Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic (linguistic) origin

Réformes et changements en éducation en Slovénie

En avril 2009, la Slovénie a réuni un groupe d’experts nationaux chargé de préparer un rapport qui servirait de « base à des changements systémiques et, sur la base de preuves, proposerait une amélioration du système éducatif » (Lukšiˇc 2009). Le ministre attend ces analyses et propositions de changement pour 2011. Bien que la Slovénie ne soit que récemment devenue un pays indépendant (1991), ce n’est pas la première fois qu’elle s’engage de manière systématique dans une politique de changeme..

Lev Vygotski, initiateur du constructivisme social et penseur insaisissable de l’éducation

L’article expose le rôle de Vygotski (1896-1934) dans la création d’une nouvelle discipline scientifique dénommée paidologie et les raisons pour lesquelles Vygotski fut temporairement exclu du discours savant. L’article présente certains concepts introduits par Vygotski, depuis la notion de fonctions psychiques élémentaires et supérieures chez l’enfant jusqu’à l’importance du langage et de son pouvoir d’orientation et de régulation, afin de comprendre les acquis inégaux d’apprentissage des enfants, liés à leur environnement social. Ces concepts ont eu un impact important sur la définition de la sociolinguistique, qui constitue un pan important des pratiques réflexives en éducation.In the present work the authors attempt to give a concise introduction of Vygotsky and his role in establishing a new scientific discipline called paedology. The authors also outline the reasons why Vygotsky was temporarily eliminated from scholarly discourse. Then, Vygotsky’s most relevant concepts are introduced from elementary and higher mental functions in children, to the meaning of language (symbol) and its orienting and regulatory potentials for understanding children’s unequal learning achievements related to the child’s social environment and conditioned by the ideal forms of this environment from very early age on. The above mentioned has had an important impact on defining sociolinguistics, which forms important part of the reflective practices in the education.El artículo explica el papel de Vygotsky (1896-1934) en la creación de una nueva disciplina científica denominada paidología y las razones por las que Vygotsky fue temporalmente excluido del discurso académico. Se presentan algunos conceptos introducidos por Vygotsky, desde la noción de procesos psíquicos elementales y superiores del niño hasta la importancia del lenguaje y de su poder de orientación y regulación, al objeto de comprender las desigualdades en los resultados de aprendizaje de los niños ligadas a su entorno social. Estos conceptos tuvieron una importante influencia sobre la definición de la sociolingüística, componente esencial de las prácticas reflexivas en educación

Pla de desenvolupament i coaching per a la pràctica informada en l'evidència per a la inclusió escolar

This document was written under the framework of the Project 'Evidence-Informed Practice for School Inclusion [EIPSI] (2020-1-ES01-KA201-082328)'. Project funded under the Erasmus+ Strategic Partnership ProgramThis resource package comprises a self-assessment tool, EIP general guidelines, EIP implementation guidelines, a coaching plan and an EIP resource package dedicated to school leaders and to schools, aimed at improving EIP for inclusion and at guiding them through their EIP adoption process

Training on Evidence-Informed Practice for School Inclusion

Altres ajuts: This document was written under the framework of the Project 'Evidence-Informed Practice for School Inclusion [EIPSI] (2020-1-ES01-KA201-082328)'. Project funded under the Erasmus+ Strategic Partnership ProgramThe purpose of the Training on Evidence-Informed Practice for School Inclusion is to familiarize teachers and other educational stakeholders with the evidence-informed practice approach and to support them to develop the necessary skills and knowledge to facilitate them work in diverse schools' settings

Simola, Hannu (2014). The Finnish Education Mystery. London and New York: Routledge, 308 pp. [Book review]

Rezension von: Simola, Hannu (2014). The Finnish Education Mystery. London and New York: Routledge, 308 pp. ISBN 978-041-581-258-

Polozaji, dispozicije in prakse edukacijskih politik v osrednji in jugovzhodni Evropi (raziskava v teku)

In the article, we present the conceptualisation and selected results of ongoing research dealing with the particular area of top decision making in education in Central and South East Europe. Aiming at a Bourdieuian type of objectification of key agents of decision making in education – ministers – a group of researchers from the region is in the process of interviewing former ministers of education. The interviews should serve as a (frequently omitted) part of the material for a structured analysis of education policy in the region in the times of transition, transformation and metamorphoses in education. (DIPF/Orig.

Immigrant students\u27 achievements in Croatia, Serbia and Slovenia in context

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic (linguistic) origin. (DIPF/Orig.

Strukturna naddoločitev izobraževalnih reform in delovanje

This article attempts to conceptualise the relationship between the individual (professional) and the structural in a period of relatively radical changes in society. The challenging and revealing dialectic of such relations is analysed through the combination of auto-ethnographic reflections 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 republic that was part of a federal state to an independent state. The Expert 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 market 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. (DIPF/Orig.