The program group leader was invited by the ECER 2017 Organizing Committee, i.e. the largest European scientific conference in the field of education studies, to give a key note within the framework of the Emerging Researchers' Conference, which precedes the main conference. The topic of the conference was »Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research«. The key note started from the argument that a mutual relationship between education policy and educational research is a prerequisite for the effective modernization and systemic reform of the education system in modern democratic societies. It is considered that educational policy should not be based on unreflected and disputed decisions supported by given ideological beliefs, and educational research should not be locked in "ivory towers". However, detailed consideration leads to the conclusion that this ratio is complex and ambivalent as stated in this year's conference theme. The requirements imposed by the need for “effective” governance, establish the discourse, which is in many points fundamentally different from the discourse imposed by the need for unbiased “search for truth”. Diversity and opposability of these two discourses is not a discovery of our times. If Plato, on the one hand, yet dreamed of a “philosopher – king”, once much later Kant replied him that the utopia in which “kings should philosophise, or philosophers become kings, is not to be expected” neither “desired”. The key note reconsidered how this dichotomy is reflected in our time as well as in the dilemmas facing the current, but very possibly also the next generation of researchers and policy makers.
B.04 Guest lecture
COBISS.SI-ID: 11675977A member of the research group actively participated and coorganised two scientific conferences on teacher assessment and evaluation (In addition to this article see COBISS 11796553). Both had two parts: in the first part different theoretical perspectives on teacher assessment and evaluation were analysed and in the second, case studies from different countries on teacher assessment and evaluation was presented. The purpose of conferences was on the one hand, to share viewpoints, experiences, knowledge on questions relating to the evaluation frameworks for teachers. On the other hand, to collect as many relevant, positive and effective policy examples with new insights and reflections that can open up and support wider discussions of policy makers across Europe. Contributions, presented on conferences, will be published in a book.
B.01 Organiser of a scientific meeting
COBISS.SI-ID: 11536201In the period from 2014 to 2017, a new approach to the phenomenon of hearing voices (which other people do not hear) was developed in Slovenia. It has been implemented through the development of a network of support groups in which activities are not based on (eventual) psychiatric diagnoses, but on the members' own activation, peer learning and support. This approach is described in the article that has the nature of exploratory qualitative research. Initially it defines hearing voices and delineates the biomedical conceptualization of this phenomenon from the psychosocial understanding. The empirical part contains an analysis of membership, content and group dynamic processes in two support groups with the longest operating period. The conclusion describes the professional beliefs that led the facilitators of the support groups in their work, and which should also enable the transferability of the model to other Slovenian environments.
F.11 Development of a new service
COBISS.SI-ID: 11615305Within the framework of the European project EBE EUSMOSI we researched good practices of school inclusion in the following countries: Spain, Italy, Croatia and Slovenia. On the basis of expert analyses, we established common criteria for a successful inclusion. We prepared a questionnaire, which was filled in by experts and teachers in all of the mentioned countries. The results of the comparison of good practices have shown that understanding and implementing inclusion depends on many cultural, legal and systemic factors. We formulated recommendations on the basis of the obtained analyses in order to ameliorate school inclusion. In all the countries more attention has to be drawn to the various forms of teacher education. The procedures of diagnosing and classifying children are too long, too bureaucratic and should be simplified. An important aspect is also that teachers should be adequately prepared and equipped for inclusion, emotionally and personality-wise. In the continuation of the project we shall try to integrate these recommendations into European policies in the field of inclusion.
D.06 Final report on a foreign/international project
COBISS.SI-ID: 11888457The monograph is dedicated to Professor Vinko Skalar and presents a set of philosophical, pedagogical sociological and criminological aspects that illuminate the time and space that Vinko Skalar significantly distinguished with his work. From today's perspective, the questions about the position of man, education, and resocialization, which are addressed by the authors in their chapters, represent a reflection and record of a period where the commitment to man was a clear priority in educational conceptualisation. In this sense, the book represents an important historical record in this field.
C.02 Editorial board of a national monograph
COBISS.SI-ID: 11449161