natgillin/translations-raw huggingface dataset:
Until recently, people generally associated learning with the education they received at school and university.
Ljudje so do nedavnega povezovali učenje predvsem z izobrazbo, ki jo nudijo šole in univerze.
A range of mobility activities within the Programme offers pupils, students, trainees, adults, professionals, professors and teachers a unique chance to obtain education, training and work experience in another European country.
Širok izbor dejavnosti v okviru programa ponuja učencem, dijakom, študentom, pripravnikom, odraslim, strokovnim delavcem, profesorjem in učiteljem enkratno priložnost za izobraževanje, usposabljanje in delo v drugi državi.
Mobility activities are supported in all of the four sectoral programmes of the Lifelong Learning Programme, i. e. Comenius, Erasmus, Leonardo da Vinci and Grundtvig.
Dejavnosti mobilnosti podpirajo vsi štirje sektorski programi programa Vseživljenjsko učenje: Comenius, Erasmus, Leonardo da Vinci in Grundtvig.
Erasmus is a prime example of how Europe creates opportunities for its citizens.
Program Erasmus je najboljši zgled za to, kako Evropa ustvarja priložnosti za svoje državljane.
Students and teachers move to other countries and come back with a bag full of experience.
Študenti in profesorji odidejo v drugo državo in se vrnejo z bogatimi izkušnjami.
Apart from knowledge in new subjects or in teaching methods, in better organisational skills and in intercultural understanding, they acquire an improved command of other languages and deeper insights into the host countries.
Poleg tega, da so pridobili znanja iz novih strok ali metod poučevanja ter okrepili organizatorske spretnosti in medkulturno razumevanje, so poglobili tudi znanje tujih jezikov in poznavanje države gostiteljice.
I am pleased to present in this brochure higher education institutions across Europe that stood out in organising mobility actions for teachers and students within the Erasmus programme.
Veseli me, da lahko v tej brošuri predstavimo visokošolske institucije iz vse Evrope, ki so se izkazale pri pripravi ukrepov mobilnosti za profesorje in študente v okviru programa Erasmus.
These institutions have demonstrated the positive effects of mobility and can be a source of inspiration to those in charge of mobility actions and projects.
Te institucije so izkazale pozitivne učinke mobilnosti in so lahko vir navdiha za vse, ki so odgovorni za ukrepe in projekte mobilnosti.
These success stories should encourage all European citizens to seize the opportunities that mobility in Europe has to offer to improve their knowledge and skills, to enlarge their horizons and to make new friends and colleagues throughout Europe.
Te zgodbe o uspehu naj spodbudijo vse državljane Evrope k temu, da bodo priložnosti, ki jih ponuja mobilnost v Evropi, izrabili za izpopolnjevanje znanj in spretnosti, širjenje obzorij ter spoznavanje novih prijateljev in kolegov po vsej Evropi.
Countries participating in the Erasmus Programme
Države, ki sodelujejo v programu Erasmus
Liechtenstein Lithuania Luxembourg Malta Netherlands Norway Poland Portugal Romania Slovakia Slovenia Spain Sweden Turkey United Kingdom
Liechtenstein Litva Luksemburg Malta Nizozemska Norveška Poljska Portugalska Romunija Slovaška Slovenija Španija Švedska Turčija Velika Britanija
Austria Belgium Bulgaria Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Iceland Italy Latvia
Avstrija Belgija Bolgarija Ciper Češka Danska Estonija Finska Francija Nemčija Grčija Madžarska Irska Islandija Italija Latvija
* number of coordinators and/or partners in the particular country
* število nosilcev in partnerjev na državo v letih 2000–2006
Intensive Programme – University of Applied Sciences Campus Vienna, Austria
Intenzivni program – Visoka šola uporabnih znanosti na Dunaju, Avstrija
European map – Countries participating in the Erasmus Programme
Zemljevid Evrope – države, ki sodelujejo v programu Erasmus
The competition for 2008 Erasmus success stories
Natečaj za Erasmus zgodbe o uspehu 2008
Intensive Programme – University of Applied Sciences Stralsund, Germany
Intenzivni program – Visoka šola uporabnih znanosti v Stralsundu, Nemčija
Intensive Programme – Estonian Academy of Music and Theatre, Estonia
Mobilnost učiteljev – Tehnična univerza v Brnu, Češka
Teacher Mobility – Tallinn Health College, Estonia
Mobilnost učiteljev – Visoka zdravstvena šola v Talinu, Estonija
Intensive Programme – Technological Educational Institute of Patras, Greece
Intenzivni program – Tehnološki pedagoški inštitut v Patrasu, Grčija
Teacher Mobility – Technical University of Turin, Italy
Mobilnost učiteljev – Univerza v Szegedu, Madžarska
Intensive Programme – Polytechnic Institute of Tomar, Portugal
Intenzivni program – Politehnični inštitut v Tomarju, Portugalska
Teacher Mobility – Transilvania University of Brasov, Romania
Mobilnost učiteljev – Tehnična univerza Gediminas v Vilni, Litva
Intensive Programme – University of Maribor, Slovenia
Intenzivni program – Univerza v Mariboru, Slovenija
Erasmus, the European Union’s fl ag-ship mobility programme in the field of education and training was established in 1987.
Erasmus, vodilni program mobilnosti Evropske unije na področju izobraževanja in usposabljanja, je bil ustanovljen leta 1987. Od leta 2007 je Erasmus sektorski program v okviru programa EU Vseživljenjsko učenje s skupnim proračunom približno 3 milijarde 114 milijonov evrov.
Total number of mobile teachers
Skupno število učiteljev
Erasmus lived and worked in several parts of Europe, in quest of the knowledge, experience and insights which only such contacts with other countries could bring.
Erazem je živel in se udejstvoval na različnih delih Evrope v iskanju znanja, izkušenj in načinov, ki so lahko nastali le kot posledica tovrstnih stikov z drugimi deželami.
By leaving his fortune to the University of Basel, he became a precursor of mobility grants.
Svoje premoženje je zapustil univerzi v Baslu in s tem postal predhodnik sofinanciranja mobilnosti.
sive language courses etc.
zivnih programov, ki jih je izbrala lastna konkurenca.
Erasmus teacher mobility started in 1997/98 with 7 797 mobile professors and lecturers and enables today around 25 000 professors and lecturers per year to teach abroad, totalling 140 864 over the past nine years.
Program Erasmus je usmerjen v povečanje kakovosti in krepitev evropske razsežnosti visokega šolstva ter v povečanje obsega mobilnosti študentov in osebja. Življenja študentov ne obogati le na akademskem področju, ampak tudi na področjih medkulturnih spretnosti in krepitve samozavesti.
The objectives of these Erasmus teaching assignments are:
Tudi izmenjave osebja koristijo tako vključenim osebam kot institucijam.
The Erasmus programme aims at enhancing the quality and reinforcing the European dimension of higher education as well as at increasing student and staff mobility.
Program je do sedaj podprl 1,7 milijona študentov, vsako leto pa se izmenjav Erasmus udeleži približno 170.000 študentov in število še narašča.
It enriches not only the students’ lives in the academic field but also in the acquisition of intercultural skills and self-reliance.
Le malokateri program Evropske unije, če sploh kateri, je zajel podobno število družin po vsej Evropi.
Staff exchanges also have beneficial effects both on the persons concerned and on the institutions involved.
Glede na visoko stopnjo zadovoljstva s programom, ki so ga v vseh teh letih potrdile številne mnenjske raziskave, je Erasmus dal pojmu »Evropa« konkreten pomen v več sto tisoč družinah, kjer bi sicer ostal le splošen teoretičen pojem.
Total number Averageof mobile stayteachers(days)
Skupno število učiteljev
Currently more than 3 100 higher edu -cation institutions in 31 countries in Europe participate in the Erasmus programme.
Leto 2008 usmerjeno v mobilnost učiteljev in intenzivne programe
The Erasmus programme now covers many activities, e.g. student mobility, teacher and other stamobility, intensive programmes, multilateral projects, thematic networks, inten-
Program Erasmus danes vključuje številne dejavnosti, denimo mobilnost štu den tov, mobilnost učiteljev in drugega učnega osebja, večstranske projekte, tematska omrežja, intenzivne jezikovne tečaj itn. [glej graf v prilogi 1].
_BAR_ 5 an international classroom environment.
_BAR_ 5 ter preizkusiti metode poučevanja v mednarodnem učnem okolju.
An Erasmus intensive programme is a short study programme of 2 to 6 weeks which brings together students and stafrom higher education institutions in at least three participating countries in order:
Intenzivni program Erasmus je kratek študijski program, ki traja od dva do šest tednov in združuje študente in osebje visokošolskih institucij iz vsaj treh sodelujočih držav z namenom:
• to enable students and teachers to work together in multinational groups and so benefit from special learning and teaching conditions not available in a single institution, and to gain new perspectives on the topic being studied;
• omogočiti študentom in profesorjem, da sodelujejo v večnacionalnih skupinah, kjer so jim na voljo pogoji za učenje in poučevanje, ki v eni sami instituciji niso na voljo, in si s tem oblikujejo nove poglede na področje študija;
An intensive programme should provide something new in terms of learning opportunities, skills development and access to information for the participating teachers and students.
Intenzivni program naj bi sodelujočim učiteljem in študentom ponudil nekaj novega v smislu priložnosti za učenje, razvoja spretnosti in dostopa do informacij. macij.
• to allow members of the teaching staff to exchange views on teaching content and new curricula approaches and to test teaching methods in
• omogočiti učnemu osebju izmenjavo pogledov na izobraževalne vsebine in na nove pristope k študijskim programom
• to encourage efficient and multinational teaching of specialist topics which might otherwise not be taught at all, or only in a very restricted number of universities;
• spodbuditi učinkovito in večnacionalno poučevanje določenih strokovnih področij, ki se običajno ne poučujejo ali le na zelo redkih univerzah;
• development of joint degrees or other permanent joint activities resulting from the teaching staff mobility;
• v kolikšni meri je bilo študentom priznano in ovrednoteno njihovo sodelovanje ali prispevek v intenzivnih programih;
In the field of intensive programmes the emphasis of the criteria for quality (0–75 points) lay on:
• obojestransko objavo rezultatov mobilnosti učiteljev na spletnih straneh ali v ustreznih publikacijah;
Competition criteria.
Merila natečaja.
As it is rather difficult to measure success in individual mobility, the European Commission wanted to award the impact, which Erasmus teacher mobility and intensive programmes had on the higher education institutions.
Ker je uspeh individualnih mobilnosti precej težko izmeriti, je Evropska komisija sklenila, da nagradi učinek, ki so-ga imeli ukrepi mo bil nosti učiteljev in intenzivni progra mi Erasmus na institucije.
• production of common methods of teaching and specific joint materials for the students;
• široko pokritost, n. pr. širok izbor vključenih oddelkov/fakultet;
• how and to what extent the institution’s intensive programmes have improved academic teaching or learning in the subjects concerned;
• kakšna je bila izbrana strategija za promocijo intenzivnih programov, npr. privlačno spletno stran ali publikacije;
In the field of teacher mobility the institutions had to meet the following quality criteria (counting up to 50 points):
Do 50 točk je bilo na voljo tudi za obseg mobilnosti, ki je temeljil na razmerju mo -bilnih učiteljev v programu Erasmus med letoma 2000 in 2006 glede na skupno število akademskega osebja in število dvostranskih sporazumov s partnerskimi univerzami.
• mutual publications of the results of teaching mobility assignments on websites or in appropriate publications;
• kako dosledno institucija uporablja intenzivne programe kot sredstvo za povečanje akademske kakovosti;
• broad coverage, e.g. wide spectrum of departments/faculties involved;
• ukrepe za razširjanje rezultatov mobilnosti v obliki metodologije in vsebine študijskih programov, ki jih domača institucija sprejme, ko se član učnega osebja po koncu mobilnosti vrne iz tujine;
• to what extent students were given academic credit or recognition for their participation in or contribution to the intensive programmes;
• stroškovne učinkovitosti programov institucije.
• impact of the teaching staff mobility in terms of changing the mentality at the institution, e.g. mobility having become an integrated part of academic courses and a strong pillar in the policy of the institution.
• razvoj skupnih študijskih programov ali drugih stalnih skupnih dejavnosti, ki so posledica mobilnosti učnega osebja;
• measures to disseminate the results of the mobility in terms of methodology and curriculum content by the home institution when mobile teaching staff return from abroad;
• oblikovanje skupnih metod pouče vanja in posebnih skupnih gradiv za študente;
Up to 50 points could also be obtained on quantity, e.g. the ratio of mobile Erasmus teachers from 2000 to 2006 as compared to the full number of academic
Merila za obseg (0–25 točk) so vključevala število intenzivnih programov med letoma 2000 in 2006, število profesorjev
• what spin-oe ects the intensive programmes have given rise to as regards other forms of European or international cooperation, e.g. a larger curriculum development project or thematic network, research collaboration etc.;
• kako in koliko so intenzivni programi institucije pripomogli k izboljšanju akademskega poučevanja in študija obravnavanih predmetov;
Outgoing Teacher Incoming Total Teacher mobility Teacher mobimobility 2000–2006lity 2000–20062000–2006
Skupna mobilnost učiteljev 2000–2006
Private University College of Educationof the Diocese of Linz, Austria
Zasebna visoka pedagoška šola škofije Linz, Avstrija
Brno University of Technology,Czech Republic
Univerza Humboldt v Berlinu, Nemčija
Overview Intensive Programmes
Pregled intenzivnih programov
Organising institutions(Intensive Programmes)
Institucije (Intenzivni programi)
Number of IPs 2000–2006
Število IP-jev 2000–2006
Total participants 2000–2006
Skupaj udeležencev 2000–2006
University of Applied Sciences Campus Vienna, Austria
Visoka šola uporabnih znanosti na Dunaju, Avstrija
University of Applied Sciences Stralsund, Germany
Visoka šola uporabnih znanosti v Stralsundu, Nemčija
Estonian Academy of Music and Theatre, Estonia
Estonska akademija za glasbo in gledališče, Estonija
Technological Educational Institute of Patras, Greece
Tehnološki pedagoški inštitut v Patrasu, Grčija
Polytechnic Institute of Tomar, Portugal
Politehnični inštitut v Tomarju, Portugalska
University of Maribor, Slovenia
Univerza v Mariboru, Slovenija
146 number of professors and students involved in the intensive programmes and the number of partner institutions.
146 in študentov, vključenih v intenzivne pro -grame, in število partnerskih institucij.
• what strategy the institution has adopted to promote intensive pro -grammes, e.g. produced an attractive website or publications;
institucij, kar je pripeljalo do izbora dvajsetih zgodb o uspehu, ki so zbrane v tej brošuri.
• how systematically the institution uses intensive programmes as an instrument for academic quality enhancement;
Izbirni postopek. Evropska komisija je pozvala vse visokošolske institucije z univerzitetno listino Erasmus, da se prijavijo na natečaj za zgodbe o uspehu programa Erasmus s področij mobilnosti učiteljev in intenzivnih programov.
• how cost-effective the institution’s intensive programmes have been.
Institucije, ki so si želele prijaviti, so to storile prek svoje nacionalne agencije.
the European Commission.
Nacionalne agencije so opravile predizbor, nato pa izbrane zgodbe posredovale Evropski komisiji.
Twenty-one countries participated in the selection round, namely Austria, Belgium, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Italy, Latvia, Lithuania, Netherlands, Poland, Portugal, Romania, Slovenia, Spain, Sweden and Turkey.
V prvem krogu izbora je sodelovalo 21 držav, in sicer Avstrija, Belgija, Češka, Danska, Estonija, Finska, Francija, Grčija, Italija, Latvija, Litva, Madžarska, Nemčija, Nizozemska, Poljska, Portugalska, Romunija, Slovenija, Španija, Švedska in Turčija.
76 applications were pre-selected, 36 for teacher mobility and 40 for intensive programmes.
Izbrale so 76 prijavljenih zgodb o uspehu, 36 s področja mobilnosti učiteljev in 40 intenzivnih programov. Trije neodvisni izvedenci so ovrednotili prijave
Success Stories in Teacher Mobility
Zgodbe o uspehu s področja mobilnosti učiteljev
In October 2007, the institution became a consortium comprised of the former Teacher Training College of the Diocese of Linz, the Religious Education Teacher Training College and the Religious Education Pedagogical Institute of the Diocese of Linz.
Oktobra 2007 je ustanova postala konzorcij nekdanjega učiteljišča škofije Linz, verskega učiteljišča in versko-pedago-škega inštituta škofije Linz.
The curricula were reviewed during the transition from college to university and now a wide range of teachers and students have access to programmes abroad.
Med prehodom iz višje v visoko šolo je bil opravljen pregled študijskega programa in zdaj ima dostop do programov v tujini široka paleta profesorjev in študentov.
Educational exchange is an integral part of the School’s life and the importance of having cross-border relationships is laid down in the mission statement.
Pedagoška izmenjava je sestavni del življenja šole in pomen čezmejnega sodelovanja je zapisan v njenem poslanstvu.
Insights gained through exchange are used in classes and enhance both the quality and scope of teaching.
Spoznanja, pridobljena v izmenjavah, se vključujjo v poučevanje in povečujejo tako njegovo kakovost kot obseg.
Academic staff at partner institutions catering for primary, lower-secondary and special schools, as well as religious schools, all participate in the exchange programme.
V programih izmenjave sodeluje akademsko osebje vseh partnerskih ustanov – osnovnih šol, nižjih gimnazij in posebnih šol pa tudi verskih šol.
The institution has created networks with partner institutions and incorporates a multicultural dimension into its teaching methods.
Institucija je vzpostavila mreže s partnerji in v svoje metode poučevanja vnesla večkulturno razsežnost.
All teachers who wish to participate in teaching staff exchange are given the opportunity to do so.
Vsi profesorji, ki si želijo sodelovati v izmenjavah učnega osebja, dobijo tudi priložnost za to.
The positive impact of this strategy is reflected in the increasing number of students and faculty staff choosing to work abroad.
Pozitivni učinek te strategije se kaže v vedno večjem številu študentov in profesorjev, ki se odločajo za delo v tujini.
ADDRESSSalesianumweg 3A-4020 Linz
NASLOVSalesianumweg 3A-4020 Linz
BILATERAL AGREEMENTS WITH UNIVERSITIES IN …
DVOSTRANSKI SPORAZUMI Z UNIVERZAMI V …
Brno University of Technology, Czech Republic
Tehnična univerza v Brnu, Češka Republika
The Brno University of Technology in the Czech Republic is a technical institution with eight faculties offering a wide range of engineering programmes as well as business, art and engineering-related studies.
Tehnična univerza v Brnu na Češkem je tehnična institucija z osmimi fakultetami, ki ponujajo širok izbor inženirskih smeri ter druge tehniške, poslovne in umetnostne študije.
It provides an ideal environment for interdisciplinary programmes such as mechatronics, materials engineering, mathematical engineering, physical engineering, biomedical engineering, industrial design, as well as programmes combining subjects, such as engineering and business or information sciences and business studies.
Nudi idealno okolje za interdisciplinarna področja, kot so mehatronika, inženirstvo materialov, inženirstvo v matematiki, fiziki in biomedicini ter industrijsko oblikovanje, pa tudi za kombinirane smeri, kot sta inženirstvo in poslovanje ali informacijske znanosti in poslovni študij.
At present, 19 000 students are enrolled at the university, including approximately 2 000 at postgraduate level.
Trenutno je na univerzo vpisanih 19.000 študentov, od tega približno 2.000 na podiplomske študije.
The large student body is testimony to the strong relationship between education and research at the Brno University of Technology.
Veliko število študentov priča o močni povezavi izobraževanja in raziskav na univerzi.
Teaching mobility has seen significant and progressive growth in recent years, especially through the support and enthusiasm of young faculty members who have the choice of several one and two-week programmes.
Mobilnost izobraževalcev je v zadnjih letih občutno in stalno napredovala, kar je predvsem posledica podpore in navdušenja mlajših članov učnega osebja, ki imajo na izbiro več eno- in dvotedenskih programov.
Educational fields for study and teaching abroad 2006/2007: Engineering, Technology – Mechanical, Electrical, Chemical and Civil Engineering – Telecommunications – Business Studies and Management Sciences – Architecture, Urban and Regional Planning – Fine Art – Geodesy – Mathematics, Computer Sciences – Natural Sciences – Physics – Chemistry – Microbiology, Biotechnology – Linguistic and Philological Sciences
Izobraževalna področja za študij in poučevanje v tujini v študijskem letu 2006/2007: inženirstvo, tehnologija – strojništvo, elektrotehnika, kemijska tehnologija in gradbeništvo – telekomu-nikacije – poslovne študije in organizacijske znanosti – arhitektura, regionalno in urbanistično planiranje – umetnost – geodezija – ma te matika, računalništvo, naravoslovje – fizika – kemija – mikrobiologija, biotehnologija – jezikoslovje, filologija .
“Faculty exchange increases awareness and cooperation between international colleagues both in teaching and in day-to-day university life.
»Izmenjave učnega osebja krepiijo sodelovanje med kolegi iz različnih držav tako v poučevanju kot v ostalih dejavnostih univerze.
Personal contact is fundamental for identifying common ground in the ever changing fields of architecture and design, it ensures programme compatibility and inspires synergetic development in areas of common interest. In my experience, our faculty’s technical approach to teaching has nicely complemented our English partner’s approach of combining practical experience and conceptual creativity.
Osebni stiki so bistveni za določitev skupne osnove na nenehno spreminjajočih se področjih, kot sta arhitektura in oblikovanje, saj zagotavljajo kompatibilnost programov in navdihujejo sinergijski razvoj na področjih skupnega interesa.Po mojih izkušnjah je tehnični pristop k poučevanju naše fakultete lepo sovpadel s pristopom našega angleškega partnerja, ki temelji na prepletu praktičnih izkušenj in konceptualne kreativnosti.
As an educator, I am now aware of the need for both approaches.
Kot izobraževalec se zdaj zavedam potrebe po obeh.
Thanks to teaching staff mobility, I have practical experience which I am able to pass on.”Jiri Palacky, Assistant Dean for internal and international relations – Faculty of Architecture
Zahvaljujoč mobilnosti učnega osebja sem pridobil praktične izkušnje, ki jih zdaj lahko posredujem svojim študentom in češkim kolegom pa tudi upravi univerze.« Jiři Palacký, prodekan za notranje in mednarodne odnose, Fakulteta za arhitekturo
Humboldt University of Berlin, Germany
Univerza Humboldt v Berlinu, Nemčija
The Humboldt University in Berlin was established in 1810 and is Berlin’s oldest university.
Univerza Humboldt v Berlinu je bila ustanovljena leta 1810 in je najstarejša univerza v Berlinu.
Between 2000 and 2006 the university has participated in approximately 1 000 Erasmus university teaching exchanges.
Med leti 2000 in 2006 je univerza sodelovala v približno tisočih študijskih izmenjavah v okviru programa Erasmus.