natgillin/translations-raw huggingface dataset:
d) tagada, et inimestele tundlikest elanikerühmadest ja tõrjutud sotsiaalsest keskkonnast, eriti eakatele inimestele ja nendele, kellel on jäänud haridustee pooleli põhikvalifikatsioone omandamata või kes on kirjaoskamatud , antaks alternatiivseid ja tegelikke võimalusi täiskasvanute koolituses osalemiseks eesmärgiga tagada kõikidele võrdsed juurdepääsuvõimalused kutsekvalifikatsioonile ;
(d) to ensure that people from vulnerable social groups and in marginal social contexts, in particular older people and those who have left education without basic qualifications or are lacking in literacy , are given alternative and readily accessible opportunities to partake in adult education in order to guarantee equal opportunities for everyone to acquire a vocational qualification ;
Artikli 33 punkt e a (uus)
Article 33, point (e a) (new)
e a) omandatud kogemuse akrediteerimissüsteemide edendamine.
(ea) to promote systems for validating acquired experience.
Artikli 34 lõike 1 punkt c
Article 34, paragraph 1, point (c)
c) Artikli 5 lõike 1 punktis e osutatud mitmepoolsed projektid, mis on suunatud täiskasvanute koolituse süsteemide täiustamisele uuenduslikkuse ja heade tavade arendamise ning edastamise teel.
(c) multilateral projects, as referred to in Article 5(1)(e), aimed at improving adult education systems through the development and transfer of innovation and good practice;
c) Artikli 5 lõike 1 punktis e osutatud mitmepoolsed projektid, mis on suunatud täiskasvanute koolituse süsteemide täiustamisele pädevushinnangute ja omandatud kogemuse tõendite uuenduslikkuse ja heade tavade arendamise ning edastamise teel;
(c) multilateral projects, as referred to in Article 5(1)(e), aimed at improving adult education systems through the development of skills assessments and the validation of experience and transfer of innovation and good practice;
Artikli 34 lõike 1 punkti d alapunkt i
Article 34, paragraph 1, point (d)(i)
i) täiskasvanute koolituse arendamisega teadusharus, ainevaldkonnas või juhtimisaspektis, millega nad seonduvad;
(i) developing adult education in the discipline, subject area or management aspect to which they relate;
i) täiskasvanute hariduse ja koolituse arendamisega teadusharus, ainevaldkonnas või juhtimisaspektis, millega nad seonduvad;
(i) developing adult education and training in the discipline, subject area or management aspect to which they relate;
Artikli 34 lõike 1 punkti d alapunkt i i
Article 34, paragraph 1, point (d), point (ii)
i i) asjakohaste heade tavade ja uuenduslikkuse kindlaks tegemise ja levitamisega;
(ii) identifying and disseminating relevant good practice and innovation;
i i) asjakohaste heade tavade ja uuenduslikkuse kindlaks tegemise , parandamise ja levitamisega;
(ii) identifying , improving and disseminating relevant good practice and innovation;
Artikli 34 lõike 1 punkti d alapunkt i v
Article 34, paragraph 1, point (d), point (iv)
i v) vajaduste analüüsi ja kvaliteedi tagamise arendamisega täiskasvanute koolituses.
(iv) promoting the development of needs analysis and quality assurance within adult education.
i v) vajaduste analüüsi ja kvaliteedi tagamise arendamisega täiskasvanute hariduses ja koolituses ning pädevushinnangute ja omandatud kogemuse tõendite akrediteerimise arendamises ;
(iv) promoting the development of needs analysis and quality assurance within adult education and training, and of skills assessment and the validation of acquired experience .
Artikli 37 punkt c
Article 37, point (c)
c) jälgida edusamme elukestva õppe eesmärkide suunas ja kindaks teha erilist tähelepanu vajavad valdkonnad;
(c) to monitor progress towards objectives and targets in lifelong learning, and to identify areas for particular attention;
c) jälgida edusamme elukestva õppe eesmärkide suunas ja kindaks teha erilist tähelepanu vajavad valdkonnad , näiteks pädevushinnangud ja omandatud kogemuse tõendite akrediteerimine ;
(c) to monitor progress towards objectives and targets in lifelong learning, and to identify areas for particular attention , such as skills assessments and the validation of acquired experience ;
a) Artikli 5 lõike 1 punktis a osutatud individuaalne liikuvus, sealhulgas siseriiklike, piirkondlike ja kohalike ametiasutuste määratud ekspertide ja ametnike, haridus- ja koolitusasutuste ning nõustamisteenistuste direktorite ja tööturu osapoolte õppekülastused.
(a) individual mobility, as referred to in Article 5(1)(a), including study visits for experts and officials designated by national, regional and local authorities, for directors of education and training establishments and guidance services, and for social partners;
a) Artikli 5 lõike 1 punktis a osutatud individuaalne liikuvus, sealhulgas siseriiklike, piirkondlike ja kohalike ametiasutuste määratud ekspertide ja ametnike, haridus- ja koolitusasutuste ning nõustamisteenistuste ja tõendite akrediteerimise teenistuste direktorite ja tööturu osapoolte õppekülastused;
(a) individual mobility, as referred to in Article 5(1)(a), including study visits for experts and officials designated by national, regional and local authorities, for directors of education and training establishments and guidance and experience accreditation services, and for social partners;
Artikli 38 lõike 1 punkti c alapunkt i i
Article 38, paragraph 1, point (c), point (ii)
i i) alalised konverentsid poliitikaküsimustes, mille eesmärgiks Euroopa tasandi poliitika kooskõlastamine elukestva õppega seotud strateegilistes küsimustes.
(ii) standing conferences on policy issues, aimed at coordinating policy at European level on strategic issues in lifelong learning;
i i) alalised konverentsid poliitikaküsimustes, mille eesmärgiks Euroopa tasandi poliitika kooskõlastamine elukestva õppega seotud strateegilistes küsimustes , et säilitada ja parandada tööalast konkurentsivõimet ;
(ii) standing conferences on policy issues, aimed at coordinating policy at European level on strategic issues in lifelong learning geared to maintaining and improving employability ;
Artikli 38 lõike 1 punkti d alapunkt i i i
Article 38, paragraph 1, point (d)(iii)
i i i ) toetust Eurydice võrgustiku tegevusele ja komisjoni määratud Eurydice Euroopa üksuse rahastamisel e ;
(iii) support for the operation of the Eurydice network and funding of the Eurydice European Unit set up by the Commission;
Euroopa Parlamendi ja nõukogu otsuse ettepanek, millega luuakse hariduse ja elukestva õppe ühtne tegevusprogramm
Proposal for a European Parliament and Council decision establishing an integrated action programme in the field of lifelong learning
Jan Andersson, Roselyne Bachelot-Narquin, Emine Bozkurt, Philip Bushill-Matthews, Milan Cabrnoch, Alejandro Cercas, Ole Christensen, Derek Roland Clark, Luigi Cocilovo, Ottaviano Del Turco, Proinsias De Rossa, Harald Ettl, Richard Falbr, Carlo Fatuzzo, Ilda Figueiredo, Roger Helmer, Stephen Hughes, Ona Juknevičienė, Jan Jerzy Kułakowski, Sepp Kusstatscher, Jean Lambert, Bernard Lehideux, Elizabeth Lynne, Thomas Mann, Jan Tadeusz Masiel, Ji?í Maštálka, Ana Mato Adrover, Mary Lou McDonald, Csaba Őry, Marie Panayotopoulos-Cassiotou, Jacek Protasiewicz, José Albino Silva Peneda, Anne Van Lancker, Gabriele Zimmer
Jan Andersson, Roselyne Bachelot-Narquin, Emine Bozkurt, Philip Bushill-Matthews, Milan Cabrnoch, Alejandro Cercas, Ole Christensen, Derek Roland Clark, Luigi Cocilovo, Ottaviano Del Turco, Proinsias De Rossa, Harald Ettl, Richard Falbr, Carlo Fatuzzo, Ilda Figueiredo, Roger Helmer, Stephen Hughes, Ona Juknevičienė, Jan Jerzy Kułakowski, Sepp Kusstatscher, Jean Lambert, Bernard Lehideux, Elizabeth Lynne, Thomas Mann, Jan Tadeusz Masiel, Jiří Maštálka, Ana Mato Adrover, Mary Lou McDonald, Csaba Őry, Marie Panayotopoulos-Cassiotou, Jacek Protasiewicz, José Albino Silva Peneda, Anne Van Lancker, Gabriele Zimmer
Tööstuse, teadusuuringute ja energeetikakomisjoni arvamus
OPINION of the Committee on INDUSTRY, RESEARCH AND ENERGY
The aim of the integrated programme is to rationalise Community instruments in the education and training sector.
The aim of the integrated programme is to rationalise Community instruments in the education and training sector.
Your draftsman agrees with the Commission that it is important to restructure the wide range of instruments within a single framework in order to respond coherently to the problem of unemployment and the demand for a skilled labour force, which is not always met.
Your draftsman agrees with the Commission that it is important to restructure the wide range of instruments within a single framework in order to respond coherently to the problem of unemployment and the demand for a skilled labour force, which is not always met.
It is essential that we adapt education systems and gear training increasingly to the market in order to meet the targets established in Lisbon.
It is essential that we adapt education systems and gear training increasingly to the market in order to meet the targets established in Lisbon.
Your draftsman agrees with the EUR 13.620 billion budget for the programme for the period 1 December 2007-31 December 2013; economic growth, job creation and social cohesion inevitably depend on an education system that is more in tune with the world of work and on continuing vocational training that can adapt to the changes brought about by the global economy.
Your draftsman agrees with the EUR 13.620 billion budget for the programme for the period 1 December 2007-31 December 2013; economic growth, job creation and social cohesion inevitably depend on an education system that is more in tune with the world of work and on continuing vocational training that can adapt to the changes brought about by the global economy.
Your draftsman agrees with the broad lines of the programme, but considers it necessary to make a few changes, and therefore makes the following comments.
Your draftsman agrees with the broad lines of the programme, but considers it necessary to make a few changes, and therefore makes the following comments.
Objectives - The explanatory memorandum states that ‘ education and training systems are becoming increasingly integrated in a lifelong learning context ’.
Objectives - The explanatory memorandum states that ‘ education and training systems are becoming increasingly integrated in a lifelong learning context ’.
This is not reflected in the text of the proposal, however, which instead establishes a hierarchy of education systems and does not sufficiently support cooperation between various levels of education.
This is not reflected in the text of the proposal, however, which instead establishes a hierarchy of education systems and does not sufficiently support cooperation between various levels of education.
Participation of third countries - In view of the growing number of people from third countries in the Mediterranean area seeking work in EU countries, the programme should refer to the countries in this geographical area.
Participation of third countries - In view of the growing number of people from third countries in the Mediterranean area seeking work in EU countries, the programme should refer to the countries in this geographical area.
Social dialogue - The legislative text should stress the importance of social dialogue for the purpose of meeting the Lisbon targets and should provide for greater involvement of the social partners in the implementation of the programme.
Social dialogue - The legislative text should stress the importance of social dialogue for the purpose of meeting the Lisbon targets and should provide for greater involvement of the social partners in the implementation of the programme.
Joint actions - Greater use should be made of joint actions – training/ new technologies/research – with a view to meeting the Lisbon targets.
Joint actions - Greater use should be made of joint actions – training/ new technologies/research – with a view to meeting the Lisbon targets.
Such actions have proved to be highly effective in the past.
Such actions have proved to be highly effective in the past.
They have not been easy to implement, because they fell under different budget headings.
They have not been easy to implement, because they fell under different budget headings.
They require the right momentum, in terms of both unified budget headings and appropriate human resources.
They require the right momentum, in terms of both unified budget headings and appropriate human resources.
Simplification - The programme’s flexibility requirement cannot be met unless procedures are simplified.
Simplification - The programme’s flexibility requirement cannot be met unless procedures are simplified.
Often, small educational establishments are unable to fulfil the administrative procedures required to obtain access to funding; those procedures should therefore be simplified.
Often, small educational establishments are unable to fulfil the administrative procedures required to obtain access to funding; those procedures should therefore be simplified.
The Commission is currently drawing up rules concerning simplification which will apply to all Community programmes.
The Commission is currently drawing up rules concerning simplification which will apply to all Community programmes.
Nevertheless, provision should be made for possible exemptions based on proportionality between the administrative burdens and the size of the grants awarded under the integrated programme.
Nevertheless, provision should be made for possible exemptions based on proportionality between the administrative burdens and the size of the grants awarded under the integrated programme.
Decentralisation - In the mid-term review of the programme, it is vital to check to what extent the activity of the national agencies is in keeping with the achievement of the programme’s objectives.
Decentralisation - In the mid-term review of the programme, it is vital to check to what extent the activity of the national agencies is in keeping with the achievement of the programme’s objectives.
Participation in the programme depends on how capable the national agencies are of spreading information on the opportunities provided by the programme, in order to make it attractive to beneficiaries.
Participation in the programme depends on how capable the national agencies are of spreading information on the opportunities provided by the programme, in order to make it attractive to beneficiaries.
Whether or not the numerical targets on mobility in the proposal are met depends largely on the information that is disseminated about the programme.
Whether or not the numerical targets on mobility in the proposal are met depends largely on the information that is disseminated about the programme.
Innovation - The transnational cooperation projects provided for under the Leonardo Programme with regard to development and transfer between the Member States of innovation and best practice in the training sector are extremely interesting.
Innovation - The transnational cooperation projects provided for under the Leonardo Programme with regard to development and transfer between the Member States of innovation and best practice in the training sector are extremely interesting.
At present difficulties are being encountered in the transfer of innovation and best practice owing to the lack of preliminary coordination between the establishments concerned.
At present difficulties are being encountered in the transfer of innovation and best practice owing to the lack of preliminary coordination between the establishments concerned.
The ‘transferability’ of innovation and best practice should be examined and coordinated between training establishments with a view to checking whether they are actually transferable under the laws of each individual State; such laws often differ, and this would obviate the risk of techniques, innovative products and best practice in a given country being unable to be transferred and re‑used in another Member State.
The ‘transferability’ of innovation and best practice should be examined and coordinated between training establishments with a view to checking whether they are actually transferable under the laws of each individual State; such laws often differ, and this would obviate the risk of techniques, innovative products and best practice in a given country being unable to be transferred and re‑used in another Member State.
Continuing training for apprentices - While there are specific rules for students and workers under the programme, the situation is somewhat different for apprentices.
Continuing training for apprentices - While there are specific rules for students and workers under the programme, the situation is somewhat different for apprentices.
With regard to the authorisation by firms of training courses for apprentices, the outcome in terms of career development does not always meet expectations.
With regard to the authorisation by firms of training courses for apprentices, the outcome in terms of career development does not always meet expectations.
Sometimes apprentices do jobs for which they are underpaid, which are of no benefit whatsoever in terms of training.
Sometimes apprentices do jobs for which they are underpaid, which are of no benefit whatsoever in terms of training.
This problem stems from the lack of regulation for apprentices.
This problem stems from the lack of regulation for apprentices.
Such regulations would constitute a helpful reference framework, in terms of the rights and responsibilities of the parties concerned, and would define training terms and conditions as part of a temporary work experience.
Such regulations would constitute a helpful reference framework, in terms of the rights and responsibilities of the parties concerned, and would define training terms and conditions as part of a temporary work experience.
Tööstuse, teadusuuringute ja energeetikakomisjon palub lisada vastutaval kultuuri- ja hariduskomisjonil oma raportisse järgmised muudatusettepanekud:
The Committee on Industry, Research and Energy calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following amendments in its report:
(12 a) Sotsiaaldialoogi tugevdamine hariduse ja koolituse vallas ning sotsiaalpartnerite kaasamine programmi elluviimisesse aitab kaasa Lissaboni eesmärkide saavutamisele.
(12a) The strengthening of social dialogue in matters relating to education and training and the involvement of the social partners in the implementation of the programme provide added value with a view to achieving the Lisbon objectives.
(16) Märkimisväärsed eelised tulenevad riikidevahelisele koostööle ning liikumisele hariduse ja koolituse valdkonnas suunatud ühenduse toetuse integreerimisest ühtsesse programmi, mis võimaldaks suuremat sünergiat erinevate tegevusvaldkondade vahel ja pakuks suuremat võimalust toetada elukestva õppe arengut ning kooskõlastatumaid, sujuvamaid ja tõhusamaid töökorraldusviise.
(16) Significant advantages would accrue from integrating Community support for trans-national cooperation and mobility in the fields of education and training into a single programme, which would permit greater synergies between the different fields of action, and offer more capacity to support developments in lifelong learning, and more coherent, streamlined and efficient modes of administration.
Ühtne programm ergutaks samuti tegema paremat koostööd erinevate haridustasemete vahel.
A single programme would also encourage better cooperation between the various levels of education.
Your draftsman wishes to stress the importance of integrating the various levels of education with a view to ensuring that the programme works properly
Your draftsman wishes to stress the importance of integrating the various levels of education with a view to ensuring that the programme works properly.
(15 a) Finants- ja halduseeskirjade lihtsustamisel on oluline osa programmi edukal toimimisel, eelkõige väikeste toetuste puhul.
Administrative and financial simplification is an important aspect of the proper functioning of the programme, particularly as far as small grants are concerned.
Vastava õigusraamistiku puudumisel on soovitatav, et haldus- ja raamatupidamisnõuded oleksid võrdelised toetuse suurusega.
In the absence of an appropriate legislative framework, it would be desirable for administrative and accounting requirements to be proportional to the size of the grant.
In the absence of flexible procedures, the implementation of the programme could exclude entities such as small educational establishments..
In the absence of flexible procedures, the implementation of the programme could exclude entities such as small educational establishments.
(21 a) Ühismeetmete rakendamine erinevates valdkondades, sealhulgas teadusuuringute, ettevõtluspoliitika ja infoühiskonna vallas, on tõhus vahend Lissaboni eesmärkide poole püüdlemiseks.
(21a) The implementation of joint actions in various sectors, including research, enterprise policy and information society, is a valid tool for pursuing the Lisbon objectives.
Sellised meetmed vajavad piisavaid finants- ja inimressursse.
Such actions require appropriate financial and human resources.
(27 a) Soovitatav oleks lihtsustada üksikisikute juurdepääsu programmile, eelkõige ebasoodsates tingimustes olevate isikute puhul.
(27a) It would be advisable for individuals to have easy access to the programme, especially in cases where those individuals are particularly underprivileged.
Põhjendus 31 a (uus)
Recital 31 a (new)
(31 a) Hindamise puhul on eriti soovitatav uurida kooskõla riiklike asutuste töö ja programmi eesmärkide saavutamise vahel, eelkõige seoses liikumise kvantitatiivsete eesmärkidega.
(31a) It would be advisable for the evaluation to examine in particular the consistency between the activities carried out by the national agencies and the achievement of the objectives established by the programme, particularly with regard to the quantitative objectives concerning mobility.
Artikli 1 lõike 3 punkt h a (uus)
Article 1, paragraph 3, point (h a) (new)
h a) edendada koostööd erinevate haridustasemete vahel, et tagada nende tõhusam ärakasutamine elukestva õppe kontekstis;
(ha) to promote cooperation between the various levels of education, with a view to integrating them more successfully in the context of lifelong learning;
Artikli 2 lõike 2 punkt a a (uus)
Article 2, paragraph 2, point (a a) (new)
a a) liikmesriikidevaheline koostöö kvalifikatsioonide ja diplomite vastastikuseks tunnustamiseks;
(aa) cooperation among the Member States to bring about mutual recognition of qualifications and diplomas;
To make student mobility a reality in Europe, it is necessary to work to bring about genuine recognition of qualifications and diplomas..
To make student mobility a reality in Europe, it is necessary to work to bring about genuine recognition of qualifications and diplomas.
f) elukestva õppe põhimõtete ja süsteemide jälgimist ning analüüsimist, viitematerjalide, sh uurimuste, statistika, analüüside ja näitajate koostamist, kvalifikatsiooni , diplomite ja eelnevate õpingute läbipaistvust ja tunnustamist toetavat tegevust ning kvaliteedi tagamise alast koostööd toetavat tegevust;
(f) observation and analysis of policies and systems in the field of lifelong learning, the establishment of reference material, including surveys, statistics, analyses and indicators, action to support transparency and recognition of qualifications , diplomas, and prior learning, and action to support cooperation in quality assurance;
g a) levitavad sobivaima meediakanali vahendusel programme käsitlevat teavet, et teha see kättesaadavamaks gruppidele, kellele vastav teave on suunatud;
(ga) disseminate information about the programmes via the most appropriate media so as to make it more readily accessible to the specific groups at whom it is aimed;
The best way is to make more intensive use of media with the necessary technological capability, for example the Internet, television, and radio..
The best way is to make more intensive use of media with the necessary technological capability, for example the Internet, television, and radio.
Artikli 7 lõike 1 punkt d a (uus)
Article 7, paragraph 1, point (d a) (new)