NATIONAL CURRICULUM

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STRATEGY FOR THE CONSTRUCTION AND DEVELOPMENT OF THE NATIONAL CURRICULUMBy establishing these education institutions in the Republic of Croatia, the Ministryclearly demonstrates its intention to intensify and strengthen the reform strategy and itsimplementation.Basis for the Realization of the National CurriculumApart from the aforementioned requirements and proposals for the construction,implementation and development of the national curriculum, a higher priority is given to:• defining competencies for teachers and equalization of their initial education andtraining,• defining of competencies for principals, expert associates, mentors, counsellors,supervisors and inspectors,• training teachers, principals, expert associates, mentors, counsellors, supervisors andinspectors, based on the research of their actual education needs,• enabling education bearers to implement the curriculum,• clearly defining the roles, authority and responsibilities of all education bearers, and thedistinction between supervision and inspection,• ensuring constant expert support and help (in addition to the existing infrastructure)for curriculum implementation (office, department, unit) to teachers, principals, expertassociates, parents, local and regional government and to other partners in education,• publishing information materials and expert manuals,• allowing for school autonomy and decision decentralization,• providing material and personnel requirements for educational institutions,• providing legal regulation and adequate implementation acts.28
Potential Learning DifficultiesImplementing the national curriculum and carrying out external evaluation of educationrequires equal learning and teaching conditions. It is therefore necessary to construct anddevelop the minimal pedagogical standard, i.e. to equalize the education conditions.The experience in other countries shows that the most frequent problems and difficulties lie ineducation bearers’ fear of change, which diminishes the motivation to change. It is thereforeextremely important to inform the teachers, principals, expert associates, students, parents,and the general public of all the steps and activities of future changes.The resistance to change originates from the extremely high expectations, from the impatienceto wait for the results of changes to become more apparent, but also from the individual’sor groups’ standpoint that changes will not lead to improvements. It is therefore necessaryto timely inform change bearers of the activities planned, of the obstacles predicted and ofthe support needed during changes. It is necessary to train change bearers to efficientlycarry through the changes, to raise awareness on the contribution of each teacher in theimplementation of quality improvements in the area of education.Resistance towards performance evaluation is expected because of the prior lack ofevaluation and self-evaluation practice, and partially because of teachers’, principals’ andexpert associates’ lack of proficiency for this activity. It is necessary to systematically traineducation bearers in preschool institutions and in schools to practice evaluation and selfevaluation.Resistance to change will also appear considering the insufficient information exposureand the incomprehension of the goals of curriculum changes. It is therefore necessary toactualize the involvement of all direct and indirect education bearers by visiting schools andlocal communities, by public debates, lectures and discussions.It is exceptionally important to frequently inform, update and provide constant expert supportto change bearers.Disagreements between subject teachers, as well as between faculty representatives arepossible, especially regarding the importance of subjects and core program. This source ofconflict is to be eliminated because the new school presupposes goals higher than those ofseparate subjects (growing up and helping create multi-competent students capable for lifeand work).STRATEGY FOR THE CONSTRUCTION AND DEVELOPMENT OF THE NATIONAL CURRICULUM29
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 and 24: Organizational Structure of School
Page 25 and 26: • capacity for self-organized stu
Page 27 and 28: The national curriculum presupposes
Page 29: It is necessary to determine the co

NATIONAL CURRICULUM

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