natgillin/translations-raw huggingface dataset:
Further collective action to improve the effectiveness of the education system in general and schools in particular has also become a
Države so ustvarile tudi normativne in proračunske pogoje za to, da omogočajo učiteljem izvajanje najrazličnejših poskusnih projektov in razvijanje pedagoških novosti, saj se zavedajo, da s tem povečujejo kakovost učenja.
In outline, this theory has drawn attention to the relationship between the capacity of countries for economic development and the quality of their human resources, for which the quality of their education systems is partly responsible.
(9)Že v osnutku je bilo s to teorijo izpostavljeno razmerje med zmožnostjo držav v smislu gospodarskega razvoja in kakovostjo kadrov, ki je delno pogojena s kakovostjo zadevnega izobraževalnega sistema.
A school of research which has grown up since the 1980s and which seeks to highlight characteristics with an impact on learning that are related to the teacher, the functioning of the class and the school.
(10)Raziskovalska šola, ki se je oblikovala v 1980-tih in ki poskuša osvetliti značilnosti vpliva na učenje v zvezi z učiteljem, delovanjem razreda in šolo.
Conclusions priority.
Sklepne ugotovitve
The broader range of activities incumbent upon teachers has been reflected in a revised contractual definition of their working time (Chapter 3).
Številnost dejavnosti, ki naj bi jih opravljali učitelji, se kaže tudi v spremenjenem pogodbenem opredeljevanju delovnega časa (3. poglavje).
Whereas previously, their timetable commitments in virtually all European countries were exclusively expressed in terms of their actual teaching time (i.e. a given number of contact hours with pupils), they are now also defined in the vast majority of countries as a total amount of working time.
Prej so bile njihove obveznosti v skoraj vseh evropskih državah merjene zgolj v pedagoških urah (na primer v določenem številu ur neposrednega pedagoškega dela na teden ali na leto), zdaj se skoraj v vseh državah njihovo delo opredeljuje kot delo za polni delovni čas.
Some countries – Ireland, the Netherlands, Sweden, the United Kingdom (Scotland) – no longer even refer to teaching time.
Nekatere države, Nizozemska, Švedska, Združeno kraljestvo (Anglija), pri opredelitvi učiteljevega delovnega časa ne uporabljajo več pedagoških ur kot merila za učiteljevo delo.
The broader remit of teachers, which is clearly apparent in almost all European countries, raises questions concerned with their autonomy and accountability and the means made available for them to exercise these new responsibilities.
Učiteljem se je njihovo delovno področje povečalo, to je očitno skoraj v vseh evropskih državah. Vprašanj je več: kolikšna je njihova avtonomija, kakšna je njihova odgovornost, ali imajo na voljo sredstva za izpolnjevanje novih obveznosti.
The first such question is how autonomous are they in this new working environment?
Kolikšna je učiteljeva avtonomija v novem razširjenem delovnem polju?
Increasingly called upon to act in a broader range of situations, are they freer to act as they wish?
Ali imajo tolikšno svobodo, da lahko delajo tako, kakor zmorejo in želijo?
Now that they are more at liberty to intervene in areas previously unfamiliar to them, has their room for manoeuvre become correspondingly broader?
In če že imajo več svobode, da delajo na področjih, na katerih doslej navadno niso, ali imajo tudi dovolj manevrskega prostora za to?
Paradoxically, the reply is not fully affirmative.
Paradoksalno odgovor ni povsem pritrdilen.
Close observation of the powersharing mechanisms established in the majority of countries has not revealed a direct link between the broader responsibilities of teachers and their freedom of action.
Mehanizmi delitve moči odločanja v večini držav namreč ne nakazujejo neposredne povezave med povečanimi obveznostmi učiteljev in možnostjo svobodnega odločanja.
It does appear, first of all, that even if central government or the toplevel authorities for education have indeed transferred some of their powers in this area to schools, a new distribution of power now emerging is contributing to increased supervision of the daily work of teachers.
Najvišje šolske oblasti res prenesejo nekatere svoje pristojnosti na šole, vendar pa takšna nova porazdelitev moči pomeni tudi povečan nadzor nad vsakodnevnim učiteljevim delom.
Decentralisation and school autonomy have led to specialisation among those involved in the field of education: central governments and the toplevel authorities for education define the conceptual frameworks governing the ‘rules of the game’ for education systems; practitioners working in the field transform them into concrete action plans and are responsible for daily management.
Decentralizacija in šolska avtonomija vodita v specializacijo akterjev izobraževanja: najvišje šolske oblasti opredeljujejo konceptualne okvire in »pravila igre« v izobraževalnih sistemih; praktiki, ki delajo na tem področju, pa jih morajo preoblikovati v konkretne akcijske načrte in odgovarjajo za vsakodnevno upravljanje zadev.
While, therefore, the new curricula are such that their content can be readily adjusted to local requirements in virtually all countries, compulsory curricula remain restrictive, with the majority of schools left to decide which subjects should be optional and how the timetable should be structured.
Novi okvirni kurikulumi omogočajo hitro in prožno prilagajanje lokalnim potrebam, obvezni deli kurikulumov pa ostajajo omejujoči; večini šol je prepuščeno, da odločajo le o tem, katere izbirne predmete bodo izvajale in kako naj sestavijo urnike.
In some countries, opposite trends involving the return to a more centralised curriculum may even be observed.
V nekaterih državah je mogoče opaziti celo nasprotne težnje: vračanje k bolj centraliziranim kurikulom.
Thus after totally liberalising the content of its curriculum, Hungary reintroduced a national curriculum in 2003.
Madžarska je najprej povsem liberalizirala vsebinsko načrtovanje kurikuluma, leta 2003 pa je ponovno vpeljala obvezujoči nacionalni kurikulum.
Sweden is also at present considering the appropriateness of its goal-based curriculum model which appears to result in greater inequality between schools.
Tudi Švedska prav zdaj razmišlja o ustreznosti svojega modela ciljno usmerjenega kurikuluma, saj takšen, kakršen je, vpliva na večanje neenakosti med šolami.
Similarly, even though the room for manœuvre of schools or education providers remains considerable in countries that have long been decentralised, such as Belgium and the Netherlands, this same trend towards centralisation through insistence on new standards is clearly apparent.
Podobno razločno se kažejo centralizacijske težnje v Belgiji in na Nizozemskem, kjer vztrajajo pri novih skupnih standardih, čeprav imajo šole v teh dveh državah še vedno dovolj manevrskega prostora še iz časov večje decentraliziranosti.
Analysis of the new division of responsibilities in the area of pupil assessment (Chapter 2) leads to identical conclusions.
Tudi analiziranje delitve odgovornosti pri preverjanju znanja in ocenjevanju učencev (2. poglavje) vodi do podobnih sklepov.
Admittedly, teachers retain substantial daily room for manœuvre in this area.
Navidezno imajo učitelji na tem področju še vedno precej proste roke, čeprav tudi preverjanje in ocenjevanje znanja vse bolj omejujejo pravilniki.
However, their activity is increasingly guided by new frameworks.
Odločanje o ponavljavcih, na primer, pa ostaja v domeni lokalnih ravni (šol).
For example, while decisions about whether pupils should redo a year at school are still taken locally in virtually all countries, there are many countries, such as Belgium, Spain or France, in which this practice is now governed by national legislation aimed at limiting it.
Podobno so pri spremljanju in evalvaciji dosežkov učencev vse pogostejše nove oblike zunanjega standardiziranega preverjanja znanja, ki se uporabljajo ne velikih vzorcih učencev. Z njimi poskušajo države uveljaviti drug ocenjevalni sistem, vzporeden ocenjevanju, ki ga izvajajo učitelji.
Similarly,
Precej jih omejujejo predpisi, ki jih
In countries in which teacher assessment is the traditional model of assessment at the end of compulsory education, the model of internal assessment is also giving way to increasingly external evaluation.
Ravni avtonomijein odgovornost učiteljev v Evropi po posvetovanju s sindikati sprejemajo najvišje šolske oblasti.
In short, teachers are in charge of assessing how pupils progress from day to day, but the critical stages in educational assessment are now handled outside the school in many countries.
Stanje v Belgiji, Španiji, na Nizozemskem ali v nekaterih nordijskih državah, kakor sta Finska in Švedska, je nekoliko drugačno kakor v državah s centralizirano ureditvijo; nacionalne oblasti sicer uveljavljajo enotno šolsko zakonodajo, vendar pa imajo regionalne in lokalne oblasti oziroma organizatorji izobraževanja kljub temu določeno svobodo delovanja na tem področju.
The oversight exercised by the national (or top-level) education authorities is also clearly felt when it comes to determining the pay and terms and conditions of employment of teachers.
Skratka, v veliki večini evropskih držav se dve šolski področji razlikujeta od vseh drugih: pedagoške naloge v ožjem pomenu in pedagoško vodenje.
The decision-making powers of schools and the capacity of teachers to negotiate individually remain weak and highly restricted by the regulations promulgated by the toplevel authorities, on the basis of consultation with the trade unions.
Šole na primer lahko dobijo precejšnjo avtonomijo pri zbiranju sredstev iz proračunskih virov in pri finančnem poslovanju, lokalni akterji11 lahko odločajo o nepedagoškem delu osebja, vendar pa najvišje šolske oblasti v veliki večini držav ohranjajo strateško odgovornost za izobraževanje in poučevanje v šolah tako, da sprejemajo okvire za strokovno delovanje šol.
The situation in Belgium, Spain, the Netherlands or certain Nordic countries such as Finland or Sweden stands in some contrast to these centralised regulations: while legislation in the field of education emanating from the national authorities does exist, the regional or local authorities or the education providers nonetheless enjoy significant room for manoeuvre in this area.
Z nekaj izjemami pri strokovnih nalogah in pedagoškem vodenju šole lokalne oblasti ali šole ne vodijo lokalne politike, ampak so dejavne pri izvajanju nacionalno sprejete politike. Ker je šolska avtonomija na teh področjih omejena, je tudi manevrski prostor učiteljev zelo majhen.
All in all, in the great majority of European countries, educational tasks in the strict sense and the management of those whose role in them is decisive – teachers – are distinct from other areas relevant to education.
Učiteljeve svobode pri opravljanju strokovnih nalog ne omejujejo le predpisi, temveč tudi novi »etos« poklica in različne oblike nadzora.
For example, while it has been possible to grant schools substantial autonomy in budgetary and financial matters and for local players (local authorities or schools) (4) to manage human resources unrelated to teaching, central governments or the toplevel authorities for education have in the great majority of countries retained their grip on the strategic responsibility for education and teaching as such, mainly by laying down the framework in which they must occur.
Natančnejša analiza novih učiteljevih nalog razkriva, da v večini držav niso bile dodeljene posameznim učiteljem, temveč učiteljstvu kot poklicni skupini, v kateri so lahko tudi ravnatelji.
In those particular fields and in the management of teachers themselves, with few exceptions, local authorities and schools do not determine any local policy but are active in policy implementation.
Pri načrtovanju dela šole in pouka, sprotnem ocenjevanju, izbiranju ustreznih metod poučevanja in učbeniškega gradiva v šoli nastajajo vse številnejši notranji usklajevalni mehanizmi.
Since school autonomy is highly restricted, the room for manoeuvre of teachers is necessarily limited.
Ti v praksi bistveno omejujejo učiteljevo strokovno svobodo in hkrati krepijo ravnateljevo pedagoško vodenje.
Besides the existence of national regulations, the individual freedom of teachers in performing their new duties is also limited daily by a new collective ethos among teachers and various forms of supervision that schools have to exercise.
Razširjanje delovnega področja učiteljev odpira še eno vprašanje, in sicer vprašanje odnosa med širšimi učiteljevimi obveznostmi in njegovo odgovornostjo (6. poglavje). Ali obstaja povezava med povečanjem delovnih obveznosti in pogostostjo preverjanja, kako jih izpolnjujejo?
As regards school education plans, continuous assessment, the choice of teaching methods or the selection of textbooks, the growth of internal coordination mechanisms at schools is in practice very substantially limiting the freedom of teachers in educational matters and conferring a new role in educational leadership on school heads.
Lahko bi rekli, da mehanizmi za nadzor izpolnjevanja obveznosti nastanejo šele s časovnim zamikom. Evalvacije rezultatov učenja, samoevalvacije, inšpekcije in druge oblike nadzora se čedalje bolj razvijajo, in sicer povsod in v okoljih z zelo različno razvito avtonomijo učiteljev.
The second question raised by the expanding remit of teachers is concerned with the relation between their broader responsibilities and their accountability (Chapter 6).
Različnih oblik nadzora ni mogoče povezovati s povečanjem delovnih obveznosti.
Is there a link between the increase in their duties and the frequency of checks on how they perform them?
Našli smo namreč primer, ki je nasproten splošni težnji po spremljanju in vrednotenju pedagoškega dela.
Is there a correlation between the degree to which they are autonomous and certain evaluation mechanisms?
Širjenja učiteljevih obveznosti torej ne spremlja vedno zunanja evalvacija njegovega dela.
The analysis undertaken in the present report provides some insight into these matters.
Razmerje med obremenjevanjem in nagrajevanjem učiteljev je še manj jasno.
First, the mechanisms for evaluating teachers have rarely been developed at exactly the same time as the range of their activities has broadened.
V študiji dokazujemo, da je šibka podpora, ki jo dajejo sedanje politike učiteljem, kritična točka, ki zahteva razmislek.
Except in the case of a few countries, there is no direct link in legislation between teachers’ new responsibilities and the supervision and monitoring of activity.
Več dela učiteljem ni prineslo boljših delovnih razmer, vsaj ne v vseh državah. Nekatere države so resda vpeljale določene oblike individualnega ali skupinskega nagrajevanja.
That said, the development of accountability mechanisms with a time lag is apparent.
Da bi izboljšale delovne razmere v poklicu, so na primer zmanjšale pedagoško obremenitev učiteljev.
These kinds of evaluation assume a variety of forms that appear unrelated to the real increase
Vendar pa so to le posamični primeri, ki jih ne moremo posploševati na vse evropske države.
4) For further information, see Eurydice (2007), op. cit.
(11) Za nadaljnje informacije glej Eurydice (2007), op. cit.
Conclusions in the responsibilities of teachers.
Sklepne ugotovitve oblasti prisiljene povečati privlačnost poklica.
Resultsbased evaluation, self-evaluation and inspections etc. are developing in circumstances that vary widely in terms of autonomy and responsibility.
K morebitnim izboljšavam nagrajevanja učiteljev so pomembno pripomogle tudi ugotovitve raziskav o njihovi motivaciji, nikakor pa ne priznanje, da imajo dejansko več dela.
However, there are examples of situations running counter to this tendency to monitor and evaluate teaching activity.
Tudi razmere, v katerih učitelji delajo, niso vedno ustrezne.
The evidence of this study points to the striking weakness at present of policies to support teachers in the area under consideration.
Opazili smo pomembno razliko med tem, kar je zapisano v uradnih dokumentih, in prakso.
The broader range of tasks undertaken by them have not always led to an improvement in their working conditions in all countries.
Kakšni viri so učiteljem na voljo za opravljanje novih nalog in uresničevanje novih ciljev?
Furthermore, these incentives have not been in proportion to the growth in the responsibilities of teachers.
Naj omenimo skupinsko delo, zlasti pri načrtovanju pouka in dela šole.
As a result of the capacity of teachers to mobilise en masse, the likelihood that they may retire in large numbers (with a consequent need to boost the attractiveness of the profession), and the findings of surveys on their low level of motivation, there has been a widespread introduction of incentives.
Skoraj vse evropske države so v predpisih uveljavile obveznost šole, da s skupinskim delom učiteljev zagotovi konkretne kurikularne vsebine, ocenjevalne postopke in medpredmetne dejavnosti, le malo držav pa je za to zagotovilo tudi ustrezne vire, s katerimi bi omogočili organizacijo skupinskega dela.
There appears to be a significant disparity at present between official requirements, what exercising new responsibilities really means in practice, and the resources made available to achieve the aims concerned.
Še vedno je precej nenavadno, da bi imel učitelj v opisu svojih delovnih nalog tudi usklajevalne naloge (poleg ur pouka, ki prevladujejo) in da bi imela šola posebne namenske prostore za skupinsko delo.
In many countries, CPD also symbolises this incongruity between formal requirements, what actually occurs in practice and the means made available.
Tudi stalno strokovno usposabljanje v mnogih državah simbolizira neujemanje med uradnimi zahtevami, dejansko prakso in možnostmi.
While the great majority of countries consider that CPD should now be an integral part of the professional duties of teachers (Chapter 4), this requirement is not compulsory in all cases, or linked to a given number of hours or a special budget.
Velika večina držav meni, da bi moralo biti stalno strokovno izpopolnjevanje sestavni del poklicnih obveznosti učiteljev (glej 4. poglavje), vendar te obveznosti ne vključujejo v učiteljev vsakodnevni delovni ritem in je ne podkrepijo vedno z določenimi proračunskimi sredstvi.
Apparently therefore, a great many countries that have already identified these new teaching responsibilities and then their corresponding evaluation mechanisms, now have to consider how best to implement them and the further measures required for this purpose.
Očitno je torej, da morajo v vseh tistih državah, ki so učiteljem dodelile nove obveznosti in vpeljale ustrezne evalvacijske mehanizme, zdaj razmisliti še o tem, kaj potrebujejo učitelji, da bodo lahko vse te zahteve uresničili.
The present mismatch between the greater range of activities undertaken by teachers, policies to support them and provide them with incentives, and monitoring and evaluation mechanisms, is indicative of a particular approach to the development of education policies.
Sedanji razkorak med obremenjevanjem učiteljev, nadzorovanjem, nagrajevanjem in oporo, ki jo dajejo šolske politike, kaže na nekatere značilnosti v razvoju izobraževalnih politik.
In the majority of countries, all these measures are the outcome of many different laws that have gradually accumulated without any consistent overall strategy to underpin them.
V veliki večini držav se množijo in kopičijo predpisi, ki ne izhajajo iz dosledne splošne strategije.
Comprehensive plans to define and upgrade the status and working conditions of teachers have only finally been drawn up after the foregoing measures have been tested in the field in the face of individual or collective resistance on the part of teachers, clear signs that teacher morale is low, or difficulty in recruiting suitably qualified persons.
Obsežnejši načrti opredelitve statusnih in delovnih razmer učiteljev so bili pripravljeni šele v zadnjem času. Prejšnji posamični poskusi so naleteli na individualni ali skupinski odpor učiteljev, s katerim so ti jasno pokazali, da jim primanjkuje motivacije ali da primanjkuje ustrezno usposobljenih učiteljev.
Some countries such as Spain, Lithuania, Portugal and the United Kingdom, have pointed the way forward.
Nekatere države, kakor na primer Španija, Litva, Portugalska in Združeno kraljestvo, ta vprašanja celovito urejajo in kažejo smer.
France is also considering an overhaul of the working conditions of teachers.
Tudi Francija razmišlja o celostnem pristopu.
Other countries, such as Finland, have upgraded their working conditions and pay
Druge države, na primer Finska, so najprej izpopolnile sistem plač in izboljšale delovne razmere, šele nato so dale lokalnim oblastem pristojnosti, da brez večjega odpora spreminjajo učiteljevo delovni področje.
CODES AND ABBREVIATIONS
OZNAKE IN KRATICE
The three countries of the European Free Trade Association which are members of the European Economic Area
Tri države Evropskega združenja za prosto trgovino, ki so članice Evropskega gospodarskega prostora:
Data not available Not applicable
Ni podatkov.Ni pojava.
Chapter 1: The Political Context and the Development of the Teaching Profession
1. poglavje: Politični kontekst in razvoj učiteljskega poklica
Dates of major reforms that have increased or decreased the autonomy of teachers (ISCED 1 and 2) between 1950 and 2008
Datumi pomembnejših reform, ki so povečale ali zmanjšale avtonomijo učiteljev, (ISCED 1 in 2), med letoma 1950 in 2008
Chapter 2: Educational Provision and the Autonomy of Teachers
2. poglavje: Izvajanje pouka in avtonomija učiteljev
School autonomy regarding the content of the compulsory minimum curriculum, ISCED 1 and 2, 2006/07
Šolska avtonomija pri vsebini obveznega kurikuluma, ISCED 1 in 2, 2006/07
School decision-makers involved in determining the content of the compulsory minimum curriculum, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o vsebinah minimalnega obveznega kurikuluma, ISCED 1 in 2, 2006/07
School autonomy regarding the curricular content of optional subjects, ISCED 1 and 2, 2006/07
Šolska avtonomija pri vsebini kurikuluma izbirnih predmetov, ISCED 1 in 2, 2006/07
School decision-makers involved in determining the curricular content of optional subjects, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o kurikularnih vsebinah izbirnih predmetov, ISCED 1 in 2, 2006/07
School autonomy regarding the choice of teaching methods, ISCED 1 and 2, 2006/07
Šolska avtonomija pri izbiri metod poučevanja, ISCED 1 in 2, 2006/07
School decision-makers involved in determining teaching methods, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o izbiri metod poučevanja, ISCED 1 in 2, 2006/07
School autonomy regarding the choice of school textbooks, ISCED 1 and 2, 2006/07
Šolska avtonomija pri izbiri šolskih učbenikov, ISCED 1 in 2, 2006/07
School decision-makers involved in the choice of school textbooks, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o izbiri šolskih učbenikov, ISCED 1 in 2, 2006/07
School autonomy regarding the basis on which pupils may be organised into groups for compulsory learning activity, ISCED 1 and 2, 2006/07
Šolska avtonomija pri merilih za delitev učencev v skupine pri obveznih učnih dejavnostih, ISCED 1 in 2, 2006/07
School decision-makers involved in determining the basis on which pupils may be organised into groups for compulsory learning activity, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o merilih za delitev učencev v skupine pri obveznih učnih dejavnostih, ISCED 1 in 2, 2006/07
School autonomy regarding the criteria for the internal assessment of pupils, ISCED 1 and 2, 2006/07
Šolska avtonomija pri merilih za notranje ocenjevanje učencev, ISCED 1 in 2, 2006/07
School decision-makers involved in determining the criteria for the internal assessment of pupils, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o izbiri meril za notranje ocenjevanje učencev, ISCED 1 in 2, 2006/07
School autonomy regarding decisions as to whether pupils should repeat a year, ISCED 1 and 2, 2006/07
Šolska avtonomija in odločanje o ponavljalcih, ISCED 1 in 2, 2006/07
School decision-makers involved in determining whether pupils should repeat a year, ISCED 1 and 2, 2006/07
Šolski nosilci odločanja o ponavljanju razreda, ISCED 1 in 2, 2006/07