natgillin/translations-raw huggingface dataset:
Its main aim is to impart knowledge and competence in the area of democratic pedagogy for teachers, social workers or psychologists who work in schools.
Glavni cilj tega usposabljanja je posredovati znanje in kompetence na področju pedagogike demokracije učiteljem, socialnim delavcem in psihologom, ki delajo v šolah.
In Estonia, the so-called Integration Board has developed citizenship education programmes targeted at Russian-speaking teachers.
V Estoniji je t. i. svet za integracijo razvil programe državljanske vzgoje za rusko govoreče učitelje.
The Board has also published additional materials for use in citizenship education for all teachers of the subject.
Svet je objavil tudi dodatna gradiva za državljansko vzgojo, namenjena vsem učiteljem predmeta.
In Spain, parent associations promote teaching materials that provide a means of thinking about and working on the issues of participation and democracy.
V Španiji združenja staršev promovirajo učna gradiva, ki so v pomoč pri razmisleku o vprašanjih participacije in demokracije ter njihovem reševanju.
A national training and research/action project entitled ‘Education for Citizenship and Solidarity: human rights culture’ is now under way in Italy.
V Italiji poteka nacionalni izobraževalni in raziskovalni projekt, znan kot »Vzgoja za državljanstvo in solidarnost: kultura človekovih pravic«.
The aim of the project is to involve school networks, together with institutions, agencies and area-based authorities, in thought and discussion about solidarity, community issues and human rights.
Cilj tega projekta je vključiti mreže šol, institucije, agencije in območne oblasti v razmišljanje in razpravo o solidarnosti, problemih skupnosti in človekovih pravicah.
The project is intended for all teachers of human sciences and school class council coordinators at all educational levels.
Projekt je namenjen vsem učiteljem znanosti o človeku in šolskim usklajevalcem razrednih svetov na vseh ravneh izobraževanja.
In Lithuania, an expert committee for social and moral education addresses problems related to the strategy, policies and practical implementation of citizenship education in schools and makes appropriate recommendations.
V Litvi se komite strokovnjakov za družbeno in moralno vzgojo loteva vprašanj, povezanih s strategijami, politikami in praktično implementacijo državljanske vzgoje v šolah ter daje ustrezna priporočila.
It also assesses the quality of textbooks and proposed teaching methods or materials.
Ocenjuje tudi kakovost učbenikov in predlaga učne metode oziroma gradiva.
Since 2002 in Sweden, advisers known as ‘equality guides’ have been supporting teachers at local level.
Od leta 2002 na Švedskem pomagajo učiteljem na lokalni ravni svetovalci, znani kot »vodniki enakosti«.
The United Kingdom (England) has funded teaching posts specifically for the support of citizenship in schools.
Združeno kraljestvo (Anglija) financira učna mesta, ki so posebej namenjena podpori državljanstvu v šolah.
The role of the teachers concerned is to raise standards in the planning, teaching, learning and assessment of citizenship education in their own schools and, to some extent, others.
Vloga teh učiteljev je dvigniti standarde pri načrtovanju, poučevanju, učenju in preverjanju državljanske vzgoje v njihovi lastni šoli in do neke mere v drugih šolah.
In the United Kingdom (Scotland) a network of advisers has also been established at local level since 2001/02.
V Združenem kraljestvu (Škotska) so v šolskem letu 2001/2002 ustanovili mrežo svetovalcev.
In Bulgaria, the School Association for Global Education (SAGE) has prepared a pilot project that focuses on citizenship education in schools, including the professional development for teachers and school heads in this area.
V Bolgariji je Šolsko združenje za globalno izobraževanje (SAGE) pripravilo pilotni projekt, ki se osredinja na državljansko vzgojo v šolah ter zajema tudi strokovni razvoj učiteljev in ravnateljev na tem področju.
Nongovernmental organisations, particularly those working in the area of human rights, democracy and the promotion of peace, are instrumental in the provision of teaching materials and practical advice to help teachers and develop new approaches to their work on citizenship.
Nevladne organizacije, zlasti tiste, ki delujejo na področju človekovih pravic, demokracije in mirovne vzgoje, imajo pomembno vlogo pri oskrbi z učnimi gradivi in praktičnimi nasveti, ki so učiteljem v pomoč, in razvijajo nove načine dela na področju državljanske vzgoje.
However, as most of the support for teachers is provided as part of their continuing professional development, it is important to bear in mind that in-service teacher training is organised in different ways.
Ker dobijo učitelji večino pomoči med strokovnim usposabljanjem (zaposlenih učiteljev), si je treba zapomniti, da je leto organizirano na različne načine.
Access to various training programmes may not be automatic, as financial or organisational aspects may make it difficult for teachers to participate.
Dostop do različnih programov usposabljanja morda ni avtomatičen, saj lahko učiteljem finančni in organizacijski vidiki otežijo sodelovanje.
THE EUROPEAN DIMENSION OF CITIZENSHIP EDUCATION
EVROPSKA RAZSEŽNOST DRŽAVLJANSKE VZGOJE
Citizenship always has an area-based connotation, whatever its scale and limits.
Državljanstvo ima zmeraj konotacijo teritorialne umeščenosti, ne glede na njegove razsežnosti in meje.
In their education policy, all countries take account of the fact that future citizens identify with different entities, whether local, regional, national, European, international or global.
V izobraževalni politiki vse države upoštevajo dejstvo, da se bodo prihodnji državljani identicirali z različnimi entitetami, naj bodo lokalne, regionalne, nacionalne, evropske, mednarodne ali globalne.
The European dimension is often a part of the other geo-political dimensions of citizenship. Furthermore, while most curricula do refer clearly to Europe, a few refer solely to the international or world dimension in which Europe is included.
Evropska razsežnost je pogosto del drugih geopolitičnih razsežnosti državljanstva. »eprav se večina kurikulov jasno sklicuje na Evropo, se jih le nekaj sklicuje na mednarodno oziroma svetovno razsežnost, v katero je vključena Evropa.
For this reason, it is important to broaden the concept and take in the international dimension.
Zato je treba koncept razširiti in vključiti mednarodno razsežnost.
The joint interim report (1) of the Council and the European Commission on the situation regarding the education and training objectives set for 2010 restated the importance of the European dimension in education: School has a fundamental role to play allowing everyone to be informed and understand the meaning of European integration.
Skupno vmesno poročilo(1) Sveta Evrope in Evropske komisije o stanju vzgojnih in izobraževalnih ciljev za leto 2010 je spet potrdilo pomembnost evropske razsežnosti v izobraževanju: »Šola mora odigrati ključno vlogo in vsakemu omogočiti dostop do potrebnih podatkov in razumevanje pomena evropske integracije.
All education systems should ensure that their pupils have by the end of their secondary education the knowledge and competences they need to prepare them for their role as a future citizen in Europe.
Izobraževalni sistemi morajo zagotoviti, da imajo učenci na koncu sekundarnega izobraževanja znanje in kompetence, ki jih potrebujejo v pripravi za vlogo bodočega državljana Evrope.
This entails (...) strengthening the European dimension in the training of teachers and in the primary and secondary level curriculum.
To terja /…/ krepitev evropske razsežnosti pri usposabljanju učiteljev in v kurikulu primarnega in sekundarnega izobraževanja.«
The European dimension of education in citizenship relates to many aspects of school curricula and activities and its position in national education policy is not easy to determine.
Evropska razsežnost državljanske vzgoje je povezana s številnimi vidiki šolskega kurikula in z dejavnostmi v šoli, zato njenega mesta v nacionalni vzgojno-izobraževalni politiki ni lahko določiti.
All knowledge concerning Europe (historical, political, cultural or language-related, etc.), which is included in curricula, is liable to belong to what may be regarded as the European dimension in citizenship education.
Vsa v kurikul vključena spoznanja o Evropi (zgodovinska, politična, kulturna, jezikovna itd.) lahko spadajo v tisto, kar imamo za evropsko razsežnost državljanske vzgoje.
Extra-curricular activities involving mobility within the European Union are also an essential aspect of developing European citizenship.
Obšolske dejavnosti – denimo mobilnost v okviru Evropske unije – so prav tako bistven vidik razvoja evropskega državljanstva.
Finally, development of the European dimension in education presupposes that the teachers involved should be appropriately trained.
Poleg tega je pogoj za razvoj evropske razsežnosti tudi ustrezno usposabljanje učiteljev.
The present chapter considers the following issues related to the European dimension:
Poglavje obravnava naslednja vprašanja:
How is it reflected in curricula?
Kako je evropska razsežnost umeščena v kurikul?
What relevant activities are organised in the wider school context?
Kakšno mesto ima evropska razsežnost v začetnem izobraževanju učiteljev in strokovnem usposabljanju zaposlenih učiteljev?
What forms of support are available for teachers?
Katere s tem povezane dejavnosti so organizirane v širšem kontekstu šole?
In the majority of countries, reference to the European dimension is made within the overarching general aims of the curriculum.
V večini držav je evropska razsežnost omenjena v splošnih ciljih kurikula.
It generally takes the form of promoting a sense of belonging to Europe and of involvement.
Običajno gre za spodbujanje občutka pripadnosti Evropi in dejavnega vključevanja.
The Flemish Community of Belgium, the Netherlands, Sweden, the United Kingdom and Norway refer to the international or global dimension, rather than the European dimension specifically, even though the specific content of some subjects may include references to Europe.
V flamsko govoreči skupnosti Belgije, na Nizozemskem, Švedskem, v Združenem kraljestvu in na Norveškem govorijo o mednarodni oziroma globalni razsežnosti, ne pa posebej o evropski, čeprav lahko vsebine posameznih predmetov zajemajo sklicevanje na Evropo.
In Iceland, the sole reference to the European dimension is concerned with issues arising from cooperation with the European Union, which are considered in the 10th year of compulsory education.
V Islandiji se evropsko razsežnost omenja le v poglavjih o sodelovanju z Evropsko unijo, ki se obravnava v desetem letu obveznega izobraževanja.
In general, the international or European dimension is apparent in the curriculum for the two levels of education considered here but to a substantially greater extent in secondary education.
V splošnem je mednarodna oziroma evropska razsežnost prisotna na obeh ravneh izobraževanja, ki sta tu obravnavani, vendar veliko bolj v sekundarnem izobraževanju.
In Germany, Luxembourg and Hungary, it is only included from this level onwards.
V Nemčiji, Luksemburgu in na Madžarskem je vključena le od te ravni naprej.
In Latvia, all aspects of the European dimension examined here are covered at primary and secondary levels.
V Latviji so vsi vidiki evropske razsežnosti, ki jih obravnavamo na tem mestu, zajeti tako na primarni kot sekundarni ravni.
The European dimension appears in subjects focused on citizenship and in several others – most frequently history, geography, the political and social sciences, the environment, literature, music and art.
Evropska razsežnost se pojavlja v predmetih, ki se osredinjajo na državljanstvo, in v mnogih drugih – največkrat pri zgodovini, zemljepisu, političnih in družboslovnih znanostih, okolju, književnosti, glasbi in umetnosti.
Furthermore, many countries attach special importance to foreign language teaching, as a means of both engaging with modern sociocultural diversity and communicating with others in Europe.
Mnoge države dajejo velik pomen poučevanju tujih jezikov, ki je sredstvo tako za razumevanje moderne družbeno-kulturne raznolikosti kot za komunikacijo z drugimi v Evropi.
Proficiency in languages other than the mother tongue is now regarded as essential if people are to fully assume their role as European citizens.
Za polno privzemanje vloge evropskih državljanov je poleg maternega jezika pomembno obvladovanje drugih jezikov.
Courses focusing specifically on the European dimension are offered in very few countries.
Posebne predmete, namenjene samo evropski razsežnosti, imajo le v nekaterih državah.
In Estonia, there is an optional course on the European dimension for pupils in upper secondary education.
V Estoniji si lahko predmet o evropski razsežnosti izberejo dijaki višjega sekundarnega izobraževanja.
Since 2004/05 in Slovenia, it has been possible within a pilot project to undertake studies comprising several courses related to the European and international dimension, in 14 schools for upper secondary education.
Od leta 2004/2005 poteka v Sloveniji pilotni projekt, v katerem je v štirinajstih šolah višjega sekundarnega izobraževanja mogoče izbrati usmeritev, ki zajema več predmetov, povezanih z evropsko in mednarodno razsežnostjo.
In secondary schools in the United Kingdom (Scotland), a growing number of pupils take optional courses in European studies.
V sekundarnem izobraževanju v Združenem kraljestvu (Škotska) se vedno več učencev odloča za izbirne predmete, povezane z evropskimi študijami.
Figure 6.1: Main content of the European/international dimension of education in citizenship in the official guidelines and/or curriculum for primary and general secondary education, 2004/05
Slika 6.1: Glavna vsebina evropske/mednarodne razsežnosti državljanske vzgoje v uradnih smernicah in/ali kurikulu za primarno in sekundarno izobraževanje, 2004/2005
Rights and obligations of EU citizens
Pravice in obveznosti državljanov EU
Contemporary history of European nations/ the integration process
Sodobna zgodovina evropskih nacij/proces integracije
Functioning of European/international institutions
Delovanje evropskih/mednarodnih institucij
Main economic/political/social issues in European/international cooperation
Pomembna ekonomska/politična/socialna vprašanja evropskega/ mednarodnega sodelovanja
Reference at international level
Omemba na mednarodni ravni
Reference at European level
Omemba na evropski ravni
Reference at European and international levels
Omemba na evropski in mednarodni ravni
Chapter 6 – The European Dimension of Citizenship Education
Šesto poglavje − Evropskarazsežnost državljanske vojne
Belgium (BE fr): The Figure relates to current legislation and to curricula determined by different education providers. Denmark: The Figure relates solely to upper secondary education.
Belgija (BE fr): Predstavitev se nanaša na sedanjo zakonodajo in kurikule, ki jih določajo različni ustanovitelji šol.Danska: Predstavitev se nanaša samo na višje sekundarno izobraževanje.
The curriculum for primary and lower secondary education is mainly determined at local level.
Kurikul za primarno in nižje sekundarno izobraževanje je večinoma določen na lokalni ravni.
However, aims established at central level refer to awareness by pupils of the main issues in international cooperation. Finland: Curricula established by local authorities may include rights and obligations of EU citizens and the functioning of European/international institutions.
Toda cilji, ki so določeni centralno, vključujejo poznavanje glavnih vprašanj mednarodnega sodelovanja.Finska: Kurikuli, ki jih določajo lokalne oblasti, lahko zajemajo pravice in obveznosti državljanov EU in delovanje evropskih/mednarodnih institucij.
The new national curricula for basic education and for upper secondary education, which will come into effect by August 2006 and in August 2005 respectively, both contain a crosscurricular component intended to teach pupils the essence of European culture or European values.
Nova nacionalna kurikula za osnovno in višje sekundarno izobraževanje, ki bosta začela veljati avgusta 2006 za prvo oziroma avgusta 2005 za drugo raven, vsebujeta medpredmetno komponento, ki naj bi učence naučila bistva evropske kulture oziroma evropskih vrednot.
Slovenia: ‘Rights and obligations of European citizens’, ‘Main economic/political/social issues in international cooperation’ and ‘Cultural aspects/literature analysed at international level’ are taught as an optional course in European studies offered within a pilot project. United Kingdom (NIR): ‘Local and global citizenship’ will become a statutory requirement for secondary schools from September 2006.
Novi kurikul za višje sekundarno izobraževanje zajema tudi poseben predmet o evropskem državljanstvu in delovanju Evropske unije.Slovenija: Med vsebine izbirnega predmeta evropske študije v okviru pilotnega projekta spadajo tudi naslednje teme: pravice in dolžnosti evropskih državljanov, pomembna ekonomska/politična/socialna vprašanja mednarodnega sodelovanja in kulturni vidiki/analiza literature na mednarodni ravni.Združeno kraljestvo (NIR): Septembra 2006 bo postala za šole sekundarnega izobraževanja obvezna tema lokalno in globalno državljanstvo.
From analysing official curricular content with a bearing on the European dimension of citizenship education, it is clear that there is some degree of variation in the aspects covered from one country to the next.
Analiza prisotnosti evropske razsežnosti državljanske vzgoje v uradnih vsebinah kurikulov je izkazala določeno mero raznolikosti v vidikih, ki jih poudarjajo posamezne države.
As the European and international dimensions are sometimes closely intertwined (with some countries referring solely to the international dimension while inclusion of European aspects is implicit), both possibilities are shown in Figure 6.1. in the case of certain items.
Ker so evropski in mednarodni vidiki včasih tesno prepleteni (nekatere države tako navajajo samo mednarodno razsežnost, v katero je vključena implicitno tudi evropska), Slika 6.1 prikazuje za nekatere postavke obe možnosti.
The specifically European issues of people’s rights and duties as European citizens and the history of the EU integration process are part of the curriculum in around 10 and 20 countries respectively, mainly in secondary education.
Posebno evropski temi, namreč pravice in dolžnosti evropskih državljanov ter zgodovina procesa evropske integracije, sta del kurikula v nekaterih državah – prva v desetih, druga v dvajsetih – predvsem v sekundarnem izobraževanju.
The rights and obligations of citizens are taught from primary level onwards in Latvia only, while the history of European nations and the process of European integration are covered at this level in eight countries.
Pravice in dolžnosti državljanov se poučujejo že na primarni ravni le v Latviji, zgodovina evropskih nacij in procesa evropske integracije pa je na tej ravni obravnavana v osmih državah.
Courses on the history of European nations and the process of European integration are often concerned with the role of a particular nation within the EU and with the consequences of European integration at national level.
Pouk zgodovine evropskih nacij in procesa evropske integracije pogosto obravnava vlogo posamezne nacije v EU in posledice evropske integracije na nacionalni ravni.
The functioning of European and/or international institutions and the major issues associated with cooperation at European and international levels are also studied in around 20 countries.
Delovanje evropskih in/ali mednarodnih institucij in glavne teme o sodelovanju na evropski in mednarodni ravni so obravnavani v približno dvajsetih državah.
The major concerns of cooperation may relate, for example, to the main political or economic legislation affecting Europe, or to the economic, social, ecological or political problems that are bound up with globalisation, as well as appropriate European or international solutions to them.
Pri obravnavi sodelovanja je mogoče poudariti pomembno politično in gospodarsko zakonodajo v Evropi ali pa gospodarske, družbene, ekološke in politične probleme, povezane z globalizacijo, in tudi ustrezne evropske in mednarodne rešitve.
This whole subject area raises questions of major importance to society, which should enable pupils to acquire their own perspective on concepts such as social justice, the redistribution of wealth, the well-being of the greatest number and the importance of reconciling economic and social objectives, etc.
Ta zastavljena vprašanja so za družbo izrednega pomena, učencem pa naj bi pomagala izoblikovati lasten pogled na pojme, kot so družbena pravičnost, prerazdelitev bogastva, blaginja večine, pomen usklajevanja gospodarskih in družbenih ciljev itd.
In Austria, the question of the joint security and defence policy is considered.
V Avstriji se obravnava tudi vprašanje skupne varnostne in obrambne politike.
As illustrated in Figure 6.2, two kinds of emphasis are attached to cultural aspects, which are taught almost everywhere.
Slika 6.2 prikazuje, da sta s kulturnim vidikom povezana dva poudarka, ki ju poučujejo skoraj povsod.
Figure 6.2: Emphasis in the teaching of cultural matters related to the European/international dimension in primary and general secondary education, 2004/05
Slika 6.2: Poudarki pri poučevanju kulturne tematike, povezane z evropsko/mednarodno razsežnostjo v primarnem in sekundarnem izobraževanju, 2004/2005
Knowledge and promotion of sociocultural diversity
Poznavanje in spodbujanje družbeno-kulturne raznolikosti
Learning about European culture/literature/values
Spoznavanje evropske kulture/ literature/vrednot
Source: Eurydice. Additional note
Vir: Eurydice Dodatna opomba
Denmark: The Figure relates solely to upper secondary education.
Danska: Podatki se nanašajo le na višje sekundarno izobraževanje.
The curriculum for primary and lower secondary education is mainly determined at local level.
Kurikul za osnovno in nižje sekundarno izobraževanje je določen predvsem na lokalni ravni.
Where the first kind of emphasis is present, the aim is to analyse and understand the basic features and common aspects of different European cultures.
Kjer je prisoten prvi poudarek, sta cilj predvsem analiza in razumevanje temeljnih značilnosti in skupnih vidikov različnih evropskih kultur.
In the case of the second, it is to promote the sociocultural diversity characteristic of modern society.
Pri drugem poudarku pa gre za spodbujanje družbeno-kulturne raznolikosti, ki je značilna za sodobno družbo.
In the Czech Republic, Germany, Estonia, Spain, Greece, Cyprus, Hungary, Malta, the Netherlands and Austria, the curriculum refers explicitly to the cultural diversity that exists in Europe.
Na Češkem, v Nemčiji, Estoniji, Španiji, Grčiji, na Cipru, Madžarskem, Malti, Nizozemskem in v Avstriji kurikul izrecno omenja kulturno raznolikost Evrope.
In conclusion it may be assumed that, in the curriculum, the European dimension of education in citizenship aims both to transmit formal knowledge (of the major stages of European integration, the rights and duties of citizens and the functioning of the European institutions), and to develop attitudes and values on the part of future citizens (learning to be capable of relating to major European and international issues and to promote tolerance vis-à-vis sociocultural diversity, etc.).
Skleniti je mogoče, da je cilj evropske razsežnosti državljanske vzgoje v kurikulih posredovati formalno znanje (o glavnih obdobjih evropske integracije, pravicah in dolžnostih državljanov ter delovanju evropskih institucij) in pri bodočih državljanih razvijati ustrezna stališča in vrednote (da bodo znali izoblikovati svoj odnos do glavnih evropskih in mednarodnih vprašanj, spodbujati strpnost do družbeno-kulturne raznolikosti itd.).
In 19 countries, the European dimension of citizenship education is taken into account in the provision of in-service teacher training.
V devetnajstih državah se evropska razsežnost državljanske vzgoje upošteva pri strokovnem usposabljanju zaposlenih učiteljev.