Recepcija škole i kompetencije učenika za cjeloživotno učenje

Abstract

By combining the thematically relevant theoretical principles of alternative and innovative schools and the main standpoints of reception theory with scientific findings on contemporary concepts of learning and teaching, a theoretical-methodological framework of empirical research has been developed. The aim of the research was to determine whether there is a significant correlation between studentsʼreception of school and their competences for lifelong learning. Accordingly, there is necessityfor constant innovations of education and moral education in contemporary school for the purpose of promoting the development of such competences in school students. It has been determined that most senior grade elementary school students do not show a high level of perception of their respective schools. They are generally at average level of accepting the key components of school life and work. Their most prominent competences include information (digital) literacy and communication in mother tongue. These are followed by a limited ability to communicate in English and interpersonal and civic competences. The lowest scores have been recorded for mathematical literacy and learning to learn competence. The students’ receptions of school are closely related to their competences for lifelong learning. The paper explains the pedagogical implications of the research findings.