natgillin/translations-raw huggingface dataset:
Belgium (BE fr): The election of class delegates is very widespread in secondary education.
Belgija (francosko govoreča skupnost): Volitve delegatov razredov so zelo razširjene v sekundarnem izobraževanju.
Under certain circumstances, the school council may include pupil delegates from primary education on a permanent or ad hoc basis. Belgium (BE nl): In primary education, a school is obliged to establish a pupil council at the request of at least 10 % of the pupils aged 11-13.
V nekaterih okoliščinah lahko svet šole bodisi stalno bodisi občasno vključuje učence delegate iz primarnega izobra-ževanja.Belgija (amsko govoreča skupnost): V primarnem izobraževanju mora šola ustanoviti svet učencev, če tako zahteva vsaj 10 % učencev v starosti od 11 do 13 let.
In secondary education, a pupil council is compulsory in all cases. Denmark: If a school offers education at year 5 or higher, pupils are entitled to set up a pupil council.
V sekundarnem izobraževanju je svet učencev obvezen v vseh primerih.Danska: Če ima šola peti razred ali višje razrede, imajo učenci pravico oblikovati svet učencev.
However, from the third stage of primary education (year 5) onwards, they may be allowed to participate subject to certain conditions established by the education authorities.
Od tretje stopnje osnovnega šolanja (peto leto) pa lahko sodelujejo pod pogoji, ki jih določijo izobraževalne oblasti.
Finland: There are no national recommendations on the election of class representatives or class/year councils.
Finska: O volitvah predstavnikov razredov oziroma razrednih svetov ni nacionalnih priporočil.
However, internal school regulations may include procedures for electing ‘class presidents’.
Vendar lahko interna ureditev šole določa postopke za volitve t. i. razrednih predsednikov.
In upper secondary schools, the establishment of pupil councils and the participation of pupils in the work of the school management board are regulated by law.
V višjem sekundarnem izobraževanju je ustanavljanje svetov učencev in sodelovanje učencev v svetu šole urejeno z zakonom.
The situation varies in basic education (primary and lower secondary levels), because education providers (municipalities) are autonomous. United Kingdom (ENG): Under the School Governance Regulations (2003), school governing bodies are able to appoint pupils as ‘associate members’.
Drugače je v osnovnem šolstvu (primarna in nižja sekundarna stopnja), ker so ustanovitelji šol (občine) samostojni.Združeno kraljestvo (Anglija): V skladu z aktom o vodenju šol (School Governance Regulation) iz leta 2003 lahko organi upravljanja šol vključijo učence kot t. i. pridružene člane.
The English Secondary Students’ Association was established in February 2005. Iceland: Class representatives or class/year councils exist in lower secondary education only.
Zveza angleških učencev sekundarnega izobraževanja je bila ustanovljena februarja 2005.Islandija: Predstavniki učencev oziroma razredni sveti oziroma sveti letnikov obstajajo le v nižjem sekundarnem izobraževanju.
Pupils participate in school councils at upper secondary level only. Norway: Each class in primary school normally has a class council consisting of all pupils in the class concerned.
V svetih šole pa učenci sodelujejo na višji sekundarni stopnji.Norveška: Vsak razred primarne šole ima običajno svoj svet, ki ga sestavljajo vsi učenci razreda.
Each primary school has a pupil council with one representative per class for stages 57 and 8-10.
Vsaka primarna šola ima svet učencev, v katerem so po en predstavnik razreda za stopnje od 5 do 7 in od 8 do 10.
In upper secondary school, there is normally a pupil council with at least one representative for every 20 pupils in the school.
V višji sekundarni šoli je v svetu učencev navadno po en predstavnik na vsakih 20 učencev šole.
Chapter 3 – School Culture and Participationin Community Life
Tretje poglavje − Kulturašolein vključevanje vživljenjeskupnosti
Two European countries have explicitly allocated a share of teaching time to pupil or class councils.
Dve evropski državi sta izrecno dodelili del šolskega časa svetu učencev.
In Slovenia, half-an-hour a week is scheduled for discussions within the elementary school class council.
V Sloveniji je v osnovni šoli pol ure na teden namenjeno razpravi v svetu razreda.
In Norway, the curriculum for pupil/class councils is prescribed for grades 8 to 10 with a total of 95 teaching periods.
Kurikul na Norveškem predpisuje od osmega do desetega razreda za svet učencev oziroma razredni svet skupno 95 učnih ur.
A multilevel system of pupil representation exists in countries such as Germany, Austria and Slovenia.
Večstopenjski sistem predstavništva učencev obstaja v Nemčiji, Avstriji in Sloveniji.
It ranges from elections of pupil representatives at class (or school year) level to the establishment of pupil councils at school, town, district, regional and national levels.
Sega od volitev predstavnikov učencev na ravni razreda (ali letnika) do vzpostavitve svetov učencev na šolski, mestni, regionalni in nacionalni ravni.
By taking part in school governing bodies such as school councils or boards, pupils may be able to help deal with a variety of issues in their daily school life.
S sodelovanjem v organih vodenja šole, kot so šolski sveti ali odbori, učenci lahko pomagajo pri urejanju različnih stvari iz vsakdanjega življenja šole.
They may be involved in all or some of the following: contributing to life at school in general (decisions concerning school regulations, transport, uniform or canteen menus); preparing the school curriculum and expressing the opinions of pupils on curricular aims, content and requirements; cooperation with other schools at national and international levels; promoting positive behaviour and preventing bullying and racism; disciplinary issues or dealing with pupils who have behavioural difficulties; editing and publishing a school newspaper; organising cultural projects, educational and sports activities, with school supervision.
• prispevajo k življenju na šoli nasploh (odločanje o šolskih pravilih, prevozu, uniformah ali jedilniku šolske kuhinje); priprava kurikula šole in izražanje mnenja učencev o kurikularnih ciljih, vsebinah in zahtevah; sodelujejo z drugimi šolami na državni in mednarodni ravni; spodbujajo pozitivno ravnanje in preprečujejo trpinčenje in rasizem; urejajo disciplinske težave in obravnavajo učence, ki imajo vedenjske težave; urejajo in izdajajo šolski časopis;
Besides opportunities for pupils to take part in the work of formal bodies, other schemes and initiatives are aimed at involving them actively in school life.
• • • • • • organizirajo kulturne projekte, izobraževalne in športne dejavnosti (pod nadzorstvom šole).
In Germany, pupils may normally summon their own general assemblies whenever they wish to exchange opinions and discuss issues of direct concern to all those who attend the same school.
Poleg priložnosti učencev za sodelovanje v delu formalnih organov obstajajo tudi drugi projekti in pobude za njihovo dejavno vključenost v šolsko življenje.
In Malta and the United Kingdom, pupils may become prefects, house or school captains, or head boys/girls, mainly when they are in upper secondary education.
V Nemčiji lahko učenci vedno skličejo splošni zbor učencev, če želijo izmenjati mnenja in razpravljati o vprašanjih, ki neposredno zadevajo vse tiste, ki obiskujejo isto šolo.
Selected by fellow pupils and staff who have been in contact with them during their education, they are supposed to act as role models for younger pupils.
Na Malti in v Združenem kraljestvu lahko učenci postanejo t. i. prefekti, hišni oziroma šolski kapitani ali glavni učenci/učenke; to velja predvsem za višje sekundarno izobraževanje.
They are also responsible for representing the school in the local community, and organising school social events or activities to support charities.
Izberejo jih sošolci in učitelji, ki so bili v stiku z njimi med njihovim izobraževanjem, bili pa naj bi vzorniki za mlajše učence.
Countries such as Belgium (in the Germanspeaking Community), the Czech Republic, Italy and Iceland report that it is hard to attract either pupils or teachers into the work of pupil or school councils.
Nekatere države kot denimo Belgija (nemško govoreča skupnost), Češka, Italija in Islandija poročajo, da je učence in učitelje težko pritegniti k delu bodisi sveta učencev bodisi sveta šole.
This is especially true where such councils are recommended but not obligatory, or not a long-standing institutional arrangement.
To velja zlasti tam, kjer so taki sveti zgolj priporočeni, niso pa obvezni oziroma že dolgo uveljavljeni.
In such cases, the decision to set up some form of pupil representation often depends solely on the goodwill of the school head, or the motivation of committed teachers.
V takih primerih je odločitev o vzpostavitvi določene oblike predstavništva učencev pogosto odvisna samo od dobre volje ravnatelja oziroma predanosti posameznih učiteljev.
In Malta, for example, it was planned to strengthen the work of pupil councils in this way by establishing a national conference of such councils in the run-up to the ‘European Year of Citizenship through Education’ to be organised by the Council of Europe in 2005.
Na Malti denimo poskušajo delo svetov učencev okrepiti z ustanovitvijo nacionalne konference svetov učencev v okviru evropskega leta državljanske kulture, ki ga Svet Evrope organizira v letu 2005.
Once again, it has become much easier for pupils in the new Member States of the EU to take part in the foregoing kinds of activity in recent years.
Še velja opozoriti, da je za učence novih držav članic EU v zadnjih letih postalo vključevanje v tovrstne dejavnosti precej lažje.
Freely elected bodies for pupil representation now play a much more substantial role in school decisionmaking and the right of pupils to participate generally in school life is discussed more openly.
Svobodno izvoljena telesa, ki predstavljajo učence, imajo zdaj precej bolj vsebinsko vlogo pri sprejemanju odločitev na šoli. Tudi o pravicah učencev do sodelovanja v šolskem življenju je mogoče bolj odprto razpravljati.
Parental Involvement
Vključevanje staršev
Parents (or guardians) are instrumental in helping children to learn and become active citizens.
Starši (oziroma skrbniki) pomembno pomagajo otrokom, da postanejo dejavni državljani.
It is therefore important that there should be strong partnerships between parents and schools.
Zato je dobro sodelovanje staršev in šole izrednega pomena.
Both share responsibility for transmitting appropriate civic behaviour and values to the young.
Starši in šola si namreč delijo odgovornost, da otroke naučijo primernega državljanskega ravnanja in vrednot.
And parents should be active in school life both as role models for their children and in order to develop and consolidate their own civic skills.
Starši bi morali imeti dejavno vlogo v življenju šole, in sicer naj bi bili vzor svojim otrokom, ob tem pa naj bi tudi razvijali in utrjevali svoje državljanske spretnosti.
Parents can get involved in school activities in several ways.
Starši se lahko v šolske dejavnosti vključujejo na več načinov.
For example, as regards their access to information, they can participate in all-parent councils normally held once or twice a year.
Da so obveščeni, lahko denimo sodelujejo na zboru vseh staršev, ki je navadno organiziran enkrat ali dvakrat na leto.
At these meetings, the school head informs parents about the plans and projected development of the school in the coming year and encourages them to raise any matters of special concern.
Na teh sestankih ravnatelj šole obvesti starše o načrtih šole za naslednje leto in jih povabi, naj zastavijo vprašanja o temah, ki jih zanimajo.
Another way of informing them about topical school issues is to distribute regular school newsletters.
Drug način obveščanja staršev o šolskih temah je razdeljevanje šolskega časopisa.
Finally, schools can hold individual consultation meetings for teachers to inform parents about the conduct and progress of their children and general school-related issues.
Šola pa ima lahko tudi individualne posvetovalne sestanke, na katerih učitelji obvestijo starše o vedenju in napredku njihovih otrok ter o splošnem dogajanju na šoli.
In addition to these opportunities, which imply rather ‘passive’ parental participation, parents can also become more actively involved in collective advisory or decisionmaking bodies.
Poleg teh priložnosti, kjer imajo starši razmeroma pasivno vlogo, se lahko vključujejo tudi aktivneje, in sicer v skupinska svetovalna oziroma odločevalna telesa.
This may occur either in councils or associations in which parents alone are represented, or in joint forums to which other members of the school, including teachers and pupils, also contribute.
Gre lahko za svete ali odbore, v katere so vključeni samo starši, ali pa skupne forume, na katerih sodelujejo tudi drugi člani šole, denimo učitelji in učenci.
In many countries, there are school-level parent councils or associations.
V številnih državah obstajajo šolski sveti oziroma odbori staršev.
In some countries (Poland, Iceland and Norway), these have been set up in response to a requirement or recommendation of the education authorities.
V nekaterih državah (na Poljskem, Islandiji in Norveškem) so jih ustanovili zaradi zahtev oziroma priporočil šolskih oblasti.
In others, establishing them is a matter for the school and/or the parents.
V drugih so stvar šole in/ali staršev.
Parent councils mainly assume a consultative role, expressing opinions on the curriculum and school development programmes, discussing complaints from parents, or proposing possible cultural or social activities.
Sveti staršev imajo predvsem svetovalno vlogo, izražajo mnenja o kurikulu in šolskih razvojnih programih, obravnavajo pritožbe staršev ter predlagajo kulturne in družabne dejavnosti na šoli.
In the United Kingdom (Scotland), parents and teachers may jointly form Parent Teacher Associations (PTAs) in which both groups work in support of the school concerned.
V Združenem kraljestvu (Škotska) lahko starši in učitelji skupaj ustanovijo združenje staršev in učiteljev (Parent Teacher Associaton, PTAs), v katerem oboji delujejo v podporo posamezni šoli.
PTAs can be represented at national level by the Scottish Parent Teacher Council (SPTC).
Na nacionalni ravni lahko PTAs zastopa Škotski svet staršev in učiteljev (Scottish Parent Teacher Council, SPTC).
Parents may also become involved at even higher levels.
Starši se lahko vključijo še na višji ravni.
In general, local parent associations are organised in national confederations whose work enables them to take part directly in political discussions and innovations implemented at national level, if only on a consultative basis.
V splošnem se lokalna združenja staršev organizirajo v nacionalne konfederacije, ki staršem omogočajo neposredno vključevanje v politične razprave in novosti, ki se uvajajo na nacionalni ravni, čeprav le v obliki svetovanja.
Finally, the European Parents Association (EPA) embraces most national organisations or confederations of parents, whose purpose is to develop a better home/school partnership.
In naposled, večino nacionalnih organizacij in konfederacij staršev združuje Evropsko združenje staršev (European Parents Association, EPA), katerega cilj je boljše sodelovanje med domom in šolo.
Moreover, parents may actively contribute to the work of school governing bodies, which usually bring together representatives of teachers, pupils and parents.
Starši so lahko dejavni tudi pri delovanju teles, ki vodijo šolo, kjer navadno sodelujejo s predstavniki učiteljev, učencev in staršev.
The parents involved are normally either elected by the members of the school parent council or by all parents with children at the school.
Izvolijo jih navadno bodisi člani šolskega sveta staršev bodisi vsi starši, ki imajo svoje otroke na šoli.
In some countries, representatives of non-teaching staff and the local community may also take part in the meetings of school councils.
V nekaterih državah lahko na sestankih šolskega sveta sodelujejo tudi predstavniki lokalne skupnosti in predstavniki tistih šolskih delavcev, ki ne poučujejo.
School governing bodies provide an official forum for parents to express their views and exercise influence through their elected representatives.
Organi vodenja šole so tako javni forum, na katerem lahko starši izrazijo svoje poglede in vplivajo prek izvoljenih predstavnikov.
Their sphere of influence may vary considerably across a range of areas, in that they may have decisionmaking power or a consultative role, or in some cases neither (see Figure 3.2).
Njihov vpliv je različen glede na področje; nekje lahko odločajo, drugje imajo posvetovalno vlogo, spet drugje nimajo nobene vloge (glej Sliko 3.2).
The Czech Republic, Italy and the United Kingdom (Scotland) report that schools sometimes face difficulties in encouraging parents to participate in the work of their governing bodies.
Češka, Italija in Združeno kraljestvo (Škotska) poročajo o težavah, ki jih imajo včasih šole z motivacijo staršev za sodelovanje pri delu šolskih organov.
Such passivity is mainly due to a general lack of parental commitment.
Razlog pasivnosti je predvsem splošno pomanjkanje angažiranosti staršev.
In future, therefore, parents should be made much more aware of the potential benefits accruing from their active participation in school life to their
Zato bo treba v prihodnosti starše bolj ozavestiti o tem, da je njihovo dejavno vključevanje v šolsko življenje koristno za njihove otroke, njih same in družbo.
Chapter 3 – School Culture and Participationin Community Life children, themselves and society.
Tretje poglavje − Kulturašolein vključevanje vživljenjeskupnosti
Figure 3.2: Power exercised in eight areas, by school councils/boards with parent representatives, compulsory education, 2002/03
Slika 3.2: Vpliv šolskih svetov/odborov, ki vključujejo predstavnike staršev, na osmih področjih, 2002/2003
School educational plan, school action plan
Izobraževalni načrt šole delovni načrt šole
Rules governing everyday school activity
Pravila vsakodnevnega življenja na šoli
Expulsion and suspension of a pupil
Odločitve o učnih vsebinah
Acquisition of textbooks, educational software, etc.
Nakup učbenikov in programske opreme
Recruitment of teachers
Zaposlovanje učiteljev
Neither decisionmaking power nor consultative function
Pristojnost zasprejemanje odločitev
Decisionmaking power
Neodločevalna, neposvetovalnafunkcija
Consultative function
Odločajo same šole
Power depends on the school concerned
Posvetovalna funkcija
The participation of parents in this body depends on internal school regulations.
Sodelovanje staršev v teh organih je odvisno od notranjih pravil šol.
At primary level, expulsion and suspension is not regulated and rarely occurs in practice. Slovenia: Complaints concerning disruptive pupils may be made to the school council, which has decisionmaking power concerning the transfer of these pupils.
V osnovnem šolstvu izključitev in suspenz nista natančneje opredeljena in se v praksi redko zgodita.Slovenija: Pritožbe o učencih, ki motijo pouk, so lahko naslovljene na svet šole, ki je pristojen za odločitve o njihovem prešolanju.
Slovakia: The powers of school councils with at least four parent representatives were extended by Act 596/2003 of the Law Code on state administration and self-government in education which came into force on 1 January 2004.
Slovaška: Pooblastila šolskih svetov z vsaj štirimi predstavniki staršev so bila razširjenja s členom 596/2003 zakona o državni administraciji in avtonomiji v izobraževanju, ki je začel veljati 1. januarja 2004.
Sweden: As from 2003, schools are no longer obliged to present local school plans. United Kingdom (ENG/WLS/NIR): The school governing body establishes the general principles for rules governing everyday activity.
Švedska: Od leta 2003 šole niso več dolžne predstavljati lokalnih šolskih načrtov.Združeno kraljestvo (ENG/WLS/NIR): Organ vodenja šole vzpostavi splošna načela pravil za vsakodnevne dejavnosti.
Such rules are enforced by the headteacher.
Ta pravila uveljavlja ravnatelj.
The decision to suspend or expel a pupil rests with the school head, however the governing body decides whether to uphold it.
O izključitvi oziroma suspenzu učenca odloča ravnatelj, ki jo mora potrditi organ vodenja šole.
The governing body has overall responsibility for staffing matters, but normally delegates the recruitment of staff, outside the leadership group, to the school head.
Organ vodenja šole ima splošne pristojnosti glede zaposlovanja, vendar običajno za zaposlovanje osebja pooblastijo ravnatelja, razen ko gre za vodstvene delavce.
United Kingdom (SCT): The responsibility for appointing senior teachers is shared with the Local Authority.
Združeno kraljestvo (SCT): Vpliv na zaposlovanje izkušenih učiteljev imajo tudi lokalne oblasti.
The Figure 3.3 illustrates the types of body with parental representation that are set up at the central (or top) level.
Slika 3.3. prikazuje vrste organov s predstavništvom staršev na osrednji ali (oziroma najvišji) ravni.
Figure 3.3: Parent participation in consultative bodies, compulsory education, 2002/03
Slika 3.3: Sodelovanje staršev v posvetovalnih telesih, obvezno šolstvo, 2002/2003
Parent participation in a consultative body
Starši so vključeni v posvetovalna telesa.
No parent participation in a consultative body
Starši niso vključeni v posvetovalna telesa.
The present Figure appears as Figure B26 in Key Data on Education in Europe 2005. Brussels: Eurydice, 2005.
Razpredelnica je bila objavljena kot razpredelnica B 26 v Key Data on Education in Europe 2005 (Bruselj: Eurydice, 2005).
School legislation and administration of the education system are the responsibility of the Länder. Poland: A national council including parents is provided for in the law of 1991 but has not yet been set up.
Nemčija: Položaj se po zveznih deželah razlikuje, saj je šolska zakonodaja in vodenje izobraževalnega sistema v pristojnosti Länder.Poljska: Nacionalni svet, ki vključuje starše, predvideva zakon iz leta 1991, vendar še ni začel veljati.
Explanatory note Associations consisting solely of parents are not shown.
Pojasnilo Združenja, v katerih se združujejo samo starši, niso prikazana.
In most of the 15 EU Member States (prior to May 2004) and Norway, there is at least one national or central participatory body that includes parents alongside representatives of other players in the education system.
V večini petnajstih članic EU (pred majem 2004) in na Norveškem obstaja vsaj eno nacionalno oziroma glavno telo, ki vključuje starše in predstavnike drugih udeležencev v izobraževalnem sistemu.
Where such bodies exist, they often act in a solely consultative capacity on most educational issues.
Kjer tako telo obstaja, ima glede večine vprašanj pogosto le posvetovalno vlogo.
By contrast, in the majority of the new EU member countries, as well as in Bulgaria and Romania, there is no national level council with parental representation.
V večini novih članic EU ter tudi v Romuniji in Bolgariji ni nacionalnega sveta, v katerem bi sodelovali starši.
This is also the case in the Germanspeaking Community of Belgium, Finland, Sweden, the United Kingdom, Iceland and Liechtenstein.
To velja tudi za nemško govoreči del Belgije, Finsko, Švedsko, Združeno kraljestvo, Islandijo in Liechtenstein.
In Italy, a consultative body exists at central level but does not include parents.
V Italiji sicer obstaja posvetovalno telo na nacionalni ravni, vendar ne vključuje staršev.
The following are yet other examples of how parents may be involved in school activity.
Sledijo še drugi primeri vključevanja staršev v šolske dejavnosti.
In the French Community of Belgium, a special Ministry of Education campaign known as École parents a(d)mis was organised in 2002 by the federations of parent associations and the Ligue des familles.
V francosko govoreči skupnosti Belgije je bila leta 2002 organizirana posebna kampanja ministrstva za šolstvo, znana kot Ecole parents a(d)mis, pri kateri so sodelovale federacije združenj staršev in Ligue des Familles.
Its aim was to prepare parent representatives for their work in school councils.
Cilj kampanje je bil pripraviti predstavnike staršev za delo v svetih šole.