INTERCULTURAL COUNSELING AS A CURRENT ISSUE AND WHAT MAKES A COMPETENT INTERCULTURAL COUNSELOR

In the first part of the paper, the author finds that in the present the question of collaboration between members of the majority and the members of cultural, religious, social and other minorities is one of the most essential civilisational questions. Consequently, intercultural pedagogy and intercultural education play an important role here. Due to such multicultural conditions, school counseling, too, has developed some special features. Furtheron in the paper, the author defines and presents the characteristic features of intercultural counseling set up for pupils who are members of cultural minorities and immigrants, as well as for people who live and work with them. The final part of the paper defines the intercultural competence of a school counselor. The latter should be able to detect cultural aspects relating to the counselee, to recognise their role in the causing of the problem of the person seeking counsel and its solution. He/she should be able to incorporate them in the counseling situation and process

Kako so pandemijo covida-19 doživljali slovenski in nemški mladostniki s specifičnimi učnimi težavami

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. (DIPF/Orig.

ULOGA I ZNAČENJE ŠKOLSKOG SAVJETOVANJA U SLUČAJU VRŠNJAČKOG NASILJA

The subject of discussion is peer violence and the role of school counselors when dealing with this problem. The first part of the article gives a definition of peer violence as it applies to the role of the school counselor when dealing with peer violence. The second part of the article shows the results of empirical research which took place in March and April of 2010 on a sample of 428 students from Slovene schools. The fundamental objective of this research was to determine the actual state of this problem in practice: determining the role of school counseling in discovering and solving problems concerning peer violence; finding out whether students trust school counselors, whether they turn to them when in trouble, whether they cooperate with school counselors and if school counseling also works preventively.Tema ovoga rada je vršnjačko nasilje te uloga koju školski savjetnici imaju kada se suočavaju sa spomenutim problemom. Uvodni dio rada definira pojam vršnjačkog nasilja te način na koji ono utječe na rad školskog savjetnika kada se suočava s tim problemom. Drugi dio rada prikazuje rezultate empirijskog istraživanja koje je provedeno u ožujku i travnju 2010. na uzorku od 428 učenika is slovenskih škola. Glavna svrha ovog istraživanja bila je ustanoviti stvarno stanje tog problema u praksi: odrediti ulogu školskog savjetovanja u pronalaženju i rješavanju problema vezanih uz vršnjačko nasilje; otkriti vjeruju li učenici školskim savjetnicima, obraćaju li im se kada imaju problem, odnosno surađuju li s njima, te djeluju li školski savjetnici preventivno

Schulleitung und Bildungsqualität: Gemeinsamkeiten und Unterschiede in ausgewählten EU-Ländern

The paper focuses on different methods of school leadership and management styles. Effective school leadership is identified as crucial to students’ outcomes, second only to the quality of the teacher (Augustine et al., 2009 in OECD, 2012). In the paper the results of secondary empirical research based on TALIS data (2008) are presented. The predictive value of selected variables (such as school size, principals’ gender etc.) for different types of principals\u27 leadership and management styles were evaluated with multiple regression analyses. The results of the analysis are placed in the international context since the paper focuses on comparison of data from principals questionnaires for Austria, Hungary, Slovak Republic and Slovenia. The analyses indicate that the predictors for different leadership and management styles are mostly country specific and only years of experience have significant influence in most indexes. The answer to what are the best school management and leadership styles isn’t straightforward. Based on our research it is not possible to introduce or improve a specific indicator in order to achieve such school leadership.Članak se fokusira na različite metode vođenja škole i stilove (načine) upravljanja. Efikasno vođenje škole pokazalo se kao ključno za uspjeh učenika, odmah nakon kvaliteta učitelja (Augustine i dr., 2009 u OECD, 2012). U članku su predstavljeni rezultati drugog empirijskog istraživanja, koji se temelje na podacima iz projekta TALIS (2008). Predviđene vrijednosti izabranih varijabli (kao što su veličina škole, spol ravnatelja škole itd.) za različite vrste vođenja i stilova upravljanja škole bile su analizirane višestrukom regresijskom analizom. Rezultate analize možemo primijeniti u međunarodnom kontekstu (prostoru), pošto smo usporedili podatke upitnika za ravnatelje škola iz Austrije, Mađarske, Slovačke i Slovenije. Analizom je utvrđeno da su pokazatelji (prediktori) za različite vrste vođenja i stilove upravljanja školom pretežno zavisni odspecifike pojedinih država, značajan utjecaj na većinu indeksa imaju jedino godine radnog iskustva ravnatelja. Odgovor napitanje koje su najbolje vrste vođenja i stilovi upravljanja školom nije jednoznačan. Na temelju našeg istraživanja nije moguće izdvojiti neki posebni indikator za postizanje dobrog upravljanja.Der vorliegende Beitrag befasst sich mit verschiedenen Schulleitungsmethoden und Verwaltungsstilen. Eine effektive Schulleitung erweist sich nach der Qualität des Lehrers als zweitwichtigster Faktor für den Erfolg der Schüler (Augustine et al., 2009 in OECD, 2012). In diesem Beitrag werden die Resultate einer sekundären empirischen Untersuchung vorgestellt, die auf TALIS Daten (2008) basiert.Der prädikative Wert von ausgewählten Variablen (wie z. B.: Schulgröße, Geschlecht des Schulleiters etc.) für verschiedene Typen der Schulleitung und der Managementstile wurde mittels der multiplen Regressionsanalyse festgestellt. Die Resultate der Analyse wurden in den internationalen Kontext eingebettet,da sich der Beitrag auf den Vergleich der Fragebögen von Schulleitern aus Österreich, aus Ungarn, aus der Slowakei und aus Slowenien konzentriert. Die Analyse zeigt, dass die Prädikatoren für verschiedene Schulleitungs und Managementstile meistens länderspezifisch sind und dass in den meisten Indexen nur die Jahre der Erfahrungeine signifikante Rolle spielen. Esgibt keine eindeutige Antwort darauf, welche die besten Schulmanagement- und Schulleitungsstile sind. Unsere Untersuchung zeigt, dass es nicht möglich ist, einen Indikator einzuführen oder zu verbessern, um eine solche Schulleitung zu erreichen

Slovenian national minorities and emigrants in selected primary school curricula and textbooks

The article analyses the curriculum of the primary school subjects Geography, History and Civic and Homeland Education and Ethics, along with some textbooks for these subjects. The purpose of the paper is to determine whether these subjects include material on Slovenian national minorities and emigrants and objectives closely related to such material, which content and objectives are included and to what extent. Pupils in Slovenian primary school address real issues concerning Slovenian national minorities and emigrants, while the message and quantitative representation differ, depending on the basic definition and purpose of the subject. In addition to curricula and textbooks, the behaviour and attitude of pupils to Slovenians abroad is influenced primarily by teachers and their knowledge of their own subject and other subjects, their understanding of the processes of knowledge construction and knowledge of the school vertical and the horizontal

Teacher educator\u27s professional development

This study examines the stages of teacher educators’ professional development. In a framework based on the literature on teacher professional development, we focus especially on the stages/levels of teacher educators’ professional development. The Results of an empirical study conducted at the University of Maribor in February 2012 indicate that there are no differences between the stages of professional development of teacher educators and non- teacher educators

Interkulturalno savjetovanje i interkulturalne savjetničke kompetencije

In the first part of the paper, the author finds that in the present the question of collaboration between members of the majority and the members of cultural, religious, social and other minorities is one of the most essential civilisational questions. Consequently, intercultural pedagogy and intercultural education play an important role here. Due to such multicultural conditions, school counseling, too, has developed some special features. Further on in the paper, the author defines and presents the characteristic features of intercultural counseling set up for pupils who are members of cultural minorities and immigrants, as well as for people who live and work with them. The final part of the paper defines the intercultural competence of a school counselor. The latter should be able to detect cultural aspects relating to the counselee, to recognise their role in the causing of the problem of the person seeking counsel and its solution. He/she should be able to incorporate them in the counseling situation and process.U prvom dijelu rada utvrđuje da u sadašnjosti pitanje suradnje između pripadnika većine i pripadnika različitih manjinskih kulturalnih, religijskih, društvenih i dr. je najvažnije civilizacijsko pitanje. Kao posljedica, interkulturalna pedagogija i interkulturalno obrazovanje imaju najvažniju ulogu. Zbog takvih multikulturalnih uvjeta, školsko savjetovanje je također razvilo neke posebnosti. Nadalje, u radu autorica definira i predstavlja karakteristike interkulturalnog savjetovanja za učenike koji su pripadnici manjina ili imigranti, kao i za osobe koje žive i rade s njima. Završni dio rada definira interkulturalne kompetencije školskog savjetnika. Nadalje, trebalo bi uočiti kulturalne aspekte savjetovanja, prepoznati njihovu ulogu, problem osobe koja traži savjetovanje i riješenje problema. On/ona bi se trebali moći uživjeti u situaciju za koju daje savjet, te u sam proces

Automation of screwing of installation elements on the oven central cross-profile

Ergonomija je znanost o oblikovanju dela, opreme in delovnega mesta, ki se prilega zaposlenemu. Ta omogoča bolje opravljeno delo in poskrbi, da je delovno mesto varno in zaposleni zadovoljni. Pri oblikovanju oziroma načrtovanju delovnega okolja se mora čim bolj upoštevati individualne značilnosti zaposlenih. Potrebno je skrbno načrtovati in predvideti, kako bo videti delovno mesto, koga bomo nanje zaposlili in kaj od zaposlenega pričakujemo. Delovno okolje oziroma samo delovno mesto mora biti prilagojeno osebi, ki bo v njem delala. Ker smo ljudje različni, je to zelo težko, vendar se je potrebno temu čim bolj približati. Zaposleni, ki se dobro počuti na svojem delovnem mestu, bo vložil več truda v svoje delo, kar bo podjetju le koristilo. Stalno analiziranje, izpopolnjevanje in prilagajanje delovnega okolja trenutni situaciji pripomore k dobremu počutju zaposlenega in k uspešnemu delovanju podjetja. Ni dovolj samo oblikovati, ampak je potrebno tudi obdržati ergonomsko oblikovano delovno mesto.Ergonomics is the science of designing the job, equipment, and workplace to fit the employee. Ergonomics is allowing better finished work and it takes care, that there is workspace more securely and employee satisfied. When shaping or planning one\u27s working environment it is necessary to consider the ind ividual character of the employee. Careful planning is needed with a clear pic ture of how the workplace is going to look and who will be hosted at that partic ular workspace as well as what is expected from that emplyee. The working environment or the workspace itself needs to be suited to the person who will be working in it. Human characters are different and such personalization is thus difficult, but we need to get as close as possible. Employee, that he/she feels comfortable at his/her workplace, he or she will consequently invest more effort in his/her work to the benefit of the company. Continuous analysis, improvement and fitting of the working environment to the current situation is required. A coherent and sound atti tude is needed from the perspective of a constructive atmosphere as well as from the point of view of the company\u27s business result and the ergonomically shaped workplace needs not only to be created but also maintained as such through time