natgillin/translations-raw huggingface dataset:
ICT skills have become another unquestionable key competence for all and their use in the classroom continues to develop accordingly.
Poznavanje informacijsko-komunikacijskih tehnologij (IKT) je za vsakogar postala še ena nedvomno ključna spretnost in njihova uporaba v učilnicah se temu ustrezno vse bolj razvija.
School populations reflect migration patterns, changed family situations and the very diverse needs of education and training.
Šolajoča mladina odseva potek migracij, spremenjene družinske razmere in zelo raznolike potrebe po izobraževanju in usposabljanju.
The role of teacher has changed; today they are asked to organise and monitor learning processes rather than to impart manifest knowledge.
Spremenila se je vloga učitelja: danes je njihova naloga, da organizirajo in spremljajo učne procese in ne da zgolj posredujejo golo znanje.
Member of the European Commission responsible for Education, Training, Culture and Youth
Član Evropske komisije, odgovoren za izobraževanje, usposabljanje, kulturo in mladino
In November 2007 Europe’s Education Ministers agreed on the need to ensure high quality teacher education in Europe and adopted a set of common principles how this should be achieved.
Novembra 2007 so evropski ministri za izobraževanje sklenili, da je v Evropi treba zagotoviti visokokakovostno izobraževanje učiteljev, in sprejeli vrsto skupnih načel o tem, kako bi to dosegli.
Among these principles, they highlighted mobility programmes for teachers, student teachers and teacher educators which are designed to have a significant impact on their professional de- velopment.
V njih je bil med drugim poudarek na programih mobilnosti za učitelje, bodoče učitelje in izobraževalce učiteljev, ki so oblikovani tako, da močno vplivajo na njihov poklicni razvoj.
Mobility fosters better understanding of cultural differences and an awareness of the European dimension of teaching.
Mobil- nost krepi razumevanje kulturnih razlik in osveščenost o evropski razsežnosti poučevanja.
It supports teachers in their learning processes and supports their professional development.
Podpira učitelje v učnih procesih in spodbuja njihov poklicni razvoj.
It is not only teachers who “move to learn”.
Niso zgolj učitelji tisti, ki se „udeležujejo mobilnosti zato, da bi se učili“.
Meeting their peers from other countries also helps young people to enrich their intercultural and foreign language competences.
Spoznavanje vrstnikov iz drugih držav je v pomoč mladim pri krepitvi njihovih medkulturnih in jezikovnih spretnosti.
Class exchanges and periods abroad widen their perspective on school, on everyday life in Europe and on the variety of European culture.
Izmenjave učencev in bivanje na tujem razširi njihova obzorja in pogled na šolo, na vsakdanje življenje v Evropi in na pestrost evropskih kultur.
Studies show that international and European cooperation motivates pupils to learn foreign languages and raises their tolerance towards other cultures and towards minorities in their own country.
Raziskave kažejo, da mednarodno in evropsko sodelovanje spodbuja učence k temu, da se učijo tujih jezikov, ob tem pa povečuje njihovo strpnost do drugih kultur in do manjšin v lastni državi.
Through its support for mobility the Lifelong Learning Programme offers pupils, students, trainees, adults, professionals, professors and teachers at all educational levels a unique chance to gain education, training and work experience in a foreign country.
Program Vseživljenjsko učenje in njegova podpora mobilnosti nudita učencem, dijakom, študentom, odraslim, strokovnim delavcem, profesorjem in učiteljem na vseh stopnjah izobraževanja enkratno priložnost za izobraževanje, usposabljanje in delo v drugi državi.
As in Comenius, mobility activities are a major priority also within the other sectoral programmes of the Lifelong Learning Programme, i. e. Erasmus, Leonardo da Vinci and Grundtvig.
Kot to velja za program Comenius, so dejavnosti mobilnosti pomembna prednostna naloga tudi ostalih treh sektorskih programov v okviru programa Vseživljenjsko učenje – programov Erasmus, Leonardo da Vinci in Grundtvig.
This brochure presents examples of successful initiatives funded by the Comenius Programme.
V tej brošuri so zbrani primeri uspešnih pobud, ki so bili sofinancirani v okviru programa Comenius.
They all created new learning opportunities by crossing borders.
Vse so ustvarile nove priložnosti za učenje s pomočjo preseganja meja.
I would like to invite European citizens to follow their example: Mobility creates opportunities!
Evropske državljane bi rad pozval, naj sledijo njihovemu zgledu. Naj mobilnost ustvarja priložnosti!
Bilateral School Partnerships
Dvostransko šolsko partnerstvo
Let’s communicate in Europe
Sporazumevajmo se v Evropi
Stonemasonry art in Europe from Gothic to contemporary
Kamnoseška umetnost v Evropi od gotike do sodobne umetnosti
… As the Songs Unite
Ko pesmi združujejo …
The joy of making music with a self-acting music machine
Veselje do ustvarjanja glasbe … z glasbilom na daljinsko upravljanje
Officinal herbs and their benefits for health
Spoznavanje rastlin in drug drugega
Theatre as a pedagogical means and connecting European nations
Gledališče kot učno orodje, ki povezuje evropske narode
In-Service Training courses
Stalno strokovno spopolnjevanje
Group Dynamics and Social Skills in the Classroom
Skupinska dinamika in socialne spretnosti v razredu
CIRCE – A Classics and ICT Resource Course for Europe
CIRCE – Usposabljanje za pouk klasičnih predmetov in IKT
CHAIN – Cultural Heritage and ICT
CHAIN – Kulturna dediščina in IKT
MUSE – Multigrade School Education
MUSE – Izobraževanje v kombiniranih oddelkih
EMAN – European Mobility Alumni Network
EMAN – Evropska mreža za mobilnost diplomantov
Individual Pupil Mobility – report from the pilot study
Nova dogodivščina – Comenius individualna mobilnost dijakov
4 _BAR_ pupils went on a class exchange and spent two weeks in their partner school, experiencing everyday school life abroad.
4 _BAR_ ve učencev in preživelo dva tedna na partnerski šoli, kjer so izkusili, kakšen je vsakdanjik na šoli v tujini.
For more than ten years, the Comenius programme has supported cooperation and mobility in school education in Europe.
Program Comenius že več kot deset let podpira sodelovanje in mobilnost na področju šolskega izobraževanja v Evropi.
• Also in 2006, 1,400 student teachers received a grant to spend several months at a host school in another European country.
• Prav tako je v letu 2006 1400 bodočih učiteljev prejelo štipendijo za večmesečno bivanje na šoli gostiteljici v drugi evropski državi.
They gained first-hand experience in teaching, but also enriched their knowledge about the school system in their host country and improved their language skills.
Pridobili so neposredne izkušnje iz poučevanja, izboljšali pa so tudi svoje poznavanje šolskega sistema države gostiteljice in znanje tujega jezika.
The host school also benefited: assistants implemented projects with the pupils, informed them about their home country and provided language classes in their mother tongue – often a language not taught in the host school.
Koristi je imela tudi šola gostiteljica: asistenti so z učenci izvajali projekte, jih seznanjali s svojo državo in jih učili svoj materni jezik – ki je bil pogosto eden tistih, ki jih sicer na šoli ne poučujejo.
• Within Comenius School Par tner-ships, schools from different European countries work together on a common project and meet their project partners during project meetings, visits and exchanges.
• Poleg tega se je v letu 2006 več kot 8500 učiteljev in drugega učnega osebja udeležilo stalnega strokovnega spopolnjevanja v drugi evropski državi.
• In addition, in 2006 more than 8,500 teachers or other people working in school education went on an In-Service Training activity in another European country.
• V okviru Comenius šolskih partnerstev šole iz različnih evropskih držav sodelujejo v skupnih projektih, učenci in dijaki pa se srečujejo na projektnih sestankih, obiskih in izmenjavah.
No. of schools participating in Comenius School Partnerships
Št. šol, ki sodelujejo v Comenius šolskih partnerstvih
12,430 of these: Schools taking part in Bilateral Partnerships
12430 430 od teh: šole, vključene v dvostranska partnerstva
No. of In-Service Training grants
Št. štipendij za stalno strokovno spopolnjevanje
With more and more schools, teachers and pupils experiencing Europe in their everyday life at school, school education is broadening its horizons and helping young people to become active European citizens.
S tem, ko se vedno več šol, učiteljev in učencev v svojem vsakodnevnem delu v šoli srečuje z Evropo, se ob- - zorja šolskega izobraževanja širijo in mladim omogočajo postati dejavni evropski državljani.
Class exchanges in Europe – visiting friends and experiencing everyday life in schools abroad and to communicate effectively in a language which is not their mother tongue.
Izmenjave učencev v Evropi – obisk prijateljev in izkušnja vsakdanjika na šoli v tujini ni njihov materni jezik.
As many teachers constantly report, pupils gain self-confidence and social competences in organising their work within the common European project.
Mnogi učitelji nenehno zatrjujejo, da se med udejstvovanjem v okviru skupnega evropskega projekta okrepi samozavest in izboljšajo socialne veščine učencev.
The common feature of all bilateral partnerships is that pupils get an insight into a language which they normally do not learn at school.
V tovrstnem partnerstvu sodelujeta le dve šoli iz dveh držav.
Many pupils manage to establish long lasting contacts with their peers in the partner schools, continue regular e-mail exchanges and visit each other after the project has finished.
Njihovo sodelovanje temelji na učenju tujih jezikov, vključuje pa tudi medsebojno izmenjavo učencev.
Among the Comenius School Partner ships, the so-called Bilateral Part ner ships form a specific type of cooperation between schools.
Vsebine partnerskih projektov se lahko zelo razlikujejo med sabo in primeri, opisani v tej brošuri, pričajo o raznolikosti dejav- nosti in zamisli.
In these School Partnerships, only two schools from two different countries work together.
Skupna značilnost vseh dvostranskih partnerstev je, da se učenci seznanijo s tujim jezikom, ki se ga sicer v šoli ne učijo.
They focus their co stop er a tion on language learning and the partnerships include a reciprocal class exchange.
Veliko učencev sklene dolgotrajna prijateljstva z učenci partnerskih šol – dopisujejo si med seboj prek elektronske pošte in se obiskujejo tudi po koncu projekta.
The content of the actual project can vary a lot and the examples given in this brochure
Imajo priložnost za povezovanje z mladimi iz drugih držav in za učinkovito sporazumevanje v jeziku, ki
Teachers don’t stop learning! – In-Service Training for school education staff
Učitelji se ne prenehajo učiti! – Stalno strokovno spopolnjevanje zaposlenih v šolskem izobraževanju
_BAR_ 5 for one person can become the start of a much more ambitious European adventure.
_BAR_ 5 jih programi zanimajo, lahko zaprosijo za sofinanciranje, ki pokriva stroške spopolnjevanja, potne stroške in dnevnice.
These grants make it possible for participants from different countries to attend the course.
Ta finančna pomoč omogoči udeležencem iz različnih držav, da se udeležijo spopolnjevanj.
Their feedback also presents a valuable insight in the success of the courses.
Njihove povratne informacije predstavljajo dragocen vpogled v uspešnost le-teh.
Taking part in a training course in another European country may sound like “just a nice trip abroad”, but is actually much more than that.
Udeležba na spopolnjevanju v drugi evropski državi morda zveni kot prijeten „izlet“ v tujino, dejansko pa je precej več kot to.
Learning in a foreign language, exchanging views and experiences with colleag- ues from other European countries and becoming familiar with new teach ing methods and approaches is a demanding, but also very rewarding ex per ience.
Poučevanje v tujem jeziku, izmenjava pogledov in izkušenj s kolegi iz drugih evropskih držav ter seznanjanje z novimi metodami poučevanja in pristopi je zahtevna, a tudi zelo koristna izkušnja.
It is not only the individual teacher who benefits from the training – it can also change everyday school life; by disseminating new knowledge among colleagues, introducing new ways of working and keeping in contact with teachers from other countries, a one week training course
Enotedenski tečaj spopolnjevanja, ki prinese s seboj posredovanje novih znanj med kolegi, vpeljavo novih načinov dela in ohranjanje stikov z učitelji iz drugih držav, pa je lahko za posameznika tudi začetek precej ambi-cioznejše evropske pustolovščine
To make European In-Service Training courses for teachers and other school education staff possible, courses first have to be developed.
Da bi omogočili evropsko stalno strokovno spopolnjevanje za učitelje in drugo učno osebje, je treba najprej pripraviti programe zanj.
This is done by many Comenius Multilateral Projects or Networks.
To je naloga številnih Comenius večstranskih projektov ali mrež.
This brochure presents several successful In-Service Training courses which started as a Comenius project.
Ta brošura predstavlja več uspešnih programov stalnega strokovnega spopolnjevanja, ki so nastali kot Comenius projekti.
Based on the analysis of current European trends and needs in school education, project partners from different European countries develop teaching material and courses for school education staff.
Partnerji projekta iz različnih evropskih držav oblikujejo učna gradiva in programe spopolnjevanja za učno osebje na podlagi analiz trenutnih tokov in potreb na področju evropskega šolskega izobraževanja.
They announce
Vsi, ki
How to make the most out of your training experience?
Kako čim bolje izkoristiti izkušnjo spopolnjevanja?
Two projects which are presented in this brochure are actually not training courses, but tried to help participants to gain more from their European learning experience.
Dva projekta, predstavljena v tej brošuri, pravzaprav nista programa spopolnjevanja, ampak sta skušala udeležencem pomagati, da svojo evropsko učno izkušnjo čim bolje izkoristijo.
How to prepare yourself for an In-Service Training course in another country?
Kako se pripraviti na strokovno spopolnjevanje v drugi državi?
How to make useful contacts with colleagues from abroad?
Kako navezati koristne stike s kolegi iz tujine in kako jih vzdrževati?
How to stay in contact?
Kako razširjati svoje znanje med kolegi?
How to disseminate your knowledge best among colleagues?
Tako projekt EMAN (Evropska mreža za mobilnost diplomantov – European Mobility
Both the EMAN (European Mobility Alumni
Alumni Network) kot projekt MODE (Mobilnost in evropska dimenzija – Mobility and European Dimension) posredujeta koristne namige, ki temeljijo na izkušnjah številnih nekdanjih udeležencev.
Being mobile right from the start with over 200 pupils – 200 pupils who learn more about the assistant’s home country, who learn some words in his or her language and who use a foreign language to talk with the assistant.
Mobilnost od samega začetka je pokazala, da asistent med opravljanjem svoje prakse dela z več kot 200 učenci – torej 200 učencev izve več o državi asistenta, se nauči nekaj besed v njegovem maternem jeziku in se z njim pogovarja v tujem jeziku.
With about 1,400 assistants working in schools all over Europe, up to 300,000 pupils benefit from this action.
V šolah po vsej Evropi deluje 1400 asistentov in ta akcija ima pozitivne učinke na približno 300000 učencev.
Comenius Assistants spend three to ten months at their host school.
Comenius asistenti preživijo tri do deset mesecev na šoli gostiteljici.
They assist in classroom teaching, organise local projects, work with smaller groups of pupils and often teach their native language.
Pomagajo pri pouku v razredu, izvajajo lokalne projekte, delajo z manjšimi skupinami učencev in pogosto vodijo ure pouka svojega maternega jezika.
Many help their host schools to start or implement international and European cooperation projects.
Veliko jih je v pomoč šoli gostiteljici pri načrtovanju ali izvajanju mednarodnih in evropskih projektov sodelovanja.
In 2004 a survey found that during his stay an assistant works
Raziskava iz leta 2004
Student teachers certainly know the school system in their home country.
Študenti – bodoči učitelji poznajo šolski sistem v svoji državi.
They have been pupils and they might already have done some training in school education.
Še nedavno so bili dijaki in morda so že opravili pedagoško prakso na šoli.
But why not get a broader European view of teaching right from the beginning of a teacher’s career?
A zakaj ne bi spoznali širšega evropskega pogleda na poučevanje prav na začetku svoje učiteljske poti?
And why not bring a little bit of Europe into a school abroad?
In zakaj ne bi v šolo v tujini vnesli kančka Evrope? To je bila osnovna zamisel, ki je privedla k uvedbi sheme Comenius asistentov.
6 _BAR_ other’s customs and traditions, and become familiar with the sign language used by their exchange partners.
6 _BAR_ da pridobijo nova znanja, se poučijo o običajih in tradicijah druge države in se spoznavajo z znakovnim jezikom, ki ga uporabljajo njihovi partnerji v izmenjavi.
Two schools for the hearingimpaired produced five issues of an English-language magazine for this project.
Za ta projekt so učenci z dveh šol za gluhe uredili pet številk revije v angleščini.
The pupils engaged in a variety of activities related to magazine production to help improve their written English as well as their general communication skills.
Učenci so se ukvarjali z najrazličnejšimi dejavnostmi, povezanimi z iz da-janjem revije, da bi izboljšali svoje pisno izražanje v angleščini in splošne sporazumevalne spretnosti.
Their visits also helped them learn and teach Slovak and Lithuanian sign language whilst getting to know each other.
Na obiskih so se naučili uporabljati in poučevati slovaški in litovski znakovni jezik in se hkrati med seboj spoznavali.
Students organised athletic competitions and the social agenda included pantomime parties.
Učenci so pripravili športna tekmovanja, med družabnimi dogodki pa so bile tudi zabave s pantomimo.
Host parents prepared national dishes to honour their guests.
Starši gostitelji so pripravili nacionalne jedi v čast svojih gostov.
In addition, pupils were given the opportunity to visit places of interest such as nearby cities or national parks to learn more about the local environment, culture and traditions.
Učenci so imeli priložnost obiskati tudi znamenitosti, denimo bližnja mesta in narodne parke, da so izvedeli več o lokalnem okolju, kulturi in tradiciji.
The students had to learn about and complete a number of tasks while producing the magazines.
Med urejanjem revije so se morali učenci naučiti veliko novega in opraviti številne naloge.
They had to choose the topics, search for information, write articles, translate them into English and edit them.
Morali so izbrati teme, poiskati informacije, napisati prispevke, jih prevesti v angleščino in jih urediti.
Most of the work – including downloading, scanning, using Microsoft Word and taking pictures – was performed on computers.
Večino dela – vključno s prenosom gradiva, skeniranjem, uporabo Microsoft Worda in obdelavo fotografij – je bilo opravljenega s pomočjo računalnikov.
Five issues of the magazine were published and contained information about the pupils, their schools, cities, countries, the hearingimpaired community and the project itself.
Pet izdanih številk revije je vsebovalo informacije o učencih, njihovih šolah, mestih, državah, skupnostih gluhih in samemu projektu.
The exchanges were a unique opportunity for hearingimpaired pupils. Their basic social skills improved along with their motivation to learn languages – a rarity among deaf and hard-of-hearing students.
V obeh državah je med izmenjavo potekalo veliko dogodkov, učenci so se udeležili pouka biologije, kemije, zgodovine, angleščine, litovščine, geografije, tehnike in umetnosti.
The pupils made new hearingimpaired friends.
Te učne ure so bile lepa priložnost za učence,
This increased their selfesteem since they realised that persons with a disability can contribute to teamwork and join international projects too.
Za slušno prizadete učence sta bili izmenjavi edinstvena priložnost.
During both exchanges, students used sign language and written English to communicate with each other and share their experiences about producing magazines.
Izboljšale so se njihove osnovne socialne spretnosti hkrati z motiviranostjo za učenje tujih jezikov – kar je med gluhimi in naglušnimi učenci redkost.
They also collected material and prepared a multimedia CD and DVD.
Učenci so se spoprijateljili s sebi enakimi, kar je povečalo njihovo samozavest, saj so spoznali, da lahko tudi osebe s posebnimi potrebami prispevajo k timskemu delu in se udeležujejo mednarodnih projektov.
Many events were held in both countries during the exchanges and the students attended biology, chemistry, history, English, Lithuanian, geography, technology and art classes.
Med izmenjavama so si udeleženci izmenjavali izkušnje z izdajanjem revij in se sporazumevali med sabo v znakovnem jeziku in pisni angleščini.
These lessons were a great opportunity for the pupils to gain new knowledge, learn about each
Zbrali so tudi vsebine in izdelaliza zgoščenko in DVD.
Bilateral School Partnership:Let’s communicate in Europe
Dvostransko šolsko partnerstvo:Let’s communicate in Europe
PROJECT COORDINATORKAUNAS COUNTY EDUCATIONAL CENTRE FOR THE DEAF AND HARD OF HEARINGLITHUANIA
NOSILEC PROJEKTA IZOBRAŽEVALNO SREDIŠČE ZA GLUHE IN NAGLUŠNE OBČINE KAUNAS LITVA
CONTACT DETAILSUosio str. 7LT-50145 Kaunas E-mail: neprigir@nim.kaunas.lm.lt
KONTAKTNI PODATKIUosio str. 7LT-50145 Kaunas E-naslov: neprigir@nim.kaunas.lm.lt
This first visit was also devoted to discovering the rich cultural, architectural and historical heritage of the area.
Prvi obisk je bil namenjen tudi spoznavanju bogate kulturne, arhitekturne in zgodovinske dediščine regije.
In this project, two groups of stonemasonry students honed their stonecutting skills while collaborating on a gothic portal.
V okviru tega projekta sta dve skupini dijakov kamnoseške smeri obrusili svoje kamnoseške spretnosti v skupnem delu na gotskem portalu.
They improved their foreign language and computer skills by working together over the Internet and in workshops.
Dijaki so izboljšali znanje tujega jezika in računalniške spretnosti med sodelovanjem prek spleta in v delavnicah.
In addition, students learned about other cultures, becoming more tolerant and open-minded.
Ob tem so se učili o drugih kulturah, kar je povečalo njihovo strpnost in odprtost.
The French students completed the portal during their trip to Poland.
Francoski dijaki so dela na portalu zaključili med obiskom Poljske.
The Polish hosts organised visits to historical, architectural and cultural sites and continued their work on the dictionary, which was completed, along with the website, before the end of the school year.
Gostitelji so pripravili obisk zgodovinskih in arhitekturnih znamenitosti ter nadaljevali delo s slovarjem, ki je bil skupaj s spletno stranjo končan pred koncem šolskega leta.
The project culminated in the construction of a gothic portal in Gdańsk.
Vrhunec projekta je bil izdelava gotskega portala v Gdansku.
The students also created a technical dictionary in French, English and Polish on stonecutting as well as a collection of building guidelines for teachers and students in both French and English.
Dijaki so izdelali tudi tehnični slovar s področja kamnoseštva v francoščini, angleščini in poljščini ter zbirko napotkov o gradnji za učitelje in dijake v francoščini in angleščini.
Two websites provided online reports of both exchanges, documenting the students’ impressive accomplishments.
Dve spletni strani sta objavili reportaže o obeh izmenjavah in dokumentirali izjemne dosežke dijakov.
This bilateral project was remarkable because most of the students came from social backgrounds that normally would have prevented them from travelling.
Ta dvostranski projekt je bil posebej izjemen zato, ker je večina dijakov izhajala iz družbenih okolij, ki bi jim sicer običajno potovanje.