natgillin/translations-raw huggingface dataset:
The situation in both Wales and Northern Ireland is broadly similar in many respects.
Položaj je v marsičem podoben tako v Walesu kot na Severnem Irskem.
Generally in Europe, schools do not have responsibility for selecting their school head.
Na splošno v Evropi šole nimajo odgovornosti pri izbiranju svojega ravnatelja.
Where the school management has responsibility for selecting the school head, this tends to be in countries that generally afford broad responsibilities to these bodies: Belgium (Flemish Community and, for grantaided schools only, the French and German-speaking Communities), Ireland (ISCED 2) and the United Kingdom (England, Wales and Northern Ireland).
Če je za izbiro ravnatelja odgovoren organ upravljanja, je to po navadi le v tistih državah, ki na splošno veliko odgovornosti nalagajo organom šole: v Belgiji (amska skupnost in samo v subvencioniranih francosko in nemško govorečih skupnostih), na Irskem (ISCED 2) in v Združenem kraljestvu (Anglija, Wales in Severna Irska).
In four countries teachers are involved in this selection process.
V štirih državah so učitelji vključeni v postopek za izbiro.
In Poland, the committee selecting the school head comprises the representatives of school management body, regional educational authorities, teachers and parents, while in Portugal, teachers elect the school head from amongst their peers, In Slovenia, teachers are also directly involved in approving the appointment of their school head.
Na Poljskem komisijo za izbiro ravnatelja šole sestavljajo predstavniki organa upravljanja, regionalnih šolskih oblasti, učiteljev in staršev, na Portugalskem pa učitelji izvolijo ravnatelja iz svojih vrst.Tudi v Sloveniji, kjer ravnatelja imenuje svet šole, so učitelji neposredno vpleteni s potrditvijo njegovega imenovanja.
Here, school heads are appointed by the school management body, which has to get a preliminary opinion from of the assembly of teachers, the municipality and the council of parents.
Svet šole si mora pridobiti mnenje učiteljskega zbora, občine ustanoviteljice in sveta staršev.
Finally, in Spain, the selection of school heads is carried out by a committee comprising representatives of the school and the education authority.
V Španiji izbiro ravnatelja opravi komisija, v kateri so predstavniki šole in šolskih oblasti.
The education administration is responsible for determining the total number of members on this committee, but at least one third of these must be teachers elected by the teachers’ assembly.
Šolska uprava določi skupno število članov komisije, vendar pa jih mora biti vsaj tretjina iz vrst učiteljev (izvoli jih učiteljski zbor).
A further one third are nonteaching members of the school board.
Drugo tretjino predstavljajo člani upravnega odbora šole.
Disciplining and dismissal of a school head is also very seldom a matter for schools although in some countries the school management body plays a role (Belgium (Flemish Community and, for grantaided schools only, the French and German-speaking Communities), Ireland (ISCED 2), Slovenia and the United Kingdom (England, Wales and Northern Ireland)).
Tudi disciplinsko obravnavanje ravnatelja in odpuščanje je zelo redko prepuščeno šoli, čeprav ima v nekaterih državah organ upravljanja šole to pristojnost – v Belgiji (amska skupnost in samo subvencionirane šole v francosko in nemško govorečih skupnostih), na Irskem (ISCED 2), v Sloveniji in v Združenem kraljestvu (Anglija, Wales in Severna Irska).
Teachers are, however, never formally involved in these decisionmaking procedures.
Formalno pa učitelji ne sodelujejo v postopkih odločanja o razrešitvi ravnatelja.
Figure 2.8: Decision makers at school level in relation to school heads, ISCED 1 and 2, 2006/07
Slika 2.8: Kdo v šolah odloča o ravnateljih, ISCED 1 in 2, 2006/07
Duties and responsibilities
Določanje nalog inodgovornosti
9Not a school responsibility / Not applicable
Ni odgovornostišole. / Ne pride v poštev.
In the grantaided sector, the responsible authority is deemed to be the school-based management body.
Irska: Na primarni stopnji šole ne odločajo.
Ireland: At ISCED 1, all decision areas are not a school responsibility.
Španija: Izbor opravi komisija, ki jo sestavljajo predstavniki šole in šolske oblasti.
Spain: Selection is carried out by a committee comprising representatives of the school and the education authority.
Predstavniki šole so učitelji in člani šolskega organa upravljanja.
Representatives from the school include teachers and members of the school management body.
Nizozemska: Vsaka šola ima svojo zunanjo upravo (bevoegd gezag), ki je lahko odgovorna za eno šolo (eenpitters) ali več šol (npr. Ons Middelbaar Onderwijs v provinci Brabant).
Poland: Parents take part in decisionmaking processes.
Poljska: V procesih odločanja sodelujejo tudi starši.
Slovakia: Information not verified at national level.
Slovaška: Informacije niso preverjene.
The selection and dismissal of school head is a joint responsibility between the school management body and the school founder.
Izbira in odpoklic ravnatelja sta v deljeni pristojnosti organa upravljanja šole in ustanovitelja.
United Kingdom (SCT): The school head and the school board/parent council are involved in the selection but the final decision lies with the education authority as employer.
Združeno kraljestvo (SCT): Ravnatelj in svet šole/svet staršev sodelujeta pri izbiranju, končna odločitev pa je v rokah šolske oblasti kot delodajalca.
In Belgium (the Flemish Community and the grantaided sector in the French Community), Estonia, Ireland (ISCED 2) and in the United Kingdom (England, Wales and Northern Ireland), the school head and management body are both involved in the decisionmaking process.
V Belgiji (amska skupnost in subvencionirani sektor v francosko govoreči skupnosti), Estoniji, na Irskem (ISCED 2) in v Združenem kraljestvu (Anglija, Wales in Severna Irska) sta v postopek izbiranja vključena tako ravnatelj kot organ upravljanja šole.
Decisions regarding substitute teachers are handled slightly differently in a number of countries. This usually means that where selection for teaching vacancies is not a matter for the school, substitute teachers are organised directly by the school head (France (ISCED 2), Austria and Liechtenstein), or by the school head acting together with teachers (Germany).
Vprašanje določanja nadomestnih učiteljev je v mnogih državah urejeno nekoliko drugače, po navadi tako, da v sistemih, kjer šole niso pristojne za zaposlovanje učiteljev, nadomeščanja organizirajo ravnatelji kar sami neposredno (Francija (nižje sekundarne šole), Avstrija in Lihtenštajn) ali skupaj z učitelji (v Nemčiji).
In Belgium (French and German-speaking Communities), substitute teachers may only be brought in if the teacher’s absence is expected to last for more than 5 days (in the German-speaking Community) or 10 days for most cases in the French Community.
V Belgiji je nadomestne učitelje mogoče najeti, samo če so redno zaposleni učitelji po pričakovanju odsotni več kot 5 dni (v nemško govoreči skupnosti) oziroma večinoma 10 dni (v francoski skupnosti).
In Community-run schools this decision is taken by the respective ministers, while in the grantaided sector it is taken by the
V šolah skupnosti o tem odloča pristojni minister, v zasebnih šolah v subvencioniranem sektorju pa organ upravljanja šole, navadno po posvetovanju z ravnateljem.
Policies and Measures school management body, usually after consulting the school head.
Politikain ukrepi
Teachers are also involved in decisions about substituting for absences in Latvia, Lithuania and Hungary.
Disciplinska obravnava in odpuščanje učiteljev je še redkeje v domeni šol.
Disciplining and dismissing teachers is even less frequently a decision taken within schools and even where there is full autonomy, this is in practice often curtailed by legislation on public sector employment.
Celo tam, kjer imajo šole popolno avtonomijo, splošna zakonodaja, ki ureja delovna razmerja v javnih službah, v praksi to pogosto preprečuje.
The school head is involved in these decisions in most new member states (the three Baltic states, Bulgaria, the Czech Republic, Hungary, Poland, Slovenia and Slovakia) as well as in Belgium (Flemish Community and grantaided schools in the French Community) and Sweden.
Ravnatelj sodeluje pri tovrstnih odločitvah v večini novih držav članic (tri baltske države, Bolgarija, Češka, Madžarska, Poljska, Slovenija in Slovaška), in tudi v Belgiji (amska skupnost in subvencionirani sektor v francoski skupnosti) in na Švedskem.
In a few countries where dismissal is not a school responsibility, responsibility for disciplining teachers remains a decision for the school, either for the school head (Germany) or for both the school management body and school head (Belgium (Flemish Community) and Norway), or for teachers themselves (through a special commission) in Romania.
V nekaj državah, kjer odpuščanje sicer ni v pristojnosti šole, je odgovornost za disciplinsko obravnavo učiteljev vseeno na ramenih šol, bodisi ravnatelja (Nemčija), organa upravljanja šole in ravnatelja (Belgija (amska skupnost) in Norveška) bodisi disciplinskih komisij, v katerih so samo učitelji (v Romuniji).
Teachers also participate in decisions on discipline in Hungary.
Učitelji sodelujejo pri izrekanju disciplinskih ukrepov tudi na Madžarskem.
In Italy, the school head may decide to instigate disciplinary action and is responsible for initial measures, while further measures are taken by higher education authorities on the basis of reports from the inspectorate.
V Italiji se ravnatelj lahko odloči, da sproži disciplinski postopek, in je odgovoren za začetek postopka, nadaljnje ukrepe pa izreka višja šolska oblast na podlagi poročil inšpektorata.
For serious breaches of discipline in Italy, responsibility is directly referred to the higher education authority (the regional Director General).
Pri resnih disciplinskih prekrških odgovornost takoj preložijo na višjo šolsko oblast (generalni šolski direktorat za regijo).
Figure 2.9: Decision makers at school level in relation to teachers, ISCED 1 and 2, 2006/07
Slika 2.9: Kdo v šolah odloča o učiteljih, ISCED 1 in 2, 2006/07
Selection for teachingvacancies
Izbiranje kandidatov na prosta delovna mesta
Selection for substitutingabsent teachers
Izbiranje nadomestnih učiteljev
9Not a school responsibility / Not applicable
Ni odgovornostišole. / Ne pride v poštev
Substituting absent teachers is legally authorised only for absences of longer than 5 days (German-speaking Community) or 10 days in most cases (French Community).
Nadomeščanje odsotnih učiteljev je dovoljeno samo za odsotnosti, ki trajajo več kot 5 dni (nemško govoreča skupnost) oziroma večinoma 10 dni (francoska skupnost).
For shorter absences, the school head relies on existing school staff.
Pri nadomeščanju krajših odsotnosti se ravnatelj zanaša na zaposlene učitelje.
Denmark: Decisions on the selection for substituting absent teachers may be delegated to schools in urgent matters.
Danska: V nujnih primerih o nadomeščanjih lahko odločijo šole.
It is then up to the school head to make the decision.
V teh primerih odločitve sprejema ravnatelj.
Ireland: At ISCED 1, all decision areas are not a school responsibility.
Irska: Na primarni stopnji šole same ne odločajo.
Spain and Portugal: Disciplining and dismissing teachers: schools begin and develop the procedures although the final decision is taken at a higher level.
Španija in Portugalska: Discipliniranje in odpuščanje učiteljev – šola začne postopek disciplinske obravnave oziroma odpuščanja in ga vodi, končno odločitev pa sprejme višja raven oblasti.
France: At ISCED 2, the school head is responsible for substituting absent teachers for absences of 2 weeks or less.
Francija: Za odsotnosti, krajše od dveh tednov, je v nižjih sekundarnih šolah za nadomeščanje odsotnih učiteljev odgovoren ravnatelj.
Romania: The school management body may take decisions regarding substituting absent teachers if teachers available in the school.
Romunija: Organ upravljanja šole lahko sprejema odločitve o nadomeščanju odsotnih učiteljev, le če so nadomestni učitelji iz vrst delavcev šole.
Finland: Selection for teaching vacancies and for substituting absent teachers and decisions about disciplining may be delegated to the school head.
Finska: Odločanje o izbiri kandidatov na prosta mesta in nadomestnih učiteljev se lahko prenese na ravnatelja šole.
United Kingdom (WLS): Decisions on teacher dismissal is solely the responsibility of the school management body.
Združeno kraljestvo (WLS): Odločitve o odpuščanju učiteljev so v pristojnosti organa upravljanja šole.
United Kingdom (SCT): The school head is responsible for the selection of teachers but the education authority is the employer.
Združeno kraljestvo (SCT): Ravnatelj šole izbere kandidate, šolske oblasti pa jih zaposlijo.
Nonteaching staff
Nepedagoško osebje
Nonteaching staff in schools can include, for example, administrative and maintenance staff as well as classroom assistants who are not qualified teachers.
Nepedagoško osebje so na primer administrativni delavci, vzdrževalci in pomočniki v razredih, ki niso kvalicirani kot učitelji.
Decisions about recruiting, disciplining and dismissing nonteaching staff are taken within schools in many countries, and responsibility for each of these decisions usually lies with the same decision-maker.
Odločitve o zaposlovanju, disciplinski obravnavi in odpuščanju nepedagoškega osebja v številnih državah sprejemajo šole.
There are a very few exceptions: in the United Kingdom (Scotland) and Iceland, the local authority is responsible for decisions about dismissal.
Šole so navadno za tovrstne postopke že izvirno pristojne.
In Ireland (ISCED 2), Slovenia and Norway, the school management body becomes involved, or takes full responsibility, for discipline and dismissal decisions.
Poznamo le nekaj izjem: v Združenem kraljestvu (Škotska) in na Islandiji je lokalna oblast odgovorna za odpuščanje nepedagoškega osebja, na Irskem (ISCED 2), v Sloveniji in na Norveškem izreka disciplinske ukrepe oziroma sklepe o odpuščanju organ upravljanja šole ali pa pri tem vsaj sodeluje.
Figure 2.10: Decision makers at school level in relation to nonteaching staff, ISCED 1 and 2, 2006/07
Slika 2.10: Kdo v šolah odloča o nepedagoškem osebju, ISCED 1 in 2, 2006/07
Selection for teaching vacancies
Izbiranje kandidatov na prosta delovna mesta
In schools for which Community is directly responsible, only decisions concerning staff canteen and cleaning staff engaged on a contractual basis are the responsibility of the school head.
V šolah skupnosti je ravnatelj odgovoren samo za pogodbeno osebje v kuhinji in čistilno osebje.
Ireland: At ISCED 1, all decision areas are not a school responsibility.
Irska: Na primarni stopnji šole ne odločajo.
Greece: Decisions concerning auxiliary and cleaning personnel are the responsibility of the school head; decisions concerning administrative personnel are not a school responsibility.
Grčija: Za pomožno in čistilno osebje skrbi ravnatelj; za pisarniško osebje niso pristojne šole.
France: Some types of contract are the responsibility of the school head.
Francija: Nekatere vrste pogodb sklepa ravnatelj šole po svoji presoji.
Portugal: Disciplining and dismissing nonteaching staff: schools begin and develop the procedures although the final decision is taken at a higher level.
Portugalska: Šola začne postopek disciplinske obravnave oziroma odpuščanja in ga vodi, končno odločitev pa spreme višja raven oblasti.
Romania: the school management body deals with minor breaches of discipline, while in more serious cases the County School Inspectorate is responsible.
Romunija: Organ upravljanja šole obravnava manjše disciplinske prekrške, za zahtevnejše primere pa je pristojen regionalni šolski inšpektorat.
Finland: The municipality may delegate decisionmaking authority to schools.
Finska: Občina lahko odločanje prenese na šole.
If this is the case, it is the school head and the school management body who share responsibility.
V tem primeru si odgovornost delita ravnatelj in organ upravljanja šole.
Additional salary payments
Plačni dodatki
Offering additional salary payments to teachers for non-contractually stipulated overtime and/or tasks and responsibilities is a decision for schools in about half of school systems.
V približno polovici evropskih šolskih sistemov šole odločajo o plačnih dodatkih za nadurno in izredno delo.
Within schools, this is often a matter for school heads to decide.
V šoli je navadno ravnatelj tisti, ki odloči o dodelitvi izrednih nalog in izplačilu za nadurno delo.
In Belgium (German-speaking Community), the school head takes decisions on additional salary payments for unavoidable overtime hours, which is then processed by the Ministry.
V Belgiji (nemško govoreča skupnost) ravnatelj odloča nadurnem delu, če je tako delo neizogibno, izplačilo pa nato izvrši ministrstvo.
Teachers participate in decisions about overtime pay in Greece and Latvia and in decisions about extra pay for extra duties in Latvia and Hungary.
Pri izplačevanju nadur ponekod sodelujejo tudi učitelji, in sicer v Grčiji in Latviji; v Latviji in na Madžarskem pa tudi pri razporejanju dodatnega dela, za katera učiteljem pripadajo dodatki.
In the United Kingdom (England, Wales and Northern Ireland) and Norway, as well as in Italy with respect to extra pay for extra duties, the school management body is involved in decisions alongside the school head.
Ko gre za izplačevanje dodatkov za dodatno delo v Združenem kraljestvu (Anglija, Wales in Severna Irska), na Norveškem in v Italiji, v procesu odločanja sodelujejo organi upravljanja in ravnatelji.
Apart from Ireland (ISCED 2), Romania is the only country where the school management body (the Administration Board) has full responsibility for these decisions, subject to the approval of the County School Inspectorate.
Če ne upoštevamo nižjih sekundarnih šol na Irskem, je Romunija edina država, kjer ima upravni odbor šole vse pristojnosti odločanja, vendar potrebuje soglasje šolskega inšpektorata države.
Figure 2.11: Decision makers at school level when offering additional salary payments to teachers, ISCED 1 and 2, 2006/07
Slika 2.11: Kdo v šoli odloča o učiteljevih plačnih dodatkih, ISCED 1 in 2, 2006/07
Offering additional salary payments to teachers for non-contractually:
Plačni dodatki za delo izven osnovnega učiteljevega delokroga:
Stipulated overtime
Predvideno nadurno delo
Stipulated duties and responsibilities
Nepredvidene nove nalogein dolžnosti
In the grantaided sector, the responsible authority is deemed to be the school-based management body.
Belgija (BE de) in Bolgarija: Ravnatelj izplačuje dodatke za nadure, vendar pravice do nadurnih izplačil določajo predpisi oziroma sekundarna zakonodaja.
Belgium (BE de) and Bulgaria: School heads decide the allocation of overtime but the conditions for such payments are regulated through orders/secondary legislation.
Irska: Na primarni stopnji šole ne odločajo.
Ireland: At ISCED 1, all decision areas are not a school responsibility.
Nizozemska: Vsaka šola ima svojo zunanjo upravo (bevoegd gezag), ki je lahko odgovorna za eno šolo (eenpitters) ali več šol (npr. Ons Middelbaar Onderwijs v provinci Brabant).
Slovakia: Information not verified at national level.
Slovaška: Informacije niso preverjene na državni ravni.
Finland: Decisions on additional salary payments may be delegated to schools.
Finska: Odločanje o plačnih dodatkih se lahko prenese na šole.
School management bodies play a stronger role in countries such as Belgium, Spain, Ireland (ISCED 2), Italy, Romania and the United Kingdom.
Švedska: šole se držijo splošnih kolektivnih dogovorov in predpisov, ki veljajo za vse zaposlene.
Chapter 2: Levels of School Autonomy and Types of School Decision-Making responsibilities in terms of educational content and processes within school decisionmaking processes would almost certainly show a different picture.
Pri tem ima v mnogih šolskih sistemih, pa ne vseh, ravnatelj v primerjavi z organom upravljanja odločilnejšo vlogo. Organi upravljanja šole imajo močnejšo vlogo v državah, kot so Belgija, Španija, Irska (nižje sekundarne šole), Italija, Romunija in Združeno kraljestvo.
In the vast majority of European countries, school autonomy was accompanied by the establishment of new managing bodies at school level which had either a decisionmaking or a consultative role.
V večini evropskih držav je vpeljevanje avtonomije v šole spremljala ustanovitev novih organov, ki na ravni šole bodisi sprejemajo odločitve bodisi imajo vlogo posvetovalnega telesa.
Their character and composition were usually made compulsory through general legislation or administrative measures which provided the framework for the transfer of responsibilities to schools.
Vloga in sestava teh organov je bila skoraj obvezno določena z zakonskim predpisom ali ustreznim administrativnim aktom; prav tako pristojnosti in postopki odločanja, ki so prešli v odgovornost šole.
Therefore, for example, countries such as Bulgaria, Denmark, Estonia, France, Lithuania and Slovenia provided for the compulsory establishment of school management bodies.
Tako so na primer države, kot so Bolgarija, Danska, Estonija, Francija, Litva in Slovenija, predpisale obvezno ustanovitev organov upravljanja šole.
In the United Kingdom (England and Wales), school governing bodies have a long history, but local education authorities had a wide discretion in their operation and constitution and it was not compulsory for each school to have its own governing body until the 1980 Education Act was passed.
V Združenem kraljestvu (Anglija in Wales) imajo šolska vodstva dolgo zgodovino, vendar so imele lokalne šolske oblasti od nekdaj tako široka pooblastila pri organiziranju šol, da vse do leta 1980, ko je bil sprejet zakon o izobraževanju, niso nujno vsem šolam omogočile oblikovanja lastnega upravnega telesa.
In the same way, in the Czech Republic, the school bodies which were originally optional became obligatory from 2005.
Podobno so se na Češkem organi upravljanja šol najprej ustanavljali kot neobvezni, od leta 2005 pa so obvezni.
In other countries, such requirements are limited to certain parts of the school network.
V nekaterih drugih državah so možnosti oblikovanja takega organa omejene na nekatere dele mreže šol.
So, in the Belgian Flemish Community, only schools accountable to the Community itself are obliged to set up such bodies.
V flamski skupnosti morajo obvezno oblikovati svoj organ upravljanja samo tiste šole, ki spadajo pod nadzor skupnosti.
In a minority of other European countries, the establishment of school management bodies is left to schools
V nekaj drugih evropskih državah je odločitev o ustanovitvi organov upravljanja šole prepuščena šolam. V
), Poland and Iceland, school management bodies are mentioned in the general legislation or regulations which defined school autonomy but their establishment is optional.
Bolgariji, Latviji, na Poljskem in Islandiji so v splošni zakonodaji ali v predpisih, ki opredeljujejo avtonomijo šole, organi šole omenjeni, vendar je njihovo oblikovanje neobvezno.
In Hungary, the 1993 Act also provided for a type of school body (school board) which would be open to representatives from inside the school, pupils’ parents and representatives of the local community.
Na Madžarskem so leta 1993 z zakonom omogočili ustanavljanje šolskih odborov, v katerih so poleg predstavnikov lokalne skupnosti tudi predstavniki šole in starši.
The composition of school management bodies follows three principal types of structure. However, these structures do not seem to correlate in any way to the degree of importance of the duties assigned to them.
Članstvo v organih upravljanja šole je lahko opredeljeno na tri različne načine, ki so zdijo povsem neodvisni od pomembnosti nalog in dolžnosti, ki so jim dodeljene.
In the first scenario, the school management body is composed of members from within the school and their immediate users so only members of the school management, teachers, parents and pupils are represented.
Prvi način sestave vključuje v organe upravljanja delavce šole in njihove neposredne uporabnike. V organu so zastopani samo vodstvo šole, učitelji, starši in učenci.