The results of the research study carried out on a representative sample of students, parents, teachers and head teachers in Slovenian primary schools show alarming data that legal and illegal drugs were easily available in Slovenian primary schools and in vicinities of the schools. Research findings draw attention to the need for teachers and head teachers to pay special attention to drug use in schools and in school vicinities, although they may not initially see it as a problem. Namely, the comparison of data shows that the shares of students who had already seen the students of their schools use drugs in school and in vicinities of the school was bigger than the shares of teachers and head teachers who had seen such practices. On the other hand the responses indicate a non negligible share of students and parents who perceived drugs in school as a problem but this does not mean that schools themselves arise it. What should therefore schools do? In consideration of the problem of drug use in schools and the vicinities of schools, schools should rely on the data presented in this research study which should encourage them to the cooperation with the local community to increase the quality and effectiveness of prevention activities
COBISS.SI-ID: 55014754
The aim of paper is to investigate what the differences between rural and urban municipalities are with regards to the educational opportunities for older people. With the method of multiple case studies, we have determined that in selected municipalities there are significant differences in educational possibilities for older adults in rural and urban local municipalities. The readiness of older adults to enrol in education not only depends on the extent of educational opportunities in a municipality, but also on the various measures for encouraging the participation of older people in education. On the basis of our findings, we suggest the following further steps to improve the educational opportunities for older people in both rural and urban municipalities: educational programs are free of charge and accessible; they have responsive content and organisation of education, based on older adults’ needs; that there is cooperation and networking of different providers of educational and sparetime activities for older people in the community etc.
COBISS.SI-ID: 54675042
This paper presents and analyses results of empirical research which was basically intended to determine how students understand the main role of teachers and their own role as well as which was their significant learning experience during their studies. We were interested in whether their conceptions of teachers' and students' roles change during the studies and whether they approach modern scientific concepts on active and constructive learning. The research was carried out on a sample of the first and third year students, enrolled on the first level of pedagogy study programme at the Faculty of Philosophy in Belgrade and pedagogy and andragogy at the Faculty of Arts in Ljubljana. Results from comparing the first and the third year show that third year students demonstrate a shift to higher conceptions of the students' and teachers' roles, which is more likely to lead to a deeper approach to learning. Modifications towards higher conceptions of the students' and teachers' roles can thus indicate the quality of the studies, since they clearly demonstrate that students are prepared to adopt a more responsible and autonomous role in their studies. In the efforts to achieve high quality of university studies, the abovementioned perspectives represent information important for the reform of study programmes and introduction of changes in the study process.
COBISS.SI-ID: 55039842
We've analysed children’s and parents’ participation in preschool. We emphasise that such participation has objective limits. In preschools it is not only such rules that apply which have been agreed upon and where it has been possible to reach a consensus. We should not overlook the fact that the preschool is an institution which functions according to the rules and norms whose important elements are imposed from the outside – that is, they do not come from the institution’s management, it's professional workers or parents. Preschool, therefore, cannot function as if its teachers, parents and children had no limits other than those they decide and agree upon themselves.
COBISS.SI-ID: 53654882
This article deals with the education of older adults in communities with different levels of wellbeing. We are interested in whether the educational offerings for older adults depend on the wellbeing of the local community. We also examine how the educational offerings differ depending on whether the community is primarily rural or urban. In the research, the case study design was used. Municipalities were selected with respect to their level of wellbeing and compared regarding the educational offering for older adults. The analysis of the selected municipalities shows that the offering of educational opportunities for the older adults is more connected to the degree of urban and/or the rural character of the local community than to the wellbeing of the local community. One of the main obstacles for access to education of older adults appears to be geographical distance. In this research, we establish that the providers of education for older adults and the community’s organizational cohesiveness in Slovenia do not cooperate with each other as a rule. There is also no indepth consideration by education organizers for how to attract the older adults who don’t take part in educational activities.
COBISS.SI-ID: 53572450