natgillin/translations-raw huggingface dataset:
United Kingdom (ENG/WLS/NIR): There are specific requirements for reporting teacher assessment at the end of each key stage.
Združeno kraljestvo (ENG/WLS/NIR): Za poročila učiteljev o ocenjevanju ob koncu vsake pomembne faze veljajo posebna pravila.
In Northern Ireland, new teacher assessment arrangements are being introduced with an emphasis on qualitative comments.
Na Severnem Irskem je bila vpeljana nova ocenjevalna ureditev, v kateri so posebnega pomena kvalitativne utemeljitve.
Liechtenstein: The marking system (with marks of 1 to 6) is specified in national legislation.
Lihtenštajn: Ocenjevalni sistem (z ocenami od 1 do 6) je podrobno razčlenjen v nacionalni zakonodaji.
Only the weighting of oral assessment may vary from one school to the next.
Le ustnooocenjevanje se od šole do šole lahko razlikuje.
In the great majority of European countries, teachers determine the basis on which pupils should be assessed, acting either independently or jointly with their school head.
V veliki večini evropskih držav učitelji sami ali skupaj s šolskim ravnateljem odločajo o izhodiščih za ocenjevanje znanja učencev.
The latter procedure is the norm in Belgium, Bulgaria, Germany, Estonia, Ireland (ISCED 2), Malta, Poland, Slovakia, Sweden, the United Kingdom (Scotland), Iceland and Norway.
Sodelovanje med učitelji in ravnateljem je pravilo v Belgiji, Bolgariji, Nemčiji, Estoniji, Združenem kraljestvu (na Škotskem), na Malti, Islandiji, Irskem (ISCED 2), Poljskem, Slovaškem, Švedskem in Norveškem. Na Poljskem je za to odgovoren učiteljski zbor, ki mu predseduje ravnatelj.
Levels of Autonomy and Responsibilities of Teachersin Europe class council of which the school head (or his or her representative) is a member. In Denmark, Italy, Lithuania, Hungary, Austria, Romania, Slovenia and Finland, teachers are fully autonomous in the area of internal assessment.
Ravni avtonomijein odgovornost učiteljev v Evropi v Italiji, Litvi, Avstriji, Sloveniji, Romuniji, na Madžarskem in Finskem so učitelji pri internem ocenjevanju učencev popolnoma avtonomni.
However, when awarding final marks at the end of the year in Lithuania, they have to comply with the marking scale of 10 laid down by the Ministry of Education and Science, while in Finland they are guided by the national curriculum.
Vendar pa morajo biti na primer v Litvi ocene ob koncu šolskega leta v skladu z 10-stopenjsko ocenjevalno lestvico, ki jo predpiše Ministrstvo za šolstvo, finski učitelji pa si pri ocenjevanju pomagajo z navodili iz nacionalnega kurikuluma.
Teachers are also autonomous with regard to assessment in Greece, Spain, France, Latvia, Luxembourg and Liechtenstein, though subject to the approval of the higher authority in France, and on the basis of a predetermined list of criteria in Greece, Spain, Latvia, Luxembourg and Liechtenstein.
Učitelji so pri ocenjevanju avtonomni tudi v Grčiji, Španiji, Franciji, Latviji, Luksemburgu in Lihtenštajnu, vendar morajo v Franciji ocene odobriti tudi višje šolske oblasti, v Grčiji, Španiji, Latviji, Luksemburgu in Lihtenštajnu pa učence ocenjujejo po vnaprejšnjih zunanje določenih merilih.
Logically, this freedom is often exercised in a specific educational framework which entails compliance with certain general conditions.
Učiteljevo avtonomijo pri ocenjevanju učencev pogosto omejuje nacionalni sistem ocenjevanja znanja, s katerim so določena splošne pravila.
In Estonia, for example, pupil assessment is regulated by the Ministry of Education and Research.
V Estoniji na primer ocenjevanje učencev ureja Ministrstvo za šolstvo in znanost.
According to the law on basic and upper secondary education, the knowledge, abilities and experience of pupils are assessed on a five-point scale.
Po zakonu o osnovnošolskem in srednješolskem izobraževanju se znanje, sposobnosti in izkušnje učencev ocenjujejo po petstopenjski lestvici.
Schools may adopt a different system of assessment but the annual mark must relate to that scale.
Šole lahko med letom uporabljajo tudi drugačen ocenjevalni sistem, vendar morajo biti ocene ob koncu šolskega leta v skladu s predpisano ocenjevalno lestvico.
The assessment of conduct and application on the part of pupils is based on the general competencies included in the general curriculum of the school and on its internal regulations.
Vedenje in marljivosti učencev se ocenjuje na podlagi splošnih kompetenc, zapisanih v skupnem delu izvedbenega kurikuluma, in po notranjih pravilih šole.
In Malta, guidelines are provided by the management of the head office.
Na Malti sprejemajo smernice za ocenjevanje učencev uprave šol.
Figure 2.6b: School decision-makers involved in determining the criteria for the internal assessment of pupils, ISCED 1 and 2, 2006/07
Slika 2.6b: Šolski nosilci odločanja o izbiri meril za notranje ocenjevanje učencev, ISCED 1 in 2, 2006/07 a b
Chapter 2: Educational Provision andthe Autonomy of Teachers in the criteria and methods used. Certain safeguards may also exist, as in Hungary in which the assessment criteria are set by the School Quality Management Programme (SQMP) but the forms of assessment may BE freely chosen.
Drugo poglavje:Izvajanje poukain avtonomija učiteljev so v sistemu določena varovala, kot na primer na Madžarskem, kjer so merila za ocenjevanje učencev določena s Programom upravljanja kakovosti v šolstvu (School Quality Management Programme, SQMP), oblike ocenjevanja pa lahko šole same izbirajo.
At ISCED level 2, schools have to use the results of the national full-scale student competence assessment.
Pri tem morajo nižje sekundarne šole uporabiti tudi rezultate vsesplošnega nacionalnega ocenjevanja kompetenc učencev.
The SQMP is accepted by the teaching staff, while the school management council and the parents’ associations give their opinion.
Program SQMP sprejme učiteljski zbor, svet šole in združenja staršev dajo mnenja, dokončno pa ga odobri pristojni organ za izobraževanje (zunanji upravni organ oziroma lokalna šolska oblast).
The school education provider (its external administrative authority or body) has to approve the SQMP which it may refuse if it runs counter to the law, or is not consistent with the local authority quality programme (LEAQMP), or does not satisfy programme requirements.
Če program SQMP ni v skladu z zakonom ali programom kakovosti lokalnih šolskih oblasti ali ne izpolnjuje pogojev, določenih za vsak program, se lahko tudi zavrne.
In Finland, the national core curriculum sets the criteria specific to each level and those that characterise good performance.
Na Finskem so merila za ocenjevanje učencev na posamezni stopnji učenja in merila za doseganje učne uspešnosti določena z nacionalnim jedrnim kurikulumom.
At different stages of the process, teachers may work in teams.
Učitelji lahko delajo v skupinah v različnih fazah pedagoškega procesa.
For example in Italy, the teachers’ council draws up the general criteria with which teachers have to comply when assessing pupils under the Plan for Educational Provision drawn up by the school.
V Italiji denimo, učiteljski zbor po Nacionalnem načrtu za izobraževanje začrta splošna merila, ki naj bi jih učitelji upoštevali pri ocenjevanju učencev.
The continuous assessment of pupils is the responsibility of each teacher.
Za sprotno ocenjevanje učencev so sicer odgovorni učitelji kot posamezniki.
Both periodic assessment once every three or four months and final assessment are carried out by the group of teachers who work in each class.
Občasno ocenjevanje na vsake tri ali štiri mesece in zaključno ocenjevanje pa organizira oddelčni zbor učiteljev.
The same applies to Romania in which the criteria for the internal assessment of pupils are established by a committee consisting of the specialist teaching staff for part of the programme or a particular subject.
Podobno je v Romuniji, kjer merila za interno ocenjevanje učencev določi komisija predmetnih učiteljev, specialistov za določen del programa oziroma predmet.
Figure 2.7a: School autonomy regarding decisions as to whether pupils should repeat a year, ISCED 1 and 2, 2006/07
Slika 2.7a: Šolska avtonomija in odločanje o ponavljalcih, ISCED 1 in 2, 2006/07 a b
Belgium: In secondary education, there is a procedure under which appeals may be lodged against the decisions of the class councils at the end of the school year.
Belgija: V sekundarnem izobraževanju poznajo postopek, po katerem se je mogoče ob koncu šolskega leta pritožiti na odločitev razrednega zbora.
In the French Community, there is also an appeals council for challenging decisions to withhold the award of the certificat d’études de base (certificate of ‘basic’ education) at the end of primary school.
V francoski skupnosti imajo tudi pritožbeni svet za presojo odločitev o zadržanju spričevala Certificat d’études (spričevalo o osnovnem izobraževanju) ob koncu primarne šole.
Cyprus: At ISCED level 1, there is no autonomy, since pupils progress automatically from one class to the next in all but exceptional circumstances requiring the agreement of both the school head and the school inspector.
Ciper: Na ravni ISCED 1 ni avtonomije.
Latvia: According to regulations enacted by the Cabinet of Ministers, pupils whose assessment results in more than two school subjects are unsatisfactory have to begin the year again.
Učenci napredujejo v višji razred avtomatično, razen v izjemnih okoliščinah; v tem primeru je potrebno soglasje ravnatelja in šolskega inšpektorja.
Luxembourg: At ISCED level 1, schools are autonomous in this area.
Luksemburg: Primarne šole so na tem področju avtonomne.
Slovenia: Pupils cannot generally redo the first or second years in a three-year stage of schooling.
Slovenija: Učenci načeloma ne morejo ponavljati prvega in drugega razreda prvega triletja osnovne šole.
At the request of parents, teachers or social workers, pupils may retake a year in the event of poor results, illness or for any other valid reason.
Le ob slabem učnem uspehu zaradi bolezni ali drugih upravičenih razlogov lahko na posebno prošnjo staršev, učiteljev ali socialne službe ponavljajo razred.
United Kingdom (NIR): The age at which pupils normally transfer from primary to secondary education is fixed by legislation, but in exceptional circumstances a pupil can be transferred a year later than normal, at the school's discretion.
Združeno kraljestvo: Starost, pri kateri učenci navadno preidejo iz primarnega v sekundarno izobraževanje, je določena z zakonodajo, v izjemnih okoliščinah pa lahko napredujejo leto pozneje; odločitev je v pristojnosti šole.
Liechtenstein: At ISCED level 1, pupils progress automatically from one year to the next.
Lihtenštajn: Na 1. ravni ISCED učenci napredujejo v višji razred avtomatično.
In Latvia, Luxembourg (ISCED 2), Liechtenstein (ISCED 1) and Norway, schools are not responsible for deciding whether pupils should retake a year.
V Latviji, Luksemburgu (ISCED 2), Lihtenštajnu (ISCED 1) in na Norveškem o ponavljalcih ne odločajo šole.
In Norway, they normally progress automatically to the next class throughout their compulsory education, while in Liechtenstein they do so at ISCED level 1.
Na Norveškem učenci napredujejo v višji razred praviloma avtomatično v celotnem obdobju obveznega šolanja, v Lihtenštajnu pa samo na primarni ravni.
In the United Kingdom, it is for schools to decide how to organise pupils into teaching groups.
V Združenem kraljestvu o tem, kako razdeliti otroke v učne skupine, odloča šola.
In the Czech Republic, Denmark, Malta, Slovakia, Sweden and the United Kingdom, the decision lies with the school head.
Na Češkem, Danskem, Malti, Slovaškem, Švedskem in v Združenem kraljestvu o tem odloča ravnatelj.
As in the case of countries in which the opinion of the school head tends to predominate, school heads in Malta alone take the decision, even if they usually consult their deputy and teaching staff first.
Podobno kot v nekaterih državah, kjer pri odločanju prevlada mnenje ravnatelja, na Malti o tem odločajo ravnatelji sami, čeprav se pred tem navadno posvetujejo še s svojim namestnikom in pedagoškim osebjem.
Figure 2.7b: School decision-makers involved in determining whether pupils should repeat a year, ISCED 1 and 2, 2006/07
Slika 2.7b: Šolski nosilci odločanja o ponavljanju razreda, ISCED 1 in 2, 2006/07 a b
School management body n u l l
Upravni organ šole
ISCED 2 have to refer this matter to parents, the recteurs and inspectors in each académie may adopt policies for pupil flow management involving decisions about which pupils should do their year again.
Belgija (BE fr, BE de): (a) nanaša se na šole, za katere je neposredno odgovorna skupnost, odgovornost pa izvršuje minister; (b) se nanaša na šole v javnem in zasebnem subvencioniranem sektorju.
Furthermore, at ISCED 1, the autonomy discussed here may be affected by different measures which in practice restrict the freedom of schools and that of their main players.
V subvencioniranem sektorju izvršuje odgovornost upravni organ na šoli.
For example, Belgium, Spain and Cyprus limit the number of times that pupils can repeat a year in primary education, while other countries such as Denmark, Greece, Italy, Malta, Poland and Portugal, authorise them to do so only under exceptional circumstances.
Italija: Odločitev, da učenec ne napreduje v višji razred, sprejme skupina učiteljev, ki je v oddelku poučevala.
By contrast, pupils who have already repeated a year during a given stage of schooling can progress further irrespective of their results.
Ciper: Učenci na 1. ravni ISCED v višji razred napredujejo avtomatično, razen v izjemnih okoliščinah.
Pupils may be asked to attend additional lessons after the end of the school year in subjects for which their marks during the year have been ‘poor’ (level 2) or ‘weak’ (level 1).
V tem primeru je potrebno soglasje ravnatelja in šolskega inšpektorja.
The teachers’ council has to reach a considered and clearly explained decision after hearing the view of a legal representative of the pupil concerned.
Na 2. ravni ISCED učenci ne napredujejo avtomatično.
In lower secondary education, students must repeat a year if they are negatively assessed in more than two subjects in all (in one or more years).
Luksemburg: Na 1. ravni ISCED o tem, ali učenci napredujejo v višji razred ali ne, odločajo učitelji.
In this case, they must redo the last full year and catch up in the subjects they failed in earlier years.
Starši se lahko na odločitev pritožijo inšpektorju.
Pupils at primary school in Hungary only redo their year if they lack appropriate knowledge and skills as a result of absences during the first three years at school (levels 1-3), or if their parents request that they should (levels 1 to 4).
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).
In either case, the decision is taken by the school head.
Formalno je ta organ odgovoren za vse šolske dejavnosti.
At ISCED level 2, the decision is taken by the teaching staff in the light of their own assessment and the results achieved by pupils at the end of the year.
Ravnatelji primarnih šol imajo po zakonu nalogo pedagoškega vodenja in vsakodnevnega organiziranja dela.
In France and in particular at ISCED level 2 (the collège), the class council consisting of the school head and the teachers decides which pupils should repeat their year and which of them should progress to the next class.
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.
Parents may appeal against this decision to a special committee that meets at the end of the school year.
Način sodelovanja učiteljev pri odločanju je odvisen od posamezne šole.
In Slovenia, pupils may redo their year, subject to the approval of the teachers’ council at the school.
Romunija: Odločitev mora biti v skladu s šolskimi predpisi in jo sprejme učiteljski zbor.
The situation is very different as regards the involvement of schools and teachers in devising the content of written examinations for certified qualifications. Few European countries hold examinations of this kind at the end of primary education (ISCED 1).
Združeno kraljestvo (ENG/WLS/NIR):Ravnatelj je odgovoren za načrtovanje celotnega šolskega kurikuluma v skladu s splošno politiko organa upravljanja.
In countries which hold examinations at ISCED level 2, they are only rarely devised at school level.
Za podrobnejše načrtovanje kurikuluma lahko pooblasti drugo osebje in predstojnike oddelkov.
Levels of Autonomy and Responsibilities of Teachersin Europe
Lihtenštajn: Na 1. ravni ISCED učenci napredujejo v višji razred avtomatično.
Figure 2.8a: School autonomy in preparing the content of examinations for certified qualifications, ISCED 2, 2006/07
V nekaterih državah starši lahko nasprotujejo odločitvi šole, po kateri naj bi učenec razred ponavljal.
Chapter 2: Educational Provision andthe Autonomy of Teachers written paper with multiple-choice and constructed-response questions on Italian and mathematics, which is intended to check the learning attainment of pupils and bring it gradually into line with national standards.
S starši se morajo o ponavljanju razreda posvetovati na Irskem (ISCED 1), v Franciji (ISCED 2) in Luksemburgu (ISCED 1).
This paper is taken in addition to the examinations prepared by the teachers (written papers in Italian, 2 EU official languages, mathematics, and science and technology, as well as a multidisciplinary oral examination).
Na Danskem in v Lihtenštajnu (ISCED 1) morajo šole dobiti soglasje staršev.
Figure 2.8b: School decision-makers who may be involved in preparing the content of examinations for certified qualifications, ISCED 2, 2006/07
Na Irskem (ISCED 1) smejo otroci ponavljati razred zaradi slabega učnega uspeha samo v izjemnih primerih in po posvetovanju s starši.
School head
Čeprav se
CHAPTER 3: WORKING TIME AND PROFESSIONAL DUTIES
V obeh primerih o tem odloči šolski ravnatelj.
In most countries, working time is defined as the time allocated to two main activities, namely teaching in lessons on the one hand and the preparation of lessons and marking on the other.
Vloga šol in učiteljev pri načrtovanju vsebine pisnih izpitov, ki jih morajo učenci opraviti za pridobitev spričevala o izobrazbi, je precej drugačna.
In many countries, additional activities are also included.
Vendar pa šole sodelujejo pri njihovi pripravi; to nalogo avtonomno opravljajo v Grčiji, Italiji in na Cipru.
This concept is used in over half the countries covered (see Figure 3.1).
Ravni avtonomijein odgovornost učiteljev v Evropi
Figure 3.1: Official definitions of the working time of teachers, ISCED 1 and 2, 2006/07
Slika 2.8a: Šolska avtonomija pri pripravi vsebine izpitov za pridobitev spričevala o izobrazbi, ISCED 2, 2006/07 a b
Teaching hours
Popolna avtonomija
Overall working hours
Omejena avtonomija
Hours of availability at school
Ni odgovornost šole./Ni pojava.
Belgium (BE fr, BE de): In primary education, a maximum number of hours of required presence at school (including time spent giving lessons) is also specified.
Belgija (BE fr, BE de): (a) nanaša se na šole, za katere je neposredno odgovorna skupnost, odgovornost pa izvršuje minister; (b) se nanaša na šole v javnem in zasebnem subvencioniranem sektorju.
Denmark: The time during which teachers have to be available at school is not shown because it is expressed solely in days (during the school year).
Estonija: Ob koncu obveznega šolanja (1. in 2. ravni ISCED) učenci 9. razreda opravljajo zaključne izpite. Izpitne naloge se pripravijo eksterno na državni ravni.
Estonia: The time that teachers have to be available at school has not been shown because it is fixed at the discretion of each school.
Ocenjujejo jih izpitne komisije na šolah, pri tem morajo uporabljati nacionalne ocenjevalne lestvice, določene za vsak predmet posebej.
France: The status of teachers is governed by a law of 1950 which specifies their service obligations in terms of a number of hours of teaching a year.
Italija: Vrste izpitov in smernice za pripravo vsebine posameznega izpita se določajo na nacionalni ravni.
Various attempts to amend these obligations have been initiated since 1980.
Izpitne vsebine po predmetih nato konkeritizirajo izpitni odbori.
The 2007 Pochard report recommends that the amount of teaching time should be supplemented by an obligation to spend additional hours at school for purposes of consultation, participation in innovative teaching activities, classroom supervisory duties or the replacement of colleagues.
Od leta 2007/08 naprej nacionalni izpit, s katerim se končuje prvo obdobje izobraževanja, vsebuje pisni test iz italijanščine in matematike, z njim pa naj bi preverili učni uspeh učencev in ga postopoma približali nacionalnemu standardu.Ta test se opravlja poleg izpitov, ki jih pripravljajo učitelji (pisni testi iz italijanščine, dveh uradnih jezikov EU, matematike, naravoslovja in tehnologije ter večdisciplinarni ustni izpit).
The report also advocates expressing the working time of teachers in hours per year.
Ciper: Vrste izpitov in merila za pripravo vsebine vsakega od njih so nacionalno določeni.
Italy: The overall number of working hours is not considered because this time is fixed solely in terms of a number of days (during the school year) and (non-quantifiable) activities that teachers have to carry out.
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).
Luxembourg: Only teachers who are civil servants are shown.
Pri drugih predmetih imajo več avtonomije.
In the case of those on temporary contracts (chargés d’éducation), a number of hours of availability other than teaching hours is specified.
Slovaška: Ob koncu nižjega sekundarnega izobraževanja se poskusno izvajajo nacionalni preizkusi znanja iz matematike in maternega jezika (MONITOR).
Hungary: Since amendments to the legislation in September 2006, the hours of availability at school have been determined by the employer but not as clearcut working hours.
Nacionalno preverjanje znanja načrtuje, organizira in ocenjuje Pedagoški inštitut za preverjanje znanja.
These amendments specify the tasks which might be completed by the teacher at the school and those which might be completed outside it.
Učenci dobijo spričevalo, v katerega so vpisane izpitne ocene in zaključne ocene iz vseh drugih predmetov zadnjega razreda.
Levels of Autonomy and Responsibilities of Teachersin Europe
Drugo poglavje:Izvajanje poukain avtonomija učiteljev
All information refers to situations in which teachers are working on a full-time basis.
V državah, označenih na sliki, učitelji sodelujejo pri pripravi pisnih izpitnih nalog za pridobitev spričevala o izobrazbi.
Teachers who are not yet qualified or who are beginning their career are not taken into account if they are subject to special timetable requirements.
Naloge pripravljajo sami (kot v Italiji) ali skupaj z ravnateljem šole (kot v Grčiji in na Cipru).
Official definitions relate to working time as defined in teachers’ contracts of employment, job descriptions or other official documents.
Slika 2.8b: Sodelovanje šolskih nosilcev odločanja pri pripravi vsebine izpitov za pridobitev spričevala o izobrazbi, ISCED 2, 2006/07 a b
Most of them also specify the teaching hours and/or overall working time.
Ni odgovornost šole./Ni pojava.
The working time of teachers is contractually defined in terms of the number of teaching hours only, in just three European countries (Belgium, Ireland and Liechtenstein), while it includes both teaching hours and hours of availability at school in Greece, Italy, Cyprus, Luxembourg, Malta and Finland.
Belgija (BE fr, BE de): (a) nanaša se na šole, za katere je neposredno odgovorna skupnost, odgovornost pa izvršuje minister; (b) se nanaša na šole v javnem in zasebnem subvencioniranem sektorju.
A great many countries apply an overall number of working hours, which in principle covers all services performed by teachers, over and above the specified number of teaching hours.
V subvencioniranem sektorju izvršuje odgovornost upravni organ na šoli.