The article considers the Europeanization of education, a process that is taking place in the European community as a result of the establishment of a common education policy and that is playing a part in determining the development of education policies in European Union national communities. In the case of our analysis of the national qualifications framework (NQF) that has been prepared by Slovenia, we demonstrate that NQF in Slovenian community, as well as in other continental European communities, have resulted, by virtue of their local specificities, in frameworks that differ considerably from qualifications in the Anglo-Saxon countries that influenced common educational policy in European community.
COBISS.SI-ID: 60766306
E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. However, these materials can help provide a good educational experience only if they are designed carefully, which is especially true for people that have difficulties with learning from text or those with other learning disabilities (e.g. dyslexia). The main obstacle to learning for such people is usually posed by the form in which web-based learning materials are provided. Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials.
COBISS.SI-ID: 61146722
In the article, there are some new premises and insights into relations between some well-known pedagogical movements in the first decades of the 20th century, which are important for understanding and further analysis of the relation between those movements and the community as well as its importance for learning and education. Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in 1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswissenschaftliche, or cultural pedagogy. Ideas of reform pedagogy, especially its social-critical movement, interpreted, represented, and defended primarily left-oriented pedagogues and teachers, who were convinced that actual school reform would be possible only after (revolutionary) changes of social conditions. In the first decades of the 20th century, numerous conflicts and disagreements occurred in the process of establishing individual pedagogical currents and orientations in Slovenia. The strongest and most productive polemics were held between geisteswissenschaftliche, or cultural pedagogy, and some currents, or just individual representatives, of reform pedagogy (e.g., theory vs. praxis, old vs. new school). Unfortunately, the postwar Marxist pedagogical concept was highly unfavorable to the prewar orientations and prevented their further development.
COBISS.SI-ID: 60767330
This article explores intergenerational and intercultural community learning and exchange developed by three of the most oppressed communities in the 21st century in India (Chhattisgarh) and Latin America (Mexico and Honduras). Self-determining rebel communities— potentias—are one of the rare examples of intergenerational exchange and cooperation as a precondition for social transformation and for dignified society; therefore they are laboratories of intergenerational, intercultural, and participatory community learning. Learning-in-struggle and learning-while-struggling always demand all generations, the whole community, all genders, and innovative approaches that can reach new horizons of alternative society and are as such able to grow in schools for social transformation.
COBISS.SI-ID: 63493474
Establishing cooperation with the community, at both the local and broader social and international levels, is an important task of the school. This book analyses, from a theoretical point of view, the characteristics of (partner) collaboration and the relationship between the school and the community, emphasising joint efforts the school, parents and the community undertake to further the child’s development and learning. It is necessary to strive for coordinated, systematic, planned and ongoing cooperation with the narrower and broader environment, with various individuals, groups and organisations. The diversity of experiences that such cooperation offers benefits all partners. The aims, goals, forms and methods of cooperation between the school and the community vary, depending on the arrangements made between the partners and on the conditions determining the aims of the cooperation. The second aspect presented in the book pertains to the findings of a quantitative and qualitative empirical research study on cooperation between primary schools and various partners in the community. The analysis of the schools included in the study confirms our assumption that it is very difficult to talk about the typical Slovenian primary school – at least in terms of size, organisation or position in the local community. In assessing schools’ cooperation with the community, both small and big schools reveal varying intensity of cooperation. It is not insignificant that cooperation is present, to a greater or lesser extent, in all the areas we examined, at the level of the local community and at the broader social and international levels. The reasons for mutual cooperation are different, and our research findings indicate the variety and intertwined forms of cooperation between the school, school counsellors, parents, individuals and institutions in the community. Examples of good practice suggest that it is possible to establish quality cooperation between the school and the community, and that there are many different ways of doing so. A very important role is fulfilled by school counsellors, who create the network for cooperation among various individuals and institutions in the community that is intended for students and their families, school educators as well as for individuals and institutions in the community. The analysis of the data obtained from the focus group shows the obstacles and opportunities that help or hinder mutual cooperation. The immense importance of branch schools arises from the study, particularly in terms of the participation of the active population in the areas where these schools are located.
COBISS.SI-ID: 284410880