Priključenje Republike Hrvatske programima EU u području obrazovanja Prof. dr. sc. Pero Lučin

Republic of CroatiaNegotiating team

Working group on chapter 25. Science and Resarch and chapter 26. Education and culture

Priključenje Republike Hrvatske programima EU u području

obrazovanjaProf. dr. sc. Pero Lučin

Dubrovnik 2. veljače 2006.

http://www.eu-pregovori.hr

CHAPTER 2CHAPTER 255GOVERNMENT OF THE REPUBLIC OF CROATIA

NEGOTIATING TEAM FOR THE ACCESSION OF THE REPUBLIC OF CROATIA TO THE EUROPEAN UNION

Obrazovanje i kultura (I)

Suradnja u području politike (policy) Education & training 2010

Ncaionalna politika razvitka sustava obrazovanja, strukovno obrazovanje i izgradnju nacionalnog sustava za osiguranje kvalitete obrazovanja

Nacionalna politika vezana uz Lisabonsku strategiju Strategija, policy paperi i akcijski planovi

Nacionalni akcijski plan provedbe Lisabonske strategije Nacionalna strategija za cijeloživotno učenje Indikatori Ciljevi i benchmark indikatori E&T

Mladi (Youth) Organizacija nacionalne politike za mlade Usklađenost i povezanost nacionalne politike za mlade sa ciljevima EU

Akcijski plan sukladan European Yout Pact Uspostaviti Vijeće mladih i prilagoditi regulativu Zakon o volunterima Organizirati info-centre i multifunkcionalne centre na nacionalnoj i lokalnoj razini

Kultura Organizacija nacionalne kulturne politike Prihvaćanje ciljeva postavljenih u Ugovoru o stvaranju EU i naša pozicija glede

prihvaćanja UNESCOve konvencije o kulturnoj raznolikosti Ratifikacija Konvencije o zaštiti i promicanju raznolikosti kulturnih izričaja



Programi zajednice Interni programi vezani uz E&T 2010

Decentralizirani programi (Socrates, Leonardo da Vinci itd) Integrated Lifelong Learning Programme (ILLP)

Administrativni kapacitet – Agencija za ILLP

E&T programi s eksternom dimenzijom Međunarodna suradnja s trećim državama Erasmus Mundus Tempus

Programi u području mladih Youth in action

Administrativni kapacitet - Agencija za mlade

Programi u području kulture Culture 2000 Culture 2007

Uključivanje u program Culture 2007

Progami za promicanje aktivnog europskog građanstva

Obrazovanje i kultura (II)



Obrazovanje i kultura (III)

Ostali instrumenti zajednice Europass

National Europass Correspondent - NEC Nacionalni centar za Europass

Savjet za strukovno obrazovanje Nacionalno vijeće za strukovno obrazovanje Agencija za strukovno obrazovanje Participacija u radu Savjeta – predstavnik Vlade, sindikata i poslodavaca.

Agencije Cedefop

Uključivanje Hrvatske u brojne aktivnosti Cedefopa u 2006. i 2007. godini.

ETF

Ostale obveze vezane uz acquis Obrazovanje djece migranata

Zakonsko rješenje Ne-diskriminacija između državljana EU i hrvatskih državljana

Zakonsko rješenje



Proljetni sastanak Europskog vijeća 2005, osvježavanje Lisabonske strategije uz novo partnerstvo za razvoj i zapošljavanje

Communication from the ECInvesting in research: an action

plan for Europe

Communication ftom the ECMaking a reality of The European Research Area: Guidelines for EU

research activities (2002-2006)

Lisabonska strategija

Europsko vijeće u Lisabonu“najkompetitivnija i najdinamičnija ekonomija temeljena na znanju u svijetu, sposobna za samoodrživi ekonomski razvitak, s povećanjem broja i kvalitete radnih mjesta te većom socijalnom kohezijom

2000 2001 2002 2003 2004 2005 2006

Communication from the ECMORE RESEARCH FOR EUROPE

Towards 3% of GDP

Europsko vijeće u Barceloni3 % GDP do 2010

financiranje iz privrede 2/3 ukupnog R&D



Financijska perspektiva 2007-2013.

Odluka Vijeća i ParlamentaOkvirni program za povećanje konkurentnosti i inovativnosti

(2007-2013)

• FP7 RTD Programme (2007-2013)• CIP Programme (2007-2013)• Euroatom Programme (2007-2013)• ILLP Programme (2007-2013)• Science and Society• Youtg in action Programme (2007)Communication from the EC

Više istraživanja i inovacija – investiranje za razvoj i zapošljavanje

Osvježavanje Lisabonske strategijeZajednički rad za razvoj i radna mjesta

2004 2005 2006 2007 2008 2009 2010

Communication from the EC Working together for growth and jobsA new start for the Lisbon Strategy



Razvoj i radna mjesta: novi početak Lisabonske strategije

Tri cilja• Europa privlačnije mjesto za investiranje i rad• Znanje i inovacija su srce Europskog razvoja• Oblikovanje politike koja će privredi omogućiti stvaranje većeg broja i kvalitetnijih radnih mjesta

Dvije glavne zadaće• osigurati snažniji i trajni razvoj • stvaranje većeg broja i boljih radnih mjesta

Nacionalni Lisabonski programi

Privlačnije mjesto za investiranje i rad• Proširivanje i produbljivanje unutarnjeg tržišta• Poboljšanje Europske i nacionalne regulative• Osiguravanje otvorenog i kompetitivnog tržišta unutar i izvan Europe• Širenje i unaprjeđivanje europske infrastrukture

Znanje i inovacija za razvoj• Povećati i poboljšati investiranje u istraživanja i razvoj (R&D)• Poticanje inovacija, korištenja ICT i održivo iskorištavanje resursa• Doprinos snažnoj industrijskoj bazi Europe

Stvaranje većeg broja i boljih radnih mjesta• Povećanje zapošljavanja i moderniziranje sustava socijalne zaštite• Poboljšati prilagodljivost radne snage i poduzeća te fleksibilnost

tržišta rada• Veće ulaganje u ljudski kapital kroz bolje obrazovanje i stjecanje

vještina

Key Areas Effective Internal Market Free & fair trade Better regulation Improving European infrastructure Investing in Research & Development Boosting innovation Creating a strong industrial base More and better jobs Adaptable workforce Better education and skills

“Kada planiraš za godinu, posadi kukuruz.Kada planiraš za desetljeće, posadi stabla.

Kada planiraš za cijeli život, uvježbaj i obrazuj ljude.”

Kineska poslovica: Guanzi (c. 645BC)

“Kada planiraš za godinu, posadi kukuruz.Kada planiraš za desetljeće, posadi stabla.

Kada planiraš za cijeli život, uvježbaj i obrazuj ljude.”

Kineska poslovica: Guanzi (c. 645BC)



Instruments for Lisbon goalsYouth

Council Resolution of establishing a framework for European cooperation in the youth field

Council in its conclusions of 14 February 2002

White Paper "A new impetus for European youth",

Youth in action 2007

The European Pact for Youth

2000 2001 2002 2003 2004 2005 2006



Reference levels of European average performance in education and training

(benchmarks)

Commission’s action plan for skills and mobility

Instruments for Lisbon goalsEducation and Training 2010.

2000 2001 2002 2003 2004 2005 2006

Council decission - Detailed work programme on the follow-up of the

objectives of educationand training in Europe

EC Comm. - Making a European area of lifelong

learning a reality

EC Comm. - Structural indicators

Council resolution on eLearning,

EC Comm. - Draft detailed work programme for the follow-up of the report on the concrete objectives of

education and training

Council Resolution of 13 July 2001 on the role of education and training in employment related policies.

EC Comm. on ‘The eLearning action plan — designing tomorrow’s education

EC Report -Concrete future objectives of education and training

EC Report -Memorandum on lifelong education and training’,

EC Comm. - The role of the universities in Europe of Knowledge"

Erasmus MunduseLearning programme

Promoting language learning and linguistic diversity. An action plan 2004-2006.

EC Comm. - Investing efficiently in education and training: an

imperative for Europe".

Education and Training 2010 Programme – Council 14. Feb.



• ne samo postignuća kroz formalno obrazovanje i talent, već i vještine, znanje i iskustvo (know-how), “prešutno znanje” ("tacit knowledge“), iskustveno znanje pojedinog znanstvenika.

• također, uključuje društveni kapital kojim se oblikuje rad znanstvenika: mreže i poznanstva, institucijsko okruženje, povezanost među organizacijama i institucijama. Te mreže (“društveni kapital”) integriraju i oblikuju znanstveni rad, omogućuju kumuliranje znanja i oblikovanje “važnih” istraživačkih problema, pomažu pokretljivosti znanstvenika i omogućuju kontakt s korisnicima, npr. partnerima iz industrije.

Apsorpcijski kapacitet za FP6 uključuje:• znanstvenu ekspertizu (ljudski kapital) • administrativnu podršku (ljudski kapital)• institucijsku infrastrukturu (fizički kapital)• legislativni okvir Ali, isto tako:• rukovođenje istraživanjima• menadžerske vještine • mogućnosti vježbanja (training) • brzi pristup do znanstvenih informacija• poboljšani komunikacijski sustav • suradnju sa SME• suradnju s ostalim EU R&D partnerima

Suština screeninga

Politika

Strategija

Akcijski plan

Kapaciteti

Administrativni kapacitet

Resursi (proračun)

Ljudski kapital Fizički kapaciteti

Oprema/infrastruktura

Financijska sredstva

Legislativni okvir +



Education and Training 2010Različiti sustavi, zajednički ciljevi

European Qualifications Framework for Lifelong Learning

3 cilja, 13 smjernica

2001. program za 10 godina

(2001-2010) E&T Programme

Lisabon 2000 Open Method of Coordination

Working groupsEducation and Training of Teachers and Trainers Key Competences Language Learning Information and Communication Technologies Maths, Science and Technology Making the best use of resources Mobility and European cooperation Open Learning Environment; Making Learning Attractive, Strengthening Links with Working Life and Society Active citizenship and social cohesion Reforming guidance and counselling Recognising non-formal and informal learning Measuring progress through indicators and benchmarks

Standing Group on Indicators and Benchmarks

Copenhagen process

Bologna process

• poboljšati kvalitetu i učinkovitosti obrazovnih sustava u EU;

• osigurati da su dostupni svima;

• otvoriti obrazovanje prema svijetu.



Europski kvalifikacijski okviri za cijeloživotno učenje

European Qualifications Framework for Lifelong Learning

• Povezivanje nacionalnih kvalifikacijskih okvira na EQF

• Dugoročni proces reforme• Kvalifikacije koje se temelje

na ishodima učenja• Nacionalni kvalifikacijski okvir

• Povezivanje nacionalnih kvalifikacijskih okvira na EQF

• Dugoročni proces reforme• Kvalifikacije koje se temelje

na ishodima učenja• Nacionalni kvalifikacijski okvir

Alat za prevođenje i uspoređivanje kvalifikacija

Alat za prevođenje i uspoređivanje kvalifikacija

Neutralna referentna točka koja se temelji na ishodima

studiranja

Neutralna referentna točka koja se temelji na ishodima

studiranja

Šire osobne i profesionalne kompetencije

Znanje

VještineZa

svaku razinu EQF

Fokus na ishodima učenjaFokus na ishodima učenja

EQFEQF

Neform

alno učenje Info

rmal

no u

čenj

e

Formalno učenje

Ishodi Ishodi učenjaučenja



Europski kvalifikacijski okviri za cijeloživotno učenje



Ne, u planu

Da

Da, proces započeo

Ne, u planu

Da

Da, proces započeo

Europske države s visoko-obrazovnim sustav strukturiranim u dva ciklusa (Bachelor-Master). – Izvor: Trends 2003.

Bolonjski proces (do 2005)

2002.2004.Prioriteti do 2005.Prioriteti do 2005. Promjena strukture visokog obrazovanja

(priprema programa I i II ciklusa) Uvođenje bodovnog sustava (ECTS) i

instrumenata za njegovu primjenu Priznavanje diploma i inozemnih

kvalifikacija

Prioriteti do 2005.Prioriteti do 2005. Promjena strukture visokog obrazovanja

(priprema programa I i II ciklusa) Uvođenje bodovnog sustava (ECTS) i

instrumenata za njegovu primjenu Priznavanje diploma i inozemnih

kvalifikacija



Ne, u planu

Da

Da, proces započeo

Ne, u planu

Da

Da, proces započeo


Bolonjski proces (2005 - 2006)

2002.2005. Prioriteti 2005 - 2006Prioriteti 2005 - 2006 Pokretanje programa I i II ciklusa Doktorski studiji Sustav za osiguranje kvalitete Sustav za priznavanje diploma i

instrumenti za prijenos kredita kvalifikacija

Priprema za mobility

Prioriteti 2005 - 2006Prioriteti 2005 - 2006 Pokretanje programa I i II ciklusa Doktorski studiji Sustav za osiguranje kvalitete Sustav za priznavanje diploma i

instrumenti za prijenos kredita kvalifikacija

Priprema za mobility



Ne, u planu

Da

Da, proces započeo

Ne, u planu

Da

Da, proces započeo



2002.2005.Prioriteti 2007 - 2009Prioriteti 2007 - 2009 Learning outcomes (ishodi studiranja) Nacionalni kvalifikacijski okviri (NQF) Mobility – uključivanje u Integrated

Lifelong Learning Programme (ILLP) Framework 7 Programme Sustav kredita i stipendija za studente

Prioriteti 2007 - 2009Prioriteti 2007 - 2009 Learning outcomes (ishodi studiranja) Nacionalni kvalifikacijski okviri (NQF) Mobility – uključivanje u Integrated

Lifelong Learning Programme (ILLP) Framework 7 Programme Sustav kredita i stipendija za studente



Ne, u planu

Da

Da, proces započeo

Ne, u planu

Da

Da, proces započeo



2002.2005.Prioriteti 2009 - 2011Prioriteti 2009 - 2011 Cijeloživotno učenje Definiranje obrazovnih razina (levels,

Doublin descriptors) Tipologija sveučilišta Fleksibilni putovi učenja Binarni sustav

Prioriteti 2009 - 2011Prioriteti 2009 - 2011 Cijeloživotno učenje Definiranje obrazovnih razina (levels,

Doublin descriptors) Tipologija sveučilišta Fleksibilni putovi učenja Binarni sustav



I: Unaprijeđenje kvalitete učitelja

The ageing of the teaching body is producing a more experienced teaching force, but also implies a challenge in terms of the motivation, retention and retirement of teachers. The retirement of up to 50% of the current teaching force within the next 15 years will necessitate the recruitment and training of at least one million new teachers.

• Indicator n°1 Age of teachers• Indicator n°2 Number of young people• Indicator n°3 Ratio of pupils to teaching staff



Broj mladih ljudi u EU



Nastavnici stariji od 50 godina



Broj učenika na jednog nastavnika

11,913,09



II. Razvijanje vještina za društvo temeljeno na znanju

analyses several key indicators related to indispensable skills and minimum attainment levels for the modern economy. The Council has set ambitious policy targets to improve participation rates and performance levels in education and training.

• Indicator n°4 Completion of upper-secondary education• Indicator n°5 Low-achieving students in reading literacy• Indicator n°6-8 Performance in reading, mathematics and science• Indicator n°9 Participation in education or training of initially low-qualified

people

European Benchmarks 2010• At least 85% of 22-year-olds in the European Union should have

completed upper-secondary education.• The percentage of low-achieving 15-year-olds in reading literacy in the

European Union should have decreased by at least 20% compared to the year 2000.



Djeca s niskom razinom pismenosti

??

??



Rezultati PISA

??

??



PISA

??

??



Udio djece koji završe srednju školu

69



Iste mogućnosti za sve



III. Povećanje upisa u studije prirodnih i tehničkih znanosti

focuses on the fact that an adequate supply of scientific specialists is essential for the EU in becoming the most dynamic and competitive knowledge-based economy in the world. The Stockholm European Council in 2001 highlighted the need to encourage young people, particularly young women, to become interested in scientific and technological studies.

• Indicator n°10 Enrolment in mathematics, science and technology• Indicator n°11-13 Graduates in mathematics, science and technology

European Benchmark 2010• The total number of graduates in mathematics, science and technology

in the European Union should increase by at least 15%, while at the same time the level of gender imbalance should decrease.



Povećanje broja studenata koji su diplomirali matematiku, prirodne i tehničke studije



Upisani diplomirani studenti matematike, prirodnih i tehnčkih studija

23,8

17,6



5,4

33,2



IV. Optimalna uporaba resursa

springs from the Lisbon European Council’s call for a “significant yearly increase in per capita investment in human resources.” Public investment in education and training (as a percentage of GDP) has increased in recent years, but there is increasing awareness of the need for efficient use of resources, including private investment.

• Indicator n°14 Public expenditure on education• Indicator n°15 Private expenditure on educational institutions• Indicator n°16 Enterprise expenditure on continuing vocational training• Indicator n°17-18 Total expenditure on educational institutions per pupil/student



Javno i privatno ulaganje u obrazovanje

4,63

??



Ulaganje privrede u obrazovanje i VET

??

3426

2191

2170



Relativno ulaganje u institucije po studentu/učeniku

23,3

23,6

36,9



V: Open Learning Environment

examines indicators relating to adult participation in lifelong learning. In a rapidly changing environment, individuals will have to update and complement their knowledge and skills continuously for personal and professional development.

• Indicator n°19 Participation in lifelong learning

European Benchmark 2010• The European Union average level of participation in lifelong learning

should be at least 12.5% of the adult working age population (25-64 age group).



Obrazovanje odraslih

2,3

2,3



Doškolovanje odraslih koji nemaju tercijarno obrazovanje

??



??



VI: Učiniti učenje atraktivnijim

looks at indicators relating to participation in education, based on the recognition that a minimum knowledge base is required in order to participate effectively in the knowledge society.

• Indicator n°20-21 Participation in continuing vocational training• Indicator n°22 Participation rates in education• Indicator n°23 Early school leavers

European Benchmark 2010• By 2010, an EU average rate of no more than 10% early school leavers

should be attained.



Udio mladih koji nisu u obrazovanju

4,7

4,7



Udio mladih u obrazovanju

??



??



VII: Poboljšanje učenja stranih jezika

monitors adherence to the Barcelona European Council’s recommendation that all European citizens should be taught at least two foreign languages from an early age.

• Indicator n°24 Pupils learning foreign languages• Indicator n°25 Number of foreign languages learned



Prosječan broj stranih jezika po učeniku

1,7



VIII: Mobilnost i suradnja

concentrates on the need to promote the free circulation of students and teaching staff within the EU, both as part of the process of internationalising European education and training systems to improve teaching and learning, and in order to foster international cooperation. Inward mobility is also an indicator of the relative attractiveness of the EU as a destination for academic and research talent.

• Indicator n°26 Mobility of teachers and trainers• Indicator n°27-29 Mobility of students and trainees



Udio stranih studenata

2,7



Udio studenata koji studiraju u drugoj državi



Mobilnost unutar Erasmus programa

‘’



Mobilnost nastavnika i mobilnost unutar programa Leonardo da Vinci

‘’

‘’



IX: Pristup ICT svima

follows from the precept that every citizen should be equipped with the skills needed to live and work in the new information society. The educational use of ICT accordingly features prominently in the Commission's e-learning strategy. The indicators utilised focus on the ICT infrastructure in schools and the place of ICT in the school curriculum.Not all of the thirteen concrete objectives of Education and Training 2010 are covered by the indicators listed above. Very important objective areas such as active citizenship,entrepreneurship and European co-operation are not currently covered. In other areas like teachers and trainers, languages and adult education, the indicators used neglect some important aspects.



Broj računala po učeniku

2318



Uravnotežen razvoj svih škola – broj računala po učeniku



Udio računala spojenih na Internet



4.7



71



2.3



2000 2005 2010 2015 2020 2025 2030

52,91% - 1.251.748

15,13% - 358.020

0,23% - 5.552

2.365.744

1.350.000 - 45,00%.

2.300.000

920.000 – 40,00%

46.000 – 2,00%

Sekundarno obrazovanje

Tercijarno obrazovanje

III ciklus

Poželjna obrazovna struktura (strategija)

Pero Lucin, May 2005.



Obrazovanje temeljeno na kompetencijama (ishodima učenja)

2005 2010 2015 2020 2025 2030 2035

Kuri

kulu

m t

em

elje

n n

a

ishodim

a u

čenja

Prvi značajniji učinci na

gospodarstvo

Prvi diplomanti – prvi doktorandi – prvi studenti

Prvi vidljivi učinci na ekonomiju

Prva generacija dipmomiranih studenata koji su počeli novi kurikulum u srednjoj školi

Prva generacija diplomiranih studenata koji su počeli s novim kurikulumom u 5. razredu osnovne škole

Prva generacija diplomiranih studenata koji su počeli s novim kurikulumom u 1. razredu osnovne škole

Prva generacija diplomiranih studenata koji su počeli s novim kurikulumom u vrtiću.

Pero Lucin, May 2005.



Integrated Lifelong Learning Programme (I)

Integrated Programme for Lifelong Learning

ComeniusSchool education

ErasmusHigher education & advanced training

Leonardo da Vinci

Initial and continuing VET

GrundtvigAdult education

Transversal programme4 key activities – Policy development; Language learning; ICT; Dissemination

Jean Monnet programme3 key activities – Jean Monnet Action; European Institutions; European Associations

The budget proposed was € 13 620 million.



Nacionalne agencije



At present, four Structural Funds allow the European Union to grant financial assistance to resolve structural economic and social problems :

• the European Regional Development Funds (ERDF), whose principal objective is to promote economic and social cohesion within the European Union through the reduction of imbalances between regions or social groups;

• the European Social Fund (ESF), the main financial instrument allowing the Union to realise the strategic objectives of its employment policy;

• the European Agricultural Guidance and Guarantee Fund (EAGGF - Guidance Section), which contributes to the structural reform of the agriculture sector and to the development of rural areas;

• the Financial Instrument for Fisheries Guidance (FIFG), the specific Fund for the structural reform of the fisheries sector.

Strukturalni fondovi

XXFIFG

X XXEAGGF

X XX XESF

XX X XERDF

EqualLeader +

Urban II

Interreg III

Objective 3

Objective 2

Outside Objective 1 regions

Objective 1



Financijska perspektiva 2007-2013

The maximum total figure for expenditure for EU 27 for the period 2007-2013 is € 862,363 million in appropriations for commitments, representing 1.045% of EU GNI.

The level for sub-Heading 1a) should provide adequate financing for initiatives taken at the European level in support of and in synergy with action by the Member States to contribute to the goals of the Lisbon Strategy. These are grouped under the following five broad objectives:

research and technological development,

connecting Europe through EU networks,

education and training,

promoting competitiveness in a fully-integrated single market, and

the social policy agenda.



Open method of coordination (OMC)Lisbon Strategy

37. Implementation of the strategic goal will be facilitated by applying a new open method of coordination as the means of spreading best practice and achieving greater convergence towards the main EU goals. This method, which is designed to help Member States to progressively develop their own policies, involves:

fixing guidelines for the Union combined with specific timetables for achieving the goals which they set in the short, medium and long terms;

establishing, where appropriate, quantitative and qualitative indicators and benchmarks against the best in the world and tailored to the needs of different Member States and sectors as a means of comparing best practice;

translating these European guidelines into national and regional policies by setting specific targets and adopting measures, taking into account national and regional differences;

periodic monitoring, evaluation and peer review organised as mutual learning processes.

38. A fully decentralised approach will be applied in line with the principle of subsidiarity in which the Union, the Member States, the regional and local levels, as well as the social partners and civil society, will be actively involved, using variable forms of partnership. A method of benchmarking best practices on managing change will be devised by the European Commission networking with different providers and users, namely the social partners, companies and NGOs.

39. The European Council makes a special appeal to companies' corporate sense of social responsibility regarding best practices on lifelong learning, work organisation, equal opportunities, social inclusion and sustainable development.



Sažetak Europske politike

Ujednačavanje standarda

Obrazovanje temeljeno na ishodima (kompetencijama)

Promjene paradigmi

Obrazovne razineFleksibilizacijaTržište/servisiPrivatno ulaganje



Prijetnje

“Nemojte me gnjaviti s novim idejama, vidite da moram u boj!”



This is “we”This is “we” This is ourThis is our strategystrategy

RealityReality ? ?



If you keep doing what you have always done,you're going to get what you always got.

Roderick G. W. Chu became Chancellor of the Ohio Board of Regents on January 1, 1998. His primary responsibility is to challenge and guide Ohio’s higher education system toward new levels of performance and achievement in serving students, Ohioans, and the nation.

Mijenjanje navika i ponašanja

Ako nastavite raditi ono što ste uvijek radili,dobit ćete ono što ste uvijek dobivali.



Zahvaljujem na pažnji!

Priključenje Republike Hrvatske programima EU u području obrazovanja Prof. dr. sc. Pero Lučin

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Transcript of Priključenje Republike Hrvatske programima EU u području obrazovanja Prof. dr. sc. Pero Lučin