This thesis explores the phenomenon of neoliberalism and its functioning in educational practice. The authors approach neoliberalism and its effects from several different perspectives. I focus on two different views – marxsist, through Harvey, and the liberal author Norberg. Thus, I confront arguments in the field of improving well-being and rights, individual responsibility and freedom, the impact of neoliberal actions on the environment, views on the role of the state in globalization, and on the supranational institutions that play a key role in modern neoliberal society. I put together a network of supranational organizations that are central to putting the utilitarian paradigm into actual educational practice. In the field of education and learning, we have witnessed the transformation of knowledge and its role in improving human capital over the last 20 years. Slovenia joins in following the changes through membership in the institutions and mainly through the European Union. The latter follows Europeanization in education, meaning the formulation of a common education policy in the Member States. In doing so, various elements are introduced that aim at a knowledge-based economy and society. Elements such as lifelong learning, competences and quality assurance mechanisms always have two sides that need attention. There are also substantive and structural changes in the school institution, which has a special place in society and should not be neglected or reduced. By looking at different levels of education, I shed light on the key neoliberal changes and the potential dangers those cause for the individual and the wider society.
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