期刊名称：METODIKA Journal of Theory and Application of Teaching methodologies in Preschool, Primary, Secondary and Higher Education
印刷版ISSN：1332-7879
出版年度：2007
卷号：8
期号：15
页码：305-320
出版社：METODIKA Journal of Theory and Application of Teaching methodologies in Preschool, Primary, Secondary and Higher Education
摘要：Summary – The article is an introductory summary of the thematic volume that presents the results of the comparative analysis of the national framework curricula of 11 European countries (a sample of old and new EU members) and Croatia conducted between 2002 and 2005. The results of the analysis show signifi cant conceptual, structural and content-oriented differences between teaching programmes in Croatia and the national curricula of the countries in the sample. Although there are signifi cant differences between the national curricula of the countries in the sample, unlike Croatia, all the countries have outcome based national curricula (documents focused on educational outcomes, or operationally formulated goals of education). Furthermore, in contrast to the Croatian case where the teaching programmes are centralised and insuffi ciently internally coherent (i.e. with insuffi cient interconnections between the individual subject programmes), the national curricula of the countries in the sample exhibit higher degree of integration. Most countries have a national curricular framework that approaches the national curriculum as a unifi ed whole, widely defi ned curricular areas whose content is interlinked through common educational outcomes and explicitly defi ned cross-curricular topics. The curricula of European countries also develop students’ competences that are absent from the Croatian teaching programmes: such as entrepreneurship, and information-communication competence as a crosscurricular theme. Finally, the development of the national curricula in European countries charts a course of development of key competences the students need in order to live in the knowledge society. They are currently working on integrating the key competences for knowledge society (the concept of lifelong learning) defi ned on the pan-European level through the European competence framework.
