The article describes and analyses the Slovene educational system from the perspective of balancing freedom, autonomy and accountability. In the forefront of the analysis are the following topics: freedom to establish non-state schools, home schooling, school choice, accountability for school quality and teaching of values. The analysis shows that Slovene educational system is to be understood with the reference to the contemporary trends in European educational systems. This is not surprising. The foundation of the education system in Slovenia is the common European heritage of political, cultural and moral values (human rights, pluralistic democracy, tolerance, solidarity, and the rule of law). For this reason the main values which public schools are obliged to promote are: respect for human rights, intellectual freedom, mutual tolerance, acceptance of diversity, equal educational opportunity, justice, solidarity, responsibility, truth etc.
COBISS.SI-ID: 2438743
In the last few decades, student achievement has played a central role among the indicators used to evaluate the quality of education systems. Accordingly, education reform in Slovenia from the mid 1990s included the achievement of international standards of knowledge and skills as an important goal. In order to provide additional information for the purposes of evaluating the quality of mathematics education in Slovenia, the present study examines mathematics achievement of students in the final grade of the non-reformed compulsory education in Slovenia in an international context. Data from the Third International Mathematics and Science Study (TIMSS) were used to provide information about this achievement in comparison with the achievements of students from other European countries, which are taken as a point of reference for evaluating the achievement of Slovene students. Another point of reference is derived from the attainment targets in the reformed mathematics curriculum. The goal of the study was to provide supporting information for successfull implementation of the reforms.
COBISS.SI-ID: 2382935
The article introduces a new anxiety scale, called the LAOM (Lestvica anksioznosti za otroke in mladostnike [The anxiety scale for children and adolescents]) for measuring self-reported multidimensional anxiety. The scale has been developed with a special focus on the school setting, using one sample from an elementary school which is representative of fourth- and eighth-grade students in Slovenia (N = 10,427) and two secondary samples from secondary schools (N = 1,406; N = 3,253) which are representative of final-year secondary school students in Slovenia. The exploratory (PCA) and confirmatory analyses (CFA) were performed on separate samples for the elementary and the secondary school students. The CFA confirmed that the items on the scale formed three factors which were related to the higher order factor. The structure was stable over different age groups. The scale demonstrated adequate internal consistency and sensitivity. Validity tests are presented in their preliminary forms and will be elaborated upon in future research.
COBISS.SI-ID: 2285143
The discussion presents the conceptualization of gender and sexuality in a group of Slovenian adolescent youth. The conceptualization and interpretation of the related observation are based in the feminist theoretical background, with the implicit acknowledgment of the role of new media in the construction of dominant gender/sexuality matrix. The results of the research study indicate the ambivalences in the respondents' engendered attitudes and behaviours, but the discriminatory traditional engendering is accentuated when the questions of corporeality and family organisation arise.
COBISS.SI-ID: 2360407
In the paper we present examples of ancient conceptions of character presentation and propose two main interpretative directions that, only when joined together, fully constitute a complex concept of classical rhetorical ethos. Considering some contemporary notions of ethos identified within modern rhetorical and argumentative theoretical models, we demonstrate how such elaborated understanding of “classical” ethos can contribute to modern rhetorical or/and argumentative analysis.
COBISS.SI-ID: 2380375