Ten Steps:Setting-up, validating and evaluating work-based learning modules and work experience using ECTS-credits focussing on work placements

Setting up a placement, traineeship or entrepreneurship modules or learning units require a clear procedure. This paper offers a step-by-step approach to define, validate and evaluate both the design and its implementation. It offers insight how to select the set of competences and to formulate these as measurable learning outcomes for a specific mode of work-based learning (WBL), to relate these to the set of activities available and required in a practical setting, e.g. the work place, to validate / check the match between learning outcomes and assignments and to evaluate the experience. Key in this process is the need to design the experience in such a way that students can achieve the intended learning outcomes in the time reserved for this mode of learning expressed in ECTS credits.The focus in this guideline paper is on the work placement and in particular the integrated approach. The integrated approach is the most advanced form of a placement model, because it makes the WBL experience a regulated part of a degree programme. This tool should be read as an introduction of the much more comprehensive WEXHE work package report on work placements / integrated approach.3 This document and other relevant ones have been published on the WEXHE website and can be downloaded at https://wexhe.eu. In particular the full work package report offers the detail which is absent in this short guideline

Human Resource Management in the Countries of the Former Yugoslavia

Human Resource Management (HR/HRM) is closely connected to the social and economic environment in which a given organization or company operates. On this basis it may be interesting for foreign potential investors to understand both the differences and similarities in the application of HRM methods in a group of countries which had lived for a long period of time in a federation which had finally disintegrated. Such investors usually come from different environments and backgrounds and have previous experience in the application of specific forms of HRM practice. In this paper the authors try to present the development and changes in the theories and practice of Human Resource Management in most of the countries established on the territory of the former Socialist Federal Republic of Yugoslavia: Bosnia and Herzegovina, Croatia, Macedonia, Serbia and Slovenia.human resource management; economic environment; practices change; former Yugoslavia.

Globalizacija, gospodarska in socialna kriza

Prispevek izhaja iz podmene, da je globalizacija v doglednem času nepovraten proces, ki ga spremljajo globoke strukturne spremembe v gospodarskem in socialnem tkivu sodobnih družb. Kaže se v vzpostavitvi svetovnih trgov kapitala, blaga in delovne sile, omogoča jo razvoj tehnologije, pospešujeta pa jo zlasti neustrezna delitev dohodka med delom in kapitalom ter financializacija. V razvitih državah prihaja do zastoja gospodarske rasti, izgube delovnih mest in pritiskov na osebni standard in socialno državo. V državah v razvoju se učinki kažejo v gospodarski rasti in v vključevanju milijonov ljudi v delo in potrošništvo. Težišče konflikta se prenaša z razmerja med bolj in manj razvitimi državami na razmerje med razredi. Konflikt bo rešljiv z globalizacijo dela in ne z deglobalizacijo. Kljub globalnim tržnim pritiskom majhne države, kot je Slovenija, niso brez možnosti.In the article we assume that globalisation is an irreversible process associated with the profound structural changes in the economic and social tissue of contemporary societies. Its main characteristic is proliferation of the world markets of capital, goods and labour which have been enabled by new information and communication technologies and enhanced by the inadequate distribution of incomes between labour and capital and by financialisation. In the developed countries we can observe slow down of economic growth, loss of jobs and a strong pressure exerted on living standard and welfare state. In the developing countries economic growth and entry of millions of people in economic activities and consumption is evident. The focus of conflict has been shifted from the relation between less and more developed countries to the relation between social classes. The conflict could be solved rather by means of globalisation of labour than by de-globalisation. In spite of global market pressures small countries, such as Slovenia, could find ways of prosperity

Izobraževanje in družbenoekonomski položaj

Članek obravnava povezanost med izobrazbo na eni ter položajem v družbeni in tehnični delitvi dela, materialnim in družbenopolitičnim položajem, vključevanjem v družbeni prostor in mobilizacijo neformalnih virov na drugi strani. Prikazuje pa tudi vključenost v izobraževanje in aspiracije po izobraževanju. Analiza pokaže, da je izobrazba zanesljiv prediktor položaja posameznika v družbeni in tehnični delitvi dela, kakor tudi njegovega materialnega in političnega položaja. Vključenost v izobraževanje in aspiracije po izobraževanju so predvsem odvisne od starosti in izobrazbe, kar pomeni, da je izobrazba samoakcelerirajoči proces. Ker je pri skupinah, ki zavzemajo nižje položaje v družbeni in tehnični delitvi dela in imajo nizek materialni položaj vključenost v izobraževanje najnižja, aspiracije po izobraževanju pa relativno visoke, lahko pri teh skupinah pričakujemo največjo relativno deprivacijo