natgillin/translations-raw huggingface dataset:
The primary goal of the ZEP program, which was established in 1982, is to provide additional resources to schools in the most disadvantaged areas (defined by high unemployment levels, poverty, high numbers of non-French speakers, etc.).
Glavni cilj programa, ta deluje od leta 1982, je ponuditi vrtcem na najbolj prikrajšanih območjih dodatna finančna sredstva (območja določa visoka stopnja brezposelnosti, revščine, veliko število prebivalcev, ki ne govorijo francosko, in podobno).
In the Netherlands, government policy with regard to early childhood education and care is geared to children aged 2 to 5 who are at risk of educational disadvantage.
Na Nizozemskem se je vladna politika za predšolsko vzgojo in varstvo osredinila na vzgojno prikrajšane otroke, stare od 2 do 5 let.
This target group consists mainly of children with poorly educated parents, including many children from ethnic minorities.
To ciljno skupino večinoma sestavljajo otroci s slabo izobraženimi starši in otroci pripadniki etničnih manjšin.
The main forms of provision are peuterspeelzalen (playgroups offering part-time day-care) for 2 and 3 year olds and primary schools for 4 and 5 year olds.
Predšolska vzgoja se zagotavlja v igralnih skupinah (peuterspeelzalen); za otroke od 2. ali 3. leta je organizirano poldnevno varstvo, za 4- do 5-letne otroke pa primarno izobraževanje.
The central policy goal between 2007 and 2011 is that all disadvantaged children between 2 and 6 participate in early childhood education.
Cilj vlade je, da v obdobju 2007–2011 zagotovi predšolsko vzgojo za vse prikrajšane otroke, stare od 2 do 6 let.
At a local level, parents are encouraged to enrol their children in early childhood education; the health services for young children (0 to 4 years) are an important facilitator as nearly all parents (more than 95 %) bring their babies or toddlers to health care centres for children.
Na lokalni ravni starše spodbujajo k vpisovanju svojih otrok v predšolsko vzgojo; pri tem je pomemben element ponudba zdravstvenih storitev za majhne otroke (do 4. leta), saj skoraj vsi starši (več kot 95 odstotkov) s svojimi otroki redno obiskujejo zdravstvene centre za predšolske otroke.
Furthermore, special programmes inform the parents about the benefits of early childhood education.
Še več, s posebnimi programi starše informirajo o prednostih predšolske vzgoje.
Municipal authorities determine which strategy and which means will be used.
Pristojni občinski organi pa določijo primerno strategijo in sredstva, ki jih bodo za to uporabili.
In Portugal government-funded Social Solidarity Centres that provide ECEC services are specifically targeted to disadvantaged children.
Na Portugalskem so državno financirani Socialni solidarnostni centri, ki ponujajo predšolsko vzgojo in varstvo, posebej usmerjeni na prikrajšane otroke.
In addition, recently introduced sociocultural mediators support the integration of ethnic minority and migrant children in schools and elsewhere.
Poleg tega so nedavno vpeljali tudi socialne in kulturne mediatorje, ki pomagajo pri integraciji otrok priseljencev in pripadnikov etničnih manjšin v vrtce.
In Ireland, priority for funding childcare facilities as part of the National Childcare Investment Programme includes reference to the socio-demographic profile of the area. Disadvantaged children
Na Irskem se kot prednost pri financiranju institucij otroškega varstva v okviru Nacionalnega programa naložb v predšolsko vzgojo (National Childcare Investment Programme, 2006-2010) upoštevata socialni in demografski
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
3. poglavje: Dostop do predšolske vzgojein varstva položaj posameznega območja.
(generally defined by the economic and educational status of the parents) are also given priority access in Hungary since 2008.
Na Madžarskem imajo prikrajšani otroci (splošno opredeljeni glede na ekonomski in izobrazbeni položaj njihovih staršev) od leta 2008 pri vpisu prednostno pravico.
They must be accepted by the kindergarten in the catchment area and have priority in any kindergarten.
Sprejeti jih morajo v bližnjem vrtcu, in sicer imajo prednost v katerem koli vrtcu.
Non-municipal kindergartens with government funding have to accept disadvantaged children for up to a quarter of their capacity.
Neobčinski javno financirani vrtci morajo za prikrajšane otroke zagotoviti četrtino mest.
In Spain, the distribution of children from socially and culturally disadvantaged groups is balanced between publicly funded schools in the public and private sector.
V Španiji so otroci iz socialno in kulturno prikrajšanih skupin porazdeljeni med javnofinancirane javne in zasebne predšolske institucije.
Places are reserved and the cost of schooling reduced for children at risk aged between 0 and 3 years.
Za prikrajšane otroke, stare do 3 leta, so na voljo rezervirana mesta in znižano plačilo.
In the United Kingdom (England), Every Child Matters is a cross-government programme to ensure the well being of all children including the most vulnerable.
V Združenem kraljestvu (Angliji) je program Vsak otrok je pomemben (Every Child Matters) namenjen blaginji vseh otrok.
In 2004, a ten-year strategy for childcare set out the Government’s commitment to invest in childcare and early years education and to help parents achieve a work-life balance.
Leta 2004 je vlada objavila desetletno strategijo za otroke, s katero se obvezuje, da bo vlagala v otroško varstvo, predšolsko vzgojo in usklajevanje med poklicnim ter zasebnim življenjem staršev.
The Sure Start programme supports the Every Child Matters objectives for the youngest children, bringing together early education, childcare, health and family support. It includes services available for all, with greater support for children and families who are most in need, such as ethnic minority children and families, the unemployed, people with disabilities, teenage and lone parents, and asylum seekers.
Program Sure Start, ki združuje predšolsko vzgojo in varstvo, zdravstveno in družinsko pomoč, je namenjen najbolj prikrajšanim območjem v državi; vanj so vključene naslednje skupine: starši in otroci etničnih manjšin, brezposelni, ljudje s posebnimi potrebami, mladostniki, starši samohranilci/ke in prosilci za azil.
Programmes in the rest of the United Kingdom also provide broad-based support to families with young children in a similar way.
Programi v preostalih predelih Združenega kraljestva se na podoben način ukvarjajo z ranljivimi skupinami.
Hungary has adopted a similar Biztos kezdet (Sure Start) program for children up to 3 years who live in areas where no bölcsde is available.
Madžarska je prevzela podoben program Biztos kezdet (gotov začetek) za otroke do 3. leta starosti, ki živijo na območjih brez bölcsőde.
The Biztos kezdet professionals and volunteers help in child care, health and welfare areas.
Strokovni sodelavci in prostovoljci v okviru biztos kezdet pomagajo pri otroškem, zdravstvenem in socialnem varstvu.
Some countries organise special classes for specific groups of children in order to facilitate their access to mainstream schooling.
Nekatere države pa organizirajo posebne oddelke za določene skupine otrok, s katerimi jim poskušajo olajšati dostop do rednega šolanja.
These groups are usually formed prior to the start of compulsory schooling (for more information on the organisation of these special programmes please see Chapter 4, section 4.3).
Te skupine ponavadi oblikujejo pred vstopom v obvezno šolanje (za več informacij o organizaciji posebnih programov glej 4. poglavje, razdelek 4.3)
There are few systematic evaluation and reporting procedures on the government policies outlined above, except in the English-speaking, Nordic countries, Spain, France and the Netherlands.
Zelo malo držav, le angleško govoreče in nordijske države, Španija, Francija in Nizozemska, ima razvite evalvacijske in poročevalske postopke za ocenjevanje uspešnosti omejenih vladnih politik.
In Denmark the monitoring of early childhood education policies is under the responsibility of the Danish Evaluation Institute (EVA).
Na Danskem se evalvacija predšolskih politik izvaja pod nadzorom danskega inštituta za evalvacijo (EVA).
This institute is self-governing and carries out evaluations both on its own initiative and upon request from the government, ministries and advisory boards, local authorities and educational establishments.
Inštitut evalvira programe na lastno pobudo ali na zahtevo vlade, ministrstev, svetovalnih odborov, lokalnih oblasti in organizacij.
The evaluations cover public educational establishments and private institutions in receipt of state subsidy.
Evalvacije zajemajo javne in javno subvencionirane zasebne institucije.
As part of the Spanish government’s National Reforms Plan of Spain (PNR), there is a reporting procedure to monitor the progress towards achieving a participation rate of 27 % in 2008 and 30 % by 2010 in the first cycle of preprimary education (0-3 years).
V španskem vladnem programu nacionalnih reform je določen tudi postopek, s katerim se spremlja uresničevanje postavljenih ciljev, tj. do leta 2008 vpisati v prvo stopnjo predšolske vzgoje 27 odstotkov otrok (starih od 0 do 3 leta), do leta 2010 pa 30 odstotkov.
Two progress reports were produced in 2006 and 2007.
Do zdaj so pripravili dve poročili o uspešnosti pri uresničevanju ciljev, in sicer leta 2006 in 2007.
The latter report shows that the different measures have increased the participation rate in this cycle from 13.2 % in 2004 to 16.6 % in 2006.
Zadnje poročilo kaže, da so z različnimi ukrepi povečali delež vključenih s 13,2 odstotka v letu 2004 na 16,6 odstotka v letu 2006.
In France, the supervision and assessment (including that of accessibility) of public crèches and nurseries are highly decentralised.
V Franciji sta nadzor in spremljanje (tudi dostopnosti) javnih crèches in jasli zelo decentralizirana.
It is usually the responsibility of departmental services, particularly the mother and child protection service.
Ponavadi je to pristojnost različnih območnih služb, zlasti služb za varstvo mater in otrok.
By contrast, assessing the implementation of national policies is the responsibility of the Inspectorate-General of Social Affairs (Inspection Générale des Affaires Sociales (IGAS)) and also some other authorities.
Nasprotno pa je ocenjevanje in spremljanje nacionalne politike v pristojnosti Generalnega inšpektorata za socialne zadeve (Inspection Générale des Aaires Sociales (IGAS)) in nekaterih drugih organov.
Chapter 3: Accessto Early Childhood Education and Care is the responsibility of the various national education inspection bodies.
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
During the years of measurement (2006, 2008 and 2010) municipal authorities are asked to provide data on definitions of children at risk, participation rates, programmes used, staff training, etc.
Na Finskem so državni pokrajinski uradi pristojni za spremljanje uspešnosti in reševanje pritožb glede občinskih storitev, tudi storitev predšolske vzgoje in varstva.
In Finland, state provincial offices have responsibility to monitor performance and handle complaints about municipality services, including ECEC services.
Na Norveškem to nalogo opravlja okrajni guverner.
This function is performed by the county governor in Norway, while in Sweden the National Agency for Education is responsible for following up recent reforms.
Na Švedskem pa je za spremljanje uspešnosti pri izvajanju nedavnih reform pooblaščena Nacionalna agencija za izobraževanje.
In the United Kingdom, the National Evaluation of Sure Start (NESS) is an ongoing independent study looking at the impact of Sure Start programmes over a longterm period.
V Združenem kraljestvu je vpeljano neodvisno stalno proučevanje dolgoročnih vplivov programov Sure Start (National Evaluation of Sure Start ali NESS).
Accessibility of services is one of the key factors of social justice and inclusion.
Dostop do storitev je eden najpomembnejših dejavnikov družbene pravičnosti in vključenosti.
Guaranteeing access to highquality ECEC services, particularly for the most disadvantaged sections of the population, is one of the main challenges for any policy designed to integrate children into society from the earliest age (see chapter 1).
Zagotoviti dostop do najkakovostnejših predšolske vzgoje in varstva, zlasti za najbolj prikrajšane dele prebivalstva, spada med največje izzive politike, ki si je za cilj zadala vključevanje najmlajših otrok v družbo (glej 1. poglavje).
Accessibility can be gauged – and achieved – on the basis of diverse economic, geographical, social and cultural parameters.
Dostopnost lahko merimo – in dosežemo – z različnimi ekonomskimi, geografskimi, socialnimi in kulturnimi parametri.
The impact of each of these factors is all the greater where supply is limited.
Kolikor manjša je ponudba, toliko večji vpliv ima vsak od navedenih dejavnikov.
In most countries, for example, childcare services for the youngest children – from birth to the age of 2 or 3 – are not universal; consequently, access priorities have been set.
V večini držav storitve otroškega varstva za najmlajše otroke – od rojstva do 2. ali 3. leta – niso univerzalne, zato so bila za dostop vzpostavljena prednostna merila.
The general policies are often underpinned by financial measures.
Splošne politike so pogosto podkrepljene tudi s finančnimi ukrepi.
Preferential access for particular sections of society is usually set on the basis of various criteria, which may be of a socioeconomic, geographical or cultural character.
Prednostni dostop za določene dele prebivalstva temelji na različnih merilih; ta so lahko socialne, ekonomske, geografske ali kulturne narave.
The policies, however, are thwarted by cultural and social barriers, such as a preference for maternal upbringing or a lack of familiarity with enrolment procedures – a disadvantage which is not easy to overcome and which can exclude certain groups.
Politike se morajo spopasti tudi s kulturnimi in socialnimi ovirami, npr. prednostno izbiro materinske vzgoje ali pomanjkljivim poznavanjem vpisnih postopkov – torej s prikrajšanostjo, ki je ni mogoče zlahka odpraviti in je lahko vzrok za izključenost določenih skupin.
Lastly, the way in which centres operate, particularly their opening hours, can either broaden access – if they operate on a rota system – or limit it – as in the case of part-time opening.
Končno lahko tudi način delovanja centrov, to zlasti velja za njihov odpiralni čas, bodisi poveča dostop – če delajo v izmenah – bodisi ga omeji – če ponujajo le poldnevne programe.
This chapter examines the main characteristics of the provision of early childhood education and care (ECEC) with respect to age of participation and educational approaches.
To poglavje preučuje glavne značilnosti predšolske vzgoje in varstva glede na različne starostne skupine in vzgojne načine.
Of major importance are the factors which have been highlighted in the literature review (see Chapter 1) as particularly relevant for the effectiveness of ECEC programmes, notably their ability to accommodate children at risk.
Obravnavani so dejavniki, pomembni za učinkovitost programov predšolske vzgoje in varstva – predstavljeni so bili že v pregledu literature (glej 1. poglavje) –, predvsem zmožnost poskrbeti tudi za ogrožene otroke.
The first section deals with functional aspects and focuses on staff/child ratios and group sizes as well as recommendations for health and safety.
Prvi del obravnava razmere za delovanje, zlasti razmerje števila otrok na vzgojitelja, velikost skupin ter zdravstvena in varnostna priporočila.
The second section examines the objectives, curricula and methodology of the different approaches to ECEC, paying particular attention to basic principles and educational references.
Drugi del preučuje cilje, kurikulume in različne metodike predšolske vzgoje in varstva. Pri tem namenja posebno pozornost temeljnim vzgojnim načelom in napotkom s tega področja.
The question of integrating children at risk crosses all aspects studied; however, the measures specifically put in place to facilitate the integration of such children are covered in section 3.
Obravnavanje ogroženih otrok se prepleta z vsemi omenjenimi vidiki, posebni ukrepi za njihovo integracijo pa so predstavljeni v tretjem delu.
Finally, participation of parents and partnerships with families is dealt with in section 4.
Končno se četrti del ukvarja s sodelovanjem staršev in partnerstvom z družinami.
Chapter 3 provides evidence that many countries have distinct organisational structures for children of different ages.
Iz 3. poglavja je razvidno, da imajo številne države ločeno urejeno predšolsko vzgojo in varstvo za otroke različnih starosti.
Figure 4.1 synthesises the detailed national information contained in Figure 3.1.
Preglednica 4.1. sintetizira podrobne nacionalne podatke iz preglednice 3.1.
It highlights the fact that most countries have two distinct types of provision based on the age of children, each type of provision often coming under the aegis of a different ministry (see table A in the annex for details of the ministries responsible).
Nazorno kaže, da večina držav zagotavlja dva različna tipa predšolske vzgoje in varstva, in sicer glede na starost otrok; vsak od njiju pogosto spada v pristojnost drugega ministrstva (za podrobnosti o pristojnih ministrstvih glej preglednico A v dodatku).
About ten countries provide a single organisational structure for all children 0/1-5/6 years which is sometimes extended by a preparatory year in the ECEC setting and/or in schools.
Približno deset držav ima enotno organizacijsko ureditev za vse otroke od rojstva oziroma 1. leta do 5. ali 6. leta in včasih vključuje tudi programe priprave na šolo, bodisi v vrtcih ali v šolah.
The differences in status, development and traditions between the different types of provision for children under 2 or 3 years and those for older children (often between 3 and 6 years) are quite significant.
Razlike v položaju, razvoju in tradiciji različnih tipov varstva za otroke, mlajše od 2 ali 3 let, in starejše otroke (pogosto stare 3 do 6 let) so precejšnje.
Therefore, it is reasonable to surmise that these differences have shaped the types of organisational frameworks and pedagogical approaches adopted for each age group.
Torej je logično domnevati, da so vplivale na oblikovanje različnih organizacijskih in pedagoških modelov.
Thus, in this chapter, each aspect is dealt with separately taking into account the provisions targeted at the youngest children (under-2s or under-3s) and those for older children (usually 3 to 6 years); the latter being collectively known as ‘pre-primary level’ and, in most countries, forming ISCED level 0.
Zato v tem poglavju posebej obravnavamo predšolsko vzgojo in varstvo za najmlajše otroke (mlajše od 2 ali 3 let) in posebej za starejše (navadno stare od 3 do 6 let); zadnja je v večini držav znana kot »predšolska raven« ali raven ISCED 0.
Figure 4.1: Main models of (accredited and subsidised) ECEC provision according to the age of children, 2006/07
Preglednica 4.1: Glavni modeli (akreditirane in subvencionirane) predšolske vzgoje in varstva glede na starost otroka, 2006/07
Unitary settings only up to primary level
Enovita okolja le do primarne ravni
Largely (or exclusively) preprimary classes (ISCED 0) mainly or solely for 36 years
Večinoma (ali samo) predšolske skupine (ISCED 0), v glavnem ali samo za 3- do 6-letne otroke
United Kingdom (ENG/WLS/NIR): Although some settings catering for over-3s also cater for children from under a year, these are not included here as 'unitary settings' as, generally, providers receive direct funding only for over-3s.
Združeno kraljestvo (ANG/WLS/SIR): čeprav nekatera vzgojna okolja za otroke, starejše od 3 let, sprejemajo tudi mlajše otroke, teh tukaj ne obravnavamo kot »enovita okolja«, saj prejemajo finančna sredstva le za otroke, starejše od 3 let; so pa tudi izjeme, kot so poldnevna brezplačna mesta za 2-letne otroke iz ogroženih območij v Angliji in Walesu.
There are some exceptions to this, such as the free part-time places for 2-year-olds in disadvantaged areas being introduced in England and Wales and piloted in Northern Ireland, where public sector nurseries may accept 2-year-olds if they have places available. There are also some local arrangements which include under-2s such as the London childcare affordability programme.
Podobno velja za pilotne poskuse na Severnem Irskem, kjer javne predšolske institucije lahko sprejmejo 2-letne otroke, če so na voljo prosta mesta; tudi nekateri lokalni dogovori omogočajo, da so v varstvo sprejeti otroci, mlajši od 2 let, kot to na primer velja za »londonski program dostopnega otroškega varstva«.
By provision, we mean all recognised and accredited types of care and education in the public and subsidised private sectors even if they are not in widespread use.
Z modeli mislimo na vse priznane in akreditirane tipe javnega in subvencioniranega zasebnega varstva in vzgoje, tudi če nista zelo razširjeni. Varstvo na domu ni zajeto.
‘Unitary settings’ usually accommodate children between 0/1 years and 5/6 years and are structured in a single phase for all children of preprimary age. Each setting has only one management team for children of all age groups, staff responsible for the educational activities of all age groups has the same level of qualifications and the source of funding is the same.
»Enovita okolja« ponavadi sprejemajo otroke od rojstva oziroma 1 leta do 5. ali 6. leta; za celotno obdobje oziroma za otroke vseh starostnih skupin ima institucija enotno upravo, strokovni delavci, ki so pristojni za vzgojo, imajo enako raven kvalikacije, vir financiranja je isti.
Separate settings involve distinct provision for different age groups which varies between countries but usually covers 0/1 to 2/3 years and 3/4 years up to 5/6 years. ‘Pre-primary’ classes involve one year’s provision prior to entry into ISCED level 1, organised in primary schools.
Ločena okolja vzgojo in varstvo organizirajo različno za različne starostne skupine; te se od države od države razlikujejo, ponavadi pa so v prvi otroci do 2. ali 3. leta, v drugi pa od 3. ali 4. do 5. ali 6. leta. »Programi priprave na šolo« so organizirani eno leto pred vstopom v primarno šolo (raven ISCED 1).
For detailed information on organisational structures, by country and by age, see Figure 3.1.
Za podrobne informacije o različnih organizacijskih oblikah po državah in starosti glej preglednico 3.1.
Chapter 4: Organisation of Provision and Approachesto Education
4. poglavje: Organizacija predšolske vzgojein varstvater načini vzgoje
Staffing ratios are one of the determining factors with respect to quality.
Razmerje med številom vzgojiteljev in številom otrok je pogosto eden od odločilnih dejavnikov kakovosti.
They may be laid down in two ways: by the establishment of maximum adult/child ratios or by the establishment of a maximum number of children who can be supervised by one or more adults.
Urejeno je lahko na dva načina: z vzpostavitvijo najvišjega dopustnega razmerja med številom odraslih in številom otrok ali z vzpostavitvijo najvišjega dopustnega števila otrok v skupini, ki jih nadzoruje en odrasel ali več.
The size of the group in which children learn is important and partly influences both the nature of the activities organised by adults and the way they interact with the children.
Velikost skupine je pomembna in delno vpliva tako na naravo dejavnosti, ki jo organizirajo odrasli, kot na način vzajemnega sodelovanja z otroki.
Children are much more sensitive to the effects of group size when they are young; the number of children in the group impacts on their exchanges and interactions with each other as well as with adults (see Chapter 1).
Velikost skupine močno vpliva zlasti na majhne otroke; število otrok v skupini vpliva na sodelovanje med otroki ter med otroki in odraslimi (glej 1. poglavje).
The larger the group, the greater the chance for a child to become lost and to find it difficult to gain access to the adults present.
Namreč, večja kot je skupina, več možnosti je, da se bo otrok odtujil in s težavo vzpostavil stik z navzočimi odraslimi.