Organizacija, letnik 39 Razprave številka 8, oktober 2006

Uvajanje novih storitev v vzgojno-izobraževalne 
zavode

Janko Harej 

TŠC Nova Gorica, Cankarjeva 10, 5000 Nova Gorica, Slovenija in Zavod RS za šolstvo, OE Nova Gorica, 

Erjavčeva 2, 5000 Nova Gorica, Slovenija, janko.harej@guest.arnes.si

V zadnjih leti se vzgojno-izobraževalni zavodi (v nadaljevanju VIZ) intenzivneje opremljajo z računalniško opremo. Z boljšo 
opremljenostjo z računalniško strojno opremo nastopa ugoden čas za uvajanje novih storitev v šole. Najprej je potrebno nove storitve 
opredeliti, določiti način in stroške vpeljave le-teh v VIZ in skozi pilotne projekte odkriti načine za povezovanje VIZ in optimalno uporabo 
novih storitev. Nato lahko sledi obsežno uvajanje novih storitev.

Ključne besede: internet, upravljanje vsebin, gradiva, e-izobraževanje, vzdrževanje, tehnična podpora

1 Uvod

V zadnjih letih je Ministrstvo za šolstvo in šport 
veliko sredstev omenilo opremljanju VIZ z računalniško 
opremo. Večino denarja je bilo vloženega predvsem v 
nakup računalniške opreme in nadgradnji ter vzdrževanju 
računalniških omrežij. Na ministrstvu se intenzivno 
razmišlja o prenovi Slovenskega izobraževalnega omrežja, 
poteka izvedbena faza razpisa za izdelavo e-gradiv, kupuje 
se didaktična programska oprema itd. Nastopil je ugoden 
čas za uvajanje novih storitev v VIZ.

Na pobudo posameznikov se je na Zavodu RS za šolstvo 
ustanovila razvojna skupina za uvajanje novih storitev v 
VIZ pod vodstvom Milana Podbrščka. Njene naloge so: 

n definiranjestanjanapodročju uporabe informacijskih 
in komunikacijskih storitev v VIZ,

n preučitev možnosti uvajanja informacijske podpore 
timskemu delu na VIZ,

n preučitev možnosti in določitev pravil predstavitve in 
objavljanja gradiv na spletiščih VIZ,

n pregled novih storitev na področju IKT in potreb po 
uvajanju teh storitev v VIZ,

n določitev podlag za uvajanje novih storitev v VIZ idr.

2 Izbor storitev za uvajanje

Pri preučevanju storitev smo člani razvojne skupine za 
uvajanje novih storitev v VIZ(v nadaljevanju skupina) 
ugotovili, da lahko storitve razvrstimo v dve skupini. Prvo 
skupino predstavljajo storitve, ki bodo neposredno na voljo 
učiteljem, dijakom in drugim delavcem VIZ in prinašajo 
dodano vrednost. Za dobro delovanje le-teh pa je nujno 
potrebno uvesti tudi določene podporne storitve – te smo 
uvrstili v drugo skupino.

V prvo skupino smo uvrstili in preučevali naslednje 
storitve/aplikacije:

n upravljanje z dokumenti (datotečni strežniki),

n elektronska pošta,

n podpora sodelovalnemu/skupinskemu delu,

n upravljanje z vsebinami (portali),

n podpora e-učenju,

n šolski informacijski sistemi (redovalnica, dnevnik, 
evidenca),

n neposredno sporočanje,

n urnik,

n avdio/video konference idr.

Za izvajanje in boljše upravljanje z zgornjimi storitvami 
je potrebno razmišljati še o naslednjih storitvah:

n storitve preverjanja uporabnikov – z namenom 
povezovanja sistemov (avtentikacija),

n imenski strežniki (DNS),

n varnostno kopiranje,

n požarni zidovi,

n omejevanje dostopa do škodljivih vsebin,

n dodeljevanje internetnih naslovov,

n brezžični dostop do spleta,

n izdelava in overjanje digitalnih potrdil,

n centralni nadzor na storitvami idr.

Za vsako storitev je bil sestavljen nabor konkretnih 
aplikativnih rešitev, ki ustrezno storitev zagotavljajo. Nato 
je bil izdelan seznam tehničnih zahtev za poganjanje 
izbrane rešitve in potrebna znanja za upravljanje. Končno 
smo za vsako rešitev opredelili katera opravila bi lahko 
opravljal nekdo od zaposlenih na VIZ in katera morajo biti 
zagotovljena s strani ustrezno izobraženega kadra zunaj 
VIZ.

Pri odločanju o vpeljavi posamezne storitve je 
prevladalo mnenje, da se raje vpelje manj storitev in da te 
delujejo zelo stabilno. Le tako je mogoče pričakovati rabo 
novih storitev in rast uporabe IKT pri pouku.

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3 Tehnične rešitve

Seveda so se v določanju načina vpeljevanja novih storitev 
pojavila številna tehnična vprašanja. Za optimalno razrešitev 
le-teh smo se povezali z vodilnimi računalniškimi podjetji 
v Sloveniji.

Pri masovnem opremljanjem šol z novimi storitvami 
je potrebno postaviti kriterije izbire storitev/osnovne 
platforme:

n stabilno delovanje,

n razširljivost,

n cena.

S stališča stabilnega delovanja storitev se je postavilo 
vprašanje za vsako storitev posebej ali naj bo nameščena 
na VIZ ali naj se storitev raje najame od zunaj. Odgovor 
za nekatere storitve določa narava storitve same, za druge 
storitve je odgovor težje sprejeti oziroma jo bo potrebno 
sprejeti za vsako VIZ posebej. Uvajanje vsake storitve 
namreč pomeni uvajanje določenih novih delovnih 
obveznosti – te se od storitve do storitve razlikujejo glede 
na naravo in zahtevnostjo. Pri uvajanju novih storitev 
v posamezno VIZ bo ministrstvo poskrbelo, da bo pri 
projektu sodeloval tudi ustrezno izobražen svetovalec, ki 
bo VIZ svetoval glede možnosti, morebitnih težav in zahtev 
pri uvajanju določene storitve. 

Iz tehničnih razlogov je bilo ugotovljeno, da bo 
potrebno VIZ za potrebe izvajanja novih storitev opremiti 
z strežniško računalniško opremo. Z namenom, da bi se 
strežniška računalniška oprema čim bolje izrabila je bilo 
predlagano, da bi se lahko, kjer je to mogoče, sosednji VIZ 
povezali med seboj v t.i. kampus in skupaj koristili opremo. 
S tem bi se drastično zmanjšali stroški oziroma za iste 
stroške nudile boljše oziroma večji nabor storitev. Končno 
povezovanje koristi tudi učnemu procesu na VIZ.

Pri skupni uporabi strojne opreme s strani več 
različnih organizacij se pojavi problem dostopanja do 
lastnih podatkov, upravljanja lastnih storitev itd. Poiskati 
je bilo torej potrebno rešitev, ki bi različnim organizacijam 
omogočala uporabo iste strojne opreme, hkrati pa prikazala 
isto strojno opremo vsaki organizaciji tako, kot da jo ima 
le ta sama zase. To se lahko doseže z uvedbo navideznih 
strežnikov. 

Navidezni strežnik je strežnik, ki je zgrajen z uporabo 
posebne sistemske programske opreme, ki je postala 
dostopnejša v zadnjem času. Dejansko omogoča nameščanje 
več operacijskih sistemov na en fizični računalniški sistem. 
Ideja je torej v tem, da vsaka organizacija dobi določeno 
število navideznih strežnikov, dejansko pa vse organizacije 
izkoriščajo en fizični strežnik – isto strojno opremo. Uporaba 
take sistemske programske opreme tudi poenostavlja 
vzdrževanje računalniškega sistema saj je mogoče izvajanje 
varnostnih kopij kar celega izbranega navideznega sistema 
v celoti.

Vsako uvajanje informacijskih rešitev v organizacijo 
nujno vpliva na delo v organizaciji sami. Zato, da bi se VIZ 
znale spopasti z novimi izzivi je na zavodu bila vzpostavljena 
razvojna skupina za ravnatelje. Naloga skupine je predvsem 
sestava primerov dobre prakse pri vpeljavi novih storitev 
v VIZ, računalniško opismenjevanje ravnateljev, dajanje 
pobud za opremljanje VIZ ipd. 

Ena od nalog skupine je tudi sestava podlag za usta-
navljanje šolskih strateških svetov za informatizacijo, 
ki se bodo sposobni srečati z novimi izzivi na področju 
informatizacije VIZ, ki bodo znali seznanjati zaposlene o 
obstoju novih storitev in jih usmerjati na izobraževanja za 
uporabo le-teh.

4 Pilotni projekt

Da bi projekt masovnega uvajanja novih storitev čim bolj 
nemoteno tekel, se pripravlja izvedba pilotnih projektov, 
kjer bi nove storitve uvedli v nekaj kampusov in tako 
preverili pravilnost sprejetih odločitev.

Cilji pilotnega projekta so sledeči:

n določiti organizacijsko strukturo projektnega tima 
pri uvajanju novih storitev za izbrani kampus – kako 
optimalno povezati VIZ, kjer je to mogoče,

n motivirati in izobraževati za uporabo novih IKT 
storitev, 

n določiti seznam opravil ob uvajanju novih storitev v 
VIZ,

n določiti natančen seznam potrebnih znanj in kompetenc 
za upravljanje storitev,

n preskus delovanja računalniške strojne in programske 
opreme v smislu čim večje obremenitve,

n dopolnila za razpis za masovno uvajanje storitev v 
VIZ,

n izračun celotne cene lastništva za različne izbore 
programske in strojne opreme,

n v skladu z načrti, pričakovanji posameznih šol in 
zmožnostmi testirati tudi drugo strojno in programsko 
opremo.

Pilotni projekti se bodo izvedli v kampusih, ki so bili 
izbrani po različnih kriterijih, med drugim:

n zastopanost več regij,

n različne organizacije povezane s širokopasovno optično 
povezavo,

n v kampusu so VIZ različnih vrst, 

n vse VIZ v kampusu so seznanjene z vsebino pilotnega 
projekta in so v uspešno izvedbo pripravljene vložiti 
napore,

n ustrezno izobraženi kadri idr.

Organizacija, letnik 39 Razprave številka 8, oktober 2006


Slika 1: Shema računalniškega sistema z dvema 
navideznima računalniškima sistemoma

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5 Strateški vidik projekta

Projekt uvajanja novih storitev prinaša za VIZ številne 
prednosti za različne ciljne skupine:

n učitelji in učenci – so končni uporabniki večine storitev 
– pridobijo možnost e-izobraževanja, projektnega 
in timskega dela z uporabo IKT, dostop do novih 
storitev oziroma bolj kvalitetno uporabo obstoječih 
(elektronska pošta) itd.

n Ravnatelji – poleg storitev, ki jih uporabljajo učitelji in 
dijaki se za ravnatelje uvedejo še storitve za spremljanje 
projektov in nadzor nad resursi (učilnicami, opremo 
itd.), testirana bo tudi uporaba orodij za vrtanje po 
podatkih,

n skrbniki šolskega računalniškega omrežja in storitev 
– pridobijo orodja za nadzor omrežij in navodila, 
kako upravljanje omrežnih storitev čim ekonomičneje 
opravljati,

n Zavod RS za šolstvo – na podlagi rezultatov projekta 
bo mogoče kvalitetneje usmerjati delo organizatorjev 
informacijskih dejavnosti preko mreže mentorskih šol 
in sestavo didaktičnih seminarjev za učitelje,

n Ministrstvo za šolstvo in šport – izhajajoč iz rezultatov 
projekta bo mogoče izdelati model za splošno uvajanje 
novih storitev v vzgojno izobraževalne zavode,

n Arnes – pridobi rešitve za splošno vključevanje projekta 
BIO (Brezžično Izobraževalno Omrežje) vzgojno 
izobraževalne zavode,

n Zmanjšanje TCO (Total cost of ownership) z večjo 
uporabo IKT in zmanjševanjem stroškov.

6 Zaključek

Uvajanje novih storitev v VIZ je zahteven in obsežen 
projekt. Ministrstvo za šolstvo bo skušalo poskrbeti za 
opremljanje in tehnično podporo, Zavodu RS za šolstvo pa 
bo uvajanje podprl predvsem z ustreznim izobraževanjem in 
spodbujanjem učiteljev. Možnosti je veliko, nabor možnosti 
se bo s časoma verjetno še povečeval. V tej raznolikosti bo 
vsak učitelj moral najti tiste storitve, ki najbolj ustrezajo 
njegovemu stilu poučevanja oziroma, ki v učni proces 
doprinesejo največ.

Viri in literatura

Dolenc T.: ARNES Experience – Introducing ICT to Schools 
in Slovenia, dostopno na http://www.terena.nl/activities/
schools/workshop-1/050222_td_arnes.pdf (15. 6. 2006).

Gerlič I.: Stanje in trendi uporabe informacijsko komunikacijske 
tehnologije v slovenskih srednjih šolah, dostopno na http://
www.pfmb.uni-mb.si/raziskave/sr2005/ (15. 6. 2006).

LaQuey Parker T.: The internet and Schools: A Survey of 
Networking Activities, dosegljivo na http://www.ibiblio.
org/cisco/tracy-article.html (15. 6. 2006). 

Schweb G. (2006). Strategies to reduce TCO of ICT in schools, 
dostopno na http://www.eu-ripides.net/home/files/schwed-
tco_of_school_ict-2006-05-25.pdf (15. 6. 2006).

Štempihar A.: Zakaj IKT projekti padajo? Dostopno na http://
www.eu-ripides.net/home/files/ stempihar_a les.ppt (15. 6. 
2006). 

Janko Harej poučuje strokovne predmete na Tehniškem 
šolskem centru v Novi Gorici. Leta 1999 je diplomiral na Fakulteti 
za računalništvo in informatiko Univerze v Ljubljani. Deluje 
predvsem na področju spletnih. Kot višji svetovalec Zavoda 
RS za šolstvo sodeluje pri pripravi računalniških izobraževalnih 
programov za učitelje in koordinira delo skupine za preučevanje 
sistemov za upravljanje z vsebinami in skupine za uvajanje 
novih storitev v vzgojno-izobraževalne zavode.

Organizacija, letnik 39 Razprave številka 8, oktober 2006

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Organizacija, letnik 39 Summaries številka 8, oktober 2006

Janez Mayer

The Lost Direction of the Bologna 
Renewal

Gabrijel Devetak

The Bologna renewal of Slovenian university 
education does not follow the guidelines 
set by the EU. Universities are increasingly 
losing their independent status undermined 
by the dictation of politics (reduction 
of teachers’ copyrights, gradual limiting of 
inscription to social studies). Duration of 
study seems to be more important criterion 
than its quality. There is no competition 
among teachers, and students seem to be far 
more interested in their social rights than in 
raising the quality of study process. At this 
moment, Slovenian university education 
is stuck in the cul-de-sac whereas graduation 
from a secondary school has lost its 
selective value. The main reason for above 
mentioned problems could be the absence of 
creative dialogue (not negotiations) among 
all partners participating in the university 
education system. 

Key words: University education, 
Bologna reform

Efforts to promote e-literacy

It is stressed in the Strategy of the 
development of the Republic Slovenia that 
there should be a more efficient consistency 
to pose among the market efficiency and a 
social responsibility of a modern state. It is 
to underline the development of information 
communication technology, ICT, and 
its meaning for economy which enables 
Slovenia to use potentials efficiently. Among 
basic there is to stress high investments in 
education and training to use ICT: ICT 
enables good quality of education and skills, 
but also it enables to activate all potentials 
that without ICT use would never be used. 
It is important that ICT also promotes 
adaptability to be competitive in globalization 
processes; it is also very supportative to 
access of life-long-learning. All exposed is of 
very specific meaning: it brings to values as 
employment, social inclusion, cohesion and 
social cohesion. That is why it is very important 
a quality of e-education and training, 
how to use e-skills way to bring to competitiveness 
all subjects and on all levels. Efforts 
to improve e-literacy are great and they are 
on all levels – EU, the level of state, sectors, 
projects and individuals. There are efforts 
to get resources to promote e-learning and 
e-skills as we are within the processes of 
Lisbon strategy and at the very beginning of 
the next financing perspective 2007-2013.

Key words: e-literacy, information 
communication technology, ICT, strategy, 
human potentials, partnership

Metod Černetič,

Olga Dečman Dobrnjič

Tomaž Kolar

Education Planning and 
Management of Changes

Planning of education as a separate 
activity was relatively lately introduced on 
universal area of economic and social planning. 
The need for planning education has 
increased heavily with a need for regulation 
of explosion of population in late forties in 
last century. It has been reinforced with a 
growth of consciousness of value of economical 
value of education. Nowadays the 
connection between planning of education 
and economical development is getting more 
and more attention, which leads to increasing 
need for planning of development. 
Different strategies with fixed aims were 
developed. Optimal educational structures 
of a »state« or national macroeconomic for 
future technological development can not be 
predict even today. Reason for that are different: 
technological, economical in social. 
Therefore so-called hauristical approach or 
model of human resource planning has been 
developed (Rus, 1979: 247, Černetič, 1999: 
86). Four presumptions are established in 
this model: social goals, relative social circumstances, 
human resource potential and 
needs. Quantitative and qualitative study 
of relationship between those variables of 
heuretical approach is a dynamic approach. 
In this text the following questions will be 
address: of methods and scenarios of educational 
planning, assumptions and predictions 
of planning of education, research 
and normative prediction of educational 
planning, areas and dilemmas of planning 
of education and goals of organizations 
and management of changes. All this questions 
are deeply connected with inclusion 
of Slovenia in EU and with all the processes 
that are going on in EU. Above all this is a 
deductive approach to two important social 
documents: National program of development 
of higher education and National program 
of development of research activity. 

Key words: Planning, policy of education, 
goals, education, management of 
changes.

Rado Wechtersbach

Information Revolution in Education

The information technology revolutionary 
changes our everyday life. There is 
nothing as it was once and also education is 
changing and should change. Actual question, 
we are discussing about in this article, 
is what knowledge and skills are essential 
and should be developed during education 
in youth to qualify pupils for active cooperation 
and having the authority to decide in 
the coming world future society. 

Key Words: education, information 
technology, information literacy

Janko Harej

Introducing New Services in

Slovenian Schools

Ivan Gerlič

Coceptual Learning and Interactive 
Learning Materials 

In the last few years several efforts have 
been made to provide ICT to schools. Now, 
schools are better equipped with computer 
hardware, and time has come to introduce 
new services. New project team has been 
founded on National Institute of Republic 
of Slovenia for education with the following 
tasks: to select services to be introduced to 
schools, determine cost and proper ways of 
connecting schools and teachers together to 
increase the use of ICT in classroom. Some 

Teaching and learning with computers 
(ICT) encompasses her help in educational 
process everywhere there where is this perhaps 
and reasonable. Using ICT as educated 
accessory mean search of optimal elements 
for teaching efficiency and for better achieving 
teaching objectives. Learning process of 
science, mathematic and technical subjects 
in elementary school in many situations 
demands practically and problem solved 
work. In article we will show some didactic 
manners of preparing interactive web-oriented 
educated materials - papers (based on 
simulations - java applets). 

Key Words: educational system, computers 
in education, science, information 
and communication technology (ICT), 
educational software, interactive teaching, 
simulations, applets, physlets, flashlets.

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tasks will be accomplished through the pilot 
project, where three school centers will be 
equipped with new technologies and guided 
to use it.

Key words: Internet, Content Manage-
ment Systems, e-learning, e-content, technical 
support

Organizacija, letnik 39 Uvodnik številka 8, oktober 2006

Dejan Dinevski, 

Janja Jakončič Faganel,

Matija Lokar, 

Boštjan Žnidaršič

Tomaž Kolar

A Model for Quality Assessment of 
Electronic Learning Material

A model for the quality assessment 
system of electronic learning material is 
being developed by the group of experts 
at the National Education Institute of the 
Republic of Slovenia. The presented model is 
an important contribution to the improvement 
of the modern learning and educational 
processes. The standardization concepts 
and the specifics of the learning material 
are considered in the scope of the quality 
assessment procedure. The presented model 
defines the electronic learning material classification, 
its description and the criteria for 
its assessment. The steps for collection of 
e-learning material linked with the phases 
of assessment procedure are proposed in 
the paper. In order to round up the topic the 
presented model is tied to the national strategy 
of e-learning which is currently going 
trough the phase of public hearing.

Keywords: Quality, learning objects

Andrej Nekrep,

Jože Slana

Andrej Šorgo, 

Saša F. Kocijančič

Tomaž Kolar

The Perspective of E-education In 
Lifelong Learning of School Teachers 

School Science Experiments: a 
Bridge between School Knowledge 
and Everyday Experiences

The new information-communication 
technologies are nowadays ingrained 
in all domains of education system. The 
new technologies are not only influencing 
the intellectual activities of the university 
and other schools on primary and secondary 
educational level (learning, teaching 
and research), but are also changing how 
the educational organisation is organised, 
financed and governed. The basic purpose 
of this research is to assess the perspective of 
e-education implementation in the system of 
pedagogical training and expert advanced 
study courses as a form of life-long learning 
of school teachers. We have to admit 
that electronic media and internet became 
a significant tool used also for educational 
purposes, especially for delivery of study 
materials and communication between 
tutor and learner. The results of this research 
show that the most important advantage of 
e-learning as emphasised by survey participants 
is the flexibility of place and time 
of study. The research also indicates that 
the basic objective (computer equipment, 
internet access, frequency of internet usage) 
and subjective (purpose of internet usage, 
willingness for making use of e-learning) 
conditions for e-learning implementation 
in Slovenian schools are satisfied. To conclude, 
the teachers are mostly aware of the 
advantages of distance life-long learning 
and would like to participate in such modern 
modes of education. We have to notice 
that pure distance education is extreme that 
rarely exists, so what we have meant here 
is the effective combination of traditional 
(classroom-based) and distance based education.


Key words: education, system of pedagogical 
training and expert advanced study 
courses (life-long learning), information-
communication technology, computer 
literacy, e-education, professional development 
of teachers 

In Slovene grammar schools (gimnazija), 
Science is separated into three 
subjects: Biology, Chemistry and Physics. 
Correlations between the subjects are weak 
or even non-existent. All three subjects 
have only one thing in common: they are 
mostly academic, and barely connected 
with everyday phenomena and experiences. 
A consequence of this approach is that the 
knowledge of the students is patchy, and 
they are unable to use gained knowledge to 
explain the nature around them. In vocational 
schools the situation is completely 
different. School subjects are heavy interconnected 
with practice, but a scientific 
phenomenon is seen as an appendix to the 
curriculum. The authors are trying to overcome 
this situation at their schools with the 
introduction of computerized experiments 
into the teaching of Biology and Physics. 
Experiments are constructed in such a way, 
that they can be used with practically identical 
setups at two different types of school, 
and within two different subjects. The difference 
is in the context and purpose of the 
experiments. In such a way, the authors are 
trying to overcome a gap between school science 
and the everyday experiences gained at 
homes or in the workplace.

Key words: computerized experiments, 
e-prolab, biology, physics, science, 
grammar school, vocational school

Marjan Rodman,

Vladislav Rajkovič

Tomaž Kolar

Teaching Decision-making 
Knowledge in Primary School

Making decisions is a process within 
which we choose among different possibilities 
and is one of human activities that 
marks us most. Making decisions represents 
the essence of direction and leadership in 
everyday life. This can be noticed on all 
levels from an individual across business 
systems and the state to the global society. 
Despite this fact we cannot find very much 
written about the process of making decisions 
in our school curricula. Perhaps the 
problem is to offer elements appropriate 
from the content and pedagogical point of 
view. The knowledge technologies offer the 
concrete solutions and support to help making 
better decisions.Making complex decisions 
is a hard process. At Dušan Munih 
Primary School Most na Soči we decided 
to try with teaching of skills how to make 
decisions. First we made a model for teaching 
such skills at a primary school. Then we 
worked out a teaching plan and a suggestion 
for the programme of lessons and prepared 
the material to be used in the classroom. 
After we had checked the suitability of its 
introduction, we measured the efficiency of 
our work with a questionnaire.

Key words: education and instruction, 
computer science, nine-year primary 
school, multi-parametric decision making, 
expert systems, DEXi

Tjaša Kampos

Experiment as a Visualization Tool 
for Active and Qualitative Learning

Experiment in the school has strong 
visual effect on the children, therefore it 
should not be use as a motivational factor in 

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