natgillin/translations-raw huggingface dataset:
In Finland, the external evaluation body (FINHEEC) usually undertakes a followup evaluation after three years.
Na Finskem telo za zunanjo evalvacijo (FINHEEC) navadno po treh letih opravi naslednjo evalvacijo.
Figure 4.1: Possible consequences of external and internal evaluation for institutions/programmes providing initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 4.1: Možne posledice zunanje in notranje evalvacije za institucije/programe za začetno izobraževanje učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Consequences of external evaluation: Impact on (re-)accreditation Impact on funding
Posledice zunanje evalvacije: vpliv na (ponovno) akreditacijo vpliv na financiranje izvajanje načrta za izboljšanje institucije,če so rezultati slabi nova evalvacija, če so rezultati slabi
Consequences of internal evaluation:
Posledice notranje evalvacije:
Implementation of a plan for improvement by the institution
2 izvajanje načrta za izboljšanje institucije
Consequences of external evaluation: Impact on (re-)accreditation Impact on funding
Posledice zunanje evalvacije: vpliv na (ponovno) akreditacijo vpliv na financiranje
Fresh evaluation in the event of poor results
> > izvajanje načrta za izboljšanje institucije,če so rezultati slabi nova evalvacija, če so rezultati slabi UT C b PT P b Z R Z S
Implementation of a plan for improvement by the institution
Posledice notranje evalvacije:izvajanje načrta za izboljšanje institucije
Initial teacher education abroad No regulations or no reference included in them
Začetno izobraževanje učiteljev v tujini Ni urejeno s predpisi.
Compulsory Recommended or optional
Obvezno Priporočljivo ali izbirno
Belgium (BE de): The figure relates solely to the evaluation of institutions providing initial teacher education for primary education.
Dodatne opombe (Preglednica 3.4)Belgija (BE de): Tabela velja samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
For general secondary education, teacher education is provided outside the Community.
Začetno izobraževanje učiteljev za splošno sekundarno izobraževanje se izvaja zunaj skupnosti.
Czech Republic: In the case of external evaluation: (1) relates to the evaluation of institutions, and (2) to the evaluation of programmes.
Češka republika: Pri zunanji evalvaciji: (1) velja za evalvacijo institucij, (2) pa za evalvacijo programov.
In the case of internal evaluation: (1) relates to the annual evaluation, and (2) to evaluation that occurs prior to external evaluation. Denmark: The information regarding internal evaluation only relates to universities.
Pri notranji evalvaciji: (1) velja za letno evalvacijo, (2) pa za evalvacijo, ki poteka pred zunanjo evalvacijo.Danska: Podatki o notranji evalvaciji veljajo samo za univerze.
Germany: (1) relates to the external and internal evaluation of universities or teacher training colleges which offer bachelor’s and master’s programmes, and (2) to external and internal evaluation of universities, teacher training colleges and teacher training institutes (Studienseminare). Greece: The information relates to the law on quality assurance in higher education issued in August 2005.
Nemčija: (1) velja za zunanjo in notranjo evalvacijo univerz in institucij za izobraževanje učiteljev, ki izvajajo programe tipa bachelor in master, (2) pa za zunanjo in notranjo evalvacijo univerz, institucij za izobraževanje učiteljev in inštitutov za izobraževanje učiteljev (Studienseminare).Grčija: Podatki se nanašajo na zakon o zagotavljanju kakovosti v visokem šolstvu, sprejet avgusta 2005.
Cyprus: The figure relates solely to the evaluation of colleges providing initial teacher education for primary education. Luxembourg: For secondary education, the general component of teacher education has to be undertaken abroad.
Ciper: Tabela velja samo za evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Luksemburg: Splošni del izobraževanja učiteljev za sekundarno stopnjo poteka v tujini.
Malta: A plan for improvement is usually implemented after an internal evaluation.
Malta: Po notranji evalvaciji se običajno izdela načrt izboljšav.
Austria: External and internal evaluation usually lead to the implementation of an improvement plan and may have an impact on funding. United Kingdom: The information relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Avstrija: Zunanja in notranja evalvacija navadno vodita do načrta izboljšav in lahko vplivata na nanciranje.Združeno kraljestvo: Podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, in ne za evalvacijo visokega šolstva na splošno.
United Kingdom (NIR): The Department of Education takes advice on accreditation matters from the inspectorate as appropriate.
Združeno kraljestvo (Severna Irska): Inšpektorat ustrezno svetuje ministrstvu za šolstvo glede akreditacije.
Iceland: (1) relates to the internal evaluation of higher education programmes that occurs prior to external evaluation, and (2) to regular evaluation of higher education institutions.
Islandija: (1) velja za notranjo evalvacijo visokošolskih programov, ki poteka pred zunanjo evalvacijo, (2) pa za redno evalvacijo visokošolskih institucij.
In the majority of countries, the findings of external evaluation provide the basis for a decision regarding the (re-)accreditation of institutions or programmes.
V večini držav so ugotovitve zunanje evalvacije podlaga za odločanje o (ponovni) akreditaciji institucij in programov.
This means determining whether or not an institution may be officially recognised as satisfying the conditions required by accreditation standards.
To pomeni odločitev o tem, ali se neki instituciji uradno prizna, da izpolnjuje pogoje, zahtevane v standardih za akreditacijo, ali ne.
A reaccreditation procedure generally implies that new teacher education programmes or institutions are initially accredited for a fixed period of time (see Figure 2.6), on the expiry of which this accreditation is subject to review on the basis of a fresh evaluation.
Postopek ponovne akreditacije navadno pomeni, da nove programe ali institucije za izobraževanje učiteljev najprej akreditirajo za določen čas (glejte Preglednico 2.6); ko ta preteče, je akreditacijo treba preveriti na podlagi ponovne evalvacije.
The evaluation results are therefore used to take a major decision regarding institutions and their entitlement to provide teacher education and award the corresponding qualifications, and to obtain public funding.
Rezultati evalvacije se torej uporabljajo za pomembne odločitve o institucijah in njihovi pravici do izvajanja izobraževanja učiteljev in podeljevanja ustreznih kvalikacij ter o pravici do javnega financiranja.
Theoretically, if the results are poor, a programme may be discontinued or an institution closed.
Načelno bi zaradi slabih rezultatov lahko ukinili program ali zaprli institucijo.
In Lithuania, the United Kingdom (England and Wales) and Norway, there are forms of external evaluation whose main purpose is not to underpin a (re-)accreditation process, but which provide results that are used in a secondary way to inform accreditation decisions regarding teacher education programmes or institutions.
V Litvi, Združenem kraljestvu (v Angliji in Walesu) ter na Norveškem poznajo oblike zunanje evalvacije, katere glavni namen ni podpreti proces (ponovne) akreditacije, ampak njene rezultate dodatno uporabiti za argument pri odločanju o akreditaciji programov ali institucij za izobraževanje učiteljev.
In Lithuania, evaluations conducted by the centre for quality assessment in higher education are geared as a priority to enhancing quality, but their results also feed into a (re-)accreditation process.
V Litvi je evalvacija, ki jo opravlja center za ocenjevanje kakovosti v visokem šolstvu, namenjena predvsem izboljšanju kakovosti, vendar pa njene rezultate uporabijo tudi pri (ponovni) akreditaciji.
In the United Kingdom (England and Wales), one of the purposes of inspection is to check compliance with requirements.
V Združenem kraljestvu (v Angliji in Walesu) je eden od namenov inšpekcije preveriti skladnost z zahtevami.
If an (Ofsted or Estyn) inspection finds that the provision does not comply with accreditation requirements, this would be the trigger for the Training and Development Agency for Schools (England) or the Higher Education Funding Council (Wales) to consider starting withdrawal of accreditation.
Če inšpekcija (Ofsted ali Estyn) ugotovi, da izvedba ne ustreza akreditacijskim zahtevam, je to za agencijo za usposabljanje in razvoj šol (Training and Development Agency for Schools) v Angliji ali za svet za financiranje visokega šolstva (Higher Education Funding Council) v Walesu vzrok za razmislek o začetku postopka za odvzem akreditacije.
In Norway, the agency for quality assurance in education evaluates all higher education institutions on a regular basis.
Na Norveškem agencija za zagotavljanje kakovosti v izobraževanju redno evalvira vse visokošolske institucije.
If the results are not satisfactory, the institution concerned may continue to offer its existing programmes but may not introduce any new ones until it has improved its performance.
Če rezultati niso zadovoljivi, lahko taka institucija še naprej izvaja obstoječe programe, vendar ne sme uvesti nobenih novih, dokler ne izboljša svojega dela.
The findings of external evaluation may also provide a basis for initiating a possible reaccreditation procedure.
Ugotovitve zunanje evalvacije so lahko tudi podlaga za uvedbo morebitnega postopka ponovne akreditacije.
To date, programmes for teacher education have not been the subject of such a procedure.
Do zdaj ta postopek v programih za izobraževanje učiteljev še ni bil izveden.
In countries with (re-)accreditation procedures, if the findings of external evaluation result in refusal to (re-)accredit programmes or institutions, this decision may have a bearing on the public funding they are awarded.
V državah, kjer poznajo postopke (ponovne) akreditacije, lahko odločitev, da zaradi ugotovitev zunanje evalvacije odklonijo (ponovno) akreditacijo programov ali institucij, vpliva na javna finančna sredstva, ki jih prejemajo.
When a programme is concerned, funding is generally reorganised within the institution concerned, and its amount may remain stable.
Pri programih se financiranje običajno prerazporedi v instituciji, znesek pa ostane enak.
However, in Spain and Sweden, the accreditation procedure cannot affect funding in any way.
V Španiji in na Švedskem pa akreditacijski postopki v nobenem primeru ne vplivajo na financiranje.
The level of funding may also vary in accordance with the level of quality observed during external evaluation, as for example in the case of the United Kingdom (England and Wales).
Višina financiranja se prav tako lahko spreminja v skladu z ravnijo kakovosti, ugotovljeno med zunanjo evalvacijo, na primer v Združenem kraljestvu (v Angliji in Walesu).
The German-speaking Community of Belgium, the Czech Republic, Germany (in certain Länder), France and Portugal provide examples of external evaluation whose results are not used during any accreditation process but which may have an impact on the funding of institutions or programmes.
V nemško govoreči skupnosti Belgije, Češki republiki, Nemčiji (v nekaterih deželah), Franciji in na Portugalskem se rezultati zunanje evalvacije ne uporabljajo v procesu akreditacije, lahko pa vplivajo na financiranje institucij ali programov.
In the event of unfavourable evaluation in the German-speaking Community of Belgium, the institution concerned may have to repay the public funding awarded to it for operational purposes.
V nemško govoreči skupnosti Belgije se lahko zgodi, da mora institucija, če je evalvacija neugodna, vrniti javna sredstva, ki jih je prejela za delovanje.
The teacher education institutions in France (Instituts universitaires de formations des maîtres – IUFMs) are evaluated by various bodies (see the annex).
V Franciji inštitute za izobraževanje učiteljev (Instituts universitaires de formations des maîtres – IUFM) evalvirajo različna telesa (glejte prilogo).
The results of these evaluations are taken into account notably during negotiations to renew the four-year public funding contract.
Rezultati teh evalvacij se še posebno upoštevajo pri pogajanju za obnovitev štiriletnih pogodb o javnem financiranju.
In all countries where the use of the results of external evaluation is regulated, a decision is normally taken to arrange for followup when an institution or programme does not satisfy all required quality standards.
V vseh državah, kjer je uporaba rezultatov zunanje evalvacije urejena s predpisi, je po navadi predvideno tudi nadaljnje spremljanje, če institucija ali program ne ustrezata vsem zahtevanim standardom kakovosti.
This generally involves an obligation on the part of the institution to draw up a plan for improvement and fresh external evaluation after a given period of time, which varies from one country to the next.
To navadno pomeni, da mora institucija pripraviti načrt izboljšav in po nekem obdobju, ki je v različnih državah različno dolgo, opraviti ponovno zunanjo evalvacijo.
In Germany and France, the followup is optional.
V Nemčiji in Franciji nadaljnje spremljanje ni obvezno.
In Greece and Iceland, the sole consequence of external evaluation for institutions is the implementation of a plan for improvement.
V Grčiji in na Islandiji pa je edina posledica, ki jo ima zunanja evalvacija za institucije, priprava načrta izboljšav.
In most countries where the results of external evaluation are used to inform (re-)accreditation decisions, conditional or temporary accreditation may be awarded in the case of non-compliance with accreditation requirements.
V večini držav, kjer rezultate evalvacije uporabljajo kot podlago za odločitve o (ponovni) akreditaciji, lahko podelijo pogojno ali začasno akreditacijo, če akreditacijski pogoji niso izpolnjeni.
This conditional accreditation is usually delivered for two or three years, and a followup is organised in the meantime.
Pogojno akreditacijo običajno podelijo za dve leti ali tri leta, medtem pa spremljajo delo institucije ali izvajanje programa.
In the Czech Republic, if the accreditation awarded to study programmes is subject to certain conditions, the faculty has to submit (generally within two years) a report on the fulfilment of imposed conditions.
V Češki republiki mora fakulteta (navadno v dveh letih) predložiti poročilo o izpolnjevanju naloženih pogojev, če je bila akreditacija študijskih programov podeljena pogojno.
In Latvia, a study programme may receive temporary accreditation (for two years) only once.
V Latviji lahko začasno akreditacijo za študijski program podelijo samo enkrat (za dve leti).
In the event of poor results in Hungary, the accreditation commission may propose that the minister of education should withdraw the entitlement of an institution to award qualifications for a given period and check that the necessary measures have been introduced.
Na Madžarskem lahko komisija za akreditacijo zaradi slabih rezultatov ministru za šolstvo predlaga, da instituciji začasno odvzame pravico podeljevanja diplom in preveri, ali so bili uvedeni potrebni ukrepi.
In the case of conditional accreditation in Poland, institutions for teacher education have to implement a plan for improvement immediately, while the deadline for a fresh evaluation is established by the top-level education authorities.
Na Poljskem morajo institucije za izobraževanje učiteljev pri pogojni akreditaciji takoj začeti uresničevati načrt izboljšav, rok za ponovno akreditacijo pa določijo šolske oblasti na najvišji ravni.
As regards internal evaluation, regulations allow for the formulation of a plan for improvement in most countries. The latter is compulsory in Belgium (the German-speaking Community), the Czech Republic (for annual internal evaluation), Denmark, Greece, Spain, Ireland, Lithuania, Poland, the United Kingdom (Scotland), Iceland (for the evaluation that occurs prior to external evaluation), Norway and Bulgaria.
Predpisi o notranji evalvaciji v večini držav predvidevajo načrt izboljšav, ki je obvezen v Belgiji (v nemško govoreči skupnosti), Češki republiki (pri letni notranji evalvaciji), na Danskem, v Grčiji, Španiji, na Irskem, v Litvi, na Poljskem, v Združenem kraljestvu (na Škotskem), na Islandiji (pri evalvaciji, ki se opravi pred zunanjo evalvacijo), na Norveškem in Bolgariji.
A plan of this kind is recommended in the French Community of Belgium, Germany, Estonia, Slovakia and Romania, and is optional in Italy.
Tak načrt je priporočljiv v francoski skupnosti Belgije, Nemčiji, Estoniji, na Slovaškem in v Romuniji, v Italiji pa neobvezen.
In around ten countries, institutions practise internal evaluation for which no regulations concerning a plan for improvement are issued.
V približno desetih državah institucije opravljajo notranjo evalvacijo, za katero niso bili sprejeti nobeni predpisi o načrtu izboljšav. Vzrok za to je avtonomija institucij.
In France, Cyprus, Slovenia and Iceland, this internal evaluation is recommended and/or only sparingly regulated.
V Franciji, na Cipru, v Sloveniji in na Islandiji je taka notranja evalvacija priporočena in le okvirno zakonsko urejena.
The lack of regulations about a plan for improvement also concerns compulsory internal evaluations that occur prior to external evaluation (the Flemish Community of Belgium, the Czech Republic, Latvia, Hungary, the Netherlands and Portugal) as well as annual internal evaluations (Latvia in the case of study programme evaluation, Hungary and Sweden).
Nobenega načrta izboljšav po obvezni notranji evalvaciji ne predpisujejo v flamski skupnosti Belgije, v Češki republiki, Latviji, na Madžarskem, Nizozemskem in Portugalskem. Načrta izboljšav pred vsakoletno notranjo evalvacijo tudi ne predpisujejo v Latviji (pri evalvaciji študijskih programov), na Madžarskem in Švedskem.
In the United Kingdom (England, Wales and Northern Ireland), there are no regulations concerning either a plan for improvement or the many other aspects of internal evaluation, which does not mean that such plans are not implicitly recommended.
V Združenem kraljestvu (v Angliji, Walesu in Severni Irski) ni nobenih predpisov o načrtih izboljšav in o številnih drugih vidikih notranje evalvacije, kar ne pomeni, da ti načrti posredno niso priporočeni.
In the majority of countries, the results of internal evaluation are also generally taken into account during external evaluation (see Figure 2.5), and in the case of poor results may represent one of the elements which prompt further external evaluation.
V večini držav rezultate notranje evalvacije običajno upoštevajo pri zunanji evalvaciji (glejte tudi Preglednico 2.5). Pri slabih rezultatih so lahko ena od spodbud za nadaljnjo zunanjo evalvacijo.
In Germany, external evaluation is not compulsory.
V Nemčiji zunanja evalvacija ni obvezna.
The management of universities or teacher training colleges – or the minister of education in the case of training institutes (Studienseminare) – are entitled to request an external evaluation if they consider this to be necessary in light of the internal evaluation results.
Uprave univerz ali pedagoških fakultet oziroma minister za izobraževanje, ko gre za inštitute za izobraževanje učiteljev (Studienseminare), imajo pravico zahtevati zunanjo evalvacijo, če menijo, da je glede na rezultate notranje evalvacije potrebna.
Publication and availability of findings
Objava in dostopnost evalvacijskih ugotovitev
Beyond the ‘initial’ use of evaluation results which may directly affect the institutions (see Section 4.1), these findings may also be released for information to various players involved in the activities of the institutions or to the general public.
Poleg primarne uporabe rezultatov evalvacije, ki ima lahko neposreden vpliv na institucije (glejte poglavje 4.1), se lahko te ugotovitve posredujejo tudi različnim akterjem, vpletenim v dejavnosti institucij, ali širši javnosti.
Regulations on the publication of individual external evaluation results for each institution or programme are very common.
Predpisi o objavljanju rezultatov posameznih zunanjih evalvacij za vsako institucijo ali program so zelo običajni.
In 19 countries, these results are published systematically. However, systematic publication of internal evaluation results is only required in six countries (the Czech Republic for annual internal evaluation, Italy, Lithuania, Slovakia, Finland and Sweden).
V devetnajstih državah te rezultate sistematično objavljajo, sistematična objava rezultatov notranje evalvacije pa se zahteva samo v šestih državah (v Češki republiki za letno notranjo evalvacijo, Italiji, Litvi, na Slovaškem, Finskem in Švedskem).
In Spain and Latvia, the publication of the results of external and internal evaluations is optional.
V Španiji in Latviji je objava rezultatov zunanje in notranje evalvacije neobvezna.
In Spain, the institution evaluated decides whether the results are to be published.
V Španiji se ocenjevana institucija sama odloči, ali bo objavila rezultate.
In Slovenia and the United Kingdom (Scotland), the findings of external evaluation are not published as such, but they are available to the public indirectly.
V Sloveniji in Združenem kraljestvu (na Škotskem) ugotovitev zunanje evalvacije ne objavljajo, vendar so javnosti posredno dostopne.
In Slovenia, working meetings of the body responsible for external evaluation, the Council for Higher Education, are public.
V Sloveniji so delovni sestanki sveta za visoko šolstvo, ki je pristojen za zunanjo evalvacijo, javni.
Information is circulated via the press.
Informacije objavijo sredstva javnega obveščanja.
In the United Kingdom (Scotland), reports on external evaluation results are not formally published but they do go to a full meeting of the General Teaching Council for Scotland, and a record of its business is placed in the public domain.
V Združenem kraljestvu (na Škotskem) poročil o rezultatih zunanje evalvacije ne objavljajo uradno, vendar pa jih posredujejo na sestanku splošnega učiteljskega sveta za Škotsko (General Teaching Council for Scotland); zapisniki teh sestankov so javno dostopni.
In Norway, publication of the findings of internal evaluation is recommended, whereas in Germany, Greece, Hungary and the United Kingdom (Scotland) it is optional.
Na Norveškem je objava ugotovitev notranje evalvacije priporočena, v Nemčiji, Grčiji, na Madžarskem in v Združenem kraljestvu (na Škotskem) pa neobvezna.
In the majority of countries, there are no regulations or recommendations on the publication of internal evaluation results. However, it may nevertheless be common to publish these results.
V večini držav ni predpisov ali priporočil za objavo rezultatov notranje evalvacije, vendar pa je njihova objava kljub temu lahko običajna.
In Ireland, internal and external evaluation reports are published on university websites.
Na Irskem poročila o notranji in zunanji evalvaciji objavljajo na univerzitetnih spletnih straneh.
This may also be the case in Spain.
Tako je lahko tudi v Španiji.
In the other countries, the external evaluation reports may be published by the body responsible for external evaluation (Estonia, Greece, France – for the Comité national d’évaluation, Hungary, the Netherlands, Slovakia and the United Kingdom (England, Wales and Northern Ireland)) or by the ministry of education (German-speaking Community of Belgium, the Czech Republic, Poland, Portugal, Sweden, Iceland and Romania), generally on their websites, or on the website of the independent umbrella organisations for higher education institutions (Flemish Community of Belgium).
V drugih državah rezultate zunanje evalvacije objavi organ, pristojen za zunanjo evalvacijo (v Estoniji, Grčiji, Franciji – za Comité national d’évaluation –, na Madžarskem, Nizozemskem, Slovaškem in v Združenem kraljestvu /v Angliji, Walesu in Severni Irski/), ali pa ministrstvo za šolstvo (v nemško govoreči skupnosti Belgije, v Češki republiki, na Poljskem, Portugalskem, Švedskem, Islandiji in v Romuniji), ki to po navadi stori na svojih spletnih straneh ali na spletnih straneh neodvisnih krovnih organizacij visokošolskih institucij (v flamski skupnosti Belgije).