natgillin/translations-raw huggingface dataset:
Pupils had to reply to questions on the subject content of ‘the basics of civil society’ and prepare dissertations to assess their knowledge of rights and obligations in civil society.
Učenci so morali odgovarjati na vprašanja o vsebinah s področja temeljev civilne družbe in napisati esej, s katerim se je preverjalo njihovo poznavanje pravic in dolžnosti v civilni družbi.
In 2002, the Zentrum für Schulentwicklung (Centre for School Development) in Austria carried out a study on democracy at school entitled Monitoring zur Schuldemokratie.
Leta 2002 je avstrijski Zentrum für Schulentwicklung (Center za razvoj šolstva) v šoli izvedel študijo o demokraciji, naslovljeno Monitoring zur Schuldemokratie (Spremljanje šolske demokracije).
Its report contained the results of replies to questionnaires sent to representatives of pupil and parent councils or associations.
Poročilo o njej je vsebovalo rezultate odgovorov na vprašalnike, ki so bili poslani predstavnikom združenj oziroma svetov učencev in staršev.
The study sought to measure the sense of democracy apparent in internal school councils of this kind.
Študija je skušala meriti demokratično kli- mo tovrstnih svetov v šolah.
In Sweden, universities are currently conducting research in this area.
Na Švedskem prav sedaj univerze opravljajo raziskavo na tem področju.
In most education systems in Europe, the criteria and methods for assessing pupils in the area of citizenship are fixed at school level by the teachers (or school head).
V večini evropskih izobraževalnih sistemov merila in metode preverjanja učencev na področju državljanske vzgoje določijo učitelji (oziroma ravnatelji) na ravni posamezne šole.
There are exceptions in the case of a few countries that offer recommendations, instructions or special standard criteria for assessing the knowledge, attitudes or skills that should have been achieved at the end of a given year, level or stage of education.
Izjema je nekaj držav, ki nudijo priporočila, navodila oziroma posebna standardna merila za preverjanje znanj, stališč oziroma spretnosti, ki so jih učenci dosegli ob koncu nekega šolskega leta, stopnje ali oblike izobraževanja.
These criteria are generally made available to the teachers, who are responsible for assessment.
Ta merila so običajno na voljo učiteljem, ki so odgovorni za preverjanje.
For example, the national curriculum in Greece includes criteria for evaluating the knowledge pupils have of separate subjects which are related to citizenship and taught at the three levels of education.
Grški nacionalni kurikul tako vsebuje merila za evalvacijo znanja učencev s področja predmetov, ki so povezani z državljanstvom in se jih poučuje na treh ravneh izobraževanja.
In Spain and Malta, general instructions for evaluating aspects of citizenship are set out in official documents for each level of education and school subject relevant to work on the crosscurricular theme.
V Španiji in na Malti so splošna navodila za evalvacijo vidikov državljanstva zapisana v uradnih dokumentih za vsako izobraževalno stopnjo in šolski predmet, ki je pomemben za obravnavanje medpredmetnih tem.
In Slovenia, the basic national curriculum (primary and secondary education) contains a description of the types and levels of performance that pupils should demonstrate at the end of the year in the case of each curricular unit for the subject relevant to education in citizenship.
V Sloveniji temeljni nacionalni kurikul (primarno in sekundarno izobraževanje) vsebuje opise vrst in ravni dosežkov, ki naj bi jih učenci izkazali na koncu leta pri vsaki enoti kurikula za predmet, ki je povezan z državljansko vzgojo.
Assessment against national standards became a compulsory requirement in secondary schools in the United Kingdom (England) in 2004, following the introduction of citizenship as a compulsory subject in 2002.
Preverjanje glede na nacionalne standarde je postalo obvezno v sekundarnih šolah v Združenem kraljestvu (Anglija) leta 2004, državljanska vzgoja pa je postala obvezni predmet leta 2002.
At the end of key stage 3 (for pupils aged14), teachers are required to assess each pupil’s attainment in citizenship against a description of the types and range of performance that the majority of pupils should characteristically demonstrate.
Na koncu tretje ravni izobraževanja (key stage 3) morajo učitelji preveriti dosežke učencev s področja državljanstva ter jih primerjati z opisi vrst in razponov dosežkov, ki naj bi jih dosegla večina učencev.
When pupils are aged 16, schools decide for themselves on the most appropriate methods of assessing their progress and achievement.
Ko učenci dopolnijo 16 let, se šole same odločijo, katere metode so najprimernejše za preverjanje njihovega napredka in dosežkov.
This can include use of the new national qualification in citizenship (the GCSE short course) and other accreditation schemes for citizenship-related achievement such as the Duke of Edinburgh’s Award Scheme.
Metode lahko vključujejo rabo novih nacionalnih kvalikacij na področju državljanstva (kratek tečaj GCSE(1)) ali pa druge akreditacijske standarde za dosežke, povezane z državljanstvom, denimo Duke of Edinburg's Award Scheme.
In Romania, pupils are assessed in accordance with standards fixed by the basic curriculum for the separate school subject (civics in primary education and civic culture in lower secondary education).
V Romuniji so učenci preverjani v skladu s standardi, ki so določeni v splošnem kurikulu za posamezne šolske predmete (državljanska vzgoja v osnovnem in državljanska kultura v nižje srednjem izobraževanju).
Chapter 4 – Evaluation of Citizenship Education
Četrto poglavje − Evalvacija državljanske vzgoje
Figure 4.1: Existence of internal and/or external pupil assessment criteria in the field of citizenship in primary and general secondary education, 2004/05
Slika 4.1: Notranja in/ali zunanja merila za preverjanje učencev na področju državljanstva v primarnem in splošnem sekundarnem izobraževanju, 2004/2005
Internal pupil assessment criteria
Notranja merila preverjanja učencev
External pupil assessment criteria/ external instructions
Zunanja merila/navodila za preverjanje učencev
No specific indication concerning citizenship in assessment criteria
Merila preverjanja ne zajemajo navodil za državljansko vzgojo.
Luxembourg: Information not verified at national level. Netherlands: In secondary education, attainment levels defined in the curriculum, as well as examinations, provide for overall assessment of the civic ‘consciousness’ of pupils.
Luksemburg: Podatki niso preverjeni na ravni države.Nizozemska: V kurikulu določene ravni dosežkov in preverjanja znanja na sekundarni ravni omogočajo globalno oceno državljanske zavesti učencev.
However, there are no formally specified evaluation procedures. Poland: Teachers assess pupil attainment in citizenship solely when teaching the separate subject.
Formalno določenih postopkov za evalvacijo pa ni.Poljska: Učitelji preverjajo dosežke učencev na področju državljanstva samo v okviru predmeta, ki ga učijo.
Sweden: The National Agency for Education has prepared an instrument for evaluating skills and matters relevant to democracy and to the values with which citizenship education is concerned. United Kingdom (ENG/WLS/NIR): At the age of 16, external qualifications and accreditation are available but not mandatory.
Temeljni nacionalni kurikul, ki je vpeljal državljanstvo kot medpredmetni pristop, ne vsebuje meril za preverjanje spretnosti učencev.Švedska: Nacionalna agencija za izobraževanje je pripravila instrument za evalvacijo spretnosti in vsega, kar je povezano z demokracijo in vrednotami, s katerimi se ukvarja državljanska vzgoja.Združeno kraljestvo (ENG/WLS/NIR): Za učence, ki dopolnijo 16 let, so na voljo zunanje kvalikacije in akreditacije, vendar niso obvezne.
At the age of 14, pupils in England must be assessed by their teacher against external criteria from 2004 onwards.
Od leta 2004 naprej morajo učitelji preveriti štirinajstletne učence po zunanjih merilih.
At primary level, there are no external assessment criteria in Wales or Northern Ireland, but draft criteria were made available for optional use by schools in England in February 2005.
Na primarni ravni v Walesu in Severni Irski ni zunanjih meril, v Angliji pa imajo šole od februarja 2005 na voljo osnutke meril.
Evaluation of pupil attainment following citizenship education may focus on their theoretical knowledge or on their attitudes and civic conduct.
Preverjanje dosežkov učencev na področju državljanske vzgoje se lahko osredini na teoretično znanje ali pa na njihova stališča in državljansko ravnanje.
It may take various forms (written and oral examinations, practical work or classroom observation) and, in most cases, the teacher concerned decides what its content should be and how it should be organised.
Lahko ima več oblik (ustni in pisni izpiti, praktično delo ali opazovanje razreda); za vsebino in način preverjanja se večinoma odločijo učitelji sami.
Theoretical knowledge may be evaluated on the basis of continuous pupil assessment performed by teachers while working in the classroom and/or take the form of written or oral examinations drawn up by the school or the external authorities.
Teoretično znanje učencev je mogoče evalvirati na osnovi stalnega preverjanja učencev, ki ga opravlja učitelj med delom v razredu, lahko pa evalvacija poteka v obliki ustnih ali pisnih izpitov, ki jih organizira šola ali zunanje oblasti.
Figure 4.2 below illustrates how the assessment of pupils may take account of their theoretical knowledge, as well as their civic attitudes and conduct.
Slika 4.2 prikazuje, kako je mogoče preverjati teoretično znanje učencev ter njihova državljanska stališča in ravnanje.
Figure 4.2: Aspects taken into account when assessing pupils in the field of citizenship in primary, general lower and upper secondary education, 2004/05
Slika 4.2: Vidiki, ki so upoštevani pri preverjanju učencev na področju državljanstva v primarnem ter splošnem nižjem in višjem sekundarnem izobraževanju, 2004/2005
Special examinations
Posebna preverjanja
Continuous assessment
Stalno preverjanje
Pupil attitudes/participation/ conduct
Stališča/sodelovanje/ravnanje učencev
Aspect assessed at lower secondary and/or upper secondary levels
Vidiki, ki se preverjajo na vsehravneh izobraževanja
Aspect assessed at all levels of education
Vidiki, ki se preverjajo v nižjemin/ali višjem sekundarnem izobraževanju
No continuous assessment or special examinations
Ni stalnega preverjanjaali posebnih izpitov.
Belgium (BE de): Until 2005/06, annual examinations in civics may be organised by schools in the last four years of primary education.
Belgija (nemško govoreča skupnost): Do leta 2005/2006 lahko šole v zadnjih štirih letih primarnega izobraževanja iz državljanske vzgoje organizirajo letne izpite.
After that, civics will no longer be a separate subject but will become a crosscurricular theme.
Nato državljanska vzgoja ne bo več poseben predmet, temveč medpredmetna tema.
Pupil attitudes are taken into account solely during formative assessment.
Stališča učencev se upoštevajo le med formativnim preverjanjem.
Belgium (BE nl): Schools are not obliged to assess pupils on crosscurricular themes such as citizenship education.
Belgija (amsko govoreča skupnost): Glede medpredmetnih tem, kot je državljanska vzgoja, šolam ni treba preverjati učencev.
They include a GCSE short course in Citizenship Studies (England) and a (pilot) GCSE in Learning for Life and Work (Northern Ireland), both of which set an external written examination to assess pupils' knowledge, skills and understanding of citizenship.
Gre za kratek tečaj GCSE v državljanskih študijah (Anglija), v Severni Irski pa tudi (poskusni) GCSE za učenje za življenje in delo (Learning for Life andWork).
United Kingdom (SCT): To obtain the national qualification in ‘modern studies’ (upper secondary education), pupils may take an examination and demonstrate that they have adequate knowledge of (at least) the British political system.
Oba programa zajemata zunanji pisni izpit, s katerim se preverjajo učenčevo znanje, njegove spretnosti in razumevanje državljanstva.Združeno kraljestvo (SCT): Da bi dobili nacionalno kvalikacijo v t. i. modernih študijih (višje srednje izobraževanje), se učenci udeležijo izpita in izkažejo primerno poznavanje (vsaj) britanskega političnega sistema.
Only internal or external examinations concerned specifically with citizenship education are considered here.
Upoštevana so le notranja in zunanja preverjanja (izpiti), ki se nanašajo na državljansko vzgojo.
Examinations in other subjects, such as history, which include topics relevant to education for citizenship are not taken into account.
Preverjanja pri drugih predmetih, kot je denimo zgodovina, ki vključujejo z državljansko vzgojo povezane teme, niso upoštevana.
Continuous assessment of theoretical knowledge involves written work or projects undertaken by pupils, with a bearing on citizenship education.
Stalno preverjanje teoretičnega znanja se nanaša na pisne izdelke oziroma projekte učencev, ki so povezani z državljansko vzgojo.
In all countries that assess pupils in the field of citizenship education, this assessment focuses at least partly on their theoretical knowledge and is administered on a continuous basis, generally at the three levels of school education, except in Italy and Slovakia (in which it occurs solely at secondary level).
V vseh državah, ki pri državljanski vzgoji preverjajo učence, je preverjanje vsaj delno usmerjeno na njihovo teoretično znanje, poteka pa stalno, v glavnem na vseh treh ravneh izobraževanja, razen v Italiji in na Slovaškem (kje poteka le na sekundarni ravni).
In around 10 countries, (internal or external) examinations have also been introduced for the specific purpose of assessing the theoretical knowledge or even the attitudes of pupils in relation to citizenship.
V približno desetih državah so vpeljali tudi (notranja in zunanja) preverjanja (izpite) teoretičnega znanja ali celo stališč učencev na področju državljanstva. Preverjanja so organizirana v državah, kjer je državljanska vzgoja samostojen predmet (razen na Malti in Nizozemskem).
They are organised when citizenship education is offered as a separate subject (except in Malta and the Netherlands). Where they exist, they are administered at secondary level, except in Greece in which they are also held at primary level.
V Estoniji od leta 2001 naprej učenci, ki jih vsako leto določi Nacionalni center za preverjanje znanja in kvalikacije, ob koncu devetega leta šolanja, torej na koncu obveznega izobraževanja, opravijo zunanji nacionalni test (ki ga pripravi Center).
Since 2001 in Estonia, a sample of (ninth-year) pupils completing compulsory education who are identified annually by the National Examination and Qualification Centre have to take an external national test (a standard written paper prepared by the Centre), and pupils completing upper secondary education may choose to take a national school leaving examination in civics.
Učenci, ki zaključijo višje sekundarno izobraževanje, se lahko odločijo, da bodo nacionalno zaključno preverjanje znanja opravili iz državljanske vzgoje.
Both the test and the examination assess learning outcomes with respect to the aims of education in citizenship.
Tako test kot zaključno preverjanje ocenjujeta dosežke učencev glede na cilje državljanske vzgoje.
Pupils have to demonstrate on the basis of case studies their ability to use information they have received about society.
Učenci morajo na podlagi študije primera pokazati svojo sposobnost uporabe informacij o družbi, ki so jih osvojili med poukom.
The results of the test and examination are published for consultation by all schools.
Rezultate testa in zaključnega preverjanja šole objavijo v informativne namene.
In Ireland, a state examination (involving a written paper and practical action project) on the subject of Civic Social and Political Education is held at the end of lower secondary education.
Na Irskem poteka državni izpit (ki obsega pisni preizkus in praktični projekt) iz predmeta Državljanska, družbena in politična vzgoja (Civic Social and Political Education) ob koncu nižjega srednjega izobraževanja.
At the end of upper secondary education, the Leaving Certificate Examination covers (among other things) matters particularly relevant to citizenship in subjects such as geography and history.
Ob koncu višjega srednjega izobraževanja obsega zaključno preverjanje (Leaving Certicate Examination) pri predmetih, kot sta Zemljepis in Zgodovina, med drugim tudi teme, ki so povezane z državljanstvom.
It consists of written papers together with a research study report.
Preverjanje obsega pisne izpite in raziskovalno nalogo.
In Poland, it is possible to pass a matura (final examination) in civic education at the end of upper secondary education.
Na Poljskem je državljansko vzgojo mogoče izbrati za maturo.
In the United Kingdom (England), the GCSE short course may be used by schools to accredit attainment in citizenship studies, although it is not compulsory.
V Združenem kraljestvu (Anglija) lahko šole za akreditacijo dosežkov na področju državljanstva uporabijo kratek tečaj GCSE, a to ni obvezno.
This qualification has three equally-weighted assessment objectives in all, one of which assesses knowledge and understanding of events of current interest; roles, rights and responsibilities; communities and identities; democracy and government within individual, local, national and global contexts.
Kvalikacija ima tri enakovredne cilje preverjanja; eden od njih preverja poznavanje in razumevanje tekočih dogodkov; vlog, pravic in odgovornosti; skupnosti in identitet; demokracije in oblasti v individualnem, lokalnem, nacionalnem in globalnem kontekstu.
Pupils’ knowledge and understanding is assessed by a combination of an externally marked examination at the end of the course and an internally assessed component.
Poznavanje in razumevanje se preverja s kombinacijo zunanje ocenjenega preverjanja (izpita) na koncu tečaja in z interno ocenjeno komponento.
At the end of upper secondary education in Norway, pupils may sit a final examination in social studies (a separate subject devoted to education in citizenship).
Na Norveškem lahko učenci ob koncu višjega srednjega izobraževanja opravljajo zaključni izpit iz znanosti o družbi (ki je poseben predmet, namenjen državljanski vzgoji).
Furthermore, pupils at the end of their 10th year may take an oral examination (individually, or in pairs or groups) covering the various aspects of citizenship (cooperation with other pupils, etc.).
Poleg tega lahko učenci ob koncu desetega leta šolanja opravijo ustno preverjanje (posamezno, v parih ali skupinsko), ki obsega različne vidike državljanstva (sodelovanje z drugimi učenci itd.).
They are assessed by their own teacher as well as by an external teacher.
Oceni jih njihov učitelj in zunanji učitelj.
In Bulgaria, an examination is organised by schools at the end of upper secondary education, which covers the crosscurricular theme of ‘social sciences and civics’.
V Bolgariji šole ob koncu višjega sekundarnega izobraževanja organizirajo preverjanje (izpit), ki obsega medpredmetno temo o znanosti o družbi in državljanski vzgoji.
In several countries, external or internal examinations not specifically devoted to citizenship education include questions on the subject.
V mnogih državah zunanja ali notranja preverjanja (izpiti), ki se ne nanašajo posebej na državljansko vzgojo, vključujejo vprašanja o tej temi.
For example, in secondary education in the Germanspeaking Community of Belgium, examinations in subjects related to citizenship education are organised annually by schools.
V sekundarnem izobraževanju v nemško govoreči skupnosti Belgije preverjanja (izpite) pri predmetih, povezanih z državljansko vzgojo, letno organizirajo šole.
In Lithuania, the only examination subject relevant to citizenship is concerned with theoretical knowledge of the country’s constitutional system (included in the history curriculum), which is assessed in the examination taken on completion of upper secondary education.
V Litvi se edina izpitna tema, ki je povezana z državljansko vzgojo, ukvarja s teoretičnim poznavanjem državne ustavne ureditve (vključena je v učni načrt predmeta Zgodovina), preverja pa se jo ob zaključku višjega sekundarnega izobraževanja.
In Finland, citizenship education is part of social studies, and the matriculation examination held at the end of upper secondary education includes optional questions on this subject.
Na Finskem je državljanska vzgoja del družboslovja, matrikulacijski izpit na koncu višjega sekundarnega izobraževanja pa zajema izbirna vprašanja na to temo.
In Liechtenstein, the upper secondary school leaving examination has questions on citizenship in subjects in which the latter is included, such as history, economics and law.
V Liechtensteinu vsebuje izpit ob koncu višjega sekundarnega izobraževanja vprašanja o državljanstvu pri predmetih, v katere je vključen, denimo pri zgodovini, ekonomiji, pravu.
In all countries in which instructions and external assessment criteria for citizenship education are issued to teachers, both aspects – theoretical knowledge, and attitudes or active involvement – are taken into account.
V vseh državah, v katerih učitelji dobijo navodila in merila za zunanje preverjanje znanja pri državljanski vzgoji, sta upoštevana oba vidika: teoretično znanje in stališča oziroma dejavno vključevanje.
In Greece, teachers assess the capacity of pupils to cooperate in class, to take part in debate and express opinions, etc.
V Grčiji učitelji preverjajo sposobnost učencev za sodelovanje v razredu, vključevanje v debate, izražanje mnenj itd.
They also organise examinations for pupils in separate subjects in citizenship at the three levels of school education and, in secondary education, in subjects that include citizenship.
Na Malti (na primarni in sekundarni ravni) so pri preverjanju učencev upoštevane osebnostne značilnosti učencev, kot so sposobnost vodenja, spoštovanje drugih, radovednost in kritičnost duha.
Assessment of pupil attainment in relation to aims associated with citizenship education is included in these examinations.
Poznavanje demokratičnih sistemov in pravic ter državljanska kompetenca se preverjata s pisnimi testi.
In Spain, evaluation criteria specified in the basic national curriculum take account, for example, of the involvement of pupils in group activities, their compliance with rules of conduct, how they communicate to solve problems, etc. (primary education), their respect for the values of other
Sumativno preverjanje znanja pri predmetih, ki so povezani z državljansko vzgojo, je umeščeno na konec sekundarnega izobraževanja, in sicer v obliki Secondary School Education Certicate Examination, ki ga or-
Their knowledge of democratic systems and rights, as well as their civic competence, is assessed by means of written tests.
Državljanska vzgoja v Evropi ganizira tamkajšnja univerza.
Slovenia emphasises the major importance of assessing pupils to monitor their progress in the area of citizenship.
Slovenija poudarja pomen preverjanja znanja za spremljanje napredka učencev na področju državljanstva.
Skills in this area that pupils should achieve in terms of knowledge, ability and understanding are specified, and then assessed by teachers.
Dosežki učencev na tem področju so določeni v obliki znanj, sposobnosti in razumevanja, preverjajo pa jih učitelji.
In Finland, the National Board of Education fixes special criteria for assessing the theoretical knowledge of pupils along with their work at school in general.
Na Finskem nacionalni svet za izobraževanje določi posebna merila za preverjanje teoretičnega znanja učencev in njihovega dela v šoli nasploh.
The same criteria also apply to the area of citizenship as part of social studies.
Enaka merila se uporabljajo tudi na področju državljanske vzgoje kot dela družboslovja.
Behavioural assessment is directed at how the pupil takes other people and the environment into consideration and complies with regulations.
Evalvacija ravnanja preučuje, kako učenci upoštevajo druge ljudi in okolje, ter tudi spoštovanje pravil.