Z odpiranjem v evropsko in širše mednarodno okolje je v slovenski izobraževalni prostor vstopila tudi množica nove terminologije. Medtem ko je bilo izrazoslovju, ki se nanaša na vsebino izobraževanja ...(npr. kompetence), v slovenski pedagoško-andragoški znanosti namenjene relativno veliko pozornosti (npr. Javrh, 2008; Kohont, 2011), je slovenjenje izrazoslovja, ki pojasnjuje (nov) način oblikovanja in izvajanja izobraževalnih politik, ostalo relativno prezrto. V dokumentih mednarodnih institucij in organizacij (Evropska komisija, OECD, UNESCO, IMF, Svetovna banka) ter akademski literaturi so nove strukture in procesi oblikovanja izobraževalnih politik najpogosteje opredeljeni s terminom education governance, ki ga obravnavamo in o njegovem slovenjenju razmišljamo v tem prispevku.
V središču prispevka je odprta metoda koordinacije (OMK) na področju izobraževalnih politik. Pri tem v prispevku sledimo opredelitvam, da OMK ni nevtralna metoda, kot to prikazujejo njene izvorne ...opredelitve, temveč posebna oblika (političnega) vladanja. Temeljni uvidi v predpostavke njenega delovanja so predstavljeni na podlagi teoretsko-konceptualnega okvira nove oblike vladavine, evropeizacije, javnopolitičnega učenja in na podatkih temelječega oblikovanja politik, metoda pa je osvetljena tudi z analizo konkretnih mehanizmov njenega delovanja (sprejetih formalnih javnopolitičnih in drugih neformalnih dokumentov ter izvedenih aktivnosti) v evropskem in slovenskem izobraževalnem prostoru. V prispevku prikazujemo, kako se je evropsko sodelovanje na področju izobraževanja odraslih od leta 2000 dalje na podlagi uporabe posameznih elementov OMK poglobilo in kakšne implikacije so navedeni procesi imeli za vsebino in postopke oblikovanja politik izobraževanja odraslih v Sloveniji v preučevanem obdobju. Z navedenimi izsledki osvetljujemo doslej zaznano nekritično sprejemanje evropskih usmeritev na področju izobraževanja odraslih v Sloveniji.
Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression ...negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.
This article aims to identify the potential of the Open Method of Coordination (OMC) to promote the participation of civil society in the policy-making process in the fields of employment and ...education in Slovenia. Our analysis reveals that both EU factors as well as national factors determine the role of the civil society in the OMC processes. At the EU level, neither of the two policy fields requires a (large–scale) harmonisation of national legislation with the European framework and they both place competence at the national level. Thus, national actors play the OMC game only “as much as it is required”. This leads to a very weak political will for making (extensive) policy changes at the national level. In relation to domestic factors, the existing structure or policy style is only marginally relevant to the participation of the civil society in the OMC processes. It seems that the (in)capability of civil society is closely linked to the extent/ limits of their knowledge about the OMC‟s potential and opportunities. In the field of educational policy, the participation of civil society is further limited by lack of the financial resources.
The open method of coordination (OMC) holds great potential to improve various (qualitative and quantitative) aspects of education policies in EU member states. Due to its soft/non-obligatory way of ...influencing policy, it is particularly interesting to investigate to what extent its potential is actually put to good use in member states and which factors determine whether member states actually achieve the Lisbon Strategy’s goals. Bearing in mind the lack of empirical evidence for the OMC’s influence on national education policies, and considering the theoretical assumptions of soft modes of governance, Europeanisation processes and policy learning, this article identifies the potential of the OMC, and analyses its (possible) impact on education policy in Slovenia. Here, the article limits itself to the lifelong learning policy and seeks to discover the extent to which the OMC’s potential in this regard is taken advantage of in Slovenia. The article concludes that, although relatively good results are visible in National/EU Progress Reports, its full potential has not been exploited. The authors explain that good quantitative goals are achievable for member states even without respecting the qualitative goals related to good governance. In order to make use of all of the potential, more knowledge about the OMC in Slovenia would be required.
In the article we test certain political scientists’ findings about the influence of various institutional contexts on different candidate-selection arrangements for elections, using the case of ...Slovenia. Specifically, we examine the 2004 elections to both the national parliament and the European Parliament (EP), where different electoral systems were used. According to different political scientists, candidate selection for EP elections should be more decentralised. We also expected to reveal a higher level of democracy in the processes applied in Slovenian parliamentary parties for the EP elections than in those used for national parliamentary elections. An analysis of formal documents indicates only minor trends (in some parties) of greater centralisation and a lower level of democracy in candidate selection for EP elections compared to elections to the national parliament. Interviews with representatives from parties’ selectors revealed a slightly different picture; some changes in all parties and somewhat bigger changes as well. Larger differences in the selection of candidates for both elections were only discovered in terms of the criteria the selectors employed. Nevertheless, it is hard to speak about the strong impact of different institutional contexts on the aforementioned aspects of candidate selection.
In the field of education, the global convergence on educational discourses that direct domestic reforms has been increasingly discussed in the last two decades from the perspective of different ...social sciences (particularly the political and educational sciences). One of the important fields of such discussions is Europeanisation research, which attempts to determine how governance structures and processes at the European Union (EU) level influence the development of national educational spaces (e.g. Dale & Robertson, 2012).
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