natgillin/translations-raw huggingface dataset:
Because curricular reform has a crucial bearing on the profession and skills requirements of teachers, they have long been involved in measures relating to this field in all European countries.
Zdaj se v vseh evropskih državah plače in delovni položaj učiteljev opredeljujejo v pogajanjih in posvetovanjih sindikati, ki zastopajo svojo poklicno skupino.
Formed from just a few teachers recognised for their expertise and/or members of associations, the working committees established to consider these matters have always provided an opportunity for teachers to collaborate.
To sodelovanje je v mnogih državah institucionalizirano, obvezna so posvetovanja s poklicnimi organizacijami ali sodelovanje v skupnih odborih za spremljanje reform.
In Lithuania, the Education Act provides for consultation with the teachers’ associations on all curricular reforms.
Ta odbor sestavlja enako število predstavnikov vlade in učiteljskih sindikalnih organizacij.
Aside from this conventional kind of individual teacher involvement, their participation has developed along two different lines in the last 30 years or so.
Predpisano sodelovanje sindikatov: z uredbo določeno obvezno posvetovanja s sindikati, najpogosteje kot sodelovanje v mešanih odborih za spremljanje reform.
The first corresponds to sometimes institutionalised collective trade union participation, and the second to steadily developing forms of large-scale consultation.
Tudi v drugih državah, kjer sodelovanje sindikatov ni predpisano kot obvezno, so imeli ti odločilno vlogo pri preoblikovanju delovnega položaja učiteljev.
Thus in the Flemish Community of Belgium, curricular reforms and, in particular, the identification of ‘final objectives’ in educational standards are discussed within the VLOR, the Flemish Committee for Education which includes representatives of the professional organisations.
V Združenem kraljestvu (Angliji in Walesu) so sporazum iz leta 2003, imenovan Boljši standard in obvladovanje delovnih obremenitev (Raising Standards and Tackling Workload), podpisali sindikati šolskih delavcev, lokalni vladni delodajalci in vlada.
Similarly, the official regulations in Bulgaria provide for participation by the trade unions in the preparation of new curricula or the development of standards for pupil assessment.
Skupaj so ugotovili, da so se zaradi pritiskov na šole, da izboljšajo standard, pojavile resne težave s pretirano obremenitvijo učiteljev. To je močno vplivalo na pridobivanje novih učiteljev, na zadržanje zaposlenih in na njihovo delovno voljo.
Cyprus has also established institutionalised consultation in this area since 2003.
V sporazumu je vrsta pomembnih sprememb, ki se nanašajo na pogoje za opravljanje dela; uveljavljali so jih postopoma, tri leta od septembra 2003 naprej.
In Germany too, there are committees for curricular reform in which the unions are involved.
Med spremembe spada prenos rutinskih. upravnih in pisarniških nalog ter nadzorovanje učencev pri izpitih na drugo osebje.
In France, all curricular reforms have to be presented to the Conseil Supérieur de l’Éducation (Higher Council for Education), a joint committee with advisory status.
Učiteljem je zagotovljen čas za načrtovanje, priprave in ocenjevanje, vpeljane so omejitve za nadomeščanje odsotnih sodelavcev.
The same also applies to Luxembourg (ISCED 1) with the Grand-Duchy Education Committee.
V šolah za odrasle so vpeljali nova delovna mesta za osebje, ki pomaga pri delu učiteljev, učencem pa pri učenju.
In Norway, professional organisations are involved in developing curricula, standards and standardised assessments.
Podobno so se leta 2001 na Škotskem pogajali s sindikati o sporazumu, imenovanem Teacher's Agreement;deloma je temeljil na predlogih McCronovega odbora.
Alongside these collective forms of participation, individual consultation is also tending to develop on a substantial scale.
Položaj in delovne razmere učiteljev so v veliki večini evropskih držav skupna skrb vlade in sindikatov; pogajajo se na nacionalni ravni.
Thus in the Flemish Community of Belgium, a particular working method was introduced, in order to involve teachers more closely in the reform of the basic curriculum.
Decentralizacija in čedalje večja avtonomija sta le malo vplivali na tovrstne nacionalne ureditve, razen v državah, kot so Nemčija, Španija, Finska, Švedska (čeprav z nacionalnim minimalnim dohodkom) in Norveška.
Consultation occurs during random sampling for performance assessment of parts of the curriculum.
V najboljšem primeru so k pogajanjem povabljene še lokalne oblasti (kjer neposredno zaposlujejo učitelje).
The sample results are widely circulated and discussed with the various parties involved.
Na Danskem so pogajanja tristranska in vključujejo vlado, sindikate in predstavnike lokalnih oblasti.
Teachers are asked to voice their opinion over the Internet, and also invited to take part in conferences at which the decision-making process and adjustments to the curriculum are discussed on a regular basis.
Podobno se v Belgiji razprav o delovnem položaju učiteljev udeležujejo Ministrstvo za šolstvo v posamezni skupnosti, poklicne organizacije in oblasti ali organi, ki vodijo šolo.
In Italy this is also now customary practice, even though there are no regulations that lay down any obligation to consult teachers about curricular reform.
Decentralizaciji in šolski avtonomiji je le v redkih državah sledila tudi decentralizacija postopkov, v katerih določajo delovni položaj učiteljev.
In 1998/99 for example, general consultation on new programmes was initiated with all schools.
V nekaterih državah, ki so že dolgo decentralizirane, je opazen celo nasproten razvoj.
Similarly, all schools will test the ‘Recommendations for the Curriculum’ of 2007 for two years before the final document is drafted.
V zvezi s sodelovanjem učiteljev pri reformah kurikularnih ciljev in vsebin, je med državami precej razlik.
In Iceland, teachers are also intensively involved in policies concerned with curricular content.
Prva ustreza kolektivnemu sindikalnemu sodelovanju, ki je ponekod institucionalizirano.
For example, over 100 teachers freely expressed their individual opinions in the 1999 reform of the National Curriculum.
Tudi Ciper je leta 2003 na tem področju uvedel institucionalizirana posvetovanja. V Nemčiji imajo odbore za kurikularno reformo, v katerih sodelujejo sindikati. V Franciji morajo biti vse kurikularne reforme predložene Conseil Supérieur de l’Éducation (Višjemu svetu za izobraževanje); to je skupni odbor s svetovalnim položajem.
Similarly, at ISCED 2 in Luxembourg, the teachers’ conference in each lycée submitted its opinion on the proposed measures.
Na Norveškem poklicne organizacije ali združenja sodelujejo pri določanju kurikulumov, standardov in standardiziranju ocenjevanja.
Consultation of this kind may be decisive.
Ob teh kolektivnih oblikah sodelovanja so tudiindividualna posvetovanja v velikem razmahu.
In Estonia, for example, the reform of the National Curriculum was cancelled in 2006 following negative feedback from teachers on the subject.
Učitelje so povabili, da na spletuizrazijo svoje mnenje in sodelujejo na konferencah, na katerih se razpravlja in uradno odloča o prilagoditvah kurikuluma.
Besides the rather exclusive areas represented by working conditions and curricula, teachers also play a part in reforms that more broadly affect the functioning of the education system.
»Kurikularne predloge iz leta 2007, preden bo oblikovan končni osnutek. Tudi na Islandiji so učitelji močno vpleteni v politike, ki zadevajo kurikularno vsebino.
The manner in which they do so varies and is characterised by increasingly strong individual involvement.
Podobno so v Luksemburgu svoje mnenje o predlaganih ukrepih predložile konference učiteljev z vsakega posamičnega lycée (2. raven ISCED). Taka posvetovanja so lahko odločilna.
Figure 5.2: Teacher or trade union involvement in curricula reforms, ISCED 1 and 2, 2006/07
Slika 5.2: Sodelovanje učiteljev ali sindikatov pri kurikularnih reformah, Isced 1 in 2, 2006/07
Large-scale consultation with teachers
Nizka stopnja sodelovanja (posamezni strokovnjaki)
In the case of reforms relating neither to the working conditions of teachers nor to the curriculum, some countries generally provide for consultation with the unions, which may or may not be institutionalised.
Češka republika: Učitelji pri kurikularni reformi sodelujejo prek članov nacionalnih združenj; ta so specializirana za posamezne šolske predmete, izobrazbene ravni ali naloge po naročilu članstva.
In Spain, the 1978 Constitution provides for all players to contribute to reforms of the education system in institutionalised joint committees.
Nizka stopnja sodelovanja: Pri kurikularnih reformah sodelujejo le posamezni učitelji; upošteva se njihova posebna strokovnost ali članstvo v predmetnem združenju.
In addition to these long-standing collective patterns of consultation, an increasing number of countries seek to approach teachers individually, partly in order to involve them in the reform process as early as possible.
Pri reformah, ki niso povezane niti z delovnim položajem učiteljev niti z vsebino kurikuluma se nekatere države prav tako posvetujejo s sindikati, ne glede na to, ali je sodelovanje obvezno ali ne.
Individual participation of this kind assumes a variety of forms.
V Španiji, Franciji, Luksemburgu, Avstriji in na Cipru sodelovanje poteka v skupnih odborih ali kako drugače.
Teachers may, first of all, respond to regularly organised consultation initiatives or in large-scale surveys.
V Španiji je od leta 1978 pri vseh reformah izobraževalnega sistema z Ustavo zagotovljeno sodelovanje vseh zainteresiranih, in sicer v skupnem odboru.
Levels of Autonomy and Responsibilities of Teachersin Europe
Ravni avtonomijein odgovornost učiteljev v Evropi privzema različne oblike.
Community of Belgium when the 2005 Contract for the School was drawn up.
Tako je bilo v belgijski francoski skupnosti, ko so leta 2005 sestavili »Pogodbo za šolo«.
In France, staff from the majority of schools, as well as other players, were brought into the socalled Thélot consultation process which sought to propose various measures to reform the education system, through the organisation of an extensive public debate.
V Franciji so pritegnili šolsko osebje z večine šol, pa tudi druge zainteresirane v tako imenovani Thelotov posvetovalni postopek. Namen tega je bil predlagati različne ukrepe za preoblikovanje izobraževalnega sistema ob upoštevanju mnenj iz obširne javne razprave.
Yet the initiative resulted in no such measure in particular.
Vendar pobuda navsezadnje ni privedla do takšnih posebnih ukrepov.
Similarly in Spain, teachers across the board were consulted on the scheme known as ‘Quality Education for All and Shared by All’ for improving the performance of the education system.
Podobno so se v Španiji obširno posvetovali z učitelji o shemi, znani kot »Kakovostna izobrazba za vse in med vsemi«,s katero naj bi skupaj izboljšali uspešnost izobraževalnega sistema.
In Malta too, the 1999 reform led to a needs analysis and monitoring of its implementation.
Tudi na Malti je bilo treba analizirati reformo iz leta 1999 in spremljati njeno uresničevanje.
In Slovenia, teachers have been directly consulted on the 1996 reform of the National Curriculum so that they can express an opinion on the curriculum for their subject but also, more broadly, on the general appropriateness of the reform proposals.
Na Norveškem učitelje redno anketirajo tako o načrtovanih reformah kot o njihovi izvedbi.V Sloveniji so se z učitelji neposredno posvetovali o reformi Nacionalnega kurikuluma iz leta 1996. Posredovali so mnenja o kurikulumu za posamezne strokovne predmete, pa tudi o splošni primernosti reformnih predlogov.
In 2006, consultation was conducted more economically, with teachers asked for their comments over the Internet.
Leta 2006 so posvetovanja potekala bolj gospodarno; učitelji so svoja mnenja in predloge posredovali prek medmrežja.
Teachers are also becoming increasingly involved in the early stages of policy-making, through pilot projects which, if satisfactorily completed, will provide a basis for future reforms.
Učitelji vse bolj sodelujejo tudi v začetnih fazah oblikovanja izobraževalnih politik, in sicer v pilotnih projektih. Kadar so ti uspešni, so temelj za načrtovane reforme.
In the Flemish Community of Belgium, this idea of grass roots initiatives as a foundation for reform – teachers are perceived as sources of suggestions for future reforms – has led to the introduction of ‘pedagogical test gardens’.
V belgijski flamski skupnosti so učitelji najpomembnejši vir predlogov za prihodnje reforme. Zamisel, po kateri so pobude učiteljev »travne korenine« za prihodnje reforme, je vodila k vpeljavi tako imenovanih »pedagoških preizkusnih vrtov«.
This also applies to ‘school quality projects’ in Austria.
Podobno velja za avstrijske »projekte šolske kakovosti«.
Since 1988 in France, Projets d’Action Éducative (PAE, or educational action schemes) have become common practice.
Leta 1998 so v Franciji Projets d’Action Educative (PAE ali projektne izobraževalne akcije) postali splošna praksa.
Each year, schools submit innovative project proposals which may be considered for funding by the regulatory authorities. Finland is also mobilising teachers at an early stage through pilot projects and participation in research that may provide a basis for future reforms.
Šole vsako leto predložijo v odobritev inovativne projektne predloge, ki jih oblasti upoštevajo pri dodeljevanju denarnih podpor.Tudi na Finskem mobilizirajo učitelje že na bolj zgodnjih stopnjah, in sicer s pilotnimi projekti in sodelovanjem v raziskavah, ki so lahko temelji prihodnjih reform.
Thus even though their involvement in research is not obligatory, many Finnish teachers are taking part in these activities run by universities, the Ministry of Education and the Finnish National Board of Education.
Mnogi učitelji sodelujejo v raziskavah, ki jih vodijo univerze, Ministrstvo za šolstvo in Finski nacionalni odbor za izobraževanje, čeprav to zanje ni obvezno.
In Norway, the Demonstration School System established since 2002 has sought to make the most of experimentation undertaken freely by schools.
Na Norveškem Demonstracijski šolski sistem,vpeljan leta 2002, poskuša čim večkrat upoštevati dognanja iz poskusov, ki so jih svobodno izvedle posamezne šole.
Where experiments are successful, schools may become places for observation and training: 58 schools are taking part in this project and receiving subsidies specifically for it.
Če se poskusi izkažejo za uspešne, šole lahko postanejo izvajalke usposabljanj. V tem projektu sodeluje in za to prejema denarno podporo 58 šol.
In conclusion, over and above the commitment of teachers to their classes and schools, they contribute today in a variety of ways to education system reform processes.
Ob obveznostih, ki jih imajo učitelji v svojih razredih in šolah, na mnoge načine pomagajo tudi pri reformiranju izobraževalnih sistemov.
In the great majority of countries, they have traditionally done so through the close involvement of teacher unions in the joint development of education policies.
V veliki večini držav pri družnem oblikovanju izobraževalnih politik že tradicionalno sodelujejo učiteljski sindikati.
This system of participation is still highly instrumental in determining the status and working conditions of teachers.
Njihovo sodelovanje je še zmeraj zelo uporabno pri opredeljevanju položaja in delovnih razmer za učitelje.
Beyond this area, which is the preserve of union activity, the desire to involve teachers early on in reform processes has led to the development of many different forms of individual participation, including wide-ranging consultation, surveys and pilot projects, etc.
Poleg tega področja, ki je v domeni sindikatov, pa je želja, da bi učitelje pritegnili k sodelovanju že na začetku reformnih procesov, vodila k razvitju številnih oblik individualnega sodelovanja. Mednje spadajo obsežna posvetovanja, raziskave, pilotni projekti in druge.
These fresh efforts to mobilise teachers satisfy a twofold objective: first, to obtain from them, as grass-roots practitioners, ideas for reforms that correspond more closely to the realities of school and, secondly, to limit their resistance to reforms decided on unilaterally in accordance with top-down policies.
Države se trudijo pritegniti učitelje k sodelovanju, da bi zadostile dvema ciljema: prvič, da bi jim učitelji kot praktiki posredovali zamisli za reforme, ki bi bolj ustrezale dejanskostim šole, in drugič, da bi omejili njihovo nasprotovanje reformam, oblikovanim enostransko in skladno s politikami, ki odločajo »od zgoraj navzdol«.
As emphasised in the first chapter, the visible expansion in the activities of teachers has rarely been attributable to structured analysis of the specific features of their profession.
Kot je poudarjeno v prvem poglavju, so bile pri očitnem širjenju delovnega področja učiteljev le redko upoštevane natančne in razčlenjene analize o posebnih značilnostih njihovega poklica.
In most cases, a variety of laws – those concerned with developing curricular aims and content, with working conditions and continuing professional development, etc. – have cumulatively resulted in piecemeal reform of teaching activity.
Ponavadi se je vrsta zakonov – o razvoju kurikularnih ciljev in vsebin, delovnem položaju učiteljev, stalnem strokovnem razvoju itd. – kopičila in postopno preoblikovala pedagoško delo.
In the vast majority of European countries, therefore, this gradual broadening of their remit has not been accompanied by an automatic parallel trend in structured accountability and control.
V večini evropskih držav ob nenehnem širjenju delovnega področja učiteljev niso bile samodejno in sočasno razčlenjene niti njihove odgovornosti niti nadzor.
The implementation of appraisal mechanisms but also of incentives appears in general to be chronologically out of step with the increase in the range of teachers’ responsibilities.
Zdi se, da je bila glede na povečan obseg odgovornosti učiteljev vpeljava ocenjevalnih postopkov in spodbud v splošnem zapoznela.
While there has thus been no automatic relation between the assignment of new responsibilities and evaluation of how they are exercised, a gradual increase in the monitoring of teaching activity has become apparent in the last 20 years.
Čeprav širjenje učiteljevih nalog in ocenjevanje njihove izvedbe nista samodejno povezana postopka, v zadnjih dvajsetih letih opažamo, da se pedagoška dejavnost čedalje bolj spremlja in ocenjuje.
This growing accountability has four main features.
Ugotavljanje odgovornosti učiteljev ima štiri glavne značilnosti.
First, it occurs in varied forms, ranging from conventional external individual inspection focused on processes to school selfevaluation, including an analysis of teaching activity, and internal evaluation interviews conducted by the school head (section 1).
Najprej, pojavlja se v mnogih oblikah: od običajnih zunanjih individualnih inšpekcij, v katerih se preverjajo postopki, do šolske samoevalvacije z analizami pedagoške dejavnosti in notranjimi ocenjevalnimi pogovori, ki jih vodi šolski ravnatelj (1. podpoglavje).
Next, these forms of evaluation have been characterised by the analysis of results, alongside the observations and descriptions of processes (section 2).
Nadalje, opisom in opazovanju učiteljevega ravnanja se je pridružila analiza rezultatov (2. podpoglavje). Tretja značilnost: pojavilo se je kolebanje med individualno in kolektivno evalvacijo.
A third feature is that evaluation currently seems to be oscillating between its collective and individual dimensions.
Devetdeseta leta prejšnjega stoletja so omembe vredno razširila šolsko avtonomijo.
The 1990s were noteworthy for the broadening of school autonomy and the growing accountability of school teaching staff with few implications for the actual players whereas, since the middle of the present post-2000 decade, there has been a strengthening of individual accountability mechanisms that may have considerable consequences for them (section 3).
Povečala se je kolektivna odgovornost šolskega pedagoškega osebja, avtonomija pa ni vplivala na ravnanje posameznikov. V tem desetletju pa se krepijo mehanizmi za ugotavljanje individualne odgovornosti (3. podpoglavje).
Finally, this expansion in the range of responsibilities assigned to teachers and the development of accountability measures have not in the majority of countries been associated with the corresponding development of incentives (section 4).
Zadnja značilnost: kaže, da hkrati s širitvijo odgovornosti učiteljev in razvojem ukrepov za ugotavljanje odgovornosti v večini držav niso bile vpeljane tudi ustrezne spodbude (4. podpoglavje).
Accountability of teachers: varied forms of evaluation
Ugotavljanje odgovornosti učiteljev: razne oblike evalvacije
Because the work of teachers is today viewed both in individual terms – the activity of qualified professionals – and from a collective standpoint – the results achieved by the teaching staff team at a school – the methods used to monitor this activity now inevitably vary.
Zdaj opazujemo individualno delo učiteljev – kot dejavnost usposobljenih strokovnjakov – in njihovo kolektivno delo – rezultate skupine učiteljev na posamezni šoli –, zato so postopki spremljanja teh dejavnosti neizogibno različni.
Figure 6.1: Official methods for the individual or collective evaluation of teachers, ISCED 1 and 2, 2006/07
Slika 6.1: Uradni postopki za individualno in kolektivno evalvacijo učiteljev, ISCED 1 in 2, 2006/07
Teacher inspection on an individual or collective basis
Individualna ali kolektivna inšpekcija učiteljev
Individual evaluation by school heads
Individualna evalvacija, ki jo izvaja šolski ravnatelj
Individual evaluation by peers
Individualna evalvacija med sodelavci
Denmark: Individual schools might have their own procedures for evaluating teachers but no official regulations exist.
Dodatne opombe Danska: Posamezne šole imajo lahko za učitelje svoje evalvacijske postopke, uradnih predpisov o tem pa ni.
Spain: A scheme for performance-based individual evaluation is under discussion.
Španija: Razpravljajo o tem, da bi uvedli shemo za evalvacijo individualne delovne uspešnosti.
As regards self evaluation, teachers evaluate their own general practice in some schools (internal evaluation plan).
S samoevalvacijo učitelji na nekaterih šolah ocenjujejo svoje delo (imajo notranji evalvacijski načrt).
Explanatory note School self-evaluation includes a global evaluation of teachers at the school concerned.
Islandija: Vsaka posamezna šola vpelje svoje samoevalvacijske postopke in sama odloča o tem, ali bo ocenjevala delo učiteljev in kako.
First, many countries have continued to provide for the inspection of teachers conducted by specialist inspectorates from outside the schools concerned. These inspectorates may report to the national authorities as in France, or to the regional authorities responsible for education, as in Germany, Spain or Austria.
Mnoge države vztrajajo pri inšpekciji učiteljev; izvajajo jo zunanji izvedenski inšpektorati.Ti lahko, tako kot v Franciji, poročajo nacionalnim oblastem ali, kot v Nemčiji, Španiji in Avstriji, regionalnim oblastem, odgovornim za izobraževanje.
In some countries, such as Sweden, both local and national authorities carry out inspections.
V nekaterih državah, na primer na Švedskem, nadzirajo lokalne in nacionalne oblasti.
While inspection of this kind has long been customary practice within education systems, the present period appears to be witnessing a rise in the frequency with which it is carried out and a broadening of its possible consequences.
Čeprav so ti nadzori v izobraževalnih sistemih dolgoletna splošna praksa, so zdaj dosti pogostejši in vplivnejši.
Teaching activity may also be monitored by means of self-evaluation.
Pedagoško delo se spremlja tudi s samoevalvacijo.
This form of accountability has developed since the mid-1990s.
Ta oblika ugotavljanja odgovornosti se razvija šele od sredine devetdesetih let prejšnjega stoletja.
It may be regarded as a first stage in the appraisal of teachers and not accompanied by any form of external evaluation.
Lahko jo razumemo kot prvo stopnjo ocenjevanja učiteljev, ki je ne spremlja nobena oblika zunanjega ocenjevanja.