natgillin/translations-raw huggingface dataset:
At the end of 2003, the position of EU countries, or their representatives in the area of public education, is still vague with respect to the negotiations that are being held within the framework of the WTO, i.e., GATS, the General Agreement on Trade in Services.
Krajem 2003. pozicija zemalja EU-a, odnosno njihovih predstavnika na području visokoga školstva, još je posve nejasna s obzirom na pregovore koji se vode unutar Svjetske trgovinske organizacije, tj. Općeg sporazuma o trgovini na području usluga (GATS).
Increasing requirements for accountability to sources of financing, i.e. to the public, knowledge that on the world market competition is increasingly knowledge-based, and finding solutions for the problems of unemployment create the need to make knowledge serve the public and the economy.
U kontekstu sve veće potrebe za odgovornošću obrazovnih subjekata prema izvorima financiranja (tj. javnosti) te spoznaje da se na svjetskom tržištu sve više konkurira znanjem, kao i radi rješavanja problema nezaposlenosti, pojavljuje se sve veća potreba da se znanje stavi na raspolaganje gospodarskim subjektima.
This trend is manifested in a number of ways: through attempts to abbreviate courses, by the ever-increasing stress on the technical skills of students, and the creation of life-long education programmes, and by the need for the retraining of personnel that have already qualified.
Taj se trend očituje na nekoliko načina: pokušajima skraćenja studija, sve većim isticanjem tehničke osposobljenosti studenata i isticanjem cijeloživotnoga obrazovanja, odnosno zahtjevom doškolovanja već osposobljenih kadrova.
The inertia and rigidity of traditional institutions of higher education lead them to resist such governmental attempts.
Krutost i inercija tradicionalnih institucija visokoga školstva opire se takvim pokušajima vlade.
For these institutions, such new imperatives entail numerous technical difficulties: How can one recognise the value of other qualifications?
Za institucije visokoga školstva takvi novi imperativi stvaraju brojne tehničke teškoće: kako priznavati vrijednost tuđih kvalifikacija?
In which way can the values of individual courses or subjects be compared?
Na koji način uspoređivati vrijednost pojedinih studija ili nastavnih predmeta?
How can a curriculum that is theory-based be quickly made pragmatic?
Kako teorijski postavljenu nastavu u kratkom vremenskom razdoblju pretvoriti u “pragmatičnu”?
How can curricula be shortened and pragmatised without consequences for the employment structure?
Kako skratiti i pragmatizirati nastavni program a da se ne zadire u strukturu kadrova?
All these trends indicate that there is a very dynamic reform process in higher education in Europe, and that in spite of all declarations, because of the opposed interests of local stakeholders, the outcome of these reforms is far from clear.
Svi navedeni trendovi potvrđuju da je riječ o dinamičnom procesu reformiranja visokoga školstva u Europi i da, unatoč deklaracijama, zbog suprotstavljenih interesa zainteresiranih subjekata na domaćem planu ishod tih reformi nije posve izvjestan.
For this reason, declarations of the EU give governments the means to start off reforms at the domestic level.
Upravo zbog toga deklaracije EU-a pružaju vladama sredstva za pokretanje reformi na domaćem planu.
The name for such a reform process for all the structures of higher education in Europe, according to the declaration by which the EHEA imperatives were set up, is called the Bologna Process.
Ime za takav proces reformiranja svih struktura visokoga školstva u Europi, prema deklaraciji kojom su ustanovljeni imperativi EHEA, zove se Bolonjski proces.
The reform process should be completed by 2010.
Proces reformi trebao bi završiti do 2010. godine.
THE BOLOGNA DECLARATION AND THE BOLOGNA PROCESS
BOLONJSKA DEKLARACIJA I BOLONJSKI PROCES
The BD, documents connected with the Bologna Process, with the so-called Lisbon Convention on the mutual recognition of degrees, are almost the only and certainly the main instruments with which the EU countries and the accession countries and potential accession countries are attempting to realise common aims in the area of higher education.
Bolonjska deklaracija, dokumenti vezani za Bolonjski proces, uz tzv. Lisabonsku konvenciju o međusobnome priznanju akademskih stupnjeva i diploma, gotovo su jedini, a svakako glavni instrument kojim zemlje EU-a, zajedno sa zemljama pristupnicama i onima koje bi to željele postati pokušavaju ostvariti zajedničke ciljeve na području visokoga školstva.
The BD was signed by 29 European countries on June 19, 1999“
Bolonjsku deklaraciju potpisalo je 19. lipnja 1999. dvadeset i devet europskih zemalja.iii
The BD states that the area of higher education is a social area that can create a “more perfect and influential Europe”, particularly through the building up and reinforcement of common democratic, cultural, social, scientific and technological dimensions.
U Bolonjskoj deklaraciji ističe se da je područje visokoga obrazovanja društveno područje koje može stvoriti “savršeniju i utjecajniju Europu”, posebno izgradnjom i jačanjem zajedničkih demokratskih, kulturnih, društvenih, znanstvenih i tehnoloških dimenzija.
The aims of it are:
Njezini su ciljevi:
• Acceptance of a system of easily identifiable and comparable academic and professional qualifications, and the introduction of diploma supplements, for the sake of more rapid and easier employment, and the international competitiveness of the EHEA.
• prihvaćanje sustava lako prepoznatljivih i usporedivih akademskih i stručnih stupnjeva te uvođenje dodatka diplomi radi bržega i lakšeg zapošljavanja i međunarodne konkurentnosti EHEA
• Acceptance of a uniform system of two study cycles for undergraduate and graduate degrees.
• prihvaćanje jedinstvenog sustava dvaju ciklusa studiranja, dodiplomskoga i poslijediplomskoga.
A three-year course is a necessary qualification on the European labour market, and the second cycle leads to a master's or doctor's degree.
Trogodišnji je studij nužan uvjet kvalifikacije na europskom tržištu rada, a drugi vodi magisteriju ili doktoratu
• Introduction of a credits system (ECTS); credits may be accumulated even outside the formal system, through the lifelong learning programmes (LLL).
• uvođenje bodovnog sustava (tzv. ECTS), a bodovi se mogu akumulirati i izvan visokoškolskog obrazovanja, tzv. lifelong learning (LLL) programima
• Promotion of mobility and surmounting barriers to free movement for students and faculty.
• promicanje mobilnosti i prevladavanje zapreka slobodnom kretanju studenata i nastavnika
• Promotion of European cooperation in quality assurance.
• promicanje europske suradnje u osiguranju kvalitete
• Promotion of the European dimension in the area of higher education."
• promicanje potrebne europske dimenzije u području visokoga školstva.iv
However, the Bologna Process has not yet set up either the key principles to make the EHEA more attractive or the principles of mobility.
Bolonjski proces, međutim, još nije odredio neka ključna načela za poticanje atraktivnosti europskoga prostora visokoga školstva, kao ni načela mobilnosti.
For example, will courses for foreign students be free, will mobility still rest on special tenders and programmes for the mobility of students and faculty, or will the market criterion be introduced - willingness to pay fees.
Primjerice, takva su pitanja hoće li studiranje za strane studente biti besplatno, hoće li i dalje ostajati na posebnim natječajima i “programima” mobilnosti studenata i nastavnika ili će se pak uvesti tržišna mjera - školarina.
Considering the resistance to reforms of some important countries, like Germany, which does not have a uniform, countrywide educational policy, but has a two tier system and a very firmly established four-year course; or France, where there are fears concerning the establishment of common criteria for the evaluation of the quality of the HE institutions, the question arises as to whether the proposal for a uniform timetable of 3+2+3 will be upheld.
S obzirom na otpore reformama nekih važnih zemalja poput Njemačke, koja nema obrazovnu politiku na razini cijele države, two tier sustavv (najprije diploma potom magisterij) i vrlo čvrsto utvrđeni četverogodišnji studij, ili pak Francuske koja se pribojava ustanovljivanja zajedničkih kriterija za procjenu kvalitete visokih škola, postavlja se također pitanje hoće li biti zadržan prijedlog o jedinstvenom vremenskom načinu studiranja 3+2+3.
There is also an idea about the codification of doctoral studies, which have in many countries been structured exclusively through the relationship of student and tutor.
Postoje također ideje o kodifikaciji doktorskih studija, koji su dosada u velikom broju zemalja strukturirani isključivo odnosom mentora i kandidata.
From all these concerns it should be concluded that the Bologna Process is indeed just a process of democratic negotiations concerning the generally desirable means and objectives of integration.
Stoga treba zaključiti da je Bolonjski proces tek “proces” demokratskog preispitivanja općepoželjnih sredstava i ciljeva integracije.
It has sketched out the space, in which many ideas however are not completely articulated.
Riječ je o ocrtavanju prostora u kojemu mnoge ideje još nisu posve dorečene.
Still, the objectives mentioned above are strong points of reference.
Ipak, spomenuti su ciljevi čvrsta uporišta.
Progress in their realisation is tracked by the European Commission in bi-yearly reports.
Dvogodišnjim izvješćima Europske komisije prati se napredak u njihovoj realizaciji.
EUROPEAN HIGHER EDUCATION AREA OBJECTIVES REALISATION
POSTIZANJE CILJEVA EUROPSKOGA VISOKOŠKOLSKOG PROSTORA
Coordination of measures and the foreseen objectives of the Declaration is done by the European Commission, that is, by the General Directorate for Education and Culture.
Usklađivanje mjera i predviđenih ciljeva (tzv. monitoring deklaracije) trajno prati Europska komisija, odnosno Generalni direktorat za obrazovanje i kulturu.
While reports are being written, contacts are made with the European University Association (EUA), European Associations in Higher Education (ERUASHE), the National Unions of Students in Europe and the Council of Europe.
Pri izradi izvješća kontaktiraju se European University Association (EUA), European Association of Institutions in Higher Education (EURASHE), National Unions of Students in Europe i Vijeće Europe.
The reports include analyses of the structures of higher education, analyses of legislation and ongoing reforms, and analyses of other aspects of higher education, particularly those related to the objectives of the Bologna Process.
Izvješća obuhvaćaju analize struktura visokoga školstva, analize zakonodavstava i namjeravanih reformi te analize drugih aspekata visokoga školstva, posebno vezanih za ciljeve Bolonjskoga procesa.
Reports of the European Commission, Trends I, II and III, follow the abovementioned main parameters in the unification of the European HE system as set out in the BD.
Izvješća Europske komisije - Trends I, II i III - prate spomenute glavne parametre objedinjavanja europskoga visokoškolskog sustava zacrtane Bolonjskom deklaracijom.
Trends I concluded that HE systems showed a great deal of complexity and diversity, and that there was no significant convergence on the 3-5-8 (or 3-2-3) degree timetable.
U prvom izvješću (Trends I) zaključuje se da visokoškolski sustavi u Europi pokazuju krajnju složenost i raznolikost te da ne postoji nikakva značajna konvergencija prema predviđenom sustavu od 3-5-8 (ili 3+2+3) godina studiranja.
Similarly, separation into the socalled binary system (university - higher education professional teaching) is not universal; a comparison of countries that have it shows a great variety.
Ni razdvajanje u tzv. binarni sustav (sveučilišta - visokoškolska stručna nastava) nije univerzalno; usporedba zemalja koje ga imaju pokazuje velike međusobne razlike.
Trends I claims that the need for unification of systems is ever greater considering international competition, and also that in the area of labour and the market there is an increasing need for study courses to be shortened.
U Trendsu I. ističe se kako je potreba za objedinjavanjem sustava sve jača s obzirom na međunarodnu konkurenciju, kao što je na području rada i tržišta sve intenzivnija potreba za skraćivanjem studiranja.
For this reason this report recommended adoption of the abovementioned objectives, which were then adopted by the signing of the BD.
Stoga se u tom izvješću predlaže usvajanje spomenutih ciljeva, koji su potom i izglasani potpisivanjem Bolonjske deklaracije.
The objective of Trends II was to compare the parameters that should, according to the BD, lead to a common system.
Cilj izvješća Trends II. bila je usporedba parametara koji bi prema Bolonjskoj deklaraciji trebali dovesti do zajedničkog sustava.
As for unification, in the 1999-2001 period, when Trends II was written, there were several institutional and real reform advances, and the aims of the BD were built into the strategic plans of most signatory countries.
Kada je riječ o objedinjavanju, u razdoblju između 1999. i 2001, kada je pisan Trends II, došlo je do nekoliko institucionalnih i stvarnih reformskih pomaka, a ciljevi Bolonjske deklaracije ugrađeni su u strateške planove većine zemalja potpisnica.
The first institutional and legislative advance was the foundation of the European Network of Quality Assessment Agencies (ENQA) in April 2000.
Prvi institucionalno-zakonodavni pomak bilo je osnivanje Europske mreže agencija za procjenu kvalitete (ENQA) u travnju 2000.
The point of the network was the establishment of a single unified system for assessing the quality of teaching.
Smisao te mreže jest uspostava jedinstvenog sustava procjene kvalitete nastave.
Although the BD is a constant source of debates, the ENQA has not had any very great success in building up a uniform system for quality assessment.
Premda je Bolonjska deklaracija stalni izvor rasprava, mreža ENQA nije imala posebnog uspjeha u izgradnji jedinstvenog sustava procjene kvalitete.
The reason for this is the double concern that a uniform quality system will benefit the best, along with the fear that it will set standards that weaker countries will not be able to meet.
Razlog tome je dvostruka bojazan: da će jedinstveni sustav kvalitete koristiti “najboljima”, ali je još mnogo veća bojazan da će se utvrditi standardi kojima “slabije” zemlje neće moći udovoljiti.
Many countries, in particular France, also show concerns that derive from the knowledge that the greatest importers in the knowledge market (i.e., of students), and potentially the main winners in the race for students, are Britain and Ireland, i.e., countries in which the curriculum is delivered in English.
Mnoge zemlje, posebice Francuska, pokazuju i osobit strah koji proizlazi i iz spoznaje da su najveći i gotovo jedini uvoznici s tržišta znanja (studenata), odnosno glavni dobitnici konkurentske utrke za studente Britanija i Irska, zemlje u kojima se studira na engleskome jeziku.
In consequence of the founding of the ENIC/NARIC network, citizens of states that do not have a developed system of information about qualifications, degrees and programmes will be faced with greater difficulties in getting their qualifications recognised in other countries.
Od osnivanja skupine ENIC/NARIC nadalje građani država koje ne budu imale razrađen sustav informacija o kvalifikacijama, diplomama i programima imat će velikih teškoća u priznavanju diploma u drugim zemljama.
Although nominally Croatia has created a national (ENIC/NARIC) group for the recognition of degrees, as far back as 2000, it was until quite recently very inactive, on the international as well as the domestic level.
Premda je Hrvatska nominalno stvorila nacionalnu (ENIC/NARIC) skupinu za priznavanje diploma još 2000. godine, ona donedavno nije bila posebno aktivna ni na domaćemu ni na međunarodnom području.
The EU has set up a number of programmes with considerable financial resources earmarked for the realisation of this objective (Socrates, Erasmus, PHARE), and also the effectuation of international collaboration - the S. C. Framework programmes.
EU je odredio niz programa i izdvojio značajna financijska sredstva za ostvarenje toga cilja (Socrates, Erasmus, PHARE), kao i za ostvarenje međunarodne suradnje (tzv. framework, tj. okvirni programi).
Croatia joined the programme only in 2001, and hence is severely lagging behind in faculty and student mobility.
Hrvatska se uključila u te programe tek 2001. godine, stoga bitno zaostaje u ostvarenju međunarodne studentske i nastavničke mobilnosti.
According to Trends II, employment is a very controversial objective of the BD, because many EU members think that it menaces national plans for resolving unemployment problems.
Prema Trendsu II, zapošljavanje je vrlo kontroverzan cilj Bolonjske deklaracije jer mnoge zemlje članice EU-a smatraju da ugrožava nacionalne planove za rješavanje problema nezaposlenosti.
However, Trends II concludes that the BD “pays attention to the pan-European dimension of topics related to employment” and that it is an increasingly evident trend to the foundation of new, international and ad hoc programmes for the employment of citizens of other countries.
Međutim, u Trendsu II. zaključuje se kako Bolonjska deklaracija “obraća pozornost na sve europejskiju dimenziju tema vezanih uz zapošljavanje” i kako je sve uočljiviji trend osnivanja novih, međunarodnih ili ad - hoc programa za zapošljavanje građana drugih zemalja u vlastitoj zemlji.
The topic of competition is particularly to the fore in Britain, Ireland, Norway, Flanders and Switzerland, and least visible in the countries of SE Europe.
Tema konkurentnosti posebno je aktualna u Britaniji, Irskoj, Norveškoj, Flandriji i Švicarskoj, a najslabije je izražena u zemljama jugoistočne Europe.
France has expressed concern for the ever decreasing attractiveness of European tertiary education, manifested in the declining number of European students from non-member countries (Trends II:22).
Francuska je izrazila zabrinutost zbog sve manje atraktivnosti europskoga visokog školstva, koja se, primjerice, očituje u sve manjem broju europskih studenata iz zemalja koje nisu članice EU-a (Trends II, str.
Some countries, like Sweden, Germany and Britain, have created programmes for the active promotion of their own higher education in the world, and the topic of advertising is of increasing importance.
Mnoge zemlje, poput Švedske, Njemačke i Britanije, postavile su programe za aktivnu promociju vlastitog visokog školstva u svijetu, a tema reklamiranja postaje sve važnija.
Some countries are motivated by non-financial, and some, like Britain, almost exclusively by financial motives.
Neke se zemlje u takvoj promociji vode nefinancijskim motivima, a neke (poput Britanije) gotovo isključivo financijskima.
The chaotic, rigorous and discriminatory policy of visa allocation, however, runs to some extent counter to this trend.
Takvome trendu suprotstavlja se, međutim, vrlo kaotična, rigorozna i često diskriminativna politika dodjeljivanja viza.
The BD motivated signatory countries to discuss linkages within the binary system.
Bolonjska je deklaracija motivirala zemlje potpisnice da raspravljaju o sve intenzivnijem povezivanju binarnoga sustava.
In an increasing number of countries the Diploma Supplements according to the BD are being introduced, as well as a credits system more or less compatible with the ECTS.
U sve više zemalja uvodi se dodatak diplomi predviđen Bolonjskom deklaracijom i sustav bodovanja više ili manje kompatibilan s ECTS-om.
While Trends II concentrated on the beginning of legislative trends, particularly in SE Europe, and on processes strengthening the common features of the integration processes, Trends III, because of the time span since the signing of BD, was able to make a more thorough analysis of the points of agreement and of resistance.
Dok se Trends II. usredotočio na početak legislativnih promjena (posebno u jugoistočnoj Europi), i na procese kojima se jačaju zajednička obilježja integracijskih procesa, izvješće Trends III. zbog vremenskog pomaka od potpisivanja Bolonjske deklaracije mogao je dati temeljitiju analizu točaka slaganja i otpora.
In spite of the fact that the process was initiated from on top, the process through which European HE institutions under the aegis of the EU were only just attempting to create a framework for common legislation, Trends III covered analyses of views of heads of institutions of higher education, ministers and officials in the area of tertiary studies, and from these statistically processed views, some conclusions could be drawn.
Unatoč činjenici da je riječ o djelovanju “odozgo”, čime europske institucije pod okriljem EU-a tek pokušavaju stvoriti okvir za zajedničko zakonodavstvo, Trends III. obuhvaća analize stajališta čelnika institucija visokoga obrazovanja, ministara i službenika s područja visokoga obrazovanja, i iz tih se statistički obrađenih stajališta mogu izvući neki zaključci.
Trends III, like the previous reports, follows European indicators related to the objectives of the Bologna Process, that is, mobility, structure of qualifications, introduction of ECTS and programmes for LLL, as well as internal and external systems of quality control.
Trends III, poput prethodnih, prati europske pokazatelje vezane za ciljeve Bolonjskog procesa - mobilnost, strukturu kvalifikacija, uvođenje ECTS-a i programa cijeloživotnog obrazovanja te interne i eksterne sustave praćenja kvalitete.
According to this report, the mobility of students and faculty has essentially increased, but the trend of imports is on the side of those countries that have programmes in English (apart from Britain and Ireland, Holland, Denmark and Sweden are mentioned, while France is an importer from non-European areas).
Prema tom izvješću, mobilnost studenata i nastavnika bitno se povećava, ali veći trend uvoza bilježe zemlje koje imaju programe na engleskome jeziku (osim Britanije i Irske, spominju se Nizozemska, Danska i Švedska, a Francuska je uvoznik s neeuropskih područja).
Only 30% of respondents from European HE institutions claim that in their countries and their institutions there is any targeted marketing for student recruitment.
Samo 30% ispitanika s europskih visokoškolskih institucija tvrdi da u njihovim zemljama i na njihovim institucijama postoji ciljani marketing za regrutiranje studenata.
Countries that do systematically carry out such marketing aimed at the student population are at once the greatest importers and greatest beneficiaries.
Zemlje koje sustavno provode takav marketing prema studentskoj populaciji ujedno su i najveći uvoznici i najveći korisnici.
Trends III also mentions an increasing number of countries that have or are introducing two tier studies - undergraduate degrees and master's degrees - as well as a binary system (university and polytechnic courses), which is important for attainment of unanimity about the value of a given degree.
Trends III. spominje sve veći broj zemalja koje imaju ili uvode “dvoredno” studiranje (diploma - magisterij), kao i binarni sustav (sveučilišni - veleučilišni studij), što je važno radi postizanja suglasnosti o vrijednosti pojedine diplome.
By tracking the number of programmes with joint qualifications of universities from different countries, it has been shown that the number is very small.
Praćenjem broja programa s uzajamnim kvalifikacijama sveučilišta iz različitih zemalja pokazalo se da je njihov broj vrlo malen.
In most countries there is no legal basis for awarding joint (international) university degrees.
U većini zemalja ne postoji zakonska mogućnost dodjeljivanja zajedničkih (međunarodnih) akademskih stupnjeva.
The status of the Lisbon Convention is an essential indicator of the degree to which the European higher education area is united.
Status Lisabonske konvencije bitan je pokazatelj stupnja objedinjavanja europskoga visokoškolskog prostora.
Unification is still in a relatively rudimentary state.
On je zasada još uvijek u razmjerno početnom stanju.