natgillin/translations-raw huggingface dataset:
External evaluation is conducted by evaluators who report to a local, regional or central education authority.
Eksterno evalvacijo izvajajo zunanji ocenjevalci, ki nato poročajo lokalnim, regionalnim ali državnim oblastem.
Only approaches to external evaluation conducted by evaluators covering a broad range of school activities are considered here.
V tej analizi smo upoštevali samo tiste pristope, ki se nanašajo na obsežnejše preglede dejavnosti šole.
Publication of the results of the external evaluation of schools refers to publication of the findings for each individual school.
Objava rezultatov eksterne evalvacije šol v tej analizi pomeni objavo rezultatov z navedbo šole, za katere veljajo.
Formalising school accountability
Formalizacija odgovornosti šole
In most cases, school autonomy legislation and/or regulations laid down in detail the types of policies that schools should produce (school development plan, curriculum policies, etc.).
Večinoma zakonodaja oziroma predpisi, ki urejajo avtonomijo šole, podrobno določajo, katere dokumente je šola dolžna pripraviti (razvojni načrt šole, pravila glede učnega načrta ipd.).
However, there were few occasions where such legislation and/or regulations created instruments which provided explicitly for official accountability structures.
Ponekod so bili predpisani tudi postopki in mehanizmi za vzpostavitev formalne nadzorne strukture in pogoji za njeno delovanje.
Since 2000, the transfer of new responsibilities to schools on the basis of improving schools has allowed new accountability measures to be formalised.
Od leta 2000, ko so šole postopoma prevzemale večjo odgovornost s ciljem, da izboljšajo svojo kakovost, je bilo mogoče tudi formalno uveljaviti mehanizme za merjenje te odgovornosti.
In some countries this has taken the form of a contractual relationship between schools and the authorities which manage them.
V nekaterih državah so med šolami in oblastmi, ki jih upravljajo, uveljavili sklepanje pogodbenih razmerij.
France, for example, in 2005, launched its new ‘objective contracts’ which aim to evaluate the efficiency of schools at ISCED level 2.
Francija je na primer leta 2005 vpeljala tako imenovane pogodbe o ciljih šole, katerih namen je evalvacija učinkovitosti nižjih sekundarnih šol.
These types of contract are developing very slowly.
Sklepanje teh pogodb je postopno.
Since 2006, Portugal has been in the process of trialling an ‘autonomy contract’. This new tool is being evaluated at two levels: firstly, at national level, by a specific working group looking at the feasibility and relevance of content and, at local level, with respect to the resources requested by the school.
Od leta 2006 Portugalska poskusno vpeljuje pogodbe o avtonomiji šole, ki jih vrednoti na dveh ravneh: najprej na ravni države posebna delovna skupina pregleda izvedljivost in relevantnost vsebine, na lokalni ravni pa preverijo utemeljenost materialnih in kadrovskih zahtev šole.
In Romania, school autonomy is effected by the signing of a contract by the county inspectorate and the school head.
Avtonomija šole v Romuniji je odvisna od tega, kakšno pogodbo podpišeta okrajni inšpektorat in ravnatelj šole.
This contract takes the form of a statement of the complete range of duties and objectives which the school head must carry out.
Pogodba je pravzaprav izjava o vseh nalogah šole in ciljih, ki jih mora doseči, ravnatelj pa je odgovoren, da šola pogodbene obveznosti izpolni.
In the United Kingdom (England), ‘Academies’ which are new schools opened in disadvantaged areas with support from external sponsors, have an individual contract (the ‘Funding Agreement’) with the Secretary of State for Children, Schools and Families which sets out the legal relationship.
V Združenem kraljestvu (Anglija) sklepajo akademije (nove vrste šol, ki se povezujejo med seboj zaradi izboljšanja kakovosti in ki se sponzorirajo iz zasebnih virov) ustanovitvene sporazume z ministrom za otroke, šolo in družine, v katerih natančno opredelijo pravni odnos.
In other countries, the contractual relationship is less formalised but the principle exists.
V drugih državah so razmerja morda manj formalna, vendar se načelo izpolnjevanja odgovornosti upošteva.
In Spain, school autonomy instruments define objectives in a range of areas.
Mehanizmi avtonomije šole, uveljavljeni v Španiji, opredeljujejo cilje, ki jih mora šola doseči na več področjih.
The various documents which the school must produce (school education plan teaching programmes, etc.) must be approved by the inspectorate before they are put in place and must be reviewed at the end of the year.
Inšpektorat mora potrditi različne dokumente, ki jih pripravijo šole (učne načrte, delovni program šole ipd.), še preden jih ta začne izvajati, na koncu leta pa jih spet pregleda.
Slovenia also obliges schools to produce annual reports intended for the ministry and local authorities which demonstrate schools’ progress in meeting their objectives.
Tudi v Sloveniji morajo šole pripraviti letne delovne načrte in poročila za ustanovitelja, v katerih je opisano, kako so uresničile zastavljene cilje.
Overall school autonomy is increasingly becoming part of the framework for improving public services and public education in particular. The trend is confirmed by the development of accountability mechanisms.
Tretje poglavje: Šolska avtonomijain odgovornost postopki, ki so jih deloma razvili že v osemdesetih letih, so od sredine devetdesetih let vse bolj formalizirani v standardiziranih in strogo opredeljenih okvirih.
School autonomy therefore has a dual edge, increased freedom for schools as a result of the transfer of responsibilities and, on the other hand, increasing national control through the monitoring of results rather than through national norms.
Lahko rečemo, da ima šolska avtonomija dve strani: po eni imajo šole večjo svobodo, ki je posledica prevzemanja večje odgovornosti, po drugi strani pa se krepi nadzor države, ki se uveljavlja bolj kot nadziranje rezultatov šolanja in manj kot normiranje procesov.
As in other sectors, schools have therefore crossed the boundary from a system of prior control through procedures to a system of post control through the scrutiny of results.
Kot na drugih družbenih področjih so tudi šole nedvomno prestopile iz sistema nadzorovanja procesa v sisteme nadzorovanja rezultatov.
In conclusion, the most significant finding of this study which has spanned more than two decades of school autonomy policies in Europe is the diversity of the reforms which have been implemented under this umbrella.
Na koncu pregleda dobrih dveh desetletij trajajočih politik vpeljevanja šolske avtonomije po Evropi lahko rečemo, da je najpomembnejša ugotovitev te analize, kako raznolike reforme so bile vpeljane pod enakim naslovom.
The policies reveal different characteristics depending on the time period, the country and even geographical area in which they were introduced.
Opisane strategije vpeljevanja šolske avtonomije kažejo razlike, nastale glede na obdobje, državno ureditev in celo geografsko območje.
Firstly, policies differed according to the time period in which they were developed.
Najbolj očitne razlike se kažejo v izhodiščih in obdobju, ko so politike nastajale.
School autonomy is a principle which has evolved in Europe over more than two decades.
Šolska avtonomija je načelo, ki se je v Evropi razvijalo več kot dve desetletji.
The issue was at the heart of education reforms in the 1980s in countries such as Spain, France and the United Kingdom, and is still of keen interest to countries such as Germany and Luxembourg who are now in the process of changing.
Avtonomija je bila osrednja tema šolskih reform v osemdesetih letih v državah, kot so Španija, Francija in Združeno kraljestvo, še vedno pa je prisotna v Nemčiji in Luksemburgu, kjer reforme potekajo prav zdaj.
These different timescales explain why the aims of the reforms differed according to the era in which they were introduced – from achieving school and local democracy to decentralisation and improving the working of state machinery or improving the quality of education.
Reforme so nastajale bodisi v kontekstu prizadevanja za demokratizacijo šolstva in razvoja lokalne demokracije, decentralizacije in izboljšanja delovanja državnega aparata bodisi v smislu izboljšanja kakovosti izobraževanja.
However, apart from different aims, it can also be observed that, in most countries, the policy of school autonomy gradually became independent of the wider policies for state renewal and the decentralisation/devolution of administrative powers for education.
Ugotavljamo pa, da se je ne glede na različno opredeljene cilje politika šolske avtonomije v večini držav postopoma osamosvojila in ločila od politike reformiranja javne uprave in procesov decentralizacije oziroma dekoncentracije upravne moči.
Although all countries now view the purpose of school autonomy in largely educational terms, there remain many policy differences between countries in terms of the extend and type of autonomy provided for.
Čeprav vse države zdaj sprejemajo šolsko avtonomijo kot izhodišče za razvoj kakovosti, pa razlike v tem, kakšna in kolikšna naj bo avtonomija, med državami ostajajo.
Schools in Europe are not governed by the same rules in terms of their duties, and the transfer of responsibilities to schools has varied in its extent across countries.
Predpisovanje nalog in dolžnosti šole je po Evropi zelo različno; nekatere šole imajo večjo odgovornost kot druge.
In some countries schools have been allocated considerable freedoms, either historically as in Belgium and the Netherlands, or more recently as in the Czech Republic, Estonia and Sweden.
V nekaterih državah so šole dobile nekakšno svobodo že pred leti (npr. v Belgiji in na Nizozemskem), druge šele nedavno (npr. na Češkem, v Estoniji in na Švedskem).
At the other extreme, largely in southern European countries (Greece, Spain, France and Portugal), the transfer of responsibilities has been limited, even though some of these countries have been at the forefront of the field in terms of education policy.
V nekaterih državah, predvsem na jugu Evrope (Grčija, Španija, Francija in Portugalska), so na šole prenesli le del odgovornosti, čeprav so bile nekatere med prvimi pri vpeljevanju avtonomije.
The historical analysis does not reveal a link between the time in which policies were implemented and the degree of autonomy actually granted to schools.
Zgodovinski pregled kaže, da med časom, ko so politike nastajale, in stopnjo dejanske avtonomije šol danes ni povezave.
For example, the 1980s were characterised by both limited reforms in Spain and France and wider reforms driven by strong political will in the United Kingdom (England, Wales and Northern Ireland).
V osemdesetih letih so nastajale denimo tako delne reforme v Španiji in Franciji kot popolne reforme v drugih državah, spodbujalo pa jih je močno reformno gibanje v Združenem kraljestvu (Anglija, Wales in Severna Irska).
Apart from the degree of autonomy, the content of school autonomy policies has also varied between countries.
Med državami so razlike ne le v tem, koliko avtonomije so omogočile šolam, ampak tudi po tem, katere vrste je ta avtonomija.
The transfer of powers may affect teaching duties, the management of human resources or financial resources differently.
Nova odgovornost šole se je lahko nanašala na pedagoške, kadrovske ali finančne zadeve.
Countries have not placed the same emphasis on these three areas of
Čeprav je morda v nekaterih
1) In addition to the data presented in this report, we draw very broadly on the data on teaching autonomy (curriculum and pupil evaluation) from figure B23 of the general volume of Key Data on Education in Europe 2005 (European
Tema bo obravnavana med slovenskim predsedovanjem ter predstavljena z novejšimi podatki in natančnejšo analizo odgovornosti učiteljev.
Commission, Eurydice, Eurostat, 2005) which will be updated and analysed in more detail in the report on teachers’ responsibilities in preparation for the Slovenian Presidency.
(13) Poleg stroškov premoženja in nakupov je to področje, na katerem imajo šole zelo malo avtonomije v večini evropskih držav.
Policies and Measures responsibilities (2) and the management of human resources in relation to teachers as in Estonia, Ireland (at ISCED level 2), Latvia and the United Kingdom.
Politikain ukrepi državah neko področje avtonomije bolj poudarjeno kot drugo, velja za vse države neko splošno pravilo, ki pravi: Če uživajo šole precejšnjo avtonomijo na enem področju, imajo neko avtonomijo tudi na preostalih področjih.
At the other extreme, some countries have focused more on pedagogical autonomy, like in Italy, where institutions have been granted more flexibility in defining the training they offer, their curricula or their timetables.
Šole imajo več svobode pri določanju vsebin izobraževanja, pri pripravi učnih načrtov in predmetnikov.
No country has delegated complete autonomy in one area (teaching, financial or human resources) while completely restricting freedoms in another.
Nobena država ni dala šolam popolne avtonomije na enem samem področju in je obenem popolnoma omejila na drugem.
However, there is evidence of a willingness to make local players more independent in some areas than in others.
Kljub temu podatki kažejo, da je na nekaterih področjih pripravljenost držav za prenos pristojnosti na lokalne ravni večja kot na drugih.
Another significant difference in the implementation of school autonomy policies is the body or individuals to whom powers are devolved.
Druga pomembna razlika pri vpeljevanju šolske avtonomije se kaže v nosilcih pooblastil.
Depending on the country and the area of responsibility (finance, management of human resources, etc.) it might be the school management body, the school head, or teachers in charge.
Ti so lahko organ upravljanja šole, ravnatelj ali učitelji, in sicer v različnih kombinacijah in glede na sistemsko ureditev v državi ter področje odgovornosti (nanciranje, kadrovsko upravljanje).
However, there is a degree of consistency between the decision making (organisational) model chosen and the bodies/people involved.
Med področjem, organizacijskim modelom odločanja in nosilci pooblastil, ki odločajo, smo ugotovili značilne povezave.
Therefore, where schools have significant autonomy in managing their finances, it is generally both the school head and the school board who have a role in decision-making, as in the Flemish Community of Belgium, Slovenia, some parts of the United Kingdom (England, Wales and Northern Ireland) and in Norway.
Če uživajo šole visoko stopnjo avtonomije pri upravljanju s finančnimi sredstvi, odločata o tem predvsem ravnatelj in organ upravljanja šole; tako je v flamski skupnosti v Belgiji, v Sloveniji, nekaterih delih Združenega kraljestva (Anglija, Wales in Severna Irska) in na Norveškem.
Similarly, when schools hold responsibility for the recruitment of permanent teaching staff, in the majority of cases, the task is delegated to the school head, as in Bulgaria, the Czech Republic, Estonia, Latvia, Lithuania, Hungary, Poland, Slovenia, Slovakia and some Nordic countries.
Če je zaposlovanje šolskega osebja v pristojnosti šole, je to večinoma naloga ravnatelja (v Bolgariji, na Češkem, v Estoniji, Latviji, Litvi, na Madžarskem, Poljskem, v Sloveniji, na Slovaškem in v nekaterih skandinavskih državah).
Diversity is also found in the composition of school management bodies which can be open to members from the outside community to a greater or lesser extent.
Raznolikost smo opazili tudi v sestavi organov upravljanja šole; med člani so lahko tudi zunanji predstavniki skupnosti.
This report also examines any correlation which may exist between the degree of autonomy delegated and the strength of the school accountability measures implemented.
Preverili smo korelacijo med stopnjo avtonomije in močjo nadzornih mehanizmov.
Can a link be made between the level of autonomy granted and the nature and intensity of monitoring procedures which bear upon school-level bodies and staff?
Ali lahko najdemo povezavo med avtonomijo in naravo ter pogostostjo postopkov spremljanja tega, kako dano avtonomijo udejanjajo organi šole in zaposleni?
Here also, diversity is prevalent in terms of how school accountability is assured. In fact, supervision by inspectorates or organising bodies (including local authorities) or the monitoring of results (in particular the results of pupils in standardised tests) do not equate to a particular degree of autonomy.
Raznolikost prevladuje tudi v tej povezavi.Ves nadzor inšpekcijskih služb in lokalnih oblasti ter nadzorovanje rezultatov pedagoškega dela (dosežkov učencev pri standardiziranih preverjanjih) ni sorazmerno stopnji dane avtonomije.
Countries with a high level of autonomy (Belgium, Czech Republic, Denmark, Sweden, etc.) draw on all these different types of control.
Države, ki so šolam dale veliko avtonomije (Belgija, Češka, Danska, Švedska itn.), hkrati uporabljajo vse naštete vrste nadzora.
This diversity is explained by the fact that traditional methods of supervision (inspection of teachers for example) have been adapted to accommodate the new responsibilities delegated to schools.
Očitno je, da so države tradicionalne metode nadzora (inšpekcija pri pouku na primer) prilagodile, tako da lahko ugotavljajo, kako šole uporabljajo na novo pridobljeno avtonomijo tudi na drugih področjih.
It is rare for countries to have developed, as in the United Kingdom (England), accountability measures in tandem with school autonomy policies and in relation to the degree of freedom granted.
Le redko, na primer v Združenem kraljestvu (Anglija), poskušajo vendarle uravnotežiti nadzorne mehanizme s politiko šolske avtonomije, tako da odgovornost šol preverjajo ustrezno stopnji svobode, ki jo te uživajo.
However, all countries where there is a high level of autonomy have developed forms of accountability which vary considerably in their level of control.
Vse države z močno šolsko avtonomijo so razvile nadzor, čeprav v različnih oblikah in različno intenziven.
Conversely, the countries which do not have a structured model of school evaluation are those where school autonomy reforms have been developed fairly recently, only partially or are weak (Bulgaria, Greece, France, Italy, etc.).
Nasprotno pa tiste države, ki še niso organizirale sistematične evalvacije šol, z vpeljevanjem šolske avtonomije šele začenjajo; če šole imajo avtonomijo, je ta le delna ali šibka (Bolgarija, Grčija, Francija, Italija itn.).
However, this approach to accountability has begun to emerge in a few of these countries.
V nekaterih od naštetih držav so denimo že začeli načrtovati spremljanje in evalvacijo šol.
Italy, for example, has recently decided to develop evaluation instruments to measure the value added by each school in terms of pupil attainment.
Italija je že sprejela načrt za vpeljavo evalvacijskih mehanizmov, s katerimi bodo merili dodano vrednost v pedagoškem procesu oziroma vpliv šole na učenčevo uspešnost.
A geographical reading of the data can also partially help in providing a better understanding of the diverse nature of school autonomy policies.
V Južni Evropi imajo šole le malo avtonomije, medtem ko je svoboda, ki so jo skandinavske dežele omogočile svojim šolam, posledica politične decentralizacije.
Indeed some geographical areas show common features.
Na drugih območjih pa se kažejo nasprotujoče si politike.
For example, in Southern Europe there is little inclination for school autonomy, in the Nordic countries the freedom
Tudi sosednje države v celinski Evropi, kot so Belgija, Nemčija, Nizozemska in Avstrija, imajo zelo raznolike sisteme.
2) With the exception of capital expenditure or purchases, an area in which schools have very little autonomy in the vast majority of European countries.
Šolska avtonomija je zelo kompleksen pojem, zato nobena od različnih interpretacij (zgodovinska, geografska ali organizacijska, politična) ne more popolnoma razložiti izvora in narave šolske avtonomije. Razvoj sistema,
Certain bordering countries of continental Europe, such as Belgium, Germany, the Netherlands and Austria, are also in different positions.
K temu je treba dodati še najrazličnejše politične priložnosti, ki so spodbudile vlade držav, da so sprejele politike, ki so pripeljale do tako temeljnih sprememb v šolah.
Netherlands Austria Poland Portugal Romania Slovenia Slovakia Finland Sweden United Kingdom England Wales Northern Ireland Scotland
Nizozemska Avstrija Poljska Portugalska Romunija Slovenija Slovaška Finska Švedska Združeno kraljestvo Anglija Wales
The three countries of the European Free Trade Association which are members of the European Economic Area
BE nl BG CZ DK DE EE EL ES FR IE IT tri države Evropskega združenja zaprosto trgovino in članice Evropskega ekonomskega prostor
Data not available Not applicable
: Ni podatka.
Chapter 1:Implementation of School Autonomy: Underlyingrationale,Historical Background and Policy Framework
Prvo poglavje: Uvajanje šolske avtonomije: teoretičnaizhodišča, zgodovinsko ozad-jeinpolitičniokvir
Dates of the first large-scale reforms which sanctioned school autonomy ISCED levels 1 and 2 (1985-2007)
Letnice prvih obsežnih reform, ki so spodbujale šolsko avtonomijo na izobraževalnih stopnjah ISCED 1 in 2 (1985–2007)
Occurrence and types of trials of school autonomy at ISCED levels 1 and 2 (1985-2007)
Pojavnost in vrsta poskusnega vpeljevanja šolske avtonomije na izobraževalnih stopnja ISCED 1 in 2 (1985–2007)
Chapter 2:Levels of School Autonomy and Types of School Decision-Making
Drugo poglavje: Stopnje šolske avtonomije šole in vrste odločanja
Autonomy of schools in the use of public funds, ISCED 1 and 2, 2007
Avtonomija šol pri porabi javnih sredstev, ISCED 1 in 2, 2007
Autonomy of schools with regard to fund-raising and the use of private funds, ISCED 1 and 2, 2006/07
Avtonomija šol pri pridobivanju in razporejanju sredstev iz zasebnih virov,
Autonomy of schools with respect to school heads, ISCED 1 and 2, 2006/07
Avtonomija šol pri ravnateljih, ISCED 1 in 2, 2006/07
Autonomy of schools with respect to teachers, ISCED 1 and 2, 2006/07
Avtonomija šol pri pedagoškem osebju, ISCED 1 in 2, 2006/07
Autonomy of schools with respect to nonteaching staff, ISCED 1 and 2, 2006/07
Avtonomija šol pri nepedagoškem osebju, ISCED 1 in 2, 2006/07
Decision makers at school level for the use of public funds, ISCED 1 and 2, 2006/07
Kdo v šoli odloča o razporejanju sredstev iz javnih virov, ISCED 1 in 2, 2006/07
Decision makers at school level in relation to school heads, ISCED 1 and 2, 2006/07
Kdo v šolah odloča o ravnateljih, ISCED 1 in 2, 2006/07
Decision makers at school level in relation to teachers, ISCED 1 and 2, 2006/07
Kdo v šolah odloča o učiteljih, ISCED 1 in 2, 2006/07
Decision makers at school level in relation to nonteaching staff, ISCED 1 and 2, 2006/07
Kdo v šolah odloča o nepedagoškem osebju, ISCED 1 in 2, 2006/07
Decision makers at school level when offering additional salary payments to teachers, ISCED 1 and 2, 2006/07
Kdo v šolah odloča o učiteljevih plačnih dodatkih, ISCED 1 in 2, 2006/07
Chapter 3:School autonomy and accountability
Tretje poglavje: Šolska avtonomija in odgovornost
Publication of findings from the external evaluation of individual schools, compulsory general education, 2006/07
Objava rezultatov eksterne evalvacije po posameznih šolah, obvezno splošno izobraževanje, 2006/07
1 – Full (or relative) autonomy:
Legenda k preglednicam, ki sledijo
� a – The school takes all decisions regarding this parameter subject to the limits set by national laws with no external intervention.
1 - Popolna (ali relativna) avtonomija: a) V okvirih, ki jih določajo predpisi države, sprejema šola vse odločitve, povezane s tem parametrom; nihče od zunaj se ne vmešava v njene odločitve.
� b – The school takes all decisions regarding this parameter subject to a predetermined general framework which is specific to education.
b) V okvirih, ki jih določajo šolski predpisi, sprejema šola vse odločitve, povezane s tem parametrom.
� d – The school takes the initial decisions with or without the higher authority but has to forward its proposals to it for approval.
2 - Delna avtonomija: d) Šola oblikuje predlog odločitve bodisi sama bodisi skupaj z višjo oblastjo, vendar mora pred uveljavitvijo odločitve pridobiti soglasje.