natgillin/translations-raw huggingface dataset:
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Vsebino publikacije je dovoljeno ponatisniti po posameznih delih, razen za komercialne namene, če je pred izvlečkom zapisano 'Eurydice, informacijsko omrežje o izobraževanju v Evropi' in sledi datum izdaje dokumenta.
Schools are at the heart of all education systems.
Šole so srčika vseh izobraževalnih sistemov.
More than this, schools lay the foundations for the societies of the future, because they play such a crucial role in forming the citizens of the future.
Še več, šole s svojo pomembno vlogo pri oblikovanju državljanov prihodnosti postavljajo temelje družbi prihodnosti.
They are also decisive for our future prosperity, which depends greatly on the skills – in the widest possible sense of the word - and knowledge which schools are imparting to their pupils now.
Šole soodločajo tudi o naši prihodnji blaginji, ki je odvisna predvsem od veščin (v najširšem smislu) in znanj, ki jih šole že danes dajejo svojim učencem.
Despite this, the 2006 PISA study results show that the scientific and reading abilities of 15 year-olds across the European Union have deteriorated over the last six years.
Kljub temu ugotovitve raziskave PISA 2006 kažejo, da so se znanstvene in bralne sposobnosti petnajstletnikov po vsej Evropski uniji zadnjih šest let poslabšale.
This is an unsustainable and unacceptable situation and every effort must be made to reverse this trend. This is why the Commission, in its Strategic Report on the Lisbon Strategy adopted on 11 December 2007, called on Member States to make a determined effort to raise the basic skills of young people.
To je nevzdržno in nesprejemljivo, zato se je nujno kar najbolj potruditi, da se ta trend obrne.Tako je Komisija v Strateškem poročilu o lizbonski strategiji, ki je bilo sprejeto 11. decembra 2007, pozvala države članice, naj se odločno zavzamejo za izboljšanje temeljnega znanja in veščin pri mladih.
Many factors are involved here, but one of them is clearly the optimal organisation of the school system in order to maximise performance.
Na to lahko vplivajo številni dejavniki, eden od njih pa je očitno tudi taka organizacija šolskega sistema, ki omogoča najboljšo možno izvedbo izobraževanja.
Over the past twenty years, schools have been the subject of much deliberation and have undergone many reforms, in particular as regards their autonomy.
Zadnjih dvajset let se je o šolah veliko govorilo, deležne so bile številnih reform, še posebno v povezavi z avtonomijo.
There has been a strong focus on the need to improve democratic participation, the management of public funding invested in education and, especially in recent years, the quality of teaching.
Zelo je bila poudarjena potreba po boljšem demokratičnem sodelovanju, upravljanju z javnimi sredstvi, vloženimi v izobraževanje, in še posebno zadnja leta potreba po kakovostnem poučevanju.
The approaches taken differ in terms of the rhythm of reforms, the scale of the transfers of authority and the areas they apply to, the stakeholders who benefit from them and the control or accountability mechanisms in place.
Pristopi so se med sabo razlikovali glede na to, kako pogosto so bile vpeljevane reforme, kakšen obseg pooblastil se je prenašal na nižje ravni, na katerih področjih in kateri uporabniki so s tem največ pridobili ter kateri mehanizmi za izvajanje nadzora ali ugotavljanje odgovornosti so bili vpeljani.
No one approach by any Member State can be singled out as ideal or as more effective overall, because the histories and contexts of our countries are so diverse.
Nobenega od pristopov katere koli države članice ni mogoče izpostaviti kot idealnega ali učinkovitejšega od drugih, saj imajo naše države preveč različno zgodovino in s tem zelo različne kontekste.
Nevertheless, in moving forwards, policy makers in individual countries and regions can learn a great deal from the approaches and experiences of others.
Kljub temu se oblikovalci politike v posameznih državah in regijah lahko v iskanju prihodnosti veliko naučijo iz pristopov in izkušenj drugih.
Although reforms have been going on for several decades, school autonomy remains a key issue on the political agenda of many if not most European countries.
Čeprav se reforme uveljavljajo že več desetletij, šolska avtonomija ostaja glavna točka na političnem dnevnem redu številnih, če ne že večine evropskih držav.
It was one of the priorities of the Portuguese Presidency of the Council of the European Union during the second half of 2007 and the Eurydice network was asked to contribute by producing a study.
Bila je ena glavnih prednostnih nalog portugalskega predsedovanja Komisiji Evropske unije drugo polovico leta 2007, ko so omrežje Eurydice tudi prosili, naj izvedemo pričujočo raziskavo.
Chapter 1: Implementation of School Autonomy: Underlying Rationale, Historical Background and Policy Framework
Prvo poglavje: Uvajanje šolske avtonomije: teoretična izhodišča, zgodovinsko ozadje in politični okvir
The 1990s: decade of expansion of school autonomy 1.2.
Devetdeseta leta: desetletje širjenja šolske avtonomije
Chapter 2: Levels of School Autonomy and Types of School Decisionmaking
Drugo poglavje: Stopnje šolske avtonomije in vrste odločanja
Areas of responsibility and degree of autonomy 2.2.
Kdo sprejema odločitve v šolah
Role and composition of school management bodies
Vloga organov upravljanja šole in članstvo
Chapter 3: School Autonomy and Accountability
Tretje poglavje: Šolska avtonomija in odgovornost
Models of school accountability: diversity and constraints 3.2.
Modeli ugotavljanja, kako šole izpolnjujejo odgovornost: raznolikost in problemi
) countries of the Eurydice Network at this time and to gain a fuller understanding of the processes that have led to the devolution of decisionmaking powers to schools and how schools are held accountable for their responsibilities to higher education authorities.
Eurydice in boljše razumevanje procesov, ki so vodili k temu, da se je odločanje preneslo na šole. Raziskati smo želeli, kako se ugotavlja odgovornost šole v odnosu do višjih šolskih oblasti pri opravljanju nalog in dolžnosti.
The reference year for this study is 2006/07 and information relates to education levels at ISCED 1 and 2, which correspond to the period of full-time compulsory education almost everywhere.
Raziskava se nanaša na šolsko leto 2006/07, podatki pa veljajo za izobraževalni stopnji ISCED 1 in 2, kar skoraj povsod pomeni celotno obvezno izobraževanje.
Reforms planned for forthcoming years have also been included where possible.
Kjer je mogoče, so vključene tudi reforme, načrtovane za bližnjo prihodnost.
Only the public education sector is described, with the exception of Belgium, Ireland and the Netherlands, where the grantaided private sector is also covered because it accounts for the majority of school enrolments.
Raziskava opisuje samo javni sektor vzgoje in izobraževanja, le v prispevkih Belgije, Irske in Nizozemske je vključen tudi zasebni sektor (ki se financira iz javnih sredstev), v katerem je večina učencev.
Moreover, in the Netherlands, equal funding and treatment of private and public education is enshrined in the constitution.
Poleg tega sta na Nizozemskem enaka obravnava ter financiranje javnega in zasebnega izobraževanja določena z ustavo.
With respect to the methodology of this study, the Eurydice European Unit developed a questionnaire in conjunction with the Portuguese national unit and officials from the Portuguese Ministry of Education.
Evropska enota Eurydice je s portugalsko nacionalno enoto Eurydice in uradniki s portugalskega ministrstva za šolstvo zasnovala vprašalnik.
The comparative analysis is based on responses to this questionnaire from Eurydice National Units.
Primerjalna analiza temelji na odgovorih nacionalnih enot Eurydice.
To ensure that the information contained in the study is an accurate and high-quality representation of national situations, a final checking phase was held between July and September 2007.
Med julijem in septembrom 2007 smo podatke še zadnjič preverili, da bi tako zagotovili njihovo točnost in kakovost.
All of the contributors to this study are acknowledged at the end of the volume.
Vsi sodelujoči v raziskavi so našteti na koncu publikacije.
The notion of ‘school autonomy’ refers in this study to several different aspects of school management (essentially funding and human resources).
Pojem šolska avtonomija se v pričujoči raziskavi nanaša na več različnih vidikov upravljanja šol (pravzaprav gre predvsem za financiranje in kadre).
Schools may be autonomous to varying degrees regarding these aspects.
Glede na te vidike ocenjujemo avtonomijo šol na različnih stopnjah.
They are considered to be fully autonomous, or to have a high degree of autonomy, if they are fully responsible for their decisions subject to legal constraints or the general framework of education legislation.
Na splošno velja, da so šole popolnoma avtonomne oziroma na visoki stopnji avtonomije, če so v celoti odgovorne za svoje odločitve – znotraj splošnih zakonskih meja ali splošnega okvira šolske zakonodaje.
This does not preclude consultation with other education authorities.
To ne pomeni, da se ne smejo posvetovati z drugimi organi šolske oblasti.
Schools are partly autonomous if they take decisions within a set of predetermined options or require approval for decisions from their education authority.
Šole so delno avtonomne, če odločitve sprejemajo v okviru predpisanih možnosti ali če morajo za svoje odločitve pridobiti privoljenje višje oblastne ravni.
Autonomy may also be implied where there is an absence of rules or regulations in a given area.
Avtonomija pomeni tudi odsotnost pravil in predpisov na nekem področju.
A ‘school’ should be understood as an educational establishment with its own identity and school head, usually situated on a single site.
Pojem šola opredeljuje samostojno izobraževalno institucijo z lastno identiteto in ravnateljem.
In some countries, decisionmaking powers reside with local education authorities, which have the option to delegate decisionmaking powers to schools.
V nekaterih državah je moč odločanja v rokah lokalne šolske oblasti, lahko pa jo prenese na šole.
In the three countries where the majority school enrolments are in the private grantaided sector, school autonomy may also refer to the delegation of decisionmaking powers to schools from the competent private education authority (known sometimes as the ‘organising body’).
V treh državah, kjer je večina učencev vpisana v zasebne šole, ki se financirajo iz javnih sredstev, se moč odločanja lahko prenese s pristojnega zasebnega upravnega organa (ponekod t. i. izvršni organ) na šole.
1) Turkey will not contribute to this study.
Reforme v tej smeri so bile od vrha v šole na splošno vpeljane z zakoni.
School Autonomyin Europe.
Šolska avtonomija v Evropi.
Policies and Measures
Politikain ukrepi
Today, the principle that schools should be autonomous in at least some areas of their management is accepted nearly everywhere in Europe.
V drugem poglavju raziskave podrobno predstavljamo šolsko avtonomijo na treh področjih (prvi dve sta poraba družbenih in zasebnih sredstev, tretje področje pa so kadri).
The degree and type of autonomy that schools have are analysed with respect to specific parameters, as are different categories of decisionmaking responsibilities within schools.
Stopnjo in vrsto šolske avtonomije smo analizirali po parametrih in različnih kategorijah odgovornosti pri odločitvah, ki jih sprejemajo šole.
The role played by school management bodies in this connection is also highlighted, together with a brief description of who is represented on these bodies in different European countries.
Posebej osvetljujemo tudi vlogo upravnih organov šole, na kratko pa opisujemo sestavo teh organov v različnih evropskih državah.
Finally, the ways in which schools are held accountable for their decisions is outlined in chapter III.
V zadnjem, tretjem poglavju so prikazani načini ugotavljanja odgovornosti šol za njihove odločitve.
This process often forms part of well-established evaluation processes carried out by inspectorates or other external bodies.
Ta postopek je pogosto del uveljavljenega postopka evalvacije, ki ga izvajajo inšpekcijski organi ali drugi zunanji organi.
In a few countries, schools are accountable mainly to local education authorities.
V nekaterih državah šole odgovarjajo predvsem lokalnim šolskim oblastem.
There is also sometimes a trend for evaluation systems to be coupled with the development of national standards and tests.
Ponekod želijo povezati sisteme evalvacije z razvojem nacionalnih standardov znanja in preizkusov preverjanja znanja.
An even more recent trend is for schools to be accountable to a multiplicity of stakeholders beyond education authorities as such.
Uveljavljajo pa se tudi nove težnje, da bi bile šole odgovorne uporabnikom izobraževanja na splošno, ne le šolskim oblastem.
CHAPTER 1: IMPLEMENTATION OF SCHOOL AUTONOMY: UNDERLYING RATIONALE, HISTORICAL BACKGROUND AND POLICY FRAMEWORK
PRVO POGLAVJE: UVAJANJE ŠOLSKE AVTONOMIJE: TEORETIČNA IZHODIŠČA, ZGODOVINSKO OZADJE IN POLITIČNI OKVIR
Although the policy of school autonomy now seems widespread in Europe, this has been the result of a gradual process of implementation starting in the 1980s in a few pioneering countries and then expanding massively during the 1990s (section 1.1).
Čeprav je danes politika šolske avtonomije splošno sprejeta po vsej Evropi, je vendarle posledica postopnega uvajanja, ki se je v nekaj pionirskih državah začelo v osemdesetih letih, razmahnilo pa v devetdesetih (razdelek 1.1).
These reforms followed schools of thought current at the time (section 1.2).
Na podlagi tedanjih prevladujočih teorij so bile zasnovane reforme (razdelek 1.2), ki so bile večinoma vpeljane z vrha navzdol.
In the vast majority of cases, these reforms were imposed as part of a top-down decisionmaking process. Central governments allocated new responsibilities to schools, schools themselves were not the driving force, they did not participate in the development of the legislation beyond their traditional role in the consultation process for education reform (section 1.3).
Vlade so šolam podelile nove odgovornosti, šole pa pri tem niso imele besede in pri snovanju zakonodaje niso sodelovale, razen v svoji tradicionalni vlogi – v posvetovalnem postopku pripravljanja šolske reforme (razdelek 1.3).
The 1990s: decade of expansion of school autonomy
Devetdeseta leta: desetletje širjenja šolske avtonomije
With the exception of certain countries, school autonomy is not a tradition in Europe in either centralised or federal countries.
Razen v nekaterih državah šolska avtonomija v Evropi nima tradicije ne v centraliziranih ne v zveznih državah.
This type of school management was implemented in only a few pioneering countries from the 1980s onwards and in a limited way. The school autonomy movement did not really become widespread until the 1990s.
Avtonomnejše upravljanje šol je bilo vpeljano le v nekaj naprednih državah v osemdesetih letih, gibanje za šolsko avtonomijo pa se je razširilo šele v devetdesetih.
The trend continues in the current decade with new countries adopting this type of school management whilst the trail-blazers of the 1980s and 1990s are increasing the range of responsibilities held by schools.
Danes se ta trend nadaljuje, nove države privzemajo tovrstno upravljanje šole, medtem ko prvi začetniki vpeljevanja avtonomije iz osemdesetih in devetdesetih let dodeljujejo šolam še več odgovornosti.
Although there are distinct differences in the historical models of education organisation in Europe – federal systems in Germany and centralised systems in Spain, France, and Italy – two countries stand out in terms of their highly developed traditions of school autonomy – Belgium and the Netherlands. In both cases this tradition resulted from the ‘school wars’ between public and private education.
Čeprav so zgodovinski modeli organizacije izobraževanja po Evropi različni (zvezni sistemi v Nemčiji in centralizirani sistemi v Španiji, Franciji in Italiji), dve državi z visokorazvito tradicijo šolske avtonomije izrazito izstopata – Belgija in Nizozemska.V obeh je omenjena tradicija posledica t. i. šolskih vojn med javnim in zasebnim šolstvom.
Education in these countries was traditionally managed by ‘organising bodies’ (1) which enjoyed a high degree of freedom.
Izobraževanje so v teh dveh državah tradicionalno vodili t. i. organizacijski organi,2 ki so imeli večinoma proste roke.
Therefore, in the French, Flemish and German-speaking Communities in Belgium the independence enjoyed by grant- aided (public and private) (2) schools in the areas of teaching methods, management of human and other resources is supported by the Constitution (3) (Article 24 guarantees freedom of education) and by the system of education management traditionally delivered by organising bodies.
Zato je v francosko, flamsko in nemško govorečih skupnostih v Belgiji samostojnost pri izbiri metod poučevanja, upravljanja kadrovskih in drugih virov, ki jo uživajo javne in subvencionirane zasebne šole,3 zagotovljena z ustavo4 (24. člen zagotavlja svobodo izobraževanja) in s sistemom upravljanja izobraževanja, za katerega so tradicionalno odgovorni organizacijski organi.
In the Netherlands, in a similar context to the ‘school wars’, the freedom of teaching and school autonomy originated at the beginning of the 20th century.
Na Nizozemskem sta se svoboda poučevanja in šolska avtonomija pojavili na začetku 20. stoletja v podobnem kontekstu kot »šolske vojne«.
While the policies of the 1970s may have undermined the principle of school autonomy, since the 1980s, many responsibilities have been transferred to schools by the ‘organising bodies’ with the aim of stimulating innovation in schools.
Politika v sedemdesetih letih je sicer morda nekoliko oslabila načelo šolske avtonomije, vendar pa so od osemdesetih let naprej »organizacijski organi« številne odgovornosti začeli prenašati na šole, kar naj bi spodbudilo inovativnost v šoli.
However, with the exception of these countries, school autonomy is not a European tradition.
V Španiji na primer so leta 1985 z zakonom o pravici do izobrazbe (LODE) postavili temelje za šolsko avtonomijo.
Historically, schools have not had much freedom of movement in defining the curriculum and setting teaching objectives
Tudi Francija je kot del širokega programa decentralizacije leta 1985 sprejela predpis, ki je določal vsebino in oblike delne šolske avtonomije.
4 or in the management of finance and human resources (
Z istim zakonom so centralizirali učni program in organizacijo preverjanja znanja učencev, kar pomeni, da so na tem področju dela šole izgubile svojo avtonomijo.
2) Community schools in the public sector are directly accountable to the Minister and do not have a long tradition of autonomy.
(3) Šole v javnem sektorju odgovarjajo neposredno ministru in nimajo dolge tradicije avtonomije.
These institutions are in the minority and represent less than 20 % of primary schools and less than 50 % of secondary schools.
Te institucije so v manjšini, tako da predstavljajo manj kot 20 odstotkov osnovnih šol in manj kot 50 odstotkov srednjih šol.
3) During the transfer of education to the Communities in 1989, the basic principles recognised by the ‘School Pact’ political agreement signed in 1959 were directly incorporated into Article 24 of the Constitution.
(4) Med prenosom izobraževanja na skupnosti leta 1989 so v 24. člen ustave neposredno vnesli tudi osnovna načela iz političnega sporazuma Šolski pakt, podpisanega leta 1959.
The first clause recognises the ‘liberty of education’.
Prvi stavek priznava »svobodo izobraževanja«.
4) The United Kingdom is in a unique position in this sense as, historically, schools enjoyed extensive freedom in teaching matters, in particular with respect to local adaptation of the curricula whilst being closely supervised in their management of human resources and budgets by their ‘local authorities’.
(5) Združeno kraljestvo je glede tega v posebnem položaju, saj šole tradicionalno uživajo veliko svobode v pedagoških zadevah, posebno ko gre za prilagajanje učnih načrtov, hkrati pa so tudi pod strogim nadzorom lokalnih oblasti pri vodenju kadrov in proračuna.
During the 1990s the policy of school autonomy became more or less widespread.
V devetdesetih letih je postala politika šolske avtonomije bolj ali manj splošno razširjena.
The Nordic countries have all now adopted a system which couples political decentralisation with school autonomy.
Skandinavske države so do takrat že vse sprejele sisteme, ki politično decentralizacijo povezujejo s šolsko avtonomijo.
Following a political consensus, Austria adopted its first school autonomy reform in 1993.
V Avstriji so sprejeli prvo reformo šolske avtonomije leta 1993, potem ko je bil dosežen politični konsenz.
The breakdown of the former Soviet Union was the signal for the Czech Republic, Hungary (5), Poland, Slovakia as well as the Baltic States to adopt this method of school management.
Razpad nekdanje Sovjetske zveze je bil znak za Češko, Madžarsko,6 Poljsko, Slovaško in tudi baltske države, da so sprejele to metodo upravljanja šol.
In 1993, even before devolution in 1999, the Secretary of State for Scotland decided to extend the process of decentralisation begun within the framework of the United Kingdom reform by adopting a model of school management which is still in operation: the Devolved School System (DSM).
Leta 1993, torej še pred devolucijo leta 1999, se je državni sekretar na Škotskem odločil, da razširi proces decentralizacije, ki se je začel z reformo v Združenem kraljestvu, in vpeljal model upravljanja šol, ki je še vedno v veljavi: sistem prenašanja upravljavskih pristojnosti na šole.
A few years later, after a difficult parliamentary debate lasting several years, Italy adopted a policy of school autonomy in 1997.
Nekaj let pozneje, leta 1997, so v Italiji po zahtevni večletni parlamentarni razpravi sprejeli politiko šolske avtonomije.
Some countries began to consider school autonomy early in the present decade.
Nekatere države so o šolski avtonomiji začele razmišljati na začetku tega desetletja.
This is the case in Germany which ran pilot schemes in some Länder from 2004.
V Nemčiji so v nekaterih deželah leta 2004 začeli uvajati poskusne programe.
Lithuania, Luxembourg and Romania launched the process in 2003, 2004 and 2006 respectively.
Litva, Luksemburg in Romunija so ta proces sprožile v letih 2003, 2004 in 2006.
In the same way, schools in Bulgaria are going to acquire more freedom in terms of managing their budget, as part of the decentralisation movement which favours the municipalities.
Tudi v Bolgariji bodo šole dobile več svobode pri upravljanju s svojim proračunom, in sicer kot del decentralizacije, ki se bolj naslanja na občine.
Liechtenstein plans to develop schools with a specific profile at secondary level from 2008/09.
Lihtenštajn načrtuje, da bi lahko sekundarne šole od leta 2008/09 svobodneje razvijale svoj specični prol.
Countries which had already embarked on a policy of school autonomy have, in recent years, started to reinforce the powers already granted to schools.
Države, ki so že uvedle politiko šolske avtonomije, so zadnja leta začele še dodatno krepiti pristojnosti šol.
The new millennium seems to have triggered a second round of school autonomy reforms.
Kaže, da je novo tisočletje sprožilo drugi krog reform, ki povečujejo šolsko avtonomijo.
In Spain, the new 2006 Act on Education(LOE) currently being implemented, underlines the principle of school autonomy of schools in the areas of planning, management and organisation.
Novi zakon o izobraževanju 2006 (LOE), ki ga trenutno uvajajo v Španiji, poudarja načelo šolske avtonomije na področju načrtovanja, upravljanja in organizacije.
Schools are responsible for drawing up and implementing education and management plans under the supervision of their respective education authorities.
Šole bodo v prihodnje pod nadzorom ustreznih izobraževalnih organov odgovorne za načrtovanje izobraževanja in upravljanje.
In 2006, Latvia also put in place new regulations which seek to limit external control of schools.
Leta 2006 je tudi Latvija uveljavila nove predpise, s katerimi omejujejo zunanji nadzor nad šolo.