Povzetek
Nadzor nad vzgojno-izobraževalnim delom je v zadnjih treh desetletjih v slovenskih vrtcih in šolah »formalno« odločno prešel iz pedagoško-svetovalne v pretežno inšpekcijsko-nadzorno funkcijo. Kljub temu se je svetovalna vloga šolskih inšpektorjev, zlasti ob rednih, mestoma pa tudi izrednih nadzorih, vseskozi smiselno ohranjala, četudi Zakon o šolski inšpekciji to možnost že tretje desetletje izključuje. Današnje »neformalno« svetovanje šolskih inšpektorjev še vedno pomeni motivacijski, razvojni in organizacijski doprinos stroki, vrtcem in šolam, kar se v sodobnem času vse bolj prepoznava kot dejstvo v sistemu. Izhajajoč iz pedagogike, sociologije, razvojne psihologije ter drugih strok izraža izobraževanje otrok in mladostnikov procesne posebnosti, ki nakazujejo smiselnost pristopov, kjer lahko svetovanje in nadzor uspešno potekata vzporedno, tudi hkratno. V prispevku je izkustveno opisana tranzicija pretežno pedagoškega svetovanja v nadzor in nakazan trenutni preobrat, ki s kančkom upanja narekuje morebitne nove dopolnitve strokovnih poti šolske inšpekcije.
Abstract
Benefits of Inspection for Organisation and Advancement in Educational Institutions
Over the last three decades, the supervision of educational work in Slovenian kindergartens and schools has “officially” adamantly changed from mostly pedagogical counselling to supervisory inspection. Nevertheless, the advisory role of school inspectors, especially in the context of routine and, occasionally, extraordinary inspections, has been preserved on purpose, despite the fact that the School Inspection Act excludes this possibility for the third educational period. Even so, inspectors’ »informal« advisory opinions can contribute to the profession, kindergartens, and schools in terms of motivation, advancement, and organisation. This is now increasingly recognised by the system as a straightforward fact. Drawing on pedagogy, sociology, developmental psychology and other disciplines, the education of children and adolescents refl ects process particularities that suggest the viability of approaches where counselling and supervision can successfully run parallel or even simultaneously. The paper takes a practical example of a transition from predominantly pedagogical counselling to supervision, and suggests the current turning point which, hopefully, recommends potential improvements to the professional pathways of school inspection.