natgillin/translations-raw huggingface dataset:
– като взе предвид разпростиращата се върху период от десет години работна програма „Образование и обучение 2010 г.“ и по-специално цел 1.1 „Подобряване на образованието и обучението на учителите и обучаващите“
– having regard to the 10-year 'Education and Training 2010' work programme and specifically to Objective 1.1 'Improving Education and Training for Teachers and Trainers'
ОВ C 142, 14.6.2002 г., стр.7. , а също и последвалите съвместни междинни доклади относно напредъка при тяхното изпълнение,
OJ C 142, 14.6.2002, p.7 , as well as to the subsequent joint interim reports on progress towards its implementation,
– като взе предвид политиката на ЕС в областта на езиковото многообразие и доклада на групата на високо равнище в рамките на Комисията по отношение на езиковото многообразие (2007 г.),
– having regard to the EU's multilingualism policy and to the Commission's High Level Group Report on Multilingualism (2007),
– като взе предвид заключенията на извънредния Европейски съвет в Лисабон, състоял се на 23 и 24 март 2000 г.,
– having regard to the conclusions of the Lisbon Special European Council of 23-24 March 2000,
– като взе предвид заключенията на Европейския съвет, проведен в Барселона през март 2002 г., в които се приемат конкретни цели за подобряване, наред с другото, на образованието и обучението на учители и обучаващи,
– having regard to the Barcelona European Council Conclusions in March 2002, which adopted concrete objectives for improving, among others, education and training for teachers and trainers,
– като взе предвид заключенията на Съвета от 5 май 2003 г. относно референтните нива за средна успеваемост в Европа в областта на образованието и обучението (параметри)
– having regard to the Council Conclusions of 5 May 2003 on reference levels of European average performance in education and training (Benchmarks)
ОВ C 134, 7.6.2003 г., стр.3. ,
OJ C 134, 7.6.2003, p.3 ,
– като взе предвид заключенията, приети от Съвета на министрите на образованието, младежта и културата на неговото заседание от 15 и 16 ноември 2007 г., и по-конкретно заключенията относно обучението на учителите
– having regard to the conclusions adopted by the Education, Youth and Culture Council at its meeting of 15-16 November 2007 and specifically to the conclusions on teacher education
OВ C 300, 12.12.2007 г., стр. 6. ,
OJ C 300, 12.12.2007, p.6 ,
– като взе предвид провежданите през три години проучвания по Програмата за международна оценка на учениците (PISA) на Организацията за икономическо сътрудничество и развитие (ОИСР), както и нейния доклад „Важната роля на учителите: привличане, професионално развитие и задържане в професията на ефикасни учители“(2005 г.),
– having regard to the OECD's triennial PISA (Programme for International Student Assessment) surveys as well as to its report 'Teachers Matter: Attracting, Developing and Retaining Effective Teachers' (2005),
– като взе предвид доклада „Как най-добре представящите се училищни системи в света излизат на върха“ (McKinsey & Co, септември 2007 г.),
– having regard to the report 'How the world's best performing school systems come out on top' (McKinsey & Co, September 2007),
– - като взе предвид проучването, озаглавено „Настоящо положение и перспективи на физическото възпитание в Европейския съюз“, публикувано от Европейския парламент,
– having regard to the study published by the European Parliament entitled 'Current situation and prospects for physical education in the European Union',
– - като взе предвид своята резолюция от 13 ноември 2007 г. относно ролята на спорта в образованието
– having regard to its resolution of 13 November 2007 on the role of sport in education
Приети текстове, P6_TA(2007)0503 . ,
Texts Adopted, P6_TA(2007)0503 . ,
– като взе предвид доклада на комисията по култура и образование ( A6-0304/2008 ),
– having regard to the report of the Committee on Culture and Education ( A6‑0304/2008 ),
A. като има предвид, че ползите от висококачественото образование и обучение са многообразни, надхвърлят създаването на работни места и повишаването на конкурентоспособността и са важни елементи на обучението през целия живот,
A. whereas high quality education and training have multifaceted benefits that go beyond job creation and the promotion of competitiveness, and are important elements of lifelong learning,
Б. като има предвид потребността да се възпитават самостоятелни, информирани и ангажирани с едно сплотено общество личности и като има предвид, че качеството на преподаване е изключително важен фактор, допринасящ за социалното и икономическо сближаване, както и за разкриването на нови работни места, повишаването на конкурентоспособността и потенциала за растеж на ЕС в един глобализиращ се свят,
B. whereas the need to educate individuals who are self-sufficient, informed and committed to a cohesive society, and whereas the quality of teaching is a critical factor in contributing to the European Union's social and economic cohesion as well as its job creation, competitiveness and growth potential in a globalising world,
В. като има предвид, че Европейският социален фонд може да играе важна роля в развитието на образованието и обучението и да допринася за по-доброто образование на учителите,
C. whereas the European Social Fund can play an important role in education and training development contributing to better teacher education,
Г. като има предвид, че качеството на подготовката на учителите се отразява на образователната практика и има непосредствено въздействие не само върху нивото на познанията на учениците, но също така и върху изграждането на личността, особено през първите години на образованието им,
D. whereas the quality of teacher training is reflected in educational practice and has a direct effect not only on pupils' level of knowledge but also on the formation of their personality, particularly during the first years of their school experience,
Д. като има предвид, че предизвикателствата пред учителската професия се увеличават, тъй като образователната среда става все по-комплексна и хетерогенна; като има предвид, че тези предизвикателства включват напредък на информационните и комуникационните технологии (ИКТ), промени в обществените и семейните структури, увеличаващо се смесване на различни ученици в много от училищата в резултат от увеличаването на имиграцията и появата на мултикултурни общества, нарастваща независимост на училищата, свързана с увеличаване на задълженията на учителите, и необходимост да се обръща повече внимание на индивидуалните образователни нужди,
E. whereas the challenges faced by the teaching profession are increasing as educational environments become more complex and heterogeneous; whereas these challenges include advances in Information and Communication Technologies (ICT), changes to social and family structures, and the increasingly diverse mix of students in many schools as a result of increased immigration and the emergence of multicultural societies, the increase in the autonomy of schools, which entails an increase in teachers' duties, and the need to pay more attention to the learning needs of individual pupils,
Е. като има предвид, че съществува ясна и положителна връзка между високото качество на обучение на учителите и високата степен на успеваемост сред учениците,
F. whereas there is a clear and positive correlation between high quality teacher training and pupils achieving high success rates,
Ж. като има предвид, че в светлината на нарастващото предлагане на информация, комбинирано с протичащата в момента цифровизация, следва да бъде развито умението за ефективната употреба на медиите и тяхното съдържание в съответствие с индивидуалните цели и нужди, и като има предвид, че медийното обучение е вид педагогически подход към медиите, който следва да спомогне за критичната и обмислена употреба на всички медии,
G. whereas in the light of the growing supply of information in conjunction with ongoing digitisation, the capacity must be developed to use media and their content effectively in accordance with individuals' aims and needs, and whereas media education is a type of pedagogical approach to the media which should enable users to develop a critical and reflective approach when using all media,
З. като има предвид, че над 80% от началните учители и 97% от учителите в предучилищното образование в ЕС са жени, докато в средното образование цифрата е под 60%,
H. whereas more than 80% of primary school teachers and 97% of pre-school teachers in the EU are women, while in secondary education the equivalent figure is only 60%,
И. като има предвид, че качеството на образованието на учителите може да окаже влияние върху броя на ранно напускащите училище и върху уменията за четене на по-големите ученици,
I. whereas the quality of teacher education can affect early school leaving levels and older students' reading skills,
Й. като има предвид, че предучилищното и основното училищно образование имат особено силно въздействие върху евентуалните постижения на децата в хода на тяхното обучение,
J. whereas pre-school and primary education have a particularly critical impact on children's eventual educational achievement,
К. като има предвид, че в ЕС са налице повече от 27 различни системи за обучение на учителите, но въпреки това предизвикателствата пред учителската професия са по същество едни и същи за всички държави-членки,
K. whereas with more than 27 different teacher training systems in place across the Union, the challenges facing the teaching profession are nonetheless, in essence, common to all Member States,
Л. като има предвид, че преподаването е професионално занятие, в което високото ниво на удовлетвореност от работата е важно за запазването на качествен персонал,
L. whereas teaching is a vocational profession in which high levels of job satisfaction are important for the retention of good staff,
М. като има предвид, че би било несправедливо единствено учителите да са отговорни за извършваната от тях образователна дейност; като трябва да се подчертае, че способността на учителите да предоставят добро образование на всичките си ученици, да създават атмосфера за съвместно съществуване и да намаляват агресивното поведение е тясно свързана с условията, при които те преподават, с наличните помощни средства, с броя ученици със затруднения, свързани с познавателната дейност, във всеки клас, със социалното и културно обкръжение в училищата, със сътрудничеството на семействата и с подкрепата от страна на обществото; като има предвид, че степента на ангажираност на учителите силно зависи от ангажираността с образованието на обществото и че двата фактора си взаимодействат в полза на по-доброто преподаване,
M. whereas it would be unfair to make teachers solely responsible for their educational activity; whereas it needs to be stressed that teachers' ability to offer a proper education to all their pupils, create a climate in which all can live together, and reduce violent behaviour, is closely linked to the conditions in which they teach, the means of support available, the number of pupils with learning difficulties in each class, the social and cultural environment in the schools, the cooperation of families, and the social support received; whereas teachers' level of commitment depends to a large extent on society's commitment to education, and both factors interact in the interests of better teaching,
Н. като има предвид, че трябва да се положат всички усилия, за да могат учителите да чувстват, че принадлежат към една уважавана и ценена професия, тъй като голяма част от професионалната идентичност зависи от това, как обществото я възприема,
N. whereas every effort needs to be made to ensure that all teachers feel they belong to a respected and valued profession, given that a large part of professional identity depends on society's perceived view,
О. като има предвид, че привличането на най-добре представилите се кандидати за учителската професия изисква съответните нива на обществено признание, статус и възнаграждение,
O. whereas attracting top-performing recruits to the teaching profession requires corresponding levels of social recognition, status and remuneration,
П. като има предвид, че учителите изпълняват важна роля за социализирането и развитието на учениците, която надхвърля традиционните граници между отделните учебни дисциплини, и че те могат да изпълняват важна функция като образци за подражание,
P. whereas teachers play important social and developmental roles that extend beyond traditional subject boundaries, and can perform an important function as role models,
Р. като има предвид, че целта „равни възможности за всички“ е залегнала в Договора за ЕО, и по-специално в член 13 от него, който се противопоставя на дискриминацията, основана на пол, расов или етнически произход, религия или убеждения, увреждания, възраст или сексуална ориентация,
Q. whereas the objective of 'equal opportunities for all' is enshrined in the EC Treaty, particularly in Article 13 of the EC Treaty, which combats discrimination on grounds of sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation,
С. като има предвид, че качеството на училищата до голяма степен зависи от нивото на автономност на плановете и управлението им,
R. whereas the quality of schools is to a large extent dependent on the degree of autonomy attached to their plans and management,
Т. като има предвид, че подходящата професионална подготовка на учителите по физическо възпитание играе особено важна роля за физическото и психическо развитие на децата и за насърчаването им да възприемат здравословен начин на живот,
S. whereas appropriate professional qualifications for physical education teachers play a very important role in the physical and mental development of children and in encouraging them to adopt a healthy way of life,
12. подчертава важната роля на училището за социализацията и обучението на децата, както и за да им даде знания и умения за участие в демократичното общество; подчертава колко е важно в разработването на ефикасна методика за подготовка на учители да се включат квалифицирани, компетентни и опитни учители;
Insists on the important role of school in terms of children's social and learning life as well as in terms of giving them the knowledge and skills for participating in democratic society; stresses the importance of having qualified, competent and experienced teachers involved in the conception of effective pedagogical training methods for teachers;
36. възлага на своя председател да предаде настоящата резолюция на Съвета и Комисията, както и на правителствата и парламентите на държавите-членки, на ОИСР, на ЮНЕСКО и на Съвета на Европа.
Instructs its President to forward this resolution to the Council and Commission, and the governments and parliaments of the Member States, to the OECD, to Unesco and to the Council of Europe.
The Commission Communication and the general framework
The Commission Communication and the general framework
In August 2007, the Commisssion published a Communication entitled "Improving the Quality of Teacher Education"
In August 2007, the Commisssion published a Communication entitled "Improving the Quality of Teacher Education"
This assesses the current situation in the European Union as regards the education and training of teachers, and proposes a shared reflection on actions that can be taken by EU Member States, as responsible for the organisation and content of education and training systems according to the EC Treaty.
This assesses the current situation in the European Union as regards the education and training of teachers, and proposes a shared reflection on actions that can be taken by EU Member States, as responsible for the organisation and content of education and training systems according to the EC Treaty.
The aims of this Communication are to ensure that provision for teachers' education and professional development is coordinated and adequately resourced; encourage that all teachers possess the knowledge, attitudes and pedagogic skills that they require to be effective; support the professionalisation of teaching; and to promote research within the teaching profession, as well as the status and recognition of the profession.
The aims of this Communication are to ensure that provision for teachers' education and professional development is coordinated and adequately resourced; encourage that all teachers possess the knowledge, attitudes and pedagogic skills that they require to be effective; support the professionalisation of teaching; and to promote research within the teaching profession, as well as the status and recognition of the profession.
The overall framework is the drive to improve education and training in Europe, taking place in the context of the Lisbon strategy.
The overall framework is the drive to improve education and training in Europe, taking place in the context of the Lisbon strategy.
The Barcelona Council in March 2002 adopted concrete objectives for improving Member States’ education and training systems, including education and training for teachers and trainers.
The Barcelona Council in March 2002 adopted concrete objectives for improving Member States’ education and training systems, including education and training for teachers and trainers.
In 2004, the Council and Commission Joint Report on progress towards the Lisbon objectives in the fields of Education and Training called for the development of common European principles for the competences and qualifications needed by teachers and trainers.
In 2004, the Council and Commission Joint Report on progress towards the Lisbon objectives in the fields of Education and Training called for the development of common European principles for the competences and qualifications needed by teachers and trainers.
In November 2006, the Council stated that 'the efforts of teaching staff should be supported by continuous professional development', while in November 2007 the Council adopted Conclusions on teacher education, on the basis of the Commission's Communication.
In November 2006, the Council stated that 'the efforts of teaching staff should be supported by continuous professional development', while in November 2007 the Council adopted Conclusions on teacher education, on the basis of the Commission's Communication.
Among the conclusions, the Council stated that 'high quality teaching is a pre-requisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals'
Among the conclusions, the Council stated that 'high quality teaching is a pre-requisite for high-quality education and training, which are in turn powerful determinants of Europe's long-term competitiveness and capacity to create more jobs and growth in line with the Lisbon goals'
OJ C 300, 12.12.2007, p.7 .
OJ C 300, 12.12.2007, p.7 .
Nevertheless, insufficient progress has been made so far towards the objectives set under the Lisbon strategy's Education and Training 2010 programme.
Nevertheless, insufficient progress has been made so far towards the objectives set under the Lisbon strategy's Education and Training 2010 programme.
The state of play
The state of play
The Communication identifies the quality of teaching as one key factor contributing to Europe's job creation, competitiveness and growth potential in a globalising world, but also to improve student performance.
The Communication identifies the quality of teaching as one key factor contributing to Europe's job creation, competitiveness and growth potential in a globalising world, but also to improve student performance.
There are more than 6 million teachers in Europe, and they play a vital role developing knowledge and skills as well as playing an important role in children’s development in society.
There are more than 6 million teachers in Europe, and they play a vital role developing knowledge and skills as well as playing an important role in children’s development in society.
T he challenges faced by teachers are increasing as educational environments become more complex and heterogeneous.
The challenges faced by teachers are increasing as educational environments become more complex and heterogeneous.
However, in the 2005 OECD survey "Teachers Matter"
However, in the 2005 OECD survey "Teachers Matter"
"Teachers Matter: Attracting, Developing and Retaining Effective Teachers", OECD 2005. , almost all countries reported shortfalls in teaching skills, low investment in the continuous training and development of the teaching workforce, and low support in the first years of teaching.
"Teachers Matter: Attracting, Developing and Retaining Effective Teachers", OECD 2005. , almost all countries reported shortfalls in teaching skills, low investment in the continuous training and development of the teaching workforce, and low support in the first years of teaching.
There is also a wider range of related issues to consider.
There is also a wider range of related issues to consider.
For example, women very much outweigh men in the teaching workforce; there are marked differences between countries in the salaries of teachers relative to average wages; the retention of teachers is specially affected by general labour market conditions; and the teaching profession has a high percentage of older workers, with the inevitable implication that sufficient numbers of motivated and high-calibre recruits need to be attracted as these experienced teachers retire.
For example, women very much outweigh men in the teaching workforce; there are marked differences between countries in the salaries of teachers relative to average wages; the retention of teachers is specially affected by general labour market conditions; and the teaching profession has a high percentage of older workers, with the inevitable implication that sufficient numbers of motivated and high-calibre recruits need to be attracted as these experienced teachers retire.
Rapporteur’s remarks
Rapporteur’s remarks
There is a vast array of factors which influence student learning, including a students’ own potential and motivation, their families’ and peers’ attitude and support for learning, school organisation and the quality of their teachers.
There is a vast array of factors which influence student learning, including a students’ own potential and motivation, their families’ and peers’ attitude and support for learning, school organisation and the quality of their teachers.
It is difficult for policy makers to influence most of these factors, at least in the short run
It is difficult for policy makers to influence most of these factors, at least in the short run
Executive summary, "Teachers Matter: Attracting, Developing and Retaining Effective Teachers", OECD, November 2004, p.3. .
Executive summary, "Teachers Matter: Attracting, Developing and Retaining Effective Teachers", OECD, November 2004, p.3. .
Nevertheless, a significant impact on education systems can be made through policies focused on teachers.
Nevertheless, a significant impact on education systems can be made through policies focused on teachers.
As the OECD has underlined, ‘improving the efficiency and equity of schooling depends, in a large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high quality teaching’
As the OECD has underlined, ‘improving the efficiency and equity of schooling depends, in a large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high quality teaching’
As part of facing the challenges of an increasingly globalised world, Member States should take further steps to improve their teacher-centred policies, as a way to improving overall standards of education.
As part of facing the challenges of an increasingly globalised world, Member States should take further steps to improve their teacher-centred policies, as a way to improving overall standards of education.