In Slovenia, between 2021 and 2025, a systemic and curricular reform is taking place, which will also introduce changes in primary education. Any attempt to reform the school system is always a very broad social process involving many stakeholders. As part of the current reform, the Partnership for a Quality and Equitable Educational System initiative was formed, which also conducted a qualitative survey among primary school teachers regarding their views on the necessary changes in primary education. Teachers in practice often point out that their views are not heard and considered when changes are introduced. The main purpose of this master’s thesis is to present the views of teachers on four selected areas of systemic or curricular solutions: internal assessment and evaluation of knowledge, national assessment of knowledge, teaching differentiation and individualization, and curriculum reform. As part of the research, we conducted two rounds of focus groups in ten Slovenian primary schools, with 74 professional workers participating in the study. In addition to presenting and analyzing their views, we also provided an overview of the legislative changes that have occurred in these areas since 1996, when the first extensive school reform was carried out in the independent Slovenian state, to the present day. We also presented the proposed solutions brought by the draft National Education Program for the period 2023-2033.
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