natgillin/translations-raw huggingface dataset:
The Council also considered that the general aim of these measures was to increase the overall employment rate in the EU to 70% and the employment rate for women to more than 60% by 2010
The Council also considered that the general aim of these measures was to increase the overall employment rate in the EU to 70% and the employment rate for women to more than 60% by 2010
Lisbon European Council, March 2000 .
Lisbon European Council, March 2000 .
The Heads of State and Government recognised at the European Councils in Stockholm
The Heads of State and Government recognised at the European Councils in Stockholm
Stockholm European Council, 23-24 March 2001 and Barcelona
Stockholm European Council, 23-24 March 2001 and Barcelona
Barcelona European Council, 15-16 March 2002 that the future of the European economy and society depended on its citizens, particularly the younger generations, and their level of education.
Barcelona European Council, 15-16 March 2002 that the future of the European economy and society depended on its citizens, particularly the younger generations, and their level of education.
Therefore all young men and women should be able to enjoy good quality education and training in line with the new requirements of the market as well as ongoing updating of their skills to enable them to enter the world of work and make steady progress within it.
Therefore all young men and women should be able to enjoy good quality education and training in line with the new requirements of the market as well as ongoing updating of their skills to enable them to enter the world of work and make steady progress within it.
The level of education is an essential factor in the growth and innovation capacity of a society.
The level of education is an essential factor in the growth and innovation capacity of a society.
An OECD estimate considers that adding an additional year to the average time spent in education increases the rate of growth by about 5% immediately and by about 2.5% in the long term
An OECD estimate considers that adding an additional year to the average time spent in education increases the rate of growth by about 5% immediately and by about 2.5% in the long term
De la Fuente and Ciccone, Human capital in a global and knowledge-based economy, final report for DG Employment and Social Affairs, European Commission, May 2002 .
De la Fuente and Ciccone, Human capital in a global and knowledge-based economy, final report for DG Employment and Social Affairs, European Commission, May 2002 .
Education and training bring economic and social benefits by developing personal and civic skills at the same time as vocational skills.
Education and training bring economic and social benefits by developing personal and civic skills at the same time as vocational skills.
Investment in human resources is thus a key instrument for increasing social inclusion.
Investment in human resources is thus a key instrument for increasing social inclusion.
An OECD study shows that in some countries where the average level of education is highest there is also the least inequality between individuals
An OECD study shows that in some countries where the average level of education is highest there is also the least inequality between individuals
Programme for International Student Assessment, OECD, 2002 .
Programme for International Student Assessment, OECD, 2002 .
The level of education also has an undeniable impact on employment, given that unemployment rates reduce as education levels rise
The level of education also has an undeniable impact on employment, given that unemployment rates reduce as education levels rise
The unemployment rate of people with higher education qualifications was 3.9% in 2001, or three times less than that of people with a low level of qualifications. , and the corresponding social costs are proportionately lower.
The unemployment rate of people with higher education qualifications was 3.9% in 2001, or three times less than that of people with a low level of qualifications. , and the corresponding social costs are proportionately lower.
It is clear from the above that it is essential to invest in young people as human resources to enable them to make a full contribution to the economic and social sustainability of European society, but at the same time we must not forget the potential of these young people to bring about the demographic renewal of our societies.
It is clear from the above that it is essential to invest in young people as human resources to enable them to make a full contribution to the economic and social sustainability of European society, but at the same time we must not forget the potential of these young people to bring about the demographic renewal of our societies.
Indeed, as the Commission indicated in its Green Paper on demography
Indeed, as the Commission indicated in its Green Paper on demography
Commission Communication of 16 March 2005 entitled Green Paper “Confronting demographic change: a new solidarity between the generations” ( COM(2005)0094 ), and the Council in its European Youth Pact
Commission Communication of 16 March 2005 entitled Green Paper “Confronting demographic change: a new solidarity between the generations” ( COM(2005)0094 ), and the Council in its European Youth Pact
Commission Communication of 30 May 2005 on European youth policies, entitled Addressing the concerns of young people in Europe – implementing the European Youth Pact and promoting active citizenship ( COM(2005)0206 ), , it is high time to create societies that welcome children and young people through improving vocational training and the quality of employment and also by creating a favourable environment for their social integration and achievement of their desires for a family.
Commission Communication of 30 May 2005 on European youth policies, entitled Addressing the concerns of young people in Europe – implementing the European Youth Pact and promoting active citizenship ( COM(2005)0206 ), , it is high time to create societies that welcome children and young people through improving vocational training and the quality of employment and also by creating a favourable environment for their social integration and achievement of their desires for a family.
All the statistics show that Europeans, particularly the more educated Europeans, do not have the number of children that they would like.
All the statistics show that Europeans, particularly the more educated Europeans, do not have the number of children that they would like.
Achievement of their real desire for a family is affected by social and economic factors which mean that they complete the various stages of life later: they spend longer in education, they become independent later, they spend time in vocational training and have more difficult access to employment; these are all factors which lead young people to postpone the decision to start a family.
Achievement of their real desire for a family is affected by social and economic factors which mean that they complete the various stages of life later: they spend longer in education, they become independent later, they spend time in vocational training and have more difficult access to employment; these are all factors which lead young people to postpone the decision to start a family.
As several recent studies
As several recent studies
Lutz, Skirbekk, How would ‘tempo policies' work?
Lutz, Skirbekk, How would ‘tempo policies' work?
Exploring the effect of school reforms on period fertility in Europe ; Billari, Philipov, Education and the transition to motherhood: a comparative analysis of western Europe on fertility in Europe show, the babies born later will not be able to compensate for those not born when their parents were younger.
Exploring the effect of school reforms on period fertility in Europe ; Billari, Philipov, Education and the transition to motherhood: a comparative analysis of western Europe on fertility in Europe show, the babies born later will not be able to compensate for those not born when their parents were younger.
Moreover, these studies show that deciding to start a family at an older age also entails costs for public health systems because of the greater medical risks for the mother and baby.
Moreover, these studies show that deciding to start a family at an older age also entails costs for public health systems because of the greater medical risks for the mother and baby.
In addition, biological factors connected with the age of the woman may prevent people from having the number of children that they want.
In addition, biological factors connected with the age of the woman may prevent people from having the number of children that they want.
Although it is true that it is not up to the State to influence individual choices on whether or not to have children, States should have a duty to create the conditions to enable Europeans to have the number of children they want.
Although it is true that it is not up to the State to influence individual choices on whether or not to have children, States should have a duty to create the conditions to enable Europeans to have the number of children they want.
One way to achieve this objective would be to create a favourable social, economic and educational framework to enable young Europeans to achieve their desire for a family at an earlier stage in life without this having an adverse impact on their opportunities for training or careers.
One way to achieve this objective would be to create a favourable social, economic and educational framework to enable young Europeans to achieve their desire for a family at an earlier stage in life without this having an adverse impact on their opportunities for training or careers.
In its recent Communication on reconciling professional, private and family life
In its recent Communication on reconciling professional, private and family life
Commission Communication of 12 October 2006 entitled First-stage consultation of European social partners on the reconciliation of professional, private and family life ( SEC(2006)1245 ), the Commission seems to recognise the good sense of this view because the section on work organisation states that public policies in this area should also be addressed to young women and men who are still in higher education.
Commission Communication of 12 October 2006 entitled First-stage consultation of European social partners on the reconciliation of professional, private and family life ( SEC(2006)1245 ), the Commission seems to recognise the good sense of this view because the section on work organisation states that public policies in this area should also be addressed to young women and men who are still in higher education.
Apart from making better use of young people's potential, the need to make it easier to combine family life with studying is exacerbated by the fact that a longer time spent in education and the opportunities offered by lifelong training are helping to increase the average age of students.
Apart from making better use of young people's potential, the need to make it easier to combine family life with studying is exacerbated by the fact that a longer time spent in education and the opportunities offered by lifelong training are helping to increase the average age of students.
Thus, according to statistics in the EUROSTUDENT report 2005
Thus, according to statistics in the EUROSTUDENT report 2005
EUROSTUDENT Report 2005, Social and Economic Conditions of student life in Europe , the average age of students is 28 in the United Kingdom, 25.3 in Austria, 24.6 in Finland, 24.2 in the Netherlands and 24.1 in Ireland.
EUROSTUDENT Report 2005, Social and Economic Conditions of student life in Europe , the average age of students is 28 in the United Kingdom, 25.3 in Austria, 24.6 in Finland, 24.2 in the Netherlands and 24.1 in Ireland.
Thus in many countries, students take on family responsibilities in parallel with their studies or choose to fulfil their desire for a family by having children before the end of their studies.
Thus in many countries, students take on family responsibilities in parallel with their studies or choose to fulfil their desire for a family by having children before the end of their studies.
Thus in Sweden, 41% of women had their first child before completing their education, 31% in Finland and 30% in Norway.
Thus in Sweden, 41% of women had their first child before completing their education, 31% in Finland and 30% in Norway.
The proportion of students who are also parents is significant in several European countries such as Ireland, which has 11.3% of students with children, 10.8% in Austria, 10 .7% in Latvia and 8% in Finland.
The proportion of students who are also parents is significant in several European countries such as Ireland, which has 11.3% of students with children, 10.8% in Austria, 10 .7% in Latvia and 8% in Finland.
Unfortunately in most European countries, except for some Nordic countries which have a range of social and economic measures to help students who are parents, students with family responsibilities face considerable difficulties in their university courses and in their daily lives.
Unfortunately in most European countries, except for some Nordic countries which have a range of social and economic measures to help students who are parents, students with family responsibilities face considerable difficulties in their university courses and in their daily lives.
They have special needs in particular with regard to housing, child-care services and course flexibility, etc.
They have special needs in particular with regard to housing, child-care services and course flexibility, etc.
However, in general these needs are not recognised or not sufficiently recognised by education systems and social security schemes, as is further shown by the lack of statistics and data on how these students live.
However, in general these needs are not recognised or not sufficiently recognised by education systems and social security schemes, as is further shown by the lack of statistics and data on how these students live.
The fact that the particular situation of students with family responsibilities is not taken into account may thus account for discrimination in access to education at all levels and to lifelong training.
The fact that the particular situation of students with family responsibilities is not taken into account may thus account for discrimination in access to education at all levels and to lifelong training.
The wide disparities in treatment that can be observed in the different Member States are an additional obstacle to pursuing educational and thus career ambitions, including mobility .
The wide disparities in treatment that can be observed in the different Member States are an additional obstacle to pursuing educational and thus career ambitions, including mobility .
Women are particularly vulnerable because they are most likely to have family responsibilities, including while they are studying.
Women are particularly vulnerable because they are most likely to have family responsibilities, including while they are studying.
Thus, still according to the EUROSTUDENT report, in Latvia the ratio of female students with a child to male students with a child is 13.8% to 5.3%, in Ireland 12.1% to 10.4%, and in Austria 11.5% to 10%.
Thus, still according to the EUROSTUDENT report, in Latvia the ratio of female students with a child to male students with a child is 13.8% to 5.3%, in Ireland 12.1% to 10.4%, and in Austria 11.5% to 10%.
Without adequate support, young women are thus more likely than men not to continue in education, to give up in the middle of a course or never to return to education, which inevitably leads to inequalities between men and women in their working lives and a loss of their potential.
Without adequate support, young women are thus more likely than men not to continue in education, to give up in the middle of a course or never to return to education, which inevitably leads to inequalities between men and women in their working lives and a loss of their potential.
Rapporteur ’ s position
Rapporteur ’ s position
Your rapporteur welcomes the fact that the Commission, in its recent Communication on reconciling professional, private and family life, recognised that policies in this area should also be addressed to young women and men who are still in higher education, but regrets that the Commission has made no specific proposals in this regard.
Your rapporteur welcomes the fact that the Commission, in its recent Communication on reconciling professional, private and family life, recognised that policies in this area should also be addressed to young women and men who are still in higher education, but regrets that the Commission has made no specific proposals in this regard.
In the context of demographic challenges and countries' commitment to create more child-friendly and youth-friendly societies, your rapporteur wishes to highlight the need to adopt public policies that would give more support to young people to enable them to achieve their ambitions for education and family in parallel, without one having to take priority to the detriment of the other.
In the context of demographic challenges and countries' commitment to create more child-friendly and youth-friendly societies, your rapporteur wishes to highlight the need to adopt public policies that would give more support to young people to enable them to achieve their ambitions for education and family in parallel, without one having to take priority to the detriment of the other.
To this end, your rapporteur proposes that more account be taken, by both education systems and social security schemes, of the expectations and needs of young men and women who in parallel with education or training have family responsibilities.
To this end, your rapporteur proposes that more account be taken, by both education systems and social security schemes, of the expectations and needs of young men and women who in parallel with education or training have family responsibilities.
Among the measures advocated in this regard, your rapporteur recommends that the Member States provide young people with specific social assistance suited to their needs, and that the grant or amount of this assistance should not be reduced or called into question if they take on a job in parallel to their course of study.
Among the measures advocated in this regard, your rapporteur recommends that the Member States provide young people with specific social assistance suited to their needs, and that the grant or amount of this assistance should not be reduced or called into question if they take on a job in parallel to their course of study.
In addition, given the economic difficulties facing these students, your rapporteur suggests that higher education or vocational training establishments take account of their financial difficulties when calculating course fees and that credit institutions make it easier for them to obtain loans or credit .
In addition, given the economic difficulties facing these students, your rapporteur suggests that higher education or vocational training establishments take account of their financial difficulties when calculating course fees and that credit institutions make it easier for them to obtain loans or credit .
Your rapporteur also calls on the Member States, together with local authorities and higher education or vocational training establishments, to increase the supply of low-cost housing suited to the needs of students (couples or single parents) with dependent children and also to provide a sufficient number of affordable child-care services .
Your rapporteur also calls on the Member States, together with local authorities and higher education or vocational training establishments, to increase the supply of low-cost housing suited to the needs of students (couples or single parents) with dependent children and also to provide a sufficient number of affordable child-care services .
Moreover, to make it easier to combine studying with family life, your rapporteur encourages the Member States and higher education or vocational training establishments to propose a more flexible organisation of courses (e.g. part-time courses), to make more use of learning techniques derived from new technologies and to make these available to all students, particularly those with family responsibilities .
Moreover, to make it easier to combine studying with family life, your rapporteur encourages the Member States and higher education or vocational training establishments to propose a more flexible organisation of courses (e.g. part-time courses), to make more use of learning techniques derived from new technologies and to make these available to all students, particularly those with family responsibilities .
Your rapporteur calls on higher education or vocational training establishments to make their teaching and other staff aware of the particular needs of these students and if necessary to set up support and advisory services for them , to make it easier for them to start, continue or return to higher education or vocational training.
Your rapporteur calls on higher education or vocational training establishments to make their teaching and other staff aware of the particular needs of these students and if necessary to set up support and advisory services for them , to make it easier for them to start, continue or return to higher education or vocational training.
Although policies on education and the family fall within national competence, your rapporteur recommends, under the Open Coordination Method, an exchange of best practice concerning support for students with family responsibilities and that account be taken of the innovative arrangements that have been introduced in some European countries .
Although policies on education and the family fall within national competence, your rapporteur recommends, under the Open Coordination Method, an exchange of best practice concerning support for students with family responsibilities and that account be taken of the innovative arrangements that have been introduced in some European countries .
Правна рамка на мерките за съвместяване на семейния живот с периода на обучение за младите жени в Европейския съюз
A regulatory framework for measures enabling young women in the European Union to combine family life with a period of studies
FEMM 29.11.2006
FEMM 29.11.2006
Katerina Batzeli, Věra Flasarová, Lissy Gröner, Zita Gurmai, Lívia Járóka, Astrid Lulling, Marie Panayotopoulos-Cassiotou, Christa Prets, Karin Resetarits, Teresa Riera Madurell, Eva-Britt Svensson, Anna Záborská
Katerina Batzeli, Věra Flasarová, Lissy Gröner, Zita Gurmai, Lívia Járóka, Astrid Lulling, Marie Panayotopoulos-Cassiotou, Christa Prets, Karin Resetarits, Teresa Riera Madurell, Eva-Britt Svensson, Anna Záborská
Lidia Joanna Geringer de Oedenberg, Mary Honeyball, Maria Petre
Lidia Joanna Geringer de Oedenberg, Mary Honeyball, Maria Petre
по промененото предложение за регламент на Съвета за изменение на Регламент (ЕО) № 1030/2002 относно единния формат на разрешенията за пребиваване за гражданите на трети страни
on the modified proposal for a Council regulation amending Regulation (EC) 1030/2002 laying down a uniform format for residence permits for third-country nationals
PE 378.762v04-00
PE 378.762v04-00
EXPLANATORY STATEMENT..............................................................................................13
EXPLANATORY STATEMENT
MINORITY OPINION.............................................................................................................17
MINORITY OPINION
– като взе предвид промененото предложение на Комисията до Съвета ( COM(2006)0110 )
– having regard to the modified Commission proposal to the Council ( COM(2006)0110 )
– като взе предвид член 63, параграф 3, точка а) от Договора за ЕО,
– having regard to Articles 63(3)(a) of the EC Treaty,
– като взе предвид член 67 от Договора за ЕО, съгласно който Съветът се е допитал до него ( C6‑0157/2006 ),
– having regard to Article 67 of the EC Treaty, pursuant to which the Council consulted Parliament ( C6‑0157/2006 ),