Training of professional workers in higher vocational education in Slovenia

Nenehne spremembe, ki jih povzroča hitra in stalna rast informacij, tehnologije, konkurenca in razvoj na vseh področjih našega življenja, zahtevajo od posameznikov, da se stalno in nenehno izobražujejo in izpopolnjujejo. Vseživljenjsko učenje je postalo potreba za preživetje, znanje pa dominantna konkurenčna prednost in ključ do uspeha posameznika ter navsezadnje tudi organizacije, kar vpliva na pojavljanje vedno večjega razkoraka med potrebami trga dela in formalno pridobljenim znanjem. Strokovni delavci se v svojem vsak dan, dandanes vse bolj soočajo z zelo hitrimi spreminjajočimi se potrebami, ki zahtevajo novo znanje, nove nize kompetenc in nove pristope k poučevanju. Zato se mora poklicna pot vsakega strokovnega delavca nenehno prilagajati v smeri doseganja boljših rezultatov udeležencev izobraževanja. V prvem delu magistrskega dela smo prikazali teoretične osnove izobraževanja odraslih v Sloveniji, predstavili smo razlike med andragogiko in pedagogiko. Opisali smo tudi andragoški ciklus, katerega poimenujemo tudi izobraževalni ciklus, s katerim se označuje zaporedje faz, ki so značilne za proces izobraževanja odraslih. V prvem delu teoretičnega dela smo na kratko opisali tudi izobraževalne programe za odrasle v Sloveniji, višje strokovno izobraževanje ter Skupnost VSŠ. V nadaljevanju teoretičnega dela smo predstavili osnove izpopolnjevanje, profesije in profesionalizma. Predstavili smo pet modelov profesionalnega razvoja pedagoško-andragoških delavcev, ki so sicer zelo enodimenzionalni in pomanjkljivo povezujejo vse dejavnike, ki vplivajo na profesionalni razvoj strokovnih delavcev, a nam vseeno teoretično konkretizirajo elemente različnih stopenj profesionalnega razvoja. Ker menimo, da so kakovostno in sistematično izobraženi ter usposobljeni strokovni delavci ključ do dobrih rezultatov, smo pripravili analizo odnosa strokovnih delavcev do izpopolnjevanj, njihovo udeležbo in dojemanje različnih vidikov izpopolnjevanja. Raziskava je pokazala, da med mlajšimi in starejšimi strokovnimi delavci ni razlik v želji po dodatnem izpopolnjevanju ter, da v Sloveniji primanjkuje kvalitetnih programov izpopolnjevanj. Kot glavno ugotovitev zaključnega dela lahko navedemo, da je opolnomočenje skozi izpopolnjevanja in usposabljanje tisto, kar lahko strokovnim delavcem in tudi izobraževalcem odraslih pomaga na njihovi poklicni poti tako najhitreje kot tudi najopaznejše. Posebno pozornost je potrebno nameniti predvsem tistim posameznikom, ki kažejo največjo potencial, samoiniciativnost in so najboljši na poti, da postanejo najboljši izobraževalci.The constant changes brought about by the rapid and continuous growth of information, technology, competition and development in all areas of our lives require individuals to be educated and further educated and constantly trained. Lifelong learning has become a necessity for survival, with knowledge the dominant competitive advantage and key to the success of the individual and ultimately of the organization, resulting in a growing gap between labour market needs and formally acquired knowledge. Professionals today, in their own day, are increasingly faced with very fast changing needs that require new knowledge, new sets of competences and new approaches to teaching. Therefore, the career path of every professional must be constantly adjusted in order to achieve better results for the participants in education. In the first part of the master\u27s thesis we presented the theoretical foundations of adult education in Slovenia, and presented the differences between andragogy and pedagogy. We also described the andragogic cycle, also called the educational cycle, which describes the sequence of stages that are characteristic of the adult learning process. In the first part of the theoretical part we briefly described adult education programs in Slovenia, higher vocational education and the University of Higher Education. In the continuation of the theoretical part, we outlined the basics of training, profession and professionalism. We have presented five models of professional development of pedagogical-anagogical workers, which are very one-dimensional and defectively link all the factors that influence the professional development of professional workers, but nevertheless theoretically concretize the elements of different stages of professional development. Considering that qualitatively and systematically educated and qualified professionals are the key to good results, we have prepared an analysis of the attitudes of professionals to training, their participation and perception of different aspects of training. The research showed that there are no differences between younger and older professionals in their desire for further training and that there is a lack of quality training programs in Slovenia. As the main conclusion of the final work, it can be stated that empowerment through training and training is what can help professionals as well as adult educators in their careers as quickly as possible and most clearly. Particular attention should be given especially to those individuals who show the greatest potential, initiative and are the best on their way to becoming the best educators