natgillin/translations-raw huggingface dataset:
Unlike other areas of harmonisation with the EU, the area of higher education in Europe is still relatively unstructured, which for Croatia as a country that aims at EU accession is attended with certain advantages: it can take an active part in the preparation of the legal frameworks with which it will later have to comply, hence the claim concerning “lagging behind Europe” is less appropriate in the higher education field than elsewhere. 
Za razliku od drugih područja usklađivanja zakonodavstva s EU-om, područje zakonodavstva visokoga školstva u Europi još je relativno nestrukturirano, što za Hrvatsku kao zemlju koja se namjerava priključiti EU ima nekih prednosti: ona može aktivno sudjelovati u pripremi zakonskih okvira kojima će se potom prilagoditi, a terminologija "zaostajanja za Europom" manje je primjerena na području visokoga školstva negoli na drugim područjima.
CROATIA, ACCESSION COUNTRIES AND COUNTRIES IN THE REGION 
HRVATSKA, ZEMLJE PRISTUPNICE I ZEMLJE U REGIJI
For us the most important part of Trends II relates to the special report about the accession countries and the countries of SE Europe. 
Za nas najznačajniji dio izvješća Trends II. odnosi se na posebno izvješće o zemljama pristupnicama te zemljama jugoistočne Europe.
From the last part of the report a comparison of Croatia and other countries in the region as well as the candidate countries can be seen. 
Iz tog posljednjeg dijela izvješća vidljiva je usporedba Hrvatske s drugim zemljama u regiji, odnosno sa zemljama pristupnicama.
An abridged part of this large comparative table is later given in Annex 2. 
Skraćeni dio toga velikog usporednog tabličnog prikaza donosimo u prilogu 1.
The report has two parts: the first relates to the legislation of the candidates and the countries of SE Europe. 
Izvješće se sastoji od dva dijela: prvi se odnosi na pravnu legislativu zemalja pristupnica i zemalja jugoistočne Europe.
It was created by a special working group, LRP, of the European Commission. 
Stvoreno je na temelju posebne radne skupine LRP Europske komisije.
This group actually started working in Croatia only in 2000, when the LRP programme was already at an end. 
Ta je skupina u Hrvatskoj de facto počela djelovati tek 2000. godine, kada je program već bio na kraju.
The axiom of this working group was that without an integrated university there was no progress. 
Aksiom te radne skupine bio je da bez integriranoga sveučilišta nema napretka.
The LRP insisted that the Czech Republic and Hungary give up on reforms leading to fragmentation of the universities (on the model of the system of the former Yugoslavia). 
LRP je, primjerice, inzistirao da Ceška i Mađarska odustanu od reformi koje bi vodile parcijalizaciji sveučilišta (po uzoru na sustav iz bivše Jugoslavije).
In this context, Croatia, along with the countries of SE Europe, was referred to as a country in which it was impossible to expect development in tertiary education without university integration. 
U tome je kontekstu Hrvatska, uz zemlje jugoistočne Europe, bila apostrofirana kao zemlja u kojoj se ne može očekivati razvoj visokoga školstva bez integracije sveučilišta.
In the second part of the special report of Trends II comparative data are given according to several parameters. 
U drugom se dijelu posebnoga izvješća Trends II. navode usporedni podaci prema nekoliko parametara.
Table 1 presents a comparison of the systems and the structure of degrees in countries similar to Croatia. 
Tablica 1. odnosi se na usporedbu sustava i strukture akademskih stupnjeva u nama “srodnim” zemljama.
According to this table, there is great unanimity in the twotier degree system (first degree/master's), and in the one tier doctoral studies in the universities (with the exception of Hungary), but a great variety with respect to the division and duration of the actual universities and colleges. 
Prema toj tablici, postoji velika podudarnost u “dvorednom” studiranju (diploma - magisterij), kao i “jednorednom” doktorskom studiju na sveučilištima (s iznimkom Mađarske), ali je zamjetna i velika razlika s obzirom na podjelu i trajanje samih škola (sveučilišta - visoke škole).
The second table, which puts forward a comparison of the kinds of qualifications that are offered in the educational systems of these countries, shows the vast diversity that reigns in the accreditation of university degrees. 
Druga tablica, koja ističe usporedbu vrsta kvalifikacija koje se nude na obrazovnim sustavima tih zemalja pokazuje golemu raznolikost u dodjeljivanju akademskih stupnjeva.
In outline, we can interpret the data in the following way. 
Okvirno, podatke možemo protumačiti na sljedeći način.
First, Croatia has a binary system (universities and colleges) and a two-tier system (first degree-master's) of the kind that is foreseen by the Bologna Process. 
Prvo, Hrvatska ima binarni (sveučilišta - visoke škole) i dvoredni sustav (two-tier sustav: diploma - magisterij) kakav se predviđa usklađivanjem u Bolonjskom procesu.
The system of dual enrolment (state-sponsored students, fee-paying students), according to Table 6, exists in many other countries of Eastern Europe. 
Sustav dualnoga upisa (redoviti studenti - studenti za vlastite potrebe) prema tablici 6. postoji i u brojnim drugim zemljama istočne Europe.
In comparison with the countries of Western Europe, a large number of East European countries have a system in which fees have to be paid. 
U usporedbi sa zemljama Europe, velik broj zemalja istočne Europe ima sustav plaćanja školarina.
It is interesting to mention that in some countries, like Malta, the numerus clausus has been completely abandoned, while in others it is sometimes determined by the state, or the region, or the university alone. 
Zanimljivo je spomenuti da je u nekim zemljama (poput Malte) potpuno ukinut numerus clausus, kao i to da ga pokatkad određuje država, a katkada regija ili sama sveučilišta.
Croatia thus is not unique in having an unequal enrolment system and hence of the financing of university courses. 
Hrvatska, dakle, nije jedinstvena po tome što ima nejednak sustav upisa, a potom i financiranja studija.
Since the BP does not say anything about the system of numerus clausus, and does not express the importance of the baccalaureate, the data on enrolment will be essential only perhaps in some later stage of the integration. 
S obzirom na to da Bolonjski proces ne govori ništa o sustavu numerusa claususa, niti posebno ističe važnost državnih matura, navedeni će podaci postati bitni možda u kasnijem tijeku integracija.
While in most countries the master's degree can be acquired after five years, in Croatia, Bosnia and Herzegovina, Albania, Lithuania, Serbia and Montenegro and FYR Macedonia, a master's can be attained only after 6 or more years of studies. 
Dok se u većini zemalja magisterij može steći već nakon pet godina, u Hrvatskoj, Bosni, Albaniji, Litvi, Srbiji i Crnoj Gori i Makedoniji magisterij se stječe tek nakon šest ili više godina studiranja.
Table 2 therefore explains why studies are longer in Croatia than elsewhere. 
Tablica 2. stoga objašnjava zašto se u Hrvatskoj studira dulje negoli drugdje.
Interesting is the similarity of all the national systems seen in Table 3 where it can be seen that almost all the systems have the numerus clausus, at least when state sponsored students are concerned. 
Zanimljiva je podudarnost svih nacionalnih sustava iz tablice 3. prema kojoj gotovo svi sustavi imaju numerus clausus, barem kada je riječ o državno sponzoriranim studentima.
For others, with additional fees, university autonomy holds good. 
Za ostale vrijedi “autonomija sveučilišta” uz dodatnu školarinu.
Some countries are considering a universal fee system, according to which all students would pay for their studies. 
U nekim se zemljama razmišlja o općem sustavu školarina (prema kojemu bi svi studenti plaćali studij).
Such systems are at odds with the standards of the countries of Western Europe, particularly of the Scandinavian countries, where there are no private higher education institutions, nor is there any system of fee payment for “personal needs” studies. 
Takvi sustavi odudaraju od “standarda” zemalja zapadne Europe, pogotovo skandinavskih zemalja, gdje ne postoje privatne visokoškolske ustanove niti sustav plaćanja studija za osobne potrebe.
There are also similarities in the vertical mobility system. 
Sličnosti vrijede i za sustav “vertikalne mobilnosti”.
In most of the countries similar to Croatia, enrolment into a vocational college does not enable advancement into the system of several-year-long academic education, which is at odds with the intentions of the BD. 
U većini srodnih zemalja upis na stručnu visoku školu ne omogućuje daljnje napredovanje u sustavu višegodišnjega “akademskog” obrazovanja, što odudara od ciljeva Bolonjske deklaracije.
However, as we shall see below, the introduction of a binary system in Croatia in 1998 created a great number of problems that are today eroding the whole tertiary education system. 
Međutim, kako ćemo vidjeti dalje, uvođenje binarnoga sustava u Hrvatskoj 1998. stvorilo je niz problema koji danas nagrizaju cijeli sustav visokoga školstva.
Similarly, we are still not able to judge what the real consequences will be of the nominal introduction of the BP criteria into the new Croatian HE Law, because the mere formal introduction of new institutions so as to “converge on Europe” cannot in itself be adequate. 
Usto, još ne možemo prosuditi kakve će stvarne posljedice imati nominalno uvođenje kriterija iz Bolonjskoga procesa u naš novi zakon jer deklarativno uvođenje novih institucija kako bismo se “približili Europi” samo po sebi nije dovoljno.
HARMONISATION WITH THE EUROPEAN SYSTEM AND THE BOLOGNA DECLARATION 
USKLAĐENOST S EUROPSKIM SUSTAVOM I BOLONJSKOM DEKLARACIJOM
Acceptance of the objectives of the BD via domestic legislation is only the first step on the long road to real reform. 
Prihvaćanje ciljeva Bolonjske deklaracije putem domaćega zakonodavstva tek je prvi korak prema stvarnim reformama.
Croatia in the recently passed law nominally accepted all the principles deriving from the BP. 
Hrvatska je nedavno izglasanim zakonom nominalno prihvatila gotovo sva načela Bolonjskog procesa.
In the item about university autonomy in the new Science and Higher Education Law of July 2003 it surmounted the stumbling block because of which the EU did not previously accept Croatia as a full member or signatory of the Bologna Process. 
Ona je stavkom o autonomiji sveučilišta u novome Zakonu o znanstvenoj djelatnosti i visokome školstvu iz srpnja 2003. preskočila stubu koja je bila glavni kamen spoticanja, zbog kojega nas EU nije pratio kao “punopravnu” članicu ili potpisnicu Bolonjskog procesa.
In 2002 we signed and ratified the Lisbon Convention, by which we (without any real awareness of the implications) leapfrogged the legal state of other larger countries that had only signed but not ratified the Convention. 
Godine 2002. potpisali smo i ratificirali Lisabonsku konvenciju, čime smo (bez prave svijesti o posljedicama) preskočili legalno stanje drugih, većih zemalja koje su je samo potpisale, ali ne i ratificirale.
In spite of this, it should be said that it is the legal framework that is of primary interest to the EU. 
Unatoč tomu, treba reći da je zakonski okvir ono što ponajprije zanima EU.
According to certain realistic indicators, Croatia does not essentially lag behind the other candidate countries and countries in the region. 
Prema nekim realnim pokazateljima, Hrvatska ne zaostaje bitno za ostalim zemljama pristupnicama (i zemljama u regiji).
It has at the moment five universities and is hence up to the European average (one university to eight hundred thousand to one million inhabitants). 
Ona trenutačno ima pet sveučilišta i po tome je na razini europskoga prosjeka (jedno sveučilište na osamsto tisuća do milijun stanovnika).
The level of investment in the area of tertiary education ranges around 1% of GDP, and according to some figures expenditure in the area is higher than the European mean (Bajo, 2003). 
Razina investicija u područje visokoga školstva kreće se oko 1% GDP-a, a prema nekim podacima, rashod na tom području je i viši od europskoga prosjeka (Bajo, 2003).
Croatia does not stand out either in the matter of number of students, teachers and number of universities and colleges (according to demographic criteria), or in terms of investment. 
Hrvatska ne odudara ni brojem studenata, ni brojem nastavnika, ni brojem sveučilišta i visokih škola (prema demografskim kriterijima), ni financijskim ulaganjima.
There are also trends noted in the most developed systems, like the increasing number of women enrolled, and we also follow the trend towards the increasing overall enrolment of the students in the generation, and an increasing pragmatisation of studies, if we measure this parameter by the ever greater number of students enrolled in vocational courses. 
Postoje čak i trendovi uočeni u najrazvijenijim sustavima, poput sve većeg broja upisanih žena, a slijedimo i trend sve većega ukupnog upisivanja studenata u generaciji, i sve veće pragmatizacije studija, mjerimo li taj parametar sve većim brojem studenata upisanih na vocational studij, tj. na stručnu nastavu.
Croatia, however, has a very small graduate population (7%) and this is one more motive for the introduction of polytechnics and the foundation of Zadar University in 2002. 
Hrvatska, međutim, ima vrlo malo visokoobrazovanih stanovnika (7%), i to je bio jedan od motiva za uvođenje veleučilišta i za osnivanje Sveučilišta u Zadru 2002. godine.
However, instead of founding new institutions, it would seem to be much more important to inaugurate a programme of LLL, because the situation with the older generations is much worse. 
Međutim, umjesto osnivanja novih institucija, čini se mnogo važnijim uvođenje programa cjeloživotnog obrazovanja jer je razmjerno najlošija situacija sa starijim generacijama.
Regional distribution of knowledge is also very poor. 
Regionalna distribucija znanja vrlo je loša.
More than 50% of scientific production and a still greater percentage of the science and higher education budget is concentrated in Zagreb. 
Više od 50% znanstvene proizvodnje i još veći dio proračuna za visoku naobrazbu i znanost koncentrirano je u Zagrebu.
These two facts indicate greater problems for regional development. 
Te dvije činjenice upućuju na velike probleme za regionalni razvoj.
Apart from the brain drain to other countries, there is a much greater problem in Croatia, that of the brain drain from local communities to Zagreb. 
Osim brain draina prema drugim zemljama, u Hrvatskoj je mnogo važniji brain drain iz lokalnih zajednica prema Zagrebu.
Structural problems of higher education 
Strukturni problemi visokog školstva
Nevertheless, there are many other and more important problems. 
Međutim, postoje i brojni drugi, važniji problemi.
The main institutional problems that weigh down the process of integration with the EHEA are: realisation of the autonomy of the universities, poor government administration, the financial and legal position of the HE institutions, the lack of mobility of faculty and other things (Polšek, 2003). 
Glavni su institucionalni problemi koji opterećuju integracijske procese u Europski prostor visokoga školstva realizacija autonomije sveučilišta, slaba državna uprava, financijski i pravni položaj visokoškolskih institucija, nemobilnost nastavnog osoblja i dr. (Polšek, 2003).
University autonomy. 
Autonomije sveučilišta.
Although 2005 will see a start to the system of financing via the universities and not via the faculties, as has been the case so far, which should provide greater influence for the universities in the creation of programmes and mobility, the question arises as to whether the faculties, which were previously autonomous, will be ready to accept others' programmes and students, as foreseen in the BD. 
Premda će od 2005. početi funkcionirati sustav financiranja preko sveučilišta, a ne preko fakulteta kao što je bilo do sada, čime će se jamčiti veći utjecaj sveučilišta u kreiranju programa i mobilnosti, postavlja se pitanje hoće li fakulteti kao dosadašnji nositelji autonomije biti spremni prihvaćati tuđe programe i studente, kako je predviđeno Bolonjskom deklaracijom.
Application of the ECTSpoints system and the recognition of diplomas. 
Primjena ECTS sustava bodovanja i nostrifikacije diploma.
Universities will have to make possible internal mobility within larger institutions, which has not been the case to date, or even the mobility of students at the national level. 
Sveučilišta će morati omogućiti internu mobilnost studenata unutar većih institucija, što do sada nije bila praksa, ili pak mobilnost studenata na nacionalnoj razni.
The ECTS rests on the idea of work load (30 points per semester) and is designed primarily as a system of getting individual subjects recognised abroad, i.e., in the case of foreign students. 
Sustav ECTS bodovanja temelji se na ideji radnoga opterećenja (30 bodova po semestru) i zamišljen je ponajprije kao sustav nostrifikacije pojedinih predmeta “prema van”, naravno za strane studente.
Recognition of diplomas. 
Nostrifikacije diploma.
The withdrawal of the government from the area of diploma recognition (in spite of the existence of the ENIC/NARIC agency) shows that the universities could still create real problems for students who might want to study in Croatia, or those who have spent part of their study time at some other university, abroad. 
Neupletanje države u nostrifikaciju diploma (unatoč postojanju agencije ENIC/NARIC) pokazuje da bi sveučilišta i dalje mogla stvarati probleme studentima koji bi željeli studirati u Hrvatskoj ili pak onima koji su samo dio studija proveli na nekom drugom sveučilištu.
Experience to date shows that there will be enormous difficulties in getting these studies recognised. 
Dosadašnja iskustva pokazuju da će biti golemih problema s nostrifikacijama studija.
Judging from practice at the moment, the already poor mobility of domestic students will stay where it is, irrespective of the introduction of a new system of credit points. 
Prema sadašnjoj praksi čini se da će ionako slaba mobilnost domaćih studenata ostati na istoj razini, bez obzira na uvođenje novog sustava kreditnih bodova.
Hence, the problem of university autonomy will soon primarily become the problem of recognising courses taken at other faculties or universities. 
Stoga će problem autonomije sveučilišta uskoro postati prije svega problem priznavanja odslušanih kolegija na drugim fakultetima ili sveučilištima.
A variant of the same problem might arise if the universities in their internal statutes state that they are the competent authorities for recognition, which would frustrate any attempts to boost mobility and the employment of foreigners through the ENIC/NARIC groups. 
Varijanta istoga problema mogla bi se pojaviti i ako sveučilišta svojim statutima utvrde da su ona mjerodavna za nostrifikacije, čime bi se onemogućili pokušaji da se putem ENIC/NARIC skupine pojača mobilnost i zapošljavanje stranaca.
Student and faculty mobility and employment problems. 
Mobilnost studenata i nastavnika te problemi zapošljavanja.
As for employment, it would seem that Croatia is not extremely attractive, and for this reason there is no need to pay particular attention to foreign students or employees. 
Kada je riječ o zapošljavanju, čini se da Hrvatska nije previše atraktivna, te se zbog toga zasada ne bi trebalo posebno brinuti o stranim studentima ili zaposlenicima.
However, when real problems do arise, in both mobility situations, it seems that the government will have to intervene. 
Međutim, kada dođe do stvarnih problema u oba slučaja mobilnosti, čini se da će država morati intervenirati.
If we assume that the intention of the BD is the creation of a 3+2+2 system (concerning which very provisional judgements are being made pursuant to the BD), then a new problem will arise: how is the current system of studies to be revised so that courses that now last four years are turned into three year courses? 
Pretpostavimo li da je namjera Bolonjske deklaracije stvaranje sustava 3+2+2 (o čemu se u raznim dokumentima na temelju Bolonjske deklaracije izriču vrlo uvjetni sudovi), tada će se postaviti novi problem: kako reformirati sadašnji sustav studiranja da se kolegiji i studiji koji danas traju četiri godine pretvore u trogodišnje?
Will there be a labour surplus? 
Hoće li se pojaviti višak radne snage?
Will teachers then become reoriented towards more important and attractive subjects? 
Hoće li tada doći do “prestrojavanja” nastavnika na važnije ili atraktivnije predmete?
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.