natgillin/translations-raw huggingface dataset:
Inservice teacher education is controlled by the ministry through organisations such as methodicaleducational centres, the National Institute for Education and other educational institutions.
Stalno strokovno spopolnjevanje učiteljev ministrstvo nadzira z organizacijami, kot so metodično-izobraževalni centri, nacionalni inštitut za izobraževanje in druge izobraževalne institucije.
In five countries (Denmark, in some German Länder, the Netherlands, Portugal and Romania), an independent body working on behalf of the public authority is responsible for the accreditation and/or evaluation of providers.
V petih državah (na Danskem, v nekaterih nemških deželah, na Nizozemskem, Portugalskem in v Romuniji) je za akreditacijo in/ali evalvacijo izvajalcev odgovoren neodvisni organ z javnimi pooblastili.
Finally, an inspectorate for school education undertakes the accreditation and/or evaluation of inservice teacher education providers in the German-speaking Community of Belgium, some German Länder, Ireland and Poland.
V nemško govoreči skupnosti Belgije, nekaterih nemških deželah, na Irskem in Poljskem akreditacijo in/ali evalvacijo izvajalcev stalnega strokovnega spopolnjevanja učiteljev opravi inšpektorat za šolsko izobraževanje.
In the German-speaking Community of Belgium and Ireland, the inspectorate is part of the ministry of education.
V nemško govoreči skupnostih Belgije in na Irskem je inšpektorat del ministrstva za šolstvo.
An inspectorate for inservice teacher education exists only in Hungary (the National Committee for In-Service Teacher Training), where it participates in evaluation along with other bodies.
Samo na Madžarskem imajo inšpektorat za stalno strokovno spopolnjevanje učiteljev, ki pri evalvaciji sodeluje z drugimi organi.
In the French Community of Belgium, the Institut de la formation en cours de carriere, a community-wide institution, organises and evaluates inservice teacher education, notably through its operators.
Službe inštituta za stalno strokovno spopolnjevanje učiteljev (Institut de la formation en cours de carriere) v francoski skupnosti Belgije organizirajo in ovrednotijo stalno strokovno spopolnjevanje učiteljev za celotno skupnost.
In Latvia, an expert evaluates the programme in question on behalf of the approval commission for further teacher education programmes.
V Latviji strokovnjaki evalvirajo programe v imenu komisije za odobritev programov stalnega izobraževanja učiteljev.
The expert then submits a report to the appropriate approval commission for such programmes (depending on the type of programme concerned), which then decides whether or not to approve the programme.
Poročilo nato predajo odgovorni komisiji (odvisno od vrste programa), ki se odloči, ali bo program odobrila.
In Luxembourg, there are no regulations applicable to the bodies that accredit or evaluate inservice teacher education.
V Luksemburgu ni predpisov za organe, ki opravljajo evalvacijo ali akreditacijo stalnega strokovnega spopolnjevanja učiteljev.
As is the case with initial teacher education (Figures 2.4 and 3.4), the different aspects of provision covered by the accreditation/evaluation of inservice teacher education are very wide-ranging.
Kot pri začetnem izobraževanju učiteljev (preglednici 2.4 in 3.4) je obseg predpisov o akreditaciji in/ali evalvaciji stalnega strokovnega spopolnjevanja učiteljev zelo širok.
These aspects include the content of the programme, the teaching methods used, the human resources available, the quality of teaching, the views of participants on the activity provided and whether it met their expectations, and whether particular aspects of the infrastructure such as teaching material met the required standards.
Vključujejo lahko vsebino programov, uporabljene učne metode, razpoložljivost kadrovskih virov, kakovost poučevanja, mnenja udeležencev in skladnost s predpisi na področju infrastrukture (npr. učni material).
In almost half of the countries considered, there are no regulations on the scope of accreditation and/or evaluation. However, this does not necessarily mean that the issues mentioned in Figure 5.4 are not usually covered.
Skoraj v nobeni državi ni posebnih predpisov o obsegu akreditacije in/ali evalvacije, kar pa ne pomeni, da elementom, ki so opisani v Preglednici 5.4, ne namenjajo pozornosti.
Figure 5.4: The scope of accreditation and/or evaluation of inservice teacher education for general education (ISCED 1-3), 2005/06
Preglednica 5.4: Obseg akreditacije in/ali evalvacije stalnega strokovnega spopolnjevanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
The content of the activity
Vsebina dejavnosti
Participants’ opinions on the training they receive
Mnenje udeležencev usposabljanja
Infrastructure (ICT equipment, teaching material, etc.)
Infrastruktura (oprema informacijske in komunikacijske tehnologije, učni material itn.)
Inservice teacher education abroad
Začetno izobraževanje učiteljev v tujini
Belgium (BE fr): The information relates only to the Institut de la formation en cours de carrière. Belgium (BE de): The information relates only to inservice education provided by the higher education institution.
Vir: Eurydice Dodatne opombe Belgija (BE fr): Podatki se nanašajo samo na inštitut za stalno strokovno spopolnjevanje učiteljev (Institut de la formation en cours de carrière).
Ireland: The information relates only to the external review of a sample of courses provided for the continuing professional development of primary teachers. Lithuania: Draft regulations include the content of the activity, competences of trainers and infrastructure as the scope of accreditation and evaluation.
Belgija (BE de): Podatki se nanašajo samo na stalno strokovno spopolnjevanje učiteljev, ki ga organizirajo visokošolske institucije.Irska: Podatki se nanašajo samo na zunanji pregled vzorca tečajev stalnega strokovnega spopolnjevanja osnovnošolskih učiteljev.Litva: Osnutek uredbe vključuje v obseg akreditacije in evalvacije vsebino dejavnosti, kompetence vodij usposabljanja in infrastrukturo.
Explanatory note Financial audits and administrative controls are not taken into consideration.
Pojasnilo Finančna revizija in administrativni nadzor nista upoštevana.
In many countries where regulations exist, all or almost all issues mentioned are covered.
V mnogih državah, ki imajo uradne predpise, se ti nanašajo na vse ali skoraj vse omenjene elemente evalvacije.
In the majority of them, the content of the activity as well as the teaching methods and/or the competences of the trainers are taken into account.
V večini držav upoštevajo tako vsebino dejavnosti kot učne metode in/ali kompetence vodij usposabljanja.
Infrastructure (such as teaching material, technical equipment) is also quite often evaluated.
Infrastruktura (npr. učni material, tehnična oprema) je prav tako pogosto predmet evalvacije.
Participants’ opinions on the training they receive are considered in eight countries.
Mnenja udeležencev usposabljanja upoštevajo v osmih državah.
The German-speaking Community of Belgium, Iceland and Bulgaria apply the same regulations to the scope of the evaluation and/or accreditation of inservice teacher education and to the evaluation of initial teacher education.
Nemško govoreča skupnost Belgije, Islandija in Bolgarija uporabljajo enake predpise za obseg evalvacije in/ali akreditacije stalnega strokovnega spopolnjevanja učiteljev in za evalvacijo začetnega izobraževanja učiteljev.
These regulations take all aspects mentioned into account.
Predpisi upoštevajo vse omenjene elemente.
Several countries mention a variety of other aspects.
Nekatere države omenjajo še vrsto drugih elementov evalvacije.
Consistency between content and organisation of the activity and the educational aims seems to be one of the most important aspects.
Eden najbolj pomembnih je skladnost vsebine in organizacije dejavnosti z izobraževalnimi cilji.
In Denmark, accreditation of a new programme focuses on issues such as the duration and organisation of study (i.e. part- or full-time), admission requirements, the target group (e.g. their educational background or work experience) and a description of future quality assurance methods.
Na Danskem se akreditacija novega programa usmerja predvsem na vprašanja, kot so trajanje in organizacija študija (celodnevni ali poldnevni), vpisni pogoji, ciljna skupina (npr. izobrazba ali delovne izkušnje udeležencev) in opis metod za zagotavljanje kakovosti.
In Spain, certain Autonomous Communities are more highly regulated regarding the scope of accreditation/evaluation.
V Španiji je obseg akreditacije in/ali evalvacije v nekaterih avtonomnih pokrajinah natančneje predpisan.
This is the case in the Autonomous Community of Asturias, where the focus is also on how the Regional Plan is designed and executed and how the training is coordinated, the usefulness of the training, and the quality/quantity of teaching materials used.
Tako predpisi v Andaluziji usmerjajo pozornost tudi na obliko in uresničevanje regionalnega načrta, na usklajevanje in uporabnost usposabljanja ter na kakovost in obseg uporabljenih učnih pripomočkov.
In Ireland, evaluation also focuses on the relevance of the course to the primary school curriculum and the extent to which the activity complies with official policy and guidelines.
Na Irskem je evalvacija usmerjena tudi na povezavo programov s kurikulumom za osnovne šole in na upoštevanje uradnih smernic.
In Hungary, the focus is on whether the programme is explicit in aims and designed for the respective target group(s), and on the additional value it gives to the teachers to be trained.
Na Madžarskem je evalvacija usmerjena še na jasnost ciljev, primernost programa za posamezne ciljne skupine in na dodano vrednost, ki jo pridobijo udeleženci.
The detailed content requirements are compared with the goals of the respective training programme and with the data given by the programme organiser.
Preverjajo skladnost ciljev posameznih programov usposabljanja z natančnimi vsebinskimi zahtevami.
Evaluation examines whether the programme requirements meet its aims, whether the programme is in accordance with the target group(s), the types of school and the levels for which it is intended.
Evalvacija preveri, ali cilji programa dosegajo predpisane zahteve, ali je program primeren za ciljne skupine, vrste šol in ravni, katerim je namenjen.
Moreover, evaluation analyses whether the programme emphasises successful learning and how the issues presented can be put into practice.
Ocenjevalci tudi analizirajo, kakšno pozornost program namenja uspešnemu učenju in kako lahko udeleženci pridobljeno znanje uporabijo v praksi.
In Latvia, the methods must correspond with the aim, tasks and planned results of the programme.
V Latviji se morajo metode ujemati s cilji, nalogami in načrtovanimi rezultati programa.
Furthermore, programme accordance with the new subject standards and assessment practices is also evaluated.
Evalvacija upošteva tudi skladnost programa z novimi tematskimi standardi in postopki ocenjevanja.
The provider is responsible for the quality of implementation, programme objectives, tasks and planned results.
Izvajalec programa je odgovoren za kakovost izvajanja, cilje, naloge in načrtovane rezultate programa.
In Romania, the accreditation process takes a set of criteria and conditions into account, such as the legality of the institution and the existence of the necessary training space, the utility of the training programme (i.e. its concordance with the national policies and strategies for education development, inservice education standards, training priorities specified at national level and its adequacy for the target group), the existence of counselling offers and time management (i.e. time allocation, the duration of training sessions and their organisation into full-time or part-time courses, evening classes, distance education, etc.).
V Romuniji v procesu akreditacije upoštevajo vrsto meril in pogojev, npr. zakonitost institucij, potreben prostor za usposabljanje, koristnost usposabljanja, skladnost z nacionalnimi smernicami in strategijami za razvoj izobraževanja, skladnost s standardi stalnega strokovnega spopolnjevanja učiteljev, prednostne naloge usposabljanja na nacionalni ravni in primernost programa za ciljne skupine, ponudbo svetovanja, časovno ureditev izvajanja programov (razporeditev časa, trajanje učnih ur, organizacija v celodnevne, poldnevne ali večerne tečaje, izobraževanje na daljavo itn.).
The frequency of evaluation and/or accreditation procedures in the context of inservice education is regulated in only 12 countries.
Pogostost postopkov evalvacije in/ali akreditacije stalnega strokovnega spopolnjevanja učiteljev je s predpisi urejena v samo dvanajstih državah.
Although regulations do not exist in Cyprus, Ireland and Slovakia, practices show a pattern of regularity.
Čeprav na Cipru, Irskem in Slovaškem ni uradnih predpisov, postopki vendarle izkazujejo rednost evalvacije in/ali akreditacije.
Figure 5.5: Frequency of accreditation and/or evaluation of inservice teacher education for general education (ISCED 1-3), 2005/06
Preglednica 5.5: Pogostost akreditacije in/ali evalvacije stalnega strokovnega spopolnjevanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Annual Between one and three years Every three years Every four years Every five years Every six years
Pogostost, določena s predpisi vsako letoenkrat na leto do enkrat na tri leta na tri letana štiri leta na pet let na šest let
Inservice teacher education abroad: LI Data not available: BE nl, LU
Začetno izobraževanje učiteljev v tujini: LINi razpoložljivih podatkov: BE nl, LU
Belgium (BE fr): The information only relates to the Institut de la formation en cours de carrière.
Vir: Eurydice Dodatne opombe Belgija (BE fr): Podatki se nanašajo samo na inštitut za stalno strokovno spopolnjevanje učiteljev (Institut de la formation en cours de carrière).
Italy: Evaluation should be carried out periodically.
Italija: Evalvacija naj se opravlja redno.
Legislation does not specify further.
Podrobnejši predpisi niso uzakonjeni.
Cyprus and Slovakia: Although no regulations exist, evaluation of inservice training programmes is conducted once a year at the end of each programme.
Ciper in Slovaška: Čeprav ni uradnih predpisov, se evalvacija opravi enkrat na leto, po koncu vsakega programa.
Even in countries where the frequency is regulated, situations are quite complex and vary depending on the procedure followed (self-evaluation, external evaluation or accreditation).
Tudi v državah, ki imajo uradne predpise, se pogostost evalvacije razlikuje glede na uporabljene postopke (samoevalvacija, zunanja evalvacija ali akreditacija).
In Greece, external evaluation takes place once a year at the end of the programme, while internal evaluation takes place three times a year, at the end of each phase of the programme (three phases in total).
V Grčiji se zunanja evalvacija opravi enkrat na leto, po koncu programa, notranja evalvacija pa trikrat na leto, po koncu vsake stopnje programa (skupaj tri stopnje).
In Hungary, new programmes can be accredited every year or whenever applications are made.
Na Madžarskem se akreditacija novih programov lahko opravi vsako leto ali takrat, ko so poslane prijave.
Programme providers can decide to start inservice education programmes anytime. However, the accreditation procedure coordinated by the Inservice Teacher Training Accrediting Body is the condition for starting a programme.
Izvajalci programov lahko programe začnejo kadar koli, potem ko postopek akreditacije uskladi organ za akreditacijo stalnega strokovnega spopolnjevanja učiteljev.
Programmes are then accredited for five years.
Akreditacija velja pet let.
If providers want to continue their programmes after the fifth year, they must go through the accreditation procedure again.
Če želijo izvajalci po petih letih nadaljevati programe, ponovijo postopke akreditacije.
Programme providers are also required to carry out selfevaluation procedures.
Prav tako morajo izvajalci programov opraviti samoevalvacijo.
Furthermore, the SuliNova Kht (a non-profit organisation) monitors inservice teacher education programmes by means of a selfevaluation questionnaire.
Nepridobitna organizacija SuliNova Kht nadzira programe stalnega strokovnega spopolnjevanja učiteljev s samoevalvacijskimi vprašalniki.
In Poland, the ministry of education supervises and approves the National Centre of Inservice Training activity report for the previous year and plan for the following year.
Na Poljskem ministrstvo za šolstvo nadzira in odobri poročilo nacionalnega centra za stalno strokovno spopolnjevanje učiteljev o dejavnostih v preteklem letu in o načrtih za naslednje leto.
Every year, the Regional Educational Authorities (kuratoria) provide the ministry with the conclusions concerning the performance of inservice teacher education institutions in their respective region.
Vsako leto regionalne oblasti za izobraževanje (Kuratoria) ministrstvu predstavijo ugotovitve o uspešnosti institucij za stalno strokovno spopolnjevanje učiteljev v regiji.
Quality Assurancein Teacher Educationin Europe imposed by ministry regulations is to organise and measure the quality of work of all the educational institutions in the region (including inservice teacher training institutions) once every five years.
ZAGOTAVLJANJE KAKOVOSTI V IZOBRAŽEVANJU UČITELJEV V EVROPI
In Slovenia, according to regulations which have been in place since the 2004/05 school year, only part of inservice courses are accredited each year.
V Sloveniji predpisi iz šolskega leta 2004/05 določajo, da se akreditirajo samo nekateri programi stalnega strokovnega spopolnjevanja učiteljev.
In 2005, for instance, the programme council decided to review the cluster of refresher courses and courses for the professional development of teachers.
Tako je programski svet odločil, da se leta 2005 pregledajo samo skupina programov za osvežitev znanja in programi za profesionalni razvoj učiteljev.
In 2006, courses on whole-school issues will be the focus of evaluation.
Leta 2006 je pregled usmerjen predvsem na programe za izboljševanje vzgojno-izobraževalnega procesa.
The results of the accreditation and evaluation of inservice education may be used in different ways, with repercussions for institutions or programmes, similar to the evaluation of initial teacher education (Chapter 4).
Rezultati akreditacije in evalvacije stalnega strokovnega spopolnjevanja učiteljev se podobno kot pri evalvaciji začetnega izobraževanja učiteljev (4. poglavje) lahko uporabljajo na različne načine, ki vplivajo na institucije ali programe.
Theoretically, accreditations may be awarded as well as withdrawn, as seen in the following examples.
Kot kažejo naslednji primeri, se akreditacija teoretično lahko podeli ali odvzame.
In the Czech Republic, accreditation is awarded by the Ministry of Education, Youth and Sports on recommendation of the Accreditation Commission.
Na Češkem akreditacijo na predlog komisije za akreditacijo podeljuje ministrstvo za šolstvo, mladino in šport.
If the quality of the presented application is not guaranteed, the accreditation is not awarded.
Če program ne zagotavlja kakovosti, navedene v prošnji, se akreditacija ne podeli.
The Ministry has the right to control the accredited programmes during the period of accreditation (three years), but so far no rules on the procedures have been prepared.
Ministrstvo ima pravico, da na tri leta nadzira akreditirane programe, podrobnejši uradni predpisi pa še niso pripravljeni.
In Hungary, accredited programmes are registered by the ministry of education.
Na Madžarskem programe akreditira ministrstvo za šolstvo.
In the event that the provider does not fulfil the programme, the accreditation can be withdrawn.
Če izvajalec ne izpolnjuje ciljev programa, se mu akreditacija lahko odvzame.
The maintainer of a school may check if inservice programmes for teachers correspond to the pedagogical programme of the school.
Financer lahko preverja, ali so programi stalnega strokovnega spopolnjevanja učiteljev skladni s programi, ki jih izvajajo šole.
In Latvia, the commission has the right to withdraw approval given to a programme if there is proof that it has failed to meet requirements.
V Latviji lahko komisija programu odvzame akreditacijo, če se izkaže, da ta ni izpolnil zahtev.
In Poland, negative evaluation findings can result in the accreditation for a given institution to be withdrawn and the financial means planned for inservice courses to be channelled into other training institutions.
Na Poljskem se zaradi negativnih rezultatov evalvacije instituciji lahko odvzame akreditacija, sredstva za tečaje stalnega strokovnega spopolnjevanja učiteljev pa se prenesejo na druge institucije.
In Portugal, there is an initial accreditation process for the institution or programme.
Na Portugalskem se opravi postopek začetne akreditacije institucije ali programa.
This accreditation may be temporarily or permanently withdrawn if there is proof of irregularities.
Taka akreditacija se lahko začasno ali za stalno odvzame, če institucija ali program ne izpolnita predpisanih zahtev.
In Slovenia, the main aim of an accreditation procedure is for formal programme offers to be selected following a public tender.
Akreditacijski postopek v Sloveniji je namenjen izbiri ponudnikov programov, ki se prijavijo na javni razpis.
Evaluation findings are generally also used for improvement of provision.
Rezultati evalvacije se običajno uporabijo tudi za izboljšave in predpise.
In Greece, the evaluation findings of inservice teacher education are used as feedback for better programme development in the following year.
V Grčiji rezultate evalvacije usposabljanja stalnega strokovnega spopolnjevanja učiteljev uporabijo kot povratno informacijo za boljši razvoj programov v naslednjih letih.
In Spain, the Autonomous Communities use the results to elaborate an annual report on teacher training to improve the quality of the inservice teacher training system.
V Španiji avtonomne pokrajine uporabljajo rezultate za izdelavo letnega poročila o usposabljanju učiteljev in za izboljšanje sistema stalnega strokovnega spopolnjevanja učiteljev.
In Cyprus, although no regulations exist, evaluation findings are used for decision-making with respect to the goals, processes and instructors of the programmes.
Čeprav na Cipru to ni uradno predpisano, rezultate evalvacije uporabljajo za odločanje o ciljih, postopkih in izvajalcih programov.
In Austria, although no regulations exist, evaluation results from both individual training courses and programmes help the institutions to assure quality, develop programmes, and adapt their programmes to the needs of teachers and schools.
Čeprav v Avstriji to ni uradno predpisano, rezultati evalvacije posameznih tečajev in celotnih programov usposabljanja institucijam pomagajo zagotavljati kakovost, razvijati programe in jih prilagajati potrebam učiteljev in šol.
Evaluation and accreditation results may also be provided as information to various players involved in the planning of inservice teacher education activities. However, there does not seem to be a clear pattern for the publication of results.
POGLAVJE: AKREDITACIJA IN EVALVACIJA STALNEGA STROKOVNEGA SPOPOLNJEVANJA UČITELJEV v dejavnosti stalnega strokovnega spopolnjevanja učiteljev, vendar pa jasnega vzorca pri objavi rezultatov še ni.
In the Netherlands, accreditation results are published on the website of the Nederlands-Vlaamse Accreditatie Organisatie (NVAO, or Accreditation Organisation of The Netherlands and Flanders).
Na Nizozemskem so rezultati akreditacije objavljeni na spletni strani organizacije za akreditacijo na Nizozemskem in v Flandriji (Nederlands-Vlaamse Accreditatie Organisatie – NVAO).
In Ireland, a copy of the evaluation report, which may include recommendations for improvement, is sent to the course providers.
Na Irskem izvajalcem tečajev pošljejo kopijo evalvacijskega poročila, ki lahko vsebuje predloge za izboljšanje.
In Slovenia, the evaluation of the performance of programme providers is carried out by participants at the end of the course they attended.
V Sloveniji evalvacijo uspešnosti izvajalcev programa opravijo udeleženci ob koncu programa.