NATIONAL CURRICULUM

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STRATEGY FOR THE CONSTRUCTION AND DEVELOPMENT OF THE NATIONAL CURRICULUMvocational education would be set by schools in cooperation with other partners. In generaleducation secondary schools (grammar schools) the part of the curriculum set by schoolswould consist of different modules of general education or related contents, to be decidedby the schools.Students who do not wish to continue their education can get their first occupation afterfinishing second grade of secondary school (at the age of 16), but are obliged to finish thepart of general education curriculum mandatory to all students. It is indispensable in orderfor all students to acquire basic competencies necessary for lifelong learning and to havethe possibility to get permanent employment in the changing conditions of life and of labourmarket.Educational goals, expected student achievements, curriculum fields, evaluation andassessment of student achievements according to the mentioned education levels andcycles will all be specified in special documents (National Curriculum for General CompulsoryEducation, National Curriculum for Preschool Education, etc.).Vocational education will also be programmed by special documents.Goals of the National Curriculum for SecondaryEducationThe national curriculum for secondary school education is a logical continuation of thenational curriculum for general compulsory education.The goal of secondary school education is a responsible, independent individual capablefor work.Expected educational achievements (outcomes) after finishing secondary schooleducation are the following:• developed language and communication, mathematical, nature sciences and socialhumanistcompetencies,• acquired information-communication, technical and technological competencies,• acquired professional competences, considering professional qualification, andunderstanding the meaning of work for an individual and for the community,• developed entrepreneurial competencies,• personal and social responsibility and independence/autonomy,• developed consciousness towards personal health and the health of others,• developed social and intercultural competencies,• developed sense of national cultural heritage preservation and national culturecultivation,• developed ecological consciousness,• familiarity with, respect for and appliance of human rights,• capacity to recognize and solve problems within and outside one’s community,22
• capacity for self-organized study,• capacity to face changes, find solutions and opportunity for oneself and for others,• capacity to accept and practice lifelong learning.Principles of secondary school education are connected with the principles of generalcompulsory education and are focused on the following:• obligation to finish secondary school curriculum (at least until first occupation isacquired),• partnership (coordinating opinions and needs of all indirect and direct education actors,especially the relationship between education, economy and labour market),• vertical and horizontal mobility,• program differentiation and individualization,• school autonomy,• lifelong learning.STRATEGY FOR THE CONSTRUCTION AND DEVELOPMENT OF THE NATIONAL CURRICULUMOrganizational Structure of Secondary School Systemand Curriculum CyclesIntroducing general compulsory education at secondary school level requires therealization of the mandatory part of national curriculum for secondary school and the schoolcurriculum.The mandatory part of national curriculum stretches through all four years of secondaryschool, while the school curriculum is created depending on the type of school, thecomplexity of qualification and occupation, i.e. program, the profiling needs and affinities offirst occupation acquisition or of preparation for further education.General education curriculum at secondary school level will expand and deepen the contentand range of educational areas depending on the goals or competencies.Vocational education curricula will define educational goals according to the qualificationstudents need to acquire at secondary school level of education and the occupation forwhich the curriculum renders them competent. Vocational qualifications are derived fromthe examined and determined sectors, the sources for sector definition being human activityfields set in the context of social, cultural, economic and market demands. The technologyfor the construction of vocational curricula is based on defining qualification according to theexamined needs of labour market. Competencies educational goals are then derived fromvocational qualifications and job complexity.Given the possibility to acquire first occupation at the age of 16, the schools will develop2-year programs to acquire professional competencies, bearing in mind the establishedrelationship between general compulsory and school curriculum, and the real economic andmarket needs on the local, regional and national levels.23
Page 1: STRATEGY FOR THE CONSTRUCTION AND D
Page 4 and 5: Strategy for the Construction and D
Page 6 and 7: STRATEGY FOR THE CONSTRUCTION AND D
Page 9: Contents59111113151516ForewordIntro
Page 13 and 14: Aims and Objectives of the Strategy
Page 15 and 16: Identifying Conditions in Preschool
Page 17 and 18: Aims and Objectives of Curriculum C
Page 19 and 20: Particular goals of the national cu
Page 21 and 22: Curriculum AreasThe weak spot of Cr
Page 23: Organizational Structure of School
Page 27 and 28: The national curriculum presupposes
Page 29 and 30: It is necessary to determine the co
Page 31 and 32: Potential Learning DifficultiesImpl

NATIONAL CURRICULUM

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