natgillin/translations-raw huggingface dataset:
The committee firmly believes that this integrated education and training action programme is contributing to a social need and helping to meet the requirements of the European labour market, but stresses that education and training are also a social right, irrespective of age, gender or social background.
The committee firmly believes that this integrated education and training action programme is contributing to a social need and helping to meet the requirements of the European labour market, but stresses that education and training are also a social right, irrespective of age, gender or social background.
The programme should benefit socially disadvantaged groups in particular, because of the difficulties they face in general as a result of their low level of training and their marginalisation from education and training systems.
The programme should benefit socially disadvantaged groups in particular, because of the difficulties they face in general as a result of their low level of training and their marginalisation from education and training systems.
The committee would like to see measures to create specific opportunities for such groups.
The committee would like to see measures to create specific opportunities for such groups.
The programme should therefore devote special attention to disadvantaged groups, including women, immigrants and those living below the poverty threshold so as to ensure equal opportunities for all.
The programme should therefore devote special attention to disadvantaged groups, including women, immigrants and those living below the poverty threshold so as to ensure equal opportunities for all.
The programme should set specific objectives geared in particular to those who have failed to complete advanced secondary education, persons who are illiterate, unskilled, unemployed, disabled, over 50, immigrants and women returning from maternity leave).
The programme should set specific objectives geared in particular to those who have failed to complete advanced secondary education, persons who are illiterate, unskilled, unemployed, disabled, over 50, immigrants and women returning from maternity leave).
The programme should also seek not only to enhance the image of learning but also to encourage those to whom education is most alien.
The programme should also seek not only to enhance the image of learning but also to encourage those to whom education is most alien.
The aim is to create a culture of learning, in other words to convince everyone that, in the new knowledge-based economy, learning is vital at any age.
The aim is to create a culture of learning, in other words to convince everyone that, in the new knowledge-based economy, learning is vital at any age.
The committee believes there is a direct link between the quality of work and lifelong education and it would like to see the Commission include in its programme strategies to link lifelong education, the quality of work and the organisation of working time.
The committee believes there is a direct link between the quality of work and lifelong education and it would like to see the Commission include in its programme strategies to link lifelong education, the quality of work and the organisation of working time.
It recalls its attachment to enhancing the value of vocational training and draws attention to the need to give higher vocational education its proper place.
It recalls its attachment to enhancing the value of vocational training and draws attention to the need to give higher vocational education its proper place.
Vocational training should be provided under the same terms in the LEONARDO DA VINCI programme as in the ERASMUS programme, which includes the sphere of advanced vocational training and education.
Vocational training should be provided under the same terms in the LEONARDO DA VINCI programme as in the ERASMUS programme, which includes the sphere of advanced vocational training and education.
The social partners and enterprises
The social partners and enterprises
The committee stresses the need for training periods within enterprises, during which knowledge and expertise can be acquired collectively, in practical situations, and in the interests of both enterprises and workers.
The committee stresses the need for training periods within enterprises, during which knowledge and expertise can be acquired collectively, in practical situations, and in the interests of both enterprises and workers.
As part of the social responsibility they should shoulder, enterprises should provide the best possible conditions for learning:
As part of the social responsibility they should shoulder, enterprises should provide the best possible conditions for learning:
- for practical acquisition of basic training,
- for practical acquisition of basic training,
- for continuing training of their employees,
- for continuing training of their employees,
- for the recognition and accreditation of professional experience acquired.
- for the recognition and accreditation of professional experience acquired.
In order to meet these objectives, all major enterprises should draw up skills plans and assessments for training and development of qualifications, to be negotiated with the social partners on the one hand and the institutions awarding professional qualifications, on the other.
In order to meet these objectives, all major enterprises should draw up skills plans and assessments for training and development of qualifications, to be negotiated with the social partners on the one hand and the institutions awarding professional qualifications, on the other.
The LEONARDO DA VINCI and ERASMUS programmes should be able to provide assistance for the training responsibilities to be met by enterprises.
The LEONARDO DA VINCI and ERASMUS programmes should be able to provide assistance for the training responsibilities to be met by enterprises.
The Member States should work together with the social partners to ensure that all workers have paid free time during which they can take part in training that will enable them to acquire new skills and/or validate skills acquired through experience.
The Member States should work together with the social partners to ensure that all workers have paid free time during which they can take part in training that will enable them to acquire new skills and/or validate skills acquired through experience.
The committee calls on the Commission, the Member States and the social partners substantially to increase their efforts to ensure recognition of skills acquired via non-formal and informal training, professional experience and vocational training offered by, or on behalf of, business sectors.
The committee calls on the Commission, the Member States and the social partners substantially to increase their efforts to ensure recognition of skills acquired via non-formal and informal training, professional experience and vocational training offered by, or on behalf of, business sectors.
This programme will require excellent coordination between the Community and national levels and, at national level, between the various ministries involved.
This programme will require excellent coordination between the Community and national levels and, at national level, between the various ministries involved.
The committee proposes that a high-level group be established consisting of representatives of the ministries responsible for education and training so as to ensure the development of coherent and effective national strategies.
The committee proposes that a high-level group be established consisting of representatives of the ministries responsible for education and training so as to ensure the development of coherent and effective national strategies.
This high-level group could encourage and expand exchanges of information and experience through ‘examples of good practice’ and projects in the field of lifelong education and training.
This high-level group could encourage and expand exchanges of information and experience through ‘examples of good practice’ and projects in the field of lifelong education and training.
The committee believes that the establishment of a European area of higher education and vocational training should help to improve qualifications, taking into account the needs of the labour market and guaranteeing the skills of workers throughout the European Union.
The committee believes that the establishment of a European area of higher education and vocational training should help to improve qualifications, taking into account the needs of the labour market and guaranteeing the skills of workers throughout the European Union.
It calls on the Commission and the Member States to work for the convergence of vocational training systems in order to promote European vocational qualifications and qualification standards (relating, of course, to difference benchmarks, including activities, vocational profile, skills, certification, training, etc.).
It calls on the Commission and the Member States to work for the convergence of vocational training systems in order to promote European vocational qualifications and qualification standards (relating, of course, to difference benchmarks, including activities, vocational profile, skills, certification, training, etc.).
Tööhõive- ja sotsiaalkomisjon palub lisada vastutaval kultuuri- ja hariduskomisjonil oma raportisse järgmised muudatusettepanekud:
The Committee on Employment and Social Affairs calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following amendments into its report:
(7 a) Kõrge teadmiste ühiskond on kasvumäärade ja töömahu tõstmise võti.
(7a) An advanced knowledge society is the key to higher growth and employment rates.
Euroopa Liidu jaoks on haridus ja koolitus põhilised prioriteedid Lissaboni eesmärkide saavutamisel.
Education and training are essential priorities for the European Union in order to achieve the Lisbon goals.
(16 a) Riikidevahelise koostöö ning hariduse ja õppe valdkonnas toimuva liikumise suurendamise jätkamine aitab kaasa nimetatud elementide kvaliteedi parandamisele Euroopa Liidus.
(16a) Continuing transnational cooperation and increased mobility in the fields of education and training will contribute to improving the quality of education and training within the European Union.
(17) Seega tuleks luua integreeritud programm, et elukestva õppe abil kaasa aidata Euroopa Liidu kui arenenud teadmisteühiskonna, mida iseloomustab säästev majanduslik areng, rohkem ja parema kvaliteediga, samuti töötajate õigusi arvestavaid töökohti , innovaatilisus ja suurem sotsiaalne ühtekuuluvus, arengule.
(17) An Integrated Programme should therefore be established to contribute through lifelong learning to the development of the European Union as an advanced knowledge society, with sustainable economic development, more and qualitatively better jobs , with workers' rights, the capacity to innovate and greater social cohesion.
(17 a) Samuti tuleb edendada Euroopa haridus- ja koolitusmudelit, milles juurdepääs haridusele ning kutseõppele on määratletud kui sotsiaalne põhiõigus.
(17a) A model of European education and training should also be promoted in which access to education and vocational training is regarded as a fundamental social right.
Põhjendus 17 b (uus)
Recital 17 b (new)
(17 b) Eesmärgiga võimaldada Euroopa töötajate pädevuse tunnustamine kogu Euroopa Liidus, tuleb soodustada pädevus-, ja kvalifikatsioonikriteeriumide ühtlustamist ning edendada Euroopa kutsekvalifikatsioonide tunnustamise süsteemi.
(17b) To enable European workers to have their skills recognised throughout the European Union, the convergence of skills benchmarks and qualifications benchmarks must be facilitated, and a European system for the recognition of vocational qualifications must be promoted.
(24) Kogu oma tegevuses peab ühendus kaotama ebavõrdsuse ning edendama meeste ja naiste võrdõiguslikkust vastavalt asutamislepingu artiklile 3.
(24) In all its activities, the Community must eliminate inequalities, and promote equality, between men and women, as provided for in Article 3 of the Treaty.
Seoses Lissaboni tippkohtumisel kehtestatud eesmärgiga ületada 60%-line naiste tööhõive määr enne 2010. aastat, näib tööturul vahetegemise kõrge määra tõttu vajalik lihtsustada naiste juurdepääsu haridusele ja koolitusele.
Given the objective of the Lisbon Summit of an employment rate of more than 60% for women by 2010 and given that labour market segregation remains high, it is necessary to facilitate the access of women to education and training.
(26 a) Erilist tähelepanu tuleks osutada Euroopa haridus- ja õppesüsteemides alaesindatud rühmadele.
(26a) Special attention should be given to groups which are under-represented in education and training systems in the European Union.
Integreeritud programmi üldeesmärk on elukestva õppe abil kaasa aidata ühenduse kui arenenud teadmisteühiskonna, mida iseloomustab säästev majanduslik areng, rohkem parema kvaliteediga, töötajate õigusi arvestavaid töökohti , innovaatilisus ja suurem sotsiaalne ühtekuuluvus, arengule, tagades samas tulevastele põlvkondadele hea keskkonnakaitse.
The general objective of the Integrated Programme is to contribute through lifelong learning to the development of the Community as an advanced knowledge society, with sustainable economic development, more and qualitatively better jobs , with workers' rights, the capacity to innovate and greater social cohesion, while ensuring good protection of the environment for future generations.
a) aidata kaasa elukestva õppe kvaliteedi edendadamisele ja edendada uuendusi ja Euroopa mõõdet valdkonna süsteemides ja tavades;
(a) to contribute to the promotion of quality lifelong learning and innovation and of a European dimension in systems and practices in the field;
a a) luua ettevõtete, õppeasutuste, kõrgkoolide ja teadlaste vaheline koostoimimine, et anda parima kvaliteediga haridust ja koolitust;
(aa) to create interaction between companies, training providers, higher education establishments and scientists in order to provide education and training of the best quality;
Artikli 1 lõike 3 punkt d
Article 1, paragraph 3, point (d)
d) aidata edendada loovust, konkurentsivõimet , tööalast konkurentsivõimet ja ettevõtliku vaimu kasvu;
(d) to help promote creativity, competitiveness , employability and the growth of an entrepreneurial spirit;
d) aidata edendada loovust, paindlikkust, liikuvust, ümberõpet , tööalast konkurentsivõimet ja ettevõtliku vaimu kasvu;
(d) to help promote creativity, flexibility, mobility, redeployment , employability and the growth of an entrepreneurial spirit;
Artikli 1 lõike 3 punkt e a (uus)
Article 1, paragraph 3, point (e a) (new)
e a) teha kohaste vahendite ja tingimustega elukestva õppe võimalus kõigile kättesaadavaks, sealhulgas puudust kannatavatele rühmadele suunatud eritegevused;
(ea) to provide access to lifelong learning opportunities for all, including specific action aimed at disadvantaged groups;
Artikli 1 lõike 3 punkt f
Article 1, paragraph 3, point (f)
f) edendada keeleõpet ja keelelist mitmekesisust;
(f) to promote language learning and linguistic diversity;
f) edendada keeleõpet ja keelte kasutamist, et tagada keelelist mitmekesisust;
(f) to promote language learning and language use to ensure linguistic diversity;
Artikli 1 lõike 3 punkt h
Article 1, paragraph 3, point (h)
h) edendada koostööd kvaliteedi tagamiseks kõigis Euroopa hariduse ja koolituse valdkondades;
(h) to promote co-operation in quality assurance in all sectors of education and training in Europe;
h) edendada koostööd kvaliteedi tagamiseks ja parandamiseks kõigis Euroopa hariduse ja koolituse valdkondades;
(h) to promote cooperation in quality assurance and improvement in all sectors of education and training in Europe;
i) kasutada tulemusi, uuenduslikke tooteid ja protsesse ning vahetada häid tavasid integreeritud programmi hõlmatud valdkondades , et parima tava leidmise abil parandada hariduse ja õppe kvaliteeti .
(i) to exploit results, innovative products and processes and to exchange good practice in the fields covered by the Integrated Programme in order to improve the quality of education and training by finding best practice .
Artikli 2 lõike 4 punkti a alapunkt i
Article 2, paragraph 4, point (a), point (i)
i) soodustada Euroopa kultuurilise mitmekesisuse ja selle väärtuste mõistmist noorte ja haridustöötajate hulgas;
(i) to develop understanding among young people and educational staff of the diversity of European cultures and its value ;
i) soodustada Euroopa kultuurilise mitmekesisuse ja selle väärtuste mõistmist , sallimist ja austamist noorte ja haridustöötajate hulgas, väärtustest, samuti kultuuride tähtsusest Euroopa ühtsustamisprotsessis ning muuta noored ja haridustöötajad Euroopa kultuuride mitmekesisuse suhtes sallivamaks ;
(i) to develop , among young people and educational staff, understanding and tolerance of , and respect for, the diversity of European cultures and its values, and its significance in the process of European integration ;
Artikli 2 lõike 4 punkti b alapunkt i
Article 2, paragraph 4, point (b), point (i)
i) toetada Euroopa kõrghariduspiirkonna loomist;
(i) to support the realisation of a European Higher Education Area;
i) toetada Euroopa kõrgharidus- ja kutseõpperuumi loomist ning sellest tulenevalt soodustada Euroopa tööturu vajaduste muutumisega seonduvate kvalifikatsioonide parandamist, ühtlustamist ja tunnustamist, konsulteerides sotsiaalpartneritega ;
(i) to support the realisation of a European Higher Education and Vocational Training Area , and thus facilitate the improvement, convergence and recognition of qualifications in connection with changes in the needs of the European labour market, and in consultation with the social partners ;
Artikli 2 lõike 4 punkti b alapunkt i i
Article 2, paragraph 4, point (b), point (ii)
i i) tugevdada kõrghariduse ja täienduskutseõppe osakaalu uuendusprotsessis.
(ii) to reinforce the contribution of higher education and advanced vocational education to the process of innovation;
i i) tugevdada kõrghariduse ja täienduskutseõppe osakaalu uuendusprotsessis, teadmiste arendamises ning Euroopa Liidu konkurentsivõimes ;
(ii) to reinforce the contribution of higher education and advanced vocational education in enterprises to the process of innovation , the creation of knowledge and the competitiveness of the European Union ;
Artikli 2 lõike 4 punkt c
Article 2, paragraph 4, point (c)
c) Leonardo da Vinci programm: hõlbustada töötajate kohanemist tööturu muudatustega ja nõuetega ja nõutavate oskuste arenguga;
(c) the Leonardo da Vinci programme: to facilitate adaptation to labour market changes and requirements and to the evolution of skills needs;
Artikli 2 lõike 4 punkti d alapunkt i
Article 2, paragraph 4, point (d), point (i)
i) reageerida Euroopa vananeva elanikkonna haridusalastele väljakutsetele;
(i) to respond to the educational challenge of an ageing population in Europe;
i) reageerida Euroopa vananeva elanikkonna haridusalastele ja koolitusalastele väljakutsetele;
(i) to respond to the educational and training challenge of an ageing population in Europe;
Artikli 2 lõike 4 punkti d alapunkt i i
Article 2, paragraph 4, point (d), point (ii)
i i) pakkuda täiskasvanutele alternatiivseid võimalusi teadmiste ja pädevuste täiendamiseks .
(ii) to help provide adults with alternative pathways to improving their knowledge and competences;
i i) pakkuda täiskasvanutele alternatiivseid võimalusi teadmiste ja pädevuste täiendamiseks ; edendada täiskasvanute pädevuste ajakohastamist ja nende kvalifikatsioonide arendamist ümberõppe korral;
(ii) to help provide adults with alternative pathways to improving their knowledge and competences; to encourage adults to update their skills and to encourage the development of their qualifications in the event of retraining;
Artikli 3 lõike 6 punkt a
Article 3, paragraph 6, point (a)
a) siseriiklikele õigusaktidele või tavadele vastav kõrgharidusasutus, mis annab vastavatasemelise kvalifikatsiooni või diplomi, sõltumata eri liikmesriikides kasutatavatest nimetustest;
(a) any type of higher education institution, according to national legislation or practice, which offers qualifications or diplomas at that level, whatever such establishments may be called in the Member States;
a) (Ei puuduta eestikeelset versiooni.)
(Does not affect English version.)
12. liikuvus - füüsiline liikumine teise riiki õppe- või töökogemuse, muu õppimis- või õpetamistegevuse või sellega seotud juhtimistegevuse eesmärgil, mida toetab piisav vastuvõtva riigi keele alane ettevalmistatus;
12. “mobility” means moving physically to another country, in order to undertake study, work experience, other learning or teaching activity or related administrative activity, supported as appropriate by preparation in the host language;
12. liikumine - füüsiline liikumine teise riiki õppe- või töökogemuse, muu õppimis- või õpetamistegevuse või sellega seotud juhtimistegevuse eesmärgil, mida toetab piisav vastuvõtva riigi keele alane ettevalmistatus ja täiendõpe;
12. “mobility” means moving physically to another country, in order to undertake study, work experience, other learning or teaching activity or related administrative activity, supported as appropriate by preparation and refresher courses in the host language;
13. praktika - teise liikmesriigi ettevõttes või organisatsioonis viibimine, mida toetab piisav vastuvõtva riigi keele alane ettevalmistatus, erioskuste omandamise eesmärgil või selleks, et parandada kõnealuse riigi majandusest ja sotsiaalsest kultuuri mõistmist;
13. “placement” means a stay in an enterprise or organisation in another Member State, supported as appropriate by preparation in the host language, with a view to acquiring a specific skill or to improving understanding of the economic and social culture of the country concerned;
13. praktika - teise liikmesriigi ettevõttes või organisatsioonis viibimine, mida toetab piisav vastuvõtva riigi keele alane ettevalmistatus ja täiendõpe eesmärgiga soodustada tööturu nõudmistega kohandusmist , erioskuste omandamise eesmärgil või selleks, et parandada kõnealuse riigi majandus- ja sotsiaalkultuuri mõistmist;
13. “placement” means a stay in an enterprise or organisation in another Member State, supported as appropriate by preparation and refresher courses in the host language, with a view to facilitating adaptation to the requirements of the Community-wide labour market, to acquiring a specific skill or to improving understanding of the economic and social culture of the country concerned;
25. juhendamine ja nõustamine – mitmesugune tegevus, nagu teavitamine, hindamine, suunamine ja nõu andmine, mille eesmärk on aidata õppuritel ja õpetajatel teha haridus- ja koolitusprogrammide või tööhõivevõimalustega seotud valikuid;
25. “guidance and counselling” means a range of activities such as information, assessment, orientation and advice to assist learners and teaching staff to make choices relating to education and training programmes or employment opportunities;
Artikli 3 lõige 27
Article 3, paragraph 27
27. elukestev õpe – kogu üldharidus, kutseharidus, vabaharidus ja mitteametlik õpe, mida elu jooksul läbitakse ja mille tulemuseks on teadmiste, oskuste ja pädevuse paranemine personaalses, ühiskondlikus, sotsiaalses ja/või töökohaga seotud perspektiivis.
27. “lifelong learning” means all general education, vocational education and training, non-formal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective.
Siia kuulub ka juhendamis- ja nõustamisteenuste säte.
It includes the provision of counselling and guidance services.