Primerjava globalnih kompetenc v gimnazijskem in poklicnem izobraževanju
DOI:
https://doi.org/10.55707/ds-po.v39i1.121Ključne besede:
globalne kompetence, PISA 2018, Slovenija, gimnazijski programi, poklicni programiPovzetek
Članek se osredotoča na globalne kompetence v znanstvenih in (javno)političnih razpravah, opredeljene kot skupek znanj, spretnosti, stališč in vrednot, ključnih za uspešno osebno in poklicno življenje v globaliziranem svetu. Preučuje rezultate raziskave PISA 2018, ki kažejo, da so učenci v Sloveniji svoje globalne kompetence ocenili pod povprečjem OECD. Ukvarja se z znanstveno relevantnimi vprašanji ali, kako in zakaj učenci in učenke v gimnazijskih in poklicnih srednješolskih programih v Sloveniji (ne) poročajo o enaki ravni globalnih kompetenc. Rezultati kažejo, da učenci in učenke poklicnih izobraževalnih programov v primerjavi z učenci in učenkami gimnazijskih programov poročajo o bistveno nižjih globalnih kompetencah, a o bistveno več priložnostih za učenje globalnih vsebin v šoli. Rezultati, ki kažejo, da so v Sloveniji učenci in učenke z nižjim socialno-ekonomskim statusom vključeni predvsem v programe poklicnega izobraževanja in da možnosti za pridobivanje globalnih kompetenc v šoli niso bistveno povezane s samoocenjenimi globalnimi kompetencami (zavedanjem globalnih vprašanj), postavljajo pod vprašaj kompenzacijsko vlogo šole pri pridobivanju globalnih kompetenc učencev in učenk.
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Avtorske pravice (c) 2024 Urška Štremfel, Klaudija Šterman Ivančič
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