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
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
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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
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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)
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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
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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
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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
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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)
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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
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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.
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• 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 +
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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.
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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
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Europski kvalifikacijski okviri za cijeloživotno učenje
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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
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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 (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
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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 (2007 - 2009)
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
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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 (2009 - 2011)
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
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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
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Broj mladih ljudi u EU
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Nastavnici stariji od 50 godina
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Broj učenika na jednog nastavnika
11,913,09
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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.
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Djeca s niskom razinom pismenosti
??
??
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Rezultati PISA
??
??
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PISA
??
??
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Udio djece koji završe srednju školu
69
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Iste mogućnosti za sve
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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.
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Povećanje broja studenata koji su diplomirali matematiku, prirodne i tehničke studije
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Upisani diplomirani studenti matematike, prirodnih i tehnčkih studija
23,8
17,6
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5,4
33,2
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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
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Javno i privatno ulaganje u obrazovanje
4,63
??
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Ulaganje privrede u obrazovanje i VET
??
3426
2191
2170
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Relativno ulaganje u institucije po studentu/učeniku
23,3
23,6
36,9
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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).
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Obrazovanje odraslih
2,3
2,3
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Doškolovanje odraslih koji nemaju tercijarno obrazovanje
??
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??
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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.
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Udio mladih koji nisu u obrazovanju
4,7
4,7
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Udio mladih u obrazovanju
??
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??
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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
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Prosječan broj stranih jezika po učeniku
1,7
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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
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Udio stranih studenata
2,7
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Udio studenata koji studiraju u drugoj državi
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Mobilnost unutar Erasmus programa
‘’
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Mobilnost nastavnika i mobilnost unutar programa Leonardo da Vinci
‘’
‘’
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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.
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Broj računala po učeniku
2318
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Uravnotežen razvoj svih škola – broj računala po učeniku
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Udio računala spojenih na Internet
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4.7
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71
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2.3
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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.
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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.
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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.
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Nacionalne agencije
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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
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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.
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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.
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Sažetak Europske politike
Ujednačavanje standarda
Obrazovanje temeljeno na ishodima (kompetencijama)
Promjene paradigmi
Obrazovne razineFleksibilizacijaTržište/servisiPrivatno ulaganje
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Prijetnje
“Nemojte me gnjaviti s novim idejama, vidite da moram u boj!”
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This is “we”This is “we” This is ourThis is our strategystrategy
RealityReality ? ?
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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.
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