https://doi.org/10.59132/vviz/2024/2/30-50
Povzetek
Članek analizira učinke projektov Erasmus+ na vzgojno-izobraževalne zavode in njihovo vključitev v šolsko dokumentacijo. Temelji na nacionalni evalvacijski študiji programa Erasmus+ za obdobje 2014–2021 in preučuje povezavo med šolsko dokumentacijo ter projekti Erasmus+ v 15 javnih zavodih. Analizirani so bili programi razvoja, letni delovni načrti, vzgojni načrti, letna poročila o samoevalvaciji in poročila o uresničitvi letnega delovnega načrta. Učinki programa so bili obravnavani z vidika načrtovanja in vrednotenja na ravni zavoda. Ugotovljeno je, da zavodi sledijo predvsem zakonskim zahtevam načrtovanja in vrednotenja letnih delovnih načrtov, ne pa tudi drugih šolskih dokumentov. Trenutno načrtovanje se osredotoča na vsebino in obseg, ne pa na potrebe, cilje in strategije, zato poročila pogosto ne vsebujejo informacij o konkretnih učinkih projektov Erasmus+ ter predlogov za izboljšave. Prispevek podaja priporočila za Ministrstvo za vzgojo in izobraževanje, nacionalno agencijo CMEPIUS in vzgojno-izobraževalne zavode.
Abstract
Analysis of the Visibility of the Impact of Erasmus+ Projects in School Documentation from a Quality Perspective
The article analyses the impact of Erasmus+ projects on educational institutions and their integration into school documentation. It is based on the Erasmus+ National Evaluation Study for the period 2014–2021 and examines the connection between school documentation and Erasmus+ projects in 15 public institutions. Development programmes, annual work plans, educational plans, annual self-evaluation reports, and reports on the implementation of annual work plans were analysed. The impact of the programme was considered from the perspective of planning and evaluation at the institutional level. It was found that institutions primarily adhere to the legal requirements for planning and evaluating annual work plans, but not other school documents. Current planning focuses on content and scope rather than on needs, objectives, and strategies; thus, reports often lack information on the concrete impacts of Erasmus+ projects and suggestions for improvement. The paper offers recommendations for the Ministry of Education, the National Agency Cmepius, and educational institutions.