IZRAŽANJE POKLICNE KOMPETENČNOSTI IN SPLOŠNE RAZGLEDANOSTI V REZULTATIH POKLICNE MATURE

Lemut, Karmen

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Title:	IZRAŽANJE POKLICNE KOMPETENČNOSTI IN SPLOŠNE RAZGLEDANOSTI V REZULTATIH POKLICNE MATURE
Authors:	ID Lemut, Karmen (Author) ID Ferjan, Marko (Mentor) More about this mentor...
Files:	MAG_Lemut_Karmen_2012.pdf (2,19 MB) MD5: 76D1DEAA23888B8DD1AE32D9D74A3E9D PID: 20.500.12556/dkum/a17c3c20-6930-45b6-95c5-5ffcca618928
Language:	Slovenian
Work type:	Master's thesis
Organization:	FOV - Faculty of Organizational Sciences in Kranj
Abstract:	Poklicna matura v Republiki Sloveniji je zrelostni izpit, ki je zakonsko opredeljen. Z opravljeno poklicno maturo kandidat pridobi srednjo strokovno izobrazbo in možnost vpisa v terciarno izobraževanje. V teoretičnem in empiričnem delu naloge smo uporabili deskriptivno metodo. Podatke smo zbirali na osnovi primarnih in sekundarnih virov. V raziskavi smo uporabili statistične vire, poročila, ocene in ugotovitve rezultatov vseh rokov poklicne mature 2010 in poklicnih matur v prejšnjih letih. Cilj raziskave je opredelitev kandidatov poklicne mature glede na njihovo uspešnost, starost, status, spol in glede na način opravljanja poklicne mature. V raziskovalnem delu smo z analizo podatkov ugotovili odvisnost med uspehom v zadnjih letnikih srednješolskega izobraževanja in uspehom na poklicni maturi ter kako se izražajo ključne in poklicne kompetence v rezultatih pri posameznih predmetih poklicne mature. Poklicno maturo 2010 je opravljalo 12.545 kandidatov in jo opravilo 11.705 kandidatov, kar predstavlja 93,3 % delež. Glede na status je bilo prijavljenih 66 % dijakov in 34 % »drugih«, ki so pretežno kandidati iz izobraževanja odraslih. Kandidati na poklicni maturi 2010 so bili med bolj uspešnimi generacijami od začetka poklicne mature 2002 dalje. Splošna razgledanost, merjena prek rezultatov pri prvem izpitnem predmetu (slovenščina) in pri tretjem izpitnem predmetu, vrednotena z ocenami med zadostno in odlično, je v spodnji meji srednje vrednosti. Povprečen uspeh, dosežen pri drugem predmetu poklicne mature 2010 znaša 2,74. To je več kot pri tretjem predmetu (2,67) in pri materinščini (2,65). Najboljšo povprečno oceno so kandidati dosegli pri četrtem izpitnem predmetu (3,71) in je približno enaka kakor v preteklih letih. Pri izračunu korelacije med uspehom ob koncu srednješolskega izobraževanja ali med vsoto ocen pri maturitetnih predmetih in splošnim učnim uspehom na poklicni maturi 2010 sta bili ugotovljeni statistično pomembni vrednosti Pearsonovega koeficienta (0,64 in 0,70). Zavod RS za šolstvo in svetovalci iz Centra za poklicni izobraževanje so izvedli v šolskem letu 2009/2010 več seminarjev in študijskih srečanj in s tem pripomogli k dvigu kakovosti izvedbe izpitov. Kadar umestimo ocenjeno splošno razgledanost pri poklicni maturi v okvire ključnih kompetenc sporazumevanja v maternem jeziku in tujih jezikih ter matematične kompetence, ugotovimo da je le-ta bolj kot ne na spodnji stopnji povprečja. Sprejem evropskega ogrodja kvalifikacij kot referenčnega ogrodja za kvalifikacije v nacionalnem sistemu in graditev kreditnega sistema v poklicnem izobraževanju, dajejo velik poudarek učnim dosežkom posameznikov, ki jih na srednješolski ravni izražajo z uspehom na poklicni maturi in so predmet priznavanja, prenosa in vrednotenja v skupnem evropskem prostoru izobraževanja in dela ter imajo velik pomen pri uveljavljanju nacionalne in evropske politike zaposlovanja.
Keywords:	poklicna matura, rezultati poklicne mature, uspešnost izobraževanja, kakovost, ključne in poklicne kompetence.
Place of publishing:	Maribor
Year of publishing:	2012
PID:	20.500.12556/DKUM-22251
COBISS.SI-ID:	7049747
NUK URN:	URN:SI:UM:DK:RVKCFPWZ
Publication date in DKUM:	17.08.2012
Views:	2264
Downloads:	200
Metadata:
Categories:	FOV
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Secondary language

Language:	English
Title:	EXPRESSION PROFESSIONAL COMPETENCES AND GENERAL KNOWLEDGE IN THE RESULTS OF VOCATIONAL MATURA EXAMINATION
Abstract:	In Republic Slovenia, vocational matura is a maturity examination, set by law. Passing the vocational matura exams means obtaining technical secondary education and enables the candidate to enter terciary education. Descriptive method was used in the theoretical as well as in the empirical part of the thesis. The data was gathered from primary and secondary sources. Various statistical sources, reports, assessments and result findings from all terms of vocational matura 2010 as well as from previous vocational matura exams were used in the research. The aim of the research is to determine the vocational matura candidates according to their success, age, status, gender and to the way in which they took vocational matura exams. In the research part, the data analysis was applied to determine the corellation between the success in the last years of secondary school education and the success at the vocational matura as well as to figure out how the key and the vocational competences are reflected in the results of the individual subjects at the vocational matura. In 2010, vocational matura exams were taken by 12.545 candidates, and 11.705 candidates passed them, which represents 93.3%. According to their status, 66% of the candidates were secondary school students, whereas 34% registered as “others” were mainly candidates from the adult education programmes. The 2010 vocational matura candidates were among the more successful generations since the beginnings of the vocational matura in 2002. General knowledge, measured through the results at their first examination subject (Slovene) and with their third examination subject, evaluated with the marks between satisfactory (2) and excellent (5), lies at the lower part of the mean. The average result achieved at the second subject of the vocational matura in 2010 was 2.74. This is better than the average result at the third subject (2.67) and at the mother tongue (2.65). The best average result was achieved at the fourth subject (3.71) and it is approximately the same as in previous years. The calculation of the correlation between the success in the last two years of secondary school or between the sum of the marks at the matura subjects in the last year of secondary school and the general success at the vocational matura in 2010 gave the statistical important value of the Pearson correlation coefficient (0.64 and 0.70). In the school year 2009/2010 the National Education Institute of the Republic of Slovenia and consultants from the Institute of the Republic of Slovenia for Vocational Education and Training (CPI) organised a few seminars and study group meetings, and thus contributed to the improvement of the exam implementation quality. Placing the assessed general knowledge at vocational matura into the frames of the key competences of mother tongue and foreign language communication as well as mathematical competence shows that the general knowledge is more or less at the lower level of the average. Incorporation of the vocational education into the wider European context, acceptance of the European qualification framework as the referential framework for the qualifications in the national system and introduction of the credit system into vocational education, put a lot of emphasis on the learning outcomes of each individual, which are on the secondary school level expressed through the vocational matura results. These can be recognised, transferred and evaluated in the common European education and labour area and play an important role in the introduction of the national and the European employment policy.
Keywords:	vocational matura, vocational matura results, successfulness of the education, quality, key and vocational competences.

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