[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
www/education/po edu-system-india.hr.po
|
From: |
GNUN |
|
Subject: |
www/education/po edu-system-india.hr.po |
|
Date: |
Sat, 01 Jun 2013 16:56:28 +0000 |
CVSROOT: /web/www
Module name: www
Changes by: GNUN <gnun> 13/06/01 16:56:28
Modified files:
education/po : edu-system-india.hr.po
Log message:
Automatic update by GNUnited Nations.
CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/edu-system-india.hr.po?cvsroot=www&r1=1.1&r2=1.2
Patches:
Index: edu-system-india.hr.po
===================================================================
RCS file: /web/www/www/education/po/edu-system-india.hr.po,v
retrieving revision 1.1
retrieving revision 1.2
diff -u -b -r1.1 -r1.2
--- edu-system-india.hr.po 1 Jun 2013 16:37:38 -0000 1.1
+++ edu-system-india.hr.po 1 Jun 2013 16:56:28 -0000 1.2
@@ -10,11 +10,12 @@
"PO-Revision-Date: 2013-06-01 18:35+0100\n"
"Last-Translator: Martina Bebek <address@hidden>\n"
"Language-Team: www-hr <address@hidden>\n"
+"Language: hr\n"
"MIME-Version: 1.0\n"
"Content-Type: text/plain; charset=UTF-8\n"
"Content-Transfer-Encoding: 8bit\n"
-"Plural-Forms: nplurals=3; plural=(n%10==1 && n%100!=11 ? 0 : n%10>=2 &&
n%10<=4 && (n%100<10 || n%100>=20) ? 1 : 2);\n"
-"Language: hr\n"
+"Plural-Forms: nplurals=3; plural=(n%10==1 && n%100!=11 ? 0 : n%10>=2 && n"
+"%10<=4 && (n%100<10 || n%100>=20) ? 1 : 2);\n"
"X-Generator: Poedit 1.5.4\n"
#. type: Content of: <title>
@@ -43,15 +44,22 @@
#. type: Content of: <div><ul><li>
msgid "<a href=\"edu-faq.html\">FAQ</a>"
-msgstr "<a href=\"/education/edu-faq.html\">Äesto postavljana pitanja
(ÄPP)</a>"
+msgstr ""
+"<a href=\"/education/edu-faq.html\">Äesto postavljana pitanja (ÄPP)</a>"
#. type: Content of: <div><ul><li>
msgid "<a href=\"edu-team.html\">The Team</a>"
msgstr "<a href=\"/education/edu-team.html\">Obrazovni tim</a>"
#. type: Content of: <p>
-msgid "<a href=\"/education/education.html\">Education</a> → <a
href=\"/education/education.html#indepth\">In Depth</a> → The Education
System in India"
-msgstr "<a href=\"/education/education.html\">Obrazovanje</a> → <a
href=\"/education/education.html#indepth\">Detaljno</a> → Obrazovni sustav
u Indiji"
+msgid ""
+"<a href=\"/education/education.html\">Education</a> → <a href=\"/"
+"education/education.html#indepth\">In Depth</a> → The Education System "
+"in India"
+msgstr ""
+"<a href=\"/education/education.html\">Obrazovanje</a> → <a href=\"/"
+"education/education.html#indepth\">Detaljno</a> → Obrazovni sustav u "
+"Indiji"
#. type: Content of: <p>
msgid "by <strong>Dr. V. Sasi Kumar</strong><a href=\"#sasi\">(1)</a>"
@@ -62,108 +70,611 @@
msgstr "Na poÄetku"
#. type: Content of: <p>
-msgid "In ancient times, India had the Gurukula system of education in which
anyone who wished to study went to a teacher's (Guru) house and requested to be
taught. If accepted as a student by the guru, he would then stay at the guru's
place and help in all activities at home. This not only created a strong tie
between the teacher and the student, but also taught the student everything
about running a house. The guru taught everything the child wanted to learn,
from Sanskrit to the holy scriptures and from Mathematics to Metaphysics. The
student stayed as long as she wished or until the guru felt that he had taught
everything he could teach. All learning was closely linked to nature and to
life, and not confined to memorizing some information."
-msgstr "U davna vremena Indija je imala obrazovni sustav Gurukula u kojem je
svatko tko je želio uÄiti otiÅ¡ao do uÄitelja (gurua) i zatražio da ga se
poduÄava. Ako bi ga guru prihvatio kao uÄenika, on bi tada ostao kod njega i
pomagao u svim kuÄanskim poslovima. To je ne samo stvaralo Ävrstu vezu
izmeÄu uÄitelja i uÄenika, nego je takoÄer nauÄilo uÄenika sve o voÄenju
kuÄanstva. Guru je poduÄavao sve Å¡to je dijete željelo nauÄiti, od
sanskrta do svetog pisma i od matematike do metafizike. UÄenik je ostajao
koliko dugo je želio ili dok guru nije osjetio da ga je nauÄio svemu Äemu ga
je mogao nauÄiti. Cjelokupno uÄenje bilo je blisko povezano s prirodom i
životom, a ne ograniÄeno uÄenjem podataka napamet."
-
-#. type: Content of: <p>
-msgid "The modern school system was brought to India, including the English
language, originally by Lord Thomas Babington Macaulay in the 1830s. The
curriculum was confined to “modern” subjects such as science and
mathematics, and subjects like metaphysics and philosophy were considered
unnecessary. Teaching was confined to classrooms and the link with nature was
broken, as also the close relationship between the teacher and the student."
-msgstr "Moderan Å¡kolski sustav, ukljuÄujiÄi i engleski jezik, prvotno je u
Indiju uveo lord Thomas Babington Macaulay 1830. godine. Kurikulum je bio
ograniÄen na “moderne” predmete kao Å¡to su znanost i matematika,
a predmeti kao metafizika i filozofija smatrani su nepotrebnima. PouÄavanje je
bilo ograniÄeno na uÄionice i veza s prirodom se prekinula, kao i blizak
odnos izmeÄu uÄitelja i uÄenika."
-
-#. type: Content of: <p>
-msgid "The Uttar Pradesh (a state in India) Board of High School and
Intermediate Education was the first Board set up in India in the year 1921
with jurisdiction over Rajputana, Central India and Gwalior. In 1929, the Board
of High School and Intermediate Education, Rajputana, was established. Later,
boards were established in some of the states. But eventually, in 1952, the
constitution of the board was amended and it was renamed Central Board of
Secondary Education (CBSE). All schools in Delhi and some other regions came
under the Board. It was the function of the Board to decide on things like
curriculum, textbooks and examination system for all schools affiliated to it.
Today there are thousands of schools affiliated to the Board, both within India
and in many other countries from Afghanistan to Zimbabwe."
-msgstr "VijeÄe srednjih Å¡kola i srednjoÅ¡kolskog obrazovanja Uttar Pradesha
(države u Indiji) bilo je prvo vijeÄe osnovano u Indiji 1921. godine pod
Äijom su jurisdikcijom bili Rajputana, SrediÅ¡nja Indija i Gwalior. Godine
1929. osnovano je VijeÄe srednjih Å¡kola i srednjoÅ¡kolskog obrazovanja
Rajputane. Kasnije, vijeÄa su osnovana u joÅ¡ nekim državama. Na kraju je
1952. godine ustrojstvo vijeÄa izmijenjeno i preimenovano u SrediÅ¡nje vijeÄe
srednjoškolskog obrazovanja (engl. <i>Central Board of Secondary
Education</i>, CBSE). Sve Å¡kole u Delhiju i nekim drugim regijama potpale su
pod to vijeÄe. Djelatnost vijeÄa bila je odluÄivanje o predmetima kao Å¡to
su kurikulumi, udžbenici i ispitni sustav za sve udružene škole. Danas su
tisuÄe Å¡kola udružene u vijeÄe, kako u Indiji tako i u mnogim drugim
zemljama, od Afganistana do Zimbabvea."
-
-#. type: Content of: <p>
-msgid "Universal and compulsory education for all children in the age group of
6-14 was a cherished dream of the new government of the Republic of India. This
is evident from the fact that it is incorporated as a directive policy in
article 45 of the constitution. But this objective remains far away even more
than half a century later. However, in the recent past, the government appears
to have taken a serious note of this lapse and has made primary education a
Fundamental Right of every Indian citizen. The pressures of economic growth and
the acute scarcity of skilled and trained manpower must certainly have played a
role to make the government take such a step. The expenditure by the Government
of India on school education in recent years comes to around 3% of the GDP,
which is recognized to be very low."
-msgstr "OpÄe i obavezno obrazovanje za svu djecu u dobi od Å¡est do
Äetrnaest godina bio je brižno njegovan san nove vlade Republike Indije. To
je oÄito iz Äinjenice da je ugraÄen kao pravac u Älanku 45 Ustava. Ali,
Äak viÅ¡e od pola stoljeÄa kasnije, taj cilj i dalje ostaje dalek. MeÄutim,
u nedavnoj proÅ¡losti, vlada je, Äini se, primijetila taj propust i uÄinila
osnovno Å¡kolovanje temeljnim pravom svakog indijskog graÄanina. Pritisci
ekonomskog rasta i velik nedostatak kvalificirane i izuÄene radne snage
sigurno su odigrali znaÄajnu ulogu u odluÄivanju vlade na takav korak.
Izdatak indijske vlade na Å¡kolsko obrazovanje posljednjih godina iznosi oko 3%
BDP-a, Å¡to je prepoznato kao vrlo malo."
+msgid ""
+"In ancient times, India had the Gurukula system of education in which anyone "
+"who wished to study went to a teacher's (Guru) house and requested to be "
+"taught. If accepted as a student by the guru, he would then stay at the "
+"guru's place and help in all activities at home. This not only created a "
+"strong tie between the teacher and the student, but also taught the student "
+"everything about running a house. The guru taught everything the child "
+"wanted to learn, from Sanskrit to the holy scriptures and from Mathematics "
+"to Metaphysics. The student stayed as long as she wished or until the guru "
+"felt that he had taught everything he could teach. All learning was closely "
+"linked to nature and to life, and not confined to memorizing some "
+"information."
+msgstr ""
+"U davna vremena Indija je imala obrazovni sustav Gurukula u kojem je svatko "
+"tko je želio uÄiti otiÅ¡ao do uÄitelja (gurua) i zatražio da ga se
poduÄava. "
+"Ako bi ga guru prihvatio kao uÄenika, on bi tada ostao kod njega i pomagao u
"
+"svim kuÄanskim poslovima. To je ne samo stvaralo Ävrstu vezu izmeÄu
uÄitelja "
+"i uÄenika, nego je takoÄer nauÄilo uÄenika sve o voÄenju kuÄanstva.
Guru je "
+"poduÄavao sve Å¡to je dijete željelo nauÄiti, od sanskrta do svetog pisma
i "
+"od matematike do metafizike. UÄenik je ostajao koliko dugo je želio ili dok
"
+"guru nije osjetio da ga je nauÄio svemu Äemu ga je mogao nauÄiti.
Cjelokupno "
+"uÄenje bilo je blisko povezano s prirodom i životom, a ne ograniÄeno
uÄenjem "
+"podataka napamet."
+
+#. type: Content of: <p>
+msgid ""
+"The modern school system was brought to India, including the English "
+"language, originally by Lord Thomas Babington Macaulay in the 1830s. The "
+"curriculum was confined to “modern” subjects such as science and "
+"mathematics, and subjects like metaphysics and philosophy were considered "
+"unnecessary. Teaching was confined to classrooms and the link with nature "
+"was broken, as also the close relationship between the teacher and the "
+"student."
+msgstr ""
+"Moderan Å¡kolski sustav, ukljuÄujiÄi i engleski jezik, prvotno je u Indiju "
+"uveo lord Thomas Babington Macaulay 1830. godine. Kurikulum je bio ograniÄen
"
+"na “moderne” predmete kao Å¡to su znanost i matematika, a "
+"predmeti kao metafizika i filozofija smatrani su nepotrebnima. PouÄavanje je
"
+"bilo ograniÄeno na uÄionice i veza s prirodom se prekinula, kao i blizak "
+"odnos izmeÄu uÄitelja i uÄenika."
+
+#. type: Content of: <p>
+msgid ""
+"The Uttar Pradesh (a state in India) Board of High School and Intermediate "
+"Education was the first Board set up in India in the year 1921 with "
+"jurisdiction over Rajputana, Central India and Gwalior. In 1929, the Board "
+"of High School and Intermediate Education, Rajputana, was established. "
+"Later, boards were established in some of the states. But eventually, in "
+"1952, the constitution of the board was amended and it was renamed Central "
+"Board of Secondary Education (CBSE). All schools in Delhi and some other "
+"regions came under the Board. It was the function of the Board to decide on "
+"things like curriculum, textbooks and examination system for all schools "
+"affiliated to it. Today there are thousands of schools affiliated to the "
+"Board, both within India and in many other countries from Afghanistan to "
+"Zimbabwe."
+msgstr ""
+"VijeÄe srednjih Å¡kola i srednjoÅ¡kolskog obrazovanja Uttar Pradesha
(države u "
+"Indiji) bilo je prvo vijeÄe osnovano u Indiji 1921. godine pod Äijom su "
+"jurisdikcijom bili Rajputana, Središnja Indija i Gwalior. Godine 1929. "
+"osnovano je VijeÄe srednjih Å¡kola i srednjoÅ¡kolskog obrazovanja Rajputane.
"
+"Kasnije, vijeÄa su osnovana u joÅ¡ nekim državama. Na kraju je 1952. godine
"
+"ustrojstvo vijeÄa izmijenjeno i preimenovano u SrediÅ¡nje vijeÄe "
+"srednjoškolskog obrazovanja (engl. <i>Central Board of Secondary Education</"
+"i>, CBSE). Sve Å¡kole u Delhiju i nekim drugim regijama potpale su pod to "
+"vijeÄe. Djelatnost vijeÄa bila je odluÄivanje o predmetima kao Å¡to su "
+"kurikulumi, udžbenici i ispitni sustav za sve udružene škole. Danas su "
+"tisuÄe Å¡kola udružene u vijeÄe, kako u Indiji tako i u mnogim drugim "
+"zemljama, od Afganistana do Zimbabvea."
+
+#. type: Content of: <p>
+msgid ""
+"Universal and compulsory education for all children in the age group of 6-14 "
+"was a cherished dream of the new government of the Republic of India. This "
+"is evident from the fact that it is incorporated as a directive policy in "
+"article 45 of the constitution. But this objective remains far away even "
+"more than half a century later. However, in the recent past, the government "
+"appears to have taken a serious note of this lapse and has made primary "
+"education a Fundamental Right of every Indian citizen. The pressures of "
+"economic growth and the acute scarcity of skilled and trained manpower must "
+"certainly have played a role to make the government take such a step. The "
+"expenditure by the Government of India on school education in recent years "
+"comes to around 3% of the GDP, which is recognized to be very low."
+msgstr ""
+"OpÄe i obavezno obrazovanje za svu djecu u dobi od Å¡est do Äetrnaest
godina "
+"bio je brižno njegovan san nove vlade Republike Indije. To je oÄito iz "
+"Äinjenice da je ugraÄen kao pravac u Älanku 45 Ustava. Ali, Äak viÅ¡e od
pola "
+"stoljeÄa kasnije, taj cilj i dalje ostaje dalek. MeÄutim, u nedavnoj "
+"proÅ¡losti, vlada je, Äini se, primijetila taj propust i uÄinila osnovno "
+"Å¡kolovanje temeljnim pravom svakog indijskog graÄanina. Pritisci ekonomskog
"
+"rasta i velik nedostatak kvalificirane i izuÄene radne snage sigurno su "
+"odigrali znaÄajnu ulogu u odluÄivanju vlade na takav korak. Izdatak
indijske "
+"vlade na Å¡kolsko obrazovanje posljednjih godina iznosi oko 3% BDP-a, Å¡to je
"
+"prepoznato kao vrlo malo."
#. type: Content of: <blockquote><p>
-msgid "“In recent times, several major announcements were made for
developing the poor state of affairs in education sector in India, the most
notable ones being the National Common Minimum Programme (NCMP) of the United
Progressive Alliance (UPA) government. The announcements are; (a) To
progressively increase expenditure on education to around 6 percent of GDP. (b)
To support this increase in expenditure on education, and to increase the
quality of education, there would be an imposition of an education cess over
all central government taxes. (c) To ensure that no one is denied of education
due to economic backwardness and poverty. (d) To make right to education a
fundamental right for all children in the age group 6–14 years. (e) To
universalize education through its flagship programmes such as Sarva Siksha
Abhiyan and Mid Day Meal.” <a
href=\"http://en.wikipedia.org/wiki/Education_in_india\";>Wikipedia: Education
in India</a>."
-msgstr "“U zadnje vrijeme, nekoliko puta je najavljeno poboljÅ¡anje
slabog stanja u obrazovnom sektoru Indije, od kojih je najznaÄajniji Program
zajedniÄkog nacionalnog minimuma (engl. <i>National Common Minimum
Programme</i>, NCMP) vlade Udruženog naprednog saveza (engl. <i>United
Progressive Alliance</i>, UPA). Najavljeno je da Äe: (a) Progresivno poveÄati
izdatke za obrazovanje na oko 6% BDP-a. (b) Da bi se podržalo to poveÄanje
izdataka za obrazovanje i da bi se poveÄala kvaliteta obrazovanja, nametnuti
trošarine za obrazovanje na sve poreze središnje vlasti. (c) Osigurati da
obrazovanje nikome nije uskraÄeno zbog ekonomske nazadnosti i siromaÅ¡tva. (d)
UÄiniti pravo na obrazovanje temeljnim pravom svakog djeteta u dobi izmeÄu
Å¡est i Äetrnaest godina. (e) PoopÄiti obrazovanje kroz svoje najvažnije
programe kao Å¡to su Sarva Siksha Abhiyan i Dnevni obrok (engl. <i>Mid Day
Meal</i>. ” <a
href=\"http://en.wikipedia.org/wiki/Education_in_india\";>Wikipedija:
Obrazovanje u Indiji</a>."
+msgid ""
+"“In recent times, several major announcements were made for developing "
+"the poor state of affairs in education sector in India, the most notable "
+"ones being the National Common Minimum Programme (NCMP) of the United "
+"Progressive Alliance (UPA) government. The announcements are; (a) To "
+"progressively increase expenditure on education to around 6 percent of GDP. "
+"(b) To support this increase in expenditure on education, and to increase "
+"the quality of education, there would be an imposition of an education cess "
+"over all central government taxes. (c) To ensure that no one is denied of "
+"education due to economic backwardness and poverty. (d) To make right to "
+"education a fundamental right for all children in the age group 6–14 "
+"years. (e) To universalize education through its flagship programmes such as "
+"Sarva Siksha Abhiyan and Mid Day Meal.” <a href=\"http://en.wikipedia.";
+"org/wiki/Education_in_india\">Wikipedia: Education in India</a>."
+msgstr ""
+"“U zadnje vrijeme, nekoliko puta je najavljeno poboljÅ¡anje slabog "
+"stanja u obrazovnom sektoru Indije, od kojih je najznaÄajniji Program "
+"zajedniÄkog nacionalnog minimuma (engl. <i>National Common Minimum "
+"Programme</i>, NCMP) vlade Udruženog naprednog saveza (engl. <i>United "
+"Progressive Alliance</i>, UPA). Najavljeno je da Äe: (a) Progresivno "
+"poveÄati izdatke za obrazovanje na oko 6% BDP-a. (b) Da bi se podržalo to "
+"poveÄanje izdataka za obrazovanje i da bi se poveÄala kvaliteta
obrazovanja, "
+"nametnuti trošarine za obrazovanje na sve poreze središnje vlasti. (c) "
+"Osigurati da obrazovanje nikome nije uskraÄeno zbog ekonomske nazadnosti i "
+"siromaÅ¡tva. (d) UÄiniti pravo na obrazovanje temeljnim pravom svakog
djeteta "
+"u dobi izmeÄu Å¡est i Äetrnaest godina. (e) PoopÄiti obrazovanje kroz
svoje "
+"najvažnije programe kao što su Sarva Siksha Abhiyan i Dnevni obrok (engl. "
+"<i>Mid Day Meal</i>. ” <a href=\"http://en.wikipedia.org/wiki/";
+"Education_in_india\">Wikipedija: Obrazovanje u Indiji</a>."
#. type: Content of: <h3>
msgid "The School System"
msgstr "Å kolski sustav"
#. type: Content of: <p>
-msgid "India is divided into 28 states and 7 so-called “Union
Territories”. The states have their own elected governments while the
Union Territories are ruled directly by the Government of India, with the
President of India appointing an administrator for each Union Territory. As per
the constitution of India, school education was originally a state subject
—that is, the states had complete authority on deciding policies and
implementing them. The role of the Government of India (GoI) was limited to
coordination and deciding on the standards of higher education. This was
changed with a constitutional amendment in 1976 so that education now comes in
the so-called <em>concurrent list</em>. That is, school education policies and
programmes are suggested at the national level by the GoI though the state
governments have a lot of freedom in implementing programmes. Policies are
announced at the national level periodically. The Central Advisory Board of
Education (CABE), set up in 1935, continues to play a lead role in the
evolution and monitoring of educational policies and programmes."
-msgstr "Indija je podijeljena na 28 država i 6 takozvanih“saveznih
teritorija”. Države imaju vlastite izabrane vlade dok saveznim
teritorijima upravlja izravno indijska vlada, a predsjednik Indije imenuje
upravitelja za svaki savezni teritorij. Prema indijskom ustavu, Å¡kolsko
obrazovanje je prvotno bilo državno pitanje —to jest, države su imale
potpunu nadležnost pri odabiru politike i njenom provoÄenju. Uloga indijske
vlade (engl. <i>Government of India</i>, GoI) bila je ograniÄena na
usuglaÅ¡avanje i odluÄivanje o normama viÅ¡eg obrazovanja. To je 1976. godine
izmijenjeno ustavnim amandmanom tako da sada obrazovanje dolazi na takozvanu
<em>simultanu listu</em>. To znaÄi da politiku Å¡kolskog obrazovanja i
programe predlaže GoI na nacionalnoj razini, premda vlade država imaju veliku
slobodu u primjeni programa. Politika se periodiÄno objavljuje na nacionalnoj
razini. SrediÅ¡nje savjetodavno vijeÄe za obrazovanje (engl. <i>Central
Advisory Board of Education</i>, CABE), osnovano 1935. godine, nastavlja igrati
vodeÄu ulogu u razvoju i nadgledanju obrazovne politike i programa."
-
-#. type: Content of: <p>
-msgid "There is a national organization that plays a key role in developing
policies and programmes, called the National Council for Educational Research
and Training (NCERT) that prepares a National Curriculum Framework. Each state
has its counterpart called the State Council for Educational Research and
Training (SCERT). These are the bodies that essentially propose educational
strategies, curricula, pedagogical schemes and evaluation methodologies to the
states' departments of education. The SCERTs generally follow guidelines
established by the NCERT. But the states have considerable freedom in
implementing the education system."
-msgstr "Postoji i nacionalna organizacija koja igra kljuÄnu ulogu u razvoju
politike i programa, a koja se zove Nacionalni savjet za obrazovna
istraživanja i izobrazbu (engl. <i>National Council for Educational Research
and Training</i>, NCERT) koja priprema Nacionalni okvir za kurikulume (engl.
<i>National Curriculum Framework</i>). Svaka država ima svoj odgovarajuÄi
Državni savjet za obrazovna istraživanja i izobrazbu (engl. <i>State Council
for Educational Research and Training</i>, SCERT). Ovo su tijela koja u osnovi
predlažu obrazovne strategije, kurikulume, pedagoške nacrte i metodologije
ocjenjivanja državnim ministarstvima obrazovanja. SCERT-i opÄenito slijede
smjernice koje postavlja NCERT. Države, meÄutim, imaju znaÄajnu slobodu u
provedni obrazovnog sustava."
-
-#. type: Content of: <p>
-msgid "The National Policy on Education, 1986 and the Programme of Action
(POA) 1992 envisaged free and compulsory education of satisfactory quality for
all children below 14 years before the 21st Century. The government committed
to earmark 6% of the Gross Domestic Product (GDP) for education, half of which
would be spent on primary education. The expenditure on Education as a
percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per cent
in 1997-98."
-msgstr "Nacionalna politika obrazovanja (engl. <i>National Policy on
Education</i>) iz 1986. godine i Program djelovanja (engl. <i>Programme of
Action</i>, POA) iz 1992. godine razmotrili su besplatno i obavezno obrazovanje
zadovoljavajuÄe kvalitete za svu djecu mlaÄu od Äetrnaest godina prije
poÄetka dvadeset i prvog stoljeÄa. Vlada je odluÄna dodijeliti 6% bruto
domaÄeg proizvoda (BDP) za obrazovanje, od Äega bi polovica bila utroÅ¡ena na
osnovno obrazovanje. Izdatak za obrazovanje u postotku BDP-a takoÄer je
narastao sa 0,7% u 1951-52. godini na oko 3.6% u 1997-98. godini."
-
-#. type: Content of: <p>
-msgid "The school system in India has four levels: lower primary (age 6 to
10), upper primary (11 and 12), high (13 to 15) and higher secondary (17 and
18). The lower primary school is divided into five “standards”,
upper primary school into two, high school into three and higher secondary into
two. Students have to learn a common curriculum largely (except for regional
changes in mother tongue) till the end of high school. There is some amount of
specialization possible at the higher secondary level. Students throughout the
country have to learn three languages (namely, English, Hindi and their mother
tongue) except in regions where Hindi is the mother tongue and in some streams
as discussed below."
-msgstr "Å kolski sustav u Indiji ima Äetiri razine: nižu osnovnu (za dob od
6 do 10 godina), višu osnovnu (11 i 12 godina), srednju (13 do 15 godina) i
višu srednju (17 i 18 godina). Niža osnovna škola podijeljena je na pet
“stupova”, viÅ¡a osnovna Å¡kola na dva, srednja Å¡kola na tri i
viÅ¡a srednja na dva. UÄenici moraju svladati opÄi nastavni plan veÄinom
(osim regionalnih razlika u materinjem jeziku) do kraja srednje Å¡kole. Na
razini viÅ¡e srednje Å¡kole moguÄe su odreÄene specijalizacije. UÄenici u
cijeloj zemlji moraju nauÄiti tri jezika (engleski, hindi i svoj materinji
jezik) osim u podruÄjima gdje je jezik hindi materinji i u nekim strujama kao
što je ispod objašnjeno."
-
-#. type: Content of: <p>
-msgid "There are mainly three streams in school education in India. Two of
these are coordinated at the national level, of which one is under the Central
Board of Secondary Education (CBSE) and was originally meant for children of
central government employees who are periodically transferred and may have to
move to any place in the country. A number of “central schools”
(named Kendriya Vidyalayas) have been established for the purpose in all main
urban areas in the country, and they follow a common schedule so that a student
going from one school to another on a particular day will hardly see any
difference in what is being taught. One subject (Social Studies, consisting of
History, Geography and Civics) is always taught in Hindi, and other subjects in
English, in these schools. Kendriya Vidyalayas admit other children also if
seats are available. All of them follow textbooks written and published by the
NCERT. In addition to these government-run schools, a number of private schools
in the country follow the CBSE syllabus though they may use different text
books and follow different teaching schedules. They have a certain amount of
freedom in what they teach in lower classes. The CBSE also has 141 affiliated
schools in 21 other countries mainly catering to the needs of the Indian
population there."
-msgstr "Uglavnom postoje tri struje u Å¡kolskom obrazovanju Indije. Dvjema se
upravlja na nacionalnoj razini, od kojih je jedna u nadležnosti Središnjeg
vijeÄa za srednjoÅ¡kolsko obrazovanje (engl. <i>Central Board of Secondary
Education</i>, CBSE) i prvotno je bila namijenjena djeci zaposlenika središnje
vlasti koje se povremeno premješta i mogu biti prisiljeni seliti se u bilo
koje mjesto u zemlji. U tu svrhu osnovan je odreÄen broj “srediÅ¡njih
Å¡kola” (nazvanih Kendriya Vidyalayas) u svim glavnim urbanim podruÄjima
u zemlji i one slijede zajedniÄki raspored tako da uÄenik koji bi odreÄenog
dana prelazio iz jedne Å¡kole u drugu gotovo i ne bi primijetio nikakvu razliku
u poduci. U ovim školama jedan predmet (društvene studije, koje se sastoje od
povijesti, zemljopisa i nauka o graÄanskim pravima) uvijek se poduÄava na
jeziku hindi, a ostali predmeti na engleskom jeziku. Kendriya Vidyalayas
prihvaÄa i drugu djecu ako ima slobodnih mjesta. Svi oni slijede udžbenike
koje je napisao i izdao NCERT. Uz ove Å¡kole koje vodi vlada, veÄi broj
privatnih Å¡kola u zemlji slijedi nastavni plan CBSE-a, premda mogu koristiti
razliÄite udžbenike i slijediti drugaÄije rasporede poduÄavanja. Oni imaju
odreÄenu slobodu u onome Å¡to poduÄavaju u nižim razredima. CBSE-u je
takoÄer pridružena i 141 Å¡kola u 21 drugoj zemlji koje veÄinom brinu o
potrebama indijskog stanovništva u tim zemljema."
-
-#. type: Content of: <p>
-msgid "The second central scheme is the Indian Certificate of Secondary
Education (ICSE). It seems that this was started as a replacement for the
Cambridge School Certificate. The idea was mooted in a conference held in 1952
under the Chairmanship of Maulana Abul Kalam Azad, the then Minister for
Education. The main purpose of the conference was to consider the replacement
of the overseas Cambridge School Certificate Examination by an All India
Examination. In October 1956 at the meeting of the Inter-State Board for
Anglo-Indian Education, a proposal was adopted for the setting up of an Indian
Council to administer the University of Cambridge, Local Examinations
Syndicate's Examination in India and to advise the Syndicate on the best way to
adapt its examination to the needs of the country. The inaugural meeting of the
Council was held on 3rd November, 1958. In December 1967, the Council was
registered as a Society under the Societies Registration Act, 1860. The
Council was listed in the Delhi School Education Act 1973, as a body conducting
public examinations. Now a large number of schools across the country are
affiliated to this Council. All these are private schools and generally cater
to children from wealthy families."
-msgstr "Drugi središnji nacrt je Indijski certifikat srednjoškolskog
obrazovanja (engl. <i>Indian Certificate of Secondary Education</i>, ICSE).
Äini se kako je to pokrenuto kao zamjena za Certifikat Å¡kole u Cambridgeu
(engl. <i>Cambridge School Certificate</i>). O ideji je raspravljano na
konferenciji održanoj 1952. godine pod predsjedanjem Maulane Abula Kalama
Azada, ministra obrazovanja. Glavna svrha konferencije bila je razmotriti
zamjenu inozemnog ispita za Certifikat Å¡kole u Cambridgeu Sveindijskim ispitom
(engl. <i>All India Examination</i>). U listopadu 1956. godine, na sastanku
MeÄudržavnog vijeÄa za anglo-indijsko obrazovanje (engl. <i>Inter-State
Board for Anglo-Indian Education</i>), prihvaÄen je prijedlog za osnivanjem
Indijskog savjeta koji bi upravljao ispitima lokalnog ispitnog konzorcija
sveuÄiliÅ¡ta iz Cambridgea u Indiji i savjetavao konzorcij o najboljem naÄinu
usvajanja njihovih ispita za potrebe zemlje. Inauguralni sastanak Savjeta
održan je 3. studenog 1958. godine. U prosincu 1967. godine Savjet je
registriran kao Društvo sukladno Zakonu o registraciji društava iz 1860.
godine. Savjet je naveden u Zakonu o Å¡kolskom obrazovanju Delhija 1973.
godine, kao tijelo koje provodi ispite za javnost. Velik broj Å¡kola Å¡irom
zemlje sada je pridružen Savjetu. Sve su to privatne Å¡kole i veÄinom skrbe o
djeci iz bogatih obitelji."
-
-#. type: Content of: <p>
-msgid "Both the CBSE and the ICSE council conduct their own examinations in
schools across the country that are affiliated to them at the end of 10 years
of schooling (after high school) and again at the end of 12 years (after higher
secondary). Admission to the 11th class is normally based on the performance in
this all-India examination. Since this puts a lot of pressure on the child to
perform well, there have been suggestions to remove the examination at the end
of 10 years."
-msgstr "I vijeÄe CBSE-a i vijeÄe ICSE-a na kraju desetogodiÅ¡njeg
Å¡kolovanja (nakon srednje Å¡kole) i ponovo na kraju dvanaeste godine
školovanja (nakon više srednje škole) provode svoje ispite u školama širom
zemlje koje su im pridružene. Pristup jedanaestom razredu uobiÄajeno je
temeljen na uspjehu na tom sveindijskom ispitu. BuduÄi da to stvara veliki
pritisak na djecu da budu što uspješnija na ispitu, pojavili su se prijedlozi
da se ukine ispit na kraju desetogodišnjeg školovanja."
+msgid ""
+"India is divided into 28 states and 7 so-called “Union "
+"Territories”. The states have their own elected governments while the "
+"Union Territories are ruled directly by the Government of India, with the "
+"President of India appointing an administrator for each Union Territory. As "
+"per the constitution of India, school education was originally a state "
+"subject —that is, the states had complete authority on deciding "
+"policies and implementing them. The role of the Government of India (GoI) "
+"was limited to coordination and deciding on the standards of higher "
+"education. This was changed with a constitutional amendment in 1976 so that "
+"education now comes in the so-called <em>concurrent list</em>. That is, "
+"school education policies and programmes are suggested at the national level "
+"by the GoI though the state governments have a lot of freedom in "
+"implementing programmes. Policies are announced at the national level "
+"periodically. The Central Advisory Board of Education (CABE), set up in "
+"1935, continues to play a lead role in the evolution and monitoring of "
+"educational policies and programmes."
+msgstr ""
+"Indija je podijeljena na 28 država i 6 takozvanih“saveznih "
+"teritorija”. Države imaju vlastite izabrane vlade dok saveznim "
+"teritorijima upravlja izravno indijska vlada, a predsjednik Indije imenuje "
+"upravitelja za svaki savezni teritorij. Prema indijskom ustavu, Å¡kolsko "
+"obrazovanje je prvotno bilo državno pitanje —to jest, države su imale
"
+"potpunu nadležnost pri odabiru politike i njenom provoÄenju. Uloga indijske
"
+"vlade (engl. <i>Government of India</i>, GoI) bila je ograniÄena na "
+"usuglaÅ¡avanje i odluÄivanje o normama viÅ¡eg obrazovanja. To je 1976.
godine "
+"izmijenjeno ustavnim amandmanom tako da sada obrazovanje dolazi na takozvanu "
+"<em>simultanu listu</em>. To znaÄi da politiku Å¡kolskog obrazovanja i "
+"programe predlaže GoI na nacionalnoj razini, premda vlade država imaju "
+"veliku slobodu u primjeni programa. Politika se periodiÄno objavljuje na "
+"nacionalnoj razini. SrediÅ¡nje savjetodavno vijeÄe za obrazovanje (engl. "
+"<i>Central Advisory Board of Education</i>, CABE), osnovano 1935. godine, "
+"nastavlja igrati vodeÄu ulogu u razvoju i nadgledanju obrazovne politike i "
+"programa."
+
+#. type: Content of: <p>
+msgid ""
+"There is a national organization that plays a key role in developing "
+"policies and programmes, called the National Council for Educational "
+"Research and Training (NCERT) that prepares a National Curriculum Framework. "
+"Each state has its counterpart called the State Council for Educational "
+"Research and Training (SCERT). These are the bodies that essentially propose "
+"educational strategies, curricula, pedagogical schemes and evaluation "
+"methodologies to the states' departments of education. The SCERTs generally "
+"follow guidelines established by the NCERT. But the states have considerable "
+"freedom in implementing the education system."
+msgstr ""
+"Postoji i nacionalna organizacija koja igra kljuÄnu ulogu u razvoju politike
"
+"i programa, a koja se zove Nacionalni savjet za obrazovna istraživanja i "
+"izobrazbu (engl. <i>National Council for Educational Research and Training</"
+"i>, NCERT) koja priprema Nacionalni okvir za kurikulume (engl. <i>National "
+"Curriculum Framework</i>). Svaka država ima svoj odgovarajuÄi Državni
savjet "
+"za obrazovna istraživanja i izobrazbu (engl. <i>State Council for "
+"Educational Research and Training</i>, SCERT). Ovo su tijela koja u osnovi "
+"predlažu obrazovne strategije, kurikulume, pedagoške nacrte i metodologije "
+"ocjenjivanja državnim ministarstvima obrazovanja. SCERT-i opÄenito slijede "
+"smjernice koje postavlja NCERT. Države, meÄutim, imaju znaÄajnu slobodu u "
+"provedni obrazovnog sustava."
+
+#. type: Content of: <p>
+msgid ""
+"The National Policy on Education, 1986 and the Programme of Action (POA) "
+"1992 envisaged free and compulsory education of satisfactory quality for all "
+"children below 14 years before the 21st Century. The government committed to "
+"earmark 6% of the Gross Domestic Product (GDP) for education, half of which "
+"would be spent on primary education. The expenditure on Education as a "
+"percentage of GDP also rose from 0.7 per cent in 1951-52 to about 3.6 per "
+"cent in 1997-98."
+msgstr ""
+"Nacionalna politika obrazovanja (engl. <i>National Policy on Education</i>) "
+"iz 1986. godine i Program djelovanja (engl. <i>Programme of Action</i>, POA) "
+"iz 1992. godine razmotrili su besplatno i obavezno obrazovanje "
+"zadovoljavajuÄe kvalitete za svu djecu mlaÄu od Äetrnaest godina prije "
+"poÄetka dvadeset i prvog stoljeÄa. Vlada je odluÄna dodijeliti 6% bruto "
+"domaÄeg proizvoda (BDP) za obrazovanje, od Äega bi polovica bila utroÅ¡ena
na "
+"osnovno obrazovanje. Izdatak za obrazovanje u postotku BDP-a takoÄer je "
+"narastao sa 0,7% u 1951-52. godini na oko 3.6% u 1997-98. godini."
+
+#. type: Content of: <p>
+msgid ""
+"The school system in India has four levels: lower primary (age 6 to 10), "
+"upper primary (11 and 12), high (13 to 15) and higher secondary (17 and 18). "
+"The lower primary school is divided into five “standards”, upper "
+"primary school into two, high school into three and higher secondary into "
+"two. Students have to learn a common curriculum largely (except for regional "
+"changes in mother tongue) till the end of high school. There is some amount "
+"of specialization possible at the higher secondary level. Students "
+"throughout the country have to learn three languages (namely, English, Hindi "
+"and their mother tongue) except in regions where Hindi is the mother tongue "
+"and in some streams as discussed below."
+msgstr ""
+"Å kolski sustav u Indiji ima Äetiri razine: nižu osnovnu (za dob od 6 do 10
"
+"godina), višu osnovnu (11 i 12 godina), srednju (13 do 15 godina) i višu "
+"srednju (17 i 18 godina). Niža osnovna Å¡kola podijeljena je na pet “"
+"stupova”, viÅ¡a osnovna Å¡kola na dva, srednja Å¡kola na tri i viÅ¡a "
+"srednja na dva. UÄenici moraju svladati opÄi nastavni plan veÄinom (osim "
+"regionalnih razlika u materinjem jeziku) do kraja srednje Å¡kole. Na razini "
+"viÅ¡e srednje Å¡kole moguÄe su odreÄene specijalizacije. UÄenici u cijeloj
"
+"zemlji moraju nauÄiti tri jezika (engleski, hindi i svoj materinji jezik) "
+"osim u podruÄjima gdje je jezik hindi materinji i u nekim strujama kao Å¡to "
+"je ispod objašnjeno."
+
+#. type: Content of: <p>
+msgid ""
+"There are mainly three streams in school education in India. Two of these "
+"are coordinated at the national level, of which one is under the Central "
+"Board of Secondary Education (CBSE) and was originally meant for children of "
+"central government employees who are periodically transferred and may have "
+"to move to any place in the country. A number of “central "
+"schools” (named Kendriya Vidyalayas) have been established for the "
+"purpose in all main urban areas in the country, and they follow a common "
+"schedule so that a student going from one school to another on a particular "
+"day will hardly see any difference in what is being taught. One subject "
+"(Social Studies, consisting of History, Geography and Civics) is always "
+"taught in Hindi, and other subjects in English, in these schools. Kendriya "
+"Vidyalayas admit other children also if seats are available. All of them "
+"follow textbooks written and published by the NCERT. In addition to these "
+"government-run schools, a number of private schools in the country follow "
+"the CBSE syllabus though they may use different text books and follow "
+"different teaching schedules. They have a certain amount of freedom in what "
+"they teach in lower classes. The CBSE also has 141 affiliated schools in 21 "
+"other countries mainly catering to the needs of the Indian population there."
+msgstr ""
+"Uglavnom postoje tri struje u Å¡kolskom obrazovanju Indije. Dvjema se "
+"upravlja na nacionalnoj razini, od kojih je jedna u nadležnosti Središnjeg "
+"vijeÄa za srednjoÅ¡kolsko obrazovanje (engl. <i>Central Board of Secondary "
+"Education</i>, CBSE) i prvotno je bila namijenjena djeci zaposlenika "
+"središnje vlasti koje se povremeno premješta i mogu biti prisiljeni seliti "
+"se u bilo koje mjesto u zemlji. U tu svrhu osnovan je odreÄen broj “"
+"srediÅ¡njih Å¡kola” (nazvanih Kendriya Vidyalayas) u svim glavnim "
+"urbanim podruÄjima u zemlji i one slijede zajedniÄki raspored tako da
uÄenik "
+"koji bi odreÄenog dana prelazio iz jedne Å¡kole u drugu gotovo i ne bi "
+"primijetio nikakvu razliku u poduci. U ovim Å¡kolama jedan predmet
(društvene "
+"studije, koje se sastoje od povijesti, zemljopisa i nauka o graÄanskim "
+"pravima) uvijek se poduÄava na jeziku hindi, a ostali predmeti na engleskom "
+"jeziku. Kendriya Vidyalayas prihvaÄa i drugu djecu ako ima slobodnih mjesta.
"
+"Svi oni slijede udžbenike koje je napisao i izdao NCERT. Uz ove škole koje "
+"vodi vlada, veÄi broj privatnih Å¡kola u zemlji slijedi nastavni plan
CBSE-a, "
+"premda mogu koristiti razliÄite udžbenike i slijediti drugaÄije rasporede "
+"poduÄavanja. Oni imaju odreÄenu slobodu u onome Å¡to poduÄavaju u nižim "
+"razredima. CBSE-u je takoÄer pridružena i 141 Å¡kola u 21 drugoj zemlji
koje "
+"veÄinom brinu o potrebama indijskog stanovniÅ¡tva u tim zemljema."
+
+#. type: Content of: <p>
+msgid ""
+"The second central scheme is the Indian Certificate of Secondary Education "
+"(ICSE). It seems that this was started as a replacement for the Cambridge "
+"School Certificate. The idea was mooted in a conference held in 1952 under "
+"the Chairmanship of Maulana Abul Kalam Azad, the then Minister for "
+"Education. The main purpose of the conference was to consider the "
+"replacement of the overseas Cambridge School Certificate Examination by an "
+"All India Examination. In October 1956 at the meeting of the Inter-State "
+"Board for Anglo-Indian Education, a proposal was adopted for the setting up "
+"of an Indian Council to administer the University of Cambridge, Local "
+"Examinations Syndicate's Examination in India and to advise the Syndicate on "
+"the best way to adapt its examination to the needs of the country. The "
+"inaugural meeting of the Council was held on 3rd November, 1958. In December "
+"1967, the Council was registered as a Society under the Societies "
+"Registration Act, 1860. The Council was listed in the Delhi School "
+"Education Act 1973, as a body conducting public examinations. Now a large "
+"number of schools across the country are affiliated to this Council. All "
+"these are private schools and generally cater to children from wealthy "
+"families."
+msgstr ""
+"Drugi središnji nacrt je Indijski certifikat srednjoškolskog obrazovanja "
+"(engl. <i>Indian Certificate of Secondary Education</i>, ICSE). Äini se kako
"
+"je to pokrenuto kao zamjena za Certifikat Å¡kole u Cambridgeu (engl. "
+"<i>Cambridge School Certificate</i>). O ideji je raspravljano na "
+"konferenciji održanoj 1952. godine pod predsjedanjem Maulane Abula Kalama "
+"Azada, ministra obrazovanja. Glavna svrha konferencije bila je razmotriti "
+"zamjenu inozemnog ispita za Certifikat Å¡kole u Cambridgeu Sveindijskim "
+"ispitom (engl. <i>All India Examination</i>). U listopadu 1956. godine, na "
+"sastanku MeÄudržavnog vijeÄa za anglo-indijsko obrazovanje (engl.
<i>Inter-"
+"State Board for Anglo-Indian Education</i>), prihvaÄen je prijedlog za "
+"osnivanjem Indijskog savjeta koji bi upravljao ispitima lokalnog ispitnog "
+"konzorcija sveuÄiliÅ¡ta iz Cambridgea u Indiji i savjetavao konzorcij o "
+"najboljem naÄinu usvajanja njihovih ispita za potrebe zemlje. Inauguralni "
+"sastanak Savjeta održan je 3. studenog 1958. godine. U prosincu 1967. godine
"
+"Savjet je registriran kao Društvo sukladno Zakonu o registraciji društava
iz "
+"1860. godine. Savjet je naveden u Zakonu o Å¡kolskom obrazovanju Delhija "
+"1973. godine, kao tijelo koje provodi ispite za javnost. Velik broj Å¡kola "
+"širom zemlje sada je pridružen Savjetu. Sve su to privatne škole i
veÄinom "
+"skrbe o djeci iz bogatih obitelji."
+
+#. type: Content of: <p>
+msgid ""
+"Both the CBSE and the ICSE council conduct their own examinations in schools "
+"across the country that are affiliated to them at the end of 10 years of "
+"schooling (after high school) and again at the end of 12 years (after higher "
+"secondary). Admission to the 11th class is normally based on the performance "
+"in this all-India examination. Since this puts a lot of pressure on the "
+"child to perform well, there have been suggestions to remove the examination "
+"at the end of 10 years."
+msgstr ""
+"I vijeÄe CBSE-a i vijeÄe ICSE-a na kraju desetogodiÅ¡njeg Å¡kolovanja
(nakon "
+"srednje škole) i ponovo na kraju dvanaeste godine školovanja (nakon više "
+"srednje Å¡kole) provode svoje ispite u Å¡kolama Å¡irom zemlje koje su im "
+"pridružene. Pristup jedanaestom razredu uobiÄajeno je temeljen na uspjehu
na "
+"tom sveindijskom ispitu. BuduÄi da to stvara veliki pritisak na djecu da "
+"budu što uspješnija na ispitu, pojavili su se prijedlozi da se ukine ispit "
+"na kraju desetogodišnjeg školovanja."
#. type: Content of: <h3>
msgid "Exclusive Schools"
msgstr "Ekskluzivne Å¡kole"
#. type: Content of: <p>
-msgid "In addition to the above, there are a relatively small number of
schools that follow foreign curricula such as the so-called Senior Cambridge,
though this was largely superseded by the ICSE stream elsewhere. Some of these
schools also offer the students the opportunity to sit for the ICSE
examinations. These are usually very expensive residential schools where some
of the Indians working abroad send their children. They normally have fabulous
infrastructure, low student-teacher ratio and very few students. Many of them
have teachers from abroad. There are also other exclusive schools such as the
Doon School in Dehradun that take in a small number of students and charge
exorbitant fees."
-msgstr "Uz gore navedene, postoji i relativno malen broj Å¡kola koje slijede
strane kurikulume kao npr. takozvani Viši Cambridge (engl. <i>Senior
Cambridge</i>), premda je to drugdje veÄinom zamijenjeno ICSE strujom. Neke od
tih Å¡kola takoÄer uÄenicima nude priliku da pohaÄaju ICSE ispite. To su
obiÄno vrlo skupe rezidencijalne Å¡kole u koje neki od Indijaca koji rade u
inozemstvu Å¡alju svoju djecu. One obiÄno imaju fantastiÄnu infrastrukturu,
niski omjer uÄenik-nastavnik i vrlo malo uÄenika.Mnoge od njih imaju
nastavnike iz inozemstva. Postoje i druge ekskluzivne Å¡kole, kao npr. Å¡kola
Doon u Dehradunu, koje primaju mali broj uÄenika i naplaÄuju pretjerano
visoke Å¡kolarine."
-
-#. type: Content of: <p>
-msgid "Apart from all of these, there are a handful of schools around the
country, such as the Rishi Valley school in Andhra Pradesh, that try to break
away from the normal education system that promotes rote learning and implement
innovative systems such as the Montessori method. Most such schools are
expensive, have high teacher-student ratios and provide a learning environment
in which each child can learn at his/her own pace. It would be interesting and
instructive to do a study on what impact the kind of school has had on the life
of their alumni."
-msgstr "Osim takvih, postoji i Å¡aÄica Å¡kola Å¡irom zemlje, kao Å¡to je
škola Rishi Valley u Andhra Pradeshu, koje pokušavaju odmaknuti od
uobiÄajenog obrazovnog sustava koji promiÄe uÄenje napamet i uvesti
inovativne sustave kao Å¡to je Montessori metoda. VeÄina takvih Å¡kola je
skupa, ima visok omjer nastavnik-uÄenik i nudi ozraÄje za uÄenje u kojem
svako dijete može uÄiti svojim tempom. Bilo bi interesantno i pouÄno
napraviti studiju o tome kakav su utjecaj takve škole imale na život svojih
Äaka."
+msgid ""
+"In addition to the above, there are a relatively small number of schools "
+"that follow foreign curricula such as the so-called Senior Cambridge, though "
+"this was largely superseded by the ICSE stream elsewhere. Some of these "
+"schools also offer the students the opportunity to sit for the ICSE "
+"examinations. These are usually very expensive residential schools where "
+"some of the Indians working abroad send their children. They normally have "
+"fabulous infrastructure, low student-teacher ratio and very few students. "
+"Many of them have teachers from abroad. There are also other exclusive "
+"schools such as the Doon School in Dehradun that take in a small number of "
+"students and charge exorbitant fees."
+msgstr ""
+"Uz gore navedene, postoji i relativno malen broj Å¡kola koje slijede strane "
+"kurikulume kao npr. takozvani Viši Cambridge (engl. <i>Senior Cambridge</"
+"i>), premda je to drugdje veÄinom zamijenjeno ICSE strujom. Neke od tih "
+"Å¡kola takoÄer uÄenicima nude priliku da pohaÄaju ICSE ispite. To su
obiÄno "
+"vrlo skupe rezidencijalne Å¡kole u koje neki od Indijaca koji rade u "
+"inozemstvu Å¡alju svoju djecu. One obiÄno imaju fantastiÄnu infrastrukturu,
"
+"niski omjer uÄenik-nastavnik i vrlo malo uÄenika.Mnoge od njih imaju "
+"nastavnike iz inozemstva. Postoje i druge ekskluzivne Å¡kole, kao npr. Å¡kola
"
+"Doon u Dehradunu, koje primaju mali broj uÄenika i naplaÄuju pretjerano "
+"visoke Å¡kolarine."
+
+#. type: Content of: <p>
+msgid ""
+"Apart from all of these, there are a handful of schools around the country, "
+"such as the Rishi Valley school in Andhra Pradesh, that try to break away "
+"from the normal education system that promotes rote learning and implement "
+"innovative systems such as the Montessori method. Most such schools are "
+"expensive, have high teacher-student ratios and provide a learning "
+"environment in which each child can learn at his/her own pace. It would be "
+"interesting and instructive to do a study on what impact the kind of school "
+"has had on the life of their alumni."
+msgstr ""
+"Osim takvih, postoji i Å¡aÄica Å¡kola Å¡irom zemlje, kao Å¡to je Å¡kola
Rishi "
+"Valley u Andhra Pradeshu, koje pokuÅ¡avaju odmaknuti od uobiÄajenog "
+"obrazovnog sustava koji promiÄe uÄenje napamet i uvesti inovativne sustave "
+"kao Å¡to je Montessori metoda. VeÄina takvih Å¡kola je skupa, ima visok
omjer "
+"nastavnik-uÄenik i nudi ozraÄje za uÄenje u kojem svako dijete može
uÄiti "
+"svojim tempom. Bilo bi interesantno i pouÄno napraviti studiju o tome kakav "
+"su utjecaj takve Å¡kole imale na život svojih Äaka."
#. type: Content of: <h3>
msgid "State Schools"
msgstr "Državne škole"
#. type: Content of: <p>
-msgid "Each state in the country has its own Department of Education that runs
its own school system with its own textbooks and evaluation system. As
mentioned earlier, the curriculum, pedagogy and evaluation method are largely
decided by the SCERT in the state, following the national guidelines prescribed
by the NCERT."
-msgstr "Svaka država u Indiji ima vlastito ministarstvo obrazovanja koje vodi
vlastiti školski sustav s vlastitim udžbenicima i ispitnim sustavom. Kao što
je veÄ spomenuto, o kurikulumu, pedagogiji i ispitnim metodama u velikom
dijelu odluÄuje SCERT u državi, slijedeÄi nacionalne smjernice koje
propisuje NCERT."
-
-#. type: Content of: <p>
-msgid "Each state has three kinds of schools that follow the state curriculum.
The government runs its own schools in land and buildings owned by the
government and paying the staff from its own resources. These are generally
known as <em>government schools</em>. The fees are quite low in such schools.
Then there are privately owned schools with their own land and buildings. Here
the fees are high and the teachers are paid by the management. Such schools
mostly cater to the urban middle class families. The third kind consists of
schools that are provided grant-in-aid by the government, though the school was
started by a private agency in their own land and buildings. The grant-in-aid
is meant to help reduce the fees and make it possible for poor families to send
their children. In some states like Kerala, these schools are very similar to
government schools since the teachers are paid by the government and the fees
are the same as in government schools."
-msgstr "Svaka država ima tri vrste škola koje slijede državni kurikulum.
Vlada upravlja vlastitim školama na zemljištu i zgradama u vlasništvu vlade
i plaÄa osoblje iz vlastitih izvora. Te Å¡kole opÄe su poznate kao
<em>vladine Å¡kole</em>. Å kolarine su u takvim Å¡kolama dosta niske. Zatim su
tu škole u privatnom vlasništvu s vlastitim zemljištem i zgradama. Ovdje su
Å¡kolarine visoke, a nastavnike plaÄa uprava. Takve Å¡kole veÄinom skrbe o
urbanim obiteljima iz srednjeg staleža. TreÄa vrsta sastoji se od Å¡kola
kojima je osigurana pripomoÄ vlade, iako je Å¡kolu osnovala privatna agencija
na vlastitom zemljiÅ¡tu i zgradama. Svrha pripomoÄi je pomoÄi smanjiti cijenu
Å¡kolarina i omoguÄiti siromaÅ¡nim obiteljima da poÅ¡alju svoju djecu ovdje na
Å¡kolovanje. U nekim državama poput Kerale, ove Å¡kole vrlo su sliÄne
vladinim Å¡kolama buduÄi da nastavnike plaÄa vlada, a Å¡kolarine su jednake
kao u državnim školama."
+msgid ""
+"Each state in the country has its own Department of Education that runs its "
+"own school system with its own textbooks and evaluation system. As "
+"mentioned earlier, the curriculum, pedagogy and evaluation method are "
+"largely decided by the SCERT in the state, following the national guidelines "
+"prescribed by the NCERT."
+msgstr ""
+"Svaka država u Indiji ima vlastito ministarstvo obrazovanja koje vodi "
+"vlastiti školski sustav s vlastitim udžbenicima i ispitnim sustavom. Kao
Å¡to "
+"je veÄ spomenuto, o kurikulumu, pedagogiji i ispitnim metodama u velikom "
+"dijelu odluÄuje SCERT u državi, slijedeÄi nacionalne smjernice koje "
+"propisuje NCERT."
+
+#. type: Content of: <p>
+msgid ""
+"Each state has three kinds of schools that follow the state curriculum. The "
+"government runs its own schools in land and buildings owned by the "
+"government and paying the staff from its own resources. These are generally "
+"known as <em>government schools</em>. The fees are quite low in such "
+"schools. Then there are privately owned schools with their own land and "
+"buildings. Here the fees are high and the teachers are paid by the "
+"management. Such schools mostly cater to the urban middle class families. "
+"The third kind consists of schools that are provided grant-in-aid by the "
+"government, though the school was started by a private agency in their own "
+"land and buildings. The grant-in-aid is meant to help reduce the fees and "
+"make it possible for poor families to send their children. In some states "
+"like Kerala, these schools are very similar to government schools since the "
+"teachers are paid by the government and the fees are the same as in "
+"government schools."
+msgstr ""
+"Svaka država ima tri vrste škola koje slijede državni kurikulum. Vlada "
+"upravlja vlastitim školama na zemljištu i zgradama u vlasništvu vlade i "
+"plaÄa osoblje iz vlastitih izvora. Te Å¡kole opÄe su poznate kao
<em>vladine "
+"Å¡kole</em>. Å kolarine su u takvim Å¡kolama dosta niske. Zatim su tu Å¡kole
u "
+"privatnom vlasništvu s vlastitim zemljištem i zgradama. Ovdje su školarine
"
+"visoke, a nastavnike plaÄa uprava. Takve Å¡kole veÄinom skrbe o urbanim "
+"obiteljima iz srednjeg staleža. TreÄa vrsta sastoji se od Å¡kola kojima je "
+"osigurana pripomoÄ vlade, iako je Å¡kolu osnovala privatna agencija na "
+"vlastitom zemljiÅ¡tu i zgradama. Svrha pripomoÄi je pomoÄi smanjiti cijenu "
+"Å¡kolarina i omoguÄiti siromaÅ¡nim obiteljima da poÅ¡alju svoju djecu ovdje
na "
+"Å¡kolovanje. U nekim državama poput Kerale, ove Å¡kole vrlo su sliÄne
vladinim "
+"Å¡kolama buduÄi da nastavnike plaÄa vlada, a Å¡kolarine su jednake kao u "
+"državnim školama."
#. type: Content of: <h3>
msgid "The Case of Kerala"
msgstr "Primjer Kerale"
#. type: Content of: <p>
-msgid "The state of Kerala, a small state in the South Western coast of India,
has been different from the rest of the country in many ways for the last few
decades. It has, for instance, the highest literacy rate among all states, and
was declared the first fully literate state about a decade back. Life
expectancy, both male and female, is very high, close to that of the developed
world. Other parameters such as fertility rate, infant and child mortality are
among the best in the country, if not the best. The total fertility rate has
been below the replacement rate of 2.1 for the last two decades. Probably as a
side-effect of economic and social development, suicide rates and alcoholism
are also very high. Government policies also have been very different from the
rest of the country, leading to the development model followed in Kerala, with
high expenditure in education and welfare, coming to be known as the
“Kerala Model“ among economists."
-msgstr "Država Kerala, mala država na jugoistoÄnoj obali Indije, zadnjih
nekoliko desetljeÄa razlikuje se od ostatka zemlje na mnogo naÄina. Ima, na
primjer, najveÄu stopu pismenosti od svih država, a proglaÅ¡ena je i prvom
potpuno opismenjenom državom prije otprilike jednog desetljeÄa. OÄekivan
životni vijek, jednako za muškarce i za žene, vrlo je visok, blizak onom u
razvijenim zemljama svijeta. Ostali parametri kao Å¡to je stopa fertiliteta,
stopa smrtnosti dojenÄadi i djece, meÄu najboljima su u zemlji, ako ne i
najbolji. Ukupna stopa fertiliteta u zadnja dva desetljeÄa ispod je stope
zamjene od 2,1. Vjerojatno kao nuspojave ekonomskog i društvenog razvoja,
stope samoubojstava i alkoholizma takoÄer su velike. Vladina politika se isto
tako uvelike razlikuje od ostatka zemlje, Å¡to dovodi do toga da model razvoja
kojeg slijedi Kerala, s visokim izdacima za obrazovanje i socijalnu skrb,
postaje poznat meÄu ekonomistima kao “Keralski model&ldquo."
-
-#. type: Content of: <p>
-msgid "Kerala has also always shown interest in trying out ways of improving
its school education system. Every time the NCERT came up with new ideas, it
was Kerala that tried it out first. The state experimented with the District
Primary Education Programme (DPEP) with gusto, though there was opposition to
it from various quarters, and even took it beyond primary classes. The state
was the first in the country to move from the traditional behaviorist way of
teaching to a social constructivist paradigm. It was mentioned in the National
Curriculum Framework of NCERT in the year 2000, and Kerala started trying it
out the next year. The transaction in the classroom and the evaluation
methodology were changed. Instead of direct questions that could be answered
only through memorizing the lessons, indirect questions and open ended
questions were included so that the student needed to think before answering,
and the answers could be subjective to some extent. This meant that the
students had to digest what they studied and had to be able to use their
knowledge in a specific situation to answer the questions. At the same time,
the new method took away a lot of pressure and the children began to find
examinations interesting and enjoyable instead of being stressful. A
Comprehensive and Continuous Evaluation (CCE) system was introduced along with
this, which took into consideration the overall personality of the student and
reduced the dependence on a single final examination for deciding promotion to
the next class. At present, the CBSE also has implemented CCE, but in a more
flexible manner."
-msgstr "Kerala je takoÄer uvijek iskazivala zanimanje za iskuÅ¡avanje naÄina
na koji bi se mogao poboljšati školski obrazovni sustav. Svaki put kad je
NCERT izašao s novim idejama, Kerala je bila ta koja ih je prva iskušala.
Država je sa zadovoljstvom eksperimentirala s distriktnim osnovnoškolskim
programom (engl. <i>District Primary Education Programme</i>, DPEP), premda je
bilo protivljenja s razliÄitih strana, i odvela ga Äak i dalje od
osnovnoškolskih razreda. Ta država bila je prva u zemlji koja je odmaknula od
tradicionalnog bihevioristiÄkog naÄina poduÄavanja prema druÅ¡tveno
konstruktivistiÄkoj paradigmi. To je spomenuto u nacionalnom okviru kurikuluma
NCERT-a 2000. godine, a Kerala ga je poÄela iskuÅ¡avati sljedeÄe godine.
Služba u uÄionici i metodologija ocjenjivanja izmijenjene su. Umjesto
izravnih pitanja na koja se moglo odgovarati samo kroz uÄenje lekcija napamet,
ukljuÄena su neizravna i otvorena pitanja gdje su uÄenici trebali razmisliti
prije odgovora, a odgovori su mogli biti subjektivni do odreÄene granice. To
je znaÄilo da su uÄenici morali sistematizirati ono Å¡to su nauÄili te su
morali biti u stanju koristiti svoje znanje u specifiÄnim situacijama kako bi
mogli odgovoriti na pitanja. Istovremeno, nova je metoda uklonila velik
pritisak i djeca su poÄela ispite doživljavati zanimljivima i ugodnima,
umjesto stresnima. Zajedno s tim uveden je i sustav sveobuhvatne i stalne
procjene (engl. <i>Comprehensive and Continuous Evaluation</i>, CCE), koji je
uzeo u obzir sveukupnu osobnost uÄenika i smanjio ovisnost o jednom jedinom
zavrÅ¡nom ispitu koji bi odluÄivao o njihovom prelasku u sljedeÄi razred.
Sada je i CBSE uveo CCE, ali na fleksibilniji naÄin."
-
-#. type: Content of: <p>
-msgid "Kerala was also the first state in the country to introduce Information
Technology as a subject of study at the High School level. It was started in
class 8 with the textbook introducing Microsoft Windows and Microsoft Office.
But within one year the government was forced to include Free Software also in
the curriculum by protests from Free Software enthusiasts and a favorable
stance taken by a school teachers association that had the majority of
government teachers as its members. Eventually, from the year 2007, only
GNU/Linux was taught in the schools, and all computers in schools had only
GNU/Linux installed. At that time, perhaps even today, this was the largest
installation of GNU/Linux in schools, and made headlines even in other
countries. Every year, from 2007 onwards, about 500,000 children pass out of
the schools learning the concepts behind Free Software and the GNU/Linux
operating system and applications. The state is now moving towards IT Enabled
Education. Eventually, IT will not be taught as a separate subject. Instead,
all subjects will be taught with the help of IT so that the children will, on
the one hand, learn IT skills and, on the other, make use of educational
applications (such as those mentioned below) and resources in the Internet
(such as textual material from sites like Wikipedia, images, animations and
videos) to study their subjects and to do exercises. Teachers and students have
already started using applications such as <a
href=\"http://directory.fsf.org/project/drgeo/\";> Dr. Geo</a>, <a
href=\"http://en.wikipedia.org/wiki/GeoGebra\";> GeoGebra</a>, and <a
href=\"http://en.wikipedia.org/wiki/KTechLab\";> KtechLab</a> for studying
geometry and electronics. Applications like <a
href=\"http://directory.fsf.org/project/sunclock/\";> Sunclock</a>, <a
href=\"http://en.wikipedia.org/wiki/Kalzium\";> Kalzium</a> and <a
href=\"http://directory.fsf.org/project/ghemical/\";> Ghemical</a> are also
popular among teachers and students."
-msgstr "Kerala je isto tako bila prva država u zemlji koja je uvela
informatiÄku tehnologiju kao predmet na srednjoÅ¡kolskoj razini. Predmet je
zapoÄinjao u osmom razredu s udžbenikom koji je predstavljao Microsoft
Windows i Microsoft Office. Ali, unutar manje od godinu dana vlada je bila
prisiljena ukljuÄiti i slobodan softver u kurikulum, uslijed protesta
entuzijasta slobodnog softvera i povoljnog stava kojeg je zauzela udruga
nastavnika u kojoj su veÄina Älanova bili državni nastavnici. Na kraju, od
2007. godine, u Å¡kolama se poduÄavao samo GNU/Linux, a sva raÄunala u
Å¡kolama imala su instaliran samo GNU/Linux. U to vrijeme, možda Äak i danas,
to je bila najveÄa instalacija GNU/Linuxa u Å¡kolama, i punila je novinske
naslove Äak i u drugim zemljama. Svake godine, od 2007. nadalje, oko
500 000 djece prolazi kroz Å¡kolu uÄeÄi koncepte slobodnog softvera i
GNU/Linux operativnog sustava i aplikacija. Država se sada primiÄe
obrazovanju podržanom informatiÄkom tehnologijom. KonaÄno, informatiÄka
tehnologija neÄe biti poduÄavana kao poseban predmet. Umjesto toga, svi
predmeti bit Äe poduÄavani pomoÄu informatiÄke tehnologije tako da Äe
djeca, s jedne strane, nauÄiti vjeÅ¡tine informatiÄke tehnologije, a s druge
strane, iskoristiti obrazovne aplikacije (kao one dolje spomenute) i
internetske resurse (kao što je tekstualni sadržaj s mjesta poput Wikipedije,
slike, animacije i video zapise) za uÄenje svojih predmeta i izradu vježbi.
Nastavnici i uÄenici veÄ su poÄeli koristiti aplikacije kao Å¡to su <a
href=\"http://directory.fsf.org/project/drgeo/\";> Dr. Geo</a>, <a
href=\"http://en.wikipedia.org/wiki/GeoGebra\";> GeoGebra</a> i <a
href=\"http://en.wikipedia.org/wiki/KTechLab\";> KtechLab</a> za uÄenje
geometrije i elektronike. Aplikacije kao Å¡to su <a
href=\"http://directory.fsf.org/project/sunclock/\";> Sunclock</a>, <a
href=\"http://en.wikipedia.org/wiki/Kalzium\";> Kalzium</a> i <a
href=\"http://directory.fsf.org/project/ghemical/\";> Ghemical</a> takoÄer su
popularne meÄu nastavnicima i uÄenicima."
-
-#. type: Content of: <p>
-msgid "The initiative taken by Kerala is now influencing other states and even
the policies of the Government of India. States like Karnataka and Gujarat are
now planning to introduce Free Software in their schools, and some other states
like Maharashtra are examining the option. The new education policy of the
Government of India speaks about constructivism, IT enabled education, Free
Software and sharing educational resources. Once a few of the larger states
successfully migrate to Free Software, it is hoped that the entire country
would follow suit in a relatively short time. When that happens, India could
have the largest user base of GNU/Linux and Free Software in general."
-msgstr "Inicijativa koju je Kerala poduzela sada utjeÄe na druge države, a
Äak i na politiku vlade Indije. Države kao Karnataka i Gujarat sada planiraju
uvesti slobodan softver u svoje škole, a neke druge države kao Maharashtra
ispituju takvu moguÄnost. Nova obrazovna politika indijske vlade govori o
konstruktivizmu, informatiÄkom tehnologijom potpomognutom obrazovanju,
slobodnom softveru i dijeljenju obrazovnih resursa. Jednom kada nekoliko
najveÄih država uspjeÅ¡no prijeÄe na slobodan softver, vjeruje se da Äe ih
u relativno kratkom vremenu cijela zemlja slijediti. Kada se to dogodi, Indija
bi mogla imati najveÄu bazu GNU/Linuxa i slobodnog softvera opÄenito."
+msgid ""
+"The state of Kerala, a small state in the South Western coast of India, has "
+"been different from the rest of the country in many ways for the last few "
+"decades. It has, for instance, the highest literacy rate among all states, "
+"and was declared the first fully literate state about a decade back. Life "
+"expectancy, both male and female, is very high, close to that of the "
+"developed world. Other parameters such as fertility rate, infant and child "
+"mortality are among the best in the country, if not the best. The total "
+"fertility rate has been below the replacement rate of 2.1 for the last two "
+"decades. Probably as a side-effect of economic and social development, "
+"suicide rates and alcoholism are also very high. Government policies also "
+"have been very different from the rest of the country, leading to the "
+"development model followed in Kerala, with high expenditure in education and "
+"welfare, coming to be known as the “Kerala Model“ among "
+"economists."
+msgstr ""
+"Država Kerala, mala država na jugoistoÄnoj obali Indije, zadnjih nekoliko "
+"desetljeÄa razlikuje se od ostatka zemlje na mnogo naÄina. Ima, na primjer,
"
+"najveÄu stopu pismenosti od svih država, a proglaÅ¡ena je i prvom potpuno "
+"opismenjenom državom prije otprilike jednog desetljeÄa. OÄekivan životni "
+"vijek, jednako za muškarce i za žene, vrlo je visok, blizak onom u "
+"razvijenim zemljama svijeta. Ostali parametri kao Å¡to je stopa fertiliteta, "
+"stopa smrtnosti dojenÄadi i djece, meÄu najboljima su u zemlji, ako ne i "
+"najbolji. Ukupna stopa fertiliteta u zadnja dva desetljeÄa ispod je stope "
+"zamjene od 2,1. Vjerojatno kao nuspojave ekonomskog i društvenog razvoja, "
+"stope samoubojstava i alkoholizma takoÄer su velike. Vladina politika se "
+"isto tako uvelike razlikuje od ostatka zemlje, Å¡to dovodi do toga da model "
+"razvoja kojeg slijedi Kerala, s visokim izdacima za obrazovanje i socijalnu "
+"skrb, postaje poznat meÄu ekonomistima kao “Keralski model&ldquo."
+
+#. type: Content of: <p>
+msgid ""
+"Kerala has also always shown interest in trying out ways of improving its "
+"school education system. Every time the NCERT came up with new ideas, it was "
+"Kerala that tried it out first. The state experimented with the District "
+"Primary Education Programme (DPEP) with gusto, though there was opposition "
+"to it from various quarters, and even took it beyond primary classes. The "
+"state was the first in the country to move from the traditional behaviorist "
+"way of teaching to a social constructivist paradigm. It was mentioned in the "
+"National Curriculum Framework of NCERT in the year 2000, and Kerala started "
+"trying it out the next year. The transaction in the classroom and the "
+"evaluation methodology were changed. Instead of direct questions that could "
+"be answered only through memorizing the lessons, indirect questions and open "
+"ended questions were included so that the student needed to think before "
+"answering, and the answers could be subjective to some extent. This meant "
+"that the students had to digest what they studied and had to be able to use "
+"their knowledge in a specific situation to answer the questions. At the same "
+"time, the new method took away a lot of pressure and the children began to "
+"find examinations interesting and enjoyable instead of being stressful. A "
+"Comprehensive and Continuous Evaluation (CCE) system was introduced along "
+"with this, which took into consideration the overall personality of the "
+"student and reduced the dependence on a single final examination for "
+"deciding promotion to the next class. At present, the CBSE also has "
+"implemented CCE, but in a more flexible manner."
+msgstr ""
+"Kerala je takoÄer uvijek iskazivala zanimanje za iskuÅ¡avanje naÄina na
koji "
+"bi se mogao poboljšati školski obrazovni sustav. Svaki put kad je NCERT "
+"izašao s novim idejama, Kerala je bila ta koja ih je prva iskušala. Država
"
+"je sa zadovoljstvom eksperimentirala s distriktnim osnovnoškolskim programom
"
+"(engl. <i>District Primary Education Programme</i>, DPEP), premda je bilo "
+"protivljenja s razliÄitih strana, i odvela ga Äak i dalje od
osnovnoškolskih "
+"razreda. Ta država bila je prva u zemlji koja je odmaknula od tradicionalnog
"
+"bihevioristiÄkog naÄina poduÄavanja prema druÅ¡tveno konstruktivistiÄkoj "
+"paradigmi. To je spomenuto u nacionalnom okviru kurikuluma NCERT-a 2000. "
+"godine, a Kerala ga je poÄela iskuÅ¡avati sljedeÄe godine. Služba u
uÄionici "
+"i metodologija ocjenjivanja izmijenjene su. Umjesto izravnih pitanja na koja "
+"se moglo odgovarati samo kroz uÄenje lekcija napamet, ukljuÄena su
neizravna "
+"i otvorena pitanja gdje su uÄenici trebali razmisliti prije odgovora, a "
+"odgovori su mogli biti subjektivni do odreÄene granice. To je znaÄilo da su
"
+"uÄenici morali sistematizirati ono Å¡to su nauÄili te su morali biti u
stanju "
+"koristiti svoje znanje u specifiÄnim situacijama kako bi mogli odgovoriti na
"
+"pitanja. Istovremeno, nova je metoda uklonila velik pritisak i djeca su "
+"poÄela ispite doživljavati zanimljivima i ugodnima, umjesto stresnima. "
+"Zajedno s tim uveden je i sustav sveobuhvatne i stalne procjene (engl. "
+"<i>Comprehensive and Continuous Evaluation</i>, CCE), koji je uzeo u obzir "
+"sveukupnu osobnost uÄenika i smanjio ovisnost o jednom jedinom zavrÅ¡nom "
+"ispitu koji bi odluÄivao o njihovom prelasku u sljedeÄi razred. Sada je i "
+"CBSE uveo CCE, ali na fleksibilniji naÄin."
+
+#. type: Content of: <p>
+msgid ""
+"Kerala was also the first state in the country to introduce Information "
+"Technology as a subject of study at the High School level. It was started "
+"in class 8 with the textbook introducing Microsoft Windows and Microsoft "
+"Office. But within one year the government was forced to include Free "
+"Software also in the curriculum by protests from Free Software enthusiasts "
+"and a favorable stance taken by a school teachers association that had the "
+"majority of government teachers as its members. Eventually, from the year "
+"2007, only GNU/Linux was taught in the schools, and all computers in schools "
+"had only GNU/Linux installed. At that time, perhaps even today, this was "
+"the largest installation of GNU/Linux in schools, and made headlines even in "
+"other countries. Every year, from 2007 onwards, about 500,000 children pass "
+"out of the schools learning the concepts behind Free Software and the GNU/"
+"Linux operating system and applications. The state is now moving towards IT "
+"Enabled Education. Eventually, IT will not be taught as a separate subject. "
+"Instead, all subjects will be taught with the help of IT so that the "
+"children will, on the one hand, learn IT skills and, on the other, make use "
+"of educational applications (such as those mentioned below) and resources in "
+"the Internet (such as textual material from sites like Wikipedia, images, "
+"animations and videos) to study their subjects and to do exercises. Teachers "
+"and students have already started using applications such as <a href="
+"\"http://directory.fsf.org/project/drgeo/\";> Dr. Geo</a>, <a href=\"http://";
+"en.wikipedia.org/wiki/GeoGebra\"> GeoGebra</a>, and <a href=\"http://en.";
+"wikipedia.org/wiki/KTechLab\"> KtechLab</a> for studying geometry and "
+"electronics. Applications like <a href=\"http://directory.fsf.org/project/";
+"sunclock/\"> Sunclock</a>, <a href=\"http://en.wikipedia.org/wiki/Kalzium\";> "
+"Kalzium</a> and <a href=\"http://directory.fsf.org/project/ghemical/\";> "
+"Ghemical</a> are also popular among teachers and students."
+msgstr ""
+"Kerala je isto tako bila prva država u zemlji koja je uvela informatiÄku "
+"tehnologiju kao predmet na srednjoÅ¡kolskoj razini. Predmet je zapoÄinjao u "
+"osmom razredu s udžbenikom koji je predstavljao Microsoft Windows i "
+"Microsoft Office. Ali, unutar manje od godinu dana vlada je bila prisiljena "
+"ukljuÄiti i slobodan softver u kurikulum, uslijed protesta entuzijasta "
+"slobodnog softvera i povoljnog stava kojeg je zauzela udruga nastavnika u "
+"kojoj su veÄina Älanova bili državni nastavnici. Na kraju, od 2007.
godine, "
+"u Å¡kolama se poduÄavao samo GNU/Linux, a sva raÄunala u Å¡kolama imala su "
+"instaliran samo GNU/Linux. U to vrijeme, možda Äak i danas, to je bila "
+"najveÄa instalacija GNU/Linuxa u Å¡kolama, i punila je novinske naslove Äak
i "
+"u drugim zemljama. Svake godine, od 2007. nadalje, oko 500 000 djece "
+"prolazi kroz Å¡kolu uÄeÄi koncepte slobodnog softvera i GNU/Linux
operativnog "
+"sustava i aplikacija. Država se sada primiÄe obrazovanju podržanom "
+"informatiÄkom tehnologijom. KonaÄno, informatiÄka tehnologija neÄe biti "
+"poduÄavana kao poseban predmet. Umjesto toga, svi predmeti bit Äe
poduÄavani "
+"pomoÄu informatiÄke tehnologije tako da Äe djeca, s jedne strane, nauÄiti
"
+"vjeÅ¡tine informatiÄke tehnologije, a s druge strane, iskoristiti obrazovne "
+"aplikacije (kao one dolje spomenute) i internetske resurse (kao Å¡to je "
+"tekstualni sadržaj s mjesta poput Wikipedije, slike, animacije i video "
+"zapise) za uÄenje svojih predmeta i izradu vježbi. Nastavnici i uÄenici
veÄ "
+"su poÄeli koristiti aplikacije kao Å¡to su <a
href=\"http://directory.fsf.org/";
+"project/drgeo/\"> Dr. Geo</a>, <a href=\"http://en.wikipedia.org/wiki/";
+"GeoGebra\"> GeoGebra</a> i <a href=\"http://en.wikipedia.org/wiki/KTechLab";
+"\"> KtechLab</a> za uÄenje geometrije i elektronike. Aplikacije kao Å¡to su "
+"<a href=\"http://directory.fsf.org/project/sunclock/\";> Sunclock</a>, <a "
+"href=\"http://en.wikipedia.org/wiki/Kalzium\";> Kalzium</a> i <a href="
+"\"http://directory.fsf.org/project/ghemical/\";> Ghemical</a> takoÄer su "
+"popularne meÄu nastavnicima i uÄenicima."
+
+#. type: Content of: <p>
+msgid ""
+"The initiative taken by Kerala is now influencing other states and even the "
+"policies of the Government of India. States like Karnataka and Gujarat are "
+"now planning to introduce Free Software in their schools, and some other "
+"states like Maharashtra are examining the option. The new education policy "
+"of the Government of India speaks about constructivism, IT enabled "
+"education, Free Software and sharing educational resources. Once a few of "
+"the larger states successfully migrate to Free Software, it is hoped that "
+"the entire country would follow suit in a relatively short time. When that "
+"happens, India could have the largest user base of GNU/Linux and Free "
+"Software in general."
+msgstr ""
+"Inicijativa koju je Kerala poduzela sada utjeÄe na druge države, a Äak i
na "
+"politiku vlade Indije. Države kao Karnataka i Gujarat sada planiraju uvesti "
+"slobodan softver u svoje škole, a neke druge države kao Maharashtra
ispituju "
+"takvu moguÄnost. Nova obrazovna politika indijske vlade govori o "
+"konstruktivizmu, informatiÄkom tehnologijom potpomognutom obrazovanju, "
+"slobodnom softveru i dijeljenju obrazovnih resursa. Jednom kada nekoliko "
+"najveÄih država uspjeÅ¡no prijeÄe na slobodan softver, vjeruje se da Äe
ih u "
+"relativno kratkom vremenu cijela zemlja slijediti. Kada se to dogodi, Indija "
+"bi mogla imati najveÄu bazu GNU/Linuxa i slobodnog softvera opÄenito."
#. type: Content of: <h4>
msgid "References"
msgstr "Izvori"
#. type: Content of: <p>
-msgid
"http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html";
-msgstr
"http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html";
+msgid ""
+"http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/";
+"txt_minute_education_1835.html"
+msgstr ""
+"http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/";
+"txt_minute_education_1835.html"
#. type: Content of: <p>
msgid "http://varnam.org/blog/2007/08/the_story_behind_macaulays_edu";
@@ -174,8 +685,14 @@
msgstr "http://en.wikipedia.org/wiki/Central_Board_of_Secondary_Education";
#. type: Content of: outside any tag (error?)
-msgid "<a id=\"sasi\"></a><a href=\"http://swatantryam.blogspot.com/\";>V. Sasi
Kumar</a> is a doctor in physics and a member of the FSF India Board of
Directors. He advocates for Free Software and freedom of knowledge."
-msgstr "<a id=\"sasi\"></a><a href=\"http://swatantryam.blogspot.com/\";>V.
Sasi Kumar</a> je doktor fizike i Älan uprave indijskog FSF-a. Zalaže se za
slobodan softveru i slobodu znanja."
+msgid ""
+"<a id=\"sasi\"></a><a href=\"http://swatantryam.blogspot.com/\";>V. Sasi "
+"Kumar</a> is a doctor in physics and a member of the FSF India Board of "
+"Directors. He advocates for Free Software and freedom of knowledge."
+msgstr ""
+"<a id=\"sasi\"></a><a href=\"http://swatantryam.blogspot.com/\";>V. Sasi "
+"Kumar</a> je doktor fizike i Älan uprave indijskog FSF-a. Zalaže se za "
+"slobodan softveru i slobodu znanja."
#. TRANSLATORS: Use space (SPC) as msgstr if you don't have notes.
#. type: Content of: <div>
@@ -183,8 +700,18 @@
msgstr " "
#. type: Content of: <div><p>
-msgid "Please send general FSF & GNU inquiries to <a
href=\"mailto:address@hidden";><address@hidden></a>. There are also <a
href=\"/contact/\">other ways to contact</a> the FSF. Broken links and other
corrections or suggestions can be sent to <a
href=\"mailto:address@hidden";><address@hidden></a>."
-msgstr "Molimo Å¡aljite opÄenite FSF & GNU upite na <a
href=\"mailto:address@hidden";><address@hidden></a>. Postoje takoÄer i
<a href=\"/contact/\">drugi naÄini kontaktiranja</a> FSF-a. Prekinute
poveznice i druge ispravke ili prijedloge možete poslati na <a
href=\"mailto:address@hidden";><address@hidden></a>."
+msgid ""
+"Please send general FSF & GNU inquiries to <a
href=\"mailto:address@hidden";
+"\"><address@hidden></a>. There are also <a href=\"/contact/\">other
ways "
+"to contact</a> the FSF. Broken links and other corrections or suggestions "
+"can be sent to <a href=\"mailto:address@hidden";><address@hidden"
+"org></a>."
+msgstr ""
+"Molimo Å¡aljite opÄenite FSF & GNU upite na <a
href=\"mailto:address@hidden";
+"\"><address@hidden></a>. Postoje takoÄer i <a
href=\"/contact/\">drugi "
+"naÄini kontaktiranja</a> FSF-a. Prekinute poveznice i druge ispravke ili "
+"prijedloge možete poslati na <a href=\"mailto:address@hidden";><"
+"address@hidden></a>."
#
#
@@ -201,8 +728,18 @@
#. href="/server/standards/README.translations.html">Translations
#. README</a>.
#. type: Content of: <div><p>
-msgid "Please see the <a
href=\"/server/standards/README.translations.html\">Translations README</a> for
information on coordinating and submitting translations of this article."
-msgstr "Naporno radimo i dajemo sve od sebe da bismo pružili precizne,
kvalitetne prijevode. MeÄutim, nismo poÅ¡teÄeni nesavrÅ¡enosti. Molimo
Å¡aljite vaÅ¡e komentare i opÄenite prijedloge u tom smislu na <a
href=\"mailto:address@hidden";><address@hidden></a>.</p> <p>Za informacije
o koordiniranju i dostavljanju prijevoda naših mrežnih stranica, pogledajte
<a href=\"/server/standards/README.translations.html\">PROÄITAJME za
prijevode</a>."
+msgid ""
+"Please see the <a href=\"/server/standards/README.translations.html"
+"\">Translations README</a> for information on coordinating and submitting "
+"translations of this article."
+msgstr ""
+"Naporno radimo i dajemo sve od sebe da bismo pružili precizne, kvalitetne "
+"prijevode. MeÄutim, nismo poÅ¡teÄeni nesavrÅ¡enosti. Molimo Å¡aljite vaÅ¡e "
+"komentare i opÄenite prijedloge u tom smislu na <a href=\"mailto:web-";
+"address@hidden"><address@hidden></a>.</p> <p>Za "
+"informacije o koordiniranju i dostavljanju prijevoda naših mrežnih
stranica, "
+"pogledajte <a href=\"/server/standards/README.translations.html\">PROÄITAJME
"
+"za prijevode</a>."
#. type: Content of: <div><p>
msgid "Copyright © 2011 Dr. V. Sasi Kumar."
@@ -210,8 +747,14 @@
#. TRANSLATORS: Please note that the license here is CC-BY-SA
#. type: Content of: <div><p>
-msgid "This page is licensed under a <a rel=\"license\"
href=\"http://creativecommons.org/licenses/by-sa/3.0/us/\";>Creative Commons
Attribution-ShareAlike 3.0 United States License</a>."
-msgstr "Ovo djelo dano je na korištenje pod <a rel=\"license\"
href=\"http://creativecommons.org/licenses/by-nd/3.0/us/deed.hr\";>licencom
Creative Commons Imenovanje-Bez prerada 3.0 SAD</a>."
+msgid ""
+"This page is licensed under a <a rel=\"license\" href=\"http://";
+"creativecommons.org/licenses/by-sa/3.0/us/\">Creative Commons Attribution-"
+"ShareAlike 3.0 United States License</a>."
+msgstr ""
+"Ovo djelo dano je na korištenje pod <a rel=\"license\" href=\"http://";
+"creativecommons.org/licenses/by-nd/3.0/us/deed.hr\">licencom Creative "
+"Commons Imenovanje-Bez prerada 3.0 SAD</a>."
#. TRANSLATORS: Use space (SPC) as msgstr if you don't want credits.
#. type: Content of: <div><div>
@@ -222,4 +765,3 @@
#. type: Content of: <div><p>
msgid "Updated:"
msgstr "Vrijeme zadnje izmjene:"
-