URN_NBN_SI_doc-O9M415O9

70 UDK 37.091.27:373.5(497.4) 1.01 Izvirni znanstveni članek Prejeto: 1. 10. 2015 Aleš Drolc* in Tjaša Lajovic** Splošna matura in njenih drugih deset let The general baccalaureate and its second decade Izvleček Splošna matura že dve desetletji zavzema po- memben del slovenskega šolskega prostora. Članek želi ob njeni dvajsetletnici spomniti na čas njenega uvajanja, še zlasti pa ponu- diti pogled na spremembe, ki jih je doživela v drugem desetletju. Splošno maturo so ob njeni uvedbi označili za »razvojni projekt«, kar napeljuje na sklep, da bodo čas, družbene okoliščine in tudi kritični odzivi različnih jav- nosti sčasoma pokazali njene pomanjkljivosti in nujnost sprememb. Vendar pa razumevanje »razvojnosti« mature ni tako preprosto, kot se lahko zdi – splošna matura je namreč izjemno kompleksen sistem, ki onkraj v javnostih iz- postavljenega dela posega tudi v polje srednje šole, univerze itd. O teži ali »razvojnosti« po- sameznih sprememb je zato toliko teže soditi. V tem besedilu splošni maturi v zadnjem dese- tletju sledimo skozi različne dokumente, ki jo (zakonsko) določajo. * Aleš Drolc, Višji svetovalec za zunanje preverjanje znanja, Državni izpitni center (Ric), Ljubljana, e-pošta: ales.drolc@ric.si ** Tjaša Lajovic, Višja svetovalka za zunanje preverjanje znanja, Državni izpitni center (Ric), Ljubljana, e-pošta: tjasa.lajovic@ric.si Abstract For two decades, the general baccalaureate (matura) has been a significant part of Slo- venian education. The aim of this article is to remind readers of the introduction of the baccalaureate and, in particular, to offer a viewpoint of the changes it has experienced in its second decade. Upon its introduction, the general baccalaureate was described as a “development project”, which leads to the conclusion that time, social conditions and critical reactions by different publics would slowly show the baccalaureate’s shortcom- ings and the necessity for changes. But the understanding of the “developmental” nature of the baccalaureate is not as simple as it may seem – it is an exceptionally complex system which, in addition to the publicly known ef- fects, also has an impact on the whole of secondary school education, university and so on. It is therefore much more difficult to judge the “developmental” nature of indi- vidual changes. In this article, the general baccalaureate is followed over the last dec- ade through various documents that (legally) define it.