Life course, educational trajectories and social integration of young people in Slovenia

Ule, Mirjana (author), Zidar, Marija (author)

Young people in Slovenia are nowadays confronted with a competitive educational system, a demanding and restrictive labor market, as well as with a prolonged period of dependence on parents. The risky transition to adulthood compels them to search for flexible strategies that are able to lead them to their (uncertain) goals through the maze of the education system, work, entertainment, family, and peer relations. The article interprets Slovenian results from the international qualitative study Governance of Educational Trajectories in the context of life course and social integration of young people in Slovenia. We use the life course concept to analyze the adequacy of education for social integration, and how students in the last year of primary school (ninth-graders) in Slovenia plan their educational trajectories, what they expect from the future and what social support they rely on. Ongoing differentiation and de-standardization of life courses have extended the perspective of school learning towards lifelong learning. Accordingly, life courses are addressed as lifelong educational trajectories.

• Language: English
• Keywords: izobraževalni sistemi
• Work type: Not categorized
• Typology: 1.01 - Original Scientific Article
• Organization: FDV - Faculty of Social Sciences
• Year: 2011
• Number of pages: Str. 1409-1426, 1545
• Numbering: Letn. 48, št. 5
• PID: 20.500.12556/RUL-23228
• UDC: 37:316.346.32-053.6(497.4)
• ISSN on article: 0040-3598
• COBISS.SI-ID: 30770525
• Publication date in RUL: 11.07.2014

Record is a part of a journal

• Title: Teorija in praksa : revija za družbena vprašanja
• Shortened title: Teor. praksa
• Publisher: Fakulteta za družbene vede
• ISSN: 0040-3598
• COBISS.SI-ID: 763652

Secondary language

• Language: Slovenian

Abstract

Mladi v Sloveniji so danes soočeni s tekmovalnim izobraževalnim sistemom, zahtevnim in omejujočim trgom dela ter podaljševanjem obdobja odvisnosti od staršev. Tvegani prehod v odraslost od njih zahteva fleksibilne strategije, ki jih bodo skozi labirint izobraževalnega sistema, dela, zabave, družine in vrstniških odnosov lahko popeljale do (negotovih) ciljev. Članek interpretira slovenski del rezultatov mednarodne kvalitativne študije z naslovom Governance of Educational Trajectories v kontekstu življenjskih poti in družbene integracije mladih v Sloveniji. Z uporabo koncepta življenjske poti analiziramo ustreznost izobraževalnega sistema za družbeno integracijo, in preverjamo, kako v Sloveniji učenci v zadnjem razredu devetletke načrtujejo izobraževalne poteke, kaj pričakujejo od prihodnosti in na kakšne socialne opore se zanašajo. Trajajoča diferenciacija in destandardizacija življenjske poti sta perspektivo šolskega učenja raztegnila na vseživljenjsko učenje. Življenske poti tako lahko imenujemo vseživljenjski izobraževalni poteki.