Museums engage in different forms of education, not just exhibitions but workshops, school lessons, etc. Simulating school lessons from the past constitutes a type of non-formal education, yet ...evaluating their effectiveness is an area that hardly ever attracts research. This qualitative study seeks to respond to this paucity. The article uses the Slovenian School Museum in Ljubljana, Slovenia as an example and describes the forms of education it offers. The study's purpose is to determine the effectiveness of two school lessons, the participants' satisfaction with them, what they learned etc. A questionnaire given to the participant university students from Slovenia and abroad was used to evaluate the two lessons. The study's findings show the lessons conducted in this manner are an effective, living and active way of educating about the past. The findings are valuable for supporting efforts to improve the quality of museum education in the future.
This article describes the characteristics of mentoring higher education students in companies which is a field the least researched, particularly when evaluateing effects of mentoring. This ...qualitative study is a response to this concern. The purpose of the study is to determine what mentors working with students in companies in certain European countries think about mentoring after adoption of the Bologna Process. The research was based on analysis of written self-reflections provided by mentors who had participated in education and trainings designed for mentors. We wanted to find out mentors' perceptions of their work, their positive and negative experiences. This study's findings bring new insights into how the Bologna Process has altered mentoring and its formal organization. The effects of mentoring are both positive and negative. The findings are important for improving the quality of mentoring in companies and establishing an EU network of mentoring companies in the future. (HRK / Abstract übernommen).
The article describes the views nurse mentors have on the efficiency of their mentoring of nursing students in one of the public hospitals in Slovenia. This is one of the least addressed fields of ...research, particularly when evaluating the effects of nurse mentors. The purpose of the quantitative study is to ascertain the situation and effects nurses have when mentoring university students during their clinical practice. The descriptive method of empirical research was applied. The research was based on the analysis of a questionnaire for nurse mentors. The goal was to find out how they view mentorship efficiency, how to increase it, and how mentors evaluate their competences, difficulties, etc. The study’s findings bring new insights and important recommendations on how to improve mentoring during the clinical practice of nursing students. The research showed that mentors needed pedagogical and andragogical knowledge. The results are important for improving the quality of nursing mentorship and positively affect their further education and professional development. It would also be important to establish a Slovenian, European and international network of nursing mentorship for university students in the future. This would have an impact on the international cooperation of nurse mentors and their mentoring efficiency, as well as better practical training and employment for students of nursing.
The paper deals with adult education in Slovenia in individual periods from the end of the 18th to the 21st century. The research method is historical analysis. The purpose of the qualitative ...research is to show how the institutional and mass education of adults developed in individual periods, how society influenced adult education, and the development of andragogical ideas and andragogy. The most important institutions, their purpose, the mass education of adults, and individuals who introduced new andragogical ideas and efforts to develop andragogy are presented. We found that the development of adult education was different over time, depending on the development of society, economy, and politics. Andragogical ideas were in evidence at the end of the 18th and in the 19th century. The theory of adult education originated at the beginning of the 20th century. A new scientific discipline, andragogy, developed in the second half of the 20th century from social needs for new knowledge, experts and from research into the practice of adult education. The first study programme in andragogy was established at the Faculty of Arts of the University of Ljubljana.
Prispevek obravnava izobraževanje odraslih na Slovenskem od konca 18. do 21. stoletja. Raziskava je zgodovinska analiza. Namen kvalitativne raziskave je prikazati, kako se je razvijalo institucionalno in množično izobraževanje odraslih po posameznih obdobjih, kakšen je bil vpliv družbe na izobraževanje odraslih ter na razvoj andragoških idej in andragogike. Predstavljeni so najpomembnejše institucije, njihov namen, množično izobraževanje odraslih, nekateri posamezniki z andragoškimi idejami in prizadevanji za razvoj andragogike. Ugotovili smo, da je bil razvoj izobraževanja odraslih po obdobjih različen, odvisen od razvoja družbe, gospodarstva in politike. Andragoške ideje zasledimo konec 18. stoletja in v 19. stoletju. V začetku 20. stoletja nastanejo prvi zametki teorije izobraževanja odraslih. V drugi polovici 20. stoletja pa se iz družbenih potreb po novih znanjih, strokovnjakih ter iz raziskovanja prakse izobraževanja odraslih razvije nova znanstvena disciplina – andragogika. Prvi študij andragogike je bil na Filozofski fakulteti Univerze v Ljubljani.
Prispevek prinaša spoznanja o nalogah mentorja in mentorstvu v praktičnem usposabljanju in izobraževanju višješolskih študentov. Pri tem je na kratko opisan pomen formalnega mentorstva in mentorskega ...odnosa, ki je značilen za kakovostno mentorstvo. Naloge mentorja višješolskim študentom v praktičnem usposabljanju so najmanj raziskane, zlasti, katere so naloge, ki naj bi jih mentor poznal in tudi uresničeval, da bi lahko dosegel kakovosten mentorski odnos in mentorstvo. Namen raziskave je bil ugotoviti, katere so pomembne naloge mentorjev za kakovostno mentorstvo višješolskim študentom. Raziskava je temeljila na analizi vprašalnikov z odgovori mentorjev, ki so se udeležili usposabljanja na Filozofski fakulteti Univerze v Ljubljani. Ugotavljali smo, katere naloge so mentorji navajali, kako so jih izvajali oziroma uresničevali v praktičnem usposabljanju višješolcev. Ugotovitve raziskave prinašajo nova spoznanja o tem, koliko mentorji poznajo in izvajajo oziroma uresničujejo naloge mentorja ter katere naloge so pomembne za izboljšanje kakovosti mentorstva višješolskim študentom.
PDF
