natgillin/translations-raw huggingface dataset:
The project is embedded in a larger strategic context that addresses the adaptation of IVET in Austria to the demands of the information age, which is characterised by globalisation and constant change.
Projekt je vtkan v širši strateški kontekst, ki zadeva prilagoditev začetnega PIU v Avstriji potrebam informacijske dobe, katere značilnosti sta globalizacija in nenehne spremembe.
New constructivist types of learning in IVET are developed (blended learning), which use interactive software to enable individuals to construct personalised learning trajectories.
Razvijajo se novi ustvarjalni učni načini v začetnem PIU (kombinirano učenje), pri katerih posamezniki s pomočjo interaktivnih programov oblikujejo osebno strategijo učenja.
In the eLearning in Vocational Education and Training (eVOC) project, 20 teachers from six vocational schools in Upper Austria undertook a one-week stay at the partner-institution C.N.E.D (Centro Naval de Ensino a Distancia or Centre for Distance Education of the Portuguese Navy) in Lisbon.
V okviru projekta „e-učenje v poklicnem izobraževanju in usposabljanju (eVOC)“ je dvajset učiteljev iz šestih poklicnih šol v Zgornji Avstriji odšlo v Lizbono na enotedenski obisk partnerske institucije, Centra za izobraževanje na daljavo Portugalske mornarice (Centro Naval de Ensino a Distancia Marinha Portuguesa, CNED).
The project was coordinated by the Education Board for Upper Austria.
Nosilec projekta je bil Strokovni odbor za izobraževanje Zgornje Avstrije (Landesschulrat für Oberösterreich).
The goal was to exchange experiences in the practical application of elearning units and to get to know innovative methods and systems.
Cilja projekta sta bila izmenjava izkušenj s praktično uporabo učnih sklopov za e-učenje ter spoznavanje inovativnih načinov in sistemov dela.
The project was thus the first in a series of additional Leonardo da Vinci mobility projects of the Upper Austria eLearning Cluster which were – and will be – followed up by projects to Lithuania (2005 and 2006), Northern Ireland (2006 and 2008) and Spain (planned for 2009).
Na podlagi poglobljenega poznavanja avstrijskega izobraževalnega sistema, pridobljenega v prejšnjem testnem projektu Leonardo da Vinci, je portugalskemu partnerju
Due to an intimate knowledge of the Austrian educational system from a previous Leonardo da Vinci pilot project, the Portuguese partner was able to put together a relevant and successful programme. During the stay, the participants
To je bil prvi v nizu nadaljnjih projektov Leonardo da Vinci, ki jih pripravlja grozd za e-učenje Zgornje Avstrije, sledili pa so mu – oziroma mu še bodo – projekti v Litvi (v letih 2005 in 2006), na Severnem Irskem (v letih 2006 in 2008) in v Španiji (v načrtu za leto 2009).
DURATION 9 months
TRAJANJE PROJEKTA 9 mesecev
The Exchange Programme for the Acquisition of New Methods and Technologies for Air Traffic Control Training
Program izmenjave za pridobivanje novih metod in tehnologij za usposabljanje kontrolorjev zračnega prometa
The participants then shared with all faculty members in the Air Traffic Control Department their new knowledge about the theory and practical aspects of simulator classes.
Udeleženci so nato svoje novopridobljeno znanje o teoriji in praktičnih vidikih pouka simulacije delili z drugimi člani učiteljskega zbora na oddelku za kontrolo zračnega prometa.
They also created an individual records system by adapting the student simulator tracking form used by EUROCONTROL.
Oblikovali so tudi sistem individualnega vodenja podatkov tako, da so prilagodili simulacijski sledilni obrazec za študente, ki ga uporablja EUROCONTROL.
In the first year of Turkey’s participation in the Leonardo da Vinci programme, this project included the educational planners, managers and educators from the Department of Air Traffic Control at Anadolu University’s School of Civil Aviation.
To je bilo prvo leto, ko je v programu Leonardo da Vinci sodelovala tudi Turčija. Projekt je zajemal načrtovalce izobraževanja, menedžerje in izobraževalce z oddelka za kontrolo zračnega prometa Akademije za civilno letalstvo Univerze Anadolu.
It targeted the acquisition of new methods and technologies to adhere to European standards and quality using common applications and procedures.
Cilj projekta je bil pridobivanje novih metod in tehnologij za zadovoljevanje evropskih standardov in kakovosti s pomočjo skupnih aplikacij in postopkov.
The School of Civil Aviation at Anadolu University is the most important educational institution providing training to the Turkish aviation sector.
Akademija za civilno letalstvo Univerze Anadolu je najpomembnejša izobraževalna institucija za usposabljanje zaposlenih v turškem letalstvu.
This project was the result of its desire to upgrade its training to adhere to European standards.
Ta projekt je bil rezultat njihove želje po posodobitvi usposabljanja za doseganje evropskih standardov.
In addition, the vocational education programmes at the School of Civil Aviation were re-evaluated based on EUROCONTROL Safety Regulation Requirements (ESARR) that address responsible general safety requirements for all accountable air traffic management personnel.
Poleg tega je bil izveden tudi pregled programov poklicnega izobraževanja na Akademiji za civilno letalstvo s pomočjo zahtev glede varnostnih predpisov EUROCONTROL-a (ESARR), ki obravnavajo ključne zahteve glede splošne varnosti za vse odgovorno osebje kontrole zračnega prometa.
All of these efforts have resulted in a substantial increase in the quality of the education provided by the Air Traffic Control Department.
Vsa ta prizadevanja so privedla do občutnega zvišanja kakovosti izobraževanja, ki ga zagotavlja oddelek za kontrolo zračnega prometa.
This project was made possible by an interesting financial cooperation.
Ta projekt je sad zanimivega finančnega sodelovanja.
The visiting entity, The Anadolu University School of Civil Aviation, provided round-trip plane tickets while the host organisation, EUROCONTROL, covered the training costs.
Gosti v projektu, Akademija za civilno letalstvo Univerze Anadolu, so priskrbeli povratne letalske vozovnice, organizacija gostiteljica, EUROCONTROL, je pokrila stroške usposabljanja.
The Leonardo da Vinci programmed provided room and board as well as insurance costs.
Program Leonardo da Vinci pa je udeležencem kril stroške nastanitve in zavarovanja.
In the course of one year, the project consisted of three phases of training as well as study visits of two weeks each.
V obdobju enega leta so bile v okviru projekta izvedene tri stopnje usposabljanja in dvotedenski študijski obiski.
The nine participants learned about the design of training simulation exercises and courses as well as on-the-job-training and visited several EUROCONTROL facilities including the headquarters in Belgium, the Experimental Centre in France, the Institute of Air Navigation Services in Luxemburg and the Maastricht Upper Area Control Centre in the Netherlands.
Devet udeležencev se je izobraževalo o pripravi vaj in tečajev simulacijskega usposabljanja ter poklicnega usposabljanja na delovnem mestu. Obiskali so več družb organizacije EUROCONTROL, vključno z njenim sedežem v Belgiji, testnim centrom v Franciji, inštitutom za zračno plovbo v Luksemburgu in centrom za nadzor zračnega prostora v Maastrichtu na Nizozemskem (Maastricht Upper Area Control Centre).
The latter phase was essential for the development of additional programmes.
Slednje je bilo ključno za razvoj dodatnih programov.
DURATION 12 months
TRAJANJE PROJEKTA 12 mesecev
The Gastro project concerns a three-week stay at an Italian partner school for five teachers from two German vocational schools.
Projekt „Gastro“ je vključeval tritedenski obisk petih učiteljev iz dveh nemških poklicnih šol na partnerski šoli v Italiji.
The aim is to discuss training plans and curricula so that students and apprentices can accept international placements and school stays that are recognised as an integral part of their Initial Vocational Education and Training (IVET) programme.
Cilj projekta je bilo dogovarjanje o načrtih usposabljanja in izobraževalnih programih, ki bodo študentom in pripravnikom omogočili opravljati mednarodno prakso in bivanje na šolah, kar se bo priznalo kot sestavni del njihovega začetnega poklicnega izobraževanja in usposabljanja (PIU).
During the three-week stay, the teachers discussed this theme with teachers from the Italian partner schools as well as representatives from local businesses in the hotel and catering trade.
Med svojim tritedenskim bivanjem so učitelji o teh vprašanjih razpravljali z učitelji iz italijanskih partnerskih šol in s predstavniki lokalnih podjetij s področja hotelirstva ter priprave in dostave hrane.
Due to the length of the project, the participants developed their foreign language proficiency and their intercultural skills while acquiring plenty of insight into the Italian Vocational Education and Training system.
Zaradi dolgotrajnosti projekta so udeleženci izpopolnili svoje znanje tujega jezika in medkulturne spretnosti, hkrati pa dobili dober vpogled v italijanski sistem poklicnega izobraževanja in usposabljanja.
The stay also incorporated a cultural induction element, where the German teachers became acquainted with the culture and mentality of the host country.
Bivanje je vključevalo prvino kulturnega uvajanja, saj so se nemški učitelji seznanili tudi s kulturo in miselnostjo države gostiteljice.
The project has also had repercussions at the institutional level, as internationalisation is an important issue for the participating organisations.
S pomočjo projekta „Gastro“ so učitelji iz nemških poklicnih šol dobili vpogled v italijanski sistem poklicnega izobraževanja in usposabljanja na področju hotelirstva ter priprave in dostave hrane.
The partnership with the Italian school (and the involved hotel) is a long-standing one focused on the mobility of students and apprentices.
Med obiskom so lahko primerjali svoje izkušnje iz nemškega sistema.
The project has strengthened the ties between the German institutions and the Italian partners, and they are now engaged in enlarging their network of partners with a new Italian vocational school.
Osnovni cilj projekta je bil utreti pot še večji mobilnosti študentov in praktikantov, tako glede obsega kot kakovosti.
In the Gastro project, the German vocational school teachers acquired an insight into the Italian vocational education and training system in the field of hotel and catering.
Njegov poudarek je bil predvsem na vključevanju tako imenovanih depriviligiranih skupin v dejavnosti, skušal pa je tudi oblikovati učne vzorce v tujini, ki bi jih lahko neposredno vključili v program usposabljanja v matični državi.
The visit allowed them to compare and contrast their experiences with the German system.
S tem, ko je pospeševal transparentnost, je olajšal priznavanje tujih
The project's main objective was to pave the way for increased student and apprentice mobility, both qualitatively and quantitatively.
Projekt je imel vpliv tudi na institucionalno raven, saj je internacionalizacija za sodelujoče organizacije pomemben dejavnik.
It focused particularly on involving so-called “disadvantaged groups” in the activities and tried to develop modules abroad that can be integrated directly into the training programme in the home country.
Partnerstvo z italijansko šolo (in hotelom) je postalo tradicionalno, njegov poudarek pa je na mobilnosti študentov in praktikantov.
By promoting transparency, the project facilitated recognition of foreign training programs and opened the potential for more and better mobility as an integral part of IVET.
Projekt je okrepil vezi med nemškimi institucijami in italijanskimi partnerji, zdaj pa si prizadevajo, da bi mrežo partnerjev okrepili s še eno italijansko poklicno šolo.
Training Trainers in the Fight Against Motor Vehicle Thefts
Usposabljanje izobraževalcev v boju proti kraji motornih vozil
Six members of the Turkish National Police training stavisited the Bundeskriminalamt (BKA) and various German automobile plants as part of the “Training Trainers in the Fight Against Motor Vehicle Thefts” project.
V okviru projekta „Usposabljanje izobraževalcev v boju proti kraji motornih vozil“ je šest izobraževalcev turške državne policije obiskalo nemški zvezni kriminalistični urad (Bundeskriminalamt, BKA) in več nemških tovarn avtomobilov.
They developed a curriculum for criminal police laboratories to fight auto theft.
Oblikovali so izobraževalni program za boj policijskih kriminalističnih laboratorijev proti kraji avtomobilov.
The resulting new curriculum for officer training was compiled in a book and CD and has been widely used.
Nov izobraževalni program za usposabljanje policistov, ki je nastal na podlagi tega projekta, je bil izdan v knjižici in na zgoščenki in je prešel v splošno uporabo.
Now nearly 500 officers have been trained throughout Turkey and officials estimate that car theft has already decreased by at least 25%.
Po vsej Turčiji se je z njegovo pomočjo usposabljalo že skoraj 500 policistov in na podlagi uradnih podatkov ocenjujejo, da je število kraj avtomobilov upadlo že vsaj za četrtino.
At the regional level, Azerbaijan and Bosnia and Herzegovina have also benefited from the training sessions.
Na regionalni ravni sta imela koristi od usposabljanja po tem programu tudi Azerbajdžan ter Bosna in Hercegovina.
Another major outcome was the creation of an awarenessraising brochure for the general public to explain precautionary measures for vehicle owners.
Še en pomemben rezultat projekta je bila brošura za ozaveščanje splošne javnosti z opisom varnostnih ukrepov za lastnike vozil.
Some 400,000 brochures were distributed by the police, focusing on those applying for vehicle registration.
Policija je razdelila približno 400000 brošur, in sicer predvsem lastnikom vozil ob registraciji.
An additional 250000 were circulated by insurance companies.
Nadaljnjih 250000 so dale v obtok zavarovalnice.
Launched with just six members, this project has enjoyed a strong multiplying effect. ect.
Ta projekt, ki je imel na začetku le šest udeležencev, je doživel pravi multiplikacijski učinek.
A large majority of cars in Turkey are produced in Germany.
Velika večina avtomobilov v Turčiji je bila izdelana v Nemčiji.
In addition, Turkish citizens living in Germany drive their cars home during holidays.
Poleg tega se številni turški državljani, ki živijo v Nemčiji, za praznike s svojimi avtomobili vozijo domov.
This unfortunately leads to a high number of thefts and insurance fraud as vehicles are dismantled and engine numbers altered.
Posledica tega je na žalost veliko število kraj in zavarovalniških prevar, ki jih spremlja demontaža vozil in spreminjanje številk motorja.
When discovered, many stolen cars are sent to police laboratories for forensic examination to check not only the chassis and engine numbers but also the miscellaneous types of unique numbers which vary according to the types and models of vehicle.
Ko jih odkrijejo, veliko ukradenih avtomobilov pošljejo v policijske laboratorije v forenzično preiskavo, med katero ne preverijo le številk šasije in motorja, ampak tudi številne druge unikatne številke, ki se od modela do modela razlikujejo.
These can include barcodes, type plates, gearbox numbers, production identification numbers or even radio numbers.
Med njimi so črtne kode, identifikacijske ploščice, serijske številke menjalnika, proizvodne identifikacijske številke ali celo serijske številke avtoradiev.
This requires various physical and chemical methods.
Za to so potrebni razni fizikalni in kemični postopki.
As the need to increase police officers’ training on these subjects became urgent, it was decided to develop the appropriate curriculum with the help of the Bundeskriminalamt as well firms such as Mercedes, BMW, Opel, Audi, Porsche and Volkswagen.
Ko se je pokazala nujna potreba po izboljšanju usposabljanja policistov na teh področjih, so se v Turčiji odločili, da bodo ustrezen izobraževalni program oblikovali s pomočjo nemškega zveznega policijskega urada in proizvajalcev, kot so Mercedes, BMW, Opel, Audi, Porsche in Volkswagen.
DURATION 4 months
TRAJANJE PROJEKTA 4 meseci
Using mobility as a tool, education and training staff were able to observe work placements in action and to guide and assess trainees whilst field-testing the developed e-tools.
S pomočjo mobilnosti kot orodja so strokovnjaki za izobraževanje in usposabljanje lahko opazovali potek prakse na kraju samem, usmerjali in ocenjevali praktikante ter hkrati preizkušali nova e-orodja.
This provided essential feedback to the pilot project.
To je zagotovilo nujno potrebne povratne informacije za testni projekt.
Coupled with a Leonardo da Vinci pilot project, the Trainer Euroline 2 project allowed education and training professionals to test, in an international environment, a series of e-tools used in supporting the guidance and assessment of international work placements.
Projekt „Trainer Euroline 2“ je skupaj s testnim projektom Leonardo da Vinci strokovnjakom s po -dročja izobraževanja in usposabljanja omogočil, da v mednarodnem okolju preizkusijo niz e-orodij, ki se uporabljajo za podporo pri usmerjanju in vrednotenju mednarodnih strokovnih praks.
Simultaneous placements took place for trainees and trainers across the partner countries with a focus on increasing awareness of the skills required to both undertake and actively support international work placement.
V partnerskih državah je hkrati potekala praksa tako izobraževalcev kot praktikantov s poudarkom na spretnostih, ki so potrebne tako za opravljanje kot za omogočanje mednarodne delovne prakse.
Often an afterthought in the development of training tools, the simultaneous training of staff in the use of e-tools and in the use of the virtual learning environments (VLE) was designed to increase interest in the eventual release of the developed Jobline tools.
Da bi povečali zanimanje za izid novih orodij „Jobline“ za pomoč pri iskanju zaposlitve, so hkrati izvedli usposabljanje učiteljev za uporabo e-orodij in za uporabo virtualnih učnih orodij (VLE), kar se pri razvoju orodij za usposabljanje običajno zgodi pozneje.
The tools were made available to all participating partners and have since been successfully used to support international work placements beyond the original partner network.
Orodja so bila na voljo vsem sodelujočim partnerjem in se od tedaj uspešno uporabljajo za podporo priprave in izvaanja mednarodnih praks tudi zunaj izvorne partnerske mreže.
The project focused on offering an enhanced framework for future international work placements and blended skills, knowledge and tool-development with a variety of training professionals that included corporate trainers from a range of sectors.
Namen projekta je bil oblikovati izboljšan okvir za prihodnje mednarodne delovne prakse. Povezal je razvoj orodij ter znanja in spretnosti najrazličnejših strokovnjakov za usposabljanje, med katerimi so bili tudi vodje usposabljanj v podjetjih različnih strok.
A total of nine partners from six countries simultaneously applied for mobility projects to support an ongoing Leonardo da Vinci pilot project.
Za projekte mobilnosti v podporo tekočemu testnemu projektu Leonardo da Vinci se je hkrati prijavilo devet partnerjev iz šestih držav.
Working directly with those partners that were able to receive funding, South Savo Vocational College (ESEDU) organised a visit between trainers, workplace instructors and trainees during the exchange.
V neposrednem sodelovanju s tistimi partnerji, ki so bili izbrani za sofinanciranje, je Visoka poklicna šola province Južni Savo (ESEDU) na Finskem pripravila srečanje mentorjev, vodij usposabljanja in praktikantov v okviru izmenjave.
The visit gave trainers the ability to observe trainees, to exchange knowledge and experience and simultaneously test the e-tools (Jobline Handbook and International Portfolio) developed in the pilot project.
Srečanje je bilao priložnost, da mentorji opazujejo praktikante med delom, medsebojno izmenjujejo znanje in izkušnje, hkrati pa preizkušajo tudi e-orodja (kot sta priročnik za iskanje zaposlitve in mednarodni portfelj), ki so bila oblikovana v testnem projektu.
PARTNERDE, EE, HU, IT, NL & UK DURATION 2 years
PARTNER9 partnerjev DE, EE, HU, IT, NL in UK
The Life long Education project involves five teachers and instructors from the Malpils Folk High School, an NGO in the Malpils municipality in Latvia which encompasses all educational and cultural establishments such as schools, museum and libraries.
Prenos znanja je organizaciji udeleženki zelo koristil, saj je z njegovo pomočjo izboljšala svoje zmožnosti za porajanje zamisli za nove projekte in za vpeljavo inovativnih metod poučevanja. Pridobljeno znanje je za Latvijo nekaj novega in predstavlja nove priložnosti za reševanje zaznanih težav v zvezi s konceptom vseživljenjskega učenja.
In order to learn about adult education projects using a lifelong perspective, two of the teachers went to an NGO in Germany while three attended a continuing education school in Sweden.
Udeleženci so osvojili dragoceno znanje o tem, kako uvesti in izvajati učne dejavnosti za odrasle. Bivanje na tujem je osvežilo tudi njihovo znanje tujega jezika.
The knowledge transfer greatly benefited the participant organisation by improving its capacity for generating new project ideas and organising innovative teaching methods. The imported knowledge is innovative for Latvia and presents new possibilities for tackling perceived problems in relation to the concept of lifelong learning.
V ta projekt vseživljenjskega učenja je bilo vključenih pet učiteljev in mentorjev iz Ljudske univerze Malpils (Malpils Folkschool), nevladne organizacije v mestni občini Malpils v Latviji, ki vključuje izobraževalne in kulturne ustanove, kot so šole, muzej in knjižnice.
The participants obtained valuable knowledge about how to organise and implement learning activities for an adult audience. The stay abroad also stimulated their foreign language proficiency. ciency.
Da bi se izobraževali o projektih izobraževanja za odrasle z vseživljenjskega vidika, sta dva učitelja obiskala nevladno organizacijo v Nemčiji, trije pa so udeležili pouka v centru za permanentno izobraževanje na Švedskem.
The project targeted the acquisition of new techniques and inspiration for organising and implementing learning projects for a primarily adult audience.
Cilj projekta je bil osvajanje novih tehnik in iskanje navdiha za pripravo in izvedbo učnih projektov, ki so namenjeni predvsem odraslim.
This objective was achieved by linking up with two more experienced partners abroad that had a lengthier adult-education tradition and more extensive experience.
Ta cilj je bil dosežen s pomočjo povezave z dvema izkušenejšima partnerjema v tujini z daljšo tradicijo v izobraževanju odraslih in bogatejšimi izkušnjami.
The stays for the five teachers and instructors lasted one week.
Bivanje petih učiteljev in mentorjev v tujini je trajalo en teden.
The programme for the two visits was well-coordinated between the participant and host organisations. There were no problems during the visits.
Program obeh obiskov je bil med obiskovalci in organizacijami gostiteljicami dobro usklajen zato z njegovim izvajanjem ni bilo težav.
At the institutional level, the input from the project contributed to the formulation of a concerted plan for lifelong learning in the Malpils community.
Na ravni institucije v skupnosti Malpils so rezultati projekta prispevali k oblikovanju usklajenega načrta vseživljenjskega učenja.
The input was thoroughly evaluated by all participating partners, both on the hosting and visiting side.
Rezultate so vsi partnerji v projektu natančno ovrednotili, tako na strani gostiteljev kot gostov.
The Malpils Folk School knew the partners from a previous project.
V Ljudski univerzi Malpils so partnerje poznali že iz prejšnjega projekta.
Malpils will continue to collaborate with the hosts on a project basis since the hosts have much longer and more varied experience with the organisation of adult learning projects.
Na projektni osnovi bo Malpils še naprej sodeloval z gostitelji, saj imajo precej dolgotrajnejše in pestrejše izkušnje s pripravo učnih projektov za odrasle.