The Development of Teacher Competences in the Context of the Croatian Qualifications Framework and the Bologna process

Abstract

Croatian higher education policy is in line with the changes which will occur after Croatia joins the EU. The country has been harmonising its policy with the Lisbon objectives, the Bologna Declaration and the other EU documents, and has been developing its national qualifications framework (NQF), which is modelled after the European Qualifications Framework (EQF) as an instrument which will facilitate validation, harmonisation, comparison and measurability of learning outcomes, and is aimed at personal development, development of social inclusiveness, facilitation of lifelong learning, and recognition of acquired qualifications (diplomas) on both the national and the European level. In this context, significant changes have taken place in the higher education sector, especially in the education and training of teachers who are entrusted with a responsible task of reconceptualising upbringing and education towards sustainable development. Therefore, from both the global and the national perspective, there is an effort to raise awareness about the importance of teacher competences development, curriculum modifications and adaptations in the context of the Bologna process, and the development of a national qualifications framework. The development of teacher competences through initial education and their professional development, as well as the need for pupils/students to assume the central position in the education process, are being identified as the determinants of a qualitative change of schools in general. The importance of acquiring additional qualifications through post-graduate studies is being highlighted with the purpose of teachers' continuous professional development.