Suchergebnisse

Abstract. In this article we present findings from focus
groups (FGs) consisting of academics and practitioners in
the higher education (HE) field from different parts of the
world, who debated their perceptions of the current state
of the art in the HE field. The main findings, which call for
further research, as well as activities of academics, practitioners
and policymakers at various levels, are as follows: 1)
there is a gap between basic academic research and applied
research (with the latter often not meeting the appropriate
conceptual level), which needs to be closed; 2) this gap is
expressed also in the global context of the HE field; 3) multidisciplinarity,
interdisciplinarity, transdisciplinarity, methodological
quality of both basic and applied research need
to be developed and 4) scholars', practitioners' and governments'
(policymakers') responsibilities need to be addressed.
Keywords: higher education (HE), research, academics,
practitioners, government, policy

This report contains educational statistics in respect of Indians and covers the whole range of educational institutions from pre-primary to tertiary level, except for certain departmental and private colleges and educational training centres such as agricultural and forestry colleges, mining training centres, the Trade School for Adults, the South African Police College, the Merchant Navy Academy and other colleges giving specialised in-service training

Članek poskuša konceptualizirati odnos med individualnim (stro-kovnim) in strukturnim v obdobju razmeroma korenitih sprememb v družbi. Izzivalna in razkrivajoča dialektika takih odnosov je analizirana s kombinacijo avtoetnografskih razmislekov, ob naslonitvi na arhivske dokumente, ki prikazujejo spremembe v delovanju strokovnega sveta v državi, ki je doživela tri temeljne miroljubne prehode in se tudi spopadla z njimi: prehod iz samoupravnega socialističnega gospodarstva v tržno gospodarstvo, prehod iz enopartijskega socialističnega sistema v repre-zentativno liberalno demokracijo in prehod iz republike, ki je bila del zvezne države, v neodvisno državo. Strokovni svet Socialistične republi-ke Slovenije (takrat še del Socialistične republike Jugoslavije), pozneje preimenovan v Strokovni svet Republike Slovenije (takrat že liberalna demokracija s tržnim gospodarstvom in z neodvisno državo), lahko slu-ži kot primer produktivnega prepletanja individualnega (strokovnega) in strukturnega pri oblikovanju in izvajanju preobrazbe izobraževalnega sistema. Kontekstualizirani prikaz in ocena premikov, ki so skupaj pri-pomogli k nastanku neodvisne države in njenega oblikovanja izobraže-valnega sistema, opisuje zapletenost in pomen refleksivnega upravljanja v času tranzicije, ki sama po sebi v ospredje postavlja vrsto pomembnih vprašanj ter vabi in podpira spremembe v izobraževalnem sistemu. Ta-kšne priložnosti država in njeni edukatorji ne bi smeli zamuditi. ; This article attempts to conceptualise the relationship between the indi-vidual (professional) and the structural in a period of relatively radical changes in society. The challenging and revealing dialectic of such rela-tions is analysed through the combination of auto-ethnographic reflec-tions and archival documents showing the changes in the functioning of a council of experts in a country that experienced and coped with three fundamentally peaceful transitions: the transition from a self-managed socialist economy to a market economy, the transition from a one-party socialist system to a representative liberal democracy, and from a re-public that was part of a federal state to an independent state. The Ex-pert Council of the Socialist Republic of Slovenia (then still part of the Socialist Republic of Yugoslavia), later renamed the Expert Council of the Republic of Slovenia (at that time a liberal democracy with a mar-ket economy and an independent state), can serve as an example of the productive intertwining of individual (expert) and the structural in the formulation and the implementation of the functional transformation of the educational system. The contextualised account and assessment of the shifts that together helped bring about the independent state and its education system formation outlines the complexity and importance of reflexive governance in the times of transition, which, in itself, brings to the fore a number of relevant issues and invites and supports change in the educational system. Such an opportunity should not be missed by the country and its educators.

This issue focuses on the digitalisation of education and on utilising technology in teaching and learning. This is not a new topic for the magazine – and with good reason. Both in theory and practice, incorporating ICT into education is a constantly developing field and process; new knowledge and developments are introduced into the practice of teaching more quickly than they are into various official strategies. "Digital transformation" is a term used in politics and at the decision-making level to describe the various processes and recommendations to governments about incorporating technology use in schools. Recently, these processes have been guided by the European Commission's (2021) Digital Education Action Plan. In this and similar strategies, it is important to distinguish between the processes of "digitisation", "digitalisation" and "digital transformation" (Schmidt & Tang, 2020). ; Tokratna tematska številka Andragoških spoznanj se posveča digitalizaciji izobraževanja in vključevanju sodobnih tehnologij v procese učenja. To temo smo v reviji že večkrat obravnavali – z razlogom. Uvajanje IKT v izobraževalni proces je namreč področje in proces, ki se nenehno razvija – teoretsko, pa tudi v praksi –, spoznanja pa se hitreje kot v različne strategije vpeljujejo kar v samo prakso poučevanja. »Digitalna preobrazba« je pojem, s katerim se predvsem na politični, odločevalski ravni opisujejo različni procesi in priporočila vladam glede vključevanja tehnologije v šole. V zadnjem času te procese usmerja zlasti Akcijski načrt za digitalno izobraževanje, ki ga pripravlja Evropska komisija (2021). V tej in podobnih strategijah je treba ločevati med procesi »digitizacije« (angl. digitisation), digitalizacije in pa »digitalne preobrazbe« (Schmidt in Tang, 2020).