natgillin/translations-raw huggingface dataset:
Finally, in many countries in which schools develop their own criteria for assessing pupils in the area of citizenship, importance is also attached to the working methods of pupils, their level of initiative, spirit of cooperation and active involvement in discussion and group work, and civic conduct at school, etc.
V mnogih državah, kjer šole razvijajo lastna merila za evalvacijo učencev na področju državljanstva, pozornost namenjajo tudi delovnim metodam učencev, stopnji iniciativnosti, duhu sodelovanja in dejavnemu vključevanju v diskusije in skupinsko delo, državljanskemu ravnanju v šoli itd.
In some Länder in Germany, the ‘social’ conduct of pupils (punctuality, diligence, group work, cooperation, etc.), as well as their active involvement in school life, are appraised by teachers between the second and tenth year at school.
V nekaterih Länder v Nemčiji so učitelji med drugim in desetim letom šolanja pozorni tudi na socialno vedenje učencev (natančnost, marljivost, skupinsko delo, sodelovanje itd.).
In other Länder, pupils occupying an ‘important’ position vis-à-vis their pairs, for example as pupil representatives or in helping the youngest pupils with their work, etc., may obtain a certificate testifying to their activity, as a supplement to their final qualification.
V drugih Länder lahko učenci, ki med vrstniki zasedajo pomembno mesto – denimo predstavniki učencev ali tisti, ki pri delu pomagajo mlajšim učencem –, kot dodatek zaključnemu spričevalu dobijo posebno spričevalo, ki pričuje o njihovi dejavnosti.
In many schools in Hungary, pupils who are especially active and involved in school life are publicly rewarded in the presence of the entire school community, teachers and parents, at the end of the school year.
V mnogih šolah na Madžarskem so učenci, ki so posebno dejavni in vključeni v šolsko življenje, ob koncu šolskega leta javno nagrajeni pred celotno šolsko skupnostjo, učitelji in starši.
In Norway, pupil behaviour at school in general, as well as their conduct towards others, is the subject of assessment in the sixth school year.
Na Norveškem se splošno vedenje učencev v šoli in njihovo obnašanje do drugih učencev ocenjuje v šestem letu šolanja.
Special ratings (for example, ‘orderly’ or ‘punctual’) are used for this purpose.
Za to obstajajo posebne ocene (na primer »urejen«, »točen«).
In the majority of European countries, the development by schools of curricula and activities associated with education in citizenship are taken into account in existing methods of evaluation.
V večini evropskih držav metode evalvacije upoštevajo tudi načine, kako šole same razvijajo kurikul in dejavnost, povezano z državljansko vzgojo.
External evaluation
Zunanja evalvacija
In the external evaluation of schools, aspects of citizenship are taken into account and explicitly evaluated to a greater or lesser extent depending on the country concerned.
Pri zunanji evalvaciji šol so upoštevani vidiki državljanske vzgoje in se – odvisno od posamezne države – v večji ali manjši meri evalvirajo.
In most cases, inspectorates are responsible for evaluating the implementation of curricula for citizenship education. They may also investigate other aspects such as the implementation of measures to foster civic conduct and positive attitudes among pupils, as well as initiatives to stimulate their active involvement in community life and participation by parents in school management (see Chapter 3), etc.
V večini držav so za evalvacijo implementacije kurikula državljanske vzgoje odgovorni inšpektorji.Ti lahko preverjajo tudi druge vidike, denimo implementacijo ukrepov za spodbujanje državljanskega ravnanja in pozitivnih odnosov med učenci ter pobude za spodbujanje dejavnega vključevanja učencev v življenje skupnosti in sodelovanja staršev pri vodenju šole (glejte tretje poglavje) itd.
As regards civic education in the Czech Republic, inspectors evaluate not just aspects of teaching as such but the atmosphere of schools, including scope for pupils and parents to participate in school affairs.
Na Češkem inšpektorji ne evalvirajo samo vidikov poučevanja kot takega, temveč tudi ozračje v šoli, denimo priložnosti učencev in staršev za sodelovanje na šoli.
In Denmark, citizenship education is one of the main aims of primary and secondary education and thus evaluated by the Danish Evaluation Institute.
Na Danskem je državljanstvo eden glavnih ciljev primarnega in sekundarnega izobraževanja, zato ga evalvira danski inštitut za evalvacijo.
In Spain and Luxembourg (secondary education) and in Romania, some aspects of external inspection deal with the development of citizenship at school.
V Španiji, Luksemburgu (sekundarno izobraževanje) in Romuniji nekateri vidiki zunanje inšpekcije obravnavajo razvoj državljanstva na šoli.
In Cyprus, schools are not evaluated specifically in their provision of citizenship education but the whole ethos and atmosphere of a school, as well as the democratic interaction of pupils, parents and teachers, are considered to be both a prerequisite and outcome of citizenship education.
Na Cipru šole ne evalvirajo posebej glede državljanske vzgoje, temveč se celoten etos in klima v šoli ter demokratična interakcija med učenci, starši in učitelji obravnava kot pogoj in tudi kot rezultat državljanske vzgoje.
School inspection in the Netherlands covers the area concerned with the social role of schools and with citizenship (for example, safety and security at school).
Na Nizozemskem šolska inšpekcija preverja področje družbene vloge šole in državljanstva (na primer varnost na šoli). V Latviji inšpekcija evalvira klimo v šoli.
In Slovenia, external evaluation in the area of citizenship education includes observation of classroom teaching and focuses on the subjects taught, the planning of lessons, the classroom materials used, pupil assessment, the qualifications of staff who teach citizenship education and their in-service training.
V Sloveniji zunanja evalvacija na področju državljanske vzgoje obsega opazovanje poučevanja v razredu, osredinja pa se na poučevane teme, načrtovanje učne ure, uporabljena učna gradiva, preverjanje učencev, izobrazbo učiteljev, ki poučujejo državljansko vzgojo, in njihovo strokovno usposabljanje.
In the United Kingdom (England and Wales), all school inspections (of both primary and secondary schools) must, by law, report on the spiritual, moral, social and cultural development of pupils.
V Združenem kraljestvu (Anglija in Wales) mora vsaka šolska inšpekcija (v primarnem in sekundarnem izobraževanju) po zakonu poročati o duhovnem, moralnem, družbenem in kulturnem razvoju učencev.
In Northern Ireland and Scotland, the ethos of the school, i.e. its atmosphere or climate, is one of the aspects evaluated in the course of inspection.
Na Severnem Irskem in Škotskem je etos šole, torej klima, eden od vidikov, ki jih evalvira inšpekcija.
In primary schools in England, inspectors also report on the implementation of the curriculum for Personal, Social and Health Education (PSHE) and Citizenship.
V primarnem izobraževanju v Angliji inšpektorji poročajo tudi o implementaciji kurikula za osebno, družbeno in zdravstveno vzgojo (Personal, Social and Health Education – PSHE) in za državljanstvo.
In secondary schools, inspectors evaluate the implementation of National Curriculum requirements for education in citizenship with due regard for considerations relating to the needs of pupils and the community.
V sekundarnem izobraževanju inšpektorji evalvirajo implementacijo zahtev nacionalnega kurikula za državljansko vzgojo, pri čemer so pozorni tudi na upoštevanje potreb otrok in skupnosti.
In Wales, inspectors evaluate the provision made for personal and social education and pupils’ understanding of sustainable development and global citizenship.
V Walesu inšpektorji evalvirajo ureditev osebne in družbene vzgoje ter učenčevo razumevanje trajno- stnega razvoja in globalnega državljanstva.
In some countries, internal evaluation (which may be carried out by various players in the school, such as the school head, teachers and pupils, etc.) pays due regard to the achievement of aims set out in the curriculum, or to the development of other aspects of citizenship such as the democratic atmosphere, security or culture of the school, etc.
V nekaterih državah notranja evalvacija (ki jo lahko opravljajo različni udeleženci na šoli, denimo ravnatelj, učitelji in učenci itd.) upošteva tudi doseganje ciljev, ki so zapisani v kurikulu, oziroma razvoj drugih vidikov državljanstva, kot so demokratična klima, varnost, kultura šole itd.
In the French Community of Belgium, the annual report on activity (drafted by the school head or, in grant-aided education, by the educational provider) is forwarded to a supervisory committee.
V francosko govoreči skupnosti Belgije pošljejo letno poročilo o dejavnostih (ki ga pripravi ravnatelj šole oziroma – v zasebnem šolstvu – voditelj šole) nadzornemu odboru.
The report includes an appraisal of action taken in the area of education in citizenship.
V poročilo je zajeta tudi ocena dejavnosti na področju državljanske vzgoje.
In Länder in which internal evaluation takes place in Germany, it focuses, among other things, on the implementation of programmes and on measures for participation.
V Nemčiji notranja evalvacija poteka na ravni Länder in se med drugim osredinja na implementacijo programov in ukrepe za spodbujanje sodelovanja.
In Malta, an internal evaluation mechanism known as School Development Plans enables the curricular content, teaching and culture of schools, including aspects associated with citizenship, to be monitored.
Na Malti mehanizem notranje evalvacije, ki je znan kot načrt razvoja šole (School Development Plans), omogoča spremljanje kurikularne vsebine, poučevanja, kulture šole in vidikov, ki so povezani z državljanstvom.
In Finland, the National Board of Education
Na Finskem državni svet za izobraževanje pripravi orodja za samoevalvacijo, ki vključujejo razne vprašalnike o pogledih učencev na klimo v njihovi šoli.
Figure 4.3: Inclusion of aspects of citizenship in the evaluation of schools for primary and general secondary education, 2004/05
Slika 4.3: Vključevanje vidikov državljanstva v evalvacijo šol primarnega in splošnega sekundarnega izobraževanja, 2004/2005
Citizenship is not taken into account/schools are not evaluated
Državljanska vzgoja ni vključena/šole se ne evalvirajo.
Luxembourg: Information not verified at national level. Slovakia: Certain aspects related to citizenship were taken into account in the 2002/03 school inspectorate report.
Okrožja morajo letno poročati o določenih vidikih vzgoje in izobraževanja v šolah na svojem območju, ki so morebiti povezani z državljansko vzgojo.
Pupils may take part in an online survey in which they can evaluate and express opinions regarding their schools.
Učenci se lahko udeležijo raziskave na spletni strani in sodelujejo pri evalvaciji svoje šole ter izrazijo svoje mnenje o njej.
CHAPTER 5
PETO POGLAVJE
TEACHER COMPETENCIES AND SUPPORT
KOMPETENCE UČITELJEV IN POMOČ
The different approaches discussed in Chapter 2.1 mean that virtually all teachers have to consider it in one way or another, whether as specialists who teach it as a subject in its own right or integrated within the subjects for which they are normally responsible, or as those who work on citizenship as a crosscurricular topic.
Različni pristopi, obravnavani v razdelku 2.1., pomenijo, da se z državljansko vzgojo tako ali drugače srečajo vsi učitelji – bodisi kot specialisti, ki državljansko vzgojo učijo kot poseben predmet, bodisi poučujejo vsebine državljanske vzgoje integrirano v svoj predmet, bodisi pa jo poučujejo kot medpredmetno temo.
How teachers are prepared for work on citizenship in schools and supported in this activity is therefore of crucial importance.
Zato je usposobljenost učiteljev za poučevanje državljanske vzgoje zelo pomembna. Prav tako pomembno je, kakšno pomoč dobijo učitelji pri tem.
From this standpoint, the following questions are raised in the present chapter:
To poglavje obravnava naslednja vprašanja:
What requirements have to be met by those who teach and promote the theory and practice of citizenship?
Katere zahteve morajo izpolniti tisti, ki poučujejo ter spodbujajo teorijo in prakso državljanske vzgoje?
How are these requirements reflected in initial and in-service teacher education?
Kako se te zahteve kažejo v začetnem izobraževanju učiteljev in strokovnem usposabljanju zaposlenih učiteljev?
Are there any arrangements for offering support to teachers of citizenship, such as assistance from support staff or specialist advisers, or the provision of guides or handbooks intended specifically for teaching in this field?
Ali je za učitelje državljanske vzgoje organizirana ustrezna pomoč – denimo pomožno osebje ali posebni svetovalci, vodniki in priročniki, pripravljeni posebej za poučevanje tega področja?
Teacher Education
Izobraževanje učiteljev
In all countries, those providing citizenship education in primary and secondary education must have the same general qualifications as are required of any other teacher at these levels.
Učitelji državljanske vzgoje v primarnem in sekundarnem izobraževanju morajo imeti v vseh državah enake splošne kvalikacije, kot se zahtevajo od vseh drugih učiteljev na tej ravni.
This means that they will have satisfactorily completed tertiary education, in many cases at university level, and in general lasting between four and five years.
To pomeni, da morajo imeti končano visoko izobraževanje, v mnogih državah na univerzitetni ravni, ki v splošnem traja od štiri leta do pet let.
In most countries, teachers in primary education are general (non-specialist) teachers who may cover all subjects.
V večini držav so učitelji v primarnem izobraževanju splošni učitelji (nespecialisti), torej lahko učijo vse predmete.
This is not normally the case in secondary education in which teachers in the majority of countries are specialists qualified to teach one, two or, at most, three subjects.
Na sekundarni ravni izobraževanja pa to ni praksa; ti učitelji so namreč v večini držav specialisti, ki lahko učijo enega, dva ali največ tri predmete.
The same pattern also applies to citizenship education.
Enako velja za predmet državljanska vzgoja.
At primary level, aspects of citizenship are taught mainly by general teachers whereas, at secondary level, citizenship education is the preserve of those who have specialised, though not necessarily in citizenship itself.
Na primarni ravni tematiko državljanske vzgoje poučujejo predvsem nespecializirani učitelji, na sekundarni ravni pa je državljanska vzgoja domena tistih, ki so specializirani, čeprav ne nujno za državljansko vzgojo.
In fact, only few countries offer an initial teacher education programme focusing specifically on citizenship education (Figure 5.1).
Začetno izobraževanje učiteljev, ki je osredinjeno na državljansko vzgojo (Slika 5.1), ima v resnici organizirano le nekaj držav.
In countries in which such a programme does not exist, the topic is most commonly covered by teachers who have specialised in the social sciences, history, philosophy or ethics.
V državah, kjer takega študijskega programa nimajo, temo običajno poučujejo učitelji, ki so specializirani za družboslovje, zgodovino, lozojo ali etiko.
Figure 5.1: Training in citizenship education for teachers in primary and general secondary education, 2004/05
Slika 5.1: Izobraževanje za državljansko vzgojo za učitelje v primarnem in sekundarnem izobraževanju, 2004/2005
Primary education
Sekundarno izobraževanje
General secondary education
Primarno izobraževanje
Included in in-service teacher education only
Vključeno le v strokovno usposabljanje zaposlenih učiteljev
Included in in-service teacher education + special initial teacher education programme
Vključeno v strokovno usposabljanje zaposlenih učiteljev +posebni programi začetnega izobraževanja učiteljev
Included in in-service teacher education + compulsory component of initial teacher education
Vključeno v strokovno usposabljanje zaposlenih učiteljev +obvezni del začetnega izobraževanja učiteljev
Included in in-service teacher education + compulsory component of initial teacher education + special initial teacher education programme
Vključeno v strokovno usposabljanje zaposlenih učiteljev +obvezni del začetnega izobraževanja učiteljev +poseben program začetnega izobraževanja učiteljev
Included in in-service teacher education + initial teacher education abroad
Vključeno v strokovno usposabljanje zaposlenih učiteljev + del začetnega izobraževanja učiteljev v tujini
The proposed implementation date is September 2005. Liechtenstein: In-service training in citizenship education is compulsory for new teachers.
Predviden datum uveljavitve je september 2005.Liechtenstein: Programi strokovnega usposabljanja zaposlenih učiteljev za predmet državljanske vzgoje so obvezni za nove učitelje.
As far as the inclusion of citizenship education in teacher education is concerned, three distinct approaches are apparent.
Pri vključevanju državljanske vzgoje v izobraževanje učiteljev se kažejo trije pristopi.
The acquisition of competence or skills relevant to citizenship may be (1) included in the initial education of all teachers, (2) a special programme taken only by those intending to teach citizenship education, or (3) included solely in in-service teacher education.
Pridobivanje kompetenc oziroma spretnosti, bistvenih za državljansko vzgojo, (1) mora biti vključeno v začetno izobraževanje vseh učiteljev; (2) ima obliko posebnega programa, ki ga izberejo le tisti, ki nameravajo poučevati državljansko vzgojo; (3) je zajeto samo v strokovno usposabljanje zaposlenih učiteljev.
In 14 countries or regions, the minimum qualification requirements for all those who have completed initial teacher education, whether they are intending to work in primary or secondary education, include aspects of citizenship education.
Minimalna kvalikacija, ki se zahteva od vseh, ki so končali začetno izobraževanje učiteljev, najsi nameravajo učiti v primarnem ali sekundarnem izobraževanju, zajema v štirinajstih državah oziroma regijah vidike državljanske vzgoje.
The countries concerned are Belgium (the French and Flemish Communities), Estonia, Greece (in the case of secondary level only), France, Ireland, Latvia, Luxembourg, Malta, Austria, Finland (primary level only), Sweden, the United Kingdom and Norway.
Te države so: Belgija (francosko in flamsko govoreča skupnost), Estonija, Grčija (le za sekundarno raven), Francija, Irska, Luksemburg, Malta, Avstrija, Finska (le primarna raven), Švedska, Združeno kraljestvo in Norveška.
There is a special initial teacher education programme for citizenship education in the Czech Republic, Latvia, Lithuania, Austria, Slovakia, Finland and the United Kingdom (England).
Na Češkem, v Latviji, Litvi, Avstriji, na Slovaškem, Finskem in v Združenem kraljestvu (Angliji) obstajajo v začetnem izobraževanju učiteljev posebni programi državljanske vzgoje.
In these countries, therefore, student teachers may acquire a specialist qualification in this area.
V teh državah lahko prihodnji učitelji pridobijo kvalikacije na tem področju.
In these countries also, citizenship education is required as a separate subject in the school curriculum.
V teh državah je državljanska vzgoja prav tako poseben predmet v šolskem kurikulu.
By contrast, initial teacher education in Romania includes no special programme focusing on citizenship.
V Romuniji študij za učitelje ne vključuje posebnega programa, usmerjenega na državljansko vzgojo.
However, the competitive examinations for teaching posts involving work in the field of citizenship education are based on a special curriculum and include the assessment of relevant competence and skills.
Toda izpiti za sprejem na mesto učitelja državljanske vzgoje temeljijo na posebnem kurikulu in zajema- jo preverjanje ustreznih kompetenc in spretnosti.
Finally, all countries offer training for teaching citizenship in the framework of in-service teacher education.
Vse države ponujajo usposabljanje za poučevanje državljanske vzgoje v okviru strokovnega usposabljanja zaposlenih učiteljev.
All three foregoing approaches to teacher training for citizenship education coexist solely in Latvia, Austria and the United Kingdom (England).
Vsi trije pristopi k izobraževanju učiteljev za državljansko vzgojo soobstajajo le v Latviji, Avstriji in Veliki Britaniji (Anglija).
Support
Pomoč
The Council of Europe recommendations on Education for Democratic Citizenship (2002) refer explicitly to the importance of developing methodological resources and advice centres for all those involved in
Priporočila Sveta Evrope o Izobraževanju za demokratično državljanstvo (2002) se jasno sklicujejo na pomen razvijanja metodoloških virov in svetovalnih centrov za tiste, ki se ukvarjajo s poučevanjem državljanske
1 teaching education for citizenship (
1 vzgoje. (
However, in most European countries, support for those who teach citizenship education is not provided on a formally defined basis.
Vendar v večini evropskih držav ni formalno sprejete osnove za pomoč.
Among the players involved in offering help in a variety of ways are education authorities at national, regional or local level, public or private centres for continuing professional development, institutes for curriculum development or other educational research centres, and nongovernmental organisations (NGOs).
Med tistimi, ki na razne načine nudijo pomoč, so izobraževalne oblasti na nacionalni, regionalni in lokalni ravni, javni in zasebni centri za stalen strokovni razvoj, inštituti za razvoj kurikula, druga centri za raziskave v izobraževanju in nevladne organizacije.
Support provided by the ministry or other decisionmaking authorities in education matters may include the following: the funding or organisation of specific in-service training activities for school heads as well as teachers, which are related to aspects of citizenship; financial support for external expertise offered to schools; and information on education in citizenship contained in printed guidelines and handbooks or in electronic form.
Pomoč, ki jo lahko priskrbi ministrstvo oziroma katera druga izobraževalna oblast, lahko obsega nancira-nje ali organiziranje posebnih strokovnih usposabljanj za ravnatelje in učitelje, ki so povezani z državljansko vzgojo; finančno podporo za zunanjo strokovno podporo šolam; podatke o državljanski vzgoji v obliki tiskanih ali elektronskih navodil in priročnikov.
In Finland, the association of history and citizenship teachers offers curricular advice and teaching material for teachers of citizenship and arranges training for its members.
Na Finskem društvo učiteljev zgodovine in državljanske vzgoje nudi kurikularno svetovanje in učna gradiva za učitelje državljanske vzgoje, poleg tega pa za svoje člane organizira usposabljanje.
A similar service is provided in Germany by the Federal Agency for Civic Education.
Podobno v Nemčiji nudi Zvezna agencija za državljansko vzgojo.
In Belgium (the French Community), the association known as Démocratie ou Barbarie (‘democracy or barbarity’) coordinates questions concerning citizenship education in secondary education.
V Belgiji (francosko govoreča skupnost) se združenje Démocratie ou Barbarie (Demokracija ali barbarstvo) ukvarja z vprašanji, ki zadevajo državljansko vzgojo v sekundarnem izobraževanju.
1) Council of Europe, Committee of Ministers, Recommendation Rec (2002)12 of the Committee of Ministers to member states on education for democratic citizenship (Adopted by the Committee of Ministers on 16 October
Priporočilo Rec (2002) 12. komiteja ministrov državam članicam o izobraževanju za demokratično državljanstvo (sprejel Komite ministrov 16. oktobra 2002 na 812. srečanju namestnikov ministrov).
Some countries have launched initiatives to promote the implementation of citizenship education.
Nekatere države so osnovale različne pobude, da bi spodbudile implementacijo državljanske vzgoje.
As part of a pilot-project known as ‘Learning and Living Democracy’ in Germany, a special training programme was initiated in 2004 for persons involved in promoting citizenship education.
V Nemčiji so kot del pilotnega projekta »Demokracije se učimo, demokracijo živimo« leta 2004 začeli izvajati poseben program usposabljanja za vse, ki promovirajo državljansko vzgojo.