WEBVTT

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Now,
we will start with the second part.

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Minister of Education Mr. Felda
will present

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the education system reform
for the next two years.

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Please. -Thank you.
We will focus on two things.

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We are thinking about the education
system in ten years

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where we have
to think long-term.

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We formed a group
that does this.

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They got
the relevant information

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about what we
already know about the system

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and now they will see where this
can bring us in ten years.

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It is clear that things will
probably change in a year or so

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because a lot of unexpected things
can happen.

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We saw that in the past when we had
Covid and the crisis in Ukraine.

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These things affect the society
and the education system.

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This is why we have to be
ready to change things

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although this is
a ten-year vision.

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This is one thing. The other
thing is updating the curriculum

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for all of common subjects
in high schools.

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We made an analysis

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and the teachers said
that there are a lot of goals

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that take a lot of time.

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A lot of time is spent
on new basic knowledge,

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but there is no time to strengthen
the knowledge and take time

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to ask ourselves what something
means, how we can comment on it.

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Schools don't raise
children anymore.

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They shouldn't just educate,
but also raise them.

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This is why they shouldn't only
focus on knowledge standards.

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We want to have people

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that will not only learn something,
but will also be able to use it

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in their everyday life.

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This is our goal. The third thing
we will focus on in high schools

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is reforming
the system as such.

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We want to find a solution

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that students who finish
vocational or technical schools

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will be ready to work,

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not that they don't know
what they should be doing.

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They need
a lot of time to learn

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how to use their knowledge.
We will focus on apprenticeship.

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It has already
been reintroduced.

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It will be a gradual process
because we have to prepare

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employees and schools
to adapt to this system.

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This is what we
have been doing

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and we should see the results
in two years or a little more.

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The other topic is digitalisation.
This means

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we have to make it possible
for teachers and principals

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to accept it
and know what it means.

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It is not only about working
with digital devices,

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but we have to be aware
of the risks as well.

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We have to prepare children
already in kindergartens to be ready

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and tell them where the risks are
and what parents have to do

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to avoid them.
We have to use the digitalisation

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to benefit from it,

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not to get people addicted

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and have problems

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because they don't know
how to use the devices

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and are not aware
of the risks they bring.

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Thank you. Go ahead, Marko.

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Marko Valadžija, N1. I want to ask
you to respond to something.

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We discovered a case
of two primary school students

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that have not been going to school.
The principal called child services,

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the inspection
and the police.

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They should have returned to school,
but they didn't.

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The authorities
have been informed.

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Is the system adequate
and can authorities take measures?

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The data also show some students
stayed home after the pandemic.

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This shows a level of distrust
in the system. How to approach this?

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Actually, I know this case very superficially

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and I can't say anything definite.
But we received an information

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that a lot has happened
with a help of institutions.

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But we often
have troubles communicating

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with parents or other agents,
because these are delicate things.

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We don't want to have
a public discussion,

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because we can damage the children
who are participants in this.

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Not through their own fault.

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As far as this
home schooling is concerned,

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it has strengthened a bit
after the pandemic.

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A lot of people don't understand
what is teleworking,

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distance learning
and home schooling.

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In distance learning a school is
organizing and preparing everything.

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Later, classes continue
in school, when possible.

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Home schooling
is something completely different.

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Here, parents assume
the responsibility to teach children

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who have to show their knowledge,
when necessary,

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at the end of a school year.

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This phenomenon gains impetus

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and it also doesn't have the same
purpose, as it was meant to be.

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Because of it, a part of the reform
of the Act on Primary Schools,

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is planned
to take care of this.

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Thank you. Kaja Kobetič,
then the minister has to go.

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Could you make a timeline
of the changes you have mentioned?

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You've said some of the changes will
take place this and some next year

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or even until the year 2026.

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About curriculums, you mentioned
more practical exercises.

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Can you name a few
more substantial changes?

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Is there a change of evaluation
in primary schools on the table?

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The changes are multilayered

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and I can't comment all of them,
because it depends on the subject

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and from school to school.

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When you do a certain subject
at primary school in one way,

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you do it in high school
in another way.

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Practical exercises
or practical thinking

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or finding solutions is a part
of every class and each lesson.

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We have to stress
the applicability.

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Otherwise, we learn by memorization
and are not aware of,

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what we are capable
to do with such knowledge.

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We have to make
a difference here.

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Teachers will gain some knowledge,
because we have to empower them

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with digitalization, which is
running until the year 2026.

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As far as curriculum changes
in primary schools goes,

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we could finish it
until the end of the year 2025.

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This is a matter of a project,
where there is a definite timeline.

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As far as a renewal is concerned
or a vision until the year 2033,

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it should be noted
in the beginning of the year 2024,

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so we could include some elements
of the vision in the new curriculums

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and some of them
in the changes of the new Act.

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I believe, it shall be necessary
to change a way of assessment.

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This is for certain.
What we have now,

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it is a unique situation
in the world.

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We don't differentiate
between honour students,

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when they enter high schools.
Some high schools are very popular,

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although there is no reason, why we
shouldn't go to other schools,

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which are of the same quality.
But this is a personal decision.

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They have to look
at educational achievements

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and achievements in individual
subjects from 7th grade onward.

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Everybody has straight As.
There is a problem,

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how to accept one person
and not the other,

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if the grades are the same.
Because there is a limit.

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Every school has a spatial limit.
Even if we can have 100 students

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and 115 have the same grades,
it's hard to say, who to reject.

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This is the biggest issue
the schools are reporting about.

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And we know
that pushing for grades

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and evaluating people
on this basis only, is not good.

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We have to consider
other things as well.

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We have also subjects like
physical education, for example,

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which is in national level
examinations tested in writing.

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I have said everything.
We have to think it through

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to find a smart and appropriate
educational institution,

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as school is supposed to be.
-Thank you very much. -Thank you.

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Now you are invited
to press photo session.