natgillin/translations-raw huggingface dataset:
These reports are then sent to the Council for Programmes of Continuing Education and Training of Professional Staff of Schools and Kindergartens.
Poročila se pošljejo programskemu svetu za stalno strokovno spopolnjevanje osebja v šolah in vrtcih.
On the basis of these reports, an overall national report is prepared and is discussed and assessed by the Council before being sent to the minister of education.
Glede na posamična poročila se pripravi splošno nacionalno poročilo, ki ga svet oceni, preden ga pošlje ministru za šolstvo.
The results of the national evaluation report are published.
Rezultati skupnega poročila so objavljeni na spletu.
In Finland, the list of accredited courses is published on the FINHEEC website.
Na Finskem je seznam akreditiranih tečajev objavljen na spletni strani FINHEEC.
In Romania, accredited teacher training programmes are published in a list used by teachers for the selection of the inservice training course that they must attend every five years.
V Romuniji so akreditirani programi objavljeni na seznamu, ki ga učitelji uporabijo pri izbiri tečaja stalnega strokovnega spopolnjevanja učiteljev, ki se ga morajo udeležiti na pet let.
First, institutions or programmes for initial teacher education are in general part of higher education and are therefore also
Na evalvacijo izobraževanja učiteljev v Evropi vpliva več pomembnih dejavnikov.
These reforms have been referred to in previous chapters.
Reforme smo predstavili že v prejšnjih poglavjih.
The debates and reforms described below are concerned with two main questions which relate directly to teacher education.
Razprave in reforme, opisane v nadaljevanju, pa se dotikajo dveh glavnih vprašanj v neposredni povezavi z izobraževanjem učiteljev.
Many countries have begun reforms of the organisation of initial teacher education and inservice training sometimes in relation to the Bologna process, or are intending to do so.
Veliko držav se je že lotilo ali pa se namerava lotiti reformiranja organizacije začetnega izobraževanja učiteljev.
The situation in some of these countries, which have planned to adapt procedures for evaluating teacher education, is the subject of the first section.
V prvem delu opisujemo razmere v nekaterih državah, ki nameravajo prilagoditi postopke za evalvacijo izobraževanja učiteljev.
A limited number of countries are currently engaged in debates concerned with the quality of evaluation procedures in teacher education.
V nekaterih državah pa prav zdaj razpravljajo o kakovosti postopkov evalvacije izobraževanja učiteljev.
Such debates are described in the second section.
Te razprave so opisane v drugem delu pričujočega poglavja.
(Re)defining the aims and content of teacher education and changing evaluation procedures accordingly
6.1 Določanje ciljev in vsebin izobraževanja učiteljev ter spreminjanje postopkov evalvacije
Germany, Estonia, Italy, the United Kingdom (Wales) and Romania have recently completed or are engaged in reforms to redefine the aims and content of initial or inservice teacher education at central or regional level, and often also their qualification standards or the skills that teachers should possess on the completion of training.
Nemčija, Estonija, Italija, Združeno kraljestvo (Wales) in Romunija so reforme pred kratkim že zaključile ali pa so sredi reform, ki bodo na novo določile cilje in vsebine začetnega izobraževanja in stalnega strokovnega spopolnjevanja učiteljev na državni ali regionalni ravni ter opredelile standarde znanja in spretnosti, ki bi jih morali imeti učitelji po končanem izobraževanju.
This last trend is becoming increasingly more widespread in Europe.
Ta trend postaja v Evropi vse bolj razširjen.
All these countries have established or are planning to introduce special evaluation procedures.
Vse omenjene države so že vpeljale ali pa nameravajo vpeljati posebne postopke evalvacije.
In Latvia, a similar reform of inservice teacher education that still has to be implemented will have an impact on evaluation procedures.
V Latviji pripravljajo podobno reformo, ki bo vplivala na postopke evalvacije stalnega strokovnega spopolnjevanja učiteljev.
The introduction of the two-cycle (bachelor/master) structure in several Länder in Germany has rapidly demonstrated how important it is that they should mutually recognise qualifications obtained by teachers within this new structure.
Uvedba dvocikličnega sistema študijskih stopenj (bachelor/master) je v nekaterih zveznih deželah v Nemčiji kmalu pokazala, kako pomembno je, da dežele vzajemno priznavajo kvalikacije, pridobljene v novem sistemu.
This mutual recognition is based on common qualification standards for prospective teachers, which were adopted by the Kultusministerkonferenz (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder) on 16 December 2004.
Vzajemno priznavanje temelji na splošnih izobrazbenih standardih bodočih učiteljev, ki so bili sprejeti na stalni konferenci ministrov za izobraževanje in kulturo zveznih dežel (Kultusministerkonferenz) 16. decembra 2004.
Later, it was established in a resolution passed in April 2005 that, in order to be granted this recognition, courses had to be structured in modules, accredited and therefore evaluated beforehand.
Resolucija, sprejeta aprila 2005, je določila, da je pogoj za tako priznavanje modulariziran študij, ki je bil predhodno akreditiran in evalviran.
By means of agencies and other bodies for evaluation set up for this purpose it has been possible also to evaluate forms of initial teacher education not provided in accordance with the two-cycle structure, as well as inservice training courses.
Agencije in drugi organi za evalvacijo lahko ocenjujejo tudi programe stalnega strokovnega spopolnjevanja pedagoških delavcev in tiste oblike začetnega izobraževanja učiteljev, ki ne potekajo po sistemu dvocikličega študija.
The previous system of evaluation sought to ensure that the regulations were complied with.
Naloga prejšnjega sistema evalvacije je bila zagotoviti spoštovanje predpisanega.
By contrast, the responsibilities of the newly formed agencies have been broadened in that they are able to measure the output of initial teacher education in relation to its input.
Novonastale agencije pa imajo več odgovornosti, saj lahko ocenjujejo učinke začetnega izobraževanja učiteljev glede na vložek.
Ongoing debate on the evaluation of initial and inservice education is examining how far evaluation of this kind should become general practice and whether it achieves its aims.
Vprašanji sedanje razprave o evalvaciji začetnega izobraževanja učiteljev in stalnega strokovnega spopolnjevanja pedagoških delavcev sta, ali bi morala evalvacija postati stalna praksa in ali dosega zastavljene cilje.
In Estonia, a national plan for the development of teacher education has been established.
V Estoniji so pripravili nacionalne smernice za razvoj izobraževanja učiteljev.
It includes a brief description of the skills that graduate teachers should possess and the main aims of national policies for initial teacher education.
Smernice vključujejo kratek opis kompetenc, ki bi jih morali imeti učitelji po diplomi, in glavne cilje nacionalne politike o njihovem začetnem izobraževanju.
Later stages of the plan are concerned in particular with developing the aspects detailed in it, including professional standards, the skills of teachers and compulsory requirements as regards teacher education programmes.
V nadaljevanju so podrobneje opisani drugi pomembni vidiki, na primer profesionalni standardi, znanje in spretnosti učiteljev ter obvezne zahteve, ki jih morajo upoštevati pripravljalci programov izobraževanja učiteljev.
Institutions for initial teacher education will have to bring their programmes and the organisation of their studies into line with these standards.
Institucije za začetno izobraževanje učiteljev bodo morale uskladiti svojo organizacijo in prilagoditi vsebine svojih programov glede na te nacionalne standarde.
A complex procedure for the accreditation of these programmes will then be carried out at all the institutions concerned.
Sledil bo postopek akreditacije programov na vseh institucijah.
In Italy, the system of initial teacher education is undergoing reform.
V Italiji poteka reforma začetnega izobraževanja učiteljev.
A decree on the definition of general standards of training providing access to the profession has been approved by the government.
Vlada je sprejela uredbo o določitvi splošnih standardov usposabljanja, ki omogočajo vstop v poklic.
The decree includes definitions of the criteria and procedures for monitoring and evaluating the outcome of teacher education provided as part of the master programme.
Z uredbo so določeni merila in postopki za spremljanje in evalvacijo rezultatov izobraževanja učiteljev na stopnji master.
The decree is not yet implemented, as further decisions are still required concerning the curriculum and recruitment procedures to be connected with initial education.
Uredba bo začela veljati, ko bodo sprejeti še ustrezni sklepi v zvezi s kurikulumom in postopki zaposlovanja učiteljev.
In Latvia, improvements in the system of inservice teacher education, which are currently being discussed, are expected to involve the evaluation of providers and not just programmes.
V Latviji se bodo izboljšave sistema stalnega strokovnega spopolnjevanja pedagoških delavcev, o katerih zdaj razpravljajo, predvidoma nanašale tako na programe kot na evalvacijo izvajalcev stalnega izobraževanja.
In the United Kingdom (Wales), the Welsh Assembly Government has invited the General Teaching Council for Wales to take the lead working with other partners to develop a professional development framework for Wales.
V Združenem kraljestvu (v Walesu) je vlada pozvala splošni učiteljski svet Walesa, da v sodelovanju z drugimi partnerji pripravi izhodišča za profesionalni razvoj učiteljev.
The proposed structure provides for clearly defined standards to govern career progression, and special evaluation arrangements.
Predlog izhodišč vsebuje tudi natančno določene standarde, ki naj omogočajo poklicno napredovanje, in posebno ureditev evalvacije.
It is planned that inservice training programmes will be accredited and the quality of providers evaluated.
Predvidena sta akreditiranje programov stalnega strokovnega spopolnjevanja pedagoških delavcev in evalvacija kakovosti izvajalcev.
In the case of quality assurance, recommendations should be submitted to the Welsh Assembly Government by January 2007.
Predloge za zagotavljanje kakovosti je vlada v Walesu sprejemala do januarja 2007.
In Romania, a recent reform has focused on the methodology and content of inservice teacher education, as well as on the development of training standards, evaluation criteria and methods, and accreditation and monitoring of programmes.
V Romuniji se je nedavna reforma usmerila predvsem na metodologijo in vsebino stalnega strokovnega spopolnjevanja pedagoških delavcev ter na razvoj standardov usposabljanja. Poudarjeni so bili tudi merila in načini evalvacije/akreditacije ter spremljanje izvajanja programov.
In Germany and the Netherlands, the methodology for evaluating teacher education is currently the subject of discussion.
V Nemčiji in na Nizozemskem je sistem evalvacije izobraževanja učiteljev pravkar v javni razpravi.
In Germany, a report on the state of inservice teacher education was prepared by a committee appointed by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder.
V Nemčiji so na stalni konferenci ministrov za izobraževanje in kulturo posameznih dežel imenovali poseben komite, ki je pripravil poročilo o stanju stalnega strokovnega spopolnjevanja pedagoških delavcev.
Published in 2000, the report highlighted the fact that teacher education was in need of increased empirical evaluation and analysis of its effectiveness.
Leta 2000 objavljeno poročilo je opozorilo, da je treba okrepiti empirične pristope pri evalvacijah in analizirati učinkovitost usposabljanja učiteljev.
In the Netherlands, procedures for evaluating and accrediting institutions of initial teacher education are currently at the heart of debate, as findings from the evaluation every six years of higher education institutions and courses have indicated that the quality of certain programmes for (prospective) teachers in primary education is sub-standard.
Na Nizozemskem razpravljajo o postopkih za evalvacijo in akreditacijo institucij za začetno izobraževanje učiteljev. Rezultati evalvacije institucij in programov visokega šolstva, ki so objavljeni vsakih šest let, namreč kažejo, da kakovost nekaterih programov za bodoče učitelje v osnovnih šolah ne dosega predpisanih standardov.
Problems relate mainly to evaluation of what teachers have achieved compared to expected outcomes or to a lack of clarity in how the latter are defined.
Problemi, ki so se pokazali, se nanašajo na dejansko doseženo znanje učiteljev v primerjavi s pričakovanim, pa tudi na precej nejasno opredeljene rezultate izobraževanja.
In Poland, the evaluation debate focuses mainly on the status of teacher training colleges compared to that of the universities.
Na Poljskem razprava o evalvaciji poteka predvsem glede statusa visokih šol za usposabljanje učiteljev v primerjavi s statusom univerz.
In Poland, the debate is concerned with the fact that these colleges, which are governed by school rather than higher education legislation, cannot award ISCED level 5A qualifications.
Na Poljskem visoke šole, katerih delovanja ne določa zakonodaja, ampak šole same, ne morejo podeljevati kvalikacij na ravni univerzitetne izobrazbe oz. na stopnji 5A po klasikaciji ISCED.
One proposal for bringing their status more into line with that of the universities involves establishing a special accreditation committee that would follow the same evaluation procedures as those to which the universities are subject.
Eden od predlogov, kako bi njihov status izenačili s statusom univerz, vključuje ustanovitev posebnih komisij za akreditacijo, ki bi vodile enake postopke po enakih pravilih, kot veljajo za akreditacijo univerz.
Another proposal involves integrating college programmes with university bachelor-level studies.
Drugi predlog predvideva integracijo programov visokih šol z univerzitetnimi programi, vsi na stopnji bachelor.
MAIN ISSUES AND RESULTS
GLAVNA VPRAŠANJA IN REZULTATI
The purpose of this survey was to show the main characteristic structures of quality assurance systems in place without embarking upon a detailed analysis of particular aspects of such systems.
Namen te raziskave je prikazati samo pomembnejše značilnosti sistemov zagotavljanja kakovosti, ne da bi jih pri tem podrobneje analizirali.
Based on the information presented in Chapters 1 to 5 of the survey, a summary of the main results concerning the accreditation and evaluation of teacher education institutions or programmes is given below.
Na podlagi podatkov, predstavljenih v prvih petih poglavjih, v nadaljevanju povzemamo glavne rezultate akreditacije in evalvacije institucij in programov za izobraževanje učiteljev.
Quality assurance in initial teacher education
Zagotavljanje kakovosti začetnega izobraževanja učiteljev
With the exception of Luxembourg, all countries considered in this survey have an officially implemented system for evaluating initial teacher education.
Razen Luksemburga imajo vse države, ki jih obravnavamo v tej raziskavi, organiziran sistem začetnega izobraževanja učiteljev.
However, the extent to which such evaluation procedures are regulated differs from one country to the next.
Postopke evalvacije urejajo s predpisi ali drugače.
In many countries, specific regulations on the evaluation of teacher education programmes or institutions do not exist, or apply only to a particular stage of initial teacher education (professional training, teaching practice or induction).
V večini držav ni posebnih predpisov o evalvaciji programov izobraževanja učiteljev ali pa ti urejajo le posamezne stopnje začetnega izobraževanja (strokovno usposabljanje, prakso, pripravništvo).
In the majority of countries, general regulations on the evaluation of higher education also apply to the evaluation of teacher education.
Za področje evalvacije izobraževanja učiteljev se večinoma uporabljajo splošni predpisi o evalvaciji visokega šolstva.
External evaluation is compulsory or recommended in most of the countries being considered.
Zunanja evalvacija je obvezna oziroma priporočljiva v večini omenjenih držav.
The situation is quite similar regarding internal evaluation.
Podobno velja tudi za notranjo evalvacijo.
Main features of external evaluation
Glavne značilnosti zunanje evalvacije
In the majority of countries, external evaluation is carried out by an agency, committee or independent body acting on behalf of the public authorities, and evaluators are peers and/or evaluation experts.
V večini držav opravi zunanjo evalvacijo agencija, komisija ali drug neodvisni organi z javnimi pooblastili. Ocenjevalci so strokovnjaki za evalvacijo.
The main documents which have to be used to establish the scope of evaluation are legislation on higher education and a list of evaluation criteria.
Pravne podlage, ki določajo obseg evalvacije, so zakonodaja na področju visokega šolstva in predpisi o merilih za evalvacijo.
One or several documents which deal specifically with teacher education are also normally referred to.
Upoštevajo se tudi vsaj osnovni dokumenti, ki posebej obravnavajo izobraževanje učiteljev.
External evaluations focus mainly on the content of teacher education curricula provided by individual institutions or programmes.
Zunanje evalvacije se osredinjajo predvsem na vsebine kurikulumov za izobraževanje učiteljev oz. programov, ki jih pripravljajo posamezne visokošolske institucije ali programi.
Teaching and assessment methods are also considered in all countries.
Ocenjujejo se tudi metode poučevanja in ocenjevanja.
Partnerships with schools are more often considered than the balance between general and professional training within initial teacher education or school placements.
Pogosteje se pri ocenjevanju upoštevajo partnerski dogovori med izobraževalkami učiteljev in šolami kot pa uravnoteženost splošnih in strokovno specičnih vsebin ter usposabljanja, ki se izvaja v sklopu začetnega študija oziroma kot začetno usposabljanje ali pripravništvo na šoli.
In the majority of countries, external evaluation takes account of student performance and, in over half of them, of student attitudes and opinions.
V večini držav pri zunanji evalvaciji upoštevajo dosežke študentov, v več kot polovici držav pa tudi njihova mnenja.
External evaluation is normally based on a site visit which often includes interviews with the management and academic and administrative staff.
Zunanja evalvacija navadno temelji na obiskih šole, ki pogosto vključujejo pogovore z vodstvom, s strokovnimi in z administrativnimi delavci.
Regulations also often provide for interviews with students.
Večkrat se opravijo tudi pogovori s študenti.
The frequency of external evaluation varies widely from one country to the next.
Pogostost zunanje evalvacije je v posameznih državah precej različna.
In the cases where this frequency is regulated, evaluations take place annually at one extreme and, at the other, once every 12 years.
Kjer je določena s predpisi, evalvacije potekajo največ enkrat na leto in najmanj enkrat na dvanajst let.
The two main official sources used for defining internal evaluation criteria are general legislation on higher education and the criteria used for external evaluation.
Najpomembnejše podlage za določitev meril notranje evalvacije so splošna zakonodaja o visokem šolstvu in merila, ki se sicer uporabljajo za zunanjo evalvacijo.
In order to collect information, interviews with the management, academic and administrative staff and students are used along with classroom observations on an equal basis in the great majority of countries.
Informacije v večini držav zbirajo v pogovorih z vodstvom institucij, s strokovnimi in z administrativnimi delavci, s študenti ter pri opazovanju v predavalnicah.
In terms of the precise scope of internal evaluation, in several countries there are no official regulations at all in this respect.
V mnogih državah nimajo uradnih predpisov, ki bi podrobno določali obseg notranje evalvacije.
Relationship between external and internal evaluation
Povezava med zunanjo in notranjo evalvacijo
The regulations of almost all countries state that external evaluation has to be based on the results of internal evaluation. It can also be observed that the scope of internal evaluation is very much conditioned by the needs of external evaluation.
V skoraj vseh državah predpisi določajo, da mora zunanja evalvacija temeljiti na rezultatih notranje evalvacije in da je obseg notranje evalvacije pogojen predvsem s potrebami zunanje evalvacije.
This is also true in terms of frequency, where internal evaluation is often linked to external evaluation, but may also occur more frequently.
To velja tudi za pogostost obeh evalvacij: notranja evalvacija se opravi skupaj z zunanjo, lahko pa tudi pogosteje.
Use made of results
Uporaba ugotovitev
In the majority of countries, the external evaluation findings provide the basis for a decision regarding the accreditation or reaccreditation of institutions/programmes.
V večini držav uporabljajo ugotovitve zunanje evalvacije kot podlago za odločanje o akreditaciji in reakreditaciji institucij oziroma programov.
These results may be used to take a major decision regarding the entitlement to award qualifications and obtain public funding.
Rezultati se lahko uporabijo pri odločanju o tem, ali so institucije upravičene do javnega financiranja in izdajanja diplom.
If the results are poor, the followup generally includes an obligation to draw up an improvement plan and to conduct a fresh external evaluation.
Če so rezultati slabi, se običajno institucijam naloži obveznost, da pripravijo načrt za izboljšanje, čaka pa jih tudi nova zunanja evalvacija.
In some cases, negative results may ultimately lead to the discontinuation of a programme or the closure of an institution.
Negativni rezultati so v nekaterih primerih lahko razlog za prenehanje izvajanja programa ali ukinitev institucije.
The publication of individual findings from the evaluation of an institution or programme is very widespread.
Objava ugotovitev evalvacije posamezne institucije ali programa je splošno razširjena.
In almost all countries where the publication of findings is mandatory, these findings are also made directly available to the management of institutions and their academic staff and students.
V skoraj vseh državah, kjer je objava obvezna, so rezultati neposredno dostopni vodstvu institucij, strokovnim delavcem in študentom.
The preparation of national reports and indicators on initial teacher education based on the evaluation reports of individual institutions or programmes is, however, not very common practice.
Pripravljanje kazalnikov usposabljanja učiteljev in poročil na ravni države, ki bi temeljila na evalvaciji, zaenkrat še ni splošno uveljavljeno.
Quality assurance in inservice teacher education
Zagotavljanje kakovosti stalnega strokovnega spopolnjevanja pedagoških delavcev
Given the variety of providers of inservice teacher education and the growing autonomy of schools to choose among them, the question of quality control becomes crucial.
Zaradi velikega števila izvajalcev stalnega strokovnega spopolnjevanja pedagoških delavcev in vedno večje avtonomnosti šol pri izbiri usposabljanja je treba zagotoviti nadzor nad kakovostjo.
All countries except France, Cyprus, Lithuania, Malta, Austria and the United Kingdom have official regulations on the accreditation and/or evaluation of providers.
Vse države, razen Francije, Cipra, Litve, Malte, Avstrije in Združenega kraljestva, imajo uradne predpise o akreditaciji in/ali evalvaciji izvajalcev.
However, in several countries, regulations may only apply to some of the existing providers.
Vendar pa v nekaterih državah predpisi veljajo le za nekatere izvajalce.