natgillin/translations-raw huggingface dataset:
Formally the competent authority is responsible for everything and it is not possible to indicate which tasks are delegated or not in practice.
Formalno je uprava vedno odgovorna za vse. Ni mogoče navesti, katere naloge se v praksi prenaša na šole in katerih ne, ker je to med primeri različno.
Austria: Letting out premises for community use: Allgemein bildende höhere Schule may decide within established education guidelines.
Avstrija: Oddajanje prostorov za namene skupnosti – Allgemein bildende höhere Schule lahko odloča v okviru uveljavljenih šolskih pravil.
Poland: All the decisions concerning acquisition of immovable are formally taken by the higher authorities, but these decisions are frequently prompted and inspired by the schools themselves, so the school has some influence here.
Poljska: Vse odločitve o nepremičninah sprejemajo višje oblasti, vendar večinoma na pobudo oziroma predlog samih šol, tako da imajo šole pri tem precej vpliva.
Slovenia: Letting out premises for community use: local councils (founders) have the right to draw up their own plan.
Slovenija: Oddajanje prostorov za druge namene – občine ustanoviteljice šole imajo pravico načrtovati oddajanje prostorov na svojih šolah.
Where the premises are used for lessons in religion, the ministry of education must give approval.
Če želi šola prostore oddati za namen verouka ali konfesionalnega pouka, potrebuje soglasje ministra za šolstvo.
United Kingdom: Letting of premises for community use – schools do not have autonomy where the building has been provided through a public-private partnership.
Združeno kraljestvo: Oddajanje prostorov za druge namene – šole, zgrajene v javno-zasebnem partnerstvu, nimajo avtonomije.
Sweden: employment of teaching and non teaching staff is exclusively financed by public funds.
Švedska: Plače pedagoškega in nepedagoškega osebja se financirajo izključno iz javnih sredstev.
Liechtenstein: Schools at ISCED 2 are only autonomous for raising and using private funds to finance minor projects.
Lihtenštajn: Nižje sekundarne šole lahko avtonomno pridobivajo denar in ga porabljajo samo za financiranje manjših projektov.
However, this practice is not common.
Ta praksa ni običajna.
Norway: Only receiving donations is allowed.
Norveška: Dovoljeno je samo sprejemanje donacij.
Generally speaking, more countries grant schools full autonomy with respect to the management of nonteaching staff than in the case of school heads and teachers.
Na splošno lahko rečemo, da več držav dopušča šolam popolno avtonomijo pri vodenju nepedagoškega osebja kot pa pri imenovanjih ravnateljev in učiteljev.
With regard to school heads, the degree of autonomy is consistent within countries: either autonomy is complete for all areas (selection, deciding on job descriptions and duties, defining disciplinary measures and dismissal) or it is nonexistent.
Pri ravnateljih je stopnja bodisi popolna v vseh pogledih (izbira, opis delovnega mesta in dolžnosti, disciplinsko ukrepanje in odpoved) ali pa je sploh ni.
Only a few countries fall outside this general rule.
Le v nekaj državah to pravilo ne velja.
Figure 2.3: Autonomy of schools with respect to school heads, ISCED 1 and 2, 2006/07
Slika 2.3: Avtonomija šol pri ravnateljih, ISCED 1 in 2, 2006/07
Duties and responsibilities
Dolžnosti inodgovornosti
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. In the grantaided sector, the responsible authority is deemed to be the school-based management body.
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.
Spain: Selection is carried out by a committee comprising representatives of the school and the education authority.
Španija: Izbor opravi komisija, ki jo sestavljajo predstavniki šole in šolskih oblasti.
France: ISCED level 1: the post of ‘school head’ does not exist as such.
Francija: Na primarni stopnji položaj ravnatelja ne obstaja.
The heads of primary schools have only a leadership function.
Vodja primarne šole ima samo funkcijo pedagoškega vodenja.
Luxembourg: ISCED level 1: the post of school head does not exist.
Luksemburg: Na primarni stopnji položaj ravnatelja ne obstaja.
Iceland: Roles and duties: may be subject to delegation by the local authorities.
Islandija: Lokalne oblasti lahko določanje ravnateljevih nalog in dolžnosti prenesejo na šolo.
In more than half of all countries, schools are given no autonomy with respect to the management of school heads.
V več kot polovici držav šole nimajo nikakršne avtonomije glede ravnateljev.
Denmark and Sweden only grant autonomy for deciding on duties and responsibilities, Spain, Poland and Portugal for selection.
Danska in Švedska priznavata avtonomijo, samo ko gre za določanje ravnateljevih nalog in dolžnosti, Španija, Poljska in Portugalska pa pri izbiri ravnatelja.
In Spain and Poland, selection of the school head is carried out jointly by representatives of the schools and the higher education authority.
V Španiji in na Portugalskem ravnatelja izberejo skupaj predstavniki šol in višjih šolskih oblasti.
Only in Belgium (Flemish Community and grantaided sector in the French and the German-speaking Communities), Ireland (ISCED 2) and Slovenia grant full autonomy to schools in all areas.
Samo v Belgiji (amska skupnost in subvencionirani sektor v francosko in nemško govorečih skupnostih), na Irskem (nižje sekundarne šole) in v Sloveniji imajo šole popolno avtonomijo na vseh področjih.
In the United Kingdom (England, Wales and Northern Ireland), the role of the school head is defined not only by statute and by centrally determined conditions of employment but also, in part, by the aims and objectives set by each school’s management body (‘school governing body’).
V Združenem kraljestvu (Anglija, Wales in Severna Irska) je vloga ravnatelja natančno opredeljena ne le s posebnim predpisom in kadrovskimi pogoji, ki veljajo za vso državo, temveč tudi z odločitvijo upravnega (vodstvenega) organa vsake šole, ki opredeljuje vse, kar pričakuje, da bo ravnatelj na konkretni šoli dosegel.
Slovakia is in an intermediate situation.
Slovaška je nekje vmes.
The recruitment and dismissal of school heads is made jointly by representatives of the school and the education authority.
Ravnatelje zaposlujejo in odpuščajo v skupnem dogovoru predstavniki šole in izobraževalnih oblasti.
In the Netherlands, the selection, the dismissal and the disciplining of school heads and the definition of their role and duties may be delegated by the competent authority (bevoegd gezag) but, the dismissal and disciplining of school heads remains in the domain of the competent authority.
Na Nizozemskem pristojna uprava lahko prenese pravice do izbire, odpusta in discipliniranja ravnatelja ter določanja njegovega delokroga na šolo, vendar ostaja končna odločitev o odpovedi in izrekanju disciplinskih ukrepov v rokah uprave.
Schools are generally given greater autonomy in managing their teaching staff than they are in managing school heads.
Šole imajo na splošno več avtonomije, ko gre za pedagoške kadre kot za ravnatelja.
Only Ireland (ISCED 1), Cyprus and Malta do not grant any autonomy.
Samo na Irskem (primarne šole), na Cipru in Malti nimajo šole nobene avtonomije.
This is also the case to a lesser extent in the public sector schools which are directly responsible to the ministers of education in the French and the German-speaking Communities of Belgium (only the role and duties of staff is within the jurisdiction of the schools), in Greece (in some situations, schools may choose whether of not to pay staff for additional hours worked) and Luxembourg.
To nekoliko velja tudi za javne šole, neposredno odgovorne šolskim ministrom, v francosko in nemško govorečih skupnostih v Belgiji (samo učiteljev delokrog je v domeni šole), v Grčiji (v nekaterih okoliščinah se šole lahko odločijo, ali bodo plačale osebju nadurno delo) in Luksemburgu.
This situation also occurs in Portugal and Liechtenstein (schools may choose staff to replace absent teachers either with or without the approval of the higher authority).
Tako je tudi na Portugalskem in v Lihtenštajnu (šole lahko izberejo nadomestne učitelje s soglasjem višjih oblasti ali brez njega).
In Denmark, schools have autonomy for deciding teachers’ roles and duties although the selection of replacement staff may be delegated by the competent authority.
Na Danskem imajo šole avtonomijo pri določanju učiteljevega delokroga, pristojni organ pa lahko prenese na šolo tudi pravico do izbire nadomestnega osebja.
In the Netherlands, delegation from the competent authority (bevoegd gezag) regarding dismissal and disciplining teaching staff is formally possible but is most likely to remain in the domain of the competent authority.
Na Nizozemskem pristojni organ formalno lahko pusti šoli pravico do odpuščanja in discipliniranja učiteljev, vendar je bolj verjetno, da ta pravice ostane v njegovih rokah.
In Austria, schools also have autonomy for both areas.
V Avstriji imajo šole avtonomijo v obeh pogledih.
In Finland, anything that does not concern dismissal, duties and responsibilities and disciplinary measures may be delegated by the competent authority.
Na Finskem pristojni organ lahko prenese pravico do vsega, kar ni povezano z odpuščanjem, določanjem učiteljevega delokroga ali disciplinskimi ukrepi.
Figure 2.4: Autonomy of schools with respect to teaching staff, ISCED 1 and 2, 2006/07
Slika 2.4: Avtonomija šol pri pedagoškem osebju, ISCED 1 in 2, 2006/07
Selection for teaching vacancies
Izbor za prosta mesta učiteljev
Selection for substituting absent teachers
Izbor za nadomeščanje odsotnih učiteljev
Duties and responsibilities
Določitev delokroga
Additional salary payments to teachers for non-contractually stipulated duties and responsibilities
Dodeljevanje dodatka k učiteljevi plači za delo, ki ni bilo predvideno s pogodbo
No autonomy
Popolna avtonomija
Not applicable
Ne pride v poštev.
In sector (a), decisions about disciplinary measures are taken either by the Community administration or by the Minister of Education.
V sektorju (a) sprejema odločitve o disciplinskih ukrepih bodisi uprava skupnosti bodisi minister za šolstvo.
Nevertheless, some measures are proposed by the school head.
Kljub temu pa nekatere ukrepe lahko predlaga ravnatelj šole.
Belgium (BE de), Bulgaria: School heads decide the allocation of overtime but the conditions for such payments are regulated through orders/secondary legislation.
Belgija (BE de), Bolgarija: Ravnatelji šol razporedijo učitelje na nadurno delo, vendar se pogoji za plačilo nadurnega dela urejajo z odloki oziroma podzakonskimi predpisi.
Denmark: Decisions on the selection for substituting absent teachers may be delegated to schools in urgent matters.
Danska: Pravica do odločanja o izboru kandidatov za nadomestne učitelje se v nujnih primerih lahko prenese na šole, pri čemer odloča ravnatelj.
Ireland: No autonomy at ISCED 1. Greece: Payment of addition salary to teachers for working more than their contract hours: schools do not have autonomy for certain aspects of these payments.
Grčija: Šole niso avtonomne pri nekaterih vidikih izplačil dodatkov k plačam za nadurno delo.
France: Roles and duties (ISCED 1 and 2): schools may determine some duties if they are required by the school development plan, and may decide working time beyond the statutory hours with the approval of the higher authority otherwise, no autonomy at ISCED 1.
Francija: Šole lahko naložijo učiteljem nekatere dolžnosti, če je tako opredeljeno v delovnem načrtu šole; lahko se odločijo tudi za nadurno delo, če pridobijo predhodno soglasje višjih oblasti, sicer vsaj na primarni stopnji niso avtonomne.
At ISCED 2, the school is autonomous for substituting absent teachers for absences of 2 weeks or less Luxembourg: in some important municipalities, the administration in charge of primary education does the selection for substituting absent teachers.
Luksemburg: V nekaterih pomembnih občinah opravi izbor nadomestnih učiteljev uprava, odgovorna za primarno šolstvo.
It has responsibility in all cases but it can delegate the power of decision to the school management or the school head.
V vseh primerih so pristojnosti za kadrovske zadeve na upravi, vendar jih lahko prenese na šolska vodstva oziroma na ravnatelja šole.
Portugal: Schools may select staff only when posts are still vacant after the allocation of jobs at national level.
Portugalska: Šole lahko izbirajo osebje samo za delovna mesta, ki ostanejo nezapolnjena po razporeditvi kandidatov, ki jo opravi državna uprava.
Disciplining and dismissing: schools begin and develop the procedures although the final decision is taken at a higher level Romania: Selection of substitute staff and disciplinary measures: depending on the particular situation, schools may not have autonomy.
Romunija: Izbor nadomestnega osebja in disciplinski ukrepi so v nekaterih primerih prepuščeni šolam, odvisno od posamezne situacije, včasih pa šole nimajo teh pristojnosti.
Slovakia: Roles and duties and disciplinary measures: some aspects may be governed by established guidelines.
Slovaška: Nekatere vidike določanja delokrogov in sprejemanja disciplinskih ukrepov urejajo predpisi.
Sweden: Disciplinary measures: some aspects may be governed by established guidelines.
Švedska: Nekatere vidike sprejemanja disciplinskih ukrepov urejajo predpisi.
Additional salary payments: teachers are employed by local authorities or local administrative bodies who respect national work agreements.
Učitelje zaposlujejo lokalne oblasti ali lokalni upravni organi, ki pri izplačevanju dodatkov upoštevajo določila kolektivne pogodbe.
Salaries are negotiated at local level between unions and employers.
Višine plač se določajo na lokalnih ravneh, in sicer s pogajanji med lokalnim upravnim organom in sindikati.
United Kingdom (SCT): Disciplinary measures: the local education authority is ultimately responsible for disciplinary measures.
Združeno kraljestvo (SCT): Lokalne šolske oblasti izrekajo dokončne disciplinske ukrepe. Te odgovornosti ne smejo prenesti na šole.
The school is involved in the collection of evidence and the head may give verbal and written warnings to teachers.
Vloga šole je, da zbere dokaze; ravnatelj lahko da učiteljem ustni ali pisni opomin, dokončno pa izreče disciplinske ukrepe le lokalna šolska oblast.
Additional salary payments for duties outside the normal contract: in some cases, schools can widen the scope of a post which would lead to additional salary payments.
V nekaterih primerih lahko šola učitelju naloži naloge, ki niso v opisu njegovega delovnega mesta, za kar je dodatno plačan.
In contrast, in Belgium (in the French (grant-aided sector) and the Flemish Communities), Estonia, Ireland (ISCED 2), Latvia, Slovakia, Sweden and the United Kingdom (England, Wales and Northern Ireland), schools are fully autonomous or almost fully autonomous in selecting teachers for permanent appointments and to cover absences, for determining their duties and responsibilities, for disciplining or dismissing them and for awarding them additional salary payments (where applicable).
Nasprotno so v Belgiji (v subvencioniranem sektorju francosko govoreče skupnosti in v flamski skupnosti), Estoniji, na Irskem (nižje sekundarne šole), v Latviji, na Slovaškem, Švedskem in v Združenem kraljestvu (Anglija, Wales in Severna Irska) šole popolnoma avtonomne ali skoraj popolnoma avtonomne pri izbiri učiteljev za zaposlitev za nedoločen čas in za nadomeščanje, pri opredeljevanju njihovih delokrogov, pri discipliniranju in odpuščanju ter pri nagrajevanju z dodatki k plači (kjer je ta možnost sistemsko predvidena).
The German-speaking Community of Belgium (grant-aided sector) and the Czech Republic are in much the same position.
Zelo podobno je v nemško govoreči skupnosti v Belgiji (subvencionirani sektor) in na Češkem.
In these two countries, the only areas in which schools are not free to act as they wish is in awarding overtime salary payments.
V teh dveh državah je edino področje, kjer šole nimajo prostih rok, izplačevanje nadur.
Lithuania, Hungary and Slovenia give their schools full or partial autonomy depending on the area of decisionmaking involved.
V Litvi, na Madžarskem in v Sloveniji imajo šole popolno ali delno avtonomijo glede na to, za katero področje odločanja gre.
In other countries, autonomy may be anything from full to non-existent depending on the particular area of decision-making.
V drugih državah je lahko avtonomija ali popolna ali pa je sploh ni, prav tako odvisno od področja odločanja.
The least autonomy is revealed in the case of the dismissal of teaching staff.
Najmanj avtonomije imajo šole pri odpuščanju učiteljev.
In contrast, autonomy is granted to schools in a large number of countries with respect to the selection for substituting absent teachers and the awarding of additional salary payments for overtime worked or for work not included in the normal teaching contract.
Nasprotno imajo v več državah šole avtonomijo pri izbiri nadomestnih učiteljev in pri nagrajevanju za nadurno delo ter za delo izven učiteljevega delokroga.
With respect to nonteaching staff, the level of autonomy is consistent in most countries: either it is full autonomy for all (or nearly all) decisionmaking areas or it is nonexistent.
Pri odločanju o nepedagoškem osebju je avtonomnost šol bodisi popolna na vseh (ali skoraj vseh) področjih odločanja bodisi pa je sploh ni.
In only a few countries, the situation tends to vary depending on the particular aspect of management considered.
Le v nekaj državah je drugače.
In almost half of all countries, schools are fully responsible (or virtually so) for the management of nonteaching staff.
V skoraj polovici držav so šole popolnoma (ali skoraj popolnoma) odgovorne za nepedagoško osebje.
In other countries, schools are not far from being fully autonomous even if a particular area of decisionmaking is not at their total discretion: examples are Slovenia (where the call for a post of
V drugi polovici držav pa niso daleč od popolne avtonomije, celo če neko področje odločanja ni povsem v njihovi domeni – taka primera sta Slovenija (kjer je za razpis delovnega mesta nepedagoškega delavca treba pridobiti soglasje) in Islandija (v primeru odpovedi in disciplinskih ukrepov).
In Finland, school autonomy for the management of nonteaching staff varies from school to school depending on the willingness of the administrative body to delegate such functions.
Politikain ukrepi pripravljenost organa upravljanja, da te funkcije prenese na šole.
In the Netherlands, delegation from the competent authority (bevoegd gezag) regarding dismissal and disciplining non teaching staff is formally possible but is most likely to remain in the domain of the competent authority.
Na Nizozemskem pristojni organ formalno lahko da šolam pravico do odpuščanja in discipliniranja nepedagoškega osebja, najpogosteje pa ne.
In the French and German-speaking Community of Belgium, the situation varies depending on the type of staff and the type of school.
V francosko in nemško govoreči skupnosti v Belgiji je različno glede na vrsto osebja in vrsto šole.
Nevertheless, in eleven countries schools have no autonomy in the management of nonteaching staff, namely Germany, Ireland (ISCED 1), Spain, France (except at ISCED level 2 in the case of certain contracts for teaching or education assistants), Cyprus, Luxembourg, Malta, and Liechtenstein.
V enajstih državah šole nimajo nobene avtonomije pri nepedagoškem osebju, in sicer v Nemčiji, na Irskem (primarne šole), v Španiji, Franciji (razen nižje sekundarne šole v primeru sklepanja nekaterih pogodb za pedagoške delavce in pomočnike v izobraževanju), na Cipru, v Luksemburgu, na Malti in v L.
Greece does not give schools autonomy for managing administrative staff but does so for auxiliary staff such as cleaners and security staff.
Grčija šolam ne dovoli avtonomije pri vodenju pisarniškega osebja, ampak samo pri čistilnem osebju in varnostnikih.
Denmark and Austria also grant little autonomy in this area, decisions taken at school level relate only to the duties and responsibilities of such staff.
Tudi Danska in Avstrija omogočata malo avtonomije na teh področjih, v šolah se odloča samo o delokrogih nepedagoškega osebja.
Figure 2.5: Autonomy of schools with respect to nonteaching staff, ISCED 1 and 2, 2006/07
Slika 2.5: Avtonomija šol pri nepedagoškem osebju, ISCED 1 in 2, 2006/07
Although in schools in sector (a), certain disciplinary measures are proposed by school heads, decisions are always taken either by the administration or the minister of education in the Community concerned.
Čeprav v šolah v sektorju (a) določene disciplinske ukrepe predlaga ravnatelj, odločitev zmeraj sprejme uprava ali minister za šolstvo v ustrezni skupnosti.
Only in the case of contractually employed maintenance staff can these same schools take their own decisions regarding selection and dismissal.
Šole lahko same odločajo samo pri zaposlovanju in odpuščanju vzdrževalcev, ki jih najemajo po pogodbi.
Greece: Decisions concerning auxiliary and cleaning personnel are the responsibility of the schools; decisions concerning administrative personnel are not a school responsibility.
Grčija: Odločitve glede pomožnega in čistilnega osebja so v odgovornosti šole; odločitve glede pisarniškega osebja pa ne.
It has responsibility in all cases but it can delegate the power of decision to the school management or the school head.
V vseh primerih so pristojnosti kadrovskega upravljanja na upravi, vendar jih lahko prenese na šolska vodstva oziroma na ravnatelja šole.
Portugal: Selection: delegation is optional.
Portugalska: Šola lahko dobi pooblastilo za izbiro nepedagoškega osebja.
Disciplining and dismissing: schools begin and develop the procedures although the final decision is taken at a higher level.
Šole sprožajo in izpeljejo postopke odpuščanja in disciplinske postopke, končna odločitev pa je sprejeta na višji ravni.
Slovakia: Roles and duties, disciplinary measures: some aspects are subject to a predetermined general framework.
Slovaška: Nekateri vidiki opredeljevanja delokrogov in izrekanja disciplinskih ukrepov so urejeni na sistemski ravni.
United Kingdom (SCT): disciplinary measures: the local education authority is ultimately responsible for disciplinary measures.
Združeno kraljestvo (SCT): Lokalne šolske oblasti izrekajo dokončne disciplinske ukrepe. Te odgovornosti ne smejo prenesti na šole.
The school is involved in the collection of evidence and the head may give verbal and written warnings to staff.
Vloga šole je, da zbere dokaze; ravnatelj lahko da učiteljem ustni ali pisni opomin, dokončno pa izreče disciplinske ukrepe le lokalna šolska oblast.
In conclusion, this detailed analysis of the autonomy granted to schools for the management of financial and human resources reveals that some countries allow more autonomy than others and, similarly, autonomy is likely to be given to schools in some specific areas of activity rather than in others.
Naj povzamemo. Naša podrobna analiza avtonomije, ki jo imajo šole pri vodenju finančnih in kadrovskih zadev, kaže, da nekatere države dovoljujejo več avtonomije kot druge in da je podobno avtonomija bolj verjetno dana šolam na nekaterih področjih delovanja, na drugih pa ne.
Approximately 10 countries grant a large degree of autonomy in the two areas concerned. This is the case in the Baltic countries, in Belgium (grant-aided schools in the French and German-speaking Communities), Ireland (ISCED 2), Slovenia, Sweden and the United Kingdom (England, Wales and Northern Ireland).
Približno deset držav daje šolam visoko stopnjo avtonomije na dveh področjih: v baltskih državah, v Belgiji (subvencionirane šole v francosko in nemško govorečih skupnostih), na Irskem (ISCED 2), v Sloveniji, na Švedskem in v Združenem kraljestvu (Anglija, Wales in Severna Irska).