The purpose of the present master thesis was to investigate how mountaineering topics of the curricullum are implemented around the Kamnik-Savinja Alps in primary and secondary schools. Schools from eleven municipalities that lie around this mountain region and the Ljubljana basin were included and invited to take part: Kamnik, Lukovica, Moravče, Domžale, Trzin, Mengeš, Komenda, Vodice, Gornji Grad, Luče and Solčava (20 primary and 2 secondary schools). Data was obtained using a questionnaire to which 18 primary and both secondary schools responded. Secondary aim was to provide a set of mountain tour ideas for individual classes in this area, which are in accordance with the knowledge standards and goals of mountaineering in the official curriculum.
The research showed that mountaineering is not properly included in teaching in one third of all primary and both secondary schools. Most schools include mountaineering on sports days, a good half of primary schools include it in outdoor schools, and less than half implement mountaineering as an extracurricular activity. Most primary schools (61%) adhere to the norm of 1 supervisor per 15 students, without an additional supervisor for the entire group. The remaining percentage has enough supervisors. Secondary schools did not provide a specific answer as to what norms they adhere to. The mountaineering content program in two thirds of schools has been kept the same for several years, while the rest have changed it annually. The secondary school that does implement mountaineering content has also been repeating it for several years. There is a progression of difficulty through the educational periods in terms of the altitude difference (204 m, 325 m, 478 m) and the length of the hike (2.73 h; 3 h; 3.6 h). Except for the 2nd trimester, where the average walking time is equal to the minimum knowledge standard, all other results are below it. The responses from secondary schools do not show an upgrade. There is a progression in the length of the route by year, but not in the altitude difference. Most of the mountain tours are carried out on easy marked paths. Only half of primary schools and none of secondary implement cross-curricular integration.
The data comprehensively show the implementation of mountaineering below the knowledge standards required in the curriculum. At the end of the Master's thesis, practical examples of mountain tours in this area are proposed with the aim of improving and facilitating the implementation of mountain content in primary and secondary schools.
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