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Die Masterarbeit beschäftigt sich mit der phonetischen Perzeption und Produktion des deutschen /r/ bei slowenischen DaF-Lernern im Gymnasium. Im theoretischen Teil werden die /r/ Laute im Deutschen und im Slowenischen kontrastiv vorgestellt und phonetische Fehler beim Zweitsprachenerwerb im Allgemeinen erläutert. Im empirischen Teil wird der Verlauf der Untersuchung präsentiert, die aus einer Umfrage, einem Perzeptionstest und einem Produktionstest bestand. Anschließend werden die Hypothesen bewertet und mit zwei anderen Ansätzen verglichen. Magistrsko delo preučuje fonetično prepoznavanje in izgovor nemškega fonema /r/ pri slovenskih gimnazijskih učencih, ki se nemščine učijo kot drugi tuji jezik. V teoretičnem delu so kontrastivno predstavljeni alofoni fonema /r/ v nemščini in slovenščini ter fonetične napake pri usvajanju tujega jezika. V empiričnem delu avtor predstavi potek raziskave, ki je sestajala iz vprašalnika in slušnega ter izgovornega preizkusa. Nato ovrednoti hipoteze in jih primerja z dvema drugima pristopoma.

This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the Covid-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students’ perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge. (DIPF/Orig.)

The consumer behaviour of Slovenian pre-service teachers for the December holidays and their personal views about sustainable consumption were studied. A total of 130 students of the University of Ljubljana’s Faculty of Education took part in the study. The sample consisted of 11 male and 116 female students, while 3 students did not report their gender. The survey was conducted in January 2020. The results show that 95.4% of the respondents received gifts during their childhood on Saint Nicholas Day, 60.0% at Christmas and 23.1% when celebrating the New Year. Almost 13% of the respondents received gifts three times in December during their childhood. In December 2019, 54.6% of them gave gifts for Saint Nicholas Day, 65.2% at Christmas and 10.8% for the New Year. Christmas has therefore become the most common gift-giving time in December. Students most often give their loved ones sweets, clothes and shoes, and cosmetics. The majority of the respondents spend less than 50% of their monthly income on gifts for the December holidays. In terms of sustainability, the respondents described their consumer behaviour as follows: (1) giving or receiving things they really need, (2) giving or receiving gifts and wrappings made of recyclable material, (3) giving or receiving nonmaterial gifts, (4) reducing the number of gifts, (5) giving for charity, or (6) not giving gifts at all.

The article focuses on the changed dynamics of family life due to the first wave of Covid-19—starting in the spring of 2020—and the consequent longstanding social lockdown in the fall of 2020. We employ the concept of “forced nuclearisation” to describe the process that required a rapid reorganisation of otherwise self-evident and established social patterns and relationships, above all new adjustments of care relations both inside and outside the private sphere. The focus is on new demands in the intertwined spheres of work, school, and family obligations, especially because the private sphere has been assigned several additional functions, otherwise carried out by educational and daycare institutions. Based on an extensive dataset from a quantitative exploratory online survey conducted in two time periods, first in April 2020 and then in October 2020, this article discusses, from a comparative perspective and with a focus on gender inequalities, the main changes in practices and everyday routines such as shopping, housework, childcare, work obligations, and caring for other family members. The research aimed to identify the most obvious distinctions in family scenarios and, in particular, to point to the main social inequalities and potentially vulnerable groups within the population, who faced the forced and unexpected nuclearisation of everyday life.

In a time when the deinstitutionalisation of mental health services has become a global and European platform and one of the main forms of care provision, a theme such as the transition of care from large institutions down to a more personal community level care might seem outlived, but the fact is that in some European countries the discussion has revolved for almost 35 years around the most basic question concerning the closure of large, asylum‐type mental health institutions. In this article, I provide a historical overview and analysis of deinstitutionalisation processes in the field of mental health in Slovenia from mid‐1980s onwards, interpreted in terms of achievements and gaps in community‐based care and in user participation in these processes. It demonstrates some of the innovative participatory practices and their potential to transform services. A thematic data analysis was used to analyse the data collected from various primary (a focus group) and secondary sources (autobiographies, newspaper articles, round table reports, blogs) that all bear witness to the different periods of deinstitutionalisation and the user perspective in it.

Until their conceptual, systemic and substantive reform in the 1990s, preschool institutions in Slovenia were recognised predominantly as care institutions, on the one hand, and as “preparatory institutions” for school or pre-primary school, on the other. This paper presents an analysis of preschool education in Slovenia based on theoretical starting points, international comparative analyses of quality indicators for preschool education and curricular documents, as well as the results of Slovenian and foreign empirical research on early child development and learning. The analysis was conducted from the viewpoint of conceptual, systemic and curricular solutions. In particular, we emphasise the need to update the Curriculum for Preschool and resolve any professional dilemmas related to the efficiency and equity of preschool. In conclusion, we specifically highlight certain possibilities for improvements in Slovenian preschool education.

This article examines the long-term effects of the regulation of private education adopted in the course of the education reform in 1996 and the sustainability of the guiding principles that served as the starting point for this regulation. It reviews the guiding principles of the intro-duction of private education, the goals of the reform laid down in the White Paper in 1995 and the regulations introduced on the basis of these tenets. It follows up on the ‘life’ of the legal solutions and the history of (attempted) amendments of the legislation, which generally start in the Slovenian Parliament and then proceed all the way to the Constitutional Court. The article also examines the effects of the adopted regulation: how the private education sector has established itself and what kind of relationship it has developed vis-a-vis public education. The second part of the article explores certain developments in the field of education in Slovenia and on the global scale, using them as the basis for assessing the sustainability of the goals that guided the education reform. The thesis proposed by the article is that it is the normalisation of private education in Slovenia should be considered the main achievement of the education reform.

This article attempts to conceptualise the relationship between the indi-vidual (professional) and the structural in a period of relatively radical changes in society. The challenging and revealing dialectic of such rela-tions is analysed through the combination of auto-ethnographic reflec-tions and archival documents showing the changes in the functioning of a council of experts in a country that experienced and coped with three fundamentally peaceful transitions: the transition from a self-managed socialist economy to a market economy, the transition from a one-party socialist system to a representative liberal democracy, and from a re-public that was part of a federal state to an independent state. The Ex-pert Council of the Socialist Republic of Slovenia (then still part of the Socialist Republic of Yugoslavia), later renamed the Expert Council of the Republic of Slovenia (at that time a liberal democracy with a mar-ket economy and an independent state), can serve as an example of the productive intertwining of individual (expert) and the structural in the formulation and the implementation of the functional transformation of the educational system. The contextualised account and assessment of the shifts that together helped bring about the independent state and its education system formation outlines the complexity and importance of reflexive governance in the times of transition, which, in itself, brings to the fore a number of relevant issues and invites and supports change in the educational system. Such an opportunity should not be missed by the country and its educators.

Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.

Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students’ current and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students’ current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students’ wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.

In the contemporary process of teaching fine arts, the students’ own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalisation of works of art play an equally important role. In art education practice, we manage to provide adequate incentives and are able to follow incentives for artistic expression, but pay less attention to developing art appreciation. This research presents the results of a study that monitored the development of art appreciation abilities among 9- and 10-year-old students (4th and 5th grades; n = 2794) in Slovenian primary schools. The level of art appreciation abilities was rather average, but was more developed among older students and girls. In monitoring the school stratum, we did, however, notice a statistically significant difference regarding perception, whereby students in urban schools performed better than their peers in suburban schools.

This paper creates a framework for the comparison of two similar and yet different democratisation cases – Slovenia and Montenegro. The two countries have obvious similarities: their geography and small population, as well as their common socialist Yugoslav heritage and common aspirations to join international organisations, most importantly the European Union. However, while Slovenia went through the democratisation process rather smoothly, Montenegro took the longer road, struggling for more than a decade to regain its independence and complete its transition. We take into account different internal and external factors in these two cases such as the year of independence and of joining NATO, the political and electoral system, ethnic homogeneity, the viability of civil society, EU integration status, economic development and the presence of war in each territory in order to identify and describe those factors that contributed to the success of democratisation in different areas: the party system, the interest groups system, the defence system, Europeanisation and social policy. We find that the democratisation process in these countries produced different results in terms of quality. Various objective measures of the quality of democracy score Slovenia higher compared to Montenegro, while public opinion data shows, in general, greater satisfaction with the political system and greater trust in political institutions in Montenegro than in Slovenia.

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

One of the teacher’s basic tasks should be to ensure that the quality of his/her educational work is continually enhanced by the application of practitioner research, as a recognised genre of educational research. The aim of this study was to explore factors that can motivate or demotivate teachers to include research in their educational practice. An online questionnaire was addressed to all Slovenian primary and secondary school teachers and full responses were received from 325 teachers. Although the teachers expressed high perceived self-confidence in their research abilities, this did not transfer to research activity, as only about one quarter of the respondents reported that they performed research. The main drivers of research are an intrinsic motivation for research and career goal orientation, followed by the relatively low influence of important others. Practitioner research is highly valued among teachers, so there must be other factors at work preventing more teachers from starting research activities. Among the leading factors recognised as obstacles are those that can be regarded as facilitating conditions in terms of motivational theory. Work overload, lack of time, school bureaucracy and family life can be regarded as competing with research for the teacher’s time, along with other important issues. The school climate cannot be regarded as the main obstacle to research. The findings call for the reallocation of at least some work duties in favour of research as part of regular employment.

Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.

During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.

U radu se obrađuju ugovorni odnosi u vezi s privremenim agencijskim radom, i to posebnosti ugovora o radu između agencije (kao poslodavca) i radnika, ugovorni odnos između agencije i korisnika te faktični odnos između korisnika i agencijskih radnika. Ti su ugovorni odnosi analizirani s aspekta hrvatskoga i slovenskog radnog prava, prava EU-a i dobre prakse nekoliko europskih država., agenzia. Precisamente, si esaminano le particolarità del contratto di lavoro tra l'agenzia (in qualità di datore di lavoro) ed il lavoratore; il rapporto contrattuale tra l'agenzia e l'utente, come anche il rapporto di fatto tra l'utente ed il lavoratore dell'agenzia. Quando si tratta del rapporto di lavoro tra l'agenzia ed il lavoratore si analizza in primo luogo il fatto che si qualifica come agenzia soltanto quel soggetto giuridico che soddisfa dei criteri particolari. Si disamina anche la questione della determinazione della durata del rapporto di lavoro, del luogo in cu vengono compiute le mansioni, le particolarità legate ai diritti derivanti come anche il termine del rapporto di lavoro. L'agenzia e l'utente pur concludendo un contratto di diritto commerciale, incontrano nel loro rapporto limiti derivanti dal diritto del lavoro analizzati nel contributo. Il terzo rapporto che viene analizzato nel contributo è quello tra l'utente ed il lavoratore, rapporto non formalizzato mediante la conclusione di un contratto, bensì regolato dalla legislazione giuslavorista sia sotto il profilo dei diritti dei lavoratori dell'agenzia, sia sotto il profilo della sua influenza sui rapporti di lavoro dei lavoratori dell'utente. Tali rapporti contrattuali si disaminano nei diritti del lavoro croato e sloveno, come anche nel diritto dell'UE e nella good practice di alcuni paesi europei., This article analyses the contractual relationships concerning temporary agency work: specificities of the employment contract between the agency (as an employer) and worker; contractual relationship between agency and the user undertaking and the factual relationship between the user and agency workers. Concerning the employment relationship between the agency and worker, the analysis focuses on the fact that only legal subject that fulfils specific conditions can operate as an agency; further, on the duration of the employment relationship, the workplace, rights and the termination of the employment relationship. Despite the fact that the agency and the user conclude the commercial contract, those contractual parties are limited by the labour law rules that are the object of the analysis in this article. Thirdly, the article deals with the relationship between the agency worker and user, that is not formalized by the conclusion of the contract, but regulated by the labour legislation, that prescribes the workers’ rights and its impact on the user’s stable workers’ rights. The authors analyse the mentioned contractual relationships as regulated in Croatian and Slovenian labour law, as well as by EU law, giving the examples of good practice used in some European countries., Dieser Beitrag bespricht die Leiharbeitsverhältnisse, und zwar, die Besonderheiten von Arbeitsverträgen zwischen dem Verleiher (als Arbeitgeber) und dem Arbeitnehmer sowie auch das Verhältnis zwischen den Nutzern und den Leiharbeitern. Beim Arbeitsverhältnis zwischen dem Verleiher und dem Arbeitnehmer wird vor allem die Tatsache, dass der Verleiher nur dasjenige Rechtssubjekt sein kann, welches die besonderen Voraussetzungen dafür erfüllt, analysiert. Die Bestimmung der Dauer des Arbeitsverhältnisses, der Ort der Arbeit, die Besonderheiten bezüglich der Rechte sowie auch die Beendigung des Arbeitsverhältnisses werden besprochen. Der Verleiher und der Nutzer schließen einen Vertrag aus dem Bereich des Handelsrechts und trotzdem sind sie durch die in diesem Beitrag analysierten Regeln des Arbeitsrechts beschränkt. Das dritte Verhältnis, das in diesem Beitrag besprochen wird, bezieht sich auf das Verhältnis zwischen den Nutzern und den Leiharbeitern, welches durch die Vertragsschließung nicht formalisiert wird, sondern vom Arbeitsrechtsgesetzgebung sowohl bezüglich der Rechte von Leiharbeitern als auch bezüglich dessen Einflusses auf die Arbeitsverhältnisse der Arbeiter von Nutzern geregelt wird. Diese Vertragsverhältnisse werden aus der Perspektive des kroatischen und des slowenischen Arbeitsrechts sowie auch des EU-Rechtes und der bewährten Verfahren einiger europäischen Staaten analysiert.

The present study investigated relationships between statistics anxiety (SA), trait anxiety, attitudes towards mathematics and statistics, and academic achievement among university students who had at least one study course related to statistics in their study programme. Five hundred and twelve students from the University of Ljubljana completed the Statistics Anxiety Rating Scale (STARS), State-Trait Anxiety Inventory, and answered questions about their perceptions of mathematics and statistics. The results showed below-average mean scores on the STARS dimensions, except for the Test and Class Anxiety with the average score around the midpoint of the scale. Female students reported higher levels of SA than male students did. The highest levels of SA were reported by students who perceived mathematics and statistics as a threat. The subscales of the STARS correlated positively with students’ trait anxiety. Students who reported less enjoyment in mathematics in high school perceived statistics to be a less worthy subject and had a lower computation self-concept. Students who had better mathematics performance in high school and higher average study grades also reported a higher computation self-concept. In the present study, we translated the STARS questionnaire into Slovenian and confirmed the six-factor structure of the questionnaire. The results provide a basis for further research on statistics anxiety and further validation of the STARS questionnaire. The results can also aid statistics teachers in better understanding students’ worries, fears, and attitudes towards statistics and in learning about the factors that affect students’ statistics anxiety and their work in the course. (DIPF/Orig.)

This PhD thesis studies the implications of local governance, decentralisation and regional autonomy under federalism. Furthermore, it contributes to the trade literature by bringing together the largely separated research on cartel behaviour and anti-dumping policy. More explicitly, this thesis identifies empirically that the implementation of communal mergers, regional autonomy and anti-dumping policy leads to unexpected outcomes. Chapter 2 and Chapter 3 use the Socialist Federal Republic of Yugoslavia between 1945-1991 as a case to study the local implications of communal mergers and of the decentralisation of government functions. Chapter 4 combines the largest databases on anti-dumping and antitrust cases to study the relationship of global cartels and anti-dumping laws. In response to policy-makers, this thesis argues that it is an illusion to expect that communal mergers only improve governance efficiency, that it is an illusion to expect federalism to more accurately reflect preferences of local populations, and that it is an illusion to expect that anti-dumping policy only protects competitive markets.

This article explores how the Gender Pension Gap (GPG)—the relative difference in average pension received by men and women—might evolve in the future in various European countries, given past, current, and projected future labour market behaviour and earnings of women and men, and current pension regulations. The GPG reflects career inequalities between women and men, though these are partly mitigated by the redistributive impact of the public retirement pensions. They are further mitigated by survivor benefits. This study aims to document both mechanisms in the projections of the GPG. As the GPG varies widely across European countries, we analyse countries with a high (Luxembourg), high and low middle (Belgium and Switzerland Portugal), and low (Slovenia) GPG. We find that the GPG will fall significantly in all five countries over the coming decades. The fundamental drivers behind this development are discussed. In addition to the base scenario, we simulate two variants to show the impact of the Gender Pension Coverage Gap and of survivor pensions. Additionally, we project the GPG if current labour market gender gaps were to remain at their present level, and, conversely, if these were to disappear overnight. These alternative scenarios, one of which also serves as a robustness test, suggest that the future decline of the GPG is largely the result of labour market developments that have already happened during the past decades.

When the Covid-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers’ study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12–15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits). Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first Covid-19 wave teaching practice was adapted to challenge the second Covid-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to encompass blended learning into the evolved distance learning model will be shown. (DIPF/Orig.)

The survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size. (DIPF/Orig.)

V spomladanski fazi pandemije je bilo izobraževanje mladostnikov s specifičnimi učnimi težavami (SUT) zahtevno. V raziskavi, v kateri je sodelovalo 122 mladostnikov s SUT (50 % iz Slovenije, 50 % iz Nemčije), smo ugotavljali, kako slovenski in nemški mladostniki s SUT zaznavajo in rešujejo nekatere izzive učenja na daljavo. Raziskovalne podatke smo zbrali z dvema spletnima vprašalnikoma (v slovenskem oziroma nemškem jeziku). Slovenski mladostniki so statistično značilno pogosteje kot nemški navajali težave s pozornostjo, pomen multisenzornega učenja in možnosti izbire časa za učenje ter psihosomatske težave. Slovenski mladostniki so imeli več izkušenj s pohvalami učiteljev med pandemijo, omenjali pa so tudi več težav s prehodom na učenje na daljavo in uporabo informacijsko-komunikacijske tehnologije. Mlajši mladostniki so imeli več pomoči staršev. Mladostniki moškega spola so pogosteje poročali, da niso imeli ustreznih prostorskih pogojev za učenje. Nemški mladostniki so več časa preživeli ob klepetu na družbenih omrežjih in doživeli manj podpore pri učenju. Mladostnice so pogosteje izražale strah pred pandemijo in pomanjkanje podpore pri učenju, medtem ko so mladostniki v celotnem vzorcu bolj pogrešali vrstnike. Večina anketirancev je prihajala iz družin, v katerih pandemija ni povzročala resnih materialnih in prostorskih težav, vendar so nemški mladostniki statistično značilno redkeje občutili te posledice. Po mnenju anketirancev so bili prostorski in materialni pogoji v obeh državah podobni. The spring phase of the pandemic made the education of adolescents with specific learning difficulties (SpLD) challenging. In the present study, which included 122 adolescents with SpLD (50% from Slovenia, 50% from Germany), we investigated how Slovenian and German adolescents with SpLD perceived and solved some of the challenges of distance learning. The study data were collected with two online questionnaires (in Slovenian and German, respectively). Slovenian adolescents were statistically significantly more likely than German adolescents to mention problems with attention, the importance of multisensory learning, and the importance of being able to choose the time to learn, as well as psychosomatic problems. Slovenian adolescents had more experiences with praise from teachers during the pandemic and they also mentioned more issues with the transition to distance learning and the use of information and communication technology. Younger adolescents had more parental help. Male adolescents were more likely to report that they did not have the right spatial conditions for learning. German adolescents spent more time chatting on social media and experienced less support for learning. Female adolescents were more likely to express fear of the pandemic and a lack of learning support, while male adolescents across the sample missed their peers more. Most of the respondents came from families in which the pandemic did not cause serious material and spatial problems, but German adolescents were statistically significantly less likely to feel these consequences. According to the respondents, the spatial and material conditions were similar in both countries.

The present study investigated relationships between statistics anxiety (SA), trait anxiety, attitudes towards mathematics and statistics, and academic achievement among university students who had at least one study course related to statistics in their study programme. Five hundred and twelve students from the University of Ljubljana completed the Statistics Anxiety Rating Scale (STARS), State-Trait Anxiety Inventory, and answered questions about their perceptions of mathematics and statistics. The results showed below-average mean scores on the STARS dimensions, except for the Test and Class Anxiety with the average score around the midpoint of the scale. Female students reported higher levels of SA than male students did. The highest levels of SA were reported by students who perceived mathematics and statistics as a threat. The subscales of the STARS correlated positively with students’ trait anxiety. Students who reported less enjoyment in mathematics in high school perceived statistics to be a less worthy subject and had a lower computation self-concept. Students who had better mathematics performance in high school and higher average study grades also reported a higher computation self-concept. In the present study, we translated the STARS questionnaire into Slovenian and confirmed the six-factor structure of the questionnaire. The results provide a basis for further research on statistics anxiety and further validation of the STARS questionnaire. The results can also aid statistics teachers in better understanding students’ worries, fears, and attitudes towards statistics and in learning about the factors that affect students’ statistics anxiety and their work in the course. (DIPF/Orig.)

CEPS Journal 12 (2022) 2, S. 29-65, In Slovenia, textbooks are an integral part of the curriculum. Nationally certified textbooks guarantee both teachers and students that they provide all of the necessary knowledge in each subject. There are many available certified textbooks for each subject and teachers must decide which will be the source of instruction for their students. Our research question is whether groups of students who use different textbooks as their mandatory learning resource differ in their knowledge and their attitudes towards learning. We linked existing data from several sources and explored the scope of the use of different textbooks for mathematics and science subjects in primary schools. Data on student knowledge measured independently by National Assessments (and the Trends in International Mathematics and Science Study were used, and differences in knowledge and attitudes to learning between students who are taught using different textbooks were explored. Although the study has considerable limitations due to missing data, the results of the analyses indicate some profound differences in knowledge and attitudes between groups of students using different textbooks. These findings could serve as a guide for teachers when choosing the optimal available textbook for their students and, even more so, as support for improving the criteria in the national system of validation of textbooks in the future. The link between the use of textbooks and student learning outcomes also highlights the need to systematically collect information on the use of textbooks among students and follow the effects on achievement in order to improve the quality of future textbooks. (DIPF/Orig.)

CEPS Journal 12 (2022) 2, S. 197-216, The purpose of the current study was to investigate whether an experimental programme, based on interdisciplinary interactions between music education and history and the implementation of arts and cultural education objectives, could influence pupils’ interest in Western classical music of the 20th century. The programme was designed on the basis of collaborating with music education and history teachers at two Slovenian primary schools and a Slovenian composer. Classes of pupils, aged fourteen and fifteen, were divided into an experimental and a control group. According to the outcome, the pupils in the experimental group showed a higher level of interest in contemporary classical music after the experiment than their peers in the control group. Furthermore, the pupils in the experimental group reported having listened on their initiative, to more classical compositions after the experiment than the pupils in the control group had. (DIPF/Orig.)

Die Abkehr vom Sozialismus - Vom Beginn der Krise des Sozialismus in Slowenien bis zur Demokratisierung der 1990er JahreDiese Arbeit befasst sich mit der Geschichte der sozialistischen Teilrepublik Slowenien bis zu deren Sezession aus der Sozialistischen Föderativen Republik Jugoslawien sowie den ersten Jahren der Eigenstaatlichkeit Sloweniens. Ebenso werden wichtige Teilaspekte betreffend den Bundesstaat Jugoslawien eingebunden, um ein umfassenderes Geschichtsbild zu vermitteln. Der erste Teil behandelt die wirtschaftliche und politische Entwicklung der slowenischen Teilrepublik; Ursachen für Spannungen und Auseinandersetzungen zwischen den Teilrepubliken und Völkern und die Reaktionen darauf. Die Arbeit beleuchtet die bisweilen vom Gros der Jugoslawen abweichende Haltung der Slowenen zu föderalen Strukturen wie beispielweise gegenüber der Jugoslawischen Volksarmee. Im zweiten Teil der Arbeit werden die Ereignisse nach dem Tode Titos geschildert. Wie das Zusammenspiel aus Finanz-, Wirtschafts- und Systemkrise der Ethnokratie Vorschub leistete und wie nationalistische Politiker alte Ressentiments für machtpolitische Zwecke instrumentalisierten. Ebenso wird auf die Entstehung der alternativen Gruppen und der slowenischen Zivilgesellschaft eingegangen, die Gegenentwürfe zum klassischen Nationalismus bilden und als Besonderheiten in Jugoslawien gesehen werden können. Der dritte Teil behandelt den Konflikt zwischen dem demokratisch eingestellten Slowenien und dem Machtblock Milošević zusammen mit der Jugoslawischen Volksarmee: Wo waren die politischen und kulturellen Konfliktlinien und was bewegte schließlich die Slowenen dazu, sich mit überwältigender Mehrheit für die Unabhängigkeit zu entscheiden und es folglich nicht zu scheuen, diese mit allen möglichen Mitteln durchzusetzen?Der letzte Themenbereich befasst sich mit den Herausforderungen des jungen Staates, welche Schwierigkeiten die wirtschaftliche Transformation mit sich brachte und was die neue Freiheit für die politische und kulturelle Landschaft bedeutete., Marco Trampusch, Diplomarbeit Universität Klagenfurt 2022, in englischer Sprache

In the modern educational process, teachers adapt lessons to the student’s individual abilities, prior knowledge, interests and social skills. The present study, whose aim is to examine the inclusion of differentiation in literacy lessons in the first and second grades of Slovenian primary schools, was carried out on a smaller scale (N = 79). It aims to determine the views of first- and second-grade primary school teachers on differentiation, and to find out how differentiation takes place in literacy lessons and which factors affect student performance in class. The results show that the inclusion of differentiation in literacy lessons is present in the entire initial literacy teaching process, and that Slovenian teachers undergo regular training and professional development courses in this area, thus contributing to the educational success of students and affecting their personal growth and development. Teachers estimate that the intertwining of individual abilities, family environment, engagement in co-curricular activities and well-developed social skills represents a key factor in student success. It was expected that internal differentiation would be more effective than external differentiation. Surprisingly, however, teachers report that heterogeneous groups do not enhance educational efficiency.

Slovenščina ima v vzgojno-izobraževalnem procesu v Republiki Slove-niji več vlog, med drugim tudi vlogo učnega predmeta, ki je temeljni splošnoizobraževalni predmet v javni osnovni šoli in ima izmed vseh predmetov največ ur. Vsi učitelji so bili prvič v zgodovini šolstva (najprej v šolskem letu 2019/20, nato pa še v šolskem letu 2020/21) med epide-mijo koronavirusa covid-19 prisiljeni poučevati na daljavo. Izsledki ra-ziskave, v kateri je sodelovalo 348 učiteljev, ki imajo v osnovni šoli kom-petence za poučevanje materinščine (59 % učiteljev razrednega pouka in 41 % učiteljev slovenščine), med drugim kažejo, da imajo učitelji, čeprav čutijo, da jih delo na daljavo psihično in fizično bolj utrudi kot delo v raz-redu, po večini dober odnos do poučevanja na daljavo in da se počutijo opolnomočene za tovrstno poučevanje. Med prednostmi poučevanja na daljavo učitelji omenjajo večjo uporabo sodobne informacijsko-komu-nikacijske tehnologije, več uporabe e-gradiva in možnost formativnega spremljanja učencev. Med največjimi težavami poučevanja (slovenščine) na daljavo pa omenjajo: primere izmikanja in nesodelovanja učencev, pomanjkanje nebesedne komunikacije in s tem oteženo razumevanje ter tehnične težave. Večina učiteljev meni, da bodo učenci z izobraževanjem na daljavo pridobili manj oz. precej manj znanja, kot bi ga s poučeva-njem v razredu. Učitelji, ki se počutijo bolj opolnomočene za poučeva-nje na daljavo, imajo tudi boljši odnos do poučevanja materinščine na daljavo in so tudi bolj zadovoljni s komunikacijo z učenci na daljavo. Učitelji, ki so imeli v sklopu službe potrebna izobraževanja za poučeva-nje na daljavo, se počutijo bolj opolnomočene za poučevanje na daljavo kot učitelji, ki takih izobraževanj niso imeli. The Slovene language has several roles in the educational process in the Republic of Slovenia, including its role as a subject in the curriculum in its own right. It is a basic general education subject in public primary schools and has the most hours of all of the subjects. All teachers were forced to teach remotely for the first time in the history of education (first during the 2019/20 school year and then in the 2020/21 school year) during the Covid-19 coronavirus pandemic. The results of a survey comprising 348 teachers with the ability to teach the mother tongue at primary school level (grades 1–9 of primary school 59% were class curriculum teachers and 41% were Slovene language teachers) show, among other things, that teachers mostly have a good attitude towards distance teaching and feel empowered for this type of teaching, although they feel that this method makes them mentally and physically more tired than teaching in the class-room. Among the advantages of distance teaching, teachers mention the greater use of modern information and communication technology, more use of e-material and the opportunity for formal monitoring of students. In their opinion, the biggest problems of distance teaching (of the Slo-vene language) include: lack of student participation lack of non-verbal communication, thus creating difficulties in understanding and technical issues. Most teachers believe that students acquire less knowledge or far less knowledge by distance education than they would from education in the classroom. Teachers who feel more empowered to teach remotely also have a better attitude towards teaching their mother tongue and are more satisfied with the communication aspect with students in distant teaching. Teachers who have received the necessary training for distance teaching as part of their work feel more empowered to teach this way than teachers who have not had such training.

We analysed 286 nights of data from the OH* airglow imager FAIM 3 (Fast Airglow IMager) acquired at Otlica Observatory (45.93∘ N, 13.91∘ E), Slovenia, between 26 October 2017 and 6 June 2019. Measurements have been performed with a spatial resolution of 24 m per pixel and a temporal resolution of 2.8 s. A two-dimensional fast Fourier transform is applied to the image data to derive horizontal wavelengths between 48 m and 4.5 km in the upper mesosphere/lower thermosphere (UMLT) region. In contrast to the statistics of larger-scale gravity waves (horizontal wavelength up to ca. 50 km; Hannawald et al., 2019), we find a more isotropic distribution of directions of propagation, pointing to the presence of wave structures created above the stratospheric wind fields. A weak seasonal tendency of a majority of waves propagating eastward during winter may be due to instability features from breaking secondary gravity waves that were created in the stratosphere. We also observe an increased southward propagation during summer, which we interpret as an enhanced contribution of secondary gravity waves created as a consequence of primary wave filtering by the meridional mesospheric circulation. We present multiple observations of turbulence episodes captured by our high-resolution airglow imager and estimated the energy dissipation rate in the UMLT from image sequences in 25 cases. Values range around 0.08 and 9.03 W kg−1 and are on average higher than those in recent literature. The values found here would lead to an approximated localized maximum heating of 0.03–3.02 K per turbulence event. These are in the same range as the daily chemical heating rates for the entire atmosphere reported by Marsh (2011), which apparently stresses the importance of dynamical energy conversion in the UMLT.

V zacetku leta 2020 se je ves svet srecal s pojavom pandemije zaradi novega virusa SARS-CoV-2. Zaradi ukrepov za zajezitev sirjenja okužb je bila Slovenija, tako kot vecina drugih držav, primorana zapreti vse izobraževalne ustanove. Poucevanje in ucenje sta se iz ucilnic premaknila v spletno okolje, kar je bil velik izziv za ucitelje, ucence in za njihove starse ter je od vseh deležnikov zahteval veliko prilagajanja in truda. Maja 2020 smo izvedli raziskavo, s katero smo želeli preuciti odnos starsev do izobraževanja na daljavo v izrednih razmerah. V raziskavo je bilo vkljucenih 313 starsev ucencev zadnjega vzgojno-izobraževalnega obdobja osnovne sole, 147 starsev dijakov od prvega do tretjega letnika srednje sole in 35 starsev dijakov zakljucnega (cetrtega) letnika srednje sole. Starsi osnovnosolcev so porocali, da imajo najvec težav pri usklajevanju med službo in solanjem otroka, prav tako so pogosteje porocali o težavah pri motiviranju otroka za solsko delo doma kot drugi dve skupini starsev. Starsi srednjesolcev zakljucnega letnika (maturantov) so najbolj pogresali osebni stik z uciteljem in izobraževanje na daljavo ocenili kot bolj stresno kot drugi dve skupini starsev. Na splosno so starsi ocenili, da je izobraževanje na daljavo zapletenejse in težavnejse od tradicionalnega pouka v razredu. Vecina starsev se je strinjala, da so solarji med izobraževanjem na daljavo pridobili manj znanja in to je bilo tudi manj utrjeno. Starsi so precej pozitivno ocenili uciteljevo pomoc ucencem na daljavo. Prav tako so se strinjali, da bo spletno izobraževanje v prihodnosti postalo pomembno.Alternate abstract:In early 2020, the whole world was confronted with the emergence of the new SARS-CoV-2 virus. Due to restrictive measures, Slovenia, like most other countries, was forced to close all educational institutions. Teaching and learning shifted from classrooms to an online environment, which was a major challenge for teachers, students and their parents and required a significant amount of adaptation and effort. In May 2020, we conducted a study to investigate parents attitudes toward emergency remote schooling. The study included 313 parents of students from the last triad of primary (compulsory) school (Grades 7-9;12-15 years old), 147 parents of secondary school students (Years 1-3;15-18 years old) and 35 parents of students in their final (4th) year of secondary school (18-19 years old). Specifically, parents of primary school adolescent children, in particular, reported having the most difficulty coordinating their work and the remote schooling of their child, and they also reported more difficulty motivating their child to complete schoolwork at home than the other two groups of parents did. Parents of secondary school students in Year 4 were most likely to miss personal contact with the teacher and rated emergency remote schooling as more stressful than the other two groups of parents. In general, parents rated emergency remote schooling to be more complicated and difficult than traditional classroom instruction. Most parents agree that such schooling provides students with less knowledge, which is also less consolidated, although they perceived teachers remote help for students quite positively. They also believe that online education will become important in the future.

Epidemija virusa covid-19 je zaradi zaustavljanja javnega življenja in za-piranja šol močno vplivala na izvedbo celotnega pedagoškega procesa. Učitelji športa so bili postavljeni pred izziv, kako učne vsebine, ki jih sicer izvajajo v telovadnici, poučevati na daljavo. Namen naše raziskave je bil ugotoviti, kateri modeli poučevanja športa na daljavo so se med epidemijo izkazali kot najučinkovitejši, tj. z rezultatom visoke aktivno-sti učencev kljub sodelovanju od doma. V proces pridobivanja podat-kov smo vključili 33 na daljavo izvedenih učnih ur športa na predmetni stopnji, znotraj katerih je vsako učno uro šest učencev (tri deklice in trije dečki) nosilo merilnike pospeška (n = 198 učencev). Rezultati so pokazali, da se je kot najučinkovitejši model pojavljal obrnjen model poučevanja, pri katerem so učenci vnaprej dobili v pregled različne obli-ke učiteljevih videoposnetkov, nato pa na učni uri, ki je bila izvedena na daljavo, aktivno sodelovali pri izvedbah tudi s svojimi idejami. Stati-stično značilno manj učinkovita različica obrnjenega modela poučeva-nja je bila z vnaprej pripravljenimi interaktivnimi nalogami in igrami. Sledila sta ji kombinacija na daljavo izvedenih učnih oblik frontalnega poučevanja z delom po postajah in frontalno poučevanje. Kot najmanj učinkovito je bilo samostojno delo učencev po učiteljevih pripravljenih navodilih. Čeprav sta se oba obrnjena modela poučevanja izkazala kot najučinkovitejša glede intenzivnosti aktivnosti učencev med učnimi urami, ju je težko vpeljevati v prakso, saj načrtovanje in izpeljava zahte-vata precej učiteljevega časa. The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of con-veying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, re-sulting in a high level of pupils’ activity despite participation from home. In the process of data collection, we included 33 PE distance learning les-sons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time.

Cilj raziskave je bil oceniti okoljski svetovni nazor in skrb za okolje učencev od četrtega do sedmega razreda v Sloveniji. Lestvica nove eko-loške paradigme za otroke je bila prevedena in validirana za uporabo s slovenskimi osnovnošolci (N = 310). Učence smo tudi spraševali o nji-hovi skrbi za okolje (z uporabo lestvice okoljskih motivov) in zastavlja-li demografska vprašanja. Za Lestvico nove ekološke paradigme je bila izvedena potrditvena faktorska analiza s pomočjo programske opreme AMOS, ki je potrdila tridimenzionalni model z desetimi trditvami. Štu-dentje so pokazali najvišje soglasje s trditvami v faktorju pravice narave, najnižje pa s faktorjem človeška izjemnost. Odnos do okolja se je od četrtega do sedmega razreda poslabšal, medtem ko so učenci v višjih razredih pokazali bolj altruistično skrb za okolje. Razlike med spoloma niso bile statistično pomembne za njihove okoljske svetovne nazore in skrbi. Izsledki kažejo, da je okoljska skrb za biosfero v pozitivni korela-ciji s faktorji pravice narave in vera v ekološko krizo ter v negativni kore-laciji s faktorjem človeška izjemnost. Nova ekološka paradigma nam bo omogočila vrednotenje izobraževalnih programov za otroke v Sloveniji. The goal of the present research was to assess the environmental world-views and concerns of students from the fourth to the seventh grade in Slovenia. The New Ecological Paradigm Scale for Children was translated and validated for use with Slovenian primary school students (N = 310). The students were also asked about their environmental concerns (us-ing statements from the Environmental Motives Scale) and demographic questions. A confirmatory factor analysis was conducted for the New Eco-logical Paradigm scale using AMOS software, confirming a three-dimen-sional model with ten items. The students showed the highest agreement with the items in the factor Rights of Nature, and the lowest agreement with Human Exemptionalism. The environmental attitudes of the stu-dents decreased from the fourth to the seventh grade, while altruistic en-vironmental concerns significantly increased with higher grades. Gender differences were not statistically significant for environmental worldviews and concerns. The reported results show that biospheric environmental concern positively correlates with the factors Rights of Nature and belief in Eco-Crisis, and negatively correlates with Human Exemptionalism. The New Ecological Paradigm tool will enable the evaluation of education programmes for children in Slovenia.

Avtorji v prispevku zagovarjajo tezo, da spodbujanje avtonomije otrok v vrtcu prispeva k pozitivnim učinkom avtonomije posameznika v poznejšem obdobju. Različni viri utemeljujejo predpostavko, da obstaja razmerje med avtonomijo otrok in avtonomijo vzgojiteljev. V prispevku so avtorji ugotavljali in raziskovali, kako vzgojiteljice in vzgojitelji vrednotijo dejavnike lastne strokovne avtonomije, dejavnike in pogoje, ki po njihovem mnenju spodbujajo avtonomijo predšolskih otrok, ter ali ocena obojih dejavnikov in pogojev vpliva na dejansko stanje spodbujanja avtonomije otrok v vrtcu. Ko govorimo o spodbujanju avtonomije otrok, imamo v mislih participacijo otrok, omogočanje možnosti otrokom, da se igrajo in učijo ter manipulirajo z materiali, učnimi pripomočki na svoj način, da vzgojitelji in vzgojiteljice nudijo otrokom možnost izbire, upoštevajo njihova čustva in perspektivo otrok ter jim dajejo racionalne povratne informacije. Izsledki raziskave kažejo, da vrednotenje vzgojiteljic in vzgojiteljev (N = 524) dejavnikov in pogojev spodbujanja avtonomije otrok ugodno vpliva na spodbujanja avtonomije pri otrocih, ni pa ključnega pomena. Najpomembnejša dejavnika spodbujanja avtonomije otrok sta vzgojitelj kot oseba in participacija otrok. In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual’s autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child’s autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (N = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.

In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals to be followed in educating preschoolchildren on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well asdependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actuallearning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conductedin the groups of preschool children.

This paper deals with prevention and alternative dispute resolution (ADR) in tax matters, particularly in the light of the specific nature of administrative relations, which also include tax procedures. Given the involvement of stakeholders, ADR benefits both the taxpayers and the tax authority, enabling greater legal certainty and speedier finalisation of procedures. Yet, ADR also poses an open threat to the public interest and equality as international and constitutional administrative principles, and must therefore be limited in tax procedures. This also derives from the legal acts of the EU and the Council of Europe. In addition to theoretical frameworks and types of dispute prevention and resolution mechanisms studied by means of scientific literature review, legal sources analysis and comparative insights, the paper presents the Slovenian regulation and practice of the Financial Administration (FURS) over the past years. The aim of this research is to examine the de iure and de facto situation at the national level. The analysis shows that, in tax matters, ADR is noticeably more intensive at the international level than within national tax systems. On the other hand, individual countries prefer to establish regulatory mechanisms for prevention, which should result in even more desired avoidance of disputes. It can be concluded that efficient tax procedures require an integrated approach, including both dispute prevention and ADR, in order to ensure the principles of tax justice and systemic inclusion of all stakeholders in its governance., Ovaj rad bavi se prevencijom i alternativnom rješavanjem sporova (ADR) u poreznim pitanjima, u kontekstu upravnih odnosa. ADR, na temelju sudjelovanja dionika, koristi i poreznim obveznicima i poreznom tijelu, jer donosi osobito veću pravnu sigurnost i brzu konačnu zatvaranje postupaka. Istovremeno ADR znači otvorenu prijetnju javnom interesu i jednakosti po međunarodnim upravnim i ustavnim načelima, zato mora biti ADR u poreznim postupcima ograničeno. Ovo također proizlazi iz akata EU i Vijeća Europe. Osim teorijskih okvira i vrsta ADR na bazi analize znanstvene literature, pravnih izvora i komparativnih uvida u ovom radu bavi se o regulatornom okviru u Sloveniji i praksi Financijske uprave Republike Slovenije (FURS) u posljednjih nekoliko godina. Cilj istraživanja je identifikacija de iure i de facto stanja na nacionalnoj razini. Analiza pokazuje, da je ADR u poreznim pitanjima znatno intenzivnija u međunarodnim odnosima nego unutar nacionalnih poreznih sustava. S druge strane, pojedine zemlje nastoje uspostaviti osobito regulatorne mehanizme za prevenciju, što bi dovelo do još poželjnijeg izbjegavanja sukoba. U zaključku, istaknuto je, da su za efektivne porezne postupke potrebne integrirane metode prevencije kao i ADR, uzimajući u obzir principe pravednog poreznog sustava i uključenosti svih dionika u njegovo upravljanje., Dieser Beitrag bespricht die Vorbeugung des Steuerstreits und alternative Streitbeilegungsmechanismen (ASB-Mechanismen), insbesondere angesichts des spezifischen Wesens der Verwaltungsverhältnisse, welche auch Steuerverfahren einschließen. Sowohl Steuerpflichtige als auch die Steuerverwaltung haben Nutzen von den ASB-Mechanismen, weil sie hohe Rechtssicherheit und schnellere Beendigung der Verfahren ermöglichen. Die ASB stellt aber ein Risiko für das Gemeinwohl und die Gleichheit dar, die völker- und verfassungsrechtlichen Grundsätze. Deshalb muss die ASB bei Steuerverfahren beschränkt werden. Diese Behauptung geht auch von den Rechtsakten der EU und des Europäischen Rates hervor. Dieser Beitrag untersucht die theoretischen Rechtsrahmen und die Arten der Vorbeugung und Beilegung des Streites durch die Analyse der wissenschaftlichen Literatur, der Rechtsquellen und der rechtsvergleichenden Einsichten. Zusätzlich werden im Beitrag die slowenische Regulierung dieses Bereichs und die Praxis der Finanzverwaltung (der sog. FURS) in den letzten Jahren dargestellt. Das Ziel des Beitrags ist es, die de iure und de facto Situation in nationalen Rechtsordnungen zu untersuchen. Die Analyse weist darauf hin, dass die ASB öfter auf internationaler als auf nationaler Ebene verwendet wird. Andererseits geben individuelle Länder der Bestimmung von Regulierungsmechanismen für die Vorbeugung den Vorzug, was zur gewünschten Streitvermeidung führen sollte. Es lässt sich schließen, dass man einen integrativen Ansatz zur Erreichung effizienter Steuerverfahren braucht, welcher sowohl die Vorbeugung des Streits und die ASB einschließt, um die Grundsätze der Steuergerechtigkeit und die systematische Einbeziehung aller Interessenvertreter zu gewährleisten., Il presente lavoro si occupa della prevenzione e della risoluzione alternativa delle liti (ADR) nelle questioni tributarie, nel contesto dei rapporti amministrativi. L’ADR, in base alla partecipazione delle parti, serve anche ai contribuenti ed agli enti tributari, in quanto comporta una maggiore certezza del diritto ed una chiusura rapida e definitiva della lite. Al tempo stesso l’ADR rappresenta una minaccia aperta per l’interesse pubblico e per l’uguaglianza secondo i principi internazionali amministrativi e costituzionali. Pertanto, l’ADR nella materia tributaria incontra dei limiti. Ciò deriva altresì dagli atti dell’UE e del Consiglio d’Europa. Oltre che del quadro teorico e dei tipi di ADR in base all’analisi della letteratura scientifica, delle fonti giuridiche e della rassegna comparata, in questo lavoro ci si occupa anche del quadro regolatore in Slovenia e della prassi dell’amministrazione finanziaria della Repubblica di Slovenia (FURS) negli ultimi anni. Lo scopo della ricerca è quello di identificare de iure e de facto la situazione sul piano nazionale. L’analisi dimostra che l’ADR nelle questioni tributarie è assi più intensa nei rapporti internazionali che all’interno dei sistemi tributari nazionali. Dall’altra parte, i singoli paesi cercano di creare dei meccanismi regolatori di prevenzione, il che porterebbe ad un auspicato scongiuramento del conflitto. Nella conclusione è stato rilevato che per delle procedure tributarie efficienti siano necessari dei metodi di prevenzione integrati come anche l’ADR, tenendo conto dei principi di un sistema fiscale giusto e dell’inclusione di tutte le parti nella sua gestione.

After the fall of communism, the healthcare systems of Central and Eastern European countries underwent enormous transformation, resulting in departure from publicly financed healthcare. This had significant adverse effects on equity in healthcare, which are still evident. In this paper, we analyzed the role of government and households in financing healthcare in eight countries (EU-8): Czechia, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia, and Slovenia. A desk research method was applied to collect quantitative data on healthcare expenditures and qualitative data on gaps in universal health coverage. A linear regression analysis was used to analyze a trend in health expenditure over the years 2000–2018. Our results indicate that a high reliance on out-of-pocket payments persists in many EU-8 countries, and only a few countries have shown a significant downward trend over time. The gaps in universal coverage in the EU-8 countries are due to explicit rationing (a limited benefit package, patient cost sharing) and implicit mechanisms (wait times). There is need to increase the role of public financing in CEE countries through budget prioritization, reducing patient co-payments for medical products and medicines, and extending the benefit package for these goods, as well as improving the quality of care.

This article addresses Slovenia as a case of a post -communist country in terms of its sustainable development. It deploys an in -depth historical analysis and extensive empirical data while exploring Slovenian society through the analytical lens of morpho-static/morphogenetic approach (Archer 2017). The focus is on (1) the country’s structural and cultural settings in each selected period in order to explore whether there has been a mutual reinforcement of the levels of both, contributing to the sustainable development; (2) ways in which agents respond to such changes reinforcing or changing the structural settings. The selection of quantitative structural indicators of sustainable development is based on the indicators of sustainable development that have a direct reference to the Sustainable Development Agenda of the United Nations 2030 and also adopted by the current Strategy of Development of Slovenia. The selection of survey data was based on their connection with the same sustainability issues and their availability for a longer period, particularly close to the time points of the cycles observed. The findings show that in terms of contributing to sustainable development, the presence of morphogenesis in the selected cycles turns out to be rather limited, and there is a severe lack of political reflexivity (cf. Al -Amoudi 2017) among actors.

Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.

Gospodinjstvo deluje na akademskem, šolskem in na družbenem področju ter v vsakdanjem življenju. Zaradi svoje multidisciplinarnosti vključuje in med seboj povezuje vsebine različnih disciplin (npr. zdrav življenjski slog, prehrana, dietetika, tekstil, dom, družina, potrošnja, osebna in družinska ekonomika ter dizajn in tehnologija), ki se obravnavajo z vidika zadovoljevanja potreb posameznika, družine in družbe. Gospodinjsko izobraževanje in opismenjevanje imata pomembno vlogo pri usvajanju znanj in veščin, ki pripomorejo k dvigu kakovosti življenja posameznika, družin in družbe. Z razvojem družbe se spreminjajo potrebe posameznika in družin, zato so potrebne tudi spremembe na področju gospodinjskega izobraževanja, ki se kažejo v aktualizaciji učnih načrtov predmeta. Cilji in vsebine v učnem načrtu morajo odražati in zadovoljevati potrebe trenutne družbe ter upoštevati kulturno odvisnost in socialno determiniranost področja gospodinjstvo. V trenutni učni načrt predmeta gospodinjstvo v slovenski osnovni šoli so v določenem obsegu že vključena nekatera vsebinska področja, ki so bila prepoznana kot pomembna za zadovoljevanje potreb družbe. Ta se nanašajo na zdrav življenjski slog, prehrano, zdravje, tekstil, potrošnjo, ekonomiko, okolje in na trajnostni razvoj. Glede na zaznane potrebe družbe pa bi bilo treba v gospodinjsko izobraževanje v Sloveniji dodatno vključiti tudi vsebine o domu, uporabi gospodinjskih aparatov in prvi pomoči ter učence spodbujati k razvijanju socialnih in komunikacijskih veščin. Treba je razmisliti tudi o ustrezni umestitvi predmeta v predmetnik, saj se kaže potreba po izvajanju gospodinjskega izobraževanja v celotnem osnovnošolskem izobraževanju. Le takšno gospodinjsko izobraževanje bi omogočalo usvajanje znanj in veščin, potrebnih v družbi, in s tem ustrezno stopnjo gospodinjske pismenosti posameznika. Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.

The goal of the present research was to assess the environmental world-views and concerns of students from the fourth to the seventh grade in Slovenia. The New Ecological Paradigm Scale for Children was translated and validated for use with Slovenian primary school students (N = 310). The students were also asked about their environmental concerns (us-ing statements from the Environmental Motives Scale) and demographic questions. A confirmatory factor analysis was conducted for the New Eco-logical Paradigm scale using AMOS software, confirming a three-dimen-sional model with ten items. The students showed the highest agreement with the items in the factor Rights of Nature, and the lowest agreement with Human Exemptionalism. The environmental attitudes of the stu-dents decreased from the fourth to the seventh grade, while altruistic en-vironmental concerns significantly increased with higher grades. Gender differences were not statistically significant for environmental worldviews and concerns. The reported results show that biospheric environmental concern positively correlates with the factors Rights of Nature and belief in Eco-Crisis, and negatively correlates with Human Exemptionalism. The New Ecological Paradigm tool will enable the evaluation of education programmes for children in Slovenia.

The article analyses the conceptualisations and gradual transformation of higher education in Slovenia from the 1980s to the early 1990s, i.e., during the period of profound social and political changes leading to the proclamation of the independent Republic of Slovenia in 1991. The broad public debate on the future of education in general was an impor-tant part of the awakening of civil society in the 1980s. In the specific field of higher education, intensive discussions led to the demand for a new and comprehensive development strategy. Given the profound transformation of higher education that took place during this period, this subject has been unjustifiably poorly researched. The article there-fore tries to contribute to partially filling the gap, and at the same time to stimulating further research. Based on the study of archive material, the present analysis concludes that the most important innovation of this period can be defined as a gradual conceptual and then normative shift from a national university to a national higher education system.

Based on Foucault’s concept of the dispositive, the paper attempts to show how societies and schools have been functioning for some time now by regulating three dispositives: juridical, disciplinary, and security. While the crises of the 1970s shifted the combination of dispositives in education in the West towards security, this shift in the rationality of education policy and practice did not occur in Slovenia until the 1990s, following the broader political transition to democracy and a market economy. The paper aims to present these shifts through the structuring of quality assurance mechanisms in education in Slovenia in the previ-ous two decades. First, the concept of quality assurance is presented as part of a broader change in society and education. This is followed by analyses of the dynamics of the conceptualisation, implementation, and regulation of quality assurance in education in Slovenia. Complementa-rily, following Bourdieu’s approach, seven interviews with experts from the field of quality assurance are presented, with the aim of reflecting on the past and shedding light on the current state of affairs in quality as-surance in education in Slovenia.

Glavni cilj raziskave je bil preučiti izkušnje študentov z izrednim uče-njem in s poučevanjem na daljavo med pandemijo covida-19. Zanimalo nas je, v kakšnem odnosu s to izkušnjo so njihove strategije za spoprije-manje z izrednimi razmerami, učne strategije in pozitivnost. V raziskavi je sodelovalo 337 študentov. Podatki so bili zbrani s spletnim vprašalni-kom. Rezultati kažejo, da so študentje uporabljali bolj prilagojene stra-tegije spoprijemanja (pozitivno prevrednotenje, sprijaznjenje in preu-smerjanje k načrtovanju) in manj neprilagojenih strategij (obtoževanje drugih, katastrofiranje). Poleg tega so študentje poročali o pogosti upo-rabi dveh učnih strategij, tj. strukturiranju okolja in postavljanju ciljev, ter o manj pogosti uporabi strategije prilagoditve načina dela. Samore-gulacija in pozitivnost sta skupaj pojasnili 40 % variance študentskih izkušenj med pandemijo. Pomembni napovedniki za bolj konstruktivne izkušnje so bili pogosta uporaba strategij za določanje ciljev in struktu-riranja okolja, izrazitejša pozitivnost in manj pogosta uporaba katastro-firanja kot strategije spoprijemanja. Ugotovitve raziskave prispevajo k boljšemu razumevanju učnih izkušenj študentov z izrednim učenjem in s poučevanjem na daljavo med pandemijo ter njihovih korelatov. Poleg tega visokošolskim učiteljem in sodelavcem omogočajo, da se pri pod-pori študentom za spoprijemanje s pandemijo osredinijo na bistvene elemente. The main objective of the present research was to explore students’ ex-periences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emer-gency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ expe-rience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment struc-turing strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a bet-ter understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when sup-porting students to cope with the pandemic.

The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils’ activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time. (DIPF/Orig.)

Zur Bekämpfung der COVID-19-Pandemie wurden in den meisten Ländern der Welt ab Mitte März 2020 die frühkindlichen Bildungs- und Betreuungseinrichtungen (ECEC) sowie Schulen geschlossen. Betrachtet man die Kita- und Schulschließungen in internationaler Perspektive, so weisen sie allerdings – trotz des weltweiten Einsatzes dieser Präventionsmaßnahme – eine beachtliche Varianz auf. Dieser Beitrag stellt einen konzeptionellen Rahmen vor, um die spezifischen Formen der nationalen Kita- und Schulschließungen sowie der Wiederöffnungen zu unterscheiden. Insbesondere die Modi der Wiederöffnung spiegeln dabei länderspezifische Abwägungen verschiedener Gesichtspunkte wider: Strategien der Pandemieprävention und Public Health, Bildung, soziale Ungleichheiten und Vereinbarkeit von Familie und Beruf. Anhand von vier Länderbeispielen (Deutschland, Österreich, Irland, Slowenien) werden die gewählten Modi und die dahinterstehenden Motive illustriert. (DIPF/Orig.) In the fight against the COVID-19 pandemic, most countries around the globe closed early childhood education and care (ECEC) facilities and schools, beginning in March 2020. Taking a closer look at those closures from an international perspective, however, they exhibit a striking cross-country variation. This contribution presents a conceptual framework to distinguish the specific forms of national ECEC and school closures as well as their re-opening. The re-openings in particular show country-specific considerations of different motives: public health and pandemic prevention strategies, education, social inequalities, and work-family reconciliation. The examples of four countries (Germany, Austria, Ireland, Slovenia) serve to illustrate the different modes chosen and the motives behind them. (DIPF/Orig.)

In this article, we examine the vertical influence of the European Union (EU) policy on recognition of prior learning (RPL) in one Southern European country (Portugal) and in a Central European one (Slovenia). We stress the influence of the EU policy on adult education (AE) policies and the development of RPL granting professional qualification. Although not widely acknowledged in adult education theoretical discussions, we use the RPL models introduced by Judy Harris to debate the main aims of core official RPL national policy documents from 2000 to 2018 using documentary analysis. Comparative analysis of the two countries is made, and similarities and differences between the RPL provisions are debated. Our findings indicate the relevance of the utilitarian approach to RPL within national policies. Furthermore, these findings allow us to question why employers give little attention to adult learners’ qualification acquired through RPL.

This paper identifies some of the key characteristics of the marketisation of adult learning and education (ALE) and analyses the effects in the contexts of Germany (focusing on Bavaria) and Slovenia. ALE policies and institutional practices are analysed through the method of document analysis and interviews. Policy models of ALE proposed by Lima and Guimarães—the democratic–emancipatory model, the modernisation and state control model, and the human resources management model—are used as an analytical framework. Our findings indicate that the latter model prevails in the analysed policies, while the market forces are introduced on the organisational level of ALE from ‘below’ through the increased influence of the market demand coming from the learners/customers, and from ‘above’ through calls for tenders that shape the ‘quasi-market’ in which the ALE organisations compete for funding. However, signs of resistance to the marketisation of ALE practices are also identified.