Papers by Vesna Miloševič Zupančič
Journal of Applied Youth Studies, 2025
The positive impact of youth centers on the development of young people is well documented. Many ... more The positive impact of youth centers on the development of young people is well documented. Many studies have highlighted the importance of these centers in providing access to resources and opportunities. However, research on which elements of social capital are fostered through personal relationships remains limited. This study aims to explore how social capital develops in youth centers, focusing on the structure and content of youth relationships.
This study was conducted in 19 youth centers across Slovenia, encompassing 23 distinct nonformal learning programs. Data were collected through 59 semi-structured interviews with three groups of participants: youth, trainers, and organizers. Through inductive thematic analysis based on grounded theory, the study identified nine central themes.
The findings suggest that supportive relationships are necessary for authentic learning experiences and identity formation. However, the study also found that their bridging role between different social classes remains limited. Further research into youth relationships in different educational and cultural contexts is needed.
Keywords Youth · Relationships · Social capital · Youth centers
Center for Educational Policy Studies Journal
Research from the field of non-formal education (NFE) in youth work emphasises the central role o... more Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching formsin NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teachingmethods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, wo...
• Research from the field of non-formal education (NFE) in youth work emphasises the central role... more • Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: 'What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?' and 'What teaching methods can be found in NFE for young people in youth councils on a national level in Slovenia?' Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youth work and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitative research.
Thesis Chapters by Vesna Miloševič Zupančič
Acquiring Competencies through Non-Formal Education in Youth Organizations - PhD thesis
PhD thesis, 2024
Young people participate in non-formal education in youth organizations and youth centres. The ma... more Young people participate in non-formal education in youth organizations and youth centres. The main goal is not the acquisition of competencies and increasing employability, it is a side-effect. The hidden curriculum contains inclusion of young people in further education and youth work in the direction of positive youth development. In the qualitative research, 59 individual in-depth semi-structured interviews with three groups of interviewees were conducted, with 23 young participants, 20 providers of education and 16 organizers and an evaluation focus group with experts.
The results show that non-formal education in youth centres is very diverse in terms of content and time. Methods of youth work are used, with active involvement of participants. The experiential learning is most ubiquitous. It is accompanied by learning-by-doing, learning-from-mistakes, peer learning, mentoring and evaluation. Programmes are inclusive, containing support activities (ice-breakers, getting-to-know-each-other games, energizers and team-building games). The emphasis is on working in groups. Roles are fluid; participants are motivated to (later) become providers and organizers. Young people feel safe, accepted, heard, understood, included and welcome.
Young people mainly acquire key competencies for lifelong learning. The greatest emphasis is on active citizenship, literacy and personal, social and learning-to-learn competence. Among the competences for work, teamwork is in the foreground. Young people develop other competencies; among them organizational competencies, topic-specific competencies and competencies of youth work and working with young people. The competencies benefit them in all aspects of life, as they make important friendships, establish positive relationships with adults, gain self-confidence, etc.
The competencies benefit them in career orientation, obtaining first employment and in performing work. They establish contacts with peers, adults, organizations, decision makers, employers and community. Acquired social network and social capital benefit them in all areas of life, both in personal and career life.
Books by Vesna Miloševič Zupančič
Vloga študentskega dela na trgu dela v Sloveniji: pravna, ekonomska in kadrovska analiza, 2025
Urednici: dr. Valentina Franca in dr. Polona Domadenik Muren
Poglavja:
- TEMELJNI VIDIKI PR... more Urednici: dr. Valentina Franca in dr. Polona Domadenik Muren
Poglavja:
- TEMELJNI VIDIKI PRAVNE UREDITVE ŠTUDENTSKEGA DELA, dr. Valentina Franca.
- MLADI NA TRGU DELA V SLOVENIJI, dr. Polona Domadenik Muren in dr. Vesna Miloševič Zupančič.
- RAZVOJ KOMPETENC S ŠTUDENTSKIM DELOM, dr. Andrej Kohont, Marko Ruperčič in Janja Hren Topole.
- KARIERNI RAZVOJ S ŠTUDENTSKIM DELOM IN PREHOD NA TRG DELA, dr. Vesna Miloševič Zupančič.
- ŠTUDENTSKO DELO IN ZAPOSLJIVOST DIPLOMANTOV, dr. Daša Farčnik in dr. Tjaša Redek.
Monografija se osredotoča na eno od ključnih področij v življenju mladih, na študentsko delo, in s tem na prehod mladih na trg dela in njihovo zaposljivost. Kot oblika začasnega ali občasnega dela mladih je študentsko delo namreč pomemben dejavnik tako v življenju dijakov in študentov ter njihovih družin kot tudi v širšem kontekstu trga dela in gospodarskih politik.
Raziskave, predstavljene v tej monografiji, temeljijo na bogati zbirki empiričnih podatkov, zajetih v letih med 2008 in 2024, in se osredotočajo na ključne vidike študentskega dela, ki jih osvetljujejo različni avtorji skozi poglobljeno analizo. V poglavjih smo se dotaknili večplastnih tem, v katerih se prepletajo pravni, ekonomski, sociološki in kadrovski pogledi na vlogo in posledice študentskega dela.
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Papers by Vesna Miloševič Zupančič
This study was conducted in 19 youth centers across Slovenia, encompassing 23 distinct nonformal learning programs. Data were collected through 59 semi-structured interviews with three groups of participants: youth, trainers, and organizers. Through inductive thematic analysis based on grounded theory, the study identified nine central themes.
The findings suggest that supportive relationships are necessary for authentic learning experiences and identity formation. However, the study also found that their bridging role between different social classes remains limited. Further research into youth relationships in different educational and cultural contexts is needed.
Keywords Youth · Relationships · Social capital · Youth centers
Thesis Chapters by Vesna Miloševič Zupančič
The results show that non-formal education in youth centres is very diverse in terms of content and time. Methods of youth work are used, with active involvement of participants. The experiential learning is most ubiquitous. It is accompanied by learning-by-doing, learning-from-mistakes, peer learning, mentoring and evaluation. Programmes are inclusive, containing support activities (ice-breakers, getting-to-know-each-other games, energizers and team-building games). The emphasis is on working in groups. Roles are fluid; participants are motivated to (later) become providers and organizers. Young people feel safe, accepted, heard, understood, included and welcome.
Young people mainly acquire key competencies for lifelong learning. The greatest emphasis is on active citizenship, literacy and personal, social and learning-to-learn competence. Among the competences for work, teamwork is in the foreground. Young people develop other competencies; among them organizational competencies, topic-specific competencies and competencies of youth work and working with young people. The competencies benefit them in all aspects of life, as they make important friendships, establish positive relationships with adults, gain self-confidence, etc.
The competencies benefit them in career orientation, obtaining first employment and in performing work. They establish contacts with peers, adults, organizations, decision makers, employers and community. Acquired social network and social capital benefit them in all areas of life, both in personal and career life.
Books by Vesna Miloševič Zupančič
Poglavja:
- TEMELJNI VIDIKI PRAVNE UREDITVE ŠTUDENTSKEGA DELA, dr. Valentina Franca.
- MLADI NA TRGU DELA V SLOVENIJI, dr. Polona Domadenik Muren in dr. Vesna Miloševič Zupančič.
- RAZVOJ KOMPETENC S ŠTUDENTSKIM DELOM, dr. Andrej Kohont, Marko Ruperčič in Janja Hren Topole.
- KARIERNI RAZVOJ S ŠTUDENTSKIM DELOM IN PREHOD NA TRG DELA, dr. Vesna Miloševič Zupančič.
- ŠTUDENTSKO DELO IN ZAPOSLJIVOST DIPLOMANTOV, dr. Daša Farčnik in dr. Tjaša Redek.
Monografija se osredotoča na eno od ključnih področij v življenju mladih, na študentsko delo, in s tem na prehod mladih na trg dela in njihovo zaposljivost. Kot oblika začasnega ali občasnega dela mladih je študentsko delo namreč pomemben dejavnik tako v življenju dijakov in študentov ter njihovih družin kot tudi v širšem kontekstu trga dela in gospodarskih politik.
Raziskave, predstavljene v tej monografiji, temeljijo na bogati zbirki empiričnih podatkov, zajetih v letih med 2008 in 2024, in se osredotočajo na ključne vidike študentskega dela, ki jih osvetljujejo različni avtorji skozi poglobljeno analizo. V poglavjih smo se dotaknili večplastnih tem, v katerih se prepletajo pravni, ekonomski, sociološki in kadrovski pogledi na vlogo in posledice študentskega dela.