natgillin/translations-raw huggingface dataset:
Finally, in three countries, namely the Netherlands, Sweden and the United Kingdom (England, Wales and Northern Ireland), the number of teaching hours that may be required of teachers is not specified at central level.
Nizozemska: Vsaka šola, javna ali zasebna, ima svoj pristojni organ oblasti (bevoegd gezag); odgovoren je lahko le za eno šolo (kar po domače imenujejo eenpitters) ali za več šol (Ons Middelbaar Onderwijs v provinci Brabant).
In the Netherlands, only the overall working time is specified in the legislation.
Formalno je ta organ odgovoren za vse šolske dejavnosti.
In Sweden, an overall annual amount of working time in hours is specified, along with time during which teachers should be present at school.
Ravnatelji primarnih šol imajo po zakonu nalogo pedagoškega vodenja in vsakodnevnega organiziranja dela.
However, it is worth noting that, in some Swedish schools, earlier calculations for determining the number of teaching lessons are still used within the new framework of working time.
Ravnatelji šol sekundarnega izobraževanja so po zakonu odgovorni za razvoj »pedagoške vizije« šole, skrbijo za konsistentnost temeljnih pedagoških procesov, za motiviranje in usmerjanje osebja ter za upravljanje šolskih financ.
These duties include teaching, planning, preparation and assessment (PPA), other activities connected with pupil well-being and progress, staff meetings, continuing professional development (CPD), meetings with parents and management duties.
Združeno kraljestvo (ENG/WLS/NIR):Ravnatelj je odgovoren za načrtovanje celotnega šolskega kurikuluma v skladu s splošno politiko organa upravljanja.
Maximum teaching time is not specified as such but, in England and Wales, there are now regulations on the balance between teaching, on one hand, and PPA on the other.
Za podrobnejše načrtovanje kurikuluma lahko pooblasti drugo osebje in predstojnike oddelkov.
In addition to the tasks of teaching and preparation/marking, teachers may be contractually involved in various activities which have a greater or lesser effect on their workload.
**Kot kažejo podatki v tem poglavju, so sistemi izobraževanja utemeljeni na med seboj soodvisnih predpostavkah in namenih, ki jih je mogoče uresničevati na najrazličnejše načine.
This section looks mainly at those tasks requiring real investment in extra time.
Šole in učitelji očitno ne morejo odločati oziroma nimajo večje avtonomije na tistih področjih, ki zagotavljajo enotnost sistema vzgoje in izobraževanja.
Figure 3.2 shows a series of tasks that may be required of teachers in legislation or other official documents.
Pri tem imamo v mislih minimalni obvezni kurikulum (vsebinsko ali ciljno naravnan) ter preizkuse znanja, ki vplivajo na učenčev uspeh v zaključnih spričevalih za pridobitev izobrazbe (kjer take preizkuse imajo).
It should be noted that, in practice, the situation may be very different.
Za zagotavljanje enakih možnosti učencev v izobraževanju so ta področja zelo pomembna.
In some countries, tasks that teachers would be obliged to carry out if official rulings were followed to the letter, are in practice performed only on a voluntary basis.
Nasprotno pa je avtonomija šol in učiteljev (večinoma s sodelovanjem ravnateljev) večja pri vsakodnevnem pedagoškem delu.
In others, teachers may often take on duties not specified in official documents.
Pri odločanju o vključitvi izbirnih predmetov v kurikulum in o ponavljalcih je njihove samostojnosti manj, več svobode pa imajo pri uporabi metod poučevanja, izbiri ustreznih učbenikov ter pri oblikovanju oddelkov in učnih skupin.
Figure 3.2: Specific tasks required of teachers by legislation or other official documents and specified in employment contracts, ISCED 1 and 2, 2006/07
Slika 3.1: Uradne definicije delovnega časa učiteljev, ISCED 1 in 2, 2006/07
Supervision after school hours n u l l
Ure prisotnosti na šoli
For example, in the United Kingdom (England and Wales), the School Teachers' Pay and Conditions Document states that no teacher shall be required to provide cover for absent teachers for more than 38 hours in any school year.
Belgija (BE fr, BE de): Za osnovne šole je opredeljeno tudi največje število ur zahtevane prisotnosti v šoli (skupaj s pedagoškimi urami).
In Poland, the pay for ad-hoc replacement hours is calculated on the basis of the rate for the category in which the teacher concerned is classified, taking into account the allowance for working conditions (i.e an allowance for working in difficult or highly demanding circumstances).
Danska: Čas učiteljeve prisotnosti v šoli ni naveden, ker je prikazan samo v dnevih (med šolskim letom).Estonija: Čas učiteljeve prisotnosti v šoli ni naveden, ker ga poljubno določajo posamezne šole.
The provision of support to future teachers and new entrants is widespread since it is required in over half the countries.
Francija: Status učiteljev določa zakon iz leta 1950; njihove delovne obveznosti opredeljuje kot število pedagoških ur na leto.
In some of them, it is specified that the task should be carried out by experienced teachers.
Od leta 1980 so večkrat poskušali spremeniti in dopolniti te dolžnosti.
This applies to Cyprus in which teachers who have completed over five years of service are eligible to act as mentors to newly appointed teachers on probation. In Lithuania, it may be an advantage for teachers who are seeking promotion to support any student teachers or newly qualified teachers assigned to them.
Pochardovo poročilo iz leta 2007 predlaga, da bi bili učitelji v šoli še nekaj dodatnih ur – za posvetovanja, sodelovanje pri inovativnih pedagoških dejavnostih, varovanje razreda ali nadomeščanje sodelavcev.
In some other countries or regions, the situation may differ depending on the players targeted.
Poročilo zagovarja opredeljevanje delovnega časa učiteljev s številom delovnih ur na leto.
In Belgium, provision of support to future teachers is clearly specified in the official documents whereas support for new entrants may or may not be required depending on the institution.
Italija: Število vseh delovnih ur se ne predpisuje, ker je delovni čas opredeljen le kot število delovnih dni (v šolskem letu) in dejavnosti, ki jih morajo učitelji izpeljati.
Providing support does not lead to additional remuneration anywhere except in Austria, Slovenia and Finland.
Luksemburg: Velja samo za učitelje, ki so javni uslužbenci.
This does not apply to teachers on the separate advanced skills teachers (AST) pay scale in England, for whom this is a professional duty.
Za učitelje, ki so zaposleni za določen čas (chargés d’éducation), so ure prisotnosti poleg poučevanja posebej določene.
Supervision after school hours appears to be the least widespread task among those listed in Figure 3.2. It is required from teachers in around a third of the countries.
Madžarska: Po uveljavitvi dopolnjene zakonodaje septembra 2006 ure prisotnosti v šoli določa delodajalec, vendar ne kot čiste delovne ure.
While this activity does not appear to carry any additional remuneration in most cases, three countries – Belgium (the Flemish Community), Finland and Iceland – indicated that it did so.
Dopolnitve naštevajo naloge, ki naj jih učitelj opravi v šoli, in tiste, ki jih lahko naredi zunaj nje.
Chapter 3: Working Time and Professional Duties
Vsi podatki se nanašajo na delovna razmerja za polni delovni čas.
In the Netherlands, all items mentioned in the above table are subject to collective labour agreements between the competent authority and the teacher or are settled at the level of the individual school.
Uradne definicije se nanašajo na opredelitve delovnega časa učiteljev v pogodbah o zaposlitvi, opisih delovnih obveznosti ali v drugih uradnih dokumentih. Te opredelitve določajo osrednje oblasti, ponekod tudi regionalne, če pomenijo najvišjo oblast v izobraževanju.
In Sweden and Norway, decentralisation has an impact on the working conditions of teachers.
Število pedagoških ur opredeljuje čas, v katerem učitelj dela s skupinami učencev.
In Sweden, school development work is for instance no longer centrally regulated and has been accomplished entirely at local level and in accordance with local conditions since 1991.
Ponekod se to nanaša na čas, ki presega število ur, namenjenih poučevanju, drugod pa na vse ure prisotnosti, pri čemer so zajete tudi pedagoške ure. Merjen je lahko tedensko ali letno.
Norway is characterised by the coexistence of central and local employment contract frameworks.
Število ur se lahko določi kot čas, namenjen posameznim dejavnostim ali kot celotni delovni čas.
Since the autumn of 2007, schools have been able to establish their own employment contract, which may be identical to the centrally regulated agreement but also differ from it.
V trinajstih državah opredeljujejo tudi natančno število ur učiteljeve prisotnosti na šoli za dejavnosti, kot so sestankovanje ali upravne dolžnosti.
The contracts may be drawn up for individual schools or be common to all schools in one municipality.
Večina teh držav opredeljuje tudi pedagoške ure in skupni delovni čas.
Schools can identify specific tasks and all schools should have local agreements by 2010.
Navedeno velja tako za primarno kot sekundarno izobraževanje.
In a number of countries, teachers are expected to engage in teamwork, defined as working together with other teachers, when carrying out some of their tasks.
V treh državah, na Nizozemskem, Švedskem in v Združenem kraljestvu (Angliji, Walesu in na Severnem Irskem), število pedagoških ur, ki naj bi jih učitelji izvedli, ni centralno predpisano.
Such tasks may include devising the school plan and the curriculum, implementing cross-curricular activities and contributing to the internal evaluation of the school or to pupil assessment.
Na Nizozemskem je z zakonodajo določen samo skupni delovni čas. Na Švedskem je določen skupni delovni čas v urah na leto, skupaj s časom prisotnosti na šoli.
The information provided in Figure 3.3 illustrates that, in the majority of countries, teamwork is not only included in teachers’ tasks but also that the range of its constituent activities is relatively uniform both within and between the countries.
Med te naloge spadajo poučevanje, načrtovanje, priprave in ocenjevanje (PPO), druge dejavnosti, povezane s počutjem in napredovanjem učencev, stalni strokovni razvoj, sestanki s starši ter upravljavske naloge.
Figure 3.3: Promotion of teamwork included in the tasks of teachers, ISCED 1 and 2, 2006/07
Največja obremenitev ni določena, v Angliji in Walesu pa imajo pravila za uravnoteženje poučevanja na eni strani ter načrtovanja, priprav in ocenjevanja na drugi.
Levels of Autonomy and Responsibilities of Teachersin Europe
Mentorstvo prihodnjim učiteljem in učiteljem začetnikom
Belgium: Most schools usually set aside certain days in the week, month or term for working meetings of teachers.
Mentorstvo prihodnjim učiteljem in učiteljem začetnikom
Latvia: The legislation does not contain any specific requirements regarding teamwork but employment contracts may differ at each school.
Belgija: Za prihodnje učitelje je v francosko in nemško govoreči skupnosti mogoča centralno določena nagrada.
Luxembourg: The information shown in the Figure relates solely to lower secondary education.
Belgija (BE de, BE nl): Poleg splošnih pravil za delo učiteljev v posamezni skupnosti njihove naloge in posebne obveznosti določi šola.
Slovakia: Teachers can take part in teamwork on school self-evaluation but they are mainly monitored by external authorities.
Opredeljene so predvsem v treh dokumentih: v pogodbi o zaposlitvi, delovni uredbi in v opisu delovnega mesta.
There are still few organisational arrangements at school level that provide for autonomy.
Denarnih spodbud ali dodatnih plačil za učitelje skorajda ni.
Iceland: There is no specific legislation for the promotion of teamwork.
Francija: Položaja na 1. in 2. ravni ISCED se med seboj zelo razlikujeta.
According to their wage contract, teachers are expected to spend 4.14 hours a week in activities or tasks involving teamwork on school development planning, schoolwide curriculum planning, cross curriculum planning and school selfevaluation, etc.
Na 1. ravni ISCED odloča ravnatelj; zahteva lahko, da učitelji prevzamejo obveznosti, kot so varovanje razredov, nadomeščanja sodelavcev ali mentorstvo mlajšim sodelavcem.
The head teacher decides which tasks are performed each week.
Na 2. ravni ISCED so te naloge pogosto prostovoljne.
In most countries, teamwork is promoted through legislation or guidelines.
Ciper: Učitelji morajo nadomeščati odsotne sodelavce največ sedem ur.
In the Czech Republic, all official documents stress the importance of teamwork in the preparation of school educational programmes (school-wide curriculum planning, cross-curricular planning), following recent changes in curricular documents.
Določene so v Poklicnem standardu za učitelje; ta je v postopku odobritve. Ministrstvo za šolstvo in znanost je kot del širše reforme, ki bo umestila učiteljske plače v poenoten sistem plač v javnem sektorju – odobren naj bi bil do februarja 2010 – pripravilo enoten opis delovnega mesta učitelja.
In Austria, recent teamwork in the specific fields of schoolwide curriculum planning and cross-curricular planning has assumed great importance since it is possible to develop autonomous school curricula.
V nižjih sekundarnih šolah nadomeščanje odstotnih sodelavcev ter pomoč prihodnjim učiteljem in učiteljem začetnikom niso obvezne naloge. So pa mogoče med časom, ko mora biti učitelj na šoli; v tem primeru so plačane.
Although in Slovenia, teamwork was in the past applicable to few components of the curriculum (e.g. the planning and organisation of culture, science and sports days), the current basic school programme pays considerably more attention to it.
Avstrija: V allgemein bildende höhere Schulen mentorji za splošne predmete učitelje začetnike uvajajo v pedagoško prakso; ob koncu leta pripravijo oceno njihovega dela in jo sporočijo ravnatelju.
With the introduction of the nine-year basic school, there is likely to be more interdisciplinary provision requiring teamwork.
Mentorstvo se učiteljem plača skladno z Zakonom o plačah (Gehaltsgesetz).
The United Kingdom (Scotland) is currently developing a new approach to the curriculum and learning and teaching through its Curriculum for Excellence initiative.
Slovenija: Varstvo učencev po pouku ne spada med dodatne obveznosti učiteljev.
One of its key principles puts an increasing emphasis in schools on exploring curricular links, working more with other subject areas and actively seeking main areas for collaborative activity.
Temu je namenjeno posebno delovno mesto, ki ga zasedajo tako imenovani »učitelji podaljšanega bivanja«.
While teachers tend to retain responsibility for the assessment of their own classes in most countries, teamwork activities on pupil assessment also appear to be a common and complementary practice (whether specified or not in official documents) in more than half of the countries covered.
Zakon zapoveduje, da morajo osnovne šole zagotoviti dodatni pouk in varstvo učencev po pouku (podaljšano bivanje od 1. do 6. razreda). Mentorjem prihodnjih učiteljev in učiteljev začetnikov se zmanjša število zahtevanih pedagoških ur.
In Malta, such teamwork has to date only focused on the conduct of foreign language oral examinations.
Hkrati pridobivajo točke za napredovanje, te pa posledično vodijo k višji plači.
In many countries, teachers are required or encouraged to participate in teamwork by legislation or official guidance.
Finska: Za varstvo in pomoč učencem po pouku ter za nadomeščanje odsotnih sodelavcev učitelji prejmejo plačilo za nadurno delo, kot je predpisano s kolektivno pogodbo.
Chapter 3: Working Time and Professional Duties
Ponekod je število ur, ki so namenjene tej nalogi, strogo določeno.
In Belgium (German-speaking Community), a 1999 decree states that at ISCED 1, teachers must complete no more than 26 hours of activity a week within their school.
Te obveznosti so dodatno plačane le na Češkem, v Italiji, Latviji, na Poljskem, Finskem, Norveškem in na Islandiji.
Subtraction from that total of the time actually spent teaching (24 class periods of 50 minutes) leaves six hours a week of activity to be spent on various tasks such as teamwork.
Na Poljskem se plačilo za ure nadomeščanja izračuna glede na plačilni razred, v katerega je učitelj umeščen, upošteva pa se dodatek za posebne delovne razmere (na primer za delo v težkih ali zelo zahtevnih razmerah).
In Lithuania, the employment contracts of teachers do not refer specifically to the number of hours to be devoted to teamwork.
Pomoč prihodnjim učiteljem in učiteljem začetnikom je zelo razširjena in se od učiteljev zahteva v več kot polovici držav. Nekatere določajo, da morajo to nalogo opravljati izkušeni učitelji.
However, the legislation stipulates that all teachers are allocated 2 working hours for one task that may involve teamwork.
Mentorstvo učiteljem začetnikom in študentom je v Litvi privlačno za tiste učitelje, ki želijo napredovati.
In Poland, all tasks related to teamwork are carried out within the 40 hours of working time allocated to teachers.
V Belgiji je mentorstvo prihodnjim učiteljem natančno določeno v uradnih dokumentih, pomoč učiteljem začetnikom pa je odvisna od posamezne institucije.
In Slovenia, some schools have internal rules and regulations specifying what teachers should do to make up their 40 hours of work a week, whereas others do not.
Za mentorstvo prejmejo učitelji dodatno plačilo samo v Avstriji, Sloveniji in na Finskem.
In addition to the items listed in Figure 3.3, teamwork is also used in further areas or specific projects, as several countries have emphasised.
Zdi se, da je varstvo po pouku izmed nalog, navedenih na sliki 3.2, najmanj razširjeno. Učitelje zavezuje le v približno tretjini držav.
This applies for example to Malta in which several schools have taken part in a ‘synergy project’ (focused on art, drama, music and physical education).
Razen v treh državah, v Belgiji (v flamski skupnosti), na Finskem in Islandiji, ta dejavnost učiteljem večinoma ne prinaša dodatnega plačila.
In Slovenia, the integration of pupils with special educational needs constitutes a further area in which teamwork is considered to be especially important.
V desetih državah (Belgiji, Estoniji, na Irskem, v Latviji, Litvi, Romuniji, na Nizozemskem, Švedskem, Norveškem in v Lihtenštajnu) so velike razlike v tem, kako v šolah ali pogodbah opredeljujejo posebne dejavnosti učiteljev.
In Austria, teamwork on school self-evaluation is embedded in the Quality in Schools initiative that started in 1999.
Na Nizozemskem so vse dejavnosti, označene na sliki, predmet kolektivnih delovnih pogodb med odgovornimi oblastmi in učitelji ali dogovorov na posamezni šoli.
CHAPTER 4: CONTINUING PROFESSIONAL DEVELOPMENT – REQUIREMENTS AND OPPORTUNITIES
Na Švedskem od leta 1991 naprej šolskega razvojnega dela ne urejajo več centralno, temveč povsem na lokalni ravni in skladno z lokalnimi okoliščinami in razmerami.
Continuing professional development (CPD) is considered a professional duty for teachers in more than 20 European countries and regions.
Lahko so začrtane za posamezne šole ali skupne za vse šole v določeni občini. Šole lahko opredelijo posamezne naloge.
However, teachers are not explicitly obliged to engage in CPD in all of them.
Do leta 2010 naj bi imele lokalne pogodbene sporazume vse šole.
In Spain, Luxembourg, Poland, Portugal, Slovenia and Slovakia, CPD is optional, but clearly linked to career advancement and salary increases.
V mnogih državah se od učiteljev pričakuje skupinsko delo, definirano kot sodelovanje učiteljev pri izvedbi nekaterih nalog.
In the other four countries, credits may be acquired via participation in CPD programmes and are taken into account for purposes of promotion.
To so npr. razčlenjevanje šolskega načrta in kurikuluma, izvajanje medpredmetnih dejavnosti, sodelovanje pri notranji evalvaciji in ocenjevanju učencev.
In Greece, Italy and Cyprus, CPD is a definite obligation for newly appointed teachers.
Pri teh nalogah lahko sodeluje tudi drugo učno osebje.
Specific CPD linked to the introduction of new educational reforms and organised by the relevant authorities is in general a professional duty for teachers in all countries.
Podatki, označeni na sliki 3.3, kažejo, da skupinsko delo v večini držav ni le vključeno med naloge učiteljev, ampak so tudi dejavnosti, ki jih obsega, relativno enotne tako v državah kot med njimi.
Figure 4.1: Status of continuing professional development for teachers, ISCED 1 and 2, 2006/07
Slika 3.3: Vpeljevanje skupinskega dela med učiteljeve naloge, ISCED 1 in 2, 2006/07
Optional, but necessary for promotion
Skupinsko delo pri medpredmetnem načrtovanju
Additional note Luxembourg: Since 2007, CPD has been compulsory for teachers in secondary education.
Skupinsko delo pri načrtovanju izvedbenega kurikuluma šole
Requirementsin terms of time
Dodatne opombe
Not all countries in which CPD is a professional duty indicate how much time teachers have to spend on it.
Belgija: Večina šol določene dneve v tednu, mesecu ali semestru namenja delovnim sestankom učiteljev.
In those countries which provide indications, the minimum annual time allocation prescribed varies widely from one country to the next.
Za organiziranje sestankov so pristojne šole, razen na ravni ISCED 1 v francosko in nemško govoreči skupnosti, kjer je delovni čas učiteljev določen s predpisi.
For teachers at ISCED level 1 in Cyprus, more than 50 hours a year are prescribed.
Latvija: Zakonodaja ne vsebuje nikakršnih določb o skupinskem delu, pogodbe o zaposlitvi pa se lahko od šole do šole razlikujejo.
In Estonia, Latvia, Lithuania, the United Kingdom and Norway, the minimum annual time prescribed amounts to over 30 hours a year.
Slovaška: Učitelji lahko skupinsko sodelujejo pri samoevalvaciji šol, a jih večinoma nadzirajo zunanje oblasti.
In all other countries except Belgium (the French and Germanspeaking Communities), the annual number of hours is under 20.
Organizacijske oblike, ki zagotavljajo šolsko avtonomijo, so še zmeraj redke.
In several countries, the amount of time that should be spent on CPD is expressed either in days per year, as in Belgium (the French and Germanspeaking Communities), Lithuania, Malta, Finland, the United Kingdom and Norway, or in days or hours over a certain number of years, as in Estonia, Latvia, Hungary and Romania.
Finska: Poleg poučevanja in drugih tedenskih nalog, ki jih predpisuje kolektivna pogodba, se od vseh učiteljev pričakuje, da bodo 3 ure na teden sodelovali pri načrtovanju poučevanja, razpravah v predmetnih in tematskih skupinah in pri drugih nalogah, ki so povezane z načrtovanjem poučevanja in z delovanjem šole.
Figure 4.2: Minimum annual time (in hours) that teachers have to spend on continuing professional development, ISCED 1 and 2, 2006/07
Islandija: Ni posebnih zakonodajnih predpisov, ki bi spodbujali skupinsko delo.
Malta: Three half-days a year at the beginning or end of the school year. Teachers also take part in three two-hour professional development sessions a year, for which they receive payment.
Kot so poudarile nekatere države, skupinsko delo poleg nalog, označenih na sliki 3.3, poteka še na drugih področjih ali pri posebnih projektih.
Austria: For ISCED level 2, the information given here relates to teachers working in Hauptschulen. For teachers at allgemein bildende höhere Schulen the amount of training is not specified.
Tako je na primer na Malti, kjer nekaj šol sodeluje v »projektu sinergije« (namenjen je predvsem umetnosti, na dramski, glasbeni in športni vzgoji).
United Kingdom: The data relate to the five days when teachers must be available for work but the school is not open to pupils.
V Sloveniji je skupinsko delo nadvse pomembno tudi pri integraciji učencev s posebnimi potrebami.
Iceland: Teachers should use 150 hours a year for preparation, CPD and other professional duties, excluding the time they are present at school.
V Avstriji je močno uveljavljeno skupinsko delo pri samoevalvaciji šol, in sicer v skladu s pobudo, imenovano »Kakovost v šolah«, ki se je začela leta 1999.
Where this occurs, the topics clearly cannot be chosen.
POGLAVJE: STALNI STROKOVNI RAZVOJ – ZAHTEVE IN PRILOŽNOSTI
Organisational aspects
Položaj stalnega strokovnega razvoja