natgillin/translations-raw huggingface dataset:
In Latvia, a cooperation agreement between the Ministry of Education and Science and the nongovernmental organisation (NGO) Parents for Education, Cooperation and Growth was signed at the end of 2004.
V Latviji je bil konec leta 2004 podpisan sporazum o sodelovanju med ministrstvom za izobraževanje in znanost ter nevladno organizacijo Starši za izobraževanje, sodelovanje in rast.
The NGO has developed a project known as ‘The Promotion of Parental Involvement in addressing Educational Policy Issues’, under which a number of conferences have been organised throughout Latvia.
Nevladna organizacija je razvila projekt z naslovom »Promocija vključevanja staršev v obravnavo vprašanj izobraževalne politike«, v okviru katerega so bile po vsej Latviji organizirane mnoge konference.
The main action fields of the project are to form and strengthen cooperation and networking, to promote parental involvement in promoting accessibility and quality in education, and to develop a dialogue with politicians and policy-makers regarding the quality of education for young people.
Glavni cilj projekta je bil okrepiti sodelovanje in vzpostavljanje mrež, promocija sodelovanja staršev pri zagotavljanju dostopnega in kakovostnega izobraževanja ter spodbujanje dialoga s politiki in snovalci izobraževalnih strategij za kakovostno izobraževanje mladih.
In Lithuania, ‘contracts’ are concluded between pupils, their parents and the individual school.
V Litvi učenci, starši in nekatere šole sklepajo t. i. pogodbe.
Parents are officially recognised as school partners in Luxembourg.
V Luksemburgu so starši kot partnerji šole uradno priznani.
In the Netherlands, parents may be involved in classroom work in primary education or employed as assistant teachers.
Na Nizozemskem se starši lahko vključujejo v delo v razredu v primarnem izobraževanju oziroma so lahko celo zaposleni kot pomočniki učitelja.
In Poland, parents can contribute to the work of School European Clubs (see section 6.4.).
Na Poljskem lahko starši sodelujejo pri delu šolskih evropskih klubov (glej razdelek 6.4.).
School Participation in Society
Vključevanje šole v družbo
One of the most important ways of learning more about responsible citizenship is by taking an active part in society, exercising and performing one’s rights and duties.
Eden najpomembnejših načinov učenja o državljanstvu je dejavno vključevanje v družbo ter uveljavljanje svojih pravic in dolžnosti.
Besides becoming more familiar with democratic principles and organisational arrangements, what has been learnt at school may also be put into practice.
Poleg boljše seznanitve z demokratičnimi načeli in načini organizacije lahko učenci tisto, kar so se naučili v šoli, preverijo v praksi.
In almost all European countries, schools try to involve their pupils in the activities of society and vice versa.
V skoraj vseh evropskih državah si šole prizadevajo vključiti učence v dejavnosti v družbi in nasprotno.
Schools and civil society can link up in two opposite ways: either representatives of the general public may be drawn into school activities or, alternatively, pupils may go beyond the confines of their school to experience aspects of life in society.
Šole in civilna družba se lahko povežejo na dva načina: ali se v šolske dejavnosti vključijo predstavniki splošne javnosti ali pa učenci zunaj šole izkusijo nekatere vidike življenja v družbi. Da bi se učenci naučili ravnati, kakor naj bi ravnal odgovoren državljan, obstaja v družbi več partnerjev, s katerimi lahko šole sodelujejo.
In society, many different counterparts exist with whom schools can team up to teach pupils behaviour characteristic of responsible citizenship.
To so lahko učenci z drugih šol na nacionalni in mednarodni ravni, člani lokalnih skupnosti ter predstavniki institucij, podjetij in nevladnih organizacij.
They include pupils from other schools at national or international level, members of the local community and representatives from institutions, companies or NGOs.
Participacija šole lahko poteka v obliki niza dejavnosti; le-te segajo od zgolj informacijskih pobud, ki dajejo učencem vpogled v družbeno dogajanje, do pravega vključevanja v vsakdanje življenje lokalne skupnosti.
School participation may include a variety of activities, ranging from information initiatives through which pupils gain an insight into social developments, to their real involvement in the everyday life of the local community.
• • dneve odprtih vrat oziroma dneve šol, na katere je povabljena lokalna skupnost, da bi izvedela več o njenem delovanju in se srečala z učenci;
Such activities include the following: partnerships and pupil exchanges with schools from other countries, including pen pal correspondence; open (school) days or fetes at which the local community is invited to visit schools to find out how they function and meet pupils; visits to neighbourhood institutions or community groups, including the police, fire brigade, museums, local or national authorities, special vocational guidance centres for graduates, religious institutions, NGOs, homes for children with special needs, elderly people or asylum seekers; mock elections modelled on national or European Parliament elections and games simulating the work of town councils or parliaments;
• obiske institucij v soseščini oziroma skupin v skupnosti, denimo policije, gasilcev, muzejev, lokalnih ali državnih organov oblasti, centrov za poklicno usmerjanje, verskih organizacij, nevladnih organizacij, ustanov za otroke s posebnimi potrebami, domov za ostarele in centrov za prosilce azila;
Citizenship Education at Schoolin Europe fund-raising to support charity or solidarity projects, especially for the benefit of children who live in developing countries or are victims of natural disasters; voluntary work, including help in old people’s homes, or with cleaning playgrounds or the local forest; short-term work placements for pupils in secondary education to introduce them to working life and give them the opportunity to meet prospective employers.
Državljanska vzgoja v Evropi prostovoljno delo, denimo pomoč v domovih za ostarele, čiščenje otroških igrišč ali bližnjega gozda;
Schools keen to participate in civil society have a wide variety of potential partners to support their actions.
• • kratkotrajno delovno prakso za učence v sekundarnem izobraževanju, ki jih seznani s svetom dela in jim omogoči srečanje s potencialnimi delodajalci.
They include the public authorities, local, national or even international business and industry, cultural, religious or social institutions, youth associations and higher education institutions.
Mednje spadajo javne oblasti, lokalna, nacionalna ali celo mednarodna podjetja, kulturne, verske in družbene institucije, mladinska združenja in višješolske institucije.
Moreover, schools in all countries may cooperate with NGOs or international organisations. For example, they can take part in the campaigns of NGOs such as Greenpeace or Amnesty International, the work of charities or aid organisations (e.g. Unicef, UNDP, the Red Cross), or the projects of international organisations such as the UN (e.g. through the Associated Schools Project Network).
Šole v vseh državah lahko sodelujejo tudi z nevladnimi in mednarodnimi organizacijami; denimo v projektih nevladnih organizacij, kot so Greenpeace ali Amnesty International, pri delu dobrodelnih organizacij, kot so Unicef, UNDP, Rdeči križ, in pri projektih mednarodnih organizacij, kot so Združeni narodi (denimo v okviru mreže pridruženih šol).
It appears that, in the central and eastern European countries in particular, many NGOs have invested considerable effort in implementing citizenship education programmes since the beginning of the 1990s.
Od leta 1990 naprej so tako očitno številne nevladne organizacije – zlasti v srednje- in vzhodnoevropskih državah – vložile veliko truda za uresničitev programov državljanske vzgoje.
In Poland, for example, the Centrum Edukacji Obywatelskiej (Civic Education Centre) has been promoting several educational initiatives concerned with citizenship education since its foundation in 1994.
Na Poljskem je Centrum Edukacji Obywatelskiej (Center državljanske vzgoje) od svoje ustanovitve leta 1994 razvijal na področju državljanske vzgoje veliko vzgojnih pobud.
Furthermore, Polish schools may also cooperate with the Fundacja Rozwoju Demokracji Lokalnej (Foundation for Local Democracy) established in 1989, in order to facilitate their contacts with the local community.
Da bi si olajšale stike z lokalno skupnostjo, so poljske šole sodelovale tudi s Fundacja Rozwoju Demokracji Lokalnej (Fundacija za lokalno demokracijo), ustanovljeno leta 1989.
In Slovenia, the Zveza prijateljev mladine Slovenije (Friends of Youth Association) whose main aims are to improve the quality of children’s lives and protect their rights, organises a children’s parliament at state level in which the elected school representatives can take part.
V Sloveniji Zveza prijateljev mladine, katere glavni cilj je izboljšati kakovost življenja mladih in ščititi njihove pravice, organizira otroški parlament na državni ravni, pri katerem lahko sodelujejo izvoljeni predstavniki šole.
Furthermore, the Soros Open Society Institute has been supporting a variety of open society activities through its Foundation network, including those directly linked to citizenship education in schools in all new EU Member States in central and eastern Europe (except Slovenia).
Open Society Institute fundacije Soros podpira različne dejavnosti odprte družbe prek svoje mreže fundacij, v kateri so tudi tiste v novih članicah EU v Srednji in Vzhodni Evropi (z izjemo Slovenije), ki so neposredno povezane z državljansko vzgojo na šolah.
In some countries also, the local social, artistic, scientific, cultural or economic sectors may be involved in the work of school management councils, as in the French Community of Belgium, the Czech Republic, Germany, Lithuania, Luxembourg, Portugal and the United Kingdom (England, Wales and Northern Ireland).
V nekaterih državah, denimo v francosko govoreči skupnosti Belgije, Nemčiji, Litvi, Luksemburgu, na Portugalskem, »eškem in v Združenem kraljestvu (Anglija, Wales in Severna Irska), je v delo organov vodenja šole lahko vključen tudi lokalni družbeni, umetniški, kulturni in ekonomski sektor.
Schools in many European countries also celebrate special event days on which pupils are given the opportunity to leave school and make some form of contribution to civil society.
Šole mnogih evropskih držav organizirajo tudi posebne dneve, ko lahko učenci zapustijo šolo in na različne načine delajo za civilno družbo.
The days selected may be national holidays (such as Constitution day in Norway, or the anniversary of the proclamation of the Republic in Estonia), or special Citizenship days during which young people can meet members of parliament and local government officials.
Izbrani dan je lahko državni praznik (kot dan konstitucije na Norveškem ali obletnica razglasitve republike v Estoniji) ali pa poseben dan državljanstva, na katerega se lahko mladi srečajo s člani parlamenta in uslužbenci lokalnih državnih uradov.
This day is intended to promote thought and discussion about the Convention of Children’s Rights adopted by the UN in 1989.
Ta dan je namenjen razmisleku in razpravi o Konvenciji o otrokovih pravicah, ki so jo Združeni narodi sprejeli leta 1989.
Schools in Latvia, for example, celebrate an annual commemoration day for the victims of totalitarian regimes.
Šole v Latviji posvetijo vsako leto en dan spominu na žrtve totalitarističnih režimov.
In Lithuania, there are so-called action days on which urban authorities entrust young people with official powers.
V Litvi imajo t. i. akcijske dneve, na katere mestne oblasti mladim prepustijo uradna pooblastila.
In Finland, a Hunger Day campaign is organised annually.
Na Finskem vsako leto organizirajo dan lakote.
Its aim is to raise awareness and to show that poverty and hunger still are serious issues in Africa and other developing countries.
Cilj je ozaveščati in opozarjati, da sta revščina in lakota še vedno zelo resna problema v Afriki in deželah v razvoju drugod po svetu.
In Sweden and Norway, an action day known as, respectively, Operation Dagsverke and Operasjon Dagsverk (‘Give a Day’s Work’, or Operation Day) has been organised annually for the last 40 years.
Na Švedskem in Norveškem že 40 let organizirajo akcijski dan, imenovan Operation Dagsverke oziroma Operasjon Dagsverk (»podari en delovni dan« oziroma operacijski dan).
Pupils try to collect as much money as possible for a solidarity cause that they themselves choose beforehand.
Na ta dan skušajo otroci zbrati čim več denarja za namen, ki so ga sami predhodno izbrali.
In Norway, Operation Day is usually preceded by the International Week, which aims at providing information on international questions and more specifically on the specific project for which the funds are being raised.
Na Norveškem temu dnevu navadno sledi t. i. mednarodni teden, katerega namen je posredovati informacije o mednarodnih vprašanjih, predvsem pa o projektu, za katerega so se otroci odločili zbrati denar.
Finally, it should be noted that some countries have launched long-term action plans or schemes to promote young people’s involvement in civil society.
Dodati je še treba, da so v nekaterih državah začeli z dolgoročnimi načrti delovanja oziroma projekti za spodbujanje vključevanja mladih v civilno družbo.
In Estonia, an action plan entitled Implementation of the Estonian Civil Society Development Concept in 2004-2006 has been drawn up.
V Estoniji so zasnovali načrt z naslovom Implementacija koncepta razvoja estonske civilne družbe v obdobju 2004–2006.
Its aims include improved cooperation between various organisations and initiatives active in developing responsible citizenship.
Cilj tega načrta je izboljšanje sodelovanja med različnimi organizacijami in pobudami, ki si prizadevajo za razvoj odgovornega državljanstva.
Particular attention is also devoted to the enhancement of school education in civics.
Posebna pozornost je namenjena tudi krepitvi državljanske vzgoje v šolah.
In Ireland, the National Children’s Office supports the Dáil na nÓg (Youth Parliament) which represents the children and young people of Ireland at national level and Comhairle Na nÓg (Youth County Councils).
Na Irskem National Children's Oce podpira Dail na nóg (mladinski parlament), ki predstavlja irske otroke in mladino na nacionalni ravni, in Comhairle Na nóg (mladinske okrožne svete).
There are a total of 34 Comhairle Na nÓg which are organised by the City/County Development Boards in each local area.
34 enot Comhairle Na nóg na vsakem lokalnem področju organizirajo mestni/okrajni razvojni odbori.
Their objective is to give young people a voice at community level.
Njihov cilj je dati besedo mladim na ravni skupnosti.
In Finland, a Youth Participation Project is being organised as part of the Government’s Civil Participation Policy Programme from 2003 to 2007.
Na Finskem je bil kot del vladnega programa za civilno sodelovanje v obdobju 2003–2007 organiziran projekt mladinskega sodelovanja.
The project is aimed at developing practices and operational models to promote participation by young people in civil society.
Cilj projekta je razviti prakse in načine delovanja za spodbujanje vključevanja mladih v civilno družbo.
In Bulgaria, a project known as ‘The Art of Synergy’ was started in 1999.
V Bolgariji so leta 1999 začeli projekt »Umetnost sinergije«.
Its aims are to raise awareness of the need for tolerance, human rights and justice, to stimulate critical thinking and to promote constructive forms of conflict resolution.
Cilji projekta so povečati zavest o potrebnosti strpnosti, človekovih pravic in pravičnosti, spodbujati kritično mišljenje in pospeševati konstruk- tivne oblike reševanja koniktov.
In conclusion, it has become clear that one of the most important tasks of citizenship education is to prepare pupils for their future role as active citizens who contribute to social well-being.
Jasno je torej, da je ena najpomembnejših nalog državljanske vzgoje priprava učencev za vlogo dejavnih državljanov, ki prispevajo k družbeni blaginji.
The most effective way of doing this is to give them an opportunity to experience directly what responsible civic action means, by bridging the gap between school as a miniature paradigm for society on the one hand, and society in the real world beyond it on the other.
To je mogoče najučinkoviteje doseči tako, da učencem omogočimo, da neposredno izkusijo, kaj pomeni odgovorno državljansko delovanje, in sicer tako da premostimo vrzel med šolo kot modelom družbe v malem na eni strani in družbeno stvarnostjo zunaj šole na drugi strani.
Thus while young people should be given opportunities to become involved in the daily functioning of the local community, it is no less important for them to have assumed prior responsibilities within the structure and organisation of their school.
Mladi bi tako morali imeti priložnost za vključevanje v vsakodnevno delovanje lokalnih skupnosti, vendar ni zanje nič manj pomembno, da že pred tem prevzamejo svoje odgovornosti v strukturi in organiziranosti svoje šole.
Only if schools act out what they teach will they persuade pupils that their commitment to citizenship should be serious.
Da je treba državljansko zavezo vzeti resno, bodo šole učence prepričale samo, če bodo tudi ravnale tako, kakor učijo, da je treba ravnati.
And perhaps the most convincing way they can do so is by fostering a participatory and democratic ethos that involves both pupils and parents – their main role models – in school decisionmaking processes.
Najbolj prepričljiv način za dosego tega je nemara ravno spodbujanje participativnega in demokratičnega etosa, ki v proces odločanja v šoli vključuje tako učence kot starše, njihove najpomembnejše vzornike.
CHAPTER 4
ČETRTO POGLAVJE
EVALUATION OF CITIZENSHIP EDUCATION
EVALVACIJA DRŽAVLJANSKE VZGOJE
Each country develops the resources needed to measure pupil attainment and constantly improve the quality of its education.
Vsaka država razvije sredstva, ki so potrebna za merjenje dosežkov učencev in nenehno izboljševanje kakovosti izobraževanja.
Evaluation may be concerned with different aspects of educational provision and assume a variety of forms.
Evalvacija se lahko nanaša na več vidikov izobraževalne ponudbe in privzame več oblik.
It may examine the functioning of the education system as a whole, its management and administration by the local authorities, the tasks undertaken by schools, or the performance of pupils.
Preučuje lahko delovanje izobraževalnega sistema kot celote, vodenje in administracijo lokalnih oblasti, naloge šol ali uspeh učencev.
Citizenship education is an integral part of the curriculum and related educational aims have been drawn up in all countries covered by the present survey (see Chapter 2).
Državljanska vzgoja je sestavni del kurikula in vse države, ki jih zajema ta pregled (glejte drugo poglavje) so opredelile z njo povezane cilje.
The implementation of measures for evaluation in this field is a major concern of policy-makers in Europe.
Implementacija ukrepov za evalvacijo na tem področju se zdi evropskim snovalcem politik zelo pomembna.
Nearly all of them stress the importance of devising reliable measures for assessing and improving the quality of education in citizenship.
Skoraj vsi poudarjajo pomen oblikovanja zanesljivih instrumentov za merjenje in izboljšanje kakovosti državljanske vzgoje.
Depending on the particular country, these arrangements may be concerned with the knowledge, attitudes and behaviour of pupils, with the atmosphere and ‘civic culture’ of schools, with the competence of teachers, or with the involvement of those responsible for developing policies in this field.
Od posamezne države pa je odvisno, ali bo poudarila znanje, stališča in ravnanje učencev, klimo in državljansko kulturo na šolah, kompetenco učiteljev ali prispevek tistih, ki so odgovorni za razvoj politik na tem področju.
This chapter considers more particularly two key questions concerned with citizenship education:
Poglavje se podrobneje ukvarja s ključnima vprašanjema državljanske vzgoje:
Are pupils assessed specifically in this area? In other words, are their attainment, progress and skills in this area subject to measurement?
Ali je vzpostavljeno preverjanje učencev na tem področju?Torej: ali so dosežki, napredek in spretnosti na tem področju merjeni?
Are schools evaluated as regards implementation of the curriculum and whether school culture supports the development of citizenship?
Ali je vzpostavljena evalvacija šol glede implementacije kurikula in tega, ali kultura šole podpira razvoj državljanstva?
As far as evaluation is concerned, some countries, namely Belgium (the Germanspeaking Community), Spain, Lithuania, Poland and Iceland draw attention from the outset to the lack of objective methods or the unreliability of evaluation that has to go beyond simply measuring the theoretical knowledge acquired by pupils.
Pri vprašanju evalvacije so Belgija (nemško govoreča skupnost), Španija, Litva, Poljska in Islandija takoj opozorile na pomanjkanje objektivnih metod oziroma nezanesljivost evalvacije, ki ni omejena zgolj na osvojeno teoretično znanje.
They emphasise that aims such as the development of practical and social skills, appropriate attitudes on the part of pupils, an increasing awareness of values, and a good general and working atmosphere at school are hard to measure and cannot be formally evaluated.
Opozarjajo, da je cilje, kot so razvoj praktičnih in socialnih spretnosti, ustrezna stališča učencev, povečana zavest o vrednotah in dobra splošna in delovna klima na šoli, težko meriti in jih ni mogoče formalno evalvirati.
Only knowledge or learning in the field of citizenship are amenable to assessment in the same way as in any other area of learning.
Na področju državljanske vzgoje je tako kot na drugih področjih mogoče preverjati le znanje.
Furthermore, Poland points out that the crosscurricular approach to citizenship education is a recent feature of the basic national curriculum (1999) and that teachers have not yet had time to become fully familiar with this type of approach or develop appropriate methods for assessing the pupils concerned.
Poleg tega Poljska opozarja, da je medpredmetni pristop k državljanski vzgoji nedavno vpeljana značilnost temeljnega nacionalnega kurikula (1999), tako da učitelji še niso imeli časa, da bi v celoti osvojili tovrsten pristop in razvili ustrezne metode preverjanja znanja učencev.
In a few countries, ad hoc thematic inspection, surveys, pilot projects, or similar initiatives have been carried out or are being pursued at national level.
V nekaterih državah so na nacionalni ravni že izvedli ad hoc inšpekcije, preglede, pilotske projekte in podobno ali pa še potekajo.
Their findings are already providing a basis for decisionmaking, identifying future policy or initiating debate on the subject of evaluation.
Dognanja že predstavljajo podlago za sprejemanje odločitev, oblikovanje nadaljnjih politik in za nadaljnje razprave na temo evalvacije.
In the Czech Republic, a thematic inspection on introducing human rights concepts into education was carried out in 2001/02, and involved 31 634 pupils.
Na Češkem je bila v šolskem letu 2001/2002 opravljena inšpekcija o vpeljavi konceptov človekovih pravic v izobraževanje, v katero je bilo vključenih 31.634 učencev.
The concepts included the respect of teachers for pupils’ convictions or conscientiously held beliefs, mutual respect among pupils themselves, and understanding of the Convention on the Rights of the Child.
Med koncepte so bili zajeti učiteljevo spoštovanje prepričanj učencev, vzajemno spoštovanje med učenci in razumevanje konvencije o otrokovih pravicah.
In Lithuania, a survey was conducted in 2003 to assess the attainment of eighth-year pupils (lower secondary education) in the area of citizenship.
V Litvi je bila leta 2003 na področju državljanstva opravljena raziskava o dosežkih učencev osmega letnika (nižje sekundarno izobraževanje).