Page 292 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 292
vant perspectives and approaches in terms of different scientific disciplines
and, simultaneously, ensure practical implications for the development of ed-
ucational policies and practices, which are presented below, could be derived
from them.
International comparative insights into student (under)achievement,
which were made possible by means of participation in PISA and member
states’ involvement in the EU, are an important source of identification of the
factors that are related to the academic (under)achievement of Slovenian stu-
dents. However, at least two challenges are faced with regard to the perceived
policy problem of student underachievement in Slovenia (usually based on
a below-average ranking on international comparative achievement scales).
The first challenge pertains to the fact that no simple solutions can be derived
from the results of international comparative assessment studies, nor can any
one-sided policy measures be developed that would contribute to improving
students’outcomes. The second challenge is in relation to the existence of sim-
plistic and scientifically unsubstantiated solutions at an international level, put
forward to the member states by the EU as recommendations. From the above
292 it can be inferred that international comparative insights into adolescents’ ac-
ademic (under)achievement are indispensable in both identifying the factors,
and searching for, solutions for improving the academic achievement of Slo-
venian students. However, in order to maintain the autonomy of the national
educational system, special attention needs to be devoted to selective adop-
tion of such internationally formed solutions within the national educational
space. Consequently, close attention also needs to be given to in-depth analy-
ses of outcomes and to developing solutions that are scientifically substantiat-
ed and take into account the specific nature of the complex national context.
The significance of the selective adoption of European agendas in the Slo-
venian educational space has been highlighted in this monograph by the ex-
ample of Slovenian students’ attitude to knowledge. On account of the pre-
dominance of values of efficiency and usefulness of education (author’s note:
as also emphasised by OECD and the EU), the school is increasingly subordi-
nate to the interests shaping the labour market, and the underlying question is
about the fundamental function of education as the development of an envi-
ronment for spreading knowledge, social integration, moulding man in terms
of morals, and informing the enlightened citizen (Laval 2005; Kodelja, Mar-
janovič Umek and Krek, 2006). Based on an empirical study on the attitude to
knowledge, Alenka Gril establishes that the predominance of such value-based
orientations of society is reflected in a pragmatic attitude to knowledge, and
the lack of value attached to knowledge and education among Slovenian stu-
dents. The author demonstrates that giving priority to applied (practical and
procedural knowledge) over basic knowledge may lead to pragmatism which
does not develop any of those students’ competencies defined among the ed-
student (under)achievement: perspectives, approaches, challenges
and, simultaneously, ensure practical implications for the development of ed-
ucational policies and practices, which are presented below, could be derived
from them.
International comparative insights into student (under)achievement,
which were made possible by means of participation in PISA and member
states’ involvement in the EU, are an important source of identification of the
factors that are related to the academic (under)achievement of Slovenian stu-
dents. However, at least two challenges are faced with regard to the perceived
policy problem of student underachievement in Slovenia (usually based on
a below-average ranking on international comparative achievement scales).
The first challenge pertains to the fact that no simple solutions can be derived
from the results of international comparative assessment studies, nor can any
one-sided policy measures be developed that would contribute to improving
students’outcomes. The second challenge is in relation to the existence of sim-
plistic and scientifically unsubstantiated solutions at an international level, put
forward to the member states by the EU as recommendations. From the above
292 it can be inferred that international comparative insights into adolescents’ ac-
ademic (under)achievement are indispensable in both identifying the factors,
and searching for, solutions for improving the academic achievement of Slo-
venian students. However, in order to maintain the autonomy of the national
educational system, special attention needs to be devoted to selective adop-
tion of such internationally formed solutions within the national educational
space. Consequently, close attention also needs to be given to in-depth analy-
ses of outcomes and to developing solutions that are scientifically substantiat-
ed and take into account the specific nature of the complex national context.
The significance of the selective adoption of European agendas in the Slo-
venian educational space has been highlighted in this monograph by the ex-
ample of Slovenian students’ attitude to knowledge. On account of the pre-
dominance of values of efficiency and usefulness of education (author’s note:
as also emphasised by OECD and the EU), the school is increasingly subordi-
nate to the interests shaping the labour market, and the underlying question is
about the fundamental function of education as the development of an envi-
ronment for spreading knowledge, social integration, moulding man in terms
of morals, and informing the enlightened citizen (Laval 2005; Kodelja, Mar-
janovič Umek and Krek, 2006). Based on an empirical study on the attitude to
knowledge, Alenka Gril establishes that the predominance of such value-based
orientations of society is reflected in a pragmatic attitude to knowledge, and
the lack of value attached to knowledge and education among Slovenian stu-
dents. The author demonstrates that giving priority to applied (practical and
procedural knowledge) over basic knowledge may lead to pragmatism which
does not develop any of those students’ competencies defined among the ed-
student (under)achievement: perspectives, approaches, challenges
