Comparison of Global Competencies in General and Vocational Education
DOI:
https://doi.org/10.55707/ds-po.v39i1.121Keywords:
global competencies, PISA 2018, Slovenia, general upper-secondary education programmes, vocational upper-secondary education programmesAbstract
The article deals with global competencies, understood in academic and policy discussions as a set of knowledge, skills, attitudes and values crucial for successful personal and professional life in a globalized world. It examines the PISA 2018 results, which show that students in Slovenia self-assessed their global competencies below the OECD average. It addresses the scientifically relevant questions of whether, how and why students in Slovenia in general and vocational upper-secondary programmes (do not) report the same level of global competencies. The results show that students in vocational education programmes in comparison to students in general education programmes report significantly lower global competencies but significantly higher learning opportunities on global issues at school. The results, which show that in Slovenia students with lower socioeconomic status are mainly involved in vocational education programmes and that opportunities for acquiring global competencies in school are not significantly related to the self-reported global competencies (awareness of global issues), question the compensating role of school in the acquisition of global competencies by students.
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