natgillin/translations-raw huggingface dataset:
In the United Kingdom (England), the arrangements are set out in the ‘Framework for the Inspection of Initial Teacher Trainingfor the Award of Qualified Teacher Status 2005---11’.
V Združenem kraljestvu (Anglija) je način evalvacije določen v dokumentu Podlaga za inšpekcijo začetnega usposabljanja učiteljev za podelitev statusa kvaliciranega učitelja 2005–11 (Framework for the Inspection of Initial Teacher Training for the Award of Qualied Teacher Status 2005–11).
The Framework takes account of the standards for qualified teacher status (QTS) and the requirements for initial teacher training which set out what providers must do.
Dokument upošteva standarde za doseganje statusa kvaliciranega učitelja (QTS) in zahteve za začetno izobraževanje učiteljev, ki določajo naloge izvajalca.
The Framework is accompanied by a ‘Handbook’, which explains how the Framework is to be applied.
Temu dokumentu je dodan priročnik, ki pojasnjuje način njegove uporabe.
The ‘Guidelines for Initial Teacher Education Courses’ in Scotland give regulations on the requirements for initial teacher education and specify such things as the length of programmes, the amount of school experience and compulsory programme elements.
Na Škotskem smernice za programe začetnega izobraževanja učiteljev (Guidelines for Initial Teacher Education Courses) urejajo zahteve za začetno izobraževanje učiteljev in med drugim določajo dolžino programov, obseg prakse v šoli in obvezne sestavine programa.
The ‘Standard for Initial Teacher Education: Benchmark Information’ contains a set of benchmarks against which programmes can be considered and a set of expected features which students should have attained at the end of their programmes.
Standard za začetno izobraževanje učiteljev: informacije o merilih uspešnosti (Standard for Initial Teacher Education: Benchmark Information) navaja merila uspešnosti, s katerimi se lahko ocenjujejo programi, in pričakovane elemente, ki naj bi jih študenti obvladali na koncu programa.
The Evaluation Framework for the Accreditation of Programmes of Initial Teacher Education and the Arrangements for the Accreditation of Programmes of Initial Teacher Education give detailed guidance on how the accreditation process works.
V dokumentih Evalvacijska podlaga za akreditacijo programov za začetno izobraževanje učiteljev (Evaluation Framework for the Accreditation of Programmes of Initial Teacher Education) in Priprave za akreditacijo programov za začetno izobraževanje učiteljev (Arrangements for the Accreditation of Programmes of Initial Teacher Education) so natančna navodila o tem, kako naj poteka proces akreditacije.
The Czech Republic, Greece, Spain, Ireland, Cyprus, Hungary, Portugal, Slovenia, Slovakia, Iceland and Norway do not stipulate the use of documents devoted specifically to initial teacher education for external evaluation.
Češka republika, Grčija, Španija, Irska, Ciper, Madžarska, Portugalska, Slovenija, Slovaška, Islandija in Norveška ne zahtevajo posebnih dokumentov, ki bi se uporabljali za zunanjo evalvacijo začetnega izobraževanja učiteljev.
However, these countries have all adopted lists of criteria, some of which may involve aspects directly relating to teacher education.
Vse te države pa so sprejele sezname meril, od katerih nekatera vsebujejo elemente, ki se nanašajo neposredno na izobraževanje učiteljev.
Some countries report the existence of ‘guides’ or ‘questionnaires’ for external evaluation.
Nekatere države so v poročilu navedle, da imajo vodnike ali vprašalnike za zunanjo evalvacijo.
In Latvia, for example, the Higher Education Quality Evaluation Centre has developed a questionnaire for evaluation experts, which consists of questions regarding the main quality aspects to be evaluated.
V Latviji je na primer center za evalvacijo kakovosti v visokem šolstvu (Higher Education Quality Evaluation Centre) oblikoval vprašalnik za strokovnjake za evalvacijo, ki vsebuje vprašanja o glavnih elementih kakovosti, ki jih je treba ovrednotiti.
Although it may not be defined as a statutory list, it is normally used by experts to facilitate the evaluation process and to prepare reports on the institutions evaluated.
Čeprav ni opredeljen kot zakonsko predpisan seznam, ga strokovnjaki po navadi uporabljajo zaradi lažje evalvacije in za pripravo poročil o ocenjevanih institucijah.
Eleven countries use national indicators on trainer/student ratios, student performance, and the relation between the labour market and the availability of study places (Slovenia), in order to draw up external evaluation criteria.
Enajst držav za pripravo meril za zunanjo evalvacijo uporablja nacionalne kazalnike o razmerju med številom visokošolskih učiteljev in študentov, o študijskih rezultatih ter o razmerju med trgom dela in številu vpisnih mest (Slovenija).
Legislation on higher education
Visokošolska zakonodaja
Regulations/content guidelines for initial teacher education
Predpisi/vsebinske smernice za začetno izobraževanje učiteljev
Qualification standards for prospective teachers
Zahteve glede kvalikacij, ki jih morajo izpolnjevati bodoči učitelji
A list of evaluation criteria
Seznam meril za evalvacijo
National indicators
Nacionalni kazalniki
Documents to be used
Akti, ki se uporabljajo
Belgium (BE de): The information relates solely to the evaluation of institutions providing initial teacher education for primary education.
Dodatne opombe (Preglednica 2.3)Belgija (BE de): Podatki veljajo samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Greece: The information relates to the law on quality assurance in higher education issued in August 2005. France: There are no qualification standards but the results of the annual competitive examinations for the recruitment ofteachers are used to evaluate the initial teacher education programme.
Grčija: Podatki se nanašajo na zakon o zagotavljanju kakovosti v visokem šolstvu, sprejet avgusta 2005.Francija: Nimajo standardov glede zahtevanih kvalikacij, ki jih morajo imeti učitelji, vendar pa se za evalvacijo programov začetnega izobraževanja učiteljev uporabljajo rezultati letnih izbirnih preskusov za zaposlovanje učiteljev.
Cyprus: The figure relates solely to the evaluation of colleges providing initial teacher education for primary education. Luxembourg: For secondary education, the general component of teacher education has to be undertaken abroad.
Ciper: Podatki veljajo samo za zunanjo evalvacijo šol, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.Luksemburg: Splošni del izobraževanja učiteljev za sekundarno stopnjo poteka v tujini.
United Kingdom: The information provided relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Združeno kraljestvo: Pridobljeni podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, in ne za evalvacijo visokega šolstva na splošno.
Explanatory note For the definition of evaluation criteria and qualification standards, please refer to the glossary.
Pojasnilo Za opredelitev pojmov merila za evalvacijo in zahteve, ki jih morajo izpolnjevati učitelji, glejte pojmovnik.
The scope of external evaluation may encompass a wide variety of issues.
Področje zunanje evalvacije je lahko zelo široko.
It may be concerned with the results of internal evaluation, the content of the curriculum for teacher education, teaching methods (i.e. how the content of that curriculum is taught), or assessment practices.
Obravnava lahko zajema rezultate notranje evalvacije, vsebino programa za izobraževanje učiteljev, učne metode (torej način poučevanja posameznega programa) ali ocenjevanje.
It may also consider the balance between professional training and general education, the management of school placements for teaching practice, potential partnerships with schools and the general human resources management of institutions (e.g. the qualifications required by teacher trainers or their continuing professional development).
Upošteva se lahko tudi uravnoteženost strokovnega in splošnega izobraževanja, vodenje pedagoške prakse v šolah, morebitna partnerstva s šolami in splošno upravljanje človeških virov v institucijah (npr. zahteve, ki jih morajo izpolnjevati visokošolski učitelji v pedagoških študijskih programih, ali njihov stalen strokovni razvoj).
Other important aspects which may be evaluated are the trainer/student ratio, student performance, the attitudes and motivation of students, their opinions on the education they receive, and the general infrastructure of institutions (including libraries, ICT facilities and laboratories, etc.).
Drugi pomembni elementi, ki se lahko ocenjujejo, so razmerje med številom visokošolskih učiteljev in študentov, študijski rezultati, odnos in motivacija študentov, njihova mnenja o izobraževanju, ki so ga deležni, ter splošna infrastruktura institucij (vključno s knjižnicami, informacijsko in komunikacijsko tehnologijo, laboratoriji itn.).
Many countries focus their external evaluation on all or almost all of these issues.
V mnogih državah zunanja evalvacija obravnava vse ali skoraj vse od teh zadev.
Only Ireland refers to relatively few of them.
Samo na Irskem jih obravnavajo razmeroma malo.
The regulations of almost all countries state that external evaluation has to take account of internal evaluation procedures or recommend that it should do so.
V skoraj vseh državah predpisi določajo ali priporočajo, da mora zunanja evalvacija upoštevati postopke notranje evalvacije.
In Denmark, Austria, Finland and Sweden, there are no regulations concerning the scope of external evaluation. This does not imply that the issues mentioned in Figure 2.4 are not usually covered.
Na Danskem, v Avstriji, na Finskem in Švedskem nimajo predpisov v zvezi s področjem zunanje evalvacije, kar pa še ne pomeni, da področja iz Preglednice 2.4 niso urejena.
In these countries, the external evaluator or the institutions requesting an evaluation decide about its scope.
V teh državah o obsegu evalvacije odloča zunanji ocenjevalec ali institucija, ki zaprosi za evalvacijo.
In Finland, the body carrying out external evaluation (FINHEEC) establishes the targets of evaluation on the basis of the following criteria: the programme or theme is significant in regard to education and social policies and a rapidly growing, developing or problematic field in the area of higher education.
Organ, ki opravlja zunanjo evalvacijo na Finskem (FINHEEC), določa cilje evalvacije na podlagi merila, da je program ali tema pomemben ali pomembna za izobraževanje in družbeno politiko ter za hitro rastoča, razvijajoča se ali včasih problematična področja v visokem šolstvu.
FINHEEC can also make an agreement with the ministry of education on evaluation assignments.
FINHEEC lahko sklene sporazum za opravljanje evalvacije tudi z ministrstvom za šolstvo.
Moreover, institutions and student unions can propose suitable evaluation topics to FINHEEC.
Teme, primerne za evalvacijo, lahko predlagajo tudi institucije in študentske or- ganizacije.
Virtually all countries with regulations evaluate the content of teacher education.
Skoraj v vseh državah, v katerih imajo predpise, ocenjujejo vsebino izobraževanja učiteljev.
Either methods of teaching or assessment are also considered in all countries, except in France, Latvia (in the case of evaluation of the institution) and Iceland (in the case of evaluation of the institution).
Prav tako vse države, razen Francije, Latvije (pri evalvaciji institucij) in Islandije (pri evalvaciji institucij), pri tem upoštevajo tudi učne metode ali ocenjevanje.
In all countries except in the Czech Republic (in the case of evaluation of programmes), Ireland, Cyprus and Slovenia, external evaluation takes account of student performance and, in over half of them, student attitudes and opinions are considered.
Vse države, razen Češke republike (pri evalvaciji programov), Irske, Cipra in Slovenije, pri zunanji evalvaciji upoštevajo študijske uspehe, več kot polovica od teh držav pa tudi odnos in mnenja študentov.
Additional criteria are mentioned by a few countries.
Nekatere države omenjajo še dodatna merila.
Spain reports the existence of ‘course organisation criteria’ concerned with the work of the team responsible for the educational programme, its management, planning, communication and organisation.
Španija poroča, da imajo t. i. merila za organizacijo programa, ki se nanašajo na delo skupine, odgovorne za izobraževalni program, njegovo vodenje, načrtovanje, posredovanje in organizacijo.
In Latvia, the international cooperation of the higher education institution concerned is also taken into account.
V Latviji se upošteva tudi mednarodno sodelovanje visokošolske institucije.
In Portugal, the labour market integration of graduates and the social facilities of institutions are taken into account.
Na Portugalskem se upošteva vključevanje diplomantov na trg dela in socialne programe institucij.
The internal evaluation process
Proces notranje evalvacije
The content of the teacher education curriculum provided by the institution
Vsebina kurikuluma izobraževanja učiteljev, ki ga izvaja institucija
Assessment practices
Načini ocenjevanja
The balance between professional training and general education
Uravnoteženost strokovnega in splošnega izobraževanja
School placements
Praksa v šolah
Partnerships with schools
Partnerstva s šolami
Trainer/student ratios
Razmerje med št. visokošolskih učiteljev in študentov
Student performance
Študijski rezultati
Student opinions on the training they receive
Mnenje študentov o izobraževanju, v katero so vključeni
Infrastructure (libraries, computers, etc.)
Infrastruktura (knjižnice, računalniki itn.)
Belgium (BE de): The information relates solely to the evaluation of institutions providing initial teacher education for primary education.
Dodatne opombe (Preglednica 2.4)Belgija (BE de): Podatki veljajo samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Latvia: (1) relates to external institutional evaluation, and (2) to external programme evaluation.
Latvija: (1) velja za zunanjo evalvacijo institucij, (2) pa za zunanjo evalvacijo programov.
For the definition of internal evaluation, general teacher education and professional teacher training, please refer to the glossary.
Pojasnilo Za opredelitev pojmov notranja evalvacija, splošno izobraževanje učiteljev in strokovno usposabljanje učiteljev glejte pojmovnik.
Procedures and mechanisms
Postopki in mehanizmi
External evaluation may be conducted in different ways.
Zunanja evalvacija lahko poteka na različne načine.
It is normally based on a site visit and on an internal evaluation report.
Navadno temelji na obisku institucije in poročilu o notranji evalvaciji.
Such a visit may include interviews or surveys with the management, academic and administrative staff as well as with students.
Obisk lahko vključuje anketiranje vodstva, učiteljev in administrativnega osebja ter študentov ali pogovore z njimi.
Observations directly linked to student teachers being taught may also be included.
Upošteva pa se lahko tudi neposredno opazovanje predavanj za bodoče učitelje.
Many countries adopt all or almost all of these procedures in external evaluation, although there are no regulations on this issue in Denmark, Austria and Finland.
Mnoge države so v zunanjo evalvacijo vključile vse ali večino teh postopkov, čeprav Danska, Avstrija in Finska nimajo predpisov, ki bi to urejali.
In Finland, the higher education institutions under review compile selfevaluation reports for the external evaluation team.
Na Finskem ocenjevani visokošolski zavodi pripravijo za delovno skupino, ki opravlja zunanjo evalvacijo, samoevalvacijska poročila.
This team visits the higher education institutions involved and writes a review report.
Ta skupina obišče visokošolske zavode in napiše novo poročilo.
Besides this basic method, FINHEEC also uses other evaluation methods such as portfolios, peer evaluation and benchmarking.
Poleg te temeljne metode FINHEEC uporablja še druge ocenjevalne metode, kot so mape dosežkov, kolegialni pregled in primerjalne analize.
Site visits are compulsory or recommended for external evaluation everywhere, except in Slovenia and Slovakia, where they are optional.
Obiski institucij so pri zunanji evalvaciji obvezni ali priporočeni povsod, razen na Slovaškem in v Sloveniji, kjer so neobvezni.
In Slovenia, external evaluation is based on the documentation submitted by higher education institutions applying for evaluation.
V Sloveniji zunanja evalvacija temelji na dokumentaciji, ki jo dostavijo visokošolski zavodi, ki zaprosijo za evalvacijo.
In the majority of countries, site visits include interviews with the management and with academic and administrative staff.
V večini držav obiski institucij vključujejo pogovore z vodstvom, visokošolskimi učitelji in administrativnim osebjem.
Regulations also provide frequently for interviews with students.
Predpisi pogosto predvidevajo tudi pogovore s študenti.
In many countries, regulations of the evaluation process provide for interviews with all three categories of participants.
V mnogih državah predpisi predvidevajo pogovore z vsemi tremi skupinami udeležencev.
In Latvia and the Netherlands, interviews with students are compulsory, whereas interviews with the management and staff are optional.
V Latviji in na Nizozemskem so pogovori s študenti obvezni, pogovori z vodstvom in zaposlenimi pa ne.
In Spain, interviews with different groups seek to obtain enough data to enable the external evaluation committee to contrast its findings with information on the selfevaluation process.
V Španiji si v pogovorih z različnimi skupinami prizadevajo dobiti dovolj podatkov, da bi odbor za zunanjo evalvacijo lahko primerjal svoje ugotovitve s podatki iz samoevalvacijskega procesa.
As a general rule, a particular person may not attend more than one meeting.
Splošno pravilo je, da nihče ne more sodelovati več kot na enem srečanju.
The committee will ensure that its interviews with different groups focus on those aspects previously analysed which have yielded contradictory findings, or which seem especially important, are unclear or are not sufficiently conclusive.
Odbor zagotovi, da so njegovi pogovori z različnimi skupinami usmerjeni predvsem na tiste predhodno analizirane elemente, ki so pripeljali do nasprotujočih si ugotovitev, ki se zdijo posebno pomembni ali so nejasni ali niso dovolj prepričljivi.
Classroom observation (in the institution providing initial teacher education) cannot be regarded as among the main procedures in external evaluation.
Opazovanja v predavalnicah (v institucijah, kjer se izvaja začetno izobraževanje učiteljev) ne spadajo med najpomembnejše postopke pri zunanji evalvaciji.
Yet while there is no reference to it in the regulations of most countries, it is nevertheless compulsory in nine of them.
Čeprav pa jih predpisi v večini držav ne omenjajo, so kljub temu obvezna v devetih državah.
In the United Kingdom (England), interviews with staff in partnership schools are included in the procedures.
V Združenem kraljestvu (Angliji) postopki vključujejo pogovore z zaposlenimi na partnerskih šolah.
The results of internal evaluation are taken into consideration in almost all places where regulations exist.
Rezultate notranje evalvacije upoštevajo skoraj povsod, kjer imajo prepise.
In the French Community of Belgium, the Czech Republic, Greece, Spain, Ireland, Latvia, Lithuania, Hungary (in the case of internal evaluation carried out every eight years), the Netherlands, Poland, Portugal and Iceland, internal and external evaluation amount to a single process which is organised as follows: an internal evaluation is carried out with the aim of providing specific information, and a report is forwarded to the external evaluators who conduct a site visit and write an evaluation report.
V francoski skupnosti Belgije, Češki republiki, Grčiji, Španiji, na Irskem, v Latviji, Litvi, na Madžarskem (pri notranjih evalvacijah, ki jih opravljajo vsakih osem let), na Nizozemskem, Poljskem, Portugalskem in Islandiji sta notranja in zunanja evalvacija enoten proces: z notranjo evalvacijo zberejo podatke, poročilo pa predajo zunanjim ocenjevalcem, ki obiščejo institucijo in napišejo evalvacijsko poročilo.
Elsewhere, external evaluators make use of internal evaluation reports that are not produced specifically for purposes of external evaluation.
Drugod zunanji ocenjevalci uporabljajo poročila o notranji evalvaciji, ki niso narejena posebej zaradi zunanje evalvacije.
Figure 2.5: Procedures and mechanisms in the external evaluation of initial teacher education for general education (ISCED 1-3), 2005/06
Preglednica 2.5: Postopki in mehanizmi za zunanjo evalvacijo začetnega izobraževanja učiteljev za splošno izobraževanje (ISCED 1–3), 2005/06
Interviews with academic and administrative staff, or surveys
Obisk institucije, ki vključuje: pogovore ali anketiranje vodstva pogovore ali anketiranje visokošolskih učiteljev in administrativnih sodelavcev pogovore ali anketiranje študentov prdšpvdnje v regdvdlnid andlišd ešultdtpv nptdnje evdlvdije
Interviews with the management, or surveys
2 ik intituije ki vkljuuje rppvpe dli dnketidnje vpgtvd
Interviews with academic and administrative staff, or surveys
> > rppvpe dli dnketidnje vipkpplki uiteljev in dgoinitdtivni pgeldvev rppvpe dli dnketidnje tugentpv prdšpvdnje v regdvdlnid (:) dnrli"r e"ultrtv nt rnje evrlvrije ve"n
No regulations or no reference included in them
> > pretn i" r$evrnje uiteljev v tujini o i en i u ejen eiia Vir: gu !ie
Belgium (BE de): The information relates solely to the evaluation of institutions providing initial teacher education for primary education.
Dodatne opombe (Preglednica 2.5)Belgija (BE de): Podatki veljajo samo za evalvacijo institucij, ki izvajajo začetno izobraževanje učiteljev za primarno izobraževanje.
Poland: (1) relates to external evaluation of universities, and (2) to external evaluation of teacher training colleges.
Poljska: (1) velja za zunanjo evalvacijo univerz, (2) pa za za zunanjo evalvacijo šol za izobraževanje učiteljev.
Procedures not mentioned in official documents are, however, usually included in the evaluation process.
Postopki, ki jih akti ne omenjajo, so po navadi kljub temu vključeni v proces evalvacije.
United Kingdom: The information provided relates solely to the evaluation of initial teacher education and not to the evaluation of higher education in general.
Združeno kraljestvo: Podatki veljajo samo za evalvacijo začetnega izobraževanja učiteljev, in ne za evalvacijo visokega šolstva na splošno. Pojasnilo
Explanatory note For the definition of site visit, please refer to the glossary.
Za opredelitev pojma obisk institucije glejte pojmovnik.
The frequency of external evaluation of institutions and programmes providing initial teacher education varies greatly between countries and sometimes even within a country when several types of external evaluation exist or when there are no regulations on the subject established at central or higher level.
Zunanja evalvacija institucij in programov za začetno izobraževanje učiteljev je v različnih državah različno pogosta. Včasih je različno pogosta celo v eni sami državi, če so tam različne vrste zunanje evalvacije ali če na centralni ali višji ravni ni predpisov, ki bi to določali.
In most European countries, external evaluation of institutions and programmes providing initial teacher education takes place at fixed intervals which are determined at central or higher level.
V večini evropskih držav opravljajo zunanjo evalvacijo institucij in programov za začetno izobraževanje učiteljev v rednih časovnih razmikih, določenih na centralni ali višji ravni.
In some countries, there are several types of external evaluation with different fixed intervals.
V nekaterih državah imajo različne vrste evalvacije v različnih časovnih razmikih.
As regards the fixed intervals determined for external evaluation, at one extreme, evaluation occurs annually, and at the other, the interval is set for every 12 years.
Glede časovnih razmikov, določenih za zunanjo evalvacijo, poznamo dve skrajnosti: ena je predpisana evalvacija vsako leto, druga skrajnost pa je evalvacija vsakih dvanajst let.