- Alternate Title:
INCLUSIVE VOCATIONAL EDUCATION AND TRAINING: VISION OR ILLUSION? (English)
- نبذة مختصرة :
In addition to preparing students for working life and further education and learning, vocational and technical education and training (VET) also plays an important role in ensuring equitable and inclusive education. In this text, we develop the thesis that VET is a space in which individuals can fulfil their potential, but only if the conditions for this are also created at a systemic level. Throughout the discussion, we highlight three: The first is inclusion as a general pedagogical principle, which assumes that the existing, predominantly special educational responses to students who are often marginalised in practise build on and complement general, general pedagogical approaches and strategies that address all students (Bauman et al. 2022), or learners. The analysis shows that the understanding of inclusion at the level of addressing people with disabilities is still quite present in our country, and not as a concept in which we address all people who need support through inclusion. The second point of discussion is career guidance, which we see as one of the ways of realising an inclusive VET system in which everyone can develop their potential, but only if individuals are guided to it based on their interests and not only on their academic performance. In Slovenia, career guidance is established as a systemic measure, but there are a number of challenges in ensuring the quality of the service. For this reason, this article discusses its wider value, which can make a significant contribution to increasing participation in VET, developing skills and labour market efficiency, and improving social inclusion (Cedefop, 2020, p. 62). One of the most important prerequisites for the creation of inclusive and high -quality of VET is the provision of well-trained teachers, which is the third point mentioned above (Cedefop, 2020, p. 62). We therefore conclude the text with a discussion of the three types of teacher excellence in VET and how, despite a pronounced teacher shortage, system-level mechanisms can be put in place to provide them and thus ensure that VET provides a high-quality and inclusive system. [ABSTRACT FROM AUTHOR]
- نبذة مختصرة :
Ob pripravi na poklic ter na nadaljnje izobraževanje in učenje ima poklicno in strokovno izobraževanje (PSI) pomembno vlogo tudi pri zagotavljanju pravičnega in vključujočega izobraževanja. V besedilu razvijamo tezo, da je PSI prostor, v katerem posameznik lahko razvija svoje potenciale, a le, če so pogoji za to zagotovljeni tudi na sistemski ravni. Skozi razpravo v ospredje postavljamo tri: prvi pogoj je inkluzija kot občepedagoško načelo, ki predpostavlja, da se v praksi obstoječi pretežno specialnopedagoški odzivi na pogosto izključene dijake nadgradijo in dopolnijo s splošnimi, občepedagoškimi pristopi in strategijami, ki jih naslavljamo na vse dijake (Bauman idr. 2022) oz. udeležence izobraževanja. Analiza pokaže, da je pri nas še vedno precej razširjeno razumevanje inkluzije na ravni obravnave oseb s posebnimi potrebami, ne pa kot koncept, v katerem skozi inkluzijo naslavljamo vse, ki podporo potrebujejo. Druga točka razprave je karierna orientacija, ki jo vidimo kot eno od možnosti za uresničevanje inkluzivno naravnanega sistema PSI, kjer lahko vsak razvije svoje potenciale, a le takrat, če vanj usmerjamo posameznike na podlagi zanimanja, in ne zgolj na podlagi učne uspešnosti. V Sloveniji je karierna orientacija uveljavljena kot sistemski ukrep, a se pojavljajo številni izzivi pri zagotavljanju kakovosti te storitve. Zato v članku razpravljamo o njeni širši vrednosti, ki lahko pomembno pripomore k povečanju udeležbe v PSI, pomaga pri razvoju spretnosti in učinkovitosti trga dela ter izboljšuje socialno vključenost (Cedefop 2020, str. 62). Eden pomembnejših pogojev za vzpostavitev vključujočega in kakovostnega PSI pa je tudi skrb za odlično usposobljene strokovne delavce, kar je naša tretja točka. Besedilo zato končujemo z razpravo o treh vrstah odličnosti učiteljev v PSI ter načinih, kako na sistemski ravni, kljub izrazitemu primanjkljaju učiteljev, vzpostaviti mehanizme za njihovo uresničevanje ter tako poskrbeti, da PSI (p)ostane kakovosten in vključujoč sistem. [ABSTRACT FROM AUTHOR]
- نبذة مختصرة :
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