mag. prof. ped.
magister profesor pedagogike
magistrica profesorica pedagogike

01 - Education

0111 - Education science

5 - Social 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 "Pedagogy" (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).

In order to progress to the second year of the Pedagogy programme – Pedagogy pathway (single-subject teaching pathway), students must complete at least 48 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.

The Department of Pedagogy at the Faculty of Arts of the University of Maribor works closely with the immediate and wider environment in which it operates. Students of the programme undergo practical training at numerous partner institutions. They also connect with the working environment when preparing their master’s thesis, since without cooperation with educational institutions they would not be able to research specific pedagogical phenomena. Numerous professionals from institutions that represent potential employment opportunities for students are involved in the learning process. Members of the Department participate in projects that take place in cooperation with institutions from the immediate and wider surrounding area. With the establishment of the Programme Council, the Department of Pedagogy’s connections with the broader working environment have been further reinforced. Alongside heads of programmes and student representatives, the Programme Council includes representatives of potential employers, placement supervisors and graduates of the programme. The purpose of the Programme Council is to participate in the design, evaluation and development of programmes at the Department. Through it we are also able to identify the knowledge requirements of working environments and coordinate them with the programme. The two-subject pathway of the Pedagogy programme enables students to acquire a broad range of theoretical and specialist knowledge from the general pedagogical, didactic, psychological and organisational fields and more broadly from the social science, statistics and information science fields. The pathway integrates with the programmes of other departments and enables students to complement the knowledge acquired in the two-subject pathway of the master’s programme in Pedagogy with knowledge from another chosen programme. The single-subject teaching pathway of the Pedagogy programme covers the content of the two-subject teaching pathway while also complementing it with far more in-depth pedagogical content and other content from the social sciences, in this way preparing students to work successfully in various fields ranging from education to industry. The soft skills experience that students gain over the course of the programme enables them to work successfully in teams and assume leadership functions in all fields. On completion of their studies, graduates of both pathways possess a broad range of knowledge and are qualified to work as teachers with various age groups – from pre-school to adult education. The programme primarily trains students for counselling work, organisation of education, analysis and planning of educational activities and research in schools, care institutions, training institutions, institutes, libraries and museums. The general and specific competences acquired by graduates also facilitate a transition to other fields of activity both of a non-economic nature (e.g. at public and private cultural institutions, media organisations, publishers, tourism bodies, scientific institutions, and so on) and of an economic nature (e.g. the planning, organisation, implementation and evaluation of education and training for businesses, human resources consulting, organisation of cultural activities, and so on). Graduates of the programme also possess the necessary competences to continue their studies in a doctoral programme. On 12 April 2013 the Act amending the Labour Market Regulation Act (ZUTD-A) entered into force and did away with the obligation to report job vacancies to the Employment Service of Slovenia (ESS). As a result, the ESS no longer has information on all job vacancies in the country. UM is still in the process of setting up a system for the regular and systematic monitoring of graduate employment outcomes. Since 2020 some data on employment outcomes prepared by the Faculty of Arts have been available on the eVŠ portal (https://univerzamb-my.sharepoint.com/:f:/g/personal/vanja_borko_um_si/EnZmEu0B0v9OmTVpuhjEQdIBvOFaQCnGQEfe1dgSA0-rbg?e=Ng4YsA). These data show that past graduates have found employment in education and also in other sectors, although the numbers of graduates employed in specific professions is not known. Similarly, data for the two-subject teaching pathway of the Pedagogy programme does not show in which of the two fields graduates have found employment. The Department of Pedagogy has an Alumni Club, membership of which is open to graduates of the second-cycle Pedagogy programme. Since membership of the club and the communication of details of employment is voluntary, the collected information is incomplete and does not allow generalisations.

Despite some similarities, the curricula of the single-subject and two-subject teaching pathways of the Pedagogy programme are different. Some units are compulsory or elective in both pathways, some units are compulsory in the single-subject pathway but elective in the two-subject pathway (e.g. Adults and Learning, Pedagogical Counselling, School Management and Education Policy, and Educational Approaches and Strategies), some units are only offered in the single-subject pathway (e.g. Philosophy of Science, Pedagogy of Marginalised Groups and Education for Health in Children and Adolescents), while others are only offered in the two-subject pathway (e.g. elective pedagogical units). Students of the single-subject teaching pathway of the Pedagogy programme acquire more in-depth content on pedagogy and related disciplines, while students of the two-subject pathway compensate with knowledge from areas related to their other chosen programme. Despite these differences, the logic of vertical and horizontal integration is similar in both pathways. The content of both pathways of the second-cycle Pedagogy programme is closely linked to that of the first-cycle academic two-subject Pedagogy programme. The master’s programme represents an enhancing, building on and focusing of the general pedagogical and didactic units from the first cycle (e.g. Introduction to Pedagogy, General Pedagogy, Methodology of Pedagogical Research, Basics of Didactics, History of Pedagogy) into two important areas of pedagogy: counselling/guidance and learning/teaching. The programme is designed in such a way that individual units or groups of units are vertically integrated with each other. All units of the first semester are core units of the programme and include in-depth content from pedagogical disciplines and methodology (Theory of Education, Didactic Theory and Practice, Pedagogical Psychology and Quantitative and Qualitative Pedagogical Research). Elective units in the second semester allow students to enhance their core knowledge with special and applied pedagogical disciplines while at the same time they gain practical professional experience through the unit Practical Training in Educational Counselling and Guidance. The further development of individual aspects of specialised professional content continues in the elective units of the third semester, where students gain an overview of the most important special and applied pedagogical disciplines. Practical Training in Learning and Teaching connects the theoretical knowledge acquired up to this point with teaching practice, giving students the opportunity to gain practical experience and initiating them into practical work. This curriculum represents the theoretical and practical basis for the Master’s Seminar unit and the preparation and defence of the master’s thesis, which represents the final act of the programme. The horizontal integration of the content of the single-subject and two-subject teaching pathways of the Pedagogy programme is evident in the fact that the units of an individual semester or year are logically connected in terms of content, or successfully complement each other. In the first year, the core units containing the basics of pedagogical disciplines and methodology (Theory of Education, Didactic Theory and Practice, Pedagogical Psychology and Quantitative and Qualitative Pedagogical Research) are interconnected in terms of content and are also well complemented by the content of the elective units. The elective units broaden and deepen the content of the compulsory units in the academic sense while at the same time offering students the opportunity to look more deeply at some aspects of specialised professional content. In this way they make an important contribution to the formation of the overall character of an educator. Both the compulsory and elective units of the first year represent a good theoretical basis for the unit Practical Training in Educational Counselling and Guidance, which allows students to interweave theoretical knowledge with pedagogical practice. The elective units of the second year likewise complement each other well in terms of content. Practical Training in Learning and Teaching is a key unit in the final semester since it links to all the core pedagogical and methodological units and the elective units of both years. In this way it integrates pedagogical theory and practice while at the same time steering students towards practical work.

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.

Primary aims: - to train professionals who, on completion of the second-cycle Pedagogy programme, will have acquired the knowledge, skills and competences to address complex problems and tasks in education both in a school context and in extracurricular contexts; - to train professionals who will be capable of assuming the most responsible management positions in education and other social sectors; - to train professionals who will be capable of recognising and analysing current processes and conditions in education, examining these processes critically and playing a creative and socially responsible part in the production of systemic and other documents on education; - to train professionals who will be capable of playing a part in the shaping and development of pedagogical science and of addressing pedagogical problems in the school, extracurricular and broader social contexts from a starting point of complex research.

- the ability to apply theoretical and other knowledge in complex, unpredictable and diverse circumstances; - the ability to integrate theory and practice; - the ability to evaluate own practice and devise new theoretical concepts; - the ability to plan and carry out research, combined with the ability to find and create new sources of knowledge; - the ability to provide technical criticism while showing responsibility and initiative; - the ability to lead organisations in the education field; - the ability to collaborate with the working and social environments and organise teamwork; - the ability to plan and maintain lifelong learning; - a capacity for ethical reflection and the ability to establish standards of professional ethics.

Subject-specific competences derive from the expected outcomes set out in each individual syllabus in the programme. The following represent a cross section of the subject-specific competences acquired by students through the compulsory units of the single-subject pathway of the Pedagogy programme: - thorough knowledge and understanding of the position of pedagogy as an academic discipline, and of its basic concepts; - the ability to recognise the personal dimensions that are necessary for effective educational work and understanding of how they fit into theoretical interpretative frameworks; - understanding of and respect for the professional and ethical dimensions of pedagogical work; - the ability to independently plan and conduct research processes and manage research projects; - thorough knowledge of didactic, pedagogical and pedagogical-psychological theoretical concepts and the ability to apply them in practice; - the ability to conduct didactic analysis of teaching and elaborate a didactic concept and proposals for the didactic improvement and reform of the education process; - the ability to communicate effectively in pedagogical terms with individuals and groups and resolve conflicts; - familiarity with the factors that affect classroom interaction and climate and strategies to improve them and the ability to apply these strategies in practice; - the ability to apply pedagogical theories to the resolution of specific work-related problems; - practical knowledge and experience of various fields of work and situations in the working environment and the ability to use these directly in various school activities; - in-depth understanding of pluralism and marginalised groups in a modern society and a specific culture, familiarity with strategies for working with marginalised groups and the ability to apply them in practice; - mastery of the theoretical concepts and programmatic starting points of school counselling work and the ability to provide counselling at different stages of education; - thorough familiarity with and the ability to critically evaluate theoretical approaches to designing a school’s educational concept, and the ability to plan, implement and evaluate pedagogical measures; - in-depth understanding of and the ability to critically evaluate the broader social and economic context of educational activity and understanding of the importance of school management for good-quality education; - the ability to participate in the updating and development of school curricula, and be involved in research and development activities organised at the school, local, national and international levels; - thorough familiarity with major theories and models of cognition and personality and recent findings regarding the structure, dynamics and development of personality and cognitive development, along with an ability to critically assess them and apply them in practice; - familiarity with adult education as a pedagogical discipline, the specific characteristics of adults in education, approaches to working with adults and their application in practice; - thorough familiarity with didactic strategies, teaching concepts and IT support for didactic strategies and the ability to prepare IT support for individual didactic strategies.

Enrolment in the second-cycle Pedagogy programme – pathway: Pedagogy (single-subject teaching pathway) is open to students who have completed: 1. A first-cycle programme in a relevant field: Education Science (0111), Training for Pre-School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114). 2. A first-cycle programme in another field: Arts (021), Humanities (022), Languages (023), Social and Behavioural Sciences (031), Social Work and Counselling (0923) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 23 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits) and Basics of Didactics (6 ECTS credits). 3. A first-cycle programme in another field: Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 35 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits), Basics of Didactics (6 ECTS credits), Developmental Psychology (6 ECTS credits) and Special Pedagogy (6 ECTS credits). 4. A professional higher education programme, adopted before 11 June 2004, in a relevant field: Education Science (0111), Training for Pre-School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114). 5. A professional higher education programme, adopted before 11 June 2004, in another field: Arts (021), Humanities (022), Languages (023), Social and Behavioural Sciences (031), Social Work and Counselling (0923) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 23 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits) and Basics of Didactics (6 ECTS credits). 6. A professional higher education programme, adopted before 11 June 2004, in another field: Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 35 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits), Basics of Didactics (6 ECTS credits), Developmental Psychology (6 ECTS credits) and Special Pedagogy (6 ECTS credits). 7. An academic higher education programme, adopted before 11 June 2004, in a relevant field: Education Science (0111). Such students can 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. 8. An academic higher education programme, adopted before 11 June 2004, in another field: Training for Pre-School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114), Arts and Humanities (02), Languages (023), Social and Behavioural Sciences (031), Social Work and Counselling (0923), Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10). For such students 10–30 ECTS credits are recognised within the study programme and students may enrol in the corresponding year of the programme. 9. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in a relevant field: Education Science (0111). 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. 10. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in another field: Training for Pre-School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114), Arts (021), Humanities (022), Languages (023), Social and Behavioural Sciences (031), Social Work and Counselling (0923), Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10). For such candidates 10-30 ECTS credits are recognised within the study programme and candidates may enrol in the corresponding year of the programme.

The following will be taken into account when selecting applicants for the second-cycle Pedagogy programme: Results in previous studies: Average mark: 70% Bachelor’s thesis mark: 30% (if previous studies included a bachelor’s thesis) or Average mark: 100% (if previous studies did not include a bachelor’s thesis).

In order to progress to the second year of the Pedagogy programme – pathway: Pedagogy (single-subject teaching pathway), students must complete at least 48 ECTS credits. In order to progress to the second year of the Pedagogy programme – pathway: Pedagogy (two-subject teaching pathway), students must complete at least 27 ECTS credits and the number of ECTS credits envisaged by the other half of the two-subject 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 Pedagogy programme – Pedagogy pathway (single-subject teaching pathway) when they have completed all course units prescribed by the programme, corresponding to at least 120 ECTS credits.

mag. prof. ped. in ...
magister profesor pedagogike in …
magistrica profesorica pedagogike in ...

01 - Education

0111 - Education science

5 - Social 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 "Pedagogy" (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).

In order to progress to the second year of the Pedagogy programme – Pedagogy pathway (two-subject teaching pathway), students must complete at least 27 ECTS credits and the number of ECTS credits envisaged by the other half of the two-subject programme.

The programme does not contain individual segments.

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

The Department of Pedagogy at the Faculty of Arts of the University of Maribor works closely with the immediate and wider environment in which it operates. Students of the programme undergo practical training at numerous partner institutions. They also connect with the working environment when preparing their master’s thesis, since without cooperation with educational institutions they would not be able to research specific pedagogical phenomena. Numerous professionals from institutions that represent potential employment opportunities for students are involved in the learning process. Members of the Department participate in projects that take place in cooperation with institutions from the immediate and wider surrounding area. With the establishment of the Programme Council, the Department of Pedagogy’s connections with the broader working environment have been further reinforced. Alongside heads of programmes and student representatives, the Programme Council includes representatives of potential employers, placement supervisors and graduates of the programme. The purpose of the Programme Council is to participate in the design, evaluation and development of programmes at the Department. Through it we are also able to identify the knowledge requirements of working environments and coordinate them with the programme. The two-subject pathway of the Pedagogy programme enables students to acquire a broad range of theoretical and specialist knowledge from the general pedagogical, didactic, psychological and organisational fields and more broadly from the social science, statistics and information science fields. The pathway integrates with the programmes of other departments and enables students to complement the knowledge acquired in the two-subject pathway of the master’s programme in Pedagogy with knowledge from another chosen programme. The single-subject teaching pathway of the Pedagogy programme covers the content of the two-subject teaching pathway while also complementing it with far more in-depth pedagogical content and other content from the social sciences, in this way preparing students to work successfully in various fields ranging from education to industry. The soft skills experience that students gain over the course of the programme enables them to work successfully in teams and assume leadership functions in all fields. On completion of their studies, graduates of both pathways possess a broad range of knowledge and are qualified to work as teachers with various age groups – from pre-school to adult education. The programme primarily trains students for counselling work, organisation of education, analysis and planning of educational activities and research in schools, care institutions, training institutions, institutes, libraries and museums. The general and specific competences acquired by graduates also facilitate a transition to other fields of activity both of a non-economic nature (e.g. at public and private cultural institutions, media organisations, publishers, tourism bodies, scientific institutions, and so on) and of an economic nature (e.g. the planning, organisation, implementation and evaluation of education and training for businesses, human resources consulting, organisation of cultural activities, and so on). Graduates of the programme also possess the necessary competences to continue their studies in a doctoral programme. On 12 April 2013 the Act amending the Labour Market Regulation Act (ZUTD-A) entered into force and did away with the obligation to report job vacancies to the Employment Service of Slovenia (ESS). As a result, the ESS no longer has information on all job vacancies in the country. UM is still in the process of setting up a system for the regular and systematic monitoring of graduate employment outcomes. Since 2020 some data on employment outcomes prepared by the Faculty of Arts have been available on the eVŠ portal (https://univerzamb-my.sharepoint.com/:f:/g/personal/vanja_borko_um_si/EnZmEu0B0v9OmTVpuhjEQdIBvOFaQCnGQEfe1dgSA0-rbg?e=Ng4YsA). These data show that past graduates have found employment in education and also in other sectors, although the numbers of graduates employed in specific professions is not known. Similarly, data for the two-subject teaching pathway of the Pedagogy programme does not show in which of the two fields graduates have found employment. The Department of Pedagogy has an Alumni Club, membership of which is open to graduates of the second-cycle Pedagogy programme. Since membership of the club and the communication of details of employment is voluntary, the collected information is incomplete and does not allow generalisations.

Despite some similarities, the curricula of the single-subject and two-subject teaching pathways of the Pedagogy programme are different. Some units are compulsory or elective in both pathways, some units are compulsory in the single-subject pathway but elective in the two-subject pathway (e.g. Adults and Learning, Pedagogical Counselling, School Management and Education Policy, and Educational Approaches and Strategies), some units are only offered in the single-subject pathway (e.g. Philosophy of Science, Pedagogy of Marginalised Groups and Education for Health in Children and Adolescents), while others are only offered in the two-subject pathway (e.g. elective pedagogical units). Students of the single-subject teaching pathway of the Pedagogy programme acquire more in-depth content on pedagogy and related disciplines, while students of the two-subject pathway compensate with knowledge from areas related to their other chosen programme. Despite these differences, the logic of vertical and horizontal integration is similar in both pathways. The content of both pathways of the second-cycle Pedagogy programme is closely linked to that of the first-cycle academic two-subject Pedagogy programme. The master’s programme represents an enhancing, building on and focusing of the general pedagogical and didactic units from the first cycle (e.g. Introduction to Pedagogy, General Pedagogy, Methodology of Pedagogical Research, Basics of Didactics, History of Pedagogy) into two important areas of pedagogy: counselling/guidance and learning/teaching. The programme is designed in such a way that individual units or groups of units are vertically integrated with each other. All units of the first semester are core units of the programme and include in-depth content from pedagogical disciplines and methodology (Theory of Education, Didactic Theory and Practice, Pedagogical Psychology and Quantitative and Qualitative Pedagogical Research). Elective units in the second semester allow students to enhance their core knowledge with special and applied pedagogical disciplines while at the same time they gain practical professional experience through the unit Practical Training in Educational Counselling and Guidance. The further development of individual aspects of specialised professional content continues in the elective units of the third semester, where students gain an overview of the most important special and applied pedagogical disciplines. Practical Training in Learning and Teaching connects the theoretical knowledge acquired up to this point with teaching practice, giving students the opportunity to gain practical experience and initiating them into practical work. This curriculum represents the theoretical and practical basis for the Master’s Seminar unit and the preparation and defence of the master’s thesis, which represents the final act of the programme. The horizontal integration of the content of the single-subject and two-subject teaching pathways of the Pedagogy programme is evident in the fact that the units of an individual semester or year are logically connected in terms of content, or successfully complement each other. In the first year, the core units containing the basics of pedagogical disciplines and methodology (Theory of Education, Didactic Theory and Practice, Pedagogical Psychology and Quantitative and Qualitative Pedagogical Research) are interconnected in terms of content and are also well complemented by the content of the elective units. The elective units broaden and deepen the content of the compulsory units in the academic sense while at the same time offering students the opportunity to look more deeply at some aspects of specialised professional content. In this way they make an important contribution to the formation of the overall character of an educator. Both the compulsory and elective units of the first year represent a good theoretical basis for the unit Practical Training in Educational Counselling and Guidance, which allows students to interweave theoretical knowledge with pedagogical practice. The elective units of the second year likewise complement each other well in terms of content. Practical Training in Learning and Teaching is a key unit in the final semester since it links to all the core pedagogical and methodological units and the elective units of both years. In this way it integrates pedagogical theory and practice while at the same time steering students towards practical work.

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.

- to train professionals who, on completion of the second-cycle Pedagogy programme, will have acquired the knowledge, skills and competences to address complex problems and tasks in education both in a school context and in extracurricular contexts; - to train professionals who will be capable of assuming the most responsible management positions in education and other social sectors; - to train professionals who will be capable of recognising and analysing current processes and conditions in education, examining these processes critically and playing a creative and socially responsible part in the production of systemic and other documents on education; - to train professionals who will be capable of playing a part in the shaping and development of pedagogical science and of addressing pedagogical problems in the school, extracurricular and broader social contexts from a starting point of complex research.

- the ability to apply theoretical and other knowledge in complex, unpredictable and diverse circumstances; - the ability to integrate theory and practice; - the ability to evaluate own practice and devise new theoretical concepts; - the ability to plan and carry out research, combined with the ability to find and create new sources of knowledge; - the ability to provide technical criticism while showing responsibility and initiative; - the ability to lead organisations in the education field; - the ability to collaborate with the working and social environments and organise teamwork; - the ability to plan and maintain lifelong learning; - a capacity for ethical reflection and the ability to establish standards of professional ethics.

The following represent a cross section of the subject-specific competences acquired by students through the compulsory units of the two-subject pathway of the Pedagogy programme: - thorough knowledge and understanding of the position of pedagogy as an academic discipline, and of its basic concepts; - the ability to recognise the personal dimensions that are necessary for effective educational work and understanding of how they fit into theoretical interpretative frameworks; - understanding of and respect for the professional and ethical dimensions of pedagogical work; - the ability to independently plan and conduct research processes and manage research projects; - thorough knowledge of didactic, pedagogical and pedagogical-psychological theoretical concepts and the ability to apply them in practice; - the ability to conduct didactic analysis of teaching and elaborate a didactic concept and proposals for the didactic improvement and reform of the education process; - the ability to communicate effectively in pedagogical terms with individuals and groups and resolve conflicts; - familiarity with the factors that affect classroom interaction and climate and strategies to improve them and the ability to apply these strategies in practice; - the ability to apply pedagogical theories to the resolution of specific work-related problems; - practical knowledge and experience of various fields of work and situations in the working environment and the ability to use these directly in various school activities. Specific competences are described in more detail in individual unit syllabuses. The acquisition of additional competences depends on the student’s choice of elective units.

Enrolment in the second-cycle Pedagogy programme – pathway: Pedagogy (two-subject teaching pathway) is open to students who have completed: 1. A first-cycle programme in a relevant field: Education Science (0111), Training for Pre School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114). 2. A first-cycle programme in another field: Arts (021), Humanities (022), Social and Behavioural Sciences (031), Social Work and Counselling (0923) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 23 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits), Basics of Didactics (6 ECTS credits). 3. A first-cycle programme in another field: Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 35 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits), Basics of Didactics (6 ECTS credits), Developmental Psychology (6 ECTS credits), Special Pedagogy (6 ECTS credits). 4. A professional higher education programme, adopted before 11 June 2004, in a relevant field: Education Science (0111), Training for Pre-School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114). 5. A professional higher education programme, adopted before 11 June 2004, in another field: Arts (021), Humanities (022), Social and Behavioural Sciences (031), Social Work and Counselling (0923) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 23 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits), Basics of Didactics (6 ECTS credits). 6. A professional higher education programme, adopted before 11 June 2004, in another field: Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10) – provided that before enrolling in the programme the student completes course units essential for further study, totalling 35 ECTS credits, and a corresponding number of ECTS credits in the other half of the two-subject programme. 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. Course units essential for further study: Methodology of Pedagogical Research (7 ECTS credits), Introduction to Pedagogy (4 ECTS credits), History of Pedagogy (6 ECTS credits), Basics of Didactics (6 ECTS credits), Developmental Psychology (6 ECTS credits), Special Pedagogy (6 ECTS credits). 7. An academic higher education programme, adopted before 11 June 2004, in a relevant field: Education Science (0111). 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. 8. An academic higher education programme, adopted before 11 June 2004, in another field: Arts (021), Humanities (022), Social and Behavioural Sciences (031), Social Work and Counselling (0923), Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10). Such students normally have 10–20 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. 9. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in a relevant field: Education Science (0111). 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. 10. A professional higher education programme, adopted before 11 June 2004, and a specialisation programme, adopted before 11 June 2004, in another field: Training for Pre-School Teachers (0112), Teacher Training without Subject Specialisation (0113), Teacher Training with Subject Specialisation (0114), Arts (021), Humanities (022), Social and Behavioural Sciences (031), Social Work and Counselling (0923), Business and Administration (041), Law (042), Natural Sciences, Mathematics and Statistics (05), Information and Communication Technologies (061), Engineering, Manufacturing and Construction (07), Agriculture, Forestry, Fisheries and Veterinary (08), Health and Welfare (09) and Transport Services, Security Services, Hotel, Restaurants and Catering, Travel, Tourism and Leisure, Personal Services (10). Such students normally have 10–20 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.

The following will be taken into account when selecting applicants for the second-cycle Pedagogy programme: Results in previous studies: Average mark: 70% Bachelor’s thesis mark: 30% (if previous studies included a bachelor’s thesis) or Average mark: 100% (if previous studies did not include a bachelor’s thesis).

In order to progress to the second year of the Pedagogy programme – pathway: Pedagogy (single-subject teaching pathway), students must complete at least 48 ECTS credits. In order to progress to the second year of the Pedagogy programme – pathway: Pedagogy (two-subject teaching pathway), students must complete at least 27 ECTS credits and the number of ECTS credits envisaged by the other half of the two-subject 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 Pedagogy programme – Pedagogy pathway (two-subject teaching pathway) when they have completed all course units prescribed for each subject, corresponding to at least 120 ECTS credits (60 ECTS credits from one half of the programme and 60 ECTS credits from the other).