natgillin/translations-raw huggingface dataset:
The single biggest unresolved issue identified here was how to capitalise and realise the full extent of the benefits and experience of cooperation and the projects undertaken.
Najpomembnejše še nerešeno vprašanje je, kako najbolje razumeti in izkoristi prednosti in izkušnje sodelovanja ter izvedenih projektov.
Tangible results: these are relatively easy to assess and arise as a result of the common action outputs e.g. the festivals, new products or joint marketing initiatives.
Neposredne rezultate je mogoče relativno preprosto oceniti, dosežejo pa se zaradi skupnih dejavnosti, npr. festiva-lov, novih proizvodov ali skupnih pobud v zvezi s trženjem.
These results are jobs created or sustained, infrastructure in place, local value created for small enterprises, enhanced image of the local area etc.
Zajemajo ustvarjanje ali ohranjanje delovnih mest, vzpostavljene infrastrukture, ustvarjanje lokalne vrednosti za majhna podjetja, krepitev podobe lokalnega območja itd.
‘Real’ projects are needed to provide real added value.
Pravi projekti morajo zagotoviti pravo dodano vrednost.
This may be very simple, e.g. in operations such as LAGs sharing purchasing or dividing work to share or reduce unit costs.
Te rezultati je mogoče v zvezi z dejavnostmi, kot so delitev, pridobivanje ali razdelitev dela lokalnih akcijskih skupin za delitev ali znižanje stroškov enote, doseči zelo preprosto.
This can underpin real cooperation and there are very strong networking effects. ects.
Zato lahko okrepijo pravo sodelovanje, pri tem pa so zelo pomembni za mreženje.
Intangible results: these are more difficult to assess and tend to be softer and more ‘process oriented’.
Posredne rezultate je težje oceniti ter so običajno manjši ter bolj povezani s samim procesom.
Examples of these include: the ‘mobilising’ e ect of cooperation; the capacity to reach a critical mass; the sharing of resources to reach a better value added; enlargement of the knowledge pool; creation of networks within the Leader community; reflection on the image of one's own region vis-à-vis the experience of another region; learning about problem perception and solving in different countries and cultures, and thus contributing to the European integration process.
Primeri takšnih rezultatov so učinek „aktiviranja“ sodelovanja, sposobnost za doseganje kritične mase, delitev virov za doseganje večje dodane vrednosti, širitev znanja, vzpostavljanje mreže v skupnosti Leader, razmislek o podobi lastne regije v primerjavi z izkušnjami druge regije, spoznavanja, povezovanja z razumevanjem in reševanjem težave v različnih državah in kulturah, s čimer se prispeva k procesu evropskega združevanja.
Spin-off results: these are more difficult to formally assess although the results may be very apparent to those involved.
Rezultate, povezane s stranskimi učinki, je težje formalno oceniti, čeprav so lahko rezultati za udeležene zelo stvarni.
Examples given here include: better mobilisation of local partners in delivering the local strategy by gaining a fresh perspective on their day-to-day activity; increased motivation; and greater self confidence amongst rural actors.
Med drugim so ti rezultati boljše aktiviranje lokalnih partnerjev v zvezi z izvajanjem lokalne strategije na podlagi novega vidika, ki zadeva njihove vsakodnevne dejavnosti, večja spodbuda in večja samozavest med udeleženci na podeželju.
They can contrast their problems with those of other areas, become more open-minded, and be inspired by ideas implemented elsewhere.
Lokalni partnerji lahko svoje težave primerjajo s težavami partnerjev z drugih območij ter postanejo bolj odprti in navdušeni nad zamislimi, ki so bile izvedene drugje.
Thus rural areas can gain new perspectives for future development.
Tako lahko podeželska območja spoznajo nove vidike za razvoj v prihodnosti.
There are significant results in developing human potential, e.g. professional development.
Pomembni so tudi rezultati v zvezi z razvojem človeškega potenciala, npr. s poklicnim razvojem udeležencev.
Many of the results of cooperation projects fall into the nal two categories where the main result of cooperation was the exchange of experience which often means that the demanding initial objectives (e.g. developing new products and markets) could not be achieved.
Veliko rezultatov projektov sodelovanja spada v zadnji dve kategoriji, kar pomeni, da je bil glavni rezultat sodelovanja izmenjava izkušenj in da zahtevnih prvotnih ciljev (npr. razvoj novih proizvodov in trgov) pogosto ni mogoče doseči.
Human competence andcapacity building
Človeške sposobnosti in krepitev zmogljivosti
By omas Norrby,member of the steering committee of the Swedish Leader+ network unit, and thematic expertfor the Leader+ Contact Point
Prispevek omasa Norrbyja, člana usmerjevalnega odbora švedske omrežne enote Leader+ in tematskega strokovnjaka za Leader+ Contact Point
Introduction ture for personal reflection about your own and your Leader group’s future learning process.
Uvod šanja, ki lahko pomagajo v zvezi z lastnim razmislekom o svojem procesu učenja in procesu učenja skupine Leader v prihodnosti.
This article is based on the content and results of the miniplenary session ‘Human competence and networking’.
Ta članek temelji na vsebini in rezultatih manjšega plenarnega zasedanja „Človeške sposobnosti in mreženje“.
It aims to highlight the importance of building on human competence and show some examples and methods used during Leader+ for the continuous development of human competence at different levels.
Njegov cilj je poudariti pomembnost krepitve človeških sposobnosti ter izpostaviti nekatere primere in metode, ki so se uporabljale v času izvajanja programa Leader+ in ki prispevajo k stalnemu razvoju človeških sposobnosti na različnih ravneh.
The article is by no means exhaustive, since everyone involved in Leader has most certainly learned from their involvement in it.
Članek nikakor ni vseobsegajoč, saj so se iz svojih izkušenj učili zagotovo vsi, ki so sodelovali v tem programu.
Hopefully the article will provide some important lessons learned from the work using the Leader method, and provide some struc-
V članku je razloženih nekaj pomembnih spoznanj na podlagi izkušenj, povezanih z delom, ki je temeljilo na uporabi metode Leader, sistematično pa so poudarjena tudi nekatera vpra-
When referring to human competence in this article, it is not only a question of individuals in the local setting, but to persons at all levels, including politicians and officials, which is the very spirit of Leader!
V tem članku zajema pojem človeške sposobnosti posameznike v lokalnem okolju in tudi ljudi na vseh ravneh, vključno s politiki in uradniki, kar je pravi smisel programa Leader.
In parallel, capacity building not only relates to individuals, but also to structures that can enable and empower individual and group action.
Tudi krepitev zmogljivosti ne zadeva le posameznikov, ampak tudi strukture, ki lahko posamezniku in skupini omogočijo delovanje ter ga usposobijo za to.
This is one of the important innovations which Leader has brought to rural Europe.
To je ena od pomembnih inovacij, ki jih je na evropskem podeželju uvedel program Leader.
Manage change: focus on learning
Upravljanje sprememb: usmerjanje v učenje
The question is, of course, how these kinds of teams and situations are created.
Logično vprašanje, povezano s tem, je, kako se oblikujejo takšne skupine in vzpostavijo takšne razmere.
We will in the following pages explore some of the methods used during Leader+ and close the article with some concluding remarks on commonalities that these methods seem to have.
V nadaljevanju so predstavljene nekatere metode, ki se uporabljajo v programu Leader+, na koncu članka pa so nekatere ugotovitve o skupnih značilnostih teh metod.
In the early 1990s a Stanford scholar named Peter Senge, after studying organisational change, published a book entitled ‘The fifth discipline The art and practice of t he learning organisation (1990)’.
V začetku 90. let 20. stoletja je strokovnjak z univerze v Stan-fordu Peter Senge po preučitvi organizacijskih sprememb objavil knjigo The fifth Discipline – The Art and Practice of The Learning Organisation (1990).
Senge argued that continuous learning is necessary for both individuals and organisations to handle and bring about change.
V njej je dokazoval, da je stalno učenje za posameznike in organizacije nujno, če želijo izvajati in doseči spremembe.
He stated that learning organisations are: ‘…organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.’
Po njegovem mnenju so organizacije, ki se stalno učijo: „… organizacije, v katerih ljudje stalno krepijo svoje sposobnosti za doseganje rezultatov, ki si jih zares želijo, v katerih se spodbujajo novi in obsežni vzorci razmišljanja, v katerih je mogoče prizadevanje za skupne cilje in se ljudje stalno učijo, da bi razumeli celoto.“
A brief note on theory
Kratka teoretična razlaga
This is very much the vision behind Leader, but has Leader been implemented in such a way that this potential has been fully exploited?
V okviru programa Leader+ ima takšno mnenje veliko lokalnih akcijskih skupin, zato so uvedle ustrezne strukture, kar je razloženo v nadaljevanju tega članka.
Everyone has the capacity to learn new things, but the structures and daily routines do not always stimulate reflection and learning.
Veliko udeležencev v programu Leader se strinja s tem, vendar težko določijo razliko med delom v programu Leader in delom v drugih programih.
Most people seem to agree upon the importance of knowledge and capacity building. However, in many organisations this is seldom put into practice.
Morda obstaja med njimi razlika v občutku pripadnosti okolju, v katerem se spodbuja razmišljanje in učenje; Senge je v zvezi s tem ugotovil:
In Leader+ many LAGs have such visions and have implemented appropriate structures, as will be explored later in this article.
„Kadar vprašate ljudi, kakšen je občutek pripadnosti veliki skupini, je najbolj presenetljivo, kako pomembne so zanje izkušnje.
Many actors who have been involved in Leader are very positive towards it, but find it difficult to be precise about what the difference is working in Leader compared with other programmes.
Ljudje govorijo o pripadnosti nečemu večjemu od njih samih, o povezanosti, o ustvarjalnosti.
Perhaps the answer lies in feeling part of a reflective and learning environment.
Popolnoma jasno je, da izpostavi izkušnje v zvezi s pripadnostjo zelo velikim skupinam veliko ljudi, ker je zanje to najbolj ustvarjalno življenjsko obdobje.“
People talk about being part of something larger than themselves, of being connected, of being generative.
Pomembno je priznati, da je tako dojemanje ob upoštevanju posameznih okoliščin pomagalo uveljaviti veliko ljudi ne le s pasivno udeležbo, ampak z dejavnim ali celo vzajemnim ustvarjanjem teh razmer.
It becomes quite clear that, for many, their experiences of being part of truly great teams stand out as singular periods of life lived to the fullest.’
Svoje stališče glede dela v okviru programa Leader je izrazil tudi vodja regionalnega podjetja za svetovanje in izvoljeni član lokalne akcijske skupine:
Systems thinking: humans tend to focus on short-term feedback and response, which can result in steps beingtaken in the wrong direction.
® sistemsko razmišljanje: ljudje se večinoma osredotočajo na kratkoročne povratne informacije in odzive, zaradi česar se lahko sprejemajo napačne odločitve.
While we do learn from our experience, we never directly experience the consequences of most of our important decisions or actions.
Čeprav se učimo iz lastnih izkušenj, nikoli neposredno ne izkusimo posledic večine naših pomembnih odločitev ali ukrepov.
Therefore we need to broaden the reflection in time and space.Personal mastery: the process of continually clarifying and deepening our personal vision and professionalism, of focusing our energy, of developing patience and of seeing reality a bit more objectively, and being aware of our incompetence.Mental models: these are images and stories which influence how we understand the world.
Zato moramo v svojem razmišljanju bolj upoštevati čas in prostor;osebnostni razvoj: tj. proces stalnega pojasnjevanja in poglabljanja svojega osebnega pogleda in strokovnosti, usmerjanja naše energije, razvijanja potrpežljivosti in bolj objektivnega gledanja na realnost ter spoznavanja svojih pomanjkljivosti;vzorci razmišljanja: to so podobe in izkušnje, ki vplivajo na naš način razumevanja sveta.
Getting to know these requires turning the mirror inwards to bring forth our own pictures of the world, and finding a balance between inquiry and advocacy.Building shared visions: to formulate a shared vision of the future that we seek to create based on a set of common principles and guiding practices.Team learning: from the greek word ‘dialogos’; a free flowing of meaning through a group, allowing the group to discover insights not attainable individually.
Da jih spoznamo, je treba ogledalo obrniti navznoter, da odkrijemo lastne podobe sveta ter poiščemo ravnovesje med raziskovanjem novega in zagovarjanjem svojih zamisli; oblikovanje skupnih pogledov: tj. oblikovanje skupnega pogleda na prihodnost, ki ga poskušamo ustvariti na podlagi niza skupnih načel in vodilnih praks;skupinsko učenje: nastanek tega izraza je povezan z grško besedo „dialogos“, kar pomeni prost pretok mnenj v skupini, kar ji omogoča razumevanje konceptov, ki jih posameznik ne more doseči sam.
It requires a dialogue between members with the capacity to be objective and enter a genuine ‘thinking together’.
Zato je med člani s sposobnostjo objektivnega mišljenja in pravega skupnega razmišljanja potreben dialog.
It is important to acknowledge that many of these people, given the permissible context, have created this space, not only passively taking part, but have actively or rather interactively created this situation.
„Udeležujem se veliko različnih razvojnih srečanj z različnimi ljudmi v svoji regiji, vendar razpravljamo o pomembnih vprašanjih in spodbujamo procese zares le na srečanjih lokalne akcijske skupine.“
Capacity building: soft words or crucial focal point?
Ali je „krepitev zmogljivosti“ izraz, katerega pomen ni popolnoma jasen, ali izraz, katerega razumevanje je bistveno za razvoj?
ple, individually and collectively, that can give rise to development and change.
pripravljenosti lokalnih prebivalcev, posameznikov in skupin.
In Leader the passion and engagement of civilians, the entrepreneurship and acting ability of the private sector, and the responsibility and organisational strength of the public sector comes together.
V okviru programa Leader se povezujejo navdušenost in prizadevanje posameznikov, podjetništvo in sposobnost zasebnega sektorja za ukrepanje ter odgovornost in orga-nizacijska moč javnega sektorja.
When asked to talk about experiences on how to safeguard human competence and capacity building within Leader+, Peter Backa, as someone closely involved with the Finnish Village Movement, stated that:
Ko so Petra Backa, ki je tesno povezan s finskim gibanjem za razvoj vasi, pozvali, naj kaj pove o izkušnjah v zvezi z ohranjanjem človeških sposobnosti in krepitvijo zmogljivosti v okviru programa Leader+, je povedal:
A LAG group in Italy concluded that the lessons learnt all point to the good results produced by the combination of analytic, participatory and experimental approaches:
„V zvezi s tem se običajno uporabljajo izrazi, katerih pomen ni popolnoma jasen, na primer izrazi sposobnost, socialni kapital in zmogljivost.
We are dealing with ‘soft’ words such as competence, social capital, and capacity. It is hard to define, difficult to measure, but still real and crucial for development.
Lokalna akcijska skupina v Italiji je na podlagi pridobljenih spoznanj ugotovila, da temeljijo dobri rezultati projekta na kombinaciji analitičnega in eksperimentalnega pristopa ter pristopa sodelovanja:
During a seminar on the proposed monitoring and evaluation scheme for Leader it was also stated that some effects of the programme relate to:
Na seminarju o predlagani shemi spremljanja in vrednotenja za program Leader je bilo tudi navedeno, da zadevajo nekateri učinki programa
… immaterial aspects and impacts that are difficult to assess (e.g. behavioral changes);
„… nebistvene vidike in vplive, ki jih je težko oceniti (npr. ve-denjske spremembe)“
‘The main added value of Leader+ through the LAG has been to address critical problems for the area, and provide its expertise in communication and participatory approach to convince local people and municipalities to develop an experimental approach of interest for the territory as a whole, through a sample of municipalities, and having a large impact on it.’ and that ‘a driver for good LAG performance is that learning is structured in some way’.
„Glavna dodana vrednost programa Leader+, ki so jo prispe-vale lokalne akcijske skupine, je bilo obravnavanje ključnih težav za območje ter zagotavljanje njenega strokovnega znanja in izkušenj v pristopu komunikacije in sodelovanja, s čimer je prepričala lokalne prebivalce in občine, da so na podlagi vzorca občin oblikovale poskusni pristop, v okviru katerega jih je zanimal razvoj celotnega ozemlja in na katerega so imeli velik vpliv.“ in da je „gonilna sila za uspešnost lokalne akcijske skupine učenje, ki je na nek način strukturirano“.
One of the foundations of Leader has, since the very beginning, been to work with a participatory approach.
Eden od temeljev programa Leader je bilo že od samega začetka delovanje s pristopom sodelovanja.
This draws upon the fact that development has to be built upon and can only be carried out by the people themselves.
To izhaja iz dejstva, da je mora razvoj temeljiti na ljudeh, ki ga morajo tudi izvajati.
Any programme that seeks to contribute to change needs to build on the competence and readiness of those concerned.
Vsak program, katerega cilj je prispevati k spremembam, mora temeljiti na sposobnosti udeležencev in pripravljenosti za takšen prispevek.
It is the visions, capacities and willingness of the local peo-
Razvoj in spremembe so mogoče na podlagi pogledov, sposobnosti in
The added value of Leader is to provide a structure to bring together people from the different sectors, and to formulate a plan for the area, and create arenas, structures and methodsfor their efforts.
Dodana vrednost programa Leader je zagotovitev strukture za povezovanje ljudi iz različnih sektorjev in oblikovanje načrta za območje ter iskanje prostora, struktur in metod za njihova prizadevanja.
Leader can o er working models for joint actions, including acknowledging the importance of trust, sensitive and multilevel leadership, enhancing entrepreneurship and innovation, and keeping a constant focus on reflection and collaborative learning.
Program Leader lahko ponudi vzorce dela za skupne dejavnosti, vključno s priznavanjem pomembnosti zaupanja, pronicljivim vodenjem na več ravneh, krepitvijo podjetništva in inovacij ter stalno usmeritvijo v razmišljanje in skupno učenje.
In brief, this could be illustrated as follows:
To prikazuje tudi naslednji diagram:
Explanatory model for local and regional development
Pojasnjevalni vzorec za lokalni in regionalni razvoj
Trust and entrepreneurship
Zaupanje in podjetništvo
Sustainable growthand development
Trajnostna rast ter razvoj
The preconditionsof the region or village
Osnovni pogoji regije ali kraja
People’s abilityfor cooperation and renewal
Sposobnost ljudi za sodelovanje in prenovo
mainstreaming of Leader is suggested at the regional level, and to consider the methods in Leader as instrumental for integrated regional development.
V komentarju se predlaga vključevanje programa Leader na regionalni ravni in upoštevanje metod programa Leader kot sredstva za celostni regionalni razvoj.
There is a strong connection between all these foundations, not least between leadership and learning.
Vsi ti temeljni dejavniki, vključno z vodenjem in učenjem, so medsebojno tesno povezani.
Introducing and working with the Leader method means shaping the governance context.
Uvajanje metode programa Leader in njena uporaba sta bistvena za oblikovanje upravljanja.
The leadership must be carried out both by the managing authority, at the administrative level above the Leader group, as well as within the LAG itself.
Vodenje morata izvajati upravni organ, ki je na administrativni ravni nadrejen skupini Leader, in sama lokalna akcijska skupina.
The local community can only become co-creators in the process if good leadership is demonstrated and by inviting them to share their knowledge and aspirations, thus giving them an opportunity to make use of their competencies.
Lokalna skupnost lahko v tem procesu sodeluje le, če je vodenje ustrezno in je pozvana, naj pomaga s svojim znanjem in prizadevanji, s čimer ji je omo-gočena priložnost za izkoriščanje lastne usposobljenosti.
This leadership must by default incorporate an atmosphere of sharing and learning to be sustainable.
Takšno vodenje mora za trajnostnost v proces samodejno vključevati pripravljenost za izmenjavo in učenje.
The Austrian study also stated that: ‘… the real advantage of a Leader-type approach lies in its higher ability to encompass the complexity of the territorial system, i.e. in view of rural infrastructures, common goods, local heritage, organisational capacity, knowledge transfer, cultural enhancement etc.
V avstrijski študiji je prav tako navedeno, da: „... je resnična prednost pristopa Leader večja sposobnost za vključitev za-pletenega ozemeljskega sistema v smislu podeželske infrastrukture, skupnih dobrin, lokalne dediščine, organizacijske zmogljivosti, prenosa znanja, spodbujanja kulture itd.
The areabased approach can be cross-fertilised with a sectoral approach to design strategies aimed at improving competitiveness of an added value chain, e.g. in the food or wood sector.’
Območni pristop se lahko križa s sektorskim pristopom za oblikovanje strategij, katerih cilj je izboljšanje konkurenčnosti verige z dodano vrednostjo, na primer v živilskem in lesnem sektorju.“
‘One of the most important experiences is that Leader has opened an ongoing learning process.
„Ena od najpomembnejših izkušenj te lokalne akcijske skupine je, da se je v okviru programa Leader uvedel stalni proces učenja.
A process anchored in the local society.
Ta proces je zasidran v lokalni družbi.
Another experience has been the development of better planned projects and vigorous networks.
Naslednja izkušnja je povezana z oblikovanjem bolje načrtovanih projektov in učinkovitih mrež.
A soft ‘cultural revolution’ based on the assumption that the local society is able to take responsibility for solving its own problems.’ (Quote from a Danish LAG manager.)
To je mehka „kulturna revolucija“, ki temelji na predvidevanju, da je lokalna družba sposobna prevzeti tudi odgovornost za reševanje lastnih težav“ (citat vodje danske lokalne akcijske skupine).
So the conditions afforded by the EU policy can indeed enable positive learning and the feeling of ‘being part of something bigger’.
Tako lahko podlaga, ki jo pripravi politika EU, dejansko omogoči pozitivno učenje in občutek, da si del nečesa večjega.
However, this context does not automatically bring about a learning process.
Vendar ta okvir ne spodbuja procesa učenja samodejno.
For this to happen, a conscious learning approach involving setting aside space and time for reflection must be implemented, and this starts with a dialogue to develop a plan.
Za spodbujanje učenja je potreben osveščen pristop, ki vključuje čas za razmislek, pri čemer se ta začne že z razpravo za oblikovanje načrta.
Enabling and empowering
Usposabljanje in pooblaščanje
Building shared visions and plans
Oblikovanje skupnih vizij in načrtov
Human competence is people knowing how — and why.
„Človeška kompetenca, to pomeni vedeti kako in zakaj. Ni dovolj vedeti le, kako in kaj je treba napraviti.
You have to know why you are doing it.
Treba je vedeti, zakaj to delate.