natgillin/translations-raw huggingface dataset:
Some evidence points to a positive effect on immigrant pupil outcomes, since teachers with an immigrant or minority background tend to have more positive perceptions of, expectations for, and interactions with immigrant pupils.
Nekatere šole se odločijo za „integrirani model“. Potem ko so novi priseljenci razvrščeni v ustrezni razred in končajo program usmerjanja, se neposredno vključijo v redno izobraževanje.
Being a high-quality teacher for immigrant pupils is determined by a wide range of characters, meaning that background is an important but not the only recruitment criterion.
Jezikovno poglobitev med rednim poukom dopolnjuje sistematična dodatna jezikovna podpora po pouku ali med običajnimi šolskimi urami.
Increasing the share of teacher staff with an immigrant background is an effective if underused means of enhancing the school’s intercultural competence and bridge-building with local communities.
Slednje vključuje „programe inštruiranja“, pri katerih učenci za nekaj ur izostanejo od rednega pouka zaradi individualnih inštrukcij. Druge šole uporabljajo „model ločevanja“.
Possible positive measures that schools can adopt include the facilitating the recognition of foreign teaching diplomas through, for example, the provision of re-qualification courses and outreach campaigns in cooperation with educational authorities and teacher training institutes.
Po končanem usmerjanju se novi priseljenski otroci razvrstijo v ločene razrede, ki so prilagojeni njihovim posebnim potrebam.
The Training and Development Agency for Schools in England and Wales attracts new teachers from visible minority backgrounds through targeted advertising, mentoring programmes, grants for trainings and recruitment targets for teacher training institutes.
Preden se premestijo v redno izobraževanje, morajo doseči določeno stopnjo jezikovnega znanja.
Another targeted strategy for improving teacher quality is the introduction of a requirement for all teachers to acquire the basic skills necessary to teach a class of culturally and linguistically diverse pupils.
Stalna podpora učencem s priseljenskim ozadjem pomaga, da v prehodnem obdobju čim prej dohitijo druge. Te tečaje odlikujejo dobro uveljavljeni in redno ovrednoteni standardi kakovosti za učenje drugega jezika ter tesno sodelovanje učiteljev pri poučevanju integrirane vsebine.
Hiring more quality teachers is one of the most effective inputs for improving attainment levels, especially for pupils with immigrant or disadvantaged backgrounds.
Iz tega sledi, da je treba učenje drugega jezika povezati z vsebinskim učenjem, ki ustreza učnim uram rednega šolskega kurikuluma. Za najuspešnejše programe je značilno naslednje:
Raising the number of teachers with immigrant backgrounds and/or with intercultural education training improves student attainment, teachers’ expectations and the overall quality of the learning environment.
•sistematično visoki standardi in zahteve za učenje drugega jezika;
Language learning takes place in every regular classroom, no matter if the subject is literature, algebra, or chemistry.
•ureditve, ki omogočajo večje in ne manjše število ur individualnih inštrukcij za nove priseljence;
Teachers who are not well-prepared or trained to deal with a diverse classroom may have a less favourable perception and lower expectations for children with a different racial, ethnic, religious or social background, which hamper their scholastic achievement and self-esteem.
V državah z dobro uveljavljenimi in jasno opredeljenimi programi jezikovne podpore je vrzel med uspešnostjo priseljenskih in domačih učencev oziroma med prvo in drugo generacijo priseljenskih učencev razmeroma majhna.
Belgium, Finland, the Netherlands, Norway, Portugal and the UK, for instance, have specified the intercultural competencies that teachers must acquire by the end of their training.
Priseljenski učenci na Švedskem so vključeni v tečaje švedščine kot drugega jezika, dokler ne znajo govoriti in pisati o kompleksnih vsebinah. Učitelji v teh tečajih morajo biti usposobljeni za poučevanje drugega jezika in slediti natančno določenemu učnemu načrtu.
These include knowledge of the situation of pupils from different cultural background, their perception of those pupils and their ability to deal with relations between pupils of different cultural origin.
Ti dodatni jezikovni tečaji v integriranem modelu so enako obsežni in zahtevni kakor redni tečaji švedščine in prav tako zagotavljajo usposobljenost za višješolsko izobraževanje.
A British pilot programme entitled ‘Raising the Achievement of Bilingual Learners in Primary Schools’ provided professional development and best practice materials to raise primary teachers’ expertise and confidence.
Estonska Fundacija za integracijo ponuja zgodnji sistematični in večjezični program jezikovnega poglabljanja, ki se zgleduje po podobnih programih v Kanadi in na Finskem.
It became a national strategy in 2006 once evaluations showed that programme schools had raised pupils’ expectations, classroom participation and English skills, to the point of out-performing similar non-programme schools.
Osebe, ki so končale ta program, so se odlikovale z višjo stopnjo jezikovnega znanja kakor njihovi sovrstniki, ki niso bili vključeni v programe jezikovnega poglabljanja, medtem ko so bili rezultati pri matematiki in znanosti ter znanju maternega jezika primerljivi.
Prioritising the implementation of intercultural education
Mehanizmi dodeljevanja sredstev
The success of the intercultural competence approach to raising teacher and school quality cannot occur without changes in their institution.
Pri dodatnih sredstvih, ki se zagotovijo na individualni ali šolski ravni, se upoštevajo spremembe v populaciji, da bi se lahko zagotovila ustrezna podpora pri prehodu novih priseljencev v šolski sistem in ohranjanje prijaznega šolskega okolja.
An individual teacher’s ability to use the skills and material acquired in training depends on the level of the whole school’s commitment to intercultural education.
Dodatno financiranje ni toliko strošek kot naložba za mesto, regijo ali državo s prebivalstvom, ki se uči drugega jezika.
For instance, pupils surveyed in training institutes in Catalonia in Spain, the Netherlands and Sweden thought that intercultural education needed to be better prioritised not only in courses, but also in their field experiences.
Na eni strani šole pridobijo sredstva, na drugi strani pa lahko tudi investirajo v razvoj svojega strokovnega znanja o integraciji in poučevanju drugega jezika, ki se pozneje lahko prizna in izmenja z manj izkušenimi šolami na občinski, regionalni ali nacionalni ravni.
The widespread public discourse on the importance of intercultural education needs to be translated into practice by school administrators. Practices include modules or subjects on intercultural education and citizenship, multi-ethnic representations in teaching materials and more diverse extra-curricular activities.
Priseljenska mladina, izobraževanje in trg dela sredstev na različnih stopnjah izobraževanja (tj. predšolsko, osnovnošolsko, srednješolsko) in upravno stopnjo za razdelitev teh sredstev v izobraževalnem sistemu države (tj. občinska, regionalna, nacionalna).
Fully implementing intercultural education in the curriculum, teaching materials and extra-curricular activities raises native pupils’ awareness and immigrant pupils’ confidence.
Sklad za nepovratna sredstva za dosežke etničnih manjšin (Ethnic Minority Achievement Grant – EMAG) v Združenem kraljestvu podeljuje sredstva za dodatno podporo na podlagi potreb in števila v šolo vključenih učencev z nizkim učnim rezultatom, ki izhajajo iz manjšinskih etničnih skupin, in učencev drugega jezika.
The subject covers issues related to a diverse society, including ethnic and religious communities and their cultures, changing patterns of internal and external migration and the political and economic causes of migration at home and abroad.
Po nedavni oceni se je žarišče z jezikovne podpore preneslo na slab učni uspeh, tako da so se opredelili jasni cilji za zmanjšanje razlik pri uspešnosti, lokalni organi pa so bili povabljeni, da pripravijo podporne strategije.
In the Czech Republic, implementation of the intercultural approach is monitored in individual schools.
„Prednostne izobraževalne cone“ (Zones d'éducation prioritaires – ZEP) v Franciji, uvedene leta 1981, pri dodeljevanju javnih sredstev za spodbujanje enake možnosti uporabljajo kombinacijo geografskih meril in meril porekla.
Inspectors check that the school head, teachers and other school staff implement guidelines in the directive from the Ministry of Education, Youth and Sports for fighting racism, xenophobia and intolerance in school ethos.
Eno od teh meril je, na primer, delež otrok z najmanj enim od staršev, rojenim v tujini.
Education policy-makers have an interest in enhancing the reach and rigour of preschool and childcare for all its residents.
Izobraževalni strokovnjaki se strinjajo, da so učitelji najpomembnejši vložek, ki ga lahko izobraževalni sistemi zagotovijo za izboljšanje šolske uspešnosti učencev, zlasti tistih s priseljenskim ozadjem ali iz socialno prikrajšanih okolij.
Early education provides the best developmental opportunities for young children.
Čim mlajši so učenci, ko prejemajo kakovostno poučevanje, tem večji je vpliv na njihovo splošno izobraževalno pot.
Children who attend high quality pre-schools and nurseries develop stronger reasoning and problem solving skills, are more cooperative and considerate of others, develop greater self-esteem and are better equipped to make an effective transition to primary school.
Nekateri dokazi poudarjajo pozitiven učinek na rezultate priseljenskih učencev, saj učitelji s priseljenskim ali manjšinskim ozadjem večinoma bolj pozitivno dojemajo priseljenske učence, imajo pozitivnejša pričakovanja in z njimi bolje komunicirajo.
The benefits of early education continue to accrue during primary and secondary education and smooth the transition into further education and the labour market.
Kakovost učitelja priseljenskih učencev je odvisna od številnih lastnosti, kar pomeni, da je ozadje pomembno, vendar ni edino merilo za zaposlitev.
Pre-schools and nurseries also free up time for mothers to participate more actively in society and the labour market.
Povečevanje deleža učiteljskega osebja s priseljenskim ozadjem je učinkovito sredstvo za spodbujanje medkulturne kompetence šole in povezovanje z lokalnimi skupnostmi, vendar se ne uporablja dovolj.
International research confirms that pre-schooling helps children from socio-econom-ically disadvantaged families get ahead in school.
Možni pozitivni ukrepi, ki jih šole lahko sprejmejo, so povečevanje priznanja tujih učiteljskih diplom, na primer na podlagi tečajev za potrditev kvalifikacij in kampanj obveščanja v sodelovanju z izobraževalnimi organi in inštituti za usposabljanje učiteljev.
Likewise those from foreign-language families get early and frequent contact with the host country’s language of instruction, precisely at an age when they are most receptive to language acquisition.
Agencija za usposabljanje in razvoj šol v Angliji in Walesu (Training and Development Agency for Schools) privablja nove učitelje z opaznim manjšinskim ozadjem s ciljno usmerjenim oglaševanjem, programi mentorstva in nepovratnimi sredstvi za usposabljanje ter z določanjem kvot zaposlovanja v inštitutih za usposabljanje učiteljev.
Low-income and immigrant parents may also have insufficient information on existing options, less confidence in strangers as care-givers, and a greater preference for the conveniences of informal home-care provided by family members.
Druga ciljno usmerjena strategija za izboljšanje kakovosti učiteljev je uvedba zahteve, da morajo vsi učitelji pridobiti temeljne veščine, ki so potrebne za poučevanje razredov s kulturno in jezikovno raznolikimi učenci.
Immigrant parents using preschool and nursery services may find that there is an absence of dialogue, understanding and empathy between themselves and staff, when nursery staff lack intercultural experience and, more crucially, the skills to teach the host country’s language as a second language.
Zaposlovanje več kakovostnih učiteljev je eden od najučinkovitejših vložkov za izboljšanje stopnje dosežene izobrazbe, zlasti pri učencih s priseljenskim ozadjem ali iz prikrajšanih okolij.
Furthermore, many pre-schools are unable to adequately assess the linguistic skills of immigrant children to ensure they receive appropriate language acquisition and support programmes (where these exist).
S povečevanjem števila učiteljev s priseljenskim ozadjem in/ali z medkulturnim usposabljanjem lahko povečamo doseženo šolsko izobrazbo učencev, pričakovanja učiteljev in splošno kakovost učnega okolja.
High-quality pre-schools and nurseries must meet the needs of those linguistically diverse and socio-economically disadvantaged families.
Učenje jezika poteka pri vsakem rednem pouku, pa naj bo to književnost, matematika ali kemija.
Authorities can effectively ensure participation among low-income families by providing targeted financial support, or free-of-charge access to preschool services. Training in secondlanguage education can be required of preschool teachers and accompanied by new recruitment procedures prioritising secondlanguage teachers and caregivers who are foreign-born and professionally-trained.
Pouk zahteva medkulturno kompetenco, obvladovanje kulturnih razlik v razredu, spretnosti reševanja sporov, diagnostične spretnosti pri razlikovanju med jezikovnimi težavami in učnimi pomanjkljivostmi ter sposobnost razvijanja didaktičnih pripomočkov in učnih strategij.
To be effective, their teaching methods and programmes need to be directly comparable to those used in primary school. Outreach strategies can be used for education providers and immigrant parents to inform each other about the benefits of early education on the one hand and the families’ specific needs and expectations on the other.
Učitelji, ki niso dovolj dobro pripravljeni ali usposobljeni za raznolike razrede, verjetno težje dojemajo otroke z drugo rasno, etnično, versko ali družbeno pripadnostjo in v zvezi z njimi gojijo nižja pričakovanja, kar zmanjšuje njihovo šolsko uspešnost in samozavest.
Denmark, Finland and Sweden have secured a high immigrant participation rate through their age-integrated approach that combines various education and childcare programmes in the same local centre for children ages one to six.
Belgija, Finska, Nizozemska, Norveška, Portugalska in Združeno kraljestvo so, na primer, opredelili medkulturne kompetence, ki jih morajo učitelji pridobiti v okviru svojega usposabljanja.
Eurydice’s 2009 Report Early childhood education and care in Europe : tackling social and cultural inequalities recommends the creation of a unitary system with settings for all age groups of 06 years, where all staff receive high-quality training in learning and cultural approaches and establish active partnerships with parents from disadvantaged and diverse backgrounds : http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/098EN.pdf
Inštituti za usposabljanje učiteljev in spodbude za usposabljanje na delovnem mestu so osrednjega pomena pri zagotavljanju različnih orodij za strokovni razvoj prihodnjih in sedanjih učiteljev, na primer smernice o dobri praksi pri jezikovni podpori in o poučevanju govorcev drugega jezika. Univerze in centri odličnosti za medkulturno
Immigrant Youth, Education and the Labour Market
Priseljenska mladina, izobraževanje in trg dela izobraževanje in poučevanje drugega jezika lahko oblikujejo skupne kakovostne kurikulume, modele usposabljanja ter izvedbene smernice za izobraževalce in oblikovalce politik.
Parents play a vital role in the education of their children – in language acquisition, assistance with homework and learning, in guidance on career paths and expectations and as role models. Yet parents with a lower socioeconomic status, including immigrants, tend to participate less in school activities.
Britanski pilotni program z naslovom Raising the Achievement of Bilingual Learners in Primary Schools (Dvig uspešnosti dvojezičnih učencev v osnovnih šolah) je poskrbel za strokovni razvoj in gradivo o najboljši praksi, da bi s tem izboljšal strokovno znanje in samozavest učiteljev v osnovnih šolah.
These include limited financial resources and “insider” knowledge of the education system, feelings of being unwelcome in an unknown school environment, language barriers and different cultural expectations for the family’s role in the education process.
Leta 2006 je postal nacionalna strategija, potem ko so ocene pokazale, da so v šolah, kjer se je program izvajal, pričakovanja učencev, prisotnost v razredu in znanje angleščine presegla raven, ki so jo dosegale podobne šole, ki niso bile vključene v program.
In Ireland, information on the school system is available on the Department of Education and Science website in six languages.
Sposobnost posameznega učitelja, da uporablja spretnosti in gradivo, pridobljeno med usposabljanjem, je odvisna od stopnje zavezanosti celotne šole k medkulturnemu izobraževanju.
An information booklet is also prepared by the Reception and Integration Agency in the main languages of the immigrant population which can be used by parents of asylum seekers and refugees and by unaccompanied minors.
Tako so na primer učenci, ki so jih anketirali v inštitutih za usposabljanje v španski Kataloniji, na Nizozemskem in Švedskem, izrazili mnenje, da je treba medkulturnemu izobraževanju dati večjo prednost ne le na tečajih, temveč tudi na terenu.
Since 1997, the AOE project (Ausbildundsorientierte Elternarbeit) in Frankfurt am Main has trained 60 ‘mediators’ from migrant organisations and schools.
Prakse zajemajo module ali predmete o medkulturnem izobraževanju in državljanstvu, večnarodnostne navedbe v didaktičnem gradivu in bolj raznolike obšolske dejavnosti.
They have conducted orientation workshops in 17 different languages for 3,450 people in 2006 alone on the German educational and training system as well as on issues like dyslexia, hyperactivity, career counselling services and multilingualism.
„Evropska konferenca o aktivni udeležbi mladih iz etničnih manjšin v družbi“ (European conference on Active Participation of Ethnic Minority Youth in Society), ki jo je leta 2006 organizirala danska vlada, je predlagala, da se ustanovijo specializirani centri, ki bi ponujali usposabljanje za reševanje sporov, komunikacijske spretnosti in medkulturne programe mentorstva, da bi se krepila samostojnost mladih ter povečala njihova pričakovanja in dosežki.
The international initiative, ‘Home Instruction Programme for Preschool Youngsters,’ aims to raise awareness and capacities of parents with disadvantaged backgrounds, including immigrants and ethnic minorities, by making available tutors from within their communities.
Od leta 2004 naprej je „raznolikost in večkulturnost“ (Diversity and Multiculturalism) obvezen predmet v britanskih šolah za učence od enajstega do devetnajstega leta starosti, ki se tudi ocenjuje.
The cognitive abilities of participating children have significantly improved compared to other children, according to regular evaluations in countries such as Germany and the Netherlands.
Predmet obravnava vprašanja, povezana z raznoliko družbo, tudi z etničnimi in verskimi skupnostmi ter njihovimi kulturami, spreminjanje vzorcev notranje in zunanje migracije ter politične in gospodarske razloge za migracijo doma in v tujini.
Providing parents with free host and home language training, and services like sports and internet access can have the effect of raising their trust in the school, and their expectations and support for their child’s school performance.
Inšpektorji preverijo, ali ravnatelj, učitelji in drugo šolsko osebje izvajajo smernice, navedene v direktivi Ministrstva za šolstvo, mladino in šport o boju proti rasizmu, ksenofobiji in nestrpnosti v šolskem etosu.
The ‘Rucksack’ project of the RAA Essen (Germany), which combines language training and other educational activities in kindergarten and elementary education, trains migrant mothers to run local groups of other migrant mothers that build their competencies in supporting their child(ren)’s learning.
Zgodnje izobraževanje majhnim otrokom ponuja najboljše razvojne možnosti. Otroci, ki obiskujejo kakovostne institucije za predšolsko vzgojo in vrtce, razvijejo boljše kognitivne spretnosti in spretnosti reševanja težav, znajo bolje sodelovati in upoštevati druge, so bolj samozavestni in bolje pripravljeni na učinkovit preskok v osnovno šolo.
The project’s qualitative participants’ evaluation demonstrates that the project has made and sustained positive changes in parent-teacher relations.
Institucije za predšolsko vzgojo in vrtci prav tako omogočijo več prostega časa materam, da se lahko aktivneje vključijo v družbo in na trg dela.
The non-governmental foundation of the same name (AÇEV) collaborates with local migrant and women’s associations, representative consultative bodies and mainstream civil society associations.
Pri družinah z nizkimi prihodki, med katerimi so priseljenci običajno visoko zastopani, je manjša verjetnost, da bodo otroci vključeni v zgodnje varstvo in izobraževanje.
AÇEV supervises and trains in-country instructors who establish support programmes and courses in both Turkish and the language of the country of residence.
S težavami dostopa do zgodnjega otroškega varstva se spopadajo vsi starši, kjer so mesta omejena ali je vpis drag.
The external academic evaluation comparing AÇEV-trained and non-trained families revealed that the project improved mother’s self-esteem and interest in schooling.
Priseljenski starši in starši z nizkimi prihodki tudi ne dobijo zadostnih informacij o možnostih, ki so na voljo, manj zaupajo neznanim vzgojiteljem in dajejo prednost ugodnostim neformalnega varstva na domu, ki ga zagotavljajo družinski člani.
The project was also assessed favourably in terms of the effectiveness and efficiency of implementation and dissemination.
Tisti priseljenski starši pa, ki uporabljajo storitve institucij za predšolsko vzgojo in vrtcev, lahko naletijo na odsotnost dialoga, razumevanja in empatije med njimi in osebjem, kadar vzgojiteljsko
Immigrant Youth, Education and the Labour Market
Priseljenska mladina, izobraževanje in trg dela osebje nima medkulturnih izkušenj in, še pomembneje, spretnosti poučevanja jezika gostiteljske države kot drugega jezika.
The aim of this voluntary initiative is to familiarise the parents of first or second generation children with the school system, its objectives and workings, so that they can better participate and assist their children with their school work.
Od predšolskih učiteljev se lahko zahteva usposobljenost za poučevanje drugega jezika z uvedbo novih postopkov zaposlovanja, ki dajejo prednost učiteljem drugega jezika in vzgojiteljem s tujim poreklom in strokovno usposobljenostjo.
The programme also offers voluntary language courses.
Da bi bili lahko učinkoviti, morajo biti njihove metode poučevanja in programi neposredno primerljivi s tistimi, ki se uporabljajo v osnovni šoli.
The OECD’s literature review finds no clear research consensus to support or reject the interdependent hypothesis, which helps explain the confusion and politicisation that can arise around the role of mother tongue tuition.
Danska, Finska in Švedska so poskrbele za visoko stopnjo udeležbe priseljencev s starostno integriranim pristopom, ki združuje različne izobraževalne in vzgojno-varstvene programe v istem lokalnem središču za otroke od enega do šestih let.