natgillin/translations-raw huggingface dataset:
Cover photograph: © European Parliament Mediateque
Informacijsko omrežje o izobraževanjuv Evropi
The aim of the forthcoming EU action programme ‘Citizens for Europe’ is to promote civic participation and a stronger sense of citizenship.
Izdalo: Ministrstvo za šolstvo in šport Za izdajatelja: dr. Andreja Barle Lakota Uredil: mag. Mitja Sardoč Prevod iz angleškega besedila: dr.
Extensive consultation was conducted with most sectors of civil society when preparing the programme proposal.
Marjan Šimenc Strokovni pregled: mag.
The programme will support projects and initiatives intended to make Europeans aware of their rights and responsibilities as citizens, to involve them actively in the process of European integration, and to develop among them a sense of belonging and European identity.
Mitja Sardoč Jezikovni pregled: Lektoriranje d.o.o.Gračna priprava: ČukGraf, tiskarna in trgovina, d.o.o.Tisk: ČukGraf Ljubljana, november 2005
This new Eurydice publication deals with the provision of citizenship education in schools and covers 30 European countries participating in the Eurydice Network. The comparative survey focuses on different national approaches to citizenship education and examines whether a European or international dimension has been officially incorporated into teaching of the subject in schools.
Pričujočo publikacijo je ob finančni podpori Evropske komisije (Generalnega direktorata za izobraževanje in kulturo) v angleščini in francoščini izdala Evropska enota Eurydice, v slovenščini pa Ministrstvo za šolstvo in šport.
The Council of Europe has proclaimed 2005 the European Year of Citizenship through Education.
Publikacija je objavljena na spletnih straneh Evropske enote Eurydice: http://www.eurydice.org Publikacija je v slovenskem in angleškem jeziku objavljena tudi na spletnih straneh slovenske informacijske točke Eurydice: http://www.mszs.si/eurydice Vsebina publikacije se lahko delno ponatisne, če ni v tržne namene in če se pred izvlečkom citira »Eurydice, informacijsko omrežje o izobraževanju v Evropi« ter navede datum izdaje dokumenta »maj 2005«.
The European Union actively supports the valuable work of the Council of Europe in promoting citizenship education, and I hope the present Eurydice survey will give yet further impetus to that support.
Prošnja za dovoljenje ponatisa se mora predložiti Evropski enoti.
Commissioner responsible for Education, Training, Culture and Multilingualism
CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana
General Introduction
SPREMNA BESEDA
Chapter 1:Citizenship and Education Policy
DRŽAVLJANSKA VZGOJA V EVROPI: IZZIVI, VPRAŠANJA IN DILEME mag. Mitja Sardoč
Main Orientations of Education Policy
Pomembno vlogo pri teh spremembah sta imela predvsem projekt Sveta Evrope (4) »Izobraževanje za
Approaches to Citizenship Education
) Izhodišča in operativni načrt za uresničevanje programa »Izobraževanje in usposabljanje 2010«, str. 3.
Daily Life at School
Državljanska vzgoja v Evropi
Participatory Initiatives in Schools
6 tično državljanstvo(
Teacher Education
Državljanska vzgoja v Evropi
GENERAL INTRODUCTION
Spremna beseda
Human Rights Education (1995 to 2004) (
• • organizacija obšolskih in izvenšolskih dejavnosti, ki spodbujajo participacijo učencev (npr. šolski parlament);
The Council of Europe has been carrying out its project on Education for Democratic Citizenship (
• vključitev evropske razsežnosti v osnovnošolskem in srednješolskem kurikulu.
On the basis of the findings and recommendations, the Council of Europe has set policy standards in the field of EDC and advocated their implementation by its member states.
Poučevanje državljanske vzgoje je izjemnega pomena za razvoj demokratične politične kulture, oblikovanje skupne državljanske identitete ter kultiviranje temeljnih državljanskih vrlin (kot npr. strpnosti in osebne odgovornosti) in vrednot, ki naj bodo skupne vsem državljanom določene demokratične skupnosti.
Several brochures, information packs, manuals and training kits on EDC have been made available.
Izobraževanje za demokratično državljanstvo je torej temeljnega pomena za promocijo
They are aimed at helping decision-makers, teachers and other practitioners to put EDC policies into effect in their various national contexts. The EDC project concludes at the end of 2005, which was officially proclaimed the European Year of Citizenship through Education (3).
»splošnih vrednot človekovega dostojanstva, svobode, enakosti in solidarnosti hkrati z načeloma demokracije in vladavine prava, predvsem zaradi uresničevanja in upoštevanja »temeljnih pravic v luči
In the last 10 years, the International Association for the Evaluation of Educational Achievement (IEA) has undertaken efforts to prepare and conduct an international Civic Education Study.
10 družbenih sprememb, družbenega napredka ter znanstvenega in tehnološkega razvoja«.(
reports were issued by the IEA in 2001 and 2002 (
11 vzgoje in izobraževanja v Sloveniji.(
) For further information see: < http://portal.unesco.org/education/en/ev.php-URL_ID=1920 & URL_DO=DO_TOPIC & URL_SECTION=201.html > . 2) For further information see: < http://www.coe.int/T/E/Cultural_Co-operation/education/E.D.C/ > . 3) For further information see: < http://www.coe.int/T/E/Com/Files/Themes/ECD/ > . 4) For further information see: < http://www.wam.umd.edu/~iea/ > . ( ( ( (
(11) 2. člen Zakona o osnovni šoli, ki ureja osnovnošolsko izobraževanje, med drugim določa, da so cilji osnovnošolskega izobraževanja v Sloveniji razvijanje zavesti o državni pripadnosti, narodni identiteti in védenja o zgodovini
Citizenship Education at Schoolin Europe
Državljanska vzgoja v Evropi
This comparative analysis is based on country descriptions supplied by the Eurydice National Units.
Dokument Združenih narodov A/51/506/ Add.1, priloga, razdelek 2.
Available on the
Demokratična vzgoja.
WWW: < http://europa.eu.int/comm/dgs/education_culture/civilsociety/decision_en.pdf > . (
Ljubljana: SDRŠP/i2.
Available on the WWW: < http://www.eu2004.nl/default.asp?CMS_TCP=tcpAsset & id=AB2CCD9E8D1A455FB3970D912B88791 > . 8
Izhodišča in operativni načrt za uresničevanje programa »Izobraževanje in usposabljanje 2010« (2004). Ljubljana: Ministrstvo za šolstvo in šport.
) has also published White Papers and studies on the issue, as a result of which it has become a priority area for many European countries.
Priporočilo 2002 (12) odbora ministrov Sveta Evrope o izobraževanju za demokratično državljanstvo. Strasbourg: Svet Evrope.
European Communities, 1998); European Commission: Open Learning Environment, Active Citizenship and Social Inclusion.
Zakon o osnovni šoli (1996).
Implementation of Education and Training 2010 Work Programme: Progress Report.
Ljubljana: Ministrstvo za šolstvo in šport.
The structure of the comparative analysis follows the one adopted for the country descriptions which, as already pointed out, are available on the Eurydice website.
V zadnjih letih je spodbujanje družbene kohezije in dejavnejšega vključevanja državljanov v družbenem in političnem življenju postalo ključna tema v vseh evropskih državah.
It consists of six chapters, each dealing with a different aspect of citizenship education at school in Europe.
Ta cilj odločno podpira tudi Evropska komisija.
The questions, which were put to the National Units in the Guide to Content, are referred to at the beginning of each chapter.
V svojem uradnem sporočilu iz leta 2004 z naslovom Gradnja naše skupne prihodnosti: politični izzivi in proračunska sredstva razširjene Unije 2007-2013 je komisija jasno opredelila razvoj evropskega državljanstva kot eno od pomembnejših dejavnosti EU.
Chapter 1 considers whether individual European countries have their own official interpretation of the term, and how it is expressed in their legislation.
Cilj prihodnjega akcijskega programa EU »Državljani za Evropo« je spodbujanje vključevanja državljanov in močnejšega občutka pripadnosti svoji državi.
It is thus not easy to reach a definition applicable to all countries for the purpose of addressing the concept of citizenship education in Europe as a whole.
Ta sedemletni program naj bi nasledil sedanji akcijski program, ki se konča leta 2006, in Evropski uniji priskrbel instrumente, ki jih potrebuje za dosego teh ciljev.
Chapter 2 examines different approaches in official school curricula that are used to provide citizenship education.
Ob pripravi predloga programa so potekala obsežna posvetovanja z večino sektorji civilne družbe.
Provision may either take the form of a specific separate school subject (named differently from one country to the next), a topic integrated in other subjects (such as history, geography, etc.) or a crosscurricular theme.
Program bo podpiral projekte in pobude, katerih namen je Evropejce ozavestiti o njihovih državljanskih pravicah in odgovornostih, jih vključiti v proces evropske integracije in pri njih razviti pripadnost Evropi.
Chapter 3 discusses how responsible civic behaviour by pupils is promoted in daily school life through the ‘culture’ of schools.
Razvoj odgovornega državljanskega ravnanja je mogoče spodbujati že zelo zgodaj.
The chapter considers how pupils (and their parents) are involved in the functioning of schools and given an opportunity to actively practise their own civic skills. The importance of participation by pupils in formal bodies such as pupil or school councils is highlighted, and the chapter also includes examples of how schools can involve pupils in making an active contribution to the society.
Državljanska vzgoja, ki uči o pravicah in dolžnostih državljanov, o spoštovanju demokratičnih vrednot in človekovih pravic, pomenu solidarnosti, strpnosti in aktivne udeležbe v demokratični družbi, je način, kako vzgojiti otroke in mladino v odgovorne in dejavne državljane.
The focus in Chapter 4 is on the evaluation of the provision of citizenship education in schools.
Nova publikacija omrežja Eurydice obravnava državljansko vzgojo v šolah in zajema 30 evropskih držav, ki so vključene v Eurydice.
Two main aspects are examined: first, whether and how pupils are assessed in relation to their education in citizenship and, secondly, ways in which schools may be evaluated as regards their curricular or other forms of provision in this area.
Primerjalni pregled se osredinja na različne nacionalne pristope k državljanski vzgoji in raziskuje, ali je bila evropska oziroma mednarodna razsežnost uradno vključena v poučevanje tega predmeta na šolah.
Chapter 5 discusses whether and how specific teacher education in citizenship is organised and how teachers may be supported in their daily work on citizenship.
Pregled kaže, da ima večina evropskih držav izdelan način obravnave tega področja.
Several players may be involved in providing such support, including education authorities, public or private centres for continuing professional development, institutes for curricular development or other educational research centres, and nongovernmental organisations.
Izboljšave v usposabljanju tistih, ki poučujejo državljanstvo, in učinkovitejše spodbujanje dejavne udeležbe učencev v družbi nasploh najbrž predstavljajo velike izzive v prihodnjih letih.
Finally, Chapter 6 is devoted to analysing the European dimension of citizenship education.
Svet Evrope je leto 2005 razglasil za evropsko leto državljanske kulture.
The chapter tries to find out whether citizenship education at school has a European dimension and, if so, how it is put into practice.
Evropska unija je dejavno podpirala pomembno delo Sveta Evrope pri spodbujanju državljanske vzgoje.
Therefore, official curricula and the wider school context are analysed for any references to European issues.
Upam, da bo ta pregled Eurydicea dal še dodatno spodbudo tej podpori.
Furthermore, teacher education and any support measures related to the European dimension are also being discussed.
Evropski komisar za izobraževanje, usposabljanje, kulturo in večjezikovnost
Citizenship Education at Schoolin Europe
Koncept odgovornega državljanstva
In the Czech Republic, for example, the responsibility of citizens for other people and the community as a whole is stressed in the Constitution.
Cilji in vsebina državljanske vzgoje
The Curricula state that ‘responsible citizenship’ is based, for example, on moral principles and fundamental values.
Tretje poglavje: Kulturašolein vključevanje vživljenjeskupnosti
Estonia, for instance, has launched a special State Integration Programme which runs from 2000 until 2007.
Šesto poglavje: Evropskarazsežnost državljanske vzgoje
Chapter 1 – Citizenship and Education Policy
Izobraževalna, znanstvena in kulturna organizacija Združenih narodov (Unesco) je na primer dejavno podprla zamisel o državljanski vzgoji na globalni ravni z desetletjem Združenih narodov za izobraževanje za človekove pravice (1995-2004).(1)
As schools are one of the main institutions for socialisation, it is also essential to examine how ‘responsible citizenship’ is being promoted by the education policy of each country via its school system.
Svet Evrope od leta 1997 izvaja projekt »Izobraževanje za demokratično državljanstvo«.(2) Projekt predstavlja forum za razpravljanje med strokovnjaki in praktiki izobraževanja za demokratično državljanstvo po vsej Evropi, z namenom opredeliti koncepte, razviti strategije in zbirati primere dobre prakse izobraževanja za demokratično državljanstvo.
All countries stated that the concept is promoted, in some cases as a priority, through educational legislation, white papers, action plans and decrees, etc.
Na podlagi njihovih spoznanj in priporočil je Svet Evrope izdelal standarde izobraževalne politike na področju izobraževanja za demokratično državljanstvo in zagovarjal njihovo implementacijo v državah članicah.
Most of them explain how pupils or students are guided through the school system towards the three aims of citizenship education referred to above, namely the development of political literacy, critical thinking and certain attitudes and values, and active participation.
Pripravljene so bile številne brošure, informativne publikacije, priročniki in izobraževalni kompleti za tako izobraževanje.
In the German Land of North Rhine-Westphalia, for example, Article 1 of the Erstes Gesetz zur Ordnung des Schulwesens (First Law for the Order of the School System) states: Young people must be educated in the spirit of humanity, democracy and freedom, with the aims of tolerance and respect for the convictions of others, and of responsibility for the preservation of the natural living environment. (…) Young people should be able and willing to prove successful in serving the community, their family and profession, the people and the State.
Njihov cilj je pomagati snovalcem politik, učiteljem in drugim praktikom s tega področja pri uresničevanju politik izobraževanja za demokratično državljanstvo v različnih nacionalnih kontekstih. Projekt »Izobraževanje za demokratično državljanstvo« se konča leta 2005, ki je bilo uradno razglašeno za evropsko leto državljanske kulture.(3)
According to the Primary School Curriculum (2003) in Cyprus, education provided in public-sector schools aims at the harmonious development of responsible and democratic persons with the knowledge, skills, and attitudes to face a continuously changing world.
V zadnjih desetih letih je Mednarodno združenje za evalvacijo dosežkov v izobraževanju (IEA) pripravilo in izvedlo mednarodno študijo o državljanski vzgoji in izobraževanju.
In Finland, the Basic Education Act (1998) emphasises that the purpose of the education described in this law is to support the development of pupils as humanitarian human beings and ethical and responsible members of society.
Na ravni EU je Lizbonska strategija začrtala pot ekonomiji, ki temelji na znanju, in novo evropsko socialno agendo do leta 2010.
Furthermore, a Government decree issued by the Ministry of Education in December 2001 states that the target of education is to support pupils as they develop into harmonious people with a healthy ego and into members of society who have the skills to critically view their social and natural environment.
Družbena vključenost in dejavno državljanstvo sta politična cilja, ki imata v Lizbonski strategiji središčni pomen.V tem kontekstu je mogoče izobraževalni sistem pojmovati kot najpomembnejši medij posredovanja in prikaza načel enakosti, vključevanja in kohezije.
The basis for this is their respect for life, nature and human rights, as well as appreciation of their own and others’ learning and work.
Zato imata družbena vključenost in dejavno državljanstvo pomembno mesto v treh strateških ciljih evropskega sistema izobraževanja in usposabljanja, ki jih je sprejel Svet Evrope marca 2001, in sicer kakovost, dostopnost in odprtost evropskega izobraževanja v svet.(5)
It should be noted that some Nordic countries such as Estonia, Finland, Iceland and Norway include respect for nature as an element to be promoted when developing the ‘responsible citizenship’ of pupils.
Z nedavno širitvijo EU je koncept državljanstva spet dobil pomembno mesto v politični agendi. S širitvijo in vedno večjo povezanostjo Evrope je postalo vse pomembnejše, da se mladim pojasni pomen odgovornega državljanstva v družbi, ki temelji na demokraciji.
A few countries establish an explicit link between education on the one hand and religion and/or Christianity on the other.
Zato jim je treba priskrbeti tudi bistvene elemente pozitivne državljanske drže.
Preparing young citizens for constructive participation in national and European society is one of the main aims of educational reform in the new EU Member States, especially in the former socialist countries.
Zato je bila pri splošnem direktoratu Evropske komisije za izobraževanje in kulturo v začetku leta 2003 ustanovljena delovna skupina za odprto učno okolje, aktivno državljanstvo in socialno vključevanje.
Over the last decade, major reforms have taken place in the countries of eastern Europe.
) za spodbujanje dejavnega državljanstva, ki naj bi podprl niz teles in dejavnosti na tem po- dročju.
Reforms of the public-sector school system have been inspired by the common European heritage of political, cultural and moral values reflected in human rights, as befits any State governed by the rule of law but based on pluralistic democracy, tolerance and solidarity.
Cilj programa je razvijanje vrednot, približevanje ciljev EU njenim državljanom, državljane vključiti v razmislek in razpravo o prihodnosti EU, okrepiti vezi med državljani različnih držav in spodbujati pobude
All Eastern European countries refer to the importance of strengthening their potential for integration and social cohesion.
) Program se bo končal konec decembra 2006. Pripravlja pa se že predlog naslednjega programa.
Further emphasis is placed on the need for a special transition from the acquisition of pure facts by pupils to developing the skills and competence they require to lead healthy responsible lives in which they interact knowledgeably with other members of society.
Pričujoča primerjalna analiza temelji na opisih držav, ki so jih priskrbele nacionalne enote Eurydice. Da bi od njih dobili ustrezne podatke, je Evropska enota Eurydice (EEU) s sodelovanjem nacionalnih enot v začetku leta 2004 pripravila Vodnik po vsebini (Guide to Content), v katerem so navedene skupne smernice in denicije.
The National Education Strategy for 2003-2012 in Lithuania defines the mission of education as follows: to help individual people understand the contemporary world, acquire cultural and social competence and become independent, active and responsible, as well as willing and able to learn constantly and build their own life together with that of their community.
(7) Za več informacij glejte spletno mesto: < http://europa.eu.int/comm/dgs/education_culture/activecitizenship/index_en.htm > . (8) Svet EU: Odločitev Sveta z dne 26. januarja 2004 o ustanovitvi Programa dejavnosti skupnosti za spodbujanje dejavnega evropskega državljanstva (državljanske participacije). 2004/100/EC (Luksemburg, 4. februar 2004).
The Council of Europe recommendations (2002) on Education for Democratic Citizenship make clear that all levels of the education system should play their part in implementing this concept in the curriculum, either as a specific school subject or a crosscurricular theme.
Zapomniti si velja, da je bilo EEU v veliko pomoč delo projekta Sveta Evrope »Izobraževanje za demokratično državljanstvo«, ki smo ga že omenili. Različni dokumenti in regionalna poročila, ki vsebujejo dragocene podatke o številnih državah članicah omrežja Eurydice, so bili že objavljeni kot del omenjenega projekta.
The same recommendations call for multidisciplinary approaches to facilitate acquisition of the knowledge, attitudes and skills required for
Omrežje Eurydice se je tako lahko bolj osredinilo na podatke o temah, ki jih Svet Evrope še ni podrobneje obravnaval.
1 people to live together harmoniously in a democratic and multicultural society (
Te de-nicije so bile v neki meri pogojene z denicijami Sveta Evrope v projektu »Izobraževanje za demokratično
This chapter focuses on the status of citizenship education in official school curricula and examines the following questions:
V zadnjih desetletjih se je družba spremenila in z njo tudi teoretične koncepcije in praktična udejanjanja državljanstva.
How is the issue of responsible citizenship dealt with explicitly in school curricula?
S tem ko življenjski slogi in modeli naših odnosov z drugimi postajajo vse bolj raznoliki, se koncept počasi širi in spreminja.
What are the aims and content of citizenship education as specified and explained in the curriculum?
Pojem odgovornega državljanstva zastavlja vprašanja o zavedanju pravic in dolžnosti ter njihovem poznavanju.
Does the curriculum focus on the principles of active participation by pupils in community life, as well as on their sense of belonging to a community and sharing common values?
Tesno povezan je tudi z državljanskimi vrednotami, kot so demokracija in človekove pravice, enakost, aktivno vključevanje, partnerstvo, družbena kohezija, solidarnost, strpnost do raznolikosti in družbena pravičnost.
Are there specified targets for the various kinds of competence that pupils should acquire as a result of citizenship education?
Koncept odgovornega državljanstva je postal vse bolj razširjen, zlasti v priporočilih
From the curricular standpoint, citizenship education may be organised in different ways, depending on the level of education and organisation of the curriculum in the country concerned.
14) in resolucijah, ki se nanašajo na teme, ki so jih sprejele države članice Sveta Evrope.( je o tem vprašanju objavila tudi bele knjige in študije, tako da je postalo prednostno področje za mnoge evropske države.
Figure 2.1: Approaches to citizenship education as specified in the curriculum for primary, general lower and upper secondary education, 2004/05
Razvoj politične pismenosti naj bi vključeval: učenje o družbenih, političnih in državljanskih institucijah ter človekovih pravicah;
Source: Eurydice.
In končno, dejavno vključevanje učencev je mogoče spodbujati, če:
Additional notes
Vsebina
Belgium (BE de): With effect from 2006/07, citizenship education will become a crosscurricular theme in primary education.
Struktura pričujoče primerjalne analize sledi strukturi, ki je bila sprejeta za opise držav (na voljo na spletni strani Eurydice).
Ireland: Citizenship education is a significant component of Social, Personal and Health Education at primary level.
Sestavlja jo šest poglavij, ki se ukvarjajo s posameznimi vidiki državljanske vzgoje v evropskih šolah.
Finland: In the new curriculum for lower secondary education (years 7-9), which has to be in use by 1 August 2006, ‘citizenship education’ (yhteiskuntaoppi) will be a separate subject and also a crosscurricular topic.
Na začetku vsakega poglavja so navedena vprašanja, ki so bila zastavljena enotam Eurydice v posameznih državah, in sicer v Vodniku po vsebini.
The same regulation applies to the new national core curriculum for general upper secondary education, which is being implemented in August 2005.
Prvo poglavje obravnava vprašanje, ali imajo posamezne evropske države svojo uradno interpretacijo izraza državljanstvo in kako se ta izraža v zakonodaji.