Saga o akademski avtonomiji v Sloveniji (1919–1999)

This article examines the concept of academic autonomy within the \u27Yugoslav model\u27 of higher education as a peripheral system characterised by an eclectic mix of elements from different systems, resulting in mutations with unique features during its development. The hitherto under-researched history of this higher education model has by no means been uniform or linear; because of this complexity, the focus here is limited to the case of Slovenia but considers the broader context. The focus is on the understanding, legislation, and (non-)implementation of academic autonomy as articulated between 1945 and 1991. The concept was inherited: it was never used in the legislation of federal socialist Yugoslavia yet was used in political and public debates. The analysis relates these debates to the rapidly changing legislation and the broader socio-political context. Although the \u27Yugoslav model\u27 has vanished, its traces and ashes, including old contradictions and dilemmas, remain partly present in the higher education systems of independent states that emerged on the territory of the former federation. The principle that knowledge of the past is the key to understanding the present and approaching the future is confirmed in this case as well. (DIPF/Orig.

Quality assurance in Slovenian teacher education:between national regulation and internationalization

Initial teacher education in Slovenia is today performed at three public universities following the same general trends and challenges seen in other segments of higher education. Internal quality assurance forms part of university self-evaluation activities organized in annual cycles, while external quality assurance is part of a national system based on institutional and programme evaluation and accreditation. In addition, there are some specific demands for teacher education study programmes on the national level. Teacher education is still a nationally regulated profession like in other countries; however, international co-operation has been on the increase and is proving to be an important vehicle for further developing academic standards in this study field and enhancing its quality

Éducation : du cosmopolitisme au globalisme

Il existe une croyance ancienne en un progrès continu vers un monde meilleur, qui se double de la conviction que le bien est associé au savoir et à la recherche du savoir, c’est-à-dire à l’apprentissage. Sur ces bases, il a été attendu de l’éducation qu’elle apporte une contribution significative à l’avènement d’un monde meilleur. L’article s’interroge sur cette contribution au regard des avancées de l’internationalisation et de la globalisation dans le monde contemporain. Le concept d’éducation est abordé à travers le cosmo-politisme du siècle des Lumières, le nationalisme des XIXe et XXe siècles, l’internationalisme du XXe siècle – en particulier le processus d’européanisation – et enfin à travers l’âge du globalisme que nous connaissons aujourd’hui. Contre une « vue monocausale » du globalisme, l’auteur appelle à la reconnaissance de toute une variété de finalités éducatives.There has been a long tradition of belief in continuous progress towards a better world. There has also been a long tradition of a conviction that good is associated with knowledge and with striving for knowledge, i.e. with learning. On these bases, expectations have been made that education substantially contribute to a better world. The paper reconsiders this contribution from the aspect of the contemporary progressing internationalisation and globalisation of education. The concept of education is discussed in relation to the cosmopolitanism of the Enlightenment, the 19th and 20th century nationalism, the 20th century internationalism and in particular the process of “Europeanisation” and, finally, the contemporary age of globalism. Against the “monocausal view” of globalism the author reaffirms a recognition of a full range of educational purposes.Existe una antigua creencia en un progreso continuo hacia un mundo mejor, reforzado por la convicción de que el bien se encuentra vinculado con el saber y la búsqueda del saber, es decir, el aprendizaje. Partiendo de dicha base, se había previsto que la educación aportase una importante contribución al nacimiento de un mundo mejor. El artículo analiza dicha contribución habida cuenta de los avances de la internacionalización y de la globalización en el mundo contemporáneo. El concepto de educación se estudia a través del cosmopolitismo del siglo de las Luces, el nacionalismo de los siglos XIX y XX, el internacionalismo del siglo XX (en concreto, el proceso de europeización) y por último, a través del globalismo que presenciamos actualmente. Frente a una “visión mono-causal” del globalismo, el autor exige el reconocimiento de una amplia variedad de finalidades educativas

La formation des enseignants dans les Balkans Occidentaux

Traiter du problème de la formation des enseignants dans l’Europe du Sud-Est n’est pas tâche facile, en raison d’un contexte historique et politique particulier et d’un manque de recherches comparatives systémiques. Cet article présente les conclusions d’une étude portant sur douze pays et coordonnée par l’Université de Ljubljana. Cette étude fournit une image de leurs systèmes de formation initiale des enseignants, ainsi que des besoins des professeurs en exercice, tout particulièrement en matière de formation sur le terrain.Addressing the problem of teacher training in South-East Europe is no easy task, given the specific historical and political context and the lack of systemic comparative research. This article presents the conclusions of a study covering twelve countries, coordinated by the University of Ljubljana. It provides an overview of their initial teacher training systems and of the needs of practising teachers, particularly in terms of in-service training.Tratar el problema de la formación de los profesores en la Europa del sureste no es nada fácil, debido a un contexto histórico y político particular y a una falta de investigaciones comparativas sistémicas. Este artículo presenta las conclusiones de un estudio que versa sobre doce países y que está coordinado por la Universidad de Liubliana. Este estudio ofrece una imagen de sus sistemas de formación inicial de profesores, así como de las necesidades de los profesores en ejercicio, concretamente en materia de formación sobre el campo

La formation des enseignants dans les Balkans Occidentaux

Traiter du problème de la formation des enseignants dans l’Europe du Sud-Est n’est pas tâche facile, en raison d’un contexte historique et politique particulier et d’un manque de recherches comparatives systémiques. Cet article présente les conclusions d’une étude portant sur douze pays et coordonnée par l’Université de Ljubljana. Cette étude fournit une image de leurs systèmes de formation initiale des enseignants, ainsi que des besoins des professeurs en exercice, tout particulièrement en matière de formation sur le terrain.Addressing the problem of teacher training in South-East Europe is no easy task, given the specific historical and political context and the lack of systemic comparative research. This article presents the conclusions of a study covering twelve countries, coordinated by the University of Ljubljana. It provides an overview of their initial teacher training systems and of the needs of practising teachers, particularly in terms of in-service training.Tratar el problema de la formación de los profesores en la Europa del sureste no es nada fácil, debido a un contexto histórico y político particular y a una falta de investigaciones comparativas sistémicas. Este artículo presenta las conclusiones de un estudio que versa sobre doce países y que está coordinado por la Universidad de Liubliana. Este estudio ofrece una imagen de sus sistemas de formación inicial de profesores, así como de las necesidades de los profesores en ejercicio, concretamente en materia de formación sobre el campo