The National Report of Slovenia

Part I: The background and context for workplace learning partnerships in Slovenia (Draft version 30.11.2006)

CONTENT

THE EDUCATION SYSTEM IN SLOVENIA

GENERAL PRINCIPLES AND GOALS

THE STRUCTURE OF THE EDUCATION SYSTEM IN SLOVENIA

(UPPER) SECONDARY EDUCATION

General and technical education

Vocational education

POST-SECONDARY VOCATIONAL EDUCATION

CHARACTERISTICS OF VET IN SLOVENIA

WLP PROJECT IN THE CONTEXT OF SCHOOL CENTRE VELENJE

SCHOOL CENTRE VELENJE

ORGANISATION OF PRACTICAL EDUCATION IN SCHOOL CENTRE VELENJE

Practical education in school

Practical education within work process

WLP PROJECT AND SCHOOL CENTRE VELENJE

ACTORS INVOLVED IN WLP (ROLE, PERSPECTIVES)

Test partners

REFERENCES

LEGISLATIVE REFERENCES

PUBLICATIONS

WEBSITES

The Education System in Slovenia

General principles and goals

Over the last decade, the Slovene education system has experienced thorough and all-encompassing modernisation. The basic document of the modernisation, the White paper on Education in the Republic of Slovenia (1996) established not only a policy framework but also the overall philosophy, values and principles forming the basis for the renewal. These are: (1) accessibility and transparency of the public education system, (2) legal neutrality, (3) choice at all levels, (4) democracy, autonomy and equal opportunities, and (5) quality of learning to take precedence over the accumulation of facts.

The White Paper led to the establishment of a legislative framework for change. The new legislation (1996 – 2000) includes acts on the organisation and funding of education, pre-school education, elementary school, secondary school, vocational and technical education, adult education, higher education, professional and academic titles, school inspectorates, music schools and the placement of children with special needs. Last to be adopted was the act on vocational certification, which provides a legislative basis and framework for links between formal and informal education, one of the preconditions for implementing the concept of life-long learning.

Changes, introduced gradually pursuant to the legislation adopted, were implemented in parallel with the gradual provision of facilities and staff. Curriculum development and the development of assessment system operated hand in hand with the renovated formation of the basic features of the education system. A network of experts, consisting of councils, committees and study groups, was responsible for this. The National Curriculum Council and its subject committees were in place until the Council of Experts for general, vocational and technical, and adult education adopted new curricula. The content renewal of curricula included in particular shift from memorisation of facts to learning skills and problem solving. The new curricula pay less attention to content and place greater emphasis on the process of learning and knowledge acquisition.

The structure of the education system in Slovenia

The education system in Slovenia includes:

1. Pre-school education
2. Basic education (single structure of primary and lower secondary education)

3. (Upper) secondary education • short-term vocational education and secondary vocational education • secondary technical education and secondary general education

4. Post-secondary vocational education

5. Higher education • undergraduate education (of the professionally oriented and academic type) • post-graduate at levels (specialization and master degree, Ph. degree).

(Upper) secondary education

Secondary education follows compulsory general education. Up until the end of 1980s, Slovenian secondary schools were characterised by vocational programmes of varying duration. General education content was integrated into all of them according to the same pattern. Those programmes were tended to prepare students for the labour market and further studies simultaneously.

Nowadays, secondary schools, including vocational and technical schools, gymnasiums and school centres offer programmes varying in content, duration and goals. Some shorter programmes of two and a half to three years are primarily vocationally oriented and lead directly to the labour market; extended 4-year programmes are either largely general or more or less vocationally oriented.

General and technical education

The renewal in the mid-nineties first made a clear distinction among general, technical and vocational secondary education. The general education (gymnasium) was renovated, initially providing only general and classical programmes in preparation for further studies. Later, other gymnasium programmes with a certain vocational orientation developed. At present we have gymnasium programmes concentrating on engineering, business and arts. The new curriculum allows students to choose certain subjects according to their wishes and interests. Students complete gymnasium by passing an external examination in five subjects, called “matura”. At the same time, it serves as an entrance examination for higher education studies. Students thus no longer need to pass two (final and entrance) examinations but only one examination at the end of secondary school. Those gymnasium students who for various reasons do not wish to continue their education can enter the labour market by attending a vocational course and obtaining a qualification in the occupation chosen.

Technical programmes (leading to professions in engineering and other fields) last for 4 years and are designed primarily as preparation for vocational and professional colleges. Secondary-school graduates can enrol directly after passing the final examination or, more recently, the “vocational matura”. However, they often find jobs with broad profile also requiring theoretical knowledge of a specific field. Both options are available: employment or further studies in the chosen field. A special one year “matura course” has been designed for graduates who have passed a final examination but who wish to enrol in more demanding academic programmes. This prepares them for sitting the matura examination.

The matura course opens the door to any academic course of studies for students who have completed secondary vocational or technical school and for those who, after successfully completing the third year of gymnasium, withdrew from it for at least a year. The “vocational matura”, a school-leaving examination in four subjects, prepared in part externally but assessed internally, makes transfers between vocational and academic studies considerably easier. Vocational matura replaced the final examination. Also is possible to pass an examination in an additional subject and then continue studying at the most advanced levels within the selected field.

Vocational education

The new legislation defined new legal relationships concerning powers, rights and duties in vocational education. It also stipulates the joint responsibility of social partners (employers, trade unions) and state in the planning, programming and provision of vocational education. This in turn leads to increased influence of the labour market on the development and scope of education in a particular field.

The reform of vocational education gave rise to the growth of vocational schools, offering a wide range of programmes. Short-term vocational programmes admit applicants who have successfully completed elementary school or who have completed a modified education programme for children with special needs, as well as applicants who, although they have attended elementary school for eight years, have failed to complete it successfully. These programmes last for two and a half years as a rule, ending with a final examination. Student’s general knowledge acquired in the last years of elementary school is reinforced, whilst new general and vocational knowledge and qualifications for simple jobs are gained. The certificate of the final examination enables students to enter the labour market or to enter the first year at any other (upper) secondary school.

Pupils who have successfully completed elementary school can enrol in 3-year vocational programmes. These programmes can be provided by vocational schools themselves or in co-operation with employers as a dual system of apprenticeship and in-school education. They typically last for three years, ending with a final examination. The certificate of the final examination enables students to enter the labour market or to continue education in two year vocational-technical programmes, which end with a “vocational matura”, leading to a qualification at the level of a secondary technical school. On the other hand, graduates who find a job immediately after completing a three-year vocational programme can re-enter education after at least three years of employment to obtain a qualification at the level of a secondary technical school by passing examinations. By passing an examination for master craftsman, foreman or shop manager, they demonstrate a higher level of competence in their occupation. If they also pass examinations in the general subjects of vocational matura, they can continue their studies in post-secondary vocational education.

The vocational and technical education system offers choise among various paths to occupational qualifications. Vocational-technical programmes enable transfers between vocational and technical programmes. Transfers from technical education programmes to any academic study programme are made possible by a special “matura course”. Graduates of general secondary schools gain access to the labour market by taking a vocational course. In the area of technical education, technical gymnasium programmes have been developed in the same level as general programmes. On the other hand, technical programmes end with a vocational matura, which gives access to academic studies in a specific field, subject to students passing a matura examination in an additional subject.

Post-secondary vocational education

This type of education is a new feature of the system. The first vocational colleges were established in 1996/97. Programmes are practical in orientation, and strongly tied to the world of work. The link between education and work is very strong, since a significant part of training is provided in companies. We can thus say that post-secondary vocational education is organised in parallel with higher education, and not as an integral part thereof. In its content and transfer options, it differs from the former short first degree level programmes offered by universities prior to the adoption of the Higher Educational Act.

It is provided by vocational colleges (high vocational schools), which are considered to be separate from higher education. One of the following entrance requirements must be met for enrolment in vocational colleges: matura, vocational matura or former final examination, or the general part of vocational matura in combination with master craftsman examination.

Post-secondary vocational education lasts for 2 years, ending with diploma examination. Students who successfully pass a diploma examination receive a diploma with name of the programme and the title of the vocational qualification. A post-secondary vocational diploma enables students to start work in specific occupations. Since the 1998/99 academic year, vocational college graduates have been able to enrol in the second year of professionally oriented higher education programmes if the higher education institutions providing this type of studies allows such arrangements.

Characteristics of VET in Slovenia

Initial vocational education and training (IVET) is under responsibility of state authorities and is integrated in global state framework of educational system. Continuous vocational education and training (CVET) is also state organised but the number of private schools and colleges is increasing. VET is based on social partnership. Validation of particular educational programmes is impossible without active influence of labour market (Chamber of Commerce Chamber of Crafts) on content of programmes.

Momentarily, VET in Slovenia is legally carried out in school organisation or in dual organisation. During past 10 years dual system of VET has failed to be effective in practice, basically because of lack of qualified trainers in dual organisations. VET is connected with social situation in general and with economic situation of Slovenian economy and crafts in particular. Therefore the economic situation is reflecting on educational field as well and there is low interest in VET education in recent years. VET in Slovenia is facing with decreasing enrolment and lack of interest for education in VET despite the labour market needs. Main causes for decreasing enrolment are unfavourable economic conditions, decreasing natality and unsuitable vocational orientation. Couple of years ago, marketing activities for promotion of technical vocations and their importance for society is started on national level.

Current trend in VET is also connected with promotion of life-long learning. Namely, because of decreasing numbers of youth generations and labour market need schools has started the organisational shift to become "centres of education for all". In school year 2002/2003 new model of joint implementation of educational programmes for different vocations in mechanical engineering has started. With new approach in education school and dual organisation of education are joined together. New approach also requires more extensive cooperation between school and social partners in local environment. Basic characteristics of new model are: • unifying general and vocational part of curricula (theoretical vocational part of curricula is equal in all mechanical engineering educational programmes), • practical education can be carried out in schools or within work process, • practical education within work process is ensured to all students in minimal extent of 24 weeks.

WLP project in the context of School Centre Velenje

School Centre Velenje

Šolski center Velenje (School Centre Velenje) is a public institution which main activity at present is performance of educational programmes. Education and training are carried out as a public service based on educational programmes determined for implementation by the school minister. School Centre Velenje is one of the oldest educational centres in Slovenia, since education and training has been performed here for 95 years. School Centre Velenje consists of: • Vocational and Technical Mining School, • Vocational and Technical School for Mechanical Engineering, • Vocational and Technical School for Electrical Engineering and Computer Science, • Vocational and Technical School for Service Industry, • Grammar School (Gymnasium), • Higher Vocational College • Entrepreneur – Educational Centre, • Student's Boarding House, • Supplementary activities department (adult education, development projects), • Administrative department.

School Centre Velenje is situated in the centre of the town Velenje. It is amongst the biggest educational centres in our country. In the school year 2004/2005, 3764 enrolled students attend classes and lectures in the secondary schools and higher vocational college: • 2448 of them attend the secondary schools in 119 classes, • there are 616 students, and • 700 of them are involved in adult education programmes.

Our students come to school from 80 different areas in Slovenia and we educate them for over 30 vocations.

Students have classes in three buildings, in the practical education workshops and in specialised classrooms of other institutions. There are 23.971 m2 of useful area. We are proud of having well-equipped classrooms, proud of having started our own development, the most modern educational technology transfer into practice, computer-aided information system, communication technology, and many other things.

Our employees take permanent education and have a chance of personal development. Modern professional theoretical and practical knowledge and its use make it possible for us to be actively involved in the renewal of school programmes and development of vocational and technical education in Slovenia. Many experts from our schools are involved in programme realization.

The library has more than 45.000 books, a reading and a special computer room with the access to the Internet.

There are 280 employees, 222 of them are teachers. 157 teachers have a university degree, 12 of them have a master's degree and 3 teachers have a Ph. degree. Good cooperation with the local environment and the Town Municipality has become our tradition as well as with the Ministry of Education, Centre of Vocational Education, Board of Education, primary and secondary schools, Employment Office, Chamber of Commerce, Chamber of Craft, the Velenje Coalmine, the founder of the School Centre Velenje, Gorenje, Thermal Power Plant Šoštanj, building company Vegrad and other companies, institutions and entrepreneurs.

We have been involved in the international cooperation with quit a few projects. In those projects we cooperated with different partners from economy sector. We are organising international exchanges since 1973 and we started to participate in various EU programmes in 1997. In last year we concluded with participation in following more important international projects: Kosovomont Vocational Training (EuropeAid? programme), Professional qualification and supplementary education in the field of tourism (Phare programme) and Central Forms on Internet (Phare Cross border cooperation programme). School Centre Velenje take also active participation in several "quality in education" based projects in national and European level, such as: Assessment and assurance of quality in VET, Let's offer quality in adult education and QUTE (Quality in VET).

We are proud of our students' achievements in all aspects of our lives. Our school chorus is one of the most awarded choruses in Slovenia, our student's publish their own magazine, called "Splash", they are involved in traditional movement Young researchers in the Šalek Valley, and they are achieving good sport results in many sports. Unselfish voluntary work of our students has met with a wide response; our students keep having good placements in the country competitions in the fields like music, logic, mathematic, computing, electronics, and foreign languages. We could add some more like skill and know-how competitions in machinery, electrical field and others.

Quality performance, knowledge presentation, the newest information, skills and know-how, responsibility, good cooperation and respect, these are only some of our common efforts.

Organisation of practical education in School Centre Velenje

Practical education and training is performed within defined curricula framework. Content of practical education we performed is based on the current professional education catalogue, which has been approved by ministry. Catalogue has list of required skills and knowledge which students has to gain (or gather) during practical education. Practical education is in a way a bind to regular curricula demands and knowledge catalogue demands. Practical education of students is divided in (1) practical education within school educational programme (part of educational programmes curricula) and in (2) practical education within work process.

Practical education in School Centre Velenje is organised and managed by school manager of practical education on each school. In Slovenian terms, School Centre Velenje is exemplary organised regarding practical education performance and implementation.

Practical education in school

Practical education and professional vocational and theoretical education and training of students as a part of regular school curricula are held in special education department of School Centre Velenje, called Entrepreneur – Educational Centre. Premises, equipped with modern machines and laboratories in didactical workshops, are used primarily by Vocational and Technical School for Mechanical Engineering and Vocational and Technical School for Electrical Engineering and Computer Science. In Entrepreneur – Educational Centre activities consist mainly of: • practical education and training of students (lessons containing work based assignments in school workshops), • majority of laboratory exercises in vocational educational subjects, • part of practical exercises in computer based subjects. • part of vocational theoretical education.

Practical education within work process

Practical education within work process is organized in various local and regional companies. In VET educational programmes students spends approximately 30 % of all their educational time on practical education and qualification within work process. That part of curricula activities are best performed by well organised companies, such as Velenje Coal-mine Company and Gorenje. They have their own educational department which in cooperation with school manager defines forms and contents of practical education of students. Trainers in companies are in charge of implementation of devised plan of work for each particular student.

For instance, in Velenje Coal-mine Company our students spend during school year at least one day per week on their practical education. Coal-mine Company has special department for practical education where 18 trainers - instructors carry out their duties connected with work based learning. Leader of department is included in mining school teaching stuff and regularly attends monthly meetings of school teaching stuff. On the other side, headmaster of mining school regularly attends weekly meetings of Velenje Coal-mine Company management board, where it is discussed about contents and problems involving implementation of practical education of students.

WLP project and School Centre Velenje

In Slovenia work and learning partnership is practiced through established connections between VET school and companies, firms, craftsmen and entrepreneurs. Practical education is in fact part of school curricula in every VET programme in Slovenia. Practical education aims to efficiently connect theoretical knowledge gained in schools with practical vocational skills.

School Centre Velenje has extensive experiences regarding partnership with education and economy. Local economy and crafts have been involved through five decades of operation of School Centre Velenje in performing of our educational programmes and gave us good support to execute educational process. School Centre Velenje has been throughout its existence well connected with several national, regional and local partners. Wide spread connections between school and companies are basis for implementation of educational programmes goals connected with practical education of our students.

Social partners from region are helping us in assurance of good working conditions for better performance of educational work, practical education and they are providing us specialized knowledge and skills. Joint cooperation is significant also for training of our teachers and other employees. Experts from local companies are involved in our educational process as lecturers and teachers of specific educational subjects. Such comprehensive support is the basis for planning of new tasks in performing of VET on School Centre Velenje. Connection of education and work or knowledge gained in school with practical knowledge is the basis for education within working process, which is obligatory for every student in VET. As an example of such cooperation, we may put forward cooperation with Velenje Coal mine, which is co-founder of our school centre, Gorenje factory and both chambers. Within our practical education in the field of initial vocational education and training (IVET) as well as continuous vocational education and training (CVET) we are cooperating with more than 400 companies from all Slovenia.

In 2003 we established Entrepreneur – Educational Centre because of more efficient and with economy connected practical education, because of wish to better and efficiently use expensive and demanding equipment. Development of such special department within School Centre Velenje was made by reforming of practical education department (didactical workshops and laboratories). Entrepreneur – Educational Centre is organised as the first and at the moment the only such centre in Slovenia. It connects fields of economy and education. Operations of Entrepreneur – Educational Centre are grasping wide range of activities in the fields of education and supplementary qualification which will contribute to development of whole region.

Existent educational programmes within School Centre Velenje, needs of local economy and crafts are dictating contents of work of Entrepreneur – Educational Centre. Fundamental fields of work are: • performing of practical education for VET students, • performing of practical education for VET apprentices, • adult education (acquiring of vocations, supplementary qualification, certificate education, functional qualification), • preparation for master and skilled worker exams, • training to acquisition of national vocational qualification and competence in various fields, • development projects (new technology, equipment and product innovation and introduction), • performing of service, production and marketing.

Actors involved in WLP (role, perspectives)

Main operations within WLP project of School Centre Velenje as a project partner will focus on: • multiplying and promotion of VET partnership, • development and testing of instruments and tools in practice, • stimulating and managing the process of WLP, • contribution to dissemination of project work and results.

School Centre Velenje will within WLP project cover IVET and CVET in the field of mechanical engineering. Our initiative will be focused on sectoral regional network of companies as well as entrepreneurs and craftsmen who are already involved in our organisation of practical education, especially on those companies which are performing practical education of our students within work process. During WLP project we'll try to implement planned activities with students, adults, employed and also unemployed people. The professional education catalogue of skills, competences and required knowledge for each educational programme itself is the ground to prepare and design practical education programmes for each individual student.

Within WLP project we intend to examine the context within which training is provided. To deliver results, i.e. to educate our students and other participants of education to become efficient in their chosen vocation we need to upgrade methods we are using. At the moment every student has programme of training in work process which trainers at companies have to follow and document it as well. There is lack of permanent overview of educational process within the companies. With that in mind we'll try to extend our cooperation with companies to systematic and permanent joint work of teacher in schools and trainers in companies. Therefore permanent contacts between teachers and trainers will be established and executed in order to follow each particular participant during work based practical education.

Next step is recognition of acquired skills and knowledge gained during practical education process. Today our students have to write down diary of practical education which is examined by their teachers and trainers together. Within WLP project we would like to reshape current line of work in order to acquire relevant information of gained skills, knowledge and progress of each student. We intend to design on outline of student personal practical education plan or portfolio. In that document we would include non-formal and in-formal skills learned during in work based education. Student's personal practical education plan or portfolio will be used as a record book in which students will collect the records of practical educational work in different areas. Through our project we will together with project partners set a system of recording non- and in-formal education.

Currently in Slovenia we don't have any established system for identifying non- and in-formal and knowledge. Namely, development of a system for recognizing learned vocational skills is still in early stages and there is no valid legislative about the subject. But there are few attempts to promote non- and in-formal learning and even to introduce it in educational system on all levels of education. With new approach and improved implementation method through organised forms of practical education within companies we will actively promote values of non- and in-formal education in Slovenia. We will connect representatives of companies (trainers), teachers and representatives of Chamber of Crafts to properly record types of activities our students will go through in the process of work based learning. Established connection between named subjects is necessary, since only common efforts could persuade employers to consider non- and in-formal education as reference by getting job and students that their work has a value that it deserves.

On the other hand, we as a school organization will actively contribute to motivation of our students to educate on different areas of their chosen vocation. By promotion of values of non- and in-formal education through organised forms of practical education we will actively contribute also to values of lifelong learning. However, within the project we will have to find a way to combine defined curricula content with a proper recognition and qualification of non- and in-formal learning. Namely, we are obliged to follow curricular framework which foresees at the end of each educational programmes some form of final examination as a qualification of gained knowledge during the education of students. We see our role in WLP project as a trendsetter of WLP on national level in VET.

As a project partner we will be actively involved in practical implementation of tool, designed by whole project team. In collaboration with project partners we will contribute to development of tools and practices (in accordance with methodological framework of WLP project) which will be tested in real life situation within school curricula. Transfer of ideas and methods of WLP into school environment would be our primary objective. By improved methods of practical education and work based learning we could become multiplier school in machinery VET in whole Slovenia. Dissemination of results and project achievements will be performed throughout Slovenian machinery VET schools on regular meetings and by regular publishing in media.

With the project steps and implementation of project goals School Centre Velenje will improve processes and supervision of practical education within work process and professional development of teachers and trainers. Acting in accordance with project partners will upgrade our performance and offer our students better quality of education. School Centre Velenje would try to set an example of new quality based approach to practical education in Slovenia and we would like to become national example as a good practice or case study in VET field in Slovenia.

Test partners

Partners involved in WLP project are Velenje Coal-mine Company (Premogovnik Velenje), Gorenje Group and Prevent. School Centre Velenje has well established connections with all project partners in Slovenia. With each company School Centre Velenje already cooperates in the field of practical education of its students. Every year lot of students of VET carried out practical education within work process in those companies. Each of three companies has well established supplementary education and training for employees. Each company has adjusted to process of permanent education of their employees and has organised accordingly. Namely, each company has operational special education department which deals with education and training. Role of Slovenian test partners will consist primarily of implementation of instruments and tool of WLP and of taking part in pilot testing of methods in real life situation.

Velenje Coal-mine Company is one of the founders of School Centre Velenje. Velenje Coal-mine Company was established in 1875. Today, Velenje Coal-mine Company continue the tradition of the highly responsible and professional work using the state-of-the-art technology to mine lignite in one of the safest and best equipped coal-mines in Europe. Every year about 4 million tons of lignite is brought to the surface. Most of the coal is used for power generation by neighbour power plant, thus providing for one third of the annual power requirements in Slovenia. In addition to its core business – coal mining – Velenje Coal-mine Company is also engaged in various activities in the field of geo-technology. Velenje Coal-mine Company is also a research organisation and is working very closely with various universities and other research bodies.

Gorenje Group is one of the largest manufacturers of household appliances in Europe and the largest Slovene net exporter. Four major areas of business activities performed by Gorenje are: • production and sale of household appliances, including refrigerators and freezers, gas, electric and combined cookers, washing machines and tumble dryers; • production and sale of tools and industrial equipment; • services like trading, catering and tourism, computer services; • manufacture and dale of kitchen furniture.

Prevent is a largest European car seat cover producer. The manufacture of car seat covers started in 1976. The activities of Prevent are performed in programs Automotive parts, Protection, Wood, Construction and Metal industry. Its major customer is Volkswagen Group. Prevent strategy is based upon product versatility and over past few years a lot has been invested in diversification of the product range. Prevent has acquired a few companies in metal working industry, construction and wood processing industry.

References

Legislative references

Act on organization and financing of education and training in Republic Slovenia (Public bulletin, 12/96, 115/03). Act on vocational education and training (Public bulletin, 12/96, 44/00). Act on adult education (Public bulletin, 12/96). Act on national vocational qualifications (Public bulletin, 13/00). Regulation for normative and standards for performing of VET educational programs (Public bulletin, 76/03, 78/04). Regulation on nomenclature of vocations (Public bulletin, 77/03, 27/04). Regulation for master exams (Public bulletin, 4/00, 88/01). Regulation on procedure to obtain vocational qualifications (Public bulletin, 48/99).

Publications

White paper on Education in the Republic of Slovenia. 1996. Ministry of Education, Science and Sport. Educational system in Republic of Slovenia. 2000. Ministry of Education, Science and Sport. Wise eye: recognize, analyse, improve. 2001. Assessment and assurance of quality of VET. School Institute. Ljubljana.

Websites http://www.mszs.si (Ministry of Education and sport) http://www.zrss.si (School Institute of Republic of Slovenia) http://www.cpi.si (Center of Republic of Slovenia for Vocation Education and Training) http://www.ric.si (National exam center) http://www.gzs.si (Chamber of Commerce) http://www.ozs.si (Chamber of Crafts) http:// www.s-scv.ce.edus.si (School Centre Velenje) http://www.rlv.si (Velenje Coal-mine Company) http://www.gorenje.si (Gorenje Group) http://www.prevent.si (Prevent)