Page 129 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Vulnerable Groups of Children from the Perspective of Additional Professional Assistance . . .
to be proactive. Online sessions were assessed as less effective than sessions
at school, but they nevertheless invested maximum effort to obtain the best
possible effect and success.
Despite the chaotic beginnings of distance learning, it became a common,
established practice over the months of the pandemic. For both students and
teachers, as well as others involved in distance learning in some way, this
was a big change which occurred overnight, for which no one was truly pre-
pared. Nevertheless, Uršič and Puklek Levpušček (2020) wrote that the qual-
ity of teaching from the beginning of distance learning to the time students
returned to school greatly improved – this was deduced from the positive
opinion of respondents to the perspective of distance learning in the future,
where young people envision the future and the development of education
in this direction.
The effects or impacts of the measures to contain the spread of the COVID-
19 epidemic on children in majority primary schools in Slovenia were there-
fore different. At first glance, mostly the negative ones really stood out; how-
ever, we can also point out some positive ones, also mentioned by the re-
spondents, e.g. new acquired knowledge in the field of information and
communication technology, which will certainly be useful in the future as
well, more family time, and, although the work was stretched throughout
the day, the armchair in the living room provided for utmost comfort. Nev-
ertheless, the already vulnerable groups of children were exposed to many
risk factors through distance learning during the COVID-19 epidemic. Ad-
ditional learning support is based on comprehensive support and under-
standing of children’s problems; however, we will probably never fully know
what these vulnerable children experienced and how they coped with their
problems.
References
Ministrstvo za izobraževanje, znanost in šport. 2021. ‘Prihodnji teden popolno
odprtje srednjih šol in fakultet.’ May 12. https://www.gov.si/novice/2021-
05-12-prihodnji-teden-popolno-odprtje-srednjih-sol-in-fakultet/.
Ministrstvo za šolstvo in šport. 2011. Bela knjiga o vzgoji in izobraževanju v Re-
publiki Sloveniji. Edited by J. Krek and M. Metljak. Ljubljana: Zavod Repub-
like Slovenije za šolstvo.
Odlok o začasni prepovedi zbiranja ljudi v zavodih s področja vzgoje in izo-
braževanja ter univerzah in samostojnih visokošolskih zavodih. 2020.
Uradni list Republike Slovenije, št. 25. https://www.uradni-list.si/1/objava
.jsp?sop=2020-01-0568.
Urad Vlade Republike Slovenije za komuniciranje. 2020. ‘Slovenija razglasila
129
to be proactive. Online sessions were assessed as less effective than sessions
at school, but they nevertheless invested maximum effort to obtain the best
possible effect and success.
Despite the chaotic beginnings of distance learning, it became a common,
established practice over the months of the pandemic. For both students and
teachers, as well as others involved in distance learning in some way, this
was a big change which occurred overnight, for which no one was truly pre-
pared. Nevertheless, Uršič and Puklek Levpušček (2020) wrote that the qual-
ity of teaching from the beginning of distance learning to the time students
returned to school greatly improved – this was deduced from the positive
opinion of respondents to the perspective of distance learning in the future,
where young people envision the future and the development of education
in this direction.
The effects or impacts of the measures to contain the spread of the COVID-
19 epidemic on children in majority primary schools in Slovenia were there-
fore different. At first glance, mostly the negative ones really stood out; how-
ever, we can also point out some positive ones, also mentioned by the re-
spondents, e.g. new acquired knowledge in the field of information and
communication technology, which will certainly be useful in the future as
well, more family time, and, although the work was stretched throughout
the day, the armchair in the living room provided for utmost comfort. Nev-
ertheless, the already vulnerable groups of children were exposed to many
risk factors through distance learning during the COVID-19 epidemic. Ad-
ditional learning support is based on comprehensive support and under-
standing of children’s problems; however, we will probably never fully know
what these vulnerable children experienced and how they coped with their
problems.
References
Ministrstvo za izobraževanje, znanost in šport. 2021. ‘Prihodnji teden popolno
odprtje srednjih šol in fakultet.’ May 12. https://www.gov.si/novice/2021-
05-12-prihodnji-teden-popolno-odprtje-srednjih-sol-in-fakultet/.
Ministrstvo za šolstvo in šport. 2011. Bela knjiga o vzgoji in izobraževanju v Re-
publiki Sloveniji. Edited by J. Krek and M. Metljak. Ljubljana: Zavod Repub-
like Slovenije za šolstvo.
Odlok o začasni prepovedi zbiranja ljudi v zavodih s področja vzgoje in izo-
braževanja ter univerzah in samostojnih visokošolskih zavodih. 2020.
Uradni list Republike Slovenije, št. 25. https://www.uradni-list.si/1/objava
.jsp?sop=2020-01-0568.
Urad Vlade Republike Slovenije za komuniciranje. 2020. ‘Slovenija razglasila
129
