natgillin/translations-raw huggingface dataset:
This applies to Iceland which, in the absence of any mechanism for monitoring the performance of schools and teachers, has developed self-evaluation since 1995.
To velja za Islandijo, kjer so zaradi pomanjkanja kakršnih koli postopkov za spremljanje delovne uspešnosti šol in učiteljev od leta 1995 naprej razvijali samoevalvacijo.
After abolishing its inspectorate in 1985, Hungary also introduced this form of accountability with effect from 2000.
Tudi na Madžarskem so leta 1985 ukinili inšpektorat in vpeljali samoevalvacijo; izvaja se od leta 2000 naprej.
Since 2007, a formal component concerned specifically with teaching activity is an integral part of the process.
Od leta 2007 se kot formalno določena sestavina tega postopka posebej ocenjuje tudi poučevanje.
At the other extreme, self-evaluation has been developed in some countries to supplement already existent external inspection, as in the Czech Republic.
Nasprotno so nekatere države razvile samoevalvacijo, da bi nadomestile prejšnji zunanji nadzor, npr. Češka republika.
Similarly, in addition to inspection
Skolverket, Švedska nacionalna agencija za
Skolverket, the Swedish National Agency for Education, has made recommendations concerning how the report should be written and the areas it must cover (such as staff education, staff competence in relation to the subjects taught and the organisation of work, etc.).
Šesto poglavje: Ugotavljanje odgovornostiinspodbude izobraževanje, je pripravila priporočila o tem, kako naj bi bilo poročilo sestavljeno in katera področja mora zajeti (na primer izobraževanje osebja, usposobljenost učiteljev po predmetih, ki jih poučujejo, organizacijo dela in drugo).
In Slovenia, changes in the role of the National Education Institute – in which the focus has shifted from inspection activity to coordinating and encouraging teaching staff – have led the Ministry to develop a framework for self-evaluation.
Sprememba vloge Zavoda Republike Slovenije za šolstvo, ta se je z inšpekcijske dejavnosti preusmeril h koordiniranju in spodbujanju pedagoških delavcev, je v Sloveniji vodila Ministrstvo za šolstvo in šport k oblikovanju samoevalvacijskih pravil.
Other countries are also in the process of adopting similar new approaches.
Tudi druge države sprejemajo podobna nova pravila.
Thus in Ireland, a body known as the Teaching Council, which has just been established and the majority of whose members are teachers, has recently published Codes of Professional Conduct for Teachers which pave the way for this type of evaluation.
Na Irskem je tako imenovani The Teaching Council (Pedagoški svet),ki so ga pravkar ustanovili in ga večinsko sestavljajo učitelji, pred kratkim objavil Kodeks poklicnegaravnanja za učitelje, ki utira pot tej obliki evalvacije.
In the great majority of countries, the growth of this kind of accountability has gone hand in hand with more formal structuring of monitoring criteria, or with checking, by an external evaluator, of the criteria schools themselves have established.
Zaradi čedalje večjega števila takih oblik ugotavljanja odgovornosti so v veliki večini evropskih držav sprejeli poenoteno sestavljena merila ali pa zunanjo presojo meril, ki so jih oblikovale šole same.
Teachers may also be evaluated inside schools by the person to whom they report directly, namely the school head in the vast majority of countries.
V veliki večini držav učitelje ocenjujejo tudi v šoli, in sicer osebe, ki so jim neposredno odgovorni, največkrat ravnatelji.
This occurs, for example, in the three Communities of Belgium, the Czech Republic, Greece, Lithuania, Austria, Romania and Slovenia.
Tako je v treh belgijskih skupnostih, v Češki republiki, Grčiji, Litvi, Avstriji, Romuniji in v Sloveniji.
In the Netherlands, individual evaluation by the school head is the sole form of teacher evaluation.
Na Nizozemskem je ravnateljeva ocena edina oblika ocenjevanja učiteljev.
In some countries, like Lithuania, the school management body may be involved, as may professional staff from outside the school, such as school advisors in Greece. In Latvia, evaluation is the responsibility of the teaching department head and, in most cases, the teacher in charge of those who teach a particular subject.
V nekaterih državah oceni delo učiteljev šolsko upravni organ – npr. v Litvi – ali zunajšolsko strokovno osebje, kot so šolski svetovalci v Grčiji.V Latviji je evalvacija učiteljev naloga vodje oddelka, še večkrat pa pooblaščenega vodje učiteljev za posamezni predmet.
In the United Kingdom, in the case of large secondary schools, the school head evaluates the management staff who in turn evaluate the teachers.
V velikih sekundarnih šolah v Združenem kraljestvu ravnatelj ocenjuje upravno osebje, ti pa nato ocenjujejo učitelje.
France has its own specific arrangements.
Francija ima čisto posebno ureditev.
While, there too, school heads are involved in evaluating teachers, in partnership with inspectors, they are not however considered to be above teachers in the school hierarchy.
Čeprav tudi tam ravnatelji skupaj z inšpektorji ocenjujejo učitelje, v šolski hierarhiji ne veljajo za nadrejene učiteljem.
A further kind of internal evaluation may be carried out or supported by peers.
Nadaljnjo obliko notranje evalvacije lahko izvajajo sodelavci ali pri njej pomagajo.
Yet this form of accountability is today still somewhat uncommon.
Ta oblika ugotavljanja odgovornosti je zdaj še vedno nekoliko nenavadna.
In most cases, it arises from a situation in which curricular content is devised on an autonomous basis calling for teamwork that in turn involves peer supervision.
V večini primerov taka evalvacija izhaja iz razmer, kjer se kurikularna vsebina avtonomno načrtuje, za to pa je potrebno skupinsko delo, ki občasno vključuje nadzorovanje sodelavcev.
However, in some countries, such evaluation may be explicit.
V nekaterih državah je takšna evalvacija zelo izrazita.
This is the case in Greece, for example, in which school advisors responsible, among other things, for individual inspections, also canvass teachers of the same subject for opinions of their peers.
Tako je v Grčiji, kjer šolski svetovalci, – ti so med drugim odgovorni tudi za individualni nadzor – sprašujejo učitelje istega predmeta za mnenje o njihovih sodelavcih.
Likewise, in Slovenia, the school teachers’ council has to approve by an absolute majority in a secret ballot the recommendations for promotion that the school head submits to the Ministry of Education for endorsement.
Podobno je v Sloveniji, kjer mora učiteljski zbor s tajnim glasovanjem in z absolutno večino potrditi predloge za napredovanje, da jih lahko šolski ravnatelj predloži Ministrstvu za šolstvo in šport v odobritev.
Finally, the middle of the present (post-2000) decade has been characterised by the emergence of new mechanisms for appraising the performance of teachers (see section 3).
In končno, za sredino tega desetletja je značilen pojav novih postopkov za ocenjevanje delovne uspešnosti učiteljev (glej 3. podpoglavje).
These monitoring procedures with potentially significant consequences are associated both with financial incentives and diversified career structures.
Ti postopki spremljanja so lahko zelo vplivni, saj so povezani tako z denarnimi spodbudami kot z raznovrstnimi poklicnimi potmi.To obliko ugotavljanja odgovornosti so že vpeljali v belgijski flamski skupnosti, Bolgariji in na Portugalskem, o njej se še pogajajo v Španiji.
This new form of accountability has already been established in the Flemish Community of Belgium, Bulgaria and Portugal and is being negotiated in Spain.
V Združenem Kraljestvu (Angliji in na Severnem Irskem) so v devetdesetih letih vpeljali sistem »upravljanja delovne uspešnosti« (performance management), da bi pripomogli k izboljšanju delovanja učiteljev, zdaj pa je z njim že vzpostavljena zveza med oceno in plačilom učiteljev.
In the United Kingdom (England and Northern Ireland), the ‘performance management’ systems initiated from the 1990s to support improvements in the work of teachers, now provide a means for linking their remuneration to their evaluation.
Na Švedskem je vlada na podlagi predpisov o potrebni izobrazbi in usposobljenosti učiteljev ustanovila poseben odbor z nalogo, da prouči nove načine ocenjevanja učiteljevega dela in pripravi merila za akreditacijo programov za izobraževanje učiteljev. Predlog mora predložiti v odobritev do srede 2008. leta
In Sweden, the government has appointed a committee under educational legislation governing the qualifications and skills required of teachers, with the task of finding new ways to appraise their performance.
Različni vzorci evalvacije se čedalje bolj prepletajo in v nekaterih državah tvorijo mešane individualne in kolektivne, notranje in zunanje ocenjevalne mreže. V preteklosti je bila individualna inšpekcija edina metoda spremljanja pedagoške dejavnosti, zdaj pa že prevladujejo druge opisane oblike evalvacije.
The committee is to propose a standard qualifications model for teachers and for national accreditation of their qualifications.
To velja za Avstrijo, kjer je bilo ocenjevanje učiteljev dolgo omejeno na konvencionalno evalvacijo, ki sta jo izvajala inšpektorat in šolski ravnatelj (temu so učitelji neposredno poročali).
The results of its inquiry are due for submission by mid-2008.
Leta 2006 so vpeljali nacionalne okvire za samoevalvacijo.
Similarly, in the Czech Republic, individual assessment by the school head has been supplemented by self-evaluation since 2005.
Ravni avtonomijein odgovornost učiteljev v Evropi je izvajal šolski ravnatelj, s samoevalvacijo.
The United Kingdom also typifies the growth of these evaluation networks.
Združeno kraljestvo je prav tako zgleden primer širitve ocenjevalnih mrež.
The monitoring of schools by Her Majesty’s Inspectorate of Education (HMIE) involves self-evaluation based on standard structure ‘Quality Indicators’, as well as individual interviews.
Spremljanje šol, ki ga izvaja tako imenovani Her Majesty’s Inspectorate of Education (HMIE, Inšpektorat Njenega Veličanstva za izobraževanje) vključuje samoevalvacijo, pripravljeno ob upoštevanju standardnih »indikatorjev kakovosti«, in individualne razgovore.
These different forms of monitoring provide both for an analysis of teaching activity processes and resultsbased evaluation.
Te raznolike oblike spremljanja omogočajo tako analizo procesov pedagoške dejavnosti kot tudi evalvacijo rezultatov izobraževanja.
Resultsbased evaluation
Evalvacija rezultatov
In the past, the importance of individual evaluation by an inspectorate was based above all on the monitoring of processes.
V preteklosti je individualna evalvacija temeljila predvsem na spremljanju procesov.
Today, the new forms of accountability emphasise the importance of results, with growing autonomy and decentralisation, by definition, increasingly lessening the imposition of national or regional requirements.
Zdaj pa nove oblike ugotavljanja odgovornosti poudarjajo pomen rezultatov, saj naraščajoča avtonomija in decentralizacija po definiciji zmanjšujeta vsiljevanje regionalnih ali nacionalnih zahtev.
Thus in the United Kingdom, internal evaluation is among other things aimed at resolving the inconsistencies between a quality indicator reference system and school performance.
Notranja evalvacija je v Združenem kraljestvu (Škotska) namenjena tudi temu, da razrešuje neskladnosti med indikatorji v kakovosti in šolsko delovno uspešnostjo.
In particular, examination results are analysed when devising ‘how good is my school’ quality indicators.
Kadar načrtujejo indikatorje kakovosti »kako dobra je moja šola«, posebej analizirajo prav rezultate izpitov.
Similarly, in the Czech Republic, Estonia or Hungary, self-evaluation includes the analysis of teacher performance.
Podobno je v Češki republiki, Estoniji in na Madžarskem, kjer samoevalvacija vključuje analizo učiteljeve delovne uspešnosti.
In many countries, such as the Czech Republic, Spain, Austria or the United Kingdom, external inspections that are increasingly based on standard principles also include an analysis focused on the results of teaching activity.
Zunanji, čedalje bolj standardiziran nadzor, v mnogih državah, na primer na Češkem, v Španiji, Avstriji in Združenem kraljestvu, vključuje tudi analizo rezultatov pedagoške dejavnosti.
Whether as part of internal or external evaluation, pupil results in national standard assessments are increasingly becoming a basis for judging the performance of a school and, by the same token, its teaching staff, as in Estonia, Sweden, the United Kingdom (Scotland) or Liechtenstein.
Ne glede na to, ali gre za notranjo ali zunanjo evalvacijo, v nacionalnih standardiziranih ocenjevanjih presoja delovne uspešnosti šole in posledično njenega osebja vse bolj temelji na rezultatih učencev. Tako je v Estoniji, Združenem kraljestvu (na Škotskem), Lihtenštajnu in na Švedskem.
In the same way, policies for the individual appraisal of teachers, which are based on study of their results, have also developed since around 2005.
Podobno so se okoli leta 2005 razvili postopki individualnega ocenjevanja učiteljev, ki temeljijo izključno na njihovih rezultatih.
In the United Kingdom (England), this has been the case since 2001.
V Združenem kraljestvu (Angliji) so se začeli že leta 2001.
These evaluations combine a wide variety of criteria which range from the academic performance of pupils to participation in training activities or pilot project research activities, and include all possible kinds of internal school commitment (support for pupils, mentoring of new teachers, etc.).
Te evalvacije združujejo veliko raznovrstnih meril, kot so učni dosežki učencev, sodelovanje učiteljev v usposabljanjih, raziskovalno delo v pilotnih projektih, in zajemajo vse oblike šolski opravil (pomoč učencem, mentorstvo učiteljem začetnikom itd.).
While resultsbased evaluation is tending, if not to replace, at least to strongly supplement the monitoring of processes and compliance with nationally or locally established requirements, developments are less clearcut as regards the collective or individual aspects of monitoring teaching activity.
Evalvacija rezultatov močno dopolnjuje, če že ne nadomešča, spremljanje procesov in preverjanje skladnosti z lokalnimi ali nacionalnimi zahtevami; razvoj pa je manj jasen glede kolektivnih ali individualnih vidikov spremljanja pedagoške dejavnosti.
Chapter 6: Accountability and Incentives
Šesto poglavje: Ugotavljanje odgovornostiinspodbude
An alternate individual and collective emphasis in evaluation
Izmeničen individualni in kolektivni pomen evalvacije
In many countries, the evaluation of individual teachers appeared to come to an end in the 1990s, as growing school autonomy encouraged the emergence of a new collective player – the school – which became the main unit of accountability as distinct from each of its teachers (1).
Zdi se, da se je v mnogih državah evalvacija učiteljev posameznikov proti koncu devetdesetih let končala; naraščajoča šolska avtonomija je namreč vzpodbudila pojav novega kolektivnega subjekta, šole. Šola – in ne več vsak od njenih učiteljev posebej – je postala nosilec odgovornosti.6 Zato se je spremljanje učiteljev posameznikov postopno preusmerilo h kolektivni evalvaciji šolskega pedagoškega osebja.
As a result, the monitoring of individuals gradually gave way to the evaluation of school teaching staff collectively.
V določenih državah, npr. v Belgiji (flamski skupnosti) in Romuniji, so individualno spremljanje nadomestili z evalvacijo pedagoškega osebja – kolektiva kot celote.
Thus in certain countries such as Belgium (Flemish Community) and Romania, individual inspections were altered to place greater emphasis on evaluation of the teaching staff team as a whole.
Tako se je zgodilo v Belgiji (v flamski skupnosti in nedavno še v francoski) in v Romuniji.
Other countries that have recently developed their external inspectorate or patterns of selfevaluation, such as Estonia or Malta, have directly established a collective monitoring system.
Druge države, kot sta Estonija in Malta, ki so šele pred kratkim vzpostavile zunanji nadzor ali samoevalvacijo, so kar takoj vpeljale sistem spremljanja kolektiva.
Finally, some countries now combine individual and collective evaluation.
In končno, v nekaterih državah se zdaj prepletata individualna in kolektivna evalvacija.
In France, in addition to the individual evaluations carried out by school heads and the inspectorate, indicators for monitoring and classifying schools (such as school rankings based on their baccalaureate results) may be regarded as evaluations of schools and therefore collective in nature.
V Franciji lahko ob individualnih evalvacijah, te izvajajo šolski ravnatelji in inšpektorat, merila za spremljanje in klasificiranje šol (npr. razvrščanje šol po rezultatih zaključnega izpita) štejemo za obliko evalvacije šol, torej kot kolektivno evalvacijo.
Collective evaluation
Kolektivna evalvacija
While individual evaluation had largely become the exception at a time during which accountability grew more collective, it has now tended to emerge once again since the middle of the current (post-2000) decade.
Med tem, ko je postajala odgovornost vse bolj kolektivna, individualna evalvacija pa izjema, se od sredine tega desetletja spet pojavlja.
In Bulgaria, the individual evaluation of teachers now forms the basis for a graded career system comprising four levels, each with its own levels of remuneration and distinct training programmes, ranging
V Bolgariji je individualna evalvacija učiteljev osnova za napredovanje in uvrščanje učiteljev v štiristopenjski poklicni sistem. Za vsako stopnjo posebej je opredeljeno plačilo in ločeni
This system takes account not just of the individual performance of teachers but also the working context in which they acquire their skills.
Sistem ne upošteva le individualne delovne uspešnosti učiteljev, temveč tudi delovno okolje, v katerem si pridobivajo svojo usposobljenost.
Since 2007/08 in the Flemish Community of Belgium (and from 2008/09 in primary education), teachers are undergoing an interview to evaluate their performance which will be repeated every three years.
V belgijski flamski skupnosti od šolskega leta 2007/08 naprej (2008/09 v primarnem izobraževanju) z učitelji opravljajo pogovore, na podlagi katerih ocenjujejo njihovo delovno uspešnost; pogovore bodo ponavljali vsaka tri leta.
Two consecutive unfavourable judgements may result in dismissal (as in the case of civil servants in general).
Dve zaporedni neugodni oceni lahko vodita k prekinitvi delovnega razmerja (kar velja za javne uslužbence nasploh).
Similarly, in the Germanspeaking Community of Belgium in 2006/07, the individual evaluation of teachers by school heads, which had always existed in schools administered by the Community (or by the Belgian government before 1989) was consolidated in the statutes concerning staff in the (public and private) grant-aided sectors of education.
V nemško govoreči belgijski skupnosti so ravnatelji izvajali individualno evalvacijo učiteljev v šolah, ki jih upravlja Skupnost (pred letom 1989 belgijska vlada), že od nekdaj. V šolskem letu 2006/07 so jo še utrdili z zakonskimi uredbami o osebju v (javnih ali zasebnih) subvencioniranih sektorjih izobraževanja.
Evaluation reports ending with the comment ‘inadequate’ for two years in succession lead to the termination of teaching activity.
Če je učitelj v evalvacijskem poročilu dve leti zapored ocenjen »nezadostno«, ne sme več poučevati.
In Spain, the Ministry of Education is currently negotiating a new legal status for non-university teachers, which ties differing career prospects to individual performance and provides for ‘performance bonuses’.
V Španiji se Ministrstvo za šolstvo prav zdaj pogaja o novem pravnem statusu neuniverzitetnih učiteljev; predvideno je, da bodo od posameznikove delovne uspešnosti odvisne nadaljnje poklicne možnosti in tako imenovani denarni »dodatki za delovno uspešnost«.
Since 2007, Portugal has also developed individual evaluation which may result in extra remuneration and different possible career paths – a teaching career in Portugal now consists of two main stages corresponding to the two categories of ‘teacher’ and ‘skilled teacher’.
Tudi Portugalska je leta 2007 uvedla individualno evalvacijo, prek katere vpliva na dodatno plačilo in različne poklicne poti.
Any teacher may become a ‘skilled teacher’ subject to the following conditions: (s)he must have completed 18 years in service, moved up at least five grades on the career scale, received a favourable (though not necessarily outstanding) evaluation throughout the entire career, taken part in in-service teacher training and been successful in the competitive examination for prospective ‘skilled teachers’.
Učiteljski poklic na Portugalskem sedaj sestoji iz dveh poglavitnih stopenj, ki ustrezata nazivoma »učitelj« in »izkušeni učitelj«. »Izkušeni učitelj« lahko postane, kdor izpolnjuje te pogoje: ima 18 let službe, je na poklicni lestvici napredoval vsaj za pet razredov, je vseskozi dobival ugodne (ne nujno odlične) ocene, se je udeleževal učiteljskih usposabljanj in je uspešno opravil izpit za »izkušene učitelje«.
In the United Kingdom (England, Wales and Northern Ireland), schools are responsible for managing the performance of their teachers, although the arrangements for doing so are government-regulated.
V Združenem kraljestvu (Angliji, Walesu in na Severnem Irskem) je za delovno uspešnosti odgovorna šola, čeprav so pravila za to v vladni pristojnosti.
Revised regulations for England, with closer links to pay decisions, were made in 2006.
V Angliji so leta 2006 revidirali predpise in v njih tesneje povezali delovno uspešnost in odločitve o plači.
However, the primary purpose of the arrangements, and of the broadly similar arrangements in Wales and Northern Ireland, is to assist teachers to develop and to carry out their duties more effectively, in the context of the school’s improvement plan.
Glavni namen te ureditve, pa tudi podobnih ureditev v Walesu in na Severnem Irskem, je pomagati učiteljem, da bi bilo njihovo delo k učinkovitejše in skladno s šolskim razvojnim načrtom.
The information collected, which includes the results of classroom observations, may also be used for other purposes, for example to inform school self-evaluation and development planning.
Zbrane informacije, tudi o delu v razredu, se lahko uporabljajo še za druge namene, npr. za pripravo samoevalvacijskih in razvojnih načrtov.
However, as the process is internal to the school and undertaken on an annual cycle, it is quite separate from the periodic school inspections, in which external inspectors sample lessons as part of their assessment of the quality of teaching but do not focus on individual teachers.
Postopek poteka vsako leto, je interen in popolnoma ločen od periodičnega zunanjega nadzora, Zunanji nadzorniki pri presojanju kakovosti poučevanja upoštevajo tudi ocene posameznih učnih ur, vendar njihova pozornost ni namenjena učiteljem posameznikom.
This trend towards individual accountability has enlarged the group of countries in which the evaluation of teachers by the school head had remained the preferred form of evaluation, as in the Czech Republic, Lithuania or Slovenia.
Usmeritev k individualni odgovornosti je še povečala število držav, v katerih je ravnateljeva evalvacija učiteljev najbolj priljubljena oblika evalvacije (kot v Češki republiki, Litvi in Sloveniji).
All in all, this growing overlap of individual and team monitoring seems to reflect a twofold trend in teacher accountability, in that teachers are increasingly judged both as individuals personally responsible for their classes and as members of a teaching staff team.
Gledano v celoti se zdi, da naraščajoče prekrivanje obeh postopkov – ocenjevanja posameznikov in učiteljskih kolektivov – kaže dvojno odgovornost učiteljev: za svoje delo so odgovorni kot posamezniki in kot člani učiteljskih kolektivov.
A broader range of responsibilities but with incentives sometimes lacking
Širitev odgovornosti in pomanjkanje spodbud
The marked changes witnessed in the last 20 years in the responsibilities and accountability of teachers have not been universally accompanied by the formal provision of incentives.
Opazne širitve odgovornosti, ki smo ji priča v zadnjih dvajsetih letih, niso vsepovsod spremljale tudi spodbude in nagrade.