvarivanje interkul- turalne komunikacije na svim razinama. Danas je posebno uocljiva pot- reba poboljsanja komunikacijske klime u skolama i osposobljavanja svih sudionika odgojno-obrazovnog procesa za suocavanje s interkulturalnim izazovima danasnjice i njezinim izgradivanjem. Jedan nacin jest i ugradi- vanje ucenja putem intemeta. Naime, poznato je kako ucenje putem in- terneta ne poznaje granice, te u vremenu globalizacije postaje mjesto za razmjenu i upoznavanje razlicitih kultura. Interkulturalno obrazovanje i interkulturalne komunikacije ve- zane su uz razvoj politike visejezicnosti u Europskoj uniji. Visejezicnost je temelj demokratskog postojanja Europske unije kao preduvjet transpa- 8 rentnih odnosa i ukljucivanja gradana u uspjesnu komunikaciju s instituci- jama. Kako je nedostatak jezicnih kompetencija cesta prepreka u ostvari- vanju interkuturalnoga dijaloga, interkulturalni pristup pretpostavlja poz- navanje uloge i znacaja jezika, posebice jezika manjinskih zajednica. Uporaba materinskoga jezika predstavlja znacajnu pomoc u stjecanju sigurnosti, samopouzdanja i samopostovanja kod ucenika. U cetvrtom se dijelu zbomika propituje odnos manjinskih skupina i interkulturalizma. Pitanje manjina zauzima posebno mjesto na nasim pro- storima. Etnicke manjine cesto su zakinute za potpunu politicku, drustvenu i ekonomsku jednakost u odnosu na dominantnu grupu, sto moze kod djece razlicite kulture izazvati osjecaj izdvojenosti koji se cesto odrazava skol- skom neprilagodenoscu i losim postignucem. Kao posebno osjetljiva ma- njinska zajednica jest romska. Romska djeca, pripadnici su najsiromasnije nacionalne manjine u Hrvatskoj i vecini drugih zemalja; Srbiji, Madar- skoj, Bugarskoj, kojoj je potrebna posebna drustvena briga. Najveci broj djece koja su zapocela osnovno skolovanje skolu napusta prije nego sto zavrsi cetvrti razred. Ucitelji koji rade s romskom djecom ne znaju do- voljno o problemima i kulturi Roma jer tijekom skolovanja i profesional- nog razvoja ne dobivaju obuku iz ovoga podrucja. Unutar svojih skola, oni su najcesce prepoznati kao prosvjetni rad- nici ciji odjeli ne postizu uspjeh. Neuspjeh odjela u najvecoj mjeri se pri- pisuje ne sposobnostima romske djece, sredini u kojoj ona odrastaju i karakteristikama romskih obitelji, pa se i sami ucitelji najcesce osjecaju bespomocno i nemotivirano. Ukljucivanje romske djece u obrazovanje, kao i njihov opstanak u obrazovnom sustavu, podrazumijeva senzibiliza- ciju skolske sredine u pravcu interkulturalnosti i prepoznavanja specific- nosti obrazovnih potreba romske djece. Peti, posljednji, dio zbomika radova bavi se specificnim programima izobrazbe. Glazbena kultura jest specificno podrucje u kojem se pjevala i slusala glazba vlastite kulture, ali i glazba ostalih naroda. Omogucavala je upoznavanje vlastite kulture i razvijala svijest o vlastitom kulturnom identitetu. Slusanjem glazbe i pjevanjem pjesama ostalih naroda upoznavala se njihova kultura te poticala multikulturalnost. Upravo glazba, svojim uni- verzalnim jezikom, moze biti osnovom u premoscavanju niza interkul- turalnih razlika. To je podrucje velik pedagoski izazov. Interkulturalno bi obrazovanje trebalo omoguciti svim gradanima da se snadu u odnosima s drugim ljudima, da prosire raspon svojih referenci i dozive drukcija kulturna obiljezja svoga okruzja. Samo ako ova filozo- fija postane temelj odgoja i obrazovanja, mozemo govoriti o ulozi skole u promicanju suzivota, suradnje i kulturne interakcije. Trazeci moguca rje- senja ugradivanja interkulturalnih sadrzaja u redovni sustav obrazovanja na svim razinama, glavna nam je zadaca usmjeriti se na odgoj i obrazova- nje mladih. Vazno je naglasiti udio svih sudionika odgojno-obrazovnoga procesa, kao i ukljucivanje interkulturalnih tema u izobrazbu na svim ra- zinama. Uocljiva je i potreba sustavnog ugradivanja i provodenja inter- kulturalnih sadrzaja razlicitim suvremenim nastavnim metodama unutar obrazovnih programa potrebnih za zivot i rad u multikulturalnim sredina- ma drustvenog prostora i svijeta oko sebe. Urednice: Andelka Peko Marija Sablic Ranka Jindra 10 PREFACE The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo- Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496 000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural character- ristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultu- res, but is also a place where experiences are exchanged, and where inter- cultural programs of various faculties, schools and NGO's are presented. It emphasizes the importance for future teachers to possess inter- cultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modem science and art, as well as everyday life. Public institutions, educational orga- nizations, religious communities, NGO-s and media all play a significant role in the development of interculturalism. Interculturalism is not a self- growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic 11 freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue - intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quits school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessful- ness of the class is most often understood as the result of educational in abilities of Roma children. These educational in abilities are, in turn, linked to the communities Roma children are brought up in, character- ristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. It should help people widen their range of cultural references and experience 13 various cultural characteristics in their surroundings. Only if this philo- sophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Editors: Andelka Peko Marija Sablic Ranka Jindra 14 Zbornik radova s 2. Josip Ivanovic Uciteljski fakultet na madarskom nastavnom jeziku u Subotici Sveucilista u Novom Sadu, Srbija josip. Interkulturalizam, medutim nije nesto sto ce nastati samo od sebe i razvijati se bez covjekove obveze i ustrajnog iskazivanja kako njego- ve teorije tako i prakse. Da bi se to na valjan nacin ostvarivalo, pozeljno bi bilo drzati se sljedecih principa: princip opce drustvene prihvacenosti, prin- cip uskladenosti s normativnim rjesenjima u zemlji, princip uskladenosti sa sustavom skolstva u zemlji, princip dragovoljnosti, princip cjelovite i pravo- dobne informiranosti, princip nastave na materinskom jeziku, princip kon- stantnosti i povremenosti, princip potpune suradnje sa svim relevantnim cimbenicima, princip suvremenosti i ucinkovitosti, princip raznovrsnosti modela obrazovanja za interkulturalizam, princip vertikalne povezanosti i prohodnosti, princip temeljitog izucava materinskog jezika i njegove kultu- re, princip upoznavanja, uvazavanja i postovanja pripadnika drugih naroda i nacionalnih manjina, princip radne i ekonomske sigurnosti odgojitelja i nastavnika, kao i princip permanentnog zalaganja za usavrsavanje pravno- normativnih temelja za afirmaciju i ostvarenje interkulturalizma u odgoju i obrazovanju. Kljucne rijeci : obrazovanje za interkulturalizam, afirmacija interkulturalizma, principi obrazovanja za interkulturalizam, pravno-normativne pretpostavke interkulturalizma. Uvod U posljednjih desetak godina organizirano je mnogo strucnih skupo- va, okruglih stolova, tribina, znanstvenih kolokvija, znanstvenih konfe- rencija sto na nacionalnim razinama, sto na medunarodnoj razini na temu interkulturalizma opcenito, pa i o svakom njegovom gledistu posebice. Ovako ziva aktivnost i u tematici obrazovanja za interkulturalizam, narav- 15 Josip Ivanovic: Principi obrazovanja za interkulturalizam, str. U sklopu ovakvog diskursa razmisljanja, ohrabrujuca je cinjenica, sto se ne samo u literaturi, sve cesce nailazi na sintagmu interkulturalna pedagogija kao pedagogijski aspekt promisljanja interkulturalizma, vec se gotovo na svim studijima pedagogije kolegij pod ovakvim nazivom nalazi u redu obaveznih kolegij a, kao i cinjenica da se dosta cesto mogu sresti i izbomi kolegiji koji tematiku interkulturalne pedagogije razmatraju vrlo precizno kao sto je primjerice izborni kolegij Interkulturalni kurikulum. Ono sto je ipak najbitnije, jest upravo stalno i ustrajno nastojanje da se pojmove, sintagme i cjelokupnu terminologiju koja proizlazi iz fenomena interkulturalizma uvijek jasno i razgovijetno promislja primjerice: inter- kulturalna osjetljivost kao dio pedagoske kompetencije, interkulturalni odgoj, interkulturalno obrazovanje, interkulturalizam u odgoju i obrazo- vanju, interkulturalno ucenje, interkulturalni konflikt, interkulturalno po- nasanje, interkulturalna komunikacija i jos mnogi drugi izrazi. Zbog pri- rode ovoga rada nije moguce cak ni krajnje kataloski naznaciti makar i osnovne odrednice pojmova i sintagmi koji se u velikoj mjeri rabe u ela- boracijama najrazlicitijih aspekata multikulturalizma vise o tome: Previ- sic, 1994. Ipak sustavnost pristupa nalaze da se u svakom znanstve- nom podrucju do detalja ispostuju logicka i opca znanstveno- metodoloska nacela kako definicije i divizije, tako i analize i sinteze temeljnog znan- 16 Zbornik radova s 2. U tom smislu hvale je vrijedan pokusaj D. Schulza von Thuna 2009. Zelja je autora ovoga rada, da na tragu sustavnog pristupa da i svoj prinos utemeljenju i ucvrscenju promisljanja pedagogijskih aspekata in- terkulturalizma. Inspiriran vec navedenim prinosima svoj bi skromni do- prinos ogranicio na ekstrakciju iz brojne literature onih stavova, videnja i misljenja koja prevladavaju kako u teorijskim raspravama, tako i u prak- ticnim rjesenjima pa i vlastitim iskustvima te na pokusaj da se izluceni, po vise puta potvrdeni stavovi i pristupi usustave u obliku principa, za ko- je bismo htjeli vjerovati, da bi se mogli primjenjivati cak i neovisno od konkretnog prostora i vremena u stalnim nastojanjima promicanja i afir- macije interkulturalizma uopce, a posebice obrazovanja za interkulturali- zam. Principi obrazovanja za interkulturalizam Principi ili nacela su prema A. Vukasovicu su zakonitosti na drugoj razini znacajnosti u sustavu pedagogijske zakonitosti. Ali sve takve veze i odnosi nemaju isto znacenje. Jedni mogu imati siru, a drugi uzu primjenu. Radi se, za- pravo, o odnosima na razinama opcega, posebnog i pojedinacnog. Zato u znanosti razlikujemo: zakone, nacela principe i pravila. Pedagogijski zakon, prema ovom vrsnom hrvatskom pedagogijskom teoreticaru, odrazava najopcenitije, ali i najbitnije odnose medu pedagos- kim pojavama, te kao takav predstavlja zapravo najvece postignuce peda- gogijske znanosti te se odnosi na citavo njeno znanstveno podrucje. U tom smislu pedagogijski zakoni su oblici zakonitosti koji odrazavaju sa- mo najbitnija svojstva, najopcenitije veze i kauzalne odnose te se nalaze smjesteni na opcoj razini i predstavljaju podrucje opceg. Sama rijec princip je latinskog porijekla te dolazi od rijeci principium, -i, n. U nasem slucaju radi se o jednoj posebnoj kombinaciji opcepedagogijskih i didaktickih principa, jer obrazovanje za interkulturalizam u sebi ukljucuje i odgoj u uzem smislu. Principi se, dakle, odnose na konkretno podrucje pedagogije, a kao takvi predstavljaju podrucje posebnog. I konacno, naj- nizi oblici zakonitosti su pravila, koja se odnose na konkretne postupke u nastavno-odgojnoj djelatnosti, te se kao takvi mogu smatrati standardnim oblicima prakticne djelatnosti u kon kr etnim uvjetima i prilikama, odnosno predstavljaju podrucje pojedinacnog. Princip opce drustvene prihvacenosti Princip opce drustvene prihvacenosti podrazumijeva da svi relevant- ni cimbenici u zemlji, dakle, na razini nacionalnog prosvjetnog sustava, kao sto su ministarstvo prosvjete, nacionalni savjet, agencija, zavod ili bilo kako nazvano najvise strucno-znanstveno tijelo zaduzeno za pitanja odgoja i obrazovanja i njegovog ostvarivanja , kao i ministarstvo kulture, ministarstvo zaduzeno za ljudska i manjinska prava, ministarstvo zadu- zeno za drzavnu upravu i lokalnu samoupravu kao i unutamje poslove, cine napore svatko u svojoj domeni, koristeci pri tome maksimalno sred- stva masovnih medija kao javnog servisa svih gradana, da se u zemlji stvori povoljna atmosfera i odgovarajuca senzibilizacija da se interkul- turalizam razumijeva i prihvaca kao najvisi civilizacijski standard, kao bogatstvo raznolikosti, a ne kao izvor ugrozenosti, nestabilnosti i opas- nosti. Navedenim tijelima partneri su u ovakvim nastojanjima predstavnicka tijela obicno susjednih zemalja ciji sunarodnjaci zive kao pripadnici manjine u okvim dane zemlje. Senzibilizacija u pravcu opce drustvene prihvacenosti interkultura- lizma potrebna je tim vise upravo u onim zemljama njihovim meduna- rodnim i medunacionalnim odnosima u kojima su takvi odnosi bili ili su 18 Zbornik radova s 2. Princip uskladenosti s normativnim rjesenjima u zemlji Princip uskladenosti s normativnim rjesenjima u zemlji podrazu- mijeva pretpostavku da su sva zalaganja izlozena o prethodnom principu, koja bi trebala doprinijeti stvaranju senzibiliziranog drustva za afirmaciju i provodenje ideala i vrijednosti interkulturalizma, sukladna s postojecim zakonskim i drugim normativnim aktima u zemlji, kao temeljnom prav- nom okviru, koji regulira i usmjerava cjelokupna drustvena djelovanja i aktivnosti u odredenom smjeru. Medunarodne institucije i organizacije postigle su vec zavidnu razinu visokih standarda, kako u podrucju ljud- skih i gradanskih prava, tako i u podrucju multikulturalizma i interkultu- ralizma, time sto su donijele citav spektar okvimih konvencija, normi, preporuka, koje bi svaka zemlja trebala ne samo ratificirati, vec i uklopiti u vlastite pravne sustave i to od ustava pa do pravilnika pojedinacnog pa i najnizeg ranga Ivanovic, 2006. Dogada se, na zalost, da su u nekim zemljama u najvisim pravnim aktima deklarativno ugradeni visoki gradanski i civilizacijski standardi ponajcesce samo na deklarativnoj ra- zini , a da ne postoji nikakva daljnja konkretizacija i razrada tih standarda po hijerarhijsko pravnoj vertikali, s tocno naznacenim nositeljima, pro- voditeljima, odgovornima, financijskoj potpori, kao i nacinom monitorin- ga, a da o nepostojanju sankcioniranja neprovodenja i ne govorimo. Nositelji vlasti, medutim, u nastojanju provodenja integrativnih politickih programa proeuropske politike nastoje u parlamentarnim procedurama generirati stav, barem kod nuzne vecine da se inkorporacija pravnih pro- pisa i mjera ne samo provede, u pravno-normativnom sustavu, vec i da se provede u zivot. Princip uskladenosti sa sustavom skolstva u zemlji Princip uskladenosti sa sustavom skolstva u zemlji pretpostavlja da se medu proklamiranim ciljevima odgoja i obrazovanja svakako nalaze i ciljevi i zadatci obrazovanja za interkulturalizam. Naravno tu se vec pod- razumijeva postojanje podsustava za obrazovanje na jezicima manjina - dakle, jedna uredena multikulturalna stvamost, kao pretpostavka obrazo- vanja za interkulturalnost. To nadalje znaci, da ni jedna skola ili odjel za pripadnike manjinskih zajednica, a koji se obrazuju na svom materinskom 19 Josip Ivanovic: Principi obrazovanja za interkulturalizam, str. Jedina ce razlika biti u tome sto ce se nastava u ovim skolama ili odjelima u cjelini, ili u pojedinim nastavnim predmetima izvoditi na materinskom jeziku manjine, sto ce se temeljitije izucavati materinski jezik i knjizevnost, na- cionalna povijest, glazbena i likovna kultura, elementi opce nacionalne kulture i si. Same manjinske zajednice, u vec izgradenoj mrezi skola i odjela vode sustavnu brigu za odrzavanje kvalitete obrazovnog i odgojnog rada, a zemlja ce putem svojih strucnih prosvjetnih tijela vlasti skrbiti da na, takoder, potpuno kompatibilan nacin ugraduje sadrzaje interkulturalnog kurikuluma na nacionalnoj razini. Ako se redom ispostuju vec dosad navedeni principi, onda je provodenje i ovoga principa ne samo moguce, vec njegovo provodenje daje ulaznicu ne samo u suvremene integrativne tokove, vec i ulaznicu u cijelo 21. Princip dragovoljnosti Princip dragovoljnosti kod obrazovanja za interkulturalizam podra- zumijeva da u sveukupnoj koncepciji okupljanja pripadnika nacionalnih manjina u zemlji, stvaranja uvjeta za njihovo skolovanje na materinskom jeziku ne smije biti bilo kakve prinude. Jednako tako niti stvaranje uvjeta za izucavanje jezika i upoznavanja nacionalne kulture drugih s kojima se zivi zajedno ili u neposrednoj zivotnoj bliskosti teritorijalnoj, politickoj, vjerskoj, i inima... Ucenici se, zajedno sa svojim roditeljima, trebaju dragovoljno opredjeljivati za takvu vrstu skolovanja. To podrazumijeva da prinuda ne smije postojati ni s druge, bilo koje strane - prijetnje, ucjene i slicno, onima koji se opredijele za skolovanje na svom materinskom jeziku. Samo pod tim uvjetima moguce je realizirati opredjeljenja demokratskih drustava i normativnih rjesenja u zemlji o potpunoj ravnopravnosti pripadnika nacionalnih manji- na s pripadnicima vecinskog naroda. Gotovo da nije niti potrebno reci da zazivljavanje ovoga principa u zemlji pretpostavlja potpuno proveden; kako princip opce drustvene prihvacenosti obrazovanja za interkulturali- zam, tako i princip uskladenosti s normativnim rjesenjima, pa i princip uskladenosti sa sustavom skolstva u zemlji s takvim modelima u kojima se maksimalno postuje i u cijelosti sprovodi obrazovanje za interkultu- ralizam. Princip cjelovite i pravodobne informiranosti Princip cjelovite i pravodobne informiranosti podrazumijeva kako je veoma znacajno da pripadnici nacionalno manjinskih zajednica budu cje- lovito i pravodobno informirani o tome gdje njihova djeca mogu pohadati predskolsku ustanovu, a ucenici skolu i nastavu na svom materinskom jeziku, pod kojim uvjetima je to moguce, koje su mogucnosti nastavka skolovanja na materinskom jeziku u osnovnoj, srednjim skolama i na fa- kultetima, koji su uvjeti osigurani - skolske zgrade, skolska oprema, udz- benici, odgajatelji, nastavnici i tome slicno. I to je samo jedna strana cje- lovite i pravodobne informiranosti, ali ona na koju se, kao na cinjenicu multikulturalizma, tek ima nadograditi interkulturalizam. Medutim, cjelo- vita i pravodobna informiranost o mogucnostima upoznavanja jezika, po- vijesti, umjetnosti, obicaja, i drugih elemenata nacionalne kulture i pri- padnika drugih nacionalnih zajednica je mnogo slozeniji zahtjev. On pret- postavlja veoma visoku razinu osjetljivosti pripadnika vecinskog naroda, ali i pripadnika svih manjina koje u zemlji zive da se medusobno zele upoznati, medusobno suradivati i medusobno se obogacivati. Sve to, me- dutim, podrazumijeva izvrsno funkcioniranje medusobne komunikacije, kako izmedu pripadnika vecinskog naroda i pripadnika svake pojedine nacionalno manjinske zajednice, tako i izmedu pripadnika razlicitih ma- njinskih zajednica. Uspostava svih ovih vrsta komunikacija, na zalost, ne ide bez problema niti u najrazvijenijim demokratskim drustvima, ne samo Europe, vec i cijeloga svijeta. To isto tako znaci da se moraju prevladati sve vrste izdvojenosti i odijelje- nosti informativnih kanala i programa na sredstvima medija koje vrse ulo- gu nacionalnih informativnih servisa. Upravo javni nacionalni informa- tivni servisi moraju po svojoj prirodi imati ulogu informiranja svih o sve- mu i o svima, sto naravno podrazumijeva i potrebnu jezicnu sarolikost. Princip nastave na materinskom jeziku Princip nastave na materinskom jeziku podrazumijeva nastojanje da se u predskolskim ustanovama, ili odjelima, odgojno-obrazovni rad odvija na materinskom jeziku. I u razrednoj nastavi bi u cjelini, takoder, trebalo izvoditi nastavu na materinskom jeziku odredene nacionalno-manjinske skupine. U predmetnoj nastavi osnovne skole bilo bi pozeljno cjelokupnu nastavu izvoditi na manjinskom jeziku, a ukoliko to nije moguce, onda osigurati nastavu na materinskom jeziku za sto veci broj nastavnih pred- meta. To isto bi trebalo vaziti i za skolovanje na srednjem stupnju - gim- 21 Josip Ivanovic: Principi obrazovanja za interkulturalizam, str. Provodenje principa na- stave na materinskom jeziku samo je indikator stanja medunacionalnih i svih drugih odnosa u nekoj zemlji. Tek se sa sigurne platforme obrazo- vanosti na materinskom jeziku djeca i mladi mogu istinski i duboko pri- blizavati i pribliziti jeziku i kulturi drugih naroda, bilo vecinskog, bilo drugih manjinskih. Princip konstantnosti i povremenosti Princip konstantnosti i povremenosti podrazumijeva sustavno zala- ganje za stvaranje uvjeta u kojima ce biti moguce skolovanje pripadnika nacionalnih manjina na svom materinskom jeziku. U zavisnosti od broja ucenika, pripadnika nacionalne manjine, njihovog interesa da se skoluju na materinskom jeziku bit ce potrebe da se ti uvjeti osiguraju, ili da se neki odjeli povremeno ugase, ali i ponovo, kada se za njih ukaze potreba, otvore. Kao sto iz njegove prirode proistjece, ovaj princip u uskoj je vezi s prethodnim, cak bi se moglo reci da je neka vrsta njegove pretpostavke, ali i jamstva njegovog provodenja. Narocito to pokazuje dobro odmjerena i promisljena stabilnost povremenosti, sto bi se cak moglo dovesti i u suprotnost s opcim pedagoskim principom ekonomicnosti i racionalnosti, kad se zaista ne bi radilo o dobro odmjerenoj i promisljenoj povremeno- sti. Pametno provodenje ovoga principa svakako ce ulijevati povjerenje pripadnicima nacionalno manjinskih zajednica i u sustav obrazovanja zemlje u kojoj zive, ali i ukupno u pripadnike vecinskog naroda jer ce to shvatiti kao istinsku brigu za osiguravanje uvjeta za mogucnost vlastitog ostajanja i opstajanja u prostoru kulture drugog vecinskog naroda. Princip potpune suradnje sa svim relevantnim cimbenicima Pod principom potpune suradnje sa svim relevantnim cimbenicima podrazumijevamo prije svega potpunu i dobru suradnju unutar nacionalno manjinske zajednice, kao i jedinstveno opredjeljivanje za poticanje i stva- ranje uvjeta za skolovanje pripadnika vlastite nacionalne manjine na ma- terinskom jeziku. Nuzna je stalna suradnja s pojedinim opcinama, pred- skolskim ustanovama, skolama i fakultetima. Potrebna je veoma inten- zivna i dobro funkcionirajuca suradnja s pojedinim strucnim tijelima na razini lokalnih, opcinskih te zupanijskih okruznih , ili pokrajinskih tijela vlasti putem svojih predstavnika u vidu zalaganja za stvaranje uvjeta za skolovanje na materinskom jeziku pripadnika nacionalne manjine. Bez 22 Zbornik radova s 2. Iz to- ga i proizlazi velika odgovomost predstavnika nacionalne manjine u tije- lima vlasti zemlje u kojoj zive. To je potrebno naglasiti tim vise sto u pro- storu zalaganja za artikulaciju, promisljanje, planiranje i ostvarivanje vi- talnih interesa nacionalno manjinskih zajednica postoje mnogi problemi, pa i nezeljene nuspojave, koje dovode u nezavidan polozaj citavu manjin- sku zajednicu a sto je na zalost, veoma cest slucaj. Zbog prirode ovoga rada ovdje bi se potakao samo problem kompetencija, sto je veoma tezak i cest problem, posebno kod brojcano manjih manjinskih zajednica. Tako cesto dolazi do samo formalnog konzumiranja pojedinog prava nekom- petentan predstavnik u tijelima vlasti zemlje , dok bit problema ostaje previdena, a prava manjine neostvarena, a sve pod plastem legalnosti i demokraticnosti. Ovaj princip podrazumijeva i posebnu potrebu stalne suradnje s tijelima vlasti, skolama i fakultetima maticne zemlje pojedine nacionalne manjine. Maticna zemlja moze po- moci u osiguranju dijela materijalnih sredstva za skolovanje pripadnika pojedine nacionalne manjine na materinskom jeziku, u skolovanju nekih kadrova na poslijediplomskim studijama, u osiguravanju potrebnih kad- rova, u izradi nastavnih planova i programa, te kurikuluma, kao i osigu- ravanju udzbenika i sk, a sto bi donekle upravo moglo ublaziti spomenute probleme posebice probleme nepostojanja osposobljenih kadrova. I dok je sve ovo receno, jos smo samo na jednoj strani pretpostavke za moguc- nost obrazovanja za interkulturalizam. A da se ovaj princip potpuno pro- vede u zivot, dakako, neophodno je navedene linije suradnje multiplicirati kako bi se stvorili uvjeti i pretpostavke za istinski interkulturalizam. Princip suvremenosti i ucinkovitosti Princip suvremenosti i ucinkovitosti podrazumijeva da nastava na materinskom jeziku treba biti zasnovana na suvremenim znanstvenim spoznajama pedagogijskih, psihologijskih i drugih bliskih znanosti. Samo tako ova nastava moze biti ucinkovita. Tako ce ona biti atraktivna i za druge ucenike, pripadnike drugih naroda i nacionalnih manjina. Suvreme- na oprema, kvalitetni kadrovi, modema i ucinkovita organizacija skole i nastave trebaju biti obiljezje i garancija kvalitete odgojno-obrazovnog rada ovih skola i odjela. Ono sto bi ovim skolama i odjelima dalo uistinu pravu dimenziju suvremenosti su poglavlja interkulturalnog kurikuluma ciji bi elementi bili ugradeni podjednako u nastavne piano ve i programe 23 Josip Ivanovic: Principi obrazovanja za interkulturalizam, str. Mehanizmi pracenja i provjere kvalitete rada u obrazovanju za interkulturalizam davali bi dodatni poticaj i impuls za stalno nastojanje da ucinkovitost obrazovnog sustava u zemlji koja istinski provodi politiku interkulturalizma bude na zavidnoj razini. Princip raznovrsnosti modela obrazovanja za interkulturalizam Princip raznovrsnosti modela obrazovanja za interkulturalizam pod- razumijeva prije svega raznovrsnost modela obrazovanja na materinskom jeziku. Cetiri su osnovna modela obrazovanja pripadnika nacionalnih manjina, koji se realiziraju ili ce se u realizirati postoje u planovima u zemljama sa znacajnim brojem pripadnika nacionalnih manjina: 1. Nacionalnih predmeta materinski jezik, povijest, zemljopis, likovna i glazbena kultura na je- ziku nacionalne manjine, dok se ostali predmeti izvode na jeziku vecin- skog naroda; 3. U ovakve modele obrazovanja pripadnika manjina, kao i u obrazova- nje vecinskog naroda, potrebno je ugraditi obrazovanje za interkultura- lizam na takav nacin da kurikulum obrazovanja za interkulturalizam bude dovoljno elastican dakle multimodelski , kako bi se mogao lako i bez vecih posljedica ugraditi u svaku varijantu kako obrazovanja vecinskog naroda, tako i u svaku varijantu obrazovanja pripadnika nacionalnih ma- njina. Princip vertikalne povezanosti i prohodnosti Princip vertikalne povezanosti i prohodnosti podrazumijeva u prvom redu postojanje podsustava obrazovanja na manjinskim jezicima u skol- skom sustavu odredene zemlje, koji treba biti osmisljen i real izi ran tako 24 Zbornik radova s 2. Postoji li igdje prekid, nepovezanost, neprohodnost, ne moze ni biti rijeci o podsustavu manjinskog obrazovanja. Naravno ovaj princip se mora dovesti u veoma neposrednu vezu s principom konstantnosti i povremenosti, te principom suvremenosti i ucinkovitosti, a preko ovih s opcim principom racio- nalnosti i ekonomicnosti. Do koje ce razine ici obrazovanje na pojedinom manjinskom jeziku, to u prvom redu zavisi od etno-demografskih, prav- no-normativnih pa i gospodarstvenih cinjenica, dakako ne zanemarujuci ovdje ni cinjenicu neposredne zainteresiranosti maticne zemlje i od njenih mogucnosti za vitalno ocuvanje svojih izvangranicnih sunarodnjaka. Da- kako, moguce je u zemlji maticne kulture skolovati pripadnike izvangra- nicnih sunarodnjaka, koji kao nacionalne manjine zive u drugim zem- ljama, samo se onda gotovo redovito otvara problem njihovog povratka u zemlju iz koje su se dosli skolovati, cime se veoma neposredno sma- njuje uglavnom ionako skromni intelektualni, znanstveni i strucni poten- cijal manjinskih zajednica. Jedna od dobrih mjera, da do toga ne dode, bi- lo bi zalaganje zemlje da za pripadnike svojih nacionalnih manjina ima promisljenu strategy u i politiku zaposljavanja i to ne po nacionalnom principu, vec iskljucivo po principu strucne osposobljenosti. Princip temeljitog izucava materinskog jezika i njegove kulture Princip temeljitog izucava materinskog jezika i njegove kulture pod- razumijeva uistinu temeljito izucavanje materinskog jezika i knjizevnosti, povijesti vlastitog naroda, njegove kulture, umjetnosti, tradicije i obicaja. To je iznimno vazno jer su to temelji identiteta. Sve to podrazumijeva i izucavanje osobnosti pripadnika nacionalne manjine u odredenoj zemlji kako bi izgradili vlastiti identitet koji ima bar dvije svoje osnovne sa- stavnice: 1. Pitanje identiteta jedno je od temeljnih pitanja covjeka kao kultumog bica, dovede li se u pitanje neciji identitet, ili mu se onemoguci da ga izgradi, imamo covjeka koji ne moze uspostavljati niti relacije s drugima, jer mu nedostaje ishodisna tocka. Mnogim istrazivanjima se pokazalo i dokazalo da je izucavanje materinskog jezika i njegova kulture presudno vazno za formiranje identiteta. Samo ljudi s punim 25 Josip Ivanovic: Principi obrazovanja za interkulturalizam, str. Princip upoznavanja, uvazavanja i postovanja pripadnika drugih naroda i nacionalnih manjina Princip upoznavanja, uvazavanja i postovanja pripadnika drugih na- roda i nacionalnih manjina pretpostavlja uvjete, mogucnosti kao i zelju i spremnost da se upoznaju, uvazavaju i postuju pripadnici drugih naroda i nacionalnih manjina, njihov jezik, pismo, knjizevnost, njihova povijest, kultura, tradicija i obicaji, sto sve zapravo odreduje njihov identitet. Samo poznavanje sebe i svoje vlastitosti vodi u egoizam, u egocentrizam, odnosno u etnocentrizam, a prirodna zelja da komuniciramo priopcimo se s drugima, vodi nas u altruizam i u nevideno bogatstvo mogucnih raznolikosti ostvarenja jedinstvenog ideala - covjeka. U najmanju ruku, teznja za upoznavanjem drugih i drugacijih oslobada nas najrazlicitijih oblika ksenofobije, a samo ce oplemeniti zdra- vo odredeni i utvrdeni osobni i skupinski identitet. Princip radne i ekonomske sigurnosti odgajatelja i nastavnika Princip radne i ekonomske sigurnosti odgajatelja i nastavnika koji su neposredni izvrsitelji kako obrazovanih oblika u manjinskom obrazova- nju, tako i u obrazovanju za interkulturalizam pretpostavlja njihovu mate- rijalnu i socijalnu sigumost, imajuci u vidu da ce se poslovi odgajatelja i nastavnika nekad povecavati, nekad smanjivati, u ovisnosti od broja dje- ce, odgojnih skupina, ucenika i odjela. To znaci da se ne bi smjelo dogo- diti da zbog smanjenja poslova u jednoj skolskoj godini odgajatelj ili na- stavnik ostanu bez radnog mjesta i bez place. Jedino ako se nastoji, da se to ne dogodi, mladi ce biti motivirani da se skoluju za odgajatelje i na- stavnike za rad s djecom i ucenicima na manjinskim jezicima, cime ce se osigurati osposobljen nastavni kadar i za manjinsko obrazovanje, ali i za interkulturalno obrazovanje. Postovanje ovoga principa podrazumijeva aktiviranje mehanizama i programa osiguravanja radne i socijalne sigur- nosti i zastite, a to u uvjetima svjetske ekonomske krize nije ni malo lako, i bas zbog toga je to jedan od pokazatelja odnosa neke zemlje prema ovim pitanjima. Princip permanentnog zalaganja za usavrsavanje pravno- -normativnih temelja za afirmaciju i ostvarenje interkulturalizma u odgoju i obrazovanju Princip permanentnog zalaganja za usavrsavanje pravno-normativnih temelja za afirmaciju i ostvarenje interkulturalizma u odgoju i obrazova- nju podrazumijeva stalno pracenje razvoja standarda na razini meduna- rodnih institucija i organizacija, te njihovu inkorporaciju u pravni sustav zemlje. Ovaj princip pretpostavlja uvazavanje i pridrzavanje svih vec na- vedenih principa. Afirmacija i ostvarenje interkulturalizma u odgoju i ob- razovanju u tom smislu svakako znaci: pridrzavanje principa opce drus- tvene prihvacenosti, kao visokog medunarodnog standarda, obrazovanja za interkulturalizam, pridrzavanje principa uskladenosti obrazovanja za interkulturalizam s normativnim rjesenjima u zemlji, kao i njegove uskla- denosti sa sustavom skolstva u zemlji. Jednako je vazno pridrzavati se i principa dragovoljnosti, principa cjelovite i pravodobne informiranosti, principa nastave na materinskom jeziku, principa konstantnosti i povre- menosti, principa potpune suradnje sa svim relevantnim cimbenicima, principa suvremenosti i ucinkovitosti, principa raznovrsnosti modela ob- razovanja za interkulturalizam, principa vertikalne povezanosti i prohod - nosti, principa temeljitog izucava materinskog jezika i njegove kulture, principa upoznavanja, uvazavanja i postovanja pripadnika drugih naroda i nacionalnih manjina, te princip radne i ekonomske sigumosti odgajatelja i nastavnika koji su angazirani u manjinskom i interkulturalnom obrazo- vanju. Moguci principijelni zakljucci Principi ili nacela su osnovni kriteriji s jedne strane teorijskog pro- matranja, promisljanja, vrjednovanja i teorijskog uokvirivanja u podrucju pedagogijske znanosti, a s druge strane su orijentiri, odnosno vodilje i prakticne djelatnosti, te kao takvi predstavljaju temeljne zahtjeve prema kojima se organizira i usmjerava odgojno-obrazovni rad u pojedinim od- gojnim i obrazovanim djelatnostima. Principi se, dakle, odnose na kon- kretno podrucje pedagogije, sto u slucaju razmatranja konkretne tematike ovoga rada znaci interkulturalno podrucje pedagogije, i kao takvi pred- stavljaju podrucje posebnog. Principi obrazovanja za interkulturalizam, dakle, pretpostavljaju ka- ko teorijsko prihvacanje definiranih principa, tako i mogucnost prakticnog 27 Josip Ivanovic: Principi obrazovanja za interkulturalizam, str. Pridrzavanje navedenih principa, nedvojbeno ce omoguciti kontinu- iranu afirmaciju i ostvarenje interkulturalizma u odgoju i obrazovanju, poticanjem stavova o opravdanosti interkulturalizma uopce, a posebice obrazovanja za interkulturalizam. Putem sredstava javnog priopcavanja, senzibilizirat ce se drustvena klima u zemlji i stvoriti pretpostavke opce drustvene prihvacenosti obrazovanja za interkulturalizam, kao visokog medunarodnog standarda. Naravno, to bi jos bilo nedovoljno ukoliko se pravno-regulativne norme zemlje ne bi uskladile tako, da obrazovanje za interkulturalizam sa svojim spccificnim normativnim rjesenjima bude pot- puno ugradeno. Jednako je tako vazno voditi racuna o uskladenosti susta- va skolstva u zemlji s onim pedagoskim zahtjevima koji jamce uspjesno provodenje obrazovanja za interkulturalizam. Sve to ima smisla, samo ako pucanstvo u cjelini pa onda i neposredni sudionici - bilo kao ucenici ili roditelji, bilo kao odgajatelji ili nastavnici, obrazovanje za multikultu- ralizam prihvacaju dragovoljno. Dragovoljnost se moze pretpostaviti sa- mo u slucaju cjelovite i pravodobne informiranosti, o stanju obrazovanja u zemlji, o pravcima buduceg razvoja obrazovanja, o znacaju interkultura- lizma, interkulturalne komunikacije, interkulturalnog ucenja, interkultu- ralnog obrazovanja i drugog sto je povezano s tim. Interkulturalizam se nadograduje na uredeni multikulturalizam, a uredeni multikulturalizam pretpostavlja nastavu na materinskom jeziku, i to po tocno utvrdenoj po- trebi, u principu konstantno, a po potrebi i povremeno, uz potpunu su- radnju sa svim vaznim cimbenicima koji mogu doprinijeti poboljsanju kvalitete obrazovanja odredene zemlje uopce, a obrazovanja na manjin- skim jezicima posebice, te se ne dovede u pitanje suvremenost ili ucinko- vitost takve nastave. Ucinkovitost i kvaliteta interkulturalnog obrazovanja osigurat ce se samo radnom i ekonomskom sigumoscu odgajatelja i nas- tavnika koji su angazirani u manjinskom i interkulturalnom obrazovanju. Obrazovanje za interkulturalizam mora biti prilagodeno najraznovrsnijim modelima obrazovanja kako bi zazivjelo kao univerzalni princip, kao pe- dagogijska zakonitost. Da bi to tako bilo, obrazovanje za interkulturali- zam mora imati horizontalnu i vertikalnu povezanost kao i prohodnost, a prohodnost i povezanost ce se postici principijelnim i temeljitim izuca- vanjem materinskog jezika i kulture svake pojedine manjinske zajednice unutar odredene zemlje. In: Medunarodna kolonija mladih Emestinovo 2003. Key words: education for interculturalism, affirmation of interculturalism, principles of education for interculturalism, legal and normative assumptions for interculturalism. D Yanka Totseva University of Shumen, Bulgaria ytotseva gmail. It gives a short review of past practices. It presents educational legislation on education of minorities and their integration. It has analyzed the current situation in Bulgarian school, which is multicultural, educational philosophy but the values of interculturalism have not been adopted yet. The practical realization of this type of integration in schools and kindergartens is associated primarily with two of its variants: 31 Yanka Totseva: Intercultural Education and Educational Integration in Bulgaria - Past and Present , str. In practice, this process takes place in two directions by: - Desegregation of kindergartens and schools in separate Roma neighbourhoods by targeting Roma children and students in kindergartens and schools outside Roma neighbourhoods and subsequent adaptation in a multicultural educational environment; - mixing children and students, carriers of ethno-cultural differences in the process of optimization of the school network in central schools in municipalities with small, scattered and frontier settlements. An interesting fact is that in Bulgaria there is a small and relatively stable minority of ethnic groups whose children attend Bulgarian schools, but in the years of socialism they have been deprived of the opportunity to learn something about themselves, the group they belong to - about their history, culture and specific contribution to the development of the country. Sporadic attempts to support ethnic awareness started after the change in the political situation primarily through projects implemented by NGOs, developed in the early nineties of the last century supplements to textbooks in Bulgarian language and literature, music and history, which reflects the contribution of different ethnic or cultural group. Speaking the mother tongue and knowledge of the ethnic culture are fundamental for the construction of ethnic identity. They are markers that allow people to unite and differ. For more than forty years in Bulgarian schools children with different ethnic origins have not received special attention from the teachers, they have been educated in the values of the dominant ideology and have been subjected to cultural assimilation. Promoting the language, and consequently ethnic diversity, was the first step toward rethinking the awareness of the diversity of the Bulgarian nation. This has opened a debate on the meeting of the cultures and philosophy of the multi- culturalism and the interculturalism among philosophers, sociologists, psychologists and educators. To achieve the goal just knowing the language is not enough. Certain knowledge about the country, customs, traditions, non-verbal means of expression, which have their own ethno-cultural specifics are also required. It is a movement for educational reforms, aimed at amending the educational environment, which replaces all the components of the educational process - the values, rules, curriculum and materials, organi- zational structure, management methods and policies to reflect cultural pluralism. Interculturality is an institutionalized philosophy that empha- sizes the importance and vitality patterns of ethnic and cultural diversity in the lives of individuals and groups; policy and methods that demon- 33 Yanka Totseva: Intercultural Education and Educational Integration in Bulgaria - Past and Present , str. It is a humanistic concept based on human rights, equality, respect for alternative lifestyles, acceptance, understanding and social justice. It is an education aiming at the acceptance of democracy and multiculturalism in the society and preparation for a life in these conditions. It is means to achieve educational equality - students from different racial, ethnic and social groups of both sexes and students with special features in development and behaviour should have equal educational opportunities at school. It is cdso an education free from bias and deviations , investigating other perspectives and cultures, inspired by the objective of formation of children susceptible to many vital ways, different methods of analysis of experiences and ideas, rejecting all forms of discrimination in education and interpersonal relations in school towards children who are victims because of their unique cultural characteristics ethnic, racial, linguistic, gender, etc. Its direct entry into the school aims to produce more positive reactions to cultural differences in society, to build conscious attitude towards their existence. This means to help students perceive diversity as a fundamental feature of Europe through their own experiences. They will notice the difference, but will find much in common with others. Thus they will become on the one hand more sensitive to their own identity, on the other - they will avoid confrontation with others on the basis of national cultural differences. In a wider sense it is connected not only to exploring other cultures, but also opening up to them with equitable dialogue, with the public recognition of the right of others to be different and to maintain its socio-cultural identity. The main operational concepts are identity and culture. Closely associated is the notion of language as a carrier of culture. Different theories and concepts of cultural identity and language have been 34 Zbornik radova s 2. The achievements and results of their researches are put at the heart of pedagogical understanding of intercultural dialogue and intercultural education. The main task of pedagogical sciences is by building upon the experience and methodologies of these sciences to find ways for operationalization of the theory and for practical implementation of intercultural education in school and beyond. The development of ideas for multicultural education in Bulgarian schools was strongly influenced by November 2003 Declaration of European Ministers of Education on intercultural education in the new European context. Given the potential social conflicts and misunderstandings that might arise from the coexistence of different systems of values... Desiring to preserve the multicultural nature of European society and avoid a situation where globalization enhances processes of exclusion and marginalization... We could say that the Declaration is also a program for the change that was made in Bulgaria with the Strategy for Educational Integration of Children and Students from ethnic minorities, prepared and adopted by the Ministry of Education and Science in 2004. The public education system is called upon to form the basic social values such as respect for rights and freedom of every individual and not to allow discrimination on any ground. It must be committed to the creation of conditions in modern Bulgarian school for knowledge and understanding between different ethnic and religious groups through systematic efforts for overcoming prejudice and discrimination against ethnic and religious lines. The fundamental elements of cultural identity are most often 36 Zbornik radova s 2. Preserving and developing the cultural identity of children and pupils from ethnic minorities does not differentiate them, but is a prerequisite for quality education and their equal integration into school life and society. Establishing an atmosphere in school for intercultural understanding, cooperation and convergence and to improve intercultural dialogue in multi-ethnic school environment is an integral part of integration policy. Among the values and guiding principles of the strategy the following statements deserve particular attention: Educational Integration is a process which involves children from ethnic minorities and the majority and which engages the whole school community for its implementation. Inte- gration can happen only if all participants are motivated to strive to find harmony, by increasing the level of intercultural sensitivity and tolerance of diversity. The task of the schools in the context of this education policy is to balance the preservation of ethnic identity and ethno-cultural diversity conservation on the one hand and the provision of quality education, subject to intercultural paradigm, taking into account demo- graphic characteristics of the locality. There are high expectations from Bulgarian school for a real contribution to intercultural education for the imple- mentation of equitable dialogue between representatives of different cultures in its public recognition and identity of the other. It may sound paradoxical, but the educational integration of children and pupils from ethnic minorities and other distinct cultural communities seen through the prism of intercultural education lies between these extreme sides in society as segregation and assimilation. In other words - by the practical realization of intercultural education in our schools we must find the right way for balancing these extremes. They are associated with difficulties of language-communicative nature, and also with the establishment of secondary segregated schools in small remote villages or in separate neighbourhood schools in larger settlements. Home language - Roma or Turkish is often the only language that a child knows 38 Zbornik radova s 2. This hinders its adaptation to the educational envi- ronment because it cannot carry out speech communication with teachers and other students who are not speakers of this language. The intro- duction of a mandatory one year training before the start of school education, regulated by addition to the Education Act of 2002 does not give satisfactory results because a number of the parents do not send their children to the preparatory group or class. On the other hand, despite the increased number of lessons in Bulgarian language for children from linguistic minorities, the program is not supported by a special methodo- logy consistent with the specifics of the various mother tongues. These and many other reasons led to a stressful start and subsequent psychological and didactic difficulties, which in respect to Roma children have created serious conditions for dropping out of school, sometimes after the end of primary school before completing primary education, which is mandatory in Bulgaria. At the beginning of the 21 st century Bulgarian schools are still not able to meet the challenges of the multicultural world. Despite some occasional attempts to change curriculum and programs, students do not receive serious training to be fully realized in terms of socio-cultural diversity. The majority of teachers have not received specialized training or qualifications for teaching, managing and supporting diversity. A good opportunity to get out of this situation is to discuss the draft of the new school law that can provide the legal framework to regulate and change the new intercultural philosophical methodology. References Declaration of European Ministers of Education on intercultural education in the new European context. Configurations of cultural diversity in schools - Education policy and cultural differences - Strategies of educational research and policy, additional issue, 2002 Nounev, 1. Management of ethnocultural diversity in education. Sadrzi kratak pregled proslih iskustava. Pre- zentirane su zakonske odrednice obrazovanja manjina i njihove integracije. Analizirana je trenutna situacija u bugarskom skolstvu koje je multikulturalno u obrazovnoj politici, ali nije jos usvojilo vrijednosti interkulturalizma. Kljucne rijeci : interkulturalno obrazovanje, obrazovna integracija, etnicke manjine, socio-kulturalna raznolikost, desegregacija 41 Zbornik radova s 2. This paper examines the ways in which internationalisation could, and is, impacting on the work of the London Centre for Leadership in Learning LCLL , part of the Institute of Education, in the United Kingdom. With increased commodification, and marketisation of universities and institu- tions of higher learning, internationalisation has become a way of extending and widening markets for courses, research and third stream revenues, such as consultancy and events. This paper focuses on LCLL and its core mission, educational leadership, as it enters the next phase of international- lisation. The paper concludes with an examination of the key issues, identifying solutions that could address those challenges. An important centre for educational leadership, it was established in 2005 to highlight good practice in London and to merge 43 Domini Bingham: Internationalisation ofEducatinal Leadership Higher Education - Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education... Since then its work has expanded to regional and international leadership. There is no one clear definition of internationalisation. A difference exists between having an inter- national strategy and an internationalisation strategy. The former concen- trates on recruiting international students to host countries, while internationalisation covers all activities within an institution and could be seen as the next stage in the process. For a significant number of higher education institutions HEI internationalisation permeates everything they do and internationalisation is of the very highest priority Fielden, 2007. A further distinction is made between internationalisation and globalisation which, although related, are not the same. A further distinction is over transnational higher education TNE , defined as education provided by one country in another. It includes collaborative provision, branch campus establishments, distance learning etc. But excludes traditional study abroad, where the student moves across borders. TNE offers opportunities for increased market expansion and international profile -raising. Governments often favour this as it builds higher education capacity, while reducing currency outflow. McBurnie and Ziguras, 2001 Rapidly increasing, Hatakenaka, Rogers TNE is set to accelerate over and above student inflows. Generally, international- lisation favours more internationally-oriented students and staff, impro- ved academic quality, increased revenue generation, opportunities for 44 Zbornik radova s 2. Driving forces, rationale motivations and imperatives for development of internationalisation A useful distinction can be made between external forces, some of which can be placed under the heading of globalisation, and to which HEI have no control over, and internal forces over which HEI are able to wield influence. Globalisation and world wide competitiveness are shaping policies and setting the agenda van der Wende, 2007 in future European policy. The Bologna process on the convergence and harmonisation of HE and the Lisbon strategy are the two frameworks for the European response to globalisation. And globally, the inclusion of education in General Agreement on Trade in Services GATS has further opened up the market. However, reduced public funding is forcing HEI elsewhere to making up shortfalls. Thus, education has largely become a traded commodity to be purchased by a consumer and lifelong learner, in much the same way as other products. At institutional level, a broad distinction can be made between those strategies promoting global reputation and those for whom widening the student experience takes precedence Fielden, 2007. Rationales, in order of importance for HEI international involvement as; increase in student and faculty international knowledge capacity and production 22% ; strengthening research and knowledge capacity and production 21%; creating or enhancing an international profile and reputation 18% ; con- tributing to academic quality 14% ; broadening and diversifying source of faculty and students 13% and promoting curriculum development and innovation 8%. LCLL is already involved in internationalisation; providing support and development to overseas ministries on educational policy matters and system level reform. It reaches international markets with its leadership programmes and undertakes consultancy and a range of international research. In any discussion of strategy, it can focus its activities narrowly or more widely, such as focussed on one activity, on many, and in being holistic and cross-cutting Bjamason, 2007. The development of school leaders has become a significant issue for many countries, regardless of political affinities, who are broadly in agreement about the necessity for school leaders to be equipped to improve learning, teaching and pupil achievement. A noticeable feature is that much of the educational leadership literature has derived from the US and although vast, is pre-dominantly Anglo-Saxon in approach. However, it is generally agreed that successful leaders develop a vision for their schools based on their personal and professional values, articulated at every opportunity and influence. Many established models of leadership exist - instructional, transformational, moral, parti- cipative, managerial, post-modem, interpersonal and contingent among others. Taken separately, these models provide clear frameworks by which leadership can be understood, but in practice, most leaders will embody all of these styles in their work. Some commentators query whether anything is gained by differentiating leaders and managers Nicholls, 2002. Others are clear in the difference Bush, 2003. However, both visionary leadership and effect- tive management are pre-requisites. The lifelong learning agenda and knowledge economy raises implications as to what are the competences and expertises demanded in a 21 st century globalised world. Internationalisation requires developing and understanding how issues relate to culture. This is multi-layered and the curriculum will need to foster this. A key strategy in international- lisation would be increasing use of distance learning. As internationalisation and globalisation 47 Domini Bingham: Internationalisation ofEducatinal Leadership Higher Education - Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education... Building on the collective notion of social entrepreneurship, is the setting up of entrepreneurial universities where economic and social development is placed on a par with that of teaching and research Etzkowitz and Dzisah, 2007. Comparative research should be undertaken to increase reputation on comparative thought leadership. Academics and visiting academics and post-graduates are already widening international expertise in the centre; extending its profile and reputation. Not all views of the impact of internationalisation are positive. Opi- nions are polarised between those who see increased internationalisation as a threat and those who view it as an opportunity. More generally, there are tensions between higher education and increasing commercialisation. The commodification and commercialisation of education programmes, it is argued, holds the most risk IAU, 2005. Education is one of the twelve service sectors covered by GATS whose purpose is progressively and systematically to promote freer trade in services by removing many of the existing barriers, which will lead to increased trade. The importance of context led leadership It has already been noted that there is speculation over how far internationalisation can be developed for leadership internationally, given its context led nature and its focus on the individual. The first centres on leadership styles. One style, contingent leadership, Bush, 2008 is considered as a suitable theoretical basis for cross-cultural leadership, as it emphasises and recognises the diversity and uniqueness of each school and looks to adapt leadership styles to the particular context. Also gaining currency is distributed leadership, a collegiate approach, allowing for the leadership development of the school workforce. The second revolves around circumstances. Stating that leadership styles are universal in globalisation is simplistic Bush, 2008 and it is considered unwise to advocate improvements based on Western models. Country development differences are key in decisions over the practice and application of leadership theory. The third brings in the culture variable. Some consider the single most important variable in the context of globalisation is that of culture, both societal and organisational. With the pre-dominance of Anglo- American research it has been necessary to re-think and pull together research from other countries Huber, 2010. Research into models for cross-cultural leadership, demonstrating common characteristics of successful school leadership in a number of countries, Huber, Bush, Dimmock and Walker all recommend solutions tailored to local and specific contexts. Leadership development and educational system reform are two closely linked areas of educational leadership and management theory. As indicated, much research focuses on the Western approach, emphasising the individual as a leader, whereas other cultures particularly Asian are society-orientated, emphasising the communal good. A critique of educational leadership is that it is gendered and stereotypical, representing in the majority, the Westernised view of corporate management Sinclair, 2004. Again, there is a surprisingly low level of research in this area, although the OECD does undertake some research and funding. National education systems, though more international, are far from disappearing Green, 1999, 2003. Through globalisation and increased technology it will become easier to identify what is working best in other countries Hallinger 2003 in Bush 2008. Conclusion Higher education is deeply linked to globalisation, and international education will be subject to increased competition and commodification in the future. School leadership is a major focus for many countries and recognised to have a positive impact on school improvement and learning outcomes. Opportunities lie for more localised responses in school leader- ship, taking advantage of the positive effects of globalisation. I also argue that LCLL should expand its international credibility through comparative leadership research; through defining and advancing new and relevant 50 Zbornik radova s 2. Globalisation and increased technology can help to better identify what works best in other countries. A further opportunity lies in the increasing importance for distance learning. Through its pioneering work on school system reform, LCLL can extend consultancy work on national education systems and can develop its international partnerships. The advantage of the Bologna harmonisation agreement, emphasising a regional approach, should also be a key consideration. International Higher Education 28 2 CIHE, Boston College. Comparative Education, 3 1 1 :7-20 51 Domini Bingham: Internationalisation ofEducatinal Leadership Higher Education - Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education... Duke 2002 Cyperbole, Commerce and Internationalisation: Desperate Hope and Desperate Fear, Journal of Studies in International Education 6 2 Eggins, H. School Leadership and Management, 23 3 : 267-291. Ed 2010 School Leadership - International Perspectives, Springer. On cooperation and competition II: Institutional Responses to Internationalisation, Europeanisation and Globalisation. International Handbook on the Preparation and Development of School Leaders, Routledge. The Routledge Farmer Reader in Higher Education. Tight, Routledge Falmer Nicholls, J. Journal of General Management, 27 3 : 14-35. International Electronic Journal for Leadership in Learning, 8 12 Shattock, M. A contextualised perspective on organizational leadership and learning. International Electronic Journal for Leadership in Learning. UNESCO 2005 Guidelines for quality provision in cross-border higher educa- tion. Head of Consultancy, London Centre for Leadership in Learning. INTERNACIONALIZACIJA PEDAGOSKOG RUKOVODENJA U VISOKOM OBRAZOVANJU - POTESKOCE I IZAZOVI PRI SIRENJU CENTRA ZA RUKOVODENJE U VISOKOM OBRAZOVANJU U UJEDINJENOM KRALJEVSTVU Sazetak Autorica opisuje sirenje internacionalizacije visokog obrazovanja, pri cemu je predvideno da ce u sljedecih deset godina globalna potraznja za inter- nacionalnim visokim obrazovanjem premasiti broj od sedam milijuna stu- denta. Rad je usmjeren na Londonski centar za rukovodenje u obrazovanju, ogranak Instituta za obrazovanju u Ujedinjenom Kraljevstvu, cija je zadaca unaprjedivanje prakse na podrucju regionalnog i internacionalnog rukovo- denja. Ponudenje iscrpan popis referenci. Kljucne rijeci : internacionalizacija visokog obrazovanja, strategije internacionalizacije, obrazovanje za rukovodenje, medukultumi aspekti, situacijsko rukovodenje 54 Zbornik radova s 2. Verica Jovanovski Osnovna skola Dragutina Tadijanovica, Vukovar, Hrvatska verica. Maja Horonitz Obrtnicka skola, Osijek, Hrvatska maja. Najrazvijenije zemlje svijeta danas najvise ulazu u obrazovanje i iz toga izvlace nemjerljiv profit. Pitanja obrazovanja u EU uglavnom su nacionalnog karaktera te i Hr- vatska povecava svoju ukljucenost u dostupne programe. Kultura je vazan makrosustav u kojem se odvija razvoj i ona na brojne nacine utjece na djetetovo ponasanje. U teorijama razvoja djece neosporno je nepre- kidno medudjelovanje naslijeda, ucenja i okoline. Medukulturalni programi u skolama djeluju ciljano na okolinu i vrste ucenja te izravno utjecu na razvoj ucenika: socijalni, emocionalni, spoznajni i moralni razvoj, razvoj pojma o sebi i spolnih uloga te razlika medu spolovima i odnosi s vrsnjacima. Ekonomska kriza i kod ucenika moze izazvati stres koji u velikoj mjeri moze smanjiti vrsnjacka pomoc drugih kultura utjecuci na djecje ponasanje i razvoj. Vrsnjaci mogu biti model za ponasanje, prirodna skupina za usporedbu koji utjecu na razvoj samoefikasnosti tj. Na primjeru OS Dragutina Tadijanovica iz Vukovara prikazat cemo program medunarodne suradnje European Studies Programme, koji ucenicima omogucuje stjecanje znanja u skladu sa svjetskim standardima, upoznaju ih sa hrvatskom i europskom kulturom, odgajaju za snosljivost i suradnju u multi- kulturalnom okruzenju te razvijaju svijest o odgovornosti za okolinu. Zahvaljujuci ICT-u prevladane su prepreke prostora i vremena te ucenici raz- mjenjuju informacije na brz i jednostavan nacin. Zemlje koje moderniziraju svoj obrazovni sustav, a uspiju sacuvati vlastitu kul- turu i tradiciju, imat ce sanse vrlo brzo napredovati i dostici potreban stupanj ekonomskog i kulturnog razvoja. Zato je danas najvece bogatstvo razvijenih zemalja njihovo stanovnistvo. Kljucne rijeci: obrazovanje, nacija, globalizacija, medukulturalna suradnja, razvoj, ICT. Uvod Obrazovanje u civilizacijama ima razlicitu povijest i razlicite orga- nizacijske oblike, a danas se razlikuje od drustva do drustva. Najrazvi- jenije zemlje svijeta danas najvise ulazu u obrazovanje i iz toga izvlace nemjerljiv profit, od prestiza do ekonomske koristi. Zemlje u tranziciji, kojima pripada i Hrvatska, imaju dodatne razloge za struktume promjene svojih obrazovnih sustava. Njima je potrebno olaksati prijelaz iz planske u trzisnu privredu, prijelaz iz politicki moni- stickog u demokratsko civilno drustvo te olaksati pridruzivanje Europskoj uniji. Tranzicija zahtijeva da stanovnistvo ovlada novim vjestinama koje osposobljavaju za uspjesno snalazenje u kompetitivnom drustvu brzih promjena. Tehnologija se najefikasnije i najintenzivnije siri obrazovanjem. Ono za sto je nekada trebalo vise stoljeca danas se munjevito siri. Razlog tome je sto su civilizacije bile i zemljopisno odvojene. Modema sredstva komu- niciranja i prometovanja medu ljudima dovela su do anuliranja fizicke razdvojenosti medu civilizacijama. Za prijelaz ideja i tehnologije iz jedne u drugu civilizaciju danas nema zapreka. Prostor za napredak i si- renje moci i utjecaja pruza jedino civilizacija jer se u udruzivanju vise na- cija rada nova moc koju treba pojedinac danasnjeg vremena. Sto je mocniji mi-identitet to je jaci osjecaj sigumosti i pripadanja. Globalizacija je proces koji sve 56 Zbornik radova s 2. Proces koji danas mnogi vide kao proces uspostav- ljanja dominacije zapadne civilizacije, ali i kao modernizacija. Da bi po- stigle modemizaciju, pojedine zemlje trebaju i traze pomoc Zapada. Elementi premoci Zapadnih zemalja su: posjedovanje i vodenje ban- karskog sustava, nadziranje cvrstih valuta, najveci svjetski potrosaci, vo- denje medunarodnog trzista kapitala, nadziranje plovnih putova, obav- ljanje najveceg dijela najnaprednijih tehnoloskih istrazivanja i razvoja, sposobni za vojne intervencije i si. Suvremeni mediji bazirani na racunalnoj tehnologiji su na engle- skom jeziku i time su taj jezik ucinili univerzalnim svjetskim jezikom. Amerika i Europa dominiraju svjetskom tehnologijom, vode u mnogim tehnoloskim rjesenjima koja sve vise postaju nezaobilazni element sva- kodnevnog zivota ljudi sirom svijeta mobilna telefonija, automobilska i racunalna tehnologija itd. Zemlje koje na vrijeme uoce trendove u glo- balizaciji svijeta i prema tome prilagode svoje sustave obrazovanja moci ce racunati na odgovarajuce mjesto u svjetskoj podjeli moci i kapitala. Male zemlje koje svoju buducnost vide u zatvaranju, okretanju proslosti i sukobljavanju s globalnim procesima, nemaju sanse da budu konkurentne na svjetskom trzistu niti prestizne u kulturi i znanosti. Obmuto, zemlje koje modemiziraju svoj obrazovni sustav, a uspiju ocuvati vlastitu kulturu i tradiciju, imat ce prilike da vrlo brzo napreduju i dostignu potreban nivo ekonomskog i kultumog razvoja. Suvremeni odgojno-obrazovni sustavi Suvremeni odgojno-obrazovni sustav cini mreza skolskih i neskol- skih organizacija povezanih partnerskim odnosima. Skola vise nije jedina obrazovna ustanova pa se promjene ne smiju reducirati na preustroj skol- skog sustava. Sustav odgoja i obrazovanja pridonosi osobnom razvoju svakog pojedinca, osposobljava za kvalitetan zivot, aktivno i odgovorno sudjelovanje u zajednickim vrijednostima ljudskog zivota i stvaralastva te pridonosi napretku zemlje u svim podrucjima znanstvenog, drustvenog, gospodarskog i kultumog djelovanja i stvaranja. On pridonosi osobnom razvoju svakog pojedinca, osposobljava za kvalitetan zivot, aktivno i odgovorno sudjelovanje u zajednickim vrijed- nostima ljudskog zivota i stvaralastva te pridonosi napretku zemlje u svim podrucjima znanstvenog, drustvenog, gospodarskog i kultumog djelova- nja i stvaranja. Odgoj i obrazovanje u razvijenim zemljama Suvremene se nacionalne prosvjetne politike u razvijenim zemljama temelje na dva koncepta sto su proteklih desetljeca razradeni u rneduna- rodnim organizacijama koje se bave obrazovnim politikama UNESCO, OECD, ILO, Vijece Europe, Europska komisija i koje ih preporucuju svojim clanicama u provodenju nacionalnih obrazovnih reformi. To su koncepcija cjelozivotnog ucenja i koncepcija drustva koje uci. Koncept cjelozivotnog ucenja obuhvaca i uskladuje razlicite oblike ucenja u svim zivotnim razdobljima kroz organizirano ucenje obrazo- vanje i odgoj sto moze biti formalno skolovanje i neformalno te ne- organizirano ili informalno ucenje. Buduci da se mora uciti citav zivot, ali se citav zivot ne moze ici u skolu, ucenje se u odrasloj dobi uglavnom ne ostvaruje u skoli nego u neskolskim organizacijama, odnosno tamo gdje odrastao covjek radi i zi- vi. Zbog toga drustvo, i to tim vise sto je razvijenije, postaje drustvom koje uci. To slijede i tranzicijske zemlje koje zele uci u Europsku uniju. Prioriteti u razvoju odgoj a i obrazovanja u Hrvatskoj Pristupanje Europskoj uniji za Hrvatsku znaci pretpostavku da ima sustav odgoja i obrazovanja koji se po kvaliteti priblizava zemljama clani- cama. Jedan od strateskih okvira je Lisabonska deklaracija, koju je doni- jelo 2000. Plan razvoja poziva se i na nacela i ciljeve Copenhagenske deklaracije iz 2002. Dekla- raciju europskih ministara nadleznih za strukovno obrazovanje i Europske komisije o unapredivanju suradnje na podrucju strukovnog obrazovanja, kao i na Bolonjsku deklaraciju, kojoj je Republika Hrvatska potpisnica od 2001. Cetiri su kljucna razvojna prioriteta: 1. U tom smislu sustav prihvaca medunarodne indikatore kvalitete obrazovanja; razvija model dr- zavne i medunarodne mature i medunarodne skole, sudjeluje u progra- mima medunarodne suradnje i razmjene ucenika i ucitelja, posebno lek- tora, omogucuje ucenje dvaju stranih jezika u obveznom obrazovanju, ek- vivalenciju i nostrifikaciju skolskih isprava na trzistu rada i si. Trenutno postoji lista od 29 navedenih indikatora i 5 europskih mjerila. Tijekom procesa priprema za pristup Hrvatske Europskoj uniji me- dunarodna je suradnja u podrucju obrazovanja vazna. Pitanja obrazovanja u Europskoj uniji uglavnom su nacionalnog karaktera pa ce i Hrvatska suvereno donositi odluke koje imaju utjecaj na njenu obrazovnu politiku. Interkulturalni programi u sustavu obrazovanja Razvojem novih programa obrazovanja u obveznom obrazovanju is- tice se osposobljavanje za zajednicki zivot usvajanjem vrednote - toleran- cije na razlike, sto je za uspjesnu integraciju multikulturne Europe od iznimne vaznosti. Potrebno je osigurati da oni budu: 59 Verica Jovanovski i Maja Horonitz: Medunarodni programi u skolama i znacaj u psihosocijalnom razvoju ucenika s osvrtom na njihovu vaznost... Otvoreni - stvoriti mogucnost da su skola i nastavnici autonomni u izvedbi sadrzaja nacionalnog kurikuluma te u njegovu prilagodavanju specificnim potrebama sredine u kojoj skola djeluje. To se ostvaruje jaca- njem autonomije skole i decentralizacijom; Demokraticni - promovira demokratske vrijednosti kao sto su tole- rancija, zastita ljudskih prava, multikulturalizam, nenasilno rjesavanje su- koba, jednakost pristupa obrazovanju i drustvenim polozajima bez obzira na spol, ekonomska, etnicka, religijska i ostala drustvena obiljezja poje- dinca; Europski usmjereni - omogucuje stjecanje znanja o europskoj kul- turi i povijesti, usvajanje vjestina sto omogucuju komuniciranje s drugim europskim narodima te kada razvija osjecaj pripadnosti Europi usvaja- njem zajednickih vrijednosti i preuzimanjem odgovomosti za razvoj Eu- rope; Ujednaceni - uravnotezena je zastupljenost obrazovnog i odgojnog podrucja, tj. Razvijanje svijesti o bitnim kultumim razlikama u ponasanju i po- greskama koje uzrokuje primjena mehanizama projekcije u pristupu dru- gima vazan je dio razvijanja kulture osjetljivosti i razumijevanja. Posebno vazan zadatak i cilj jest podizanje opce kultume osjetljivosti i otvorenosti za kulturne razlike. Da bi se ljudi pripremili za medunarodno poslovanje u buducnosti te imali kvalitetne i obrazovane kadrove koji su kozmopoliti, uspjesni inter- kulturni komunikatori i pregovaraci koji ce biti konkurentni na globalnom trzistu i moci poslovati sa svijetom potrebno je u primamom obrazovanju provoditi razlicite oblike medunarodne suradnje Siber, 1999. Medunarodna suradnja - program europskih studija European Studies Programme Kroz primjer OS Dragutina Tadijanovica u Vukovaru 4. European Studies Programmme European Studies Programme Slika 1. Mnogobrojne su nastavne jedinice i teme osmisljene kako bi pomogli ucenicima u razmjeni razlicitih podrucja interesa. Cilj im je prosirivanje znanja ucenika i razumijevanje njihovog vlastitog mjesta i meduljudskih odnosa u danasnjoj Europi. Namjera je da kroz program ES ucenici prosire svoja znanja i razviju sposobnosti i mogucnosti koje vode boljoj komunikaciji i svijesti o tome sto sve mozemo pridonijeti, primiti kroz zajednicke razmjene unutar Europe. Te razmjene ne ukljucuju ko- mercijalne promidzbe lokalnih i regionalnih kultura i interesa. ES pretho- di mnogim trenutnim europskim obrazovnim inicijativama. Privlacnost ES-a za edukatore je provodenje metode suradnicke razmjene bazirane na kurikulumu sto je znacajna podrska i prilagodba individualnim potrebama nastavnika, razreda i skole. Prilagoden je svim starosnim uzrastima i te- meljna je infrastruktura europskih kontakata. Junior program obuhvaca uzrast ucenika od 11-15 godina. Sastoji se od 18 grupa, svaku grupu cine pet skola. Dvije iz Sjeverne Irske, jedna iz Republike Irske i dvije iz ostalih dijelova Europe. Senior program je prilagoden ucenicima od 16-19 godina. U osnovi se provodi kroz teme nastavnih predmeta kao sto su politika, kultura, ekonomija, tehnologija. U tijeku proucavanja ucenici su potaknuti na istrazivanje raznolikosti medu stanovnicima Europe te bolje 61 Verica Jovanovski i Maja Horonitz: Medunarodni programi u skolama i znacaj u psihosocijalnom razvoju ucenika s osvrtom na njihovu vaznost... Kod ucenika se razvijaju neophodne vjestine koristenja tehnologije kao ucinkovitog sredstva u komunikaciji i razumijevanju ne-materinskog jezika te ce na taj nacin biti pripremljeni da kao odrasli dobiju priliku u aktivnom stvaranju buducnosti Europe. OS Dragutina Tadijanovica ukljucena je u ovaj program od 2004. Svake je godine u rad programa ukljuceno tridesetak ucenika od 5. Znacaj provodenja medunarodnih programa u skolama Teorije razvoja djece isticu neprekidno medudjelovanje nasljeda, ucenja i okoline. Okolina se neprekidno mijenja, cemu je potrebno prila- goditi ucenje. Neka od obiljezja danasnje okoline su: brze promjene, ne- sigurnost posla roditelja, velika stopa nezaposlenosti roditelja, siromastvo 62 Zbornik radova s 2. Navedena obiljezja izazivaju stres koji je tako sastavni dio roditeljske uloge, medija kojima su djeca okuzena i drustvene okoline uopce. U tak- vim su uvjetima od velike vaznosti skolski programi kao potpora rodite- ljima. S obzirom na globalizaciju i informacijski razvoj, drustvena je oko- lina danasnje djece puno siri pojam. Stoga su od velike vaznosti meduna- rodni programi u skolama kojima se utjece na pozitivan socijalni, emo- cionalni i spoznajni razvoj, razvoj pojma o sebi, moralni razvoj, razvoj spolnih uloga i razlika medu spolovima i odnosi s vrsnjacima. Socioekonomska kriza suvremenog doba Kriza suvremenog doba izaziva stres. Stres je svaka situacija ili do- gadaj koji ugrozava zivot ili zdravlje, ugrozava nasu egzistenciju, integri- tet, osobnu sigumost, samopostovanje ili vlastiti vrijednosti sustav. Moze se reci da je suocavanje sa stresom formula za prezivljavanje. Zato suo- cavanje obuhvaca svako ponasanje koje djelotvorno uklanja ili smanjuje patnje. Vazna je uloga aktivnosti i komunikacija u grupi koja pruza djete- tu osjecaj sigumosti i pripadanja, podize samopostovanje i samorazumije- vanje. Vrsnjacke skupine u medunarodnim programima tako mogu imati veliku ulogu u prevenciji i svladavanju stresa. Razmjena je iskustva, koje se ostvaruje u ovakvim programima, jedna od metoda prevencije stresa. Kao jedna od stalnih i najvaznijih aktivnosti ESP-a jeste tema Moj profil. Kreirajuci vlastiti profil ucenici predstavljaju sebe, svoje okruzenje, inte- rese i ambicije. Na osnovu profila pronalaze prijatelje sa slicnim intere- sima i uspostavljaju kontakte putem e-maila, skypa, msn-a, sms-a vodeci racuna o medusobnom postovanju u komunikaciji. Time se u grupi stva- raju pravila koja pruzaju pojedincu smjemicu u kaoticnoj stvarnosti. Djecji se stres ublazava usmjeravanjem djecje energije prema preuzima- nju nadzora okruzenja u kojem dijete zivi, omogucavanjem izrazavanja straha i zabrinutosti i pomaganjem djeci da dobiju podrsku i steknu hrabrost. Na taj se nacin pretvaraju iz pasivnih zrtava u aktivne graditelje vlastitih zivota. Socijalne vjestine koje su temeljne u suocavanju sa stres- nim situacijama sposobnost su davanja i primanja podrske. Danasnja pe- dagogija kao problem odgoja istice duhovno osiromasenje kao posljedicu socijalnog osiromasenja koji se ocituje putem nedostatka socijalnog isku- stva, nerazvijenosti socijalnih sposobnosti, nedostatka postavljanja medu- ljudskih odnosa. Visestrane prednosti ukljucenosti ucenika u medunarodne programe su: razvijanje savjesnosti, organiziranosti, discipline, usmjerenosti prema cilju, razvijanje otvorenosti i znatizelje u novoj okolini, razvijanje zani- manja za ucenje, razvoj empatije, samopouzdanja, pozitivan socijalni i moralni razvoj. Time mozemo ublaziti negativan utjecaj trenutne socio- ekonomske krize i dati potporu obitelji ucenika, tj. Utjecaj medunarodnih programa na psihosocijalni razvoj ucenika Rezultati istrazivanja Ivic, Matesic, 2009. Rezultati su istrazivanja poka- zali kako su savjesnost i mentalna otvorenost najvise povezani s uspje- hom u drustvenoj skupini predmeta. Ukazuju na potrebu razvijanja sa- vjesnosti u ucenika, poticanje ponasanja koja ukljucuju organiziranost, disciplinu, usmjeravanje na jasne i strukturirane ciljeve, poticanje otvo- renosti kroz nove situacije, razvijanje znatizelje, zanimanja za ucenje kroz nove perspektive u predmetima drustvene grupe. Vlastitim istrazivanjem i razmjenom projekata na teme poput: Moj profil, Blagdani u obitelji, Dan u mojoj skoli, Kako brinem o okolisu, Moj mjesecni budzet, Idoli i si. Prepoznaju slicnosti i uce iz razlicitosti koje imaju druge kulture. Uspo- redujuci s rezultatima istrazivanja, dolazimo do zakljucka da su skolski medukulturalni programi danas neophodni i prikladni kao utjecaj okoline na razvoj ucenika. Posljednjih godina psiholozi su se poceli baviti prouca- vanjem cijelog raspona djetetovih meduljudskih odnosa, tj. Jedan vid drustvene mreze mo- ze utjecati na drugi, ublaziti probleme sto ih dijete ima s nekim drugim dijelom te mreze. Drustvene mreze su usko povezane s drustvenom podrs- kom. Drustvenu podrsku djetetu pruzaju ljudi oko njega kada je dijete pod stresom ili kao sada u nesigumim vremenima. Podrska moze imati raz- licite oblike: utjeha, razuvjeravanje, davanje savjeta, pomaganje ili sama prisutnost. Uspjesnost je dobivanja drustvene podrske vazna u stjecanju sposobnosti suocavanja sa stresom Cohen i Wills, 1985. Podrska moze 64 Zbornik radova s 2. Ona pridonosi djetetovoj socijalnoj prilagodbi, ali i dobro prilagodena djeca uspjesnije traze podrsku. Jedan od izvora podrs- ke djetetu su vrsnjaci koji su u teskim vremenima najvazniji prijatelji. Vrsnjacka pomoc ima osobito vaznu ulogu ulaskom djeteta u pubertet. Tada pocinje slabiti utjecaj ostalih ljudi drustvene mreze a sve vise po- cinje jacati uloga vrsnjaka. Istrazivanja pokazuju kako im je tada najvise stalo do misljenja vrsnjaka, o svojim problemima najlakse razgovaraju sa svojim vrsnjacima, pokazuju zanimanje za sudjelovanje u zivotu svoje generacije. Starijoj je djeci kod prijatelja vazna prisnost i povjerenje. U medunarodnim programima nalazimo jos jednu vrstu potpore ucenicima, a to je vrsnjacka pomoc. Vrsnjaci su model za ponasanje, prirodna sku- pina za usporedbu koji takoder utjecu na ucenicki uvid u to koje postupke su u stanju izvesti, tj. Posebno je zanimljivo kada takvu podrsku dobiju i od vrsnjaka koji nisu u njihovoj blizoj oko- lini. Ostvarujuci komunikaciju putem msn-a ili chat-a, ucenici otvorenije govore o svojim svakodnevnim problemima te razmjenjuju vlastita is- kustva ne samo na dane teme, vec i osobno. Nastavnici kroz medukulturalne programe pomazu djeci na putu saz- rijevanja i stvaranja pozitivne slike o sebi u smislu: ja sam u redu i ja vrijedim vec samim tim sto postojim. Samosvijest predstavlja dozivljava- nje onoga sto smo i tko smo, odraz je nase osobnosti. Samopouzdanje go- vori o nasim sposobnostima i stecena je osobina i pedagoski problem. Mijenja se s odredenim postignucem. Vazno je dobiti objektivnu povratnu informaciju i prilagoditi je individualnim postignucima koja je u ESP-u iskazana u obliku Certifikata koji dobivaju svi ucenici koji su odradili ak- tivnosti predvidene za tu godinu. Aktivnosti u ovome programu osvjesta- vaju predrasude, stereotipe i diskriminaciju. Stereotipi uopcene slike o clanovima odredenih skupina mogu biti pozitivni i negativni u Zapadnoj Europi su bolje skole, u hrvatskim skolama se ne nose uniforme. Predrasude mozemo prevladati ako prikupljamo infor- macije o pojedincima skupine, ako s njima komuniciramo i pronademo zajednicke interese ili ciljeve. Samosvijest i samopouzdanje odreduju ra- zinu samopostovanja. Osjecaj postovanja samoga sebe osnova je posto- vanja drugih. Zakljucak Potrebno je stalno pratiti tijekove promjena u obrazovnim i skolskim sustavima europskih zemalja i to jednako onih koje su u Europskoj uniji i tranzicijskih zemalja koje su u slicnom polozaju kao i Republika Hr- vatska. Prihvacanjem prijedloga kao otvorenog dokumenta opredjeljuje- mo se za stalnu evaluaciju skolskih kurikuluma i odgojno-obrazovnog su- stava te pravovremeno unosenje promjena koje ce omoguciti da taj sustav zadovoljava razvojne potrebe pojedinaca u skladu s gospodarskim i poli- tickim sustavom. Bitan uvjet za uspjesne promjene u obrazovanju jest uspostavljanje njegove sprege s gospodarstvom te djelatno prihvacanje povecanih ula- ganja u razvitak odgojno-obrazovnog sustava, barem do prosjeka razvije- nih europskih zemalja. Vodic je napravljen s ci- ljem pomaganja vladajucim politicarima, skolama i svima koji se bave odgojem djece kako bi razmislili o mogucnostima ispitivanja trenutnog emocionalnog stanja djece te djelovati s ciljem njegova poboljsanja. Pod- sjeca da je djecje dobro emocionalno stanje dinamican proces koji ovisi o vanjskim utjecajima iz okoline socioekonomsko, obiteljsko, fizicko okru- zje koje je u interakciji s djecjim individualnim karakteristikama. To ce se odrazavati na bogatstvo tih nacija te ce se stvarati negativan zacarani krug koji ne dopusta povecanje prosjecnog IQ-a, koji bi pokrenuo naciju u smjeru veceg BDP-a. Neke su drzave izradile strateske planove za izgradnju djecje bolje buducnosti. Ono sto mi u ovom trenutku sigumo mozemo jest sistematsko razvijanje medunarodnih programa u skolama kojima cemo osigurati uv- jete ucenicima za razvijanje pozitivnih osjecaja i pozitivnog stava prema buducnosti. Literatura Annual work programme 2010, European Commision, pribavljeno 19. Zagreb: Skolska knjiga Cucic, Lj. Pedagogijska istrazivanja, 6 1-2 , 2009 , 91-101. Osijek-Vukovar: Proni centar za socijalno poducavanje. Plan razvoja sustava odgoja i obrazovanja 2005. Policy Developments relating to Children and Young People: Liverpool CYPP 2009-1 1 : Section 7 Policy Developments. A guide to measuring children' s well- being, nef. Will we make it? Jastrebarsko: Naklada Slap Zarevski, P. Obrazovni sustav, inteligencija i bogatstvo naeija - reciprocna uzrocnostl. Suv re menu psihologija, vol. INTERNATIONAL PRROGRAMS IN SCHOOLS AND THEIR CONTRIBUTION TO THE PSYCHOLOGICAL AND SOCIAL DEVELOPMENT OL PUPILS WITH SPECIAL LOCUS ON THEIR IMPORTANCE DURING A SOCIO-ECONOMIC CRISIS Abstract Today education is different from civilization to civilization. Most developed countries invest in education and from that derive immeasurable profit. The issue of education in the EU are mainly in national character, and Croatia increase their involvement in the available programs. The theories of child development is indisputable continuous interaction between heritage and learning environment. Economic crisis in the students can cause stress, what can greatly reduce the peer support of other cultures impacting on children's behavior and deve- lopment. Peers can be a model for behavior, a natural comparison group for influencing the development of self-efficacy, the child's insight into the processes is able to perform. Dragutin Tadijanovica from Vukovar will show a program of international cooperation of the European Studies Programme, which enables students to acquire knowledge in accordance with world standards, they meet with the Croatian and European culture, educating for tolerance and cooperation in a multicultural environment and to develop awareness of the responsibility for the environment. With ICT students exchange infor- matione become a quick and easy. Modernizing education system and fail to preserve their own culture and tradition, many country will have the chance to progress quickly and achieve the required level of economic and cultural development. So, the greatest wealth of today developed countries are their population. Key words', education, nation, globalization, cross-cultural cooperation, development, ICT. Iliev Dean Faculty of Pedagogy, Bitola, Macedonia deanilval yahoo. There are many programs dealing with these issues, but the teachers in R. Macedonia do not have enough practical experience in this area. If we analyze teacher preparation curricula, we can realize that there are few points dedicated to this matter. Key words', teacher education policy, intercultural classroom, policy of taking intercultural actions, various models of teacher training, reflection on Macedonian practice It seems that the issue of multiculturalism and interculturalism, with all its gravity, has only very recently started imposing itself on our country. Sadly enough, it has become serious in a way that has been the worst for the Macedonian nation. We are encountering the complexity of the issue of proving our national identity at this very moment when we are swirling in a whirl of multiculturalism and interculturalism, both as a nation and a state. In short, we have to fight to maintain our identity original and simultaneously understand the original nationality and culture of all those who belong to the ethnic minorities in our state. Paralleling all the above mentioned efforts is the effort to create the feeling of belonging to supranational Europe as well. Not many nations have been urged by 69 Atanasoska Tatjana i Iliev Dean: Teacher Preparation Issues About Intercultural Education , str. On the other hand, the development of the feeling of European identity is interwoven in both of the above processes. The spectrum of competences includes a competence for work in a multicultural environment as well. However, this does not encompass all the required tasks. These are tasks of great responsibility and not at all easy to realize. The observation of this problem on the European soil clearly shows that efforts have been made over a longer period to establish an intercultural dialogue, a good deal of those efforts being performed within the educational processes themselves. Thus, a good number of international project activities have been financed. There is a number of the aforementioned activities which deal with the development of civil life skills and another one which involves pupils and students exchange in order to enable a real life situation with members of various cultures. There are some initiatives here and there, but of insufficient connection in between and of no consistency granted. At this point we are far from a determined state strategy though multicultural issues are inseparable parts of our daily life. There is a number of initiatives promoted as ways of solving problems that arise from the multicultural structure of our society, but very little has been done for the promotion of our cultural differences to the world around, whereas the feeling of belonging to Europe has constantly been tested. Our schools have responded to initiatives such as Civil Education and activities for compulsory involvement of socially deprived members of the ethnic minorities into the educational process with mentorship to follow their progress. Yet, Civil Education can gain very little access to the essence of multicultural and intercultural matters. However, all of this is far from walking the right path of multiculturalism. Quite recently, the initiative of the Ministry of Education and Science to introduce Macedonian language courses for the ethnic minorities at the very beginning of the compulsory education has failed. Things came to a halt when the dominant minority i. What is the situation with the teaching staff in this reference? It seems none of the carriers of the role has seriously and responsibly worked on developing a critical population who would elevate the initiatives to an advanced level. In the first place, the state has not managed to build a consistent policy regarding three spheres: a Building the sense of belonging to the European nation; b promoting and reinforcing the Macedonian identity that has been questioned both inside and out of the state c establishing intercultural dialogue between the cultures which constitute our society and developing the 71 Atanasoska Tatjana i Iliev Dean: Teacher Preparation Issues About Intercultural Education , str. Each of these three spheres deserves a serious approach and development of a special action strategy which would include the educational process along with the teacher. This means that the developed state strategy will clarify many of the steps and initiatives and will create the conditions necessary for achieving success. What is already past and clearly defined for some states, in our case is something to be encountered in the future. But we may have the advantage due to the fact that we have experiences from others, which would enable us to avoid their mistakes in terms of not accepting the model of modem racism, which was a reality in Europe and assessed as Assimilation model. The objections to this model state that regardless of the fact that it promotes guarantee of equal educational opportunities for the members of all cultures, it still implicates the idea of accepting one culture as superior to others. On the other hand, we have the model of cultural pluralism at hand to enable equal evaluation of all cultures i. It certainly does not appear as sufficient, but it has to be put into practice. How can teachers become a part of the realization of this concept? This leads directly to the need of training teachers to be Intercultural Reflective Practitioners. This means that it is necessary to simulate situations within various programmes which directly relate to the building of tolerance as a supreme quality of interculturalism. It has to be adopted within and through them to become culturally aware subject, to have skills for performing intercultural dialogue, to develop the skill of intercultural thinking, the sense of a global citizen, and to know and be able to develop all of this with pupils. In the first place, a thorough research has to be conducted in order to get a real picture of the views of our teachers in reference to what the educational process is to offer; what culture is; what intercultural education is; how to get to intercultural issues within their professional 72 Zbornik radova s 2. We here again have the experience of the pioneers in this field who have developed four models which provide education with the role of contributions, additive, transformative, social actions. We can also rely on the DMIS model developmental model of Intercultural sensitivity , which relates to intercultural communication. This model has worked out the six phases that the sensitivity of the cultural differences goes through, each of the subsequent presenting enhancement of the sensitivity. But this activity does not end here, but leads to understanding and tolerance of the cultural difference: intercultural sensitivity is a continuum which begins with the ethnocentric perspective and moves on to a more ethnorelative view on the world. If we want teachers to have the responsibility for creating attitudes, values, intercultural promoting habits, affirmation of the Macedonian identity, which is endangered from inside and outside, the sense of belonging to a space that surpasses the national borders without losing the sense for equality, then all the involved factors in our society have to realize their tasks. Finding opportunities for definite activities when we train teachers is as important as providing room and time for realization of multitude of definite programmes in schools. Relying on the theoretical level only, has shown to be an unsuccessful story. We need long term consistent initiatives which would function in practice. And certainly openness for cooperation with all those who have experience in this area. Europe is a conglomerate of cultures,... Organizational and Psychological Conditions for Teachers. Organizational and Psychological Conditions for Teachers' Transitions from Mono- cultural to. Intercultural Education in Russia. Methods of our research... Preparing Teachers for the Diverse Classroom: A Developmental... ED470878 - Preparing Teachers for the Diverse Classroom: A Developmental Model of Intercultural Sensitivity. Za to postoje mnogi programi, ali ucitelji u Republici Makedoniji nemaju dovoljno prakticnog iskustva na ovo- me podmcju. Ako analiziramo kurikulume obrazovanja ucitelja, vidjet cemo da je premalo njihovih sastavnica usmjereno na ovo pitanje. Takoder, nedo- voljni su napori na podrucju prakse kako bi se buducim uciteljima omogucilo stjecanje kompetencija za rad u multikulturalnoj ucionici ili za razvoj inter- kulturalnih stavova i ponasanja. Kljucne rijeci : obrazovna politika ucitelja, interkulturalna nastava, politika poduzimanja interkulturne akcija, razni modeli obrazovanja ucitelja, promisljanje makedonske prakse 74 Zbornik radova s 2. The global development of e-learning often ignores the issues of cultural differences and student's attitudes towards e-learning and interculturalism. Another important goal was to detect their beliefs about interculturality and intercultural competences. The target group of the research are undergraduate students from Ukraine Department of Psychology and Cultural sciences and Croatia Faculty of Teacher Education. Furthermore, the components of online learning environments that learners recognize as helpful in the promoting intercultural activities are more of technology kind, while com- ponents of online learning environments that learners identify as challenging and as possible barriers for successful communication are mostly of subjective or personal type. Key words', online enviroments, e-learning, online communication, attitudes, intercultural education, promoting 75 Ana Mirkovic Mogus i Oksana Prosvimina: Promoting Intercultural Activities Through Online Environments, str. Introduction As the Svijest technologies become more available and accesible in formal and informal contexts, many questions arise, gain and implicate increasing importance. The main issues concern learners' successful learning using online environments, knowledge acquisition, its applica- tion and developing culture through the entire process. It includes many advantages concerning the flexibility in learning regarding the time, place and the pace of learning but also the disadvantages concerning the possible barriers or challenges that appear during the process of learning and communicating in online enviroments. The increasing online access to programs, courses and course information is interesting and useful. In addition to programs and courses, most universities now require access to basic course information online. This includes information such as the syllabus, resource lists, and office hours for instructors. Consequently, the review of the literature related to online learning is comprehensive. As the results of previous research Song and ass. Accordingly, the use and implementation of strategy at the institutions may overrule the individual background variables traditionally said to influence user's perceptions. Furthermore, students previously used to computers should not be expected to be more positive to e-leaming than other students. As for the Croatian students, who follow the phase of implementation of e-learning Dukic and Andrijanic, 2009 , there are four crucial factors obtained by factorial analysis. Yet, in Ukraine there are no relevant researches on these subjects. Also there are obtained results Jung, 2009 which implicate that students 76 Zbornik radova s 2. Existing indications Belisle, 2008 point out that developing intercultural awareness in students can be facilitated by e-learning environments. Furthermore, the methodology of the research followed by the results of the study is described. Finally, discussion, implications and suggestions for further research are presented. Methodology The purpose of this study was to look into the components of online learning environments that learners recognize as helpful in the learning process and promoting interculturality and those that learners identify as challenging. Furthermore, the questionnaire ended with socio-demographic facts of students which provided useful correlations in respect with their attitudes of using online environments and towards the topics of interculturality. Concerning the previous tasks we wanted to find some answers to the following key questions: 1. What are the components and attributes of online environments that students recognize as helpful in promoting intercultural activities? What are the components and attributes of online environments that students identify as challenging and as possible barriers for a successful communication? Primarily we wanted to identify students who are not involved in the process of using e-learning or the ones that have just started using 77 Ana Mirkovic Mogus i Oksana Prosvimina: Promoting Intercultural Activities Through Online Environments, str. They expressed opinion on their interest in finding out more about such way of studying and its usefulness. Further questions referred to the students involved in the process. Students answered which Svijest services they use, what main languages of communication they use, how long they are involved in using online environments, what the forms of their learning are: discussion, projects, sharing information or other, how often they turn to this learning method and how they evaluate it among all the rest. We also wanted to know how many friends or contacts they have established. In terms of these contacts we asked them if there have been any misunderstandings between them, if they have mentioned different values or not and what qualities they find helpful for communication. We examined student's accessibility to Svijest connections, the main means of online communication e-mail, chat, forum... The study participants were undergraduate students from Ukraine Department of Psychology and Cultural sciences and Croatia Faculty of Teacher Education. The questions were formed as multiple-choice questions, close-ended, half-open and open type of 78 Zbornik radova s 2. The sample included 70 Croatian students of the Faculty of Teacher Education, 67 of which correctly filled the questionnaire and 61 Ukrainian students of the Department of Psychology and Cultural sciences. All Croatian students involved in the questionnaire were females and as for the Ukrainian students, there were 14% male students and the rest were female. Furthermore, 85% of the Croatian students were in the first year of study and 15% in the third year of study. The Croatian students ranked highest their ICT skills in Text processing the average rank was 4, 3 and in Slides editing 4, 3 was the average rank , while the Ukrainian students emphasized Spreadsheets and statistical tools the average range 3, 8 and Navigation in www, using E-mail 3, 7 as programmes in which their ICT skills are the best. As for the poorest ICT skills, the obtained results show more similarities. For the Croatian students using special scientific tools 1,6 and programming 1, 9 were the poorest assessed skills they possess. Similarly, for the Ukrainian students using special scientific tools 1, 4 and programming 1,9 which follows hypertext development 1,9 also, but additionally skills in using Moodle were also low assessed 1,5. Additionally, 60% of the Croatian students regularly use educational technologies and consider them as a tool, while this fact is satisfying only for 25% of the Ukrainian students. Accordingly, the Croatian students assessed with average rank 3, 9 the fact that using educational technologies provides richer educational experiences, while the Ukrainian students assessed the mentioned fact with average rank 2, 9. Although the Croatian students are not so convinced that educational technologies provide a solid extensive knowledge in comparison to traditional education, only 44% are convinced, whereas 44% are not sure and 12% are not convinced at all. Even though the Croatian students highly assessed the fact that the use of educational technologies improves student's participation in the educational process with average rank 4,3 the Ukrainian students assessed the fact with average score 2,2. The Croatian students said that 69% of teachers often and always use ICT means, while the Ukrainian students stated that 39% of their teachers often and always use ICT means. Both declared that there are no teachers who do not use ICT means at all. For both sides, assessment of the most usable ICT means by teachers are means of demonstration and presentation like PowerPoint lecture presentations. All students have always or mostly accessible Svijest connection. The Croatian students mostly use means of online communication like Facebook 83% , e-mail 80% and chat 60% , while they rarely use blogs 7% and twitter 3%. For the Ukrainian students the most common means of online communications are vkontakte 86% and e- mail 59% , while they rarely use Facebook 4% and blogs 4%. Both also occasionally use Skype and ICQ see Picturel. Picture 1 Means of online communication which students regularly use 80 Zbornik radova s 2. The common language they both use in online communication is English, but the Croatian students also use Croatian and German, while Ukrainian students also use Ukrainian and Russian. They both, mostly Ukrainian students and strongly Croatian students , agree that using previously mentioned means of online communication e-mail, vkontakte, Facebook, chat and other facilitates communication depending on the time and place factors. As advantages of the means of online communi- cation, they both emphasize easier, faster, time-saving and cheaper communication which covers distance, instantly connecting people, ensuring frequent usage and wide range of applications. A third of the Croatian students have used described means of online communication for more than 5 years, yet 11% of the Ukrainian students do so, but 14% of the Croatian students have used it for about one year, which is the same for around 19% of the Ukrainian students. The second part of the questionnaire contains issues concerning intercultural education. The students are quite poorly informed about these issues. Both the Ukrainian and Croatian students think that to be more interculturally competent the most important thing is to improve their language ability 67% of the Croatian students, 83% of the Ukrainian students and to improve their knowledge of other countries 61% of the Croatian students, 62% of the Ukrainian students. They do not consider relevant the possibility of changing their attitude. Both groups of students stated that their preferred way of finding out about the cultures they are interested in would be referring to the Svijest see Picture 2. Picture 2 Preferred way of finding out about the cultures students are interested in Another corresponding attitude of both parties of students is concerned with making intercultural friendships. On average they have four or five such friends. The majority of the Croatian students, 86%, and the Ukrainian students, 89%, can identify norms of perception of their own culture. They can also identify linguistic norms of their own culture 86% of Croatian and 72% of Ukrainian students and cultural difference in value 72% of Croatian and 68% of Ukrainian students. The students sometimes or rarely 97% of Croatian students and 78% of Ukrainian students face problems of mutual understanding due to cultural differences in language in their communication with people of other nationalities. The Ukrainian students 78% mostly recognize the implications of differences in their communication with people of other nationalities, while 56% of the Croatian students do so. The students of both countries agree that e-leaming 82 Zbornik radova s 2. As a conclusion in the questionnaire the students were asked whether they were interested in attending intercultural summer school and about the way of attending - traditional classroom or online school. Only around one third of the Croatian students 31% were interested in attending such school, while even fewer Ukrainian students 19% expressed their interest in it. The majority of students from both countries preferred online school compared to traditional classroom see Table 1. Table 1 Plans for attending intercultural summer school Croatian students % Ukrainian students % Interested in attending intercultural summer school 31 19 Not interested 36 50 Not sure 33 31 Interested in attending online school 64 53 Interested in traditional classroom 36 41 Discussion The obtained results indicate that intercultural communication by using components of online environments helped students with issues concerning studying, developing cultural awareness, making friendships, learning and improving knowledge of foreign languages, with issues related to tolerance and diversity, religion, history, customs and traditions, self-education and similar matters. As it is seen from Picture 1 the most used elements of online environments for the Croatian students are services like Facebook and e-mail, whereas the Ukrainian students mostly 83 Ana Mirkovic Mogus i Oksana Prosvimina: Promoting Intercultural Activities Through Online Environments, str. Both sides show no strong interest in using blog and twitter. This implicates the importan- ce of the components of online environments in promoting intercultural topics and activities. As for the Ukrainian students, 11% of them have used means of online communication for more than five years and 19% are interested in attending that kind of school. It can be noticed that students who have used components of online environments for a longer time period, are more interested in intercultural education. The attributes of the online environments that students recognize as helpful in promoting intercultural activities are more technology kind. The students identify them as a fast information exchange, shortening distance, convenience in terms of time, and pace of learning and so on. Conclusion Ukraine and Croatia belong to multi-national countries and some forms of intercultural exchange between students already exists, but they are not transformed into learning process more than comparative cultural studies religion, culture, geography, history or language development, which students list as the main subjects in intercultural e-learning. As well as that, not many Ukrainian students know English on the level enabling fluent communication 83% show that they need to improve their language ability for the better understanding of people of different 1 Vkontakte is a social network for Russian speaking countries 84 Zbornik radova s 2. What should be marked separately is that there is no common basis for the courses and disciplines requirements and content which could be really helpful for establishing strong ties on the e-learning grounds and intercultural studies. The syllabus for the same courses might be different as well as resource lists and requirements for them. The unification of the disciplines must be considered. Yet, students who are more aware of ICT usage and regularly use means of online communication show better understanding of the interculturalism. Developing intercultural awareness and writing skills is mostly conducted through e-mail exchange for both Croatian and Ukrainian students and especially through Facebook for the Croatian students, that is vkontakte for theUkrainian students. Further research is needed in order to explore ways of best practice in terms of learning about intercultural topics by using components of online environments. Intercultural competence development: let-based intercultural teaching and learning for public schools in the U. Enhancing intercultural understanding using e-learning strategies, South African Journal of Education, 2007 EASA, Vol 27, 655-671. Changing intercultural attitudes over time. Improving online learning: Student perceptions of useful and challenging characteristics, Svijest and Higher Education 7, 59-70. PROMICANJE INTERKULTURALNIH AKTIVNOSTI PUTEM ONLINE OKRUZENJA Sazetak U danasnje vrijeme e-obrazovanje je globalni fenomen koji je strateski ele- ment marketinga i postavljanja visokog obrazovanja u medunarodne okvire. Global- ni razvoj e-obrazovanja cesto zapostavlja pitanja kulturalnih razlika i stavova studenata prema obrazovanju i interkulturalizmu. Stoga je jedan od ciljeva ovog suradnickog istrazivanja bio otkriti stavove studenata o uporabi Inter- neta, online okolina za ucenje i drustvenih mreza poput facebook-a, twitter-a, blogova u cilju olaksavanja interkulturalnog dijaloga i ucenja. Drugi je vazan cilj bio otkriti njihove stavove o interkulturalnosti i interkulturalnim kompe- tencijama. Cilj ana skupina ispitanika su bili dodiplomski studenti iz Ukra- jine Odjel za psihologiju i kulturalne znanosti i Hrvatske Uciteljski fakul- 86 Zbornik radova s 2. Iz rezultata istrazivanja zakljucili smo da vecina hrvatskih i ukrajinskih studenata redovito koriste sredstva online komunikacije, posebice elektron- sku postu, facebook i vkontakte, ali njihova svijest o provodenju interkultu- ralnih aktivnosti kroz ova sredstva komunikacije nije u sukladnosti s koriste- njem sredstava online komunikacije. Nadalje, elementi online okolina za uce- nje koje studenti smatraju korisnima u promicanju interkulturalnih aktivnosti su vise tehnoloskog tipa dok su elementi online okolina za ucenje koje stu- deni prepoznaju kao izazove ili moguce prepreke u uspjesnoj komunikaciji vecinom subjektivne ili osobne naravi. Kljucne rijeci : online okoline, e-obrazovanje, online komunikacija, stavovi, interkulturalno obrazovanje, promicanje 87 Zbornik radova s 2. Marija Sablic Uciteljski fakultet u Osijeku, Hrvatska msablic ufos. Izu- zetno je vazno na koji se nacin interkulturalni sadrzaji prezentiraju i jesu li oni uskladeni s temeljnim nacelima ljudskih prava, mira i demokracije. Pot- rebno je oblikovati zajednicu u kojoj ce se vise uvazavati vrednote i interesi ucenika i time odgovarajuce povezivati svakodnevna iskustva. Drzava bi tre- bala osiguravati uvjete za razvoj interkulturalne skolske zajednice, a sam pro- ces oblikovanja neka prepusti skoli, uciteljima, ucenicima i roditeljima. Osnovni je cilj ovoga istrazivanja usporediti nacine na koji ucitelji ostvaruju interkulturalni odgoj i obrazovanje u Osijeku, Republika Hrvatska i Tuzli, Bosna i Hercegovina. Razlog zbog kojega smo odabrali ove dvije zemlje treba traziti u cinjenici da su one, a poglavito njihova rubna podrucja, prostori na kojima zive pripadnici razlicitih naroda i manjina. U radu se ispituje kako ucitelji ostvaruju interkulturalnu suradnju unutar skolske zajednice te s kojim zaprekama se susrecu, koje osobine prema misljenjima ispitanika treba imati interkulturalno kompetentan ucitelj te u kojim nastavnim predmetima i tema- ma ucitelji promicu interkulturalizam. Na temelju dobivenih odgovora ucitelja, moze se zakljuciti da se vecina ucitelja strogo pridrzava nastavnih programa, ali da ima i onih koji pokazuju inicijativu unoseci specificne sadrzaje i iskustva ovisno o trenutacnoj situaciji ili dogadajima u njihovoj blizoj ili daljnjoj okolini. Unatoc cinjenici da postoje razliciti nacionalni programi za obrazovanje romske manjine, u oba je 89 Marija Sablic, Alma Skugor i Edina Malkic: Odgoj i obrazovanje za interkulturalizam - IN MEDIAS RES, str. U Osijeku je izrazen problem s organizacijom nastave vjeronauka dok u Tuzli ne nailazimo na takav problem jer obrazovni sustav BiH propisuje organiziranje vjerske nas- tave u skoli prema vjeroispovijesti ucenika. Odredeni broj ucitelja izrazava zelju za razvojem interkulturalnoga odgoja i obrazovanja te mozemo zak- ljuciti kako u skolama ima mjesta za odrzavanje razlicitih kultnralnih identi- teta. Ali i u kontekstu ucitelja koji su u sluzbi da treba pronaci modalitete kako da nado- knade znanja i razviju vjestine za rad i jacanje interkulturalne komponente u razrednom i skolskom okruzenju. R 84 18 Ministarskog odbora o skolovanju nastavnika za obrazovanje o razumi- jevanju izmedu kultura, osobito u kontekstu migracija, od 25. Izazovi buducnosti pojedinca i drustva globalnog svijeta ogledaju se u ustroju i kvaliteti danasnje skole, sustava odgoja i obrazovanja i izo- brazbe ucitelja. Zajednicke vrijednosti ujedinjene Europe, kao i karakteri- stike modemoga hrvatskoga drustva demokracija, pojedinac, otvorenost, odgovomost, identitet, ljudski resursi... Neposredne implikacije novih pristupa ocituju se i u skolskoj praksi u kojoj se sve vise potice suradnicko ucenje, usvajanje demokrat- skih vrijednosti, osnazivanje identiteta i samopouzdanja ucenika, promje- ne u nacinu rada, uvodenje interkulturalnih sadrzaja u nastavne programe - kurikulume. Interkulturalni odgoj i obrazovanje odnosno interkulturalno 90 Zbornik radova s 2. Pitanje interkulturalne kompetencije postaje sve vaznije tije- kom posljednjih godina pojavom globalizacije i svjetskih kontakata medu velikim kompanijama, organizacijama, ali i pojedincima koji se ne mogu zamisliti bez uspjesne komunikacije Hrvatic i Pirsl, 2005. Vjestine gra- danske kompetencije te konstruktivno sudjelovanje u aktivnostima zajed- nice od najmlade dobi stvara generaciju svjesnu svojih ustavnih moguc- nosti i obveza te im omogucuje da budu aktivno gradanstvo koje ce jed- noga dana biti bolji politicari, saborski zastupnici, sudci, ucitelji. Zivot i rad u suvremenom drustvu brzih promjena i ostre konkuren- cije zahtijevaju novi tip znanja, vjestina, vrijednosti i stavova, tj. Nacionalni okvirni kurikulum osobitu pozomost daje sljedecim vrijednostima: zna- nju, solidarnosti, identitetu, odgovornosti. Kako bi se sto ucinkovitije pro- micale te vrijednosti NOK uvodi i nove predmete. Jedan od njih je i Gradanski odgoj kao kroskurikulama tema i integrirani obrazovni sadrzaj. S NOK-om osnovne skole u Republici Hrvatskoj dobivaju obvezatnost ukljucivanja tema vezanih uz gradanski odgoj. Gradanski odgoj kao me- dupredmetna tema odnosi se na one elemente gradanske kompetencije ci- jem razvoju mogu pridonijeti svi predmeti. Medu njezine znacajnije ele- mente uvrsavamo: razvoj svijesti ucenika o vaznosti razvoja demokrat- skih institucija i procesa u vlastitom drustvu, Europi i na globalnoj razini; razvoj pozitivnog stava i interesa ucenika za konstruktivno i ucinkovito sudjelovanje u zivotu skole i neposredne zajednice u kojoj zivi; razvoj pozitivnog stava i interesa ucenika za konstruktivno i ucinkovito sudjelo- vanje u drustvenom zivotu kao odraslog gradanina; razvoj svijesti ucenika o jednakopravnosti spolova u drustvu, snosljivosti prema drugim naro- dima, kulturama i religijama, razlicitosti misljenja, osposobljavanje za mimo i konstruktivno rjesavanje sukoba, kriticko prosudivanje drustvenih zbivanja, koristenje i procjenu razlicitih izvora informiranja pri donosenju odluka i angazmana. Nacionalni okvimi kurikulum, 2008. U Bosni i Hercegovini pored slozenog drzavnog uredenja 2 entiteta, 10 kantona, 1 distrikt jasno je definirano polaziste kojim se treba voditi u odgojno- obrazovnom procesu u skolama. To su opci ciljevi obrazovanja: omogu- cavanje pristupa znanju kao osnovi za razumijevanje sebe, drugoga i svi- jeta u kojem zivi; promicanje postivanja ljudskih prava i osnovnih slo- boda, i pripreme svake osobe za zivot u drustvu koje postuje principe demokracije i vladavine zakona; razvijanje svijesti o pripadnosti drzavi 91 Marija Sablic, Alma Skugor i Edina Malkic: Odgoj i obrazovanje za interkulturalizam - IN MEDIAS RES, str. Bosni i Hercegovini, vlastitom kultumom identitetu, jeziku i tradiciji, na nacin primjeren civilizacijskim tekovinama, upoznavajuci i uvazavajuci druge i drugacije, postujuci razlicitosti i njegujuci medusobno razumije- vanje, toleranciju i solidarnost, medu svim ljudima, narodima i zajed- nicama u Bosni i Hercegovini i svijetu... Sa medunarodnog nivoa Bosna i Hercegovina je potpisnica mnogih medunarodnih sporazuma koji tretiraju pravo na obra- zovanje, a posebano su vazni Medunarodni Pakt o ekonomskim, kultur- nim i socijalnim pravima, Konvencija o pravima djeteta, Konvencija o ukidanju svih oblika rasne diskriminacije, Evropska konvencija o za zas- titu ljudskih prava i osnovnih sloboda. Ovi dokumenti su ratificirani i predstavljaju anekse Ustava BiH. Uloga skole u odgoju i obrazovanju za interkulturalizam Gay 2000. Ovakve skole izgraduju mostove izmedu skolskog i obiteljskog iskustva, kao i akademskog i ne- formalnog znanja. U njima se koriste razliciti stilovi ucenja. Ucenici se poucavaju kako njegovati vlastita i druga kultuma obiljezja te se multi - kulturalne informacije, sadrzaji i materijali ukljucuju u sve predmete koji se poucavaju u skoli. U kulturi danasnje skole snazno je utemeljena kultura njezina soci- jalnog okruzenja i ucenikove obitelji, sa svim svojim znacajkama, vredno- tama i sukobima. Ako zivot u odredenoj sredini izdvaja odredene skupine ljudi, onda pripadnike tih skupina izdvaja i zivot u skoli, bez obzira na to koliko su dobro zapisane vrednote u sluzbenim skolskim dokumentima. Kako bi stvarali zdravu interkulturalnu zajednicu vazno je omoguciti obrazovanje ucitelja koje ima odgovarajucu metodiku i strukturu. Inter- kulturalni pristup zahtijeva empaticnost, ali i mogucnost odmaka kako bi se stvari promatrale objektivno. Nije dovoljno da ucitelji raspolazu samo znanjem o razlicitostima. Ucitelji, kao i roditelji, pedagozi i strucni su- radnici takoder moraju biti u stanju poticati nenasilnu komunikaciju i rjesavanje sukoba, kao i pruziti pomoc osjetljivim pojedincima. Potrebno 92 Zbornik radova s 2. Drzava bi trebala osiguravati uvjete za razvoj interkulturalne skolske zajednice, a sam proces oblikovanja neka prepusti skoli, uciteljima, ucenicima i rodi- teljima. Uloga ucitelja u odgoju i obrazovanju za interkulturalizam Polozaj ucitelja u suvremenoj skoli danas je temeljno drugaciji nego u ranijim razdobljima. Europska iskustva u obrazovanju ucitelja su razli- cita. Utjecaj tradicije je znacajan i vjerojatno je jedan od uzroka sporih promjena u sustavu odgoja i obrazovanja u nas. Za to su potrebna nova znanja, otvorenost, pozitivan stav nastav- nika, nove vjestine, te primjena novih oblika rada s djecom 50 20 f 30 230 56 56 2 86 168 4 260 0 34 170 56 60 134 66 % 12 88 129 230 1 33 65 2 100 0 13 65 22 23 52 25 Ł 260 Instrument i postupak istrazivanj a U svrhu ovog istrazivanj a konstruiran je upitnik za ispitivanje inter- kulturalne kompetencije ucitelja u osnovnoj skoli. Prvi dio upitnika je sadrzavao osnovne sociodemografske podatke spol, dob, radno iskustvo, strucni profil, strucnu spremu te pripadnost nacionalnoj manjini. Drugi dio upitnika je sastavljen od 25 tvrdnji koje se odnose na interkulturalnu kompetentnost ucitelja poput interkulturalnih stavova, znanja, vjestina in- terpretiranja, otkrivanja i interakcija te kriticke kulturne svjesnosti. Posljednji dio upitnika je sastavljen od 9 tvrdnji koje se odnose na nacin provedbe interkulturalnog odgoja i obrazovanja u skoli te znanja koja ispitanici posjeduju iz podrucja interkulturalne peda- gogue. Ispitivanje je provedeno grupno, u dogovorenom terminu u svibnju 2010. Prije primjene upitnika, ispitanicama je objasnjen cilj istra- Tablica 2. Cestica FI F2 F3 F4 17. Prihvacam razlicite nacine razmisljanja. Prihvacam drugacije videnje stvarnosti. Postujem razlicite sustave vrijednosti. Prihvacam razlicite zivotne stilove. Lako uspostavljam i odrzavam medusobne odnose. Ne stvaram predrasude u kontaktu s drugima. Prihvacam suzivot u multikulturalnoj zajednici. Proucavam povijest razlicitih civilizacija. Usporedujem vlastitu kulturu s drugim kulturama. Sposobna sam interpretirati znacenje nacela drugih kultura. Posjedujem odredena znanja iz interkulturalizma. Poznajem kulturalna obiljezja pojedinih nacionalnih i etickih skupina. Zanima se za tradicije razlicitih naroda. Otkrivam slicnosti i razlike medu kulturama. Poznajem razlicite obicaje drugih naroda. Otvorena sam podjednako za komunikaciju prema pripadnicima razlicitih kultura. Otvorena sam usvajanju novih znanja o drugim kulturama. Prihvacam osobu drugacije vjere i kulture od moje. Postujem ljudska prava i slobode drugih. Ocekujem da me prihvate pripadnici razlicitih kultura. Spremna sam sudjelovati u ostvarenju zajednickog cilja s pripadnicima razlicitih kultura. Sudjelujem u obiljezavanju blagdana razlicitih vjera. Uspjesno djelujem unutar drugih kultura. Razumijem i govorim strani jezik. Prikup- ljeni podaci obradeni su primjenom odgovarajucih statistickih postupaka pomocu statistickog programskog paketa SPSS 13. Faktorskom analizom izlucena su cetiri faktora koja nakon Varimax normalizirane rotacije objasnjavanju ukupno oko 63% varijance. Na te- melju faktorske analize i sadrzaja tvrdnji, formirane su cetiri subskale: Interkulturalni stavovi FI , Interkulturalna znanja F2 , Vjestine komuni- kacije F3 i Vjestine otkrivanja i interakcija F4. Faktorska zasicenja prikazana su u tablici 2. Rezultat na navedenim subskalama ob- likovan je kao lineama kombinacija procjena na cesticama koje su ulazile u pojedinu subskalu. Osnovni psihometrijski pokazatelji subskala Interkulturalni stavovi FI , i Interkulturalna znanja F2 , Vjestine komunikacije F3 i Vjestine otkrivanja i interakcija F4 Subskala Sd M Cronbach alpha Interkulturalni stavovi. Rezultati ukazuju da se uglavnom smatraju prosjecno inter- kulturalno kompetentnima, iako su njihovi interkulturalni stavovi i otvo- renost komunikacijama ponesto na visoj razini od samih interkulturalnih znanja i vjestina otkrivanja i interkulturalnih interakcija. Mozemo kazati da je otvorenost i prihvacenost prema drugima razlicitih svjetonazora, kultura i slicno ipak na zadovoljavajucoj razini, ali je takoder vidljivo iz rezultata da ispitanike ne zanimaju previse kulture odakle drugi dolaze kao ni njihovi obicaji, a ponajmanje su zainteresirani za sudjelovanje u obiljezavanju istih. Takoder treba napomenuti podatak kako u ovom istra- zivanju niti jedan ispitanik nije pripadnik nacionalne manjine te se nije moglo ispitati postoje li moguce razlike s obzirom na tu varijablu sto bi 142 Zbornik radova s 2. Rezultati t-testova i analize varian- ce pokazuju da postoji statisticki znacajne razlike izmedu interkulturalne kompetentnosti ispitanika s obzirom na nezavisne varijable tablica 4. Razlike uprocjeni interkulturalnih stavova Zavisna varijabla Nezavisna varijabla M F df P Interkulturalni stavovi Spol muski 3. Autori se udzbenika ob- racaju u jednakoj mjeri u muskom i zenskom rodu tablica 2. Analiza radnih biljeznica iz PID za 1. U radnoj biljeznici Korak u svijet 1 Bastalic i sur. U radnim biljeznicama Nas svijet 1 De Zan i sur. Analiza zanimanja u udzbenicima i radnim biljeznicama 1. U radnoj biljeznici uz taj udzbenik navedeno je cetiri puta zanimanje ucitelja i uci- teljice, a ostala zanimanja nisu navedena. Sto se tice ilustracija, u ovom udzbeniku i radnoj biljeznici odredeno zanimanje nije ilustrirano i u mu- skom rodu i u zenskom rodu npr. Ako je prikazan ravnatelj, nije prikazana i ravnateljica ili ako je prikazana pedagoginja, nije prikazan i pedagog. Stereotipno prikazivanje koje promice ili podrzava neravnopravnost spolova je vidljivo s obzirom na vrstu zanimanja u kojima su prikazane zene i u kojima su prikazani muskarci. Zene su u ovom udzbeniku uglav- 197 Edita Boric, Ivana Perkovic i Renata Hostic: Ravnopravnost spolova u udzbenicima prirode i drustva, str. Izracun x frekvencija imenovanja u muskom i zenskom rodu Radnabiljeznica Spol Fo F t Fo-f. Zanimanja muskaraca nisu samo brojcano nadmocnija, vec su i raznovrsnija, rasporedena po skolskim spremama od najnize do najvise, dok su zenska zanimanja vrlo jednolika, stereotipna i tek s pokojom suvremenom iznimkom. Analizirajuci udzbenik i radnu biljeznicu iz PID za 1. U radnoj biljeznici su sva prikazana zanimanja ilustrirana ili samo u muskom ili samo u zenskom rodu. Samo ravnomjemo ilustri- ranje zenskih i muskih likova znaci promicanje ravnopravnosti spolova. U udzbeniku i radnoj biljeznici iz PID za 1. U ovom su udzbeniku tekstovi u kojima se spominju zanimanja rodno neosjetljivi. Ako je ilustriran vozac, nije ilustrirana i vozacica ili ako je ilustrirana prodavacica nije ilustriran i prodavac. Rasprava Ured pravobraniteljice za ravnopravnost spolova 2008 proveo je analizu osnovnoskolskih udzbenika hrvatskoga jezika i knjizevnosti iz rodne perspektive na temelju medunarodnih i nacionalnih dokumenata i zakona. Analizirani su udzbenici za 5. Dobivenim se podacima doslo do odredenih zakljucaka. Ured pravobra- niteljice za ravnopravnost spolova 2008 istice da je ucinjen znacajan pozitivan pomak u koristenju rodno osjetljivog jezika, sto je u skladu s etickim zahtjevima Udzbenickog standarda - oko 94% tekstova iz tek- stualne opreme glavnog teksta u udzbenicima koristi ili rodno neutralan ili pak rodno osjetljiv jezik, dok kod radnih biljeznica nema niti jedne koja koristi rodno neosjetljiv jezik. Medutim, navedeno je i to da je cak 74% pojedinacnih likova prikazanih na crtezima, fotografijama i drugoj likovno-grafickoj opremi uz tekst u udzbenicima muskog roda. U radnim biljeznicama najveci postotak u likovno-grafickoj opremi cine muski likovi 33% , dok su zenski likovi s 12% zastupljenosti na samom zacelju, u postotcima manjim od postotaka u kojem su zastupljene priroda, zivotinje i predmeti. Sukladno ovom i slicnim istrazivanjima napravili smo analizu ravno- pravnosti spolova u udzbenicima i radnim biljeznicama Prirode i drustva za 1. Ravnopravnost spolova u svim udzbenicima i radnim biljez- nicama najvise dolazi do izrazaja pri obracanju u muskom i zenskom ro- du. Taj je odnos u svim analiziranim udzbenicima, kao i u radnim biljez- nicama u potpunosti ravnopravan, tj. U udzbeniku za 1. Vidljivo je tablica 1. U radnoj biljeznici uz udzbenik Korak u svijet 1 Bastalic i sur. U istoimenoj je radnoj biljeznici neravnopravnost najizrazenija prilikom imenovanja u muskom i zenskom rodu gdje prevladava imenovanje u muskom rodu tablica 6. U udzbeniku za 1. Iz tablice je vidljivo da je broj ilustriranih zenskih li- kova priblizno jednak broju ilustriranih muskih likova 85:83. Neravno- pravnost je uocljiva pri imenovanju u muskom i zenskom rodu gdje prevladava imenovanje u muskom rodu tablica 3. U radnoj je biljeznici uz ovaj udzbenik Nas svijet 1 De Zan i sur. U udzbeniku za 1. Pri analiziranju radne biljeznice uz taj udzbenik Skola i dom Domisljanovic i Jelic, 2008 uocili smo da je odnos ilustriranih muskih i zenskih likova u potpunosti rav- nopravan Tablica 4. Zakljucak Postoji vise istrazivanja koje se bave ravnopravnoscu spolova u udz- benicima i radnim biljeznicama, te zastupljenoscu sadrzaja o spolnim ulo- gama u nastavnom planu i programu. Ovim smo istrazivanjem utvrdili kako je i u kojoj mjeri prikazana ravnopravnost, odnosno neravnoprav- nost spolova u udzbenicima i radnim biljeznicama Prirode i drustva za 1. Putem udzbenika drustvo prenosi na mlade ljude ideje vrijednosti ko- je leze u osnovi drustvenog sustava. Prenose se provjerene, drustveno prihvacene istine, misljenja i ponasanja i malo je vjerojatno da ce se u njima pojaviti nesto sto nije u skladu s idejama nositelja moci u drustvu. Stoga smatramo da udzbenici i radne biljeznice u kojima se ravnomjemo prikazuju ilustracije muskih i zenskih likova, u kojima se ravnomjerno obraca u muskom i zenskom rodu, u kojima su podjednake frekvencije imenovanja u muskom i zenskom rodu, te u kojima zanimanja nisu ste- reotipno prikazana, promicu ravnopravnost spolova te utjecu na promica- nje temeljnih ljudskih sloboda i ravnopravnih odnosa medu spolovima. Pri odabiru udzbenika ucitelji i uciteljice osim didakticko-metodic- kog kriterija trebaju udzbenik sagledati i sa aspekta ravnopravnosti spo- lova te svakako odabrati udzbenik koji je koncipiran u skladu s promi- canjem ravnopravnosti spolova. Slika zene u udzbenicima knjizevnosti, Zagreb: IDIZ. Ruzicasto i plavo: Rodno osvijesten odgoj u vrticu. Spol i rod pod povecalom: prirucnik o identitetima, seksualnosti i procesu. Zagreb: Nakladni zavod Globus. Djelovanje skole na stavove ucenika o jednakopravnosti spo- lova. Obitelj i uloga spola: Utjecaj roditelja na usvajanje uloge spola kod djece. Spolni odgoj u kontekstu prava djeteta. Uvod u metodologiju istrazivanja odgoja i obrazovanja. Rod i spol u psihosocijalnom radu: prirucnik za savjetovanje. Zagreb: Drustvo za psiholosku pomoc. Spolne uloge u nastavi prirode i drustva. Pula: Sveuciliste Jurja Dobrile, Odjel za obrazovanje ucitelja i odgojitelja. Promicanje ravnopravnosti spolova u djecjem vrticu. Redzep - Borak ur. Ured pravobraniteljice za ravnopravnost spolova 2008. Analiza osnovnoskol- skih udzbenika hrvatskog jezika i knjizevnosti iz rodne perspektive. Djecja psihologija, Zagreb: Naklada Slap. Hrvatski nacionalni obrazovni standard - HNOS. We have analyzed illustrations of male and female characters, frequencies of addressing and naming in male and female gender , as well as representation of male and female occupations in texts and illustrations of text books and workbooks All together We have analyzed three text books and three workbooks of nature and science. Three textbooks, together with the workbooks they belong with, were for the first grade. Illustrations of male and female characters, as well as addressing in male and female gender, are the segments where the equality was expressed the most. The most gender related stereotypes We have found in naming in male and female gender. Male occupations in textbooks and workbooks are not only numerically superior, but also more various and even selected according to levels of school qualification. Whereas female occupations were very uniformed, stereotypical and with rare contemporary exceptions In order to be gender sensitive, textbooks and workbooks should contain questions formulated in both genders, and characters in them should be shown in a way that does not support gender stereotypes referring that certain behavior is suitable for men or for women only. Key words', equality, gender sensitive language, gender stereotypes, nature and science textbooks and workbooks, illustrations of male and female character 202 Zbornik radova s 2. Yosif Nounev Ministry of Education, Youth and Science, Bulgaria inunev abv. It proposes some changes in the guidelines of the Centre for Educational Integration of Children and students from ethnic minorities to help expand the capabilities of the Centre, schools, universities, preparing teachers and NGOs to improve the quality of work and unite their efforts for a better multicultural coexistence and mutual enrichment. Key words: ethnic minorities, intercultural education, educational integration 1. During the years of transition from totalitarian to democratic state in the country, regardless of the difficulties of transition for the Bulgarian people, there is a successful model of balancing and harmonizing the principle of integration of minorities into civil society and the principle of protection of their ethnic, religious and linguistic identity. Commitments to intercultural perspective of Bulgarian education in the context of educational integration of children and pupils from ethnic minorities, are most properly referred to in the Strategy for Educational Integration of Children and students from ethnic minorities - a policy document of the Ministry of Education and Science approved by the Minister in 2004 and enriched, developed and updated in 2010. This document opened doors of Bulgarian education to modernity of the European intercultural perspective, and processes of educational integration of children and students belonging to different ethnic minorities have become an integral part of this perspective. The strategy draws inspiration from the preceding Framework Program for Equal Integration of Roma into Bulgarian society , accepted by the Council of Ministers on 22 April 1999, entirely devoted to Roma integration. The strategy has created opportunities for the educational system to identify the representatives of ethno-cultural differences, to show interest in them and their specific problems, to uphold their cultural uniqueness, and to become an integral part of the educational process. The document has gradually become an important factor in the process of the negotiations for Bulgaria's accession to the EU, but it was also naturally transferred to municipalities with ethnically mixed population and became a part of programs and action plans for years to come. Basis for establishing the Centre for Educational Integration of Children and students from ethnic minorities To put words into practice and to ensure viable aid to local governments and local schools in their problem-solving nature of the 204 Zbornik radova s 2. The centre was created to assist in conducting an integrated approach of the government policy on educational needs of children and pupils from ethnic minorities. Vulnerable or disadvantaged groups are the terms which describe the inequality of some ethnic minorities and cultural and religious communities in the areas of employment, health status, access to quality education, protection of cultural identity, access to decent accommo- dation, living standard, etc. The idea that certain racial and ethnic groups and individuals can be regarded as vulnerable, find its first legal representation as an international standard in Article 1, paragraph 4 and Article 2, paragraph 2 of the International Convention on the Elimination of all Forms of Racial Discrimination, approved and opened for signature by the UN General Assembly in 1966. Hristova, and Vladimir Spidla - EU Commissioner for Employment, Social Affairs and Equal Opportunities. Roma in particular, constitute such a group because they are not adequately represented in political life and government. In socio-economic field but also in education and labour market the status of Turks and Roma is significantly lower than the national average. Roma population suffers from significantly higher than average unemployment, poor housing, poor health and high levels of illiteracy. The team consists of 6 people, some of whom are from ethnic minorities and all have extensive experience in the field of educational integration of different children. The Centre is based on complex strategic measures forming the policy of educational integration of children and pupils from ethnic minorities as reflected in the Strategy for Educational Integration of Ministry of Education and Science and support the implementation of government policies regarding the educational needs of these children. Accumulating finances outside the state budget for implementation and support of projects. In this direction the Centre boasts a modest success, of raising 250,000 euros by the Roma Education Fund in Budapest for the realization of its own tendering process for the recruitment of two important projects for the education of Roma children components: 1 Three-year program for the Centre for Educational Integration of Children and Students from Ethnic Minorities 2007-2009. Component 1: Creating conditions for removal of children and pupils from the Roma community from separate kindergartens and schools and foster socialization into kindergartens and schools. In this component 13 projects worth BGN 500 000 were financed. Component 2: Support development of the educational environment in kindergartens and schools that successfully integrate children and students from the Roma community. In 2010 a new project was supported by the REF for 600,000 euro, and with co-financing of BGN 200,000 it will continue to work on on a project basis desegregation and for the education of Roma children who attend separate schools in Roma. Program 2: Preserving and developing the cultural identity of children and pupils from ethnic minorities The program is related to funding projects for implementation of curricular and extracurricular activities to preserve and develop cultural identity of children and pupils from ethnic minorities. Program 3: Creating conditions for successful socialization of children and young people from ethnic minorities The program is designed to fund projects for training activities for teachers related to their work of teaching in a multicultural environment. In total 32 projects for BGN 204 632 were funded. In 2008 the Centre developed and implemented calls for co- financing municipalities with ethnically mixed population, with an officially adopted program by the local parliament for educational integration and with real practice in this area. In other words, in a short time of its existence, the Centre has funded 155 proposals across the country, from which thousands of children and students have benefited, as well as hundreds of parents and teachers, dozens of experts and managers from different levels of the education system in Bulgaria. However, it remains a sufficiently attractive, sought after and preferred partner, mostly because of simplified procedures for funding and its openness to the problems of mixed regions. New horizons for the Centre for Educational Integration 4. The renewed strategy based on experience and current realities, identifies problems facing the educational integration and classifies them as general and specific for each ethnic group. The priorities set out therein are: Priority 1. Full integration of Roma children and students through desegregation of kindergartens and schools in separate Roma neighbour- hoods and creation of conditions for equal access to quality education. Support for central schools to ensure the access to quality education in them. Validation of the intercultural perspective as an integral part of the educational integration of children and pupils from ethnic minorities in the process of modernization of the Bulgarian educational system. Updated Strategy, 2010 These priorities are realized in three programs, which will be announced as competitive calls for proposals. And the overall activities of the Centre will be subject to the implementation of these programs. Awareness and demand for cooperation 209 Yosif Nounev: Centre for Educational Integration of Children and Students from Etnic Minorities — Past, Present and Future, str. To achieve integrity, effectiveness and efficiency in policy imple- mentation of the educational integration of children and pupils from ethnic minorities the Centre should mobilize resources and accumulate various donors and to maintain their acceptable proportion of funding to the funding by the state budget. This will create opportunities for the Centre to carry out methodological features by building a database of effective pedagogical practices and technologies resulting from project interven- tions. Early drop-outs from the educational system can be offered opportunities for compen- satory education through various activities undertaken within educational projects. In the work with students from ethnic minorities it is possible to initiate programs that are aimed at: - training them for mentors of students from vulnerable communities; - training volunteers to work on projects and connecting this to the government policy. A plus will be attracting young people to the Centre and creation of a scholarship program for students involved in the issues. So the short history of existence of the Centre and the huge interest in it by the main actors in the education system: teachers, heads of kindergartens and schools, school boards, NGOs and parents' asso- ciations, municipalities and RIEs Regional Inspectorate of Education to MEYS are evidence of necessity of its existence. The experience and weaknesses observed during years of its opera- tion show that it has a place in the educational system and its more serious establishment as a unit to implement the state policy on educa- tional integration of children and pupils from ethnic minorities is only a matter of time. In: Theory of Education. Three -year program for the activities of the Center for Educational Integration of Children and Students from Ethnic Minorities 2007-2009. In: Diversity without borders. Predlozene su promjene u smjernicama rada Centra kako bi se povecala sposobnost Centra, skola, sve- ucilista, buducih ucitelja i nevladinih organizacija da poboljsaju kvalitetu rada i ujedine svoja nastojanja za boljim multikulturalnim suzivotom i uza- jamnim obogacivanjem. Kljucne rijeci : etnicke manjine, interkulturalno obrazovanje, obrazo vna integracij a 212 Zbornik radova s 2. The one is the integration of Roma students into education in growing numbers grammar schools, technical secondary schools, tertiary education. We have some good experiences but it is not enough. As Forray says, the surveys show growing number of the Roma students at certain colleges and universities. However, their number is far from rational representativeness. But we have to be satisfied that even in small numbers they are present in trainings where previously they were not, like law, IT, medicine or engineering Forray, 2009, 441. The other is the integration of Roma studies into school curricula, and nowadays it is quite successful in the area of human and social sciences. The ones who finish their Romology BA are able to convey all the information about this minority towards social organizations connected with the Roma minority and the requirements of these organizations towards the local ethnic minority group. During the MA level studies the students, due to their developing competencies, will be able to become good researchers in the media, in scientific institutes and in the civil service or inform others within national or international forums. The ones who finish Romology teacher MA will be fluent in a given Roma language, know and able to use the methods helping to learn the language and also the modem communicative and task base language pedagogy as well. The researchers can continue their BA and MA level disciplines linguistics, literature, sociology etc. Most importantly, the emphasis is on minimizing the effects of unequal opportunities. After the change of the system 1989 the initiatives targeting the culture of the Roma communities were started, which tried to help their integration into education. Along with the political and social changes some of the teacher training colleges started programmes in connection with Roma education Olah, 2007. The wish for special departments, like the minority ones, was present, but it became a reality only in 2000 at the Janus Pannonius University in Pecs, when Romology as university level programme was accepted. That was the time when Gandhi Grammar School was organized as a kind of minority school. The supporters claimed that Roma should have equal rights like other Hungarian 214 Zbornik radova s 2. The National Curricula of 1996 briefly states the necessity of teaching Roma culture and languages. At that time it became possible to take on state level language exams in two Roma languages spoken in Hungary. I would like to present three of them in detail and in table 1 I will present general information about all of the 7 trainings. In the Apor Vilmos Catholic College, after the foundation of the Department of Romology, Romology became a subject and a special dormitory as well. Bencze Lorant, a chief director, suggested that they should have had this special training, this was the first such department, also supported by the Hungarian Ministry of Culture and Education in 1994. To target this aim, there is a need for Roma and non-Roma teachers, 215 Hajdicsne Varga, Katalin: Hungarian Tertiary Training of Specialists Dealing With the Rome Minority, str. It provided a special training for students lasting four semesters. They learnt about Roma minorities, their history, society, ethnicity, language and policy. Within the University of Pecs, the Department of Linguistics organized Romology specialization. It has always been Professor Szepe Gyorgy who dreamt about a university scene which could be a home of studies and research relating to Romas. Two other supporting circumstances had a vital role in the birth of the first such specialization: the whole work of Varnagy Elemer who wanted this specialization in 216 Zbornik radova s 2. Pecs and the already operating schools in and near Pecs, the Gandhi Grammar School and the Collegium Martineum. An integral aim in 2001 The College of Dunaujvaros mainly educates economists, engineers and a small number of language teachers. Their aim was to integrate Romology into the training of the intellectual elite. The students did not apply for the courses. As an alternative solution teachers tried to fit them into existing courses like sociology, law, politics, psychology and pedagogy. It was hard because the teachers were not qualified romologists. It was even harder to decide what to teach, which segments of Roma life should be mentioned in the lectures. The lecturers at the department of social sciences took part in a 3-month course, then in sociology lectures they talked about Roma social questions ethnic minority status, minority policy for 10 minutes, but only twice in a semester. The same experience was observed in other lectures as well Szegal, 2001. Romology in the Bologna system Bachelor BA Romology BA is offered at the University of Pecs. The official webpage of Hungarian higher education informs us about this programme www. These professionals will work with sociologists, socio-politicians, educators, lawyers and doctors. What kind of knowledge is needed? First of all language knowledge: B2 level knowledge in Romani or Beash, good reading and writing skills. Furthermore, they are familiar with local, national, social, political, legal, 217 Hajdicsne Varga, Katalin: Hungarian Tertiary Training of Specialists Dealing With the Rome Minority, str. They know the latest information on the standpoint of the EU on Roma policies. The students learn about applied linguistics, psycholinguistics, socio- linguistics, language policy, bilingualism and also such areas like socio- pedagogy and pedagogy are essential and taught on courses: socialization, minority identity, education of the Roma, in-family and institutional socialization, protection of children, multiculturalism, interculturalism, antiracist education, individual development and problem solving stra- tegies. Romology studies cover the history, ethnicity, folklore, politics, cultural autonomy, media representativeness and art of thy Hungarian Romas. The number of their population is high and their cultural value and social problems support the idea of this training. They must be good mediators. They must possess personal qualities like good problem solving skills, ability for establishing relations, willingness for cooperation and open- mindedness for social problems. After their graduation they can work in civil services, minority authorities, education, social and medical institutions, possibly in churches. Master MA It also exists at Pecs university as an interdisciplinary and teacher programme. The aim of Romology MA is to train specialists who know and use their scientific knowledge of Beash, Roma and Romungro Hungarian Romas culture and also the national peculiarities of diasporas and other European Roma groups. They are able to compare the peculiarities. They know and use their chosen language on a very high level. With the acquired competencies they can work in civil services, media, scientific institutions, tertiary education, do research, and present the Hungarian and international results of the research on national and foreign forums. They have the qualification for continuing their studies in doctoral schools. Three specializations are possible: a Beash Language and Culture; b Romani Language and Culture; c Roma Culture Register of MA programmes 12. Romology MA aims to train teachers who, with the help of their BA qualification, finally can work in public education, vocational training, adult education, and act as researchers and developers, too. They can also study and conduct research in doctoral programmes. Teacher training can be chosen by language: a teacher of Romology Romani Language and Culture ; b teacher of Romology Beash Language and Culture. The whole spectrum of education is covered in Romology training. It continues the teaching of disciplines learnt in BA and Ma studies. Furthermore, the language planning, development, and tale telling are also present in the studies. Certainly such important questions like social inequality and its reduction are also mentioned. Teaching Romology studies in nowadays tertiary education The Department of Romology, integrated with the Department of Educational Sciences at the University of Pecs, train romologists, primary 219 Hajdicsne Varga, Katalin: Hungarian Tertiary Training of Specialists Dealing With the Rome Minority, str. As already mentioned above, all the 3 levels of higher education BA, MA and PhD are offered there. Social studies of the Romas are also taught at Kaposvar University, Kodolanyi Janos College, Kolcsey Ferenc Calvinist Teacher Training College and at the University of West- Hungary in Gyor. The Faculty in Hajduboszonneny of the University of Debrecen offers Roma cultural developer postgraduate training. The Apor Vilmos Catholic College trains junior section and kindergarten teachers with a possible minority specialization. Roma culture, history, language and teaching methodology are taught there. The future teachers will be able to speak Lovari or Beash at Cl level, which helps them to find a job as teachers prepared for integrated and multicultural education.
Tight, Routledge Falmer Nicholls, J. Key words', equality, gender sensitive language, gender stereotypes, nature and science textbooks and workbooks, illustrations of male and female character 202 Zbornik radova s 2. This means to help students perceive diversity as a fundamental feature of Europe through their own experiences. Samosvijest predstavlja dozivljava- nje onoga sto smo i tko smo, odraz je nase osobnosti. Sluzbeni podatci iz 1992. Pametno provodenje ovoga principa svakako ce ulijevati povjerenje pripadnicima nacionalno manjinskih zajednica i u sustav obrazovanja zemlje u kojoj zive, ali i ukupno u pripadnike vecinskog naroda jer ce to shvatiti kao istinsku brigu za osiguravanje uvjeta za mogucnost vlastitog ostajanja i opstajanja u prostoru kulture drugog vecinskog naroda. Vlastitim istrazivanjem i razmjenom projekata na teme poput: Moj profil, Blagdani u obitelji, Dan u mojoj skoli, Kako brinem o okolisu, Moj mjesecni budzet, Idoli i si. Sve to podrazumijeva i izucavanje osobnosti pripadnika nacionalne manjine u odredenoj zemlji kako bi izgradili vlastiti identitet koji ima bar dvije svoje osnovne sa- stavnice: 1. Samopouzdanje go- vori o nasim sposobnostima i stecena je osobina i pedagoski problem.
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