natgillin/translations-raw huggingface dataset:
In Belgium (German-speaking Community), Cyprus, Latvia, Lithuania, Romania and Liechtenstein, teachers also assist in drawing up the country’s school curriculum (for use in all schools).
Tudi v nemško govoreči skupnosti Belgije, na Cipru, v Litvi, Latviji, Romuniji in Lihtenštajnu učitelji pomagajo oblikovati osnutek nacionalnega šolskega kurikuluma (ki ga nato izvajajo v vseh šolah).
In Malta, teacher trade unions have been party to consultations during the drafting of curricula, while reforms already under way are seeking to create networks of schools enabling the latter to have a somewhat greater say in curriculum development.
Na Malti so pri posvetovanjih med sestavljanjem kurikularnega osnutka sodelovali učiteljski sindikati, hkrati z reformami pa poskušajo organizirati mreže šol, tako da bi šolam omogočili nekoliko večji vpliv na kurikularni razvoj.
The involvement of teachers in this area may also depend on other factors.
Sodelovanje učiteljev pri reformah je lahko odvisno tudi od drugih dejavnikov.
For example, although Greece is a country in which most aspects of the curriculum are centrally determined (i.e. school autonomy in this area is non-existent), the development of cross-thematic approaches to curricula means that teachers exercise greater influence over curricular content and are thus more autonomous.
Čeprav je Grčija država, v kateri šole pri določanju kurikuluma nimajo avtonomije, ker se sprejema na državni ravni, spodbujajo razvoj medpredmetnih povezav v kurikulumu; s tem omogočajo učiteljem večji vpliv na kurikularne vsebine in torej večjo avtonomnost.
In Ireland, the content of the curriculum is centrally determined, but a key aspect of its implementation is the importance of adapting it to the particular needs and circumstances of schools and individual children, and both schools and teachers are encouraged to do this.
Tudi na Irskem je vsebina kurikuluma določena na državni ravni, vendar spodbujajo šole in učitelje, da vsebine v izvedbenem delu prilagajajo specifičnim potrebam in okoliščinam šol in posameznih otrok.
In Slovenia, the Council of Experts for general education adopts the curriculum and outline syllabuses for subjects in basic education.
V Sloveniji program in učne načrte za predmete v osnovnošolskem izobraževanju sprejema Strokovni svet RS za splošno izobraževanje.
The programme includes conceptual and procedural knowledge, pupil activities, suggestions about content, teaching recommendations and compulsory cross-curricular links.
Program vsebuje konceptualno in procesno znanje, dejavnosti učencev, predloge vsebin, didaktična priporočila in obvezne medpredmetne povezave.
It may also include standards for evaluating learning objectives.
Vsebuje lahko tudi standarde za preverjanje in ocenjevanje učnih ciljev.
Teachers are nevertheless free to choose specific items of content as the curriculum offers just a general framework.
Učitelji lahko ob tem po svoji presoji konkretizirajo vsebine, saj kurikulum daje le splošni okvir.
School legislation dating from 1996 has partly altered the responsibilities of teachers.
Ta delna sprememba odgovornosti učiteljev do izvedbe kurikuluma je bila vpeljana z novo šolsko zakonodajo leta 1996.
Even if they do not always take decisions on the content or aims of teaching, they are now free to plan their activity on an annual basis (often jointly with other teachers of the same subject) and to allocate precise topics to each day or week.
Četudi ne odločajo vselej o vsebini ali ciljih poučevanja, lahko učitelji vendarle samostojno načrtujejo dejavnosti v okviru priprave letnega načrta dela (pogosto skupaj z drugimi učitelji istega predmeta) in razporejajo določene učne teme po dnevih ali tednih.
In the United Kingdom (England, Wales and Northern Ireland), the central curriculum and assessment authorities define the compulsory minimum curriculum, setting out the programmes of study (content to be taught), attainment targets and assessment arrangements.
V Združenem kraljestvu (Angliji, Walesu in na Severnem Irskem) centralne šolske oblasti za kurikulum in preverjanje znanja določajo minimalni obvezni kurikulum, načrtujejo učne vsebine, opredelijo ciljne dosežke in določijo oblike in načine preverjanja znanja.
Schools and teachers cannot normally change these requirements, but they do decide which subjects might be added to the minimum, which subjects are taught separately and which are combined with other subjects, how the curriculum is distributed across the key stage, and the time allocated to each subject.
Šole in učitelji praviloma ne smejo spreminjati teh odločitev, lahko pa odločajo o predmetih nad predpisanim minimumom, o načinu poučevanja predmetov (skupaj, ločeno), o razporeditvi snovi v obdobju šolanja (key stage) ter o obsegu ur, namenjenih posameznemu predmetu.
The compulsory minimum curriculum has undergone reforms in all three countries, and new curricula being introduced into schools from 2007 (Northern Ireland) and 2008 (England and Wales) are less prescriptive.
Minimalni obvezni kurikulum so že spreminjali v vseh treh deželah. Novi kurikulumi, ki so jih šole na Severnem Irskem začele izvajati leta 2007, v Angliji in Walesu pa leta 2008, so že manj predpisovalni.
In Norway, the ‘Knowledge Promotion’ reform and its accompanying national curriculum determine the school subjects that must be taught during compulsory education.
Na Norveškem je predmetnik obveznega izobraževanja določen s kurikulumom, ki je bil sprejet v okviru reforme, imenovane »Promocija znanja«.
Each subject consists of main subject areas and the competence (knowledge and skills) to be acquired are clearly specified.
Za vsak predmet so določena glavna vsebinska področja, jasno so določene kompetence (znanje in spretnosti), ki si jih morajo učenci pridobiti.
The precise content of the subject curricula is determined locally.
Natančen učni načrt za predmet pa se določi lokalno.
Since 1 September 2000 in Italy when schools were granted autonomy, the government has decided which subjects are compulsory, leaving the choice of certain optional subjects to schools.
V Italiji, kjer so šole od 1. septembra 2000 naprej avtonomne, vlada določi le obvezne predmete, izbiro nekaterih izbirnih predmetov pa prepušča šolam.
The latter now determine general teaching aims, the specific learning objectives associated with pupil competencies, and the amount of taught time for each subject and school year.
Šole po novem same opredeljujejo splošne cilje poučevanja, specifične učne cilje, povezane s kompetencami učencev, število ur pouka posameznega predmeta in količino pouka v šolskem letu.
In the case of compulsory subjects in 2004, study plans for more personally-oriented programmes defined learning objectives in terms of knowledge to be acquired and skills to BE developed.
Z učnimi načrti so v letu 2004 opredelili učne cilje za obvezne predmete tako, da so opisali znanje, ki naj si ga učenec pridobi, in spretnosti, ki naj jih razvije.
School teachers’ councils (3) draw up study programmes on this basis. Teachers
Učiteljski sveti poslej tako načrtujejo43 učne programe.
These councils are responsible for taking decisions on teaching activities.
) Ti sveti so odgovorni za odločanje o pedagoški dejavnosti.
Levels of Autonomy and Responsibilities of Teachersin Europe thus have some room for manoeuvre in translating these aims into their own programmes, selecting the content to be covered, deciding the order in which its various elements should be taught and linking particular aims to a given year if they relate to a two-year stage of schooling.
Učitelji imajo dejansko nekaj manevrskega prostora pri vnašanju splošnih ciljev v svoje individualizirane učne programe, pri izbiranju konkretne učne vsebine, odločanju o vrstnem redu poučevanja snovi in uresničevanja ciljev v posameznem šolskem letu (v dveletnih obdobjih izobraževanja).
Teachers have even greater freedom to take decisions regarding the timetable allocated for optional or discretionary subjects.
Svoboda izbiranja vsebin je večja v primarnem izobraževanju, pri posameznih predmetih pa je različna.
Meanwhile, school heads are responsible for ensuring that decisions taken by the teachers’ council comply both with formal legal requirements and educational quality criteria.
Večje prilagajanje vsebin je dovoljeno pri italijanščini kot pri matematiki, denimo. Pri odločanju o urniku za izbirne in dodatne predmete imajo učitelji še večjo svobodo.
Schools may also use up to 20 % of the compulsory timetable to reduce the time allocated to some subjects and introduce others not provided for in the national recommendations.
Ravnatelji šol so dolžni zagotoviti, da so odločitve učiteljskih komisij skladne s predpisi in izpolnjujejo merila za kakovost v izobraževanju.
At the beginning of the 2007/08 school year, the minister of education circulated fresh curriculum recommendations which will be tested in schools for two years prior to drafting in their final form.
Minister za šolstvo je v začetku šolskega leta 2007/08 objavil nova programska priporočila, ki jih bodo šole pred dokončnim oblikovanjem dve leti poskusno uporabljale.
The final recommendations will take account of the experimentation without basically altering the autonomy of teachers in this area.
Po končanem poskusu bodo v končnih priporočilih upoštevali izkušnje šol, vendar avtonomije učiteljev na tem področju ne bodo bistveno spreminjali.
Figure 2.1b: School decision-makers involved in determining the content of the compulsory minimum curriculum, ISCED 1 and 2, 2006/07
Slika 2.1b: Šolski nosilci odločanja o vsebinah minimalnega obveznega kurikuluma, ISCED 1 in 2, 2006/07 a b
School head
Ravnatelj šole
School management body n u l l
Ni odgovornost šole./Ni pojava.
Chapter 2: Educational Provision andthe Autonomy of Teachers
Na Irskem (ISCED 2) in v Litvi učitelji, ki sodelujejo v upravnem organu šole, ter ravnatelj odločajo o kurikularnih zadevah samo v okviru vnaprejšnjih možnosti, ki jih predpišejo višje oblasti.
The Czech Republic is undergoing a transitional phase in which schools and school heads are becoming increasingly autonomous in determining curricular content.
Češka republika je zdaj pri določanju kurikularne vsebine v prehodnem obdobju povečevanja avtonomije učiteljev in ravnateljev.
The great majority of schools still follow the ‘Standard for Basic education (1995)’ which specifies the content and aims of teaching. The 2004 Education Act which came into force in January 2005 has introduced the Rámcový vzdělávací program pro základní vzdělávání (or Framework Educational Programme for Basic Education).
Večina šol še vedno dela po »Standardu za temeljno izobraževanje (1995)«, v katerem so natančno določeni vsebina in cilji poučevanja.
The Programme sets out goals and the knowledge and skills that pupils should acquire, as well as fields of study, the general content of education and the required attainment levels expected at each stage, etc.
V programu so zapisani cilji, znanje in spretnosti, ki naj bi si jih učenci pridobili, učna področja, splošna vsebina izobraževanja, zahtevani dosežki na posameznih stopnjah in drugo.
On the basis of the Framework Programme, schools determine their own programmes including the content and outcomes that should be linked to the various subjects and years of study, etc.
Na podlagi okvirnega programa šole nato opredelijo svoje specifične programe in predmetnik z vsebinami predmetov in učnimi izidi.
Teaching based on these school educational programmes has now begun on a mandatory basis in 2007/08 in the first years of primary and lower secondary education.
V šolskem letu 2007/08 je postalo izvajanje teh šolskospecifičnih izobraževalnih programov v prvih razredih primarne in nižje sekundarne šole obvezno.
While the school head is always regarded as officially responsible, teachers take part in the decision-making process.
Za to je vselej uradno odgovoren ravnatelj, vendar pri odločanju sodelujejo tudi učitelji.
In Denmark and the Netherlands, teachers alone prepare the content of the compulsory minimum curriculum (although in Denmark this occurs subject to the approval of the municipal council and with reference to major guidelines drawn up at central level).
Na Danskem in Nizozemskem pripravljajo vsebino minimalnega obveznega kurikuluma (ISCED 2) učitelji sami. Vendar morajo na Danskem učitelji pri tem upoštevati nacionalne smernice za pripravo izobraževalnih vsebin, poleg tega jim mora to posebej dovoliti še občinski svet.
Teachers and the school head are involved in determining the curriculum in Estonia, Sweden and the United Kingdom (Scotland).
V Estoniji (ISCED 1), na Švedskem in v Združenem kraljestvu (na Škotskem) učitelji in ravnatelj šole sodelujejo pri določanju vsebin kurikuluma.
In Estonia, both devise it jointly in accordance with the national curriculum.
Po navodilih opredelijo podrobne vsebine in cilje, ki so v nacionalnem dokumentu opisani samo na splošno.
They work out to the required extent the detail of its content and aims, which in the national document are described in only general terms.
Poleg tega je vsaka šola odgovorna za to, da izdela četrtino kurikuluma po svoji presoji.
In addition, each school is responsible for one-quarter of its own curriculum and decides, for example, whether to offer certain subjects on an optional basis or to teach its compulsory subjects in greater depth.
Šola se sama odloči na primer, ali bo učencem ponudila določene predmete na izbiro ali bo namesto tega ponudila možnost poglabljanja znanja iz obveznih predmetov.
In the Netherlands, curricula as commonly understood do not exist.
Na Nizozemskem takšnih kurikulumov, kot jih poznajo v drugih državah, nimajo.
However since 1993, the aims and targets to be reached have been set by order or in regulations applicable to both primary education (for which they were revised in 1998 and 2006) and secondary schools.
Učne cilje so od leta 1993 določali z uredbami oziroma predpisi (spremenjenimi v letih 1998 in 2006), ki urejajo delovanje primarnih ter sekundarnih šol.
Rather than describing educational content, these goals help schools set minimum pupil attainment levels.
Predpisani cilji ne opredeljujejo toliko vsebine izobraževanja kot pomagajo šolam pri opredeljevanju minimalnih ravni dosežkov učencev.
In primary education, they do describe content in a general way but without specifying in any great detail the outcomes required.
Res so v primarnem izobraževanju opredeljene tudi splošne učne vsebine, vendar brez kakšne podrobne določitve zahtevanih izidov.
Instead, teachers are obliged to do all they can to ensure that pupils achieve the goals concerned.
Učitelji morajo zato narediti vse, kar je v njihovi moči, da učenci dosežejo cilje.
In all cases, teachers are accountable for their performance and, where necessary, have to explain why pupils have underachieved.
Učitelji so v vsakem primeru odgovorni za uspešnost svojih učencev. Kadar je treba, morajo znati pojasniti, zakaj so na primer dosežki njihovih učencev pomanjkljivi.
Much the same applies to lower secondary education for which the corresponding goals were established in 1993 and revised in 2006 (when 58 new aims were identified).
Podoben sistem je v nižjem sekundarnem izobraževanju; cilji te izobraževalne ravni so bili sprejeti leta 1993 in spremenjeni leta 2006 (ko je bilo določenih 58 novih ciljev).
The government establishes a general reference framework and schools exercise freedom of choice within it.
Vlada opredeli le splošni referenčni okvir, znotraj katerega šole se šole samostojno odločajo oziroma prosto izbirajo.
As in primary education, therefore, the basic aims of education are fixed at national level, while schools and their staff (or their governing bodies) work out the detail.
Tako kot v primarnem izobraževanju, so tudi v sekundarnem temeljni cilji na nacionalni ravni trdno določeni, šole in učitelji (ali njihovi vodstveni organi) pa jih konkretizirajo.
Teachers exert real influence not as individuals but collectively as members of the advisory bodies within each school.
Učitelji imajo dejanski vpliv ne kot posamezniki, temveč kolektivno kot člani strokovnih organov, ki delujejo v vsaki šoli.
The Swedish education system is also more goal-oriented, leaving those concerned with these matters to exercise considerable responsibility.
Tudi Švedski izobraževalni sistem je bolj ciljno usmerjen in zahteva od učiteljev in šol izredno odgovorno delovanje.
Teachers use both the curriculum (which sets out the principles and general aims of education) and the syllabuses (which govern the general content) as a basis for organising their teaching activity.
Učitelji svoje pedagoško delo organizirajo na podlagi kurikuluma (ta določa načela in splošne cilje izobraževanja) in učnih načrtov (ti opredeljujejo splošno vsebino).
Following discussion with their pupils, they then take decisions on teaching content and methods with due regard for their own goals (in particular the quality of what is learnt) and those to which pupils should aspire (a minimum level of attainment for all).
Po posvetovanju z učenci se nato odločajo o konkretnih vsebinah in metodah poučevanja, upoštevajoč svoja lastna prizadevanja za kakovostno poučevanje in pričakovanja učencev. Vsi učenci si morajo pridobiti vsaj minimalno raven znanja.
In the United Kingdom (Scotland), teachers are not bound by a national curriculum.
V Združenem kraljestvu (na Škotskem) nacionalni kurikulum učiteljev ne zavezuje.
Instead, the government publishes a detailed guide setting out the essentials of a good curriculum. This guide covers primary education (ISCED 1) and the first two years of secondary education.
Vlada namesto tega objavi podroben vodnik, v katerem razloži bistvene sestavine dobrega kurikuluma v primarnem izobraževanju (ISCED 1) in prvih dveh letih sekundarnega izobraževanja.
During the last two years of secondary education pupils select their subjects, the content of which is largely determined by the final examination requirements of the Scottish Qualification Authority (SQA).
V zadnjih dveh letih sekundarnega izobraževanja učenci izberejo predmete po svoji izbiri. Vsebino teh predmetov pa večinoma narekujejo izpitne zahteve Škotskega urada za kvalifikacije (Scottish Qualification Authority SQA).
At primary level, schools – and to some extent
Primarne šole in delno tudi učitelji si lahko samostojno
Levels of Autonomy and Responsibilities of Teachersin Europe teachers – are free to interpret ‘national advice’.
Ravni avtonomijein odgovornost učiteljev v Evropi razlagajo »nacionalna priporočila«.
Teachers working in the first two years of secondary education have greater room for manoeuvre in this respect.
Učitelji v prvih dveh letih sekundarnega izobraževanja imajo že več manevrskega prostora; vendar na vsebino poučevanja in ravnanje učiteljev nasploh močno vplivajo zaključni šolski izpiti.
In the last two years of secondary education, final school examinations greatly influence the content of teaching and thus the general conduct of teachers, who apparently adapt or restrict their programmes to pupil assessment requirements.
Zato programe prilagajajo in omejijo na vsebine, iz katerih bodo učenci ocenjeni.
Circulars 3/2001 and 7/2005 have encouraged schools to adopt a more flexible approach to their curricula.
Z okrožnicama 3/2001 in 7/2005 so skušali spodbuditi šole k prožnejši obravnavi kurikularnih vsebin.
Some of them have thus taken the opportunity to introduce new subjects or fresh approaches to teaching.
Nekatere med njimi so dejansko izrabile priložnost in vpeljale nekaj novih predmetov oziroma modernejših načinov poučevanja.
In Luxembourg (ISCED 2) and Hungary, teachers and school heads have to submit their decisions for approval by the higher authorities for education which may request amendments.
Na Madžarskem in v Luksemburgu (ISCED 2) si morajo učitelji in ravnatelji pred odločitvijo pridobiti soglasje višjih šolskih oblasti; te lahko njihove predloge tudi popravijo ali dopolnijo.
In Hungary, the curriculum is part of the school Pedagogical Programme (PP) accepted by the teaching staff.
Kurikulum je na Madžarskem sestavni del Pedagoškega programa šole (PPš), ki ga sprejme pedagoško osebje.
Within the limits set by the National Core Curriculum (NCC) and the Framework Curriculum (FC), the teaching programme may BE determined in different ways as follows: the adoption of an accredited Framework Curriculum (FC); the adoption of an accredited programme already developed by another school; or the development by schools of their own programmes.
V mejah, ki jih določata Nacionalni jedrni kurikulum(NCC) in Okvirni kurikulum (FC), lahko šola določi izvedbeni pedagoški program na več načinov: prevzame lahko uradni Okvirni kurikulum (FC); privzame katerega od že akreditiranih pedagoških programov drugih šol; pripravi svoj lastni program.
While the approval of the education provider (i.e. the local authority in publicsector schools) is required in all such cases, it may only be withheld if the minimum curriculum infringes the law, or for budgetary reasons (elements further to the compulsory curriculum cannot be funded) or reasons having to do with quality.
V vsakem primeru mora pedagoški program javne šole odobriti še pristojni organ (lokalna šolska oblast). Ta lahko program zavrne, če je pripravljen v nasprotju z zakoni, zaradi proračunskih razlogov (določenih nadstandardnih ali dodatnih vsebin ni mogoče financirati) ali razlogov, ki se nanašajo na kakovost.
In secondary education, teachers sit on programme committees responsible for the content of programmes and of compulsory school textbooks.
V sekundarnem izobraževanju učitelji sodelujejo v programskih odborih, ki so odgovorni za vsebino programov in obveznih šolskih učbenikov.
Since 2004, secondary schools have acquired greater autonomy: the school education council (consisting of the management staff, four teachers, two parents and two pupils) may use 10 % of all lesson time in the official school timetable to include new lessons, or concentrate more on particular subjects, etc.
Leta 2004 so si srednje šole pridobile večjo avtonomijo:šolski izobraževalnisvet (sestavlja ga upravno osebje, štirje učitelji, dva starša in dva učenca) lahko uporabi 10 % vsega časa, ki je v uradnem šolskem urniku namenjen učnim uram, za vključevanje novih predmetov ali podrobnejšo obravnavo posameznih predmetov in drugo.
Schools may also implement innovative forms of educational provision at variance with the official curriculum after obtaining the permission of the Ministry of Education.
Šole lahko s soglasjem Ministrstva za šolstvo izvajajo tudi inovativne oblike poučevanja, ki se oddaljujejo od kurikuluma.
At present, the Ministry is in the process of drawing up competence thresholds in the main areas of provision.
Ministrstvo zdaj določa kompetenčne ravni na glavnih področjih pouka.
The aim here is to devise programmes for acquiring essential skills without having to specify the educational path followed in the process (in contrast to the current situation in which programmes remain intensively content-oriented with teachers themselves setting the goals for each lesson).
Cilj je oblikovati programe za pridobivanje ključnih spretnosti, hkrati pa ne določati učnih poti, ki bi jih bilo treba upoštevati (v nasprotju s sedanjim položajem, v katerem so programi močno vsebinsko usmerjeni in učitelji sami postavljajo cilje vsake posamezne učne ure).
In the last two years, this novel approach has already been applied to mathematics, in which each school has devised a programme for the skills to be acquired in the first year of secondary education.
Novi pristop je bil v zadnjih dveh letih že uporabljen pri matematiki; vsaka šola je oblikovala program za pridobitev določenih spretnosti v prvem letu sekundarnega izobraževanja.
These programmes have to be approved by the Ministry of Education following consultation with the National Board for Mathematics Programmes and then published on the school website.
Ministrstvo za šolstvo mora po posvetovanju z Nacionalnim odborom za programe matematike te programe odobriti, nakar jih šola objavi na svoji spletni strani.