The analysis of educational plans of primary schools

Temeljni smisel vzgojne zasnove javne šole je v tem, da šola z njo reflektira vzgojna ravnanja in poišče načela, pravila in norme, ki bodo opora konkretnim ravnanjem učiteljev, učencev, vodstva šole in staršev. Ob uvajanju vzgojnega načrta šole so se pojavili pomisleki, kako vzgajati v javni šoli. V vzgojnih načrtih šol so zapisani seznami prekrškov v obliki opisov določenih pojavov nasilja ali motečega vedenja. Ko je problem nasilja opredeljen zgolj kot prekršek, postane etično ustrezno, da šola ukrepa proti nasilju, ki ga razume kot le nezaželeno posledico. Šola pa bi morala upoštevati, da so učenci izpostavljeni določenim tipičnim kulturnim vzorcem in vedenju ter določenim tipom avtoritete, kar vpliva na njihovo vedenje. Ker odprtost zakonskih določb šolam omogoča uveljavljanje strokovne avtonomije za ustreznost in uspešnost vzgojnih ravnanj, bi šole v svoj vzgojni načrt lahko vključile dodatne vsebinske sklope, protokole ravnanj ipd., ki jih zakon ne predpisuje, vendar bi jih učitelji ter drugi strokovni delavci lahko dejansko uporabljali. To bi pripomoglo k učinkovitejšemu vzgojnemu delovanju šole. Namen empiričnega raziskovanja je bil analizirati vzgojne načrte osnovnih šol in ugotavljati razlike med njimi. Zanimalo nas je, v kolikšni meri vzgojni načrti izbranih šol: vključujejo opredelitve vsebinskih sklopov, ki jih predpisuje Zakon o osnovni šolivsebujejo opredelitve dodatnih vsebinskih sklopov, katerih namen je kakovostno vzgojno delovanje osnovne šole, ki jih Zakon o osnovni šoli ne predpisujein izkazujejo strokovno avtonomnost šol. V ta namen smo izvedli kvantitativno in kvalitativno empirično raziskavo, v kateri smo na osnovi »mreže kriterijev za evalvacijo vzgojnih načrtov OŠ« ugotavljali razlike med vzgojnimi načrti osnovnih šol. Z opravljeno nalogo smo z vidika postavljenih kriterijev ugotovili tudi prednosti in pomanjkljivosti obstoječih vzgojnih načrtov osnovnih šol. Rezultati so pokazali, da večina šol v svoje vzgojne načrte vključuje le opredelitve vsebinskih sklopov, ki jih predpisuje Zakon o osnovni šoli, ne pa tudi opredelitev dodatnih vsebinskih sklopov, katerih namen bi bilo kakovostno delovanje šole, ki jih zakon ne predpisuje.The fundamental purpose of public school educational plan is that the school reflects educational practices and finds principles and norms that will support concrete actions of teachers, pupils, school leaders and parents. When introducing the school educational plan, there were doubts about how to raise children in public school. These documents provide lists of offences, recorded as descriptions of certain phenomena of violence or disruptive behavior. If the problem of violence is defined only as an offence, it becomes ethically appropriate to take action against violence, which is seen as an undesirable consequence. However, the school should consider that pupils are exposed to certain typical cultural patterns and behavior and certain types of authority, which influences their behavior. The openness of legalities allows schools to assert professional autonomy for the relevance and success of educational practices. Therefore, they could upgrade their educational plans with additional content sets, protocols of actions, etc., which are not prescribed by the law, but can be actually used by teachers and other professionals. The aim of the empirical research was to analyze educational plans of primary schools and determine differences between them. We wanted to find out to what extent educational plans of selected schools: include definitions of content sets prescribed by the Basic School Actcontain definitions of additional content sets, needed for high-quality education in primary schools but not prescribed by the Basic School Actand demonstrate the professional autonomy of schools. To this end, we carried out a quantitative and qualitative empirical research. On the basis of "evaluation criteria network of school plans" we identified differences between educational plans of primary schools. We have identified advantages and disadvantages of existing educational plans for primary schools. The results showed that most schools include only definitions of content sets prescribed by the Basic School Act in their educational plans, but not definitions of additional content sets that need to be used for better quality school functioning