natgillin/translations-raw huggingface dataset:
I/6b Minoritenplatz 5 1014 Wien Contribution of the Unit: experts: Angelika Paseka, Angela Wroblewski
I/6b Minoritenplatz 51014 Wien Prispevek enote: strokovnjakinji: Angelika Paseka, Angela Wroblewski
Gender Differences in Educational Outcomes.
Razlike med spoloma pri izobraževalnih dosežkih.
Study on the Measures Taken and the Current Situation in Europe
Študija o položaju v Evropi in sprejetih ukrepih
Descriptors: gender equality, debate, education policy, legislation, learning outcome, evaluation of students, repeating, dropout, curriculum, curriculum subject, gender, coeducation, guidance, teaching practice, teaching profession, headteacher, teacher education, primary education, secondary education, higher education, comparative analysis, Turkey, EFTA, European Union
Ključne besede: enakost spolov, razprava, izobraževalna politika, zakonodaja, izobraževalni dosežek, ocenjevanje učencev, ponavljanje, osip, kurikulum, kurikularni predmet, spol, skupno izobraževanje, usmerjanje, poučevanje, učiteljski poklic, ravnatelj, izobraževanje učiteljev, primarno izobraževanje, sekundarno izobraževanje, visoko šolstvo, primerjalna analiza, Turčija, EFTA, Evropska unija
This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice).
Education, Audiovisual & Culture Executive Agency Predšolska vzgoja in varstvo v Evropi: odpravljanje socialne in kulturne neenakosti
Text completed in January 2009.
Študijo v slovenskem prevodu izdaja © Ministrstvo za šolstvo in šport (2009)
© Education, Audiovisual and Culture Executive Agency, 2009.
Ljubljana, maj 2009
The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded b y a reference to 'Eurydice network', followed by the date of publication of the document.
CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana
For several years now, in the context of public budget constraints, globalisation and demographic change there has been a debate at the European level about the need for efficient investment in education. The current world financial and economic crisis will no doubt inject further urgency into this debate.
PREDŠOLSKA vzgoja in varstvo v Evropi: odpravljanje socialne inkulturne neenakosti / [avtorici slovenskega poročila Nada Turnšek, Marcela Zorec Batistič; prevod Katarina Majerhold; uredila Tatjana Plevnik]. - Ljubljana: Ministrstvo za šolstvo in šport; Brussels: EACEA P9 Eurydice, 2009
1 systems () 'the evidence shows that, viewed in a wider perspective, equity and efficiency are in fact mutually reinforcing'.
ISBN 978-961-6101-46-2 (Ministrstvo za šolstvo in šport)ISBN 978-92-9201-021-8 (EACEA P9 Eurydice)DOI 10.2797/13438
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Sedanja finančna in ekonomska kriza nas nedvomno opominja, da je nujna.
This new study from Eurydice is part of the follow-up to the 2006 Communication on Equity and Efficiency.
Toda – kot je komisija leta 2006 zapisala v Sporočilu o učinkovitosti in pravičnosti v evropskih sistemih izobraževanja in usposabljanja – »dokazi kažejo, da se, širše gledano, enakost in učinkovitost vzajemno krepita«.1 To še posebej velja za predšolsko vzgojo.
The study presents the available crossnational data and examines national policies on early childhood education and care in Europe.
Pričujoče poročilo omrežja Eurydice pomeni nadaljevanje Sporočila o enakosti in učinkovitosti.
As such, I believe it is essential reading for anyone involved in the provision of preprimary education, which is a major and immediate challenge facing European Education systems and is closely related to the challenges facing our societies as a whole today.
Zato menim, da je poročilo pomembno za vsakogar, ki se ukvarja s predšolsko vzgojo. Predšolska vzgoja je neposreden izziv za izobraževalne sisteme v Evropi in je tesno povezana z izzivi, s katerimi se zdaj spoprijema naša družba kot celota.
Commissioner responsible for Education, Training, Culture and Youth
Komisar za izobraževanje, kulturo in mladino
Executive summary
Kratek povzetek
Chapter 1: The impact of High Quality Education and Care on the Development of Young Children: Review of the Literature
1. poglavje: Vpliv najkakovostnejše predšolske vzgoje in varstva na majhne otroke: pregled literature
Introduction 1.1.
1.1 Vzroki za prikrajšanost v predšolski vzgoji
Causes of early education disadvantages 1.2.
1.2 Modeli predšolske vzgoje in varstva ter njihova učinkovitost
Models of preprimary education and care and their efficacy 1.3.
1.3 Institucionalna predšolska vzgoja in varstvo: pedagogika in kurikulum
Centrebased care and education: pedagogy and curriculum 1.4.
1.4 Institucionalna predšolska vzgoja in varstvo: urejanje strukturne in procesne kakovosti
Centrebased care and education: regulating structural and process quality 1.5.
1.5 Dolgoročne koristi, oblikovanje vzgojnih sistemov in ovire pri vpisu v predšolsko vzgojo
Chapter 2: Background Indicators
2. poglavje: Socialno-ekonomski kazalniki
Single parent families 2.3.
2.3 Državljanstvo
Nationality 2.4.
2.4 Finančna negotovost gospodinjstev
Financial insecurity of households 2.5.
2.5 Vključenost
Participation 2.6. Financing of ECEC programmes (ISCED 0)
2.6 Financiranje programov predšolske vzgoje in varstva (ISCED 0)
Chapter 3: Access to Early Childhood Education and Care
3. poglavje: Dostop do predšolske vzgoje in varstva
Capacity planning and demand 3.3. Measures to increase access for children at risk 3.4.
3.4 Ocena dostopnosti in usmerjenih intervencijskih programov
Evaluating the accessibility and targeted interventions
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
Chapter 4: Organisation of Provision and Approaches to Education
4. poglavje: Organizacija predšolske vzgoje in varstva ter načini vzgoje
Introduction 4.1.
4.1 Merila za delo v predšolski vzgoji in varstvu
Functional parameters 4.2.
4.2 Kurikulumi, načini dela in cilji
Curricula, approaches and objectives 4.3.
4.3 Pobude za ogrožene skupine
Chapter 5: Education and Training of Staff and Professional Profile
5.1 Začetno izobraževanje strokovnih delavcev
Continuing professional development
Povzetek in sklepne ugotovitve
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Predšolska vzgoja in varstvo za 3- do 6-letne otroke – prva stopnica na izobraževalni lestvici
Chapter 6: Financing of Early Childhood Education and Care
Vzgoja za otroke, mlajše od 3 let, še vedno ni v celoti priznana kot stopnja izobraževanja
Responsibility for financing ECEC provision 6.2.
Kakšen način dela izbrati za vzgojo majhnih otrok?
Reducing the gap in educational outcomes resulting from socioeconomic inequalities through high-quantity ECEC and support for parents
Dodatek 1: Preglednica A: Javni organi, odgovorni za predšolsko vzgojo in varstvo, 2006/2007
This study explores the available crossnational data and national policies on early childhood education and care (later – ECEC) in Europe.
Pričujoča študija preučuje razpoložljive podatke in obravnava nacionalne politike o predšolski vzgoji in varstvu (skrajšano PVV) v Evropi.
Early childhood education and care in this study refers to publicly subsidised and accredited provision for children under compulsory school age.
V študiji se predšolska vzgoja in varstvo nanašata na javno subvencionirano in akreditirano ponudbo programov za otroke, ki niso šoloobvezni.
‘Education’ and ‘care’ are combined in the phrase to underline that services for young children can combine care, developmental and learning opportunities.
Stalna besedna zveza »vzgoja in varstvo« poudarja, da storitve za majhne otroke združujejo varstvo, razvojne in učne priložnosti.
The study addresses the general issues regarding the ECEC along with efforts to improve efficiency and equity in education.
Študija obravnava splošne teme o predšolski vzgoji in varstvu, skupaj s prizadevanji za večjo učinkovitost in izenačevanje možnosti v vzgoji.
The emphasis is placed on policies geared specifically for at risk children.
Poudarek je na politikah, ki so prilagojene ogroženim otrokom.
Defining at risk children this study uses OECD category 'C/Disadvantages' for 'pupils with special educational needs', namely 'children with disadvantages stemming mainly from socioeconomic, cultural and/or language factors.
V študiji je pri deniranju ogroženosti otrok uporabljena denicija OECD, tj. »C-prikrajšanost« za »otroke s posebnimi vzgojno-izobraževalnimi potrebami, to je za otroke, ki so prikrajšani zaradi socialnih, ekonomskih, kulturnih oziroma jezikovnih dejavnikov.
The need arises from disadvantages attributable to these factors'.
Njihove potrebe izhajajo iz prikrajšanosti, ki jih lahko pripišemo omenjenim dejavnikom«.
This therefore excludes measures for children with special educational needs due to organic disabilities and/or illness requiring extended hospitalisation (which is central to the work carried out by the European Agency for Development in Special Needs Education).
Izvzeti so ukrepi za otroke s posebnimi vzgojno-izobraževalnimi potrebami zaradi fizičnih nezmožnosti oziroma bolezni, ki zahtevajo dolgotrajno bolnišnično zdravljenje (s tem se ukvarja Evropska agencija za razvoj izobraževanja otrok s posebnimi potrebami).
Disadvantage arising from living in rural and remote areas is included in this broad definition.
Navedena široka denicija pa zajema tudi prikrajšanosti, ki izhajajo iz življenja na podeželju in oddaljenih območjih.
When available, national definitions of children at risk are presented in the Annex 1 Table B.
Nacionalne denicije ogroženih otrok so, kolikor si jih je bilo mogoče pridobiti, prikazane v dodatku B.
The study covers the 30 member countries of the Eurydice Network ().
Študija zajema 30 držav članic omrežja Eurydice.3
The reference year of the study is 2006/07. The background Eurostat data mostly refers to 2005/06.
Podatki v študiji so za leto 2006/07, podatki Eurostata pa večinoma za leto 2005/06.
The study analyses only accredited and subsidised ECEC provision, which includes public provision as well as semi-private provision for children aged from birth to the age at which they enter compulsory primary school.
Študija analizira le akreditirano in subvencionirano predšolsko vzgojo in varstvo, in sicer javno in javnozasebno ponudbo za otroke od rojstva do vstopa v obvezno šolo.
Public provision is publicly run and funded, while semi-private provision is run privately (understood in the broadest sense to mean any provider which is not a public authority), but receives at least some public funding and is subject to public control and quality standards.
Javna ponudba pomeni, da jo fininacira in upravlja država, javnozasebno pa vodijo zasebniki (v širšem smislu izvajalci, ki niso javne institucije), vendar vsaj delno prejemajo javna sredstva in zanje veljajo javni nadzor ter ustrezni standardi kakovosti. Analizirana je le institucionalna vzgoja in varstvo, domača vzgoja pa ni zajeta.
All measures introduced by the public authorities, regardless of their administrative level or the ministry responsible for them, are considered (the public authorities that are responsible for ECEC in each country are listed in the Annex 1 Table A).
Obravnavani so vsi ukrepi javnih organov ne glede na njihovo upravno raven ali pristojno ministrstvo (javni organi, v posameznih državah pristojni za predšolsko vzgojo in varstvo, so navedeni v dodatku A).
They may emanate from the education authorities or authorities responsible for other sectors, or be joint measures.
Ukrepe lahko sprejemajo izobraževalni organi ali organi, pristojni za druga področja, ali pa so ukrepi skupni.
They may focus on centres caring for young children or on families.
Lahko so usmerjeni le na vzgojo ali pa so del širših socialnih politik.
Private initiatives are excluded.
Zasebne pobude so izvzete.
Turkey, a member of the Eurydice Network, did not contribute to this study.
3 Turčija, članica omrežja Eurydice od leta 2004, v tej študiji ni sodelovala.
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
Chapter 1 presents an overview of research into the effects of early childhood education and care for disadvantaged low income and ethnic minority children.
Drugo poglavje predstavi izhodiščne kazalnike na področjih, povezanih s predšolsko vzgojo in varstvom v Evropi.
It integrates what is currently known from the research about the pedagogical quality, curriculum content, structural quality and overarching systems design of preprimary education.
Poleg splošnega pregleda o številu gospodinjstev z majhnimi otroki obravnava dejavnike, ki povzročajo vzgojne in izobraževalne razlike.
Chapter 2 provides background indicators in areas linked to ECEC in Europe.
Mednje spadajo razširjenost enostarševskih gospodinjstev, delež otrok brez državljanstva in finančna negotovost gospodinjstev z majhnimi otroki.
The general levels of participation in early childhood education and care and financing of preprimary education are presented.
Predstavljeni so tudi splošni podatki o vključenosti otrok v predšolsko vzgojo in varstvo ter financiranje predšolske vzgoje.
The chapter is based on Eurostat data.
Poglavje se sklicuje na podatke Eurostata.
Chapter 3 discusses access to early childhood education and care in European countries.
Tretje poglavje obravnava dostop do predšolske vzgoje in varstva v evropskih državah.
It describes the structure of ECEC, covering age at which children may attend these programmes, models of organisation, capacity planning and demand.
Opisuje ureditev predšolske vzgoje in varstva, starost otrok, pri kateri se ti lahko vpišejo, modele organiziranosti, načrtovanje zmogljivosti in povpraševanje.
A special section is devoted to the barriers to participation that place children at risk of exclusion.
Poseben razdelek je namenjen oviram pri vpisu, zaradi katerih otrokom grozi izključenost.
Policies aimed to broaden the access are presented.
Predstavljene so tudi politike, namenjene širjenju dostopa.
Chapter 4 describes organisation of provision and approaches to education.
Četrto poglavje opisuje organiziranost predšolske vzgoje in varstva in vzgojne načine.
Standards regarding group sizes and health and safety requirements are presented as indicators of quality.
Predpisi o velikosti skupine in varnostne zahteve so predstavljeni kot kazalniki kakovosti.
The objectives attributed to the various organisational structures of ECEC are summarised, as well as dominant educational models and curriculum.
Predstavljeni so povzetki ciljev različnih organizacijskih modelov, pa tudi prevladujoči modeli predšolske vzgoje in kurikuluma.
The chapter highlights the common conceptual division between care and education function, which is reflected in most countries by organising separate provision for children younger and older than 3 years.
Poglavje osvetli znano konceptualno ločitev varstva in vzgoje, ki se v večini držav kaže kot organizacija ločene ponudbe za mlajše otroke in otroke, starejše od 3 let.
Approaches and initiatives for children at risk are discussed in greater detail as well as partnerships with parents.
Načini in pobude za delo z ogroženimi otroki so obravnavani podrobneje, enako velja za sodelovanje s starši.
Chapter 5 is devoted to education and training of staff.
Peto poglavje je posvečeno izobraževanju in usposabljanju strokovnih delavcev.
It covers the initial training of staff and the continuing professional development.
Obravnava začetno izobraževanje in stalno strokovno izpopolnjevanje.
The minimum requirements for the level and duration of initial training are presented distinguishing staff working with younger and older children, when applicable.
Predstavljene so minimalne zahteve o ravneh izobrazbe in trajanju začetnega izobraževanja, če je bilo potrebno, posebej za strokovne delavce, ki delajo z mlajšimi otroki, in tiste za starejše otroke.
The staffing structure in the settings is indicated.
Prikazana je kadrovska struktura v predšolski vzgoji in varstvu.
Training for dealing with children at risk is discussed both regarding the initial training and the opportunities for continuing professional development.
Obravnavano je tudi usposabljanje za delo z ogroženimi otroki, in sicer med začetnim izobraževanjem in s stalnim strokovnim izpopolnjevanjem.
Chapter 6 focuses on the financing of early childhood education and care provision discussing the levels involved, i.e. central and/or local to family level contributions through fees.
Šesto poglavje je posvečeno financiranju predšolske vzgoje in varstva ter obravnava vse ravni, od centralne do lokalne in družinskih prispevkov.
The financial strategies that facilitate the provision for children from disadvantaged groups are explicitly addressed.
Posebej so predstavljene finančne strategije, ki spodbujajo ponudbo za otroke iz prikrajšanih skupin.
The summary and conclusions are highlighted in the last chapter.
Povzetek in sklepne ugotovitve so prikazani v zadnjem poglavju.
Annexes include tables listing public authorities responsible for ECEC and national definitions of children at risk as well as short descriptions of national frameworks on ECEC from 18 countries of the Eurydice Network.
Dodatki vsebujejo preglednice, v katerih so navedeni javni organi, pristojni za predšolsko vzgojo in varstvo, nacionalne denicije ogroženih otrok in kratke denicije nacionalnih sistemov predšolske vzgoje in varstva v 19 državah, članicah omrežja Eurydice.
Detailed national descriptions of seven countries (German-speaking Community of Belgium, France, Lithuania,
Podrobni nacionalni opisi sedmih držav, članic omrežja Eurydice (nemško govoreče skupnosti v Belgiji, Francije, Litve, Madžarske, Nizozemske, Poljske in Slovenije), so objavljeni na www.eurydice.org.
Introduction
KRATEK POVZETEK
Hungary, the Netherlands, Poland and Slovenia) of the Eurydice Network are available on www.eurydice.org.
Strokovnjaki prav tako soglašajo, da morajo imeti strokovni delavci, ki so v predšolskih institucijah pristojni za vzgojne dejavnosti, specializirano visokošolsko izobrazbo.
The data collection tool (available on the website) for this study has been elaborated in close cooperation with the national units of Eurydice and a special Eurydice network working group on equity in ECEC.
Toda starši z nizkimi dohodki ter etnične in sociolingvistične manjšine lahko zaradi svojih kulturnih in verskih prepričanj bolj cenijo domačo vzgojo oziroma menijo, da mora za majhne otroke skrbeti mati.
Answers to this tool (national contributions) have been provided by the Eurydice national units, while the European unit of Eurydice has drafted the comparative study.
Raziskave prav tako razkrivajo, da je domača predšolska vzgoja ponavadi manj učinkovita od institucionalne, saj starši niso primerno usposobljeni za programske naloge.
Scientific experts in the fields have also contributed.
Druga razlaga je, da domače okolje ni najprimernejše za optimalno poučevanje in učenje.
All the contributors to this study are acknowledged at the end of the volume.
Sedanja znanstvena razprava poudarja pomen uravnoteženosti različnih vzgojnih možnosti.
Education and Training Systems’ adopted by the Commission in September 2006 () which explicitly refers to preprimary education 'as an effective means to establish the basis for further learning, preventing school drop-out, increasing equity of outcomes and overall skill levels'.
V Evropi skoraj vsako osmo gospodinjstvo (12 odstotkov) vzdržuje otroka, mlajšega od 6 let.
The study examines the available crossnational data and national policies on early childhood education and care (ECEC) in Europe.
V Španiji, na Cipru in Portugalskem je omenjenih gospodinjstev več kot 15 odstotkov.
What do we learn from scientific research on early childhood education and care?
Drugič, med otroki, mlajšimi od 6 let, je 3 odstotke takih, ki nimajo državljanstva.
The preprimary age is an especially sensitive period in children’s development.
V večini držav je zaposlenost matere jasno povezana s starostjo otroka.
A range of socioeconomic factors can have a significant negative impact on children’s psychological development and chances of success at school.
Starost otrok pa ne vpliva na stopnjo delovne aktivnosti moških, zato je sistematično višja kot pri ženskah.
These include: poverty; belonging to disadvantaged social classes; functional illiteracy and low levels of educational attainment of parents; and religious traditions associated with a cultural life where literacy is not highly regarded.
Veliko Evropejk se umakne s trga dela, kadar skrbijo za otroka, mlajšega od 3 let. Za ženske z otroki, starimi od 3 do 6 let, je še naprej značilna nižja stopnja delovne aktivnosti od povprečja. A takoj, ko je najmlajši otrok star 6 let, večina Evropejk trdi, da se je ponovno pripravljena redno zaposliti.
Preprimary education can contribute importantly to combating educational disadvantages, if certain conditions are met.
Kako sta zdaj urejena predšolska vzgoja in varstvo v Evropi?
The most effective intervention programmes involve intensive, early starting, childfocused, centrebased education together with strong parent involvement, parent education, programmed educational home activities and measures of family support.
Vse evropske države imajo določeno obliko javno subvencionirane in akreditirane predšolske vzgoje in varstva za mlajše otroke in le v redkih državah skoraj ni javno financiranega varstva za otroke, mlajše od 3 let.
Most researchers also agree that the training of staff responsible for educational activities in ECEC should be at the bachelor level of higher education and should be specialised.
Na Češkem, Irskem, Poljskem, Nizozemskem, v Grčiji, Združenem kraljestvu in Lihtenštajnu je delež otrok, mlajših od 3 let, vključenih v predšolsko vzgojo in varstvo, izjemno majhen.
Due to their cultural and religious beliefs, parents of lowincome communities and ethnic and sociolinguistic minorities may value upbringing at home, by the mother.
V Evropi prevladujeta dva organizacijska modela predšolske vzgoje in varstva. Prvi model pomeni vzgojo in varstvo za majhne otroke v enovitih okoljih, z enotno ureditvijo za vse predšolske otroke.
They may, in addition, consider children below primary school age as too young for participating in an education programme.
Vsako okolje ima eno upravo za vse starostne skupine; strokovni delavci, ki so pristojni za vzgojo otrok, imajo na splošno enako raven izobrazbe in spadajo v isti plačni razred ne glede na starost otrok, za katere skrbijo.
Although these parents do value a successful school career for their children, they may not see the connection between this goal and using a day care centre or preprimary school.
Vzgojitelji ali vodje igralnih skupin pogosto sodelujejo s strokovnimi delavci iz drugih poklicnih skupin za varstvo najmlajših otrok, kot so varuhinje ali medicinske sestre.
Yet, research suggests that home-based education programmes are less effective than centrebased programmes.
V nordijskih državah (razen na Danskem), Latviji in Sloveniji poznajo le enovit model predšolske vzgoje in varstva.
Parents as primary intervention agents are rarely sufficiently skilled to carry out such programme activities.
V drugem modelu sta predšolska vzgoja in varstvo prilagojeni starosti otroka (ponavadi otrokom do 3. leta in otrokom od 3. do 6. leta).
For example, they may be illiterate or the home language may not be the language of instruction.
Za vsak tip vzgoje in varstva je pristojno drugo ministrstvo.
Also, the home situation may not be conducive to optimal learning.
V nekaterih državah sta oba modela (na Danskem, v Grčiji, na Cipru, v Španiji in Litvi).
Communication from the Commission to the Council and the European Parliament, Efficiency and equity in European education and training systems, COM (2006) 481 final of 8 September 2006.
V večini držav sta predšolska vzgoja in varstvo na voljo od rojstva naprej (v praksi od tretjega meseca). Na Danskem, Slovaškem
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Starši se s porodniškim ali starševskim dopustom spodbujajo, da pred tem ostanejo doma.