natgillin/translations-raw huggingface dataset:
The idea of the clubs was originally developed in Portugal thanks to a Council of Europe initiative.
Zamisel zanje so na pobudo Sveta Evrope razvili na Portugalskem.
It gradually spread elsewhere at the beginning of the 1990s, and clubs are now firmly established in the Czech Republic, Latvia, Poland and Slovakia.
Na začetku leta 1990 se je ideja postopno razširila, tako da so klubi zdaj dejavno prisotni na Češkem, v Latviji, na Poljskem in Slovaškem.
In recent years, fostering social cohesion and more active participation by citizens in social and political life has become a key issue in all European countries.
V zadnjih letih sta spodbujanje družbene kohezije in dejavnejše vključevanje državljanov v družbenem in političnem življenju postala ključni temi v vseh evropskih državah.
Citizenship education is seen as one means of facing up to the challenges of the 21st century.
Državljanska vzgoja je obravnavana kot ena od sredstev za soočenje z izzivi 21. stoletja.
The present survey by the Eurydice Network on the provision of citizenship education in schools in 30 European countries has highlighted the following points.
Pričujoči pregled omrežja Eurydice o položaju državljanske vzgoje v šolah tridesetih evropskih držav je poudaril naslednje.
The Concept of ‘Responsible Citizenship’ in Education Policies
Pojem odgovornega državljanstva v izobraževalnih politikah
Many European countries perceive the term ‘responsible citizenship’ as relating to certain civic values such as democracy, equality, participation, solidarity, tolerance of diversity and social justice, as well as the knowledge and exercise of rights and responsibilities (section 1.1).
Mnoge evropske države izraz odgovorno državljanstvo povezujejo tako z državljanskimi vrednotami, kot so demokracija, enakost, sodelovanje, solidarnost, strpnost do raznolikosti in družbena pravičnost, kot s poznavanjem in uveljavljanjem pravic in dolžnosti (razdelek 1.1).
However, this term would not actually be used in daily life in all countries.
Toda ta izraz v vseh državah dejansko ni v vsakdanji rabi.
The main reason for this is that, in several, the term ‘citizenship’ still mainly denotes a legal status and judicial relationship between the citizen and the State.
Glavni razlog za to je, da v mnogih državah izraz državljanstvo še vedno pomeni predvsem pravni položaj in pravno razmerje med državljanom in državo.
Other countries avoid using the term in the context of citizenship education because their population consists of a significant minority of ‘non-citizens’, i.e. people who were born in the country or have been residing there for a considerable time but have not acquired its nationality.
Druge države se izogibajo uporabi izraza v kontekstu državljanske vzgoje, ker njihovo prebivalstvo sestavlja tudi pomembna manjšina »nedržavljanov«, torej oseb, ki so se sicer rodile v dani državi oziroma že dalj časa prebivajo v njej, vendar niso pridobile njenega državljanstva.
When referring to citizenship education, it therefore seems necessary to detach the term ‘citizenship’ as far as possible from its legal connotation and adopt a more comprehensive approach.
Kar zadeva državljansko vzgojo, se zato zdi nujno, kolikor je le mogoče, ločiti izraz državljanstvo od njegovih pravnih konotacij in privzeti bolj vseobsegajoč pristop.
Citizenship education has to be conceived as embracing all members of a given society, regardless of their nationality, sex, or racial, social or educational background.
Državljansko vzgojo je treba razumeti tako, da vključuje vse člane dane družbe, ne glede na nacionalnost, spol, raso, družbeno in izobrazbeno ozadje.
‘Responsible citizenship’ is to be seen as a universal concept included, in one way or another, in the education policies of all European countries covered by the Eurydice survey.
Sintagmo odgovoren državljan gre razumeti kot univerzalen koncept, ki je tako ali drugače zajet v vzgojnoizobraževalnih politikah vseh evropskih držav, vključenih v ta pregled.
In fact, it may be said that one of the main objectives of providing children and young people with school education is to give them the knowledge, values and skills they require to participate in society and contribute to their own and society’s well-being.
Rekli bi lahko, da je eden glavnih ciljev šolskega izobraževanja otrok in mladine posredovanje znanj, vrednot in spretnosti, ki jih potrebujejo za dejavno vključevanje v družbo in tako prispevajo k lastni in družbeni blaginji.
Citizenship Education in Schools – Similar Aims, Different Approaches
Državljanska vzgoja v šolah – podobni cilji, različni pristopi
All European countries generally agree on the need to include citizenship education in the formal school curriculum in one way or another.
Vse evropske države se v splošnem strinjajo, da je državljansko vzgojo treba vključiti v formalni šolski kurikul.
However, the way it is developed and provided varies considerably from one country to the next.
Vendar pa se njena opredelitev in organizacija od države do države precej razlikujeta.
It would appear that, as yet, there is no single prevailing general approach adopted by most countries.
Zdi se, da še ni skupnega splošnega pristopa, ki bi ga privzela večina držav.
Approaches to citizenship education are of three main possible kinds.
Obstajajo tri glavne vrste pristopov k državljanski vzgoji.
It may be offered as a separate subject (often compulsory), or may be integrated into conventional subjects (such as history, social studies, geography or philosophy) or be conceived as a crosscurricular theme (section 2.1).
Državljanska vzgoja je lahko poseben (pogosto obvezni) predmet, lahko je integrirana v konvencionalne predmete (zgodovina, družboslovje, zemljepis ali lozoja) ali pa je zasnovana kot medpredmetna tema (razdelek 2.1).
In primary education, most countries tend to offer citizenship education as either integrated into other subjects or treated as a crosscurricular theme.
V primarnem izobraževanju večine držav je državljanska vzgoja bodisi integrirana v druge predmete bodisi obravnavana kot medpredmetna tema.
By contrast, in secondary education (or at certain stages of it), nearly half of all European countries have established a separate subject for teaching pupils citizenship.
V sekundarnem izobraževanju (oziroma na določeni stopnji sekundarnega izobraževanja) pa je skoraj polovica evropskih držav zasnovala samostojen predmet o državljanski vzgoji.
It is clear that citizenship education is not just concerned with imparting theoretical knowledge to pupils to enhance their political literacy in issues such as democracy, human rights and the functioning of political institutions.
Jasno je, da pri državljanski vzgoji ne gre le za posredovanje teoretičnega znanja učencem, da bi se izboljšala njihova politična pismenost glede tem, kot so demokracija, človekove pravice in delovanje političnih institucij.
In general, there is agreement in all European countries that positive civic attitudes and values should also be developed.
V splošnem se vse evropske države strinjajo, da je treba razviti tudi pozitivna državljanska stališča in vrednote.
Finally, almost all countries put increased emphasis on the promotion of active participation by pupils – be it at school level or in society at large (section 2.2).
Skoraj vse evropske države močneje poudarjajo spodbujanje dejavnega sodelovanja učencev, tako na ravni šole kot v družbi nasploh (razdelek 2.2).
School Culture and the Practice of Responsible Citizenship at School Level
Kultura šole in prakse odgovornega državljanstva na ravni šole
The idea that schools have their own ‘culture’ has gained momentum in recent years.
V zadnjih letih se vse bolj uveljavlja zamisel, da ima šola svojo kulturo.
School culture refers to the system of values, norms, daily practices and organisational arrangements that exist in a given school.
Kultura šole združuje sistem vrednot, norm, dnevnih praks in organizacijskih ureditev, ki obstajajo v šoli.
It thus influences how the different school partners, i.e. pupils, teachers, other staff, parents and other members of the community, think, behave and interact with each other.
Tako vpliva na to, kako posamezni udeleženci vzgojno-izobraževalnega procesa v šoli, torej učenci, učitelji, drugo osebje, starši in drugi člani skupnosti, razmišljajo, ravnajo in stopajo v medsebojno interakcijo.
While each school has its own unique culture, it may be influenced to a certain extent by official national regulations and guidelines.
Vsaka šola ima svojo enkratno kulturo, na katero do neke mere vplivajo uradna nacionalna zakonodaja in smernice.
Most countries explicitly acknowledge the importance of a positive school culture, and refer to its impact on the relations of all school partners concerned (section 3.1).
Večina držav izrecno priznava pomen pozitivne šolske kulture in opozarja na njen vpliv na odnose vseh šolskih udeležencev vzgojno-izobraževalnega procesa (razdelek 3.1).
They support the idea of a ‘democratic school’ in which democratic values and teaching methods prevail and in which all those concerned, especially teachers, parents and pupils, are involved in school management and decision-making.
Podpirajo idejo t. i. demokratične šole, v kateri prevladujejo demokratične vrednote in metode poučevanja ter v kateri so v upravljanje šole in sprejemanje odločitev vključeni vsi, ki so povezani s šolo, predvsem pa učitelji, starši in učenci.
One important feature of the ‘democratic school’ is the promotion of active and responsible pupil participation in daily school life (section 3.2).
Pomembna značilnost demokratične šole je spodbujanje dejavnega in odgovornega sodelovanja učencev v dnevnem življenju šole (razdelek 3.2).
Only if a democratic approach to citizenship is applied at school will pupils be able to learn active civic behaviour.
Učenci se bodo naučili dejavnega državljanskega ravnanja samo, če se v šoli uveljavlja demokratični pristop k državljanstvu.
One way of doing this is to provide them with an opportunity to set up or become involved in school consultative or governing bodies.
Eden od načinov za to je, da lahko učenci vzpostavijo šolska posvetovalna ali vodstvena telesa oziroma so v leta vključeni.
Another important aspect linked to school culture is the fact that schools in an increasing number of countries try to develop an active ‘learning by doing’ approach to citizenship education.
Drug pomemben vidik, povezan s kulturo šole, je dejstvo, da poskušajo šole v vse več državah razviti dejaven pristop (»naučim se s tem, kar naredim«) k državljanski vzgoji.
Many schools help pupils to experience and practise responsible civic behaviour not only in daily school life but also in the wider community (section 3.3).
Mnoge šole učencem pomagajo, da izkusijo odgovorno državljansko ravnanje in se v prakso le-tega tudi vključijo v dnevnem življenju šole, pa tudi v širši skupnosti (razdelek 3.3).
In this respect, various extra-curricular activities may help to engage pupils in civil society.
Razne obšolske dejavnosti lahko pomagajo pri angažiranju učencev v civilni družbi.
Examples of these activities are exchanges with other schools, information visits to local institutions such as the town hall or homes for old people, work placements, fund-raising events to support charities, mock parliamentary elections or games simulating parliamentary debate.
Primeri tovrstnih dejavnosti so izmenjave z drugimi šolami, informativni obiski lokalnih institucij (mestna hiša ali domovi za ostarele), delovna praksa, zbiranje denarja v dobrodelne namene, simulacija parlamentarnih volitev ali igre, ki posnemajo parlamentarne debate.
Measuring the ‘Success’ of Citizenship Education
Merjenje »uspeha« državljanske vzgoje
Assessing pupil attainment in citizenship education and evaluating school provision for it seem to be two of the main challenges for the future (Chapter 4).
Dva velika izziva za prihodnost sta preverjanje dosežkov učencev pri državljanski vzgoji in evalvacija mesta državljanske vzgoje v šoli (4. poglavje).
Indeed, the assessment of pupils is a difficult and complex issue.
Preverjanje učencev odpira težka in kompleksna vprašanja.
While assessing knowledge of theoretical issues related to citizenship education may be relatively easy, measuring achievement as regards its other two ‘non-theoretical’ aims – the adoption of positive civic attitudes and values and active participation or, in other words, the actual behaviour of pupils – is likely to be much harder.
Preverjanje poznavanja teoretičnih tem, povezanih z državljansko vzgojo, je lahko sorazmerno preprosto, težje pa je merjenje dosežkov pri neteoretičnih ciljih državljanske vzgoje – usvojitev pozitivnih državljanskih stališč in vrednot ter dejavno vključevanje – z drugimi besedami: dejansko ravnanje učencev.
The same applies to the evaluation of schools as regards their effectiveness in providing citizenship education.
Enako velja za evalvacijo učinkovitosti šol pri urejanju položaja državljanske vzgoje.
It is the practical dimension of this provision that makes it especially difficult to identify methods of evaluating the teaching of citizenship education objectively.
Metode za objektivno evalvacijo poučevanja državljanske vzgoje je težko najti zlasti za praktični vidik.
Given the range of different approaches to citizenship education in schools, it is not easy to set up general guidelines for evaluation.
Glede na razpon pristopov k državljanski vzgoji v šolah je težko sestaviti splošne smernice za evalvacijo.
In fact, several countries confirm that they lack objective methods for evaluating the provision of citizenship education.
Mnoge države tako poročajo, da nimajo objektivnih metod za evalvacijo položaja državljanske vzgoje v šolah.
However, some European countries have started research into the evaluation of both the foregoing aspects of citizenship (assessment of pupils and evaluation of schools), or recently introduced pilot projects or new methods for evaluating them.
Nekatere evropske države so začele raziskovati evalvacijo obeh omenjenih vidikov državljanske vzgoje (preverjanje učencev in evalvacija šol), druge pa so nedavno začele pilotne projekte oziroma so vpeljale nove metode za njuno evalvacijo.
Teachers – the Basis for Successful Citizenship Education at School
Učitelji – temelj uspešne državljanske vzgoje v šolah
In the survey, it also became very clear that teacher education in citizenship and the measures on offer to support teaching will represent another significant challenge (Chapter 5).
V pregledu je postalo tudi očitno, da bodo naslednji izziv izobraževanje učiteljev in ukrepi v podporo poučevanju (5. poglavje).
Until now, citizenship education in schools is in most countries either taught by general, i.e. non-specialist teachers (in primary education) or by teachers who have specialised in the social sciences, history, philosophy or ethics (in secondary education).
Do sedaj so državljansko vzgojo v večini držav poučevali bodisi splošni, torej nespecializirani učitelji (v primarnem izobraževanju), bodisi učitelji, specializirani za družboslovne znanostih, zgodovino, lozojo ali etiko (v sekundarnem izobraževanju).
But what is the pattern of teacher education for those concerned in the different European countries?
Kakšno je izobraževanje teh učiteljev v evropskih državah?
In many of them, teacher education in citizenship corresponds to no more than just a part of in-service teacher training.
V mnogih izobraževanje učiteljev za državljansko vzgojo ne pomeni nič drugega kot le del strokovnega usposabljanja zaposlenih učiteljev.
However, others have also included it as a compulsory component in initial teacher education.
Drugod so ga vključili tudi v obvezni del začetnega izobraževanja učiteljev.
In secondary education, a few countries in which citizenship education is offered as a separate subject in the school curriculum have established a special initial teacher education programme for teachers of the subject.
Nekaj držav, ki v šolskem kurikulu sekundarnega izobraževanja državljansko vzgojo ponujajo kot samostojen predmet, je vzpostavilo poseben študijski program za učitelje tega predmeta.
In most European countries, support for those who teach citizenship education is not provided on a formally defined basis.
V večini evropskih držav pomoč učiteljem državljanske vzgoje ni zagotovljena na formalno opredeljeni osnovi.
The support offered to teachers ranges from specific in-service training activities to financial support for special projects or external expertise, and general information material on citizenship education (printed textbooks, brochures, guidelines or electronic support in the form of CD-ROMs).
Podpora učiteljem sega od posebnih dejavnosti strokovnega usposabljanja zaposlenih učiteljev do finančne podpore za posebne projekte ali zunanje študije, splošnega informacijskega gradiva o državljanski vzgoji (učbeniki, brošure, smernice ali elektronska podpora v obliki CD-ROM-ov).
The players involved in offering advice in citizenship education are education authorities, public or private foundations, educational research centres, and nongovernmental organisations working in the field of human rights, democracy and peace education.
Pri državljanski vzgoji lahko kot svetovalci nastopajo izobraževalne oblasti, javne in zasebne fundacije, centri za izobraževalne raziskave in nevladne organizacije, ki delujejo na področju človekovih pravic, demokracije in mirovne vzgoje.
It seems that the content and methods of citizenship education in schools vary considerably from one European country to another, depending on how teacher education is organised, and whether support for teachers relates to the national, regional or local level and is offered on an official basis or not.
Videti je, da se vsebina in metode državljanske vzgoje v šolah od države do države precej razlikujejo, odvisno od načina organiziranosti izobraževanja učiteljev in od (ne)zagotovljenosti podpore učiteljem na nacionalni, regionalni ali lokalni ravni, pa tudi od tega, ali ima uradno podlago ali ne.
The European/International Dimension as Part of Citizenship Education
Evropska/mednarodna razsežnost kot del državljanske vzgoje
While concerns relevant to citizenship education are primarily related to a particular national context and associated with the need to strengthen democracy or the participation of certain social groups, membership of the European Union also calls for its own form of civic awareness.
Če so prizadevanja, povezana z državljansko vzgojo, primarno vpisana v poseben nacionalni kontekst in so povezana s potrebo po okrepitvi demokracije ali vključevanju nekaterih družbenih skupin, članstvo v Evropski uniji terja tudi svojo obliko državljanske ozaveščenosti.
The need for knowledge regarding Europe is covered in school curricula by a very wide variety of disparate elements (section 6.1).
Potrebi po poznavanju Evrope je v šolskem kurikulu zadoščeno s široko pahljačo različnih elementov (glejte razdelek 6.1).
This may mean teaching ‘basic’ knowledge of the European Union (the functioning of its institutions, the various entitlements of its citizens, or important stages in the process of integration).
V splošnih ciljih nekaterih držav evropska razsežnost kot taka sploh ni omenjena, temveč je vključena v mednarodno razsežnost.
Alternatively, teaching may focus on matters more concerned with European identity (the foundations of a common European culture, the position of one’s own country in the EU), on subjects for discussion related to society (the main issues in European cooperation), or on learning values (understanding and promotion of present-day sociocultural diversity).
Poleg šolskega pouka kot takega imajo šole na voljo veliko dejavnosti in projektov, ki jih organizirajo šole same ali pa so na nacionalni in evropski ravni, na primer izmenjave, pobratenja šol, sodelovanje v tekmovanjih, ki jih organizira EU, itd. Le-te omogočajo učencem, da neposredno »eksperimentirajo« z evropsko razsežnostjo (razdelek 6.4).
In certain countries, the European dimension is not referred to as such in the general aims of education, but included in the international dimension.
Glede na naštete cilje in omejitve se zdi, da so evropski šolski klubi uspešni.
Alongside school lessons per se, many activities and projects offered to schools at national or European levels, or initiated by schools themselves, such as travel exchanges, school twinning, participation in competitions organised by the EU, etc., enable pupils to experiment directly with the European dimension (section 6.4).
Implementacija evropske razsežnosti pri pouku in obšolskih dejavnostih je odvisna tudi od spretnosti učiteljev (razdelek 6.2).
In most cases, this type of activity seeks to improve pupil skills in intercultural relations as well as their language proficiency.
Evropska razsežnost je v večini držav vključena v izobraževanje učiteljev.
The present Eurydice survey set out to consider how citizenship education at primary and general secondary levels of public-sector education, and/or government-dependent provision, was organised in the reference year 2004/05.
Pričujoči pregled Eurydice je preučil, kako je bila državljanska vzgoja organizirana v primarnem in splošnem sekundarnem izobraževanju v javnem in subvencioniranem zasebnem sektorju v referenčnem obdobju 2004/2005.
It became clear that, in most countries, providing citizenship education in schools has gained ground increasingly in recent years.
Jasno je, da je v zadnjih letih v večini držav državljanska vzgoja postajala vse pomembnejša.
Several countries have changed their curriculum to include it or have raised its visibility, while others are planning to do so in the years ahead.
Mnoge države so spremenile svoj kurikul, da bi vključile omenjeni predmet, ali pa so povečale njeno opaznost, medtem ko druge to načrtujejo v prihodnjih letih.
However, it would seem that, although all countries agree on the positive impact citizenship education can have in helping to bring up young people so that they become active and responsible citizens, the approaches adopted vary considerably from one country to the next.
Čeprav se vse države strinjajo, da ima državljanska vzgoja na mlade pozitiven vpliv, in sicer da ti postanejo dejavni in odgovorni državljani, pa so pristopi od države do države precej različni.
Further research is therefore needed to develop greater insight into the methods of teaching citizenship education, its precise outcomes and how it should be evaluated and monitored.
Nadaljnje raziskave so potemtakem potrebne, da bi tako dobili večji vpogled v metode poučevanja državljanske vzgoje, v natančne rezultate ter način evalvacije in spremljanja.
These issues remain the central challenge for the immediate future.
Ta vprašanja ostajajo glavni izziv za prihodnost.
GLOSSARY
BESEDNJAK
UK-ENG UK-WLS UK-NIR UK-SCT
Belgija – nemško govoreča skupnost
EFTA/EEA countries
EFTA/EEA: tri države članice Evropskega združenja za prosto
National terms for ‘citizenship’
Izrazi za državljanstvo v posameznih državah
Formal curriculum provisions 2004/05
Državljanska vzgoja v formalnem kurikulu 2004/2005
Term in the national language
Pojasnitev njegovega pomena
Being open to the political, economic, social and cultural life of the society of which one forms a part and being willing to participate in it.
Biti odprt do političnega, ekonomskega, socialnega in kulturnega življenja družbe, katere del si, in pripravljenost dejavno vključevati se vanjo.
Citizenship therefore assumes insight into the above four aspects, as well as into the basic rules which form the basis of our legal order and of our democratic system.
Državljanstvo torej predpostavlja tako uvid v naštete štiri vidike kot tudi v temeljna pravila, ki so osnova našega pravnega reda in demokratičnega sistema.
Learning and knowledge consistent with the basic principles underlying the rights and responsibilities of citizens, and with attitudes and civic conduct that comply with those principles.
Poznavanje in znanje, ki sta v skladu s temeljnimi načeli, iz katerih izhajajo pravice in dolžnosti državljana, ter stališča in državljansko ravnanje, ki so v skladu s temi načeli.
This relationship implies that citizens have both rights and responsibilities.
To razmerje predpostavlja, da ima državljan tako pravice kot dolžnosti.