Page 13 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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Urška Štremfel
In modern society, student (under)achievement is taking on a new meaning.
Rapid social and technological changes are reflected in the development of
scientific approaches, which have, in recent decades, been an aid to acquir-
ing new insights, developing new approaches and identifying new challenges
of student (under)achievement. Regardless of ideological perspectives on the
order of modern societies and the role education plays in them, it is clear that
no such thing as an all-encompassing ‘magic formula’ has yet been invented,
one that would enable the high learning achievement of all adolescents who
take part in the educational process, in spite of the scientific progress and nu-
merous international and national initiatives. No such magic formula has been
found in the scientific monograph Student (Under)achievement: Perspectives,
Approaches, Challenges either. However, the authors believe that by providing
an in-depth insight and by merging some diverse, yet highly complementa-
ry approaches, some important compounds have been added to the formula,
which will, along with the current approaches, contribute significantly to en-
suring a high level of achievement among (Slovenian) adolescents.
The scientific monograph was produced as part of the project Raising
Awareness and Opportunities of Lifelong Learning for Low Achievers, conduct-
ed at the Educational Research Institute between 2013 and 2014. The project
is part of the programme ‘Lifelong Learning’, used by the European Commis-
sion to endorse European strategic objectives in education and training in EU
member states, whereby particular emphasis is placed on the cooperation of
interested stakeholders, experimentation and innovation.
The challenges faced as part of the project were underachieving students
in primary and secondary education (i.e. underachieving in terms of interna-
Urška Štremfel
In modern society, student (under)achievement is taking on a new meaning.
Rapid social and technological changes are reflected in the development of
scientific approaches, which have, in recent decades, been an aid to acquir-
ing new insights, developing new approaches and identifying new challenges
of student (under)achievement. Regardless of ideological perspectives on the
order of modern societies and the role education plays in them, it is clear that
no such thing as an all-encompassing ‘magic formula’ has yet been invented,
one that would enable the high learning achievement of all adolescents who
take part in the educational process, in spite of the scientific progress and nu-
merous international and national initiatives. No such magic formula has been
found in the scientific monograph Student (Under)achievement: Perspectives,
Approaches, Challenges either. However, the authors believe that by providing
an in-depth insight and by merging some diverse, yet highly complementa-
ry approaches, some important compounds have been added to the formula,
which will, along with the current approaches, contribute significantly to en-
suring a high level of achievement among (Slovenian) adolescents.
The scientific monograph was produced as part of the project Raising
Awareness and Opportunities of Lifelong Learning for Low Achievers, conduct-
ed at the Educational Research Institute between 2013 and 2014. The project
is part of the programme ‘Lifelong Learning’, used by the European Commis-
sion to endorse European strategic objectives in education and training in EU
member states, whereby particular emphasis is placed on the cooperation of
interested stakeholders, experimentation and innovation.
The challenges faced as part of the project were underachieving students
in primary and secondary education (i.e. underachieving in terms of interna-
