Page 296 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 296
The importance of fostering extensive civic knowledge for achieving ac-
tive citizenship is, based on secondary analyses of the ICCS data, highlighted
in the chapter by Eva Klemenčič. In accordance with the conducted analyses,
the author establishes that students with lower levels of proficiency regarding
the fundamental principles and wider concepts of citizenship, to a larger de-
gree, support illegal activities in the future and also posit more negative atti-
tudes towards the values of a democratic society and the perceptions of their
democratic actions in the future. She infers students perhaps do not have suffi-
cient knowledge regarding the mechanisms of the functioning of a democrat-
ic society to use mechanisms that would lead to peaceful conflict resolution
and a more tolerant and cohesive society. She concludes that the education-
al context is extremely important when teaching active citizenship and that it
can be changed by means of active teaching methods and participation of all
students.
The perspectives and approaches presented in the monograph represent
scientifically substantiated implications for an upgrade and improvement of
the existing educational policies and practices within individual segments of
296 the educational process. In this respect, they do not signify any large-scale sys-
tem interventions in relation to improving the academic achievement of Slo-
venian students. Moreover, by mostly highlighting the non-cognitive aspects
of student (under)achievement, they are certainly not a sufficiently wide foun-
dation for a comprehensive strategy or a national programme for confront-
ing the low learning outcomes of Slovenian students. However, they do high-
light diverse, yet significant, open challenges in relation to fostering student
achievement within the Slovenian and European educational space.
References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., and Taylor, R. D.
(2011). The impact of enhancing students’ social and emotional learning: a
meta-analyses of school-based universal interventions. Child development,
1, 405–432.
European Commission (2013). PISA 2012: EU performance and first infer-
ences regarding education and training policies in Europe. Retrieved
from http://ec.europa.eu/education/policy/strategic-framework/doc/
pisa2012_en.pdf.
Laval, C. (2005). Šola ni podjetje: neoliberalni napad na javno šolstvo. Ljubljana:
Krtina.
Kodelja, Z., Marjanovič Umek, L., and Krek, J. (2006). Knjiga mene briga. Chri-
stian Laval: Šola ni podjetje. 5 October 2006. Retrieved from http://www.
rtvslo.si/odprtikop/knjiga_mene_briga/ christian-laval-sola-ni-podjetje/.
student (under)achievement: perspectives, approaches, challenges
tive citizenship is, based on secondary analyses of the ICCS data, highlighted
in the chapter by Eva Klemenčič. In accordance with the conducted analyses,
the author establishes that students with lower levels of proficiency regarding
the fundamental principles and wider concepts of citizenship, to a larger de-
gree, support illegal activities in the future and also posit more negative atti-
tudes towards the values of a democratic society and the perceptions of their
democratic actions in the future. She infers students perhaps do not have suffi-
cient knowledge regarding the mechanisms of the functioning of a democrat-
ic society to use mechanisms that would lead to peaceful conflict resolution
and a more tolerant and cohesive society. She concludes that the education-
al context is extremely important when teaching active citizenship and that it
can be changed by means of active teaching methods and participation of all
students.
The perspectives and approaches presented in the monograph represent
scientifically substantiated implications for an upgrade and improvement of
the existing educational policies and practices within individual segments of
296 the educational process. In this respect, they do not signify any large-scale sys-
tem interventions in relation to improving the academic achievement of Slo-
venian students. Moreover, by mostly highlighting the non-cognitive aspects
of student (under)achievement, they are certainly not a sufficiently wide foun-
dation for a comprehensive strategy or a national programme for confront-
ing the low learning outcomes of Slovenian students. However, they do high-
light diverse, yet significant, open challenges in relation to fostering student
achievement within the Slovenian and European educational space.
References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., and Taylor, R. D.
(2011). The impact of enhancing students’ social and emotional learning: a
meta-analyses of school-based universal interventions. Child development,
1, 405–432.
European Commission (2013). PISA 2012: EU performance and first infer-
ences regarding education and training policies in Europe. Retrieved
from http://ec.europa.eu/education/policy/strategic-framework/doc/
pisa2012_en.pdf.
Laval, C. (2005). Šola ni podjetje: neoliberalni napad na javno šolstvo. Ljubljana:
Krtina.
Kodelja, Z., Marjanovič Umek, L., and Krek, J. (2006). Knjiga mene briga. Chri-
stian Laval: Šola ni podjetje. 5 October 2006. Retrieved from http://www.
rtvslo.si/odprtikop/knjiga_mene_briga/ christian-laval-sola-ni-podjetje/.
student (under)achievement: perspectives, approaches, challenges
