The paper deals with the transformation of the teaching profession in Slovenia from a profession of centrally-controlled public employees to autonomous, self-evaluating public employees. We discuss the role of central bureaucratic pedagogical control in socialism and elements of conceptualisation of post-socialist teachers’ autonomy already during the ancien regime. Further, we present the removal of inspection from the classroom in the early years of representative democracy and the process that accompanied the end of state control of teaching and learning. We conclude our reconsiderations of the shift from dispositive control to dispositive security by presenting data signifying the persistence of the administrative burden: even the inauguration of a light quality assurance system in education must consider the possible accumulation of an additional bureaucratic workload.
COBISS.SI-ID: 8964425
This paper describes action research as a part of processes ensuring quality in education. We present the results of empirical research which were used to determine to what extent teachers undertake research work, the phases of the research process in which teachers expressed their willingness to participate, and how they could be encouraged to undertake research work in the future. We have established that teachers are mostly prepared to participate in introducing observations and improvements into school practice, and are willing to participate in data collection. Readiness for inclusion in research work, their qualification to conduct action research and participation in research projects are important factors that increase the quality of the practice of teachers
COBISS.SI-ID: 9027401
Todayʼs young people are considered the most educated generation ever, yet their (employment) perspectives are uncertain, the job market is open to them yet offers changed conditions that every day seem to be more exploitative. The transitions of young people to work have in the past decades become prolonged, diversified, unstable and uncertain. In the course of destandardisation such transitions have become fragmented. Inequality has also changed in terms of its forms of reproduction and consequences. Success or failure in education are increasingly ascribed to individual decisions and performance in line with the individual responsibility discourse. Even in these new circumstances, education is still a key factor in reproducing structures of social inequality. The article explores dimensions of inequality reproduced by the education system, especially the role of social status and ethnicity. These dimensions (and their intersections) are placed in opposition to the idea of individual responsibility that seems to be an explanation of inequalities in educational success, transitions or access according to all of the reference groups included in the presented research (students, parents, teachers and other school experts).
COBISS.SI-ID: 8987465