On the Teaching Competence of University Lecturers

Autor želi provesti nepristranu, na dokumentima utemeljenu, analizu propisanih uvjeta nastavničke kompetentnosti sveučilišnih nastavnika, a poslije prosudbe stvarnog stanja u nas utvrditi recentne najave pozitivnih pomaka. Uvjeti nastavničke kompetencije učitelja i nastavnika osnovnih i srednjih škola čvrsto su definirani i dobro raščlanjeni. Ali, s uvjetima za izbor sveučilišnih nastavnika to nije slučaj. A stvarne nastavničke kompetencije sveučilišnih nastavnika u pravilu su minimalne ili čak nikakve! Uz to u nas općenito prevladava potcjenjivački odnos prema odgoju, obrazovanju i znanosti, i naivne predrasude sveučilišnih nastavnika o tome o čemu ovisi uspješnost poučavanja. Naziru se, najavljuju i uskoro očekuju primjerene promjene u pravnoj regulativi. S vremenom će se one, nadamo se, iskazati i u kvaliteti i uspješnosti sveučilišne nastave. Odgoj je apsolutno najvažnija ljudska djelatnost uopće. To nas obvezuje na najodgovorniji sustavan pristup “obrazovanju za obrazovanje”. Pri tome, dakako, valja uvijek imati na umu da odgoj izmiče ukalupljenim shemama, jer kao eminentno ljudski čin uvijek uključuje stvaralaštvo i slobodu kao svoje bitne i nužne komponente.The author’s intention is to conduct an unbiased and substantiated-by-documents analysis of the prescribed conditions of the teaching competence of university lecturers, and, following the analysis of the actual state of this matter in Croatia, to verify the recent announcements of positive shifts. The conditions of the teaching competence required of teachers and lecturers in both primary and secondary schools are firmly defined and well articulated in statutory paragraphs. However, this is not the case with the conditions required for the appointment of university lecturers. Moreover, the actual teaching competence of university lecturers is, as a rule, minimal or even non-existent! In addition, the predominant attitude on education, teaching and science in Croatia is slighting, and the prevailing attitudes of university lecturers concerning that on which the success of teaching depends are naïve and prejudiced. Appropriate legislative changes are discernible, announced and expected soon. Let us hope that with time these changes reflect on both the quality and success of university teaching. Education is absolutely the most important human activity in general. This obliges us to take the most responsible systematic approach to »education for education«. In doing so, of course, we should always keep in mind that education escapes stereotyped schemes, since as an eminently human act it always includes creativity and freedom as its significant and indispensable components