{"id":329,"date":"2023-11-28T07:18:21","date_gmt":"2023-11-28T07:18:21","guid":{"rendered":"https:\/\/cesunovads.edu.lv\/jvsk\/?page_id=329"},"modified":"2026-06-04T11:55:02","modified_gmt":"2026-06-04T09:55:02","slug":"projekti","status":"publish","type":"page","link":"https:\/\/cesunovads.edu.lv\/jvsk\/par-skolu\/projekti\/","title":{"rendered":"Projekti"},"content":{"rendered":"\n
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Erasmus+<\/strong><\/div><\/summary>
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Erasmus+<\/p>\n\n\n\n

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Sustainable solutions<\/strong><\/div><\/summary>
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2023-1-LV01-KA220-SCH-0001246777<\/strong><\/p>\n\n\n\n

\"C:\\Users\\Velga\\Downloads\\Sustainable<\/figure>\n\n\n\n

Ilgtsp\u0113j\u012bgu risin\u0101jumu projekts (S&S) piev\u0113r\u0161as aktu\u0101lajam klimata p\u0101rmai\u0146u jaut\u0101jumam un nodro\u0161ina materi\u0101lus skolot\u0101jiem un studentiem ar prasm\u0113m un resursiem, kas nepiecie\u0161ami, lai mazin\u0101tu t\u0101 ietekmi. Klimata p\u0101rmai\u0146\u0101m ir pla\u0161a ietekme uz indiv\u012bdiem un kopien\u0101m, tostarp ekstrem\u0101liem laikapst\u0101k\u013ciem, ietekmei uz vesel\u012bbu, p\u0101rvieto\u0161anai un migr\u0101cijai, ekonomikai ietekme, samazin\u0101ta piek\u013cuve resursiem, stress un trauksme, kognit\u012bvie trauc\u0113jumi un depresija.<\/p>\n\n\n\n

S&S ir daudzpus\u012bga pieeja, kas piev\u0113r\u0161as \u0161\u012bm sek\u0101m, izmantojot savas tr\u012bs galven\u0101s priorit\u0101tes: vidi un c\u012b\u0146u c\u012bn\u012bties pret klimata p\u0101rmai\u0146\u0101m, atbalsts skolot\u0101jiem un pedagogiem un pamatkompeten\u010du att\u012bst\u012bba.<\/p>\n\n\n\n

Attiec\u012bb\u0101 uz vidi un c\u012b\u0146u pret klimata p\u0101rmai\u0146\u0101m S&S m\u0113r\u0137is ir pal\u012bdz\u0113t skol\u0113niem un skolot\u0101jiem mazin\u0101t klimata p\u0101rmai\u0146u psiholo\u0123isk\u0101 un fizisk\u0101 ietekme, nodro\u0161inot vi\u0146iem digit\u0101l\u0101s prasmes un resursus, kas vajadz\u012bgi, lai sav\u0101ktu un analiz\u0113tu vides datus.<\/p>\n\n\n\n

Turkl\u0101t S&S m\u0113r\u0137is ir pal\u012bdz\u0113t studentiem un skolot\u0101jiem sagatavoties ekstrem\u0101lu laikapst\u0101k\u013cu ietekmei un piel\u0101goties to ietekmei un citas klimata p\u0101rmai\u0146u ietekmes. Tas ietver resursu nodro\u0161in\u0101\u0161anu un apm\u0101c\u012bbu, lai pal\u012bdz\u0113tu studentiem un skolot\u0101jiem saprast<\/p>\n\n\n\n

klimata p\u0101rmai\u0146u iesp\u0113jamo ietekmi uz vesel\u012bbu un to, k\u0101 samazin\u0101t to rad\u012bto risku. Tas ar\u012b sniedz atbalstu tiem, kas var b\u016bt klimata p\u0101rmai\u0146u d\u0113\u013c p\u0101rvietoti vai saskaras ar cit\u0101m probl\u0113m\u0101m, tostarp ierobe\u017eotu piek\u013cuvi resursiem un ekonomikas ietekmi.<\/p>\n\n\n\n

Projekt\u0101 ar\u012b atz\u012bts, cik svar\u012bgi ir piev\u0113rsties klimata p\u0101rmai\u0146u psiholo\u0123iskajai ietekmei, tostarp stresam, trauksme, kognit\u012bvie trauc\u0113jumi un depresija. Nodro\u0161inot studentus un skolot\u0101jus ar r\u012bkiem un resursiem, kas vi\u0146iem nepiecie\u0161ami, lai izprastu un nov\u0113rstu \u0161\u012bs sekas, S&S m\u0113r\u0137is ir atbalst\u012bt vi\u0146u gar\u012bgo vesel\u012bbu un labkl\u0101j\u012bbu un pal\u012bdz\u0113t vi\u0146iem turpin\u0101t veikt pas\u0101kumus, lai c\u012bn\u012btos pret klimata p\u0101rmai\u0146\u0101m.<\/p>\n\n\n\n

Kopum\u0101 ilgtsp\u0113j\u012bgu risin\u0101jumu projekts (S&S) ir visaptvero\u0161a iniciat\u012bva, kuras m\u0113r\u0137is ir sagatavot skol\u0113nus un skolot\u0101jus ar prasm\u0113m un resursiem, kas tiem vajadz\u012bgi, lai mazin\u0101tu klimata p\u0101rmai\u0146u ietekmi, veicin\u0101tu ilgtsp\u0113j\u012bbas kult\u016bru, un atbalst\u012bt notur\u012bg\u0101kas un ilgtsp\u0113j\u012bg\u0101kas n\u0101kotnes att\u012bst\u012bbu.<\/p>\n\n\n\n

Projekta kop\u0113jais finans\u0113jums ir 250000 eiro<\/p>\n\n\n\n

Projekta koordinatore: Velga Zari\u0146a-Romanova<\/p>\n\n\n\n

Projekta m\u0101jas lapa: econetplatform.com<\/p>\n\n\n\n

2nd newspaper in Latvian<\/a><\/p>\n\n\n\n

Kick-off meeting in Latvia in Latvian<\/a><\/p>\n\n\n\n

Newsletter 4, Latviski<\/a><\/p>\n<\/div><\/details>\n\n\n\n

Smart solutions<\/strong><\/div><\/summary>
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2024-1-IE01-KA220-SCH-000243194<\/strong><\/p>\n\n\n\n

Smart solutions<\/strong><\/p>\n\n\n\n

M\u016bsu projekts ir izstr\u0101d\u0101ts, lai risin\u0101tu digit\u0101l\u0101s transform\u0101cijas nepiecie\u0161am\u012bbu izgl\u012bt\u012bb\u0101. Iek\u013caujot uz probl\u0113m\u0101m balst\u012btu m\u0101c\u012b\u0161an\u0101s, dizaina dom\u0101\u0161ana un vizu\u0101l\u0101 m\u0101c\u012b\u0161an\u0101s m\u0101c\u012bbu programm\u0101, m\u016bsu projekta m\u0113r\u0137is ir att\u012bst\u012bt ne tikai digit\u0101lo studentu gatav\u012bbu, k\u0101 ar\u012b notur\u012bbu un sp\u0113ju piel\u0101goties past\u0101v\u012bgi main\u012bgajai digit\u0101lajai videi. Metodolo\u0123ijas nodro\u0161ina skol\u0113niem visaptvero\u0161u prasmju kopumu (digit\u0101l\u0101 prat\u012bba un probl\u0113mu risin\u0101\u0161ana digit\u0101l\u0101 kontekst\u0101, digit\u0101lo pilson\u012bbu u.c.), nodro\u0161inot vi\u0146u gatav\u012bbu digit\u0101l\u0101 laikmeta pras\u012bb\u0101m. Vienlaikus m\u016bsu projekts ieaudzina notur\u012bbu un palielina kapacit\u0101ti, dodot iesp\u0113ju gan studentiem, gan pedagogiem izcelties izgl\u012bt\u012bbas vid\u0113
M\u016bsu projekts izce\u013cas ar izvair\u012b\u0161anos no teor\u0113tisk\u0101s inform\u0101cijas un uzsverot praktiskos rezult\u0101tus. Nevis koncentr\u0113joties uz teor\u0113tiskajiem rezult\u0101tiem, m\u016bsu galvenais m\u0113r\u0137is ir dot studentiem iesp\u0113ju att\u012bst\u012bt savas digit\u0101l\u0101s prasmes. Projekts ir balst\u012bts uz metodiku, kas \u012bpa\u0161i izstr\u0101d\u0101ta, lai uzlabotu studentu sp\u0113ju rad\u012bt taust\u0101mus digit\u0101los risin\u0101jumus.
Atbalsts skolot\u0101jiem, skolu vad\u012bt\u0101jiem un cit\u0101m skolot\u0101ja profesij\u0101m:
Saska\u0146\u0101 ar priorit\u0101ti atbalst\u012bt pedagogus un pedagogu profesijas, projekts “Viedie risin\u0101jumi” izveido dinamiska profesion\u0101l\u0101s pilnveides ekosist\u0113ma. Semin\u0101ri, vebin\u0101ri un sadarb\u012bbas platformas pied\u0101v\u0101 nep\u0101rtrauktu m\u0101c\u012b\u0161anos iesp\u0113jas skolot\u0101jiem, skolu vad\u012bt\u0101jiem un m\u0101c\u012bbsp\u0113kiem. “Integr\u0113t\u0101s m\u0101c\u012bbu programmas izstr\u0101des r\u012bkkopa” kalpo k\u0101 st\u016brakmens, kas nodro\u0161ina praktiskus resursus, lai integr\u0113tu probl\u0113mbalst\u012btu m\u0101c\u012b\u0161anos, dizaina dom\u0101\u0161anu un vizu\u0101lu m\u0101c\u012b\u0161anos m\u0101c\u012bbu praks\u0113. \u0160is r\u012bku komplekts nav tikai statisks ce\u013cvedis; tas ir instruments skolot\u0101ju pilnvaro\u0161anai, nodro\u0161inot pedagogus akt\u012bvi iesaist\u012bties skol\u0113nu izgl\u012bt\u012bbas pieredzes veido\u0161an\u0101 digit\u0101laj\u0101 laikmet\u0101.
Pamatkompeten\u010du att\u012bst\u012bba:
Projekt\u0101 tiek izmantota holistiska pieeja kompeten\u010du att\u012bst\u012bbai, atz\u012bstot, ka pamatkompetences sniedzas t\u0101l\u0101k par digit\u0101l\u0101m prasm\u0113m. Izmantojot konkr\u0113tus rezult\u0101tus, projekt\u0101 liels uzsvars tiek likts uz kritisk\u0101s dom\u0101\u0161anas, rado\u0161uma veicin\u0101\u0161anu,
sadarb\u012bbu un digit\u0101lo prat\u012bbu. \u0160\u012bs kompetences netiek apl\u016bkotas izol\u0113ti, bet ir integr\u0113tas re\u0101laj\u0101 pasaul\u0113 lietojumprogrammas, sagatavojot studentus 21. gadsimta daudz\u0161\u0137aut\u0146ainajiem izaicin\u0101jumiem. Kopjot daudzveid\u012bgu kompetences, m\u016bsu projekts nodro\u0161ina, ka studenti ir labi sagatavoti pan\u0101kumiem laikmet\u0101, ko nosaka straujas tehnolo\u0123ijas sasniegumi un sare\u017e\u0123\u012bti probl\u0113mu risin\u0101\u0161anas scen\u0101riji. Audzinot daudzveid\u012bgu kompeten\u010du kopumu, m\u016bsu projekts nodro\u0161ina, ka studenti, tostarp tie, kas saskaras ar \u0161\u0137\u0113r\u0161\u013ciem, ir labi sagatavoti, lai g\u016btu pan\u0101kumus laikmet\u0101, ko nosaka straujas tehnolo\u0123ijas sasniegumi. \u0160\u012bs iek\u013caujo\u0161\u0101s pieejas m\u0113r\u0137is ir dot iesp\u0113ju visiem studentiem p\u0101rvar\u0113t izaicin\u0101jumus un g\u016bt pan\u0101kumus digit\u0101laj\u0101 laikmet\u0101.
Jaunpiebalgas vidusskolai pie\u0161\u0137irtais finans\u0113jums ir 35500 eiro
Projekta koordinatore: Velga Zari\u0146a-Romanova<\/p>\n<\/div><\/details>\n\n\n\n

Par vesel\u012bgu dz\u012bvesveidu<\/strong><\/div><\/summary>
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Project Number 2022-2-LV01-KA210-SCH-000098036<\/strong>
Par vesel\u012bgu dz\u012bvesveidu<\/strong>
Projekta m\u0113r\u0137is ir ietekm\u0113t m\u0113r\u0137a grupas un rad\u012bt izmai\u0146as to pa\u0161reiz\u0113j\u0101 uzved\u012bb\u0101.
M\u016bsu galvenie m\u0113r\u0137i ir:
-p\u0113c diviem projekta gadiem samazin\u0101t \u0101tr\u0101s \u0113din\u0101\u0161anas pat\u0113r\u0113t\u0101ju skaitu m\u016bsu m\u0113r\u0137a grup\u0101 vismaz par 40%.
-veicin\u0101t vismaz 65% dal\u012bbnieku izpratni par vesel\u012bga uztura principiem;
-palielin\u0101t fizisko aktivit\u0101ti l\u012bdz vismaz vienai stundai dien\u0101 50% m\u0113r\u0137a grupas skol\u0113nu;
Dal\u012bbniekiem
-apmain\u012bties ar idej\u0101m un praksi ar cit\u0101m Eiropas skol\u0101m, lai skolot\u0101ji var\u0113tu sagatavot vienu bro\u0161\u016bru skol\u0113niem; un vec\u0101kiem un viena bro\u0161\u016bra skol\u0101m.
-pilnveidot zin\u0101\u0161anas par Eiropas sporta un kult\u016bru daudzveid\u012bbu vismaz 65 % dal\u012bbnieku.
T\u0101p\u0113c m\u0113s v\u0113lamies veicin\u0101t vesel\u012bgu dz\u012bvesveidu un sportu skol\u0113nu vid\u016b, liekot vi\u0146iem str\u0101d\u0101t kop\u0101 neatkar\u012bgi no vi\u0146u izskata.
M\u0113s sasniegsim \u0161\u0101dus konkr\u0113tus rezult\u0101tus:
-S\u0101kotn\u0113jais zi\u0146ojums un gal\u012bgais zi\u0146ojums
-Skol\u0113nu \u0113\u0161anas un vingro\u0161anas \u017eurn\u0101li
-Bro\u0161\u016bra vec\u0101kiem un skol\u0113niem par vesel\u012bgu uzturu un dinamisk\u0101m aktivit\u0101t\u0113m laika pavad\u012b\u0161anai
-Bro\u0161\u016bra skol\u0101m ar visu to pas\u0101kumu sarakstu, kurus var veikt skolas, kas nodarbojas ar tiem pa\u0161iem jaut\u0101jumiem
-4 mobilit\u0101tes zi\u0146ojumi, kuros m\u0113s iepaz\u012bstin\u0101m ar katras apmai\u0146as rezult\u0101tiem un nov\u0113rt\u0113jam ietekmi uz studentiem
Rezult\u0101ti sast\u0101v no skol\u0113nu un vec\u0101ku liel\u0101kas izpratnes par vesel\u012bgu dz\u012bvesveidu un vesel\u012bgu uzturu m\u016bsu skol\u0101s. 
-Ietekmes p\u0113t\u012bjums projekta beig\u0101s.<\/p>\n\n\n\n

Mobility Evaluation Summary \u2013 Latvia (September 18\u201322, 2023, Jaunpiebalga)
Project Number: 2022-2-LV01-KA210-SCH-000098036<\/strong>
The first project meeting took place in Jaunpiebalga, Latvia, on 18\u201322 September 2023, and was attended by three teachers from each partner country (T\u00fcrkiye, Hungary, and North Macedonia), while local Latvian students actively participated in selected activities. As the kick-off mobility, its primary aim was to establish a common understanding of the project objectives, methods, and outputs while beginning the process of embedding healthy lifestyle practices into school life.
The program included ice-breaking sessions, a school tour, and student-led presentations introducing local health challenges and ideas for improvement. Partner teachers collaborated intensively on the project\u2019s distribution plan, risk management framework, quality plan, and
work programme, sharing their knowledge, experience, and good practices. Workshops explored the psychological and social aspects of unhealthy eating, with particular attention to overweight and obesity-related stigma. Teachers also examined the causes and consequences
of poor diet and lack of exercise, and worked together to outline initial recommendations for healthy meals and inclusive school activities .
Host students were engaged through school-based events that promoted the benefits of physical activity and balanced nutrition. For example, local pupils participated in interactive discussions on food choices, joined in outdoor group games designed to emphasize inclusion,
and reflected on their own lifestyles in the context of European peers. This not only gave visiting teachers insights into the daily routines of Latvian youth but also initiated intercultural exchange between local students and international staff.
Results Achieved<\/strong>
For Visiting Teachers: Gained insights into the baseline situation in partner countries regarding eating habits, obesity, and activity levels. Collected best practices to address these issues at home schools, especially regarding the psychological factors leading to eating disorders. Strengthened collaboration and agreed on formats, deadlines, and methods for theproject\u2019s educational materials.
For Host Students: Increased awareness of healthy nutrition and sports as part of a balanced lifestyle. Benefited from collaborative activities that encouraged them to reflect on personal routines and to challenge negative attitudes towards overweight peers.
For Host Teachers: Enhanced skills in presenting health education topics, preparing school events, and initiating new teaching materials that combine nutrition and physical activity.
The feedback collected during the Latvian mobility was strongly positive from both visiting teachers and host students. All three visiting teachers confirmed that the structured exchange of practices was valuable, especially the opportunity to link theoretical frameworks with
everyday school experiences. One Hungarian participant noted: \u201cThe discussion on the psychological side of obesity helped me prepare to speak more confidently with parents and students.\u201d Host students, of whom 24 took part in selected activities, also responded
enthusiastically: 83% said they became more aware of their own food choices after the workshops, while 76% reported that the outdoor group games motivated them to be more physically active. A local pupil reflected: \u201cI realised how much fast food I was eating, and
now I want to try healthier meals.\u201d This feedback indicates that both staff and students benefited significantly from the first project meeting, with measurable improvements in awareness and motivation.<\/p>\n\n\n\n

Mobility Evaluation Summary \u2013 North Macedonia (November 14\u201318, 2023, Prilep)<\/strong>
Project Number: 2022-2-LV01-KA210-SCH-000098036<\/strong>
The second project meeting took place in Prilep, North Macedonia, on 14\u201318 November 2023, and was attended by three teachers from each partner country (Latvia, T\u00fcrkiye, and Hungary), while local Macedonian students actively participated in the non-formal learning
activities. The mobility aimed to address obesity and sedentary lifestyles by promoting sports, outdoor activities, and healthier eating habits, while also linking these themes to environmental awareness and inclusion.
The programme included daily energizers and dynamic small-group sports sessions, where teams presented activities that could be repeated by students during regular school breaks. Morning workshops focused on the dangers of sedentarism, the benefits of outdoor activities,
and the psychological factors leading to eating disorders. Students and teachers discussed strategies to replace unhealthy routines with healthier alternatives. Afternoons were dedicated to project coordination meetings on administration, financial management, and dissemination, complemented by cultural visits to promote intercultural learning.
The mobility in Prilep produced clear results for all participant groups. Visiting teachers gained deeper insight into the psychological and social aspects of obesity and poor nutrition, while also collecting practical examples of non-formal activities that could be replicated in their home schools. They further improved their ability to balance administrative project management with the promotion of health-focused activities. Host students reported increased awareness of healthy eating, outdoor exercise, and inclusion, noting greater motivation to change unhealthy habits such as reducing fast food consumption and spending more free time in playful sports. Host teachers, meanwhile, strengthened their capacity to integrate health topics into everyday school life through short and engaging activities, and enhanced their skills in guiding students to reduce stigma against overweight peers.
Feedback from the Prilep mobility was highly positive. All three visiting teachers rated the sessions as \u201cpractical and directly transferable,\u201d with special appreciation for the small-group sports model. Among the 31 host students who participated, 81% reported paying more
attention to their eating habits after the workshops, while 74% said they were more motivated to spend free time outdoors. A student reflected: \u201cI understood that walking with friends is healthier than sitting at home with my phone.\u201d Parents also gave feedback, with 67% noting that their children discussed healthier choices at home. Overall, the feedback confirmed that the mobility successfully promoted healthier living, outdoor activity, and inclusion among both staff and students.<\/p>\n\n\n\n

Mobility in Hungary<\/strong>
Project Number: 2022-2-LV01-KA210-SCH-000098036
The topic of the journal was mindfulness, which is very far from the everyday lives of today’s teenagers. It is difficult for them to delve into their feelings, thoughts, and the world around them for a long time, since they live in a fast-paced, technologically advanced world, and a virtual world.
Latvian youth – since they live a much closer-to-nature life – were able to identify relatively quickly with the aspects and related practices that we formulated in the journal. They could do the first exercise (mindful breathing) only for a very short time at first, almost half of the 25 children started to fidget after the first minute, it was unusual for them to sit in one place and to concentrate only on breathing. It took quite a few weeks before about 90% of the group could do the exercise for 5 minutes. The Latvian youth liked the mindful eating exercise the least, because they felt it was a waste of time to spend almost 30 minutes eating without being able to use their mobile phone. The most we achieved here was that the meal lasted for 21 minutes. The Turkish youth\u2019s favourite was mindful walking, which they practiced on the beach in their city. The group of 32 people enjoyed almost from the beginning that, as part of an afternoon session, they noticed things in their environment that they had not noticed before, while listening to the roar of the sea. What caused difficulty was the avoidance of talking. Many students felt a strong urge to immediately share their newly discovered things with others. The exercise they liked the least was journaling. They planned to implement the exercise for 15 days, but according to the youth, after the 3rd day they were not really able to describe new feelings.
The Macedonian youth also liked mindful walking the most, because they discovered a lot of things while walking in their city that they had previously overlooked. However, it is important to note that they did not walk specifically in nature, but in the city park, so they were still relatively stimulated. What they liked the least was the body scan. Perhaps the time after eating was not suitable in many cases, because many students fell asleep during the exercise. When the exercise was done in the morning, there was no such problem.
Overall, it can be said that all young people found one of the 5 activities that – according to them – helped them to calm down and reduce the stress they had developed.<\/p>\n\n\n\n

Mobility Evaluation Summary \u2013 T\u00fcrkiye (May 13\u201317, 2024, Trabzon)<\/strong>
Project number: 2022-2-LV01-KA210-SCH-000098036
The fourth project meeting of \u201cFor a Healthier Lifestyle\u201d (Project Code: 2022-2-LV01-KA210-SCH-000098036) took place in Trabzon, T\u00fcrkiye, on 13\u201317 May 2024 and was attended by three teachers from Latvia, Hungary, and North Macedonia, while local Turkish students actively joined most of the activities, ensuring meaningful intercultural exchange. The mobility centered on healthy eating, physical activity, and balanced digital habits. Activities included ice-breaking sessions, a school tour, and student presentations on healthy lifestyle strategies, followed by nutrition workshops with the school counselor, a nutritionist, and PE teachers, combined with joint sports activities. A trekking day linked active lifestyles to nature and included cultural visits to explore historical approaches to health, while the following day introduced art therapy workshops on mental health, digital detox training, and the use of fitness apps and wearables, complemented by a cultural trip in Trabzon. The final day focused on farm-to-table experiences during a visit to local farms, reflections, and a certificate ceremony. Visiting teachers gained practical strategies to integrate health, nutrition, and digital balance into curricula, strengthened cooperation skills, and collected resources such as recipes and digital toolkits, while host students deepened their knowledge of healthy nutrition, sustainable food, and intercultural learning through group activities that supported both active and less active participants. Host teachers tested innovative methods like digital detox and wearable health apps, improving their ability to guide inclusive well-being activities. Feedback confirmed strong impact: all three visiting teachers highlighted the practical transferability of workshops, host students (n=28) reported increased awareness of healthy habits (86%) and enthusiasm for active breaks and trekking (79%), and one student noted feeling proud to share culture while promoting health. Overall, the mobility in T\u00fcrkiye successfully balanced teacher professional development with active student participation, embedding inclusion, health awareness, and digital balance into practical and replicable experiences.
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Brochure for parents<\/a><\/p>\n\n\n\n

Brochure for students<\/a><\/p>\n\n\n\n

FIRST MEETING IN LATVIA Latviski<\/a><\/p>\n\n\n\n

Meeting in T\u00fcrkiye newsletter<\/a><\/p>\n\n\n\n

Newsletter Hungary<\/a><\/p>\n\n\n\n

Par vesel\u012bgu dz\u012bvesveidu bro\u0161\u016bra<\/a><\/p>\n\n\n\n

Stundu pl\u0101ni\/Lesson plans<\/a><\/p>\n\n\n\n

Video<\/a><\/p>\n\n\n\n

Physical health education presentation NM<\/a><\/p>\n\n\n\n

Newsletter NMacedonia<\/a><\/p>\n<\/div><\/details>\n\n\n\n

Artificial Intelligence driven GREEN Digital EntRepreneurship (AI GREENER)<\/strong><\/div><\/summary>
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2024-1-AT01-KA220-SCH-000248327<\/p>\n\n\n\n

Artificial Intelligence driven GREEN Digital EntRepreneurship (AI GREENER)<\/strong><\/p>\n\n\n\n

AIGREENER projekta motiv\u0101cija izriet no steidzamas nepiecie\u0161am\u012bbas risin\u0101t vair\u0101kas konstat\u0113t\u0101s b\u016btisk\u0101s probl\u0113mas Eiropas rokasgr\u0101mat\u0101s un zi\u0146ojumos, tostarp Eiropas za\u013caj\u0101 kurs\u0101 un Digit\u0101l\u0101s izgl\u012bt\u012bbas r\u012bc\u012bbas pl\u0101n\u0101. Dokumentos uzsv\u0113rts, ka steidzami vajadz\u012bgas iniciat\u012bvas, kas veicina vides ilgtsp\u0113ju, digit\u0101lo prat\u012bbu un padzi\u013cin\u0101tu prasmju att\u012bst\u012bba n\u0101kotnes darbasp\u0113kam. AIGREENER tika izstr\u0101d\u0101ts, lai tie\u0161i rea\u0123\u0113tu uz \u0161\u012bm vajadz\u012bb\u0101m, integr\u0113t digit\u0101lo uz\u0146\u0113m\u0113jdarb\u012bbu ar ilgtsp\u0113ju, izmantot m\u0101ksl\u012bg\u0101 intelekta (MI) r\u012bkus, lai dotu iesp\u0113jas skolot\u0101jiem, un studentiem.<\/p>\n\n\n\n

Eiropas za\u013caj\u0101 kurs\u0101 ir izvirz\u012bti v\u0113rien\u012bgi m\u0113r\u0137i l\u012bdz 2050. gadam padar\u012bt Eiropu par pirmo klimatneitr\u0101lo kontinentu. \u0160o centienu st\u016brakmens ir integr\u0113t ilgtsp\u0113ju izgl\u012bt\u012bbas sist\u0113mu centr\u0101, nodro\u0161inot, ka n\u0101kam\u0101 paaudze ir apvelt\u012bti ar zin\u0101\u0161an\u0101m un prasm\u0113m, lai veicin\u0101tu ilgtsp\u0113j\u012bgu n\u0101kotni. AIGREENER atbilst \u0161im m\u0113r\u0137im, m\u0101cot studentiem izmantot MI za\u013c\u0101s uz\u0146\u0113m\u0113jdarb\u012bbas att\u012bst\u012bb\u0101, veicinot dzi\u013cu izpratni par vides probl\u0113m\u0101m un to, to mazin\u0101\u0161anai var izmantot tehnolo\u0123ijas.<\/p>\n\n\n\n

Digit\u0101l\u0101s izgl\u012bt\u012bbas r\u012bc\u012bbas pl\u0101n\u0101 ir uzsv\u0113rts, cik svar\u012bgi ir uzlabot digit\u0101lo prat\u012bbu un veicin\u0101t digit\u0101l\u0101s tehnolo\u0123ijas m\u0101c\u012b\u0161anai un m\u0101c\u012bb\u0101m. AIGREENER tie\u0161i atbalsta \u0161o m\u0113r\u0137i, att\u012bstot skolot\u0101ju sp\u0113jas izmantot MI un digit\u0101los r\u012bkus izgl\u012bt\u012bbas kontekst\u0101, t\u0101d\u0113j\u0101di uzlabojot digit\u0101l\u0101s izgl\u012bt\u012bbas kvalit\u0101ti vis\u0101 Eirop\u0101. Integr\u0113jot \u0161\u012bs tehnolo\u0123ijas ilgtsp\u0113jas izgl\u012bt\u012bb\u0101, projekts sagatavo skol\u0113nus digit\u0101lajai un za\u013c\u0101 p\u0101rk\u0101rto\u0161an\u0101s, piev\u0113r\u0161oties div\u0101m svar\u012bg\u0101m r\u012bc\u012bbas pl\u0101na jom\u0101m.<\/p>\n\n\n\n

Digit\u0101l\u0101s uz\u0146\u0113m\u0113jdarb\u012bbas apvieno\u0161ana ar ilgtsp\u0113ju, iesp\u0113ju nodro\u0161in\u0101\u0161ana skolot\u0101jiem un skol\u0113niem, izmantojot m\u0101ksl\u012bgo intelektu (MI) Instrumenti ir \u0161\u012b projekta galvenais m\u0113r\u0137is. Partneriem, kas str\u0101d\u0101 pie \u0161\u012b projekta, ir da\u017e\u0101da pieredze, ar prasm\u0113m un pieredze da\u017e\u0101d\u0101s jom\u0101s. Tom\u0113r m\u0113s visi esam gatavi izp\u0113t\u012bt un \u012bstenot idejas un potenci\u0101lu, kas ir za\u013c\u0101 Inov\u0101cija un uz\u0146\u0113m\u0113jdarb\u012bba, ko t\u0101 var pied\u0101v\u0101t digit\u0101laj\u0101 vid\u0113. Digit\u0101l\u0101s uz\u0146\u0113m\u0113jdarb\u012bbas att\u012bst\u012bba ilgtsp\u0113ja ir veids, k\u0101 rea\u0123\u0113t uz m\u016bsu studentu, kopienu un ES vajadz\u012bb\u0101m. M\u0113s to redzam k\u0101 l\u012bdzekli palielin\u0101t studentu nodarbin\u0101m\u012bbu, uzlabot pamatprasmes, palielin\u0101t vi\u0146u rado\u0161umu un potenci\u0101lu, k\u0101 ar\u012b vi\u0146u akt\u012bvo iesaist\u012b\u0161an\u0101s kopienas dz\u012bv\u0113. M\u016bsdienu sabiedr\u012bb\u0101 MI maina veidu, k\u0101 m\u0113s dz\u012bvojam, str\u0101d\u0101jam un m\u0101c\u0101mies, un t\u0101 ietekme ir \u012bpa\u0161i noz\u012bm\u012bga izgl\u012bt\u012bbas jom\u0101.<\/p>\n\n\n\n

Jaunpiebalgas vidusskolas projekta finans\u0113jums ir 32425 eiro<\/p>\n\n\n\n

Projekta koordinatore: Velga Zari\u0146a-Romanova<\/p>\n<\/div><\/details>\n\n\n\n

Opening Digital World\u2018s Doors to #NEXT Digital Generations<\/strong><\/div><\/summary>
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Opening Digital World\u2018s Doors to #NEXT Digital Generations<\/strong><\/p>\n\n\n\n

Projekta numurs: 2022-1-CZ01-KA220-SCH-000084941<\/p>\n\n\n\n

Projekta koordinatore: Velga Zari\u0146a-Romanova mob.t.26554596 epasts: velgazr@inbox.lv<\/a><\/p>\n\n\n\n