20.500.12556/DiRROS-27630 "Šolski tolar" kot razvojna politika na znanju temelječe družbe geneza, vsebina in sistemski dometi Zakona o zagotavljanju sredstev za nekatere nujne razvojne programe v vzgoji in izobraževanju (1994–1999) The "school money" as a development policy of a knowledge-based society Članek analizira nastanek, vsebino in sistemske učinke Zakona o zagotavljanju sredstev za nekatere nujne razvojne programe v vzgoji in izobraževanju (1994–1999) (ZZSNN), t. i. "šolskega tolarja". Zakon je bil sprejet v specifičnih okoliščinah tranzicije, ko je Slovenija prerazporedila del sredstev iz obrambnega v šolski proračun ter s tem simbolno in praktično utemeljila varnost države na znanju in izobraževanju. Prispevek rekonstruira politične in strokovne razprave, ki so vodile do skoraj soglasne parlamentarne podpore, ter analizira programske vsebine zakona: investicije v šolske prostore, računalniško opismenjevanje, učenje tujih jezikov, dostopnost učbenikov in šolsko prehrano. Empirične evidence kažejo, da je zakon omogočil hitre in učinkovite intervencije v kritične podsisteme šolstva ter prispeval k modernizaciji, kurikularni prenovi in socialni pravičnosti. Zakon predstavlja zgleden model politično podprtega financiranja šolstva, primerljiv z današnjimi strateškimi izzivi digitalizacije in umetne inteligence v sodobnem izobraževanju. This article examines the genesis, content, and systemic impact of the Act on Securing Funds for Certain Urgent Development Programs in Education (19941999), popularly referred to as the "School Money" (šolski tolar). Adopted in the early years of Slovenian statehood, the Act represented a pivotal moment in the development of education policy in a post-socialist context. It provided a dedicated, multi-annual fiscal mechanism to support strategic priorities in education – school infrastructure, computer literacy, foreign language learning, textbook accessibility, and school nutrition – thus addressing both developmental and social dimensions of the education system. The article situates the Act within the broader reform trajectory of the 1990s, which can be described as a three-phase process: (1) organizational restructuring and fiscal stabilization in the early 1990s, (2) curriculum reform in the mid1990s, and (3) implementation and evaluation by the end of the decade. Within this sequence, the "School Money" is conceptualized as a bridging instrument that connected the strategic visions of the White Paper on Education (1995) with the practical capabilities of the system, filling a typical "implementation gap" common in transitional societies. The Act ensured predictable funding, thereby enabling sustained modernization and facilitating subsequent curricular reforms. Parliamentary debates and archival sources reveal the exceptional consensus that surrounded the Act' s adoption. Promoted across party lines as a "law of all deputies", the initiative was marked by the personal dedication of MP Rudi Moge and Minister of Education Slavko Gaber, who emphasized that long-term national security was equally dependent on knowledge as on military defence. Symbolically, the financing was partly secured by reallocating resources from defence to education, highlighting a deliberate shift in priorities in favour of human capital. The Act' s outcomes were significant. By 1998, Slovenian schools had achieved a rapid increase in computer equipment, with one computer per 28 pupils in primary schools and one per 9.5 students in secondary schools. Foreign language instruction was expanded, textbook rental systems in libraries improved accessibility, and school meals were recognized as an essential element of educational equity and public health. However, empirical evaluations also revealed limits: while material infrastructure was strengthened, the pedagogical integration of new technologies and sustained professional development remained uneven and dependent on local leadership and teacher competencies. From a comparative perspective, the "School Money" stands out among post-socialist reforms for its ex-ante fiscal stabilization, which contrasted with the ad hoc or donor-dependent approaches in many neighbouring countries. Its systemic design allowed Slovenia to align with European trends in informatization, multilingualism, and social inclusiveness in education, thus reinforcing the foundations of a knowledge-based society. The article concludes by reflecting on the contemporary relevance of the Act. Just as computer literacy was recognized as a strategic imperative in the 1990s, today artificial intelligence and digital competencies represent comparable challenges that demand forward-looking, consensus-based investment policies. The legacy of the "School Money" underscores the enduring importance of political will, cross-party cooperation, and fiscal commitment in translating strategic visions into sustainable reforms. šolski tolar Zakon o zagotavljanju sredstev za nekatere nujne razvojne programe v vzgoji in izobraževanju vzgoja in izobraževanje izobraževalna politika tranzicija school money Act on Securing Funds for Certain Urgent Development Programs in Education education and upbringing education policy transition true false true Zgodovinsko društvo dr. Franca Kovačiča v Mariboru, Znanstveno raziskovalni inštitut dr. Franca Kovačiča v Mariboru Slovenski jezik Angleški jezik Neznano 2026-02-17 07:28:02 2026-02-17 07:28:02 2026-03-13 07:13:54 0000-00-00 00:00:00 2025 0 0 Nasl. z nasl. zaslona; Opis vira z dne 16. 2. 2026 Str. 807-842 št. 3 Letn. 25 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.014 2591-2194 10.32874/SHS.2025-18 268499203 sela_solski_2025.pdf sela_solski_2025.pdf 1 0707873BB9E979A7C17C928D335D7470 bc86a06fc060b7418ee8f143497642c333708e443b8652c1ec07777cc81d9eae bb5dacfe-0bf0-11f1-bcbc-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=40556 https://shs.zgodovinsko-drustvo-kovacic.si/sites/default/files/clanki/5-sela.pdf 1 410fa1ab-0bf0-11f1-bcbc-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=40555 Zgodovinsko društvo dr. Franca Kovačiča v Mariboru Studia Historica Slovenica 0 0 0