natgillin/translations-raw huggingface dataset:
A number of problems are related to horizontal and vertical mobility of faculty and students.
Niz problema vezan je za horizontalnu i vertikalnu mobilnost nastavnika i studenata.
Programmes through which obtaining professional qualifications was linked to remaining in regional universities did not work.
Programi kojima se financiranje stručnog osposobljavanja vezalo za ostanak na regionalnim sveučilištima nisu uspjeli.
The question of the international competitiveness of teaching staff so far has not come up because the barriers to the employment of foreigners have been anyway quite insurmountable, and the curriculum is delivered exclusively in Croatian, while our academic area is not all that attractive.
Pitanje međunarodne konkurencije nastavnika dosad se nije postavljalo jer su barijere za zapošljavanje stranaca bile nesavladive, a nastavni se programi nude gotovo isključivo na hrvatskom jeziku, pa naš akademski prostor nije posebno privlačan.
We have often thought of mobility of highly educated people in the sense of the brain drain.
Cesto smo o mobilnosti visokoobrazovanih razmišljali u kategoriji “odljeva mozgova”.
If there had been a political will, this drain might have been made up with an inflow from other countries, as is the case with our neighbours in Slovenia.
Da je za to postojala politička volja, taj se odljev mogao nadoknaditi “priljevom” iz drugih zemalja, kao što su činili naši susjedi u Sloveniji.
Croatia has not been included in the PHARE and Socrates programmes for student and faculty exchange, and this has been a great barrier to integration.
Hrvatska nije bila uključena u programe PHARE i Socrates za razmjenu studenata i nastavnika, i to je bila velika prepreka integracijama.
Students and teachers had few chances to work with their fellows at foreign universities.
Studenti i nastavnici nisu imali priliku surađivati s kolegama na stranim sveučilištima.
Most of such mobility programmes no longer exist, and Croatia will have to finance such an ostensibly simple task the attainment of real integration into the European higher education area - from domestic budgetary sources.
Većina takvih programi mobilnosti više ne postoji, pa će Hrvatska ostvarivanje tog naoko jednostavnog cilja - postizanje stvarne integracije u europski prostor visokoga školstva očito morati financirati iz domaćih proračunskih sredstava.
We will find it hard to make up for this lost step.
Taj izgubljeni korak teško ćemo nadoknaditi.
Many experts believe that Croatia has highly qualified personnel who can easily compete in Europe and the world, and that at least some institutions have a high reputation of the kind they once had, in the time of the cold war.
Mnogi stručnjaci vjeruju da Hrvatska ima visokokvalificirano osoblje koje lako može konkurirati u Europi i svijetu, te da barem neke institucije imaju visoku reputaciju kakvu su imale nekoć (u doba hladnoga rata).
However, the competition of experts from other parts of Europe has become such that highly educated personnel from Croatia have become practically invisible in Europe.
Nažalost, konkurencija stručnjaka iz drugih dijelova Europe postala je tako jaka da je vioskoobrazovani kadar iz Hrvatske za Europu postao nevidljiv.
Our broadspectrum education was good as a qualification in third wave conditions - in conditions of industrialisation, but it is insufficiently specialised in conditions of the knowledge industry or information technology.
Naše obrazovanje širokoga spektra bilo je dobro kao kvalifikacija u uvjetima “trećega vala” - u uvjetima industrijalizacije, ali ono je uglavnom nedovoljno specijalizirano u uvjetima “industrije znanja” ili informatičke tehnologije.
This does not mean that we do not have good information scientists, rather that other specialists make too little use of informatic technology.
To ne znači da ne raspolažemo dobrim informatičarima, već da se drugi stručnjaci nedovoljno koriste informatičkom tehnologijom.
However, the EU has understood that the brain drain is actually weakening the social and cultural capital of those countries that need them most, and so mobility programmes expressly state the necessity of the return of experts to their native countries.
Međutim, pozitivna je činjenica da je EU shvatio kako brain drain de facto oslabljuje kulturni i socijalni kapital upravo onih zemalja koje ga najviše trebaju, stoga programi mobilnosti izrijekom ističu nužnost povratka stručnjaka u matične zemlje.
Financial irrationality.
Financijska neracionalnost.
In a system of disintegrated universities great problems arise in the irrational spending of money, or the wastage of academic resources.
U sustavu dezintegriranih sveučilišta nastaju veliki problemi zbog neracionalnosti trošenja novca odnosno rasipanja akademskih resursa.
This is visible from the fact that every faculty has its own teaching staff for any given subject.
To je vidljivo iz činjenice da svaki fakultet ima svoje nastavnike za identične predmete na različitim fakultetima.
For some this problem is only nominal, since a large number of students anyway have to be catered for with a larger faculty.
Za neke je taj problem tek nominalan (jer bi veći broj studenata ionako zahtijevao više nastavnika).
However, the irrationality is then seen in the accumulation of administrative staff and the absence of inter-faculty and interdisciplinary programmes (Polšek, 2003; Bajo, 2003).
Međutim, neracionalnost se ogleda u gomilanju administracije i pomanjkanju međufakultetskih ili interdisciplinarnih programa (Polšek, 2003; Bajo, 2003).
Poor government administration.
Loše stanje državne uprave.
The administration responsible for the area of higher education is in a very poor state, and according to its own structure of qualifications cannot satisfy the most elementary requirements for the running of a higher education policy.
Državna uprava mjerodavna za područje visokoga školstva u vrlo je lošem stanju i prema strukturi kvalifikacija ona ne može zadovoljiti elementarne zahtjeve vođenja visokoobrazovne politike.
It does not keep elementary statistics, nor are there any means to force the institutions to keep the relevant statistics.
Ne postoji sustavno vođenje statistika niti sredstva kojima bi se institucije sustava prisilile da vode relevantne statistike.
However, for the functions that should exist according to the Bologna Process (for ENIC/NARIC for example, or for the recognition of diplomas) there are no offices with specially qualified personnel.
Međutim, za funkcije koje bi prema Bolonjskome procesu trebale postojati (primjerice, za ENIC/NARIC - odnosno nostrifikacije diploma), ne postoje posebni kadrovski opremljeni uredi.
The problems of the dual system.
Problemi dualnoga sustava.
A number of problems were introduced with the binary or dual system of 1998, that is, the separation of professional/vocational and scientific/scholarly courses and institutions.
Niz problema uveden je binarnim (ili dualnim) sustavom 1998. godine, odnosno razdvajanjem stručnih i znanstvenih studija i institucija.
At Croatian universities there are four-year courses that are rather vocational than scientific or scholarly, and students are offered the same courses, with the same teachers, in professional and vocational as well as in academic studies.
Na sveučilištima u nas, naime, postoje četverogodišnji studiji koji su zapravo “stručni” a ne “znanstveni”, pa se studentima nude isti studiji, čak s istim nastavnicima, jednom kao “stručni”, a drugi put kao “znanstveni”.
Most of these professional/vocational courses of study are done at the universities, with a different institutional name.
Većina tih stručnih, veleučilišnih studija održava se na sveučilištima, samo pod drugim institucionalnim imenom.
In reality, institutional separation never occurred.
Do institucionalnog razdvajanja u stvarnosti nikada nije došlo.
In almost all cases where it did there are unsettled matters of assets and property, even court cases at the expense of the taxpayer.
U gotovo svim primjerima postoje neriješena imovinska pitanja, pa čak i sudski sporovi na teret poreznih obveznika.
According to data from 2001, at three Croatian polytechnics not a single person was actually employed, not even dean or rector.
Prema podacima iz 2001. godine, na tri hrvatska veleučilišta nije bilo nijedne zaposlene osobe, uključujući i funkciju rektora.
For the 19,529 students, a number which is much larger today, teaching is carried out by 91 lecturers, of whom only 25 have the rank of academic teacher (for all data see Polšek, 2002).
Za 19 529 studenata (danas je taj broj bitno veći) nastavu obavlja 91 predavač, od kojih samo 25 ima znanstveno-nastavno zvanje (za sve podatke v. Polšek, 2002).
Teaching is mainly done by teachers from the universities, but this outsourcing reduces the quality of teaching at the universities.
Nastavu uglavnom obavljaju nastavnici sa sveučilišta, ali taj outsourcing smanjuje kvalitetu nastave na sveučilištima.
The small costs, the short time the courses last, and the large number of students who pay for their professional course (63%) make such courses economically extremely attractive.
Niski troškovi, kratko vremensko trajanje studija i velik broj studenata koji plaćaju “stručni” studij (63%) čine takve studije gospodarski vrlo atraktivnima.
But the profitability of such courses does not translate into quality: what is more, in a large number of cases these vocational or professional studies are a smokescreen for the provision of additional sources of income for the universities or, of course, for completely private interests.
Ali ekonomska profitabilnost takvih studija nije se pretočila u kvalitetu: štoviše, vrlo su često “stručni” studiji paravan za dodatni izvor prihoda sveučilišta ili čak za posve privatne interese njihovih nositelja.
Although in itself beneficial, the entrepreneurial mentality of the polytechnics is eroding the scientific and scholarly and professional core of instruction.
Premda sam po sebi koristan, poduzetnički mentalitet veleučilišnih institucija nagriza znanstvenu i stručnu jezgru nastave.
The fact that it is the same teachers working at both kinds of institutions and in both kinds of courses aggravates the already large problem of the lack of pragmatism in the courses, i.e., the separation of academic content and real life.
Činjenica da isti nastavnici uglavnom rade na obje vrste institucija i studija otežava ionako velik problem nepragmatičnosti studija, tj. problem odvojenosti studija od prakse i stvarnog života.
In spite of the fact that a number of European countries have a dual system and that it is one of the aims of the BP, our particular dual system is not settled in an ideal way, and its introduction in 1998 jeopardised the whole system of higher education in various ways.
Unatoč činjenici da dualni sustav danas ima velik broj europskih zemalja, te da je predviđen Bolonjskim procesom, naš “dualni” sustav nije idealno riješen i njegovo je uvođenje 1998. de facto na različite načine ugrozilo cijeli sustav visokoga školstva.
Quality control and employment.
Kontrola kvalitete i zaposlenost.
All external, or international, evaluations of the quality of our tertiary institutions (Salzburg Seminar 2000, CRE 2000) highlight the problem of employment in the area of higher education and science.
Sve eksterne (međunarodne) procjene kvalitete naših visokoškolskih institucija (Salzburg seminar, 2000; CRE Review, 2000) ističu problem zaposlenosti i zapošljavanja u području visokoga školstva (i znanosti).
The faculty is relatively old and immobile.
Nastavničko je osoblje razmjerno staro i nemobilno.
In spite of certain statutory prerogatives for the renewal of teaching staff, these provisions are not actually used.
Unatoč nekim zakonskim prerogativima za obnovu nastavnoga osoblja, te se zakonske odredbe ne primjenjuju.
The programmes for hiring research fellows are very welcome, but they will not settle any problems until systems for the elimination of incompetence are introduced.
Programi zapošljavanja znanstvenih novaka svakako su dobrodošli, ali oni neće riješiti probleme sve dok se ne uvedu sustavi eliminacije nekvalitete.
In fact, in the system of lifetime employment, taking on research fellows will create a bottleneck and frustrate the further hiring of young people.
Štoviše, u sustavu “stalne zaposlenosti” (de facto), oni će zapravo stvoriti “usko grlo” i onemogućiti daljnje zapošljavanje mladih.
This is a problem of almost all European countries.
Ali to je problem gotovo svih europskih zemalja.
However, academic productivity statistics (Jovičić et all.
Međutim, statistike znanstvene proizvodnje (Jovičić i sur.,
2002) show that employment sclerosis has direct scientific consequences.
; Sorokin i sur.,
In spite of the so-called Matthew Effect in science - unto those that have shall be given - the number of science references falls off with age of teaching and scientific staff.ix
2002) pokazuju da skleroza u zapošljavanju ima izravne znanstvene posljedice: broj znanstvenih referenci, unatoč tzv. “Matejevu učinku efektu” u znanosti (“tko ima - dat će mu se”) pada s rastom prosječne starosti nastavnoga i znanstvenog osoblja.xi
Lifelong learning.
Cjeloživotno obrazovanje.
Programmes for lifelong learning are on the whole considered an extension of the fifth or sixth grade (as supplement to secondary or even elementary school) in spite of the fact that some “open universities” provide certificates that are like those of higher education.
Programi cjeloživotnoga obrazovanja uglavnom se smatraju produžetkom nastave petog ili šestog stupnja (kao dopuna srednjoj ili čak osnovnoj školi), unatoč činjenici da neka “otvorena sveučilišta” nude diplome nalik na visokoškolske.
However, although professional/vocational (polytechnic) courses of studies are burgeoning, many elementary vocations and trades are crying out for labour.
Međutim, premda bujaju “stručni”, tj. veleučilišni studiji, mnoge elementarne struke, obrti, vape za stručnom radnom snagom.
Because of the awareness that Croatia will soon have the need for a highly specialised labour force, the European Commission in collaboration with the Education Ministry has set up a special non-governmental organisation in order to kick-start reform of vocational education.
Zbog svijesti da će Hrvatskoj u budućnosti biti potrebna vrlo specijalizirana radna snaga, Europska je komisija u suradnji s Ministarstvom prosvjete ustanovila posebnu nevladinu organizaciju kako bi se potaknula reforma "vokacijskog" obrazovanja.
However, because of the increasingly strong competition in the world market, the narrow specialisation needs to be supplemented with lifelong education because of the need for retraining.
Međutim, zbog sve jače konkurencije na svjetskom tržištu usku je specijalizaciju potrebno dopunjavati cjeloživotnim obrazovanjem zbog mogućnosti prekvalifikacije.
There are exceptionally few such programmes in our country.
Takvih je programa u nas izuzetno malo.
Poor collaboration between business and higher education.
Slaba suradnja gospodarstva i visokoga školstva.
Collaboration between business and public higher education establishments is merely symbolic.
Suradnja gospodarstva i državnih visokoškolskih ustanova simbolična je.
The Chamber of Commerce and some important Croatian industries have often stated that the qualifications handed out at the universities are not good enough to warrant employment in their companies.
Gospodarska komora i neki važni hrvatski industrijski subjekti cesto su isticali kako kvalifikacije koje se dodjeljuju na sveučištima nisu dovoljno dobre za zapošljavanje u njihovim organizacijama.
On the other hand, it is almost impossible for business to exert any influence on the curriculum.
Usto, utjecaj gospodarstva na izgradnju programa gotovo je nemoguć.
For several reasons, the universities always look at such proposals for curricular reform with suspicion; first they think that scientific or scholarly education is more fundamental than pragmatic needs and that pragmatism leads to cutting standards; secondly, the pragmatism of such requirements should be concerned with vocational and not university studies; thirdly, among the teachers there is a justified fear that such programmes would introduce quality criteria that they themselves would not be able to satisfy.
Zbog nekoliko razloga sveučilišta na takve prijedloge reforme nastavnih programa gledaju sa sumnjom: prvo, ona smatraju da je “znanstveno” obrazovanje fundamentalnije od pragmatičnih potreba te da se pragmatičnošću “snižava” razina studiranja; drugo, pragmatizam takvih zahtjeva legalno se treba usmjeriti na stručne a ne na sveučilišne studije; treće, među nastavnicima postoji opravdana bojazan da bi takvi programi uveli kriterije kvalitete koje oni sami ne mogu zadovoljiti.
Finally, there is the legislation that does not make possible or rather essentially hampers the transfer of expertise from business into HE without the necessary academic degrees for teaching.
Naposljetku, tu je i zakonska regulativa koja ne omogućuje ili bitno otežava transfer stručnosti bez potrebnih akademskih stupnjeva u nastavu.
Higher education marketing.
Marketing visokoga školstva.
Although there are university days when the activities of the higher education institutions are highlighted, no systematic marketing of Croatian education exists.
Premda postoje dani sveučilišta na kojima se oglašavaju aktivnosti visokoškolskih institucija, sustavni marketing hrvatskoga školstva ne postoji.
Entrepreneurship has been a double-edged sword in the Croatian HE market: the increase in the number of students did not accompany an analogous increase in investment, but led to the reduction of the quality of teaching.
Na domaćem tržištu takva je poduzetnost bila dvosjekli mač: povećanje broja studenata nije pratilo analogno povećanje ulaganja u atraktivnije struke već je smanjivala kvalitetu nastave.
There is a very real danger that the institutions that are most ambitious with respect to marketing will with the new law on university autonomy experience the entry quotas as disincentives and be brought down to the level of the unambitious.
Posve je realna opasnost da se marketinški najambicioznije institucije novom zakonskom regulativom (o autonomiji sveučilišta) upisnim kvotama destimuliraju i izjednače s onim neambicioznijima.
All these facts demonstrate that in the area of higher education we are keeping the older model of other branches: we adhere to the law, as expected from us, and yet the rules are only a first step, and mostly not crucial for real integration and enhanced competitiveness.
Sve navedene činjenice govore da i na području visokog obrazovanja nastavljamo naš stariji model drugih grana: slijedimo prijedloge zakonske regulative koja se od nas zahtijeva, ali ta je zakonska regulativa tek prvi korak, koji najčešće nije presudan za stvarnu integraciju i pojačanje konkurentnosti.
With the Science and Higher Education Law of July 2003 and ratification of the Lisbon Convention (2002) almost all the legal barriers for Croatian HE to join Europe have been removed.
Zakonom o znanstvenoj djelatnosti i visokom školstvu iz srpnja 2003. te ratificiranjem Lisabonske konvencije (2002) skinute su gotovo sve legalne barijere za “priključenje Europi”.
Unlike other areas, it would seem that in the area of higher education there will not be any problems with the actual laws.
Za razliku od drugih područja, čini se da na području visokoga školstva neće biti problema sa zakonskom regulativom kakvi postoje na drugim područjima.
This is good news.
To je dobra vijest.
But even the task of following European trends can be a problem if the government administration and university administration are not strengthened.
Ali čak bi i taj zadatak slijeda europskih trendova mogao postati problem ako se ne pojača državna uprava i sveučilišna administracija.
It is completely possible and realistic that we will join Europe in terms of law, but that we will become increasingly distant from it if law reform is not accompanied by real changes in the area; that increasing numbers of students will study abroad and that the rate of the brain drain will increase and more and more teachers will consider other countries and universities more attractive.
Nadalje, posve je moguće, a i realno, da ćemo zakonodavno biti “priključeni Europi”, a da ćemo se od nje, ne bude li reforma zakona pratila stvarne promjene na tom području, sve više udaljavati: da će sve više studenata studirati u inozemstvu i da će se stopa brain draina pojačavati te da će sve više nastavnika smatrati druge zemlje i sveučilišta atraktivnijima.
The consequences of this voluntary accession will then be disastrous.
Posljedice takvoga dobrovoljnog “priključka” tada će biti loše.
The primary aims of the BD are not to force member countries or signatories to work in some direction they do not themselves want, but to encourage consideration about what contributes to the general attractiveness of some education system, and work along these lines.
Primarni ciljevi Bolonjske deklaracije, međutim, nisu prisiljavanje zemalja članica ili potpisnica da djeluju u nekom smjeru koji same ne žele, već da potaknu na razmišljanje o tome što pridonosi općoj atraktivnosti nekog obrazovnog sustava, kao i na djelovanje u tom smjeru.
For this reason then it is a good idea to be prepared for harsh competition among universities and other tertiary level institutions, by the introduction, for instance, of new and attractive curricula with highly qualified personnel capable of transmitting their knowledge not only in their own but also in some widely-used language.
Valja se stoga pripremiti na oštru konkurenciju među sveučilištima i drugim visokoškolskim ustanovama uvođenjem novih i atraktivnih programa s visokokvalificiranim osobljem sposobnim da svoje znanje prenese ne samo na vlastitom, nego i na nekom drugom svjetskom jeziku.
It is necessary to organise international programmes with international certificates.
Potrebno je organizirati međunarodne programe s internacionalnim diplomama.
It is necessary to prepare for sharp competition among the teachers and students by supplying attractive and technologically demanding programmes.
Potrebno se pripremiti i za oštru konkurenciju među samim nastavnicima i studentima ponudom atraktivnih, visokostručnih i tehnološki zahtjevnih programa.
Only by improving the real quality of teaching and research shall we be able to become genuine partners in a united Europe.
Tek ćemo takvim poboljšanjem stvarne kvalitete nastave i istraživanja moći postati pravi partneri u ujedinjenoj Europi.
Consoling, however, is the fact that in this newly opened market for ideas and students, our problems are not ours alone.
Tješi nas, međutim činjenica da na tom novootvorenom tržištu ideja i studenata naši problemi nisu samo naši.
Most of the countries in Europe at the moment have a negative balance sheet of that social capital we call students.
Većina zemalja Europe trenutačno ima negativnu bilancu socijalnog kapitala koji zovemo studentima.
But from this we should not conclude that moves forward are therefore not necessary, because without mobility, with some new form of fencing, we shall not achieve the quality necessary in this market.
Ali iz toga ne smijemo zaključiti da pomaci nisu potrebni, jer bez mobilnosti, novim zatvaranjem, nećemo postići kvalitetu koja je potrebna na tome tržištu.
Since language (English) is today the main criterion for the creation of such a balance sheet, then we should see a chance for Croatia in this, for our starting position is according to this criterion nothing worse than those of many countries, particularly those with a great cultural tradition, that are still endeavouring to retain only the domestic market.
Budući da je (engleski) jezik danas glavni kriterij stvaranja takve bilance, u tome treba vidjeti našu šansu jer naša početna pozicija (naoko loša) prema tome kriteriju nije ništa lošija od brojnih zemalja, pogotovo onih s golemom kulturnom tradicijom, koje se i dalje upinju da zadrže samo domaće tržište.
If we make use of it, we shall thus become an equal partner in the world market for knowledge and ideas.
Iskoristimo li je, tek ćemo time postati ravnopravni partneri na svjetskom tržištu znanja i ideja.