Rad predstavlja uvodni tekst u tematski blok u kojem su prezentirani rezultati komparativne analize nacionalnih okvirnih kurikuluma 11 europskih zemalja (uzorak starih i novih članica Europske unije) i Hrvatske provedene u razdoblju od 2002. do 2005. Rezultati analize su ukazali na značajne konceptualne, strukturne i sadržajne razlike između nastavnih programa u Hrvatskoj i nacionalnih kurikuluma analiziranih zemalja. Iako između nacionalnih kurikuluma analiziranih zemalja postoje evidentne razlike, za razliku od Hrvatske, sve imaju outcome based nacionalne kurikulume (orijentirane na odgojno-obrazovne ishode, odnosno operacionalno iskazane ciljeve obrazovanja). Nadalje, za razliku od Hrvatske koja ima centralizirane i međusobno nedovoljno povezane predmetne programe, nacionalni kurikulumi analiziranih zemalja su integriraniji. Većina ih ima nacionalni kurikulumski okvir koji sagledava nacionalni kurikulum kao cjelinu, široko definirana kurikulumska područja čije sadržaje povezuju zajednički odgojno-obrazovni ishodi te eksplicite definirane krozkurikulumske teme. Kurikulumi europskih zemalja također razvijaju učeničke kompetencije kojih nema u hrvatskim nastavnim programima: napr. poduzetništvo, informatičko-komunikacijska kompetencija kao krozkurikulumsko poučavanje. I konačno, razvoj nacionalnih kurikuluma u europskim zemljama se odvija u smjeru razvoja temeljnih učeničkih kompetencija potrebnih za život u društvu znanja. U toku je proces integracije temeljnih kompetencija u društvo znanja (koncept cjeloživotnog učenja) definiranih na europskoj razini u Europskom kompetencijskom okviru. (IN ENGLISH: The article is an introductory summary of the thematic volume that presents the results of the comparative analysis of the national framework curricula of 11 European countries (a sample of old and new EU members) and Croatia conducted between 2002 and 2005. The results of the analysis show significant conceptual, structural and content-oriented differences between teaching programmes in Croatia and the national curricula of the countries in the sample. Although there are significant differences between the national curricula of the countries in the sample, unlike Croatia, all the countries have outcome based national curricula (documents focused on educational outcomes, or operationally formulated goals of education). Furthermore, in contrast to the Croatian case where the teaching programmes are centralised and insufficiently internally coherent (i.e. with insufficient interconnections between the individual subject programmes), the national curricula of the countries in the sample exhibit higher degree of integration. Most countries have a national curricular framework that approaches the national curriculum as a unified whole, widely defined curricular area whose content is interlinked through common educational outcomes and explicitly defined cross-curricular topics. The curricula of European countries also develop students’ competences that are absent from the Croatian teaching programmes: such as entrepreneurship, and information-communication competence as a cross-curricular outcome. Finally, the development of the national curricula in European countries charts a course of development of basic competences the students need in order to live in the knowledge society. They are currently working on integrating the key competences for knowledge society (the concept of lifelong learning) defined on the pan-European level through the European competence framework.)
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