Suchergebnisse

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).

V svetu in pri nas se vse pogosteje pojavljajo nove in sofisticirane oblike gospodarske kriminalitete, ki vsebujejo tudi elemente oziroma prvine s področja računovodstva. Predvsem v ZDA se kot odgovor na te težave že nekaj časa pojavlja forenzično računovodstvo, medtem ko je v Sloveniji to področje relativno novo in še ne uveljavljeno. Gre za specializirano vejo na področju računovodstva, katere smoter je v prvi vrsti preprečevanje, odkrivanje in dokazovanje (računovodskih) kaznivih dejanj ter preiskovanje poslovne zanesljivosti fizičnih oseb ali organizacij. V magistrskem delu je podrobno predstavljeno področje forenzičnega računovodstva in različne oblike njegovega delovanja, pri čemer je bistvena uporabna vrednost te dejavnosti pri odkrivanju in preiskovanju gospodarskih oziroma računovodskih kaznivih dejanj. Analizirani so številni vidiki, od same metodologije forenzičnega računovodstva, do strokovno-kadrovskega vidika, kjer je med drugim pojasnjena in poudarjena razlika med forenzičnim računovodjo in revizorjem. Nadalje je poudarek na možnostih izobraževanja s področja forenzičnega računovodstva v ZDA in Sloveniji, pri čemer smo izvedli tudi primerjalno analizo edinega slovenskega študijskega programa forenzičnega računovodstva, ki se izvaja na Visoki šoli za računovodstvo, in ameriškega modela, ki je bil narejen na Univerzi West Virginia v ZDA. Kljub temu, da v ZDA obstaja okoli 420 izobraževalnih institucij, ki ponujajo vsebine s področja forenzičnega računovodstva ter 96 specializiranih študijskih programov forenzičnega računovodstva, smo ugotovili, da je slovenski (magistrski) študijski program ustrezno in kakovostno zasnovan. ; In the world and as well in our country, there seems to be an increase of new and sophisticated forms of economic crime, that also contain elements from the field of accounting. Especially in the USA, as an answer to these issues, for some time now, appears forensic accounting, while in Slovenia this field is relatively new and not yet established. It is a specialized branch of accounting which aim is primarily to prevent, detect and prove the financial crimes and investigate business reliability of individuals or organizations. In the thesis we presented in detail the field of forensic accounting and various forms of its operation, whereby it is essential to understand the practical value of this activity in detecting and investigating economic and financial crimes. We analyzed many aspects of forensic accounting, from methodology to human resource perspective, where among other things, the difference between forensic accountant and auditor is explained and emphasized. Furthermore, the emphasis was on identifying the learning opportunities in the field of forensic accounting in the USA and Slovenia. In doing so, we also performed a comparative analysis of the only Slovenian study program of forensic accounting, which is carried out at the College of accounting and the US model, which was produced at the University of West Virginia in the USA. Despite the fact, that in the USA, there are about 420 educational institutions offering contents in the field of forensic accounting and 96 specialized study programs of forensic accounting, we can say that the Slovenian (MA) study program is designed in an adequate and high-quality manner.

Predmet magistrskega dela se nanaša na analizo stanja internacionalizacije visokega šolstva v Sloveniji in postopke vpisa tujih študentov oziroma procesne ovire pri vpisovanju tujcev iz tretjih držav (npr. vpisni roki, presoja dokazil ali (ne)sodelovanje med organi). Ključne ugotovitve na podlagi kvantitativnih metod, kjer sem analizirala javne statistične podatke, in kvalitativnih metod z analizo zakonodaje in s polstrukturiranimi intervjuji, so, da obstaja dokaj velika nekompatibilnost postopkov med univerzami, Ministrstvom za zunanje zadeve v povezavi z upravnimi enotami ter Ministrstvom za izobraževanje, znanost in šport in pri pridobivanju dovoljenj za začasno prebivanje v času študija pri tujcih iz tretjih držav. Opravljena je bila tudi mednarodna primerjava s Finsko, ki kaže visoko ciljno usmerjenost v internacionalizacijo in je enako kot Slovenija članica EU. Skozi raziskavo so bile potrjene podane izhodiščne hipoteze. Internacionalizacija za vse deležnike prinaša koristi. Toda rokovnik vpisnih opravil šolskega ministrstva in univerz, npr. Univerze v Mariboru, ni prilagojen tujcem iz tretjih držav. Tudi domet smiselne rabe Zakona o splošnem upravnem postopku v visokem šolstvu ni jasen. Posledica teh pojavov so predolgi postopki in dejanski prihod študentov v Slovenijo šele sredi študijskega obdobja, kar otežuje konkurenčnost slovenskih univerz. Normativni okvir vpisa tujih študentov in še bolj njegovo (ne)izvajanje pri nas tako nista povsem usklajena s cilji internacionalizacije visokega šolstva, kar potrjuje tudi bolj učinkovit sistem istovrstnih postopkov na Finskem. Rezultati magistrskega dela pa so prikazali pozitivne zglede in smeri razvoja, s katerimi bi lahko Slovenija v bodoče regulirala in izvajala vpise tujcev iz tretjih držav. ; The subject of this master's thesis deals with the analysis of the internationalization of higher education in Slovenia and the procedures for enrolment of foreign students or the procedural barriers in regard to the enrolment of candidates from the third world countries, (e. g. enrolment deadlines, assessment of certificates or (non) cooperation between authorities). The key findings, based on quantitative methods employing the analysis of public statistics data, and qualitative methods employing legislation analysis and semi-structured interviews, are that for foreigners from the third world countries there is a rather high incompatibility of procedures between universities, the Ministry of Foreign Affairs in relation to administrative units and the Ministry of Education, Science and Sport in regard of obtaining temporary residence permits while studying. The research, further on, includes an international comparison with Finland, which is highly goal oriented towards internationalization and is the same as Slovenia member state of the European Union. Through the research, the baseline hypotheses were confirmed. Internationalization brings benefits for all stakeholders. But the schedule of enrolment tasks of the school ministry and universities, e.g. the University of Maribor is not suitable for foreigners from the third world countries. Also, the scope of meaningful use of the General Administrative Procedure Act in higher education is not clear. These phenomena result in lengthy procedures and the actual arrival of students to Slovenia only in the middle of the study period, which consequently hinders the competitiveness of Slovenian universities. The normative framework of enrolment of foreign students and, even more so, its (non) implementation in Slovenia are, thus, not completely in line with the goals of internationalization of higher education, which also confirms a more efficient system of similar procedures in Finland. The results of the master's thesis showed positive examples and directions of development, with which Slovenia could regulate and implement the enrolment of foreigners from the third world countries in the future.

Ko slišimo za pojem korupcija, takoj pomislimo na zlorabo javne službe za doseganje lastnih koristi. Posamezniki in podjetja podkupujejo administrativne uslužbence, da le-ti uredijo zadeve, ki morajo biti rešene. Gre torej za izsiljevanje rent od gospodarskih udeležencev in posledično od ekonomije same izključno za zasebne koristi politikov in uradnikov. Tovrsten pristop k obravnavanju pojava je v zadnjih letih začrtal popolnoma novo smer analiziranja in merjenja korupcije. Korupcija se predstavi v popolnoma novi podobi, v kateri posamezniki, skupine oziroma podjetja vplivajo na formulacijo zakonov, ali celo spreobračajo že oblikovana pravila igre, da bi si s tem zagotovili pomembne ugodnosti. Korupcija je in vedno bo obstajala v svetu, edina razlika je v tem, da se z razvojem družb spreminja, prevzema bolj prefinjene oblike, zaradi katerih jo je težje odkrivati in preprečevati. Vse bolj razsežne in destruktivne posledice, ki jih ima korupcija na gospodarsko rast in družbeno stabilnost, nujno zahtevajo praktične strategije omejevanja korupcije. Problem korupcije se ne omejuje na določeno regijo, kajti z njenimi grožnjami se ubadajo tako razvite države kot tudi države v razvoju in tranzitne države. V postsocialističnih državah so sočasni procesi razvijanja tržne ekonomije, oblikovanja novih političnih in socialnih institucij ter prerazporejanje družbene lastnine ustvarili rodna tla za pojav korupcije. Zaradi kompleksnosti fenomena in predvsem zaradi vse večjega zavedanja, da vzroki za prevzem države presegajo golo neučinkovitost in šibkost državne uprave, je potrebno za razumevanje in odpravljanje state capture razsvetliti problem širših strukturalnih povezav, kot so interna organizacija političnega sistema, odnosi in zveze med ključnimi državnimi institucijami, interakcije med podjetji in državo ter povezave med državo in civilno družbo. ; When we think about corruption, an image quickly comes to mind of abuse of public office for private gains. Individuals and firms are bribing bureaucrats to »get things done«. Behind this view lies an understanding of the state extracting rents from the economy for the exclusive benefit of politicians and bureaucrats. Such an aprroach has had a powerful impact on the way corruption has been analyzed and measured in recent years. Corruption has taken on a new image – that of individuals, groups, or firms manipulating policy formation and even shaping the emerging rules of the game to their own, very substantional advantage. Corruption has always existed across the world and it will never disappear, the difference is that has become more sophisticated and thus more difficult and costly to detect. With the increasing recognition across the globe of the damaging effects of corruption on economic growth and social stability, the demand for practical strategies to reduce corruption has grown dramatically. The problem is not confined to any particular region, and developed, developing and transition countries alike are confronting these challenges. In postcommunist states the simultaneous processes of developing a market economy, designing new political and social institutions and redistributing social assets have created fertile ground for corruption. With regard to complexity of phenomena and with increasing recognition that the roots of state capture extend far beyond weaknesses in the capacity of government, we need to be aware of factors underlying the persistence of corruption that is broader structural relationships, including the internal organization of the political system, relationships among core state institutions, the interactions between the state and firms, and the relationship between the sate and civil society.

V prvem delu magistrskega dela sem se osredotočil na zgodovino in organiziranost gasilcev v Sloveniji in Združenih državah Amerike, predstavil sem požarno preventivo in vzroke za požare. V svetu požari postajajo vedno večji problem, saj zaradi klimatskih sprememb, staranja prebivalstva, malomarnosti ljudi, nepazljivosti, novih tehnologij, različnih novih materialov in zmanjševanja vlaganj v požarno varnost lahko povzročijo vse večjo premoženjsko, materialno in človeško škodo. S tem lahko opozorimo na dejstvo, da je gasilstvo zelo pomembna družbena panoga, ki pa je v Sloveniji slabše cenjena kot v Združenih državah Amerike. K znanju in usposobljenosti gasilcev izjemno pripomorejo zgodovina, organiziranost in vlaganje denarja. Seveda ne smemo pozabiti tudi na izboljševanje zakonodaje področja požarne varnosti, ki zajema tako načrtovanje požarne varnosti in tudi samo gašenje požarov. Organiziranost gasilcev v Sloveniji in Združenih državah Amerike je različno, saj se zdi da so ameriški gasilci bolje tehnično in organizacijsko izurjeni. V zgodovini obeh držav se je zgodilo mnogo uničujočih požarov, ki so terjali veliko smrtnih žrtev in premoženja. V drugem delu magistrskega dela sem opravil statistično analizo števila požarov in škode, ki je pri tem nastala v Sloveniji in v Združenih državah Amerike v obdobju od leta 1992 do leta 2018. V Sloveniji se vsako leto zgodi od 4000 do 6000 požarov, v Združenih državah Amerike pa se v zadnjih letih zgodi od 1,3 milijona do 1,6 milijona požarov letno. Najpogostejši požari so požari v objektih, v prometu, v naravi in v komunalnih ali drugih zabojnikih. V Sloveniji se skozi leta število požarov drastično ni spremenilo, vendar pa število ves čas niha. V Združenih državah Amerike se je število požarov iz leta 1992 zmanjšalo za okoli 25 %. Število poškodovanih v požarih se v Sloveniji v zadnjih letih malce zvišuje, število smrtnih žrtev požara pa ostaja dokaj konstantno. V Združenih državah Amerike obe ti številki skozi leta padata. Izjema je le leto 2001, ko se je zgodil napad na World Trade Center. Premoženjska škoda, ki je nastala v požarih, je v Sloveniji v zadnjih letih okoli 7 milijonov evrov, v Združenih državah Amerike pa se ta številka že več kot 15 let vrti okoli 15 milijard dolarjev. Spet pa je izjema leto 2001 zaradi napada v New Yorku, ki je povzročil več kot 30 milijard denarne škode. ; In the first part of the master's degree thesis, I focused on the history and organization of firefighters in Slovenia and United States of America, I presented fire prevention and the causes of fires. In the world, fires are becoming an increasing problem, as they can cause increasing property, material and human damage due to climate change, population aging, human negligence, carelessness, new technologies, various new materials and reduced investment in fire safety. Therefore, firefighting is a very important social sector, which is less valued in Slovenia than in the United States. History, organization and investment of money contribute enormously to the knowledge and skills of firefighters. Of course, we must not forget to improve the legislation in the field of fire safety, which includes both fire safety planning and firefighting itself. The organization of firefighters in Slovenia and the United States is different, it seems that American firefighters are better technically and organizationally trained. In addition, this profession is also more valued there. There have been many devastating fires in the history of both countries, claiming many lives and property. In the second part of my master's degree thesis, I performed a statistical analysis of the number of fires and damage that occurred in Slovenia and the United States in the period from 1992 to 2018. In Slovenia, between 4,000 and 6,000 fires occur every year. In the United States, however, 1.3 million to 1.6 million fires have occurred in recent years. The most common fires are fires in buildings, in traffic, in nature, and in communal or other containers. In Slovenia, the number of fires has not changed drastically over the years, the number fluctuates all the time. In the United States, however, the number of fires in 1992 fell by about 25 percents. The number of people injured in fires in Slovenia has been rising slightly in recent years, while the number of fatalities in fires has remained fairly constant. In the United States, however, both of these numbers have been falling over the years. The only exception is 2001, when the attack on the World Trade Center took place. The property damage caused by fires in Slovenia in recent years is around 7 million euros, and in the United States this figure has been hovering around 15 billion dollars for more than 15 years. Again, the exception is 2001 due to the attack in New York, which caused more than 30 billion in monetary damage.

Z začetkom bolonjskega procesa v letu 1999, ki sloni na ideji o enotnem, primerljivem, privlačnem in konkurenčnem prostoru evropskega visokega šolstva, se je za sodelujoče evropske države pričelo obdobje sprememb. Med njimi je bila tudi Slovenija, ki je postopoma sledila in uvajala cilje in načela bolonjskega procesa v slovenski visokošolski prostor. V magistrskem delu natančneje predstavim bolonjsko reformo in z njo vnesene številne spremembe ter novosti v slovenski visokošolski prostor. Skozi analizo različne literature in dokumentov je sprva predstavljen nastanek bolonjskega procesa in njegov razvoj s poudarkom na ciljih, ki so se v okviru reforme skušali doseči. Opisan je njegov razvoj od začetka do danes, saj so se od podpisa Bolonjske deklaracije dalje odvijala srečanja ministrov za visoko šolstvo, kjer se je spremljalo uresničevanje zastavljenih ciljev, ki so se skozi leta tudi dopolnjevali in spreminjali. V drugem delu naloge pa se skozi razvoj bolonjskega procesa večji del pozornosti usmeri v uveljavljanje slednjega v slovenski visokošolski prostor. Prikazane so številne novosti, ki zajemajo tako sistemske, strukturne kot organizacijske spremembe in so vplivale na sam potek izobraževanja v visokem šolstvu. Z bolonjsko reformo se v visokem šolstvu vse bolj uveljavlja koncept vseživljenjskega učenja, zato se v tretjem delu naloge prikaže, kako se to odraža skozi različne dokumente bolonjskega procesa. Vključitev Slovenije v bolonjski proces in postopno uveljavljanje bolonjske reforme pa se je odražalo tudi v samih ciljih razvoja visokega šolstva pri nas, zato se v tretjem delu naloge osredotočim še se na spreminjanje ciljev od začetka bolonjske reforme vse do danes. Bolj kot se bolonjska reforma v prostoru uveljavlja, bolj vidne so spremembe v slovenskem visokošolskem prostoru in sledenje evropski viziji v razvoju in usmerjenosti visokega šolstva ; In 1999, the Bologna process started with an idea of a united, comparable, attractive, and competitive place in the European higher education system. Among the countries that have joined was also Slovenia, which gradually followed and introduced the goals and principles of the Bologna system into the Slovenian higher education area, which had a notable impact on education. Through the analysis of various literature and documents, the text initially shows the very origin of the Bologna process, its purpose and goals, which were sought to be achieved through the process. The text also describes the development from the beginning to the present, as through the years of bologna process many meetings of ministers of higher education have taken place. There, the development of the Bologna reform has been monitored and at the same time, many novelties/innovations have been added that are important for our understanding of the Bologna process. In the second part, through the development of the Bologna Process, most of the attention is focused on the implementation of the Bologna reform in the Slovenian higher education area, where its impact on education is also explored. Numerous novelties and changes – from systemic, structural, and organizational, which influenced the course of education, are presented. There are also various documents as part of the Bologna reform, where the concept of lifelong learning in higher education is mentioned and the role and importance of it are increasingly emphasized. Slovenia's inclusion into the Bologna Process and the gradual implementation of the reform was also reflected in the goals of higher education development. This is why the third part of the thesis is focused on how the goals changed from the beginning of the reform until today. The more the Bologna reform is implemented in the place, the more visible its impact on the goals of the Slovenian higher education is, and with that following the European vision and the orientation of higher education.

The economic recession has exerted an important influence on the livesof the population in the European Union. Since 2008, when initial indications of the recession appeared,unemployment and poverty have increased in most member states of the European Union. Many European and national strategic documents were exposed; one of the key non-economic factors in easing out of a recession is investment in the development of knowledge. Political opinion regarding the important role of knowledge in solving problems of the economic recession raises the question of actual change in this area. In this paper, an understanding of the role of adult education in economic development (as oulined in the European strategic documents) is demonstrated, and in opposition to the same, an analysis of participation (and obstacles) in adult education at the beginning of the economic recession is pursued. ; Gospodarska recesija je pomembno zaznamovala življenje prebivalcev Evropske unije. Od leta 2008, ko se pojavijo prvi znaki recesije, sta se povečali brezposlenost in revščina v večini članic Evropske unije. Številni evropski in nacionalni strateški dokumenti so kot enega ključnih neekonomskih instrumentov izhoda iz recesije omenjali vlaganje v izobraževanje. Prepričanje politikov o pomembni vlogi izobraževanja pri reševanju gospodarske recesije pa odpira vprašanje o dejanskih spremembah na tem področju. V prispevku je na eni strani prikazano razumevanje vloge izobraževanja odraslih pri gospodarskem razvoju v evropskih strateških dokumentih in na drugi strani vključenost odraslih v izobraževanje in ovire pri tem ob začetku gospodarske recesije.