Compare qualifications

	Profesor razrednega pouka (un)/profesorica razrednega pouka (un)	Profesor specialne in rehabilitacijske pedagogike (un)/profesorica specialne in rehabilitacijske pedagogike (un)
Translated title	Class teacher	Bachelor of Arts Special education and rehabilitation teacher
Type of qualification	Academic bachelor's degree	Academic bachelor's degree
Category of qualification	Educational Qualification	Educational Qualification
Type of education	Academic bachelor's education	Academic bachelor's education
Duration of education	4 years	4 years
Credits	240 credits	240 credits
Entry conditions	Matura or vocational matura in any secondary school programme and an examination in a matura subject (e.g. philosophy, geography, music, art theory, psychology, sociology, contemporary dance, theory and history of drama and theatre, history of art, history); the selected subject may not be a subject which the candidate has already taken in the vocational matura; or school-leaving examination (prior to 1 June 1995) under any four-year secondary school programme.	Matura or school-leaving examination (prior to 1 June 1995) under any four-year secondary school programme.
Field	01 Education	01 Education
Subfield	0113 Teacher training without subject specialisation	0113 Teacher training without subject specialisation
SQF Level	SQF 7	SQF 7
EQF Level	EQF 6	EQF 6
EOVK Level	First level	First level
Learning outcomes	The qualification holder will be able to: (general competences) communicate effectively with students and develop a positive group atmosphere and good relationships with and among students, develop students' ability to communicate in Slovene, develop social skills in students and demonstrate understanding and mastery of the basic procedures and principles of the counselling interview and work with students, create a safe and encouraging learning environment in which students feel accepted, and in which diversity is valued and independence and responsibility are encouraged, (co-)create clear rules for discipline and behaviour in the classroom, use appropriate strategies to deal with inappropriate behaviour, aggression and conflict, demonstrate a positive attitude to students through understanding of and respect for their social, cultural and linguistic origins, demonstrate awareness of the ethical frameworks of own actions and observe these values, demonstrate mastery of basic principles and processes for the planning, implementation and evaluation of the learning process, adequately integrate and coordinate objectives, content, learning methods and approaches in the concretisation of the curriculum, taking into account modern insights into curriculum teaching methods, take into account the developmental characteristics of students and the principles and factors of successful learning when planning and implementing lessons adapt teaching to the individual specificities of students in terms of previous knowledge, interests, learning styles and learning abilities, establish a strong learning environment by employing a broad repertoire of learning methods and strategies to encourage mental activity in students, rationally combine individual, group and lecture-style teaching, use effective methods to encourage motivation and develop independent learning strategies in students (learning to learn), adequately incorporate information and communication technologies into teaching and develop information literacy in students, identify students with special needs, adapt work to their specificities and cooperate with other teachers and experts, demonstrate mastery and rational application of various methods for testing and assessing knowledge and achievements, and monitoring student progress, both in the area of knowledge and in learning strategies and social skills, provide constructive feedback and appropriately report learning outcomes, (subject-specific competences) demonstrate knowledge and understanding of students' developmental characteristics, differences and needs, recognise learning abilities and difficulties, and take a holistic view of the child, apply special pedagogical knowledge to work with children with special needs, adapt learning and educational approaches to individual, social, linguistic and cultural differences of students, demonstrate knowledge and understanding of the material characteristics of lessons in the first two three-year cycles in the fields of Slovene, mathematics, science, technology, social science, sport, art, music, understand and apply specialist knowledge to achieve curriculum objectives in the first two three-year cycles of elementary school, show aesthetic sensitivity and a capacity to work effectively and creatively in artistic fields, demonstrate knowledge and understanding of the didactic characteristics of lessons in the first two three-year cycles of elementary school in the fields of Slovene, mathematics, science, technology, social science, sport, art, music, (foreign language), and cross-curricular integration. understand and apply elements of special didactics to achieve curriculum objectives in the first two three-year cycles of elementary school, use a broad spectrum of teaching and learning strategies adapted to the needs of students, provide pedagogical leadership for an individual, class and/or group, participate in expanded elementary school programmes (e.g. after-school activities, study circles, school networks, international cooperation, etc.), create an encouraging learning atmosphere and positive mutual relations and effectively address disciplinary problems.	The qualification holder will be able to: (general competences) communicate, provide advice and work as part of a team, demonstrate a capacity for synthetic, analytical and creative thinking and problem-solving, apply knowledge flexibly in practice, be autonomous, (self-)critical and reflective, carry out (self-)evaluation and strive for quality, demonstrate general knowledge, communicate with experts from other professional and academic fields, demonstrate initiative/ambition (value of ongoing personal development and professional training), demonstrate information literacy, manage time, undertake own preparations and planning, and check own implementation of plans, communicate in a foreign language, demonstrate knowledge and understanding of social systems, leadership and institutional frameworks of work (particularly of processes in education and culture), demonstrate openness and sensitivity to people and social situations, demonstrate knowledge and understanding of the development processes, differences and needs of the individual, demonstrate knowledge of concepts in education and their philosophical and historical foundations, demonstrate knowledge and understanding of the institutional frameworks of work (requirements, legislation, documentation, legal aspects of education), use of information and communication technologies in education, demonstrate understanding of individual values and value systems and deal with questions of professional ethics, demonstrate knowledge and understanding of and an orientation towards inclusive, non-discriminatory work and multiculturalism, (subject-specific competences) demonstrate knowledge of the theoretical bases of the field of special education and rehabilitation and apply them in practice, identify the special needs of the individual by using suitable (diagnostic) procedures, methods and techniques and plan individually tailored programmes or interventions in the rehabilitation process, develop inclusive culture, policy and practice, work with parents, guardians and families – informing, educating, counselling and providing emotional support, demonstrate knowledge of social systems, non-governmental organisations, voluntary work, advocacy, use appropriate procedures (methods) of research and development of practice in (field of work), e.g. case study, action research, etc., work synergistically in an organisation/(interdisciplinary) team, resolve conflicts at the relational and professional level, work in accordance with professional ethics and codes of conduct; identify and address moral and ethical dilemmas and problems: act in a manner that protects the basic rights, integrity and dignity of the individual, take responsibility for own professional development and learning by evaluating and reflecting on own work (experience learning, intervision, supervision).
Assesment and completion	Students' knowledge is assessed by means of practical exercises and seminar papers, and also via products, projects, performances, services, etc. and by examinations. Examination performance is scored as follows: 10 (excellent); 9 (very good: above-average knowledge but with some mistakes); 8 (very good: solid results); 7 (good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate). In order to pass an examination, a candidate must achieve a grade between adequate (6) and excellent (10).	Students' knowledge is assessed by means of practical exercises and seminar papers, and also via products, projects, performances, services, etc. and by examinations. Examination performance is scored as follows: 10 (excellent); 9 (very good: above-average knowledge but with some mistakes); 8 (very good: solid results); 7 (good); 6 (adequate: knowledge satisfies minimum criteria); 5–1 (inadequate). In order to pass an examination, a candidate must achieve a grade between adequate (6) and excellent (10).
Progress	In order to progress to the second year, students must complete 54 (90%) of the 60 credits available in the first year. To enrol in the third year, in addition to having completed all first-year requirements, students must have completed 54 of the 60 credits available in the second year. To enrol in the fourth year, in addition to having completed all first- and second-year requirements, students must have completed 54 of the 60 credits available in the third year.	To complete their studies, students must complete all credits envisaged in all parts of the programme (compulsory, elective, etc.).
Progression	Second-cycle master's study programmes (SQF level 8)	Second-cycle master's study programmes (SQF level 8)
Conditions for obtaining a public document	Students complete their studies when they have successfully met all requirements of the study programme and completed and defended a diploma thesis.	To complete their studies, students must complete all credits envisaged in all parts of the programme (compulsory, elective, etc.).
Awarding body	University of Primorska, Faculty of Education	University of Ljubljana, Faculty of Education
Awarding body URL	http://www.pef.upr.si/eng/	https://www.pef.uni-lj.si/12.html

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