Page 47 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 47
banjac ■ knowledge on political participation among basic school pupils
venia’s independence until now, two White Papers have been published.
The first White paper, published in 1995 defined the fundamental corner-
stones, principles and objectives of education in Slovenia and
served as the basis for the comprehensive reform which took place
through the adoption of a series of legislative acts covering the organisa-
tion and financing of education and specific aspects of different levels of
education (EURYDICE, 2019).
The currently valid White paper was published in 2011 to additionally de-
fine the guidelines based on “systematic review of the structure and func-
tioning of the education system” (EURYDICE, 2019).
Therefore, how is political participation as a tangible knowledge (and
skills) objective addressed in the last and currently valid White paper? Its
first concrete mention appears under the section Strategic challenges and
orientations of the education system. The White Paper states that
In public kindergartens and schools […] the process of upbringing and
education of young generations must be based on […] shared values and
train them to live independently, to work together and participate in po-
litical life (Krek and Metljak, 2011, p. 18).
The White paper seems to echo the argument of Lawy and Biesta
(2006) who underline the importance of understanding citizenship as a
practice (see above). The White paper insists that education must be ori-
ented towards empowering young people for their active engagement:
Education, which will train young generations to live independently and
face the challenges of the modern world, must therefore include the will-
ingness to make the necessary changes and the ability to find new na-
tional and global solutions in ethics, in economics and politics […] (Krek
and Metljak, 2011, p. 18).
Another instance of how the White paper recognizes and addresses
political participation can be identified under the heading “Principles and
objectives for the further development of the primary school” (Krek and
Metljak, 2011, p. 114). Here, the political participation appears under the
broad principle of creating awareness of self-identity and active involve-
ment in the formation of heritage communities:
In line with identity awareness, students need to develop the ability to
actively participate in their local environment, take responsibility, inter-
generational learning and cooperation (Krek and Metljak, 2011, p. 117).
45
venia’s independence until now, two White Papers have been published.
The first White paper, published in 1995 defined the fundamental corner-
stones, principles and objectives of education in Slovenia and
served as the basis for the comprehensive reform which took place
through the adoption of a series of legislative acts covering the organisa-
tion and financing of education and specific aspects of different levels of
education (EURYDICE, 2019).
The currently valid White paper was published in 2011 to additionally de-
fine the guidelines based on “systematic review of the structure and func-
tioning of the education system” (EURYDICE, 2019).
Therefore, how is political participation as a tangible knowledge (and
skills) objective addressed in the last and currently valid White paper? Its
first concrete mention appears under the section Strategic challenges and
orientations of the education system. The White Paper states that
In public kindergartens and schools […] the process of upbringing and
education of young generations must be based on […] shared values and
train them to live independently, to work together and participate in po-
litical life (Krek and Metljak, 2011, p. 18).
The White paper seems to echo the argument of Lawy and Biesta
(2006) who underline the importance of understanding citizenship as a
practice (see above). The White paper insists that education must be ori-
ented towards empowering young people for their active engagement:
Education, which will train young generations to live independently and
face the challenges of the modern world, must therefore include the will-
ingness to make the necessary changes and the ability to find new na-
tional and global solutions in ethics, in economics and politics […] (Krek
and Metljak, 2011, p. 18).
Another instance of how the White paper recognizes and addresses
political participation can be identified under the heading “Principles and
objectives for the further development of the primary school” (Krek and
Metljak, 2011, p. 114). Here, the political participation appears under the
broad principle of creating awareness of self-identity and active involve-
ment in the formation of heritage communities:
In line with identity awareness, students need to develop the ability to
actively participate in their local environment, take responsibility, inter-
generational learning and cooperation (Krek and Metljak, 2011, p. 117).
45
