Šolska reforma: 1953 - 1963
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Slowenisch |
| Veröffentlicht: |
Ljubljana
Inšt. za Novejšo Zgodovino
2006
|
| Schriftenreihe: | Zbirka Razpoznavanja
3 |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017113149&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017113149&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Zsfassung in engl. Sprache |
| Umfang: | 302 S. |
| ISBN: | 9616386093 9789616386098 |
Internformat
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Datensatz im Suchindex
| _version_ | 1819296475492909056 |
|---|---|
| adam_text | Pregled vsebine
PREDGOVOR
9
ŠOLSTVO
V
SLOVENIJI
V
ZAČETKU
PETDESETIH LET
13
Opuščanje šolske politike iz prvih povojnih let
15
Razdrobljenost obveznega osemletnega šolanja
19
Srednje
sole in
zaostanek strokovnega šolstva
25
Šolstvo
v
očeh slovenskih pedagogov
29
Šolstvo
v očeh politikov
36
PRIPRAVA NOVEGA ŠOLSKEGA SISTEMA
49
Komisija za reformo šolstva
in
druge
pristojne ustanove
51
Popolnoma enotna ali delno diferencirana
osnovna šola?
57
Kakšen
kader naj poučuje
na osnovni
soli?
б
1
Drugi odprti problemi šolske reforme
66
Javna
rozprava o stališčih
Komisije
za
reformo šolstva
v
Sloveniji
73
Predlog sistema izobraževanja
in vzgoje
v FLRJ
82
Sprejem
Splošnega zakona
o šolstvu
25.
junija
1958 90
PODOBA
NOVEGA ŠOLSKEGA SISTEMA
V
SLOVENIJI
97
Uzakonitev enotne osemletne osnovne sole
99
Učiteljski
kader
za poučevanje na
osnovnih šolah
120
Strokovne sole
prídobivajo na
pomenu,
a gimnazij (še) ne ukinjajo
135
Šolstvo narodnih manjšin
156
Izvenšolsko izobraževanje
174
Skrb za izboljšanje
materialne
osnove
šolstva
194
REFORMA VISOKEGA ŠOLSTVA
209
Ljubljanska
univerza v prvém povojnem
desetletju
211
Oblikovanje načel visokošolske reforme
221
Uvajanje višješolskega
in stopenjskega
studija
237
EPILOG
257
POVZETEK
265
SUMMARY
6
273
VIRI IN
LITERATURA
283
OSEBNO
KAZALO
297
Summary
After taking power in
1945,
the new political regime
in Yugoslavia sought to subject the national school sys¬
tem to its ideological and political interests. Before the
mid 1950 s, it paid more attention to political and eco¬
nomic, rather than educational issues, regarding which
a concept of desired changes had not yet been fully de¬
veloped. Although some guidelines for the changes in
the school system, had already been drawn up, the Yu¬
goslav government refrained from embarking on a com¬
prehensive educational reform.
It decided to take this step in
1953,
when the Fed¬
eral Assembly formed the School Reform Commission.
While the goals and requirements of the reform were
defined in Belgrade, the task of the above Commission,
headed by
Miloš Žanko,
was to consolidate the differ¬
ent proposals. The Slovene members of the Commission
-
Draga Humek, Vlado
Majhen and Franc Kimovec
-
all
supported the proposed changes that suited the politi¬
cal interests of the ruling League of Communist. The
progress of the reform was supervised by the Federal
Executive Council s Board of Education, presided by
Rodoljub Čolaković.
Most of the questions, opened by the school reform,
triggered polemics with many, often opposing, views. In
most cases, the Commission defended the position of
the leading political structures in the country. Although
the opinions of Slovene scientists and pedagogues of¬
ten clashed with the Commission s proposals, they were
SUMMARY
273
rarely considered in its official positions that were, later
on, laid down in the school reform draft. The views of
Slovene scientists and pedagogues also diverged. Some
supported the school reform principles enforced by poli¬
ticians, while others adhered to their own views. The
response of the educational profession nevertheless
showed an overwhelming opposition to some principles
which were based on and subordinated to the ideology
of the ruling Party.
Regarding the fundamental issue of the reform
-
that of a compulsory eight-year school
-
the School
Reform Commission advocated a total uniformity at
elementary school level. The differentiation of pupils
was planned only after the age of fifteen, at secondary
school level, when the compulsory eight-year course
had been completed. This was upheld by those Slov¬
ene pedagogues who supported the basic principles of
the school reform. A large number of elementary and
secondary school teachers, particularly those in gym¬
nasiums, warned that a total uniformity would stifle the
progress of more talented pupils.
There was strong disagreement among the repre¬
sentatives from different republics when discussing the
qualification required for future teachers in eight-year
elementary schools. The Slovene representatives on the
Commission upheld the position of Slovene professors
that all teachers should obtain higher education. How¬
ever, for the sake of the uniformity of the school system
nationwide, the Commission adopted the motion for a
temporary enactment of two-year pedagogic academies,
thereby endorsing the demand for a two-year, rather
than a four-year, higher education. In Slovenia, the mo¬
tion met with an almost unanimous negative response.
The Slovene pedagogues demanded an immediate intro¬
duction of and a gradual transition to four-year peda¬
gogic academies.
Another issue over which the representatives from
individual republics strongly disagreed was the role of
gymnasiums in the new school system. The loudest
critics from the southern parts of Yugoslavia claimed
that gymnasiums were schools for bourgeoisie youth
and, therefore, had no place in socialism. They strove
274
for their total abolition or, at least, transformation into
some sort of secondary schools for specialised profes¬
sions. Such proposals found no support in Slovenia.
Among the responses of the Slovene pedagogues two po¬
sitions prevailed. The first, with university professors as
its most vocal exponents, advocated a more prominent
role of gymnasiums in secondary education, whereas
the second, upheld mostly by those who agreed with
the views of the School Reform Commission, favoured a
gradual equalisation of gymnasiums and other second¬
ary schools.
The issue of vocational schools was dealt with by
relevant bodies in a similar manner to that of gymna¬
siums. In the land of workers and peasants , com¬
munist ideologists attributed greater value to physical
work than intellectual. In the field of education, this
attitude was reflected in the promotion of schools train¬
ing future experts for the work in production. It followed
that, at secondary school level, vocational schools and
gymnasiums had to be equalised. University professors,
who were the greatest opponents of such tendencies,
argued that vocational secondary schools gave insuf¬
ficient general knowledge and that, consequently, the
graduates from such schools would not be able to follow
university studies as well as those from gymnasiums.
The demands for the equalisation of gymnasiums, and
vocational schools became very topical, also due to the
fact that, in the latter half of the
lQöO s,
educational
authorities started lowering the criteria for enrolment
in higher education institutions. As a result, the first
year university students displayed a very uneven level
of knowledge, making the normal course of study dif¬
ficult.
School reform planners believed that, at all educa¬
tional levels, the curriculum should have an increased
number of technical education and practical work
hours. On the other hand, they wanted to reduce the
number of hours for those subjects which, according
to ideologists, diverted students attention from genuine
current problems, leading them to an idealistic view of
life. Such errors were found especially in humanist
sciences which have been the main target of ideological
SUMMARY
275
intolerance in all political regimes. Most criticisms and,
with them, political reproaches were levelled at the im¬
proper treatment of educational topics in the subjects
of Slovene language and history.
On 25th April
1958,
five years after the foundation
of the School Reform Commission, where numerous
proposals had been discussed, consolidated and, after¬
wards, verified in experimental schools, the Yugoslav
parliament passed the General School Act, which be¬
came the country s basic legal instrument on educa¬
tional reform. On its basis, individual republics were
supposed to prepare detailed regulations for individual
types of schools. The General School Act prescribed a
uniform eight-year elementary school and (only) two-
year training at a pedagogic academy for its teachers.
At secondary school level, gymnasiums and vocational
schools were equalised and the criteria for university
enrolment considerably lowered. At the higher educa¬
tion level, study was broken down into three two-year
cycles (two-year, four-year and postgraduate), inversion
study was legalized and the requirements for obtaining
a diploma, doctorate or academic title of a university
lecturer lowered.
The leaders of the League of Communists of Slov¬
enia were well aware that the new regulations had no
majority support among Slovene pedagogues and cul¬
tural workers. In their annual report, they wrote: In
spite of differing views on certain non-essential issues,
almost everyone (including some members of the League
of Communists of Slovenia) took a negative view on the
key issue of the school reform
-
the reform of the eight-
year elementary school. Their position regarding the
views of the School Reform Commission was not only
negative but, essentially, non-progressive, defending
the conservative role of the gymnasium, opposing the
enrolment of the graduates from secondary vocational
school in the university, as well as the idea of a compul¬
sory eight-year school.
(...)
In their school reform related
discussions and gatherings, educational workers had
clearly expressed the position that Svhen it comes to
education, issues can only be addressed and resolved
by experts . In short, they displayed an obvious opposi-
276
tion
to any interference by political bodies in the field of
education.
After the passing of the General School Act, the
federal parliament and those in individual Yugoslav re¬
publics started issuing education related regulations
at an accelerated pace. At primary school level in Slov¬
enia, where the reform had abolished the former dif¬
ferences between lower gymnasiums, higher primary
schools and eight-year schools, prescribing instead a
compulsory eight-year elementary school, the first nov¬
elties were introduced in the academic year
1957-58.
They were completed after the passing of the Elemen¬
tary School Act, on 8th October
1959,
with the adoption
of a new school curriculum in April
I960.
The new el¬
ementary school offered equal conditions to all citizens
throughout the compulsory eight-year schooling peri¬
od and thereby, theoretically, also equal opportunities
for enrolment in secondary schools. In spite of its ap¬
parently positive aspects, this uniformity was actually
detrimental to formerly more demanding schools, i.e.
lower gymnasiums. The curriculum in the elementary
school was less exacting than in a former lower gymna¬
sium, thus depriving more talented pupils of additional
knowledge. At the time, educational authorities had not
yet considered additional subjects or parallel classes for
such pupils.
In Slovenia, the school reform was a backward step
also with regards to teacher training. This was another
case of changes being adapted to the less demanding
schools from the pre-reform period. The required level
of education (a two-year pedagogic academy) was a com¬
promise between the qualification of the teachers from
former public and eight-year elementary schools, who
had only completed teacher training college (secondary
education) or a two-year pedagogic school (a first de¬
gree of higher education), and that of the teachers from
lower gymnasiums, among whom were also university
graduates with the second degree of higher education.
In addition, teachers felt the void that remained
following the abolition of the school inspectorate. The
founding of an educational service in
1959
was not an
adequate replacement for the former inspectors. The
SUMMARY
277
primary task of this service was to produce reports and
analyses rather than carry out direct field inspections
which had previously helped teachers resolve difficul¬
ties in their work with pupils. The new regulations, for
example, made no provision on how to deal with teach¬
ers whose vocational work had received a negative as¬
sessment.
The greatest change at secondary school level was
the formal equalisation of all schools, which was sup¬
posed to guarantee equal opportunities for university
enrolment to all pupils. This equalisation, however, was
only achieved on paper, through administrative regu¬
lations, without actually affecting the curriculum, the
level of pupils knowledge or the qualificational require¬
ments for the teachers employed by such schools. Gym¬
nasiums preserved their high standards. No general
education subjects were prescribed for vocational sec¬
ondary schools nor was a university diploma a require¬
ment for the professors teaching in these schools. The
equalisation of school levels was, therefore, more of an
appearance than a reality.
Among positive achievements of the school reform
were the changes in those areas where, previously,
problems had not been addressed systematically by
educational authorities, but ad hoc by individuals who
encountered them.
The school reform brought great changes in the so-
called extra-curricular education (including study from
work). The uniform regulations came into effect in the
academic year
1959-1960,
when the Union of the Work¬
ers and People s Universities of Slovenia was founded.
Educational authorities demanded that the organisers
of evening schools and supplementary courses offered
the same level of education as that in corresponding
regular schools. Only by meeting this requirement were
they allowed to issue diplomas that gave their gradu¬
ates the same opportunities for enrolling in higher level
schools as those from regular schools. The introduction
of the new extracurricular educational system opened
the doors to many people who were unable to obtain
the desired qualification in a regular way because of the
war or their social condition,
278
Another important novelty concerned the educa¬
tion of Italian and Hungarian minorities in Slovenia.
In this matter, however, the Slovene authorities had to
bow in front of the pressures from within Yugoslavia.
Serbs, in particular, were against any radical changes,
for if the Slovene principles were to be applied through¬
out Yugoslavia, Serbia would have to make concessions
to the Kosovo Albanians, which it was unwilling to do.
Slovenia s neighbour, Italy, also opposed some of the
changes, fearing reciprocity claims. It was reluctant to
give its Slovene minority as much as the Slovene gov¬
ernment was prepared to give the Italians in Slovenia.
At the end of the 1950 s, the Slovene leadership started
expressing demands for a total bilinguism in education
and public life in ethnically mixed areas. This, however,
was not feasible within a few years, due to the said op¬
position and practical difficulties, especially the short¬
age of teachers with fluency in two languages. Still, the
changes introduced in
1959
contributed significantly
towards the emancipation of the two minority languag¬
es in Slovenia. That year, the Slovene government as¬
sumed financial responsibility for minority schools. In
the academic year
1959-1960,
regulations came into
force in linguistically mixed areas, giving greater promi¬
nence to the Italian and Hungarian languages.
The execution of the school reform was made possi¬
ble by the new manner of funding. The resources, pur¬
posely collected in newly established school funds, gave
schools much better material conditions for work in the
early 1960 s. New secondary schools and universities
were built in Slovenia and an evenly distributed net¬
work of elementary schools with local branches was es¬
tablished. A considerable portion of the resources was
spent for the purchase of the latest imported educa¬
tional tools and learning aids. Apart from the municipal
funds, which covered the expenses of elementary and
secondary schools, a large burden was shouldered by
the national school fund. This provided the means for
higher education institutions, special schools and, in
agreement with local authorities, schools for minorities
and the so-called worker and people s universities.
The communist regime prepared itself particu-
SUMMARY
279
larly
well for the reform of higher education, where it
anticipated the strongest opposition by intellectuals.
This reform was not conducted by the School Reform
Commission but by a special federal commission, led
by
Krste Crvenkovski,
which prepared the proposals for
it. The positions taken by this commission represented
a considerable deviation from the traditional academic
principles. Consequently, they were met with resistance
from all Yugoslav universities.
Against the integrity of the university, the Commis¬
sion proposed the strengthening of the role of faculties
and, contrary to the demands for smaller faculties, po¬
litical circles called for the merging of faculties into larg¬
er units. Political structures ignored the demands by
university professors for higher criteria for diploma the¬
ses and dissertations, striving instead for even lower re¬
quirements for obtaining diplomas and doctorates. Most
faculties were against the shortening of study courses
and the opening of new two-year first-degree colleges,
from which graduates would pass to the second degree
of faculty study. University professors argued that it
was a matter of two different types of schools and two
different kinds of study. Political circles demanded fur¬
ther lowering of the criteria for obtaining the academic
titles of university professors. In the new school sys¬
tem, faculties were expected to be, first and foremost,
educational institutions, with research activities being
confined mainly to scientific institutes. Almost none of
the changes proposed by the Federal Commission were
welcomed by the University of Ljubljana.
All the above changes, which had been prepared
since
1953
and legally enforced between
1958
and
1962,
cut deeply into the Slovene school system. The
school system reform, carried out during that period,
may be regarded as the most thorough and comprehen¬
sive in Slovene history. It embraced all educational lev¬
els
-
from primary and secondary, through to higher
and post-graduate
-
bringing substantial changes to
the organisation of the education of ethnic minorities,
extracurricular education and the funding of education.
The school reform was essentially a matter of executing
the plans of the communist regime, indicated immedi-
280
ately after their taking of power. This time, however,
changes were implemented at considerably higher pro¬
fessional and political levels than those in the first post¬
war years. Guidelines were based on expert analyses, a
systematic approach and a simultaneous consideration
of all educational levels. Although expert opinions had
become better appreciated, they remained subordinated
to the ideology of the ruling Party.
By
1963,
when the Council of Education of Slov¬
enia was abolished after the adoption of the new Consti¬
tution, the competences of federal institutions changed,
with not all plans being implemented. Until the downfall
of the communist regime, the school system in socialist
Slovenia went through many, more and less successful,
changes, some of which were based on the ideas from
the 1950 s.
SUMMARY
281
|
| any_adam_object | 1 |
| author | Gabrič, Aleš 1963- |
| author_GND | (DE-588)1154817865 |
| author_facet | Gabrič, Aleš 1963- |
| author_role | aut |
| author_sort | Gabrič, Aleš 1963- |
| author_variant | a g ag |
| building | Verbundindex |
| bvnumber | BV035308370 |
| ctrlnum | (OCoLC)449211488 (DE-599)BVBBV035308370 |
| era | Geschichte 1953-1963 gnd |
| era_facet | Geschichte 1953-1963 |
| format | Book |
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| geographic | Slowenien (DE-588)4055302-4 gnd Jugoslawien (DE-588)4028966-7 gnd |
| geographic_facet | Slowenien Jugoslawien |
| id | DE-604.BV035308370 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T13:28:12Z |
| institution | BVB |
| isbn | 9616386093 9789616386098 |
| language | Slovenian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017113149 |
| oclc_num | 449211488 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 302 S. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Inšt. za Novejšo Zgodovino |
| record_format | marc |
| series | Zbirka Razpoznavanja |
| series2 | Zbirka Razpoznavanja |
| spellingShingle | Gabrič, Aleš 1963- Šolska reforma 1953 - 1963 Zbirka Razpoznavanja Šolstvo - Zgodovina - Slovenija - 1953-1963 ssg Schulreform (DE-588)4053539-3 gnd |
| subject_GND | (DE-588)4053539-3 (DE-588)4055302-4 (DE-588)4028966-7 |
| title | Šolska reforma 1953 - 1963 |
| title_auth | Šolska reforma 1953 - 1963 |
| title_exact_search | Šolska reforma 1953 - 1963 |
| title_full | Šolska reforma 1953 - 1963 Aleš Gabrič |
| title_fullStr | Šolska reforma 1953 - 1963 Aleš Gabrič |
| title_full_unstemmed | Šolska reforma 1953 - 1963 Aleš Gabrič |
| title_short | Šolska reforma |
| title_sort | solska reforma 1953 1963 |
| title_sub | 1953 - 1963 |
| topic | Šolstvo - Zgodovina - Slovenija - 1953-1963 ssg Schulreform (DE-588)4053539-3 gnd |
| topic_facet | Šolstvo - Zgodovina - Slovenija - 1953-1963 Schulreform Slowenien Jugoslawien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017113149&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017113149&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV022867517 |
| work_keys_str_mv | AT gabricales solskareforma19531963 |