Vpliv politik OECD na predšolsko vzgojo: Učinkovitost kot pogoj kakovosti

• Main Author: Gruden, Zala
• Other Authors: Kovač Šebart, Mojca
• Format: Master Thesis
• Language: Slovenian
• Published: 2020
• Subjects: Učinkovitost predšolske vzgoje; spremembe kakovosti predšolske vzgoje; pošolanje; Močan začetek; Študija IELS; Študija SSES; Projekt KVIZ; Projekt OPK; Efficiency of Early Childhood Education and Care; changes in Early Childhood Education and Care quality; Schoolification; Starting Strong; IELS Study; SSES Study; Project KVIZ; Project OPK; New Zealand; Norway; Iceland
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=121461; https://repozitorij.uni-lj.si/Dokument.php?id=136389&dn=

V magistrskem delu obravnavamo vsebine dokumentov Močan začetek (Starting Strong … 2001, 2006, 2011, 2015, 2017) ter usmeritve in izsledke študij IELS (2018) in SSES (2018), ki so nastali pod okriljem Organizacije za ekonomsko sodelovanje in razvoj (v nadaljevanju OECD) in, ki usmerjajo politike in sistemske rešitve predšolske vzgoje v državah članicah od leta 2001 dalje. Z analizo pokažemo, da priporočila vzpodbujajo menjavo paradigme v snovanju predšolske vzgoje. V ospredje postavljajo razmislek o rezultatih razvoja in učenja oziroma dosežkov otrok v predšolskem obdobju, zanemarjajo pa procesni vidik kakovosti, ki je bil v ospredju pred nastankom obravnavnih dokumentov. Ob tem v nalogi opravimo pregled stanja in analiziramo vpliv usmeritev iz obravnavanih dokumentov na področju predšolske vzgoje v državah, ki imajo s Slovenijo primerljiv sistem: Norveško, Islandijo, Novo Zelandijo, Švedsko. Izsledki analize opozarjajo, da v omenjenih državah sledimo spremembam konceptualizacije predšolske vzgoje, ki jih narekujejo smernice dokumentov OECD. Opravljena pa je tudi analiza dokumentov, ki zadevajo konceptualizacijo ugotavljanja in zagotavljanja kakovosti predšolske vzgoje v Sloveniji. Analiza dokumentov, ki so zadevajo ugotavljanje in zagotavljanje kakovosti predšolske vzgoje, je pokazala, da sta projekta Ugotavljanje in zagotavljanje kakovosti predšolske vzgoje v vrtcu (2000–2002) in Samoevalvacija predšolske vzgoje v vrtcih: zagotavljanje kakovosti (2003–2005) izhajala iz načel, sprejetih med vsebinsko prenovo celotnega sistema vzgoje in izobraževanja (Izhodišča kurikularne prenove, 1996) in sta bila skladna z načeli Kurikula za vrtce (1999). Projekta Zasnova in uvedba sistema ugotavljanja in zagotavljanja kakovosti vzgojno-izobraževalnih organizacij (2014) in Vzpostavitev, dopolnitev in pilotni preizkus modela ugotavljanja in zagotavljanja kakovosti na področju vzgoje in izobraževanja (2019) pa sta uvajala nov model ugotavljanja in zagotavljanja kakovosti v vrtcu in šolah, ki pomeni spremembo paradigme v snovanju predšolske vzgoje in sledenje konceptom kakovosti, kot jih narekujejo že prej omenjeni dokumenti OECD. The M.A. thesis examines the contents of Starting Strong (Volumes I – V) and the recommendations and results of the IELS (2018) and SSES (2018) studies conducted under the auspices of the Organization for Economic Cooperation and Development (hereinafter the OECD) that have been directing pre-primary school education policies and system solutions in the OECD member states since 2001. The analysis has shown that the OECD recommendations encourage a paradigm shift in the pre-primary school education design. They are centred on the results of children development, learning and accomplishments in the preschool period, while neglecting the process quality aspect that used to be emphasized prior to the publication of the documents examined in the thesis. The thesis includes a review of the situation and an enquiry of the impact of the guidelines published in the examined documents in the field on pre-school education in countries whose education system is comparable to Slovenia: Norway, Iceland, New Zealand, Sweden. The results of the analysis have shown that in these countries the changes in the conceptualization of pre-school education and its quality assessment, which are dictated by the guidelines of the OECD documents, can be observed. Furthermore, the analysis of documents concerning the conceptualization of determining and safeguarding the quality of pre-primary school education in Slovenia has also been conducted. The analysis of the documents concerning the identification and quality assurance of pre-school education has shown that the projects Identification and quality assurance of pre-school education in kindergartens (2000–2002), and Self-evaluation of pre-school education in kindergartens: quality assurance (2003–2005) were based on the principles adopted during a substantive overhaul of the entire Slovenian education system published in Foundations of Curricular Reform, 1996) and were in line with the principles presented in the Kindergarten Curriculum (1999). The Designing and implementing a system for identifying and ensuring the quality of educational organizations (2014) and Establishing, improving, and pilot testing of the model of assessing and ensuring quality in the field of education (2019) projects introduced a new model for identifying and ensuring quality in kindergartens and schools, demonstrating a paradigm shift in the preschool education design and adherence to the quality concepts as dictated by the examined OECD documents.