identify as an important factor in collaboration among schools, parents and the community.

Since 2001, Slovenian vocational education has undergone major changes at the curricular and financing levels, particularly moving towards competence-based and open curricula and the decentralisation of responsibilities. Both tendencies have changed the role of the teacher, who has become a team worker with many new responsibilities in planning, assessment and evaluation of the pedagogical process. Reform measures are regularly evaluated, and research findings are an important source of information for reforms. In our secondary analysis of selected evaluations, we attempt to prove our thesis that the teacher's autonomy has, despite this decentralisation, not increased in terms of better conditions for the students' development. Instead, it has resulted in teachers becoming exhausted by paperwork, the purpose of which they do not realise due to poor training and difficult working conditions. The article proves that the potential positive outcomes of the reforms can be lost if reform instruments are abused for political and/or economic purposes, if the swiftness and content of the reforms are dictated by the European (financial) policies and particularistic political interests, and/or if the school is reformed according to the rules of the market.

V članku se ukvarjamo z razvojem strokovnih kompetenc in načini dela v visokošolskem izobraževanju. V raziskavi smo želeli ugotoviti, kako študenti 1. in 3. letnika študija pedagogike iz Beograda ter pedagogike in andragogike iz Ljubljane ocenjujejo kakovost študija in kakšno je njihovo mnenje o njegovih posameznih vidikih. Zanimala so nas mnenja študentov o vsebini in strukturi študija, oblikah izobraževanja in študijskih gradivih ter kako ocenjujejo svojo usposobljenost za opravljanje bodočega poklica. Rezultati raziskave kažejo, da so študenti obeh univerz prepoznali študijsko prakso oziroma vaje kot ključne za razvoj strokovnih kompetenc. Med študijskimi aktivnostmi, ki lahko pripomorejo k razvoju kompetenc, so ljubljanski študenti višje ocenili predavanja, samostojni študij in hospitacije. Srbski študenti pa so statistično pomembno više ocenili pomen raziskovalnega dela.

This research paper brings up the question of recreational reading habits among the generation of university students that were born after 1990 and grew up in a digital environment. The paper focuses on their self-reported reading habits. The students belong to two disciplinary domains (humanities and social sciences) at the University of Ljubljana, Slovenia. A significant number of them were pre-service teachers. The research was conducted on a non-random sample of 429 students. Data were gathered using a printed questionnaire that included assessment scales of students' reading habits. These data were compared with data gathered in the online reading habits survey of the general Slovenian population that took place in autumn 2019 on a sample of 1000 participants, demographically representing Slovene general population. The key finding was that university students read more than members of the general population do, but still less than would be expected of future educators who will introduce book reading to pupils as the number of non-readers in student population was higher than expected. In addition, the data revealed that practically all students were able to read in at least one foreign language (predominantly in English) what is significantly higher than in general population. The paper indicates a few reasons for such outcomes and addresses the question of why recreational book reading matters in educational settings.

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