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ERIC Number: EJ774826
Record Type: Journal
Publication Date: 2004-Mar
Pages: 13
Abstractor: ERIC
Reference Count: 16
ISSN: ISSN-0033-1538
Curricular Framework Documents from Slovenia
Vendramin, Valerija
Prospects: Quarterly Review of Comparative Education, v34 n1 p113-125 Mar 2004
Slovenia is currently undergoing a process of school reform in order to extend compulsory education from eight to nine years and to lower the school entering age from 7 to 6. According to the Ministry of Education, Science and Sport, the new elementary schools will focus less on the content and more on developing cognitive and social skills. At the request of the International Bureau of Education (IBE), and on behalf of UNESCO's Education for All Monitoring Team, it was decided to review the general curriculum framework documents for primary education in Slovenia from the point of view of the integration of gender-equality goals. According to the IBE, Slovenia was selected on the basis of the aims and priorities of the education system as reported to sessions of the International Conference on Education. A set of initial guidelines prepared by the IBE was taken into account, and the review was complemented by a theoretical framework informed by cultural studies, women's studies and the sociology of education. Given the significance of the reform process, it was decided to focus this study on the curricula for the new nine-year primary school and not to examine the previous curricula for the eight-year primary school. The material reviewed comprises the "White paper on education of the Republic of Slovenia," as the theoretical and principal basis of the new education system, and the primary education curricula for both compulsory and optional subjects. In principle, almost all curricula reviewed seem to adapt to gender differences and introduce equality in the context of one or more terms/keywords: education for tolerance, intercultural education, discrimination, stereotypes, prejudices, social differences, human rights, solidarity, etc. It can be concluded that, on the declarative level, curricula do not betray any vivid preconceptions with gender roles; the majority of them, however, do not provide concrete examples of how to avoid stereotyping or how to recognizeit. They, in fact, present some attitudes as "natural" or "common-sense". (Contains 1 table, 2 notes and 7 online resources.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Slovenia