Integrity and transparency are crucial elements of modern democratic countries, and trust in politico-administrative institutions must be pursued and maintained at every turn, including when it comes to reporting ceremonial gifts. Despite their (often) problematic connotations, ceremonial gifts are a major element of building strong relationships, from the highest positions in politics and diplomacy to the closest public servants. This article examines data concerning reported gifts in the Republic of Slovenia. Through in-depth statistical analysis, the authors established anomalies in the reporting of ceremonial gifts, in particular flawed descriptions of gifts and problematic assessment of their monetary values, which in most cases is left to the layperson. The authors conclude that a problem clearly exists with implementation of the normative framework because only the technical aspect and less the qualitative side is taken into account while reporting ceremonial gifts. Keywords: ceremonial gifts; reporting; anomalies; transparency; trust; Slovenia
Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO's work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are "rebelling" against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, 'guerrilla' actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth's ideas on the active creation of space are the framework in which civic actions are interpreted as important kinds of learning. Lefebvre's concept of the "right to the city" is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces.
Although the concept of learning cities and the idea of learning being place-based and focused on a region, city, town or community have existed for a long time, it is UNESCO's work that gave the impetus to the practice, helping to create and spread the network of Learning Cities worldwide. One of the main characteristics of the current concept is the leading role of the local government and partnership with policy makers. The paper challenges this feature with the example of cities that are "rebelling" against the local or national government, but do have learning at the core of their activities. The example of Belgrade is described in detail, where various civic actions (protests, 'guerrilla' actions, active participation in public discussions) are analysed from the point of view of public pedagogy. The theory of Gert Biesta and his conception of the public sphere as a space for civic action as well as Elizabeth Ellsworth's ideas on the active creation of space are the framework in which civic actions are interpreted as important kinds of learning. Lefebvre's concept of the "right to the city" is also applied. In this way, the whole concept of learning cities might be broadened to include cities without a harmonious relationship with its policy makers, but with strong civic movements and civic actions as a kind of non-formal learning in public spaces. ; Čeprav koncept učečih se mest in ideja o učenju, ki je osredinjena na prostor, torej regijo, mesto ali skupnost, obstajata že dolgo časa, je Unesco to prakso spodbudil ter pomagal ustvariti in razširiti mrežo učečih se mest po vsem svetu. Vodilna vloga lokalnih oblasti in partnerski odnos z oblikovalci politik je ena od poglavitnih značilnosti obstoječega koncepta učečih se mest, vendar v članku prek primerov učečih se mest, ki se »upirajo« lokalni ali nacionalni vladi, ob tem pa imajo v središču svojih dejavnosti učenje, spodbijamo nujnost te značilnosti za nastanek učečega se mesta. Podrobno je opisan primer Beograda in različne oblike državljanskega delovanja (protesti, »gverilsko« delovanje, aktivno sodelovanje v javnih razpravah) v tem mestu, ki so analizirane z vidika javne pedagogike. Okvir, v katerem je državljansko delovanje interpretirano kot pomemben način učenja, tvorita teorija Gerta Bieste z njegovim konceptom javne sfere kot prostora državljanskega delovanja in ideja Elizabeth Ellsworth o aktivnem ustvarjanju prostora. Prav tako je uporabljen Lefebvrov koncept »pravice do mesta«. Na ta način je mogoče idejo učečih se mest razširiti tudi na mesta, v katerih odnosi z oblikovalci politik niso harmonični, obstajajo pa močna državljanska gibanja in državljansko delovanje kot oblika neformalnega učenja v javni sferi.
