Republic of Slovenia

Republic of Slovenia

Over the last decade,the Slovene education system has experienced thorough and all-encompassing modernization.The philosophy,values and principles forming the basis for the renewal are:accessibility and transparency of the public education system,legal neutrality,choice at all levels,democracy,autonomy and equal opportunities,and quality of learning to take precedence over the accumulation of facts (Figure 1).The education system in Slovenia includes:

1.Pre-school education.

2.Basic education (single structure of primary and lower secondary education).

3.(Upper)secondary education:

.short-term vocational education and secondary vocational education;.secondary technical education and secondary general education.

4.Post-secondary vocational education.

5.Higher education:

.undergraduate education (of the professionally oriented and academic type);Demographics for Slovenia

Population:2,011,070(July 2005est.)GDP (by PPP method):US$39.41billion Currency (inc code):Tolar (SIT)Language(s):

Slovenian,Serbo-Croatian,others Internet country code:.si

A Global Guide to Management Education2006

https://www.wendangku.net/doc/eb4611751.html,ction system in Slovenia(taken from diploma supplement document)

Republic of Slovenia

.postgraduate education at levels:

±specialization and Master's;

±PhD.

Specific parts of system:

6.Adult education.

7.Music and dance education.

8.Special needs education.

9.Modified programs and programs in ethnically and linguistically mixed

areas.

Primary and secondary education

Students enter the schooling system at the age of six.Primary education is divided into three three-year cycles.Primary schools provide a compulsory and an extended curriculum.The compulsory curriculum must be provided by all schools and studied by all pupils.Schools must also provide the optional elementary school curriculum but pupils are free not to participate in it. Secondary education follows the compulsory general education.Programs in secondary education vary in content,duration and goals.

General secondary school programs are divided into two groups:general and professionally oriented.The program lasts four years and ends with an external examination at national level.

Secondary vocational and technical education offers five types of educational programs that vary in length of study and curriculum.However,all these programs prepare students for the entry to the labor market or further education in vocational colleges or a professionally oriented higher education. The planning,programming and provision of vocational and technical education are a joint responsibility of social partners(employers and trade unions)and the state.

Higher education

Higher education includes academic university studies and professionally oriented studies.Faculties and art academies,which are members of universities,and independent faculties established as private institutions offer both types of program,while professional colleges provide only professionally oriented programs.In addition to teaching,higher education institutions also carry out research and art activities.Study is organised at two levels.At the undergraduate level,students obtain a Bachelor title.At the postgraduate level, students are awarded a second-degree title,the title of specialist,or the academic title of either a Master's degree or PhD.

Vocational colleges are an integral part of vocational education and training. These colleges offer practically based programs.Owing to its specifics and

A Global Guide to Management Education2006

requirements,post-secondary vocational education it is organised parallel to higher education and not as an integral part of it.

Higher education is provided at:

1.State universities,which are divided into:faculties,art academies and

professional colleges.

2.Independent higher education institutions(higher education institution

which is not a member of university):

.public professional colleges can also be organised outside the

universities;

.private faculties and professional colleges;according to the law it is

also allowed to establish private universities and single art

academies.

The responsibility to secure minimum standards(ex-ante control)in higher education lies with the Council for Higher education of the Republic of Slovenia, which is a consultative body of the Government and consists of the representatives of universities and independent higher education institutions and of other experts.It is authorised to accredit new HE institutions,to evaluate new study programs of universities and to issue opinions on them,to accredit state approved programs of single higher education institutions. Admission

Applicants must have completed the``maturity exam''to be accepted for an academic course.The entrance requirement for some courses can also consist in a test of certain skills,such as art and music talent and psychological and/or physical abilities.

The entrance requirements for postgraduate studies are defined in the curriculum.In most cases,the most important criterion is the average grade achieved as an undergraduate.Participation in research workand work experience may also be required.Higher education institutions define their own admission requirements,in compliance with the law,in each study program separately.

The academic year lasts from October1to September30and is usually divided into two https://www.wendangku.net/doc/eb4611751.html,anised courses(lectures,seminars and exercises)usually last from20to30hours a week,30weeks annually. Management education

Management education in Slovenia is provided by a wide range of organizations.Almost all management education that leads to a degree is provided by state universities and independent higher institutions.There are also numerous post-secondary vocational education institutions that offer

Republic of Slovenia two-year courses in management/business,but these are not an integral part of higher education.

Only a small part of non-degree management education,such as open short courses,in-company courses and consultancy,is provided by the state universities and even then these activities are organized within separate centres located at the university.Other providers of non-degree management education include a major(international)private business school,associations, Chambers of Commerce,corporations and different consulting companies. Undergraduate higher education programs are predetermined.Students enroll in a program and they can only select a few optional subjects.In higher (final)years of study,students can select optional subjects,which to a certain degree customize the programs.

As shown in Figure2,postgraduate management studies can take one of two different forms:specialization or Master of Science/Art program.The first generally lasts from one to two years(if not defined differently).The Master of Science/Art title can be obtained only through a two-year program.Both programs must be formally executed by institutions registered for activities in postgraduate education.

The universities are offering various postgraduate programs,which satisfy the formal criteria for specialist or Master alternative.The universities that offer an MBA degree have decided to use the name``MBA''in a specific postgraduate program qualifying for MSc.It is very difficult to recognize a clear difference in positioning between the MSc programs having the additional attribute MBA and those MSc programs,which are purely academic.

The Law on Higher Education does not recognize the MBA program as such, since it neither mentions the acronym MBA,nor the wording that would correspond to the translation of the phrase``Master of Business Administration''. However,since the use of the name is not regulated,it is not explicitly forbidden either and could be attached either to a program leading to the professional title

Figure2.Three parallel tracks of postgraduate education in Slovenia

A Global Guide to Management Education2006

of``specialist'',or to a program leading to the academic title``Master''.The only real restriction applies to the use of the Slovenian word``magister''(master)in the program title,or the claim that the program grants a degree.

Six institutions offer MBA programs,which are not listed in the register of officially recognized postgraduate programs.These are private schools that can be separated into two groups.The first group are schools or centers that offer an MBA program in cooperation with another foreign management education institution or as a consortium of different partners.The other group offers MBA and Executive MBA programs(and also other non-degree programs)as an independent institution with their own programs and faculty (or they invite professors from different world-renown business schools).All of them use the word MBA in the title of the program and upon graduation students get an MBA title though it is not equal to a Master's title awarded by officially recognized postgraduate programs.

However this is about to change,as Slovenia has become a member of the European Union and adopted the Bologna declaration,which has brought major changes to the Slovenian higher education system.The changes have been already implemented in the undergraduate system of study(three years for an academic and professional title instead of four or five as it is now).The graduate study system is still in the process of reform.

The market recognition of the MBA programs in Slovenia however is different from the state one.The job market recognizes people who have finished these programs,as well as their colleagues who have completed the programs at the universities and received official degrees.

In Slovenia only one management education institution is AMBA as well as IQA accredited for its Executive MBA education.It is a private business school. Doctoral study is generally organised strictly as individual academic and research activity under the supervision of a mentor.Some schools also started to offer some custom-designed quantitative and methodological courses,which complemented the individual programs of doctoral students.

In order to apply for the Doctoral study,students have to hold a Master's degree unless they enroll in the direct Doctoral program that takes four years and consists of two parts.The first two years are carried out within the Master's program,while in the second two years students conduct independent research workand participate in a research project.Students complete the Doctoral program when they fulfill all the course requirements(when enrolled in the direct doctoral program),publish two articles and write and defend their Doctoral dissertation.A successful defense results in the award of the degree(PhD). Students

In2003,there were1,714graduate students and23,511undergraduate students in business and management programs in https://www.wendangku.net/doc/eb4611751.html,bined,they represent 27percent of the student population.In2003Slovenian institutions awarded

Republic of Slovenia 2,677(48percent of all Bachelor's degrees awarded in2003)Bachelor's degrees, 1,033(19percent)university Bachelor's degrees and300(28percent)Master's degrees in business and management.About70percent of all business Bachelor's degrees,60percent of business university Bachelor's degrees and about50percent of business Master's degrees are awarded to women: .Number of institutions with undergraduate business degree programs:5.

.Number of institutions with business Master's degree programs:4.

.Number of institutions with business doctoral degree programs:3. Issues facing business schools

Business schools in Slovenia cannot build on a long tradition of management education.Particularly in Slovenia(and other ex-Yugoslavian countries),with their specific form of political economy,i.e.self-management,education of managers was different from countries operating under the conditions of a market economy.Business schools are confronted with a huge challenge to close the gap after a50-year period of relative isolation.The fast internationalization and globalization are adding another dimension to this challenge.Independent,relatively young management education institutions are succeeding to pickup faster by engaging foreign faculty and their methods of management teaching.More traditional organizations,such as universities, increasingly confronted with funding cuts,need more time to adapt to the new circumstances.

At the same time all institutions(with public programs)are obliged to develop their programs in accordance with the Bologna declaration.For management education in Slovenia,Bologna means both challenges and opportunities.

Natas?a Mithans

IEDC±Bled School of Management

2006年斯洛文尼亚外贸分析

2006年斯洛文尼亚外贸分析 2006年，由于全球及欧盟经济和外贸增长，斯洛文尼亚对外贸继续保持强劲增长势头。2006年对外贸易总额达350.7亿欧元，同比增长15.9％。其中，出口167.6亿欧元，同比增长16.4％，进口183.1亿欧元，同比增长15.9％，逆差15.5亿欧元。 一、斯对欧盟贸易占有重要份额且快速增长 欧盟是斯最重要的贸易伙伴。入盟后，由于盟内贸易便利化、贸易转移和实施固定汇率机制，斯对欧盟贸易持续稳定增长。 2006年，斯对欧盟贸易总额为261.7亿欧元，占斯进出口总额的74.6％，同比增长15.2％。其中，斯对欧盟出口114.8 亿欧元，增长17.5％，占斯出口总额的68.5％；自欧盟进口146.9亿欧元，增长14.9％，占斯进口总额的80.2％。斯对欧盟贸易逆差32.1亿欧元，是斯外贸逆差的主要来源，主要由对原南国家贸易顺差（13.9亿欧元）和旅游收入平衡。 表一：2006年斯进出口统计数据（亿欧元） 二、斯对新入盟国家贸易明显增加，对原南地区和非欧盟国家贸易稳定增长 2006年，斯十大贸易伙伴国依次为：德国、意大利、奥地利、法国、克罗地亚、匈牙利、俄罗斯、荷兰、西班牙、波兰、捷克。其中对德国、意大利、法国、克罗地亚等传统贸易伙伴的贸易份额有所下降，对匈牙利、波兰、捷克等新入盟成员国的贸易比重明显增加。斯外贸呈多元、分散化趋势，外贸风险相对降低。 表二：主要贸易伙伴国家和地区占斯对外贸易比重

1注：为方便比较，暂将塞尔维亚和黑山按“塞黑”合计 斯对原南地区贸易相对稳定，继续保持较大的贸易顺差。对克罗地亚、塞黑、波黑等国出口占斯出口总额的8.74％、3.94％和2.89％，而进口所占份额则分别为4.02％、1.44％和1.70％。 斯对非欧盟国家贸易额占斯进出口总额的25.4%，所占比重不大，但总体呈增长态势。斯对巴西、俄罗斯、印度、中国的贸易份额明显增加：斯与俄罗斯、中国贸易占斯外贸份额已经由2004年的2.67％和0.66％分别升至2006年的2.71％和0.85％。但斯与美国贸易占斯外贸份额由2004年的2.1％降至2006年的1.63％。 三、斯主要进出口商品 斯主要出口商品类别为：汽车和运输设备及部件、医药、机械设备、金属制品、轮胎及橡胶制品、化工原料、家用电器、家具制品、纸制品等。（详见附表一：2006年斯洛文尼亚50种出口商品表） 斯主要进口商品类别为：石油、汽车、运输设备及部件、电力能源、医药、数据处理系统、电力能源、金属制品、通讯设备、塑料制品等。（详见附表二：2006年斯洛文尼亚50种进口商品表） 2006年，斯对德国、英国出口汽车等道路运输设备，对德国出口有色金属、通用工业设备和化学产品，对奥地利、意大利出口电力能源均稳定增长。 对于非欧盟国家，斯对克罗地亚出口运输车辆和金属制品，对俄罗斯出口医药制品也有显著增加。 四、斯外贸发展趋势 斯政府积极参与欧盟事务并根据欧盟统一的外贸政策及相关指令及时完善本国宏观经济政策及法规，为本国外贸的稳定发展奠定了基础。

斯洛文尼亚 欧洲护照移民套路 是怎么灰和黑的

移民干货永不眠，最近温莎姑娘做的一个付费咨询case里，客户宝宝有问到斯洛文尼亚护照相关问题，所以我顺手做个小专题分享给大家。温莎姑娘前言，先声明我不做这个项目哈，这是个极其的冷门小众的灰色欧盟护照。 因为市面上的斯洛文尼亚护照是走依亲归化的途径，并不是常见的投资移民获得，也没有一步到位获取斯洛文尼亚护照的相关投资移民法案。该项目在中国大陆鲜有人知，入坑的不少是中国香港申请人。斯洛文尼亚，欧盟国，申根国，北约国，该项目冰火两重天原因是部分中国申请人有刚性的移民定居和在欧盟当地工作经商需求，大陆申请人有投资移民预算想申请护照的，依然是移民不移居为主，正规法案护照为主，不太在乎能否在欧盟长居工作和经商。 神奇灰色欧盟护照套路之斯洛文尼亚，到底是怎么灰和黑的黑的是直接骗钱。。。骗了不办事。。跑路的，骗各种相关费用的。灰的也就说，钱交了，正经事情斯洛文尼亚护照办完了，但是，到底怎么操作的？？？？很不合常理哈，你一中国人怎么就依亲获得了斯洛文尼亚护照的。此项目逻辑是顾问公司根据你爷爷的年龄情况去配对一个斯洛文尼亚的or前南斯拉夫a奶奶资料（出生证明和墓地照片），斯洛文尼亚留有前南斯拉夫的公民数据和记录。就说当年这个外国奶奶和你爷爷谈恋爱了，没结婚，后来有了你爸，后来又有了申请人你，失散多年，现在又找到了斯洛文尼亚当地律师公证了你们的亲属关系，依亲恢复斯洛文尼亚国籍。。简单说就是这么回事，这里面最大的bug漏洞就是不用做Dna鉴定，而且还有配对的外国奶奶可能已经去世只有生前以及墓碑资料，那那那，这也是无法核实的好嘛。诱人点说是无需本人到场直接在斯洛文尼亚领事馆大使馆领取护照，也不需要你准备什么太多资料。你看是不是真的不能再真的了。 风险披露：市面上斯洛文尼亚护照项目顾问通常声称合法合规，正规无风险，当地律师公证认证。但是，事实就是假的，你没有南斯拉夫斯洛文尼亚血统啊。。。还不说这操作过程吉利不吉利。这类护照最大的问题是你不知道你能用多久，也许今天，明天，后天就不能用了，秋后算账哪一天不知道。温莎姑娘ID：lixiaoxian2898（温莎咨询创始人、移民小网红、移民资讯新媒体博主）曾因求学工作，定居英国和香港，近百万余字原创干货，全网千万级阅读量。公众号：Windsor 温莎姑娘

外文翻译--旅游目的地品牌标识：以斯洛文尼亚为例

外文翻译--旅游目的地品牌标识：以斯洛文尼亚为例

本科生毕业论文 外文资料翻译 专业XXXXXX 班级XXX班 姓名XXXXXX 指导教师XXXX（讲师） 所在学院XXXXXXXXXXX 附件1.外文资料翻译译文;2.外文原文

译文一： 旅游目的地品牌标识：以斯洛文尼亚为例 关键词：品牌标识；品牌；概念；斯洛文尼亚；旅游目的地；品牌认知 摘要：本文从供应方角度探讨旅游目的地品牌标识的概念，对比研究，此研究侧重于需求驱动的、游客感知的旅游目的地品牌标识。研究人员和从业人员从标识和形象感知两个视角得出一个结论，在适当的地方，品牌概念分析是必不可少的而且应该是交织在一起的。但是，这项研究认为旅游目的地品牌的调查主要是从形象感知视角。因此，研究提供的从供方视角深入了解的缺乏可能导致对旅游目的地品牌的可能性和局限性有不平衡的看法，甚至误解和疏忽。本文介绍了一个理论框架，它的目的是分析旅游目的地标识，特别是对斯洛文尼亚的实证研究。 简介 不像许多科学的贡献涵盖产品主题品牌（和很少的服务和企业品牌），旅游目的地品牌线的研

究仅仅才处于起步阶段。尽管早些时候对旅游目的地环境传递品牌理念存有怀疑，但这一概念无疑引起了旅游目的地的研究人员和从业人员的兴趣。虽然目的地品牌似乎是一个最新的研究领域，但在目的地标识研究的替代标签下，部分主题已被覆盖，并且调查期超过30年是一个问题。然而，里奇和里奇指出，在旅游目的地的背景下，利用品牌理论发展一个连贯的和普遍接受的框架是必不可少的。 虽然一个旅游目的地可以被品牌化，但对旅游目的地环境的品牌原则转让有很大的忧虑。因为它的应用没有敏感的包容和考虑公共空间的意义，这可能导致变为商业取向，它运行具有破坏标识特征的风险，如社会关系、历史、地理和通过扩展可能破坏一个地区的地方特色。反之，在全球化背景下，对创造和维持一个独特的竞争优势来说，地方的标识会作出重要贡献。在全球和各级地方，“不同寻常”的历史自然文化概念认识的提高与标识形成的过程有关，那正是游客所要寻找的。因此，开发一个旅游目的地品牌应坚持一个连贯的理论框架并且利益相关者应该共同支持它，这是至关重要的。

外文翻译--旅游目的地品牌标识：以斯洛文尼亚为例

本科生毕业论文 外文资料翻译 专业XXXXXX 班级 XXX班 姓名 XXXXXX 指导教师XXXX（讲师） 所在学院XXXXXXXXXXX 附件1.外文资料翻译译文;2.外文原文

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