natgillin/translations-raw huggingface dataset:
A vision without an action plan is a daydream — an action plan without a vision is a nightmare.(Backa)
Vizija brez akcijskega načrta je le sanjarjenje, akcijski načrt brez vizije pa mora“ (Backa).
The key role of committed individuals and teams that, for example, was observed in an Austrian study (1) of Leader mainstreaming, cannot be achieved by merely introducing a new measure, or new funding opportunities, or by administrative directives: ‘It is much more a question of enabling (the administrators and support structures) and empowering (the local actors and intermediaries), and it requires the combination of an explicit strategic purpose with more indirect interventions.’
Ključne vloge vključenih posameznikov in skupin, ki je bila na primer ugotovljena v avstrijski študiji (1) o vključevanju v program Leader, ni mogoče doseči le z uvedbo novega ukrepa ali novimi možnostmi financiranja ali upravnimi navodili: „To je dejansko vprašanje usposabljanja (upravnega osebja in podpornih struktur) in pooblaščanja (lokalnih udeležencev in posrednikov), za doseganje tega pa sta potrebna jasen strateški namen in bolj posredno interveniranje.“
One of the methods implemented by Leader is the development plan required for every LAG.
V skladu z eno od metod, ki se izvaja v okviru programa Leader, je za vsako lokalno akcijsko skupino potreben razvojni načrt.
Developing a functional plan requires the participation of those concerned.
Za oblikovanje funkcionalnega načrta je potrebno sodelovanje udeležencev.
The planning process is sometimes as important as the plan itself.
Proces načrtovanja je včasih tako pomemben kot sam načrt.
This is the reason why plans written by external consultants or smaller teams may often look good but often fail in their implementation.
Zato so načrti, ki jih pripravijo zunanji svetovalec ali manjše skupine, v teoretičnem smislu dobri, vendar pogosto neuspešni v izvajanju.
An Italian LAG described their relatively long experience from working with the Leader method and mainstreaming it in this manner:‘The application of the same Leader method to develop actions supported by other programmes has in particular allowed it to overcome some “limits” of the Leader environment itself (limitation of time, economic resources and inhibition of some types of initiative due to some spe-ci c rules, etc), and to obtain excellent results, put problems and good practices of rural areas into wider contexts, and proceed with a consistent, unitary and sustainable development programme.’
Italijanska lokalna akcijska skupina je predstavila svoje sorazmerno dolgoletne izkušnje z metodo programa Leader in njenim vključevanjem na naslednji način: „Uporaba iste metode programa Leader za oblikovanje dejavnosti, ki jih podpirajo drugi programi, je tej skupini omogočila zlasti odpravo nekaterih omejitev v zvezi s samimi značilnostmi programa Leader (omejitev časa, gospodarski viri in ovira-nje nekaterih vrst pobud zaradi nekaterih posameznih pravil itd.) in doseganje odličnih rezultatov, prenos vprašanj v zvezi s težavami in dobrih praks podeželskih območij v splošni okvir ter nadaljevanje skladnega, enotnega in trajnostnega razvojnega programa.“
(1) ‘Methods for and success of mainstreaming Leader innovations and approach into rural development programmes’, nal report by ÖIR–
(1) Methods for and success of mainstreaming Leader innovations and approach into rural development programmes (Metode in uspeh vključevanja inovacij in pristopa programa Leader v programe za razvoj podeželja): končno poročilo ÖIR, Managementdienste GmbH, Dunaj, 19. aprila 2004.
In Finland, and quite possibly in many other European countries, the village movement has been an important foundation for local development.
Na Finskem in verjetno tudi v veliko drugih evropskih državah je gibanje za razvoj vasi pomemben temelj lokalnega razvoja.
The method used to produce a ‘village development plan’ brings together people from a local setting to discuss and elaborate possible futures and re ect on local strengths in relation to these scenarios.
Metoda, ki se uporablja za oblikovanje načrta za razvoj vasi, povezuje ljudi iz lokalnega okolja, da razpravljajo o možnostih za izboljšanje podeželja v prihodnosti in v razpravah poudarijo lokalne prednosti v zvezi s temi možnostmi.
The Leader programme for the region of Ostrobothnia stated that Leader projects can be funded only if it is in line with what the people in the village want.
Za projekte lokalne akcijske skupine iz regije Ostrobothnia so bila sredstva programa Leader zagotovljena šele potem, ko je bilo zagotovljeno, da so v projektih upoštevane želje ljudi v vasi.
This did not mean that everyone in the village had to decide on every project, but that every village that wanted funding for a project in their village needed to have a village plan that showed the strategy they had chosen.
To ne pomeni, da se je moral vsak v vasi odločati glede vsakega projekta, ampak da je morala vsaka vas, ki je želela pridobiti sredstva za projekt v svoji vasi, imeti vaški načrt, iz katerega je bila razvidna izbrana strategija.
Know how — and know why!
Poznavanje vzrokov težav in načinov za njihovo odpravljanje
The plan shows the will of the people (i.e. know why) and inspires people to develop new projects and gives a context (know-how) for the individual projects.
V načrtu je izražena volja ljudi (poznavanje vzrokov), pri čemer jih načrt spodbuja tudi pri razvijanju novih projektov in povezuje posamezne projekte z drugimi projekti (poznavanje načinov).
This process, according to Backa, gives ‘the highest power to the lowest level’.
V tem procesu ima po mnenju Backe „največjo moč najnižja raven“.
As Dr Ann McGee-Cooper, creator of the concept ‘servant leadership’ writes in the book Insights on leadership,
Ustvarjalka koncepta uslužnega vodenja dr. Ann M c Ge e - Cooper je v svoji knjigi Insights on Leadership ugotovila, da:
Thus a participatory approach does not imply not advocating your own view, but requires you to be explicit in what you mean, and properly balanced with a listening approach to hear what others mean with the same words or expressions.
Tako pristop sodelovanja ne pomeni nezagovarjanja lastnega stališča, ampak zahteva jasnost izraženega in ustrezno uravnoteženost s pristopom poslušanja, da se ugotovi, kakšno mnenje izražajo z istimi besedami ali izrazi drugi člani.
Many testimonies from LAG group work over the years speak about becoming more of ‘we’ than ‘from my point of view’, and becoming a true collaborative team.
Po izkušnjah veliko predstavnikov lokalnih akcijskih skupin se v teh skupinah namesto edninskih (z mojega stališča) spodbuja raba množinskih slovničnih oblik (me-nimo), s čimer postajajo skupine, katere člani medsebojno resnično sodelujejo.
This requires time as well as a conscious, common approach to where we are heading and why.
Za doseganje takšne ravni je potrebno nekaj časa ter zavesten skupni pristop v zvezi z odločanjem o ciljih in vzrokih sodelovanja.
It is not an easy process, but every LAG will have to work their way through it.
Čeprav to ni enostaven proces, se bo moral uporabiti v vsaki lokalni akcijski skupini.
A way to get more profound in this process is recommended by The Dalarna Region, who presented their experiences in the Leader+ Observatory seminar in Tihany, Hungary, November 2006 (see box).
Predstavniki regije Dalarne, ki so svoje izkušnje v zvezi s sodelovanjem v seminarju Observatorija Leader+ predstavili novembra 2006 v Tihanyju na Madžarskem (glej spodaj), so priporočili način za večjo učinkovitost tega procesa uveljavljanja skupnega pristopa.
Regional authorities in the county of Dalarna, Sweden, have worked for years with different participatory planning tools involving the 15 communities, as well as civil and private sector representatives.
Regionalni organi v okrožju Dalarna na Švedskem so mnogo let uporabljali različna orodja za načrtovanje, pri čemer je z njimi sodelovalo 15 skupnosti ter predstavniki civilnega in zasebnega sektorja.
One case looked at creating local plans which would reach the national goal of acceptable private and public services in all parts of the rural areas (shops, access to authorities etc.).
V enem primeru je bilo preučeno oblikovanje lokalnih načrtov, s katerimi bi se dosegel nacionalni cilj sprejemljivih zasebnih in javnih storitev v vseh delih podeželskih območij (trgovine, dostop do organov itd.).
This process was from the very beginning designed to focus on learning from each other and over time.
Ta proces je bil od samega začetka oblikovan tako, da je bil njegov cilj tudi dolgotrajno medsebojno učenje.
There were ongoing meetings to rebuild the plan in light of factual realities and changed visions.
Organizirana so bila stalna srečanja za spremembo načrta glede na dejstva in spremenjene poglede.
However, in spite of these many meetings and discussions, there was not much in the way of results.
Vendar do take spremembe načrta kljub številnim srečanjem in razpravam ni prišlo. V procesu se je končno pokazalo, da so različni ljudje z različnimi besedami izražali različne stvari.
In fact it was easier to agree on vague ‘buzz-words’ than to actually pinpoint real problems.
Dejansko se je bilo lažje strinjati z nejasnimi modnimi besedami, kot pa dejansko rešiti prave težave.
This experience showed that the only chance to get functional plans in place is to consciously work on moving from implicit to explicit, so that every person really tries to be very clear about what is being said/communicated to the group.
Ta izkušnja je pokazala, da je edina možnost za oblikovanje funkcionalnih načrtov zavestno prizadevanje za premik iz implicitnega v eksplicitno delovanje, tako da si vsaka oseba resnično prizadeva za čim večjo jasnost informacij, ki se predložijo/sporočijo skupini.
The basis for the work lies in an explicit root-cause analysis: why are we in the current situation?
Podlaga za delo je jasna analiza osnovnih vzrokov, tj. dejanskih vzrokov za obstoječe razmere?
Only then can a programme planning process by open discussion go ahead.
Le tako se lahko proces načrtovanja programa nadaljuje z odprto razpravo:
Will we be able to recognise that our programme will have the effects we want?How do we find the relevant changes that we want to occur to make the effects come true?(methods to reach eff ects)Are they based on the right assumptions?
– Ali bomo sposobni prepoznati, da je naš program tako učinkovit, kot si želimo?– Kako poiščemo ustrezne spremembe, s katerimi bomo dejansko dosegli primerne učinke (metode za doseganje učinkov)?– Ali temeljijo te spremembe na pravih predpostavkah?
While these questions seem basic, the answers to them are in theory a precondition for all project and programme planning.
Čeprav se zdi, da so to osnovna vprašanja, so odgovori nanje teoretično temeljni pogoj za vsako načrtovanje projekta in programa.
To deepen these questions, the following questions might be useful:
Za večjo uporabnost teh vprašanj so morda koristna naslednja vprašanja:
What is the most important change that must take place in order to achieve our goal?Why does it not happen today?What is the problem/obstacle behind it?
– Katera je najpomembnejša sprememba, ki je pomembna za doseganje našega cilja? – Zakaj se ta sprememba še ni zgodila? – Katere so težave/ovire, da se ta sprememba še ni zgodila?
For more information, please send an e-mail to eva.lundin@w.lst.se
Za več informacij pošljite sporočilo na eva.lundin@w.lst.se.
Acting and learning: reflective practitioners
Ukrepanje in učenje: razmišljajoči strokovnjaki
Learning from others
Medsebojno učenje
‘What did you learn at work today?’ I fear the day when my own question to my kid: ‘What did you learn at school today, dear little boy of mine’, is returned to me with ‘And what about you, Daddy?’
„Kaj ste se danes naučili na delovnem mestu?“ Bojim se dne-va, ko mi bo otrok na vprašanje „kaj si se danes naučil v šoli, otrok“, odgovoril „kaj si se naučil ti, očka“.
Throughout Europe there are numerous programmes being carried out to enhance the development of the quality of life of citizens.
V Evropi obstajajo številni programi, ki se izvajajo za spodbujanje boljše kakovosti življenja državljanov.
Most of these are also evaluated, with efforts being made to monitor that the programmes implemented are managed in the most e cient way, and are purposeful in relation to their objectives.
Večina od teh programov se tudi ovrednoti, hkrati pa se programe, ki se izvajajo, poskuša spremljati, zato da se upravljajo na najbolj učinkovit način in da svoje cilje resnično uresničujejo.
Many important conclusions are drawn in these evaluations.
Na podlagi teh vrednotenj se pripravi veliko pomembnih sklepov.
For Leader, it can be very useful to study the midterm review of Leader+ or the ex post evaluation of Leader II, http://ec.europa.eu/agriculture/rur/leaderplus/library/eudocuments/evaluation_en.htm
V zvezi s programom Leader je lahko zelo koristno preučti vmesni pregled programa Leader+ ali naknadno vrednotenje programa Leader II na strani http://ec.europa.eu/agriculture/rur/leaderplus/library/eudocuments/evalu-ation_en.htm.
In 1983, Donald Schön wrote a book on day-to-day learning called The Reflective Practitioner which became a standard for managers, and was followed up by many articles.
Donald Schön je leta 1993 napisal knjigo o vsakodnevnem učenju z naslovom The reflective practitioner, ki je postala temeljna literatura za vodilne ljudi in podlaga za številne članke.
This comes close to what Peter Senge means with ‘personal mastery’ (see ‘A brief note on theory’).
Koncept vsakodnevnega učenja je podoben kon-ceptu osebnostnega razvoja, ki ga je izpostavil Peter Senge (glej zgoraj).
Leader provides a space for action which allows a partnership to try new and innovative approaches.
V okviru programa Leader je mogoče izvajati dejavnosti, ki omogočajo partnerstvu preskušanje novih in inovativnih pristopov.
This, in combination with a conscious time and space for reflection, provides a good ground for learning, both on the individual and group level.
Povezanost takšnega preskuša-nja ter zavestnega upoštevanja časa in možnosti za razmislek je dobra podlaga za učenje na ravni posameznika in skupine.
However, there are many other evaluations of programmes which include rural development, at European, national and regional levels. According to Peter Backa: ‘One of the ideas behind the Leader method is to cross borders.
V študiji Švedinje Cecilie Waldenström o akterjih v razvoju podeželja (vključno s programom Leader) je bilo ugotovljeno, da obstajata dva osnovna pogoja za pravilen proces učenja za lokalni razvoj: razpoložljivost „možnosti za delovanje“ in „možnosti za razmislek“.
Only focusing on Leader is against the soul of Leader!
Oboje je uresničlji-vo le v okoliščinah, ki to dopuščajo.
Crossing sector, regional and other borders is a trademark of Leader.
Elena Saraceno, ki je zagovarjala model Leader že na začetku in je izkušena na področju izvajanja politike EU, je izjavila:
This means we should not forget to use the experiences, competence and networks of other programmes; European, national and even regional, like Interreg, EQUAL, URBAN…’
Vendar obstaja še veliko drugih vrednotenj programov, ki vključujejo razvoj podeželja na evropski, nacionalni in regionalni ravni.
In a Swedish study by Cecilia Waldenström, on actors in rural development (including Leader), it was found that there are two prerequisites for a true learning process for local development: the availability of ‘space for action’ and ‘space for reflection’.
Po mnenju Petra Backa je „ena od zamisli, ki jo vključuje metoda Leader, čezmejno sodelovanje. Osredoto-čenje le na program Leader je v nasprotju s smislom programa Leader.
This can only take place in a permissive context.
Medsektorsko, medregijsko in drugo povezovanje je blagovna znamka programa Leader.
Elena Saraceno, an early advocator of the Leader model and an experienced person on the implementation of EU policy, explicitly stated that:
To pomeni, da ne smemo pozabiti na izkoriščanje izkušenj, usposobljenosti in mrež drugih programov, tj. evropskih, nacionalnih in celo regionalnih programov, kot so Interreg, EQUAL, URBAN...“
‘Local action groups, with a global allowance, and having a substantially free hand in deciding the contents of their business plans was the true radical innovation of Leader.(Elena Saraceno)
„Resnična temeljita inovacija programa Leader so bile lokalne akcijske skupine, ki so imele splošno podporo in so se lahko zelo svobodno odločale o vsebini svojih poslovnih načrtov“ (Elena Saraceno).
Evaluations seldom reach out to those who are on the brink of implementing new programmes and projects.
Vrednotenja redkokdaj zajamejo lokalne akcijske skupine, ki šele začenjajo izvajati nove programe in projekte.
People who are directly involved in the development of their community or region very seldom have previous evaluations as a basis for their planning and development work.
Ljudje, ki so neposredno vključeni v razvoj svoje skupnosti ali regije, redkokdaj uporabijo prejšnja vrednotenja kot podlago za načrtovanje in delo, povezano z uresničevanjem načrta.
Instead, they often search for ways to enter a dialogue with people who themselves have made efforts to create development in an area.
Namesto tega pogosto iščejo načine za vzpostavitev dialoga z ljudmi, ki so si sami prizadevali za razvoj na svojem območju.
People who have tried, failed and tried again.
To so ljudje, ki so poskusili prispevati k razvoju, pa jim to ni uspelo in so zato poskusili še enkrat.
Personal testimonies are considered more heavyweight than printed reports.
Osebna pričevanja so pomembnejša kot pa natisnjena poročila.
This is a perfectly rational way to relate to information.
Nasprotniki lahko temu nasprotujejo z argumentom, da učenje ni proces izražanja vzrokov in posledic, ampak da deluje kot prizma.
Actually having tried to learn how to do things is respected more than knowing about how to do it.
Skupno število vplivov, ki zadevajo dosežke procesa učenja, je nemogoče nadzorovati in ga je včasih težko določiti.
We have a tendency to place greater value on learning by doing than on academic studies, although this is not to say that there is necessarily a contradiction with this.
Včasih (verjetno skoraj vedno) je nemogoče poznati vsa dejstva in oblikovati pravilne sklepe.
One may well argue that learning is not a ‘cause-effect-re ect’ process but rather works like a prism.
Vsak podjetnik ali vodja podjetja bi potrdil in povedal, da se veliko sprejetih odločitev opravi na podlagi dobrega občutka.
The amount of influences which a ect the outcome of a learning process is impossible to control, and sometimes difficult to specify.
Zato mora lokalna akcijska skupina vzpostaviti razmere, ki spodbujajo zaupanje ne le med svojimi člani, ampak tudi v odnosu do upravičencev.
It is not always (probably very seldom) possible to get all the facts into the open and draw correct conclusions.
To je zelo razumen način pridobivanja informacij.
Any entrepreneur or business manager would witness and tell you that many of the decisions taken are done so on a gut feeling.
Dejansko se preskušanje, kako dejansko izvajati projekt, spoštuje bolj kot samo védenje, kako to narediti.
This requires the LAG group to create a sense of trust, not only among its members, but also in relation to the beneficiaries. ciaries.
Za ljudi ima večjo vrednost učenje iz izkušenj in ne akademske študije, čeprav to še ne pomeni, da obstaja med obojim protislovje.
Having said this, it is also necessary to argue that this does not imply that it would be of little or no use to be structured, and to gather and store as much information as possible to improve and create the best possible preconditions for new, innovative ideas.
V zvezi s tem je treba hkrati zavrniti stališče, da bi bilo strukturirano načrtovanje skoraj neuporabno ali popolnoma neuporabno, ter zbirati in hraniti čim več informacij, da se izboljšajo in vzpostavijo najboljši osnovni pogoji za nove inovativne zamisli.
This is true both at the individual and organisational level.
To je potrebno na ravni posameznika in organizacije.
Best practice is inspiring and a good way of animating.
Po mnenju Petra Backa so „najboljša praksa lastne pobude in ustrezen način spodbujanja.
But best practice is not always easy to use in a different context; local variations, cultural differences and so on, can create problems if best practice is copied from elsewhere and implemented in a new context.(Backa)
Vendar najboljše prakse ni mogoče vedno uporabiti enostavno v različnih okoliščinah; zaradi lokalnih različic, kulturnih razlik in drugih okoliščin lahko na-stanejo težave, če se najboljša praksa posnema po najboljši praksi iz drugega okolja in se izvaja v novih okoliščinah“.
Indeed, experience from a certain area and a certain time might very well be counterproductive in a new area and a new time.
Izkušnje iz nekega drugega območja in časovnega obdobja lahko dejansko zelo negativno vplivajo na izvajanje projekta v novem območju in časovnem obdobju.
Thus any experience needs to be processed and put in relation to other experiences to draw any conclusions as to the value of any findings in a new context.
Tako je treba preučiti vsako izkušnjo in jo povezati z drugimi izkušnjami, da se določi vrednost vseh ugotovitev v novih okoliščinah. To je jasno poudaril že Arne B.
This was explicitly stated by Arne B. Thomsen at the Danish national network unit (NNU) when inviting new Member States to learn from Danish experiences: to mention the networking aspect.
Thomsen iz danske nacionalne omrežne enote, ko je povabil nove države članice k učenju iz danskih izkušenj: tečaji v več državah, ki se izvajajo za spodbujanje prenosa znanja med programskimi obdobji, kar je pomembno tudi za krepitev sposobnosti in zmogljivosti ter zlasti vidik mreženja.
In the Austrian study, it was concluded that: ‘The competence challenge is posed by the increase in complexity, and engendered by the integration of Leader features into mainstream rural development programmes.
V avstrijski študiji je bilo ugotovljeno, da: „temelji izziv v zvezi z sposobnostjo na večji zapletenosti, pri čemer ga ogroža vključevanje značilnosti programa Leader v glavne programe za razvoj podeželja.
Technical assistance and animation at two levels (between programming authority and local groups and between the local group and the beneciaries) play a crucial role, as well as sucient time to learn and to optimise organisational processes.
Ključno vlogo imajo tehnična pomoč in spodbujanje na dveh ravneh (med programskimi organi in lokalnimi skupinami ter lokalno skupino in upravičenci) ter zagotavljanje ustreznega časa za učenje in optimizacijo organizacijskih procesov.
Capacity building must not be only constrained to the local group’.
Krepitev zmogljivosti ne sme biti omejena le na lokalno skupino“.
You are welcome to visit us and to see what and how we have done but I prohibit you to try to copy it!
„Vabim vas, da nas obiščete in vidite, kaj smo naredili in kako smo to naredili, vendar vam prepovedujem, da poskušate to posnemati.
Visit us and visit others, but draw your own conclusions and do it your own way!
Obiščite nas in druge, vendar delajte na podlagi lastnih ugotovitev in na svoj način.“
In our everyday practice, this is how we handle information.
V naši vsakdanji praksi obravnavamo informacije na tak način.
New experiences are ‘ltered’ by our previous experiences to see how they t in.
Nove izkušnje se prečistijo na podlagi prejšnjih izkušenj, da ugotovimo, kako uporabne so.
We may seek support for our previous conclusions rather than information that overthrows old truths.
V novih izkušnjah iščemo predvsem potrditev za predhodne ugotovitve in ne informacije, s katerimi bi zavrnili spoznanja iz preteklosti.
Many of us do not actively process new information but rather act as ‘collectors’ of experiences and store them, ready to be used later when similar situations occur.
Veliko ljudi ne preučuje novih informacij dejavno, ampak delujejo kot zbiralci izkušenj in jih hranijo, da bi jih lahko uporabili pozneje, ko bodo nastopile podobne razmere.