Mojca K. S. ebart Livres

How does the demand for greater efficiency impact preschool education? What if curriculum evaluation shifts to focus on the ratio of a child's participation in preschool to their learning outcomes at initial and higher education levels, compared to the funds invested? What changes occur in preschool institutions if development documents advocate for an educational system that enhances employability and competitiveness in the labor market? Additionally, what implications arise from evaluating preschool effectiveness monthly and rewarding the most effective teachers? The authors argue that current concepts of preschool education require reevaluation. By analyzing documents from international institutions and examining Slovenia and other former Yugoslav countries, the text addresses these and other pertinent questions. The conclusion is clear: when preschool education policies prioritize measuring children's achievements, they overlook the fundamental mission of fostering optimal development for every child. As the educational system becomes increasingly utilitarian, the cultivation of critical, responsible, and autonomous individuals loses significance.

This book explores three key topics: the role of values in education, the significance of knowledge, and attitudes toward deep reading, essential for achieving long-term educational goals. The authors argue that society must reach a consensus on common principles derived from various value systems to establish a foundational value system for public school instruction. This raises the challenge of identifying a common ground among diverse value systems, which the authors believe can be found in the concept of human rights. They propose that human rights should serve as the normative basis for moral education in public schools, providing a clear and stable framework for educational practices. Additionally, the authors emphasize that knowledge should be viewed as a vital formative agent. They advocate for a reassessment of "useless" knowledge, which, while not immediately applicable to learners' current needs, fosters vocabulary development, abstract thinking, and understanding of societal mechanisms. The book also examines the interplay between educational changes, the rise of digital learning tools, and the decline of long-form reading in modern society, highlighting how market forces shape educational resources. It draws on the educational research traditions of Marcel Gauchet in France and Frank Furedi in Britain, focusing particularly on trends in Southeast and Eastern Europe, where these ideas have manifested in modified f