natgillin/translations-raw huggingface dataset:
While the national core curriculum in Finland lays down the aims and basic content for various subjects, education providers prepare and develop the local curriculum. This may be worded so as to enable the inclusion of a special local component at municipal or regional level, or devised by the school itself.
Na Finskem cilje in temeljne vsebine predmetov predpisuje nacionalni jedrni kurikulum, izvedbene pa pripravijo lokalni – občinski ali regionalni – organi, pristojni za šolstvo, in sicer tako, da vanje vnesejo posebne lokalne sestavine ali pa izvedbeni kurikulum oblikujejo kar šole same.
In all cases, school heads and teachers draft the curriculum which must then be approved by the provider.
V vsakem primeru pa ravnatelji in učitelji pripravijo osnutek izvedbenega kurikuluma; potrditi ga mora pristojni organ, ki zagotavlja izobraževanje.
In contrast to procedures governing the compulsory curriculum, schools have greater freedom when it comes to determining the curricula of optional subjects (Figure 2.2a).
Šole imajo večjo svobodo pri določanju izbirnih delov kurikuluma kot pri odločanju o obveznem delu (slika 2.2a).
However, in no countries (except Denmark and Romania) do teachers select further optional subjects entirely on their own when schools are granted autonomy (Figure 2.2b).
Razen na Danskem in v Romuniji pa v nobeni drugi državi, kjer je uveljavljena šolska avtonomija (slika 2.2b), učitelji ne morejo sami določati izbirnih predmetov.
Decisions of this kind are always taken jointly with school heads either on a fully independent basis as in Estonia, the Netherlands, the United Kingdom (Scotland) and Norway, or subject to certain limitations as in Bulgaria, Germany, Latvia, Hungary, Slovenia and Finland.
O tem vselej odločajo učitelji in ravnatelji skupaj; bodisi povsem avtonomno, kot v Estoniji, na Nizozemskem, v Združenem kraljestvu (na Škotskem) in na Norveškem, bodisi z omejeno avtonomijo, kot v Nemčiji, Bolgariji, Latviji, Sloveniji, na Madžarskem in Finskem.
In Greece, teachers also have some scope in the use of extracurricular activities to adapt their provision to pupil needs and develop interaction within the classroom.
Tudi v Grčiji imajo učitelji nekaj avtonomije pri interesnih dejavnostih; z njimi prilagajajo pouk potrebam učencev in razvijajo sodelovanje v razredu.
Chapter 2: Educational Provision andthe Autonomy of Teachers
Drugo poglavje:Izvajanje poukain avtonomija učiteljev
Figure 2.2a: School autonomy regarding the curricular content of optional subjects, ISCED 1 and 2, 2006/07
Slika 2.2a: Šolska avtonomija pri vsebini kurikuluma izbirnih predmetov, ISCED 1 in 2, 2006/07 a b
No autonomy n u l l
Dodatne opombe
Chapter 2: Educational Provision andthe Autonomy of Teachers legislative requirements.
Drugo poglavje:Izvajanje poukain avtonomija učiteljev
However, it is the teachers responsible for optional subjects who determine the content of the curriculum with the approval of the teachers’ council.
V Bolgariji so za določanje izbirnega šolskega kurikuluma odgovorni učitelji. Ravnatelj po posvetu z Regionalnim inšpektoratom za izobraževanje predlog da v odobritev regionalnim oblastem.
In the United Kingdom, schools must offer a balanced and broadly based curriculum that meets the needs of all their pupils.
Upravni organ šole nato odloči o izbirnih predmetih. Vendar pa vsebine določijo učitelji, odgovorni za izbirne predmete, odobri pa jih učiteljski zbor.
Although the school curriculum in the United Kingdom (England, Wales and Northern Ireland) must include the statutory minimum curriculum, this is not intended to be the whole school curriculum, and schools have considerable freedom to determine the character and distinctive nature of their curriculum, and to take account of their particular needs and circumstances.
V Združenem kraljestvu morajo šole učencem ponuditi uravnotežen in široko zasnovan kurikulum, ki lahko zadovolji potrebe vseh učencev. Čeprav mora izvedbeni kurikulum šole (v Angliji, Walesu in na Severnem Irskem) vsebovati ves predpisan minimalni kurikulum, ga lahko šole dopolnijo s svojimi posebnostmi po svojih potrebah in okoliščinah.
School inspections include an evaluation of how the curriculum meets external requirements, matches learners’ needs, aspirations and potential, and is responsive to local circumstances.
Šolske inšpekcije v postopku evalvacije ocenjujejo tudi to plat kurikuluma: ali izpolnjuje predpisane pogoje, koliko je prilagojen potrebam, pričakovanjem in zmožnostim učencev in koliko upošteva lokalne okoliščine.
Teaching Methods
Metode poučevanja
This section considers teacher autonomy in relation to just three aspects of the all-important ways and means governing what teachers do in the classroom.
V tem podpoglavju obravnavamo avtonomijo učiteljev v povezavi s tremi izbranimi vidiki, ki pomembno vplivajo na učiteljevo delo v učilnicah.
It discusses how far are they free, first, to adopt their own teaching methods, secondly, to decide which school textbooks pupils should use and, thirdly, to organise them into groups for learning activities.
Osvetlili bomo, koliko svobode imajo učitelji, prvič, pri uporabi svojih lastnih metod poučevanja, drugič, pri odločitvi o tem, katere učbenike naj učenci uporabljajo, in tretjič, pri diferenciaciji pouka.
As regards teaching methods, first of all, teachers are free to choose those methods they wish.
Učitelji imajo popolno avtonomijo predvsem pri izbiri metod poučevanja.
Figure 2.3a: School autonomy regarding the choice of teaching methods, ISCED 1 and 2, 2006/07
Slika 2.3a: Šolska avtonomija pri izbiri metod poučevanja, ISCED 1 in 2, 2006/07 a b
Belgium (BE fr, BE de): (a) refers to schools for which the Community is directly responsible and a minister is the responsible authority; (b) refers to schools in the public and private grant-aided sector.
Belgija (BE fr, BE de): (a) nanaša se na šole, za katere je neposredno odgovorna skupnost, odgovornost pa izvršuje minister; (b) se nanaša na šole v javnem in zasebnem subvencioniranem sektorju.
All countries leave schools free to decide what teaching methods to use even if monitoring mechanisms are often established, for example via inspections.
V vseh državah pustijo šolam, da se same odločajo o uporabi raznovrstnih metod poučevanja, čeprav so pogosto vpeljani postopki spremljanja, denimo inšpekcijski.
Figure 2.3b: School decision-makers involved in determining teaching methods, ISCED 1 and 2, 2006/07
Slika 2.3b: Šolski nosilci odločanja o izbiri metod poučevanja, ISCED 1 in 2, 2006/07 a b
School heads
Ravnatelj šole
School management body
Upravni organ šole
Czech Republic: Teachers are granted very considerable autonomy in this area but school heads are regarded as officially responsible.
Češka republika: Na tem področju imajo učitelji precejšnjo avtonomijo, vendar so formalno odgovorni šolski ravnatelji.
United Kingdom (ENG/WLS/NIR): The head, working within the governing body’s curriculum policy, has overall responsibility within the school, but delegates many curriculum decisions to heads of department/curriculum leaders and classroom teachers.
Združeno kraljestvo (ENG/WLS/NIR):Ravnatelj je odgovoren za načrtovanje celotnega šolskega kurikuluma v skladu s splošno politiko organa upravljanja. Za podrobnejše načrtovanje kurikuluma lahko ravnatelj pooblasti drugo osebje in predstojnike oddelkov.
Teachers individually or collectively decide which teaching methods should be used.
Učitelji individualno ali kolektivno odločajo, katere metode poučevanja naj bi uporabljali.
They do so either on their own or jointly with the school head, without having to consult the education provider (i.e. the school’s external administrative authority or body).
Odločitve sprejemajo sami ali skupaj z ravnateljem in se jim ni treba posvetovati z organom, pristojnim za izobraževanje (z zunanjim upravnim organom).
For example, in accordance with the principle of curricular autonomy in Spain, the teachers’ assembly decides on the teaching strategies and principles to be adopted within each school. Following the same principle, teachers adopt their own precise methods, which are reflected in how they organise their work and which have to be responsive to the individual needs of their pupils.
V Španiji na primer, v skladu z načelom pedagoške avtonomije o strategijah in načelih poučevanja odloča učiteljski zbor šole, učitelji pa pri organiziranju svojega dela razvijajo individualne načine poučevanja, prilagojene potrebam posameznega učenca.
Since 1988 in France, the school plan provides the means for concerted collective action, as it enables the planning of various special educational activities such as school excursions, cultural initiatives or, more simply, help for pupils experiencing difficulty with classroom work.
Šole v Franciji od leta 1988 naprej načrtujejo sredstva za dogovorjene raznovrstne skupinske dejavnosti, kot so šolske ekskurzije, kulturne pobude ali pomoč učencem z učnimi težavami.
In Italy, the freedom of teachers to choose their own methods is an integral aspect of the freedom of educational provision and is guaranteed by the Constitution.
V Italiji vidijo svobodo učiteljev pri izbiri metod poučevanja kot integralni del širše svobode v izobraževanju, kot jo zagotavlja ustava.
However, the methods used should BE demonstrably effective in ensuring that pupils achieve the learning objectives of the curriculum.
Vendar morajo učitelji uporabljati učinkovite metode, s katerimi pomagajo učencem, da dosežejo učne cilje.
The situation is similar in the United Kingdom, where there are no regulations on teaching methods, but school inspections evaluate the effectiveness of teaching and learning.
Podoben položaj je v Združenem kraljestvu, kjer sicer ni nikakršnih predpisov o učnih metodah, vendar šolske inšpekcije preverjajo učinkovitost poučevanja in učenja.
In France, the professional staff comprising the inspectorate are responsible for monitoring and evaluating the work of teachers.
Tudi v Franciji strokovnjaki inšpektoratov spremljajo učiteljevo delo in ga ocenjujejo.
After observing their lessons in the classroom and assessing their performance, inspectors may offer teachers advice or oblige them to undertake in-service training.
Inšpektorji prisostvujejo učnim uram, ocenjujejo uspešnost učiteljev, jim pomagajo in svetujejo ali jih pošljejo na obvezno usposabljanje.
In the great majority of countries, schools also choose their own textbooks, except in Greece, Cyprus, Malta and Liechtenstein.
Razen v Grčiji, Lihtenštajnu, na Cipru in Malti v večini drugih držav lahko šole samostojno izbirajo tudi učbenike, po katerih bodo poučevale.
In Malta, primary schools may choose textbooks for teaching English and Maltese from a predetermined list.
Primarne šole na Malti lahko z vnaprej določenega seznama izbirajo le učbenike za poučevanje angleščine.
In secondary schools, the same applies to books for both English and science subjects.
V sekundarnih šolah je enako, in sicer za knjige pri angleščini in naravoslovnih predmetih.
In Liechtenstein (ISCED 2), textbooks may BE freely chosen for some subjects but not others.
V Lihtenštajnu (ISCED 2) lahko šole samostojno izbirajo učbenike za nekatere predmete, za druge pa ne.
Figure 2.4a: School autonomy regarding the choice of school textbooks, ISCED 1 and 2, 2006/07
Slika 2.4a: Šolska avtonomija pri izbiri šolskih učbenikov, ISCED 1 in 2, 2006/07 a b
No autonomy
Omejena avtonomija
Belgium (BE fr): School textbooks, software and teaching materials are subject to an approval procedure.
Belgija (BE fr): Nadzorna komisija (Commission de Pilotage) odloča o učbenikih, računalniški programski opremiinučnem gradivu v postopkih odobritve.
The Commission de pilotage (supervisory commission) decides whether these items comply with official requirements, with due regard for the opinion of the inspectorate and clearly stating the reasons for its decision.
Preverja, ali ustrezajo formalnim predpisanim pogojem. Svoje odločitve, te mora obrazložiti, opira tudi na mnenje inšpektorata.
Schools receive financial support for the purchase of school textbooks and software approved by the Commission de pilotage.
Za nakup šolskih učbenikov in programske opreme, ki jih odobri Commission de Pilotage, šole dobijo finančna sredstva.
Greece: Teachers of foreign languages may choose their textbooks from a predetermined list.
Grčija: Učitelji tujih jezikov lahko učbenike izberejo z vnaprej določenega seznama potrjenih učbenikov.
Luxembourg: There is no autonomy at ISCED level 1.
Luksemburg: Na 1. ravni ISCED ni avtonomije.
Malta: In English and Italian literature, Maltese literature (at ISCED level 1) and science, schools may select texts from a predetermined reading list.
Malta: Šole lahko za naravoslovne predmete in za italijansko literaturo in angleščino izberejo besedila z vnaprej določenega seznama branja.
Teachers are either entirely free to choose their preferred textbooks, or may do so from a predetermined list.
Učitelji so popolnoma svobodni pri izbiri učbenikov ali pa jih morajo izbrati z vnaprej določenega seznama.
Countries to which the first alternative applies are Denmark, Germany, Spain, France, Italy, Hungary, the Netherlands and the United Kingdom (Scotland), although in the Netherlands this only applies strictly speaking to ISCED level 2, since at ISCED 1 the choice is made jointly with the school head.
Države, za katere velja prva možnost, so Danska, Nemčija, Španija, Francija, Italija, Madžarska, Nizozemska in Združeno kraljestvo (Škotska), vendar na Nizozemskem velja le za raven ISCED 2, za ISCED 1 pa se izbira opravi skupaj z ravnateljem.
The countries in which teachers may select their books from a list are Estonia, Latvia, Lithuania, Luxembourg, Poland and Slovenia.
Države, v katerih učitelji lahko izbirajo učbenike s seznama, so Estonija, Latvija, Litva, Luksemburg, Poljska in Slovenija.
In France, the regional and local authorities are responsible for subsidising school textbooks and thus for renewing them.
V Franciji so regionalne in lokalne oblasti odgovorne za subvencioniranje učbenikov in zato tudi za njihovo obnavljanje.
School heads are consulted regarding the choice of books and in most cases refer this matter to their teaching staff.
O izbiri se posvetujejo s šolskimi ravnatelji, ti pa lahko za učbeniška vprašanja pooblastijo pedagoško osebje.
In Italy, the choice of school books reflects the principle of school curricular autonomy and is the outcome of a process in which each teacher makes proposals on which either the interclass council (primary education) or the class council (lower secondary education) expresses an opinion, with the decision taken by the teachers’ council.
V Italiji je izbira učbenikov skladna z načeli pedagoške avtonomije šol. Učitelj pripravi predloge, medrazredni svet (v primarnem izobraževanju) ali razredni svet (v nižjem sekundarnem izobraževanju) da mnenje, učiteljski zbor pa nato odloči.
Furthermore, the regulations on school autonomy lay down that the choice of school textbooks should be consistent with the National Plan for Education and, therefore, the objectives set at national level.
S predpisi o šolski avtonomiji je določeno, da morajo biti izbrani učbeniki v skladu z nacionalnimi cilji, zapisanimi v Nacionalnem načrtu izobraževanja.
While in Slovenia the Council for General Education approves the main textbooks, teachers may select others to supplement them.
V Sloveniji temeljne učbenike potrjuje Strokovni svet RS za splošno izobraževanje, učitelji pa lahko sami izbirajo dopolnilno učbeniško gradivo.
Research reveals that, in spite of opportunities to do so, in practice teachers tend not to deviate from the content of the textbooks they have selected, which often describe in detail the compulsory minimum curriculum drawn up at central level.
Raziskave so pokazale, da učitelji pri poučevanju le redko kdaj ne upoštevajo vsebin izbranih temeljnih učbenikov, čeprav imajo možnost, da jih konkretizirajo po svoji presoji. Učbeniki namreč pogosto precej podrobno razlagajo okvirne vsebine iz obveznega kurikuluma, ki se sprejema na državni ravni.
In Hungary, a teacher has to consult all other teachers of the same subject prior to selecting any books.
Na Madžarskem se mora učitelj pred izbiro katerih koli knjig posvetovati z drugimi učitelji istega predmeta.
These titles may or may not be included in the list drawn up by the ministry although, in the latter case, the choice is subject to the opinion of the education provider.
Učbenikov ne izberejo nujno s seznama potrjenih učbenikov. V takih primerih si morajo šole pridobiti mnenje lokalnih organov za izobraževanje.
Furthermore, each book chosen must be available for use by all pupils.
Vse izbrane knjige morajo biti na voljo vsem učencem.
Figure 2.4b: School decision-makers involved in the choice of school textbooks, ISCED 1 and 2, 2006/07
Slika 2.4b: Šolski nosilci odločanja o izbiri šolskih učbenikov, ISCED 1 in 2, 2006/07 a b
Figure 2.5a: School autonomy regarding the basis on which pupils may be organised into groups for compulsory learning activity, ISCED 1 and 2, 2006/07
Slika 2.5a: Šolska avtonomija pri merilih za delitev učence v skupine pri obveznih učnih dejavnostih,ISCED 1 in 2, 2006/07 a b
Estonia:The age of pupils is the main criterion determining whether they may be placed in separate groups.
Estonija: Najpomembnejše merilo za delitev učencev v skupine je njihova starost.
It is recommended that boys and girls should be separated for lessons in physical education from the fifth year of school.
Priporočeno je, da so dečki in deklice od 5. razreda naprej pri športni vzgoji ločeni.
Where schools have sufficient financial resources, groups may be formed within classes for other lessons (such as those in languages) but without separating boys and girls.
Šole, ki imajo dovolj finančnih sredstev, lahko pri posameznih predmetih (na primer pri tujih jezikih) organizirajo skupine učencev obeh spolov tudi v oddelku.
Hungary: With effect from 2008, the limits set on the number of pupils in a class or group are being amended.
Madžarska: Leta 2008 bodo uveljavljene spremembe dopustnega števila učencev v oddelku ali skupini.
A minimum number of pupils per class will be set, as will a maximum number which may be exceeded only if schools have two classes at the same level.
Opredelili so najmanjše in največje dopustno število učencev v oddelku. Šola bo lahko presegla zgornjo mejo samo, če bo oblikovala dva oddelka istega razreda.
Malta: School heads have to consult the Ministry of Education to see whether it is possible to offer the chosen optional subject in accordance with the number of students in each group setting.
Malta: Ravnatelji šole morajo vprašati Ministrstvo za šolstvo, ali lahko glede na število učencev v skupini ponudijo določen izbirni predmet.
Austria: In the Hauptschulen there is ‘streaming’ of three student groups in three subjects. Romania: The minimum and maximum number of pupils in each class are set at national level.
Avstrija: V Hauptschulen je pri treh različnih predmetih predvidena zunanja diferenciacija (tri nivojske skupine).Romunija: Najnižje in najvišje dopustno število učencev v oddelku je določeno na nacionalni ravni.
Slovakia: The minimum and maximum number of pupils in each class are specified in law.
Slovaška: Najnižje in najvišje dopustno število učencev v oddelku je določeno z zakonom.
In many countries, teachers and head teachers decide jointly how pupils will be organised into groups, as is the case in Denmark, Estonia, Greece (ISCED 2), France, Cyprus, Lithuania, the Netherlands, Austria (Hauptschulen), the United Kingdom (Scotland), Iceland, Liechtenstein (temporarily formed groups) and Norway.
V mnogih državah, kot so Danska, Estonija, Grčija (ICSED 2), Francija, Ciper, Litva, Nizozemska, Avstrija (Hauptschulen), Združeno kraljestvo (Škotska), Islandija, Lihtenštajn (za začasne skupine) in Norveška, učitelji in ravnatelji skupaj odločajo o tem, kako bodo delili učence na oddelke in v skupine.
In France, school heads may decide whether to form classes in which pupils are either at the same level or different levels.
V Franciji se lahko ravnatelji odločijo tudi za oblikovanje skupin z učenci različnih razredov.
In Spain, it is the teachers who do so.
V Španiji o tem odločajo samo učitelji.
While in the remaining countries teachers are not directly involved, as this task is undertaken by the school head and/or the school management body, they may be asked for their opinion at a particular stage in the decision-making process.
V drugih državah odločata o delitvi učencev v skupine ravnatelj šole in/ali upravni organ šole. Čeprav v teh državah učitelji ne sodelujejo neposredno pri odločanju, se pred odločitvijo lahko upošteva tudi njihovo mnenje.
Figure 2.5b: School decision-makers involved in determining the basis on which pupils may be organised into groups for compulsory learning activity, ISCED 1 and 2, 2006/07
Slika 2.5b: Šolski nosilci odločanja o merilih za delitev učencev v skupine pri obveznih učnih dejavnostih, ISCED 1 in 2, 2006/07 a b
Figure 2.6a: School autonomy regarding the criteria for the internal assessment of pupils, ISCED 1 and 2, 2006/07
Slika 2.6a: Šolska avtonomija pri merilih za notranje ocenjevanje učencev, ISCED 1 in 2, 2006/07 a b
Belgium (BE fr): In the 2006/07 and 2007/08 school years, two different course options have led to the award of the Certificat d’études de base (for pupils enrolled in the sixth year of primary education): they are the filière externe (the ‘external’ option) involving a common external examination applicable to all schools and the filière interne (the ‘internal’ option) offered within each individual school.
Belgija (BE fr): V šolskih letih 2006/07 in 2007/08 so imeli šestošolci v primarnih šolah dve možnosti za pridobitev zaključnega spričevala Certificat d’études de base : (1) filière externe (zunanja pot) – splošno zunanje preverjanje znanja, enotno za vse šole, in filière interne (interna pot) – notranje preverjanje znanja, ki ga organizira vsaka šola zase.
The filière externe becomes mandatory with effect from the 2008/09 school year.
Filière externe bo s šolskim letom 2008/09 obvezna za vse.
Denmark: In order to strengthen pupil assessment in the Folkeskole, a provision is being introduced in the 2008/09 school year requiring a written plan for all pupils at all form levels.
Danska: Zato da bi v Folkeskole okrepili ocenjevanje učencev, se v šolskem letu 2008/09 vpeljujejo pisni načrti za vse učence na vseh štirih ravneh.
These plans are to contain information about the results of ongoing assessment in all subjects and the course of action undertaken on the basis of those results.
Vsebovati morajo podatke o sprotnem ocenjevanju pri vseh predmetih in o ravnanju, povezanem s pridobljenimi ocenami.
The plans are to be prepared at least once each school year and submitted to parents.
Pripravljeni morajo biti vsaj enkrat na leto in prikazani staršem.
A single template for them has not yet been introduced.
Za zdaj za to ni bil vpeljan enoten vzorec.
Luxembourg: A fixed number of internal examinations has to be held annually, with marking based on a 0-60-point scale.
Madžarska: Vlada razvršča šole po skupinah glede na vrsto, lokacijo in socialno-ekonomski izvor učencev.
Hungary: With effect from 2008, ISCED level 2 schools with lower pupil attainment (on the national scale for competence assessment) than the minimum required for each government category of school (classified by type, the kind of area in which the school is located and the socio-economic background of pupils) have to draw up proposals for improvement.
Za vsako skupino šol določi tudi minimalne standarde znanja, ki jih morajo učenci doseči. Od leta 2008 naprej bodo morale nižje sekundarne šole, na katerih učenci ne dosegajo minimalnih standardov v svoji skupini, izdelati načrt za izboljšanje kakovosti pedagoškega dela.
If the results remain lower than the required minimum for a second successive year, the substandard levels of study are officially supervised by the Education Office.
Če se znanje učencev naslednje leto ne bo izboljšalo, bo Urad za šolstvo po uradni dolžnosti na področjih, kjer se standardi ne dosegajo, organiziral nadzor.