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It argues that programme-level consensus on what quality general education means is needed to reduce conflicting expectations. 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In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventionsin the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.  \nKeywords: compulsory education, systemic solutions, White Paper, general education, process solutions, programme reform, quality, reform processes  \n1 Faculty of Arts, University of Ljubljana, Slovenia.  \n2 *Corresponding Author. Faculty of Arts, University of Ljubljana, Slovenia; [tadej.vidmar@ff.uni-lj.si](tadej.vidmar@ff.uni-lj.si).  \n186 compulsory education reform between the profession and policy in the light    \nReforma osnovne šole med stroko in politiko v lučipravičnosti in enakih možnosti  \nMojca Kovač Šebart, Damijan Štefanc in Tadej Vidmar  \n• Reforma osnovne šole po sprejetju konceptualne zasnove v Beli knjigileta 1995 in na tej podlagi sprejete zakonodaje je preoblikovala njenocelotno podobo. V tem prispevku obravnavamo le nekatere rešitve in tematiziramo dogajanje oziroma spremembe, ki so nastale v zadnjih dvajsetih letih. Posebej obravnavamo sistemski, programski in procesnisklop. Na sistemski ravni, na kateri je bilo izhodišče predvsem zagotavljanje pravičnosti in enakih možnosti, nam je kljub različnim poskusomuveljavljanja rešitev, ki so se nakazovale v Beli knjigi iz leta 2011, in tudi dejansko ne vedno dovolj premišljenih posegih v sistem uspelo ohranitiustrezno javno mrežo in programsko sestavo. Ne glede na to pa bi morali več pozornosti nameniti zmanjševanju neenakosti, ki so vezane na socialno-kulturne okoliščine in različne regije v Sloveniji. Na programski ravni je treba doseči konsenz glede tega, kaj nam pomeni kakovostnasplošna izobrazba; to bi omililo nasprotujoče si zahteve do učiteljev inučiteljic, učencev in učenk ter načrtovalcev in načrtovalk programskih rešitev. Za procesno raven pa ugotavljamo, da nimamo ustrezne strokovne opore niti sistematičnih evalvacijskih študij, saj kakovosti šole ni mogoče presojati le na podlagi rezultatov iz mednarodnih raziskav. Da bi na procesni ravni naredili korak naprej, potrebujemo kakovostni šoli zavezano šolsko politiko, ki se bo oprla na različne stroke in ji bocilj dvig kakovosti, ne pa samopromocija in varčevanje s proračunskimisredstvi za področje vzgoje in izobraževanja.  \nKljučne besede: osnovna šola, sistemske rešitve, Bela knjiga, splošnaizobrazba, procesne rešitve, progra","cbCaigi0cIh3FxRd","https://ap.wps.com/l/cbCaigi0cIh3FxRd","pdf",169327,25,"English","# Introduction\n## Systemic solutions\n## Programme and curricular solutions\n## Process and procedural support","[{\"question\":\"What period and reform basis does the paper focus on?\",\"answer\":\"The paper focuses on reforms implemented after the 1995 White Paper and related legislation, examining developments over the last twenty years while also referencing later attempts such as the 2011 White Paper.\"},{\"question\":\"What challenges does the paper identify at the systemic level?\",\"answer\":\"It states that justice and equal opportunities guided systemic starting points, yet greater attention was needed to reducing inequalities connected to sociocultural circumstances and different regions in Slovenia.\"},{\"question\":\"Why does the paper claim that quality cannot be judged only by international research results?\",\"answer\":\"It argues that quality of teaching, knowledge transfer, and education in classrooms and schools cannot be assessed solely through quantitative collections of opinions or results from international research; it requires adequate professional support and systematic evaluation studies.\"}]","Compulsory Education Reform between the Profession and Policy in the Light of Justice and Equal Opportunities | PDF",1792086551,63]