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.

This paper analyzes the issue of nations without states in contemporary Europe between the Atlantic and the Urals. The political map of the continent comprises forty-seven countries, most of which are nation-states. However, the cultural mosaic of Europe is far more complex; there are around fifty ethnic groups (in addition to historical, territorial, or indigenous ethnic minorities and an enormous number of immigrant ethnic communities) lacking a state-based organization. Together, these people add up to 78 million, or almost 15% of the European population. Twenty-seven groups can be considered nations without states; they are culturally and ethnically based and have various forms of territorial integrity and political organization. However, they did not create a state organization, despite many attempts by some through history. Without a state organization, those communities have poorer opportunities to protect their folk culture and to reproduce various elements of ethnic identity. This is why they seek territorial autonomy or independent statehood through nationalist movements. In many cases, these ambitions are encompassed in regional movements. These movements have been popular in Europe, particularly because the idea of a "Europe of regions" as part of the European Union has had broad political support and acceptance. However, it has not actually succeeded. The EU and Europe as a whole are still a Europe of (nation)-states. In general, regional movements have been successful and through this some nations without states have attained part of their political ambitions in the form of territorial autonomy. The regionalization of former centralist states (e.g., Spain and the United Kingdom) increased the chances of ethnic survival for the Catalans, Basques, Scots, and Welsh. On the other hand, the regionalization of nations without states represented territorial division, a kind of "divide and rule" strategy serving to reduce their ambitions towards national independence. The territorial and political reconstruction of nation-states has been successful, but it did not solve all ethnic problems. The European political map reveals another interesting phenomenon: a double state for some nations. These are particularly typical for the Balkans. Because of political and territorial development after the Second World War and during the transition period in the 1990s and beyond, the principle of immutable political borders (logically encompassing the creation of new nation-states as well) led to further political and territorial divisions and (in fact, paradoxically) fragmentation. Some of these "inner" autonomous territories are functioning as de facto states. The cases of the Turkish Republic of Northern Cyprus or Republika Srpska in Bosnia-Herzegovina are good examples of these processes. This development has not garnered much political support in most European countries or at the EU level. However, it is an undesirable reality and is certainly one of changes among the political and territorial (or even greater) challenges for the Europe of tomorrow. It forces a reexamination of the phenomenon and value of nations. The existence of nations without states represents a potential for the creation of new (nation) states.

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.

Magistrsko delo ugotavlja, na kakšen način so se razvijale male države po koncu obdobja kolonizacije. Ob pridobitvi samostojnosti so bile večinoma nerazvite in gospodarsko zelo odvisne od nekdanjih kolonizatorjev. Vsaka država je ubrala svojo pot, nekatere so postale zelo uspešne, druge pa manj. Katere razvojne strategije so bile uporabljene ter zakaj se stopnje razvoje, ki so jih dosegle male države, tako zelo razlikujejo? Je bila usmerjenost v trgovino ključna za razvojni uspeh? Namen dela je s pomočjo empirične analize raziskati, ali je izvozna usmerjenosti primerna strategija razvoja per se ali pa obstajajo nekateri drugi instrumenti politike, ki določajo uspešnost razvoja države. Osredotočila sem se na analizo razvoja treh malih otoških držav – Singapurja, Mauritiusa in Zelenortskih otokov. Do danes so vse tri države dosegle zelo različne stopnje razvoja. Kljub temu, da je izvoz eden od glavnih dejavnikov razvoja za male države pa lahko na podlagi analize trdim, da je od vsake posamezne države odvisno, kako izkoristi dane razvojne možnosti. ; This master thesis tries to find out how small states developed after the end of the colonization. When they gained independence, they were mostly underdeveloped and economically dependent on the former colonizers. Each state has taken its own path, some of them became very successful, others not so. Which development strategies were used and why do the levels of development achieved by small states vary so much? Was the trade crucial for development success? The purpose of my thesis is to explore with empirical analysis if export orientation is an appropriate development strategy for the small states per se, or are there some other policy instruments which determine a small country's successful development. I focused on the analysis of the development of the three small island states - Singapore, Mauritius and Cape Verde. Until today, all three counties have reached very different stages of development. Despite the fact, that export is one of the main development factors for small countries I can assert on the basis of the analysis, that it depends on each county, how they take advantage of given development opportunities.

V magistrskem delu obravnavamo različne politike internacionalizacije visokega šolstva v Sloveniji in na Nizozemskem. Glavni temelj naloge predstavlja analiza in primerjava strateških dokumentov internacionalizacije visokega šolstva obeh izbranih držav. V teoretičnem delu izpostavimo internacionalizacijo v zgodovinski perspektivi. Na kratko opišemo družbenoekonomski kontekst razvoja nizozemskih univerz ter obravnavamo nastanek in razvoj slovenskih in nizozemskih univerz. Osredotočimo se na njihovo poslanstvo ter z njim povezanim položajem jezika v raziskovalni in pedagoški dejavnosti. Opredelimo tudi termin internacionalizacije in navedemo različne definicije. Nato predstavimo oblike internacionalizacije: internacionalizacijo doma, internacionalizacijo kurikuluma ter internacionalizacijo v tujini. V okviru razvoja bolonjskega procesa predstavimo nastanek evropske gospodarske skupnosti, začetke samega procesa ter kritiko njegove neoliberalne zasnove. Raziščemo tudi zelo relevantno temo – transfer izobraževalnih politik. Zaključimo s predstavitvijo jezikovne problematike, to je vedno večja vloga angleščine v pedagoškem in raziskovalnem visokošolskem prostoru ter položaj nacionalnih jezikov. V okviru empiričnega dela najprej ugotavljamo podobnosti in razlike med nacionalnimi politikami internacionalizacije visokega šolstva v Sloveniji in na Nizozemskem ter med politikami na institucionalni ravni – opravimo torej primerjavo Univerze v Ljubljani in Univerze v Amsterdamu. Analiza nacionalnih strateških dokumentov dokazuje, da tako slovensko kot nizozemsko visoko šolstvo sledi podobnim ciljem internacionalizacije. Kot prvo bistveno razliko pa lahko izpostavimo težnjo Nizozemske po povezovanju visokošolskih institucij z gospodarstvom in posledično prevlado gospodarskih motivov za internacionalizacijo. Nasprotno pa internacionalizacijo slovenskega visokega šolstva usmerjajo predvsem politični motivi, saj želi država utrditi prepoznavno podobo nacionalnega visokega šolstva. S tem pa je povezana tudi druga pomembna razlika. V nizozemskih strateških dokumentih je poudarjena namera po konkurenčnosti in prepoznavnosti države na globalni ravni, medtem ko je v slovenskih strateških dokumentih v ospredju potreba po vzpostavitvi regionalne identitete. Nizozemska se torej usmerja v bolj globalno internacionalizacijo, Slovenija pa v regionalno. Državi sta si podobni v tem, da vidita internacionalizacijo kot poglavitni dejavnik pri razvoju svojega visokega šolstva, ki rezultira v izboljšanje njegove kakovosti. Analiza politike internacionalizacije dveh osrednjih univerz v obeh država pokaže, da je zaradi statusa mednarodne in dvojezične univerze Univerze v Amsterdamu internacionalizacija njena ključna značilnost, medtem ko je ljubljanska univerza pri svoji internacionalizaciji dokaj omejena. Zaradi svoje izrazite mednarodne usmerjenosti Univerza v Amsterdamu izvaja pouk v t. i. mednarodni predavalnici. Nizozemska in njene univerze so že – gledano z zgodovinske perspektive – veliko bolj mednarodno odprte. Slednje pa je prispevalo k temu, da Nizozemska spada med najbogatejše države na svetu. Prednost bogatih držav pa niso le zadostna finančna sredstva za implementacijo optimalne internacionalizacije, ampak tudi »privilegij« postavljanja trendov na področju internacionalizacije. Preučujemo tudi medsebojno skladnost strateških dokumentov v posamezni državi ter način odražaja ciljev bolonjskega procesa v ciljih strateških dokumentov. Ugotovimo, da je v nizozemskih strateških dokumentih v primerjavi s slovenskimi prisotno bistveno večje ujemanje v ključnih oziroma prioritetnih ciljih, kar je mogoče pripisati aktivni vključenosti nizozemskih univerz pri oblikovaju politik. Bolonjski cilji so izraženi v obeh državnih in obeh institucionalnih strategijah internacionalizacije. Izpostavili bi cilj pospeševanja mobilnosti, ki se pojavi v vseh štirih strategijah. Na koncu raziskujemo, kako državi urejata oziroma rešujeta vprašanje jezika visokega šolstva. Ugotovili smo, da v obeh državah zakona, ki urejata področje visokega šolstva, izpostavljata skrb za materinščino. Ta naloga spada v okvir visokošolskih zavodov. Univerza v Amsterdamu ima – za razliko od Univerze v Ljubljani – oblikovano svojo jezikovno strategijo, v kateri je pojasnjeno, na kakšen način se izbere oziroma določi jezik poučevanja, s čimer je odločitev o jeziku poučevanja olajšana. Kot je pokazala primerjava različnih dokumentov s področja visokega šolstva in strategij, je današnja internacionalizacija v različnih državah pod vplivom tako sodobnih procesov, konkretneje bolonjskega procesa, kot tudi različnih zgodovinskih dejavnikov oziroma okoliščin. Enake politike internacionalizacije se torej v različnih okoljih implementirajo različno. S tem tudi potrjujemo ugotovitev de Wita in F. Hunter (2015, str. 2), da ni modela internacionalizacije, ki bi ustrezal vsem. ; Internationalisation of Higher Education in Slovenia and the Netherlands After the Implementation of the Bologna Process In this thesis, we discuss the different internationalisation policies of higher education in Slovenia and the Netherlands. Analysing and comparing the strategic documents about the internationalisation of higher education in the chosen countries is the basis of the following thesis. In the theoretical part, we put internationalisation in a historical perspective. We concisely describe the socioeconomic context of the development of Dutch universities and analyse the origins and development of Slovene and Dutch universities. Furthermore, we focus on the mission of universities and their related position of language in research and teaching. We also define internationalisation and present its different definitions. Additionally, we introduce the forms of internationalisation: internationalisation at home, internationalisation of the curriculum, and internationalisation abroad. In the context of the development of the Bologna Process, we present the emergence of the European Economic Community, the beginnings of the process itself, and a critique of its neo-liberal concept. Moreover, we also explore the transfer of educational policies. We conclude by presenting the language issues, i.e., the growing role of English in teaching and research in higher education, and the position of national languages. In the empirical part, we first identify similarities and differences between national policies on the internationalisation of higher education in Slovenia and the Netherlands. Then we examine the policies at the institutional level by comparing the University of Ljubljana and the University of Amsterdam. Analysis of national strategy documents shows that both Slovenian and Dutch higher education pursue similar internationalisation objectives. However, the first significant difference is the Dutch tendency to connect higher education institutions with the economy. Consequently, economic motives for internationalisation prevail. In contrast, the internationalisation of Slovenian higher education is driven primarily by political motives, as the country wants to consolidate a recognisable national higher education. Nonetheless, there is another important difference. The Dutch strategy documents emphasise the intention to make the country competitive and visible on a global level, while the Slovenian strategy documents focus on the need to establish a regional identity. The Netherlands is therefore moving towards a more global internationalisation, whereas Slovenia moves towards a regional one. At the same time, they both perceive internationalisation as the crucial factor in developing higher education. Particularly, in the context of increasing its quality. The two countries are similar in the way they see internationalisation – as the major factor in the development of their higher education and as means to enhance its quality. An analysis of the internationalisation policies of the two central universities in both countries shows that, due to its status as an international and bilingual university, internationalisation is a leading feature of the University of Amsterdam. On the contrary, the University of Ljubljana is somewhat limited in its internationalisation. Due to its strong international orientation, the University of Amsterdam holds its classes in a so-called "international classroom." Historically viewed, The Netherlands and its universities have been much more internationally opened. This has contributed to the Netherlands being one of the wealthiest countries in the world. The advantage of rich countries is not only having sufficient financial resources to implement optimal internationalisation, but also the "privilege" of setting trends in the area of internationalisation. We also look at the coherence between the strategic documents in each country and how the objectives of the Bologna Process are reflected in the objectives of the strategic documents. We have found out that there is a significantly higher congruence in the key objectives in the Dutch strategic document compared to the Slovenian ones. The reason for that could be the active involvement of Dutch universities in policymaking. The Bologna objectives are reflected in both national and both institutional internationalisation strategies. We aim to highlight the objective of promoting mobility, which appears in all four strategies. Lastly, we explore the way of how countries are addressing the issue of the language of higher education. We have discovered that the laws governing higher education emphasise care for the mother tongue in both countries. The University of Amsterdam has constructed a language strategy that explains how the instruction language is chosen and determined. By doing so, the decision for the instruction language is less complicated. At the moment, the University of Ljubljana still does not have the same approach. By comparing different higher education documents and strategies, we have shown that contemporary changes (specifically the Bologna Process) and various historical factors have influenced internationalisation today. The same internationalisation policies are therefore implemented differently in various contexts. This also confirms the observation made by de Wit and F. Hunter (2015, p. 2) that there is "no one model that fits all".

Ekonomski interesi treh ključnih velikih sil, Združenih držav Amerike, Rusije in Kitajske, ki se uveljavljajo oziroma uresničujejo skozi njihove konkretne politike in dejanja, imajo pomemben, če že ne velik vpliv na varnost in politične razmere drugih držav. Ker so ekonomski interesi ključni za katerokoli državo, so medsebojna dinamika, prepletanje in vplivanje teh interesov izrednega pomena za razumevanje trenutnih razmer v mednarodnih odnosih. Analiza primarnih in sekundarnih virov, predvsem pa poglobljeni intervjuji s strokovnjaki nakazujejo, da se politične in varnostne posledice ekonomskih interesov velikih sil največkrat manifestirajo na regionalni ravni. Izjema pri tem so ZDA, ki za doseganje svojih ekonomskih interesov politično in varnostno spreminjajo razmere na globalni ravni. Pri tem so najbolj osredotočene na širitev neoliberalnih ekonomskih praks in zagotovitev energetske varnosti, ki velikokrat poteka s pomočjo znatne uporabe vojaške moči. Rusija, po drugi strani, je trenutno še osredotočena na svojo vlogo energetskega velikana, pri čimer najbolj konkretno vpliva na države iz bližnje soseščine, tudi preko političnih pritiskov in industrijskih sabotaž. Analiza trendov sicer kaže, da bo cilj ekonomske diverzifikacije postajal še pomembnejši v prihodnosti. V osnovi ta zaključek pomeni, da bo Rusija skušala zmanjšati svojo odvisnost od izvoza energentov in na tak način zagotoviti večjo ekonomsko, kot tudi politično in varnostno stabilnost države. Ključna karakteristika ekonomske politike Kitajske je usmeritev v zagotavljanje energetskih virov za rastoče gospodarstvo. V ta namen se poslužuje multisektorske politike, ki je najbolj jasno vidna v Afriki. Ta poseben, quid pro quo pristop se kaže v velikih infrastrukturnih investicijah na strani Kitajske, v zameno za zagotovitve izvoza energentov iz določenih afriških držav. Analiza vse treh držav jasno kaže, da ekonomski interesi vidno vplivajo na odnose med državami v mednarodni skupnosti in usodno določajo dinamiko in ravnovesje sil. ; Economic interests of great powers, specifically United States of America, Russia and China, and the process of attaining these interests through the set of concrete policies and actions has considerable, if not predominantly important effects on political and security situation of other countries. Since economic interests are of pivotal importance for any state, the recognition and understanding of intertwined dynamics and cross-section of these interests is essential for establishing an accurate perception of the current situation in contemporary international relations. Analysis of primary and secondary resources, and especially the in- depth interviews with experts revealed that the majority of political and security implications of the process of attaining economic interests have been manifesting on the regional level. An exception to this rule is the United States, which is affecting political and security characteristics around the globe. In doing so, it is mostly concentrated on continuous expansion of neoliberalism, as well as ensuring energy security, often through utilization of military power. Meanwhile, Russia is currently still focused on its role as an energy giant, and has the ability to strongly influence the countries in its near vicinity through considerate political pressures and industrial sabotage. Many trends within the country and its internal policies seem to suggest that this is likely to change in the near future, and the goal of economic diverzification will become even more important. Essentially, this means that Russia will attempt to reduce its dependence on energy exports, and thus ensure far greater economic, but also political and security stability of the country. Finally, we analyzed China. The key characteristic of its economic policy is focus on ensuring energy resources for its growing economy. In order to succeed, China has been utilizing a multisectoral approach, most clearly visible in Africa. These quid pro quo deals were realized through large infrastrucral investment on the Chinese side, and accompanying insurance of energy exports on the side of the African countries. The analysis of all three states draws the conclusion that economic interests are thus visibly affecting the nature of the intra- state relationships in the international community, and faithfully account for the ultimate dynamics and balance of world powers.

Palestinski predsednik Mahmoud Abbas je v začetku leta 2011 zaprosil za polno članstvo Palestine v Organizaciji združenih narodov (OZN). Varnostni svet članstva Palestini ni odobril, zato je sledila prošnja za odobritev statusa države opazovalke. Z resolucijo Generalne Skupščine OZN 67/19 so dne 29. novembra 2012 Palestini odobrili status države opazovalke. Ta status je Palestini prinesel pravico do sodelovanja na sejah Generalne skupščine OZN, do vzpostavitve predstavništva v New Yorku, Ženevi in na Dunaju ter pravico postati članica specializiranih agencij OZN ter pogodbenica vseh mednarodnih pogodb, kjer je Generalni sekretar OZN depozitar. Magistrska naloga analizira pravne posledice spremembe statusa Palestine v OZN. Za lažje razumevanje najprej predstavim pot Palestine do statusa države opazovalke v OZN. Nato kratko analiziram ali je palestinska zakonodajna ureditev v skladu z nekaterimi najpomembnejšimi mednarodnimi pogodbami, ki jih je Palestina ratificirala. V zaključku pa raziščem kako sodeluje v Generalni skupščini ter nekaterih specializiranih agencijah OZN, kjer ima položaj članice ali opazovalke. ; The Palestinian president Mahmoud Abbasa had in the beginning of the year 2011 requested for full membership of Palestine in the United Nations (UN). The Security Council did not approve membership of Palestine, therefore a request for granting a status of an observer state followed. With the Resolution 67/19 from the 29th of November 2012 the General Assembly approved Palestine the status of observer state. This status brought Palestine the right to participate in the meetings of the General Assembly, to establish a Permanent Mission in New York, Geneva and Vienna, and the right to become a member of specialized agencies of UN and party to all international treaties, where the Secretary-General is depositary. My Master thesis analyses the legal consequences of the change in status of Palestine in the UN. For better understanding of the topic, I first introduce Palestine's road to the status of observer state in the UN. Then I briefly analyse, if the Palestinian Law is in consistency with some of the most important international treaties to which Palestine ratified. In conclusion, I research the participation of Palestine in the General Assembly and in some specialized agencies, where Palestine holds status of member or observer.