natgillin/translations-raw huggingface dataset:
– ob upoštevanju poročila „How the world's best performing school systems come out on top“ (Kako se svetovno najuspešnejši šolski sistemi uvrstijo na vrh) (McKinsey in drugi, september 2007),
– having regard to the report 'How the world's best performing school systems come out on top' (McKinsey & Co, September 2007),
– ob upoštevanju študije, ki jo je objavil Evropski parlament, z naslovom „Trenutni položaj in obeti na področju telesne vzgoje v Evropski uniji“,
– having regard to the study published by the European Parliament entitled 'Current situation and prospects for physical education in the European Union',
Sprejeta besedila, P6_TA(2007)0503 . ,
Texts Adopted, P6_TA(2007)0503 . ,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6-0304/2008 ),
– having regard to the report of the Committee on Culture and Education ( A6‑0304/2008 ),
A. ker visokokakovostno izobraževanje in usposabljanje zagotavljata raznovrstne ugodnosti, ki presegajo ustvarjanje delovnih mest in spodbujanje konkurenčnosti, ter sta pomembna elementa vseživljenjskega učenja,
A. whereas high quality education and training have multifaceted benefits that go beyond job creation and the promotion of competitiveness, and are important elements of lifelong learning,
B. ob upoštevanju potrebe po izobraževanju posameznikov, ki so samostojni, ozaveščeni in zavezani povezani družbi, ter ker je kakovost poučevanja ključni dejavnik, ki prispeva k socialni in ekonomski koheziji, pa tudi k ustvarjanju delovnih mest, konkurenčnosti in potencialu rasti Evropske unije v globaliziranem svetu,
B. whereas the need to educate individuals who are self-sufficient, informed and committed to a cohesive society, and whereas the quality of teaching is a critical factor in contributing to the European Union's social and economic cohesion as well as its job creation, competitiveness and growth potential in a globalising world,
C. ker je lahko Evropski socialni sklad pomemben za razvoj izobraževanja in usposabljanja ter prispeva k boljšemu izobraževanju učiteljev,
C. whereas the European Social Fund can play an important role in education and training development contributing to better teacher education,
D. ker se kakovost usposabljanja učiteljev kaže pri izobraževalni praksi ter neposredno vpliva ne le na stopnjo znanja učencev, temveč tudi na oblikovanje njihove osebnosti, zlasti v prvih šolskih letih,
D. whereas the quality of teacher training is reflected in educational practice and has a direct effect not only on pupils' level of knowledge but also on the formation of their personality, particularly during the first years of their school experience,
E. ker se izzivi učiteljskega poklica povečujejo s tem, ko postaja izobraževalno okolje bolj zapleteno in heterogeno; ker ti izzivi vključujejo napredovanje na področju informacijskih in komunikacijskih tehnologij, spremembe socialnih in družinskih struktur, vedno bolj raznoliko mešanico učencev v številnih šolah zaradi čedalje večjega priseljevanja in večkulturne družbe, večjo neodvisnost šol, zaradi česar imajo učitelji več dolžnosti, ter dejstvo, da je treba posvetiti več pozornosti učnim potrebam posameznih učencev,
E. whereas the challenges faced by the teaching profession are increasing as educational environments become more complex and heterogeneous; whereas these challenges include advances in Information and Communication Technologies (ICT), changes to social and family structures, and the increasingly diverse mix of students in many schools as a result of increased immigration and the emergence of multicultural societies, the increase in the autonomy of schools, which entails an increase in teachers' duties, and the need to pay more attention to the learning needs of individual pupils,
F. ker obstaja jasna in pozitivna povezava med visokokakovostnim usposabljanjem učiteljev in doseganjem zelo dobrih rezultatov učencev,
F. whereas there is a clear and positive correlation between high quality teacher training and pupils achieving high success rates,
G. ker je treba glede na vedno večjo ponudbo informacij skupaj s stalno digitalizacijo razviti sposobnost učinkovite uporabe medijev in njihove vsebine v skladu s cilji in potrebami posameznika, medijska vzgoja pa je vrsta pedagoškega pristopa k medijem, ki mora uporabnikom omogočiti, da bodo vse medije uporabljali kritično in premišljeno,
G. whereas in the light of the growing supply of information in conjunction with ongoing digitisation, the capacity must be developed to use media and their content effectively in accordance with individuals' aims and needs, and whereas media education is a type of pedagogical approach to the media which should enable users to develop a critical and reflective approach when using all media,
H. ker je več kot 80 % osnovnošolskih učiteljev in 97 % predšolskih učiteljev v EU žensk, v srednješolskem izobraževanju pa jih je le 60 %,
H. whereas more than 80% of primary school teachers and 97% of pre-school teachers in the EU are women, while in secondary education the equivalent figure is only 60%,
I. ker lahko kakovost izobraževanja učiteljev vpliva na stopnjo zgodnje opustitve izobraževanja in na bralno spretnost starejših učencev,
I. whereas the quality of teacher education can affect early school leaving levels and older students' reading skills,
J. ker na poznejšo stopnjo izobrazbe otrok posebno vplivata predšolsko in osnovnošolsko izobraževanje,
J. whereas pre-school and primary education have a particularly critical impact on children's eventual educational achievement,
K. ker je v Uniji več kot 27 različnih sistemov usposabljanja učiteljev, učitelji v vseh državah pa se kljub temu dejansko soočajo z enakimi izzivi,
K. whereas with more than 27 different teacher training systems in place across the Union, the challenges facing the teaching profession are nonetheless, in essence, common to all Member States,
L. ker je poučevanje poklic, pri katerem je visoka raven zadovoljstva pri delu pomembna za zadržanje kakovostnega osebja,
L. whereas teaching is a vocational profession in which high levels of job satisfaction are important for the retention of good staff,
M. ker bi bilo nepravično, če bi bili za svojo izobraževalno dejavnost odgovorni le učitelji; ker je treba poudariti, da je zmožnost učiteljev, da ponudijo ustrezno izobraževanje vsem učencem, ustvarijo vzdušje, v katerem lahko vsi sobivajo, in zmanjšajo nasilno vedenje, tesno povezana s pogoji, v katerih poučujejo, razpoložljivimi sredstvi podpore, številom učencev z učnimi težavami v posameznem razredu, družbenim in kulturnim okoljem v šolah, sodelovanjem družin in prejeto družbeno podporo; ker je stopnja predanosti učiteljev v veliki meri odvisna od zavezanosti družbe izobraževanju, oba dejavnika pa sta med seboj povezana in vplivata na boljše poučevanje,
M. whereas it would be unfair to make teachers solely responsible for their educational activity; whereas it needs to be stressed that teachers' ability to offer a proper education to all their pupils, create a climate in which all can live together, and reduce violent behaviour, is closely linked to the conditions in which they teach, the means of support available, the number of pupils with learning difficulties in each class, the social and cultural environment in the schools, the cooperation of families, and the social support received; whereas teachers' level of commitment depends to a large extent on society's commitment to education, and both factors interact in the interests of better teaching,
N. ker si je treba čim bolj prizadevati za zagotovitev, da bi vsi učitelji čutili, da opravljajo spoštovan in cenjen poklic, saj je velik del poklicne identitete odvisen od mnenja družbe,
N. whereas every effort needs to be made to ensure that all teachers feel they belong to a respected and valued profession, given that a large part of professional identity depends on society's perceived view,
O. ker je za privabljanje visokokakovostnega kadra v učiteljski poklic potrebna ustrezna raven priznavanja v družbi, statusa in plačila,
O. whereas attracting top-performing recruits to the teaching profession requires corresponding levels of social recognition, status and remuneration,
P. ker imajo učitelji pomembno družbeno in razvojno vlogo, ki presega tradicionalne meje učnih predmetov, poleg tega pa imajo lahko pomembno vlogo kot vzorniki,
P. whereas teachers play important social and developmental roles that extend beyond traditional subject boundaries, and can perform an important function as role models,
Q. ker je cilj „enake možnosti za vse“ določen v Pogodbi ES, zlasti v njenem členu 13 o boju proti diskriminaciji na podlagi spola, rase ali narodnosti, vere ali prepričanja, invalidnosti, starosti ali spolne usmerjenosti,
Q. whereas the objective of 'equal opportunities for all' is enshrined in the EC Treaty, particularly in Article 13 of the EC Treaty, which combats discrimination on grounds of sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation,
R. ker je kakovost šol odvisna predvsem od stopnje neodvisnosti njihovih programov in upravljanja,
R. whereas the quality of schools is to a large extent dependent on the degree of autonomy attached to their plans and management,
S. ker so ustrezne poklicne kvalifikacije učiteljev telesne vzgoje zelo pomembne za telesni in duševni razvoj otrok ter za spodbujanje k njihovemu zdravemu načinu življenja,
S. whereas appropriate professional qualifications for physical education teachers play a very important role in the physical and mental development of children and in encouraging them to adopt a healthy way of life,
6. poudarja, da je treba okrepiti nadnacionalen dialog in izmenjavo izkušenj zlasti glede zagotavljanja in učinkovitosti stalnega poklicnega razvoja na področju izobraževanja predšolskih, osnovnošolskih in srednješolskih učiteljev;
Underlines the need for increased transnational dialogue and exchange of experience, especially in the provision and effectiveness of continuing professional development in the field of pre-school, primary and secondary teacher education;
8. poziva države članice, naj se še naprej osredotočajo na zaposlovanje in zadržanje najboljših učiteljev, predvsem z zagotavljanjem, da bo ta poklic dovolj privlačen, obenem pa zagotovijo, da sestava učiteljskega kadra na vseh ravneh šolskega izobraževanja izraža socialno in kulturno raznolikost družbe;
Calls on Member States to ensure that, while maintaining the focus on recruiting and retaining the best teachers, notably by making the profession sufficiently attractive, the composition of the teaching workforce at all levels of school education represents the social and cultural diversity within society;
10. poudarja, da je izrazito pomembna politika enakosti spolov; poudarja tudi pomen zagotavljanja visokokakovostnih predšolskih in osnovnošolskih učiteljev, ki morajo v skladu z njihovo odgovornostjo prejemati ustrezno raven socialne in strokovne podpore;
Stresses the particular importance of a gender policy; stresses also the importance of ensuring that pre-school and primary school teachers are of high quality and that they receive the appropriate levels of social and professional support their responsibilities entail;
12. poudarja, da je šola pomembna za otrokovo socialno in učno življenje ter zagotavljanje znanja in spretnosti za sodelovanje v demokratični družbi; poudarja, da je pomembno, da se kvalificirani, usposobljeni in izkušeni učitelji vključijo v pripravo učinkovitih metod pedagoškega usposabljanja za učitelje;
Insists on the important role of school in terms of children's social and learning life as well as in terms of giving them the knowledge and skills for participating in democratic society; stresses the importance of having qualified, competent and experienced teachers involved in the conception of effective pedagogical training methods for teachers;
16. meni, da mora biti cilj usposabljanja med drugim učiteljem zagotoviti inovativni okvir, ki ga potrebujejo za vključitev okoljskega vidika v njihove dejavnosti in na nova tematska področja: podpira lokalne seminarje za izpolnjevanje potreb, ugotovljenih v posameznih okoliščinah, ter programe za osebje zadevnih ustanov, katerih namen je izvajanje konkretnih projektov, ki upoštevajo njihove potrebe in posebne okoliščine;
Believes that training should aim, amongst other objectives, to provide teachers with the innovative framework they need in order to mainstream the environment perspective into their activities and into the new subject areas: favours local seminars aimed at meeting needs detected in particular contexts, and courses intended for the staff of a given establishment with a view to implementing concrete projects which take into account their needs and their particular context;
28. poudarja, da program Comenius zelo pozitivno vpliva na učitelje in je pomemben za majhne skupnosti, zlasti na socialno in gospodarsko ogroženih območjih, saj spodbuja vključevanje in večjo ozaveščenost o evropski razsežnosti v izobraževanju;
Emphasises the extremely beneficial impact of the Comenius programme on teachers and its importance for small communities, especially in socially and economically deprived areas, by promoting inclusion and greater awareness of the European dimension in education;
31. meni, da je za obravnavanje nasilja v šolah bistveno doseči tesnejše sodelovanje med ravnatelji in starši ter oblikovati orodja in postopke za učinkovito reševanje tega pojava;
Considers that, in order to deal with violence at schools, it is vital to achieve closer cooperation between head teachers and parents and to create the tools and procedures to tackle the phenomenon effectively;
35. poziva države članice, naj v usposabljanje učiteljev vključijo osnovno znanje o Evropski uniji, njenih institucijah in načinu delovanja ter organizirajo praktične obiske učiteljev pripravnikov v evropskih institucijah;
Calls on the Member States to include in teacher training basic knowledge about the European Union, its institutions and their mode of functioning and arrange for practical visits by trainee teachers to the European Institutions;
Sporočilo Komisije in splošni okvir
The Commission Communication and the general framework
Komisija je avgusta 2007 objavila sporočilo z naslovom Izboljšanje kakovosti izobraževanja učiteljev
In August 2007, the Commisssion published a Communication entitled "Improving the Quality of Teacher Education"
To sporočilo ocenjuje aktualne razmere v Evropski uniji na področju izobraževanja in usposabljanja učiteljev ter predlaga skupen razmislek glede ukrepov, ki jih lahko sprejmejo države članice EU, ki so v skladu s Pogodbo o Evropski skupnosti pristojne za organizacijo in vsebino sistemov izobraževanja in usposabljanja.
This assesses the current situation in the European Union as regards the education and training of teachers, and proposes a shared reflection on actions that can be taken by EU Member States, as responsible for the organisation and content of education and training systems according to the EC Treaty.
Cilji sporočila so zagotoviti usklajen sistem izobraževanja in strokovnega razvoja učiteljev, za katerega so zagotovljeni ustrezni viri, vsem učiteljem omogočiti znanje, odnos in pedagoško usposobljenost, potrebne za njihovo učinkovitost, podpreti profesionalizacijo poučevanja in spodbujati raziskave učiteljskega poklica ter status in priznavanje poklica.
The aims of this Communication are to ensure that provision for teachers' education and professional development is coordinated and adequately resourced; encourage that all teachers possess the knowledge, attitudes and pedagogic skills that they require to be effective; support the professionalisation of teaching; and to promote research within the teaching profession, as well as the status and recognition of the profession.
Splošni okvir je prizadevanje za izboljšanje izobraževanja in usposabljanja v Evropi v okviru lizbonske strategije.
The overall framework is the drive to improve education and training in Europe, taking place in the context of the Lisbon strategy.
Evropski svet je na zasedanju v Barceloni marca 2002 sprejel konkretne cilje v zvezi z izboljšanjem sistemov izobraževanja in usposabljanja, vključno z izobraževanjem in usposabljanjem učiteljev ter vodij usposabljanja.
The Barcelona Council in March 2002 adopted concrete objectives for improving Member States’ education and training systems, including education and training for teachers and trainers.
Leta 2004 sta Svet in Komisija v skupnem poročilu o uresničevanju lizbonske strategije na področjih izobraževanja in usposabljanja pozvala k razvoju skupnih evropskih načel glede sposobnosti in kvalifikacij, ki jih potrebujejo učitelji in izvajalci usposabljanja.
In 2004, the Council and Commission Joint Report on progress towards the Lisbon objectives in the fields of Education and Training called for the development of common European principles for the competences and qualifications needed by teachers and trainers.
Svet je novembra 2006 navedel, da bi bilo treba „prizadevanja učiteljskega osebja […] podpreti s stalnim poklicnim razvojem“, novembra 2007 pa je sprejel sklepe o izobraževanju učiteljev na podlagi sporočila Komisije.
In November 2006, the Council stated that 'the efforts of teaching staff should be supported by continuous professional development', while in November 2007 the Council adopted Conclusions on teacher education, on the basis of the Commission's Communication.
Svet je med drugim sklenil, da „je visoko kakovostno poučevanje prvi pogoj za visoko kakovostno izobraževanje in usposabljanje, ki odločilno vplivata na dolgoročno konkurenčnost Evrope ter njeno sposobnost ustvarjanja več delovnih mest in pospeševanja rasti v skladu z lizbonskimi cilji“
Among the conclusions, the Council stated that 'high quality teaching is a pre-requisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals'
UL C 300, 12.12.2007, str.
OJ C 300, 12.12.2007, p.7 .
Aktualno stanje
The state of play
Komisija opredeljuje kakovost poučevanja kot ključni dejavnik, ki prispeva k ustvarjanju delovnih mest, konkurenčnosti in potencialu rasti Evrope v globaliziranem svetu, pa tudi k izboljšanju uspešnosti učencev.
The Communication identifies the quality of teaching as one key factor contributing to Europe's job creation, competitiveness and growth potential in a globalising world, but also to improve student performance.
V Evropi je več kot šest milijonov učiteljev, ki imajo pomembno vlogo pri razvoju znanja in spretnosti ter razvoju otrok v družbi.
There are more than 6 million teachers in Europe, and they play a vital role developing knowledge and skills as well as playing an important role in children’s development in society.
Učitelji se srečujejo z vedno večjimi izzivi, saj postaja izobraževalno okolje bolj zapleteno in raznoliko.
The challenges faced by teachers are increasing as educational environments become more complex and heterogeneous.
Vendar je raziskava OECD iz leta 2005 „Učitelji so pomembni“
However, in the 2005 OECD survey "Teachers Matter"
„Teachers Matter: Attracting, Developing and Retaining Effective Teachers", OECD 2005. pokazala, da so v skoraj vseh državah pomanjkanje usposobljenosti za poučevanje, majhno vlaganje v nadaljnje usposabljanje in razvoj učiteljskega kadra ter majhna podpora v prvih letih poučevanja.
"Teachers Matter: Attracting, Developing and Retaining Effective Teachers", OECD 2005. , almost all countries reported shortfalls in teaching skills, low investment in the continuous training and development of the teaching workforce, and low support in the first years of teaching.
Na učenje učencev vpliva veliko dejavnikov, vključno z njihovim lastnim potencialom in motiviranostjo, odnosom in podporo pri učenju v njihovih družinah in pri vrstnikih, organizacijo šole ter kakovostjo učiteljev.
There is a vast array of factors which influence student learning, including a students’ own potential and motivation, their families’ and peers’ attitude and support for learning, school organisation and the quality of their teachers.
Oblikovalci politike na večino teh dejavnikov težko vplivajo, vsaj kratkoročno
It is difficult for policy makers to influence most of these factors, at least in the short run
Kljub temu je mogoče na izobraževalne sisteme občutno vplivati prek politik, ki se osredotočajo na učitelje.
Nevertheless, a significant impact on education systems can be made through policies focused on teachers.
Kot je poudarila OECD, „je izboljšanje učinkovitosti in pravičnosti šolanja zelo odvisno od zagotovitve, da se bodo kot učitelji zaposlili usposobljeni ljudje, katerih poučevanje bo visoke kakovosti, in da imajo vsi učenci dostop do visokokakovostnega izobraževanja“
As the OECD has underlined, ‘improving the efficiency and equity of schooling depends, in a large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high quality teaching’
Kot del srečevanja z izzivi vedno bolj globaliziranega sveta morajo države članice sprejeti dodatne ukrepe za izboljšanje svoje politike, usmerjene v učitelje, s čimer se bodo izboljšali splošni standardi poučevanja.
As part of facing the challenges of an increasingly globalised world, Member States should take further steps to improve their teacher-centred policies, as a way to improving overall standards of education.
To vključuje obravnavanje zaposlovanja učiteljev, začetnega in nadaljnjega usposabljanja učiteljev, statusa učiteljskega poklica, upravljanja šol in resnično izkoriščanje vsega, s čimer lahko EU vsem tem vidikom doda vrednost, zlasti z izmenjavo najboljših praks.
This includes addressing teacher recruitment; teacher training, both initial and continuous; the status of the teaching profession; the management of schools; and genuinely taking advantage of what the EU can do to add value to all of these, especially through the exchange of best practice.
V tem splošnem kontekstu je treba upoštevati naslednja priporočila:
In this overall context, the following recommendations should be considered:
Zaposlitev najboljših kandidatov
Recruit the best candidates
Države članice morajo zagotoviti, da so njihovi izdatki za izobraževanje učinkoviti in usmerjeni na tista področja, ki bodo zagotovila najboljše rezultate.
It is important that Member States ensure their education expenditure is efficient and targeted towards those areas that will generate the best results.
McKinsey v nedavnem poročilu poudarja, da „razpoložljivi dokazi kažejo, da je glavni povzročitelj sprememb v učenju učencev v šoli kakovost učiteljev“
As a recent report by McKinsey underlines, ‘the available evidence suggests that the main driver of the variation in student learning at school is the quality of teachers’
Čeprav se na primer z zmanjšanjem števila učencev v razredu izboljša splošen uspeh učencev, dokazi kažejo, da je stopnja izboljšanja veliko nižja, kot če bi iste učence stalno poučevali učinkoviti in visokokakovostni učitelji.
For example, while reducing class sizes improves the overall performance of students, the evidence suggests that the degree of improvement is much less than if the same students are consistently taught by effective and top-performing teachers.
Drži pa tudi obratno: če učenca stalno poučujejo slabi učitelji, bo to občutno vplivalo na njegov uspeh, ta vpliv pa je zlasti izrazit v zelo pomembnih prvih letih izobraževanja
The reverse is also true: if a student is consistently placed with poor teachers, his or her performance will be significantly affected, an impact which is particularly accentuated during the very important early years of education
Ključni izziv je torej zagotoviti, da se kot učitelji zaposlijo najboljši kandidati.
The key challenge is therefore to ensure that the best candidates become teachers.
To ne pomeni le zagotavljanja, da se velik delež najboljših diplomantov odloči za učiteljski poklic namesto za drug poklic.
This not only applies to ensuring that a good proportion of the best graduates choose the teaching profession over other careers.