natgillin/translations-raw huggingface dataset:
In Germany, Hungary, the Netherlands, Iceland, Norway and Romania, the results of external evaluation are also published in brochures on education, congresses, press articles, etc.
V Nemčiji, na Madžarskem, Nizozemskem, Islandiji, Norveškem in v Romuniji rezultate zunanje evalvacije objavijo tudi v brošurah o izobraževalnem sistemu, na kongresih, v časopisnih člankih itn.
The publication of evaluation findings means that they are available de facto to all those involved in the functioning of higher education.
Objava ugotovitev evalvacije pomeni, da so na voljo vsem sodelujočim v visokem šolstvu.
However, almost all countries where publication of the findings of external evaluation is mandatory, also take steps to ensure that they are directly available to the management of institutions, and very often to their academic staff and students.
Skoraj v vseh državah, kjer je objava ugotovitev zunanje evalvacije obvezna, zagotovijo, da so ugotovitve tudi neposredno dosegljive upravi institucij, zelo pogosto pa tudi njihovim visokošolskim učiteljem in sodelavcem ter študentom.
By contrast, in Finland there is no special channel for communicating the results of external evaluation to members of the institution concerned.
Le na Finskem nimajo nobenega posebnega protokola za sporočanje rezultatov zunanje evalvacije članom ocenjevanih institucij.
In the French Community of Belgium and Poland (teacher training colleges), there are very few regulations on the publication of results and their accessibility within the institutions.
V francoski skupnosti Belgije in na Poljskem (šole za izobraževanje učiteljev – Teacher training colleges) poznajo zelo malo predpisov o objavi rezultatov in njihovi dosegljivosti v institucijah.
Only management has systematic access to results.
Sistematičen dostop do rezultatov ima samo uprava.
In Austria, the publication of external and internal evaluation results is not subject to any regulations, which may be due to a lack of regulations on evaluation in general.
V Avstriji objava rezultatov zunanje in notranje evalvacije ni urejena s predpisi, kar je najbrž posledica pomanjkanja predpisov o evalvaciji na splošno.
In practice in this country, evaluation results are usually made available to the stakeholders.
V praksi pa tudi v Avstriji interesnim skupinam navadno zagotovijo dostop do rezultatov evalvacije.
Figure 4.2: Publication and availability of results of internal and external evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 4.2: Objavljanje in dostopnost rezultatov notranje in zunanje evalvacije začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
For the management For the academic staff For students
2 zunanje evalvacije:za upravo za visokošolske učitelje in sodelavce za študente za partnerske šole ocenjevane institucije objava poročil o evalvaciji za vsako institucijo/program
Availability of internal evaluation results:
Dostopnost rezultatovnotranje evalvacije:
For the academic staff For students
2 za visokošolske učitelje in sodelavce za študente objava poročil o evalvaciji za vsako institucijo/program
Availability of external evaluation results:
Dostopnost rezultatovzunanje evalvacije:
For schools in partnership with the institution concerned
2 za upravo za visokošolske učitelje in sodelavce za študente
Publication of evaluation reports from each institution/programme
> > za partnerske šole ocenjevane institucije objava poročil o evalvaciji za vsako institucijo/program MT NL
SEUK-ENG/UK-WLS/NIR SCT
SEUK-ENG/UK-WLS/NIR SCT za visokošolske učitelje in sodelavce
Publication of evaluation reports from each institution/programme
> > za študente objava poročil o evalvaciji za vsako institucijo/program Obvezno
Belgium (BE de): The figure relates solely to the evaluation of institutions providing initial teacher education for primary education.
Dodatne opombe (Preglednica 4.2)Belgija (BE de): Preglednica velja samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Most teachers are trained in the French Community of Belgium. Czech Republic: (1) relates to the annual internal evaluation, and (2) to internal evaluation that occurs prior to external evaluation.
Večina se jih izobražuje v francoski skupnosti Belgije.Češka republika: (1) velja za letno notranjo evalvacijo, (2) pa za notranjo evalvacijo, ki se opravi pred zunanjo evalvacijo.Danska: Rezultati notranje evalvacije univerz so običajno na voljo na zahtevo.
Denmark: The internal evaluation results of universities are generally available upon request.
Nemčija: Odločitev o tem, ali se rezultati zunanje evalvacije objavijo, se razlikuje od dežele do dežele.
Ireland: (1) relates to the external review of universities, and (2) to external evaluation of teaching practice.
Irska: (1) velja za zunanji pregled univerz, (2) pa za zunanjo evalvacijo učne prakse.
Cyprus: The figure relates solely to the evaluation of colleges providing initial teacher education for primary education. Latvia: As regards internal evaluation, solely the results of evaluation carried out during initial accreditation of institutions or programmes are published.
Ciper: Tabela velja samo za evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Latvija: Pri zunanji evalvaciji se objavijo samo rezultati evalvacije, opravljene med prvo akreditacijo institucij ali programov.
Hungary: (1) relates to the annual internal evaluation, and (2) to internal evaluation that occurs prior to external evaluation.
Madžarska: (1) velja za letno notranjo evalvacijo, (2) pa za notranjo evalvacijo, ki se opravi pred zunanjo evalvacijo.
According to regulations, the results of annual internal evaluation must be available to the public, but the institution concerned decides whether or not to publish them. Malta: Internal evaluation results are usually made available to academic staff and students.
Skladno s predpisi morajo biti rezultati letne notranje evalvacije javno dostopni, posamezne institucije pa se same odločijo, ali jih bodo objavile.Malta: Rezultati notranje evalvacije so po navadi dostopni visokošolskim učiteljem in sodelavcem ter študentom.
Poland: (1) relates to the external evaluation of universities, and (2) to external evaluation of teacher training colleges. Slovenia: According to internal institutional rules, internal evaluation results are published on the website of the faculty concerned.
Poljska: (1) velja za zunanjo evalvacijo univerz, (2) pa za zunanjo evalvacijo institucij za izobraževanje učiteljev (Teacher training colleges).Slovenija: Skladno z internimi akti institucij se rezultati notranje evalvacije objavijo na spletnih straneh posameznih fakultet.
They are also published in reports produced by the national higher education quality assessment commission.
Objavljeni so tudi v poročilih, ki jih pripravi nacionalna komisija za ocenjevanje kakovosti visokega šolstva.
United Kingdom: The information relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Združeno kraljestvo: Podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, in ne za evalvacijo visokega šolstva na splošno.
Schools working in partnership with the institutions evaluated may access the findings of external evaluation in the majority of countries.
Šole, ki partnersko sodelujejo z ocenjevanimi institucijami, imajo v večini držav dostop do ugotovitev zunanje evalvacije.
Circulation of internal evaluation findings within institutions is far less regulated than in the case of external evaluation, but the regulations concerned with this matter are slightly greater in number and sometimes more restrictive than those dealing with the publication of results.
Razširjanje ugotovitev notranje evalvacije v institucijah je mnogo manj urejeno kot pri zunanji evalvaciji, vendar pa je tovrstnih predpisov malce več in so včasih bolj restriktivni kot predpisi o objavljanju rezultatov.
In 11 countries, the results have to be available to academic staff and students.
V enajstih državah morajo biti rezultati dosegljivi visokošolskim učiteljem in sodelavcem ter študentom.
In Estonia and Romania this practice is also recommended.
V Estoniji in Romuniji se to priporoča.
Monitoring by means of indicators and national reports
Spremljanje s kazalniki in nacionalnimi poročili
Monitoring of the education system pursues several aims.
Spremljanje izobraževalnega sistema ima več ciljev.
It is intended to help control the system, provide reports on its quality and enable adjustments to enhance its performance.
Namen je pomagati pri nadzoru nad sistemom, zagotavljati poročila o njegovi kakovosti ter omogočati prilagajanje za izboljšanje njegove učinkovitosti.
It implies the need for comprehensive information on the system as a whole.
To pomeni, da so potrebne celovite informacije o sistemu kot celoti.
Findings from the evaluation of individual teacher education institutions/programmes – as summarised in reports or indicators giving an overall picture of the state of initial teacher education – may provide input for policy-making.
Ugotovitve evalvacij posameznih institucij/programov za izobraževanje učiteljev, povzete v poročilih ali kazalnikih, ki dajejo celovito sliko stanja začetnega izobraževanja učiteljev, lahko zagotovijo podatke za pripravo politik.
However, the preparation of national reports and indicators based on the evaluation reports of individual institutions is far from general practice.
Vendar priprava poročil in kazalnikov na podlagi evalvacijskih poročil za posamezne institucije nikakor ni splošna praksa.
Only the German-speaking Community of Belgium, Germany (in the case of external evaluation concerned with accreditation of bachelor’s- and master’s-type programmes), Greece, Ireland (for internal and external evaluation of teaching practice), Lithuania and the United Kingdom (England and Wales) produce both national reports and indicators, either for higher education or for initial teacher education in particular.
Samo v nemško govoreči skupnosti Belgije, Nemčiji (pri zunanjih evalvacijah zaradi akreditacije programov tipa bachelor in master), Grčiji, na Irskem (za notranjo in zunanjo evalvacijo pedagoške prakse), v Litvi in Združenem kraljestvu (v Angliji in Walesu) pripravljajo nacionalna poročila in kazalnike, in sicer za visoko šolstvo kot celoto ali posebej za začetno izobraževanje učiteljev.
Nine countries produce national reports, most often dealing with higher education in general.
Devet držav pripravlja nacionalna poročila, ki največkrat obravnavajo visoko šolstvo na splošno.
In the Netherlands, the findings from external evaluation are compiled in a general report on the state of the education system.
Na Nizozemskem ugotovitve zunanje evalvacije zberejo v splošnem poročilu o stanju izobraževalnega sistema.
In Sweden, teacher education is dealt with specifically in national reports on higher education.
Na Švedskem izobraževanje učiteljev obravnavajo v nacionalnih poročilih posebej.
In Ireland and the United Kingdom (England, Wales and Northern Ireland), the reports and indicators also deal specifically with teacher education.
Na Irskem in v Združenem kraljestvu (v Angliji, Walesu in Severni Irski) poročila in kazalniki prav tako posebej obravnavajo izobraževanje učiteljev.
In the United Kingdom (England and Wales), the chief inspectors prepare an annual report which includes a separate section on teacher education.
V Združenem kraljestvu (v Angliji in Walesu) glavni inšpektorji pripravijo letno poročilo, ki vsebuje posebno poglavje o izobraževanju učiteljev.
In addition, the inspectorates publish ad-hoc reports on specific aspects of teacher education.
Poleg tega inšpektorji objavljajo ad hoc poročila o posebnih vidikih izobraževanja učiteljev.
Figure 4.3: National reports and indicators prepared with reference to findings from internal and external evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 4.3: Nacionalna poročila in kazalniki, pripravljeni z upoštevanjem ugotovitev notranje in zunanje evalvacije začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Preparation of a national report on higher education
Priprava nacionalnega poročila o visokem šolstvu
Preparation of national indicators on higher education
Priprava nacionalnih kazalnikov za visoko šolstvo
Preparation of a national report on initial teacher education
Priprava nacionalnega poročila o začetnem izobraževanju učiteljev
Preparation of national indicators on initial teacher education
Priprava nacionalnih kazalnikov za začetno izobraževanje učiteljev
Internal and external evaluation
Notranja in zunanja evalvacija
Belgium (BE de): The figure relates solely to the evaluation of institutions providing initial teacher education for primary education.
Vir: Eurydice Dodatne opombe Belgija (BE de): Preglednica velja samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Most teachers are trained in the French Community of Belgium.
Večina se jih usposablja v francoski skupnosti Belgije.
Germany: Only the results of external evaluations to (re-)accredit bachelor’s and master’s programmes (which are being introduced in 12 of the 16 Länder) are the subject of national reports and indicators.
Nemčija: Za nacionalna poročila in kazalnike se upoštevajo samo rezultati zunanje evalvacije za (ponovno) akreditacijo programov vrste bachelor in master (ki jih uvajajo v 12 od 16 dežel).
Professional development for teachers may have various aims and address a variety of needs, from nationally identified educational priorities to the particular needs of schools or individual teachers.
Poklicno usposabljanje učiteljev ima različne cilje in zadostuje različnim potrebam – od prednostnih izobraževalnih potreb na državni ravni do potreb posameznih šol ali učiteljev.
It can take many organisational forms and may be offered by a wide range of training providers.
Glede na veliko število izvajalcev je usposabljanje organizirano na različne načine.
In several countries, the design of inservice education programmes has become completely decentralised and is the responsibility of schools.
V nekaterih državah se je oblikovanje programov za strokovno spopolnjevanje učiteljev popolnoma decentraliziralo, tako da so zanj postale odgovorne šole.
As a consequence, schools and local education authorities offer training based on the skills and development needs of teachers and schools.
Šole in lokalne pristojne institucije za izobraževanje organizirajo usposabljanje glede na potrebe usposobljenosti in razvoja posameznih učiteljev in šol.
Given the variety of providers and the growing autonomy of schools to choose among them, the question of quality control is therefore becoming crucial.
Zaradi velikega števila izvajalcev in vedno večje avtonomnosti šol postaja pri njihovi izbiri zagotavljanje kakovosti vedno pomembnejše.
The accreditation and evaluation of these providers of inservice teacher education is the focus of this chapter.
Akreditacija in evalvacija izvajalcev stalnega strokovnega spopolnjevanja učiteljev sta glavni temi tega poglavja. Podrobno predstavljamo:
The following issues will be discussed in more detail: the existence of official regulations (or practices) affecting the accreditation and evaluation of providers; the main procedures involved; the one or more external bodies carrying out accreditation and/or evaluation; its scope; its frequency; the use made of results.
• obstoj uradnih predpisov (ali običajnih postopkov) na področju akreditacije in evalvacije izvajalcev;
Among the variety of public and private inservice education providers, six main types have been identified for this survey (see Figure 5.1).
Med različnimi javnimi in zasebnimi izvajalci stalnega strokovnega spopolnjevanja učiteljev smo v tej raziskavi izbrali šest glavnih vrst izvajalcev (glejte Preglednico 5.1).
In the great majority of countries, all or almost all types of provider currently exist, except for some countries with only one or two providers, as illustrated in the examples below.
V večini držav so vse ali skoraj vse vrste, v nekaterih državah pa le eden ali dva izvajalca.
In Greece and Cyprus, public authority inservice teacher education centres are the only bodies offering provision.
V Grčiji in na Cipru imajo centri za stalno strokovno spopolnjevanje učiteljev javna pooblastila in so edini organi, ki zagotavljajo predpise.
In Luxembourg, inservice teacher education is only offered at higher education institutions and institutions for initial teacher education.
V Luksemburgu je stalno strokovno spopolnjevanje učiteljev možno le na visokošolskih institucijah in institu- cijah za začetno izobraževanje učiteljev.
In Norway, higher education institutions are the sole providers of inservice teacher education.
Na Norveškem so edini izvajalci izobraževanja in usposabljanja učiteljev visokošolske institucije.
Figure 5.1: Types of provider and regulations for the accreditation and/or evaluation of inservice teacher education for general education (ISCED 1-3), 2005/06
Preglednica 5.1: Vrste izvajalcev in predpisi za akreditacijo in/ali evalvacijo stalnega strokovnega spopolnjevanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Higher education institutions
Visokošolske institucije
Public authority inservice teacher education centres
Institucije za začetno izobraževanje učiteljev benti jr�niži čoovlrstili r strlno stoko�no sčočolnje�rnje uitelje� vču enjz in ee u!itelje enti z usoszžljznje zsežne� sektoju nb jeikone šole I ui izjzlci nb nelzčne oznizcijea zsežnz oč jet j z I
Provider does not exist
Ni izvajalcev.
Provider exists, but no regulations on evaluation/accreditation
Izvajalec je, ni pa predpisov o evalvaciji/akreditaciji.
Inservice teacher education abroad
Izobraževanje in usposabljanje pedagoških delavcev v tujini
Belgium (BE fr): The information relates solely to the Institut de la formation en cours de carrière (in-service education institute) which is responsible for the organisation and evaluation of inservice education at joint level of all public and private providers (interréseaux). Luxembourg: In September 2005, the minister of education announced the creation of an agency for school quality and an institute for inservice teacher education.
Belgija (BE fr): Podatki se nanašajo samo na inštitut za stalno strokovno spopolnjevanje učiteljev (Institut de la formation en cours de carrière), ki je odgovoren za organizacijo in evalvacijo stalnega strokovnega spopolnjevanja učiteljev vseh javnih in zasebnih izvajalcev (Interréseaux).Luksemburg: Septembra leta 2005 je minister za šolstvo izdal sklep o ustanovitvi agencije za kakovost šol in institucije za stalno strokovno spopolnjevanje učiteljev.
These two projects are currently being implemented. Latvia: Programmes lacking approval may also be implemented, but only approved programmes are included in a list of compulsory inservice education courses for teachers.
Oba projekta potekata.Latvija: Lahko se izvajajo tudi neodobreni programi, vendar pa so samo odobreni programi vključeni na seznam obveznih tečajev stalnega strokovnega spopolnjevanja učiteljev.
Lithuania: Draft regulations on the evaluation of inservice teacher education are in the final phase of legal approval.
Litva: Osnutki uredbe o evalvaciji stalnega strokovnega spopolnjevanja učiteljev so na zadnji stopnji zakonske potrditve.
Their approval and a first evaluation are planned for 2006. Iceland: Evaluation of higher education institutions providing inservice teacher education has not yet been carried out.
Potrditev in prva evalvacija naj bi bili opravljeni leta 2006.Islandija: Evalvacije visokošolskih institucij, ki izvajajo stalno strokovno spopolnjevanje učiteljev, še niso opravili.
The local authorities offer inservice training for primary and lower secondary teachers.
Lokalne oblasti organizirajo stalno strokovno spopolnjevanje učiteljev na primarni in sekundarni stopnji.
Teacher unions decide and plan inservice activities together with the higher education institutions.
Zveze učiteljev skupaj z visokošolskimi institucijami določajo in načrtujejo dejavnosti za stalno strokovno spopolnjevanje učiteljev.
Independently of the number of existing providers, inservice teacher education providers are subject to regulations on accreditation and/or evaluation in the majority of countries.
Ne glede na število izvajalcev stalnega strokovnega spopolnjevanja učiteljev zanje v večini držav veljajo predpisi o akreditaciji in/ali evalvaciji.
Both procedures are more or less represented on an equal basis.
Oba postopka sta bolj ali manj enakovredna.
In the German-speaking Community of Belgium, Sweden and Norway, the regulations referring to the evaluation of initial teacher education institutions or programmes also apply to the evaluation of inservice teacher education.
V nemško govoreči skupnosti Belgije, na Švedskem in Norveškem predpisi, ki določajo evalvacijo institucij za začetno izobraževanje učiteljev, veljajo tudi za evalvacijo stalnega strokovnega spopolnjevanja učiteljev.
In Sweden, one of the cornerstones of the Teacher Education Reform of 2001 was lifelong learning.
Na Švedskem je reforma na področju izobraževanja učiteljev iz leta 2001 temeljila na vseživljenjskem izobraževanju in usposabljanju.
The modules of the initial teacher education structure are therefore open to serving teachers.
Moduli začetnega izobraževanja učiteljev so zato dostopni tudi že zaposlenim učiteljem.
This means that inservice teacher education undergoes the same quality assessment as higher education.
To pomeni, da za ocenjevanje kakovosti začetnega izobraževanja učiteljev veljajo isti postopki kot za visokošolsko izobraževanje.
In nine countries, namely Germany, Spain, Hungary, the Netherlands, Poland, Portugal, Slovenia, Bulgaria and Romania, regulations on both accreditation and evaluation apply to all types of provider existing in the respective country.
V devetih državah, in sicer v Nemčiji, Španiji, Madžarski, Nizozemski, Poljski, Portugalski, Sloveniji, Bolgariji in Romuniji, predpisi o akreditaciji in evalvaciji veljajo za vse vrste izvajalcev v državi.
In the French and German-speaking Communities of Belgium, Estonia, Greece, Sweden, Iceland and Norway, regulations only apply to the evaluation of inservice teacher education, whereas in the Czech Republic, Denmark, Latvia, Luxembourg, Slovakia and Finland, regulations refer exclusively to accreditation.
V francosko in nemško govoreči skupnosti Belgije, v Estoniji, Grčiji, na Švedskem, Islandiji in Norveškem predpisi veljajo samo za evalvacijo stalnega strokovnega spopolnjevanja učiteljev, medtem ko na Češkem, Danskem, v Latviji, Luksemburgu, na Slovaškem in Finskem predpisi urejajo le akreditacijo.
In Ireland and Italy the situation is more complex.
Na Irskem in v Italiji je ureditev bolj zapletena.
In these two countries, regulations on both accreditation and evaluation apply for certain providers only, whereas for other providers, regulations on only one of the two procedures apply.
Tam predpisi o akreditaciji in evalvaciji skupaj veljajo samo za nekatere izvajalce, za druge pa veljajo predpisi samo za enega od obeh postopkov.
In Ireland, regulations on the evaluation of inservice teacher education providers exist in the case of institutions for initial teacher education, teacher unions or associations and other providers such as NGOs or private companies, but not in the case of higher education institutions.
Na Irskem veljajo predpisi o evalvaciji stalnega strokovnega spopolnjevanja učiteljev za institucije začetnega izobraževanja učiteljev, za združenja in zveze učiteljev ter druge izvajalce (npr. nevladne organizacije, zasebna podjetja), ne pa za visokošolske institucije.
The situation is similar in Italy, where regulations on accreditation do not apply to higher education institutions or to institutions for initial teacher education.
Podobno je tudi v Italiji, kjer predpisi o akreditaciji ne veljajo za visokošolske institucije ali institucije za začetno izobraževanje učiteljev.