natgillin/translations-raw huggingface dataset:
Cyprus: The Figure relates solely to the internal evaluation of colleges providing initial teacher education for primary education. Latvia: (1) relates to the internal evaluation of a higher education institution for its accreditation, (2) to the internal evaluation of a study programme for accreditation, and (3) to the internal evaluation of a study programme for reaccreditation.
Ciper: Podatki veljajo samo za notranjo evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Latvija: (1) velja za notranjo evalvacijo visokošolskih zavodov zaradi akreditacije, (2) za notranjo evalvacijo študijskih programov za akreditacijo, (3) pa za notranjo evalvacijo študijskih programov za ponovno akreditacijo.
Hungary: (1) relates to annual internal evaluation, and (2) to internal evaluation that takes place prior to external evaluation. Poland: (1) relates to the internal evaluation of universities, and (2) to internal evaluation of teacher training colleges.
Madžarska: (1) velja za vsakoletno notranjo evalvacijo, (2) pa za notranjo evalvacijo, ki poteka pred zunanjo evalvacijo.Poljska: (1) velja za notranjo evalvacijo univerz, (2) pa za notranjo evalvacijo pedagoških akademij.
Although, in the internal evaluation of universities, school placements and partnerships with schools are not referred to directly, they are usually taken into account when preparing the selfevaluation report.
Čeprav se pri notranji evalvaciji univerz praksa v šolah in partnerstva s šolami ne omenjajo neposredno, jih pri pripravi samoevalvacijskega poročila po navadi upoštevajo.
Slovenia: University rectors and deans must assume responsibility for quality.
Slovenija: Za kakovost so odgovorni rektorji univerz in dekani.
Some of the issues shown in the table are therefore normally the focus of internal evaluation.
Normalno je torej, da notranja evalvacija obravnava nekatera vprašanja iz preglednice.
United Kingdom (ENG/WLS/NIR): There are no regulations as such, but external inspection criteria, which incorporate all of the issues mentioned, are an important influence.
Združeno kraljestvo (Anglija, Wales, Severna Irska): Predpisov nimajo, pomemben vpliv pa imajo merila za zunanjo inšpekcijo, v katera so vključena vsa omenjena področja.
United Kingdom (SCT): The annual internal review process and matters to be considered externally are liable to cover similar ground.
Združeno kraljestvo (Škotska): Med vsakoletnim notranjim pregledom po navadi obravnavajo podobna področja kot pri zunanji evalvaciji.
Iceland: (1) relates to the internal evaluation of higher education programmes that takes place before external evaluation, and (2) to regular internal evaluation of higher education institutions.
Islandija: (1) velja za notranjo evalvacijo visokošolskih programov, ki poteka pred zunanjo evalvacijo, (2) pa za redno notranjo evalvacijo visokošolskih institucij.
A variety of procedures or mechanisms may be used for internal evaluation.
Za notranjo evalvacijo se lahko uporablja vrsta postopkov in mehanizmov.
For example, interviews or surveys may focus on the management of an institution or on its academic and administrative staff or students.
Intervjuji ali ankete lahko na primer obravnavajo upravljanje zavoda ali pedagoške in druge sodelavce ali študente.
Classroom observation of student teachers being taught may be another way of collecting the information required for internal evaluation.
Opazovanje študentov v predavalnici je prav tako lahko eden od načinov za zbiranje informacij, potrebnih za notranjo evalvacijo.
In most countries, all three types of interview mentioned above are used on a compulsory basis or are recommended.
V večini držav je obvezna ali priporočena uporaba vseh treh omenjenih vrst intervjujev.
In Belgium, Germany, Estonia, Spain and Bulgaria, they are used together with classroom observation.
V Belgiji, Nemčiji, Estoniji, Španiji in Bolgariji jih uporabljajo skupaj z opazovanjem v predavalnici.
Student interviews or surveys are the most widely used means of carrying out internal evaluation.
Pri notranji evalvaciji najpogosteje uporabljajo intervjuje s študenti ali ankete.
In Italy, Latvia (in the (re-)accreditation of study programmes) and Slovakia, they are the only compulsory procedure.
V Italiji, Latviji (pri /ponovni/ akreditaciji študijskih programov) in na Slovaškem so edini obvezni postopek.
In Poland (in the case of teacher training colleges) and Romania, interviews or surveys of students are not foreseen.
Na Poljskem (za pedagoške akademije) in v Romuniji intervjuji s študenti ali ankete niso predvideni.
Where internal evaluation refers to the (re-)accreditation of a study programme in Latvia, employers of former graduates are interviewed as well as students.
Kadar se v Latviji notranja evalvacija nanaša na (ponovno) akreditacijo študijskega programa, poleg intervjujev s študenti opravijo tudi intervjuje z delodajalci in diplomanti.
In Slovakia, students are obliged to complete questionnaires annually, focusing mainly on their satisfaction with teaching and learning.
Na Slovaškem morajo študenti vsako leto obvezno izpolniti vprašalnike, ki večinoma sprašujejo po njihovem zadovoljstvu s poučevanjem in učenjem.
In 13 countries and regions, there are no official regulations which lay down procedures and mechanisms for internal evaluation.
V trinajstih državah in regijah nimajo zakonskih predpisov, ki bi določali postopke in mehanizme za notranjo evalvacijo. Uveljavljena pa je neka praksa.
In Denmark, internal evaluation is very often carried out as a written evaluation.
Na Danskem notranja evalvacija zelo pogosto poteka pisno.
In Malta, all academic staff must develop a work forecast for every academic year, which is then discussed with the departmental head.
Na Malti morajo vsi pedagoški delavci pripraviti načrt dela za vsako študijsko leto, o katerem se nato pogovorijo z vodjo oddelka.
Each teacher’s performance is also appraised through a formal discussion.
Uspeh vsakega učitelja se prav tako ocenjuje v formalnem pogovoru.
In Slovenia, according to the internal rules of higher education institutions, student opinion surveys are used for the internal evaluation process.
V Sloveniji skladno z internimi akti visokošolskih zavodov v procesu notranje evalvacije uporabljajo študentske ankete.
In the United Kingdom (England and Wales), internal evaluation is expected but is not explicitly required.
V Združenem kraljestvu (v Angliji in Walesu) se notranja evalvacija pričakuje, ni pa izrecno zahtevana. Oblika ni predpisana.
In England, for example, the new (2005-2011) Framework for Inspection places increased importance on the provider’s selfevaluation, and the accompanying Handbook offers guidance on how this can be carried out to the benefit of both inspectors and providers.
V Angliji na primer nova podlaga za inšpekcijo 2005–2011 (Framework for Inspection) pripisuje vse več pomena samoevalvaciji izvajalcev, priročnik, ki spada k podlagi, pa daje smernice o tem, kako naj se samo- evalvacija opravlja, da bo koristna za inšpektorje in izvajalce.
However, the inspectorate (Ofsted) cannot insist that a selfevaluation should be completed.
Inšpektorat (Ofsted) pa vendarle ne more zahtevati samoevalvacije.
Figure 3.5: Procedures and mechanisms for the internal evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 3.5: Postopki in mehanizmi za notranjo evalvacijo začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Interviews with the management, or surveys
Pogovori ali anketiranje vodstva
Interviews with academic and administrative staff, or surveys
Pogovori ali anketiranje visokošolskih učiteljev in administrativnih sodelavcev
Interviews with students, or surveys
Pogovori ali anketiranje študentov
Classroom observation
Opazovanje v predavalnicah
Belgium (BE de): The Figure relates solely to the internal evaluation of initial teacher education institutions for primary education.
Vir: Eurydice Dodatne opombe Belgija (BE de): Podatki veljajo samo za notranjo evalvacijo zavodov za začetno izobraževanje učiteljev za primarno izobraževanje.
Czech Republic: (1) relates to the internal evaluation that takes place prior to external evaluation, and (2) to the annual internal evaluation.
Češka republika: (1) velja za notranjo evalvacijo, ki poteka pred zunanjo evalvacijo, (2) pa za letno notranjo evalvacijo.
Cyprus: The Figure relates solely to the internal evaluation of colleges providing initial teacher education for primary education. Latvia: (1) relates to the internal evaluation of a higher education institution for accreditation, and (2) to the internal evaluation of a study programme for (re-)accreditation.
Ciper: Podatki veljajo samo za notranjo evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Latvija: (1) velja za notranjo evalvacijo visokošolskih institucij zaradi akreditacije, (2) pa za notranjo evalvacijo študijskih programov za (ponovno) akreditacijo.
Netherlands: The national regulations on accreditation state that an internal evaluation used for external peer review and accreditation follows the pattern of accreditation plus additional subject-specific peer requirements.
Nizozemska: Nacionalni predpisi o akreditaciji določajo, da notranja evalvacija, ki se uporablja za zunanji kolegialni pregled in akreditacijo, poteka po vzorcu za akreditacijo in upošteva dodatne zahteve za kolegialni pregled za posamezne predmete.
United Kingdom (ENG/WLS/NIR): The information provided relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Združeno kraljestvo (Anglija, Wales, Severna Irska): Prikazani podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, in ne za evalvacijo visokega šolstva na splošno.
Romania: It is also recommended that internal evaluation should make use of documents produced by other departments of the higher education institution.
Romunija: Priporoča se tudi, da se pri notranji evalvaciji uporabljajo dokumenti, ki so jih izdelali drugi oddelki visokošolskega zavoda.
In 13 countries, internal evaluation should occur on an annual basis. In Bulgaria, it has to be carried out several times a year.
V trinajstih državah morajo notranjo evalvacijo opraviti enkrat na leto, v Bolgariji pa jo je treba opraviti večkrat na leto.
In ten countries or regions, higher education institutions have to undertake internal evaluation at fixed intervals of longer periods ranging from three to ten years.
V desetih državah ali regijah morajo visokošolski zavodi opravljati notranjo evalvacijo v določenih časovnih razmikih, ki znašajo od tri do deset let.
In most of these countries, the timing depends on that of external evaluation.
V večini teh držav je časovna razporeditev odvisna od zunanje evalvacije.
This may mean that both types of evaluation must take place during the same academic year and amount to a single process.
To lahko pomeni, da morata biti obe evalvaciji opravljeni v istem študijskem letu in sta združeni v en sam proces.
Alternatively, it may mean that an internal evaluation must take place between two external evaluations, but not necessarily in the same year as an external evaluation.
Lahko pa tudi pomeni, da mora biti notranja evalvacija opravljena med dvema zunanjima, čeprav ne nujno v istem letu kot zunanja.
In Ireland, on the other hand, the timing of external evaluation is dependent on that of internal evaluation.
Na Irskem je čas zunanje evalvacije odvisen od notranje.
In Ireland, internal evaluation, which has to be carried out every ten years, results in external evaluation of the quality assurance procedures adopted by higher education institutions.
Na Irskem notranja evalvacija, ki jo je treba opraviti vsakih deset let, privede do zunanje evalvacije postopkov zagotavljanja kakovosti, ki so jih sprejeli visokošolski zavodi.
In Austria, both situations (external evaluation calling for internal evaluation and vice versa) may exist.
V Avstriji je mogoče oboje (zunanja evalvacija, za katero se zahteva notranja, in obratno).
In the Czech Republic, Germany (universities and colleges of education providing bachelor’s and master’s programmes), Hungary and the United Kingdom (Scotland), institutions for teacher education have both to undertake annual internal evaluations and produce special evaluation reports when external evaluation occurs.
V Češki republiki, Nemčiji (univerze in pedagoške fakultete, ki izvajajo programe tipa bachelor in master), na Madžarskem in v Združenem kraljestvu (na Škotskem) morajo institucije za izobraževanje učiteljev opraviti letno notranjo evalvacijo in izdelati posebna evalvacijska poročila za zunanjo evalvacijo.
In Hungary, intermediate reports are additionally required every four years.
Na Madžarskem zahtevajo še dodatna vmesna poročila na štiri leta.
In all countries with procedures for accrediting programmes or institutions (see Figure 4.1), initial accreditation generally involves an internal evaluation.
V vseh državah, ki poznajo postopke za akreditacijo programov ali institucij (glejte Preglednico 4.1), prva akreditacija po navadi vključuje notranjo evalvacijo.
In the nine countries or regions in which the frequency of internal evaluation is not determined by regulations, different scenarios are possible.
V devetih državah ali regijah, v katerih pogostost notranje evalvacije ni določena s predpisi, so možni različni scenariji.
In the French Community of Belgium (universities), Spain, France (internal evaluations linked to evaluation by the IGAENR and CNE), Finland and Iceland, internal evaluation is meant to precede external evaluation, the frequency of which is not itself specified by regulations.
V francoski skupnosti Belgije (univerze), Španiji, Franciji (notranje evalvacije, povezane z evalvacijo, ki jo opravljata IGAENR in CNE), na Finskem in Islandiji notranja evalvacija poteka pred zunanjo, za katero pa predpisi ne določajo, kako pogosta mora biti.
In the French Community of Belgium, France and Iceland, the body responsible for external evaluation decides when it should occur.
V francoski skupnosti Belgije, v Franciji in na Islandiji o tem, kdaj naj se opravi zunanja evalvacija, odloča telo, ki je zanjo odgovorno.
In Spain and Finland, higher education institutions are also involved in the decision to proceed with external evaluation (see Chapter 2, Section 2.5).
V Španiji in na Finskem pri odločitvi o zunanji evalvaciji sodelujejo tudi visokošolske institucije (glejte 2. poglavje, točko 2.5).
In Finland, the institutions must also conduct an internal evaluation independent of external evaluation, and determine its frequency.
Na Finskem morajo institucije opraviti tudi notranjo evalvacijo, ki je neodvisna od zunanje, in določiti njeno pogostost.
In France (internal evaluation related to evaluation by the DES) and the United Kingdom (England and Wales), the (minimum) frequency of external evaluation is fixed but there is no obligation as such to carry out internal evaluation at the same time.
V Franciji (notranja evalvacija v povezavi z evalvacijo, ki jo opravlja DES) in Združenem kraljestvu (v Angliji in Walesu) je določeno najkrajše obdobje med zunanjima evalvacijama, vendar ni samo po sebi umevno, da se obenem opravi notranja evalvacija.
At present, IUFMs in France are simply advised to undertake selfevaluation prior to each external evaluation, but they will be increasingly obliged to do so.
Za zdaj v Franciji samo priporočajo, naj univerzitetni inštituti za izobraževanje učiteljev (IUFM) pred vsako zunanjo evalvacijo opravijo tudi notranjo, vendar pa bo to vse bolj njihova obveza.
In the United Kingdom (England and Wales), inspectors are required to evaluate and report on the effectiveness of the systems for evaluating the quality of provision, and providers of teacher education are requested to submit their most recent self-assessment before an inspection.
V Združenem kraljestvu (v Anglija in Walesu) so inšpektorji dolžni opraviti evalvacijo in poročati o učinkovitosti sistemov za evalvacijo kakovosti izvajanja, izvajalci izobraževanja učiteljev pa morajo pred inšpekcijo predložiti poročila o svojem najnovejšem samoocenjevanju.
In Denmark, Cyprus and Malta, internal evaluation remains largely unregulated at central level, and this applies also to its frequency.
Na Danskem, Cipru in Malti notranja evalvacija večinoma ni urejena s predpisi na državni ravni. To velja tudi za njeno pogostost.
In universities in Denmark, internal evaluation generally takes place at the end of each term.
Na univerzah na Danskem notranjo evalvacijo po navadi opravijo konec vsakega semestra.
In Malta, the faculty of education at the university usually carries out internal evaluation annually.
Na Malti pedagoška fakulteta na univerzi običajno opravi notranjo evalvacijo vsako leto.
Figure 3.6: Frequency of internal evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
POGLAVJE: NOTRANJA EVALVACIJA ZAČETNEGA IZOBRAŽEVANJA UČITELJEV
Annual + another less frequent evaluation
2), 'U (vsaj na osem let), UK/SCT (na štiri leta)
Between every three and ten years
C5, #E ( letni + druga manj pogosta evalvacija na tri do deset let
BE de (at least every five years), BE nl (at least every eight years), EE (between every three and seven years), EL (at least every four years), IE (at least every ten years), NL (every six years), AT (at least every five years), PL (at least every five years), PT (every five years)
BE (vsaj na pet let), BE (vsaj na osem let), EE (na tri do sedem let), EL (vsaj na štiri leta), IE (vsaj na deset let), NL (na šest let), AT (vsaj na pet let), PL (vsaj na pet let), PT (na pet let)
No internal evaluation procedures: LU Initial teacher education abroad: LI
Ni postopkov notranje evalvacije: LUZačetno izobraževanje učiteljev v tujini: LI
Belgium (BE fr): (1) relates to institutions educating pre-primary, primary and lower secondary education teachers, and (2) to institutions educating upper secondary teachers.
Vir: Eurydice Dodatne opombe Belgija (BE fr): (1) velja za institucije, ki izobražujejo učitelje za predšolsko izobraževanje ter izobraževanje na primarni in nižji sekundarni stopnji, (2) pa za institucije, ki izobražujejo učitelje za višjo sekundarno stopnjo.
Belgium (BE de): The Figure relates solely to the internal evaluation of institutions providing initial teacher education for primary education.
Belgija (BE de): Podatki veljajo samo za notranjo evalvacijo zavodov za začetno izobraževanje učiteljev za primarno izobraževanje.
Germany: (1) relates to the teacher training institutes (Studienseminare), and (2) to evaluation of universities and colleges of education. Greece: The information relates to the law on quality assurance in higher education issued in August 2005.
Nemčija: (1) velja za evalvacijo inštitutov za izobraževanje učiteljev (Studienseminare), (2) pa za evalvacijo univerz in pedagoških fakultet.Grčija: Podatki se nanašajo na zakon o zagotavljanju kakovosti v visokem šolstvu, sprejet avgusta 2005.
Cyprus: The Figure relates solely to the internal evaluation of colleges providing initial teacher education for primary education. Latvia: The Figure relates to the internal evaluation of programmes.
Ciper: Podatki veljajo samo za notranjo evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Latvija: Podatki veljajo za notranjo evalvacijo programov.
Austria: The Figure relates to the universities.
Avstrija: Podatki veljajo za univerze.
Iceland: Higher education institutions are obliged to introduce an internal quality assurance system, which may take a variety of forms.
Islandija: Visokošolske institucije morajo uvesti sistem notranjega zagotavljanja kakovosti, ki ima lahko različne oblike.
Norway: Most internal evaluation is organised on an annual basis, but more thorough evaluation lasting longer also occurs.
Norveška: Večina notranjih evalvacij se opravi vsako leto, vendar pa opravljajo tudi podrobnejše evalvacije, ki trajajo dlje.
Internal evaluation occurring only once, to enable new programmes or institutions to be accredited for the first time, is not covered.
Pojasnilo Notranja evalvacija, ki se opravlja samo enkrat, da se omogoči prva akreditacija novih programov ali institucij, ni vključena.
The results of evaluation may be used in different ways, with direct or indirect repercussions for institutions or programmes.
Rezultati evalvacije se lahko uporabljajo na različne načine in neposredno ali posredno vplivajo tudi na institucije ali programe.
Inadequate quality may, for example, mean that institutions have to draw up and implement a plan for improvement consisting of various measures, which may be subject to followup evaluation.
Neustrezna kakovost lahko na primer pomeni, da morajo institucije pripraviti in uresničevati program izboljšav, ki vključuje različne ukrepe, ki so lahko nato predmet presoje naslednje evalvacije.
Penalties are also possible, as when an institution is no longer granted the right to award qualifications, or when its funding is adjusted.
Možne so tudi kazni, tako da instituciji na primer odvzamejo pravico podeljevanja kvalikacij ali spremenijo njeno financiranje.
Conversely, high-standard performance may lead to an increase in funding.
Obratno pa se lahko zaradi zelo dobrih rezultatov financiranje poveča.
Over and above their consequences for institutions, the results of evaluation may also be made available to their staff, students and the general public.
Poleg tega, da rezultati vplivajo na institucije, imajo do rezultatov evalvacije lahko dostop tudi zaposleni, študenti in javnost.
Finally, evaluation findings from all institutions may be collated and summarised in national reports concerned with the quality of initial teacher education as a whole.
Lahko se tudi zberejo ugotovitve evalvacij vseh institucij in pripravijo nacionalna poročila o kakovosti začetnega izobraževanja učiteljev kot celote.
The following aspects are dealt with in this chapter: the possible consequences of evaluation for institutions or programmes; the availability of evaluation findings for their staff, students and the general public; the use of evaluation findings to prepare indicators or national reports on the state of the teacher education system as a whole.
• uporabo ugotovitev evalvacij za pripravo kazalnikov ali nacionalnih poročil o stanju sistema izobraževanja učiteljev kot celote.
In the vast majority of countries, regulations establish that the main possible consequences of external evaluation for teacher education programmes or institutions relate to their (re-)accreditation, the funding they receive or evaluation follow-up, depending on the case.
V večini držav predpisi določajo, da so glavne možne posledice zunanje evalvacije za programe izobraževanja učiteljev povezane z njihovo (ponovno) akreditacijo, financiranjem ali spremljanjem po evalvaciji, odvisno pač od posameznega primera.
In just five countries or regions (the French Community of Belgium, Denmark, Ireland, Austria and Finland), these aspects derive only marginally from regulations – if at all.
Samo v petih državah ali regijah (francoski skupnosti Belgije, na Danskem, Irskem, v Avstriji in na Finskem) je to le malo ali nič odvisno od predpisov.
In the French Community of Belgium, the purpose of external evaluation is essentially to point the way forward for individual institutions.
V francoski skupnosti Belgije je osnovni namen zunanje evalvacije posameznim institucijam nakazati nadaljnjo pot.
It is intended that they should – entirely on their own initiative – introduce a procedure for reform inspired by the findings of external evaluation (which remain confidential).
Mišljeno je, da bi institucije izključno na lastno pobudo uvedle postopek reforme, ki bi temeljil na ugotovitvah zunanje evalvacije (ki ostaja zaupna).
However, in the end it is the government of the Community which decides on the possible consequences of external evaluation.
Vendar pa je ne nazadnje vlada skupnosti tista, ki odloči o možnih posledicah zunanje evalvacije.
In Ireland and Finland, the use made of the external evaluation results is the responsibility of the institution evaluated.
Na Irskem in Finskem je za uporabo rezultatov zunanje evalvacije odgovorna ocenjena institucija.