mag. prof. slov. jez. in knjiž.
magister profesor slovenskega jezika in književnosti
magistrica profesorica slovenskega jezika in književnosti

01 - Education

0114 - Teacher training with subject specialisation

5.3 - Educational sciences

During its 27th regular session, on 3 May 2011, the Council of the Slovenian Quality Assurance Agency for Higher Education – NAKVIS officially accredited the single discipline postgraduate teacher-training study programme "Slovene Language and Literature" (2nd Bologna cycle - MA), implemented by the Faculty of Arts of the University of Maribor, Slomškov trg 15, SI-2000 Maribor, in accordance with paragraph 7 of chapter 11 of Article 51h and chapter 7 of Article 51p of the Higher Education Act of the Republic of Slovenia (ZVis) (Official Gazette of the Republic of Slovenia, no. 119/06 – official consolidated text, 59/07 – Scholarship Act of the Republic of Slovenia (ZŠtip), 15/08 - Decision of the Constitutional Court of the Republic of Slovenia, 64/08, 86/09 and 62/2010 – Exercise of Rights to Public Funds Act of the Republic of Slovenia (ZUPJS)), and with reference to Article 56 of the valid Criteria for the Accreditation and External Evaluation of Higher Education Institutions and Study Programmes (Merila za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov – Official Gazette of the Republic of Slovenia, no. 95/2010).

In order to progress to the second year, students must complete at least 44 ECTS credits.

The programme does not contain individual segments.

Graduates of the second-cycle master’s programme can continue their studies in third-cycle programmes.

Data are mainly taken from the eVŠ portal, which currently includes data on graduates who completed their studies between 2005 and 31 December 2018. Records for students who have graduated since 2011 (the year of graduation of the first students enrolled in post-Bologna programmes) have been accessible at the Faculty of Arts since 2023. Data are provided for 2016, 2017 and 2018, and separately for 2020, according to the criterion of overview of occupations (https://univerzamb-my.sharepoint.com/:f:/g/personal/vanja_borko_um_si/EnZmEu0B0v9OmTVpuhjEQdIBvOFaQCnGQEfe1dgSA0-rbg?e=Ng4YsA). According to figures from the ESS, more job vacancies have been advertised for this group in the last three years (2019, 2020, 2021) than in previous years. Figures are shown for the occupations of subject teacher of Slovene (lower secondary level), teacher of Slovene (upper secondary level), journalist, librarian, copy editor/proofreader and documentalist. The qualification obtained by graduates of the programme represents outstanding potential for employment in numerous fields. The main occupations for which students of the single-subject teaching pathway of the second-cycle Slovene Language and Literature programme pursue a qualification are those of subject teacher of Slovene (lower secondary level) and teacher of Slovene (upper secondary level). In a context of migration and increasingly multicultural educational environments, demand is growing for teachers of Slovene as a second and foreign language. The pathway also offers the following employment opportunities: special needs education specialist, teacher of general education subjects at an upper secondary school, house parent in a school boarding house, teacher of Slovene to adult learners. Graduates of the single-subject teaching pathway can also be employed as copy editors/proofreaders, announcers/presenters (radio, television and other media) and journalists, working as commentators, moderators, editors or reporters. They are also employable as librarians, documentalists, social work associates and performing artists. It is worth pointing out that the percentage of master’s programme students securing employment before completing their studies is growing steadily, reflecting increasing demand in the job market.

The curriculum of the single-subject teaching pathway is designed in such a way that students have units from the PDP module, which as well as general units on pedagogy, didactics and psychology, includes special didactics units directly related to Slovene language and literature and a teaching placement, in all four semesters. In these units, special didactics content, competences, aims and learning outcomes are horizontally and vertically integrated into a complete whole. Complemented by a teaching placement, they provide the necessary knowledge and practical skills for teaching work. The compulsory units in the PDP module in the first year are: Pedagogy, Didactics, Psychology of Learning and Development, Working with Children with Special Needs, Interdisciplinary Observation Placement, Didactics of Slovene Language and Literature 1, Didactics of Slovene Language 2, Didactics of Slovene Literature 2 and Slovene Language and Literature Teaching Placement 1. The compulsory literature unit Literary Programmes and Aesthetic Concepts in Slovene Literature familiarises students with the development of Slovene literature from the nineteenth century onwards from the point of view of literary programmes and aesthetic concepts and in this way represents a basis for vertical integration with the literary history units of the second year, which address selected literary questions in greater depth or introduce new aspects to the study of literature. The School Essay unit focuses on educational practice and is horizontally and vertically integrated with other literary history units in the sense of training students to write essays on literary topics. The compulsory language unit Use of Normative Manuals in Teaching Slovene likewise focuses on practice in schools and looks at more recent views on the informativeness of normative manuals and their functional application. As such, it is vertically integrated with the language units of the second year, which involve the application of acquired knowledge to educational practices in schools. Introduction to Critical Discourse Analysis, which focuses on the reality of language use and its contextualised treatment, is most closely vertically integrated with Modern Approaches in Discourse Analysis and Social Linguistics. This unit encourages the construction of critical social awareness and the development of critical thinking, which is necessary for critical reflection on texts of various types and genres and on linguistic/literary practice, and in this sense establishes horizontal and vertical connections with the other linguistic and literary units. As well as compulsory units, the first year includes pedagogical electives. In combination with the units of the PDP module, these electives lay the pedagogical-didactic-psychological foundations and create the theoretical basis for the vertical integration of content, competences, aims and learning outcomes in subsequent semesters. The compulsory units in the PDP module in the second year are: Didactics of Slovene Language 3, Didactics of Slovene Literature 3 and Slovene Language and Literature Teaching Placement 2. The units are vertically linked to the units of the PDP module in the first year. The compulsory literature units further equip students for independent reflection on Slovene literature in the context of a selected problem area (The Contemporary Slovene Novel, Selected Chapters from Literature), including by introducing new theoretical and methodological approaches (Ecocriticism and Ecofeminism, Literature and Media). The compulsory language units are vertically integrated with the first-year language units in the sense of further familiarisation with the possibility of applying a theoretical linguistic basis in practice in the light of the aims of modern language teaching, from the point of view of lexicological questions (Selected Chapters from Slovene Lexiocology), text linguistics (Approach to the Text) and stylistic issues (Practical Stylistics), or in the sense of the contextualised treatment of linguistic variability (e.g. Social Linguistics). Alongside the compulsory units, the curriculum offers elective units, where students choose units from the groups Slovene Language Electives and Literature Elective. The elective units in these groups are horizontally and vertically integrated with the compulsory linguistic and literary units. Thus, for example, the elective unit Intercultural Communication in the Classroom is horizontally integrated with Social Linguistics, which provides understanding of fundamental sociolinguistic concepts related to intercultural communication, and vertically integrated with Introduction to Critical Discourse Analysis, which provides tools for the critical study of essentialism, the construction of (ethnicised) otherness and the perpetuation of unequal relations of social power. All these units contribute complementarily to shaping a vision of fairer intercultural relations. Finally, students integrate and apply all their acquired competences in the preparation and presentation of a master’s thesis.

Criteria and methods for testing and assessing student outcomes are made publicly available and are implemented in accordance with the adopted learning programme, unit syllabuses and information on the unit. The assessment system is regulated in accordance with the Statutes of the University of Maribor and the Rules on testing and assessing knowledge at the University of Maribor. Both documents are available online at: https://www.um.si/o-univerzi/dokumentno-sredisce. Learning outcomes are defined by syllabuses. These are made publicly available and are accessible to all. They can be consulted in the collection of programmes of study at the University of Maribor, which is aimed at students wishing to enrol (accreditation is shown for the cohort of students who will enrol in the following year), and on the Faculty of Arts website (Programmes of study | UM Faculty of Arts). The method of assessment and testing is defined in each syllabus. This means that, on the basis of the published syllabus content, students can compare or check the content and levels of knowledge associated with specific skills. Academic staff encourage continuous work and continuous testing of knowledge, in this way enabling students to maintain a constant overview of their own progress. Students are also verbally informed about assessment criteria and methods when they begin a unit. Following analyses of pedagogical work and evaluation of the programme, appropriate amendments are made to syllabuses. Verification of whether students are successfully meeting the requirements of the programme is done through the testing and assessment of knowledge, which is the basis on which students obtain marks and credits in individual units of the programme, allowing them to progress through the programme and move on to further studies. At the same time, it provides students with feedback on the level of knowledge they have attained. Exam results are entered in an electronic register called the Academic Information Subsystem (AIPS). Results are entered by the exam administrator, who has access to the details of the students entered for the exam. After entering the marks for an individual exam, the exam administrator submits a signed exam report to the Student Affairs Office. This report is kept permanently and represents an official record of the institution. Students are informed of exam results as soon as they are entered and confirmed by the exam administrator, via their personal AIPS account, which they access using a username and password. Students’ knowledge is tested in examinations, colloquia and other forms of testing and assessment, and awarded a positive or negative mark. Positive marks are “excellent” (10), “very good” (9 and 8), “good” (7) and “satisfactory” (6). Negative marks are all marks from 1 to 5. Examination timetables are published in the publicly accessible calendar for each individual academic year (http://ff.um.si/studenti/urniki). Lists of scheduled exam dates for individual units during the academic year are prepared by Departments and published by the Student Affairs Office in the AIPS by no later than 15 November for the current academic year.

The primary aim of the single-subject teaching pathway of the Slovene Language and Literature programme is to produce teachers who are qualified to teach at lower secondary level (i.e. as subject teachers in the upper years of the combined primary and lower secondary school in Slovenia) and in all years at (upper) secondary schools of all types including gimnazije (general upper secondary schools). Graduates acquire a suitably broad overview of the field and, thanks to the pedagogical-didactic-psychological content of the programme, are qualified to work with students at both the lower secondary and upper secondary levels. Through the compulsory PDP module, which includes didactics of the Slovene language and didactics of Slovene literature, the pathway teaches students to organise and plan work in the classroom, provides thorough training in interpersonal communication skills, trains them for work and duties outside the classroom (form teacher duties, mentoring, social partnership) and enables them to acquire the didactic competences required to teach their particular field. Elective language and literature units enable students to develop their knowledge of literary studies, linguistics and research methodology. Particular attention is paid to modern theoretical and methodological approaches, such as ecocriticism (a field of literary study) and, in the linguistics sphere, poststructuralist approaches including modern sociolinguistic approaches and critical discourse analysis. Elective language content trains students in intercultural communication and teaches them to address modern orthographic and orthoepic questions and incorporate language infrastructure into linguistic research and educational practice. Elective literary units train students in the independent interpretation of literary works and the connection of different interpretations of literary works to the reader’s horizon and acquaint them with the mechanisms of canonisation of literary works, including from the point of view of a rewriting of the canon that gives equal value to women authors. The single-subject teaching pathway qualifies students above all for teaching work, important aspects of which include the application of acquired knowledge and the use of specialised literature and contemporary language sources in an educational context. The need for this pathway derives from the role and position of the teacher in the modern education system. The pathway provides a suitable range of language and literary history content relating to current topics in Slovene as it is taught at primary and secondary school and teaches students to organise and plan work in the classroom, provides thorough training in interpersonal communication skills and trains them for work and duties outside the classroom. Elective units focus more sharply on specific issues in contemporary language and literature teaching. After completing the programme graduates have a broad overview of the field, while at the same time the pedagogical-didactic-psychological knowledge they have acquired enables them to adapt language and literature content to the relevant target group.

Graduates of the single-subject teaching pathway acquire the following general competences: - the ability to work creatively and autonomously in their field; - the ability to present findings and viewpoints coherently and cogently in a range of professional and public contexts; - the ability to independently collect, interpret and use new sources of knowledge; - the ability to read sources critically; - the ability to use quantitative, qualitative, descriptive and inferential approaches in research; - the ability to develop intercultural communication competence; - the ability to plan, monitor and evaluate their own professional development; - the ability to communicate effectively with learners and establish a stimulating learning environment; - the ability to adapt lessons to the cognitive, social and emotional maturity of learners; - the ability to plan, implement and evaluate the learning process; - the ability to use modern principles, methods and techniques of testing and assessing knowledge; - the ability to use modern information and communication technologies in teaching and other pedagogical work; - the ability to manage a class effectively; - the ability to connect with colleagues and the wider environment as part of a team; - the ability to communicate effectively with parents; - the ability to reflect critically on own teaching practice and plan own professional development; - a capacity for ethical (self-)reflection; - the ability to establish an inclusive learning environment; - the ability to develop creative and critical thinking in learners.

Graduates of the single-subject teaching pathway acquire the following subject-specific competences: - the ability to functionally apply modern linguistic and literary research methods; - the ability to cogently present findings and viewpoints on linguistic and literary phenomena and development processes; - the ability to study the dynamic relationship between language and social processes; - the ability to recognise, describe and explain changes and variations of linguistic patterns in specific social contexts and circumstances; - the ability to use modern approaches in sociolinguistics; - the ability to assess socio-political dynamics within the context of a critical approach to discourse; - critical literacy skills; - the ability to apply the principles of practical stylistics; - the ability to integrate the description and theory of text types and link them to social practice; - the ability to make practical use of and critically evaluate normative manuals of the Slovene language; - the ability to give an expert assessment of language policy developments and make cogent contributions to the formulation of language policy; - the ability to plan language education in accordance with European guidelines; - the ability to provide advice in connection with more complex language-related (normative, stylistic, variety-specific, language-policy-related) issues; - familiarity with the mechanisms of canonisation of literary works and understanding of the processes of revising literary canons; - the ability to independently interpret literary works and identify intertextual connections among them; - the ability to interpret literary texts from the point of view of the realisation of literary programmes and aesthetic concepts; - the ability to analyse a literary work from an ecocritical perspective; - the ability to relate literature to other media, including through involvement in the adaptation of literary works for other media (film, theatre, radio, etc.); - the ability to plan, organise and lead public (literary, cultural, specialised and other) events; - the ability to apply theoretical linguistic and literary foundations in practice with regard to the aims of contemporary language and literature teaching in primary and secondary schools; - the ability to functionally use language technologies and sources for the Slovene language in professional work; - the ability to set essays that enable the adequate verification of literary abilities in secondary education; - the ability to communicate the intercultural role of literature.

Enrolment in the second-cycle Slovene Language and Literature programme – pathway: Slovene Language and Literature (single-subject teaching pathway) is open to students who have completed: 1. A first-cycle study programme in a relevant field: 0232 Literature and Linguistics (Literature, Mother Tongue or First Language Programmes). 2. A first-cycle study programme in another field: 0114 Teacher Training with Subject Specialisation, 0188 Interdisciplinary Programmes and Qualifications Involving Education, particularly Education Science and Teacher Training, 0231 Language Acquisition (Second Languages, Foreign Languages, Sign Languages, Translation Programmes) (Translation, Interpreting, Foreign or Second Languages), 0232 Literature and Linguistics (Linguistics) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 12 ECTS credits. Course units essential for further study: Slovene Modernism, Expressionism and Social Realism (3 ECTS credits), Slovene Literature after 1950 (3 ECTS credits), Phonetics and Phonology (3 ECTS credits) and Morphology (3 ECTS credits). These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. 3. An academic study programme, adopted before 11 June 2004, in a relevant field: 0232 Literature and Linguistics (Literature, Mother Tongue or First Language Programmes). Such students normally have 60 ECTS credits recognised within the programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 4. An academic higher education programme, adopted before 11 June 2004, in another field: 0114 Teacher Training with Subject Specialisation, 0188 Interdisciplinary Programmes and Qualifications Involving Education, particularly Education Science and Teacher Training, 0231 Language Acquisition (Second Languages, Foreign Languages, Sign Languages, Translation Programmes) (Translation, Interpreting, Foreign or Second Languages), 0232 Literature and Linguistics (Linguistics). Such students normally have 40 ECTS credits recognised within the programme, and are admitted to the year corresponding to the number of credits recognised.

Transfers between programmes are possible in accordance with Articles 2 and 3 of the Criteria for Transfers between Study Programmes (UL RS 14/19). Applicants who meet conditions for enrolment in the proposed programme and the conditions for transfer between programmes will be informed what year they may enrol in and what missing course units they must complete if they wish to conclude their studies under the new programme. Transfers are possible between programmes: - which guarantee the acquisition of comparable competences on completion and - between which at least half the course units under the European Credit Transfer System (ECTS) from the first study programme relating to compulsory units of the second study programme may be recognised under the criteria for recognising knowledge and skills acquired prior to enrolment in the programme.

Procedures for identifying, verifying and recognising knowledge and skills acquired by a student through formal or non-formal learning before enrolling in the programme (“prior learning”) are regulated pursuant to the Rules on the recognition of knowledge and skills in programmes of study at the University of Maribor (https://www.um.si/wp-content/uploads/2021/11/Pravilnik-o-priznavanju-znanj-in-spretnosti-v-studijskih-programih-UM-st.-012-2019-2.pdf). Procedures for identifying, verifying and recognising knowledge and criteria for recognising knowledge and skills apply both to students enrolling at the University of Maribor and to already enrolled students who wish to have prior learning counted towards completion of a course unit in an existing programme.

Students complete the second-cycle Slovene Language and Literature programme when they have completed all prescribed course units in the single-subject teaching pathway, corresponding to at least 120 ECTS credits, and written and successfully defended a master’s thesis.

mag. prof. slov. jez. in knjiž. in …
magister profesor slovenskega jezika in književnosti in …
magistrica profesorica slovenskega jezika in književnosti in …

01 - Education

0114 - Teacher training with subject specialisation

5.3 - Educational sciences

During its 21st regular session, on 18 December 2009, the Council of the Slovenian Quality Assurance Agency for Higher Education – NAKVIS officially accredited the two-discipline postgraduate teacher-training study programme "Slovene Language and Literature" (2nd Bologna cycle - MA), implemented by the Faculty of Arts of the University of Maribor, Slomškov trg 15, SI-2000 Maribor, in accordance with Article 51h and chapter 2 of Article 51 of the Higher Education Act of the Republic of Slovenia (ZVis) (Official Gazette of the Republic of Slovenia, no. 119/06 – official consolidated text, 59/07 – 15/08- Decision of the Constitutional Court of the Republic of Slovenia: U-I-370/06-20, 64/08, 86/09), and with reference to Article 2 of the valid Rules of Procedure of the Accreditation Senate (Pravila o delu Senata za akreditacijo) and article 2 of the Criteria for the Accreditation and External Evaluation of Higher Education Institutions and Study Programmes (Merila za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov – Official Gazette of the Republic of Slovenia, no. 101/04).

In order to progress to the second year, students must complete at least 24 ECTS credits and the number of ECTS credits envisaged by the other chosen subject.

The programme does not contain individual segments.

Graduates of the second-cycle master’s programme can continue their studies in third-cycle programmes.

Data are mainly taken from the eVŠ portal, which currently includes data on graduates who completed their studies between 2005 and 31 December 2018. Records for students who have graduated since 2011 (the year of graduation of the first students enrolled in post-Bologna programmes) have been accessible at the Faculty of Arts since 2023. Data are provided for 2016, 2017 and 2018, and separately for 2020, according to the criterion of overview of occupations (https://univerzamb-my.sharepoint.com/:f:/g/personal/vanja_borko_um_si/EnZmEu0B0v9OmTVpuhjEQdIBvOFaQCnGQEfe1dgSA0-rbg?e=Ng4YsA). According to figures from the ESS, more job vacancies have been advertised for this group in the last three years (2019, 2020, 2021) than in previous years. Figures are shown for the occupations of subject teacher of Slovene (lower secondary level), teacher of Slovene (upper secondary level), journalist, librarian, copy editor/proofreader and documentalist. The qualification obtained by graduates of the programme represents outstanding potential for employment in numerous fields. The main occupations for which students of the two-subject teaching pathway of the second-cycle Slovene Language and Literature programme pursue a qualification are those of subject teacher of Slovene (lower secondary level) and teacher of Slovene (upper secondary level). In a context of migration and increasingly multicultural educational environments, demand is growing for teachers of Slovene as a second and foreign language. Graduates of the two-subject teaching pathway can also be employed as special needs education specialists, teachers of general education subjects at upper secondary schools, house parents in school boarding houses and teachers of Slovene to adult learners. Other employment opportunities include copy editors/proofreaders, announcers/presenters (radio, television and other media) and journalists, working as commentators, moderators, editors or reporters. They are also employable as librarians, documentalists, social work associates and performing artists. It is also worth pointing out that the percentage of master’s programme students securing employment before completing their studies is growing steadily, reflecting increasing demand in the job market.

The curriculum of the two-subject teaching pathway is designed in such a way that students study units from the PDP module, which as well as general units on pedagogy, didactics and psychology includes special didactics units directly related to Slovene language and literature and a teaching placement, in all four semesters. In these units, special didactics content, competences, aims and learning outcomes are horizontally and vertically integrated into a complete whole. Complemented by a teaching placement, they provide the necessary knowledge and practical skills for teaching work. Alongside the PDP module, the curriculum includes four compulsory units and two elective units (the latter from the groups Slovene Language Elective Units and Slovene Language and Literature Elective Units). The compulsory literary units in the first year are horizontally integrated with special didactics units on literature. Through the interpretation of representative texts from Slovene literature that are simultaneously part of the content taught in literature classes, the first compulsory literature unit (Literary Programmes and Aesthetic Concepts in Slovene Literature) points at constant and dynamic literary and aesthetic phenomena in Slovene literature. The second compulsory literature unit, the School Essay, is directly tied to educational practice or the writing of the matura essay. Both compulsory literature units are vertically integrated with the literary history units from the Slovene Language and Literature Elective Units group, which students choose from in the second year. The unit Literary Programmes and Aesthetic Concepts in Slovene Literature familiarises students with the development of Slovene literature from the nineteenth century onwards from the point of view of literary programmes and aesthetic concepts, and in this way represents a basis for vertical integration with elective literary history units, which address selected literary questions in greater depth or introduce new aspects to the study of literature. The School Essay unit (the other compulsory literature unit) focuses on educational practice and is vertically integrated with the elective units from this group in the sense of training students to write essays on literary topics. Because they contain Slovene language content that is also core content in language teaching at primary and secondary school, the compulsory language units of the first year are horizontally integrated with special didactics units related to language. Thus, for example, Selected Chapters of Slovene Lexicology familiarises students with current lexicological research and the possibility of applying theoretical lexicological foundations in practice, and is thus vertically integrated with elective language units from the groups Slovene Language Elective Units and Slovene Language and Literature Elective Units, in the sense of further familiarising students with the possibility of applying theoretical linguistic foundations in practice with regard to the aims of modern language teaching. Links with their second subject field enable the acquisition of knowledge that is integrated in an interdisciplinary sense. Finally, students integrate and apply all their acquired competences in the preparation and presentation of a master’s thesis.

Criteria and methods for testing and assessing student outcomes are made publicly available and are implemented in accordance with the adopted learning programme, unit syllabuses and information on the unit. The assessment system is regulated in accordance with the Statutes of the University of Maribor and the Rules on testing and assessing knowledge at the University of Maribor. Both documents are available online at: https://www.um.si/o-univerzi/dokumentno-sredisce. Learning outcomes are defined by syllabuses. These are made publicly available and are accessible to all. They can be consulted in the collection of programmes of study at the University of Maribor, which is aimed at students wishing to enrol (accreditation is shown for the cohort of students who will enrol in the following year), and on the Faculty of Arts website (Programmes of study | UM Faculty of Arts). The method of assessment and testing is defined in each syllabus. This means that, on the basis of the published syllabus content, students can compare or check the content and levels of knowledge associated with specific skills. Academic staff encourage continuous work and continuous testing of knowledge, in this way enabling students to maintain a constant overview of their own progress. Students are also verbally informed about assessment criteria and methods when they begin a unit. Following analyses of pedagogical work and evaluation of the programme, appropriate amendments are made to syllabuses. Verification of whether students are successfully meeting the requirements of the programme is done through the testing and assessment of knowledge, which is the basis on which students obtain marks and credits in individual units of the programme, allowing them to progress through the programme and move on to further studies. At the same time, it provides students with feedback on the level of knowledge they have attained. Exam results are entered in an electronic register called the Academic Information Subsystem (AIPS). Results are entered by the exam administrator, who has access to the details of the students entered for the exam. After entering the marks for an individual exam, the exam administrator submits a signed exam report to the Student Affairs Office. This report is kept permanently and represents an official record of the institution. Students are informed of exam results as soon as they are entered and confirmed by the exam administrator, via their personal AIPS account, which they access using a username and password. Students’ knowledge is tested in examinations, colloquia and other forms of testing and assessment, and awarded a positive or negative mark. Positive marks are “excellent” (10), “very good” (9 and 8), “good” (7) and “satisfactory” (6). Negative marks are all marks from 1 to 5. Examination timetables are published in the publicly accessible calendar for each individual academic year (http://ff.um.si/studenti/urniki). Lists of scheduled exam dates for individual units during the academic year are prepared by Departments and published by the Student Affairs Office in the AIPS by no later than 15 November for the current academic year.

The two-subject teaching pathway of the Slovene Language and Literature programme aims to produce teachers who are qualified to teach at lower secondary level (i.e. as subject teachers in the upper years of the combined primary and lower secondary school in Slovenia) and in all years at (upper) secondary schools of all types including gimnazije (general upper secondary schools). Graduates acquire a suitably broad overview of the field and, thanks to the pedagogical-didactic-psychological content of the programme, are qualified to work with students at both the lower secondary and upper secondary levels. Through the compulsory PDP module, which includes didactics of Slovene language and literature, the pathway teaches students to organise and plan work in the classroom, provides thorough training in interpersonal communication skills, trains them for work and duties outside the classroom (form teacher duties, mentoring, social partnership) and enables them to acquire the didactic competences required to teach their particular field. Elective language and literature units enable students to develop their knowledge of literary studies, linguistics and research methodology. Elective language content trains students in intercultural communication and teaches them to address modern orthographic and orthoepic questions and incorporate language infrastructure into linguistic research and educational practice. Elective literary units train students in the independent interpretation of literary works and the connection of different interpretations of literary works to the reader’s horizon and acquaint them with the mechanisms of canonisation of literary works, including from the point of view of a rewriting of the canon that gives equal value to women authors. The two-subject teaching pathway qualifies students above all for teaching work, important aspects of which include the application of acquired knowledge and the use of specialised literature and contemporary language sources in an educational context. The need for this pathway derives from the role and position of the teacher in the modern education system. The pathway provides a suitable range of language and literary history content relating to current topics in Slovene as it is taught at primary and secondary school and teaches students to organise and plan work in the classroom, provides thorough training in interpersonal communication skills and trains them for work and duties outside the classroom. Elective units focus more sharply on specific issues in contemporary language and literature teaching. After completing the programme graduates have a broad overview of the field, while at the same time the pedagogical-didactic-psychological knowledge they have acquired enables them to adapt language and literature content to the relevant target group.

Graduates of the two-subject teaching pathway acquire the following general competences: - the ability to work creatively and autonomously in their field; - the ability to present findings and viewpoints coherently and cogently in a range of professional and public contexts; - the ability to independently collect, interpret and use new sources of knowledge; - the ability to read sources critically; - the ability to use quantitative, qualitative, descriptive and inferential approaches in research; - the ability to develop intercultural communication competence; - the ability to plan, monitor and evaluate their own professional development; - the ability to integrate knowledge and competences in an interdisciplinary manner; - the ability to communicate effectively with learners and establish a stimulating learning environment; - the ability to adapt lessons to the cognitive, social and emotional maturity of learners; - the ability to plan, implement and evaluate the learning process; - the ability to use modern principles, methods and techniques of testing and assessing knowledge; - the ability to use modern information and communication technologies in teaching and other pedagogical work; - the ability to manage a class effectively; - the ability to connect with colleagues and the wider environment as part of a team; - the ability to communicate effectively with parents; - the ability to reflect critically on own teaching practice and plan own professional development; - a capacity for ethical (self-)reflection; - the ability to establish an inclusive learning environment; - the ability to develop creative and critical thinking in learners.

Graduates of the two-subject teaching pathway acquire the following subject-specific competences: - the ability to functionally apply modern linguistic and literary research methods; - the ability to cogently present findings and viewpoints on linguistic and literary phenomena and development processes; - the ability to apply the principles of practical stylistics; - understanding of the importance and new role of dialects in the process of globalisation; - the ability to provide advice in connection with more complex language-related (normative, stylistic, variety-specific, language-policy-related) issues; - familiarity with the mechanisms of canonisation of literary works and understanding of the processes of revising literary canons; - the ability to independently interpret literary works and identify intertextual connections among them; - the ability to interpret literary texts from the point of view of the realisation of literary programmes and aesthetic concepts; - the ability to plan, organise and lead public (literary, cultural, specialised and other) events; - the ability to apply theoretical linguistic and literary foundations in practice with regard to the aims of contemporary language and literature teaching in primary and secondary schools; - the ability to functionally use language technologies and sources for the Slovene language in professional work; - the ability to set essays that enable the adequate verification of literary abilities in secondary education; - the ability to communicate the intercultural role of literature.

Enrolment in the second-cycle Slovene Language and Literature programme – Slovene Language and Literature pathway (two-subject teaching pathway) is open to students who have completed: 1. A first-cycle study programme in a relevant field: 0232 Literature and Linguistics (Literature, Mother Tongue or First Language Programmes). 2. A first-cycle study programme in another field: 0114 Teacher Training with Subject Specialisation, 0188 Interdisciplinary Programmes and Qualifications Involving Education, particularly Education Science and Teacher Training, 0231 Language Acquisition (Second Languages, Foreign Languages, Sign Languages, Translation Programmes) (Translation, Interpreting, Foreign or Second Languages), 0232 Literature and Linguistics (Linguistics) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 12 ECTS credits. Course units essential for further study: Slovene Modernism, Expressionism and Social Realism (3 ECTS credits), Slovene Literature after 1950 (3 ECTS credits), Phonetics and Phonology (3 ECTS credits) and Morphology (3 ECTS credits). These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. 3. An academic study programme, adopted before 11 June 2004, in a relevant field: 0232 Literature and Linguistics (Literature, Mother Tongue or First Language Programmes). Such students normally have 30 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 4. An academic higher education programme, adopted before 11 June 2004, in another field: 0114 Teacher Training with Subject Specialisation, 0188 Interdisciplinary Programmes and Qualifications Involving Education, particularly Education Science and Teacher Training, 0231 Language Acquisition (Second Languages, Foreign Languages, Sign Languages, Translation Programmes) (Translation, Interpreting, Foreign or Second Languages), 0232 Literature and Linguistics (Linguistics). Such students normally have 20 ECTS credits recognised within the pathway, along with a corresponding number in the other half of the two-subject programme, and are admitted to the year corresponding to the number of credits recognised.

Transfers between programmes are possible in accordance with Articles 2 and 3 of the Criteria for Transfers between Study Programmes (UL RS 14/19). Applicants who meet conditions for enrolment in the proposed programme and the conditions for transfer between programmes will be informed what year they may enrol in and what missing course units they must complete if they wish to conclude their studies under the new programme. Transfers are possible between programmes: - which guarantee the acquisition of comparable competences on completion and - between which at least half the course units under the European Credit Transfer System (ECTS) from the first study programme relating to compulsory units of the second study programme may be recognised under the criteria for recognising knowledge and skills acquired prior to enrolment in the programme.

Procedures for identifying, verifying and recognising knowledge and skills acquired by a student through formal or non-formal learning before enrolling in the programme (“prior learning”) are regulated pursuant to the Rules on the recognition of knowledge and skills in programmes of study at the University of Maribor (https://www.um.si/wp-content/uploads/2021/11/Pravilnik-o-priznavanju-znanj-in-spretnosti-v-studijskih-programih-UM-st.-012-2019-2.pdf). Procedures for identifying, verifying and recognising knowledge and criteria for recognising knowledge and skills apply both to students enrolling at the University of Maribor and to already enrolled students who wish to have prior learning counted towards completion of a course unit in an existing programme.

Students complete the second-cycle Slovene Language and Literature programme when they have completed all prescribed course units in the two-subject teaching pathway and, at the same time, all prescribed course units in the other subject or programme, corresponding to a total of at least 120 ECTS credits (60 ECTS credits from the second-cycle Slovene Language and Literature programme (two-subject teaching pathway) and 60 ECTS credits from the other subject or programme), and written and successfully defended a master’s thesis. Students of two-subject pathways/programmes can also prepare a joint master’s thesis.

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magistrica slovenskega jezika in književnosti in …

02 - Arts and humanities

0232 - Literature and linguistics

6.2 - Languages and Literature

During its 4th regular session, on 17 June 2010, the Council of the Slovenian Quality Assurance Agency for Higher Education – NAKVIS officially accredited the two-discipline postgraduate study programme "Slovene Language and Literature" (2nd Bologna cycle - MA), implemented by the Faculty of Arts of the University of Maribor, Slomškov trg 15, SI-2000 Maribor, in accordance with Article 51h and chapter 2 of Article 23 of the Higher Education Act of the Republic of Slovenia (ZVis) (Official Gazette of the Republic of Slovenia, no. 119/06 – official consolidated text, 59/07 – 15/08- Decision of the Constitutional Court of the Republic of Slovenia: U-I-370/06-20, 64/08, 86/09), and with reference to Article 2 of the valid Rules of Procedure of the Accreditation Senate (Pravila o delu Senata za akreditacijo) and article 2 of the Criteria for the Accreditation and External Evaluation of Higher Education Institutions and Study Programmes (Merila za akreditacijo in zunanjo evalvacijo visokošolskih zavodov in študijskih programov – Official Gazette of the Republic of Slovenia, no. 101/04).

In order to progress to the second year, students must complete at least 24 ECTS credits and the number of ECTS credits envisaged by the other chosen subject.

The programme does not contain individual segments.

Graduates of the second-cycle master’s programme can continue their studies in third-cycle programmes.

Data on the employment outcomes of graduates of the two-subject non-teaching master’s programme in Slovene Language and Literature (source: University of Maribor website) show that the percentage of graduates who find employment before completing the programme is increasing (from 33.33% in 2018 to 50% in 2019). Graduates of the programme are employed in publishing, the science and research sector, and healthcare, in roughly equal proportions (around 33%). In the publishing and research sectors they work as journalists, linguists, writers, performing artists, etc., and also as general and specialised business secretaries. Below we offer employability figures for the occupations of journalist, librarian, copy editor/proofreader, documentalist, blog editor, online newspaper editor, radio/TV station website editor, presenter, editor/journalist, for the last three years (2019, 2020, 2021). The figures are taken from the Employment Service of Slovenia website. The qualification obtained by graduates of the programme represents outstanding potential for employment in numerous fields. The main field for which students of the two-subject non-teaching pathway pursue a qualification is research and development in the social sciences and humanities. Graduates are also employable as editors, presenters, journalists (particularly in the cultural field), librarians, documentalists, creative or performing artists, creative directors, advertising and public relations managers, business process coordinators (thanks to their sociolinguistic skills) and associates in art galleries, museums and libraries. They are also qualified to take on challenging and leadership roles in (literary, newspaper, magazine) publishing and literary and cultural mediation processes.

The curriculum of the two-subject non-teaching pathway consists of compulsory and elective Slovene language and literature units and a professional placement. The content of the units allows students to enhance their knowledge in specific fields of linguistic and literary studies and research methodology, and trains them to undertake research into new linguistic and literary phenomena in modern society. The pathway incorporates current ideas and content deriving from new circumstances and changes in society. The curriculum allows for a well-considered combination of compulsory and elective content that guides students towards a successful conclusion of their studies. The first year includes a total of six compulsory units on Slovene literature (The Literary Essay, The Contemporary Slovene Novel, Ecocriticism and Ecofeminism) and the Slovene language (Introduction to Critical Discourse Analysis, Social Linguistics, Slovene as a Second and Foreign Language in the European Union). The compulsory literature units give students a thorough introduction to certain key areas of contemporary Slovene literature (The Literary Essay, The Contemporary Slovene Novel) and acquaint them with new theoretical and methodological approaches (Ecocriticism and Ecofeminism). The literary content of the curriculum is complemented and broadened by elective content that teaches students to reflect independently on Slovene and European literature in the context of a chosen topic or area and gives them a grounding in intertextual and intermedial analysis. Thus, for example, by expanding knowledge of literary processes and evaluating their importance for the development of literature, the elective unit The European Literary Canon establishes horizontal and vertical connections with all the literature units in the pathway. The compulsory language units in the first year are horizontally integrated with each other from the point of view of the study of the reality of language use. In this sense they are also integrated with the elective unit Language Theories, which builds on these language units by introducing the concept of discourse as a multimodal phenomenon and includes the study of other semiotic systems alongside language. The second year includes three compulsory language units: Technical and Academic Text Production, Practical Stylistics, and Slovene and the South Slavonic Languages. These units introduce students to the basics of producing technical and academic texts, including through the use of language technologies, and position Slovene in relation to the other South Slavonic languages. A vertical connection with the first-year language units is present in the sense of building on the specialised and broader social knowledge acquired in the first year. The elective units on Slovene literature are logically connected to the first-year literary units in that they cover content related to contemporary Slovene literature (Contemporary Slovene Women Writers, Short Narrative Prose in the Second Half of the 20th Century) or intercultural literary ties (Slovene and Viennese Modernism). Vertical connections give the option of a sub-specialisation covering content from the first year, so students are recommended to choose elective units that have a logical vertical connection to their planned thesis topic. Practical training is also envisaged in the second year, in the context of the Professional Placement unit. Practical training, which takes place at a chosen institution, allows students to apply and build on everything they have learnt in the compulsory and elective units of the pathway. Links with their second subject field enable the acquisition of knowledge that is integrated in an interdisciplinary sense. Finally, students integrate and apply all their acquired competences in the preparation and presentation of a master’s thesis.

Criteria and methods for testing and assessing student outcomes are made publicly available and are implemented in accordance with the adopted learning programme, unit syllabuses and information on the unit. The assessment system is regulated in accordance with the Statutes of the University of Maribor and the Rules on testing and assessing knowledge at the University of Maribor. Both documents are available online at: https://www.um.si/o-univerzi/dokumentno-sredisce. Learning outcomes are defined by syllabuses. These are made publicly available and are accessible to all. They can be consulted in the collection of programmes of study at the University of Maribor, which is aimed at students wishing to enrol (accreditation is shown for the cohort of students who will enrol in the following year), and on the Faculty of Arts website (Programmes of study | UM Faculty of Arts). The method of assessment and testing is defined in each syllabus. This means that, on the basis of the published syllabus content, students can compare or check the content and levels of knowledge associated with specific skills. Academic staff encourage continuous work and continuous testing of knowledge, in this way enabling students to maintain a constant overview of their own progress. Students are also verbally informed about assessment criteria and methods when they begin a unit. Following analyses of pedagogical work and evaluation of the programme, appropriate amendments are made to syllabuses. Verification of whether students are successfully meeting the requirements of the programme is done through the testing and assessment of knowledge, which is the basis on which students obtain marks and credits in individual units of the programme, allowing them to progress through the programme and move on to further studies. At the same time, it provides students with feedback on the level of knowledge they have attained. Exam results are entered in an electronic register called the Academic Information Subsystem (AIPS). Results are entered by the exam administrator, who has access to the details of the students entered for the exam. After entering the marks for an individual exam, the exam administrator submits a signed exam report to the Student Affairs Office. This report is kept permanently and represents an official record of the institution. Students are informed of exam results as soon as they are entered and confirmed by the exam administrator, via their personal AIPS account, which they access using a username and password. Students’ knowledge is tested in examinations, colloquia and other forms of testing and assessment, and awarded a positive or negative mark. Positive marks are “excellent” (10), “very good” (9 and 8), “good” (7) and “satisfactory” (6). Negative marks are all marks from 1 to 5. Examination timetables are published in the publicly accessible calendar for each individual academic year (http://ff.um.si/studenti/urniki). Lists of scheduled exam dates for individual units during the academic year are prepared by Departments and published by the Student Affairs Office in the AIPS by no later than 15 November for the current academic year.

The two-subject non-teaching pathway of the Slovene Language and Literature programme develops students’ knowledge of literary science, linguistics and research methodology. It gives them a thorough grounding in modern theoretical and methodological approaches, such as ecocriticism (a field of literary study) and, in the linguistics sphere, poststructuralist approaches including modern sociolinguistic approaches and critical discourse analysis. It trains them in scientific and technical writing and introduces them to essay writing. It also trains them to communicate effectively both within the discipline and across disciplines. Elective language content trains students to analyse multicode discourses, incorporate language infrastructure into linguistic research and address modern orthographic and orthoepic questions with an emphasis on developing awareness of the heterogeneity of standard or literary language. Elective literary units train students in the independent interpretation of literary works and the connection of different interpretations of literary works to the reader’s horizon and acquaint them with the mechanisms of canonisation of literary works, including from the point of view of a rewriting of the canon that gives equal value to women authors. They also introduce them to research of the ties between literature and other (including interactive) arts. The two-subject non-teaching pathway qualifies graduates to work in a variety of institutions, in particular cultural institutions, where literary and linguistic competences and a broad cultural horizon are required. Graduates can play an active role in language policy and planning, advise on the oral interpretation of texts of various types and genres and cooperate in the design of literary and other cultural events. They are also qualified to undertake research in linguistics or literary studies and to assume challenging and leadership roles in publishing, literary mediation processes, print and electronic media and various cultural institutions.

Graduates of the two-subject non-teaching pathway acquire the following general competences: - the ability to work creatively and autonomously in various professional environments; - the ability to present findings and viewpoints coherently and cogently in a range of professional and public contexts; - the ability to independently collect, interpret and use new sources of knowledge; - the ability to read sources critically; - the ability to use quantitative, qualitative, descriptive and inferential approaches in research; - the ability to develop intercultural communication competence; - the ability to integrate knowledge and competences in an interdisciplinary manner; - the ability to use modern information and communications technologies; - professional socialisation skills; - the ability to plan, monitor and evaluate their own professional development; - the ability to participate actively in a research community; - the ability to conduct independent research, publish and present research results and take part in group research and development work; - the ability to work as part of a team; - a capacity for ethical (self-)reflection.

Graduates of the two-subject non-teaching pathway acquire the following subject-specific competences: - the ability to functionally apply modern linguistic and literary research methods; - the ability to cogently present findings and viewpoints on linguistic and literary phenomena and development processes; - the ability to study the dynamic relationship between language and social processes; - the ability to recognise, describe and explain changes and variations of linguistic patterns in specific social contexts and circumstances; - the ability to assess socio-political dynamics within the context of a critical approach to discourse; - critical literacy skills; - the ability to apply the principles of practical stylistics; - the ability to produce technical and scholarly texts of various genres; - the ability to give an expert assessment of language policy developments and make cogent contributions to the formulation of language policy; - the ability to plan language skills in Slovene as a second and foreign language; - the ability to provide advice in connection with more complex language-related (normative, stylistic, variety-specific, language-policy-related) issues; - the ability to compare south Slavonic languages from a linguistic point of view; - the ability to functionally apply language technologies and sources for the Slovene language in professional work; - familiarity with the mechanisms of canonisation of literary works and understanding of the processes of revising literary canons; - the ability to independently interpret literary works and identify intertextual connections among them; - the ability to analyse a literary work from an ecocritical perspective; - familiarity with development processes and shifts in Slovene essay writing and the ability to reflect on contemporary essay production; - the ability to plan, organise and lead public (literary, cultural, specialised and other) events; - the ability to undertake specialised work in institutions and organisations that play a part in shaping the literary and cultural landscape, or institutions involved in the collection, editing and dissemination of publications and information; - a capacity for cultural and literary mediation.

Enrolment in the second-cycle Slovene Language and Literature programme – pathway: Slovene Language and Literature (two-subject non-teaching pathway) is open to students who have completed: 1. A first-cycle study programme in a relevant field: 0232 Literature and Linguistics (Literature, Mother Tongue or First Language Programmes). 2. A first-cycle study programme in another field: 0221 Religion and Theology (Theology), 0222 History and Archaeology (Cultural History, Folklore Studies, History), 0223 Philosophy and Ethics (Philosophy), 0231 Language Acquisition (Second Languages, Foreign Languages, Sign Languages, Translation Programmes) (Translation, Interpreting, Foreign or Second Languages), 0232 Literature and Linguistics (Linguistics) 0314 Sociology and Cultural Studies (Ethnology, Cultural Studies, Sociology), – provided that before enrolling in the programme the student completes course units essential for further study, totalling 12 ECTS credits. Course units essential for further study: Slovene Modernism, Expressionism and Social Realism (3 ECTS credits), Slovene Literature after 1950 (3 ECTS credits), Phonetics and Phonology (3 ECTS credits) and Morphology (3 ECTS credits). These course units may be completed during the first-cycle programme, during programmes of further study or by passing differential examinations before enrolling in the programme. 3. An academic study programme, adopted before 11 June 2004, in a relevant field: 0232 Literature and Linguistics (Literature, Mother Tongue or First Language Programmes). Such students normally have 30 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the second year provided their recognised credits are sufficient to meet the conditions for transfers between programmes laid down by an accredited programme of study. 4. An academic higher education programme, adopted before 11 June 2004, in another field: 0221 Religion and Theology (Theology), 0222 History and Archaeology (Cultural History, Folklore Studies, History), 0223 Philosophy and Ethics (Philosophy), 0231 Language Acquisition (Second Languages, Foreign Languages, Sign Languages, Translation Programmes) (Translation, Interpreting, Foreign or Second Languages), 0232 Literature and Linguistics (Linguistics) 0314 Sociology and Cultural Studies (Ethnology, Cultural Studies, Sociology). Such students normally have 20 ECTS credits recognised within the programme, along with a corresponding number in the other half of the two-subject programme, and are admitted to the year corresponding to the number of credits recognised.

Transfers between programmes are possible in accordance with Articles 2 and 3 of the Criteria for Transfers between Study Programmes (UL RS 14/19). Applicants who meet conditions for enrolment in the proposed programme and the conditions for transfer between programmes will be informed what year they may enrol in and what missing course units they must complete if they wish to conclude their studies under the new programme. Transfers are possible between programmes: ? which guarantee the acquisition of comparable competences on completion and ? between which at least half the course units under the European Credit Transfer System (ECTS) from the first study programme relating to compulsory units of the second study programme may be recognised under the criteria for recognising knowledge and skills acquired prior to enrolment in the programme.

Procedures for identifying, verifying and recognising knowledge and skills acquired by a student through formal or non-formal learning before enrolling in the programme (“prior learning”) are regulated pursuant to the Rules on the recognition of knowledge and skills in programmes of study at the University of Maribor (https://www.um.si/wp-content/uploads/2021/11/Pravilnik-o-priznavanju-znanj-in-spretnosti-v-studijskih-programih-UM-st.-012-2019-2.pdf). Procedures for identifying, verifying and recognising knowledge and criteria for recognising knowledge and skills apply both to students enrolling at the University of Maribor and to already enrolled students who wish to have prior learning counted towards completion of a course unit in an existing programme.

Students complete the second-cycle Slovene Language and Literature programme when they have completed all prescribed course units in the two-subject non-teaching pathway and, at the same time, all prescribed course units in the other subject or programme, corresponding to a total of at least 120 ECTS credits (60 ECTS credits from the second-cycle Slovene Language and Literature programme (two-subject non-teaching pathway) and 60 ECTS credits from the other subject or programme), and written and successfully defended a master’s thesis. Students of two-subject pathways/programmes can also prepare a joint master’s thesis.