Background purpose: Research on digital competence has been one of the most important policy goals in the area of education in the European Union for almost two decades. In 2017, two essential documents were published: DigComp 2.1 - The Digital Competence Framework for Citizens with eight proficiency levels (Carretero et al., 2017) and examples of use and the European Framework for the Digital Competence of Educators – DigCompEdu (Redecker, 2017). Despite these documents and all the research in the field of digital competencies, there is still no unified instrument for measuring the digital competencies of citizens. The problem is that digital competencies encompass a wide range of skills, from basic digital literacy to advanced technical proficiency, and they evolve with technological advancements. Researchers and policymakers face several obstacles in creating a one-size-fits-all tool for assessing these competencies. This paper expands existing research in the field of digital competence in formal education in Slovenia. Our research aimed to explore curricular aspects of acquiring digital competencies within the three levels of formal education and the level of achieving digital competencies among citizens (students) in Slovenia. The purpose of our study was to gain a broader understanding of how participants in formal education obtain digital competencies to obtain a publicly recognized qualification within the education system in Slovenia. Design/Methodology/Approach: To examine the field of digital competence in formal and hidden curricula, we first survey students (citizens) to assess their self-perception regarding digital competencies. Then, we interviewed teachers from various faculties to identify elements of the hidden curriculum. Finally, we reviewed publicly available educational content regarding acquiring digital competencies in primary and secondary schools and universities. Results: The extent of formal teaching of content related to digital competencies within the public education system in Slovenia is small. During the average duration of formal education, a Slovenian citizen listens to approximately 2,000 hours of mathematics lessons, around 1,000 hours of art lessons, and 200 hours of computer science and informatics lessons. The research results have shown that, even in subjects unrelated to computer science, informatics, and digital competencies, students acquire digital competencies as part of the hidden curriculum at universities. The arithmetic mean among students’ (citizens’) research of other competencies indicates that respondents can operate independently. The results of the level of digital competencies according to DigiComp 2.1. show that, except for two competencies; all are within are within level 5. This means that the self-assessed level of digital competencies among students (citizens) has mostly stopped at tasks they perform for their own needs. Conclusion: In the future, EU countries will need to standardize the assessment system for digital competencies to determine the level of individuals’ digital competencies. The school system in Slovenia will have to introduce a significant amount of computer science knowledge into the curricula of subjects, with particular attention given to upgrading digital competencies within hidden curricula.

Prispevek obravnava razvoj kadrov na Univerzi v Mariboru, ki je ključen za akademsko, raziskovalno in organizacijsko odličnost. Od ustanovitve leta 1975 Univerza v Mariboru sistematično profesionalizira zaposlene, vključno z akademskim, raziskovalnim in nepedagoškim strokovnim osebjem. Razvoj kadrov je prilagojen potrebam družbe, kar se odraža v uvedbi novih pedagoških pristopov, digitalnih tehnologij in bolonjskega sistema študija. Analiza obdobja od leta 2004 do leta 2023 prikazuje nihanja v številu zaposlenih, z vrhuncem leta 2023, ko je imela univerza 2093 zaposlenih. Opazen je trend rasti raziskovalnega in pedagoškega kadra z višjimi akademskimi nazivi ter profesionalizacija delovne sile, zlasti v višjih tarifnih razredih skupin H in J. Strategija razvoja Univerze v Mariboru 2021–2030 (Univerza v Mariboru, 2021b) poudarja pomen medsebojnih odnosov, uravnoteženja dela in življenja ter kontinuiranega razvoja kompetenc preko programov, kot je Izpopolni UM. Ugotovljeno je, da Univerza v Mariboru sledi sodobnim trendom digitalizacije, inovativnosti in vseživljenjskega učenja ter prispeva k razvoju zaposlenih in širše družbe.

This study examines how key organizational resources shape work–life balance (WLB), behavioural work–life conflict (BWLC), and work engagement (WE) among employees in the private sector. Drawing on the Job Demands–Resources (JD-R) model and the Conservation of Resources (COR) theory, we test an integrated framework in which leader support, co-worker support, and family-friendly policies predict WLB and BWLC, which in turn influence work engagement. Data collected from employees in Slovenian private-sector organizations were analyzed using structural equation modelling. The results show that leader support, co-worker support, and family-friendly policies significantly enhance WLB, with leader support demonstrating the strongest effect. BWLC is negatively associated with WLB, confirming that behavioural spillover between domains diminishes employees’ perceived balance. Leader support is the only organizational resource that significantly reduces BWLC, while co-worker support and family-friendly policies show no direct effect. Furthermore, WLB is a strong positive predictor of work engagement, whereas BWLC does not directly predict WE. These findings highlight the importance of work–life balance for understanding the relationship between organizational resources and work engagement, and they underscore the crucial role of leader behaviour in shaping boundary management. The findings should be interpreted within the context of Slovenian private-sector organizations and comparable regulated labour-market settings.

Prispevek predstavlja povezavo organizacije in delovnega mesta s ključnimi cilji. Glede na to, da so v zadnjih letih dejavniki v okolju močno vplivali na delovanje organizacij, so morale organizacije prilagoditi ključne cilje, kar je povzročilo tudi spremembe v organizacijskih strukturah organizacij in analizi delovnih mest. Vsaka organizacija ima za svoje delovanje definirano organizacijsko strukturo. Organizacijska struktura temelji na definiranju delovnih mest in pristojnosti in odgovornosti zaposlenih. V prispevku je predstavljen primer oblikovanja organizacijske sheme na osnovi strukture in delovanja izbrane organizacije. Prikazan je vpliv spremenjenih ključnih ciljev na zahteve in pogoje delovnih mest, s tem pa tudi na spremembe v opisu konkretnega delovnega mesta izbrane organizacije.

The handbook “Remote working management skills for HR professionals-HANDBOOK FOR TRAINERS” is related to online training for HR professionals. In the handbook, we present the curricular aspects of the training. The emphasis is on the following: list of skills for mangers; list of learning outcomes; list of learning contents; learning strategies and methods; learning materials; instructions for examination and grading; instructions for implementation. There are six learning modules in the list of learning contents: Communicational skills, Digital skills, Work-life balance, skills, Organizational skills, Leadership skills and HRM skills. For each learning module, we prepared the learning material: Case studies; Practical exercises; Questions and answeres; Multiple choice questions. The trainer also has available for each learning module: Power point presentations (5 files for each learning module); Lecture notes (10-15 pages for each learning module). Presentations and lecture notes are not included in this handbook. They are published separately. Veščine vodenja dela na daljavo za kadrovike: Priročnik za trenerje. Delo je nastalo v okviru ERASMUS projekta ERASMUS+: 2020-1-PL01-KA202-082239-Remote working management skills for HR professionals (“projekt REMOWA”). Ena od nalog projekta je ila izdelava vsega potrebnega za izvedbo izobraževanja (seveda na daljavo) kadrovskih strokovnjakov. Avtorji so potrebna znanja, katera morajo imeti managerji in kadrovski specialisti, ki vodijo delavce, ki delajo na daljavo, strukturirali na šest vsebinskih sklopov: (v angleščini): Communicational skills, Digital skills, Work-life balance, skills, Organizational skills, Leadership skills and HRM skills. Na tak način so strukturirani tudi bloki (moduli) oziroma vsebinski sklopi izobraževanja. Struktura osrednjega dela priročnika sledi tem šestim vsebinskim sklopom. Za vsak vsebinski sklop (modul) je popisano: potrebna znanja modula; popis učne snovi; popis uporabljenih strategij in metod; popis materialov za izobraževanje; navodila za izvedbo ocenjevanja znanja; navodila za izvedbo. Izobraževanje poteka preko spleta na naslovu: https://www.openlearning.com/courses/remote-working-management-skills-for-hr-professionals/homepage/?cl=1 Pričujoče delo je priročnik za uporabo vsega omenjenega.