20.500.12556/DKUM-83403 Razvoj in uvedba vajeniške oblike v srednje poklicno izobraževanje v Sloveniji doktorska disertacija The Evolution and Introduction of Apprenticeships in Upper Secondary Vocational Education in Slovenia V Sloveniji smo vajeništvo pred leti že imeli. Odpravili smo ga, ker ni bilo splošnega soglasja med sodelujočimi o njihovih vlogah, odgovornostih in izvajanju. Ponovna uvedba vajeništva se je začela v šolskem letu 2017/18. Za nekatere poklice poteka izobraževanje v šolski in vajeniški obliki po istem učnem programu. Zanimalo nas je, ali izobraževalna oblika vpliva na pridobivanje poklicnih spretnosti in kompetence ter na možnosti nadaljnjega izobraževanja ali zaposlitve. V eni izmed šol smo v longitudinalni raziskavi primerjali dve skupini istega učnega programa. Prva skupina (N = 25) je bila v vajeniški obliki izobraževanja (vajenci), druga (N = 19) v šolski (dijaki). Ugotovili smo, da so se učenci z boljšim povprečnim uspehom v osnovni šoli vpisali v vajeniško obliko izobraževanja, vendar razlike niso bile statistično značilne, saj je bil vpliv skupine srednji. Dijaki so imeli v prvem letniku višje povprečne ocene kot vajenci, v drugem in tretjem letniku pa vajenci. V tretjem letu so bile razlike statistično značilne. Med povprečnimi ocenami zaključnega izpita ni bilo statistično značilnih razlik. Primerjalni skupini sta bili razmeroma majhni, vendar je skupina vajencev zajela 43,4 % vseh vpisanih v šolskem letu v Sloveniji. Pri izobraževanju v šoli so dijake obeh skupin poučevali isti učitelji, pri usposabljanju pri delodajalcu pa so imeli različne mentorje. Ugotavljamo, da različne izobraževalne oblike z istim učnim načrtom nimajo pomembnega vpliva na pridobljene poklicne spretnosti in kompetence. Vajenci so menili, da vajeniška oblika omogoča več možnosti za zaposlitev, dijaki, da šolska oblika omogoča boljše možnosti za nadaljevanje šolanja. Delodajalci v vajeniški obliki so se bolj aktivno vključili v oblikovanje odprtega kurikula in proces izobraževanja. Vajeništvo ni samo dodatna možna pot pridobivanja znanja za poklic: ponuja enake možnosti za nadaljnje izobraževanje in hitrejši prehod iz šole v zaposlitev. Vajenci so več časa preživeli na delovnem mestu in imeli več delovnih izkušenj, kar so si delodajalci želeli in pričakovali. Vajeniška oblika zahteva več sodelovanja in dogovarjanja med sodelujočimi, zato je njeno izvajanje zahtevnejše. Obe obliki omogočata enake možnosti za nadaljnje izobraževanje. Na osnovi analize in ugotovitev so podani predlogi za izboljšanje obstoječe vajeniške oblike. Apprenticeships had long been established in Slovenia but were abolished, because there was no general consensus among the participants regarding their roles, obligations and implementation. The reintroduction of apprenticeships started in the 2017/18 school year. For some occupations, the school-based and apprenticeship style of education follow the same curriculum. We wanted to know whether the form of education impacts the acquisition of vocational skills and competences as well as the prospects for further education or employment. A longitudinal study compared two groups of students of the same curriculum in one school. The first group (N = 25) was in the apprenticeship style of education (apprentices), and the second (N = 19) was in the school-based style of education (students). We found that students with a better average performance in primary school were enrolled in the apprenticeship style of education, but the differences were not statistically significant as the effect of the group was medium. Students had higher average grades than apprentices in the first, second, and third years. In the third year, the differences were statistically significant. There were no statistically significant differences in the average final exam grades. The comparison groups were relatively small, but the apprentice group accounted for 43.4% of the total enrolment in the school year in Slovenia. In the school-based style of education, both groups were taught by the same teachers, while in employer training, they had different mentors. We find that different styles of education with the same curriculum do not significantly impact the acquired vocational skills and competences. Apprentices believed that the apprenticeship learning style offered more job opportunities, while students believed that the school-based learning style provided better opportunities for further education. Employers in the apprenticeship learning style were more actively involved in designing the open curriculum and the education process. Apprenticeships are not just an additional route to gaining skills for a career: they offer the same opportunities for further education and a faster transition from school to work. Apprentices spent more time in work environments and had more work experience, which is what employers wanted and expected. The apprenticeship learning style requires more cooperation and agreement between those involved, making it more complex to implement. Both learning styles offer equal opportunities for further education. Based on the analysis and the findings, proposals are made to improve the existing apprenticeship learning style. poklicno izobraževanje in usposabljanje srednješolsko izobraževanje vajeništvo učenje na delu učenje v šoli vocational education and training upper secondary education apprenticeship work-based learning school-based learning true true false [M. Pivk] Slovenski jezik Angleški jezik Doktorsko delo/naloga 2022-11-15 20:55:26 2023-04-17 10:47:30 2023-04-18 03:10:32 0000-00-00 00:00:00 2023 0 Maribor 0 Maribor XXI, 200 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 377(497.4)(043.3) 149331971 DOK_Pivk_Martin_2023.pdf DOK_Pivk_Martin_2023.pdf 1 60641000454A8879AE8F13D18A838ED2 532191fda754ab81d4e88b8b42086f254a6a0b131e87e211cde1df9df6adccf2 06a878c1-c9bc-11ed-98fa-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=166264 Fakulteta za naravoslovje in matematiko 0 0 0