• 1. INTRODUCTION
  • 2. EUROPEAN FRAMEWORK OF KEY COMPETENCES
  • 2.1 Background
  • 2.2 Competence framework
  • 3. THE LEARNING TO LEARN COMPETENCE
  • 3.1 Framing the Learning to Learn (LTL) competence
  • 3.2 Defining the LTL competence in elementary education for the purpose of assessment
  • 3.2.1 Multiple perspectives
  • 3.2.2 Type of measurement
  • 3.2.3 Triangulation
  • 3.2.4 Level of the education system
  • 3.2.5. Level of the school
  • 3.2.6 Level of the pupil
  • 3.2.7 Level of the teacher
  • 4. THE ENTREPRENEURSHIP COMPETENCE
  • 4.1 Framing the Entrepreneurship competence
  • 4.2 Defining the Entrepreneurship competence in elementary education for the purpose of assessment
  • 5. AN OUTLINE OF THE CROATIAN ELEMENTARY EDUCATION SYSTEM
  • 5.1 General information
  • 5.2 The curriculum
  • 5.3 The assessment of pupils
  • 5.4 Existing research and policies relating to key competences in the Croatian education context
  • 5.5 An overview of the teacher training system for Croatian elementary school teachers
  • 5.5.1 Pre-service teacher training
  • 5.5.2 In-service teacher training
  • 5.5.3 An appraisal of elementary school teachersu0092 professional competences
  • 6. AN ANALYSIS OF THE CROATIAN TEACHING PLAN AND PROGRAMME FOR ELEMENTARY EDUCATION (TPPE) WITH REGARD TO LEARNING TO LEARN AND ENTREPRENEURSHIP
  • 6.1 The status of the LTL competence in the TPPE
  • 6.1.1 Introduction
  • 6.1.2 Implementation of the LTL competence in the Croatian language curriculum
  • 6.1.3 Implementation of the LTL competence in the maths curriculum
  • 6.1.4 Implementation of the LTL competence in the foreign language curriculum
  • 6.1.5 Conclusion
  • 6.2 The status of the Entrepreneurship competence in the TPPE
  • 6.2.1 Introduction
  • 6.2.2 Implementation of the Entrepreneurship competence in the nature and society curriculum
  • 6.2.3 Implementation of the Entrepreneurship competence in the technical culture curriculum
  • 6.2.4 Implementation of the Entrepreneurship competence in the geography curric