natgillin/translations-raw huggingface dataset:
Not all countries have introduced as a matter of course measures for 'rewarding' teachers who effectively discharge their new responsibilities, whether through some form of extra remuneration, a reduced teaching load or promotion.
Prav tako niso vse države samoumevno vpeljale ukrepov, kot so dodatno plačilo, zmanjšan obsega poučevanja ali napredovanje, da bi nagradile učitelje, ki učinkovito opravljajo svoje nove obveznosti.
Figure 6.3: Individual incentives and measures for the promotion of the profession, 2006/07
Slika 6.3: Individualne spodbude in ukrepi za uveljavljanje poklica 2007/08
Individual incentives
Individualne spodbude
Collective incentives and measures for the promotion of the profession
Kolektivne spodbude in ukrepi zauveljavljanje poklica
No incentives or promotion of the profession
Ni spodbud ali uveljavljanja poklica.
Three characteristics are common to a minority of countries which, since the 1980s, have sought to reward teachers at a time when their responsibilities have been extended: first, these countries have in most cases developed evaluation procedures in which the main player is the school head; secondly, they are located in central Europe; and thirdly, they offer mainly financial incentives.
Za redke države, ki so od leta 1980 naprej učitelje zaradi širitve njihovih odgovornosti skušale nagrajevati, so skupne tri značilnosti: prvič, te države so po večini razvile evalvacijske postopke, v katerih je glavni ocenjevalec šolski ravnatelj; drugič, to so srednjeevropske države; in tretjič, zagotavljajo predvsem denarne spodbude.
Thus in Hungary, school heads monitor the quality and quantity of the work done by the teachers they supervise and may award them ad hoc or regular salary bonuses.
Tako na Madžarskem šolski ravnatelji spremljajo kakovost in obseg dela, ki ga opravijo učitelji pod njihovim vodstvom, in jim lahko občasno ali redno dodelijo dodatke k plačam.
Since 2007, the results achieved by pupils in standard examinations may also lead to extra bonuses for their teachers.
Od leta 2007 lahko učiteljem zagotovijo dodatke k plači tudi glede na dosežke njihovih učencev pri standardiziranih izpitih.
In the Czech Republic, school heads may reward teachers for additional services or high quality teaching.
V Češki republiki lahko šolski ravnatelji učitelje denarno nagradijo za dodatno delo ali za izredno kakovostno poučevanje.
This extra income may amount to up to 50 % of their basic salary.
Dodatni zaslužek lahko znaša največ 50 % njihove osnovne plače.
In addition, the amount of time they have to teach may be reduced.
Lahko jim znižajo tudi število pedagoških ur.
It is also possible for good teachers to receive additional remuneration in Slovakia.
Dobri učitelji lahko prejmejo dodatno plačilo tudi na Slovaškem.
Their evaluation covers a broad spectrum of criteria, ranging from the academic results of their class, to participation in regional educational activities, or services and actions undertaken within the school.
Njihovo delo ocenjujejo s številnimi merili, kot so učni rezultati njihovih razredov, sodelovanje pri regionalnih izobraževalnih dejavnostih, naloge in dejavnosti, ki jih izvajajo v šoli in drugo.
Latvia, Lithuania and Romania also offer bonuses to teachers.
Tudi v Latviji, Litvi in Romuniji učitelje dodatno plačajo.
Since the year 2000, the introduction of incentives has gathered pace.
Vpeljevanje spodbud se je od leta 2000 naprej zelo razširilo.
Today, they are of two main kinds, in that benefits arising from changes in the teaching profession may be individual or collective.
Zdaj sta zaradi sprememb v učiteljskem poklicu značilni dve glavni vrsti: individualne in kolektivne.
In the majority of countries, general acknowledgement that there has been an increase in the duties of teachers has led – often under trade union pressure – to a clarification of their status and responsibilities, as well as proposals for higher salaries or the re-evaluation of salary scales.
Splošno priznanje, da se je delovno področje učiteljev dejansko povečalo, je v večini držav vodilo (pogosto pod pritiskom sindikatov) k razjasnitvi njihovega položaja in odgovornosti ter predlogom za višje plače ali prevrednotenje plačnih lestvic.
Thus in the United Kingdom (Scotland), the 2001 ‘teacher’s agreement’ resulted, among other things, in sharp salary increases (23 % over 3 years), revised salary scales, a broadening of in-service training opportunities, greater freedom in the area of service obligations and a decrease in the number of teacher/pupil contact hours.
Tako imenovani Teacher’s agreement iz leta 2001 je v Združenem kraljestvu (Škotska) vplival na znatno povečanje plač (23 %), revidirane plačne lestvice, razmah priložnosti za stalno strokovno usposabljanje, večjo svobodo pri opravljanju službenih dolžnosti in zmanjšanje števila pedagoških ur.
Similarly, in England as already indicated, the 2003 Raising Standards and Tackling Workload Agreement has provided for increased pay and an improvement in the working conditions of teachers, given the new pressures on them to achieve higher standards.
Podobno je pritisk na učitelje, da izboljšajo standarde, tudi v Angliji vodil k zvišanju plač in boljšim delovnim razmeram učiteljev. To je zagotovil že omenjeni sporazum, imenovan »Boljši standardi in obvladovanje delovnih obremenitev«, iz leta 2003.
In Malta, the expanded range of activities undertaken by teachers has also led to better working conditions including a general rise in salaries and, in primary education, to the allocation of one-and-a-half hours a week for developing school curricula.
Tudi na Malti so na razširjeno delovno področje učiteljev odgovorili z izboljšanjem delovnih razmer in s splošnim povišanjem plač. Ob tem so osnovnošolskim učiteljem dodelili eno uro in pol na teden za razvijanje šolskih kurikulumov.
In Lithuania too, the trade unions have negotiated both more clearly defined working conditions and a multi-annual plan for pay increases.
V Litvi so sindikati dosegli jasnejšo opredelitev delovnih razmer in večletni načrt za povišanja plač.
There have been similar developments in the Germanspeaking Community of Belgium.
V belgijski nemško govoreči skupnosti je podobno.
At the end of February 2008, the government presented parliament with a draft decree to upgrade the teaching profession, by providing among other things for greater job security and more attractive financial prospects with a 10 % salary increase (between 2009 and 2011) for teachers at the start of their career.
Konec februarja 2008 je vlada predložila parlamentu zakonski osnutek za izboljšanje učiteljskega poklica; v njem zagotavlja večjo poklicno gotovost in privlačnejše finančne obete: 10-odstotno povišanje plač (med letoma 2009 in 2011) učiteljem na začetku poklicne poti.
Alongside these collective approaches, other countries – as already discussed above – have developed more individual incentives.
Kot smo že omenili, so druge države poleg kolektivnih razvile tudi individualne spodbude.
In Spain, for example, subsequent reforms to the new (2006) Education Act state that the evaluation of teachers must henceforth be considered when awarding financial bonuses and promotions.
V Španiji so s prenovo po sprejetju Zakona o izobraževanju (2006), določili upoštevanje evalvacije učiteljev pri dodeljevanju denarnih dodatkov in pri napredovanju.
In Portugal, favourable evaluations of teachers enable them both to obtain bonuses and progress more rapidly in their teaching career.
Učitelji, ki so pri evalvacijah uspešni, tudi na Portugalskem dobijo denarni dodatek in lahko hitreje napredujejo.
In 2007 Latvia started developing a differentiated career structure under a pilot project scheduled for completion in August 2008.
V Latviji so leta 2007 v pilotnem projektu, končal naj bi se avgusta 2008, začeli razvijati bolj diferencirano poklicno strukturo.
Teachers take part in this project on a voluntary basis either by developing one element of the structure, such as teacher selfevaluation, tasks for pupil assessment, lesson observation and evaluation, or – in the case of around 1 408 teachers from 192 schools – by contributing to approval of the structure as a whole.
Učitelji sodelujejo v tem projektu prostovoljno, in sicer na dva načina: ali z razvijanjem posameznih nalog, kot so samoevalvacija učiteljev, ocenjevanje učencev, hospitiranje in evalviranje učnih ur, ali, kot je storilo 1.408 učiteljev iz 192 šol, z nalogami, ki pripomorejo k odobravanju sistema kot celote.
In conclusion, while evaluation has not reflected, in a consistent body of legislation, the greater range of activities performed by teachers, the gradual development of monitoring mechanisms has been clearly apparent.
Iz navedenega lahko sklenemo, da so se postopoma in jasno razvili mehanizmi za spremljanje dela učiteljev, ob tem pa širitev njihovega delovnega področja – vsaj v predpisih – ni bila upoštevana.
In an increasing number of countries, these mechanisms are concerned at one and the same time with qualified professionals both as individuals and members of school teaching staff teams, the concrete outcome of their activities, the way in which they satisfy required standards, and the quality of their performance.
V čedalje večjem številu držav, se s temi mehanizmi hkrati spremljajo usposobljeni strokovnjaki kot posamezniki in kot člani učiteljskih kolektivov, dejanski rezultati njihovega dela, načini, s katerimi uresničujejo zahtevane standarde, in kakovost njihove dejavnosti.
In accordance with the principles of ‘new public management’ (2), this overlapping of different evaluation procedures has furthered the obligation on teachers – who are no longer totally alone and in control of their classes – to be accountable for their professional activity.
Prekrivanje različnih evalvacijskih postopkov skladno z načeli »novega javnega upravljanja«7 še naprej obvezuje učitelje, da odgovorno opravljajo svoje poklicno delo, saj v razredih niso več popolnoma sami niti nimajo več izključnega nadzora.
The recent development of evaluation on an individual basis with substantial implications in terms of remuneration, promotion and working conditions (a decrease in the time spent teaching) constitutes a fresh stage in firmer monitoring of the work that teachers do.
Nedavni razvoj individualne evalvacije in njen vpliv na plačilo, napredovanje in delovnih razmere (zmanjšanje števila pedagoških ur) pomeni nov korak k strožjemu spremljanju dela učiteljev.
The present report has focused on how the responsibilities assigned to teachers in Europe have changed over the last two decades and seeks to identify the political context driving the reforms that have occurred.
V pričujočem poročilu govorimo o tem, kako se je zaradi vedno novih nalog in obveznosti v zadnjih dvajsetih letih spremenil položaj učiteljev v Evropi.
It demonstrates, first of all, that fresh duties and responsibilities casting the teaching profession in a new light have grown up alongside the traditional attributes associated with it since schooling was first institutionalised in the 19th century.
Ugotoviti skušamo, v kakšnih političnih okoliščinah nastajajo reforme.
Beyond the walls of the classroom and the daily interaction between teachers and their pupils, the former are increasingly obliged to take part in educational activity developing within their schools.
Prikazujemo predvsem tiste naloge, ki so jih morali učitelji zaradi teh reform na novo sprejeti in jih skupaj s tradicionalnimi poklicnimi nalogami od prvih začetkov institucionalizacije šolanja v 19. stoletju čedalje bolj bremenijo.
There is also a steadily growing demand on teachers to contribute actively to matters that transcend school, during the preparation of educational reforms or the development of teaching innovations.
Poleg dela v razredih in vsakodnevnih stikov z učenci morajo učitelji zdaj sodelovati tudi pri vseh drugih šolskih dejavnostih.Pritisk na učitelje, naj pripomorejo k delu šole tudi zunaj zidov svojih učilnic, na primer s sodelovanjem pri pripravah na šolske reforme ali pri razvijanju in vpeljevanju pedagoških novosti, je vse večji.
Of course, the well-established fundamental tasks concerned with learning activity in the classroom remain the essence of teaching as an occupation.
Seveda ostaja poučevanje v razredu temeljna učiteljeva naloga in bistvo učiteljskega poklica.
And within this sphere, the responsibilities and autonomy of teachers are very extensive.
V tem pogledu sta njegova odgovornost in avtonomija zelo široka.
For example, in the vast majority of countries, they appear to be almost entirely responsible for the choice of teaching methods (Chapter 2).
Kakor kažejo naši podatki, so učitelji v večini držav v celoti odgovorni za izbiro ustreznih metod poučevanja (glej 2. poglavje).
This ‘freedom of instruction’ is sometimes even enshrined in constitutional legislation as in Italy or Belgium.
Svoboda pouka je ponekod celo izrecno zapisana in zajamčena z ustavno ureditvijo; tako je na primer v Italiji in Belgiji.
The room for manoeuvre of teachers tends to become broader still where the choice of teaching materials – and textbooks in particular – are concerned.
Tudi pri izbiri učnega gradiva, zlasti učbenikov, so učitelji precej samostojni.
Besides countries which have customarily granted teachers total freedom in this respect, such as France, Italy or Sweden, the number of countries in which they have to choose items from a predetermined list is tending to decrease.
Francija, Italija in Švedska puščajo učiteljem pri tem vso svobodo, vse manj pa je tudi držav, kjer se svoboda omejuje na izbiranje s seznama odobrenih učbenikov.
The internal continuous assessment of pupils is another task at the heart of teaching activity.
Sprotno preverjanje znanja in ocenjevanje učencev je prav tako pomembna pedagoška naloga.
In the great majority of European countries, teachers remain the prime arbiters of how their pupils are progressing with learning.
V veliki večini evropskih držav učitelji ostajajo najpomembnejši ocenjevalci učnega napredka učencev.
In most cases, their role is similarly all-important in decisions which oblige pupils to repeat their year due to not having achieved the required level to proceed to the next class.
Podobno je njihova vloga najpomembnejša pri odločanju o tem, kateri učenci morajo – ker se niso naučili dovolj, da bi napredovali – ponavljati razred.
Alongside these traditional tasks which are mainly concerned with classroom activity and in which there is no marked interaction with other teachers at the same school, there has been a growth in the development of new responsibilities which now oblige teachers to take part in activities that go beyond the strict confines of their daily relations with their pupils.
Sočasno s tradicionalnimi učiteljevimi nalogami, povezanimi z delom v razredu in pri katerem sodelovanje z drugimi učitelji ni potrebno, so se začele pojavljati nove obveznosti, ki učitelju poleg stikov z učenci nalagajo delo zunaj razreda.
This broadening of their overall remit is attributable to many causes.
Celotno delovno področje se širi zaradi več razlogov.
The responsibilities of teachers are changing because the school context to which they belong has itself radically changed in the last 20 years.
Najbolj zato, ker so se v zadnjih dvajsetih letih bistveno spremenile okoliščine, v katerih šole delajo.
First, decentralisation and school autonomy, which are based in part on the precepts of New Public Management, have altered the way in which schools operate (1) in the fields of human resources and financial management, but also in the area of learning.
Decentralizacija in šolska avtonomija, povzročile so ju smernice tako imenovanega »novega javnega upravljanja«, sta temeljito spremenili način delovanja šol,8 ne le pri kadrovskem upravljanju in finančnem poslovanju, ampak tudi na pedagoškem področju.
This new sharing of responsibilities among central government, local and regional authorities and schools is reshaping the approach to educational activity, especially when it comes to devising curricular content.
Prerazdelitev odgovornosti med državo, lokalnimi in regionalnimi oblastmi ter šolami je vplivala tudi na urejanje pedagoške dejavnosti, zlasti na načrtovanje kurikularnih vsebin.
Whereas in the majority of European states, central government or the toplevel authorities for education (such as the Länder in Germany) were in the past primarily responsible for drawing up curricula, a new subdivision of responsibilities between the main players has become the norm, significantly altering the activity of teachers in the classroom and their school.
Za pripravo kurikulumov so bile v večini evropskih držav v preteklosti odgovorne najvišje državne šolske oblasti (ali npr. v Nemčiji deželne), zdaj pa je odgovornost za kurikularne vsebine porazdeljena med več glavnih akterjev; to postaja v Evropi norma, ki pomembno spreminja učiteljevo delo v razredu in njegovo vlogo v šoli.
In all European countries, a situation in which school curricula have been devised at central level with no input whatever from local authorities or schools has entirely given way to one in which curricular content is finalised in several stages involving schools and teachers to a significant degree.
V nobeni evropski državi kurikulumov ne oblikujejo več centralizirano in brez sodelovanja lokalnih oblasti ali šol; povsod poteka postopek v več fazah, v njem sodelujejo šole in učitelji.
These new forms of autonomy may vary.
Avtonomnost šol in učiteljev je pri tem lahko različna.
In one model mainly characteristic of some Nordic and central European countries, the
Po drugačnem modelu nastaja ciljno naravnan kurikulum, pri katerem gre šolska avtonomija še korak dlje.
Levels of Autonomy and Responsibilities of Teachersin Europe central (or top-level) public authority sets out a general framework outlining the main features of curricular content which are then worked out in greater detail by local and regional authorities, as well as teachers in schools.
Ravni avtonomijein odgovornost učiteljev v Evropi državi, kakor sta Nizozemska in Švedska, sta uveljavili takšen model. Združeno kraljestvo (Škotska) z veljavnim kurikularnim vodnikom ustreza prvemu modelu, s »kurikulumom za odličnost« (Curriculum for Exellence) pa drugemu.
Here, central government does not determine curricular content but, instead, identifies educational aims that should be achieved on completion of the main stages of school education, thereby leaving schools with considerable freedom to flesh out the detail in the curriculum.
V tretjem modelu sta uporabljena oba modela: država določi svoje nacionalne kurikulume, vendar samo za ožji nabor obveznih predmetov, učne načrte pri vseh drugih predmetih pa razvijejo lokalne oblasti in šole.
Countries such as the Netherlands or Sweden, typify this model. Under the current curricular guidelines, the United Kingdom (Scotland) fits the first model, but through Curriculum for Excellence, is moving towards the second.
Za vse tri nove modele načrtovanja pedagoškega dela je značilno, da učiteljem ni treba upoštevati podrobno določenih enotnih učnih načrtov, vendar pa morajo sodelovati pri njihovem načrtovanju in jih prilagoditi tako, da so učinkoviti in primerni za vsakega učenca na šoli.
Finally in a third model, two entirely separate approaches coexist with, on the one hand, national curricula defined by central government for some subjects and, on the other, teaching programmes devised by local and regional authorities and schools for other subjects.
Model standardnega kurikuluma, enotnega za vse, ki je prevladoval od 19. stoletja naprej, je večina evropskih držav že opustila.
The model of curricular standardisation, which ruled supreme from the 19th century onwards in the majority of European countries, has given way to more individual teaching programmes whose design revitalises and broadens the activity of teachers.
Vpeljala je bolj individualizirane programe učenja, katerih priprava zahteva večjo angažiranost učiteljev.
This new approach has a whole series of repercussions for the work of teachers.
Novi pristopi močno vplivajo na učiteljevo delo.
Whereas curricular standardisation formerly enabled them to teach in relative isolation, the development of new school education plans is increasing the need for teamwork.
Standardizirani kurikulum je včasih omogočal učiteljem, da poučujejo relativno samostojno, zdaj pa je za razvijanje učnih načrtov in pripravo delovnega načrta šole nujno skupinsko delo.
In virtually all European countries, official legislation or regulations now require teachers to collaborate in developing subject-based curricular content, interdisciplinary activities and common assessment methods.
V skoraj vseh evropskih državah so zahtevo po skupinskem delu učiteljev uredili s predpisi; učitelji morajo sodelovati pri razvijanju predmetnih vsebin, medpredmetnih dejavnosti in enotnih ocenjevalnih metod.
Over and above school autonomy, compulsory education has also been assigned fresh responsibilities for quality and for socialising young people, which are reshaping the teaching profession.
Poleg šolske avtonomije je bila obveznemu šolstvu naložena tudi odgovornost za socializacijo učencev in za kakovost, kar je prav tako vplivalo na preoblikovanje učiteljskega poklica.
In contrast to the post-war years up to around 1970, in which education systems were under pressure to provide for universal access to secondary education, the issue of quality in educational provision, linked to human capital
V povojnih letih, približno do leta 1970, je bila prednostna naloga izobraževalnih sistemov zagotoviti celotni osnovnošolski populaciji enak dostop do
), as well as much tighter restrictions on expenditure, have cast education in a new light.
9 srednješolskega izobraževanja, v poznejših letih pa se je pod vplivom teorije človeškega kapitala in varčevanja pri izobraževalnih izdatkih poostrilo vprašanje učinkovitosti in kakovosti izvajanja izobraževanja.
Pupil attainment has now become a central element in the evaluation of education systems.
Po novem so glavno merilo za vrednotenje kakovosti izobraževalnih sistemov dosežki učencev.
Standardised national and international surveys of pupil skills, which were developed from the 1970s onwards, have acquired new significance.
Standardizirane nacionalne in mednarodne raziskave znanja učencev od sedemdesetih let naprej so čedalje pomembnejše.
The School effectiveness (3) movement has also attached importance to the ‘teacher effect’, namely the strong relation between the individual characteristics of teachers and the quality of learning by pupils.
K temu je pripomoglo tudi gibanje za šolsko učinkovito.t10Ugotovljeno je bilo, da je »učiteljev učinek« zelo pomemben, saj obstaja med individualnimi značilnostmi učiteljev in kakovostjo učenja učencev močna povezava.
Meanwhile, schools are also facing fresh social pressures as a result of increasingly broader access to lower secondary education, the development of the comprehensive school model in the great majority of European countries since the 1970s, the need to assimilate immigrants and new objectives for the integration of children with special educational needs.
Zdajšnji še povečan družbeni pritisk na šole zaradi večje dostopnosti nižjega sekundarnega izobraževanja, razvijanja enotnega modela splošnoizobraževalne obvezne šole, vključevanja priseljencev in uveljavljanja načela integracije otrok s posebnimi potrebami je mogoče opaziti v skoraj vseh evropskih državah.
Confronted with these latest goals – among them increased effectiveness and a reduction in inequality at school – the teaching profession has had to modernise.
V vseh družbah je zdaj prednostno nadaljevanje dejavnosti za izboljšanje učinkovitosti izobraževalnega sistema kot celote in šol še posebej. Pouk se mora izvajati ne glede na okoliščine.
The emphasis placed on the quality of learning has raised fresh questions about the professional skills for which teachers should be trained.
Nadomeščanje odsotnega sodelavca in mentorstvo novincem sta postali samoumevni nalogi učiteljev v več kakor polovici evropskih držav.
CPD (continuing professional development) is now perceived as absolutely vital (Chapter 4).
Vpeljani so različni posvetovalni mehanizmi, ki omogočajo učiteljem sodelovanje pri pripravi šolskih reform, še posebej pri prenovi kurikulumov (5. poglavje).