ANDRAGOGY,
COMBINED TEACHER EDUCATION MASTER'S
1. Study Programme
The 2nd Level, double-discipline MA study program of Andragogy, the teaching option, lasts two
years and carries a total of 120 credit points.
Upon successful completion of study, students acquire the academic title of magister profesor oz.
magistrica profesorica andragogike in … (mag. prof. andrag. in …).
2. Aims and Generic Competencies
The aims of the 2nd Level, double-discipline MA study program of Andragogy cover several levels
of competencies, as well as various profiles of work carried out by an andragogue as a specialist
adult educator. Students completing the double-discipline MA study program of Andragogy will
have acquired generic competencies of humanities and social sciences scholars, as well as studyspecific competencies that will enable them to comprehend the relations between various adult
education phenomena and processes, social and cultural environments, and the characteristics and
expectations of individuals. In acquiring professional competencies students will consider and
address various issues arising from these relationships, and be able to understand and implement
adult education as a social and personal process. The study programme is designed to guarantee
responsible and rational operations in the field of adult education, and learning in a variety of
organisations and environments.
Graduates of the study programme are qualified to research and develop adult education theory and
practice. Graduates are actively involved in scientific development, continue their professional
development, show appreciation and respect for multiculturalism, synergy, globalism, and the
complexity of theoretic principles, and are capable of adopting a reflexive approach to truth and its
plurality. The study programme develops students’ desire to maintain and expand knowledge, and
promotes their capacity to advance into the field of innovation. It prepares students to address adult
education issues relating to the organisation and management of educational projects and
institutions, as well as to develop educational programmes, provide independent counselling, and
use other methods for the education of adults.
Generic competencies:
 Perform logical and abstract analyses, syntheses, and evaluations;
 Communicate knowledge, understanding, and critical evaluation of the body of
knowledge relating to both disciplines in oral and written form;
 Effectively transfer intradisciplinary and interdisciplinary knowledge into practice;
 Enhance, upgrade, and integrate acquired knowledge and skills in other disciplines;
 Contextualise and enhance information;
 Transfer knowledge and skills to other problem areas;
 Apply intradisciplinary and interdisciplinary approaches to solving problems and conflict
situations;
 Qualified for team-based problem-solving;
 Set up and lead expert groups;
 Possess the capacity for (self-)evaluation and (self-)appraisal, as well as critical and
holistic thinking;
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
Search, find, interpret, and use new sources of knowledge in a range of professional and
scientific fields;
Trained for professional and efficient use of ICT in searching, classifying, processing,
presenting, and disseminating information;
Deliver a consistently high quality of work and raise quality standards in the work
environment.
3. Admission Requirements and Limited Access Criteria
Enrolment to the 2nd Level double-discipline study of Andragogy is open to:
 graduates of 1st Level programmes in Pedagogy and Andragogy, Psychology, Social
Pedagogy, Sociology – Human Resource Management, or Social Work;
 graduates of 1st Level programmes, or those who have completed a higher professional
degree in a study program adopted prior to 2004 in social sciences, humanities, or preschool teaching, provided they have completed academic requirements equivalent to 15
ECTS credits in the following subjects: History of Education (5 ECTS), Theory of
Education (5 ECTS), and Didactics I (5 ECTS). Applicants who have not completed any
psychology-based courses (Educational Psychology I) during their 1st Level studies, must
also complete academic requirements in: Educational Psychology I (5 CP).
 graduates of 1st Level programmes, or those who have completed a higher professional
degree in a study program adopted prior to 2004 in unrelated areas of study provided they
have completed academic requirements equivalent to 35 ECTS credits in the following
subjects: Educational Statistics (5 ECTS), History of Education (5 ECTS), Didactics I (5
ECTS), Introduction to Adult Education (5 ECTS), Vocational Pedagogy and Andragogy
(5 ECTS), Comparative Adult Education I (5 ECTS), and Educational Psychology (5
ECTS).
In cases of limited access, candidates are ranked based on their undergraduate Grade Point
Average.
4. Criteria for Recognition of Prior Learning (RPL)
The Faculty of Arts may recognize qualifying knowledge, qualifications, and/or competencies
the content and level of which meet, in full or in part, the general or subject-specific
competencies of the relevant study programme.
In the RPL process, the Faculty:
 considers certificates and other documents,
 assesses the products, services, publications, and other copyright works of student
candidates.
The recognised knowledge, qualification, or competence may be considered a prerequisite to
gain entry to a study programme (if so permitted by the rules of the relevant study programme),
to gain entry to a limited access programme, or lead to the award of credit to count towards the
programme’s requirements. Knowledge, qualification, or competence recognised as completed
academic requirement must be evaluated under ECTS criteria.
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On the basis of recognition criteria, all RPL applications supported by documents are assessed by
the Faculty of Arts in a standardised procedure, as laid down in the Statutes of the University of
Ljubljana and the Rules of the Faculty of Arts.
5. Progression Requirements
Progression requirements
To meet the requirements for promotion to a higher year of the study programme Andragogy,
students must obtain a minimum of 90% of the ECTS credits (54 out of 60 credits) from the
courses prescribed by the curriculum for the first year. Under exceptional circumstances, as
defined in Article 153 of the Statutes of the University of Ljubljana, students who have
completed 85% of their coursework (i.e. they have obtained 51 credit points) may advance to the
higher year on the basis of an approved application. This application is processed by the
Committee for Students’ Questions and Direction, and the Department can give an advisory
opinion. Students have to obtain the missing credits before advancing to the subsequent year.
In accordance with Article 152 of the Statute of the University of Ljubljana, students who have
failed to complete the coursework required for progression to the subsequent year have the right
to repeat one year in the course of their study provided they have earned 15 ECTS credits (25%
of the year’s total) from completed courses prescribed for the study programme.
The conditions for extending student status are specified in Article 238 of the Statute of the
University of Ljubljana, and the conditions for reposing student status are given in Article 240 of
the same.
6. Completion of Studies
In order to complete the 2nd Level double-discipline pedagogical study programme, students
must complete the adult education practicum in both areas of study, the MA thesis, and all other
academic requirements defined in the curriculum (a total of 120 ECTS).
7. Transferring between Study Programmes
Transfers are only possible among other study programmes of the 2nd Level.
Students may transfer among study programs:
- which ensure acquisition of comparable competencies upon completion of the study;
- where, according to the RPL criteria, at least half of the academic requirements completed
in the original study programme may be recognised under the ECTS as relating to
compulsory coursework requirement of the second study programme.
A student may enrol in the higher year of the new study programme if during the recognition
procedure s/he has been awarded a sufficient number and type of ECTS credits that are a
prerequisite for progression to a higher year of a valid study programme. Enrolment in the first
year of study is not considered transfer of a study programme.
The following may be recognised during study transfers:
- comparable academic requirements which students have completed in the original study
programme;
- comparable knowledge and experiences obtained through informal learning.
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Qualifying documents must be submitted as evidence of prior learning.
In accordance with Article 5 of the Criteria for Transitions between Study Programmes, students
may also change from university (non-Bologna) study programmes approved before 11 June 2004
to the Bologna study programmes. Changing the programme is possible:
- within the framework of study programmes of the same discipline, and
- if not more than two years have passed since the candidate’s last enrolment in the university
study programme which s/he is changing, but no later than by the end of the 2015/16
academic year.
On the basis of the candidate’s application and evidence of completed coursework requirements,
the Faculty’s competent body, following the department’s proposal, determines whether or not the
candidate fulfils the criteria for changing the programme and whether these obligations can be
recognized following the procedure determined by the Statutes of the University of Ljubljana.
If the student has fulfilled obligations at a higher education institution abroad, s/he can submit an
application for the recognition of education abroad. The application must be submitted on a
prescribed form in accordance with the Evaluation and Recognition of Education Act and valid
rules and regulations. The application should be accompanied by prescribed documents. The
application should be accompanied by the prescribed documents.
8. Assessment Methods
Students’ knowledge is assessed and evaluated by individual subjects. In all subjects, the learning
process must end with an assessment of acquired knowledge. The methods of knowledge
evaluation are defined in subject curriculums. General rules governing knowledge assessment and
evaluation are laid down in the Rules on the Examination Regime of the Faculty of Arts,
University of Ljubljana. The evaluation scale used is in accordance with the Statute of the
University of Ljubljana.
9. Curriculum
First year
First semester
N
o. External Elective
1 External Elective 1
2 External Elective 2
3 External Elective 3
TOTAL
WEIGHT
Course
Coordinator
Contact Hours
Clin
ical
prac
Lec Se Pra ticu
t.
m. ct. m
*
*
/
/
*
*
/
/
*
*
/
/
Elective Courses
4
Oth
er
for
ms
/
/
/
Indi
vidu
al
wor
k
Tot
al
hou
rs
150
150
150
450
E
C
TS
5
5
5
15
N
o.
External Elective
Course
Coordinator
Contact Hours
Clin
ical
Le Se Pra
prac
ct. m. ct.
ticu
m
Oth
er
for
ms
Indi
vidu
al
wor
k
Tot
al
EC
hou TS
rs
External Elective 1
History of Adult
Dr. Monika
/
Education
Govekar Okoliš,
60 /
/
/
90
150 5
Assistant
Professor
Comparative Adult Dr. Sonja Kump,
/
30 30 /
/
90
150 5
+
Education II
Full Professor
External Elective 2
Didactics of Adult Dr. Marko
/
Education
Radovan,
30 30 /
/
90
150 5
Assistant
Professor
Programme
Dr. Nives Ličen,
/
Planning in Adult Assistant
30 30 /
/
90
150 5
Education
Professor
External Elective 3
Dr. Nives Ličen,
Socialisation in
Assistant
60 /
/
/
90
150 5
Adulthood
Professor
Theory of
Dr. Janko
Organisation and
Muršak, Full
30 30 /
/
/
90
150 5
Management
Professor
TOTAL
* The breakdown of contact hours for elective courses by form is considered in the Total.
+
the course is held in both semesters
5
First year
Second semester
N
o. Study unit
1 Methodology
Contact Hours
Clini
cal
Le Se Pra pract
ct. m. ct. icum
Oth
er
for
ms
Indi
vidu
al
wor
k
Tot
al
hou EC
rs
TS
45 15
/
/
/
90
150 5
*
*
/
/
/
150 5
Dr. Monika
Govekar Okoliš,
/
Assistant
Professor
/
/
/
/
150 5
Course
Coordinator
Dr. Jasna
Mažgon,
Assistant
Professor
2 External Elective 4
3 Practicum
TOTAL
WEIGHT
450 15
Elective Courses
N
o.
Contact Hours
Clin
ical
Le Se Pra
prac
ct. m. ct.
ticu
m
External Elective 4
Course
Coordinator
Human Resource
Development
Planning
Dr. Vida
Mohorčič
40 20
Špolar, Assistant
Professor
Socio-cultural
Animation and
Education for
Community
Development
TOTAL
Dr. Marko
Radovan,
Assistant
Professor
/
/
Oth
er
for
ms
Indi
vidu
al
wor
k
Tot
al
EC
hou TS
rs
/
90
150 5
/
90
150 5
/
30 30
6
/
Second year
First semester
N
o. Study unit
1 External Elective 5
2 External Elective 6
3 General Elective
TOTAL
WEIGHT
Course
Coordinator
Contact Hours
Clin
ical
prac
Lec Se Pra ticu
t.
m. ct. m
*
*
/
/
*
*
/
/
*
*
*
*
Oth
er
for
ms
Indi
vidu
al
wor
k
/
/
Tot
al
hou
rs
150
150
150
450
E
C
TS
5
5
5
15
Elective Courses
N
o.
External Elective
Course
Coordinator
Contact Hours
Clin
ical
Le Se Pra
prac
ct. m. ct.
ticu
m
Indi
Oth vidu
er al
for wor
ms k
Tot
al
EC
hou TS
rs
External Elective 5
Dr. Sabina
Jelenc Krašovec,
Target Groups in
45 15 /
/
/
90
150 5
Associate
Adult Education
Professor
Dr. Marko
Selected Methods of Radovan,
30 30 /
/
/
90
150 5
Adult Education
Assistant
Professor
External Elective 6
Professional Adult
Dr. Janko
/
Education
Muršak, Full
30 30 /
/
90
150 5
Professor
Selected Topics in
/
Dr. Sonja Kump,
Sociology of Adult
30 30 /
/
90
150 5
Full Professor
Education
TOTAL
* The breakdown of contact hours for elective courses by form is considered in the Total.
Second year
Second semester
N
o. Study unit
1 Master’s thesis
Course
Coordinator
Contact Hours
Clini
cal
Le Se Pra pract
ct. m. ct. icum
/
/
/
/
7
Indi
Oth vidu
er al
for wor
ms k
/
Tot
al
hou EC
rs
TS
450 15
TOTAL
450
45
0
WEIGHT
10. Course Description
Methodology
Students learn the basics of research methodologies used in education and study the relevant
research methods, sources of knowledge, and types of educational research. They familiarise
themselves with the procedures of collecting empirical data in educational research, including the
provision of measuring instruments, their characteristics, application, and use.
History of Adult Education
In the History of Adult Education, students learn about the principles behind the fundamental
theories of the education of adults, and the functioning of the educational process when serving
adults in various historical periods in Europe and worldwide. Students explore the role of formal
and informal education of adults. They understand the role of teachers in the history of adult
education, the principles of developing various forms and methods of adult education, and the role
of continuous development and lifelong learning of adults.
Comparative Adult Education II
The course provides in-depth and extensive study of comparative research in adult education, and
an analysis of conceptual developments and adult education practices in the varied social,
economic, political and cultural environments in different countries and regions of the world.
Didactics of Adult Education
Participants in the course will gain an understanding of lifelong learning and learn to develop
arguments which support this concept and the inherent role of adult education didactics. Students
will examine the psychological and social characteristics of adult education, focusing in particular
on the importance of experience, autonomy, a readiness to learn, and focus on specific problems.
Emphasis will be placed on studying the adult education level as the process of planning informal
adult education programmes, exploring the certain, most common forms, methods, and techniques
used in the education of adults, and applying the acquired knowledge in practice.
Program Planning in Adult Education
The purpose of this course is to provide an overview of theoretical models and environmental
factors which affect the planning of programmes for adults, in particular with regard to informal
education and training. Students will be able to use a range of instruments in order to determine
the educational needs of individuals and groups within an organisation, company, or local
environment, as well as to design functional programs and evaluate their effectiveness.
Human Resource Development Planning
The course deals with the development of human resources from the earliest human resource
policies to the current human resource development models. Students will examine the role of
human resource management in a company, explore the dilemmas of human resource development
and planning at the national and corporate levels, and consider the beneficiaries (individuals, the
society) of the process. At a more applicative level, the course will provide an in-depth study of
human resources (induction training, education, training, career development, selection of
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education and training programs, information system and databases, employee education
monitoring) and outlines the legislative and other groundwork of this field.
Theory of Organization and Management
Participants in the course develop basic competencies required for efficient organisation and
management of non-profit organisations, in particular those dedicated to education and training.
Students learn contemporary organisational theories and their application in current conditions.
Emphasis is placed on studying the role of professional bodies in educational organisations for
young people and adults.
Socialisation in Adulthood
The course has been designed to familiarise students with concepts and theories that interpret
learning as a form of adaptation of adults to the changes in their society. Students learn about
socialisation factors, and emphasis is placed on contemporary notions of multiculturalism,
migration, bodily change, sexual practices, dietary patterns, ageing, and dying. The course focuses
on studying the processes behind identity formation and use of language as a means of
communication.
Socio-cultural Animation and Education for Community Development
Participants in the course will learn to recognize contemporary social phenomena and study the
methods and techniques to adapt to these phenomena through education and community
involvement. Knowledge can be applied to all situations where innovation is required by the
community (company, local community, organisations, societies, etc.). The course will also present
successful European projects which promote employment and a better life in the society.
Target Groups in Adult Education
Students address theoretical and system-based issues of adult education in vulnerable groups; study
the scope, structure, and underlying issues of adult education in Slovenia and abroad; and examine
the role of education in reducing social stratification and creating a more equal society. Students
independently explore the phenomenon of education in specific target groups.
Selected Methods of Adult Education
Participants in the course will explore the theoretical background as well as different clasifications
of experiential learning. They will develop a detailed understanding of specific target groups, plan
in-depth interviews for specific target groups, and analyse these interviews using the project
method. The course will also deal with the assessment and validation of experiential learning, as
well as with the preparation and evaluation of a prior learning portfolio.
Selected Topics in Sociology of Adult Education
The course deals with contemporary theoretic principles in sociology of adult education (e.g.
feminist theories, constructivism, transformative learning, and reproduction theory) and recent
research approaches used in sociology of education (action research, biographic methods, and the
determination of social origin).
Vocational Andragogy
Participants in the course will learn about the operation of educational organisations serving adults,
in particular those parts of these organisations which include or perform education and training for
the needs of work. They will be trained to organise and manage educational activities within
companies and other organisations. Students will develop the knowledge and skills necessary to
set up an educational organisation and obtain the competencies to run it. They will be able to
analyse the relationships between work and adult education and prepare short training programmes.
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Practicum
The student is given all the instructions and support in selecting and establishing contacts with the
organisation where they will carry out adult education practicum. Students will have an in-take
interview with the selected service provider, and will be awarded a mentor with whom they will
draw up a practicum plan. The practicum is pursued under the mentorship of a university professor
and a site supervisor working for the partner school or institution where the studied adult learning
programme is carried out. Upon completing the Practicum, the student is obliged to draw up a
Practicum Report, which is reviewed and evaluated by the site supervisor, and to present it in the
form of a seminar to other students at the Faculty.
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