natgillin/translations-raw huggingface dataset:
Almost all countries use legislation on higher education to establish the criteria of internal evaluation, always in conjunction with several of the other documents referred to above.
Skoraj vse države za določitev meril za notranjo evalvacijo uporabljajo visokošolsko zakonodajo, in to vedno skupaj z različnimi prej omenjenimi akti.
In almost all cases, the use of such documents is compulsory, except in the French Community of Belgium and Romania, where their use is recommended.
Skoraj v vseh primerih je uporaba teh aktov obvezna. Izjemi sta francoska skupnost Belgije in Romunija, kjer je njihova uporaba samo priporočena.
Several countries publish special documents, including a list of criteria for internal evaluation, to support higher education institutions in their task.
Več držav objavlja posebne predpise, vključno s seznamom meril za notranjo evalvacijo, ki zagotavljajo pomoč visokošolskim institucijam pri opravljanju njihove naloge.
In the French Community of Belgium, the internal evaluation report is drawn up by the evaluation committee using a guide to methodology which contains, as a framework, the list of indicators specified in the legislation establishing the agency for the evaluation of higher education.
V francoski skupnosti Belgije odbor za evalvacijo pripravi poročilo o notranji evalvaciji, pri čemer uporablja metodološki priročnik, ki vsebuje okvirni seznam kazalnikov, določenih v zakonodaji, s katero je bila ustanovljena agencija za evalvacijo visokega šolstva.
In Spain, the ANECA publishes two main methodological resources to support universities in carrying out their institutional evaluation programme.
V Španiji ANECA objavlja dva glavna metodološka vira kot pomoč univerzam pri izvajanju njihovega programa institucionalne evalvacije.
The first, the Modelo de Evaluación 2004-2005 (assessment model), contains six criteria identifying the most important aspects to be assessed during selfevaluation, namely the educational programme, course organisation, human resources, material resources, educational process and results.
Prvi, Modelo de Evaluación 2004-2005 (model ocenjevanja), vključuje šest meril, ki opredeljujejo najpomembnejše elemente, ki jih je treba oceniti med samo evalvacijo, in sicer izobraževalni program, organizacijo študija, človeške vire, materialne vire, izobraževalni proces in rezultate.
The second, the Guía de Autoevaluación (self-evaluation guide), is intended to facilitate the start of the selfevaluation phase.
Namen drugega, Guía de Autoevaluación (vodnik za samoevalvacijo), je olajšati začetek samoevalvacije.
While, in France, the Livre des Références of higher education institutions fully outlines in principle the subject and criteria of internal evaluation, there is up to now no version of it specifically for the evaluation of IUFMs.
V Franciji knjižica Livre des Références za visokošolske zavode načelno določa vsebino in merila za notranjo evalvacijo, vendar pa še nimajo posebne različice za evalvacijo univerzitetnih inštitutov za izobraževanje učiteljev (IUFM).
However, like all other higher education institutions, IUFMs will be increasingly expected in the first instance to carry out selfevaluation using the Livre des Références.
Kot za druge visokošolske institucije se tudi za IUFM vedno bolj pričakuje, da bodo samoevalvacijo opravljali ob uporabi Livre des Références.
In Hungary, the Accreditation Committee provides guidelines for higher education institutions to prepare their annual institutional evaluation report and detailed guidance concerning the documents relating to self-evaluation.
Na Madžarskem odbor za akreditacijo izda smernice za visokošolske institucije, v skladu s katerimi pripravljajo letna poročila o institucionalni evalvaciji, ter podrobna navodila za dokumente v zvezi s samoevalvacijo.
Half of all countries also refer to the list of criteria used for external evaluation.
Polovica držav uporablja tudi seznam meril za zunanjo evalvacijo.
In Slovakia, the list of criteria developed by the Accreditation Committee for purposes of external evaluation and accreditation is very often used for the internal evaluation of study programmes in general.
Na Slovaškem pri notranji evalvaciji študijskih programov zelo pogosto uporabljajo seznam meril, ki jih je odbor za akreditacijo razvil za zunanjo evalvacijo in akreditacijo.
While the use of the external evaluation criteria for annual evaluation is optional in the United Kingdom (Scotland), internally devised criteria will generally not differ dramatically from them.
V Združenem kraljestvu (na Škotskem) uporaba meril za zunanjo evalvacijo sicer ni obvezna pri vsakoletni evalvaciji, vendar pa se merila, ki so jih razvile same institucije, običajno ne razlikujejo veliko od njih.
Guidelines/list of criteria for internal evaluation
Visokošolska zakonodaja disisinsk sni za za �no izoaanj i�lj alikaijski s�andadi za odo i�lj
National indicators (on trainer/student ratios, student performances, etc.)
�niszna �il za no�anjo alaijo zna il ki s oaljajo za z nanjo !al!aijo oo#ila o z lai� z nanj !al!aij aionalni kazalniki o azj š!ilo da!alj!š dno! š dijski� s�i� in
Legislation on higher education
Visokošolska zakonodaja disi!sinsk sni za za#no izoa"!anj #ilj!
Qualification standards for prospective teachers
!ali$kaijski sandadi za odo# #ilj
National indicators (on trainer/student ratios, student performances, etc.)
> > niszna il za noanjo !al!aijo zna il ki s oaljajo za z nanjo !al!aijo oo#ila o z lai� z nanj !al!aij Nacionalni kazalniki (o razmerju število predavateljev/študentov, študijskih uspehih itn.)
Belgium (BE de): The Figure relates solely to the internal evaluation of initial teacher education institutions for primary education.
Vir: Eurydice Dodatne opombe Belgija (nemško govoreča skupnost BE): Podatki veljajo samo za notranjo evalvacijo institucij za začetno izobraževanje učiteljev za primarno izobraževanje.
Czech Republic: (1) relates to the internal evaluation that takes place prior to external evaluation, and (2) to the annual internal evaluation.
Češka republika: (1) velja za notranjo evalvacijo, ki se opravi pred zunanjo, (2) pa za letno notranjo evalvacijo.
Cyprus: The Figure relates solely to the internal evaluation of colleges providing initial teacher education for primary education. Latvia: (1) relates to the internal evaluation of a higher education institution for accreditation, and (2) to the internal evaluation of a study programme for (re-)accreditation.
Ciper: Podatki veljajo samo za notranjo evalvacijo šol (colleges), ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Latvija: (1) velja za notranjo evalvacijo visokošolskih zavodov zaradi akreditacije, (2) pa za notranjo evalvacijo študijskih programov za (ponovno) akreditacijo.
Although there is no explicit list of criteria developed for internal evaluation, all aspects used as criteria may be found in legislation on higher education.
Čeprav ni posebnega seznama meril za notranjo evalvacijo, lahko vse elemente, ki se uporabljajo za merila, najdemo v visokošolski zakonodaji.
Poland: (1) relates to the internal evaluation of universities, and (2) to internal evaluation of teacher training colleges.
Poljska: (1) velja za notranjo evalvacijo univerz, (2) pa za notranjo evalvacijo pedagoških akademij.
United Kingdom (ENG/WLS/NIR): There are no regulations as such, but providers would be expected to have regard to all or most of the documents mentioned, and external evaluation criteria would be an important influence.
Združeno kraljestvo (Anglija, Wales, Severna Irska): Predpisov ni, vendar pa se od izvajalcev pričakuje, da bodo upoštevali vse ali večino omenjenih aktov, merila za zunanjo evalvacijo pa imajo pomemben vpliv.
The information provided relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Prikazani podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, in ne za evalvacijo visokega šolstva na splošno.
United Kingdom (SCT): In the internal evaluation that occurs every four years, university regulations will often be included.
Združeno kraljestvo (Škotska): Pri notranji evalvaciji, ki se opravi vsaka štiri leta, se pogosto upoštevajo interni akti univerze.
Iceland: (1) relates to the internal evaluation of higher education programmes that takes place prior to external evaluation, and (2) to regular internal evaluation of higher education institutions.
Dodatne opombe (Preglednica 3.3)Islandija: (1) velja za notranjo evalvacijo visokošolskih programov, ki se opravi pred zunanjo evalvacijo, (2) pa za redno notranjo evalvacijo visokošolskih institucij.
Norway: The criteria for external evaluation do not address teacher education specifically.
Norveška: Merila za zunanjo evalvacijo ne obravnavajo posebej izobraževanja učiteljev.
However, the internal evaluation of teacher education must refer to existing national qualification frameworks for programmes that provide it.
Vendar pa mora notranja evalvacija izobraževanja učiteljev temeljiti na veljavnih nacionalnih okvirih kvalikacij za programe, ki dajejo to izobrazbo.
These include regulations, content guidelines and qualification standards.
V ta okvir spadajo predpisi, vsebinske smernice in kvalikacijski standardi.
In 13 countries, external evaluation results are taken into account during internal evaluation because it is either compulsory or recommended.
V trinajstih državah pri notranji evalvaciji upoštevajo rezultate zunanje evalvacije, ker je to obvezno ali priporočeno.
In the United Kingdom, although there are no specific regulations to this effect, the use of external evaluation results for internal evaluation is expected.
V Združenem kraljestvu se pričakuje, da bodo pri notranji evalvaciji upoštevali rezultate zunanje evalvacije, čeprav ni posebnih predpisov, ki bi to določali.
In the United Kingdom (England), inspection involves ‘high stakes’ for providers; reports (including points for action and consideration) and performance profiles (including inspection grades) are published on the Internet, and the Training and Development Agency for Schools (TDA) uses evidence from Ofsted inspections to make funding and accreditation decisions.
V Združenem kraljestvu (v Angliji) je za izvajalce izobraževanja zelo pomembna inšpekcija. Poročila (tudi točke za preučitev in ukrepanje) in proli uspešnosti (tudi ocene inšpekcije) so objavljeni na internetu, izobraževalna in razvojna agencija za šole (Training and Development Agency for Schools – TDA) pa podatke inšpekcij, ki jih opravi Ofsted, uporablja pri odločanju o financiranju in akreditaciji.
It is therefore taken for granted that inspection outcomes will be fed into self-evaluation.
Zato je skoraj samo po sebi umevno, da rezultate inšpekcije uporabijo pri samoevalvaciji.
In the United Kingdom (Scotland), the outcomes of the General Teaching Council for Scotland process will in turn feed back into the internal quality assurance processes of the university.
V Veliki Britaniji (na Škotskem) rezultate procesa, ki ga opravlja splošni učiteljski svet za Škotsko (General Teaching Council for Scotland), nato uporabijo pri notranjem zagotavljanju kakovosti univerze. Nikjer pa ni izrecno omenjeno, da je to obvezno, le pričakuje se, da bo to storjeno, ker se zdi tako samoumevno.
In the Czech Republic (in the case of annual internal evaluation), Denmark, Luxembourg, Malta, Austria, Slovenia, Finland, Sweden, the United Kingdom (England, Wales and Northern Ireland) and Iceland (in the case of regular internal evaluation of higher education institutions), no regulations on documents establishing internal evaluation criteria exist.
V Češki republiki (pri letnih notranjih evalvacijah), na Danskem, v Luksemburgu, na Malti, v Avstriji, Sloveniji, na Finskem, Švedskem, v Združenem kraljestvu (Angliji, Walesu in Severni Irski) ter na Islandiji (pri redni notranji evalvaciji visokošolskih institucij) nimajo predpisov o aktih, ki določajo merila za notranjo evalvacijo.
In Malta, however, regulations and content guidelines on initial teacher education as well as qualification standards for prospective teachers are usually used for this purpose.
Vendar pa na Malti navadno za to uporabljajo predpise in vsebinske smernice za začetno izobraževanje učiteljev ter kvalikacijske standarde za bodoče učitelje.
As in external evaluation (see Section 2.3), internal evaluation may focus on issues such as the content of teacher education curricula, the teaching methods used, the balance between professional training and general education, school placements for student teachers, the trainer/student ratio or the general infrastructure of the higher education institution concerned.
Tako kot zunanja evalvacija (glejte poglavje 2.3) se lahko tudi notranja usmeri predvsem na vsebino kurikulumov za izobraževanje učiteljev, uporabljene učne metode, uravnoteženost strokovnega in splošnega izobraževanja, praktično usposabljanje študentov v šolah, razmerje med številom predavateljev in študentov ali na splošno infrastrukturo visokošolske institucije.
Of the countries with official regulations on the scope of internal evaluation, most cover all (or almost all) of the above-mentioned issues.
V večini držav, ki imajo zakonske predpise o notranji evalvaciji, obravnavajo vsa (ali skoraj vsa) prej omenjena področja.
While they have to be taken into account on a compulsory basis in many countries, consideration of them is either recommended or occurs on an optional basis in the Czech Republic (internal evaluation prior to external evaluation), Germany, Hungary (internal evaluation prior to external evaluation) and Romania.
V mnogih državah jih morajo obvezno upoštevati, v Češki republiki (pri notranji evalvaciji pred zunanjo), Nemčiji, na Madžarskem (pri notranji evalvaciji pred zunanjo) in Romuniji pa je njihovo upoštevanje priporočeno ali neobvezno.
Italy is the only country where the content of the teacher education curriculum is not taken into account in regulations on internal evaluation.
Italija je edina država, v kateri predpisi o notranji evalvaciji ne upoštevajo vsebine kurikuluma za izobraževanje učiteljev.
Some countries consider specific criteria other than those mentioned in Figure 3.4, such as organisational issues or student-focused social issues during internal evaluation.
V nekaterih državah poleg meril iz Preglednice 3.4 pri notranji evalvaciji upoštevajo še druga, kot so organizacijske zadeve ali študentska socialna problematika.
In Greece, student welfare and the administrative services of the institution are also evaluated.
V Grčiji ocenjujejo tudi oblike študentske socialne pomoči in administrativne storitve zavoda.
In Spain, as in the case of external evaluation, internal evaluation also focuses on criteria such as the management, planning, communication and organisation of teacher training courses, the specifications of the educational programme and activities concerned with improvement and review.
V Španiji tudi notranja evalvacija enako kot zunanja upošteva merila glede poslovodenja, načrtovanja, obveščanja in organizacije programov za izobraževanje učiteljev, značilnosti izobraževalnega programa ter dejavnosti v zvezi z izboljšavami in pregledi.
The annual internal evaluation procedure in Hungary is additionally meant to focus on student and teaching staff numbers with due regard for the programmes or faculties concerned, the nature of education (i.e. whether it is full-time, part-time, or distance provision) and the working time of staff (who may be full-time or part-time).
Na Madžarskem pri letni notranji evalvaciji obravnavajo tudi število študentov in predavateljev ter pri tem upoštevajo programe ali fakultete, vrsto izobraževanja (redno, ob delu ali na daljavo) in delovni čas zaposlenih (ki so lahko zaposleni za poln ali skrajšan delovni čas).
In the case of internal evaluation occurring prior to external evaluation, it is further recommended that the strategy of institutions, their quality assurance system, their results in the preceding period, and their provision for doctoral studies and research should be among the issues addressed.
Pri notranji evalvaciji, ki se opravi pred zunanjo, se priporoča tudi obravnava strategije institucij, njihovega sistema zagotavljanja kakovosti, njihovih rezultatov v predhodnem obdobju ter izvajanja doktorskega študija in raziskovalnega dela.
In Portugal, the internal evaluation of universities and polytechnic institutes also has to take account of social support, the employment situation of graduates and their labour market integration, and social facilities.
Na Portugalskem se pri notranji evalvaciji univerz in visokih strokovnih šol upoštevajo še socialna pomoč, zaposlovanje diplomantov in njihovo vključevanje na trg dela ter socialna infrastruktura.
The content and scope of internal evaluation may be very much conditioned by the needs of external evaluation in a number of countries, including the French Community of Belgium, the Czech Republic (in the case of the internal evaluation that takes place prior to external evaluation), Greece, Estonia, Spain, Lithuania, Latvia, Hungary (especially in the case of internal evaluation that occurs prior to external evaluation), Slovakia, the United Kingdom and Iceland (when the internal evaluation of higher education programmes occurs prior to external evaluation).
V mnogih državah, med njimi tudi v francoski skupnosti Belgije, Češki republiki (pri notranji evalvaciji, ki se opravi pred zunanjo), Grčiji, Estoniji, Španiji, Litvi, Latviji, na Madžarskem (zlasti pri notranji evalvaciji, ki se opravi pred zunanjo), na Slovaškem, v Združenem kraljestvu in Islandiji (kadar se notranja evalvacija visokošolskih programov opravlja pred zunanjo), sta vsebina in področje notranje evalvacije lahko zelo močno odvisna od tega, kaj je potrebno za zunanjo evalvacijo.
In these countries, the use of external evaluation criteria by institutions when undertaking internal evaluation is either compulsory or widespread in practice or, alternatively, institutions receive documents specifying the issues that should be investigated during selfevaluation along with further details on issues to be covered in their evaluation report (see Section 3.3.).
V teh državah je obvezno ali v praksi zelo razširjeno, da institucije pri notranji evalvaciji uporabljajo merila za zunanjo evalvacijo ali da si pridobijo dokumente, ki določajo področja, ki naj jih preučijo med samoevalvacijo, in podrobnosti o področjih, ki bi jih morala obravnavati njihova evalvacijska poročila (glejte poglavje 3.3).
In Spain, both practices are encountered.
V Španiji opazimo obe praksi.
There are no official regulations on the precise scope of internal evaluation in the Czech Republic (in the case of annual internal evaluation), Denmark, France, Cyprus, Luxembourg, Malta, Austria, Poland (in the case of teacher training colleges), Slovenia, Finland, Sweden and the United Kingdom (England, Wales and Northern Ireland).
V Češki republiki (za letne notranje evalvacije), na Danskem, v Franciji, na Cipru, v Luksemburgu, na Malti, v Avstriji, na Poljskem (za pedagoške akademije), v Sloveniji, na Finskem, Švedskem in v Združenem kraljestvu (v Angliji, Walesu in Severni Irski) nimajo zakonskih predpisov, ki bi natančno določali področja notranje evalvacije.
However, in France, the precise nature of provision, including teaching methods and arrangements to support students and facilitate their entry into the teaching profession, will be more and more often evaluated in accordance with the Livre des Références of higher education institutions.
Vendar pa v Franciji vse pogosteje skladno s knjižico Livre des Références za visokošolske zavode ocenjujejo natančnost predpisov, vključno z metodami poučevanja in programi za pomoč študentom in njihovo lažje vključevanje v učiteljski poklic.
The lack of regulations on the scope of internal evaluation in some countries does not imply that the issues actually covered differ greatly from the ones listed in Figure 3.4.
Pomanjkanje predpisov o notranji evalvaciji v nekaterih državah ne pomeni, da se obravnavana področja močno razlikujejo od naštetih v Preglednici 3.4.
In Denmark, the university governing board determines the focus of internal evaluation.
Na Danskem upravni odbor univerze določi osrednje točke notranje evalvacije.
The questionnaire typically covers teaching methods, human resources management, student achievements and students’ opinions on the education received and the balance between professional training and general education.
Vprašalniki po navadi zajemajo metode poučevanja, upravljanje človeških virov, študijske uspehe, mnenje študentov o izobraževanju, v katero so vključeni, in uravnoteženost strokovnega in splošnega izobraževanja.
In Malta, almost all issues mentioned in the Figure are covered during the internal evaluation process.
Na Malti pri notranji evalvaciji obravnavajo skoraj vse omenjeno v preglednici.
In Austria, a case study of an evaluation carried out in 2001 at the Department of Teacher Education and School Research of the University of Innsbruck shows that, with respect to the internal evaluation of the quality of teaching, most issues listed in Figure 3.4 were covered.
V Avstriji je študija primera evalvacije, opravljene leta 2001 na oddelku za izobraževanje učiteljev in šolske raziskave univerze v Insbrucku, pokazala, da je bila pri notranji evalvaciji kakovosti poučevanja vključena večina področij iz Preglednice 3.4.
There was also a focus on additional parameters, such as curriculum development and international cooperation.
Obravnavali so še dodatne parametre, kot sta razvoj kurikuluma in mednarodno sodelovanje.
As well as the quality of teaching, other areas of interest were the organisational structure, administration, tasks of the department, research, the provision of services, public relations and the development plan.
Poleg kakovosti poučevanja so preučevali še organizacijsko strukturo, upravo, naloge oddelka, raziskave, zagotavljanje storitev, stike z javnostjo in razvojni načrt.
In Slovenia, the student opinion surveys used for internal evaluation usually include questions about various aspects of the course content, the appropriateness of the course workload and the teachers' and assistants’ ability to deliver the course.
V Sloveniji študentske ankete, ki se uporabljajo za notranjo evalvacijo, navadno vključujejo vprašanja o različnih vidikih študijskih vsebin, ustreznosti študijske obremenitve ter učiteljevi oz. asistentovi sposobnosti za izvajanje predmeta.
The global reports established on this basis by the department and the faculty are used for gauging how students' perceptions vary over time or across disciplines, and for comparing student performance.
Celovita poročila, ki jih na tej podlagi pripravita oddelek in fakulteta, se uporabljajo za ocenjevanje spreminjanja študentskega mnenja v različnih obdobjih ali med disciplinami ter za primerjavo študijskih uspehov.
Issues such as the relevance of student gender and the appropriateness of the teaching methodology used are also addressed.
Obravnavajo tudi zadeve, kot so pomen spola študentov in ustreznost metodologije poučevanja.
Figure 3.4: The scope of internal evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 3.4: Področje notranje evalvacije začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Trainer/student ratios
Razmerje med št. predavateljev in študentov
Student opinions on the education they receive
Mnenje študentov o izobraževanju, v katero so vključeni
Belgium (BE de): The Figure relates solely to the internal evaluation of initial teacher education institutions for primary education.
Dodatne opombe (Preglednica 3.4)Belgija (BE de): Podatki veljajo samo za notranjo evalvacijo zavodov za začetno izobraževanje učiteljev za primarno izobraževanje.
Czech Republic: (1) relates to the internal evaluation that takes place prior to external evaluation, and (2) to the annual internal evaluation.
Češka republika: (1) velja za notranjo evalvacijo, ki se opravi pred zunanjo evalvacijo, (2) pa za letno notranjo evalvacijo.