natgillin/translations-raw huggingface dataset:
Where countries have no regulations governing a particular aspect of the evaluation of institutions or programmes for teacher education or indeed the process as a whole, information on current practices has, whenever available, been included in the text or in a note.
Če neka država nima nobenih predpisov, ki bi urejali posamezne vidike evalvacije institucij ali programov za izobraževanje učiteljev ali procesa kot celote, so v besedilu ali opombi navedeni dostopni podatki o dosedanji praksi.
Methodology and definitions
Metodologija in opredelitve pojmov
The questionnaire prepared by the Eurydice European Unit for gathering the necessary information is available on the Eurydice website (see www.eurydice.org).
Vprašalnik, ki ga je evropska skupina Eurydice pripravila za zbiranje potrebnih informacij, je na spletni strani Eurydice (glejte www.eurydice.org).
The questionnaire was devised for gathering similar and readily comparable information from all countries but also included spaces for describing special national characteristics.
Oblikovan je bil za zbiranje podobnih in preprosto primerljivih informacij iz vseh držav, omogočal pa je tudi opis posebnih nacionalnih značilnosti.
The present comparative study carried out with reference to the replies obtained from these questionnaires, has been commented on and checked by the 30 Eurydice Network member countries (1). Some information of specifically national relevance has been included for illustrative purposes.
Primerjalno raziskavo, ki je bila pripravljena na podlagi odgovorov iz teh vprašalnikov, je obravnavalo in preverilo trideset držav članic omrežja Eurydice.* Prikazane so tudi tiste informacije, ki so značilne le za posamezne države.
Information gathering was concerned with official regulations or recommendations relating to the evaluation and/or accreditation of institutions/programmes for initial and inservice teacher education, as well as to ongoing (non-regulated) practices and debates and reforms in this same area.
Pri zbiranju informacij so bili uporabljeni uradni predpisi ali priporočila, ki se nanašajo na evalvacijo in/ali akreditacijo institucij/programov za začetno izobraževanje učiteljev in stalno strokovno spopolnjevanje, trenutna praksa (če ni urejena s predpisi) ter razprave in reforme na tem področju.
For the purposes of this study, evaluation and accreditation have been defined as follows:
V tej raziskavi sta uporabljeni naslednji opredelitvi evalvacije in akreditacije:
Evaluation is a general process of systematic and critical analysis leading to judgments and/or recommendations for improvement regarding the quality of a (teacher) education institution or programme.
Evalvacija je širok postopek sistematične in kritične analize, ki omogoča oceno kakovosti institucije ali programa za izobraževanje (učiteljev) in/ali priporočil za njihovo izboljšanje.
Accreditation is a process by which an institution or a programme is judged by the relevant legislative and professional authorities as having met predetermined standards in order to provide (teacher) education or training and to award the corresponding qualifications (where they exist).
Akreditacija je postopek, v katerem ustrezni zakonodajni ali strokovni organi presojajo, ali neka institucija oziroma program izpolnjuje vnaprej določene standarde, kar ji omogoča, da lahko izobražuje ali usposablja (učitelje) in podeljuje ustrezne kvalikacije (če je to predvideno).
The accreditation procedure presupposes that the programmes or institutions to be accredited are evaluated.
Predpostavlja se, da so programi in institucije, ki naj bi jih akreditirali, evalvirani.
1) Turkey, which has been a member of the Eurydice Network since 2004, did not take part in this study.
(*) Turčija, ki je članica omrežja Eurydice od leta 2004, v tej raziskavi ni sodelovala.
Structure and content
Zgradba in vsebina
The first four chapters are concerned with the evaluation and/or the accreditation of institutions and programmes for initial teacher education.
Prva štiri poglavja obravnavajo evalvacijo in/ali akreditacijo institucij in programov za začetno izobraževanje učiteljev.
More specifically, Chapter 1 provides a general overview of the existence of regulations on external and internal evaluation in the countries covered.
V prvem poglavju je splošen pregled predpisov o zunanji in notranji evalvaciji v obravnavanih državah.
It also indicates whether these regulations are specific to teacher education or generally applicable to all higher education institutions.
Poleg tega je navedeno tudi, ali ti predpisi veljajo samo za izobraževanje učiteljev ali se uporabljajo za vse visokošolske institucije na splošno.
Chapters 2 and 3 deal respectively with the main features of external and internal evaluation.
Drugo in tretje poglavje obravnavata glavne značilnosti zunanje in notranje evalvacije.
They describe the various players involved, as well as their qualifications, the documents which have to be used in identifying criteria, the focus and procedures of evaluation and its frequency.
Opisujeta različne udeležence in njihove kvalikacije, dokumente, ki jih je treba uporabljati pri ugotavljanju meril, ter usmeritve in postopke evalvacije in njeno pogostost.
Chapter 4 discusses use of the findings from external and internal evaluation.
Četrto poglavje predstavlja uporabo ugotovitev zunanje in notranje evalvacije.
It highlights the possible consequences of evaluation for institutions or programmes, as well as the circulation of its findings within them or among the general public and in national reports on the state of initial teacher education or higher education.
Prikazuje možne posledice evalvacije za institucije oziroma programe, pa tudi obveščanje institucij in javnosti o ugotovitvah ter evalvacijska poročila o stanju začetnega izobraževanja učiteljev oziroma visokega šolstva v celoti.
Chapter 5 considers the evaluation and accreditation of institutions or programmes for inservice teacher education.
Peto poglavje preučuje evalvacijo in akreditacijo institucij oziroma programov za stalno strokovno spopolnjevanje učiteljev.
It examines whether regulations govern the evaluation or accreditation of the various types of inservice education providers in each country.
Ugotavlja, ali sta evalvacija in akreditacija različnih vrst izvajalcev stalnega strokovnega spopolnjevanja učiteljev v posameznih državah urejeni s predpisi.
It then describes the bodies responsible for this kind of evaluation and accreditation, the procedures applied, their focus, frequency and the use made of their findings.
Opisani so tudi organi, pristojni za tovrstno evalvacijo in akreditacijo, postopki, ki se uporabljajo, njihova usmeritev in pogostost ter uporaba ugotovitev.
A review of the main debates and reforms concerning the evaluation of teacher education is provided in Chapter 6.
Šesto poglavje prikazuje pregled glavnih razprav in reform v zvezi z evalvacijo izobraževanja učiteljev.
Finally, the main issues and results of the study are summarised.
Na koncu so povzeta glavna vprašanja in rezultati raziskave.
A glossary and an annex describing the various types of internal and external evaluation of initial teacher education by country is included at the end of the study
Dodali smo še pojmovnik in prilogo, ki opisuje različne vrste notranje in zunanje evalvacije začetnega izobraževanja učiteljev po posameznih državah.
Out of the 30 countries considered in this report, all except Luxembourg have a regulated system for evaluating initial teacher education.
Razen Luksemburga ima trideset držav, ki jih preučuje ta raziskava, s predpisi urejen sistem evalvacije začetnega izobraževanja učiteljev.
However, the extent to which such evaluation procedures are regulated may differ from one country to the next.
Obseg zakonske urejenosti teh evalvacijskih postopkov pa se po posameznih državah razlikuje.
Evaluation may also occur without following any officially binding regulations.
Evalvacijo je mogoče opravljati, tudi če ni urejena z zakonskimi predpisi.
If information is available on current quality assurance practices, it is provided in the appropriate sections of this report.
Podatki o obstoječi praksi zagotavljanja kakovosti, ki so bili na voljo, so prikazani v ustreznih poglavjih tega poročila.
Normally, initial teacher education for all three educational levels considered here (ISCED 1-3) is evaluated, except in three countries.
V večini držav evalvirajo začetno izobraževanje učiteljev, ki pripravlja študente na zaposlitev na vseh treh stopnjah izobraževanja (ISCED 1–3; op. prev.: v osnovnih in splošnih srednjih šolah).
The German-speaking Community of Belgium provides initial teacher education solely for primary education while, in Cyprus, only institutions training teachers for primary level (and some teachers of English at secondary level) are evaluated.
Izjema so le tri države. V nemško govoreči skupnosti Belgije izvajajo začetno izobraževanje učiteljev samo za primarno stopnjo, na Cipru pa evalvirajo samo institucije, ki izobražujejo učitelje za primarno stopnjo in nekatere učitelje angleščine za sekundarno stopnjo.
In general, teacher education for secondary level is provided at universities, for which there is currently no regulated system of evaluation.
Izobraževanje učiteljev za sekundarno stopnjo po navadi izvajajo univerze, za katere trenutno ni predpisanega sistema evalvacije.
In contrast, in Austria, regulations on evaluation only exist for universities training teachers for secondary level.
Nasprotno pa imajo v Avstriji predpise o evalvaciji samo za univerze, ki izobražujejo učitelje za sekundarno stopnjo.
Some countries evaluate their entire system of teacher education.
V nekaterih državah evalvirajo celoten sistem izobraževanja učiteljev.
The purpose of a broader approach of this kind is not to focus primarily on individual institutions, but rather to monitor the whole system of initial teacher education.
Namen takega širšega pristopa ni usmerjanje pozornosti na posamezne institucije, ampak predvsem spremljanje celotnega sistema začetnega izobraževanja učiteljev, kar je lahko podlaga za reforme.
It may provide either a basis for reform or an evaluation of newly implemented reforms, as shown in the examples below.
Lahko pa pomeni tudi evalvacijo na novo vpeljanih reform, kar kažejo primeri v nadaljevanju.
As such procedures do not occur in all countries, these evaluations are not considered in detail in the present analysis.
Ker se ti postopki ne izvajajo v vseh državah, podrobnejšega prikaza nismo vključili v analizo.
In Denmark in October 2003, the Danish Institute of Evaluation (EVA) published an evaluation of initial teacher education programmes for compulsory education (folkeskole).
Na Danskem je oktobra 2003 danski inštitut za evalvacijo (Danish Institute of Evaluation – EVA) objavil poročilo o evalvaciji programov začetnega izobraževanja učiteljev za obvezno izobraževanje (Folkeskole).
The entire system, including all 18 teacher education colleges, was evaluated based on the internal evaluation reports from all institutions.
Evalvacija celotnega sistema, ki je zajemala vseh osemnajst institucij za izobraževanje učiteljev (teacher education colleges), je temeljila na poročilih o notranji evalvaciji posameznih institucij.
The purpose of the evaluation was to assess the programme in general, and no individual recommendations were made.
Namenjena je bila oceni programa na splošno, zato niso bila izdana priporočila za posamezne institucije.
Although EVA conducted the evaluation on the basis of internal evaluation reports, the latter were anonymised in the final report in order to focus on the programme in general and not on the specific teacher training colleges.
Čeprav je EVA opravil evalvacijo na podlagi poročil institucij o notranji evalvaciji, so bili podatki v končnem poročilu anonimni, zato da so lahko pozornost usmerili na program kot celoto, in ne na posamezne institucije za izobraževanje učiteljev.
In Malta, the implementation of the teacher education programmes revised in 1999 is being evaluated in 2005/06.
Na Malti so leta 2005/06 evalvirali izvajanje programov izobraževanja učiteljev, prenovljenih leta 1999.
In Sweden, initial teacher education at all 25 institutions and the teacher education reform from 2001 in particular were evaluated in 2004, and the results were reported back to the government in spring 2005.
Na Švedskem so leta 2004 evalvirali začetno izobraževanje učiteljev na vseh petindvajsetih institucijah, še posebno pa reforme izobraževanja učiteljev iz leta 2001. Spomladi leta 2005 so o rezultatih poročali vladi.
This was part of the reform and is also a regular part of the evaluation system for all higher education.
To je bil del reforme in je reden del sistema evalvacije za celotno visoko šolstvo.
In the United Kingdom (Wales), a review of the provision of initial teacher education on behalf of the Welsh Assembly Government has been underway since 2005.
V Združenem kraljestvu (Wales) od leta 2005 po naročilu vlade valižanske skupščine pregledujejo izvajanje začetnega izobraževanja učiteljev.
The aim of the review is to advise on how it may more effectively meet the current and likely future needs of maintained schools in Wales, in the context of the Welsh Assembly Government’s developing policies and aims.
V okviru razvojnih politik in ciljev vlade valižanske skupščine je pregled namenjen izdelavi priporočila o tem, kako bi lahko učinkoviteje izpolnjevali sedanje in pričakovane prihodnje potrebe javno financiranih šol v Walesu.
The overall objective is to see how initial teacher education provision could meet demands more appropriately and encourage under-represented groups to teach in future.
Splošen cilj pa je ugotoviti, kako bi se lahko začetno izobraževanje učiteljev ustrezneje odzvalo na sodobne zahteve, in spodbujati zdaj manj zastopane skupine, da bi se v prihodnosti odločale za učiteljski poklic.
Between 2004 and 2006 in Norway, all general teacher education programmes will be evaluated as part of one large project.
Med letoma 2004 in 2006 so na Norveškem evalvirali vse splošne programe izobraževanja učiteljev v okviru enega samega velikega projekta.
A similar – though smaller – project was carried out in 2001 when all types of teacher education were evaluated, with only a small sample of institutions taking part.
Podoben, čeprav manjši projekt, je bil izveden leta 2001, ko so evalvirali vse vrste izobraževanja učiteljev, vendar so zajeli le manjši vzorec institucij.
In 24 countries or regions, only general regulations for the evaluation of all higher education apply to the evaluation of teacher education (Figure 1.1).
V štiriindvajsetih državah ali regijah veljajo za evalvacijo izobraževanja učiteljev samo splošni predpisi o evalvaciji celotnega visokega šolstva (Slika 1.1).
Apart from the legislative framework for the evaluation or accreditation of higher education, no specific evaluation systems are geared to teacher education.
Razen krovne zakonodaje za evalvacijo ali akreditacijo visokošolskih institucij nimajo posebnih evalvacijskih sistemov za izobraževanje učiteljev.
The extent to which these general regulations may take particular components into consideration and examine the quality of specific content in greater detail, largely depends on the documents from which evaluation criteria are derived (see Chapters 2 and 3 for further information).
Koliko ti splošni predpisi upoštevajo posebne elemente in podrobneje preverjajo kakovost posameznih vsebin, je precej odvisno od dokumentov, iz katerih izhajajo merila za evalvacijo (za nadaljnje informacije glejte 2. in 3. poglavje).
In six countries, evaluation of teacher education is governed by both general and specific regulations.
V šestih državah urejajo evalvacijo izobraževanja učiteljev splošni in posebni predpisi.
In most cases, specific regulations apply to a particular stage of initial teacher education.
Večinoma posebni predpisi veljajo za posamezne stopnje začetnega izobraževanja učiteljev.
This may be the professional training phase or a particular part of it in the consecutive model, or the induction phase.
To je lahko stopnja strokovnega usposabljanja ali del te stopnje pri zaporednem modelu ali pa stopnja pripravništva.
In Germany, specific regulations apply solely to the evaluation of the final ‘on-the-job’ qualifying (induction) phase, which is organised by the teacher training institutes (Studienseminare).
V Nemčiji posebni predpisi veljajo samo za evalvacijo končne stopnje usposabljanja na delovnem mestu (pripravništva), ki ga organizirajo inštituti za izobraževanje učiteljev (Studienseminare). V Franciji je podobno.
In Ireland, the provision of final teaching practice is evaluated separately.
Na Irskem se končno učiteljsko prakso evalvira posebej.
In Poland, teacher education provided by universities is evaluated in accordance with general regulations for quality control in higher education, whereas specific regulations apply in the case of teacher training colleges.
Na Poljskem poteka evalvacija izobraževanja učiteljev, ki ga izvajajo univerze, v skladu s splošnimi predpisi za zagotavljanje kakovosti v visokem šolstvu, posebni predpisi pa veljajo za institucije za izobraževanje učiteljev.
In the United Kingdom, there are arrangements for the review of all higher education institutions by the Quality Assurance Agency (QAA).
V Združenem kraljestvu imajo sistem za pregled vseh visokošolskih institucij, ki ga opravlja agencija za zagotavljanje kakovosti (Quality Assurance Agency – QAA).
In England, Wales and Northern Ireland, there are separate arrangements, established by law, for the school inspectorates to evaluate programmes of initial teacher education.
V Angliji, Walesu in Severni Irski veljajo posebne zakonsko določene ureditve, v skladu s katerimi šolski inšpektorati evalvirajo programe začetnega izobraževanja učiteljev.
The situation is similar in Scotland.
Na Škotskem je podobno.
These specific arrangements cover programmes leading to teacher qualifications. Both undergraduate (concurrent model) and postgraduate (consecutive model) programmes are covered by these specific arrangements, but general education programmes leading to a bachelor’s degree (as required for entry to a postgraduate programme) are not.
Te posebne ureditve zajemajo programe za pridobitev učiteljskih kvalikacij ter vključujejo dodiplomske (vzporedni model) in podiplomske (zaporedni model) programe, ne pa splošnoizobraževalnih programov za pridobitev diplome bachelor (ki se zahteva za vpis v podiplomske programe).
These arrangements also cover employment-based routes and, in England only, programmes offered by school-centred training consortia.
Te ureditve zajemajo tudi izobraževalne poti, ki temeljijo na zaposlitvi, samo v Angliji pa še programe, ki jih ponujajo konzorciji za šolsko usmerjeno usposabljanje (School-centred training consortia).
Figure 1.1: Regulations for the evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Slika 1.1: Predpisi v zvezi z evalvacijo začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
General regulations
Osnovni predpisi
Specific regulations
Posebni predpisi
General and specific regulations
Osnovni in posebni predpisi
Initial teacher education abroad
Začetno izobraževanje učiteljev v tujini
No regulations
Ni urejeno s predpisi.
Additional notes Belgium (BE de): The figure relates solely to the evaluation of institutions providing initial teacher education for primary education.
Belgija (BE de): Slika velja samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Initial teacher training for general secondary education is provided outside the Community.
Začetno izobraževanje učiteljev za splošno sekundarno izobraževanje se izvaja zunaj skupnosti.
Most teachers are trained in the French Community of Belgium.
Večina se jih izobražuje v francosko govoreči skupnosti Belgije.
Greece: A law on quality assurance in higher education was issued in August 2005.
Grčija: Avgusta 2005 je bil sprejet zakon o zagotavljanju kakovosti v visokem šolstvu.
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: Slika velja samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Luksemburg: Splošni del izobraževanja učiteljev za sekundarno stopnjo poteka v tujini.
A quality assurance agency is planned but not yet operational.
Predvidena je agencija za zagotavljanje kakovosti, ki pa še ne deluje.
Austria: The figure only refers to initial teacher education provided by universities.
Avstrija: Slika velja samo za začetno izobraževanje učiteljev, ki ga izvajajo univerze. Načrtovani zakon o novih pedagoških visokih šolah (Pädagogische Hochschulen) predvideva tudi evalvacijo institucij za izobraževanje učiteljev.
General regulations apply to the evaluation of all higher education (including initial teacher education).
Pojasnilo Splošni predpisi veljajo za evalvacijo celotnega visokega šolstva (vključno z začetnim izobraževanjem učiteljev).
Specific regulations apply to the evaluation of initial teacher education programmes or institutions.
Posebni predpisi veljajo za evalvacijo programov ali institucij za začetno izobraževanje učiteljev.
An evaluation process may consist of external evaluation, in which bodies or persons outside the institution or programme concerned evaluate the provision (Chapter 2), and internal or selfevaluation, which is normally carried out by the provider itself (Chapter 3).
Evalvacijski proces lahko sestavlja zunanja evalvacija, ki jo opravljajo organi ali osebe, ki niso del ocenjevane institucije ali programa (2. poglavje), in notranja evalvacija ali samoevalvacija, ki jo po navadi opravlja sam izvajalec izobraževanja (3. poglavje).
As will be explained in these chapters, external and internal evaluations are often very closely interrelated; one type of evaluation might rely on the results of the other, or each might draw on the other’s findings.
Kot bomo pojasnili v naslednjih poglavjih, sta zunanja in notranja evalvacija pogosto tesno povezani.
In some countries, evaluation may be regarded as a single process consisting of one stage completed by persons inside an institution, and another stage carried out externally.
Ena vrsta evalvacije lahko temelji na rezultatih druge ali pa uporablja njene ugotovitve.
In several countries, regulations provide for more than one evaluation procedure, including external and/or internal evaluation.
V nekaterih državah je evalvacija enoten proces, sestavljen iz dveh stopenj.
There are various reasons for this: different components or stages of education
Prvo opravijo osebe v sami instituciji, drugo pa zunanji izvajalci.
Quality Assurancein Teacher Educationin Europe are evaluated separately (as in Germany and Ireland); several bodies conduct evaluation independently (France); organisational aspects of the institution and its programme content are evaluated separately (the Czech Republic, Latvia, Slovakia and Iceland); initial teacher education and higher education institutions are generally evaluated separately (United Kingdom); or evaluation procedures depend on the kinds of institution offering initial teacher education (Poland) or on the educational level at which it is provided (Romania) (1).
V mnogih državah predpisi predvidevajo več kot en evalvacijski postopek, vključno z zunanjo in/ali notranjo evalvacijo. Za to je več razlogov: različni deli ali stopnje izobraževanja se evalvirajo ločeno (npr. v Nemčiji in na Irskem); evalvacijo neodvisno opravlja več teles (v Franciji); ločeno se evalvirata organiziranost institucije in vsebina njenih programov (v Češki republiki, Latviji, na Slovaškem in Islandiji); evalvacija začetnega izobraževanja učiteljev in visokošolskih institucij navadno poteka ločeno (v Združenem kraljestvu); ali pa so evalvacijski postopki odvisni od vrste institucij, ki izvajajo začetno izobraževanje učiteljev (na Poljskem), ali od stopnje, na kateri se izvaja izobraževanje (v Romuniji).*