natgillin/translations-raw huggingface dataset:
The new Comenius programme now also includes eTwinning, the main action of the European Commission’s former eLearning programme. eTwinning takes advantage of the possibilities offered by the Internet and digital media to promote European school co-operation, collaborative learning and project based pedagogy.
Novi program Comenius sedaj vključuje tudi eTwinning, glavno dejavnost nekdanjega programa Evropske komisije eUčenje. eTwinning uporablja možnosti, ki jih ponujajo internet in drugi digitalni mediji, za spodbujanje evropskega šolskega sodelovanja, skupnega učenja in pedagogike, ki temelji na projektih.
Schools are entirely free to decide on the type of cooperation they want: from short-term projects lasting a
Več in3orma6ij lahko najdete na portalu eTwinninga: www.etwinning.net.
More information can be found on the eTwinning Portal: www.etwinning.net
Najbolj izvirna lastnost eTwinninga je, da ne 3inan6ira posameznih projektov,
The most original feature of eTwinning is that it does not finance individual projects, but offers rather support through pedagogical assistants, teacher training, tools and recognition
Šole imajo popolno svobodo pri odločanju o vrsti sodelovanja, ki jo želijo:
The School Partnership "The Compass Project" addressed pupils of different ages and with learning difficulties, and aimed at assisting them in becoming active citizens in an ever-changing society.
Šolsko partnerstvo „Projekt Kompas“ je bilo namenjeno učencem z učnimi težavami različnih starosti in jim je nudilo pomoč pri tem, da postanejo aktivni državljani v nenehno spreminjajoči se družbi.
Four schools from the UK, Finland, Hungary and Portugal compared and analysed all aspects of school life, environment, cultures and climate and learned more about living in another part of Europe.
Štiri šole iz Združenega kraljestva, Finske, Madžarske in Portugalske so primerjale in analizirale vse vidike šolskega življenja, okolja, kulture in podnebja in spoznavale življenje v drugem delu Evrope.
The impact of this partnership on the participating schools was impressive: teachers and pupils improved their language skills and the European dimension within the curricula was strengthened.
Učinek tega partnerstva na sodelujoče šole je bil izjemen: učitelji in učen6i so izboljšali svoje jezikovne spretnosti, evropska dimenzija v učnih načrtih pa se je utrdila. V partnerski šoli Združenega kraljestva je na primer učenje postalo bolj dinamično s poudarkom na eksperimentalnem učenju.
The partnership promoted social and educational inclusion and all partners agreed on a policy of equality and diversity in their schools.
Partnerstvo je spodbujalo so6ialno in izobraževalno vključitev in vsi partnerji so se strinjali o politiki enakosti in raznolikosti v svojih šolah.
They also exchanged experiences in the different strategies for an easy transition from school to adult life e. g. by implementing more practical skills into the curriculum.
Prav tako so si izmenjali izkušnje v različnih strategijah za lahek prehod iz šole v odraslo življenje, npr. z uvajanjem bolj praktičnih spretnosti v učni načrt.
The pupils in each of the partner schools achieved this through exchanging emails, sampling each others' local foods, planting each others' seeds, and using products from each others' countries to make recipes.
Učen6i v vsaki izmed partnerskih šol so to dosegli preko izmenjave elektronskih sporočil, poskušanja drugih lokalnih jedi, sajenja semen iz drugih držav in z uporabo izdelkov iz drugih držav za ustvarjanje re6eptov.
Throughout the project their communication and reading skills improved.
Skozi projekt so se njihove komunika6ijske in bralne spretnosti izboljšale.
They became more aware that they are members of a multicultural European society, which broadened their view and changed their thinking.
Bolj so se začeli zavedati, da so člani večkulturne evropske družbe, kar je razširilo njihove poglede in spremenilo njihovo mišljenje.
Their experiences during the 3 year project encouraged them to accept differences and to look at their abilities.
Njihove izkušnje med 3-letnim projektom so jih spodbudile, da sprejemajo razlike in prepoznavajo svoje sposobnosti.
The project succeeded in raising the profile of children with special needs and bringing Europe into the classroom.
Projekt je bil uspešen pri izboljševanju pro3ila otrok s posebnimi potrebami in prinašanju Evrope v učilni6e.
But some of the results were also much more tangible: a "Diversity Booklet" with dissemination materials, a website, the creation and implementation of a policy of equality and diversity, and the introduction of a system of Quality Assurance Management, by which each of the partner schools could measure the learning outcomes of both learners and facilitators.
Nekateri rezultati pa so bili tudi veliko bolj otipljivi: „Knjiži6a raznolikosti“ z gradivi za razširjanje, spletna stran, nastanek in izvajanje politike enakosti in raznolikosti ter uvedba sistema upravljanja z zagotavljanjem kakovosti, s katerim lahko vsaka partnerska šola meri rezultate učenja tako učečih se kot moderatorjev.
PARTNERSHIP4 partners from the UK, FI, HU, and PT
PARTNERSTVO4 partnerji iz UK, FI, HU in PT
PROJECT DURATION 2003 - 2006
TRAJANJE PROJEKTA2003–2006
Intercultural Communication through Performing Arts
Medkulturna komunikacija preko uprizoritvene umetnosti
Culture, nationalities and ethnic groups influence each other all the time.
Kultura, narodnosti in etnične skupine ves čas medsebojno vplivajo druga na drugo.
The aim of this Comenius School Partnership was to use art performances to increase the knowledge and the understanding of this mutual influence.
Cilj tega šolskega partnerstva Comenius je bil uporabiti umetniške predstave za povečanje znanja in razumevanja teh medsebojnih vplivov. Učitelji in učenci so hoteli pokazati združujoč učinek kulturne produkcije in umetniških predstav, ki presegajo nacionalne in politične meje.
The main result of this cooperation was the creation, production, performance and recording of a joint musical.
Glavni rezultat tega sodelovanja je bila stvaritev, produk-6ija, izvedba in snemanje skupnega muzikala.
"The Station" is the story of people living in different parts of Europe; in one of their meetings they end up in a rural train station.
„Postaja“ je zgodba o ljudeh, ki živijo v različnih delih Evrope; na enem izmed srečanj končajo na podeželski železniški postaji.
Here they meet a group of tramps and suddenly experience the "magic of Comenius".
Tukaj srečajo skupino potepuhov in nenadoma izkusijo „čarobnost Comeniusa“.
Songs, dances, the script, the scenography and all costumes were developed by the pupils.
Vse pesmi, plese, s6enarij, s6eno in kostume so naredili učen6i.
ICT tools facilitated the collaboration among the schools when planning, elaborating and realising the project.
Orodja IKT so spodbudila sodelovanje med šolami pri načrtovanju, izdelavi in uresničitvi projekta.
Final rehearsals and the performance took place during a projects meeting in Finland, in the city hall of Vantaa.
Generalke in predstava so se odvile med projektnim srečanjem na Finskem v mestni hiši v kraju Vantaa.
In total 88 students and 15 teachers, coming from all participating schools, acted in this colourful musical.
Skupno je v tem pisanem muzikalu nastopilo 88 dijakov in 15 učiteljev iz vseh sodelujočih šol.
Schools from Finland, Germany, Spain, Italy and Belgium cooperated in this Partnership.
V tem partnerstvu so sodelovale šole iz Finske, Nemčije, Španije, Italije in Belgije.
But in each school also different subjects had to work together to achieve this target and to produce musical performances, lyrics, portfolios of materials, computerised information files, and a web site.
Vendar so morale v vsaki šoli sodelovati različne osebe, da so dosegli ta 6ilj in ustvarili glasbene predstave, besedila, zbirke gradiv, računalniške in3orma6ijske datoteke in spletno stran.
The project also enabled pupils to establish close contacts with their partners in the different countries and to experience European cooperation in practice.
Projekt je tudi omogočil učen6em, da navežejo tesne stike s svojimi partnerji v različnih državah in da v praksi izkusijo evropsko sodelovanje.
Smaller music and theatre performances were also arranged in each of the partner countries.
Prav tako so v vsaki državi partneri6i pripravili manjše glasbene in gledališke predstave.
They attracted a wider audience than just the staff and pupils; local media reported on the project and the performance.
Privabile so širše občinstvo kot samo osebje in učen6e; o projektu in predstavi so poročali lokalni mediji.
The project partners developed also a small booklet describing the whole process of the intercultural communication through art performances.
Projektni partnerji so pripravili tudi majhno knjiži6o z opisom 6elotnega pro6esa medkulturne komunika6ije preko umetniških predstav.
PARTNERSHIP5 partners representing from FI, DE, ES, IT, and BE
PARTNERSTVO5 partnerjev, ki so predstavljali FI, DE, ES, IT in BE
PROJECT DURATION2003 - 2006
TRAJANJE PROJEKTA2003–2006
The Swing of Friendship
Gugalnica prijateljstva
The Swing of Friendship was not only a very poetic name for this Comenius Language Project: Two vocational schools from Germany and Latvia developed a very concrete and tangible interpretation of this expression and produced together rocking animals for children in a kindergarten in Mālpils, Latvia.
Gugalnica prijateljstva ni bilo samo zelo poetično ime za ta Comeniusov jezikovni projekt: dve poklicni šoli iz Nemčije in Latvije sta ustvarili zelo konkretno in oprijemljivo interpretacijo tega izraza in skupaj izdelali gugalne živali za otroke v vrtcu v Mālpilsu v Latviji.
The project involved pupils and students of different ages: The drawings which formed the basis for the design of the rocking animals were made by pupils from the Mālpils kindergarten, the Mālpils Music and Art school and the Mālpils boarding school.
Projekt je vključeval učen6e in dijake različnih starosti: risbe, ki so bile osnova za obliko gugalnih živali, so narisali učen6i iz vrt6a v Mālpilsu, tamkajšnje glasbene in umetniške šole in internata.
When actually designing and producing the various rocking animals during the class exchanges, students from Germany and Latvia worked together in pairs and had to use their foreign language skills to cooperate and to organise the work processes.
Med dejanskim oblikovanjem in izdelavo različnih gugalnih živali med razredno izmenjavo so dijaki iz Nemčije in Latvije delali v parih in so morali uporabljati svoje znanje tujega jezika, da so lahko sodelovali in organizirali delovni pro6es.
The project aimed to improve the professional and practical skills of the students, to acquire basic knowledge in the language of the project partner, and to improve skills in English as the first foreign language taught in both schools and used as communication language within the project.
Cilj projekta je bil izboljšati pokli6ne in praktične spretnosti dijakov, pridobiti osnovno znanje jezika drugega partnerja in izboljšati znanje angleščine kot prvega tujega jezika, ki ga poučujejo na obeh šolah in ki je bil uporabljen kot jezik sporazumevanja v projektu.
The cooperation also improved the social competences and the intercultural understanding of all participants.
Sodelovanje je izboljšalo tudi so6ialne kompeten6e in medkulturno razumevanje vseh udeležen6ev.
At the end of the project, 10 wooden rocking animals and happy Latvian children represented the successful cooperation.
Ob kon6u projekta je uspešno sodelovanje predstavljalo 10 lesenih gugalnih živali in veseli latvijski otro6i.
The students improved their professional, social and language competences, learned to use several working tools and methods and became familiar with intercultural cooperation.
Dijaki so izboljšali svoje pokli6ne, so6ialne in jezikovne kompe-ten6e, naučili so se uporabljati več delovnih orodij in metod in seznanili so se z medkulturnim sodelovanjem.
In addition the students documented the project process via CD presentations and video; local media in Mālpils and Münster reported on the project.
Poleg tega so dijaki dokumentirali projekt preko CD-predstavitve in videa; o projektu so poročali lokalni mediji v Mālpilsu in Münstru.
PROJECT DURATION 2004 - 2006
TRAJANJE PROJEKTA2004–2006
Socio-Professional integration of pupils with speaking and hearing disabilities in France and Romania
Družbeno-poklicna integracija govorno in slušno prizadetih učencev v Franciji in Romuniji
_BAR_ 9 speaking and hearing disabilities could learn for the first time a foreign language – French and the specific French vocabulary for their future job.
_BAR_ 9 slušno prizadeti učen6i so se lahko prvič učili tujega jezika – 3ran6oskega in spe6i3ičnega 3ran6oskega besedišča za svoj prihodnji pokli6.
This changed not only their perspective on themselves and their employability, but also the attitude of local companies towards pupils with special needs.
To ni spremenilo samo njihovega pogleda na njih same in njihovo zaposljivost, ampak tudi odnos lokalnih družb do učen6ev s posebnimi potrebami.
This Comenius Language Project between two vocational schools in France and Romania which specialise in teaching pupils with speaking and hearing disabilities aimed at better preparing its graduates for future employment.
Cilj tega Comeniusovega jezikovnega projekta med dvema poklicnima šolama v Franciji in Romuniji, ki sta specializirani za poučevanje govorno in slušno prizadetih učencev, je bila boljša priprava njunih maturantov za prihodnjo zaposlitev.
Focussed on the pastry cook trade, a subject taught in both schools, they studied the compliance between their curricula and the situation on the labour market in France and Romania.
Z osredotočanjem na pekovski poklic, predmet, ki ga poučujejo na obeh šolah, so raziskovali skladnost med svojimi učnimi načrti in stanjem na trgu dela v Franciji in Romuniji.
The main outcomes of the project are a bilingual illustrated dictionary of signs and methods for teaching a foreign language through the language of signs, targeting the specific vocational vocabulary for the pastry cook trade.
60 učen6ev in njihovih učiteljev iz obeh šol je primerjalo izobraževalna sistema in načine, kako oba sistema podpirata teoretično in praktično usposabljanje slušno in govorno prizadetih učen6ev.
The pupils increased their language skills, but also social skills and self-confidence.
Prav tako so raziskovali podobnosti in razlike v znakovnih jezikih obeh držav in ustvarili skupni slovar spe6i3ičnega znakovnega jezika v pekovskem pokli6u.
They enriched their knowledge about Europe and the world of work.
Slovar je prispeval k izboljšanju spe6i-3ičnega jezika učen6ev v njihovem maternem jeziku.
The schools experienced a positive impact on their curriculum and their teaching techniques.
Poleg tega so v učni načrt vpeljali tuji jezik in romunski govorno in
60 pupils and their teachers from both schools compared the educational systems and the ways each system provides support for the theoretical and practical training of pupils with hearing and speaking difficulties.
Glavni rezultati projekta so dvojezični ilustriran slovar znakov in metode za poučevanje tujega jezika preko jezikovnih znakov, usmerjene v spe6i3ično pokli6no besedišče za pekovski pokli6.
They also studied the similarities and differences in the sign languages of both countries, and developed a common dictionary of specific sign language in the pastry cook trade.
Učen6i so izboljšali svoje znanje jezika, pa tudi so6ialne spretnosti in samozavest. Obogatili so svoje znanje o Evropi in svetu dela.
This additional vocabulary contributed to the improvement of the specific language of the pupils in their mother tongue.
Šoli sta izkusili pozitiven učinek na svoj učni načrt in tehnike poučevanja.
In addition, they also introduced a foreign language in the curriculum, and Romanian pupils with
Zaradi zgodnjih stikov z univerzo Iasi v Romuniji je namen tudi uporabiti te prve izkušnje za razvoj učnega načrta za usposabljanje spe6ializiranih učiteljev, vključno s poučevanjem tujih jezikov na področju šolanja otrok s posebnimi potrebami.
PROJECT DURATION2004 - 2006
TRAJANJE PROJEKTA2004–2006
This Comenius School Partnership was conceived as a small contribution to the enlargement of the European Union in 2004: schools from three "old" EU member states – Germany, the Netherlands and Sweden – meet two new member states: Lithuania and Slovenia.
To Comeniusovo šolsko partnerstvo je bilo zamišljeno kot majhen prispevek k širitvi Evropske unije leta 2004: šole iz treh „starih“ držav članic EU – Nemčije, Nizozemske in Švedske – so se spoznale z dvema novima državama članicama: Litvo in Slovenijo.
The project’s web site provides a lot of information on project activities, reports and presentations of different living environments.
Spletna stran projekta prinaša veliko in3orma6ij o dejavnostih projekta, poročila in predstavitve različnih življenjskih okolij.
Since the very beginning of the project it has also served as a learning and teaching tool and as a platform for exchanging ideas.
Od samega začetka je projekt predstavljal tudi orodje za učenje in poučevanje in izhodišče za izmenjavo idej.
The project activities helped pupils and teachers to create an intercultural dialogue, share common experiences and promote enhanced awareness and respect towards economic, social, cultural and environmental differences between the countries as well as personal features, family traditions and customs.
Projektne dejavnosti so učen6em in učiteljem pomagale, da so ustvarili medkulturni dialog, si izmenjali skupne izkušnje ter spodbujali večjo ozaveščenost o gospodarskih, družbenih, kulturnih in okoljskih razlikah med državami kot tudi o osebnih lastnostih, družinskih tradi6ijah in običajih in spoštovanje le-teh.
The five schools cooperated in different thematic areas like environment, socio-cultural issues and education.
Pet šol je sodelovalo na različnih tematskih področjih, kot so okolje, družbeno-kulturna vprašanja in izobraževanje.
Pupils from different classes and of different ages shared information on the topic 'Our Living Environment: Present, Past and Future', starting with presenting their own rooms, homes, regions, countries and concluding that their common home is Europe and that they should take care of it in the way they do for their own rooms and houses.
Učen6i iz različnih razredov in različne starosti so si izmenjali in3orma6ije o temi „Naše življenjsko okolje: sedanjost, preteklost in prihodnost“, začeli so s predstavitvijo svojih sob, domov, regij in držav ter sklenili, da je njihov skupni dom Evropa in da morajo skrbeti zanjo, kot skrbijo za svoje sobe in hiše.
The project’s impact on the schools was very positive: activities motivated pupils and teachers to learn foreign languages, improve their knowledge of English but learn also basic expressions in the languages of the partner countries.
Učinek projekta na šole je bil izredno pozitiven: dejavnosti so motivirale učen6e in učitelje, da so se učili tujih jezikov, izboljšali svoje znanje angleščine in se naučili tudi osnovnih izrazov v jezikih držav partneri6.
The project led to an enhanced use of ICT and innovative teaching and learning approaches; project activities have been integrated into the regular curriculum, and the different subjects contributed to the development of various intercultural educational initiatives.
Projekt je pripeljal do povečane uporabe IKT in inovativnih pristopov poučevanja in učenja; projektne dejavnosti so bile integrirane v redni učni načrt, različni predmeti pa so prispevali k razvoju različnih medkulturnih izobraževalnih pobud.
PROJECT COORDINATORKURSENAI PAVENCIAI SECONDARY SCHOOL
PARTNERSTVO5 partnerskih šol iz LT, DE, NL, SE in SI
PARTNERSHIP5 partner schools from LT, DE, NL, SE, and SI
KOORDINATOR PROJEKTAKURSENAI PAVENCIAISREDNJA ŠOLA
PROJECT DURATION 2004 - 2007
TRAJANJE PROJEKTA2004–2007
In 2005 about 6 million young people in Europe left education prematurely, having no more than lower secondary education.
Leta 2005 je približno 6 milijonov mladih Evropejcev predčasno zapustilo izobraževanje, in sicer z največ dokončano osnovno šolo.
These figures illustrate that school absenteeism and student dropouts have become a growing concern for European societies.
Ta številka pomeni, da odsotnost iz šole in osip dijakov evropskim družbam povzročata vedno večje skrbi.
The Comenius School Partnership “Dropouts?
Šolsko partnerstvo Comenius „Osip?
Not in my school!” addressed a current European problem.
Ne na moji šoli!“ je namenjeno reševanju tega evropskega problema.
In a second step the partnership discussed and developed preventive measures for dropouts.
Drugi korak partnerstva je bila razprava in razvoj preventivnih ukrepov za dijake, ki prekinejo šolanje.
The Icelandic partner school created a new course on study methods and school authorities started to take into consideration the impact of class size and composition on dropout rates.
Islandska partnerska šola je ustanovila nov tečaj o metodah učenja in šolski organi so začeli upoštevati vpliv velikosti in sestave razreda na stopnje predčasne prekinitve šolanja.
They try to keep the classes small in order to enable a better counselling of each student.
Trudijo se, da razredi ostanejo majhni, zato da je vsakemu dijaku na voljo boljše svetovanje.
For each student clear learning goals and regulations for attendance and discipline are identified.
Za vsakega dijaka se določijo jasni učni 6ilji ter pravila glede prisotnosti in dis6ipline.
A group of experienced teachers meets once a week and discusses each student’s progress.
Vsak teden se sestane skupina izkušenih učiteljev in razpravlja o napredku vsakega dijaka.
In case of need students can get additional help in support classes and do their homework under supervision.
Če je treba, lahko dijaki dobijo dodatno pomoč v obliki dopolnilnega pouka, prav tako pa lahko svojo domačo nalogo delajo pod nadzorom.
Also the parents shall be involved more closely in supporting their children.
Tudi starši so bolj vključeni v podpiranje svojih otrok.
Towards the end of the year the students receive career counselling so that they can decide what their next steps should be.
Proti kon6u leta je dijakom na voljo pokli6no svetovanje, zato da se lahko odločijo o svojih naslednjih korakih.
The main aim of this partnership was to develop means to identify the potential dropout students and to develop and share preventive measures.
Glavni 6ilj tega partnerstva je bil razviti načine, kako prepoznati poten6ialne dijake, ki bi lahko prekinili šolanje, in kako razviti ter razširjati preventivne ukrepe.
Based on a statistical survey of all dropout students during the project’s lifetime partners analysed the main variables which caused students to drop out of school.
Partnerji so na podlagi statistične raziskave, izvedene med projektom, med vsemi dijaki, ki so prekinili šolanje, analizirali glavne spremenljivke, ki so povzročile, da so dijaki prekinili šolanje.
The results were brought to the attention of school authorities and motivated them to do something about it.
Rezultati so bili posredovani šolskim organom in so služili kot spodbuda za ukrepe na tem področju.
The four schools participating in this partnership successfully treated a difficult problem in their own environments and showed that there are practical possibilities to at least reduce the number of early school leavers.
Štiri šole, ki so sodelovale v tem partnerstvu, so v svojih okoljih uspešno rešile težak problem. Pokazale so, da obstajajo praktične možnosti, da vsaj zmanjšamo število dijakov, ki predčasno prekinejo šolanje.
PARTNERSHIP4 partner schools from IS, EE, UK, and IT
PARTNERSTVO4 partnerske šole iz IS, EE, UK in IT
The project allowed to identify every participating city and to determine its own local identity.
Projekt je omogočil identi3ika6ijo vsakega sodelujočega mesta in določitev njegove lastne lokalne identitete.
Influences between different cities were tracked and through comparative studies and analysis of the compiled information, the pupils were able to look for a European graphic identity.
Sledili so vplivom med različnimi mesti in preko primerjalne študije in analiz zbranih in3orma6ij so lahko učen6i poiskali evropsko gra3ično identiteto.