Šolanje v Sloveniji in Ugandi

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[B. Marić]
UDK:	37.01(043.2)
COBISS:	8919369
Št. ogledov:	894
Št. prenosov:	172
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Schooling in Slovenia and Uganda
Sekundarni povzetek:	Primarily, formal education represents continuation of child’s spontaneous exploration of the world and it tries to seek child’s strong areas in a certain field. The knowledge, gained from direct experience in the environment, is extended and deepened in the classroom. In this thesis we compare education between school systems in Slovenia and African Uganda. We compare their education, curriculum, learning about the environment through the usage of practical experience, learning and observation in the classroom. We try to find the fields/points of Slovenian and Ugandan education systems that are similar (even the same), we explore what their schooling conditions are, what are their rights in choosing types of education, how they organize lessons and study groups. What is more, we want to know in what kind of school district children are growing up and how the lessons are adapted for children with special and different needs. Numerous children travel around the world with their parents and are sent to study in foreign local schools. Usually, their stay in a new environment lasts no longer than one or two years. Teaching techniques are impacted by a culture in everyday environment, material conditions, methods of work with children, urbanity of the environment and ultimately even religious beliefs. This thesis tries to give us useful information which has helped us to analyze and compare the education between Slovenian and Ugandan school system. Information was collected during the author’s attendance at lectures as an occasional student, leadership workshops, teaching small groups and working with teachers. Our findings shows us that the main differences between the systems are in teaching, formation of the classes, payment of the school fees, in the conditions for registration in schools as well as the fact that the school year in Uganda starts in February. We can find some similarities and differences in the curriculum. Slovenian curriculum specifies the amount of hours for the specific subject. Ugandan curriculum has only a fixed lower limit of amount of hours per week or year. We have found the similarities in the contents of the curriculum; the themes are the same, the only difference is the name of the school subject in Uganda and in Slovenia. We could say that the usage of Slovenian methods in Ugandan educational system would be possible only in classes with fewer pupils. The successful implementation of lessons that took place in a support group of pupils with learning difficulties inspired a teacher and motivated him for creative work outside the classroom walls. In conclusion, some students need much more than just two months of learning to use the skills and methods, which they have learned, in the classroom. We could say that some progress would be possible if the number of students in classes was lower. This is, due to the problem of overpopulation in Uganda, impossible. The aim of our techniques was achieving autonomy and independence of the students. The additional goal was the students’ ability to transfer the acquired knowledge from one subject to another.
Sekundarne ključne besede:	education system;Uganda;environmental education;curriculum;sistem vzgoje in izobraževanja;okoljska vzgoja;kurikulum;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko
Strani:	108 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Schooling in Slovenia and Uganda
Ključne besede (ePrints):	šolanje
Ključne besede (ePrints, sekundarni jezik):	schooling
Povzetek (ePrints):	Obvezno osnovnošolsko izobraževanje predstavlja nadaljevanje in usmerjanje spontanega otroškega raziskovanja sveta ter odkrivanje močnih področij. To je znanje, ki nastaja iz neposrednih izkušenj v okolju in se pri pouku razširja in poglablja. V diplomskem delu smo se osredotočili na primerjavo šolanja v Sloveniji in Ugandi. S pomočjo praktičnega dela, hospitiranja in poučevanja v razredu smo skušali primerjati šolanje, učni načrt spoznavanja okolja in praktični del poučevanja v razredu. Zanimalo nas je na katerih področjih se povezuje šolanje v Sloveniji z Ugando, kakšni so njihovi pogoji za vpis v šolo, katere pravice do izbire oblik izobraževanja imajo, kako so organizirani oddelki in učne skupine, v kakšnem šolskem okolišu se gibljejo, kako poteka izvajanje prilagojenega programa ter kako poteka vzgojno-izobraževalno delo. Vse več otrok s svojimi starši potuje po svetu in se nato šola v lokalnih šolah, pa čeprav le za leto ali dve, kjer se odločijo preživeti delček svojega življenja. Na poučevanje vpliva kultura v danem okolju, materialni pogoji, metode dela z učenci, okolje in ne nazadnje seveda, tudi verska prepričanja. Podatke smo pridobili s hospitiranjem, vodenjem delavnic, poučevanjem manjših skupin in sodelovanjem z učitelji v Ugandi. Naše ugotovitve kažejo razlike in skupne točke šolanja v obeh državah. Razlike so v formiranju razredov, v načinu poučevanja, v plačevanju šolnine ter v pogojih za vpis. Skupne točke pa lahko najdemo v učnem načrtu. Slovenski učni načrt natančno opredeljuje, koliko ur pouka zavzema predmet spoznavanje okolja. Ugandski učni načrt pa ima natančno določeno le spodnjo mejo, koliko ur je to v šolskem letu ali koliko na teden. Vsebine v učnem načrtu se povezujejo, teme so sorodne, le da jih drugače poimenujejo. Lahko bi rekli, da je vključevanje slovenskih metod dela v njihov učni sistem mogoče le v manj številnem razredu. Uspešno delovanje in izvajanje učne ure, v podporni skupini z učenci s specifičnimi težavami na področju učenja, je bila učiteljem spodbuda za ustvarjalnejše delo. Izkazalo se je, da učenci potrebujejo veliko več kot le dva meseca, da bi spretnosti in metode, ki so se jih naučili, zaživele in postale uporabne tudi v razredu. V grobem bi lahko rekli, da je napredek mogoč, če bi se število učencev v razredih zmanjšalo. Kar pa je glede na ugandske razmere trenutno nemogoče. Naše metode dela so spodbujale samostojnost in poskušale učence usmerjati k prenosu znanja še na druga področja. Zastavljene cilje smo dosegli ter z učitelji in učenci vzpostavili dober odnos in prijetno okolje za delo.
Povzetek (ePrints, sekundarni jezik):	Primarily, formal education represents continuation of child’s spontaneous exploration of the world and it tries to seek child’s strong areas in a certain field. The knowledge, gained from direct experience in the environment, is extended and deepened in the classroom. In this thesis we compare education between school systems in Slovenia and African Uganda. We compare their education, curriculum, learning about the environment through the usage of practical experience, learning and observation in the classroom. We try to find the fields/points of Slovenian and Ugandan education systems that are similar (even the same), we explore what their schooling conditions are, what are their rights in choosing types of education, how they organize lessons and study groups. What is more, we want to know in what kind of school district children are growing up and how the lessons are adapted for children with special and different needs. Numerous children travel around the world with their parents and are sent to study in foreign local schools. Usually, their stay in a new environment lasts no longer than one or two years. Teaching techniques are impacted by a culture in everyday environment, material conditions, methods of work with children, urbanity of the environment and ultimately even religious beliefs. This thesis tries to give us useful information which has helped us to analyze and compare the education between Slovenian and Ugandan school system. Information was collected during the author’s attendance at lectures as an occasional student, leadership workshops, teaching small groups and working with teachers. Our findings shows us that the main differences between the systems are in teaching, formation of the classes, payment of the school fees, in the conditions for registration in schools as well as the fact that the school year in Uganda starts in February. We can find some similarities and differences in the curriculum. Slovenian curriculum specifies the amount of hours for the specific subject. Ugandan curriculum has only a fixed lower limit of amount of hours per week or year. We have found the similarities in the contents of the curriculum; the themes are the same, the only difference is the name of the school subject in Uganda and in Slovenia. We could say that the usage of Slovenian methods in Ugandan educational system would be possible only in classes with fewer pupils. The successful implementation of lessons that took place in a support group of pupils with learning difficulties inspired a teacher and motivated him for creative work outside the classroom walls. In conclusion, some students need much more than just two months of learning to use the skills and methods, which they have learned, in the classroom. We could say that some progress would be possible if the number of students in classes was lower. This is, due to the problem of overpopulation in Uganda, impossible. The aim of our techniques was achieving autonomy and independence of the students. The additional goal was the students’ ability to transfer the acquired knowledge from one subject to another.
Ključne besede (ePrints, sekundarni jezik):	schooling
ID:	8308102