natgillin/translations-raw huggingface dataset:
These new pointers to more structured provision have become ‘final objectives’ (eindtermen) in the Flemish Community of Belgium since 1991, ‘competence thresholds’ (socles de compétences) in the French Community since 1999 (following the 1997 'Missions' decree), and framework programmes (Rahmenpläne) in the Germanspeaking Community of Belgium since 2008.
Nove smernice za sistemsko poenoteno izvajanje izobraževanja so v flamski skupnosti leta 1991 uveljavili kot »končne cilje« (eindtermen), v francoski skupnosti leta 1999 (po sprejetju Missions' decree iz leta 1997) kot »kompetenčni prag«(socles de compétences) in v nemško govoreči skupnosti leta 2008 kot »okvirne načrte« (Rahmenpläne).
While the ‘organising bodies’ are still entitled to devise local curricula, their educational content now has to satisfy the legislative requirements of their Communities.
Izvajalci izobraževanja lahko še zmeraj načrtujejo lokalne kurikulume, vendar morajo zdaj upoštevati zakonska pravila, sprejeta v svojih skupnostih.
In the United Kingdom (England and Wales), centralising measures were introduced by the Education Reform Act 1988, which established compulsory minimum curricula for the first time.
V Združenem kraljestvu so bili skupni ukrepi uveljavljeni z Zakonom o prenovi izobraževanja iz leta 1988, s katerim je bil prvič vzpostavljen minimalni obvezni kurikulum.
More detailed curriculum frameworks and resources were subsequently introduced in England, such as the literacy and numeracy strategies.
Podrobnejša kurikularna ogrodja in viri so bili postopoma vpeljani v Angliji, npr. strategije za razvoj bralne in računske pismenosti.
Whilst teachers valued the additional support provided through these initiatives, they often found that the pace and manner of change added to the pressures they were experiencing.
Ko so učitelji ocenjevali pomoč pri uveljavljanju teh pobud, so večkrat ugotovili, da sta hitrost in način sprememb povečala pritiske.
Since 2003, measures to tackle workload pressures have been introduced in England and Wales.
Od leta 2003 naprej so bili v Angliji in Walesu vpeljani ukrepi za ureditev delovne obremenitve.
Additionally, since 1995, reviews of the curriculum have increased the level of flexibility available to schools and teachers.
Dodatno so od leta 1995 naprej vnovični pregledi kurikuluma šolam in učiteljem zagotovili več prožnosti.
The new National Curriculum for 11-16-year-olds, which is due to come into effect in September 2008, should allow for greater flexibility when devising curricula at local level.
Novi Nacionalni kurikulumza učence, stare 11 do 16 let, uveljavili naj bi ga septembra 2008, ponovno omogoča večjo izvedbeno prožnost.
In the Netherlands, the teaching programmes of school competent authorities or bodies and of schools themselves have also been guided since 1993 by the introduction of standards that were reformed in 2006.
Tudi na Nizozemskem so od leta 1993 naprej učne programe pripravljale pristojne šolske oblasti oziroma šole v skladu z enotnimi standardi; ti so bili v letu 2006 prenovljeni.
Curricular autonomy is also called into question in countries that have more often than not developed strong policies towards it since the 1990s.
Pedagoško avtonomijo postavljajo pod vprašaj tudi v državah, ki so jo v svojih političnih prizadevanjih vpeljevale že od leta 1990 naprej.
The substantial freedom that teachers still undoubtedly exercise in these countries now goes hand in hand with new frameworks to guide their action.
V teh državah imajo učitelji v praksi sicer še vedno precejšnjo svobodo, vendar morajo že upoštevati tudi smernice delovanja.
For example, measures limiting the curricular autonomy of teachers in Hungary, including the obligation to undertake in-service training, were initiated at the end of the 1990s and introduced over several years.
Na Madžarskem so na primer v večletnem obdobju od konca devetdesetih let naprej sprejemali določene ukrepe, s katerimi omejujejo učiteljevo pedagoško avtonomijo. Ukrepi se nanašajo med drugim tudi na obveznost usposabljanja na delovnem mestu.
The 2003 National Core Curriculum has become more detailed even though it still leaves teaching staff substantial scope for flexibility.
Leta 2003 so podrobneje opredelili Nacionalni jedrni kurikulum, vendar učiteljem še vedno omogoča precejšnjo prožnost.
Similarly, ‘educational programmes and packages’ have been tested in 120 schools at ISCED 1 and ISCED 2 since 2005.
Podobno so od leta 2005 naprej preizkušali »izobraževalne programe skupaj z izvedbenim gradivom« v 120 šolah obveznega izobraževanja (ISCED 1 in 2).
These new educational resources are intended to provide teachers with practical guides, mainly in the form of teaching materials, to help them plan their work, prepare their lessons and assess pupils.
Z novimi viri izobraževanja, zlasti učnimi gradivi, so želeli zagotoviti učiteljem praktične napotke, pomoč pri načrtovanju pouka in pripravi učnih ur ter preverjanju znanja učencev.
Likewise in Denmark, in which freedom of education remains the basic rule, a 2003 amendment to the Act on Folkeskole states that the Ministry of Education is now responsible for defining national ‘common objectives’ for observance in principle.
Tudi na Danskem, kjer svoboda izobraževanja ostaja temeljno pravilo, so leta 2003 sprejeli spremembe Zakona o Folkeskole, po katerih je poslej Ministrstvo za šolstvo odgovorno za določanje nacionalnih »enotnih ciljev«, ki naj bi jih načeloma zagotovilo osnovnošolsko izobraževanje.
Furthermore, in the case of compulsory subjects, the Ministry now produces more detailed curriculum guidelines.
Poleg tega poslej ministrstvo zagotavlja tudi podrobnejša kurikularna navodila za izvajanje obveznih predmetov.
While admittedly these documents have only advisory status, they appear to be very widely followed by municipalities and teachers alike.
Čeprav so ti dokumenti domnevno le priporočilne narave, jih uporabljajo tako učitelji kot občine.
Levels of Autonomy and Responsibilities of Teachersin Europe teachers to interpret and lead to major inequalities in school academic requirements.
Svoj predlog opirajo na ugotovitve inšpektorata; v več raziskavah je ugotovil, da si učitelji ciljno naravnane kurikulume razlagajo vsak po svoje, to pa povzroča pomembne neenakosti v zahtevah po znanju.
The ‘Inquiry on Objectives and Follow-Up in Compulsory School’ reporting in 2007 highlighted the need to provide teachers with curricular content that was more precise and easier to interpret.
V Raziskovalnem poročilu o ciljih in spremljavi šol obveznega izobraževanja v letu 2007 so navedli zahteve po podrobnejšem določanju kurikularnih vsebin, da bi si jih lahko učitelji laže razlagali.
It emphasised that the wide variety in local interpretations of the curriculum had created marked differences between schools that were tending to compromise the existence of the ‘comprehensive school’ in any meaningful sense.
Opozorili so, da so s tako različnim razumevanjem kurikularnih ciljev med šolami ustvarili opazne razlike in da te že ogrožajo bistvo »splošne šole«.
These contrasting developments in the freedom of teachers in education clearly characterise this area of school autonomy.
Nasprotujoče si težnje v razvoju učiteljeve večje ali manjše pedagoške svobode so zelo značilne tudi za avtonomijo šole.
While in the administrative and financial fields as well as human resources management, the last two decades have witnessed the virtually non-stop transfer of responsibilities from the central authorities to local players, in the area of teaching itself, reforms have tended to converge less, clearly demonstrating the lack of any consensus regarding the benefits of curricular autonomy.
V zadnjih dveh desetletjih so se upravne, finančne in kadrovske pristojnosti nenehno prenašale od države oziroma centralnih oblasti na lokalne ravni, vsebinske reforme pa so se precej manj nagibale k prenosu pedagoške avtonomije od zgoraj navzdol. Očitno je, da o koristih pedagoške avtonomije ni soglasja.
In some types of system, this approach to school organisation is viewed as a powerful factor in improving the quality of teaching and learning, whereas in very decentralised systems it is regarded as a potential risk liable to prevent the priority goals of educational effectiveness and equality from being achieved.
V nekaterih sistemih velja avtonomiji naklonjena organizacija šolstva za močan dejavnik pri izboljševanju kakovosti poučevanja in učenja. V močno decentraliziranih sistemih pa jo nasprotno pojmujejo kot možno tveganje pri uresničevanju prednostnih ciljev, učinkovitosti izobraževanja in enakosti.
To sum up, the increase in responsibilities entrusted to teachers for some 20 years may, in the majority of European countries, be seen as one outcome of greater school autonomy, at least from a collective standpoint.
Naj povzamemo. Večjo odgovornost v učiteljskem poklicu kot celoti v zadnjih dvajsetih letih lahko v večini evropskih držav razumemo kot eno od posledic večje šolske avtonomije.
On the contrary, in many countries it is clear that these newly acquired collective responsibilities actually reduce the capacity of individual teachers to take their own classroom decisions.
Vendar večje izbirnosti, ki je na voljo učiteljem na pedagoškem področju, ne bi smeli zamenjevati s pridobitvijo večjih individualnih svoboščin.
Where the curriculum is worked out in detail at school level in terms of content, timetable and pupil assessment, teachers are obliged to cooperate in a way that inhibits their individual classroom independence.
Nasprotno, v mnogih državah je očitno, da na novo pridobljena večja kolektivna odgovornost dejansko zmanjšuje možnosti učiteljev za individualne odločitve v učilnicah.
However, a number of noteworthy exceptions demonstrate that other factors also lie behind current changes in the teaching profession, including the search for improvement in school performance.
Če namreč šole podrobno opredelijo izvedbene učne načrte, vsebine poučevanja, urnike ter ocenjevanje učencev, morajo učitelji med seboj tesno sodelovati, to pa jih kot posameznike dejansko zelo omejuje.Omeniti pa moramo še številne izjeme, ki dokazujejo, da na spreminjanje učiteljskega poklica vplivajo tudi drugi dejavniki, med njimi iskanje načinov, kako izboljšati šolsko uspešnost.
Teacher responsibilities and the performance of education systems
Odgovornosti učiteljev in uspešnost vzgojno-izobraževalnih sistemov
Over and above the issue of school autonomy, the findings from national and international standardised assessments have also intensified discussion on the work done by teachers in many countries.
Ugotovitve nacionalnih in mednarodnih standardiziranih preizkusov znanja so ob vprašanju šolske avtonomije v mnogih državah spodbudile tudi razpravo o delu učiteljev.
This applies in particular to those countries in which such findings have come as a wake-up call for the idealised vision of the national school system.
Odzvali so se zlasti v tistih državah, kjer so slabši rezultati mednarodnih raziskav o znanju učencev spodkopali dotedanje idealizirane predstave o nacionalnem šolskem sistemu.
This has led to immediate reconsideration of the role, enhanced professionalism and the new demands and responsibilities that teachers were expected to assume.
Streznitev je vodila v takojšnje pretresanje vloge učiteljev, poudarjanje profesionalizacije poklica, novih zahtev in odgovornosti, ki naj bi jih učitelji po vseh pričakovanjih prevzeli.
For example, in Germany, the results of the TIMSS and PISA surveys taken together – with the latter leading to what was described as the ‘PISA shock’ – led to broader thought and discussion concerning the search for better quality education.
V Nemčiji so po objavi rezultatov raziskav TIMSS in PISA doživeli tako imenovani »PISA-šok«; sledila sta mu širši premislek in razprava o iskanju kakovostnejšega izobraževanja.
In 2000, this and other points of contention gave rise to a Declaration on the Rights and Duties of Teachers and, in 2004, to the establishment of national standards.
Zato so leta 2000 sprejeli Deklaracijo o pravicah in dolžnostih učiteljev in leta 2004 uvedli enotne nacionalne standarde.
In Denmark, a series of measures were taken in the light of PISA results judged to be inadequate.
Tudi na Danskem so rezultate raziskave PISA ocenili kot nezadovoljive in zato sprejeli vrsto ukrepov za izboljšanje.
In particular, the programme for training teachers in lower secondary education now provides for a reduction in the number of subjects in which they can specialise in order to strengthen their proficiency in the fields concerned.
Med drugim so prenovili pedagoški študij tako, da so zmanjšali število predmetov, za katere se usposabljajo študenti – prihodnji predmetni učitelji v višjih razredih osnovne šole. Tako naj bi bili učitelji bolje usposobljeni, saj si bodo lahko pridobili bolj poglobljeno znanje za manjše število predmetov.
In France, the somewhat mediocre results for scientific literacy in PIRLS and PISA 2006 became a subject of intense concern at the very end of 2007.
Tudi javnost v Franciji je bila konec leta 2007 ob precej povprečnih rezultatih raziskav naravoslovne pismenosti (PIRLS in PISA 2006) zelo zaskrbljena.
New school curricula for primary education were published in the spring of 2008 expressing the need for pupils to receive more intensive provision in the most basic subjects, and a new status for teachers is under consideration.
V novih šolskih kurikulumih za primarno šolo, objavljenih spomladi 2008,
Chapter 1: The Political Context andthe Development ofthe Teaching Profession year stage of schooling, smaller classes, and teacher support and training that match the needs of each school).
Prvo poglavje: Političnikontekstinrazvoj učiteljskega poklica je že izražena potreba po bolj poglobljenem učenju temeljnih učnih predmetov. Razmišljajo pa tudi o novem statusu učiteljev.
In Sweden, the results from PISA and national assessments were considered to be disappointing, and gave rise among other things to improvements in initial teacher education, more thorough analysis of school subjects and a strengthening of in-service training.
Tudi na Švedskem so ocenili, da so ugotovitve raziskave PISA in nacionalnih ocenjevanj nezadovoljive. Spodbudili so temeljitejše analize vsebin učnih predmetov, kakovostnejše začetno izobraževanje učiteljev in okrepili usposabljanje na delovnem mestu.
In Norway, what was perceived as a poor performance in national and international standardised assessments resulted in a challenge to the 1997 curricular reform, a broadening of teacher responsibilities – in particular through the development of school autonomy – and increased requirements and opportunities in the field of continuing education.
Na Norveškem so nezadovoljivi rezultati nacionalnih in mednarodnih standardiziranih preizkusov znanja v letu 1997 spodbudili kurikularno reformo, v povezavi s povečano šolsko avtonomijo so vplivali na razširitev odgovornosti učiteljev; povečalo se je povpraševanje po novem znanju, odprle so se številne nove priložnosti za stalni strokovni razvoj.
In the Germanspeaking Community, these international assessments have had an even more direct influence on the work of teachers. In this Community in which all pupils aged 15 take part in the PISA surveys, the results obtained by each school form an integral component of its external evaluations.
Mednarodne raziskave o znanju učencev so še neposredneje vplivale na delo učiteljev v nemško govoreči skupnosti Belgije.V tej skupnosti, kjer sodelujejo v raziskavi PISA vsi petnajstletni učenci (ne le vzorec), so rezultati, ki jih doseže posamezna šola, integralna sestavina zunanjih evalvacij.
These new evaluation procedures are currently being launched on an experimental basis with a view to their becoming compulsory from 2009 onwards.
Te so zdaj vpeljane poskusno, leta 2009 pa naj bi postale obvezne.
As a result, they are almost bound to affect teachers when carrying out their daily individual activities.
Ugotovitve zunanjih evalvacij zanesljivo vplivajo na učiteljevo vsakodnevno delo.
In the United Kingdom (Scotland), the effort to improve school results in terms of effectiveness and equality also led to renewed debate on the pay and terms and conditions of employment of teachers.
V Združenem kraljestvu (na Škotskem) so prizadevanja za izboljšanje učnih rezultatov, za večjo učinkovitost in enakost v izobraževanju privedla do ponovnih polemik o položaju in delovnih razmerah učiteljev.
Broad discussion took place in the McCrone Committee culminating in the Teacher’s Agreement of 2001.
Široko razpravo je vodil McCronov odbor in jo leta 2001 končal s sporazumom, imenovanim Učiteljska pogodba (Teacher's Agreement).
In the rest of the United Kingdom, teachers' pay and career structures have undergone a period of far-reaching reform, with the objective of being able to recruit, retain and motivate high quality teachers by rewarding good performance and improving career progression opportunities.
V preostalem delu Združenega kraljestva so se lotili daljnosežne prenove učiteljskih plač in poklicnih poti, zato da bi z nagrajevanjem dobrega dela in boljšimi možnostmi za napredovanje v poklicu pridobivali, zadržali in motivirali čim kakovostnejše učitelje.
In England and Wales, conditions of employment have also been reformed, following the signing, in 2003, of a national agreement on workforce reform, Raising Standards and Tackling Workload.
V Angliji in Walesu so bile leta 2003, po podpisu nacionalnega dogovora o položaju delavcev z naslovom »Boljši standardi in obvladovanje delovnih obremenitev« (Raising Standards and Tackling Workload) prav tako prenovljene delovne razmere.
The reforms implemented since 2003 include routine delegation of administrative and clerical tasks, the introduction of guaranteed professional time for planning, preparation and assessment, introduction of new limits on covering for absent colleagues, and the development of other new roles in schools for adults who support teachers' work and pupils' learning.
Prenova, uveljavlja se od leta 2003 naprej, zajema redne upravne in pisarniške naloge, vpeljuje zagotovljen čas za načrtovanje, pripravo in ocenjevanje, omejitve za nadomeščanje odsotnih sodelavcev in razvoj drugih novih vlog v šolah za odrasle, ki pomagajo učiteljem pri delu in učencem pri učenju.
In addition to school autonomy and the search for better school results, changes in the teaching profession may also be attributed to an increase in the tasks schools have to perform.
Na spreminjanje učiteljskega poklica pa poleg šolske avtonomije in prizadevanj za šolsko uspešnost vpliva tudi širjenje nalog, ki jih morajo izvajati šole.
Teaching responsibilities and a broader range of school social commitments
Pedagoška odgovornost in širitev družbenih obveznosti šol
Economic, social and cultural changes also have some impact on the activities of teachers.
Na pedagoško delo vplivajo tudi širše ekonomske, družbene in kulturne spremembe.
Teachers have not always welcomed these changes, in which their own professional identity is compounded by duties characteristic of a specialist instructor or social assistant. In some countries, this trend is viewed not merely as an unwelcome departure from the distinctiveness of their profession (especially in secondary education) but also, from an objective standpoint, as an increase in the tasks they are expected to perform.
Pričakovanja do šol so se povečala; ne le, da morajo izboljšati učne dosežke svojih učencev, temveč se od njih zahteva, da predlagajo najboljše možne rešitve tudi o tem, kako organizirati pouk z integracijo otrok s posebnimi potrebami in v socialno različnih skupinah učencev, kako zagotoviti enakost možnosti za prikrajšane učence in kako v skupino pritegniti otroke priseljencev.
Thus in the Flemish Community of Belgium, teachers were assigned tasks that they considered to be well beyond the scope of their profession.
Za te skupine učencev so bile doslej na voljo različne ločene organizacijske oblike, poti in programske rešitve.
Similarly, in Cyprus, they had to assume broader responsibilities as a result of the integration of children with special educational needs and from immigrant backgrounds, as well as new requirements in terms of pupils from a wide variety of social backgrounds in classes and schools alike.
V številnih državah pa so za celotno obvezno izobraževanje sprejeli nestrukturiran model poučevanja vseh skupin učencev po enotnem programskem modelu in tako naložili šolam družbeno
Levels of Autonomy and Responsibilities of Teachersin Europe establishing zones d’éducation prioritaire (ZEPs, or priority education areas) supplemented by additional resources, made teachers more aware of the special needs of pupils experiencing difficulty and led to the beginning of teamwork and teaching innovations in the areas concerned.
Podobno je v razredih in šolah na Cipru, kjer so morali učitelji zaradi integracije otrok s posebnimi potrebami in otrok s priseljenskim poreklom prevzeti nase širšo odgovornost in nove obveznosti do učencev iz zelo različnih družbenih okolij. V Franciji so izpopolnili politiko pozitivne diskriminacije, ki so jo uvajali od začetka osemdesetih let prejšnjega stoletja naprej in po kateri so ustanavljali tako imenovane zones d’éducation prioritaire (ZEP ali prednostna pedagoška področja).
In Lithuania, the new responsibilities with which teachers were entrusted in the social domain (social care and guardianship of pupils) were instrumental in triggering social protest among them.
Povezovati se morajo z različnimi kulturami, poučevati morajo v drugačnih okoliščinah, sporazumevati se morajo z učenci in njihovimi družinami, ki jim je italijanski jezik tuj.
This movement led, among other things, to negotiation of a proposal for increased salaries in the years 2008 to 2011.
V Litvi so nove naloge s področja socialne nege in varstva v učiteljskih krogih sprožile odkrite proteste. Učitelji so zahtevali pogajanja o povišanju plač med letoma 2008 in 2011.
During this period, teacher salaries in the country will be raised annually by 10-20 %.
V tem obdobju se bodo učiteljem v državi plače višale za 10 do 20 % na leto.
In Slovenia, the recent integration of children with special needs, as well as Romany children and those of immigrant origin has meant that teachers exercise broader social responsibilities.
Tudi v Sloveniji so morale šole prevzeti integracijo otrok s posebnimi potrebami, romskih otrok in otrok s priseljenskim poreklom in torej razširiti družbeno vlogo učiteljev.
Yet a survey conducted by the Education Research Institute has revealed that teachers feel their skills are inadequate for work with mixed groups, in spite of support received from specialist teachers, smaller class sizes and in-service training that includes training in the provision of assistance to children experiencing difficulty.
Raziskava Pedagoškega inštituta je pokazala, da se učitelji ne čutijo zadosti usposobljeni za delo z mešanimi skupinami učencev, čeprav lahko delajo v manjših razredih, imajo podporo specializiranih pedagogov in strokovne seminarje za usposabljanje učiteljev za pomoč otrokom v stiski.
Similarly in Sweden, a recent study by the Swedish National Agency for Education, entitled Evaluation of Compulsory School 2003 (NU 2003), revealed that notwithstanding the development of continuing education, one-third of all teachers felt they lacked the skills needed to cater for children with special educational needs or to work with pupils from varied social and cultural backgrounds.
Nedavna študija (NU 2003), ki jo je na Švedskem izvedla Nacionalna agencija za evalvacijo obveznega izobraževanja, je pokazala, da tretjina učiteljev kljub dodatnemu usposabljanju še vedno zaznava pomanjkanje spretnosti za delo z učenci s posebnimi potrebami in iz različnih družbenih in kulturnih okolij.
In very few countries have the new social responsibilities assumed by teams of teachers gone hand in hand with the creation of new posts in schools.
Le v redkih državah so v pomoč učiteljem, ki so prevzeli nove družbene obveznosti, ustvarili nova delovna mesta.
However, in the Czech Republic in 2000, the new post of teacher assistant (asistent pedagoga) was established.
Na Češkem je bilo leta 2000 vpeljano novo delovno mesto – učiteljev pomočnik (assistent pedagoga).