Competences for lifelong learning of pedagogy students in Croatia and Poland
Competences for lifelong learning of pedagogy students in Croatia and Poland

Summary/Abstract: Lifelong learning is a strategic development priority of the Europeancountries because it brings social stability and progress and economic growth byan appropriately trained, adaptable and mobile workforce. In order to participatein lifelong learning and mobility programs, it is assumed that these people need tohave lifelong learning competences: (1) setting educational goals; (2) the applicationof appropriate knowledge and skills; (3) self-direction and self-evaluation;(4) finding the necessary information; (According to Kirby R. et al., 2010) and(1) independence in learning and (2) learning habits (according to Macaskill andTaylor 2009). For the purpose of exploring the development of competences forlifelong learning, a research has been conducted with pedagogy students of the lastyears of undergraduate and graduate studies of the University of Rijeka and theNicolaus Copernicus University in Poland. In order to measure Lifelong Learningcompetences, questionnaires from Kirby R. et al. (2010) and Macaskill and Taylor(2009) were used in this research. The aim of the research was to examine whetherthe students of pedagogy in Croatia and Poland have lifelong learning competences,whether there are differences between Croatian and Polish students and whether thereis a link between lifelong learning competences for students and their inclusion inlifelong learning and mobility programs. The results showed that respondents highlyevaluate the claims of all of the Lifelong Learning competences examined but, on theother hand, are poorly involved in lifelong learning and mobility programs.

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