Europeizacija obrazovanja odraslih u Hrvatskoj

Republika Hrvatska se na putu prema Europskoj Uniji našla pod utjecajem zahtjeva i standarda uspostavljenih na razini te naddržavne organizacije. Između ostalog, pod utjecajem procesa europeizacije (kao horizontalnog transfera i institucionalizacije pravila, načela i procedura isprva definiranih u odlukama EU-a pa ugrađenih u logiku domaćeg diskursa, identiteta i javnih politika) se našla i politika obrazovanja odraslih. S obzirom na trajanje procesa pregovora sa Europskom Unijom (2005. – 2011.) te početak promjena na planu osuvremenjivanja obrazovanja odraslih, zacrtane ciljeve, načela istaknuta u dokumentima Republike Hrvatske, izvore financiranja i izostanak drugih važnijih utjecaja može se reći da europeizacija postoji na određenom području obrazovanja odraslih (institucionalizacija pravila, usvajanju zajedničkih načela, primjena pravila i načela u javnim politikama i ostalo). Međutim, postoje i područja koja nisu obuhvaćena (povećanja zapo- šljivosti, konkurentnosti, mobilnosti, snažnije socijalne kohezije), ali ulazak u EU i suradnja s drugim članicama bi trebali omogućiti ostvarenje ovih ciljeva. Razlog zbog kojeg dosad nisu bili ostvareni je prvenstvena koncentracija na usklađivanje pravnog okvira i uspostavu institucija, a manje na implementaciju. (IN ENGLISH: On its way towards the European Union, Croatia was pressured by the EU conditions and standards. Among other pressures, the adult education policy was under the influence of Europeanization process (seen as a horizontal transfer and institutionalization of rules, procedures, policy paradigms and norms which are first defined in the EU policy process and then incorporated in the logic of domestic discourse, identity and public policies. Taking into account the duration of the process of negotiations with the European Union (2005-2011), the beginning of a change in modernization of adult education, the goals, principles highlighted in the main Croatian documents, sources of funding and lack of other important influences it can be said that Europeanization of certain spheres of adult education is extremly visible (institutionalization of rules, adoption of common principles, the application of rules and principles in public policy). However, there are areas of adult education which are not covered by this process (employability, competitiveness, mobility, social cohesion). In these areas it is expected that the entrance into the EU and cooperation with other member-states should facilitate changes. The reason they were not achieved by now lies in fact that Croatia was focused on changes related to the legal framework and establishment of institutions and less on the implementation.