natgillin/translations-raw huggingface dataset:
Allocation of timefor CPD and provision of substitute teachers
Hkrati pa v vseh državah ni učiteljeva obveznost.
In most countries, CPD activities are generally organised outside working hours. However many countries enable teachers to take part in it during working time, subject to certain conditions.
Stalni strokovni razvoj je v Franciji, na Nizozemskem, Švedskem in Islandiji poklicna dolžnost, za učitelje pa v praksi ni obvezen.
The permission of the school management (head teacher or other staff) is normally required before teachers can take part in CPD activities during working time.
V Španiji, Luksemburgu, Sloveniji, na Poljskem, Portugalskem in Slovaškem stalni strokovni razvoj sicer ni obvezen, a je očitno povezan s poklicnim napredovanjem in povišanjem plače.
In France, Luxembourg (for teachers at ISCED level 1) and Malta, teachers have to obtain this permission from the rectorats or the ministry, respectively.
V Španiji in Luksemburgu so učitelji, ki se udeležijo določenega števila programov za usposabljanje, primerni kandidati za dodatek k plači.
Admission may also be conditioned by the number of places available for a given activity.
V Grčiji in na Cipru je stalni strokovni razvoj obvezna dolžnost na novo zaposlenih učiteljev.
In several countries, teachers are entitled to a certain amount of (paid) working time that can be spent on CPD activities.
Stalno strokovno izpopolnjevanje, ki ga organizirajo odgovorne oblasti in je povezano z vpeljavo izobraževalnih novosti, je splošna strokovna dolžnost učiteljev v vseh državah.
In the Czech Republic, teachers are entitled to 12 working days in a school year for independent study.
Slika 4.1: Položaj stalnega strokovnega razvoja učiteljev, ISCED 1 in 2, 2006/07
The situation is similar in Slovenia.
Poklicna dolžnost
In Finland, three to five days are set aside for CPD.
Izbiren, a potreben za poklicno napredovanje
Teachers in Portugal are authorised to have CPD training during their working time, but for no longer than 10 hours a year when it is on their own initiative.
Dodatna opomba Luksemburg: Od leta 2007 je stalni strokovni razvoj za srednješolske učitelje obvezen.
If CPD occurs during teaching hours, the school management or educational authorities are responsible for organising replacement provision in virtually all countries.
Poklicna dolžnost: Vsaka naloga, ki je kot taka opredeljena v delovnih uredbah/pogodbah/zakonodaji ali drugih predpisih, ki zadevajo učiteljski poklic.
Chapter 4: Continuing Professional Development – Requirements and Opportunities
Ravni avtonomijein odgovornost učiteljev v Evropi
In no country is there a special individual budget for teachers to take part in CPD activities, although in the United Kingdom (Wales), the Welsh Assembly Government has provided funding for training bursaries for teachers to meet their individually identified professional needs.
Čas, ki naj bi ga učitelji namenili za stalni strokovni razvoj, kjer spada med poklicne dolžnosti, v vseh evropskih državah ni opredeljen. Pri opredeljevanju minimalnega časa, namenjenega tej obveznosti, so med posameznimi državami velike razlike.
In some countries, the overall budget for CPD is managed by the toplevel authority for education.
V vseh preostalih državah, razen v Belgiji (francosko in nemško govoreči skupnosti), je zanj letno namenjenih manj kot 20 ur.
This applies to Bulgaria, Germany, Ireland, Spain, France, Malta, Hungary and Portugal.
V nekaterih državah, na primer v Belgiji (francosko in nemško govoreči skupnosti), Litvi, Združenem kraljestvu, na Malti, Finskem in Norveškem, se čas, namenjen za SSR, meri v dnevih na leto.
In Italy, the budget is allocated to schools by the ministry, while in Romania the ministry allocates CPD funding to the counties.
Spet drugje, na primer v Estoniji, Latviji, Romuniji in na Madžarskem, je opredeljen v dnevih ali urah na določeno število let.
In Estonia, funds are forwarded to local authorities on the basis of a socalled ‘teachers salary fund’.
Slika 4.2: Minimalni čas (v urah) na leto, ki ga morajo učitelji nameniti stalnemu strokovnemu razvoju, ISCED 1 in 2, 2006/07
In Estonia, at least 3 % of the salary fund of teachers receiving their salary from the state budget must be used for professional training.
Belgija (BE fr): Vsak učitelj mora za teme, ki zadevajo poučevanje, letno nameniti 3 dni ali 6 polovičnih; teme si svobodno izbere s seznama, ki ga odobri vlada.
Local authorities may allocate additional funds for the professional training of teachers and determine the fields supported.
Belgija (BE de): Vsaka šola letno nameni tri dni ali šest polovičnih obravnavi tem, ki zadevajo poučevanje in jih določi sama.
In Hungary, the costs of participating in continuing professional development are covered by the central budget up to 80 % of the total.
Latvija: Predpisi za stalni strokovni razvoj določajo 36 ur v triletnem obdobju. Učitelji se torej lahko udeležijo enega 36-urnega seminarja, v nadaljnjih dveh letih pa te obveznosti nimajo.
The remaining 20 % are covered by the school or the teacher.
Litva: Pet dni na leto.
The Ministry of Education has determined standards for financing, and gives the funding to the local government authorities which maintain most schools and transfer the money to them.
Luksemburg: Srednješolski učitelji morajo od leta 2007 naprej za stalni strokovni razvoj obvezno nameniti najmanj 8 ur na leto.
In Finland, CPD at the school where the teacher works is organised and financed by the education provider.
Malta: Za stalni strokovni razvoj so dodeljeni trije polovični dnevi na leto, v začetku ali na koncu šolskega leta.
Municipalities usually allocate EUR 200-220 per teacher annually for this kind of training, while government-funded CPD linked to national priorities is coordinated by the Finnish National Board of Education.
Učitelji se letno udeležijo tudi treh dveurnih srečanj, namenjenih strokovnemu razvoju, za kar prejmejo plačilo.
The employer does not have an obligation to pay for the costs incurred in the travel, accommodation, salary and hiring of substitute teachers.
Avstrija: Navedeni podatki za 2. raven ISCED veljajo za učitelje, zaposlene v Hauptschulen. Obseg usposabljanja učiteljev na Allgemein bildende höhere Schulen ni določen.
In the Czech Republic and the Netherlands, the budget for CPD is part of the lump sum provided for schools.
Romunija: Stalnemu strokovnemu razvoju je v petletnem obdobju dodeljenih 95 ur, razen kadar si učitelji v tem obdobju pridobijo višje strokovne naslove.
The situation is similar in the United Kingdom.
Finska: Tri do pet dni po šest ur na leto.
In Lithuania, the education system is based on the ‘pupil’s basket’ principle.
Ti dnevi so bili vpeljani za številne nepoučevalne dejavnosti, tudi za stalni strokovni razvoj.
A share of the funds in the ‘basket’ may be used by schools for professional development courses.
Islandija: Učitelji naj bi namenili pripravam, stalnemu strokovnemu razvoju in drugim poklicnim dolžnostim 150 ur na leto.
Levels of Autonomy and Responsibilities of Teachersin Europe
Izračun: V navedenih opombah en dan pomeni sedem ur, razen kjer je navedeno drugače.
Teachers may be encouraged to participate in CPD activities through incentives such as salary increases or credits for promotion.
Izbira programov stalnega strokovnega razvoja je večkrat odvisna od nacionalnih načrtov centralnih oblasti. Te določijo prednostne naloge, ki se nanašajo na kompetence in spretnosti učiteljev.
Specific campaigns or strategic policies may also focus on raising their participation.
Če načrtov ni, se učitelj lahko sam odloči za sodelovanje v razvojnih programih.
Figure 4.4: Incentives for participation by teachers in continuing professional development activities, ISCED 1 and 2, 2006/07
Slika 4.3: Oblikovanje načrta usposabljanja za stalni strokovni razvoj učiteljev, ISCED 1 in 2, 2006/07
Chapter 4: Continuing Professional Development – Requirements and Opportunities
V takšnih primerih teme izobraževanj seveda niso izbirne.
According to the teachers’ wage contract in Iceland, only additional qualifications such as Master’s degrees and doctorates lead to higher salaries.
Dodeljevanje časa za stalni strokovni razvoj in zagotavljanje nadomestnih učiteljev
The situation is not significantly different in the case of promotion.
V večini držav dejavnosti za stalni strokovni razvoj navadno ne potekajo med delovnim časom učiteljev.
Few countries offer promotion possibilities linked to participation in CPD activities.
Ob izpolnjevanju določenih pogojev pa mnoge države omogočajo tudi to.
In Belgium (German-speaking Community), regular participation in CPD training is one of the evaluation criteria that may result in the appraisal ‘good’ or ‘very good’ at the end of the evaluation report which has to be established regularly by the school head and is taken into account in the promotion of teachers.
Za udeležbo v dejavnostih za stalni strokovni razvoj, ki potekajo med delovnim časom, je navadno potrebno vnaprejšnje dovoljenje šolskega vodstva (ravnatelja ali drugega osebja). V Franciji, Luksemburgu (velja za učitelje na 1. ravni ISCED) in na Malti si morajo učitelji to dovoljenje pridobiti od rektoratov ali ministrstva.
On successful completion of CPD programmes in Lithuania, teachers may seek a higher qualification category.
Usposabljanje je lahko odvisno tudi od števila prostih mest pri posamezni dejavnosti.
In Austria, teachers receive attendance certificates which may be significant if they apply for a more senior post (e.g. school head).
V več državah lahko učitelji za stalni strokovni razvoj porabijo določen del (plačanega) delovnega časa.
Formal further training activities generally enhance their chances of permanent employment, since they result in the award of additional qualifications.
VČeški republiki lahko učitelji namenijo samostojnemu študiju 12 delovnih dni na leto.
In Denmark, Sweden, the United Kingdom and Norway, government campaigns and strategic policies focus on investment in the CPD of teachers.
VItaliji lahko šole skladno s svobodo, ki jo imajo pri določanju in spreminjanju šolskega urnika začasno opustijo pouk in v nekaj dneh izvedejo intenzivna usposabljanja.
With the campaign ‘a boost for teachers‘, the Swedish government encourages municipalities and individual teachers to take part in CPD.
VLitvi zakon določa, da so učitelji letno upravičeni do petih dni za strokovno usposabljanje; za te dni prejmejo plačilo, skladno z njihovo povprečno dnevno plačo. Položaj je podoben v Sloveniji.
Another SEK 500 million is being earmarked for competence development to achieve and increase in the number of teachers with doctorates.
Na Finskemstalnemu strokovnemu razvoju namenijo tri do pet dni.
In the United Kingdom (England), the continuing professional development of the whole school workforce, including teachers, is a government priority.
VZdruženem kraljestvu (Angliji, Walesu in na Severnem Irskem) je s predpisi določeno, da učitelji delajo 195 dni na leto, izmed katerih je samo 190 namenjenih poučevanju.
The picture of CPD provision across the country is complex, with responsibility and funding devolved to schools.
Teh 5 dni, ko učitelji nimajo učnih ur, so vpeljali za številne druge dejavnosti, tudi za strokovni razvoj.
The TDA aims to stimulate informed demand for CPD through the revised performance management arrangements (implemented in 2007) and the new framework of professional standards (effective from the same year), and bring coherence to CPD by providing leadership and guidance to schools and local authorities.
VRomunijije za SSR in druge dejavnosti namenjen »metodološki dan« (nekaj ur ali en dan na teden). Podobno ureditev imajo še v Belgiji in Luksemburgu.
The Norwegian Ministry of Education and Research has allocated substantial resources for professional development to teachers and school leaders in connection with the implementation of the ‘Knowledge Promotion’ reform.
Učitelji na Portugalskem se lahko med delovnim časom in po svojih željah udeležijo usposabljanj, vendar ne več kot 10 ur na leto. V drugih primerih ne smejo manjkati več kot pet do osem dni na leto.
Not only are there few incentives for encouraging participation by teachers in CPD, but penalties for failure to participate appear to be uncommon.
Če dejavnosti za stalni strokovni razvoj potekajo med poukom, mora šolsko vodstvo ali druga izobraževalna oblast skoraj v vseh državah zagotoviti nadomestni pouk.
Only in Belgium (the Germanspeaking and Flemish Communities), Malta and Portugal may non-participation in CPD activities be penalised or regarded as a negative element in the appraisal of teachers.
Poročila kažejo, da pomanjkanje nadomestnih učiteljev in z nadomeščanjem povezani stroški v večini držav ovirajo stalno strokovno usposabljanje.
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Financiranje
From a historical perspective, these responsibilities for the development of education policies have mainly been entrusted to collective professional organisations – the unions – rather than to teachers on an individual basis.
VEstoniji morajo vsaj 3 % sklada za plače učiteljev (ki prejemajo svoje plače iz državnega proračuna) uporabiti za strokovno usposabljanje. Lokalne oblasti lahko namenijo strokovnemu usposabljanju učiteljev dodaten denar in hkrati določijo, za katera področja.
Since the mid-20th century, their contribution to reforms has occurred mainly in a group model in which the trade unions are in most cases consulted from the top down, as opposed to a participatory model in which teachers themselves generate public proposals emanating from the grass roots (1).
V mnogih državah (Belgiji, Bolgariji, Estoniji, na Cipru, v Latviji, na Madžarskem, Portugalskem, v Romuniji, Sloveniji, na Slovaškem, Finskem in v Lihtenštajnu), med katerimi je kar nekaj novih članic EU, so programi, ki jih organizira ministrstvo ali katerakoli druga uradna nacionalna ali lokalna institucija, brezplačni ali skoraj brezplačni.
Indeed, as regards the working conditions of teachers in particular, social negotiations are instituted jointly by central government, labour and management and in most cases organised either nationally or at the top level of authority for education.
Na Madžarskem se do 80 % stroškov udeležbe v programih, namenjenih stalnemu strokovnemu razvoju učiteljev, poravna iz državnega proračuna. Preostalih 20 % poravna šola ali učitelj.
The outcome in some countries may be the joint formulation of education policies.
Ministrstvo za šolstvo je določilo merila za financiranje.
This collective group model is an enduring one, especially when it comes to determining the status and working conditions of teachers.
Na Finskem dejavnosti za stalni strokovni razvoj učiteljev financira in organizira tisti, ki zagotavlja delo sol. Občine za to navadno namenijo letno od 200 do 220 evrov na učitelja.
However, it has been supplemented in some countries since the mid-1990s by teacher participation in reforms on an individual basis, as in the three Communities of Belgium, as well as in Spain, Latvia, Finland and Norway.
Delodajalec ni dolžan poravnavati stroškov za pot, nastanitev, plače in zaposlitve nadomestnih učiteljev. Učitelj lahko tudi za izobraževanje, za katerega se sam odloči, dobi denarno podporo – štipendijo za nadaljnje izobraževanje.
Determining the status and working conditions of teachers: the supremacy of the trade unions and collective bargaining
Ukrepi za spodbujanje stalnega strokovnega razvoja učiteljev
In many countries, this association is institutionalised in mandatory consultation with the professional organisations or participation in joint committees for monitoring reforms.
Učitelje lahko usmerimo v dejavnosti za stalni strokovni razvoj s spodbudami, kot so povišanje plače ali točke za napredovanje.
The three Communities of Belgium also provide for an institutionalised relation with the trade unions.
Spodbujati je mogoče tudi s posebnimi kampanjami ali strateškimi politikami.
Thus even though each parliament in the end takes its decisions on the basis of proposals from the respective Ministries of Education, the working conditions of teachers are subject to negotiation at an earlier stage in the institutionalised context of the Collective Agreement on Employment.
Slika 4.4: Spodbude za sodelovanje učiteljev v dejavnostih za stalni strokovni razvoj, ISCED 1 in 2, 2006/07
For this analysis of the development of public policies, see Gaudin J.-P. (2004) L’action publique, sociologie et politique, Paris: Presses de Sciences Po and Dalloz.
VŠpaniji je taka spodbuda, torej dodatno plačilo za pedagoško osebje v javnih službah, mogoča po najmanj petih ali šestih letih poučevanja (odvisno od posamezne avtonomne skupnosti).
Levels of Autonomy and Responsibilities of Teachersin Europe
Vse vrste dejavnosti za stalni strokovni razvoj torej ne vodijo k povišanju plače.
Until 2007 in the Flemish Community of Belgium, this procedure enabled the professional organisations to oppose certain government proposals such as a scheme to appraise individual teacher performance.
Položaj ni bistveno drugačen pri napredovanju. Udeležba v dejavnostih za stalni strokovni razvoj le v redkih državah zadostuje za napredovanje.
In France, all reforms concerned with teachers, their career or their status must be submitted to the Comité Technique Paritaire Ministériel (the CTPM, or joint ministerial ‘technical’ committee).
VBelgiji (nemško govoreči skupnosti) ravnatelj redno ocenjuje delo učiteljev.
This committee consists of representatives of the administration and teacher trade union organisations in equal numbers.
Stalno strokovno usposabljanje je eno izmed meril za ocenjevanja in lahko pripomore k temu, da ravnatelj oceni poročilo o učiteljevem delu kot »dobro« ali »zelo dobro«, kar se nato upošteva pri odločanju o poklicnem napredovanju.
Figure 5.1: Teacher or trade union involvement in reforms concerning the status and working conditions of teachers, ISCED 1 and 2, 2006/07
V Estoniji potrebuje učitelj, ki se poteguje za poklicno stopnjo »višjega učitelja« ali »učitelja metodika«, najmanj 160 ur strokovnega usposabljanja.
Involvement of trade unions without regulation
Vsak izmed zaporednih razredov je povezan z višjo plačo.
Involvement of trade unions by regulation: Obligatory consultation of trade unions, as stated by regulation, most often involving participation in mixed committees for the follow-up of reforms.
Vlada nameni 2,9 milijarde švedskih kron za izpopolnjevanje izobrazbe. Nadaljnjih 500 milijonov švedskih kron je namenjenih razvoju kompetenc in zvišanju števila učiteljev z doktorati.
In other countries and without any commitment to an institutionalised relationship, trade unions have been crucial players in reforming the working conditions of teachers.
VZdruženem kraljestvu (Anglija) je stalni strokovni razvoj vsega šolskega osebja in učiteljev vladna prednostna naloga.
In the United Kingdom (England and Wales), the 2003 Raising Standards and Tackling Workload agreement was signed by school workforce unions, local government employers and the government.
Z Zakonom o izobraževanju iz leta 2005 je Agencija za usposabljanje učiteljev (TeacherTraining Agency,TTA) postala Agencija za usposabljanje in razvoj šol (Training and Development Agency for Schools, TDA) in je še povečala svojo vlogo pri SSR zaposlenih učiteljev.
The agreement acknowledged that the pressure on schools to raise standards had led to serious problems with teacher workload and this was having a marked effect on recruitment, retention and teacher morale.
Financiranje in zagotavljanje SSR v vsej državi je zelo kompleksno in je v pristojnosti posamezne šole.
The agreement set out a series of significant changes to teachers’ conditions of service to be introduced in three annual phases from September 2003.
TDA poskuša z revidiranim načinom upravljanja (vpeljanim v letu 2007), novimi okviri poklicnih standardov (uveljavljenimi v letu 2007) in z usmerjanjem šol in lokalnih oblasti spodbuditi povpraševanje, povezovanje in usklajevanje dejavnosti za stalni strokovni razvoj učiteljev.
Tasks that could be performed by others, such as administrative and clerical tasks, and invigilating exams were transferred.
Norveško Ministrstvo za šolstvo in raziskovanje je v okviru reforme, imenovane »Promocija znanja«, dodelilo učiteljem in šolskim vodstvom znatna sredstva za strokovni razvoj.
Teachers were given guaranteed time during the school day for planning, preparation and assessment, and limits were placed on how much they could be required to cover for absent colleagues.
Države torej učitelje redko kdaj spodbujajo k stalnemu strokovnemu izpopolnjevanju, prav tako so redke kazni za nesodelovanje v teh dejavnostih.
There were also new roles in schools for adults who support teachers’ work and pupils’ learning.
Samo v Belgiji (nemško govoreči in flamski skupnosti), na Malti in Portugalskem so učitelji lahko kaznovani, kadar ne skrbijo za stalni strokovni razvoj, ali pa nesodelovanje slabo vpliva na oceno njihovega dela.
Likewise, the 2001 Teacher’s Agreement in Scotland, which was partly based on the McCrone committee proposals, was the subject of negotiations with the trade unions.
Ob odgovornostih, ki jih imajo učitelji v razredih in šolah, sodelujejo tudi pri oblikovanju reform, povezanih z njihovim položajem in delovnimi razmerami, učnimi vsebinami in delovanjem izobraževalnega sistema nasploh.
In the final analysis, the status and working conditions of teachers in the vast majority of European countries are the joint preserve of central government and trade unions engaged in national-level negotiations.
Z zgodovinskega gledišča je bila odgovornosti za razvoj izobraževalnih politik bolj zaupana kolektivnim poklicnim organizacijam (sindikatom) in ne učiteljem posameznikom.
Except in countries such as Germany, Spain, Finland, Sweden (albeit with a national minimum income) and Norway, decentralisation and growing autonomy have had a limited impact on such national arrangements.
Od sredine dvajsetega stoletja so učitelji v reformah sodelovali predvsem po skupinskem poti, po kateri se oblast z vrha navzdol posvetuje s sindikati, in ne nasprotno, po sodelovalnem modelu, v katerem učitelji sami oblikujejo javne predloge, torej po modelu od spodaj navzgor.5
In Denmark, for example, negotiations have been tripartite involving the government, trade unions and local authority representatives.
V socialnih pogajanjih, posebej pri obravnavi delovnega položaja učiteljev, sodelujejo centralne vlade, delavci in uprave.
Similarly, in Belgium, discussions on the working conditions of teachers bring together the Ministry of Education in each Community, professional organisations and the authorities or bodies that run schools.
Pogajanja večinoma organizira vlada ali druga najvišja oblast za izobraževanje, to pa v nekaterih državah vodi k skupnemu oblikovanju izobraževalnih politik.
In some countries that have long been decentralised, an opposite trend is even apparent.
Kolektivni skupinski model je navadno zelo dolgotrajen, še posebej pri opredeljevanju položaja učiteljev in razmer za njihovo delo.
For example, following the 1991 strike in the French Community of Belgium, the unions secured acceptance of the principle that the working conditions of teachers would in future be based on a collective bargaining agreement, and no longer on decisions involving the school authorities and schools themselves.
Od devetdesetih let naprej ga ponekod dopolnjuje individualno sodelovanje učiteljev, npr. v treh belgijskih skupnostih, Španiji, Latviji, na Finskem in Norveškem.
As regards the contribution of teachers to reforms of curricular goals and content, the way they are involved varies to a greater extent.
Kolektivni model močno prevladuje predvsem pri opredeljevanju delovnega položaja učiteljev (1. podpoglavje), pri reformah, ki zadevajo kurikulum (2. podpoglavje) ali splošno delovanje šolskega sistema (3. podpoglavje), pa se vzpostavlja novo ravnotežje med kolektivnim zastopanjem in individualnim sodelovanjem.
Curricular reform: varied forms of teacher participation
Opredeljevanje položaja učiteljev in njihovih delovnih razmer: premoč sindikatov in kolektivnega pogajanja