natgillin/translations-raw huggingface dataset:
This post was included in the Act on Educational Staff in 2004.
Leta 2004 je bilo vneseno v Zakon o učnem osebju.
Teachers’ assistants help pupils who have special educational needs – including immigrants, Romany children, etc. – to adapt to the school environment.
Učiteljev pomočnik pomaga učencem s posebnimi potrebami, pa tudi priseljencem, romskim otrokom ipd. – pri prilagajanju v šolsko okolje.
They also support members of the school teaching staff in their educational activities, and help them to communicate with pupils in cooperation with the latter’s legal representatives and community.
Šolskemu učnemu osebju pomaga pri drugih izobraževalnih dejavnostih, v sodelovanju z zastopniki učencev pa tudi pri sporazumevanju z njimi in skupnostjo.
In Spain too, schools with large numbers of disadvantaged pupils have since 1996 been able to secure assistance from specialist teachers, known as ‘Community Services Technical Teachers’.
V letu 1996 so v tudi Španiji tistim šolam, ki so vpisale veliko število otrok s posebnimi potrebami, zagotovili sodelovanje specializiranih učiteljev, imenovanih strokovni učitelji v javnih službah.To so strokovnjaki, ki se vključijo v pedagoški kolektiv na vsaki šoli in delajo kot posredniki med šolami in družinami.
These specialists, who join the teaching teams at each school, act as intermediaries between the schools and families concerned and are involved in controlling and monitoring absenteeism, visiting parents, and other activities.
Spremljajo prisotnosti in odsotnosti učencev pri pouku, obiskujejo starše in opravljajo še druge naloge.
Since 1977 in Italy, the integration of children with special educational needs has led to the recruitment of specialist teachers known as insegnanti di sostegno.
V Italiji je integracija otrok s posebnimi potrebami po letu 1977 vplivala na to, da so pritegnili posebne učitelje, znane kot insegnantidi sostegno.
They now number around 90,000, corresponding to one teacher for every two children.
Zdaj jih je okrog 90.000, kar pomeni en učitelj na vsaka dva učenca.
In the past few years in the United Kingdom (England) there has been a huge growth in the range and number of support staff in schools.
V preteklih nekaj letih se je v šolah v Združenem kraljestvu (Angliji) zelo povečalo število podpornega osebja.
This includes staff who are taking over tasks previously the responsibility of teachers with the aim of reducing workload, teaching assistants who, for example, provide support for special educational needs or other additional needs, and people such as learning mentors who help pupils overcome barriers to learning caused by social, emotional and behavioural problems.
Sem spadajo: osebje, ki je prevzelo poprej učiteljske naloge in s tem zmanjšalo njihovo delovno obremenitev, pomočniki učiteljev, ti npr. pomagajo pri posebnih izobraževalnih in drugih potrebah, in ljudje, kot so učni mentorji; ti pomagajo učencem, da premagajo ovire zaradi socialnih, čustvenih in vedenjskih težav.
Chapter 1: The Political Context andthe Development ofthe Teaching Profession
Prvo poglavje: Političnikontekstinrazvoj učiteljskega poklica
Despite the many different causes, the institutional patterns adopted to broaden teaching responsibilities are fairly similar from one country to the next.
V drugih državah je na spremembam v učiteljskem poklicu dejansko vplival le en dejavnik. Tak primer so reforme, ki so jih sprejeli zato, da bi povečali uspešnost delovanja izobraževalnega sistema.
With few exceptions, the decision to increase the range of responsibilities exercised by professionally qualified teachers has in most cases been taken at national (or top) level, even in countries with decentralised institutions.
Z redkimi izjemami so bile odločitve o povečanju delovnega področja strokovno usposobljenih učiteljev sprejete na nacionalni ravni (oziroma pri osrednjih oblasteh) tudi v državah z decentraliziranim šolskim sistemom.
Indeed, both the regulatory frameworks governing the organisation of curriculum development and the legislation setting out the pay and terms and conditions of employment of teachers are determined at central level in the great majority of European countries.
V veliki večini evropskih držav se predpisi, ki urejajo kuirkularne zadeve in organizacijo pouka, ter zakonodaja, ki opredeljuje položaj in delovne razmere učiteljev, sprejemajo na državni ravni.
Where local authorities or other bodies that administer schools employ teachers directly, tripartite negotiations may be held involving the Ministry of Education, the teacher unions and local authority representatives.
Kjer pa učitelje neposredno zaposlujejo lokalne oblasti ali organi, ki upravljajo šole, se lahko zadeve rešujejo s tristranskimi pogajanji med ministrstvom za šolstvo, učiteljskimi sindikati in predstavniki lokalnih oblasti.
It is therefore through compliance with these national frameworks – which the unions perceive as safeguards – that local authorities or schools may reform the status of teachers and the precise scope of their activity.
Lokalne oblasti ali šole lahko spreminjajo položaj in delovno področje učiteljev, če je to skladno z nacionalnimi okviri; te imajo sindikati za jamstvo pravic članstva.
The position of certain countries such as Sweden, Finland or Spain contrasts somewhat with these highly centralised processes for transferring responsibilities.
Položaj v določenih državah, kot so Švedska, Finska ali Španija, je nekoliko drugačen od centraliziranih postopkov prenašanja odgovornosti od zgoraj navzdol.
Indeed, the regional and local authorities in those countries, which now play a major role in their education systems, are very much involved in determining the whole range of activities performed by teachers excluding of course any contribution they may make to the curriculum, for which the national (or top-level) authorities remain wholly or partially responsible in all European countries.
V teh državah so lokalne in regionalne oblasti, ki imajo zdaj pomembno vlogo v izobraževalnih sistemih, vsekakor močno vpletene v določanje delovnega področja učiteljev. Izjema je le sodelovanje učiteljev pri opredeljevanju kurikularnih zadev; te so v vseh evropskih državah v celoti ali v večjem delu v pristojnosti najvišjih šolskih oblasti.
Aside from the foregoing exceptions, teaching activity is thus still regulated almost everywhere by national or central level authorities.
Ureditev pedagoških vidikov delovanja šol je, razen pri omenjenih izjemah, večinoma v posebni pristojnosti nacionalnih ali osrednjih oblasti.
However, in spite of this, such regulation is not necessarily incorporated within a well-ordered legal framework.
Kljub temu pa ta vprašanja niso vselej ustrezno urejena v šolski zakonodaji.
Very few countries – the Netherlands, Portugal and the United Kingdom – have undertaken a full enquiry into the role of teachers leading to radical reform of their status and working conditions.
Le redke države ali regije (Nizozemska, Portugalska in Združeno kraljestvo) so pred vpeljavo radikalnih sprememb položaja in delovnih razmer učiteljev temeljito proučile njihovo vlogo.
In most cases, the current changes stem from the steady accumulation of a succession of laws each laying down fresh responsibilities without initiating any thorough discussion of what constitutes the essence of the teaching profession.
Spremembe, ki jih uveljavljajo zdaj, se preprosto dodajajo prejšnjim spremembam v posamičnih predpisih, od katerih vsak ureja le določene vrste obveznosti. Poglobljene razprave o tem, kaj naj bi bilo bistvo učiteljskega poklica, pa ni.
Certain Nordic countries, such as Sweden, which have devolved broad responsibilities for teacher management to the municipalities, stand in contrast to this steady accumulation of regulations and are noteworthy for the autonomous status of their regional and local authorities.
Posebej je treba omeniti avtonomni položaj regionalnih in lokalnih oblasti v nekaterih nordijskih državah, kot je na primer Švedska, v katerih so prenesli pristojnosti upravljanja pedagoškega osebja na občine, in kjer ne urejajo učiteljskih obveznosti s kopičenjem predpisov.
However, the situation seems to be changing in some countries in which teacher management is being addressed in increasingly holistic terms.
Kaže pa, da se v nekaterih državah, v katerih celoviteje urejajo upravljanje pedagoškega osebja, položaj vendarle spreminja na bolje.
One example is Spain which since 2006 has been taking action to reform the pay and terms and conditions of employment of teachers who work at non-university levels of education, and which has prepared a draft text that was still being discussed in October 2007.
V Španiji si na primer že od leta 2006 prizadevajo za novo ureditev plač, časa in delovnih razmer učiteljev, zaposlenih v preduniverzitetnem izobraževanju. Pripravili so besedilo osnutka zakona; oktobra 2007 je bilo še v razpravi.
One may also cite France which in 2007/08 convened the socalled Pochard Commission to give further consideration to the working conditions of teachers.
Omenimo lahko tudi Francijo; ta je v šolskem letu 2007/08 oblikovala tako imenovano Pochardovo komisijo z nalogo, da prouči delovne razmere učiteljev.
Similarly, a broadly-based research project in the Czech Republic between 2007 and 2011 is seeking to understand the development of the profession and focusing on issues that relate to the conditions of employment and status of teachers.
Podobno z obsežnim raziskovalnim projektom na Češkem med letoma 2007 in 2011 proučujejo razvoj poklica in posebno pozornost posvečajo zaposlitvenim razmeram in položaju učiteljev.
Finally in Liechtenstein, the Ministry of Education and Science very recently decided to consider this issue, in response to a request by the teacher unions, and to carry out an investigation based on detailed surveys of the tasks and duties of teachers.
Končno, tudi v Lihtenštajnu se je Ministrstvo za šolstvo in znanost nedavno odločilo proučiti to vprašanje, in sicer kot odgovor na zahteve učiteljske zveze, ter preiskati in natančno pregledati naloge in obveznosti učiteljev.
The relations that are bound to exist between status, responsibilities, remuneration, autonomy and accountability are central to this general discussion.
Osrednja tema razprav so bile tesne povezave med poklicnim položajem, učiteljevimi obveznostmi, plačilom, avtonomijo in odgovornostjo.
In most cases, they are developed as part of broader reforms in the status of civil servants, or under pressure from the unions, which view them as a suitable platform for clarifying the responsibilities of teachers in a way consistent with their remuneration.
Veliko je primerov, ko se o statusnih vprašanjih učiteljev razpravlja ob obsežnejših spremembah položaja javnih uslužbencev ali na pobudo sindikatov; ti razprave jemljejo kot primerno izhodišče za utrditev povezave med odgovornostjo učiteljev in njihovimi plačami.
This chapter discusses how far teachers can take decisions and act freely in three areas with a crucial bearing on the nature of their work.
Prvo se nanaša na odločanje o vsebinah kurikuluma, in sicer tako obveznih kot tudi izbirnih.
The first concerns decisions about what the curriculum should contain, including both its compulsory and optional components; the second relates to methods of teaching and more specifically the choice of methods, school textbooks and the basis on which pupils are grouped together for teaching purposes; the third area is that of pupil assessment, including the choice of criteria for internal assessment, decisions as to whether pupils should repeat a year, and decisions regarding the content of examinations for certified qualifications.
Drugo se nanaša na metode poučevanja, natančneje na izbiro metod, šolskih učbenikov in meril za diferenciacijo pouka.Tretje je ocenjevanje učencev in zajema izbiro meril za notranje ocenjevanje, odločitve o učenčevem ponavljanju razreda in odločitve o vsebini izpitov, ki jih morajo učenci opraviti, da si pridobijo zaključno spričevalo o pridobljeni izobrazbi.
However, teachers cannot act autonomously if schools have no autonomy in the same three key areas in the first place.
Vendar pa učitelji ne morejo ravnati avtonomno, če šole na teh treh ključnih področjih nimajo nikakršne avtonomije.
For this reason and for each area in turn, the following analysis will consider first the level of school autonomy and then whether teachers may contribute to school decision-making.
Zato bomo v nadaljevanju analizirali vsako področje glede na stopnjo avtonomije šole in šele nato proučili, koliko vpliva imajo učitelji na odločanje v šolah.
The three main players involved in taking decisions in schools are the head, the school board or council (i.e. the management body inside the school) and teachers themselves, and they may do so in any possible combination.
Trije glavni nosilci odločanja na šolah so ravnatelj, svet šole (upravni organ znotraj šole) in učitelji. Ti trije lahko odločajo o zadevah v vseh mogočih kombinacijah.
School autonomy may be said to exist at four main levels (1). The term full autonomy is used when schools take decisions within the limits of the law or the general regulatory framework for education, without the intervention of outside bodies (even if they have to consult higher authorities).
Lahko rečemo, da se v praksi pojavljajo štiri stopnje šolske avtonomije.21 Izraz popolna avtonomija se uporablja, kadar šole sprejemajo odločitve v mejah, določenih s šolskimi predpisi in brez posredovanja zunanjih teles (čeprav se morajo posvetovati z višjimi oblastmi).
Limited autonomy refers to a situation in which schools take decisions within a set of options predetermined by a higher authority for education, or obtain approval for their decisions from such an authority.
Omejena avtonomija se uporablja takrat, kadar šole odločajo v okviru nabora možnosti, ki ga je vnaprej določila višja izobraževalna oblast ali si od nje pridobijo odobritev za svoje odločitve.
Schools are said to be with no autonomy when they do not take decisions in a given area.
Šole nimajo avtonomije, kadar ne sprejemajo odločitev na danem področju.
Finally, a fourth level of autonomy is apparent in the organisational structures of some education systems.
Četrta stopnja avtonomije se pojavlja v organizacijskih strukturah le v nekaterih izobraževalnih sistemih.
In some countries, the education providers and/or local authorities may choose whether or not to delegate their decision-making powers in certain areas to schools.
V nekaterih državah se lahko lokalna oblast ali pristojni višji upravni organ odločita, da bosta delegirala svoje pristojnosti na posameznih področjih šolam oziroma pooblastila šole za sprejemanje določenih odločitev.
Where this occurs, there may be differences between schools within the country in the level and areas of responsibility delegated.
V teh primerih so v državi med šolami razlike v stopnji in področjih pooblastil, ki so jim bila delegirana.
This last possibility has few implications for teaching matters (and is thus referred to sparingly in the following sections), but it assumes greater importance when other areas of school
Zadnje sicer komaj zadeva poučevanje (in je zato v naslednjih poglavjih skromno omenjeno), je pa pomembnejše pri proučevanju32 drugih področij šolskega dela.
The present section will not seek to elaborate on this distinction, or to discuss the considerable discretion in the organisation of teaching time which is left to schools and teachers in some countries, but to indicate the part the latter are able to play vis-à-vis the curriculum.
V tem podpoglavju se ne bomo poglabljali v to razliko niti v pravico šol in učiteljev, da organizirajo pouk po lastnem preudarku, temveč bomo skušali opredeliti, kakšno vlogo lahko imajo učitelji v povezavi s kurikulumom.
Teachers have relatively little say in determining the content of the compulsory minimum curriculum, either because this does not occur in schools (see Figure 2.1a), or because – where it does – the task is mainly the responsibility of the school head (see Figure 2.1b).
Učitelji imajo relativno malo besede pri določanju vsebine obveznega dela kurikuluma. Razlog je lahko v tem, da šole sploh ne odločajo o vsebini kurikuluma (glej sliko 2.1a) ali je to predvsem ravnateljeva naloga (glej sliko 2.1b).
For more information, see Eurydice (2007) School Autonomy in Europe. Policies and Measures.
)Natančna slika, v kateri so po različnih kategorijah in področjih, o katerih razpravljamo, prikazani različni tipi avtonomije, je objavljena v dodatku.(2) Za več informacij glej: Šolska avtonomija v Evropi, politike in ukrepi; Eurydice (2007).
Figure 2.1a: School autonomy regarding the content of the compulsory minimum curriculum, ISCED 1 and 2, 2006/07
Slika 2.1a: Šolska avtonomija pri vsebini obveznega kurikuluma, ISCED 1 in 2, 2006/07 a b
Full autonomy
Popolna avtonomija
Limited autonomy
Omejena avtonomija
Belgium (BE fr, BE de): (a) refers to schools for which the Community is directly responsible and a minister is the responsible authority; (b) refers to schools in the public and private grant-aided sector.
Belgija (BE fr, BE de): (a) se nanaša na šole, za katere je skupnost neposredno odgovorna, odgovornost pa izvršuje minister; (b) se nanaša na šole v javnem in zasebnem subvencioniranem sektorju.
In the grant-aided sector, the responsible authority is deemed to be the school-based management body.
V subvencioniranem sektorju izvršuje odgovornost upravni organ na šoli.
Czech Republic: The reform of the curriculum has begun in 2007/08.
Češka republika: Reforma kurikuluma se je začela v šolskem letu 2007/08.
In 2006/07, selected schools tested their ‘School Educational Programmes’ in pilot projects based on the ‘Framework Educational Programme’.
V šolskem letu 2006/07 so na izbranih šolah s pilotnimi projekti preizkusili tako imenovane »izobraževalne programe šole«, zasnovane na »Okvirnem izobraževalnem programu«.
Lithuania: The Education Act states that teachers' associations, societies and alliances take part in developing subject content (the curriculum).
Litva: Zakon o izobraževanju določa, da združenja učiteljev, društva in zveze sodelujejo pri razvijanju predmetnih vsebin (kurikuluma).
However, teacher subject associations do not have a long-standing tradition of activity, so their participation is only now becoming more visible (for example, the alliances of teachers of Lithuanian language and literature and of mathematics teachers have contributed markedly to improving the quality of examinations in those subjects).
Vendar združenja učiteljev nimajo dolgoletne tradicije delovanja, zato njihovo sodelovanje šele zdaj postaja bolj vidno (na primer Zveza učiteljev litovskega jezika in literature in Zveza učiteljev matematike sta opazno pripomogli k izboljšanju kakovosti izpitov za te predmete).
Luxembourg: There is no autonomy at ISCED level 1.
Luksemburg: Na 1. ravni ISCED ni nobene avtonomije.
Netherlands: Every school, public or private, has its competent authority (bevoegd gezag) which may be responsible for one school (in the vernacular often referred to as eenpitters) or many schools (e.g. Ons Middelbaar Onderwijs in the province of Brabant).
Nizozemska: Vsaka šola, javna ali zasebna, ima svoj pristojni organ oblasti (bevoegd gezag); odgovoren je lahko le za eno šolo (kar po domače imenujejo eenpitters) ali za več šol (Ons Middelbaar Onderwijs v provinci Brabant).
Formally, this authority is responsible for all school activities.
Formalno je ta organ odgovoren za vse šolske dejavnosti.
In law, it will expect primary school heads to attend to everyday educational and organisational management.
Ravnatelji primarnih šol imajo po zakonu nalogo pedagoškega vodenja in vsakodnevnega organiziranja dela.
In secondary education, the law states that school heads are responsible for developing the ‘educational vision’ of the school so that its basic educational processes are consistent, for motivating and directing the staff, and for managing school finances.
Ravnatelji šol sekundarnega izobraževanja so po zakonu odgovorni za razvoj »pedagoške vizije« šole, skrbijo za konsistentnost temeljnih pedagoških procesov, za motiviranje in usmerjanje osebja ter za upravljanje šolskih financ.
The way in which teachers are involved in decision-making is at the discretion of the school.
Način sodelovanja učiteljev pri odločanju je odvisen od posamezne šole.
Romania: The content of the compulsory minimum curriculum is established at central level, through the National Curriculum Framework.
Romunija: Vsebina minimalnega obveznega kurikuluma je določena na državni ravni, in sicer z Nacionalnim kurikularnim okvirom.
New syllabuses are developed by working groups in which teachers of the relevant subject or the part of the curriculum concerned are in the majority.
Nove učne načrte razvijajo delovne skupine, v katerih so učitelji obravnavanih predmetov oziroma delov kurikuluma v večini.
These working groups come under the authority of the National Council for the Curriculum.
Delovne skupine delajo pod okriljem Nacionalnega kurikularnega sveta.
Slovenia: The general framework of the compulsory minimum curriculum is determined at central level.
Slovenija: Minimalni obvezni kurikulum z okvirnimi učnimi vsebinami je določen na državni ravni.
Subject content is described in greater detail in the textbooks that teachers are free to choose from a list drawn up in advance.
Podrobnejše vsebine predmetov so opisane v učbenikih; te učitelji izbirajo po svoji presoji s seznama vnaprej odobrenih učbenikov.
The syllabus being updated in the 2007/08 school year by the National Education Institute should give teachers slightly greater autonomy.
Učni načrti, ki jih v šolskem letu 2007/08 posodablja Zavod Republike Slovenije za šolstvo, naj bi učiteljem omogočili nekoliko večjo avtonomijo.
United Kingdom (ENG/WLS/NIR): Statutory curricula contain the minimum required for all pupils.
Združeno kraljestvo (ENG/WLS/NIR): Zakonsko predpisani kurikulumi vsebujejo le minimalno znanje, ki ga morajo vsi učenci obvladati.
They do not seek to determine the curriculum in its entirety, for which the school is responsible.
Kurikuluma ne skušajo določiti popolnoma; za dopolnitev vsebin je odgovorna posamezna šola.
In around two-thirds of the countries considered, the content of the compulsory minimum curriculum is not determined at school level, so teachers are not directly involved in devising it.
Pojem »vsebina kurikuluma« se nanaša na vsa pomembna področja učenja in na cilje, ki naj bodo doseženi, in ne na vsebino šolskih predmetov ali na predmetnike, ki jih šole prilagajajo glede na svoje potrebe.
However, when programmes are developed, teachers may be involved through representation in working groups and/or via a consultation process (see chapter 5).
Tudi če so šole popolnoma avtonomne, v vseh primerih obstajajo obsežne nacionalne smernice za določanje kurikularnih vsebin ali cilji, ki jih je treba doseči.
In France, for example, they are represented within expert groups that draft the curriculum, while their representatives (trade unions, teacher associations
V približno dveh tretjinah obravnavanih držav vsebine obveznega kurikuluma ne določajo na šoli, torej učitelji ne sodelujejo neposredno pri načrtovanju kurikularnih vsebin.
Chapter 2: Educational Provision andthe Autonomy of Teachers organised by subject) are consulted during the discussion stages.
Drugo poglavje:Izvajanje poukain avtonomija učiteljev
All teachers are then always consulted (by subject) during an intermediate stage prior to the institutional consultation with the Conseil supérieur de l’Éducation (Higher Council for Education) which includes 20 tenured and auxiliary teachers working in publicsector primary and secondary education (out of 97 members in all).
Še pred posvetovanjem s Conseil supérieur de l’Éducation (Višjim svetom za izobraževanje), v katerem je izmed 97 članov tudi 20 rednih in pomožnih učiteljev iz vrst zaposlenih v javnih primarnih in sekundarnih šolah, se za mnenje povprašajo vsi učitelji predmeta, ki je v obravnavi.
In Iceland, teachers have been involved in drafting the ‘national curriculum guidelines’ for the period from 2006 to 2010.
Na Islandiji sodelujejo učitelji pri oblikovanju osnutka »nacionalnih kurikularnih smernic« za obdobje od leta 2006 do leta 2010.