edu-system-india.html - en to hr translation catalogue (34 entries)

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en: The Education System in India - GNU Project - Free Software Foundation
hr: Obrazovni sustav u Indiji - Projekt GNU - Zaklada za slobodan softver

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en: Education Contents
hr: Obrazovni sadržaj

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en: &nbsp;[Education Contents]&nbsp;
hr: &nbsp;[Obrazovni sadržaj]&nbsp;

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en: GNU Home
hr: GNU početna stranica

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en: </a>&nbsp;/ <a href="/education/education.html">Education</a>&nbsp;/ <a href="/education/education.html#indepth">In&nbsp;Depth</a>&nbsp;/
hr: </a>&nbsp;/ <a href="/education/education.html">Obrazovanje</a>&nbsp;/ <a href="/education/education.html#indepth">Detaljno</a>&nbsp;/

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en: The Education System in India
hr: Obrazovni sustav u Indiji

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en: In the Beginning
hr: Na početku

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en: 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.
hr: U davna vremena Indija je imala obrazovni sustav Gurukula u kojem je svatko tko je želio učiti otišao 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 što je dijete željelo naučiti, od sanskrta 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.

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en: 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 &ldquo;modern&rdquo; 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.
hr: Moderan školski sustav, uključujići i engleski jezik, prvotno je u Indiju uveo lord Thomas Babington Macaulay 1830. godine. Kurikulum je bio ograničen na &ldquo;moderne&rdquo; predmete kao što su znanost i matematika, a predmeti kao metafizika i filozofija smatrani su nepotrebnima. Poučavanje je bilo ograničeno na učionice i veza s prirodom se prekinula, kao i blizak odnos između učitelja i učenika.

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en: 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.
hr: Vijeće srednjih škola i srednjoškolskog obrazovanja Uttar Pradesha (države u Indiji) bilo je prvo vijeće osnovano u Indiji 1921. godine pod čijom su jurisdikcijom bili Rajputana, Središnja Indija i Gwalior. Godine 1929. osnovano je Vijeće srednjih škola i srednjoškolskog obrazovanja Rajputane. Kasnije, vijeća su osnovana u još nekim državama. Na kraju je 1952. godine ustrojstvo vijeća izmijenjeno i preimenovano u Središnje vijeće srednjoškolskog obrazovanja (engl. <i>Central Board of Secondary Education</i>, CBSE). Sve škole u Delhiju i nekim drugim regijama potpale su pod to vijeće. Djelatnost vijeća bila je odlučivanje o predmetima kao što su kurikulumi, udžbenici i ispitni sustav za sve udružene škole. Danas su tisuće škola udružene u vijeće, kako u Indiji tako i u mnogim drugim zemljama, od Afganistana do Zimbabvea.

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en: 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.
hr: Opće i obavezno obrazovanje za svu djecu u dobi od šest 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 više od pola stoljeća kasnije,  taj cilj i dalje ostaje dalek. Međutim, u nedavnoj prošlosti, vlada je, čini se, primijetila taj propust i učinila osnovno školovanje 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 školsko obrazovanje posljednjih godina iznosi oko 3% BDP-a, što je prepoznato kao vrlo malo.

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en: The School System
hr: Školski sustav

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en: India is divided into 28 states and 7 so-called &ldquo;Union Territories&rdquo;. 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 &mdash;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.
hr: Indija je podijeljena na 28 država i 6 takozvanih&ldquo;saveznih teritorija&rdquo;. Države imaju vlastite izabrane vlade dok saveznim teritorijima upravlja izravno indijska vlada, a predsjednik Indije imenuje upravitelja za svaki savezni teritorij. Prema indijskom ustavu, školsko obrazovanje je prvotno bilo državno pitanje &mdash;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 usuglašavanje i odlučivanje o normama višeg obrazovanja. To je 1976. godine izmijenjeno ustavnim amandmanom tako da sada obrazovanje dolazi na takozvanu <em>simultanu listu</em>. To znači da politiku školskog obrazovanja i programe predlaže GoI na nacionalnoj razini, premda vlade država imaju veliku slobodu u primjeni programa. Politika se periodično objavljuje na nacionalnoj razini. Središnje 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.

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en: 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.
hr: 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, pedagoške nacrte i metodologije ocjenjivanja državnim ministarstvima obrazovanja. SCERT-i općenito slijede smjernice koje postavlja NCERT. Države, međutim, imaju značajnu slobodu u provedni obrazovnog sustava.

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en: 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.
hr: 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 utrošena 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.

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en: 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 &ldquo;standards&rdquo;, 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.
hr: Školski sustav u Indiji ima četiri 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 &ldquo;stupova&rdquo;, viša osnovna škola na dva, srednja škola na tri i viša srednja na dva. Učenici moraju svladati opći nastavni plan većinom (osim regionalnih razlika u materinjem jeziku) do kraja srednje škole. Na razini više srednje škole 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 što je ispod objašnjeno.

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en: 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 &ldquo;central schools&rdquo; (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.
hr: Uglavnom postoje tri struje u školskom obrazovanju Indije. Dvjema se upravlja na nacionalnoj razini, od kojih je jedna u nadležnosti Središnjeg vijeća za srednjoškolsko 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 određen broj &ldquo;središnjih škola&rdquo; (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 škole 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 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 škole koje vodi vlada, veći broj privatnih škola u zemlji slijedi nastavni plan CBSE-a, premda mogu koristiti različite udžbenike i slijediti drugačije rasporede podučavanja. Oni imaju određenu slobodu u onome što podučavaju u nižim razredima. CBSE-u je također pridružena i 141 škola u 21 drugoj zemlji koje većinom brinu o potrebama indijskog stanovništva u tim zemljema.

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en: 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.
hr: Drugi središnji nacrt je Indijski certifikat srednjoškolskog obrazovanja (engl. <i>Indian Certificate of Secondary Education</i>, ICSE). Čini se kako je to pokrenuto kao zamjena za Certifikat škole 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 škole 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 sveučilišta 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 Društvo sukladno Zakonu o registraciji društava iz 1860. godine. Savjet je naveden u Zakonu o školskom obrazovanju Delhija 1973. godine, kao tijelo koje provodi ispite za javnost. Velik broj škola širom zemlje sada je pridružen Savjetu. Sve su to privatne škole i većinom skrbe o djeci iz bogatih obitelji.

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en: 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.
hr: I vijeće CBSE-a i vijeće ICSE-a na kraju desetogodišnjeg školovanja (nakon srednje škole) 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 uobičajeno je temeljen na uspjehu na tom sveindijskom ispitu. Budući 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.

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en: Exclusive Schools
hr: Ekskluzivne škole

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en: 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.
hr: Uz gore navedene, postoji i relativno malen broj škola koje slijede strane kurikulume kao npr. takozvani Viši Cambridge (engl. <i>Senior Cambridge</i>), premda je to drugdje većinom zamijenjeno ICSE strujom. Neke od tih škola također učenicima nude priliku da pohađaju ICSE ispite. To su obično vrlo skupe rezidencijalne škole u koje neki od Indijaca koji rade u inozemstvu šalju 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 škole, kao npr. škola Doon u Dehradunu, koje primaju mali broj učenika i naplaćuju pretjerano visoke školarine.

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en: 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.
hr: Osim takvih, postoji i šačica škola širom zemlje, kao što je škola Rishi Valley u Andhra Pradeshu, koje pokušavaju odmaknuti od uobičajenog obrazovnog sustava koji promiče učenje napamet i uvesti inovativne sustave kao što je Montessori metoda. Većina takvih škola 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 škole imale na život svojih đaka.

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en: State Schools
hr: Državne škole

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en: 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.
hr: Svaka država u Indiji ima vlastito ministarstvo obrazovanja koje vodi vlastiti školski sustav s vlastitim udžbenicima i ispitnim sustavom. Kao što je već spomenuto, o kurikulumu, pedagogiji i ispitnim metodama u velikom dijelu odlučuje SCERT u državi, slijedeći nacionalne smjernice koje propisuje NCERT.

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en: 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.
hr: Svaka država ima tri vrste škola koje slijede državni kurikulum. Vlada upravlja vlastitim školama na zemljištu i zgradama u vlasništvu vlade i plaća osoblje iz vlastitih izvora. Te škole opće su poznate kao <em>vladine škole</em>. Školarine su u takvim školama dosta niske. Zatim su tu škole u privatnom vlasništvu s vlastitim zemljištem i zgradama. Ovdje su školarine visoke, a nastavnike plaća uprava. Takve škole većinom skrbe o urbanim obiteljima iz srednjeg staleža. Treća vrsta sastoji se od škola kojima je osigurana pripomoć vlade, iako je školu osnovala privatna agencija na vlastitom zemljištu i zgradama. Svrha pripomoći je pomoći smanjiti cijenu školarina i omogućiti siromašnim obiteljima da pošalju svoju djecu ovdje na školovanje. U nekim državama poput Kerale, ove škole vrlo su slične vladinim školama budući da nastavnike plaća vlada, a školarine su jednake kao u državnim školama.

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en: The Case of Kerala
hr: Primjer Kerale

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en: 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 &ldquo;Kerala Model&ldquo; among economists.
hr: 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 proglašena je i prvom potpuno opismenjenom državom prije otprilike jednog desetljeća. Očekivan životni vijek, jednako za muškarce i za žene, vrlo je visok, blizak onom u razvijenim zemljama svijeta. Ostali parametri kao što 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 društvenog razvoja, stope samoubojstava i alkoholizma također su velike. Vladina politika se isto tako uvelike razlikuje od ostatka zemlje, što dovodi do toga da model razvoja kojeg slijedi Kerala, s visokim izdacima za obrazovanje i socijalnu skrb, postaje poznat među ekonomistima kao &ldquo;Keralski model&ldquo;.

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en: 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.
hr: Kerala je također uvijek iskazivala zanimanje za iskušavanje načina 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 različitih strana, i odvela ga čak i dalje od osnovnoškolskih razreda. Ta država bila je prva u zemlji koja je odmaknula od tradicionalnog biheviorističkog načina podučavanja prema društveno konstruktivističkoj paradigmi. To je spomenuto u nacionalnom okviru kurikuluma NCERT-a 2000. godine, a Kerala ga je počela iskušavati 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 što 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 završnom ispitu koji bi odlučivao o njihovom prelasku u sljedeći razred. Sada je i CBSE uveo CCE, ali na fleksibilniji način.

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en: References
hr: Izvori

note: type: Content of: <div><div><p>
en: Please send general FSF &amp; GNU inquiries to <a href="mailto:gnu@gnu.org">&lt;gnu@gnu.org&gt;</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:webmasters@gnu.org">&lt;webmasters@gnu.org&gt;</a>.
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note: 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 hr
en: Please see the <a href="/server/standards/README.translations.html">Translations README</a> for information on coordinating and contributing translations of this article.
hr: Radimo naporno i dajemo sve od sebe da bi pružili točne, visoko kvalitetne prijevode. Međutim, nismo oslobođeni od nesavršenosti. Molim vas šaljite vaše komentare i općenite prijedloge u tom smislu na <a href="mailto:web-translators@gnu.org">&lt;web-translators@gnu.org&gt;</a>.</p> <p>Za informacije o koordiniranju i slanju prijevoda naših mrežnih stranica, pogledajte <a href="/server/standards/README.translations.html">README za prijevode</a>.

note: TRANSLATORS: Please note that the license here is CC-BY-SA type: Content of: <div><p>
en: 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>.
hr: Ovo djelo dano je na korištenje pod <a rel="license" href="http://creativecommons.org/licenses/by-sa/3.0/us/deed.hr">licencom Creative Commons Imenovanje-Dijeli pod istim uvjetima 3.0 SAD</a>.

note: TRANSLATORS: Use space (SPC) as msgstr if you don't want credits. type: Content of: <div><div>
en: *GNUN-SLOT: TRANSLATOR'S CREDITS*
hr: <b>Prijevod</b>: Nevenko Baričević, 2013.

note: timestamp start type: Content of: <div><p>
en: Updated:
hr: Zadnji put promijenjeno:
