CIVIC COMPETENCES IN EUROPEAN AND CROATIAN DOCUMENTS

U ovom radu analiziran je pojam građanskih kompetencija, njezino određenje i sadržaj u hrvatskim i europskim odgojno-obrazovnim dokumentima. U radu se analiziraju sljedeći normativni i strategijsko-razvojni dokumenti: Nacionalni okvirni kurikulum za predškolski odgoj i obrazovanje te opće obvezno i srednjoškolsko obrazovanje (2010), Nacionalni program odgoja i obrazovanja za ljudska prava i demokratsko građanstvo (1996), Hrvatski nastavni plan i program (2006), Plan razvoja sustava odgoja i obrazovanja 2005.- 2010. (2005), Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školi (2008), Nacionalni program zaštite i promicanja ljudskih prava od 2008. do 2011. godine (2007), Preporuka europskog parlamenta i savjeta od 18. prosinca 2006. o ključnim kompetencijama za cjeloživotno učenje (2006). Analizom sadržaja uočava se kako je razvoj građanskih kompetencija učenika u sustavu odgoja i obrazovanja predviđen temeljnim europskim i hrvatskim pravno-normativnim, ali nedovoljno razvojno-strategijskim dokumentima koji bi pomogli u određivanju preciznosti, koherentnosti i putokaza za odgojno-obrazovnu praksu.In this paper, the concept of civic competences, its definition and content in Croatian and European educational documents is being examined. The paper analyses the following normative and strategic and development documents: the National Curriculum Framework for Preschool and General Compulsory and Secondary Education (2010), National Programme of Education for Human Rights and Democratic Citizenship (1996), Croatian National Education Standard (2006), Education Sector Development Plan 2005- 2010 (2005), Law on Education in Primary and Secondary Schools (2008), National Programme for the Protection and Promotion of Human Rights from 2008 to 2011 (2007), Recommendation of the European Parliament and of the Council of 18 to December 2006 on key competences for lifelong learning (2006). The content analysis reveals that the development of civic competences of students in the education system is anticipated by the fundamental European and Croatian legal and normative documents, but not enough by development and strategic documents that would contribute to determining the accuracy, coherence and signposts for educational practice