natgillin/translations-raw huggingface dataset:
References Ministry of Education, Science and Culture, National Curriculum Guidelines for pre-schools, compulsory and upper secondary education,1999.
Literatura Ministrstvo za izobraževanje, znanost in kulturo: Smernice nacionalnega kurikula za predšolsko, obvezno in višje sekundarno izobraževanje, 1999.
2 lessons a week in year 12
2 uri tedensko v 12. letu.
References Primary: Curriculum for the 10 year compulsory school in Norway (L97). Upper secondary: Social studies curriculum for upper secondary school (R04).
Literatura Primarna: kurikul za desetletno obvezno šola na Norveškem (L 97)Višja sekundarna: družboslovni kurikul za višje sekundarne šole (R 04)
social sciences, civic education and religion crosscurricular theme not prescribed
BG družboslovni predmeti, državljanska vzgoja in religija medpredmetna tema
78 upper secondary (year 12) the world and the individual separate subject
primarna in sekundarna (1.-11. razred) višja sekundarna (12. leto) svet in posamezniki samostojen predmet
1 lesson per week
1 ura tedensko.
primary civic education (educaţie civică) separate subject
RO samostojen predmet poseben predmet in integriran držvljanska vzgoja (educaţie civică)državljanska kultura (cultură civică)svetovanje in usmerjanje (consiliere și orientare) primarnanižja sekundarnavišja sekundarna (9. –12. razred)
RO lower secondary civic culture (cultură civică) separate subject and integrated
1–2 uri tedensko.1–2 uri tedensko (7.–8. razred).Ni predpisan.
References Curriculum Framework for classes I-VII, Ministerial Order No. 4686/2003. Curriculum Framework for classes IX-XII/XIII, Ministerial Order No. 4686/2003.
Literatura Kurikularni okvir za I.–VII. razred, ministrska odredba št. 4686/2003Kurikularni okvir za IX.–XII./XIII. razred, ministrska odredba št. 4686/2003
TABLE OF FIGURES
PREGLEDNICA SLIK
Chapter 2:Citizenship Education and the Curriculum
Drugo poglavje: Državljanska vzgojain kurikul
Approaches to citizenship education as specified in the curriculum for primary, general lower and upper secondary education, 2004/05
Pristopi k državljanski vzgoji, kakor so predeljeni v kurikulih za primarno ter nižjo in višjo splošno sekundarno izobraževanje, 2004/2005
Age at which pupils are taught citizenship education as a separate compulsory subject and duration of this provision in primary and general secondary education, 2004/05
Starost, pri kateri imajo učenci državljansko vzgojo kot samostojen obvezni predmet, in trajanje predmeta v primarnem in splošnem sekundarnem izobraževanju, 2004/2005
Recommended average annual minimum number of hours for citizenship education as a separate compulsory subject in primary, general lower and upper secondary education, 2004/05
Priporočeno povprečno minimalno število ur državljanske vzgoje kot samostojnega predmeta v primarnem ter splošnem nižjem in višjem sekundarnem izobraževanju, 2004/2005
Aims of citizenship education as specified in official documents relating to primary, general lower and upper secondary education, 2004/05
Cilji državljanske vzgoje, opredeljeni v uradnih dokumentih za primarno ter nižje in višje sekundarno izobraževanje, 2004/2005
Chapter 3:School Culture and Participationin Community Life
Tretje poglavje: Kulturašolein vključevanje vživljenjeskupnosti
Official recommendations regarding pupil participation in formal school bodies, primary and general secondary education, 2004/05
Uradna priporočila v zvezi z vključevanjem učencev v formalne šolske organe; primarno in sekundarno izobraževanje, 2004/2005
Power exercised in eight areas, by school councils/boards with parent representatives, compulsory education, 2002/03
Vpliv šolskih svetov/odborov, ki vključujejo predstavnike staršev, na osmih področjih, 2002/2003
Aspects taken into account when assessing pupils in the field of citizenship in primary, general lower and upper secondary education, 2004/05
Notranja in/ali zunanja merila za preverjanje učencev na področju državljanstva v primarnem in splošnem sekundarnem izobraževanju, 2004/2005
Inclusion of aspects of citizenship in the evaluation of schools for primary and general secondary education, 2004/05
Vključevanje vidikov državljanstva v evalvacijo šol primarnega in splošnega sekundarnega izobraževanja, 2004/2005
Training in citizenship education for teachers in primary and general secondary education, 2004/05
Izobraževanje za državljansko vzgojo za učitelje v primarnem in sekundarnem izobraževanju, 2004/2005
Chapter 6:The European Dimension of Citizenship Education
Šesto poglavje: Evropskarazsežnost državljanske vzgoje
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
Glavna vsebina evropske/mednarodne razsežnosti državljanske vzgoje v uradnih smernicah in/ali kurikulu za primarno in sekundarno izobraževanje, 2004/2005
Emphasis in the teaching of cultural matters related to the European/international dimension in primary and general secondary education, 2004/05
Poudarki pri poučevanju kulturne tematike, povezane z evropsko/mednarodno razsežnostjo v primarnem in sekundarnem izobraževanju, 2004/2005
Teacher training in the European dimension of citizenship education for primary and general secondary education, 2004/05
Usposabljanje učiteljev o evropski razsežnosti državljanske vzgoje za primarno in sekundarno izobraževanje, 2004/2005
Council of Europe.
Svet Evrope. Second Summit of Heads of State and Government of the Council of Europe (Strasbourg, 10.11. oktober 1997). Final Declaration. Strasbourg: Svet Evrope, 1977.
Council of Europe.
Svet Evrope. Committee of Ministers. Declaration and programme on education for democratic citizenship, based on the rights and responsibilities of citizens (komite ministrov jo sprejme 7. maja 1999 na svojem 10. zasedanju). Strasbourg: Svet Evrope, 1999.
Council of Europe.
Svet Evrope. Committee of Ministers. Recommendation Rec (2002) 12 of the Committee of Ministers to member states on education for democratic citizenship (komite ministrov jo sprejme 16. oktobra na 812. sestanku namestnikov ministrov). Strasbourg: Svet Evrope, 2002.
The future of education and citizenship policies: The Commission adopts guidelines for future programmes after 2006.
Svet Evropske unije. The future of education and citizenship policies: The Commission adopts guidelines for future programmes after 2006. Press Release, IP(04) 315. Dostopno na WWW: < http://europa.eu.int/rapid/pressReleaseAction.do?reference=IP/04/315 & format= HTML & aged=1 & language=EN & guiLanguage=en >
Council of Europe.
Svet Evropske unije. Adopted Texts on Education for Democratic Citizenship. Strasbourg: Council of Europe Publishing, 1999. - 54 str.
Council of Europe; Bîrzea, C. Education for democratic citizenship.
Svet Evrope; Birzea, C. Education for democratic citizenship. A lifelong learning. Project on“Education for democratic citizenship”: a lifelong learning. Strasbourg: Council of Europe Publishing, 2000. - 88 str.
Council of Europe. Stratégies pour une éducation civique au niveau de l’enseignement primaire et secondaire. Dossier pédagogique.
Svet Evrope. Strategies pour une education civique au niveau de l’ensiegnement primaire et secondaire. Dossier pedagogique. Strasbourg: Council of Europe Publishing, 2000. - 156 str.
Council of Europe.
Svet Evrope. Transitions of youth citizenship in Europe. Culture, subculture and citizenship. Strasbourg: Council of Europe Publishing, 2001. - 325 str.
Council of Europe; Masaryk University; Pol, M. Education for democratic citizenship activities 2001-2004.
Svet Evrope; Masaryk University; Pol, M. Education for democratic citizenship activities 2001-2004. All-Eu-ropean Study on Education for Democratic Citizenship (EDC). Regional Study. The Central European Region. Strasbourg: Council of Europe Publishing, 2003. - 63 str.
Council of Europe; O’ Shea, K. A Glossary of terms for education for democratic citizenship.
Svet Evrope; O’Shea, K. A Glossary of terms for education for democratic citizenship. Developing a shared understanding. Strasbourg: Council of Europe Publishing, 2003.
Council of Europe; O’Shea, K. Education for democratic citizenship: policies and regulatory frameworks.
Svet Evrope; O’Shea, K. Education for democratic citizenship: policies and regulatory framework. Strasbourg: Council of Europe Publishing, 2003. - 59 str.
Council of Europe; University of Oslo.
Svet Evrope; Univerza v Oslu, oddelke za izobraževanje učiteljev in razvoj šol; Mikkelsen, R. Education for Democratic Citizenship activities 2001-2004. All-European Study on Education for Democratic Citizenship (EDC). Regional Study. Northern Europe Region. Strasbourg: Council of Europe Publishing, 2003. - 45 str.
Council of Europe.
Svet Evrope. Education for Democratic Citizenship activities 2001-2004. All-European Study on EDC Policies. Strasbourg: Council of Europe Publishing, 2004. - 95 str.
Council of Europe. Gollob, R. et al.
Svet Evrope. Gollob, R. et al. Education for Democratic Citizenship 2001-2004. Tool on Teacher Training for Education for Democratic Citizenship and Human Rights Education. Strasbourg: Council of Europe Publishing, 2004. - 43 str.
European Parliament.
Evropski parlament. The European Dimension in Secondary Education in Europe. A comparative study of the place occupied by the European Union in the secondary education curriculum in the Member States and in the candidate countries. Education and Culture Series, EDUC 113 EN.
Consortium of Institutions for Development and Research Education (CIDREE). The Standing International Conference of Central and General Inspectorates of Education (SICI).
Konzorcij institucij za razvoj in raziskovanje v izobraževanju (CIDREE).The Standing International Conference of Central and general Inspectorates of education (SICI). Raising the eectiveness of Citizenship Education. The perspectives of curriculum developers, school inspectors and researchers. CIDREE-SICI Workshop. Bruselj, Belgija, 30-31 May 2002. Enschede: CIDREE/SICI, 2002. - 52 str.Dostopen na WWW: < http://www.cidree.org/toon/10/86/ >
The Dutch Ministry of Education, Culture and Science.
Nizozemsko ministrstvo za izobraževanje, kulturo in znanost. Citizenship - made in Europe: living together starts at school. Zoetermeer: The Dutch Ministry of Education and Science, 2004. - 130 str.
Citizenship and Education in Twenty-eight Countries.
Državljanstvo in izobraževanje v osemindvajsetih državah.
Civic Knowledge and Engagement at Age Fourteen. Amsterdam: IEA, 2001. - 237 p.
Državljanska vednost in angažiranost pri štirinajstih.
Institute for Education (IBE); Medel-Anonuevo, C.; Mitchell, G. eds.
Inštitut za izobraževanje; Mendel-Anonuevo, C.; Mitchell, G. eds. Citizenship, Democracy and Lifelong Learning. Hamburg: UNESCO Institute for Education, 2003. - 190 str.
Council of Europe.
Svet Evrope.
Division for Citizenship and Human Rights Education < http://www.coe.int/T/E/Cultural_Co-operation/education/E.D.C/ > European Commission.
Oddelek za državljansko vzgojo in vzgojo za človekove pravice < http://www.coe.int/T/E/Cultural_Co-operation/education/E.D.C/ > Evropska komisija.
Directorate-General for Education and Culture.
Splošni direktorat za izobraževanje in kulturo.
Learning for Active Citizenship < http://europa.eu.int/comm/education/archive/citizen/citiz_en.html > International Association for the Evaluation of Educational Achievement (IEA).
Učenje aktivnega državljanstva < http://europa.eu.int/comm/education/archive/citizen/citiz_en.html > Mednarodna organizacija za evalvacijo dosežkov v izobraževanju (IEA). Raziskava državljanske vzgoje (CIVED) < http://www.iea.nl/iea/hq/index.php?id=85 & type=1 >
ACKNOWLEDGEMENTS
OMREŽJE EURYDICE
Authors Isabelle De Coster, Bernadette Forsthuber, Renata Kosinska, Marion Steinberger
Avtorji primerjalne analize Isabelle De Coster, Bernadette Forsthuber, Renata Kosinska, Marion Steinberger
English-Language Editor Brian Frost-Smith
Urednik angleške izdaje Brian Frost-Smith
Graphics Patrice Brel
Gračno urejanje - Spletne strani Patrice Brel - Brigitte Gendebien
Layout - Web pages Patrice Brel, Fabian Colard - Brigitte Gendebien
Postavitev Patrice Brel, Fabian Colard
Production coordinator Gisèle De Lel
Tehnična pomoč:Gisèle De Lel
CitizenshipEducationatSchoolinEurope
Državljanska vzgoja v Evropi
26 P.O. Box č.1 110 06 Praha 06 Contribution of the Unit: Stanislava Brožová (Eurydice Unit); Jana Stará (Expert)
26P.O. Box č.1110 06 Praha 06Prispevek enote: Stanislava Brožová (Enota Eurydice); Jana Stará (ekspert)
Eurydice National Unit Schulamt Austrasse 79 9490 Vaduz Contribution of the Unit: Marion Kindle (External Expert); Corina Beck (Eurydice Unit)
Eurydice National Unit Schulamt Austrasse 799490 Vaduz Prispevek enote: Marion Kindle (Zunanji ekspert);Corina Beck (Enota Eurydice)
70626 Bucharest Contribution of the Unit: Alexadru Modrescu, Tinca Modrescu
70626 Bucharest Prispevek enote: Alexadru Modrescu, Tinca Modrescu
Eurydice Unit Ministry of Education, Science and Sport Office Development of Education (ODE) Kotnikova 38 1000 Ljubljana Contribution of the Unit: Joint responsibility
Ministrstvo za šolstvo in šport Urad RS za razvoj šolstva Kotnikova 381000 Ljubljana Prispevek enote: Skupna odgovornost
Quality Assurance in Teacher Education in Europe
Generalni direktorat za izobraževanje in kulturo
Available in English (Quality Assurance in Teacher Education in Europe) and French (L’assurance qualité de la formation des enseignants en Europe).
ZAGOTAVLJANJE kakovosti v izobraževanju učiteljev v Evropi / [priprava] Eurydice ; [prevajanje Vesna Marn Borec; Jezikovna šola Babylon]. - Ljubljana : Ministrstvo za šolstvo in šport, 2008
This document is also available on the Internet (http://www.eurydice.org).
Izdalo: Ministrstvo za šolstvo in šport Prevajanje: Vesna Marn Borec; Jezikovna šola Babylon Jezikovni pregled: Kristina M.
Text completed in March 2006.
ZAGOTAVLJANJE KAKOVOSTI v izobraževanju učiteljev v Evropi.
Requests for permission to reproduce the entire document must be made to the European Unit.
Prošnja za dovoljenje ponatisa se mora predložiti Evropski enoti Eurydice.
A number of recent initiatives reflect that quality control in education is an important issue on the political agenda of the European Commission as well as in many European countries.
Zadnje čase je veliko pobud, ki opozarjajo na to, da je zagotavljanje kakovosti v izobraževanju pomembno vprašanje v političnih programih Evropske komisije in v mnogih evropskih državah.
Within the Lisbon process, enhancing the quality and effectiveness of education and training systems in Europe is one of the three main goals to be achieved in the period up to 2010.
Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja v Evropi je eden od treh glavnih ciljev lizbonskega procesa, ki naj bi jih dosegli do leta 2010.
In this context, the European Commission has set up an expert group on ‘Improving the Education of Teachers and Trainers’.
Evropska komisija je zato imenovala strokovno skupino, ki se ukvarja z izboljšanjem izobraževanja učiteljev in vodij usposabljanja.
In the spring of 2004, a sub-group of this expert group, in cooperation with the Standing Group on Indicators and Benchmarks (also established by the European Commission under the same framework), addressed the question of ‘developing suitable indicators for measuring improvement in the education of teachers and, in particular, their continuing professional development’.
Spomladi leta 2004 je njena podskupina v sodelovanju s stalno skupino za kazalnike in merila uspešnosti (ki jo je prav tako imenovala Evropska komisija v okviru istega procesa) obravnavala izoblikovanje ustreznih kazalnikov za merjenje izboljšav v izobraževanju učiteljev, še posebno v njihovem stalnem strokovnem razvoju.
The group has identified the development of systems for the evaluation and accreditation of the initial and inservice education of teachers as one of the priorities involved in improving teacher education.
Skupina je opredelila oblikovanje sistemov za evalvacijo in akreditacijo začetnega izobraževanja učiteljev in njihovega stalnega strokovnega spopolnjevanja kot eno od prednostnih nalog pri izboljševanju izobraževanja učiteljev.
Concern for quality assurance in teacher education is closely linked to the broader context of the development of higher education and the followup of the Bologna Process.
Skrb za zagotavljanje kakovosti v izobraževanju učiteljev je tesno povezana s širšim vprašanjem razvoja visokega šolstva in z nadaljevanjem bolonjskega procesa.
The European Association for Quality Assurance in Higher Education (ENQA, http://www.enqa.net) established standards and guidelines for quality assurance in higher education in Europe which were adopted at the Conference of Ministers responsible for Higher Education, in Bergen in May 2005.
Evropsko združenje za zagotavljanje kakovosti v visokem šolstvu (ENQA, http://www.enqa.net) je določilo standarde in smernice za zagotavljanje kakovosti v visokem šolstvu v Evropi, ki so jih sprejeli na konferenci ministrov, pristojnih za visoko šolstvo, v Bergnu maja 2005.
ENQA points out that ‘Institutions should have a policy and associated procedures for the assurance of the quality and standards of their programmes and awards.
ENQA poudarja, da bi morale institucije izoblikovati politiko ter z njo povezane postopke za zagotavljanje kakovosti in standardov za svoje programe in diplome.
They should also commit themselves explicitly to the development of a culture which recognises the importance of quality, and quality assurance, in their work’.
Poleg tega bi se morale izrecno zavezati, da bodo razvijale kulturo, ki priznava pomen kakovosti in zagotavljanja kakovosti pri njihovem delu.
In light of the Lisbon and Bologna processes, the European Commission asked Eurydice in the autumn of 2004 to carry out a study on regulations for the evaluation of teacher education in European countries.
V skladu z lizbonskim in bolonjskim procesom je Evropska komisija jeseni 2004 zaprosila Eurydice, da pripravi raziskavo o predpisih, ki urejajo evalvacijo izobraževanja učiteljev v evropskih državah.
This survey analyses processes for evaluating and accrediting initial and inservice teacher education programmes and institutions.
Raziskava analizira procese evalvacije in akreditacije programov ter institucij za začetno izobraževanje učiteljev in njihovo stalno strokovno spopolnjevanje.
It provides a general overview of the existence of regulations on external and internal evaluation in different countries as well as specific information on the main features of these processes and the use made of their findings.
Poleg tega raziskava ponuja splošen pregled predpisov o zunanji in notranji evalvaciji v različnih državah ter podrobnejše informacije o glavnih značilnostih teh procesov in uporabi njihovih ugotovitev.
A review of the main debates and reforms concerning this issue is also included.
Vključen je tudi pregled glavnih razprav in reform v zvezi s tem vprašanjem.
Quality Assurancein Teacher Educationin Europe
Sprejemanje ukrepov za zagotavljanje kakovosti je nedvomno pomemben korak, ki omogoča izboljšanje kakovosti v izobraževanju učiteljev.
In order to measure improvements in teacher education, the creation of quality control measures is doubtless an important step; however, there is a risk of bureaucratic overregulation and in many European countries, these quality control measures are relatively new, so their actual effectiveness and impact in maintaining and improving the quality of provision still remains unclear.
Poleg tega so v mnogih evropskih državah ukrepi za zagotavljanje kakovosti razmeroma novi, tako da še ni mogoče oceniti, kako učinkovito ohranjajo in izboljšujejo kakovost v izobraževanju.
This situation calls for additional commitment and efforts on behalf of all players in the coming years.
Prihodnja leta si bodo morali vsi vpleteni še bolj prizadevati za izboljšave.
The Eurydice European Unit is very grateful to all National Units in the Network for providing relevant information within a very short time.
Evropska enota Eurydice se najlepše zahvaljuje nacionalnim enotam vseh držav v omrežju, ker so zelo hitro priskrbele ustrezne podatke.
We hope that this comparative analysis will allow greater insight into the organisation of quality assurance measures for teacher education and pave the way to further investigations.
Upamo, da bo ta primerjalna analiza omogočila boljši vpogled v organiziranost različnih pristopov za zagotavljanje kakovosti izobraževanja učiteljev in utrla pot za nadaljnje raziskave.
General and specific official regulations
1.1 Splošni in posebni predpisi
External and internal components of the evaluation process
1.2 Zunanji in notranji elementi evalvacijskega procesa
Responsible bodies and qualifications required of evaluators
2.1 Pristojni organi in kvalikacije za ocenjevalce
Procedures and mechanisms
2.4 Postopki in mehanizmi
Frequency
2.5 Pogostost
Bodies responsible for coordination
3.1 Telesa, odgovorna za usklajevanje
Official documents establishing evaluation criteria
3.3 Akti, ki opredeljujejo merila za evalvacijo
Procedures and mechanisms
3.5 Postopki in mehanizmi
Frequency
3.6 Pogostost
Publication and availability of findings
4.2 Objava in dostopnost evalvacijskih ugotovitev
Monitoring by means of indicators and national reports
4.3 Spremljanje s kazalniki in nacionalnimi poročili
Quality Assurancein Teacher Educationin Europe
ZAGOTAVLJANJE KAKOVOSTI V IZOBRAŽEVANJU UČITELJEV V EVROPI
Types of provider and existence of regulations
5.1 Vrste izvajalcev in predpisi
External bodies undertaking accreditation and/or evaluation
5.3 Zunanji organi, ki opravljajo akreditacijo in/ali evalvacijo
Frequency
5.5 Pogostost
Debate on evaluation procedures
6.2 Razprave o postopkih evalvacije
Main results
Pojmovnik
This study is concerned with processes for evaluating and accrediting institutions and programmes for initial and inservice teacher education.
Pričujoča raziskava obravnava postopke evalvacije in akreditacije institucij in programov za začetno izobraževanje učiteljev ter njihovega stalnega strokovnega spopolnjevanja.
The evaluations concerned result in reports or recommendations drawn up for each institution or programme evaluated.
Rezultat evalvacij so poročila ali priporočila za vsako ocenjevano institucijo ali program.
Evaluations of the education system as a whole that lead solely to general reports on the state of that system are not a central aspect of the study.
Raziskava torej ni namenjena evalvacijam celotnih izobraževalnih sistemov, katerih namen so splošna poročila o stanju teh sistemov.
Only types of evaluation focusing on the quality of provision of teacher education are taken into account. These may be related to aspects such as the content and organisation of teacher education, the qualification profiles of teacher educators, how students are assessed or their achievements.
Upoštevane so samo tiste vrste evalvacij, ki se nanašajo na kakovost izobraževanja učiteljev – na vsebino in organizacijo izobraževanja učiteljev, na kvalikacije visokošolskih učiteljev in sodelavcev, ki sodelujejo pri izobraževanju učiteljev, na način ocenjevanja študentov ali njihovih dosežkov.
Financial audits and safety, security or environmental controls are not taken into account.
Finančne revizije ter varnostni in okoljski nadzor niso upoštevani.
The education of teachers in primary and general secondary education (ISCED levels 1-3, see glossary) who will be employed in the public and grant-aided private sectors of education has been covered.
Raziskava obravnava izobraževanje učiteljev za primarno stopnjo in učiteljev za splošno izobraževanje na sekundarni stopnji (ravni ISCED 1–3, glejte pojmovnik), ki se nameravajo zaposliti v javnih in koncesioniranih zasebnih šolah.
The education and training of teachers for vocational education is not included.
Izobraževanje in usposabljanje učiteljev za poklicno izobraževanje nista vključena.
The reference year for data is 2005/06.
Podatki veljajo za leto 2005/06.
Recent and forthcoming reforms are also considered.
Upoštevane so tudi sedanje in predvidene reforme.
In all cases, the information shown in the Figures relates to official regulations or recommendations.
Podatki v preglednicah se v vseh primerih nanašajo na uradne predpise ali priporočila.