natgillin/translations-raw huggingface dataset:
De 40 partnerskaber, der kunne etableres for to år begyndende med skoleårets start i september 1992, omfattede i alt 162 skoler fra de tolv lande, der på det tidspunkt udgjorde Det Europæiske Fællesskab.
The forty partnerships, successfully set up for two school years starting from the return to school in September 1992, involved a total of 162 schools from the twelve countries, members of the Community at that time.
Et tredje skoleår (1994­95) gjorde det muligt for de partnerskaber, der ønskede det, at færdiggøre forskellige former for pædagogisk materia­le og formidle det til en bredere kreds.
A third school year (1994-1995) was allowed for those partnerships wishing to finalise their pedagogical products and to diffuse them.
■ Denne publikation har et dobbelt for­mål: dels vil man rent objektivt gøre status x over pilotaktionen for multilate­rale partnerskaber mellem skoler for at lære af resultaterne, dels vil man fremhæve de enkelte elementer i denne redegørelse som konstruktive eksem­pler på, hvordan man kan udvikle den europæiske dimension i skolen i forbin­delse med gennemførelsen af de uddan­nelsesprojekter, der er omhandlet un­der aktion 1 i kapitel II (COMENIUS) i SOCRATES­programmet.
■ This document has two objectives: first, to draw frank lessons from the report1on the multilateral school part­nership pilot action and, secondly, to put forward elements of this report as constructive examples for developing the European dimension in schools and implementing the educational projects from action 1 of the COMENIUS chapter in the SOCRATES pro­gramme.
mellem skoler i Europa, hvis man ikke sætter en ære i selv at påtage sig sin del?
ough to varying degrees, the European school partnership dynamic has repre­sented the tool for schools to evolve internally both in terms of require­ments and behavioural organisation.
Den enkelte lærer, den enkel­te elev og den enkelte skole har ved at lære at kende og forstå andre (deres undervisningskultur, deres uddannel­sessystem, deres adfærd og deres skik­ke) utvivlsomt også lært sig selv bedre at kende.
Each teacher, each student and each school has clearly learnt to know themselves better (their own pedagogi­cal culture, educational system, beha­viour and customs) through learning to know and understand others.
Indledningsvis er der et par ting, der bør fremhæves.
Some strong points deserve to be high­lighted as an introduction.
■ For det andet er det glædeligt, at der er skabt en regulær projektstrategi i de skoler, der er med i de 40 partnerska­ber, og man kan også glæde sig over de bestræbelser, der visse steder gøres for at integrere resultaterne af denne pædagogiske nytænkning i læsepla­nerne på EU­landenes skoler.
■ Secondly, we can be satisfied with the development of a genuine commit­ment to the project in the schools mak­ing up the forty partnerships, and salute the efforts often made to fully integrate all the experience of this innovative pedagogy into the school programmes of the Member States.
Der er ingen tvivl om, at disse partnerskaber vil få betydning for de fremtidige hold­ninger og strukturer på dette område.
There is no doubt that they will play their role in developing mentalities and structures in this field.
■ Først og fremmest må det konstate­res, at kravet om multilaterale part­nerskaber, som tvinger flere skoler til at arbejde sammen, hurtigt har skabt et regulært gruppesamarbejdsklima i de enkelte skoler, specielt baseret på mere tværfaglige metoder.
■ We should begin by observing that the European multilateral character, with the constraint of several schools working together, rapidly stimulated real team work in each of the partici­pating schools, particularly in terms of increased pluridisciplinary practices.
Hvordan kan man også forvente, at eleverne skal arbejde sammen med elever fra skoler i den anden ende af Europa, hvis man ikke selv som udgangspunkt arbejder sam­men med sine egne kolleger? Og hvor­dan skal man kunne fordele ansvar
How can students be made to work with others from schools at the far end of Europe without first working oneself with ones own colleagues?
1 Denne statusrapport i to dele er baseret på to kilder: dels de tolv sammenfattende rapporter, der er udarbejdet af de nationale myndigheder, dels rapporterne fra de 40 koordinatorer for partnerskaber mellem skoler i Europa.
1 This two­part report draws on two sources: firstly twelve summary reports written by the
■ Hvad kan man iøvrigt andet end glæde sig over den blomstrende fantasi og kreativitet, der her er kommet til udfoldelse? Den er et klart bevis på, at en pilotaktion, der på et aftalemæssigt grundlag satser på både kappelyst, fælles bånd og modsætninger mellem
■ Furthermore, we can only rejoice at the fertility of imagination and abun­dance of creations !
Status over pilotaktionen for Partnerskaber mellem skoler i Europa (1992-1994) hinanden, snarere tværtimod: partners­kaberne kan give eleverne langt større udbytte af udvekslinger og besøg.
Results of the Pilot Action of the European School Partnerships (1992-1994) terials which can effectively be rein­vested in other schools.
■ Endelig er det glædeligt, at så mange skoler har været indstillet på at fremme den europæiske dimension også uden for partnerskabet.
■ Finally, a great many schools can be congratulated on their determination to promote the European dimension beyond the limits of their partnership.
Det kan have været i form af forskellige åbne arrangementer, mediedækning, oprettelse af ressource­centre eller andre strukturer, udar­bejdelse af håndbøger og pædagogiske kataloger m.m.
This has taken the shape of several open events, media coverage, the set­ting up of resource centres or other structures, writing guides and pedago­gical files, etc.
■ Elevernes mobilitet figurerede ikke blandt målsætningerne for pilotaktio­nen.
■ Student mobility was not included as one of the objectives of the pilot action.
En række skoler har ikke desto mindre spontant anset mobiliteten for en nødvendig forudsætning for en ef­fektiv gennemførelse af deres projekt.
Many schools have nonetheless spon­taneously considered this as essential to the successful outcome and practical implementation of their project.
Det er der ikke noget mærkeligt i.
There is no contradiction in this.
Part­nerskaberne har gjort det muligt at ska­be fælles aktiviteter for elever fra alle skolerne.
The school partnership has allowed joint activities to be developed among students from all the schools.
Gennem disse aktiviteter har de lært hinanden at kende, at sætte pris på hinanden og at se sig selv i denne sammenhæng (dvs. i Europa!) som medvirkende i et fælles projekt.
Through these activi­ties, they have learnt to know and ap­preciate each other, each in their own place and country (meaning Europe!), actors in a common project.
De har fået lyst til og behov for at møde an­dre.
Wanting and needing to meet each other.
Man kan således slå fast, at selv om partnerskaber mellem skoler ikke principielt er ensbetydende med mobili­tet, udelukker de to ting bestemt ikke
It can thus be stated that, while the school partnership is not intrinsically synony­mous with mobility, it does n ot repre­sent the opposite either and it does give a motive for achieveing quality.
Det bedste bevis herpå er, at de fortsat tror fuldt og fast på det, de har givet sig i kast med i forbindelse med pilotaktionen, og det giver grundlag for at iværksætte SOCRATES­program­mets COMENIUS­aktion 1 med de eu­ropæiske uddannelsesprojekter i større målestok.
This is the best proof that they still firmly believe in what they began in the multilateral school partnership pilot ac­tion, and in continuing to develop the large scale implementation of action 1 from COMENIUS, the European Educational Projects, under the So­crates programme.
De nationale strukturer har dels holdt Kommissionen underrettet om de pro­blemer og vanskeligheder, der er duk­ket op undervejs, dels sikret kommuni­kationen med og informationsformid­lingen til de berørte undervisningsmyn­digheder på regionalt og lokalt plan og de deltagende skoler (Kommissionens instrukser, præsentation af COMENIUS osv.).
The national structures (NS) assured theadministrative management of the ac­tion in each Member State, both in terms of departments within a ministry or with non­governmental organisations funded by the State, as in the Netherlands, Den­mark, Ireland, the United Kingdom and Germany. They often ran several Com­munity programmes simultaneously.
De har iøvrigt i mange tilfælde forvaltet flere forskelli­ge fællesskabsprogrammer sideløbende.
The role of the NS was one of informa­tion, coordination and pedagogical and financial follow up, which they carried out through Community, national or lo­cal meetings with those responsible for Multilateral School Partnership (MSP) delegates, field meetings or seminars or­ganised by the European Commission.2
De nationale strukturer har stået for både information, koordinering og pædagogisk og finansiel opfølgning.
Downstream, the NS had to keep the Commission informed of any problems
Koordineringen har fundet sted på flere niveauer: nationalt plan, fællesskabs­plan og bilateralt plan (forbindelser med de nationale strukturer i andre EU­lande).
This took several different forms. Some NS provided schools with pedagogical support and advice, when they had the skills required to play this role.
De nationale strukturer har dog aldrig blandet sig efterfølgende i den praktiske gennemførelse af et partnerskab.
In all cases, the NS helped schools solve identified difficulties, trying to transfer to some partnerships the solutions pro­vided by others to their own problems.
Pædagogisk opfølgning valtet betalinger og acontobeløb fra Kommissionen, der blev formidlet gen­nem dem. På dette område har de natio­nale strukturer dog ikke alle haft sam­me opfattelse af opgavens omfang, som bl.a. afhænger af antallet af involverede skoler.
Several NS organised meetings for school heads andlor teachers responsi­ble for the partner schools to note the progress of current projects and prepare other activities with them.
Der har generelt været løbende kontakt med de koordinerende institu­tioner, mens kontakten med de delta­gende skoler har været noget vanskeli­gere (på trods af at den er yderst vigtig).
NS delegates also acquired a good practical know­ledge by visiting schools during work­ing meetings with partners, special events or European exchanges.
Den pædagogiske opfølgning har anta­get forskellige former. Visse nationale strukturer har således ydet skolerne støtte og rådgivet på det pædagogiske område, såfremt de havde den nødven­dige kompetence hertil.
logistic assistance was generally ob­tained when required, from national, regional, municipal and/or academic and educational bodies, especially from specialised university depart­ments, or from teacher training centres (with which the 'RIF', Network of Training Institutions3 were associated).
De har altid kunnet hjælpe skolerne med eventuelle problemer ved at vise dem, hvordan andre partnerskaber har løst de samme problemer.
Training modules, prepared by one se­condary school in collaboration with the Teacher Training College, can be mentioned as an example.
Flere nationale strukturer har afholdt møder for skolelederne og/eller de ansvarlige lærere på de deltagende skoler for at gøre status over de igangv­ærende projekter og sammen forberede andre aktiviteter.
Finally, it is of interest to report that many MSP advantageously used the in­stitutional links with their local authori­ties for regular help in student mobi­lity.
Takket være et omfattende oplysnings­arbejde er det generelt lykkedes at opnå forskellige former for individuel øko­nomisk og logistisk støtte fra nationa­le eller regionale kilder eller fra fællesskabsinstitutioner og/eller at kunne trække på akademisk eller ud­dannelsesmæssig ekspertise fra bl.a. specialiserede universitetsinstitutter og lærerseminarier (som har etableret kontakt med Nettet af Uddannelsesin­stitutioner3).
In overall terms, the objectives of this intergovernmental action can be said to have been achieved — even exceeded in some cases —, at no time were they fundamentally questioned, and a gen­uine dynamic was generated. It also clearly appeared that lasting links were
Som eksempel kan nævnes nogle uddannelsesmoduler, der er udviklet af et gymnasium i samar­bejde med et universitetsinstitut for læreruddannelse.
The NS initiated and checked the fund­ing commitments of national grants for coordinating and partner schools. In some cases, it managed the payments and deductions of grants from the Com­mission paid through the NS itself.
Nogle få franske deltagere fandt god støtte i deres fors­kellige pædagogiske tilsynsorganer.
The NS did not all have the same perception however of the scale of their task, nota­bly regarding the number of schools involved.
3 Nettet af Uddannelsesinstitutioner (etableret af Kommissionen i henhold til resolution 88/C o.
3 The Network of Training Institutions (set up by the Commission in application of resolution
Π7/02, som blev vedtaget af Rådet og under­visningsministrene, forsamlet i Rådet) har gjort det muligt i perioden fra 1989 til 1995 at udvi­kle et samarbejde mellem de institutioner i EU­landene, der varetager læreres grund­ og vide­reuddannelse.
88/C 177/02 of the Council and Ministers of Education meeting within the Council) allowed the development, between 1989 and 1995, of cooperation between schools from Member States assuring the initial and in­service training of teachers.
De nationale strukturer har stået for den del af de finansielle forpligtelser, der vedrørte de nationale tilskud til de ko­ordinerende institutioner og deltagende skoler. De har i visse tilfælde også for­
Several RIF publications are availa­ble from the Socrates & Youth T.A.O. in Brus­sels. By increasing awareness and providing explanations, a range of financial or
Endelig er det interessant at se, at man­ge multilaterale partnerskaberhar haft stor gavn af institutionelle kontakter med det omgivende lokalsamfund for at få specifik støtte til elevudviklinger.
Partnership products forged between schools from different countries in the European Union.
rigtigt multilateralt partnerskab mellem skoler er et længerevarende arbejde, som kræver motivation, opfindsomhed, interesse og tålmodighed hos lærere og koordinatorer.
Genuine European pedagogical teams were thus created, proving the desire of many MSP to expand and amplify their collaboration beyond the pilot action.
Det første år blev hovedsagelig brugt til at lære at arbejde sammen i respekt for partnernes forskellige skolekultu­rer og ­traditioner. Det multilaterale aspekt og det egentlige arbejde er såle­des i mange tilfælde først slået igennem i løbet af det andet år.
Without providing a complete list, the following can be mentioned: surveys, travelling exhibitions, newspapers (some multimedia on CD-ROM), pedagogical tools for use in other schools, joint training modules, games, publications, studies, pedagogical dossiers, videos, collages, pottery, posters, information newsletters, glossaries, school fêtes, theatrical plays and musicals, etc.4
Overordnede målsætninger
Creating and implementing an MSP
Integrering af partnerskabets aktiviteter i skolens uddannelsesprojekt
A selection of products could be made available to any school interest ed in creating a partnership; several products, developed from active methods, can justifiably be regarded as very rich pedagogical innovations.
Materiale udarbejdet i forbindelse med partnerskaberne
In the words of the school actors them selves, creating and implementing a partnership is of just as much importance as the practical and tangible results which can be achieved.
Man kan sige, at de overordnede målsætninger for denne mellemstatslige aktion er blevet opfyldt — i visse tilfælde endog overgået, deres relevans er på intet tidspunkt blevet anfægtet, og de har sat gang i en dynamisk proces.
Creating a genuinely multilateral MSP is a lengthy task, requiring motivation, ingenuity, devotion and patience from teachers and coordinators alike.
Der er således skabt no­gle ægte europæiske lærergrupper, hvilket fremgår af, at mange af de mul­tilaterale partnerskaber har ønsket at forlænge og uddybe deres samarbejde også efter pilotaktionens afslutning.
The MSP generally allowed students to learn differently, more independently, to see the links between different subjects more clearly, as part of a genuine breakdown of partitions between literary, scientific and technological fields.
Flere af partnerskaberne har desuden besluttet sig for at optage nye deltagere.
It was also the opportunity to develop relational and social skills.
Etablering og iværksættelse af et multilateralt partnerskab mellem skoler
The first year was devoted primarily to discovering how to work together, respecting the different school cultures of the partners.
Noget af materialet kan fås ved henvendelse til SOCRATES­ og Ungdomsprogrammets kontor for faglig bistand i Bruxelles.
The activities of the MSP were perceived as external but, in most cases, were truly integrated into the core of the curricular (disciplinary and in terdisciplinary) and extra-curricular activities of the school This integration into the educational project may be progressive, but the MSP should in time represent a central axis.
Status over pilotaktionen for Partnerskaber mellem skoler i Europa (1992-1994) i visse tilfælde bidraget til at integrere fremmedsprogede elever i klassen.
Results of the Pilot Action of the European School Partnerships (1992-1994)
Et udvalg af dette materiale vil kun ne stilles til rådighed for skoler, der er interesseret i at etablere et part nerskab; meget af materialet, der er udarbejdet med elevernes aktive medvirken, kan med rette betragtes som meget spændende pædagogiske nyskabelser.
The activities of partnerships also in­creased the knowledge and under­standing in the selected thematic field. They fostered a European awar­eness within schools and school com­munities, especially through creating links of friendship, stimulating the ap­petite of students for foreign lan­guages, in real situations.
Det skal indrømmes, at de intellektuelle resultater vanskeligt lader sig kvantificere og evaluere, men åbningen over for andre kulturer og den øgede viden om og forståelse af den aktuelle udvikling i Europa kan helt sikkert tilskrives de multilaterale skolepartnerskaber og må anses for at være en meget væsentlig merværdi.
The importance of feedback depended partly on the initial definition of the objectives (clarity, realism), the degree of interdisciplinarity the project achieved in the schools, the possibility or not of including the MSP in an over­all pedagogical project, as well as the involvement of the school head. When optimal conditions were brought to­gether, the MSP reached teachers, stu­dents, school heads, parents and other members of the educational commun­ity.
Lærerne
Teachers
Det har samtidig også været en lejlighed til at udvikle elevernes personlige og sociale egenskaber. kaber.
♦ Implementation (organisation and pedagogical content)
Lærerne har oplevet andre undervisningskulturer og andre pædagogiske og undervisningsmæssige strategier og metoder takket være partnerskaber ne, og det har fået dem til at sætte spørgsmålstegn ved holdninger og vi den, som de hidtil har betragtet som endelige og universelle.
Teachers discovered other cultures, other pedagogical and didactic ap­proaches, through the partnerships which enabled them to question atti­tudes and skills previously regarded as final and universal.
De har lært at arbejde i grupper (i de enkelte fag og tværfagligt) både på den enkelte skole og på europæisk plan, idet samarbejdet på det ene niveau har støttet og under bygget samarbejdet på det andet.
They learnt how to work as a team (disciplinary or inter­disciplinary) both in each school and at a European level, with reciprocal stimu­lation.
Aktiviteterne i forbindelse med part nerskaberne har desuden givet eleverne mere viden og forståelse om det valgte emne.
It is clear that the support and involve­ment of the school head, right from the preparatory phase, is essential for a school partnership to be a success.
Der er skabt en øget eu ropæisk bevidsthed i skolerne og i det omgivende miljø omkring skolerne, bl.a. gennem venskabsbånd, og samtidig har det givet eleverne lyst til at lære fremmedsprog ved ophold i de pågældende lande. Aktionen har endog
He or she must actively support the MSP and ensure that all the conditions re­quired for its development exist within the school, particularly through his or her force of conviction among the edu­cational partners (teachers, parents and governing authorities).
De multilaterale partnerskaber har des uden gjort det muligt at inddrage lære re uden særlige sprogkundskaber i en række aktiviteter med en europæisk di mension, og det har givet nogle af dem lyst til at forbedre deres sprogkundskaber.
The MSP also allowed the active invol­vement of non­language teachers in European scale activities which as a result aroused the desire amongst some to improve their language skills.
Deltagelsen i partnerskabsaktiviteterne er også blevet betragtet som et værdifuldt bidrag til lærernes faglige kompetence og deres efter- og videreuddannelse.
Parti­cipating in partnership activities was also considered as an added value for teacher professionalism and their in­service training.
Endelig har besøg af lærere (og skoleledere) fra andre skoler spillet en vigtig rolle og i høj grad bidraget til en positiv udbygning af de multilaterale partnerskaber.
Finally, teachers' vi­sits (and visits by school heads) to other schools played an essential role in the life and development of the MSP.
Her kan man tale om udveksling i ordets egentlige betydning.
They made the exchanges more real.
Støtte fra undervisningsinspektører og undervisningsmyndigheder
Support of the inspection and academic authorities they took the form of — mostly bilateral — exchanges or visits, they constituted the real driving force of the partnership, from its inception.
I bedste fald har partnerskabet omfattet både lærere, elever, skolelede­re, forældre og andre aktører i undervis­ningsmiljøet.
The importance of the interest shown in the MSP by the pedagogical and administrative inspection was noticeable, when inspectors were informed of how they were running, even involved to varying degrees in the action.
I visse tilfælde har det dog været et problem at sikre, at hele skolen fik gavn af en gruppe elevers eller nogle enkelte klassers europæis­ke oplevelse.
However, they did not always, nor everywhere, respond to the information or requests addressed to them, undoubtedly for some because they were unable to see how they fitted into the projects.
♦ Organisering (pædagogisk tilrettelæggelse og indhold)
Managing Community grants was complicated, given the difficulties often faced when reconciling national and Community accountancy rules.
Skolelederens støtte
The cost of modern communication methods
Det er klart, at skolelederens støtte og aktive deltagelse allerede i den forbere­dende fase er afgørende for, hvorvidt et skolepartnerskab bliver en succes.
Modern language teachers (other disciplines too) were often the 'resource persons' and assumed various roles in the project: sometimes as initiators, or ganising special events, increasing awareness among people, and of course occasionally acting as interpreters and translators.
Han skal støtte det multilaterale partnerskab aktivt og på sin skole sikre, at de nødvendige forudsætninger er til stede for, at dette partnerskab kan udvikles, og det skal han bl.a. gøre ved at overbe­vise sine egne partnere i skolemiljøet (lærere, forældre og undervisningsmyn­digheder) om projektets positive værdi.
In virtually every case, one identified and recognised delegate, or team of teachers, or possibly other educational staff, ensured the MSP was working properly in each school, very often beyond the requirements of duty, which sometimes made its management somewhat fragile and precarious (illness or transfer of the resource person, for instance).