natgillin/translations-raw huggingface dataset:
The situation is similar in Hungary and Poland but, in these countries, many decisions are subject to the approval of the higher authority or are taken within established guidelines.
Podobno je na Madžarskem in Poljskem, vendar je v teh dveh državah za številne odločitve potrebno soglasje višje oblasti ali pa odločitve sprejemajo v skladu z danimi navodili.
In the Netherlands and Finland the situation is more variable as it is subject to the will and actual practice of the competent authorities.
Na Nizozemskem in Finskem je več raznolikosti, saj je več odvisno od volje in dejanske prakse pristojnih organov.
In effect, they can choose whether or not to delegate their powers to schools in formally all (the Netherlands) or many areas (Finland) of management.
V resnici lahko ti izbirajo, ali bodo delegirali moč šolam in v katerih upravnih zadevah – v vseh (Nizozemska) ali mnogih (Finska).
In contrast, in a minority of countries, little autonomy is granted.
Na drugi strani je nekaj držav, kjer imajo šole zelo malo avtonomije.
This occurs mainly in Germany, Greece, Luxembourg, Malta, Austria, Portugal and Liechtenstein.
Tako je predvsem v Nemčiji, Grčiji, Luksemburgu, na Malti, v Avstriji, na Portugalskem in Lihtenštajnu.
In Cyprus, no autonomy is granted in these areas.
Na Cipru nimajo šole na obravnavanih področjih nobene avtonomije.
With respect to financial resources, autonomy is more widespread in the use of public funds for operating expenses, the raising of private funds via donations and sponsorship, the letting of premises and the use of private funds to purchase movable goods.
Ko gre za avtonomijo, povezano s finančnim poslovanjem šole, lahko rečemo, da je večja pri razporejanju javnih sredstev za stroške delovanja in za nakup opreme, pri pridobivanju sredstev iz zasebnih virov, zlasti iz donacij in sponzorstev ter najemnin za oddajanje prostorov.
In contrast decisions are usually the prerogative of the higher authority with respect to capital expenditure (using public funds or private sources where possible), finance from loans and the use of private funds to employ staff (where possible).
Nasprotno pa o razporejanju javnih sredstev (ali zasebnih virov, kjer je to mogoče) za investicije, najemanju posojil in plačevanju osebja iz zasebnih sredstev (kjer je to sploh možno) večinoma odločajo višje ravni.
The area of staff management also reveals contrasting features.
Tudi ureditev kadrovskega upravljanja kaže velike razlike.
The function of the school head is very often under the control of the higher authority whilst at school level more decisions are taken about the management of teaching staff (selection of staff to replace absent teachers, defining duties and responsibilities, and disciplinary measures) and nonteaching staff.
Funkcijo ravnatelja šole pogosto nadzorujejo višje oblasti, medtem ko na ravni šole pogosteje odločajo o pedagoškem osebju (še zlasti o nameščanju nadomestnih učiteljev, dodeljevanju nalog in dolžnosti ter o disciplinskih ukrepih) in nepedagoških delavcih.
Decision-makers in schools
Kdo sprejema odločitve v šolah
This section will look at who takes decisions within schools.
Ravnatelji, učitelji in organi upravljanja (na ravni šole) so trije glavni akterji, ki v šolah odločajo bodisi posamično bodisi skupaj.
School heads, teachers and school management bodies (this refers to management bodies situated at school level) were identified as the three main decisionmaking instances within schools, with any combination of these being possible as well.
Pod drobnogled smo vzeli predvsem, katere pristojnosti odločanja imajo, ne pa tudi, kako sprejemajo odločitve v praksi in kdo vse sodeluje pri odločanju v organih upravljanja šole.
The overview points to the type of decisionmaking responsibility but not how these decisions are taken in practice nor who contributes to decisions within school management bodies (section 2.3 has more information on school management bodies).
Razdelek 2.3 vsebuje več informacij o organih upravljanja šole.
Decisions regarding funding (public and private) are described first, followed by decisions with respect to human resources management (selecting, disciplining and dismissing school heads, teachers and nonteaching staff and decisions regarding additional salary payments).
Najprej predstavljamo odločanje o financiranju (iz javnih in zasebnih virov), nato pa odločanje o kadrovskih zadevah (kdo izbira delavce, kdo sprejema disciplinske ukrepe in odpušča ravnatelje, učitelje in nepedagoško osebje ter kdo odloča o plačnih dodatkih).
The analysis of school-based funding decisions shows general patterns in terms of how decisions are taken in schools, although some variation is apparent.
Analiza odločitev, sprejetih na ravni šole in povezanih s financiranjem, kaže splošen vzorec odločanja, čeprav se sistemi pri tem tudi nekoliko razlikujejo.
Some school systems devolve a lot of decisions about funding to their schools (see section 2.1 for more information).
Nekateri šolski sistemi prenašajo precej pristojnosti odločanja o finančnih zadevah na šole (več o tem v razdelku 2.1), drugi pa manj.
If both public and private funding are considered together, the most usual decisionmaking model is for school heads and school management bodies to both be involved in decision-making.
Če pogledamo sredstva iz javnih in zasebnih virov skupaj, potem je najbolj uveljavljen model sprejemanja odločitev tak, da so v odločanje vpleteni ravnatelji in organi upravljanja šole.
The procedures involved in these cases will of course vary according to specific situations: for example, proposals submitted by the school head may require to be approved by the school management body or alternatively, the school head must approve decisions taken by the school management body.
Sami postopki se v tem primeru seveda razlikujejo. Predlogi ravnatelja na primer potrebujejo soglasje organa upravljanja ali pa mora ravnatelj soglašati z odločitvami tega organa.
In Belgium (Flemish Community), Slovenia and the United Kingdom (England and Wales) both school heads and school management bodies usually play a role in school decisionmaking for all funding matters.
V Belgiji (amska skupnost), Sloveniji in Združenem kraljestvu (Anglija in Wales) imajo navadno tako ravnatelj kot organ upravljanja šole pomembno vlogo pri odločanju o vseh finančnih zadevah.
In the United Kingdom (England, Wales and Northern Ireland), for example, the school governing body sets the overall strategic framework for the school's financial management and determines the extent to which it wishes to delegate its financial powers to the school head.
V Združenem kraljestvu (Anglija, Wales in Severna Irska) organ, ki upravlja šolo, določi splošne strateške okvire za upravljanje z denarnimi zadevami šole; odloča tudi o tem, koliko pravic odločanja o finančnih sredstvih bo prepustil ravnatelju.
The governing body also has the specific responsibility of approving the annual budget plan drawn up by the school head.
Isti organ je odgovoren še za potrjevanje letnega finančnega načrta šole, ki ga po navadi pripravi ravnatelj.
The head has responsibility for the leadership, direction and management of the school and takes financial decisions within the strategic framework set by the governing body.
Ravnatelj vodi, usmerja in upravlja šolo ter sprejema finančne odločitve v strateških okvirih, ki jih določi organ upravljanja.
In Spain, where schools take decisions on both public and private funding, the school board, made up of the school head, the deputy head and school secretary, always has full responsibility.
V Španiji, kjer šole odločajo tako o javnih kot zasebnih virih sredstev, je vsa odgovornost v rokah šolskega odbora, ki ga sestavljajo ravnatelj, pomočnik ravnatelja in tajnik šole.
Teachers only play a formal role in these types of decisions in Germany, Malta, Austria and the United Kingdom (Scotland) and they always do so jointly with school heads, never alone.
Pri sprejemanju tovrstnih odločitev imajo v Nemčiji, na Malti, v Avstriji in Združenem kraljestvu (Škotska) učitelji samo formalno vlogo, in še to vedno skupaj z ravnateljem šole, nikoli sami.
The school head has full responsibility for all or almost all funding areas in very few countries. This is the case in a few new member states, such as Estonia, Hungary and Slovakia.
Ravnatelj je polno odgovoren za vsa ali skoraj vsa področja financiranja samo v nekaterih novih državah članicah, kot so Estonija, Madžarska in Slovaška.
Public funds and equipment
Sredstva iz javnih virov in oprema
Responsibility for decisionmaking within schools often differs according to whether the use of the budget relates to capital expenditure and acquisitions, or operating expenditure, or acquiring computer equipment.
Delitev odgovornosti se v šolah pogosto razlikuje glede na to, ali se sredstva iz proračuna namenjajo za plačevanje investicijskih stroškov, stroškov za delovanje šole ali za nakup računalniške opreme.
However, the Romanian and Cypriot school systems are the only ones in which no area of public funding is a matter for decisionmaking at school level.
Šolska sistema Romunije in Cipra sta edina, kjer šole ne odločajo o porabi javnih sredstev na nobenem področju.
Schools are more often responsible for taking decisions about operating expenditure and acquisition of computer equipment than for decisions on capital expenditure and acquisitions.
Šole so pogosteje odgovorne za razporejanje sredstev za svoje delovanje in za nakup računalniške opreme kot pa za investicije.
Within schools, school heads almost always take at least some responsibility for decisions.
V teh primerih je ravnatelj skoraj vedno vsaj delno odgovoren za odločitve.
They act together with teachers in Bulgaria, Germany, Malta, Austria and the United Kingdom (Scotland) and in their own right in Belgium (schools for which the French and German-speaking Communities are directly responsible), the Baltic countries, Hungary, Slovakia and Finland.
V Bolgariji, Nemčiji, na Malti, v Avstriji in Združenem kraljestvu (Škotska) odloča skupaj z učitelji, samostojno pa v Belgiji (šole, za katere sta neposredno odgovorni francosko in nemško govoreči skupnosti), baltskih državah, na Madžarskem, Slovaškem in Finskem.V približno polovici držav imajo tudi organi upravljanja šole precejšnjo vlogo vsaj na nekaterih področjih, polno odgovornost za vsa področja razporejanja sredstev, pridobljenih iz javnih virov, pa imajo šolski odbori v Španiji.
School management bodies play a role in decisionmaking processes for at least some of these areas in about half of the countries and take full responsibility for all areas of public funding shown here in Spain.
Slika 2.6: Kdo v šoli odloča o razporejanju sredstev iz javnih virov,
Use of budget for: capital expenditureor acquisitions operating expenditure acquisition of computerequipment
Poraba proračuna šole za: investicije delovanje šole nakup računalniške opreme
School head
Ravnatelj
School management body
Organ upravljanja šole
9 Not a school responsibility/ Not applicable
Ni odgovornostšole. / Ne pride v poštev.
Source: Eurydice.
Vir: Eurydice Dodatne opombe
Belgium (BE fr, BE de): (a) refers to schools for which the Community is directly responsible and a minister is the responsible authority; and (b) refers to schools of the public and private grantaided sector.
Belgija (BE fr, BE de): (a) informacija se nanaša na šole, za katere je neposredno odgovorna skupnost, minister pa je pristojni oblastni organ; (b) informacija se nanaša na javne in zasebne šole v subvencioniranem sektorju, v katerem je odgovoren organ upravljanja na ravni šole.
In the grantaided sector, the responsible authority is deemed to be the school-based management body.
Belgija (BE de): V šolah, za katere je odgovorna skupnost, lahko ravnatelj odloča o plačevanju stroškov premoženja samo do nekega zneska.
Belgium (BE de): In schools for which the Community is responsible, the school head’s decisionmaking responsibility for capital expenditure is limited to a set amount.
Bolgarija: Šole imajo avtonomijo samo pri nekaterih vidikih plačevanja stroškov za svoje delovanje.
Bulgaria: Schools have autonomy for some operating expenditure.
Danska: Občine lahko prenesejo pristojnosti odločanja na šole na vseh področjih.
Denmark: Municipalities may delegate their authority to schools with respect to all decisionmaking areas.
Irska in Francija: Na primarni stopnji šole nimajo pristojnosti odločanja.
Ireland and France: At ISCED 1, all decision areas are not a school responsibility.
Nizozemska: Vsaka šola ima svojo zunanjo upravo (bevoegd gezag), ki je lahko odgovorna za eno šolo (eenpitters) ali več šol (npr. Ons Middelbaar Onderwijs v provinci Brabant).
In Allgemein bildende höhere Schule, teachers and the school head take the decision jointly and submit their proposal to the education authority for approval.
V Allgemein bildende höhere Schule sprejmejo odločitev učitelji skupaj z ravnateljem, šolsko upravo pa nato prosijo za soglasje.
Slovakia: Information not verified at national level.
Slovaška: Informacije niso preverjene na ravni države.
The school head and the school founder have joint responsibility for capital expenditure or acquisitions and for operating expenditure.
Ravnatelj in ustanovitelj šole sta skupaj odgovorna za plačevanje investicijskih stroškov in stroškov delovanja šole.
Finland: Responsibility for acquiring computer equipment is related to the cost of the acquisition.
Finska: Odgovornost za nakup računalniške opreme je povezana s ceno.
Finland and Iceland: Municipalities may delegate their authority to schools with respect to operating expenditure and acquisition of computer equipment.
Finska in Islandija: Občine lahko pooblastijo šole za plačevanje stroškov delovanja in za nakup računalniške opreme.
Liechtenstein: At ISCED 1, the use of the budget is not a school responsibility.
Lihtenštajn: Primarne šole ne odločajo o porabi proračunskih sredstev.
At ISCED 2, the school head’s decisionmaking responsibility for capital expenditure is limited to a set amount.
V nižjih sekundarnih šolah lahko ravnatelj odloča o investicijski porabi do nekega zneska.
Private funds
Sredstva iz zasebnih virov
In a number of countries, private funding is not applicable in the context of public school systems.
V mnogih državah javni šolski sistemi ne smejo uporabljati sredstev iz zasebnih virov.
This is especially the case with respect to loans.
To načelo velja predvsem pri najemanju posojil.
It is thus very unusual for schools in Europe to have decisionmaking powers with respect to taking out loans.
Ni običajno, da bi šole v Evropi lahko najemale posojila.
The exceptions are Belgium (the grantaided sector in the French and German-speaking Communities) and Italy, where the school management body may take decisions with regard to loans and Belgium (the Flemish Community) and Slovenia where these decisions involve both the school head and the school management body.
Izjeme so Belgija (subvencionirani sektor v francosko in nemško govorečih skupnostih) in Italija, kjer o posojilih lahko odloča upravni organ šole, Belgija (amska skupnost) in Slovenija, kjer o teh zadevah lahko odločata skupaj ravnatelj in svet šole.
Loans taken out by schools are often subject to conditions, such as in Italy, for example, where school management bodies may borrow money so long as repayment terms meet certain specifications.
Posojila, ki jih šole najemajo, so pogosto vezana na neke pogoje; na primer v Italiji, kjer si organ upravljanja lahko izposodi denar, če so pogoji odplačevanja taki, kot jih zahtevajo predpisi.
In Slovenia, the school head and management body, acting together, must seek the consent of their founder and the Ministry of Finance.
V Sloveniji, kjer ravnatelj in svet šole delujeta skupaj, je potrebno soglasje ustanovitelja šole in ministrstva za finance.
However, in almost every country, schools may themselves seek donations and sponsorship.
Ravnatelj je skoraj zmeraj vključen v odločanje. Odločitve lahko sprejema sam ali skupaj z organom upravljanja.
The school head is almost always involved in these types of decisions either acting alone or with the management body, although sometimes the school management body is solely responsible for these decisions (Bulgaria, Ireland (ISCED 2), Spain, France, Malta and Romania).
V nekaterih primerih je samo organ upravljanja odgovoren za tovrstne odločitve (Bolgarija, Irska (ISCED 2), Španija, Francija, Malta in Romunija).
More unusually, in Austria and the United Kingdom (Scotland), teachers are formally involved in these decisions together with the school head, as well as parents in the United Kingdom (Scotland).
Bolj nenavadno je v Avstriji in Združenem kraljestvu (Škotska), kjer so v odločanje formalno vključeni učitelji skupaj z ravnateljem, v Združenem kraljestvu (Škotska) pa tudi starši.
Letting school premises is also often a matter for schools, usually for the school head or the school management body.
Oddajanje šolskih prostorov v najem je po navadi prepuščeno ravnatelju ali organu upravljanja šole.
Again, these types of letting agreements are sometimes subject to conditions.
Tudi najemne pogodbe so včasih vezane na neke pogoje.
In Belgium (Flemish Community) and Slovenia, for example, school premises cannot be let out for political purposes.
V Belgiji (amska skupnost) in Sloveniji na primer se šolskih prostorov ne sme oddajati za delovanje političnih strank.
In Italy, school premises may only be used for activities that are compatible with the school’s educating purpose and the school management body draws up appropriate criteria.
V Italiji se šolski prostori lahko uporabljajo samo za izobraževalne namene, organ upravljanja pa določi ustrezna merila za presojo.
The school owner (often the local authority) must approve the lease in some countries (Lithuania, Hungary and Romania), and it is sometimes the school owner directly that is responsible for letting school property for out-of-hours activities (in the United Kingdom (Scotland)).
V nekaterih državah mora lastnik oziroma ustanovitelj šole (običajno lokalna oblast) soglašati z oddajanjem (Litva, Madžarska in Romunija), včasih pa je neposredno odgovoren za oddajanje šolskih prostorov za dejavnosti v času, ko ni pouka (v Združenem kraljestvu – Škotska).
How private funds are used is a decision for schools in about half of the countries.
Šole odločajo o razporejanju sredstev iz zasebnih virov v približno polovici držav.
Generally, the school management body is responsible for taking decisions about acquiring immoveable property, sometimes acting in decisionmaking procedures with the school head.
Na splošno je organ upravljanja šole odgovoren za nakup nepremičnin, včasih pa se v postopek sprejemanja odločitev vključi tudi ravnatelj.
Acquiring moveable property is a decision for the school head alone in more countries or sometimes the school head with teachers.
Nakup opreme je v več državah prepuščen samo ravnatelju, včasih tudi ravnatelju skupaj z učitelji.
The use of private funds by schools to employ teaching and nonteaching staff is much more restricted.
Plačevanje pedagoškega in nepedagoškega osebja iz zasebnih virov je precej bolj omejeno.
This is only authorised in about half of the school systems that allow privately funded acquisitions: Belgium (the Flemish Community and the grantaided sector in the French and German-speaking Communities), Ireland (ISCED 2), Italy and the United Kingdom (England, Wales and Northern Ireland).
Dovoljeno je samo v polovici šolskih sistemov: v Belgiji (amska skupnost in subvencionirani francosko in nemško govoreči skupnosti), na Irskem (ISCED 2), v Italiji in Združenem kraljestvu (Anglija, Wales in Severna Irska).
In Lithuania, Poland, Portugal and the United Kingdom (Scotland) schools can use private funds to employ nonteaching staff but not teachers while the reverse is true in Latvia.
V Litvi, na Poljskem, Portugalskem in v Združenem kraljestvu (Škotska) lahko šole sredstva iz zasebnih virov porabijo za plače nepedagoškega osebja, ne pa tudi za plače učiteljev; obratno velja v Latviji.
These types of decisions are most commonly taken by school management bodies and school heads acting together.
O tem po navadi odločata organ upravljanja šole in ravnatelj skupaj.
Figure 2.7: Decision makers at school level for fund-raising and the use of private funds, ISCED 1 and 2, 2006/07
Slika 2.7: Kdo v šoli odloča o pridobivanju in razporejanju sredstev iz zasebnih virov, ISCED 1 in 2, 2006/07
Funding (seeking donations and sponsorship)
Zbiranje sredstev iz donacij in sponzorstev
Leasing school premises for out-of-hours activities
Oddajanje šolskih prostorovza dejavnosti v času, ko ni pouka
Loans immovables
Posojila nepremičnin opreme
Use of private funds to acquire: movables teaching staff
Poraba sredstev iz zasebnih virov za nakup: pedagoškega osebja nepedagoškega osebja
Use of private funds to employ: nonteaching staff
Poraba sredstev iz zasebnih virov za plače:
9 Not a school responsibility/ Not applicable
Ni odgovornostišole. / Ne pride v poštev.
In the grantaided sector, the responsible authority is deemed to be the school-based management body.
Češka: Pogoje glede porabe sredstev iz zasebnih virov po navadi določi darovalec ali sponzor.
Czech Republic: Terms of use with respect to private funds is generally set by the donor or sponsor.
Irska: Na primarni stopnji ne odločajo šole.
Ireland: At ISCED 1, all decision areas are not a school responsibility.
Madžarska: Oddajanje šolskih prostorov in poraba sredstev za nakup premičnin je v odgovornosti ravnatelja, vendar mora pridobiti soglasje financerja šole.
Hungary: Leasing school premises and use of private fund to acquire movables: this is the responsibility of the school head but the approval of the school maintainer is required.
Nizozemska: Vsaka šola ima svojo zunanjo upravo (bevoegd gezag), ki je lahko odgovorna za eno šolo (eenpitters) ali več šol (npr. Ons Middelbaar Onderwijs v provinci Brabant).
The school head and the school founder have joint responsibility for the use of private funds to acquire immovables and movables.
Ravnatelj in ustanovitelj šole sta skupaj odgovorna za porabo sredstev iz zasebnih virov za nakup nepremičnin in opreme.
Liechtenstein: The school head’s decisionmaking responsibility for the acquisition of movables is limited to smaller acquisitions.
Lihtenštajn: Ravnateljeva odgovornost za odločitve glede nakupa premičnin je omejena na manjše nakupe.
Selecting school staff and human resources management
Izbira in vodenje šolskega osebja
In many countries, decisions with respect to selecting school staff, discipline and dismissal is very much a matter for the school head.
V številnih državah o izbiri osebja, disciplinskih zadevah in odpuščanju odločajo predvsem ravnatelji.
In the Netherlands, the competent authority (bevoegd gezag) may delegate decisionmaking powers for most of the areas relating to human resources (though decisions on dismissal and disciplining staff are very unlikely).
Na Nizozemskem pristojni organ (bevoegd gezag) lahko delegira odločanje o večini kadrovskih zadev na šole (delegiranje odločitev o odpuščanju in discipliniranju osebja ni zelo verjetno ali pogosto).
Only a few countries report a role for the school management body (with exception of decisions relating to the school head).
Le nekaj držav poroča, da je to izvirna naloga organa upravljanja šole (z izjemo odločitev, ki se nanašajo na ravnatelja).
In the United Kingdom (England), for example, the school governing body has overall responsibility for staffing matters. However, many staffing functions, such as the appointment of classroom teachers and nonteaching staff, may be delegated to the school head or to a committee of governors working with or without the school head.
V Združenem kraljestvu (Anglija) ima organ upravljanja šole izvirno pristojnost za odločanje o vseh kadrovskih zadevah, vendar pa je marsikatero kadrovsko funkcijo mogoče prenesti na ravnatelja ali izvršilni odbor, ki lahko deluje skupaj z ravnateljem ali samostojno.
The governing body appoints the school head and normally leads the process of appointing deputy school heads and assistant school heads.
Organ upravljanja imenuje ravnatelja in po navadi vodi postopek za imenovanje njegovega namestnika in pomočnikov.