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Country: Slovenia


256 Projects, page 1 of 52
  • Funder: European Commission Project Code: 101081137
    Funder Contribution: 55,000 EUR

    Joint Master program LIGHTWEIGHT DESIGN FOR SUSTAINABLE MOBILITY - LiDeSuMThe objective of the proposed joint master program will be to teach/train the students of this JMP the EQF-7 equivalent knowledge, skills and competences related to the application of principles of light-weight design for developing sustainable mobility solutions of the future. The duration of the master program is four semesters in two academic years. It is evaluated with 120 ECTS with 30 ECTS per semester.Planned structure of the JMP:In the first three semesters courses related to different aspects of the lightweight design are being thought. Each semester is implemented in one of the partner higher education institutions:- 1st semester at Jönköping University;- 2nd semester at University of Ljubljana;- 3rd semester at University of Savoie Mont Blanc;- The fourth semester is dedicated to the preparation of the M.Sc. thesis and its defence.The courses in the first three semesters are from the following fields related to lightweight design:•Materials and technologies;•Selected topics from advanced mechanics;•Product design, operation and monitoring;•Transferable skills.The first main objective of the proposed EMDM project is to design and accredit a fully integrated joint master program. The accreditation process will be carried out by the coordinating higher education institution in its home country at the responsible accreditation agency (e.g. Nakvis in Slovenia).The second main objective of the proposed EMDM project is to prepare all the necessary documents, templates and the EMJM project application for a joint master program on Lightweight Design for Sustainable Mobility. Aplan is to submit the EMJM project application to the first Erasmus Mundus call after the accreditation of the designed joint master program is obtained.

  • Funder: European Commission Project Code: 2021-1-SK01-KA220-HED-000032157
    Funder Contribution: 169,867 EUR

    << Background >>The project is based on a partnership between three University institutions: the project coordinator – Faculty of Arts UCM in Trnava and two foreign partners – Faculty of Arts in NoviSad and Faculty of Arts at the University of Ljubljana.The aim of the project is to increase the effectiveness of Slovak language university teaching outside the territory of Slovakia in the majority of partner universities, where it is necessary to be in a contact with the language, which covers all functional areas in the environment where it naturally developed, i.e. in Slovakia. In the case of one of our partners -the University of Novi Sad - Slovak is also taught as a language of the Slovak minority living in Serbia. Considering that language is considered to be the core of identity at both individual and group level, maintaining and developing the mother tongue is perceived as a key tool for preserving ethnic identity. The project coordinator has a workplace where methods of teaching Slovak as a foreign language have been studied and developed in specific projects to support the quality of Slovak teaching as an official language in the environment of language minorities living in Slovakia. The aim of our project is to present the knowledge gained from specific Slovak language education, to innovate current teachingmethods of qualified Slovak teachers so that teachers in the majority of countries outside the Slovak Republic remove language barriers with optimal tools of foreign language learning, taking into account the specifics of other language.<< Objectives >>Through the planned transnational project team meetings, it is planned to prepare innovative curricula and effective teaching methods that will improve the teaching of Slovak in specific conditions in partner countries while accepting the peculiarities of the majority language, which undoubtedly has a major impact on the acquisition of any other language. In the case of teaching Slovak in an environment of students where the majority language is another genetically close Slavic language, the impact of negative interference of related and similar languages should be particularly emphasized. The starting point for the proposal of a more effective model of teaching Slovak will be the analysis of the majority language, butespecially the practical experience of teachers in partner countries regarding problematic language and intercultural issues that make the teaching of Slovak language more difficult.<< Implementation >>The project solution period is divided into several phases. In the first phase of the project (before the preparation of intellectual outputs), we want – by interactions with partners - to define more precisely the needs of university teachers which they meet when teaching Slovak. Subsequently, we want to give students entrance tests, which will point out the strengths and weaknesses of their language competencies. After analysing the answers and after active communication with Slovak language teachers abroad, we will propose an adjustment to the methodology of teaching specified language competencies and elements of the curriculum. We will consistently build on the Common European Framework of Reference for Languages ​​when developing validation tools and evaluating student responses. Teachers of Slovak language abroad apply the modified methodology to their teaching practice and at the same time they will continuously test the effectiveness of verified procedures in the results achieved by their students. The length of our project allows us to continuously modify the procedures used in order to make the teaching of Slovak as efficient and quality as possible. Teachers from the home university of UCM will provide targeted support to their colleagues abroad not only in the form of online meetings, development of testing tools and other necessary pedagogical documentation, but also in personal meetings, which are planned as part of multiplication events in our project. We also consider it very important to interact personally with Slovak language teachers abroad and also with students at partner universities who will have direct contact with the contemporary language used in Slovakia. We assume that the results of the project in the form of planned intellectual outputs will become an integral part of the methodology of teaching Slovak abroad, while this topic after the project will become a starting point for improving the teaching of Slovak in other European and non-European countries.<< Results >>In terms of long-term benefits, cooperation in generating a functional model of improving the quality of Slovak language teaching outside Slovakia will be multidimensional and mutually beneficial (UCM Trnava – 6 researchers, University Ljubljana 6 researchers, University Novi Sad 5 researchers) : Researchers from the Faculty of Arts at UCM in Trnava will provide partner institutions with direct contact with Slovak, their knowledge and results of scientific work at the level of all linguistic and literary knowledge and will also use their experience with teaching Slovak as a foreign language in Slovakia that the department researched in a project in which new curriculum was created, as well as many years of experience in teaching Slovak as a foreign language for Erasmus and Erasmus+ students at the University of Sts. Cyril and Methodius in Trnava is implemented by the Department of Slovak Language and Literature. The experience of our partner institutions in teaching Slovak abroad will undoubtedly provide a number of systemic and methodological practical guidelines for the applicant organization - UCM in Trnava, which will be subsequently implemented in the language preparation of foreign students coming to study at UCM in Trnava.

  • Funder: European Commission Project Code: 2022-1-DK01-KA220-HED-000087249
    Funder Contribution: 400,000 EUR

    << Objectives >>Me-You-Us brings together 3 fashion and textile design academies and a number of fashion industry stakeholders to develop a shared curriculum for digital design and prototyping. The curriculum will bolster the partners' capacity for digital competences, which are much sought after in the fashion industry. It will also contribute to a green transition in the fashion industry, which lacks young designers with digital, sustainable skills.<< Implementation >>Fashion design students are tomorrow's fashion designers. The practices their education teach them stay with them as they make their careers. By implementing a new, shared curriculum we teach the new generation of designers valuable digital futures skills that are also highly sustainable compared to traditional fashion design methods, which are wasteful at best. In this manner we also work towards effecting a green transition in the very unsustainable fashion industry.<< Results >>The partnership's students and staff will learn crucial modern digital skills which are highly sought after in the industry which employs most of our students after they graduate. By feeding into this natural 'supply line' of talent from design academies to fashion and textile enterprises, we build our institutional capacities, make our students more employable and contribute towards implementing green practices in the fashion industry.

  • Funder: European Commission Project Code: 2018-3-HR01-KA205-060152
    Funder Contribution: 362,001 EUR

    At the level of outcomes, the project had the following results: detailed evidence-based insight into the current state of youth work (YW) and identification of trends in Croatia and Slovenia; laid foundation for further professionalization of YW; better institutional recognition of youth work and youth workers; more quality education and training opportunities for youth workers; and active network of youth organizations which serve as community-based learning hubs for YW. The project had seven intellectual outputs altogether. The first one included research on the existing educational opportunities for YWs in partner countries, screening of youth work curricula in Europe; field research of the needs in youth work training and education in partner countries, specifically questionnaire for young people in Croatia and interviews with youth workers and young people that participate in youth work practices. This output was a key step that provided the partnership with an insight into the current state of YW in partner counties and made possible to develop other outputs of the project in an evidence-based way. The second output resulted in the development of occupation and qualification standards in Croatia and an occupation standard in Slovenia, all of which are the first of their kind in both countries. The partnership developed a curriculum for a life-long learning programme for YWs in the third output and a curriculum for a tertiary level YW programme in the fourth. The tertiary level programme is the first curriculum for formal education of YWs in Croatia. The results of the fifth output were guidelines for mentoring organizations and mentors that are planned to be used for the practical learning, a part of the tertiary programme for YWs. Two MOOCs were made by the partnership: Youth and Social Entrepreneurship and Digital (Learning) in Youth Work. The last output of the project was a handbook for community-based participatory action research that provides step-by-step instructions for youth workers to improve engagement in their communities. Such an educational material is the first of its kind in Croatia, as there is no literature in Croatian language yet that focuses on such research strategy. The outputs of the project are all working in synergy to better quality, recognition and visibility of YW.Activities on the project were Training course for teachers/lectures/researchers – blended learning (C2) and community based learning (C1). Objectives were to increase quality of the youth LLP training course through the introduction of the blended-learning approach and community-based learning practices. The participants were teachers/lectures/researchers who were engaged in the delivery of the youth work LLP training modules. Training course for mentors – mentoring competences, how to set up a mentoring programme (C3), that brought together YWs - representatives of organizations that expressed their interest in becoming mentoring organizations for youth work students. Main goal of this training was to prepare and empower organisation representatives for the role of community engagement mentors. The participants learned how to set up a mentoring programme and acquired necessary mentoring competences. Training course for mentors – monitoring and evaluation (C4), brought together the same participants from C3 activity. The objective was to increase the quality of the youth work through successful integration of practice-based learning in the community. They learned how to successfully monitor and evaluate students' learning outcomes. LLP youth work test modules (C5 – C17) gathered participants who applied to a module testing LLP programme. These activities gathered youth workers. The goal of this training event was twofold: to equip participants with core competences required for quality provision of youth work and to evaluate the quality of the innovative youth work LLP curriculum. Along with regular course activities, participants took part in an extensive evaluation intervention during the module that informed the overall evaluation of the curriculum. There were several activities and undertakings of the project with participants other than project partners. There was 11 on-line LLP test course training activities and two additional live activities. MEs included Policy lab; conference ‘Youth Work in Flux’; and conference on raising quality of YW. Participants in the MEs included researchers, YWa, policy makers, people from the CSOs and NAs.

  • Funder: European Commission Project Code: 2017-1-SI01-KA203-035522
    Funder Contribution: 258,591 EUR

    Emerging complexity of modern design and engineering problems and their strong interaction with nature, environment, and society led to the situation where it is no longer sufficient for an engineering professional to be only competent in the narrow field of specific engineering, solving partial engineering problems assigned to him or her. The modern engineer has to understand the whole new product/service development process and foresee all aspects of product’s interaction with the environment (cultural, economic, ecological, social, psychological, etc.).Within the concept of Industry 4.0, the transition of mechatronic products towards smart products is the key. Whereas the discussion about smart products in the context of digital production is more prominent, the shift towards the paradigm of smart products also suggests that the current way of product development needs to be adapted fundamentally. Like shown within representative studies, there is a consensus among industry experts on changing working processes and contents; new development methods, models and tools. Furthermore, many authors claim that these requirements will even lead to new job roles, comparable to the developments in the field of mechatronics in the 1990´s. Prior to the project proposal we have explored the existing master programmes in all project countries and in close surroundings, and found out that there was no curriculum specialised in the smart product development, running on any education level and institution. The main goal of this project was thus to develop a detailed course plan, curriculum and curriculum relevant material, and then to accredit an innovative engineering master programme, which will teach students above mentioned trends in theory and practice of smart product development, which will foster development of their transversal skills, including working in multi-disciplinary, multi-national, and multi-cultural environments, helping them to gain real industrial and entrepreneurial experience and making contacts for their future professional careers. A special emphasis has been put on implementation of six design principles into the study programme (commonly recognised Industry 4.0 principles): Interoperability, virtualisation, decentralisation, real-time capability, service orientation, modularity. The integration is twofold: The curriculum itself follows these 6 principles, as well as demonstrate and teach students the use of the principles in their design engineering processes. The study programme will be accredited and the courses awarded with the ECTS in all three Programme countries. The curriculum is structured in a way that students will enroll lessons at all of the three HEI partners and visit each institution for at least one semester.The project itself connects the academic professionals from three universities from three European countries, all recognised and with rich references from the field industrial and design engineering. In order to achieve the main goal of development and international accreditation of Smart Product Development Master joint master programme, the project partners performed and will continue to perform a series of activities and deliver a set of comprehensive intellectual outputs: they developed the full structure of the joint Smart Product Development Master programme, which will give students cross-university and internationally recognised 120 ECTS; the project partners prepared the necessary documentation and initiated the accreditation process of the curriculum. Based on the programme, the partners prepared a full set of necessary teaching and learning materials for the newly developed master programme. Besides this, they set-up the programme’s ICT infrastructure necessary for the fluent project work and further run of the master programme. ICT infrastructure among others include the project webpage, a digital classroom, course database and grade-book, and a VC infrastructure for communication of all academic and industrial partners and students.The project involved more than 15 professors and teachers, directly working on this project, approximately the same number of supportive industrial staff, who were not formally involved in this project but provided industrial and economics aspects to this project. However, the project is designed to cause a larger long-term impact to broader number of people, including academic staff, students, and industry in the region by delivering an innovative design engineering master programme, which will teach students to recognise their role and responsibilities towards the most challenging design and engineering issues of the modern world. With the interdisciplinary knowledge, given by the programme they will be able to design solutions, which will be sensitive to the increasing problems and challenges of modern global world: environmental issues, sustainability of design, integration, economic fluctuations, ageing population, etc.


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