Vloga in pomen tehniškega izobraževanja v OŠ

• Main Authors: Ploj Virtič, Mateja, Dolenc, Kosta, Aberšek, Boris, Šorgo, Andrej, Kocijančič, Slavko
• Format: Report
• Language: Slovenian
• Published: Univerzitetna založba Univerze 2019
• Subjects: elektronske knjige; vzgoja in izobraževanje; kadri; tehnika in tehnologija; osnovne šole; osnovnošolski učitelji; technical education; primary school; NARMATEH; Slovenia; info:eu-repo/classification/udc/37.011.3-051:62:373.3(0.034.2); sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=106276; https://repozitorij.uni-lj.si/Dokument.php?id=117037&dn=; https://plus.si.cobiss.net/opac7/bib/90968577?lang=sl

Ponosni smo lahko na rezultate mednarodnih raziskav (TIMSS, PISA), ki nas na področju izobraževanja naravoslovnih predmetov in matematike postavljajo v sam svetovni vrh ali vsaj blizu njega. Lahko pa se vprašamo: Kako dolgo še? Iz projekcij naraščanja števila otrok v generaciji, upokojevanja učiteljev naravoslovno-matematično-tehničnih predmetov (NARMATEH) ter števila tistih, ki v univerzitetnih programih za izobraževanje učiteljev teh ved tudi diplomirajo, lahko napovemo katastrofo – ustrezno izobraženih učiteljev NARMATEH že v nekaj letih ne bo dovolj, da bi nadomestili izpad. To utemeljujemo z védenjem, da se bo leta 2030 upokojilo 1236 danes zaposlenih učiteljev NARMATEH, od tega 265 učiteljev predmeta Tehnika in tehnologija (TIT) v osnovni šoli. Diplomantov, ki bi jih lahko nadomestili pa zaradi nezadostnega vpisa ne bo dovolj. Medtem, ko lahko univerzitetni učitelji in sodelavci v programih NARMATEH zagotovimo kakovost dela z vpisanimi, pa sami ne moremo zagotoviti vzpodbud ter materialnih pogojev, s katerimi bi lahko privabili in nato tudi izobrazili bodoče učitelje. We can be proud of the results of international studies (TIMSS, PISA), which rank us among the best in the world, or at least close to that, in the field of education in natural science and mathematics. However, we might ask ourselves: For how long? Based on the trajectories of the increase in the number of children per generation, the retirement trends of teachers of science, maths and technical subjects (NARMATEH) and the number of persons who graduate from university programmes for the education of teachers in these disciplines, we can predict a catastrophe - within as little as a few years, there will not be enough properly educated NARMATEH teachers to make up for the loss. This statement is supported by the fact that 1236 currently employed NARMATEH teachers will retire in 2030, 265 of whom are teachers of a primary school subject Techniques and Technology (TIT). Due to inadequate enrolment, the number of graduates that could replace them will not suffice. While university professors and staff in NARMATEH programmes may be able to ensure the high quality of our work with enrolled students, we alone can not provide incentives and material conditions, which would allow us to attract, as well as educate, future teachers.