Page 112 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 112
Programme of EU, 2002), turning into a lifelong process, in particular at an indi-
vidual level. As is the case with other social subsystems, education and science
are, in terms of functionality, also becoming increasingly oriented towards
economic development and are subordinate to the economy (Autor, 2013).
Likewise, adjusting to European political-economic strategies, oriented
towards creating the so-called ‘knowledge society’, are national strategic ori-
entations in relation to educational and scientific research policies (Strategy
on Lifelong Learning in Slovenia, 2007; Drzna Slovenija (Daring Slovenia), 2012;
Resolution on Research and Innovation Strategy of Slovenia 2011-2020). The
following changes within education have taken place in Slovenia in the last
decade: elementary education (the 9-year primary/lower-secondary school
programme was introduced in 2003; Elementary School Act, 2007; The White
Paper on Education in the Republic of Slovenia, 2011) and upper secondary
education were systematically reformed (Vocational Education Act, 2006; Act,
2007), primary/lower secondary and upper secondary curricula were rede-
signed (Reformulated primary/lower secondary curricula, 2011; Instruction for
Preparing New Upper Secondary Education Programmes, 2010) and higher ed-
112 ucation also underwent a reform (Bologna Reform of Higher Education Sys-
tems in Slovenia, introduced between 2005/2006 and 2009/2010; Resolution
on National Programme of Higher Education 2011-2020).
Within education in the new millennium, emphasis is being placed on
new aspects, and the aims of education (oriented towards the development
of competencies - appropriate for the labour market) have been changed at
all levels. The concept of competence is wider than knowledge or the develop-
ment of subject-specific abilities, which were the aims and objectives of edu-
cation in the past. In addition to knowledge it also encompasses skills and at-
titudes (The Key Competencies …, 2002, in Štefanc, 2012: 149). Knowledge in
itself is thus no longer the aim of education or an objectively assessable en-
tity guaranteed by one’s level of education. During the course of education,
an individual needs to acquire suitable skills and develop suitable attitudes
about particular subject areas to which specific competencies refer. The sig-
nificance of knowledge acquisition is thus placed in parallel with one’s skills
and personal attitudes, whereby their value is equated. In comparison with its
past definitions as a fundamental aim of education, knowledge is, in a mod-
ern competency-oriented education, decreasing in value. Education focused
on competencies gives priority to applied knowledge over basic knowledge,
to training of practical skills and procedural knowledge (e.g. the competence
of learning to learn) over acquiring content-based knowledge, to appropriate
attitudes and readiness for action over the quality of mastering the learning
content/knowledge. Achieving educational aims, defined by means of compe-
tencies, is becoming increasingly more subjective and individualised (Štefanc,
2012: 148). Changes in individual curricula are likewise increasingly competen-
student (under)achievement: perspectives, approaches, challenges
vidual level. As is the case with other social subsystems, education and science
are, in terms of functionality, also becoming increasingly oriented towards
economic development and are subordinate to the economy (Autor, 2013).
Likewise, adjusting to European political-economic strategies, oriented
towards creating the so-called ‘knowledge society’, are national strategic ori-
entations in relation to educational and scientific research policies (Strategy
on Lifelong Learning in Slovenia, 2007; Drzna Slovenija (Daring Slovenia), 2012;
Resolution on Research and Innovation Strategy of Slovenia 2011-2020). The
following changes within education have taken place in Slovenia in the last
decade: elementary education (the 9-year primary/lower-secondary school
programme was introduced in 2003; Elementary School Act, 2007; The White
Paper on Education in the Republic of Slovenia, 2011) and upper secondary
education were systematically reformed (Vocational Education Act, 2006; Act,
2007), primary/lower secondary and upper secondary curricula were rede-
signed (Reformulated primary/lower secondary curricula, 2011; Instruction for
Preparing New Upper Secondary Education Programmes, 2010) and higher ed-
112 ucation also underwent a reform (Bologna Reform of Higher Education Sys-
tems in Slovenia, introduced between 2005/2006 and 2009/2010; Resolution
on National Programme of Higher Education 2011-2020).
Within education in the new millennium, emphasis is being placed on
new aspects, and the aims of education (oriented towards the development
of competencies - appropriate for the labour market) have been changed at
all levels. The concept of competence is wider than knowledge or the develop-
ment of subject-specific abilities, which were the aims and objectives of edu-
cation in the past. In addition to knowledge it also encompasses skills and at-
titudes (The Key Competencies …, 2002, in Štefanc, 2012: 149). Knowledge in
itself is thus no longer the aim of education or an objectively assessable en-
tity guaranteed by one’s level of education. During the course of education,
an individual needs to acquire suitable skills and develop suitable attitudes
about particular subject areas to which specific competencies refer. The sig-
nificance of knowledge acquisition is thus placed in parallel with one’s skills
and personal attitudes, whereby their value is equated. In comparison with its
past definitions as a fundamental aim of education, knowledge is, in a mod-
ern competency-oriented education, decreasing in value. Education focused
on competencies gives priority to applied knowledge over basic knowledge,
to training of practical skills and procedural knowledge (e.g. the competence
of learning to learn) over acquiring content-based knowledge, to appropriate
attitudes and readiness for action over the quality of mastering the learning
content/knowledge. Achieving educational aims, defined by means of compe-
tencies, is becoming increasingly more subjective and individualised (Štefanc,
2012: 148). Changes in individual curricula are likewise increasingly competen-
student (under)achievement: perspectives, approaches, challenges
