natgillin/translations-raw huggingface dataset:
In ten countries or regions, the intervals specified correspond to maximum periods, which means that external evaluation may occur more often.
V desetih državah ali regijah predpisani razmiki pomenijo najdaljše vmesno obdobje, kar pomeni, da je zunanja evalvacija lahko pogostejša.
The highest frequency relating specifically to the evaluation of initial teacher education is noted in Ireland (evaluation of teaching practice) and the United Kingdom (England).
Najpogostejše evalvacije začetnega izobraževanja učiteljev so zabeležene na Irskem (evalvacija pedagoške prakse) in v Združenem kraljestvu (v Angliji).
Each year in Ireland, 10 % of students in their final year of teacher education for primary schools are selected for assessment during their teaching practice.
Na Irskem vsako leto določijo 10 odstotkov študentov v zadnjem letniku izobraževanja učiteljev za primarno stopnjo, ki jih ocenjujejo med pedagoško prakso.
The institutions in which they enrolled receive an evaluation report.
Institucije, na katerih študirajo, prejmejo evalvacijsko poročilo.
In most countries where external evaluation occurs at fixed regular intervals, it conforms to a pattern conditioned by a procedure for accrediting and re-accrediting teacher education programmes or institutions (see Chapter 4, Section 4.1).
V večini držav, v katerih evalvacijo opravljajo v rednih časovnih razmikih, se evalvacija prilagaja vzorcu, ki ga določa postopek za prvo in ponovno akreditacijo programov in institucij za izobraževanje učiteljev (glejte 4. poglavje, točko 4.1).
These are evaluated at the outset for the purpose of official accreditation. Regular evaluations for the renewal of accreditation are then generally planned within a period ranging from three to twelve years after the preceding evaluation.
Za uradno akreditacijo programov in institucij je na začetku potrebna njihova evalvacija, nato pa se po navadi načrtujejo redne evalvacije za obnovo akreditacije v obdobjih od treh do dvanajst let po predhodni evalvaciji.
In Latvia, the external evaluation enabling new institutions to be accredited for the first time is normally not repeated.
V Latviji navadno ne ponavljajo zunanje evalvacije, ki omogoča prvo akreditacijo novih institucij.
In Slovenia, prior to the new law on higher education issued in 2004, a similar situation was in force concerning teacher education programmes.
V Sloveniji je bilo podobno pri programih za izobraževanje učiteljev pred letom 2004, preden je bil sprejet nov zakon o visokem šolstvu.
On the contrary, in Latvia, the reaccreditation of teaching programmes is mandatory.
Nasprotno pa je v Latviji ponovna akreditacija pedagoških programov obvezna.
In Sweden, regular evaluation linked to the (re-)accreditation of higher education institutions is carried out, but no procedure is planned for new programmes or institutions.
Na Švedskem opravljajo redno evalvacijo, povezano s (ponovno) akreditacijo visokošolskih zavodov, ni pa predviden noben postopek za nove programe ali institucije.
In the German-speaking Community of Belgium, Greece, France, Ireland, Portugal, the United Kingdom (Scotland) and Norway, certain types of external evaluation are conducted at regular intervals but are unrelated to any reaccreditation procedure.
V nemško govoreči skupnosti v Belgiji, Grčiji, Franciji, na Irskem, Portugalskem, v Združenem kraljestvu (na Škotskem) in na Norveškem nekatere vrste zunanje evalvacije opravljajo v rednih razmikih, vendar pa te niso povezane s postopkom ponovne akreditacije.
In the United Kingdom (England), where informing accreditation decisions represents only one of the purposes of inspection (see Chapter 4), inspection occurs at regular intervals, but its scale depends on the results of the preceding inspection.
V Združenem kraljestvu (Angliji), kjer je seznanjanje z odločitvami o akreditaciji samo eden od namenov inšpekcije (glejte 4. poglavje), inšpekcijo opravljajo v rednih razmikih, vendar pa je njen obseg odvisen od rezultatov predhodne inšpekcije.
Figure 2.6: Regulations on the frequency of external evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 2.6: Predpisi o pogostosti zunanje evalvacije začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Evaluations conducted at fixed intervals
Opravljanje evalvacije v redno določenih časovnih razmikih
Intervals
Časovni razmiki
4 years
3 leta
Evaluations conducted at variable intervals according to the institution or programme
Evalvacije se opravijo v različnih razmikih glede na institucijo ali program
A single evaluation for the initial accreditation of new institutions
Ena sama evalvacija za prvo akreditacijo novih institucij
No external evaluation procedures: IT, LU, MT Initial teacher education abroad: LI
Ni postopkov zunanje evalvacije: IT, LU, MTZačetno izobraževanje učiteljev v tujini: LI
Additional notes Belgium (BE de): The information relates solely to evaluation of institutions providing initial teacher education for primary education.
Dodatne opombe Belgija (BE de): Podatki veljajo samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Czech Republic: (1) relates to external institutional evaluation, and (2) to external programme evaluation.
Češka republika: (1) velja za zunanjo evalvacijo institucij, (2) pa za zunanjo evalvacijo programov.
For the latter, the distinct intervals shown depend on the length of teacher training.
Pri programih so posamezni prikazani razmiki odvisni od dolžine izobraževanja učiteljev.
Accreditation is awarded for at most twice the standard length of study programmes.
Akreditacija velja za največ dvakratno obdobje standardne dolžine študijskih programov.
Denmark: The Center for Videregående Uddannelse are given the possibility to participate in a single accreditation process allowing them to obtain the quality label of University Colleges.
Danska: Centri za stalno usposabljanje (Center for Videregående Uddannelse) lahko sodelujejo v enotnem akreditacijskem procesu, ki jim omogoča, da si pridobijo znak kakovosti univerzitetne šole.
Germany: Only evaluations of bachelor’s- and master’s-type programmes are used for the purpose of accreditation (or re-accreditation).
Nemčija: Za akreditacijo (ali ponovno akreditacijo) se uporablja samo evalvacija programov vrste bachelor in master.
Greece: The information relates to the law on quality assurance in higher education issued in August 2005. France: (1) relates to evaluation carried out by the DES; and (2) to evaluation carried out by the CNE and the IGAENR.
Grčija: Podatki se nanašajo na zakon o zagotavljanju kakovosti v visokem šolstvu, sprejet avgusta 2005.Francija: (1) velja za evalvacijo, ki jo opravi DES; (2) pa za evalvacijo, ki jo opravita CNE in IGAENR.
Ireland: (1) relates to external review of universities; and (2) to external evaluation of teaching practice.
Irska: (1) velja za zunanji pregled univerz, (2) pa za zunanjo evalvacijo pedagoške prakse.
Cyprus: The information relates solely to the external evaluation of colleges providing initial teacher education for primary education.
Ciper: Podatki veljajo samo za zunanjo evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Once an institution has been accredited, a second evaluation occurs after four years. Then, evaluation occurs after a further ten years.
Ko je neka institucija akreditirana, se druga evalvacija opravi po štirih letih, naslednja pa po desetih letih.
A draft law has been tabled with a view to performing external evaluations every four years.
Vložen je osnutek zakona, po katerem naj bi zunanje evalvacije opravljali vsaka štiri leta.
Latvia: (1) relates to external evaluation of programmes; and (2) to external evaluation of institutions.
Latvija: (1) velja za zunanjo evalvacijo programov, (2) pa za zunanjo evalvacijo institucij.
Austria: The figure only refers to initial teacher education provided by universities. Slovenia: The new (2004) law on higher education has established the principle of compulsory reaccreditation every seven years, with effect from 2005.
Avstrija: Tabela velja samo za začetno izobraževanje učiteljev, ki ga izvajajo univerze.Slovenija: Novi zakon o visokem šolstvu (2004) uvaja načelo obvezne ponovne akreditacije vsakih sedem let, ki je začelo veljati leta 2005.
This will be applied to institutions for teacher education once they have designed their study programmes according to the Bologna requirements.
Za visokošolske zavode, ki izvajajo izobraževanje učiteljev, se bo uporabljalo, ko bodo svoje študijske programe oblikovali v skladu z zahtevami bolonjskega procesa.
Slovakia: (1) relates to external evaluation of programmes; and (2) to external evaluation of institutions.
Slovaška: (1) velja za zunanjo evalvacijo programov, (2) pa za zunanjo evalvacijo institucij.
Sweden: An interval of six years between external evaluations is normally the rule for higher education institutions.
Švedska: Običajno pravilo za visokošolske institucije je, da se zunanje evalvacije opravlja vsakih šest let.
However, an extra evaluation of teacher education programmes will occur in 2006, two years after the previous evaluation.
Vendar pa je leta 2006 potekala posebna evalvacija programov za izobraževanje učiteljev, in sicer dve leti po zadnji evalvaciji.
This is an exceptional situation linked to the monitoring of the 2001 reform of programmes for initial teacher education (see chapter 1).
To je poseben primer, povezan s spremljanjem reforme programov za začetno izobraževanje učiteljev iz leta 2001 (glejte 1. poglavje).
United Kingdom (ENG/WLS/NIR): The information provided relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Združeno kraljestvo (Anglija, Wales, Severna Irska): Zagotovljeni podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, ne pa za evalvacijo visokega šolstva na splošno.
In England, programmes for teacher education are to be evaluated at least twice in the six-year period from 2005 to 2011.
V Angliji je treba evalvirati programe za izobraževanje učiteljev vsaj dvakrat v šestih letih od 2005 do 2011.
In Wales, the aim is to complete the current cycle of inspections by 2008, after which a different cycle will be introduced.
V Walesu so si postavili za cilj dokončati sedanji ciklus inšpekcij do leta 2008, potem bo uveden drugačen ciklus.
United Kingdom (SCT): (1) relates to evaluation of all higher education institutions; and (2) to evaluation of institutions for initial teacher education.
Združeno kraljestvo (Škotska): (1) velja za evalvacijo vseh visokošolskih zavodov, (2) pa za evalvacijo institucij za začetno izobraževanje učiteljev.
Bulgaria: the interval between external evaluations depends on the grade obtained in the previous evaluation (three years for ‘satisfactory’, six years for ‘good’ or ‘very good’).
Bolgarija: Obdobje med zunanjimi evalvacijami je odvisno od ocene, dobljene pri prejšnji evalvaciji (tri leta za »zadovoljivo«, šest let za »dobro« ali »zelo dobro«).
In ten countries or regions, the interval between external evaluations varies according to the programme or institution.
V desetih državah ali deželah je obdobje med zunanjimi evalvacijami različno dolgo glede na program ali institucijo.
In France, institutions for teacher education have to undergo one type of external evaluation that occurs at regular intervals and another whose frequency varies.
V Franciji morajo v institucijah za izobraževanje učiteljev opravljati dve vrsti zunanje evalvacije: eno v rednih časovnih razmikih in drugo, ki je različno pogosta.
In the Czech Republic, the interval between evaluations of study programmes is fixed by regulations, which is not the case for institutions.
V Češki republiki predpisi določajo obdobje med evalvacijama študijskih programov, ne pa med evalvacijama institucij.
Several scenarios are possible in cases where the frequency of external evaluation varies according to the programme or institution.
Če se zunanja evalvacija opravlja različno pogosto glede na program ali institucijo, je več različnih možnosti.
In the French Community of Belgium, the Czech Republic (in the case of the external institution evaluation), France (in the case of evaluation by the CNE and IGAENR), the United Kingdom (Northern Ireland) and Iceland, the frequency is fixed by the body responsible for evaluation, in so far as the latter decides annually or periodically which institutions or programmes should be evaluated, with due regard for various considerations.
V francoski skupnosti Belgije, Češki republiki (pri zunanji evalvaciji institucij), Franciji (če evalvacijo opravljata CNE in IGAENR), Združenem kraljestvu (Severni Irski) in Islandiji pogostost določa organ, pristojen za evalvacijo. Ob upoštevanju različnih okoliščin se ta organ redno vsako leto ali občasno odloči, katere institucije ali programe je treba evalvirati.
In the Czech Republic, where evaluation is concerned with similar types of programme, the education faculties were last evaluated in 1997/98.
V Češki republiki, kjer se naenkrat evalvira podobne programe, so zadnjo evalvacijo pedagoških fakultet opravili leta 1997/98.
In Iceland, external evaluations relating to programmes or institutions for teacher education occurred in 1998 and 2005.
Na Islandiji sta bili zunanji evalvaciji programov ali institucij za izobraževanje učiteljev opravljeni leta 1998 in 2005.
In Germany, Spain, Austria and Finland, higher education institutions are also involved in the decision to proceed with external evaluation.
V Nemčiji, Španiji, Avstriji in na Finskem pri odločitvi za zunanjo evalvacijo sodelujejo tudi visokošolske institucije.
In Denmark, it can take place upon the request of various bodies.
Na Danskem lahko evalvacijo zahtevajo različna telesa.
In Denmark, programme evaluation may be conducted by EVA (Danish Evaluation Institute) on its own initiative and upon the request of, for example, the government, ministries, advisory boards, local authorities and establishments.
Na Danskem lahko EVA (danski inštitut za evalvacijo) evalvira programe na lastno pobudo ali na zahtevo, npr. vlade, ministrstev, svetovalnih odborov, lokalnih oblasti in organizacij.
In Germany, external evaluation is carried out on the initiative of universities and teacher training centres, or the ministry of education in the case of teacher training institutes (Studienseminare) (see Chapter 4, Section 4.1).
V Nemčiji se zunanja evalvacija opravi na pobudo univerz in centrov za izobraževanje učiteljev ali ministrstva za šolstvo, če gre za inštitute za izobraževanje učiteljev (Studienseminare) (glejte 4. poglavje, točko 4.1).
For bachelor’s- or master’s-type programmes, there is a procedure for accreditation and reaccreditation.
Za programe vrste bachelor ali master obstaja postopek akreditacije in ponovne akreditacije.
The legislation of the different Länder states that all external evaluation should be carried out regularly without specifying its frequency.
Zakonodaja različnih zveznih dežel (Länder) določa, da je treba zunanjo evalvacijo opravljati redno, ne določa pa, kako pogosto.
In Spain, the ANECA issues a call for applications, annually or every two years, from higher education institutions wishing to be evaluated.
V Španiji ANECA vsako leto ali vsaki dve leti objavi razpis, na katerega se prijavijo tiste visokošolske institucije, ki želijo evalvacijo.
The decision whether to submit to evaluation is taken by the head of the institution. However, all institutions will have to be evaluated at least once by 2010.
Odločitev o evalvaciji sprejme vodja institucije, vendar pa mora biti do leta 2010 v vseh institucijah evalvacija opravljena vsaj enkrat.
In Austria, external evaluation may be conducted at the request of the universities or the Ministry for Education, Science and Culture.
V Avstriji se zunanja evalvacija lahko opravi na zahtevo univerz ali ministrstva za šolstvo, znanost in kulturo.
In Finland, universities are obliged to participate in external evaluations, but since evaluations in different fields may coincide or be close to each other in time, the law is interpreted so that universities can choose the evaluations they want to participate in.
Na Finskem so univerze dolžne sodelovati pri zunanjih evalvacijah, ker pa evalvacije na različnih področjih lahko potekajo istočasno ali kmalu druga za drugo, se zakon razlaga tako, da univerze lahko izberejo evalvacije, v katerih želijo sodelovati.
Internal evaluation (self-evaluation) of teacher education may BE defined as an evaluation process for which those working in a particular institution or programme are responsible.
Notranjo evalvacijo (samoevalvacijo) izobraževanja učiteljev lahko opredelimo kot proces, za katerega so odgovorni tisti, ki delajo v neki instituciji ali programu.
The process may consist of the systematic collection of data and the questioning of students, lecturers and other staff, and generally results in a final report.
Proces vključuje sistematično zbiranje podatkov ter anketiranje študentov, predavateljev in drugih zaposlenih, navadno pa je rezultat končno poročilo.
Internal evaluation offers opportunities for quality enhancement in so far as it is a collective appraisal of structures and practices existing within the institution concerned.
Notranja evalvacija ponudi možnosti za izboljšanje kakovosti, saj pomeni skupinsko oceno struktur in prakse v ocenjevani instituciji.
As already indicated in Chapter 1, regulations on internal evaluation exist in all countries and regions, except in Luxembourg.
Kot je nakazano že v prvem poglavju, imajo v vseh državah in regijah, razen v Luksemburgu, predpise o notranji evalvaciji.
In almost all countries, internal evaluation is compulsory.
V skoraj vseh državah je notranja evalvacija obvezna.
It is recommended in Spain, France, Cyprus and Slovenia and is optional in Malta.
Priporočena je v Španiji, Franciji, na Cipru in v Sloveniji, na Malti pa je neobvezna.
An overview of the different kinds of internal evaluation in each country covered by this survey is provided in the annex.
Pregled različnih vrst notranje evalvacije v posameznih državah, vključenih v to raziskavo, je v prilogi.
More than one type of internal evaluation exists in the Czech Republic, Germany, Latvia, Hungary, Poland, Portugal, the United Kingdom (Scotland) and Iceland.
V Češki republiki, Nemčiji, Latviji, na Madžarskem, Poljskem, Portugalskem, v Združenem kraljestvu (na Škotskem) in Islandiji poznajo več vrst notranje evalvacije.
In the following figures, a distinction has been made in the case of countries with more than one type of evaluation only when the procedures involved clearly differ from each other.
V nadaljevanju je za države z več kot eno vrsto evalvacije razlika med njimi prikazana v preglednicah, samo če so zelo jasne razlike med postopki.
The present chapter considers the following: those responsible for coordinating internal evaluation; those who take part in it; the official documents which have to be used to establish internal evaluation criteria; the precise scope of internal evaluation; the procedures and mechanisms on which it relies; the frequency of internal evaluation.
• akte, ki jih je treba uporabljati za določanje meril za notranjo evalvacijo;
Bodies responsible for coordination
Telesa, odgovorna za usklajevanje
Responsibility for organising and coordinating internal evaluation may lie with different bodies such as the management or governing board of the institution evaluated, a special evaluation committee that has been set up for this purpose within the institution itself, or a council of academic staff representatives.
Za organizacijo in usklajevanje notranje evalvacije so lahko odgovorna različna telesa, kot so vodstvo ali upravni odbor ocenjevane institucije, poseben odbor za evalvacijo, posebej za to ustanovljen v sami instituciji, ali svet predstavnikov visokošolskih učiteljev in sodelavcev.
In most countries, coordination is the responsibility of the management.
V večini držav je za usklajevanje odgovorno vodstvo.
Where this is not the case, an evaluation committee usually takes over this responsibility.
Kjer ni, pa to vlogo običajno prevzame odbor za evalvacijo.
In Portugal, the United Kingdom (Scotland) and Bulgaria, all or almost all of the four bodies mentioned above take part in the coordination of internal evaluation.
Na Portugalskem, v Združenem kraljestvu (na Škotskem) in Bolgariji pri usklajevanju notranje evalvacije sodelujejo vsa ali skoraj vsa štiri prej omenjena telesa.
In the German-speaking Community of Belgium, France, the Netherlands, Portugal, the United Kingdom, Iceland (in the internal evaluation of higher education programmes linked to external evaluation), Norway, Bulgaria and Romania, the management of the institution shares responsibility for coordination with the governing board or a specially formed evaluation committee.
V nemško govoreči skupnosti Belgije, v Franciji, na Nizozemskem, Portugalskem, v Združenem kraljestvu, Islandiji (pri notranji evalvaciji visokošolskih programov, povezani z zunanjo evalvacijo), na Norveškem, v Bolgariji in Romuniji je odgovorno vodstvo institucije skupaj z upravnim odborom ali posebej oblikovanim odborom za evalvacijo.
In Iceland, the rector of the higher education institution concerned appoints the selfevaluation group and its chairperson.
Na Islandiji rektor ocenjevane visokošolske institucije imenuje skupino za samoevalvacijo in njenega predsednika.
In the Czech Republic, Germany (in the case of teacher training institutes), Poland, Slovenia and Iceland (for the regular internal evaluation of higher education institutions), the responsibility for coordination lies mainly with the management of the institution.
V Češki republiki, Nemčiji (na inštitutih za izobraževanje učiteljev), na Poljskem, v Sloveniji in Islandiji (pri redni notranji evalvaciji visokošolskih institucij) je za usklajevanje v glavnem odgovorno vodstvo institucije.
In teacher training institutes (Studienseminare) in Germany, the main body responsible for coordinating internal evaluation is the management.
Na inštitutih za izobraževanje učiteljev (Studienseminare) v Nemčiji je glavni organ, odgovoren za usklajevanje notranje evalvacije, vodstvo.
However, in some Länder, it may also include administrators from the office of teacher training (Amt für Lehrerbildung) or similar institutions in the Länder, and staff from the teacher training institutes to be evaluated.
Vendar pa so v nekaterih deželah (Länder) lahko vključeni tudi upravni delavci iz urada za izobraževanje učiteljev (Amt für Lehrerbildung) ali iz podobne institucije v deželi ter zaposleni z ocenjevanega inštituta za izobraževanje učiteljev.
In universities in Poland, the teacher education faculty or chair of the university is responsible for internal evaluation.
Na univerzah na Poljskem je za notranjo evalvacijo odgovorna fakulteta za izobraževanje učiteljev ali predstojnik univerze.
The faculty council usually elects a committee, which has to carry out evaluation and prepare a written report.
Svet fakultete po navadi izvoli odbor, ki mora izvesti evalvacijo in pripraviti pisno poročilo.
In teacher training colleges, internal evaluation is carried out by the college council, while the management team is typically responsible for the evaluation of teaching.
Na pedagoških akademijah (Teacher training colleges) opravi notranjo evalvacijo svet akademije, vodstvo pa je običajno odgovorno za evalvacijo poučevanja.
In Slovenia, university rectors and deans are responsible for internal evaluation, according to the 2004 Higher Education Act.
V Sloveniji so po zakonu o visokem šolstvu iz leta 2004 za notranjo evalvacijo odgovorni rektorji univerz in dekani.
The internal rules of all higher education institutions establish that the internal evaluation process has to be managed by a specific commission appointed by the rector/dean.
Interni akti visokošolskih zavodov določajo, da mora proces notranje evalvacije voditi posebna komisija, ki jo imenuje rektor/dekan.