# Croatian translation of http://www.gnu.org/education/edu-system-india.html # Copyright (C) 2013 Free Software Foundation, Inc. # This file is distributed under the same license as the original article. # Nevenko Baričević , 2013. # msgid "" msgstr "" "Project-Id-Version: edu-system-india.html\n" "POT-Creation-Date: 2013-04-13 06:58+0000\n" "PO-Revision-Date: 2013-05-26 23:14+0100\n" "Last-Translator: Nevenko Baričević \n" "Language-Team: www-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" "X-Generator: Poedit 1.5.4\n" #. type: Content of: msgid "The Education System in India - GNU Project - Free Software Foundation" msgstr "Obrazovni sustav u Indiji - Projekt GNU - Zaklada za slobodan softver" #. type: Content of: <div><h2> msgid "The Education System in India" msgstr "Obrazovni sustav u Indiji" #. type: Content of: <div><ul><li> msgid "<a href=\"edu-contents.html\">Education Contents</a>" msgstr "<a href=\"/education/edu-contents.html\">Obrazovni sadržaj</a>" #. type: Content of: <div><ul><li> msgid "<a href=\"edu-cases.html\">Case Studies</a>" msgstr "<a href=\"/education/edu-cases.html\">Primjeri</a>" #. type: Content of: <div><ul><li> msgid "<a href=\"edu-resources.html\">Educational Resources</a>" msgstr "<a href=\"/education/edu-resources.html\">Obrazovni resursi</a>" #. type: Content of: <div><ul><li> msgid "<a href=\"edu-projects.html\">Education Projects</a>" msgstr "<a href=\"/education/edu-projects.html\">Obrazovni projekti</a>" #. type: Content of: <div><ul><li> msgid "<a href=\"edu-faq.html\">FAQ</a>" msgstr "" "<a href=\"/education/edu-faq.html\">Često postavljana pitanja (FAQ)</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" #. type: Content of: <p> msgid "by <strong>Dr. V. Sasi Kumar</strong><a href=\"#sasi\">(1)</a>" msgstr "Autor: <strong>Dr. V. Sasi Kumar</strong><a href=\"#sasi\">(1)</a>" #. type: Content of: <h3> msgid "In the Beginning" msgstr "Na početku" #. 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 učiti otiÅ¡ao do učitelja (gurua) i zatražio da ga se podučava. " "Ako bi ga guru prihvatio kao učenika, on bi tada ostao kod njega i pomagao u " "svim kućanskim poslovima. To je ne samo stvaralo čvrstu vezu između učitelja " "i učenika, nego je također naučilo učenika sve o vođenju kućanstva. Guru je " "podučavao sve Å¡to je dijete željelo naučiti, od sanskrita do svetog pisma i " "od matematike do metafizike. Učenik je ostajao koliko dugo je želio ili dok " "guru nije osjetio da ga je naučio svemu čemu ga je mogao naučiti. Cjelokupno " "učenje bilo je blisko povezano s prirodom i životom, a ne ograničeno učenjem " "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, uključujići i engleski jezik, prvotno je u Indiju " "uveo lord Thomas Babington Macaulay 1830. godine. Kurikulum je bio ograničen " "na “moderne” predmete kao Å¡to su znanost i matematika, a " "predmeti kao metafizika i filozofija smatrani su nepotrebnima. Podučavanje " "je bilo ograničeno na učionice i veza s prirodom se prekinula, kao i blizak " "odnos između učitelja i učenika." #. 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 "" "Vijeće srednjih Å¡kola i srednjoÅ¡kolskog obrazovanja Uttar Pradesha (države u " "Indiji) bilo je prvo vijeće osnovano u Indiji 1921. godine pod čijom su " "jurisdikcijom bili Rajputana, SrediÅ¡nja Indija i Gwalior. Godine 1929. " "osnovano je Vijeće srednjih Å¡kola i srednjoÅ¡kolskog obrazovanja Rajputane. " "Kasnije, vijeća su osnovana u joÅ¡ nekim državama. Ali na kraju je 1952. " "godine ustrojstvo vijeća izmijenjeno i preimenovano u SrediÅ¡nje vijeće " "srednjoÅ¡kolskog obrazovanja (engl. <i>Central Board of Secondary Education</" "i>, CBSE). Sve Å¡kole u Delhiju i nekim drugim regijama potpale su pod to " "vijeće. Djelatnost vijeća bila je odlučivanje o predmetima kao Å¡to su " "kurikulumi, udžbenici i ispitni sustav za sve udružene Å¡kole. Danas su " "tisuće Å¡kola udružene u vijeće, 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 "" "Opće i obavezno obrazovanje za svu djecu u dobi od Å¡est do četrnaest godina " "bio je brižno njegovan san nove vlade Republike Indije. To je očito iz " "činjenice da je ugrađen kao pravac u članku 45 Ustava. Ali, čak viÅ¡e od pola " "stoljeća kasnije, taj cilj i dalje ostaje dalek. Međutim, u nedavnoj " "proÅ¡losti, vlada je, čini se, primijetila taj propust i učinila osnovno " "Å¡kolovanje temeljnim pravom svakog indijskog građanina. Pritisci ekonomskog " "rasta i velik nedostatak kvalificirane i izučene radne snage sigurno su " "odigrali značajnu ulogu u odlučivanju 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 izdano je viÅ¡e velikih najava razvoja slabog stanja " "u obrazovnom sektoru Indije, od kojih je najznačajniji Program zajedničkog " "nacionalnog minimuma (engl. <i>National Common Minimum Programme</i>, NCMP) " "vlade Udruženog naprednog saveza (engl. <i>United Progressive Alliance</i>, " "UPA). Najavljeno je da će: (a) Progresivno povećati izdatke za obrazovanje " "na oko 6% BDP-a. (b) Da bi se podržalo to povećanje izdataka za obrazovanje " "i da bi se povećala kvaliteta obrazovanja, nametnuti troÅ¡arine za " "obrazovanje na sve poreze srediÅ¡nje vlasti. (c) Osigurati da obrazovanje " "nikome nije uskraćeno zbog ekonomske nazadnosti i siromaÅ¡tva. (d) Učiniti " "pravo na obrazovanje temeljnim pravom svakog djeteta u dobi između Å¡est i " "četrnaest godina. (e) Poopćiti 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>." #. 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 provođenju. Uloga indijske " "vlade (engl. <i>Government of India</i>, GoI) bila je ograničena na " "usuglaÅ¡avanje i odlučivanje o normama viÅ¡eg obrazovanja. To je 1976. godine " "izmijenjeno ustavnim amandmanom tako da sada obrazovanje dolazi na takozvanu " "<em>simultanu listu</em>. To znači da politiku Å¡kolskog obrazovanja i " "programe predlaže GoI na nacionalnoj razini, premda vlade država imaju " "veliku slobodu u primjeni programa. Politika se periodično objavljuje na " "nacionalnoj razini. SrediÅ¡nje savjetodavno vijeće za obrazovanje (engl. " "<i>Central Advisory Board of Education</i>, CABE), osnovano 1935. godine, " "nastavlja igrati vodeću 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 ključnu 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 odgovarajući 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, pedagoÅ¡ke nacrte i metodologije " "ocjenjivanja državnim ministarstvima obrazovanja. SCERT-i općenito slijede " "smjernice koje postavlja NCERT. Države, međutim, imaju značajnu 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 " "zadovoljavajuće kvalitete za svu djecu mlađu od četrnaest godina prije " "početka dvadeset i prvog stoljeća. Vlada je odlučna dodijeliti 6% bruto " "domaćeg proizvoda (BDP) za obrazovanje, od čega bi polovica bila utroÅ¡ena na " "osnovno obrazovanje. Izdatak za obrazovanje u postotku BDP-a također 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 četiri razine: nižu osnovnu (za dob od 6 do 10 " "godina), viÅ¡u osnovnu (11 i 12 godina), srednju (13 do 15 godina) i viÅ¡u " "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. Učenici moraju svladati opći nastavni plan većinom (osim " "regionalnih razlika u materinjem jeziku) do kraja srednje Å¡kole. Na razini " "viÅ¡e srednje Å¡kole moguće su određene specijalizacije. Učenici u cijeloj " "zemlji moraju naučiti tri jezika (engleski, hindi i svoj materinji jezik) " "osim u područjima gdje je jezik hindi materinji i u nekim strujama kao Å¡to " "je ispod objaÅ¡njeno." #. 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 SrediÅ¡njeg " "vijeća za srednjoÅ¡kolsko obrazovanje (engl. <i>Central Board of Secondary " "Education</i>, CBSE) i prvotno je bila namijenjena djeci zaposlenika " "srediÅ¡nje vlasti koje se povremeno premjeÅ¡ta i mogu biti prisiljeni seliti " "se u bilo koje mjesto u zemlji. U tu svrhu osnovan je određen broj “" "srediÅ¡njih Å¡kola” (nazvanih Kendriya Vidyalayas) u svim glavnim " "urbanim područjima u zemlji i one slijede zajednički raspored tako da učenik " "koji bi određenog dana prelazio iz jedne Å¡kole u drugu gotovo i ne bi " "primijetio nikakvu razliku u poduci. U ovim Å¡kolama jedan predmet (druÅ¡tvene " "studije, koje se sastoje od povijesti, zemljopisa i nauka o građanskim " "pravima) uvijek se podučava na jeziku hindi, a ostali predmeti na engleskom " "jeziku. Kendriya Vidyalayas prihvaća i drugu djecu ako ima slobodnih mjesta. " "Svi oni slijede udžbenike koje je napisao i izdao NCERT. Uz ove Å¡kole koje " "vodi vlada, veći broj privatnih Å¡kola u zemlji slijedi nastavni plan CBSE-a, " "premda mogu koristiti različite udžbenike i slijediti drugačije rasporede " "podučavanja. Oni imaju određenu slobodu u onome Å¡to podučavaju u nižim " "razredima. CBSE-u je također pridružena i 141 Å¡kola u 21 drugoj zemlji koje " "većinom 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 srediÅ¡nji nacrt je Indijski certifikat srednjoÅ¡kolskog obrazovanja " "(engl. <i>Indian Certificate of Secondary Education</i>, ICSE). Čini 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 Međudržavnog vijeća za anglo-indijsko obrazovanje (engl. <i>Inter-" "State Board for Anglo-Indian Education</i>), prihvaćen je prijedlog za " "osnivanjem Indijskog savjeta koji bi upravljao ispitima lokalnog ispitnog " "konzorcija sveučiliÅ¡ta iz Cambridgea u Indiji i savjetavao konzorcij o " "najboljem načinu usvajanja njihovih ispita za potrebe zemlje. Inauguralni " "sastanak Savjeta održan je 3. studenog 1958. godine. U prosincu 1967. godine " "Savjet je registriran kao DruÅ¡tvo sukladno Zakonu o registraciji druÅ¡tava 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 većinom " "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 vijeće CBSE-a i vijeće ICSE-a na kraju desetogodiÅ¡njeg Å¡kolovanja (nakon " "srednje Å¡kole) i ponovo na kraju dvanaeste godine Å¡kolovanja (nakon viÅ¡e " "srednje Å¡kole) provode svoje ispite u Å¡kolama Å¡irom zemlje koje su im " "pridružene. Pristup jedanaestom razredu uobičajeno je temeljen na uspjehu na " "tom sveindijskom ispitu. Budući da to stvara veliki pritisak na djecu da " "budu Å¡to uspjeÅ¡nija na ispitu, pojavili su se prijedlozi da se ukine ispit " "na kraju desetogodiÅ¡njeg Å¡kolovanja." #. 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 ViÅ¡i Cambridge (engl. <i>Senior Cambridge</" "i>), premda je to drugdje većinom zamijenjeno ICSE strujom. Neke od tih " "Å¡kola također učenicima nude priliku da pohađaju ICSE ispite. To su obično " "vrlo skupe rezidencijalne Å¡kole u koje neki od Indijaca koji rade u " "inozemstvu Å¡alju svoju djecu. One obično imaju fantastičnu infrastrukturu, " "niski omjer učenik-nastavnik i vrlo malo učenika.Mnoge od njih imaju " "nastavnike iz inozemstva. Postoje i druge ekskluzivne Å¡kole, kao npr. Å¡kola " "Doon u Dehradunu, koje primaju mali broj učenika i naplaćuju 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¡ačica Å¡kola Å¡irom zemlje, kao Å¡to je Å¡kola Rishi " "Valley u Andhra Pradeshu, koje pokuÅ¡avaju odmaknuti od uobičajenog " "obrazovnog sustava koji promiče učenje napamet i uvesti inovativne sustave " "kao Å¡to je Montessori metoda. Većina takvih Å¡kola je skupa, ima visok omjer " "nastavnik-učenik i nudi ozračje za učenje u kojem svako dijete može učiti " "svojim tempom. Bilo bi interesantno i poučno napraviti studiju o tome kakav " "su utjecaj takve Å¡kole imale na život svojih đaka." #. type: Content of: <h3> msgid "State Schools" msgstr "Državne Å¡kole" #. 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 Å¡kolski sustav s vlastitim udžbenicima i ispitnim sustavom. Kao Å¡to " "je već spomenuto, o kurikulumu, pedagogiji i ispitnim metodama u velikom " "dijelu odlučuje SCERT u državi, slijedeći 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 Å¡kola koje slijede državni kurikulum. Vlada " "upravlja vlastitim Å¡kolama na zemljiÅ¡tu i zgradama u vlasniÅ¡tvu vlade i " "plaća osoblje iz vlastitih izvora. Te Å¡kole opće su poznate kao <em>vladine " "Å¡kole</em>. Å kolarine su u takvim Å¡kolama dosta niske. Zatim su tu Å¡kole u " "privatnom vlasniÅ¡tvu s vlastitim zemljiÅ¡tem i zgradama. Ovdje su Å¡kolarine " "visoke, a nastavnike plaća uprava. Takve Å¡kole većinom skrbe o urbanim " "obiteljima iz srednjeg staleža. Treća vrsta sastoji se od Å¡kola kojima je " "osigurana pripomoć vlade, iako je Å¡kolu osnovala privatna agencija na " "vlastitom zemljiÅ¡tu i zgradama. Svrha pripomoći je pomoći smanjiti cijenu " "Å¡kolarina i omogućiti siromaÅ¡nim obiteljima da poÅ¡alju svoju djecu ovdje na " "Å¡kolovanje. U nekim državama poput Kerale, ove Å¡kole vrlo su slične vladinim " "Å¡kolama budući da nastavnike plaća vlada, a Å¡kolarine su jednake kao u " "državnim Å¡kolama." #. 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 jugoistočnoj obali Indije, zadnjih nekoliko " "desetljeća razlikuje se od ostatka zemlje na mnogo načina. Ima, na primjer, " "najveću stopu pismenosti od svih država, a proglaÅ¡ena je i prvom potpuno " "opismenjenom državom prije otprilike jednog desetljeća. Očekivan životni " "vijek, jednako za muÅ¡karce i za žene, vrlo je visok, blizak onom u " "razvijenim zemljama svijeta. Ostali parametri kao Å¡to je stopa fertiliteta, " "stopa smrtnosti dojenčadi i djece, među najboljima su u zemlji, ako ne i " "najbolji. Ukupna stopa fertiliteta u zadnja dva desetljeća ispod je stope " "zamjene od 2,1. Vjerojatno kao nuspojave ekonomskog i druÅ¡tvenog razvoja, " "stope samoubojstava i alkoholizma također 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 među 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 također uvijek iskazivala zanimanje za iskuÅ¡avanje načina na koji " "bi se mogao poboljÅ¡ati Å¡kolski obrazovni sustav. Svaki put kad je NCERT " "izaÅ¡ao s novim idejama, Kerala je bila ta koja ih je prva iskuÅ¡ala. Država " "je sa zadovoljstvom eksperimentirala s distriktnim osnovnoÅ¡kolskim programom " "(engl. <i>District Primary Education Programme</i>, DPEP), premda je bilo " "protivljenja s različitih strana, i odvela ga čak i dalje od osnovnoÅ¡kolskih " "razreda. Ta država bila je prva u zemlji koja je odmaknula od tradicionalnog " "biheviorističkog načina podučavanja prema druÅ¡tveno konstruktivističkoj " "paradigmi. To je spomenuto u nacionalnom okviru kurikuluma NCERT-a 2000. " "godine, a Kerala ga je počela iskuÅ¡avati sljedeće godine. Služba u učionici " "i metodologija ocjenjivanja izmijenjene su. Umjesto izravnih pitanja na koja " "se moglo odgovarati samo kroz učenje lekcija napamet, uključena su neizravna " "i otvorena pitanja gdje su učenici trebali razmisliti prije odgovora, a " "odgovori su mogli biti subjektivni do određene granice. To je značilo da su " "učenici morali sistematizirati ono Å¡to su naučili te su morali biti u stanju " "koristiti svoje znanje u specifičnim situacijama kako bi mogli odgovoriti na " "pitanja. Istovremeno, nova je metoda uklonila velik pritisak i djeca su " "počela 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 učenika i smanjio ovisnost o jednom jedinom zavrÅ¡nom " "ispitu koji bi odlučivao o njihovom prelasku u sljedeći razred. Sada je i " "CBSE uveo CCE, ali na fleksibilniji način." #. 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 informatičku " "tehnologiju kao predmet na srednjoÅ¡kolskoj razini. Predmet je započinjao u " "osmom razredu s udžbenikom koji je predstavljao Microsoft Windows i " "Microsoft Office. Ali, unutar manje od godinu dana vlada je bila prisiljena " "uključiti i slobodan softver u kurikulum, uslijed protesta entuzijasta " "slobodnog softvera i povoljnog stava kojeg je zauzela udruga nastavnika u " "kojoj su većina članova bili državni nastavnici. Na kraju, od 2007. godine, " "u Å¡kolama se podučavao samo GNU/Linux, a sva računala u Å¡kolama imala su " "instaliran samo GNU/Linux. U to vrijeme, možda čak i danas, to je bila " "najveća instalacija GNU/Linuxa u Å¡kolama, i punila je novinske naslove čak i " "u drugim zemljama. Svake godine, od 2007. nadalje, oko 500 000 djece " "prolazi kroz Å¡kolu učeći koncepte slobodnog softvera i GNU/Linux operativnog " "sustava i aplikacija. Država se sada primiče obrazovanju podržanom " "informatičkom tehnologijom. Konačno, informatička tehnologija neće biti " "podučavana kao poseban predmet. Umjesto toga, svi predmeti bit će podučavani " "pomoću informatičke tehnologije tako da će djeca, s jedne strane, naučiti " "vjeÅ¡tine informatičke 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 učenje svojih predmeta i izradu vježbi. Nastavnici i učenici već " "su počeli 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 učenje 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> također su " "popularne među nastavnicima i učenicima." #. 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 utječe na druge države, a čak i na " "politiku vlade Indije. Države kao Karnataka i Gujarat sada planiraju uvesti " "slobodan softver u svoje Å¡kole, a neke druge države kao Maharashtra ispituju " "takvu mogućnost. Nova obrazovna politika indijske vlade govori o " "konstruktivizmu, informatičkom tehnologijom potpomognutom obrazovanju, " "slobodnom softveru i dijeljenju obrazovnih resursa. Jednom kada nekoliko " "najvećih država uspjeÅ¡no prijeđe na slobodan softver, vjeruje se da će ih u " "relativno kratkom vremenu cijela zemlja slijediti. Kada se to dogodi, Indija " "bi mogla imati najveću bazu GNU/Linuxa i slobodnog softvera općenito." #. 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" #. type: Content of: <p> msgid "http://varnam.org/blog/2007/08/the_story_behind_macaulays_edu" msgstr "http://varnam.org/blog/2007/08/the_story_behind_macaulays_edu" #. type: Content of: <p> msgid "http://en.wikipedia.org/wiki/Central_Board_of_Secondary_Education" 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 član 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> msgid "*GNUN-SLOT: TRANSLATOR'S NOTES*" 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" "org></a>." msgstr "" "Molimo Å¡aljite općenite FSF & GNU upite na <a href=\"mailto:address@hidden" "\"><address@hidden></a>. Postoje također i <a href=\"/contact/\">drugi " "načini kontaktiranja</a> FSF-a. Prekinute poveznice i druge ispravke ili " "prijedloge možete poslati na <a href=\"mailto:address@hidden"><" "address@hidden></a>." # # # #. TRANSLATORS: Ignore the original text in this paragraph, #. replace it with the translation of these two: #. We work hard and do our best to provide accurate, good quality #. translations. However, we are not exempt from imperfection. #. Please send your comments and general suggestions in this regard #. to <a href="mailto:address@hidden"> #. <address@hidden></a>.</p> #. <p>For information on coordinating and submitting translations of #. our web pages, see <a #. 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. Međutim, nismo poÅ¡teđeni nesavrÅ¡enosti. Molimo Å¡aljite vaÅ¡e " "komentare i općenite prijedloge u tom smislu na <a href=\"mailto:web-" "address@hidden"><address@hidden></a>.</p> <p>Za " "informacije o koordiniranju i dostavljanju prijevoda naÅ¡ih mrežnih stranica, " "pogledajte <a href=\"/server/standards/README.translations.html\">README za " "prijevode</a>." #. type: Content of: <div><p> msgid "Copyright © 2011 Dr. V. Sasi Kumar." msgstr "Copyright © 2011 Dr. V. Sasi Kumar." #. 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 koriÅ¡tenje pod <a rel=\"license\" href=\"http://" "creativecommons.org/licenses/by-nd/3.0/us/deed.hr\"> Creative Commons " "Imenovanje-Bez prerada 3.0 SAD licencom</a>." #. TRANSLATORS: Use space (SPC) as msgstr if you don't want credits. #. type: Content of: <div><div> msgid "*GNUN-SLOT: TRANSLATOR'S CREDITS*" msgstr "<b>Prijevod</b>: Nevenko Baričević, 2013." #. timestamp start #. type: Content of: <div><p> msgid "Updated:" msgstr "Vrijeme zadnje izmjene:"