natgillin/translations-raw huggingface dataset:
Talking to other participants and local people not only did I improve my English but also I learned quite a lot about other European countries.”K. S.Poland
V pogovorih z drugimi udeleženci in domačini nisem le izboljšala svojega znanja angleščine, ampak sem izvedela tudi precej o drugih evropskih državah.« K. S.Poljska
“I understand better the European dimension of teaching English.
»Zdaj bolje razumem evropsko raz -sežnost poučevanja angleščine.
I could compare methodology and systems of education and apply things I found useful.
Pri -mer jam lahko metodologijo in izobraževalne sisteme, nato pa uporabim tisto, kar se mi zdi koristno.
And I improved my English as well.
Izboljšala se je tudi moja angleščina.
I like the idea of a “highly communicative” course where we don’t spend all the time in classrooms but we visit lots of interactive places and meet lots of interesting people.
Všeč so mi takšni seminarji z visoko stopnjo sporazumevanja, kjer ne prebijemo vsega časa v učilnici, ampak si ogledamo tudi številne zanimivosti in spo -znamo veliko zanimivih ljudi.
The projects worked also very well in my opinion.
Menim, da so tudi projekti dobro uspeli.
For me the process discussion, interviews, etc, were even more important than the actual presentation of outcomes.”M. F.Czech Republic
Zame so bili razprave in pogovori še pomembnejši od same predstavitve rezultatov.«M. F.Češka
“During the course I had a very good opportunity to practice English with group-mates, tutors and Irish people.
»Med seminarjem sem imela lepo priložnost za vadbo angleščine s prijatelji v skupini, z mentorji in Irci.
I also shared my experience in intercultural projects (eTwinning) and participated in discussions on education.
Svoje izkušnje sem delila z drugimi tudi v medkulturnih projektih (eTwinning) in sodelovala v razpravah o izobraževanju.
The course was very helpful for language development.
Seminar je bil zelo koristen za izboljšanje jezikovnega znanja.
It also covered several aspects of Irish culture and social life –the things you can’t read from books but have to experience yourself.
Vključeval je tudi številne vidike irske kulture in družabnega življenja – stvari, ki jih ne moreš poznati iz knjig, ampak jih moraš doživeti sam.
The lecturers delivered efficient lectures and I have a lot of teaching ideas to put into practice in my work.
Predavatelji so učinkovito opravili svoje delo, tako da sem dobila veliko zamisli za poučevanje, ki jih moram pri svojem delu uresničiti v praksi.
Also, a lot of ideas arouse from discussion with my colleagues from other European schools.
Veliko zamisli sem dobila tudi v pogovorih s kolegi iz drugih evropskih šol.
The atmosphere was very friendly and fulfilled my expectations.
Vzdušje je bilo zelo prijateljsko in je izpolnilo moja pričakovanja. Najlepša hvala!« M.
Learning by observing – “Job-shadowing” in another country as a means of professional development
Učenje z opazovanjem poteka dela (»job shadowing«) v drugi državi kot oblika strokovnega razvoja
Reports from people who have carried out such “job-shadowing” visits in Grundtvig suggest that when properly planned, this is an extremely effective informal means of improving practice and transferring innovation in the adult education field. field.
Program Grundtvig nudi sofi nanci-ranje, ki omogoča »job shadowing« na ustanovah za izobraževanje odraslih v drugi evropski državi. Gostujoča organizacija naj bi pri tem seveda imela izkušnje s tistega področja, ki udeležence najbolj zanima.
In Grundtvig, grants are provided to facilitate such “job-shadowing” at an adult education organisation in another European country. The organisation to be visited should be experienced in the field of activity the applicant wants to learn.
Iz pričevanj udeležencev tovrstnih obiskov v programu Grundtvig je raz -vidno, da je ob skrbni pripravi to lahko izjemno učinkovita neformalna oblika izboljšanja praktičnega vidika dela in prenosa inovacij na področje izobraževanja za odrasle.
Jobshadowing is a form of professional development in which a member of sta“shadows” a colleague in another institution in order to learn more about his or her daily work.
»Job shadowing« je oblika strokovnega izpopolnjevanja, pri kateri zaposleni v določenem poklicu spremljajo svoje kolege v drugi organizaciji, da bi se naučili več o njihovem vsakdanjem delu.
Participants witness firsthand the work environment, methods and approaches in practice and can learn how a certain method could be put into practice.
Udeleženci spoznajo delovno okolje, načine dela in praktične pristo -pe iz prve roke in se naučijo, kako posamezno metodo udejanjiti v praksi.
Sign language – observing how it is taught in Cyprus, through French eyes
Poučevanje znakovnega jezika na Cipru skozi oči Francoza
In March 2007, French sign-lan-guage instructor Christophe Giner visited Cyprus with the help of a Grundtvig in-service training grant.
Marca 2007 je učitelj francoskega znakovnega jezika Christophe Giner obiskal Ciper s pomočjo sofi -nanciranja programov stalnega strokovnega izpopolnjevanja iz programa Grundtvig.
Here are his reflections on an experience which in the short space of ten days changed his life and work.
Sledi nekaj njegovih razmišljanj o izkušnji, ki je v kratkem času desetih dni spremenila njegovo življenje in delo.
ties, a number of values and activities.
Ta izkušnja je bila izjemno koristna.
I was encouraged to further learn and compare my experience with people I met in Cyprus, I further developed my sign language competences and gained a better understanding of the learning process that has to be implemented when teaching deaf learners.
Obiskal sem številne organizacije in posameznike, ki so dejavni na področju opismenjevanja, denimo šolo za gluhe v Nikoziji, Ciprsko zvezo gluhih v Nikoziji, zvezi gluhih v Larnaki in Limassolu, Ciprsko združenje staršev gluhih otrok, Ministrstvo za delo Cipra – oddelek za inva-lide in ciprsko krovno organizacijo zvez invalidov.
The opportunity to exchange experiences and compare them with different approaches and education systems was of great benefit to my school.
Udeležil sem se tudi izobraževalnih tečajev za gluho mladino.
“My jobshadowing experience con -sis ted in an observation placement at the Deaf Federation of Cyprus in order to have an idea about their activi ties and experiences.
»Moja izkušnja spremljanja poteka dela je bila sestavljena iz opazovanja dela na Ciprski zvezi gluhih, da bi si laže predstavljal, kakšne so njihove dejavnosti in izkušnje.
The main objec tive of this jobshadowing visit, was to gain an understanding of the methods/approaches used for both social and working inclusion of deaf people, as well as to observe activities developed by the deaf community in Cyprus more generally.
Osnovni namen tega obiska tipa ‘job shadowing’ je bil spoznati metode/pristope, ki se upora-bljajo za vključevanje gluhih v družbo in v delovni proces, ter tudi spremljati dejavnosti znotraj skupnosti gluhih na Cipru.
For me this was also an opportunity to discover and appreciate the Cypriot education system targeted at deaf learners.
Zame je bila to tudi priložnost, da spoznam ciprski izobraževalni sistem za gluhe slušatelje in ga začnem ceniti.
I had the opportunity to observe some learners during an entire week.
Imel sem celo priložnost, da nekatere učence spremljam ves teden.
The Cypriot sign language was only recognised as an official language for the deaf as recently as 2006.
Ciprski znakovni jezik je postal uradni jezik gluhih šele leta 2006.
It is still under Greek and American infl u-ence and there is still an absence of training materials.
Še zmeraj se čutijo močni grški in ameriški vplivi in še zmeraj primanjkuje izobraževalnega gradiva v tem jeziku.
To overcome this problem, I had to adapt the icons I was used to in French sign language in order to be able to communicate e ec-tively with the deaf people in Cyprus.
Če sem želel premagati to oviro, sem se moral zateči h kretnjam, ki sem jih navajen iz francoskega znakovnega jezika, da bi se lahko učinkovito sporazumeval z gluhimi na Cipru.
I also proceeded to gather information relating to Cypriot deaf community expectations, and in particular I focused on a comparison between education, social and professional laws and achievements in France and other European countries which was a really useful exercise for me.
Nadaljeval sem z zbiranjem informacij o pričakovanjih ciprske skupnosti gluhih, še posebej
During my stay, I was guided by the President of the National Federation of Deaf and I had the opportunity to meet the Minister of Labour.
Ta izkušnja iz ‚job shadowinga‘ mi je omogočila, da bolje razumem ciprsko kulturo gluhih ter njene številne vrednote in dejavnosti, v čemer je podobna vsem drugim evropskim skupnostim gluhih.
This experience has been a tremendous success. I visited and met a number of organisations and actors active in promoting literacy, such as a
Njeni člani so me spodbujali k nadaljnjemu učenju in primerjavi svojih izkušenj z izkušnjami vseh tistih, ki sem jih spoznal na Cipru, še bolj sem izpopolnil svoje poznavanje znakovnega jezika in podrobneje spoznal učni postopek, ki se uporablja za poučevanje gluhih izobraževalcev.
This jobshadowing experience allow- ed me to better understand Cypriot deaf culture, which seems to share, with all other European deaf communi-
Moja motiviranost za nadaljnje poudarjanje potrebe po priznavanju znakovnega jezika in posebnih učnih potreb gluhih se je nedvomno še okrepila.«
The Grundtvig Programme 2007–2013: Objectives and Actions
Program Grundtvig 2007–2013: cilji in ukrepi
The Grundtvig Programme aims to
Cilja programa Grundtvig sta
22 _BAR_ give them alternative opportunities to access adult education of people involved in adult education and increase its volume, so as to support the mobility of at least 7,000 of such individuals per year by 2013
22 _BAR_ njen obseg, tako da bo do leta 2013 v ukrepe mobilnosti vključenih vsaj 7000 posameznikov;
• respond to the educational challenge of an ageing population in Europe
• olajšati razvoj inovativnih praks v izobraževanju odraslih in njihov prenos, vključno s prenosom iz sodelujoče države v druge;
• facilitate the development of innovative practices in adult education and their transfer, including from a participating country to others
• odzvati se na izobraževalni izziv, povezan s starajočim se prebivalstvom Evrope;
• help provide adults with pathways to improving their knowledge and competences
• izboljšati kakovost in povečati obseg sodelovanja med organizacijami, dejavnimi na področju izobraževanja odraslih po vsej Evropi;
• improve the quality and increase the volume of cooperation between organisations involved in adult education throughout Europe
• podpreti razvoj inovativnih vsebin, storitev, pedagogike in prakse za vseživljenjsko učenje, ki temeljijo na IKT;
• support the development of innovative ICT-based content, services, pedagogies and practice for lifelong learning
• pomagati odraslim najti pot do izpopolnjevanja njihovih znanj in spretnosti.
More specifically the activities sup por ted under the programme are de sign ed to:
Podrobnejši namen dejavnosti, ki jih program podpira, je:
• improve the quality and accessibility of mobility throughout Europe
• izboljšati pedagoške pristope in vodenje organizacij za izobraževanje odraslih.
• assist people from vulnerable social groups and in marginal social contexts, in particular older people and those who have left education without basic qualifications, in order to
• pomagati ljudem iz občutljivih družbenih skupin in obrobja družbe, še posebej starejšim in tistim brez osnovne izobrazbe, ki so opustili izobraževanje, in jim ponuditi drugo priložnost za dostop do izobraževanja;
• improve pedagogical approaches and the management of adult education organisations
• izboljšati kakovost in dostopnost mobilnosti oseb, ki so vključene v izobraževanje odraslih, in povečati
Grundtvig supports the following activities ence costs.
Dejavnosti, ki jih podpira program Grundtvig
• Multilateral projects aimed at improving adult education systems through the development and transfer of innovation and good practice
• Mobilnost posameznikov lahko vključuje izmenjave udeležencev in učnega osebja v izobraževanju odraslih, programe stalnega strokovnega izpopolnjevanja za izobraževalce odraslih in pripravljalne obiske.
• Mobility of individuals which may include: exchanges for learners and stain adult education, In-Service Training courses for adult education staff, preparatory visits
Tečaji in druge oblike usposabljanja lahko trajajo od enega do šestih tednov, povprečna finančna pomoč v višini 1500 evrov (za enotedensko usposabljanje) pa krije prijavnino, potne stroške in dnevnice.
Many training courses are published in a European database for In-Service Training courses on http://ec.europa.eu/education/trainingdatabase/
• Večstranski projekti imajo cilj izpopolniti sisteme izobraževanja odraslih prek razvoja in prenosa inovacij in primerov dobre prakse.
Such In-Service Training grants are not restricted to people wishing to attend formal courses: they can support any activity in another European country which will help your professional development as an adult educator in the broadest sense.
Finančna pomoč za stalno izpopolnjevanje ni omejena le na tiste, ki se želijo udeležiti formalnega usposabljanja; dodeli se lahko vsaki dejavnosti v drugi evropski državi, ki bo pripomogla k poklicnemu razvoju posameznika kot izobraževalca odraslih v najširšem smislu.
That can mean:
To je lahko:
However, candidates who want to apply for a training course which does not appear in this database, are not excluded.
Številni programi usposabljanja so zbrani v evropski podatkovni zbirki programov stalnega strokovnega izpopolnjevanja na spletni stranihttp://ec.europa.eu/education/trainingdatabase/
More information can be found on the following web site:
V poštev pridejo tudi kandidati, ki bi želeli sodelovati v programih izpopolnjevanja, ki niso vključeni v to podatkovno zbirko.
• Networks developing adult education in the discipline, subject area or management aspect to which they relate, identifying, improving and disseminating relevant good practice and innovation, providing content support to projects and partnerships, and promoting the development of needs analysis and quality assurance within adult education.
–manj formalna oblika izpopolnjevanja, denimo študijski obisk, spremljanje zaposlenih (»job shadowing«) ali strokovna praksa;
–less formal kinds of training activity, such as a study visit, jobshadowing or job placement; http://ec.europa.eu/education/ programmes/llp/grundtvig/ index_en.html
• Mreže omogočajo razvoj izobraževanja odraslih na področju stroke, tematskega področja ali oblike upravljanja, na katero se nanašajo.
A number of new activities are currently under development and may be implemented from 2009.
Odkrivajo, izboljšujejo in razširjajo primere dobre prakse in inovacije, zagotavljajo vsebinsko podporo projektom in partnerstvom ter pospešujejo razvoj ugotavljanja potreb in zagotavljanja kakovosti na področju izobraževanja odraslih.
–a European conference or seminar that involves active participation.
Več informacij najdete na spletni strani:
• Grundtvig Learning Partnerships between adult education institutions from different European countries focusing on themes of mutual interest to the participating organisations
–evropska konferenca ali seminar, ki vključuje dejavno udeležbo http://ec.europa.eu/education/ programmes/llp/grundtvig/ index_en.html
Courses and other training activities can run from one to six weeks and the average grant amount is of 1.500 € (for a one-week training course) to cover course fees, travel and subsist-
Trenutno je v pripravi vrsta novih de -javnosti, ki se bodo predvidoma začele izvajati leta 2009.
services relating to any aspect of adult education
V programu lahko sodeluje tako rekoč vsak udeleženec izobraževanja odraslih, denimo nudijo usmerjanje, svetovanje in informacijske storitve, povezane s katerim koli vidikom izobraževanja odraslih;
• Establishments involved in the initial or further training of adult education staff, higher education institutions, research centres and bodies concerned with adult education issues
• ustanove, ki so vključene v začetno ali nadaljevalno usposabljanje izobraževalcev odraslih, visokošolske institucije, raziskovalni centri in organizacije, ki se ukvarjajo s tematiko izobraževanja odraslih;
• Learners in adult education
• posamezniki in organizacije, ki so od-govorni za sisteme in politike v zvezi z izobraževanjem odraslih na lokalni, regionalni in nacionalni ravni;
• Associations and representatives of those involved in adult education, including learners’ and teachers’ associations, bodies providing guidance, counselling and information
• združenja in predstavniki vseh, ki so vključeni v izobraževanje odraslih, vključno z združenji udeležencev in učiteljev, ter organizacije, ki
• Institutions and organisations providing learning opportunities in adult education, their teachers and other staff within those institutions or organisations
• podjetja, neprofitne organizacije, združenja prostovoljcev, nevladne organizacije (NVO-ji).
There was a time when people generally associated learning with the education they received at school and university.
Nekoč so ljudje učenje nasploh povezovali z izobrazbo, ki jo prejmejo v šoli ali na univerzi.
Today, Europe is undergoing a major transformation to become a world-leading knowledgebased society – making the pursuit of lifelong learning more important than ever.
Danes je Evropa v obdobju velike preobrazbe v vodilno družbo na svetu, ki temelji na znanju, zaradi česar so prizadevanja po vseživljenjskem učenju pomembnejša kot kdaj koli prej.
In recognition of this, the EU has brought together its various educational training initiatives under a single umbrella, the Lifelong Learning Programme.
Zavedajoč se tega je EU združila različne pobude s področja izobraževanja in usposabljanja pod skupno streho v programu Vseživljenjsko učenje.
With an ambitious budget of nearly € 7 billion, the new programme (2007–2013) is made up of four sectoral programmes – Comenius (schools), Erasmus (higher education), Leonardo da Vinci (vocational training) and Grundtvig (adult education) – as well as a transversal programme which focuses on policy cooperation,
Nov program (za obdobje 2007–2013) z ambicioznim prost ra ču -nom v višini skoraj 7 milijard evrov je sestavljen iz štirih sektorskih prost -gra mov – t Comenius (šolsko izo bra-že va nja), Erasmus (visokošolsko iz -obraževanje), Leonardo da Vinci http://ec.europa.eu/llp
Adult learning – it is never too late to learn!
Izobraževanje odraslih – Za učenje je vedno pravi čas!
Education and training are critical factors for achieving the European Union’s over-arching policy objective of raising economic growth, competitiveness and social inclusion, the so-called Lisbon Strategy.
Izobraževanje in usposabljanje sta ključna dejavnika za doseganje krov -nih ciljev politike Evropske unije, zbranih v tako imenovani Lizbonski strategiji, in sicer povečanja gospodarske rasti, konkurenčnosti in socialne vključenosti.
It is therefore vitally important that adults continue to learn, to keep up and to adapt to change.
3. povečanje možnosti za vse odrasle, da izboljšajo svojo izobrazbo vsaj za eno stopnjo; v pogojih starajočega se prebivalstva in vse bolj konkurenčnega globalnega gospodarstva.
Whether adults find themselves needing to up-skill or re-skill, the Member States must work to make adult learning as easy and accessible as possible.
Zato je življenjsko pomembno, da odrasli ne prenehajo z učenjem, da gredo v korak s časom in da se prilagodijo spremembam.
This is precisely what the Commission’s Action Plan on Adult Learning aims to do, and today we are calling on Member States to redouble their efforts to implement the Action Plan."
Kadar odrasli potrebujejo dokvalifi -kacije in prekvalifikacije, si morajo države članice prizadevati, da jim čim bolj olajšajo dostop do izobraževanja.
In 2007, the European Commission published its first ever Action Plan on Adult Learning.
Leta 2007 je Evropska komisija objavila svoj prvi akcijski načrt za izobraževanje odraslih.
Based on the Commission’s 2006 adult education policy paper, “It’s never too late to learn”, the Action Plan calls on the Member States to work together and with the Commission to help remove the barriers that prevent adults from engaging in learning activities, to improve the quality and efficiency of the adult learning sector, to provide adequate levels of investment in adult education, and ensure better monitoring of the adult learning sector.
Temelji na dokumentu o politiki izobraževanja odraslih z naslovom »Za učenje je vedno pravi čas«, ki ga je Komisija izdala leta 2006, in poziva države članice, k medsebojnem sodelovanju in sodelovanju s Komisijo, da bi pomagali odstraniti ovire, ki preprečujejo odraslim, da bi se vključili v izobraževalne dejavnosti, izboljšali kakovost in učinkovitost sektorja izobraževanja odraslih, zagotovili zadostno raven vlaganj v izobraževanje odraslih in omogočili boljše spremljanje tega sektorja.
The objective of the Action Plan is to help build an efficient adult learning system throughout Europe.
Cilj akcijskega načrta je prispevati k izgradnji učinkovitega sistema za izobraževanje odraslih po vsej Evropi.
This involves improving the adult learning sector’s governance structure, and the quality, efficiency and accountability of its systems of delivery for learning activities, learning support and the recognition of learning outcomes.
To vključuje izboljšanje upravljavske strukture sektorja izobraževanja od -raslih ter kakovost, učinkovitost in odgovornost ustreznih sistemov za izvajanje izobraževalnih dejavnosti, učno podporo in priznavanje učnih rezultatov.
European Commissioner for Education, Training, Youth and Culture, Ján Figel’, explained the initiative: “We live in an
Evropski komisar za izobraževanje, usposabljanje, kulturo in mlade Ján Figel’ pojasnjuje pobudo: »Živimo v družbi, ki vse bolj temelji na znanju,
More information: http://ec.europa.eu/education/policies/adult/index_en.html.
Predlaganih je bilo pet ključnih ukre -pov:
The application process, the level of support and the minimum number of partners required vary according to the type of action.
Prijavni postopek, oblika pomoči in najmanjše število zahtevanih partnerjev se razlikujejo od ukrepa do ukrepa.
For detailed information on applying, please consult the following web pages: http://ec.europa.eu/llp
Za podrobne informacije v zvezi s prijavo vas vabimo, da si ogledate spletno stran: http://ec.europa.eu/llp
A list of all National Agencies in the participating countries can be found onhttp://ec.europa.eu/education/programmes/llp/national_en.html
Seznam nacionalnih agencij v sodelujočih državah najdete na http://ec.europa.eu/education/programmes/llp/national_en.html
Grundtvig Adult Education – Mobility creates opportunities – European Success Stories
Grundtvig Izobraževanje odraslih – Mobilnost ustvarja priložnosti – Evropske zgodbe o uspehu
COMENIUS SCHOOL EDUCATION
COMENIUS ŠOLSKO IZOBRAŽEVANJE
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TISKANO NA BELEM PAPIRJU, KI NE VSEBUJE KLORA
Comenius – School education on the move
Comenius – šolsko izobraževanje na pohodu
Schools, teachers and pupils in Europe are confronted with a range of new challenges.
Šole, učitelji in učenci v Evropi so pred vrsto novih izzivov.
Schools are asked to help young people acquiring the necessary competences for personal development, future employment and active citizenship.
Šole imajo nalogo, da mladim pomagajo razviti vse potrebne spretnosti za osebni razvoj, prihodnjo zaposlitev in aktivno državljanstvo.
While this has always been their role, the competences that young people need for their future lives are changing.
Že res, da je bila to naloga šole že od nekdaj, toda spretnosti, ki jih mladi potrebujejo za nadaljnje življenje, se spreminjajo.
Foreign language skills and intercultural competences are becoming more and more important within Europe and its globalised economies.
Znotraj Evrope in njenih globaliziranih gospodarstev postajajo vse pomembnejši znanje tujih jezikov in medkulturne spretnosti.