natgillin/translations-raw huggingface dataset:
Normally the analysis of a written plan is stipulated in regulations as the main procedure along with the analysis of the provider's selfevaluation report and a site visit.
S predpisi je navadno določeno, da se pri evalvaciji uporabljajo naslednji najpomembnejši pristopi: analiza pisne dokumentacije, analiza izvajalčeve samoevalvacije in obiski institucij, ki v nekaterih državah niso obvezni.
However, in several countries the latter is conducted only on an optional basis.
Akreditacijo in/ali evalvacijo večinoma opravi agencija oziroma komisija za evalvacijo ali pa kar ministrstvo za šolstvo.
Accreditation or evaluation is often carried out by an evaluation agency/committee or the ministry of education.
V drugi polovici držav pa predpisi največkrat omenjajo vsebino programov, učne metode, kompetence vodij usposabljanja, infrastrukturo, mnenja udeležencev in usklajenost dejavnosti z izobraževalnimi cilji.
Main Issues and Results
GLAVNA VPRAŠANJA IN REZULTATI
The frequency of evaluation and/or accreditation is subject to regulations in 12 countries only.
Predpisi urejajo pogostost evalvacije in akreditacije samo v dvanajstih državah.
It ranges from once a year to once every six years according to the procedure followed.
Evalvacija se glede na postopke lahko opravlja enkrat na leto do enkrat na šest let.
The results are used either to award or withdraw the accreditation of a programme or to set up general improvement plans.
Rezultati evalvacije se uporabijo v postopkih akreditacije ali za načrtovanje izboljšav.
In the context of quality assurance in higher education, several problematic issues could be further explored:
Pri zagotavljanju kakovosti visokega šolstva je več vprašanj, ki narekujejo nadaljnje preučevanje.
Scope and players involved
Obseg evalvacij in akterji
The fact that various aspects of the content of provision are evaluated does not automatically eliminate the risk of having a highly bureaucratic procedure whose purposes are not transparent and do not form part of an overall strategy for quality improvement.
Čeprav se v procesu evalvacije vrednotijo različni vidiki, to še ne pomeni, da postopki ne morejo biti birokratski in nepregledni, torej v nasprotju s splošno strategijo izboljševanja kakovosti.
The background of the evaluators and the way they are chosen and evaluated themselves is also of importance in this respect.
Zato je zelo pomembno, kako in s katerimi referencami so bili izbrani izvajalci evalvacije.
The issue of frequency
Vprašanje pogostosti
The question may be asked whether programmes which are evaluated more frequently are actually ‘better’ than those evaluated less often.
Vprašanje je, ali so programi, ki so evalvirani pogosteje, zares boljši od tistih, ki so evalvirani redkeje.
External evaluations in particular put a considerable amount of stress on participants, and very frequent evaluations may therefore be quite time and energy consuming.
Zlasti zunanje evalvacije pomenijo dodaten pritisk na udeležence, zato so pogoste evalvacije lahko dolgotrajne in naporne.
The time given for actually implementing the recommendations of an improvement plan may be very short.
Ob tem lahko zmanjka časa, namenjenega izboljšavam.
On the other hand, it is also questionable whether very infrequent evaluations can provide real quality control.
Po drugi strani pa lahko neredne evalvacije pomenijo, da je nadzor kakovosti pomanjkljiv.
The further use of results
Uporaba rezultatov
The way in which evaluation results are used is crucial for the ‘acceptance’ of quality control within a system.
Način uporabe evalvacijskih rezultatov je zelo pomemben, da se nadzorovanje kakovosti v nekem sistemu »sprejme«.
If they are used in a ‘ranking’ system, this may have heavy implications for the provider.
Če se rezultati uporabljajo za rangiranje izvajalcev, ima to lahko hude posledice za posamezne izvajalca usposabljanja.
Evaluation reports may also be produced only ‘for the sake of producing them’, in order to respond to an administrative demand without having any real implications for the providers.
Poročila o evalvaciji so lahko tudi sama sebi namen, da se zadosti nekaterim administrativnim zahtevam.
They may not be given back to those whose work was evaluated.
Taka poročila nimajo posebnih posledic za izvajalca.
In this context, the way in which these results are expressed also seems quite important, i.e. which language is used.
Včasih evalvatorji z rezultati ne seznanjajo izvajalcev, zato taka poročila prav tako nimajo posebne teže.
In many countries over the past ten years, the objective to define what a ‘good’ teacher is has led to the development of qualification standards or profiles which define the desirable competences and qualities of a teacher.
Vprašanje, kakšen je dober učitelj, je v številnih državah zadnjih deset let spodbudilo razvoj standardov usposobljenosti oziroma prolov, s katerimi določajo zaželene kompetence in lastnosti učiteljev.
Such documents are becoming more widespread and are used systematically for evaluation processes where they exist.
Taki dokumenti so vedno pogostejša podlaga za postopke evalvacije, saj pripomorejo k temu, da se evalvacija usmeri na splošne cilje izobraževanja učiteljev.
They may help guide the evaluation so that the overall goals and objectives of teacher education are kept in mind.
Vprašanje pa je, kako so ti standardi sprejeti in uveljavljeni ter ali se izobraževalke učiteljev sploh lahko odzovejo na te zahteve.
However, the question arises as to how such standards are conceived
Začetno izobraževanje učiteljev je namreč le temelj za nadaljnji in nenehen razvoj učiteljevih sposobnosti.
Moreover, neither initial nor inservice teacher education is solely responsible for creating ‘good’ teachers.
ZAGOTAVLJANJE KAKOVOSTI V IZOBRAŽEVANJU UČITELJEV V EVROPI
In order to measure improvements in teacher education, the creation of quality control measures is doubtless an important step; the way in which these measures are applied is however no less important.
Vzpostavitev kakovostnih nadzornih mehanizmov je nedvomno pomemben korak pri vrednotenju napredka v izobraževanju učiteljev. Prav tako pomemben je način, kako se ti ukrepi uporabijo.
In many European countries, these quality control measures are relatively new, so their actual effectiveness and impact in maintaining and improving the quality of provision still remains unclear.
V večini evropskih držav so nadzorni mehanizmi razmeroma novi, zato se še ne da oceniti njihove učinkovitosti in vpliva na izboljšanje kakovosti.
Further analysis could therefore focus on the issues mentioned above.
Zato bi bilo treba vprašanja, ki smo jih obravnavali, še podrobneje analizirati.
Country codes
Koda države
EFTA/EEA countries
Islandija Lihtenštajn Norveška
European Union Belgium Belgium – French Community Belgium – German-speaking Community Belgium – Flemish Community Czech Republic Denmark Germany Estonia Greece Spain France Ireland Italy Cyprus Latvia Lithuania Luxembourg Hungary Malta Netherlands Austria Poland
Evropska unija Belgija Belgija – francoska skupnost Belgija – nemško govoreča skupnost Belgija – flamska skupnost Češka republika Danska Nemčija Estonija Grčija Španija Francija Irska Italija Ciper Latvija Litva Luksemburg Madžarska Malta Nizozemska Avstrija Poljska
Statistical code
Statistična koda
Data not available
Ni razpoložljivih podatkov.
Elliniki Archi Diasfalisis Poiotitas stin Anotati Ekpaidefsi (Hellenic Quality Assurance Agency)
Elliniki Archi Diasfalisis Poiotitas stin Anotati Ekpaidefsi(Agencija za zagotavljanje kakovosti Republike Grčije)
Agencia Nacional de Evaluación de la Calidad y Acreditación (National Agency for Quality Assurance and Accreditation)
Agencia Nacional de Evaluación de la Calidad y Acreditación (Nacionalna agencija za zagotavljanje kakovosti in akreditacijo)
European Credit Transfert System
FR evropski sistem prenašanja kreditnih točk
The Education and Training Inspectorate
Her Majesty's Inspectorate For Education and Training in Wales (Inšpektorat Njenega veličanstva za izobraževanje in izpopolnjevanje v Walesu)
Danmarks Evalueringsinstitut (Danish Institute of Evaluation)
The Education and Training Inspectorate (Inšpektorat za izobraževanje in izpopolnjevanje)
Högskolverket (National Agency for Higher Education)
Högskolverket (Nacionalna agencija za višje šolstvo)
Nasjonalt organ for kvalitet i utdanningen (Norwegian Agency for Quality Assurance in Education)
Nasjonalt organ for kvalitet i utdanningen(Agencija za zagotavljanje kakovosti v šolstvu Kraljevine Norveške)
Office for Standards in Education
Oce for Standards in Education (Urad za standarde v izobraževanju)
Quality Assurance Agency
Quality Assurance Agency (Agencija za zagotavljanje kakovosti)
Glossary
POJMOVNIK
Accreditation: 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). Synonyms: Recognition, validation.
Akreditacija: proces, pri katerem ustrezne zakonodajne oblasti in strokovni organi ocenjujejo, ali institucije oziroma programi izpolnjujejo predpisane standarde za izobraževanje (učiteljev) in izdajanje ustreznih kvalikacij (če je to posebej predpisano)Sinonima: priznavanje, validacija
Concurrent model: An initial teacher education programme which, from the outset, combines general teacher education in one or more subjects with theoretical and practical professional teacher training.
Sočasni model: program začetnega izobraževanja učiteljev, ki že od začetka združuje splošne vsebine izobraževanja učiteljev za poučevanje enega ali več predmetov s strokovno specičnim teoretičnim in praktičnim usposabljanjem
Deaccreditation: A result of an evaluation process that takes away from an institution the permission to continue to provide one or several (teacher) education or training programmes and to award the corresponding qualifications.
Deakreditacija: rezultat evalvacije, s katerim se instituciji odvzame dovoljenje za nadaljevanje izvajanja programov za izobraževanje ali izpopolnjevanje (učiteljev) in za izdajanje ustreznih kvalikacij
Evaluation: The general process of a systematic and critical analysis leading to judgments and/or recommendations for improvement regarding the quality of a (teacher) education institution or programme. Synonyms: Assessment, audit, peer review, quality assessment, review.
Evalvacija: splošen postopek sistematičnega in kritičnega analiziranja, ki omogoča oceno in/ali priporočila za izboljšanje kakovosti institucije oziroma programa za izobraževanje (učiteljev)Sinonimi: vrednotenje, presoja, pregled strokovnjaka, ocenitev kakovosti, pregled
Evaluation criteria: Checkpoints by which the attainment of certain objectives and/or standards can be examined.
Merila evalvacije: oporne točke, s katerimi se presoja izpolnjevanje določenih ciljev in/ali standardov.
They describe the characteristics of the requirements and conditions to be met, and therefore provide the (quantitative and/or qualitative) basis on which an evaluative conclusion is drawn.
Opisujejo značilnosti zahtev in pogojev, ki jih je treba izpolniti, zato na njih temelji sklep evalvacije.
Expert in evaluation: A person experienced and qualified in the evaluation of institutions and/or its staff.
Strokovnjak za evalvacijo: oseba, ki ima izkušnje in je usposobljena za evalviranje institucij in/ali njihovega osebja.
S/he may have various professional backgrounds, for example in research, teaching or management positions.
Gre za strokovnjake z različnih strokovnih področij, na primer raziskovalnega, pedagoškega ali vodstvenega.
External evaluation: The process whereby a specialised external body collects data, information and evidence about an institution or a programme, in order to make a statement about its quality.
Zunanja evalvacija: proces, pri katerem specializirano zunanje telo zbira podatke, informacije in dokaze o instituciji oziroma programu, na podlagi katerih ugotavlja kakovost.
External evaluation is normally carried out by a team of external experts, peers or inspectors. Synonym: External review.
Zunanjo evalvacijo navadno opravljajo zunanji strokovnjaki, ocenjevalci z istega področja ali inšpektorji.Sinonim: zunanji pregled
General teacher education: General courses and mastery of the subject(s) that trainees will teach when qualified. The purpose of these courses, therefore, is to provide trainees with a thorough knowledge of one or more subjects and good general knowledge.
Splošno izobraževanje učiteljev: splošne vsebine študija in študijske discipline, ki dajejo splošno znanje in znanje predmetov, ki naj bi jih študenti po končanem študiju poučevali
Inspector: A person evaluating the quality of educational provisions who works within the body of an educational authority. S/he may be trained as a teacher and/or have an administrative background.
Inšpektor: oseba, ki ocenjuje kakovost izvajanja izobraževanja in dela pri pristojnem organu za izobraževanje; lahko je učitelj in/ali upravni delavec.
The definitions of the terms accreditation, evaluation criteria, evaluation, external evaluation, internal evaluation, peer, quality assurance, site visit, qualification standards and standards are widely based on the UNESCO-document Quality Assurance and Accreditation: A Glossary of Basic Terms and Definitions by Lazãr Vlãsceanu, Laura Grünberg and Dan Pârlea, Bucharest 2004.
Denicije pojmov akreditacija, kriteriji evalvacije, evalvacija, zunanja evalvacija, notranja evalvacija, strokovnjak z istega področja, zagotavljanje kakovosti, obisk institucij, kvalikacijski standardi in standardi temeljijo na UNESCO-vem dokumentu Quality Assurance and Accreditation: A Glossary of Basic Terms and Denitions, ki so ga napisali Lazãr Vlãsceanu, Laura Grünberg in Dan Pârlea, izdano v Bukarešti 2004.
Internal evaluation: A process carried out under the responsibility of those working within an institution, consisting of the systematic collection of administrative data and the questioning of students, lecturers and other staff.
Notranja evalvacija: proces, za katerega so odgovorni zaposleni v instituciji in ki obsega sistematično zbiranje administrativnih podatkov ter anketiranje študentov, predavateljev in drugega osebja.
It may be considered as a collective institutional reflection and an opportunity for quality enhancement. Synonym: Self-evaluation.
Gre za kolektivno reeksijo o delu institucije in priložnost za izboljšanje njenega dela.Sinonim: samoevalvacija
Peer: Academic of the same higher education discipline, specialist in the field reviewed. Works outside of the institution/programmes evaluated.
Ocenjevalec z istega disciplinarnega področja (peer): strokovnjak za visokošolsko disciplino, ki jo ocenjuje, vendar ne poučuje v programu oziroma na instituciji, ki ju ocenjuje
Professional teacher training: Part of the initial teacher education programme which provides future teachers with both theoretical and practical insight into their future profession.
Pedagoško usposabljanje učiteljev: del začetnega izobraževanja učiteljev, ki bodočim učiteljem omogoča teoretični in praktični vpogled v poklic učitelja.
In addition to courses in psychology and teaching methodology, it includes short and (usually) unremunerated in-class placements (supervised by the teacher in charge of the class concerned and with periodic assessment by teachers at the training institution).
Poleg študija psihologije in didaktik obsega še obdobja kratke in (običajno) neplačane prakse na šoli, ki se izvaja pod mentorstvom učiteljev na šoli, ocenjujejo pa jo visokošolski učitelji.
Qualification standards: A set of core competencies, relevant knowledge and skills within a study programme, i.e. everything a future teacher should know and be able to do.
Standardi usposobljenosti: niz temeljnih kompetenc, ustreznega znanja in spretnosti, določenih s študijskim programom, s katerimi se opisuje to, kar bi moral učitelj po končanem študiju znati in biti sposoben delati.
This level of requirements must be attained by student teachers in order to obtain a teaching qualification.
Študenti prihodnji učitelji morajo doseči določeno raven znanja, da lahko pridobijo pedagoško kvalikacijo.
Qualification standards shape what goes into the curriculum of the teacher education programme and may be defined within the framework of official guidelines for initial teacher education.
Standardi usposobljenosti določajo vsebine, ki morajo biti obvezno v kurikulumih za izobraževanje učiteljev, zato predstavljajo uradni sistemski okvir za začetno izobraževanje učiteljev.
Quality assurance: An all-embracing term referring to an ongoing, continuous process of evaluating (assessing, monitoring, guaranteeing, maintaining and improving) the quality of (teacher) education systems, institutions or programmes. Synonym: Quality control.
Zagotavljanje kakovosti: vseobsegajoč pojem, ki se nanaša na stalen proces evalvacije (ocenjevanje, spremljanje, zagotavljanje, ohranjanje in izboljševanje) kakovosti sistemov, institucij in programov za izobraževanje (učiteljev)Sinonim: nadzor kakovosti
Recommendation: Non-statutory guidelines which are of an advisory nature, issued by the top-level education authorities.
Priporočilo: neobvezujoče smernice svetovalne narave, ki jih izdajajo najvišje šolske oblasti
Regulation: A law, decree or any other officially binding document, issued by the top-level education authorities.
Predpis: zakon, uredba ali kateri koli uradno zavezujoč dokument, ki ga izdajo najvišje šolske oblasti
Site visit: A component of external evaluation. It consists of external experts visiting a (teacher) education institution to examine the internal evaluation report produced by the institution, analyse background documents and/or interview faculty members, students and other staff in order to assess quality and effectiveness.
Obisk institucij: sestavni del zunanje evalvacije, ko zunanji strokovnjaki obiščejo institucijo za izobraževanje učiteljev, preučujejo njeno poročilo o notranji evalvaciji, analizirajo strokovne podlage in/ali opravijo pogovor s pedagoškim in vodstvenim osebjem, študenti in drugimi ter tako ocenijo kakovost in učinkovitost institucije oziroma programa
Standards: Statements regarding an expected level of requirements and conditions against which quality is assessed, or which must be attained by institutions or students in order for them to be accredited or certified.
Standardi: pričakovana raven zahtev in pogojev, po katerih se ocenjuje kakovost oziroma jih morajo izpolniti institucije oziroma študenti, da dobijo akreditacijo oziroma diplomo.
In order to judge properly whether a particular standard is met or not, it has to be formulated clearly and explicitly and related to evaluation criteria, which can be further divided into (more operational) indicators.
Standardi morajo biti opredeljeni jasno in nedvoumno ter v povezavi z evalvacijskimi merili, ki se lahko delijo na več (bolj operativnih) kazalnikov.
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling statistics on education internationally.
Mednarodna standardna klasikacija izobraževanja (ISCED) je orodje mednarodne statistike, ki omogoča primerljivost izobraževalnih sistemov.
For more information on ISCED 97, readers should consult the official website: http://unescostat.unesco.org/en/pub/pub0.htm.
Več informacij je na uradni spletni strani http://unescostat.unesco.org/en/pub/pub0.htm.
ISCED 1: Primary education
ISCED 1: primarna stopnja izobraževanja
This level begins between 5 and 7 years of age, is compulsory in all countries and generally lasts from four to six years.
Ta stopnja izobraževanja se začne pri starosti od pet do sedem let, je obvezna v vseh državah in običajno traja od štiri do šest let.
ISCED 2: Lower secondary education
ISCED 2: nižja sekundarna stopnja izobraževanja
It continues the basic programmes of the primary level, although teaching is typically more subject-focused. Usually, the end of this level coincides with the end of compulsory education.
Izobraževanje na tej stopnji nadgrajuje primarno izobraževanje, poučevanje pa je že bolj strukturirano po posameznih predmetih; končanje te stopnje običajno sovpada s koncem obveznega izobraževanja.
In some countries compulsory education is provided in a single structure without a transition between the primary and lower secondary levels.
V nekaterih državah je obvezno izobraževanje enotno, tako da učencem ni treba prehajati med primarno in nižjo sekundarno stopnjo.
ISCED 3: Upper secondary education
ISCED 3: višja sekundarna stopnja izobraževanja
This level generally begins at the end of compulsory education. The entrance age is typically 15 or 16 years.
Izobraževanje se običajno začne po končanem obveznem izobraževanju pri starosti od petnajst do šestnajst let.
Entrance qualifications (end of compulsory education) and other minimum entry requirements are usually needed.
Največkrat se za vpis zahtevajo dokončanje obveznega izobraževanja in drugi minimalni pogoji.
Instruction is often more subject-oriented than at ISCED level 2.
Pouk na tej stopnji je še bolj strukturiran po posameznih predmetih kot na 2. stopnji ISCED.
The typical duration of ISCED level 3 varies from two to five years.
Običajno ta stopnja traja od dve leti do pet let.
Types of internal evaluation
Priporočena
Body responsible for the evaluation
Koseopravi zunanjaevalvacija
Status of evaluation
Vsaj na osem let
Types of institution concerned
Vrste notranjeevalvacije
(Agency for Public or Grant-aided Higher Education Quality Evaluation)
(ministrstvonemškogovorečeskupnosti)
Institutions of short type (ISCED 5B) (providing
(zazunanjoevalvacijo vrste1)
At least every 5 years
Nipredpisov
At least every 5 years
Fakultativna
(providing teacher education for preprimary and primary education)
(zazunanjo evalvacijovrste2)
(Ministry of the German-speaking Community)
(zazunanjo evalvacijovrste1) as ter s in
BE nl
Pogostost
Visitatiecommissie
Nipredpisov
Yes
Letno
At least every 8 years
Vsaj na štiri leta
All higher education institutions
Vrste notranjeevalvacije
At least every 8 years
Vrsteinstitucij
(Accreditation Organisation of The Netherlands and Flanders)
Univerze,visokešole, institucijezaizobraževanje inizpopolnjevanjeučiteljev
Types of external evaluation
Univerzeinpoklicno usmerjenevisokošolske institucije
Types of internal evaluation u r an c e in T e a
Univerzeininstitucijeza tehnološkoizobraževanje za izobraževanje e m m ra g o ije ca lva ve st uta S r
Annual and specific evaluation Compulsory
, ki so a m lsk ih o m as ter in m šo ra g ra ko g ro ro
All higher education institutions
Določi ocenjevalec p štu o ternazahtevoinštitutaEVA
All higher education institutions
Vsaj vsaka štiri leta učiteljevzasplošnoizobraževanje(ISCED1–3),2005/06
All higher education institutions
Vsevisokošolskeinstitucije
On request of the government, ministries, advisory boards, local authorities and higher education institutions and on the initiative of EVA
(Agencija za zagotavljanje odgovorenzaevalvacijo
Accreditation/evaluation agencies at Land level
Agencije za akreditacijo/evalvacijo nadeželniravni
(for external evaluation type 1)
(zveznisvetzaakreditacijo) inagencijezaakreditacijo/evalvacijo nadeželniravni e sti ru ari d se Ak red ite eri is ke sk s
(Federal Accreditation Council)
Obvezna vrste1)
(for external evaluation type 2)
Ni zunanje evalvacije
Every 7 years
Vsaj na deset let
Compulsory
Vsako leto
From 3 to 7 years
Nipredpisov
(Higher Education Quality Assessment Council)
Vsevisokošolskeinstitucije
Compulsory
Priporočena
At least every 4 years
Priporočena
Status of evaluation
Na štiri leta
Types of institution concerned
Določi ocenjevalec
Types of institution concerned
Vsaj na deset let
Use of results for external evaluation
Štiriletapoprviakreditacijo, potempanadesetlet o sk
All higher education institutions
Vrste zunanje evalvacije
In the case of voluntary participation in annual call of ANECA
Vsevisokošolskeinstitucije
Institutionresponds voluntarily to annual call but all will have topass accreditation by2010 2010
Visokešolezaizobraževanje,kiso povezanezuniverzamiinorganizirajo sp
(Directorate for Higher Education)
(nacionalnakomisijazaevalvacijo javnihinstitucij)in