During the forty years of debate on the brain drain in Slovenia, various ideas have emerged on how to prevent the long-term negative socioeconomic consequences of the brain drain. Proposals range from measures to curb the emigration of educated and highly-skilled personnel to considerations of the need to encourage return, to the idea of international cooperation, which was at the heart of the proposal for a “Third Slovenian University.” Outflows should be regulated in a way that does not represent an outflow of knowledge, but its enrichment—the organization of transnational networks through which knowledge circulates and returns.Keywords: migration, brain drain, Third Slovenian University, emigrants, mobility

During the forty years of debate on the brain drain in Slovenia, various ideas have emerged on how to prevent the long-term negative socioeconomic consequences of the brain drain. Proposals range from measures to curb the emigration of educated and highly-skilled personnel to considerations of the need to encourage return, to the idea of international cooperation, which was at the heart of the proposal for a “Third Slovenian University.” Outflows should be regulated in a way that does not represent an outflow of knowledge, but its enrichment—the organization of transnational networks through which knowledge circulates and returns.Keywords: migration, brain drain, Third Slovenian University, emigrants, mobility

The article presents the findings of a study conducted among the representatives of cultural associations of former Yugoslavia’s constitutive nations in Slovenia. Semi-structured interviews were conducted to gain insight into the representatives’ views on their nations’ situation in Slovenian education, including their expectations regarding education. The results are interpreted from the perspective of emerging multicultural educational policies categorized according to the different legal statuses of the ethnical groups in Slovenia. The results indicate a lack of clear policy, causing the respondents to express several concerns.
Keywords: multicultural education policy, national communities of former Yugoslavia’s constitutive nations, immigrant students

The article presents the findings of a study conducted among the representatives of cultural associations of former Yugoslavia’s constitutive nations in Slovenia. Semi-structured interviews were conducted to gain insight into the representatives’ views on their nations’ situation in Slovenian education, including their expectations regarding education. The results are interpreted from the perspective of emerging multicultural educational policies categorized according to the different legal statuses of the ethnical groups in Slovenia. The results indicate a lack of clear policy, causing the respondents to express several concerns.
Keywords: multicultural education policy, national communities of former Yugoslavia’s constitutive nations, immigrant students

The paper presents a study on the effective adaptation of distance learning for students with an immigrant background in the second wave of the COVID-19 epidemic in Slovenia. The online survey of a small sample of teachers indicates a decline in ICT equipment-related problems compared to the first wave, while learning and language problems and the social isolation effects persisted. Teachers adapted the teaching approaches and learning assistance individually to the perceived language and learning problems and personal distress of students. Plurilingual approaches prove to be effective in enabling an inclusive multicultural learning environment and should be strengthened also in the school classes.Keywords: distance learning, COVID-19 epidemic, students with an immigrant background, inclusive education, multilingualism

The paper presents a study on the effective adaptation of distance learning for students with an immigrant background in the second wave of the COVID-19 epidemic in Slovenia. The online survey of a small sample of teachers indicates a decline in ICT equipment-related problems compared to the first wave, while learning and language problems and the social isolation effects persisted. Teachers adapted the teaching approaches and learning assistance individually to the perceived language and learning problems and personal distress of students. Plurilingual approaches prove to be effective in enabling an inclusive multicultural learning environment and should be strengthened also in the school classes.Keywords: distance learning, COVID-19 epidemic, students with an immigrant background, inclusive education, multilingualism

This article is based on a research project executed by the authors in 2021. It revolves around the experiences of refugee children and parents within the Slovenian educational system. Data was acquired from twelve families. Interviewees spoke about the positive and negative aspects of educational integration. Those mainly consisted of language difficulties, learning difficulties, and discrimination. The presented research aims to shift the perspective from the “easy integration” read about in laws and strategies to the more complex perspective held by the “subjects” of integration. They mostly perceive it as a long-lasting, nuanced, and troublesome process.
Keywords: education, migrant children, refugee children, integration, primary school, secondary school, kindergarten

This article is based on a research project executed by the authors in 2021. It revolves around the experiences of refugee children and parents within the Slovenian educational system. Data was acquired from twelve families. Interviewees spoke about the positive and negative aspects of educational integration. Those mainly consisted of language difficulties, learning difficulties, and discrimination. The presented research aims to shift the perspective from the “easy integration” read about in laws and strategies to the more complex perspective held by the “subjects” of integration. They mostly perceive it as a long-lasting, nuanced, and troublesome process.
Keywords: education, migrant children, refugee children, integration, primary school, secondary school, kindergarten

The revised legislation for primary and secondary schools provides an intensive language courses of Slovenian for beginners and monitoring of an individual’s integration progress. More and more didactic materials are available for children of different ages, but challenges remain. There are even more challenges in implementing intercultural dialogue in the classroom. Curricula and teaching materials should reflect social diversity yet often portray migrants and members of minority groups negatively or do not portray them at all. We must change that and offer them different opportunities to introduce themselves, to talk about the challenges of integration, their hyphenated identity, and their role in society.
Keywords: migrant children, intensive language course of Slovenian, curricula, eurocentrism, life stories

The revised legislation for primary and secondary schools provides an intensive language courses of Slovenian for beginners and monitoring of an individual’s integration progress. More and more didactic materials are available for children of different ages, but challenges remain. There are even more challenges in implementing intercultural dialogue in the classroom. Curricula and teaching materials should reflect social diversity yet often portray migrants and members of minority groups negatively or do not portray them at all. We must change that and offer them different opportunities to introduce themselves, to talk about the challenges of integration, their hyphenated identity, and their role in society.
Keywords: migrant children, intensive language course of Slovenian, curricula, eurocentrism, life stories