natgillin/translations-raw huggingface dataset:
Настоятелно призовава държавите-членки да насърчават многоезичието във всички степени в образователната система, което ще доведе до увеличаване на мобилността на територията на Европейския съюз, както на децата и младите хора, така и на възрастните, като по този начин ще нарасне ефикасността на образователния процес в рамките на ЕС;
Urges the Member States to promote multilingualism at every level in the educational system, thereby improving the mobility of children, juveniles and adults within European territory and making the educational process within the EU more efficient;
Насърчава държавите-членки да повишат осведомеността на преподавателите и специалистите в образователната сфера по отношение на равнопоставеността на половете, за да бъдат те в състояние да насърчат зачитането на този принцип сред младото поколение;
Encourages the Member States to raise awareness of gender equality among teachers and education providers in order that they be able to promote respect for this principle among the younger generation;
Университетско образование: увеличаване на инвестициите и разширяване на достъпа
University education: increasing investment and widening access
Признава, че университетското образование е ключов аспект на основаващите се на познанието икономика и общество;
Acknowledges that university education is a key aspect of a knowledge-based economy and society;
Подкрепя плана за модернизиране на университетите с оглед да се гарантира, че университетското образование става по-конкурентноспособно, достъпно за всички на справедлива основа и остава финансово надеждно и ефективно;
Supports the plan to modernise universities with a view to ensuring that university education becomes more competitive, is available to everyone on an equitable basis and remains financially viable and effective;
Призовава държавите-членки да увеличат ефикасността и равнопоставеността чрез създаване на подходящи условия и стимули за осигуряване на засилено инвестиране от публични и частни източници;
Calls upon the Member States to increase efficiency and equity by creating suitable conditions and incentives for securing increased investment from public and private sources;
Признава, че осигуряването на безплатно университетско образование не гарантира обезателно равнопоставеност; в тази връзка призовава за по-нататъшни проучвания, които изхождат от презумпцията, че таксите за обучение не са отделен въпрос, а са част от редица фактори, свързани с финансовите стимули в съчетание с придружаващата ги финансова подкрепа, която може да намали неравнопоставеността по отношение на достъпа до университетско образование при групите в неравностойно положение;
Acknowledges that providing university education free of charge will not necessarily and by itself guarantee equity; calls in that regard for further studies on the assumption that tuition fees are not an isolated issue but are part of a nexus of factors connected with financial incentives in combination with accompanying financial support which, in the case of disadvantaged groups, can reduce inequity in terms of access to university education;
Счита, че таксите за обучение не са отделен въпрос, а са част от редица фактори, свързани с финансовите стимули в съчетание с придружаващата ги финансова подкрепа, която намалява неравнопоставеността при достъпа до университетско образование при групите в неравностойно положение;
Believes that tuition fees are not an isolated issue but are part of a nexus of factors connected with financial incentives in combination with accompanying financial support which, in the case of disadvantaged groups, reduce inequity in access to university education;
Подчертава, че университетите трябва да създадат цялостна политика за информираност и прием, за да са в състояние да реагират бързо на развиващите се социални и икономически потребности;
Stresses that universities must devise comprehensive information and admission policies, so as to be able to react to rapidly evolving social and economic needs;
Професионално образование и обучение: увеличаване на качеството и стойността
Vocational education and training: increasing quality and value
Счита, че с оглед на застаряването на населението, проблемът с постоянното високо ниво на безработица сред младите хора става все по-сериозен;
Considers that, viewed in the light of an ageing population, the problem of permanently high youth unemployment is becoming increasingly serious;
С оглед на проблема на застаряването на населението, подкрепя по-доброто осигуряване на образование на възрастни, за да се помогне на хората да се адаптират към изискванията на пазара на труда и за да могат лицата с по-ниска квалификация да се включат в образователния процес;
In view of the problem of an ageing population, supports better provision of adult education in order to make it easier for people to adapt to the requirements of the employment market and for the low-skilled to become involved in education;
Подчертава, че младите хора с най-ниски нива на образователни постижения срещат големи затруднения на пазара на труда и са най-уязвимите в случай на икономически спад, по-застрашени са от безработица и има вероятност да полагат по-нискоквалифициран или непостоянен труд;
Stresses that young people with the lowest levels of educational achievement have great difficulty in entering the employment market and are the most vulnerable in the event of an economic downturn, they run a higher risk of unemployment and they are likely to end up doing less skilled work or casual labour;
Призовава държавите-членки да насърчават достъпа на младите жени, особено от отдалечени райони и от уязвими групи, като жени мигранти, жени от етнически малцинства, жени с увреждания или ниско квалифицирани жени, до обучение и образование; призовава държавите-членки да определят и обменят най-добри практики в тази сфера и настоятелно призовава социалните партньори и частните и публичните предприятия да премахнат всякаква форма на дискриминация и активно да насърчават обучението по месторабота като премахнат всички пречки, свързани с възрастта, както и да подкрепят отпуските с цел обучение на работниците и служителите в неравностойно положение;
Calls on the Member States to promote access for young women, especially from remote regions and vulnerable groups such as migrant women, women from ethnic minorities, disabled women and low-skilled women, to education and training; calls on the Member States to identify and exchange the best practices in the field and urges social partners and private and public enterprises to eliminate all forms of discrimination and to actively encourage the provision of work-based training, by removing all age-related barriers, and to support leave for training purposes for the disadvantaged;
Призовава държавите-членки да насърчават достъпа до публично финансираните схеми за обучение на възрастни за безработните жени и за неуспелите да завършат задължителния цикъл на обучение;
Calls on the Member States to promote access for unemployed women, and those who have not succeeded in the compulsory education system, to publicly funded adult training schemes;
Призовава държавите-членки да провеждат политики, които да улесняват прехода на младите хора от училище към работа, като се обръща специално внимание на младите жени, които изпитват по-големи затруднения в тази насока; подчертава, че по-високото качество и по-лесният достъп до обучение и образование, както и инвестициите в младежка възраст се отразяват на по-късен етап върху пазара на труда; отбелязва, че следва да се създаде механизъм за оценка на ефикасността и въздействието на правителствените разходи за образование върху младите хора, които са безработни, и в частност младите жени;
Calls on the Member States to implement policies that would facilitate the school-to-work transition for young people, with special attention being given to young women who tend to experience more difficulties; stresses that the higher quality of, and better access to, education and training and investments during youth have implications for the labour market during the latter stages of life; notes that an evaluation mechanism should be put in place in order to be able to assess the efficiency and impact of government education spending on young people who are unemployed, especially young women;
Призовава държавите-членки да подкрепят университетските програми за високи научни постижения, тъй като изискванията на пазара на труда ще бъдат по-ефективно изпълнени чрез осигуряване на висококвалифицирани специалисти в различни области;
Calls on the Member States to support university excellence programmes since by providing highly qualified specialists in different areas, demand on the employment market would be met more effectively;
Изтъква, че в рамките на образованието и обучението следва да се насърчава равен достъп за мъжете и жените до новите технологии, с цел да се превъзмогне цифровото разделение между половете;
Point out that equal access for women and men to new technologies should be encouraged within education and training so as to bridge the digital divide between the sexes;
Настоятелно призовава държавите-членки да увеличат съотношението и заздравят позициите на жените в науката, инженерната област и технологиите; призовава националните правителства да увеличат значително броя на жените на ръководни постове и да отчитат напредъка в тази насока чрез приемането на конкретни качествени и количествени цели;
Urges the Member States to increase the proportion of, and strengthen the position of, women in science, engineering and technology; calls on the national governments to boost the number of women in leading positions and to measure progress by adopting qualitative and quantitative targets;
Препоръчва подобрен достъп до висшето образование и разработването на възможности, които да позволяват на завършилите своето обучение да продължават да учат и да повишават своето образование докато работят;
Recommends improved access to tertiary education and the development of opportunities enabling those who have completed their training to continue studying and further their education whilst working;
Подчертава, че предлаганите учебни програми следва да са гъвкави, за да отчетат търсенето на пазара на труда, като това е особено ефективен начин за увеличаване на възможностите за наемане на работа за лица в неравностойно положение; в тази връзка признава, че публичните инвестиции следва да бъдат насочени към целевите групи в най-неравностойно положение, тъй като те са тези, които най-малко се облагодетелстват от продължителното обучение;
Stresses that training programmes on offer should be flexible in order to take into account employment-market demand - this being a particularly effective way of increasing employment opportunities for disadvantaged people; acknowledges in that regard that public investment should focus on the most disadvantaged target groups as they are the ones who benefit the least from continuing training;
Призовава държавите-членки да предложат съвместно с висшите или професионалните учебни заведения гъвкава организация на обучение, с цел по-добре да отговорят на потребностите на младите мъже и жени, които работят или имат семейни задължения докато учат, и да не позволят те да изоставят преждевременно своето образование;
Calls on the Member States to propose the flexible organisation of studies, in partnership with higher education and vocational training establishments, in order to meet more effectively the needs of young men and women who are working or attending to family responsibilities at the same time as studying and to prevent them from leaving education prematurely;
Призовава държавите-членки да осигурят участието на образователни институции, дружества, социални и други партньори и обществения сектор в съвместно партньорство, което да се занимава с осъществяването на учебните програми;
Calls upon the Member States to involve education institutions, companies, social and other partners and the public sector in a joint partnership concerned with the implementation of successful training programmes;
Действия на Европейския съюз
European Union Action
Подчертава, че основната цел на действията на ЕС е да насърчи сближаването на образователните системи в ЕС, за да се достигат по-високи стандарти на ефективност;
Stresses that the fundamental goal of EU action is to promote the convergence of EU education systems towards higher standards of performance;
Счита, че за да бъдат насочени по-правилно действията на ЕС ще е необходимо да се разработи процес, основан на доклади, предоставяни периодично от държавите-членки, както и на независими проверки, за да се оцени ефективността на системите за образование и обучение в ЕС, като се обръща особено внимание на придобиването на ключови умения от страна на учениците, както и на постигането на равнопоставеност;
Believes that in order to better target EU action it would be necessary to develop a process, based on reports periodically submitted by Member States as well as on independent verification, to appraise the performance of education and training systems in the EU, paying particular attention to the acquisition of basic skills by pupils and to the achievement of equity objectives;
In the March 2000 Lisbon Council conclusions it was stressed that education is a key to the development of Europe's economy.
In the March 2000 Lisbon Council conclusions it was stressed that education is a key to the development of Europe's economy.
In 2001 the Stockholm European Council agreed upon a work programme for Europe in the fields of education and training, with emphasis on the quality, effectiveness and equity thereof.
In 2001 the Stockholm European Council agreed upon a work programme for Europe in the fields of education and training, with emphasis on the quality, effectiveness and equity thereof.
Equitable systems ensure that the results of education and training are unrelated to socio-economic background and to other factors which disadvantage individuals.
Equitable systems ensure that the results of education and training are unrelated to socio-economic background and to other factors which disadvantage individuals.
Education systems are efficient as long as inputs generate maximum outputs.
Education systems are efficient as long as inputs generate maximum outputs.
The efficiency of education systems is usually measured on the basis of test and examination results.
The efficiency of education systems is usually measured on the basis of test and examination results.
In November 2006 we had an opportunity to acquaint ourselves with such results in the course of the hearing on education systems in the EU which our committee organised.
In November 2006 we had an opportunity to acquaint ourselves with such results in the course of the hearing on education systems in the EU which our committee organised.
The task is thus to support individual education systems by involving pupils, students and adults from all social groups.
The task is thus to support individual education systems by involving pupils, students and adults from all social groups.
The current state of affairs as regards the efficiency and equity of education systems is unsatisfactory.
The current state of affairs as regards the efficiency and equity of education systems is unsatisfactory.
If significant improvements are not made in bringing children from disadvantaged social groups into pre-school education, no reduction will be achieved in the number of children who drop out from school prematurely and we shall not succeed in raising the standard achieved by those completing their secondary education and in teaching key skills.
If significant improvements are not made in bringing children from disadvantaged social groups into pre-school education, no reduction will be achieved in the number of children who drop out from school prematurely and we shall not succeed in raising the standard achieved by those completing their secondary education and in teaching key skills.
An increasing number of people will be vulnerable to the risk of social exclusion, unemployment and other socially undesirable activities which place a burden on them, on the economy and on society.
An increasing number of people will be vulnerable to the risk of social exclusion, unemployment and other socially undesirable activities which place a burden on them, on the economy and on society.
What specific social and economic benefits may we expect if we increase the efficiency and the equity of European education systems?
What specific social and economic benefits may we expect if we increase the efficiency and the equity of European education systems?
Education influences economic growth by increasing human capital and innovative capability and it enables technology to be disseminated.
Education influences economic growth by increasing human capital and innovative capability and it enables technology to be disseminated.
Each additional year of average school attendance raises productivity in an average EU country selectively by 6.2% and in the long-term by a further 3.1%, thanks to its contribution to more rapid technological development.
Each additional year of average school attendance raises productivity in an average EU country selectively by 6.2% and in the long-term by a further 3.1%, thanks to its contribution to more rapid technological development.
Increasing the efficiency of education and training brings both individuals and society as a whole a return on investment of up to 8% per year.
Increasing the efficiency of education and training brings both individuals and society as a whole a return on investment of up to 8% per year.
A further benefit is a reduction in unemployment: in today's EU the average unemployment rate is 12.6% amongst people who have completed primary or secondary education, as against 5% in the case of people who have completed higher education.
A further benefit is a reduction in unemployment: in today's EU the average unemployment rate is 12.6% amongst people who have completed primary or secondary education, as against 5% in the case of people who have completed higher education.
In 2010 only 15% of new jobs will be available for that group of people - most of whom come from socially disadvantaged sectors of society.
In 2010 only 15% of new jobs will be available for that group of people - most of whom come from socially disadvantaged sectors of society.
Education and training policies must have a significant positive impact on social and economic results, sustainable development and social cohesion, whereas inefficiency and inequity entail huge costs: loss of tax revenue, a greater requirement for healthcare and support from public funds, and also the costs associated with a higher level of anti-social behaviour.
Education and training policies must have a significant positive impact on social and economic results, sustainable development and social cohesion, whereas inefficiency and inequity entail huge costs: loss of tax revenue, a greater requirement for healthcare and support from public funds, and also the costs associated with a higher level of anti-social behaviour.
Education and training are basic factors contributing to long-term European economic growth, to competitiveness and to social cohesion.
Education and training are basic factors contributing to long-term European economic growth, to competitiveness and to social cohesion.
For these reasons the rapporteur proposes that increased financial resources should be invested in pre-school education, where they pay the greatest dividends.
For these reasons the rapporteur proposes that increased financial resources should be invested in pre-school education, where they pay the greatest dividends.
He also believes that premature categorisation has a detrimental effect on efficiency and equity in education systems, whereas differentiation is effective at secondary-school level.
He also believes that premature categorisation has a detrimental effect on efficiency and equity in education systems, whereas differentiation is effective at secondary-school level.
He supports the idea of modernising universities in order to ensure that university education becomes more competitive, is accessible to all on an equitable basis and remains financially feasible and effective.
He supports the idea of modernising universities in order to ensure that university education becomes more competitive, is accessible to all on an equitable basis and remains financially feasible and effective.
on efficiency and equity in European education and training systems
on efficiency and equity in European education and training systems
The Committee on Women's Rights and Gender Equality calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
The Committee on Women's Rights and Gender Equality calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
A. whereas young women are still more likely to be unemployed than young men as the unemployment rate in the EU-27 was 18.1% for young women in 2006 compared with 16.9% for young men, whereas women are less represented in leading positions, despite the fact that in most Member States more women than men reach a high level of education,
A. whereas young women are still more likely to be unemployed than young men as the unemployment rate in the EU-27 was 18.1% for young women in 2006 compared with 16.9% for young men, whereas women are less represented in leading positions, despite the fact that in most Member States more women than men reach a high level of education,
Calls on the Member States to implement gender responsive education and training policies and materials as a tool to eliminate gender inequality in education and employment and to eradicate gender stereotypes; urges the Member States to promote gender-atypical employment (for example more male teachers in primary schools and more women in science) for young people, including young children before the age at which key educational and career decisions are taken and in such a way that gender based occupational segregation is reduced; reiterates that higher quality gender-and-age-disaggregated data is a prerequisite for any policy;
Calls on the Member States to implement gender responsive education and training policies and materials as a tool to eliminate gender inequality in education and employment and to eradicate gender stereotypes; urges the Member States to promote gender-atypical employment (for example more male teachers in primary schools and more women in science) for young people, including young children before the age at which key educational and career decisions are taken and in such a way that gender based occupational segregation is reduced; reiterates that higher quality gender-and-age-disaggregated data is a prerequisite for any policy;
Encourages the Member States to raise awareness of gender equality among teachers and education providers in order that they be able to promote respect for this principle among the younger generation;
Encourages the Member States to raise awareness of gender equality among teachers and education providers in order that they be able to promote respect for this principle among the younger generation;