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POSTOPKI IN ANALIZA PREDNOSTI TER SLABOSTI INTERNACIONALIZACIJE VISOKEGA ŠOLSTVA ; THE PROCEDURES AND ANALYSIS OF ADVANTAGES AND DISADVANTAGES OF INTERNATIONALIZATION OF HIGHER EDUCATION
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.
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Spreminjanje ciljev bolonjske reforme in njihovo uveljavljanje v slovenskem visokošolskem prostoru ; Changing the goals of the Bologna reform and their implementation in the Slovenian higher education area
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.
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Internacionalizacija visokega šolstva v Sloveniji in na Nizozemskem po implementaciji bolonjskega procesa ; Internationalisation of Higher Education in Slovenia and the Netherlands After the Implementation of the Bologna Process
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".
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Visokosolski zavodi in trzna dejavnost: primer Slovenije in tujine
In: Uprava, Band 7, Heft 2, S. 97-116
Bolonjska reforma: od ideje do izvedbe ; The Bologna reform: from concept to implementation
V magistrski nalogi sem obravnavala problematiko prenove visokošolskih sistemov v evropskem prostoru, ki jo je sprožil bolonjski proces z namenom doseči večjo primerljivost med dotlej zelo različnimi nacionalnimi visokošolskimi sistemi. Bolonjski proces je oznaka za proces vzpostavitve skupnega evropskega visokošolskega prostora, katerega namen je zagotoviti večjo učinkovitost in konkurenčnost evropskih visokošolskih sistemov, pospeševati mobilnost študentov in akademskega osebja ter spodbujati zaposlovanje evropskega prebivalstva. Ker pa dokumenti bolonjskega procesa niso pravno obvezujoči in ne določajo jasnega načina in metod implementacije bolonjske reforme, se je vsaka država prenove svojih visokošolskih sistemov lotila drugače. Posledica tega so velike razlike pri uspešnosti izvedbe reforme, kar Evropo oddaljuje od zastavljenih ciljev. V nalogi sem predstavila tudi potek slovenske implementacije bolonjske reforme in nekaj napak, za katere menim, da so odločilno prispevale k njenemu neuspehu. Eden izmed glavnih razlogov za neuspeh reforme pri nas (in v številnih drugih državah) je tudi finančna izčrpanost visokega šolstva, ki se v Sloveniji v zadnjih letih še zaostruje, saj država vsako leto visokemu šolstvu nameni manj proračunskih sredstev. Nekaj besed sem namenila tudi razmisleku o možnosti uvedbe šolnin, ki se v javnosti občasno predlaga kot ena izmed možnih dopolnitev (nezadostnemu) javnemu financiranju visokega šolstva. ; This master's thesis focuses on the issue of reforming higher education systems in Europe, brought on by the Bologna Process with the intention of achieving a higher level of comparability among previously vastly different national education systems. The Bologna Process is a process of establishing a common European higher education system, the aim of which is to ensure greater efficiency and competitiveness among European higher education systems, encourage the mobility of students and academic staff and promote employment of Europeans. Given, however, that the documents of the Bologna Process are not legally binding and do not determine a clear system and implementation methods of the Bologna reform, each country took a different approach to reforming their higher education systems. The consequences are big differences in success in terms of the implementation of the reform, which diverges Europe from its objective. The thesis presents the course of the Slovene implementation of the Bologna reform and some of the mistakes that have most likely contributed decisively to its failure. One of the main reasons for the reform's failure in Slovenia (and several other countries) is the exhausted financial resources of the higher education system. This is getting progressively worse in Slovenia due to the country cutting budget allocations for the higher education system every year. Some thought is also given to the possibility of implementing tuitions, a solution presented in public as one of the possible supplements to the (insufficient) public funding of the higher education system.
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Visokosolsko izobrazevanje - njegov pomen in financiranje v sloveniji
In: Uprava, Band 8, Heft 1-2, S. 149-165
Uvajanje menedzmenta celovite kakovosti - TQM na Fakulteti za upravo
In: Uprava, Band 6, Heft 3, S. 67-89
Pravni vidiki avtonomije drzavnih univerz in visokih sol
In: Uprava, Band 10, Heft 2, S. 97-118
Izdelava modela notranjih institucionalnih evalvacij na Univerzi v Mariboru ; Development of an internal institutional evaluation model for the University of Maribor
In: Maribor
V magistrski nalogi smo raziskali uvajanje managementa kakovosti v visokem šolstvu, analizirali smo pristope ter modele zunanjih evalvacij v državah Evropske unije in drugih razvitih državah sveta ter podali splošne podatke o evalvacijah v visokem šolstvu. Raziskali smo procese evalvacij v visokem šolstvu in stanje v Sloveniji. S primerjavo z državami članicami Evropske unije in širše, kjer izvajajo zunanje evalvacije neodvisne institucije (agencije), smo potrdili tezo, da v Sloveniji sistem kakovosti v visokem šolstvu še ni primerljiv z evropskimi modeli. Analizirali smo postopke managementa kakovosti v slovenskem visokošolskem prostoru, kjer že dobro desetletje univerze in njihove članice redno opravljajo samoevalvacije, od leta 2006 pa nacionalni evalvacijski organ izvaja tudi zunanje institucionalne evalvacije. Prikazan je izvirni model notranjih institucionalnih evalvacij na Univerzi v Mariboru. Model je potrjen z raziskavo, ki temelji na praktičnih primerih, ki so podkrepljeni z ustrezno teorijo in izkušnjami iz primerov dobre prakse. Opisani so posamezni segmenti (pričetek evalvacijskega postopka, zahtevana dokumentacija visokoškolskega zavoda, obisk evalvacijske komisije, poročilo o notranji evalvaciji …) kot prispevek k izboljšanju in razvoju managementa kakovosti na Univerzi v Mariboru. Prikazana so spoznanja in rezultati na praktičnem primeru pilotnega projekta notranje institucionalne evalvacije. Podana je utemeljetev vpeljave notranjih institucionalnih evalvacij na Univerzi v Mariboru, ki se bo izjemno pozitivno izkazala ob neodvisni zunanji institucionalni evalvaciji posameznega visokošolskega zavoda. V okviru raziskave smo opravili še anketo med ciljno skupino zaposlenih na Univerzi v Mariboru, ki so doslej že sodelovali pri zunanjih evalvacijah. Rezultati bodo pripomogli k izboljšanju nadaljnjega načrtovanja in izvajanja dejavnosti v okviru notranjih institucionalnih evalvacij na Univerzi v Mariboru. V raziskavi smo potrdili zastavljeno delovno predpostavko, da se bodo s pomočjo modela notranjih institucionalnih evalvacij izboljšali procesi managementa kakovosti članic Univerze v Mariboru. Zato izsledki magistrske naloge predstavljajo pomemben prispevek k izboljševanju stanja kakovosti na članicah Univerze v Mariboru, še posebej na posameznih področjih managementa kakovosti ter celovitega sistema managementa kakovosti. ; This master's thesis examines the introduction of quality management in higher education, analyses different external evaluation models of EU Member States and other developed countries and provides general data on evaluations in higher education. In this paper, evaluation processes in higher education and the situation in Slovenia are examined. By comparing Slovenia with other EU Member States, as well as a few other countries, where external evaluations are conducted by independent institutions (agencies), the conclusion is drawn that quality assurance in Slovene higher education is still lagging behind other European models. We analyzed quality management in Slovenia, where for over a decade universities and their members have been performing regular self-evaluations. In addition, a national evaluation body is conducting external institutional evaluations since 2006. An original model of internal institutional evaluation at the University of Maribor is introduced. It is backed up by research based on practical examples as well as relevant theory and examples of good practice. Particular elements (initiation of the evaluation process, required documentation, visit of the evaluation committee, internal evaluation report, etc.) are described in order to contribute to the improvement and development of quality management at the University of Maribor. Findings and results of a practical pilot project are presented. In addition, reasons for introducing internal institutional evaluations at the university are given, one of them being that such evaluations will prove extremely useful when conducting independent external institutional evaluations of university members. A survey was conducted among the target group consisting of university staff that has already participated in external evaluations. Survey results will contribute to the improved planning and implementation of activities in the context of internal institutional evaluations at the University of Maribor. Our assumption that quality management will improve with the help of the introduced internal evaluation model was correct. For this reason, the findings of this thesis represent a valuable contribution to quality assurance at the University of Maribor and its members, especially in certain areas of quality management and in terms of a comprehensive system of quality management.
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The necessity of a master of science in midwifery in Slovenia ; Potrebe po magistrskem študiju babištva v Sloveniji
Bologna reform has brought about several changes for the Slovenian higher education; however, these implementations were not reflected to the same extent in all study programmes. Midwifery education in Slovenia is currently provided only at the Bachelor of Science level, and there is still no postgraduate programme available. The article presents the results of the empirical study, conducted by employing quantitative research paradigm when examining the study interests of midwives (within the BSc or MSc programmes). The results have shown that the interest in studying at the MSc level is higher than that of studying at BSc level. It would therefore be sensible to offer an upgrade to the career opportunities for midwives, consisting of an option of postgraduate study, which would follow examples of good practices of other European countries. Postgraduate study in midwifery is additionally justified by the complex and demanding nature of midwifery scope of practice. ; Bolonjska reforma je v slovensko visoko šolstvo prinesla številne spremembe, ki pri vseh študijskih programih niso povsem enoznačne in enosmerne. Študijski program babištva se v Sloveniji izvaja izključno na prvi stopnji, podiplomskega študija za zdaj ni. V raziskavi, ki je temeljila na empiričnem anketnem raziskovalnem pristopu in je bila zasnovana na kvantitativni raziskovalni paradigmi, nas je zanimal interes babic s srednjo izobrazbo za vpis v zdajšnji visokošolski strokovni študijski program babištva prve stopnje ter interes diplomantov in študentov za vpis na morebitni podiplomski magistrski študijski program babištva. Rezultati so pokazali, da je interes anketirancev veliko večji za vpis na podiplomski magistrski študijski program babištva, medtem ko je zanimanje za zdajšnji dodiplomski študijski program babištva nekoliko manjše. Smiselno bi bilo omogočiti nadgraditev kariernih poti diplomantov babištva z možnostjo podiplomskega študija. Ta težnja je upravičena tudi zaradi zahtevnosti babiške dejavnosti in jo potrjujejo tuje usmeritve.
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Primerjalna analiza možnosti izobraževanja s področja forenzičnega računovodstva v Sloveniji in ZDA ; A comparative analysis of opportounities for education in the field of forensic accounting in Slovenia and the United States of America
In: [Ljubljana
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.
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PRIMERJALNA ŠTUDIJA IN ANALIZA RAZVITOSTI E-UPRAVE ; Comparative study and analysis of e-government development
Obstaja veliko študij, ki se ukvarjajo s primerjalnim vrednotenjem e-uprave. Razlog za tako popularnost primerjalnega vrednotenja je interes različnih držav za boljši vpogled v trenutno specifično fazo razvoja e-uprave na nacionalni ravni. Ta vpogled hkrati razkriva pozitivne in negativne plati razvoja v primerjavi z drugimi državami ter tiste vidike, ki jih je treba izboljšati. Namen naše študije, ki vsebuje analizo razvitosti e-uprave v Sloveniji, Avstriji, Hrvaški, Danski in Estoniji v letih 2014, 2015 in 2016, je ugotoviti, ali v izbranih državah obstaja povezanost med stopnjo razvitosti e-uprave in drugimi izbranimi dejavniki razvitosti države (višina bruto domačega proizvoda, stopnja izobrazbe in stopnja interakcije z javnimi organi). Za opisovanje ključnih pojmov e-uprave in kazalnikov razvitosti smo uporabili metodo deskripcije, s komparativno in statistično metodo pa smo primerjali izmerjene vrednosti izbranih kazalnikov. Ugotovitve analize ne nakazujejo povezanosti med višino BDP in stopnjo razvitosti euprave. Pri nižji in srednji stopnji izobrazbe obstaja negativna povezanost, kar pomeni, da manjši kot so deleži prebivalstva z nižjo oziroma srednjo izobrazbo, bolj se povečuje stopnja razvitosti e-uprave. Delež prebivalstva z visoko izobrazbo pa je pozitivno povezan s stopnjo razvitosti e-uprave. Močna pozitivna povezanost je prav tako prisotna med stopnjo interakcije z javno upravo in stopnjo razvoja e-uprave. Izjema je le Slovenija, kjer se stopnja interakcije z javnimi organi znižuje s povečevanjem stopnje razvitosti e-uprave. S primerjalno analizo smo pridobili boljši vpogled v stanje e-uprave v izbranih državah ter s tem prispevali k boljšemu razumevanju obravnavanega področja in k identifikaciji povezanosti razvitosti e-uprave z drugimi kazalniki razvoja države. ; There are many studies dealing with comparative evaluation of e-government. The reason for such popularity of comparative evaluation is the interest of different countries for a better insight into the current, specific phase of e-government development at the national level. At the same time, this insight reveals positive and negative aspects of development in comparison with other countries and emphasizes those aspects that need to be improved. The purpose of our study, which includes the analysis of the development of e-government in Slovenia, Austria, Croatia, Denmark and Estonia in 2014, 2015 and 2016, is to determine whether a correlation between the level of development of egovernment and other selected factors of the country's development (amount of gross domestic product, level of education, level of interaction with public authorities) exists in selected countries. In order to describe the key concepts of e-government and development indicators, a descriptive method was used, and with the comparative and statistical method we compared the measured value of the selected indicators. The findings of the analysis do not indicate the correlation between the level of GDP and the level of development of e-government. At the lower and middle level of education, there is a negative correlation, which means that smaller the proportions of the population with lower and secondary education are, higher is the level of development of e-government. The proportion of the population with higher education positively correlates with the level of e-government development. A strong positive correlation is also present between the level of interaction with public authorities and the level of egovernment development. The only exception is Slovenia, where the level of interaction with public authorities is decreasing by increasing the level of e-government development. With our comparative analysis we gained a better insight into the condition of egovernment in selected countries and thus contributed to a better understanding of the area as well as identified the connection between the development of e-government and other indicators of the country's development.
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Sub-Saharan Africa's Lagging Development ; Razvojno zaostajanje Podsaharske Afrike
Sub-Saharan Africa is a very diverse region with extensive natural wealth, great human potential, and a rich history. However, the majority of its countries are among the poorest in the world and about half of its 800 million inhabitants live in extreme poverty. Sub-Saharan Africa produces only 1.5% of the world's GDP and its share in world trade has fallen from 6% in 1980 to 2% today. The region's exports remain dominated by primary goods (fuels, ores, and agricultural products). The roots of the region's economic weakness lie variously in the past colonial relationships with European countries and in unjust global trade patterns as well as in misuse of power by ruling political elites in the post-independence era. Numerous civil wars and other conflicts have fragmented the sub-Saharan countries into many factions and parties fighting for domination. The region is lagging behind developed countries because of corruption, lack of infrastructure, weakness of its institutions, heavy indebtedness, lack of education and health services, and unfavorable natural conditions, among other factors. Subsistence agriculture is the source of livelihood for most Africans. Nevertheless, average yields per hectare are low and heavily dependent on climatic conditions. Compared to urban areas (except for slums), people living in rural areas have worse infrastructure and are further from achieving the UN's Millennium Development Goals. The recent increase in food prices is threatening the limited progress in reducing hunger and malnutrition (28% of children under age five are underweight and particularly vulnerable to infectious diseases). Little progress has been made in reducing child and maternal mortality; mortality rates remain the highest in the world. In the previous decade, life expectancy in sub-Saharan countries has fallen due to the spread of HIV/AIDS and it still remains below fifty. In addition, many negative socioeconomic effects are the result of malaria, which kills approximately one million people every year, 91% of whom live in sub-Saharan Africa. In order to promote gender equality and empower women, education is of vital importance. Compared to other (especially developed) regions, school enrollment rates are considerably lower and dropout rates considerably higher, particularly for girls. The majority of countries in subSaharan Africa will not be able to achieve their educational goals by 2015. Despite the fact that the region is not exceeding the carrying capacities of its environment (as measured by its ecological footprint), environmental problems in some areas are severe. Deforestation, desertification, coral bleaching, negative effects of climate changes (sea level rise, reduced freshwater availability, extreme weather events, etc.), loss of biodiversity, and soil degradation are the most worrying. Population growth is exacerbating these environmental problems and is making it more difficult to achieve a higher standard of living for all. Owing to the complexity of developmental problems, sub-Saharan Africa will have to use its own resources very wisely and make the most of development aid from developed countries.
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ANALIZA POVEZANOSTI KAKOVOSTI UPRAVLJANJA Z INDIKATORJI USPEŠNOSTI OBČIN ; THE ANALYSIS OF THE CONNECTION BETWEEN THE QUALITY OF GOVERNMENT AND THE PERFORMANCE INDICATORS OF MUNICIPALITIES
Visoka kakovost upravljanja storitev v posamezni občini pomeni zagotavljanje kakovostnega življenjskega okolja za bivanje. Namen naloge je obravnavati kakovost upravljanja v slovenskih občinah in s pomočjo statistične analize ugotoviti morebitno povezanost z indikatorji uspešnosti občin. V okviru raziskovalne naloge sem opravila anketno raziskavo o kakovosti upravljanja v 31 občinah v Sloveniji. Preverjala sem tri javne storitve: izobraževanje, zdravstvo in redarstvo v primerjavi s kakovostjo, nepristranostjo in korupcijo teh storitev. Naredila sem analizo povezanosti kakovosti upravljanja v občinah z indikatorji uspešnosti občin in pri tem uporabila kot statistično metodo za obdelavo podatkov standardizacijo, metodo rangov in Pearsonov koeficient korelacije. Najpomembnejša ugotovitev raziskovalne naloge je, da so občine iz osrednjeslovenske regije dosegle najboljše rezultate v kakovosti raziskovanih storitev in tudi, da je kakovost upravljanja povezana z indikatorji uspešnosti občin. Dobljeni rezultati kažejo na to, da obstajajo velike razlike glede kakovosti upravljanja znotraj države. Več kot polovica obravnavanih občin ima kakovost upravljanja na področjih izobraževanja, zdravstva in redarstva pod povprečjem. Analiza povezanosti kakovosti upravljanja z indikatorji uspešnosti občine je pokazala, da občine, ki so imele visoko kakovost upravljanja, so imele tudi najboljše vrednosti indikatorjev uspešnosti. Moja analiza lahko služi vsaki obravnavani občini za pregled stanja kakovosti storitev na področju izobraževanja, zdravstva in redarstva in pojasnilo kje iskati vzroke za takšne rezultate. ; High quality of service governance in single municipality means providing a quality living environment. The purpose of the research study is to address the quality of governance in slovenian municipalities and to identify, through statistical analysis, a possible connection with the performance indicators of municipalities. As part of the research study, I conducted a survey on the quality of governance in 31 municipalities in Slovenia. I checked three public services: education, health and city constabulary in comparision with the quality, impartiality and corruption of these services. I made an analysis of the correlation between the quality of governance in municipalities with the performance indicators of municipalities. I used as a statistical method for data processing standardization, ranking method and Pearson coefficient of correlation. The most important finding of the research paper is that municipalities from the central slovenian region have achieved the best results in the quality of the services explored, and also that the quality of governance is related to the indicators of the performance of municipalities. The results obtained show that there are big differences in the quality of governance within the country. More than half of the municipalities discussed have the quality of governance in the fields of education, health and city constabulary, below average. The analysis of the connection between the quality of governance and the performance indicators of municipalities showed that municipalities that had high quality governance also had the best values of performance indicators. My analysis can serve every municipality to review the situation of the quality of services in the fields of education, health and city constabulary, and an explanation of where to find the reasons for such results.
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