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The article describes the views nurse mentors have on the efficiency of their mentoring of nursing students in one of the public hospitals in Slovenia. This is one of the least addressed fields of research, particularly when evaluating the effects of nurse mentors. The purpose of the quantitative study is to ascertain the situation and effects nurses have when mentoring university students during their clinical practice. The descriptive method of empirical research was applied. The research was based on the analysis of a questionnaire for nurse mentors. The goal was to find out how they view mentorship efficiency, how to increase it, and how mentors evaluate their competences, difficulties, etc. The study’s findings bring new insights and important recommendations on how to improve mentoring during the clinical practice of nursing students. The research showed that mentors needed pedagogical and andragogical knowledge. The results are important for improving the quality of nursing mentorship and positively affect their further education and professional development. It would also be important to establish a Slovenian, European and international network of nursing mentorship for university students in the future. This would have an impact on the international cooperation of nurse mentors and their mentoring efficiency, as well as better practical training and employment for students of nursing.

Pedagoško-andragoški dnevi so letos potekali 23. januarja na Filozofski fakulteti Univerze v Ljubljani (38. izvedba). Naslovna tema srečanja je bila Vplivi sodobnih tehnologij na učenje in izobraževanje. To vprašanje je izjemnega pomena za današnji čas. Vse bolj ugotavljamo, da nas sodobna tehnologija spremlja že na vsakem koraku, v zasebnem, javnem in poklicnem življenju, vse bolj postajamo odvisni od nje, saj prinaša nove načine našega dela, življenja in tudi učenja ter izobraževanja.

Razlogi za razvoj množičnega izobraževanja odraslih v Nemčiji so povezani z razvojem gospodarstva, veliko rastjo prebivalstva, urbanizacijo in novimi potrebami družbe. V 19. stoletju je bila Nemčija industrijsko razvita država. Zaradi velikega števila delavcev in potreb po njihovem izobraževanju so se v drugi polovici 19. stoletja okrepila delavska gibanja. Od leta 1865 dalje so se za izobraževanje delavcev vzpostavljale »delavske zveze« (Arbeiterverbände). To je bil začetek delavskega izobraževanja (»znanje je moč«), ki je služilo emancipaciji delavskega razreda (Nuissl in Pehl, 2004).

Prispevek prinaša spoznanja o nalogah mentorja in mentorstvu v praktičnem usposabljanju in izobraževanju višješolskih študentov. Pri tem je na kratko opisan pomen formalnega mentorstva in mentorskega odnosa, ki je značilen za kakovostno mentorstvo. Naloge mentorja višješolskim študentom v praktičnem usposabljanju so najmanj raziskane, zlasti, katere so naloge, ki naj bi jih mentor poznal in tudi uresničeval, da bi lahko dosegel kakovosten mentorski odnos in mentorstvo. Namen raziskave je bil ugotoviti, katere so pomembne naloge mentorjev za kakovostno mentorstvo višješolskim študentom. Raziskava je temeljila na analizi vprašalnikov z odgovori mentorjev, ki so se udeležili usposabljanja na Filozofski fakulteti Univerze v Ljubljani. Ugotavljali smo, katere naloge so mentorji navajali, kako so jih izvajali oziroma uresničevali v praktičnem usposabljanju višješolcev. Ugotovitve raziskave prinašajo nova spoznanja o tem, koliko mentorji poznajo in izvajajo oziroma uresničujejo naloge mentorja ter katere naloge so pomembne za izboljšanje kakovosti mentorstva višješolskim študentom.

Museums engage in different forms of education, not just exhibitions but workshops, school lessons, etc. Simulating school lessons from the past constitutes a type of non-formal education, yet eval...

This article describes the characteristics of mentoring higher education students in companies which is a field the least researched, particularly when evaluateing effects of mentoring. This qualitative study is a response to this concern. The purpose of the study is to determine what mentors working with students in companies in certain European countries think about mentoring after adoption of the Bologna Process. The research was based on analysis of written self-reflections provided by mentors who had participated in education and trainings designed for mentors. We wanted to find out mentors’ perceptions of their work, their positive and negative experiences. This study's findings bring new insights into how the Bologna Process has altered mentoring and its formal organization. The effects of mentoring are both positive and negative. The findings are important for improving the quality of mentoring in companies and establishing an EU network of mentoring companies in the future.

Rad daje uvid u obrazovanje osnovnoškolskih učiteljica u slovenskim i hrvatskim zemljama Austro-Ugarske Monarhije preko zakonodavstva i organizacije ženskih učiteljskih škola. Istraživanje se sastoji od povijesne komparativne analize razdoblja između 1867. i 1914. godine. Pojavom Dvojne Monarhije dolazi do promjena u obrazovanju učiteljica. One se mogu najprije identificirati na temelju školskoga zakonodavstva. Učiteljice postaju državne službenice. Javljaju se nove državne ženske učiteljske škole, ali i one privatne s pravom javnosti. Analiza zakonodavstva pokazala je razlike između nastavnih planova u učiteljskim školama u slovenskim i hrvatskim zemljama unutar Monarhije. Komparacija njihovih aktivnosti također pokazuje razlike u razvoju, broju i organizaciji. U slovenskim zemljama, koje potpadaju pod austrijsko školsko zakonodavstvo, razvitak četverogodišnjih škola za učiteljice tekao je nešto brže nego u hrvatskim zemljama. Usporedba pokazuje da u slovenskim i hrvatskim zemljama dominiraju privatne škole za učiteljice., This article is the first comparative study on the education of primary college women teachers in Slovenian and Croatian lands of Austria-Hungary through legislation and the organisation of women’s teacher training colleges. The study consists of a historical comparative analysis covering the period from the emergence of the dualist Austria-Hungary (1867) until World War I (1914). During the period covered in this article, many changes were implemented in women’s teacher education. Before the year 1869, women who wanted to become teachers acquired the necessary knowledge as nuns in monasteries, in private girls’ schools, or at home. The Austrian school legislation of 1869 had a quantitative and qualitative influence on the development and organisation of women’s teacher training colleges and on the quality of women’s teacher education. Women teachers became state employees. Analysis of the legislation showed differences between the syllabuses of women’s teacher training colleges in Slovenian and Croatian lands. The syllabuses were adapted to the requirements of individual lands. A comparison of their activities also shows differences in development, number, and organisation. New state women’s teacher training colleges and private ones with public accreditation appeared. In Slovenian lands, under the Austrian school legislation, the development of four-year women’s teacher training colleges was somewhat faster than in Croatian lands. The comparison shows that private women’s teacher training colleges were predominant and women’s teacher education became more standardised and professionalised both in Slovenian and Croatian lands.

The article discusses the education of primary school teachers in Slovenian and Croatian regions of Austria-Hungary through legislation and the organisation of teachers colleges. The study consists of a historical comparative analysis for the period from 1867 to 1914. With the appearance of the dualist monarchy, changes occurred in teacher education which can be identified on the basis of school legislation. Teachers became state employees. New state teachers colleges and private ones with public accreditation appeared, separated by gender, some lasting three and some four years. Analysis of the legislation showed differences between the syllabuses of teachers colleges in Slovenian and Croatian regions. A comparison of their activities also shows differences in development, number and organisation. In Slovenian regions, under the Austrian school legislation, the development of four-year teachers colleges and the implementation of new features in teacher education was somewhat faster than in Croatian regions, even though in Istria and Dalmatia the same Austrian school laws applied.

Mentorstvo ni nekaj novega. O njem se je govorilo že v daljni preteklosti, konkretno v antiki, saj iz Platonovih del, ki so nastajala v letih od 427 do 347 pred našim štetjem, spoznamo, da naj bi tudi Platon imel mentorja in velikega učitelja v Sokratu, za katerega je bilo značilno poučevanje z dialogom (Garvey, Stokes in Megginson, 2009). Tudi Platon je nadaljeval vlogo mentorja, in sicer je bil mentor Aristotelu. Ta je začel koncept mentorstva, filozofijo poučevanja, ki izhaja iz obrtniške tradicije za časa Aristotelovega življenja, še bolj razvijati.

The article examines mentorship in the context of practical training, which represents a form of education, while helping students to implement the acquired knowledge and verify it in practice. Practical training of the nursing students in clinical environment represents an obligatory part of the study programme. The programme is determined by content and duration, and is carried out under mentor’s guidance. The research carried out at one of the selected institutions revealed differences between mentors' and students' perceptions of the content of training in clinical environment as well as in their expectations regarding practical work. The article presents some of the gathered results.

This article examines the development of non-formal adult education at the People’s University of Zasavje. It compares two historical periods: the one between 1984 to 1991, when the People’s University functioned within the Yugoslav state, with the one between 2004 to 2011, already within the independent state of Slovenia and characterized by cooperation with the EU. The development of non-formal education was examined on the basis of analysis of the adult education programmes carried out at this institution. The differences in the gender and age structure of participants in general non-formal education were examined, as were the sources of financing and the types of adults joining this kind of education. Comparative analysis revealed that general non-formal adult education at the People’s University of Zasavje had much smaller attendance during the first period than during the second and pointed out the considerable differences in both the gender and age structure of the participants and in sources of financing. Basic differences within the trends relating to this type of adult education were also identified.

This article presents the importance of mentors who qualify for practical work, especially their mentorship to students in different work organisations. Represented is the part of mentors’ education from the seminar for mentors, who qualify students for practical work in first and second level of study programmes of University in Ljubljana. It shows the state and requirements of mentors for education in the area of qualification for practical work of students, based on survey questions analysis of mentioned mentors. We describe legal base of the area of qualification for practical work from principals to differences in aims of practical work qualification according to expert areas and considering novelty requirements of Bologna renovation. We will describe the meaning of reciprocal connection between faculty mentor (mentor coordinator), mentor in work organisation (external mentor or mentor with licence) and students, their roles and the meaning of students’ more systematic practical qualification as new Bologna renovation requires of the study programmes of University in Ljubljana.

Within the period between both WWs, during 1918-1941, the so called People’s Further Education Schools were formed. The article explains why these schools were formed, motivations of individuals along with the then theoretical viewpoints of these schools and their development. Described and analyzed shall also be the first further education schools in then Slovenia and their significance for the development of further adult education.

Slovenski učitelji so imeli v času druge polovice 19. stoletja veliko vlogo pri oblikovanju in razvijanju narodne identitete Slovencev. Njihova vloga je še toliko pomembnejša, ker so v omenjenem času živeli znotraj avstrijske države, v kateri smo bili Slovenci razdeljeni po posameznih deželah. Uradni jezik je bila nemščina, kar je veljalo za vse uradne institucije, tudi za šole, kjer so slovenski učitelji poučevali v nemščini. izobraževanje učiteljev je na u učiteljiščih prav tako potekalo v nemščini in vzgoja je bila vzgoja k pripadnosti avstrijski državi. To dejstvo nam kaže, da so takratna učiteljišča, kjer so se šolali bodoči slovenski učitelji, vzgajala v nemškem in ne v slovenskem duhu, kar je bilo v skladu s takratno avstrijsko šolsko politiko. Vendar je bila nacionalna zavest slovenskih učiteljev na visoki ravni. Njihov glavni cilj je bil poleg spoštovanja zahtev avstrijske šolske politike tudi širjenje slovenskega jezika, kulture in tiska. Slovenska nacionalna prizadevanja so bila v šolah prepovedana, zato so jih širili pri svojem delovanju izven šol. Ustanavljali so svoja slovenska učiteljska društva, svoj tisk in s tem spodbujali k nacionalnemu in buditeljskemu delu. Skrbeli so za lastno izobraževanje in tudi za izobraževanje vsega slovenskega prebivalstva. Prizadevali so si za slovenske šole s slovenskim učnim jezikom, za slovenske učbenike in sploh za razvijanje nacionalne identitete Slovencev.

Devetnajsto stoletje je pomembno obdobje v zgodovini slovenskega naroda, saj se je takrat prvic izrazito pojavljala in utrjevala slovenska nacionalna zavest. V tern casu je izredno pomembno vlogo tudi neformalno izobrazevanje odraslih, ki je bilo usmerjeno v razvoj slovenskega jezika, kulture, nacionalne zavesti' in nacionalne identitete.z Razlicne oblike predvsem neformalnega izobrazevanja odraslih pa so oblikovale pomembne nacionalne in politicne poglede na zivljenje, kulturo, gospodarstvo in solstvo na Slovenskem v omenjenem casu.

This article presents the practical training of students at the University of Ljubljana in Slovenia. It talks about the new features and goals of such training, and the connection between practical training and lifelong learning. In addition, international exchange opportunities for students during their practical training are described. And last but not least, there is a section about the importance of high-quality practical training based on the findings mentors have arrived at through their experience, and on a series of evaluations of practical training. Key words: evaluation in practical training; international exchange; practical training and lifelong learning; quality practical training. --- Sažetak Ovaj clanak govori o prakticnom osposobljavanju studenata Sveucilista u Ljubljani u Sloveniji. Predstavljene su nove znacajke i ciljevi prakticne obuke, zatim veza između prakticnoga osposobljavanja i cjeloživotnoga ucenja. Osim toga, opisane su mogucnosti međunarodne razmjene za studente tijekom njihove prakse. Na kraju, ali ne manje važno, u radu se govori i o važnosti kvalitetne strucno-pedagoske prakse s obzirom na spoznaje do kojih su mentori dosli na temelju svojih iskustava i niza procjena prakticnoga osposobljavanja. Kljucne rijeci: kvaliteta prakticne izobrazbe; međunarodna razmjena; vrednovanje prakticnoga osposobljavanja; praksa i cjeloživotno ucenje.

The article opens with a few thoughts about biographical learning and the meaning of education biography which is actually 'monitoring' of an individual's education in specific life periods. It is an important individual method which facilitates the forming of a further education plan. The chapter dealing with forming an education biography shows that it can't be formed regardless of the socio-historical events: that means that every education biography is an expression of social structural changes, novelties in society etc. which cause changes in an individual as well. The author analyses the influence of the contemporary society on an individual's education biography because he or she doesn't only learn in school but also from the environment. Education biooraphy consists of two parts: forma! an informal education. I defined their meaning as well as how they are created and how a personal education biography is evaluated in different life periods. One of the conditions for an individual to make his personal education biography is that he is aware of himself, his self and identity. Education biography is one of the ways to form our selfimage, self and identity, to distinguish between ourselves and the outer world to accept oursel ves and start a better s~lfdevelopment, acquiring new knowled cres, abilities etc. And this can be followed by important changes in our lives.

The author describes the general development of corporate educational centres. She focuses on the reasons behind their establishment, their purpose, structure, goals and the different kind of centres. A short outline covers their development during different time periods which is necessary to understand the status of educational centres in the nineteen-nineties in Slovenia. Employee training has been influenced by such factors as the restructuring of industry and the economy as well as by the needs for new knowledge and skills. The role of educational centres and their goals have diminished during the nineties. They retain a primary function only in the strongest companies. In smaller companies, the educational function is performed by human resources departments or educational officers.

The summer school of andragogics (June 5-9, 2000) paid a great attention to the encouraging of personal plans of education and a potential net of education plans for the development of the people and their villages. The attendants of the summer course tried to find out the features of spontaneous self­ education and search for the possibilities of better development of people and their environment. So they made a random poll among the inhabitants of two villages, Vipavski Križ and Lokavec. Some suggestions were also made as to the development of education and of both villages. It became obvious that the community of Ajdovščina and the Open University of Ajdovščina have to become more connected with people. Andragogic experts should do more to encourage spontaneous education and successful learning. The community and the state, on the other hand, should financially support individuals' projects which could successfully contribute to the development of a village. Every village should select a socio-cultural initiator who should take care of the exchanging of information between the community and andragogic institutions on one hand and people on the other. This would be the fastest way of exchanging information and plans for individual and village development could be made quickly.

The aim of this paper is to demonstrate the role that adult education has played in the development of local identity. This includes provision of a brief outline of the development and significance of smaller local communities in Slovenian history. As an example, a description is given of the development of local communities in the regions of Gorioka and of Trieste and its environs during the second half of the 19th c. Attention is given to the beginnings of the adult instruction and education activities which were conducted in the various societies, where membership was voluntary. There, the local members learnt from one another, transferred their knowledge and experience, and- with the stimul us of regional encouragement - took care of the development of their region and, consequently, their own personal development. As it was in the past, so it still is today: those who are most concerned for the development of the local community are the individuals who, within their own region, have felt the need to gain new opportunities for a deeper recognition of the local identity. This need is also linked to the history of the area and of the local or regional community. It is only through recognition and understanding of the history of the region, and of life in the local community, that people are better able to shape their own identity and attachment to the region, and hence to form and plan its further development.

V prispevku je na kratko prikazan pomen evalvacije v praktičnem usposabljanju. Posebej se bomo osredotočili na prak- tično usposabljanje v delovnih organizacijah. Spoznali bomo subjekte evalvacije, torej kdo vse evalvira v praktičnem usposabljanju. Predstavili bomo, koga ali kaj se evalvira ter kako. Prikazali bomo tudi dve vrsti evalvacij in načine evalvacij v praktičnem usposabljanju. Nazadnje pa bomo opisali, v čem so sploh prednosti oz. koristi praktičnega usposabljanja za različne subjekte.

The article deals with the importance of the mentor and his role in the education of older adults. Older adults may be not only participants in education, or mentees in mentoring processes, but also mentors to other persons, irrespective of age. It is important that in addition to their specific knowledge and experiences they possess some knowledge of the mentor’s role, of the role of communication and mentoring as a process. These aspects are presented in the article, focusing especially on the common characteristics of mentoring in different areas. The mentee-centered mentoring paradigm is presented as vital for the development of a mentoring relationship. Along with it, the article describes the developmental phases of a mentoring relationship that contribute to the achievement of a good mentorship relationship in the education of older adults.