natgillin/translations-raw huggingface dataset:
However, in the official documents of 11 countries, namely Belgium (the French and Germanspeaking Communities), the Czech Republic, Estonia, Spain, France, Malta, the Netherlands, Poland, Slovenia, the United Kingdom (England, Wales and Northern Ireland) and Bulgaria, the skills that pupils are meant to master in the context of citizenship education are very clearly distinguished from educational objectives.
Poudarek je na spretnostih, potrebnih za razvoj spoštovanja v odnosih z drugimi otroki in odraslimi, ki temelji na tem, da vsi pripadajo isti šoli, lokalni, nacionalni in mednarodni skupnosti.
Indeed, occasionally only the skills are specified. They are often closely linked to the aims set for separate subjects, or the one or more crosscurricular themes related to citizenship and adjusted in accordance with the age, maturity and ability of pupils.
Otroci se tudi učijo, kako ravnati v različnih položajih, v katerih se lahko znajdejo v šoli ali zunaj nje.
Citizenship Education at Schoolin Europe
Drugo poglavje − Državljanska vzgojainkurikul
In the French Community of Belgium, the competence and knowledge required of all pupils in compulsory education have been identified in accordance with the general aims set out in the ‘Missions’ Decree.
Cilji so opisani v raznih uradnih dokumentih, tudi v šolski zakonodaji, dekretih, nacionalnem kurikulu in v specičnejših dokumentih, ki opredeljujejo kurikularno vsebino za vsak predmet oziroma področje itd.
In the Germanspeaking Community of Belgium, an official document of 2003 describes separately – in addition to key subject-based competence – interdisciplinary skills that should be nurtured in several fields up to the end of lower secondary education and, in particular, skills relevant to citizenship education.
Glede na pristop v posamezni državi so lahko cilji strogo povezni s posameznim predmetom (kjer je državljanska vzgoja samostojen predmet) ali »horizontalni« (kjer je državljanska vzgoja medpredmetna tema ali integrirana v več predmetov).
In Estonia, the skills that pupils in primary and secondary education are meant to acquire from ‘education in civics’ have been identified and include understanding of the mechanisms by which society functions, the development of an attitude conducive to personal and well-reasoned judgements regarding aspects of life in society, and acquisition of the skills required for active participation in it.
Preučevanje ciljev državljanske vzgoje, podanih v uradnih dokumentih, razkrije raznolikost izrazja za vključevanje predmeta v kurikul. Najti je mogoče tudi neposredno navezovanje na nekatere pojme, kot so človekove pravice, kulturna raznolikost, strpnost, zavezanost in vrednote itd.
It draws attention to desirable pupil skills in the area of citizenship.
Te pojme smo razdelili v tri glavne kategorije ciljev (glej tudi Uvod), in sicer glede na dejavnosti, ki naj bi jih učenci obvladovali:
The document entitled Profilo Educativo, Culturale e Professionale del primo ciclo di Istruzione (6-14 anni), attached to the legislative decree of February 2004, contains a description of these skills as they relate to compulsory education.
• cilji, ki se nanašajo na razvoj politične pismenosti pri učencih (spoznavanje teorije človekovih pravic in demokracije, seznanjanje z delovanjem političnih in družbenih institucij, razumevanje kulturne in zgodovinske raznolikosti itd.);
It indicates what each ‘pupil aged 14 should know and do in order to be a citizen’.
Učenci bi morali imeti priložnost za praktično eksperimentiranje z demokratičnimi načeli.
It describes the cultural and social skills, as well as the knowledge, that are relevant to citizenship and that pupils should have acquired on completion of lower secondary education.
Te tri kategorije ciljev so med seboj povezane in ustrezajo nepretrganemu logičnemu zaporedju, in sicer glede na to, kako podrobni so formalno opredeljeni vidiki učenja, in glede na stopnjo izobraževanja, do katere so učenci vključeni vanje.
In Lithuania, a new curriculum in citizenship comes into effect in the 2004/05 school year.
Prva kategorija je povezana s formalnim pridobivanjem teoretičnega znanja.
It envisages that the aims of citizenship should concentrate more on the development of skills.
Leta od učencev zahteva pasivno razumevanje.
Four types of skill are identified, namely cognitive, social and practical ability and the know-how required to coexist with others.
Druga kategorija od njih zahteva večjo vključenost na ravni mnenj in stališč.
Furthermore, in the description of desirable skill levels, a distinction is drawn between cognitive and practical ability.
Pri tretji pa od učencev pričakujemo pobudo in pripravljenost za dejavno vključenost v politično, družbeno in kulturno življenje skupnosti.
In Malta, the skills associated with citizenship education in the national curriculum are also among those singled out for various school subjects and may be grouped into the following three categories: listening, communicating and the ability to engage in critical discussion; organising, planning and working with others; and taking decisions and action to bring about change.
Ali natančneje: cilji, ki so povezani s pridobivanjem znanja in razvojem politične pismenosti, so usmerjeni predvsem na prenos podatkov in znanja o zgodovini in zemljepisu posamezne države, o temeljnih načelih njene ustave in njenih poglavitnih modelih organizacije ter političnem sistemu.
In the Netherlands, aims are set in terms of the skills that pupils should acquire and which include aspects of education in citizenship.
Dosežkov učencev na teh področjih ni težko meriti s pisnimi in ustnimi preverjanji znanja.
Schools and teachers are free to determine the content involved.
Druga kategorija skuša razviti zavest in stališča, ki jih mladi potrebujejo za delovanje v družbi kot dobro obveščeni in odgovorni državljani.
In the United Kingdom (England), skills to be acquired through citizenship education are specified for the key stages and contain descriptions of the types and range of performance vis-à-vis knowledge, skills and understanding that the majority of pupils should demonstrate at the end of each key stage in the area of citizenship.
Ti cilji so povezani tudi z osebnimi sposobnostmi učencev in vrednostnim sistemom, ki je skupen vsem in sprejet v družbi. Cilji so tako manj »nevtralni« in jih je težje meriti kakor pridobivanje formalno opredeljenega znanja.
Reforms of the curriculum or syllabuses, which are under way or have already been approved but not yet implemented, attach greater importance to desirable skills in the area of citizenship.
Učencem skušajo omogočiti priložnosti za razvoj zavezanosti za državljansko ravnanje, in sicer med delom v razredu in zunaj njega, ter jih spodbujajo k različnim oblikam pobud.
In the Czech Republic, the new curricular reform is to lay significant emphasis on pupil skills in the area of citizenship.
Končni cilj je torej spodbuditi učence, da dejavno raziskujejo to, kar so se naučili v predhodnih stopnjah.
They should be based on the fundamental principles of a democratic society, and on notions of tolerance and respect for human rights, and contribute to the national and European identity of pupils.
Informacije, ki jih imajo na razpolago, naj bi jim pomagale pri razumevanju in izboljšanju sposobnosti za tovrstno dejavno vključevanje v družbo. Vrednote in stališča, ki so jih pridobili, naj bi bili referenčni okvir za odgovorno vključevanje, ki temelji na pravicah in dolžnostih državljanstva.
As citizenship education is meant to prepare young people for an active and positive contribution to society, it should not only convey theoretical knowledge, but also the skills, practice and experience required for being a proactive and responsible citizen.
Slika 2.4: Cilji državljanske vzgoje, opredeljeni v uradnih dokumentih za primarno ter nižje in višje sekundarno izobraževanje, 2004/2005
However, the drive to educate young people so that they develop into responsible citizens cannot be limited to school premises.
Primarno Nižje/višje sekundarno Primarno Nižje/višje sekundarno Primarno Nižje/višje sekundarno
However, this can only occur if school heads, teachers and other staff give pupils the opportunity to engage with the concept daily.
Primarno Nižje/višje sekundarno Primarno Nižje/višje sekundarno Primarno Nižje/višje sekundarno
Citizenship education should not therefore be provided solely via the formal curriculum.
Načrtovano je, da se bo teoretični del predmeta Državljanska vzgoja zmanjšal in da bo več poudarka na praktičnem delu in aktivnih metodah.
It should also form a natural part of the daily life of schools and the way they are organised.
Posodobili bodo tudi učna gradiva.
This principle raises several questions to be dealt with in turn:
Italija: Novi kurikul za primarno in nižjo sekundarno raven je začel veljati v šolskem letu 2004/2005 (glejte razdelek 2.3).
For example, are pupils involved in consultative and decisionmaking bodies inside or outside their school?
Eksplicitno sklicevanje: Cilji za dano kategorijo so natančno opredeljeni v kurikulu oziroma drugih uradnih dokumentih.
What formal or informal arrangements are there for parents to become involved in developing a secure, democratic and respectful learning environment in schools?
Implicitno sklicevanje: Cilji kot taki niso opredeljeni, vendar so nakazani z vsebino oziroma dejavnostmi, ki so vključene v kurikul oziroma druge uradne dokumente.
More particularly, do they pursue aims that enable pupils to engage with the local community, and reinforce their sense of belonging to it and sharing its values?
Brez sklicevanja: Uradni kurikul ne vsebuje tovrstnih ciljev državljanske vzgoje.
School culture – also known as the ‘ethos’ or ‘general atmosphere’ or ‘climate’ of a school – may be defined as its system of attitudes, values, norms, beliefs, daily practices, principles, rules, teaching methods and organisational arrangements.
Razvoja stališč in vrednot, pomembnih za državljanstvo, ne zajemajo uradni dokumenti iz leta 2004/2005 le v dveh državah, in sicer v Nemčiji (nižje in višje sekundarno izobraževanje) in na Nizozemskem (višje sekundarno izobraževanje).
This culture conditions the behaviour of the entire school community, including pupils, teachers, non-teaching staff and parents.
V Nemčiji, na Slovaškem in v Združenem kraljestvu (Angliji) so ti cilji očitni v sekundarnem, ne pa tudi v primarnem izobraževanju.
It also has a bearing on how schools interact with their local or wider community and solve problems or implement reforms and new ideas.
Dejavno vključevanje učencev kot cilj izobraževanja v višjem sekundarnem izobraževanju ni omenjeno v Italiji in na Nizozemskem.
In its publication Charting our Education Future.
Nekatere države pripisujejo večji pomen tej ali oni kategoriji ciljev.
White Paper on Education 1995, the Department of Education and Science in Ireland gave the following statement in this respect: It is important to emphasise that the ethos of a school is an organic element, arising, first and foremost, from the actual practices which are carried on in that school on a daily, weekly and yearly basis.
V Nemčiji so v kurikulu bolj poudarjeni cilji, ki se nanašajo na politično pismenosti, kot pa cilji, ki so povezani z dejavnim vključevanjem ter razvojem vrednot in stališč, potrebnih za dobro državljanstvo. Nasprotno je na Finskem večji poudarek namenjen participaciji, stališčem in vrednotam kot pa razvoju politične pismenosti.
In the United Kingdom (England), a special Advisory Group drew attention in its 1998 report, Education for Citizenship and the Teaching of Democracy in Schools, to the important contribution that the ethos of the school can make to citizenship education: There is increasing recognition that the ethos, organisation, structures and daily practices of schools, including whole-school activities and assemblies have a significant impact on the effectiveness of citizenship education. (…) Schools need to consider how far their ethos, organisation and daily practices are consistent with the aim and purpose of citizenship education and affirm and extend the development of pupils into active citizens.
V Islandiji in na Norveškem je glavni poudarek državljanske vzgoje na osebnostni rasti učencev ter razvoju stališč, spretnosti in vrednot, ki jih potrebujejo, da bi postali »neodvisni« in »močni« posamezniki, dobro usposobljeni za svoje prihodnje mesto v družbi.
In their educational legislation or other official documents, most European countries highlight the importance of promoting a participatory school culture that encourages young people to become active and responsible citizens.
Včasih so omenjena posebna področja, na primer ekologija. Tako v Nemčiji, na Madžarskem, Finskem in v Združenem kraljestvu (Wales) poudarjajo zaščito naravnega okolja in trajnostni razvoj.
Essentially, the idea is that this culture should be shaped by democratic values, including respect for others, tolerance, mutual trust, solidarity, and cooperation.
V štirih državah srednje Evrope (Poljska, Slovaška, Češka in Romunija) je kot cilj med drugim opredeljen tudi patriotizem, in sicer kot vrednota, ki naj bi jo sprejeli odgovorni državljani.
In Iceland, pupils are given the opportunity to cooperate and play an active part in school life by exercising influence and responsibility.
Državljanska vzgoja v Evropi presojanja o različnih vidikih življenja v družbi, in pridobivanje spretnosti, potrebnih za dejavno vključevanje v družbo.
It is considered that these principles should be reflected in how schools are organised.
Navaja, kaj naj bi »pri štirinajstih vsak učenec vedel in delal, da bi bil državljan«.
Reykjavík, the capital and largest municipality, has formed a task group to examine how to increase democracy in school organisation.
Opisuje kulturne in socialne spretnosti ter znanje, ki so pomembni za državljanstvo, kar naj bi učenci osvojili do konca nižjega sekundarnega izobraževanja.
There are also plans to select certain schools providing compulsory education (called ‘mother schools’), which then promote democratic working methods while taking on special development work and offering guidance to other schools in this area.
Opredeljeni so štirje tipi spretnosti: kognitivne, socialne, praktične sposobnosti in know-how, ki je potreben za sobivanje z drugimi. Nadalje je pri opisu želene ravni spretnosti vzpostavljeno razlikovanje med kognitivno in praktično sposobnostjo.
1) The results of this five-year pilot project will be available in the summer of 2007.
Na Češkem bo nova kurikularna reforma velik poudarek namenila spretnostim učencev na področju državljanstva.
Chapter 3 – School Culture and Participationin Community Life
KULTURA ŠOLE IN VKLJUČEVANJE V ŽIVLJENJE SKUPNOSTI
All countries support the idea of a ‘democratic school’ in which every player is involved in management and decisionmaking, and democratic teaching methods prevail. In most countries, the focus is on pupil rights, including the right to express one’s opinion freely or the general right to a secure learning environment.
Ker naj bi državljanska vzgoja pripravila mlade za dejaven in pozitiven prispevek družbi, ni dovolj, da posreduje samo teoretično znanje, temveč tudi spretnosti, prakse in izkušnje, ki jih potrebuje dejaven in odgovoren državljan.
However, in some countries, the concept of pupil rights is supplemented by introducing duties and obligations which, in return, have to be met by the pupils.
Državljanska vzgoja tako ne zajema samo formalnega učenja. Na ta predmet vpliva tako vsakodnevna interakcija vseh članov šolske skupnosti, kamor spadajo učitelji, starši in drugi udeleženci vzgojno-izo-braževalnega procesa, kakor tudi posamezne funkcije zaposlenih na šoli in način sodelovanja med njimi.
For example, the Germanspeaking Community of Belgium, Germany, Spain, France, Italy, Luxembourg, Poland, Iceland, Norway and Romania explicitly emphasise that pupils have duties as well as rights.
Vendar trud, namenjen vzgajanju mladih v odgovorne državljane, ne more biti omejen na šolski prostor. Danes si šole prizadevajo spodbujati dejavno vključevanje učencev v življenje lokalnih skupnosti in celotne družbe.
They include the obligation to attend courses regularly, study assiduously, comply with school regulations, obey instructions from teachers, and take care of school equipment.
Šole najbolje opišemo kot mikrokozmos, v katerem se učenci učijo o dejavnem državljanstvu in leto tudi udejanjajo.To pa se lahko na šolah dogaja samo, če ravnatelji, učitelji in drugo osebje učencem omogočijo, da tako pojmovanje državljanstva doživljajo vsak dan.
As far as democratic and participatory school culture is concerned, the new EU Member States in central and eastern Europe find themselves in a rather special situation.
Zato državljanska vzgoja ni samo stvar formalnega kurikula, temveč mora biti naravni del šolskega vsakdana in organizacije šol.
Since the fall of communism, school management and organisation have changed radically.
To načelo odpira mnoga vprašanja, ki jih je treba obravnavati po vrsti:
The whole education system has had to be restructured, while pupils have had to be incorporated into school decisionmaking more openly and democratically.
Kako naj bi organizacija šole in njena kultura prispevali k razvoju državljanstva med učenci?
However, the greatest challenge has been the sudden obligation on teachers to learn and teach civic values and then apply them in practice to create a democratic educational environment.
Kako šole učencem omogočijo, da le-ti prispevajo k varnemu, demokratičnemu in spoštljivemu učnemu okolju?
Some of the central and eastern European countries explicitly refer to this challenge.
Ali so denimo učenci vključeni v posvetovalna in odločevalna telesa v šoli ali zunaj nje?
In Hungary, for example, it seems that the vast majority of educational institutions still lack a real teacher/pupil partnership given the persistent influence of the Prussian-type school system.
Katere formalne oziroma neformalne ureditve staršem omogočajo udeležbo pri razvoju varnega, demokratičnega in spoštljivega učnega okolja na šoli?
While attempts are made to involve pupils as partners in school life, this mainly leads to a laissez-faire approach, as neither teachers nor pupils comply with reciprocally acknowledged social rules and conduct on a regular democratic basis.
Kako se šole vključujejo v družbo? Natančneje: ali je njihov cilj pomoč učencem pri vključevanju v lokalno skupnost, razvijanju občutka pripadnosti tej skupnosti in sprejemanju njenih vrednot?
Participatory Initiatives in Schools
Vsakodnevno življenje na šoli
Citizenship education is also concerned with the need for young people to take part in and contribute to the development and well-being of society as a whole.
Kulturo šole – ki je znana tudi kot etos oziroma splošna atmosfera oziroma klima šole – je mogoče opredeliti kot sistem stališč, vrednot, norm, prepričanj, dnevnih praks, načel, pravil, metod poučevanja in organizacijskih ureditev.
At school level, this corresponds to active participation on the part of pupils and, to some extent, parents in shaping everyday school life.
Kultura vpliva na ravnanje celotne šolske skupnosti, torej na učence, učitelje, drugo šolsko osebje in starše.
Such participation is mainly of a formal nature and usually occurs through firm organisational arrangements, including membership of formal school bodies.
Pomembna je tudi pri interakciji šole z lokalno oziroma širšo skupnostjo in pri reševanju problemov ter vpeljavi reform in novih zamisli.
At school level, active citizenship can be nurtured among pupils by encouraging them to take part in the work of formally established bodies.
Večina evropskih držav v svoji šolski zakonodaji oziroma drugih uradnih dokumentih poudarja pomen spodbujanja participativne šolske kulture, ki mlade spodbuja, da postanejo dejavni in odgovorni državljani.
In all European countries, there is legislation recommending that schools should encourage pupils to represent their interests in an organised fashion and become involved in consultative or decisionmaking school bodies.
Gre za to, da šolsko kulturo oblikujejo demokratične vrednote, kot so spoštovanje drugih, strpnost, vzajemno zaupanje, solidarnost in sodelovanje.
This may occur at different organisational levels (those of the class or an entire school year, the whole school, the city, municipality, region or country) and with various degrees of involvement (ranging from a purely consultative role to full participation in the decisionmaking process).
V splošnem države poudarjajo, da je treba demokratično ureditev vselej vzpostaviti in gojiti v celotnem šolskem sistemu, da bi tako dopolnjevala poučevanje državljanstva.
In addition, participation may be restricted to certain levels of education (e.g. in some countries to pupils who are in lower or upper secondary education).
Na Češkem naj bi medpredmetno načelo Výchova demokratického občana (vzgoja demokratičnega državljana) vplivalo na vse vidike šolskega življenja v primarnem in nižjem sekundarnem izobraževanju, in tako tudi pozitivno na šolsko klimo, šolske prakse, stile poučevanja in vsebino izobraževanja učiteljev.
Pupil participation may assume a variety of forms as far as organisational levels are concerned:
Na Islandiji imajo učenci možnost sodelovati in prevzeti pomembno vlogo v življenju šole ter nanj vplivati in biti odgovorni.
Each single class (or year) may elect one or more class representatives (usually between one and three) who represent the whole class in its relations with teachers.
) Rezultati petletnega projekta bodo znani poleti 2007. Več informacij na: http://blk-demokratie.de.
Citizenship Education at Schoolin Europe
Tretje poglavje − Kulturašolein vključevanje vživljenjeskupnosti
All class representatives from a single school may be members of a pupil council or pupil parliament representing the interests of pupils vis-à-vis the school as a whole.
Med obveznosti tako spadajo redno obiskovanje pouka, marljivo učenje, spoštovanje šolskega reda, upoštevanje navodil učitelja in skrbno ravnanje s šolsko opremo.
Pupil representatives (elected mainly from those members of pupil councils who attend secondary education) may exercise participatory rights in school governing bodies such as school councils or management boards, alongside other members of the school community (teachers, parents, etc.).
Na Madžarskem se denimo zdi, da zaradi močnega vpliva pruskega tipa šolskega sistema v večini izobraževalnih ustanov še vedno ni pravega partnerstva med učitelji in učenci.
These bodies are responsible for the general organisation of teaching and school activities, and may also approve the school annual report, approve the budget and monitor the work of the school.
Obstajajo poskusi vključitve učencev kot partnerjev v šolsko življenje, vendar to največkrat privede do pristopa laissez-faire, ker ne učitelji ne učenci ne spoštujejo vzajemno in na demokratični osnovi sprejetih družbenih pravil in ravnanj.
At a higher level, pupils can come together in pupil unions or associations which are regional or national federations representing all pupils.
Tako vključevanje je največkrat formalno in navadno poteka po organizacijskih strukturah, kot je članstvo v formalnih šolskih telesih.
Figure 3.1 illustrates how pupils in Europe may be involved in consultative or decisionmaking school bodies in accordance with these four categories of pupil participation.
Zakonodaje vseh evropskih držav priporočajo, da šole spodbujajo učence k organiziranemu predstavljanju njihovih interesov in k vključevanju v posvetovalna in odločevalna šolska telesa.
Figure 3.1: Official recommendations regarding pupil participation in formal school bodies, primary and general secondary education, 2004/05
Ko gre za ravni organizacije, ima lahko sodelovanje učencev različne oblike, in sicer:
Pupil participation in school governing body/council
Volitev predstavnikov razreda oziroma svet razreda/letnika
BE BE BE CZ DK DE EE EL ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE fr de nl
Vključevanje učencev v organ upravljanja/svet šole
Source: Eurydice.
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