Visokošolsko izobraževanje odraslih v Sloveniji - s strategijo ali brez nje

The work on the preparation of the two Slovenian national programs - for higher education and for adult education - is not co-ordinated; the two programs are being designed independently of each other. Creation of the policy and strategy of higher education of adults has remained the domain of adult educators and is, as a rule, not integrated into the overall educational strategy. Adult education in Slovenia thus remains “ an outsider”; it is not an integral or integrated part of higher education. This is reflected in inadequate systemic regulation, which denies ad ult education the position of equality and equivalence with respect to higher education in view of its legal position and administrative status, financing, organisation, program distribution, need satisfaction, development facilities, staff training etc. The experience and practice of a number of highly developed countries is exactly the opposite: the propor­ tion of adul t students is steadily increasing; the adu lt education is a generator of new ideas in higher education, making it “the most propulsive segment of today's education”. In this way, the university has in reality managed to become a “generator” of all education and learning, with adult education playing an important role in the process. The need for implementation of this new concept of learning and education is becoming all the more felt, as the concept and strategy of lifelong education are becoming more and more firmly rooted. To find an outcome form the present situation, Slovenia will need - beside other measures - to establish a development counselling centre to help with the development of higher education of adults.Delo pri pripravi dveh slovenskih nacionalnih programov - za visokošolsko izobraževanje in za izobraževanje odraslih - poteka povsem neusklajeno, saj nastajata ločeno drug od drugega. Oblikovanje politike in strategije visokošolskega izobraževanja odraslih je prepuščeno andragogom, v celotni strategiji pa izobraževanje odraslih praviloma ni vključeno. V Sloveniji tako ostaja izobraževanje odraslih “izredno”, ne pa integralno in integri­ rano področje visokošolskega izobraževanja. To se zrcali v njegovi neustrezni sistemski umeščenosti, kajti po zakonski opredelitvi in tudi po upravni ureditvi, financiranju, organiziranosti, mreži programov, spodbujanju zadovoljevanja potreb, razvojnih službah, usposabljanju kadrov itn. nima položaja enakopravnega in enakovrednega področja visokošolskega izobraževanja. Izkušnje in spoznanja v nekaterih razvitih državah so prav nasprotne od tega: delež odraslih študentov se iz leta v leto povečuje, izobraževanje odraslih pa prinaša v visokošolsko izobraževanje mnoge novosti in se ga zaradi tega šteje za "najbolj dinamičen naboj vsega današnjega izobraževanja", univerza je tako resnični "generator" vsega izobraževanja in učenja, pri tem pa ima pomembno mesto prav izobraževanje odraslih. Potrebe po takšnem konceptu učenja in izobraževanja se povečujejo tudi zarad in uveljavljanja koncepta in strategije vseživljenjskosti učenja. Za izhod iz zdajšnjega stanja bomo v Sloveniji poleg drugih ukrepov potrebovali tudi posebno razvojno-svetovalno središče za razvoj visokošolskega izobraževanja odraslih