Članek prinaša rezultate raziskave, izvedene med predstavniki zvez kulturnih društev pripadnikov narodov nekdanje SFRJ. Na osnovi polstrukturiranih intervjujev smo ugotavljali, kako sogovorniki ...ocenjujejo položaj svojih skupnosti v šolstvu in kaj od njega pričakujejo. Rezultati so interpretirani s perspektive multikulturnih politik, ki se v Sloveniji oblikujejo glede na različne pravne statuse narodnih skupin in skupnosti. Rezultati kažejo na odsotnost jasne politike izobraževanja za učence pripadnike narodov nekdanje SFRJ, do česar se sogovorniki kritično opredelijo.
This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning ...and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In mid-March 2020, Slovenia declared the COVID-19 epidemic, which led to the closure of schools and the transition to remote education. This article presents the findings of a study conducted during ...the lockdown among school heads in primary and secondary schools. The authors identify the challenges and issues the school heads faced in the first weeks of the epidemic and examine the positive experiences that may represent examples of good practice for dealing with similar problems in the future. The study was carried out through an online questionnaire containing 12 single-answer and multiple-choice questions and one Likert-type scale. The school heads were free to write their answers to two open-ended questions. The findings show that schools responded quickly to the changed circumstances and continued to deliver education to their students without interruption, although their approaches differed significantly. A great deal of improvisation was observed, as was to be expected, as the state did not have a pre-prepared plan and was not able to provide a quick and adequate response.
This article presents the findings of a comparative research conducted during the lockdown among public school heads in Lithuania and Slovenia in spring 2020. The study highlights how the school ...heads organized remote education, what challenges they faced, what examples of good practice they developed, and how these could be used to deal with similar situations in the future. The research indicated significant school autonomy regarding the centralised support measures provided to Lithuanian and Slovenian schools.
Avtorja v središče svoje razprave postavita koncept učnega izida in kritično prevprašujeta njegovo definicijo, zagate pri prevajanju te v slovenski jezik in vpliv na kurikularno načrtovanje. Razprava ...je metodološko umeščena v analizo vpliva procesa evropeizacije izobraževanja na razumevanje učnih izidov; v analizo vpliva evropskega ogrodja kvalifikacij za vseživljenjsko učenje in ogrodja evropskega visokošolskega prostora na sodobno razumevanje učnih izidov.
The article discusses results of a study that evaluated university students’ competencies related to inclusive education. The study aimed to find out how prospective school counselors, who were ...familiar with theories on inclusion as an educational concept and had some relevant field experience, analyzed and reflected upon inclusion-related, real-life situations. The authors also aimed to establish any differences in views and explanations depending on students’ average grades and whether students have experience working in inclusive settings. A questionnaire was developed that consisted of seven questions related to independent variables (e.g., average grade, experience with working in inclusive settings) and six open-ended questions related to a real-life situation. The results indicate that most students understand at least the basic elements of the broader definition of inclusion and can provide some ideas for improvement of practice. Interestingly, students’ grades do not seem to be a decisive factor, but field experience does play a role in students’ competencies related to inclusive education.
Intercultural dimensions of education Skubic Ermenc, Klara
Nastava i vaspitanje : časopis Pedagoškog društva SR Srbije i Pedagoškog društva SR Črne Gore,
2016, 2016-00-00, 2016-01-01, Volume:
65, Issue:
1
Journal Article
Peer reviewed
Open access
The paper discusses the development and the conceptualization of intercultural education, particularly within the Central-European pedagogical tradition. The author defends the thesis that ...intercultural education needs to be developed within the tradition of critical pedagogy, and linked to the main topicalities of pedagogical research, namely that of general theory of education and didactics. Intercultural education should therefore address the power inequalities of the education system itself, which primarily involves implementing a multi-perspective and anti-bias curriculum and creating a democratic, pluralistic, inclusive school ethos. Moreover, intercultural education is not defined as a specific pedagogical discipline, but as a pedagogical principle which guides the processes of planning, implementing, and evaluating education at the systemic, curricular, school, and classroom levels to enable recognition and empowerment of all minority groups. The paper concludes with a brief discussion on pedagogical measures to support intercultural education, including the role of the teachers.
Despite the fact that the integration model of education was introduced in
Slovenia 17 years ago, the inclusion of persons with special needs into
education and community remains a major challenge. ...In order to improve their
opportunities, the largest special school in Ljubljana has for ten years
organised an international festival Play with me, with the main aim of
supporting inclusion of people with special needs with the rest of the
population. The organisers aim to create opportunities for all to take part
together in various play, sport and artistic activities. The paper presents
the findings of a study in which the inclusive practices of the festival
were researched and evaluated. The study was aimed at gaining a deeper
understanding of the role a special school can play in the creation of a
more inclusive society. Data were gathered using an online questionnaire
targeting the mentors and volunteers who accompanied participants at the
festival. 132 mentors and 64 volunteers responded. The quantitative
non-experimental empirical analysis of the data has indicated that the
respondents recognised the inclusive nature of the festival. The festival
proves that inclusion is a multifaceted phenomenon which can be supported by
various activities and endeavours.
nema
One of the main factors contributing to students’ optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well ...researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible.
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