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Introduction
11
eńectivepolicyofsupportingthenationalcultureofchildrenandadultswith
immigrationbackgrounds.
Reflectionsovertherelationshipbetweengrass-rootneedsandinitiatives
andpossibilitiesofactingintheinstitutionalcontextacquireanewdimension
thankstothearticlewrittenbyMonikaGovekar-Okoliń,„Practicaltrainingof
studentsandtherealisationoflifelonglearning.”Teauthordelineatesanorigi-
nalconceptofpracticalstudents’teaching,whichhasbeendevisedandapplied
attheUniversityofLjubljana.Asignificantaspectofthisconceptis,ontheone
hand,regardingpracticallearningasasituationinwhichknowledgeandskills
acquiredduringstudiesareverifiedaswellasasituationofgainingexperience
underthesupervisionofhighlyqualifiedtutors,andontheotherhand,asan
initialphaseoflifelonglearning.Tisphaseconstitutesasignificantintroduction
intoLLpracticesleadingtoprofessionaldevelopmentandimprovement.Tis
conclusionpointstotheaforementionednewaspectofthediscussionconducted
inthispartofthebook.Acontinuityoflearninginallperiodsoflifeconstitutes
theessenceoflifelonglearning.Hence,itisnecessarythateachstageofthis
educationispreparatoryforthenextone.However,itdoesnotpertainonlyto
thecreationofinstitutionalpossibilitiesbutalsotosuchsupportandthedeve-
lopmentofinitiativesandmotivationduringeachtypeofactivity,whichhasbeen
successfulandwillinturnpavethewayforsubsequentactions.
Tethirdpartofthebookcontainsarticlesdescribinginterestingexamples
ofeducationalpracticesinfamilyandschoolenvironments.Tefirstofthese
environmentsisabasicareaofresearchoninformaleducationprocesses,hence
itisinvaluableforthetheoryandpracticesoflifelonglearning.
AsitisemphasizedbySabinaJelencKrańovecandSonjaKump,theauthors
ofthearticle„IntergenerationalcooperationandlearninginfamiliesinSlove-
nia,”familyenvironmentisaverydynamicresearchareabecauseitreflectsin
aspecialwaysocialchangesthathavebeentakingplacelately.Onthebasisof
theconductedanalysisofthecasestudy,theauthorsclaimthatsociallearning
takingplaceinafamilyismainlylinkedwiththeinteraction,communication
andqualityofrelationsinthefamily.Itmeansthatwelearnmorewillingly
fromthosefamilymemberswithwhomwehavegreatercontact,speakmore
frequentlyandhavebetterinterpersonalrelations,andnotnecessarilyfrom
thosewithwhomwehaveclosebloodties.Hence,ininformaleducation,that
canbecalled“formalfamilystructures”losesitssignificanceforfactorsof
moreemotionalcharacter.Researchersofarelationshipbetweenteachersand
parentshaveobservedsimilarregularities.BarbaraŠtehandJanaKalinfrom
theUniversityofLjubljana,whoareinvestigatingsuggestionsthatcouldlead
toanimprovementofcooperationbetweenparentsandteachers,statethat
parentsemphasizeintheirstatementsissuesconnectedwithinterpersonal
relations,trustandanabilitytolistentoapartner.Suggestionsgatheredinthe
researchenabletonoticebasicfactorsofcreatingschoolculturethatpromotes
partnershipbetweenteachers,studentsandparents.
