The work represents an attempt to (re)form pedagogical education and work as such by introducing the fundamental rhetorical concepts in the education/formation of teachers and educational process of pupils and students. This attempt is nothing new, as the entire European education system is based on rhetorical principles, although self-awareness about this has slowly been diminishing since the 19th century. Our (re)formation is backed by two decades of experience in teaching rhetoric as a compulsory elective subject in Slovenian primary schools, which is unique at the global level. This book nevertheless presents the only conceptualisation of the subject in Slovenia.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 296729856The monograph brings the results of evaluation study, whose central aim was to assess the curriculum for civic and patriotic education and ethics from year 2008. It also focused on the connected curriculum for civic education and ethics and the curriculum for syllabus »society«. Several analyses were performed for a basis for this evaluation. Monograph synthesizes long years of research work and dissemination in the field of modern civic education. The Educational Research Institute began working in this field among the first, if not the first in Slovenia, before the social democratic changes in the late eighties.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 264888320Computer technologies permeate every aspect of modern society, enabling us to perform tasks faster and more efficiently. In some cases they even become the only requisite to perform some tasks. The availability of the technology and access to it, however, do not guarantee its effective or efficient use without possessing the necessary competencies. Computer and Information Literacy (CIL) is the key in using technologies efficiently in the modern society, also important prerequisite for success on the labour market. However, differences between individuals in CIL exist and are rooted in different individual and contextual characteristics. This study uses Grade 8 students’ data from the IEA’s International Computer and Information Literacy Study (ICILS) 2013 to explore the “digital divide” conceptualized as digital inequality based on socio-economic status (SES). The achievement is important for the international audience, especially those dealing with the field of modern technologies in education (in the international comparative perspective), was presented at the International Scientific Conference CIES 2017 (Comparative and International Education Society). Potential impacts are important in the re-conceptualization of the new international cycle of ICILS (e.g. revisions of instruments).
B.03 Paper at an international scientific conference
COBISS.SI-ID: 3169111In the White Paper, which was under the auspices of the Ministry of Education written by a group of experts, three programme group members participated (Kodelja, Šimenc and Mojca Straus). To illustrate this, we give here the record, which refers to the contribution of Z. Kodelja, which found that equality of opportunity by someone in the society depends heavily on his educational opportunities. Therefore, the country, whose goal is to have more just society, through various measures must first ensure equal educational opportunities for everyone. In addition, equity in education requires, whenever there are important reasons for differences, just, fair and proportionate treatment of students in the evaluation, reward, punishment, etc.
F.23 Development of new system-wide, normative and programme solutions, and methods
COBISS.SI-ID: 8860489Public policy instruments used by the EU to encourage the Member States in the area of education policies have completely changed since 2000, the year of adoption of the Lisbon Strategy. Frequent monitoring, carrying out comparisons and reporting the progress of national education systems, conducting peer reviews and international large-scale student assessments are the most important public policy instruments. These instruments, which are usually based on interactions and expert knowledge, shape a new form of government in the EU. This is how the European Commission directs the Member States to achieve jointly set targets. Policy-making based on data is thus seen as a key driver for pursuing national education system reforms. In the new form of government, which promotes expertise, a successful transfer of knowledge from the European to the national level depends on the role of experts and their impact on the national education area. This article therefore provides a framework based on an innovative combination of theoretical approaches (new forms of government, policy learning and policy-making based on data) as well as an innovative analytical model, which can explain the role of international large-scale student assessments (as public policy instruments) and experts (as public policy actors) in the content of Slovenian and European education. In addition, the article was assessed by the European Educational Research Association (EERA) as the best contribution at the conference. It therefore proves the scientific excellence of the programme group, contributes to its reputation and actively promotes Slovenian science abroad.
E.02 International awards
COBISS.SI-ID: 2428247