Leta 2005 se je v Evropski uniji govorilo o biogospodarstvu kot dolgoročni viziji, ki bo omogočila dvig konkurenčnosti, boljše izkoriščanje virov in zmanjšanje ogljičnega odtisa. Biogospodarstvo bo ena izmed ključnih usmeritev evropskih držav v bližnji in daljni prihodnosti. Smernice razvoja je začrtala tudi Evropska komisija, temu pa sledijo podporni inštrumenti, ki omogočajo vpeljavo akcijskih načrtov in strategij. Nekatere evropske države, med njimi vodilna Nemčija in Nizozemska, imajo tovrstni sistem že močno zakoreninjen v gospodarskih reformah, vse od krožnega gospodarstva, uporabe biomase, principa kaskade dodajanja vrednosti in vpeljave biorafinerij za nove produkte. Priložnosti so tako na vseh področjih, od kmetijstva, lesne in lesnopredelovalne industrije do ribištva in bioosnovane industrije. Namen raziskovalne naloge je bil preveriti dejavnike, ki vplivajo na razvoj biogospodarstva v Sloveniji. Raziskavo sem izvedel s poglobljenimi polstrukturiranimi intervjuji z več predstavniki iz industrije in raziskovalnih ustanov ter s kreatorji politik (državnih ustanov) in grozdov. Izkazalo se je, da v slovenskem prostoru nimamo strategije, namenjene prehodu v biogospodarstvo, in tako prihaja zgolj do kratkotrajnih primerov dobrih praks na tem področju. Zaradi nizkih industrijskih vlaganj, nerazvitega trga in nizke stopnje ozaveščenosti, tovrstnih produktov tudi še ni na tržišču kljub mnogim raziskavam, ki potekajo na tem področju. Potencial grozdenja pa ostaja neizkoriščen. ; Bioeconomy in the European Union was considered a long-term vision leading to increased competitiveness, better use of resources and reduction of carbon footprint already since 2005. Bioeconomy remains one of the key strategies by European countries in the immediate as well as more distant future. The European Commission developed the guidelines, which were followed by instruments enabling the implementation of action plans and strategies. In some European countries, among them Germany and the Netherland as the leading ones, such systems are already deeply rooted in their economic reforms. This includes circular economy, use of biomass, principle of added value cascade and biorefineries. There are opportunities in the field of the processing industry, different fields of biomass production and processing such as agriculture, aquaculture, forestry, food and wood processing, as well as general biobased industry. The aim of this research was to assess the bioeconomy opportunities and factors influencing bioeconomy. Our study was conducted by in-depth semi-structured interviews with several shareholders from industry, research institutions, policy makers and clusters in Slovenia. Surprisingly, we have observed, that in Slovenia, there is practically no strategy focusing on the transition towards bioeconomy, but only few short-term examples of good practice in this field. Although a number of research projects have been conducted in this sector, and considering very low availability of investments in this field, an underdeveloped market and low awareness-level, there are only few biobased products avaiable on the Slovene market. The potential of clustering has thus become been underexploited.
V sodobni obrambnodiplomatski praksi vse pogosteje zasledimo gostujoče obrambne atašeje. Države so jih začele vpeljevati zaradi pritiskov po racionalizaciji obrambnodiplomatske dejavnosti, ki so se okrepili z začetkom zadnje finančne krize in gospodarske recesije. Z nalogo proučujemo funkcionalnost gostujočih obrambnih atašejev ter njihove prednosti in slabosti v primerjavi z rezidenčnimi diplomati. Posamezne slabosti poizkušamo relativizirati z vidika razvoja sodobnih informacijskih in komunikacijskih tehnologij ter okrepljenega zaupanja in spremenjene miselnosti mednarodnih odnosov, zaradi katerih se spreminjajo tudi naloge in funkcije obrambne diplomacije. Na podlagi mednarodne primerjave oblikujemo priporočila za organizacijo dela in izvajanje diplomatske dejavnosti gostujočih atašejev, med prednostmi pa podrobneje razdelamo njihovo vlogo v funkciji razvoja karierne poti. Slednja bi lahko še posebej koristila državam z omejenim diplomatskim aparatom, ki nimajo vzpostavljenih inštrumentov kadrovske selekcije ter inštitucij za izobraževanje in usposabljanje bodočih diplomatov. Hkrati proučujemo prevladujoče čine v obrambni diplomaciji ter obseg obrambnodiplomatskega delovanja, tako na strani držav pošiljateljic kot držav sprejemnic. Na splošno so čini obrambnih diplomatov bolj kot od značilnosti držav in oboroženih sil odvisni od različnih političnih, gospodarskih in kadrovskih dejavnikov, vključno z načelom recipročnosti, politično propagando, izzivi vojaškega kariernega razvoja ter promocijo vojaško-industrijskega kompleksa. Z vidika držav sprejemnic pa najštevilčnejše obrambnodiplomatske aparate ter diplomate z najvišjimi čini najdemo v vodilnih vojaških in političnih velesilah, s čimer jim države pošiljateljice izkazujejo posebno priznanje, pozornost in čast. Čini obrambnih predstavnikov pri mednarodnih organizacijah pa odražajo predvsem obseg prevzetih obveznosti posamezne države do konkretne mednarodne inštitucije. Kot zanimivost velja izpostaviti še izjemno nizek delež žensk v obrambni diplomaciji. Poglavitne ugotovitve obeh raziskav apliciramo na slovenski obrambnodiplomatski sistem. ; Contemporary defence diplomacy is earmarked by Roving Defence Attachés. Countries started to introduce them under the pressure to rationalize defence diplomacy, culminating in the last financial crisis and economic recession. Master's Thesis examines the functionality of Roving Defence Attachés, and their advantages and disadvantages compared to Resident Defence Attachés. Particular disadvantages are relativized and diminished in the light of modern information and communication technologies, increased mutual trust and mind-set shift in international relations, resulting in changes of tasks and functions of defence diplomacy. Based on international comparative analysis we put forward recommendations for work organization and activities management of Roving Defence Attachés. Among the advantages of Roving Attachés we elaborate in more detail the function of career development. The latter could be especially beneficial for countries with limited diplomatic apparatus, lacking human resource selection tools along with the education and training institutions for future diplomats. At the same time we examine prevailing military ranks in defence diplomacy and the scope of defence diplomacy engagement, from both perspectives of sending and receiving states. The military ranks of defence diplomats depend more political, economic and human resource factors, including reciprocity principle, political propaganda, the challenges of military career development and the promotion of military industrial complex, than the characteristics of states and their armed forces. From the viewpoint of receiving states the largest defence diplomacy corps and the diplomats with the highest military ranks can be found in leading military and political superpowers, as the sending states try to express special recognition, attention and honour to them. The military ranks of defence representatives in international organizations by-and-large reflect the assumed responsibilities of a country towards respective international entity. You may find interesting the extremely low proportion of women in defence diplomacy. Main research findings are applied to Slovenian defence diplomacy system.
Local communities have an important role in society. According to states legislature they execute local public policies. Those processes include local democracy, public administration, local economy and social entities. Also they combine public and private resources. All of these groups of factors have their own capacity. Capacity is their ability to achieve goals and consists from inside and outside factors. Capacity of local self-government is integrated capacity. It represents holistic capacity for those units. It tells us, whether they are capable of doing things they should do, according to social and political system and its demands. Local units have different level of capacity. With conceptual model and field research we tested our research hypothesis. Our hypothesis is that local self-government communities with higher capacity offer their residents broader local public services and goods. Also we studies influence of political stability and autonomy on capacity. On representative sample of municipalities in Republic of Slovenia we confirmed all ours research hypothesis. Conceptual model of capacity is a tool for analysing individual communities and for analysing the whole system of local-self government. Also many suggestions for improvement can be made.
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.
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".
