natgillin/translations-raw huggingface dataset:
d a) Alžeeria, Egiptus, Iisrael, Jordaania, Liibanon, Maroko, Palestiina omavalitsus, Süüria ja Tuneesia – vastavalt sätetele, mida tuleb koos nimetatud riikidega välja töötada pärast raamkokkulepete sõlmimist nende riikide programmis osalemise kohta, ja arvestades mõningaid eriomaseid aspekte;
(da) Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Palestinian Authority, Syria and Tunisia – in accordance with the provisions to be finalised with those countries further to the conclusion of framework agreements concerning their participation in the programme, with reference to some of its specific aspects;
Kui komiteega konsulteeritakse käesoleva otsuse kohaldamise küsimuses seoses kutseharidusega , võib komisjon Euroopa tööturu osapoolte ettepanekutele tuginedes määrata tööturu osapoolte esindajad, kes võivad osaleda komitee töös vaatlejatena.
Whenever the Committee is consulted on any matter concerning the application of this Decision in relation to vocational education and training , representatives of the social partners, appointed by the Commission on the basis of proposals from the European social partners, may participate in the work of the Committee as observers.
Kui komiteega konsulteeritakse käesoleva otsuse kohaldamise küsimuses, võib komisjon Euroopa tööturu osapoolte ettepanekutele tuginedes määrata tööturu osapoolte esindajad, kes võivad osaleda komitee töös vaatlejatena.
Whenever the Committee is consulted on any matter concerning the application of this Decision, representatives of the social partners, appointed by the Commission on the basis of proposals from the European social partners, may participate in the work of the Committee as observers.
Komisjon tegeleb koostöös liikmesriikidega regulaarselt integreeritud programmi järelevalvega.
The Commission shall regularly monitor the Integrated Programme in cooperation with the Member States.
Järelevalve hõlmab lõikes 4 nimetatud aruandeid ja eritegevust.
This monitoring shall include the reports referred to in paragraph 4 and specific activities.
Komisjon tegeleb koostöös liikmesriikide ja tööturu osapooltega regulaarselt integreeritud programmi järelevalvega.
The Commission shall regularly monitor the Integrated Programme in cooperation with the Member States and the social partners .
Artikli 24 lõike 1 punkt c a (uus)
Article 24, paragraph 1, point (c a) (new)
c a) algatused, mille eesmärk on Euroopa Liidus omandatud kõrghariduse ja kutsehariduse ning vastavat haridust tõendavate dokumentide lähendamine;
(ca) initiatives aimed at promoting closer convergence of higher education and vocational training qualifications and diplomas obtained in the European Union;
Artikli 29 lõike 1 punkt d a (uus)
Article 29, paragraph 1, point (d a) (new)
d a) mitmepoolsed projektid, mille eesmärk on teadusuuringute ja laboritööga tegelevate tehniliste töötajate kutseõppe väljatöötamine;
(da) multilateral projects aimed at developing vocational training for research and laboratory technicians;
Artikli 37 punkt e (uus)
Article 37, point (e a) (new)
e a) edendada erinevatel haridustasemetel ühiseid kvaliteedikriteeriume;
(ea) to promote common quality criteria at the various levels of education;
Artikli 38 lõike 1 punkti e alapunkt i a (uus)
Article 38, paragraph 1, point (e)(i a) (new)
i a) mitmepoolsed projektid ja võrgustikud, et edendada kvalifikatsioonide ja diplomite tunnustamist;
(ia) multilateral projects and networks to promote recognition of qualifications and diplomas;
Euroopa Parlamendi ja nõukogu otsuse ettepanek, millega luuakse ühtne tegevusprogramm elukestva õppe alal
Proposal for a European Parliament and Council decision on establishing an integrated action programme in the field of lifelong learning
Kodanikuvabaduste, justiits- ja siseasjade komisjoni arvamus
OPINION of the Committee on Civil Liberties, Justice and Home Affairs
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 draftswoman welcomes the Commission proposal on lifelong learning, which establishes an integrated action programme incorporating the Comenius, Erasmus, Leonardo da Vinci and Gundtvig programmes and the Jean Monnet programme.
It is essential that we adapt education systems and gear training increasingly to the market in order to meet the targets established in Lisbon.
The document is well‑structured and seeks to take account of the specific requirements of an enlarged Europe and of European political priorities relating to education and training.
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.
The proposal facilitates access to information and programmes, bringing European initiatives closer to citizens.
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.
It also simplifies the administration of programmes, which we welcome.
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.
Another very positive aspect is the fact that innovation transfer and research and development - essential tools in achieving the Lisbon and Bologna objectives - are to receive more assistance.
Joint actions - Greater use should be made of joint actions – training/ new technologies/research – with a view to meeting the Lisbon targets.
Your draftswoman is proposing a number of amendments from a civil liberties perspective, and calls on the Culture Committee to take account of them in its report.
Such actions have proved to be highly effective in the past.
Access to education is a fundamental right.
They have not been easy to implement, because they fell under different budget headings.
No one should suffer discrimination based on his/her financial situation, membership of an ethnic group, physical condition, age or gender.
They require the right momentum, in terms of both unified budget headings and appropriate human resources.
The problem regarding persons belonging to the Roma ethnic minority group, which is more serious in the new Member States, remains a challenge to be overcome.
Simplification - The programme’s flexibility requirement cannot be met unless procedures are simplified.
The integrated programme could propose solutions.
Often, small educational establishments are unable to fulfil the administrative procedures required to obtain access to funding; those procedures should therefore be simplified.
The budget for the integrated programme is, despite an increase in relation to the previous programme, not particularly high, but if greater consideration is given to the way in which resources are allocated it will suffice.
The Commission is currently drawing up rules concerning simplification which will apply to all Community programmes.
· Attention needs to be paid to the way in which funds are allocated between the various action programmes, more particularly the Erasmus Mundus programme from 2009.
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.
As long as regions in the Member States show such wide disparity in terms of development, participation by third countries in this programme should perhaps not be widened too much.
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.
· Access to lifelong learning by all age groups must be ensured, with particular attention being paid to elderly people and those (in particular women) over 40.
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.
In view of the demographic changes in Europe and the situation of women over 40 years of age in Central and Eastern European countries (CEECs), this is a very relevant issue today.
Whether or not the numerical targets on mobility in the proposal are met depends largely on the information that is disseminated about the programme.
· This programme is likely to prove essential in reintegrating young mothers into the labour market.
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.
· Your draftswoman also proposes that particular attention be devoted to groups of persons in CEECs who did not learn foreign languages under the previous regime and whose mobility at an international level is limited as a result.
Continuing training for apprentices - While there are specific rules for students and workers under the programme, the situation is somewhat different for apprentices.
Language training for such people could be funded under the transversal programme.
With regard to the authorisation by firms of training courses for apprentices, the outcome in terms of career development does not always meet expectations.
· Access by people with disabilities to mobility programmes must be ensured, bearing in mind the difficulties they face and the greater costs involved in travelling.
ELTs seni avaldamata
Not yet published in OJ.
(16 a) Programmi tõhusamaks rakendamiseks on põhjalik töökorraldusviiside lihtsustamine hädavajalik.
(16a) Radical administrative simplification of application procedures is essential for successful implementation of the programme.
Sobiva õigusliku raamistiku puudumisel peaksid administratiiv- ja aruandekohustused olema vastavuses toetuse suurusega.
In the absence of an appropriate legal framework, administrative and accounting requirements should be proportional to the size of the grant.
Põhjendus 24 a (uus)
Recital 24 b (new)
(24 a) Järgides subsidiaarsuse põhimõtet, tahetakse käesolevas otsuses rõhutada, et nii õigus haridusele kui ka juurdepääs kutse- ja täiendõppele on põhiõigused.
(24b)Whilst respecting the subsidiarity principle, this Decision seeks to point up the fact that the right to education and access to vocational and continuing training are fundamental rights.
Seetõttu ei tohi kedagi diskrimineerida majandusliku olukorra, etnilise päritolu, rassi, usutunnistuse või veendumuste, puude, vanuse, soo või seksuaalse sättumuse tõttu.
Accordingly, no-one may suffer discrimination based on his or her financial situation, membership of an ethnic group, race, religion or belief, disability, age, gender or sexual orientation.
Põhjendus 24 b (uus)
Recital 24 c (new)
(24 b) Mis puudutab etnilistesse vähemustesse kuuluvaid isikuid, eelkõige romisid, siis on nende probleemid tõsisemad uutes liikmesriikides ning nendele lahenduse leidmine kujutab endast väljakutset ka edaspidi.
(24c) The problem regarding persons belonging to ethnic minorities, in particular the Roma, which is more serious in the new Member States, remains a challenge to be overcome.
Integreeritud programmis võetakse see asjaolu teatavaks ja pakutakse vastavaid lahendusi.
The integrated programme should take note of this and propose solutions.
Võttes arvesse nende liikumisega seotud raskusi ja suuremaid kulutusi, tuleb tagada ka puuetega inimeste juurdepääs liikumisprogrammidele.
Bearing in mind the difficulties they face and the greater costs involved in travelling, access to mobility programmes for people with disabilities should also be ensured.
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, tööalast konkurentsivõimet ja ettevõtliku vaimu kasvu;
(d) to help promote creativity, employability and the growth of an entrepreneurial spirit;
d a) edendada ettevõtete konkurentsivõimet oskustööliste ning mobiilse ja kõrgelt kvalifitseeritud tööjõu abil;
(da) to help promote competitiveness through highly qualified, mobile skilled workers and managers;
f) edendada keeleõpet ja keelelist mitmekesisust, pöörates erilist tähelepanu haruldastele ja vähemuskeeltele.
(f) to promote language learning and linguistic diversity , paying particular attention to rare or minority languages ;
Artikli 2 lõike 2 punkt b
Article 2, paragraph 2, point (b)
b) keeleõppe edendamine;
(b) promotion of language learning;
b) keeleõppe edendamine; kuna inglise keel on Euroopa Liidus täna kõige sagedamini kasutatav töökeel, tuleb seda suhtlemise lihtsustamiseks Euroopa Liidus pidada esmatähtsaks;
(b) promotion of language learning ; English is the most commonly used working language in the European Union today and should be given priority in order to facilitate communication in the Union ;
Artikli 4 punkt f
Article 4, point (f)
f) ettevõtted, tööturu osapooled ja nende organisatsioonid kõikidel tasanditel, k.a kaubandusorganisatsioonid ja kaubandus- ja tööstuskojad;
(f) enterprises, social partners and their organisations at all levels, including trade organisations and chambers of commerce and industry;
f) ettevõtted, eriti väikesed ja keskmise suurusega ettevõtted, tööturu osapooled ja nende organisatsioonid kõikidel tasanditel, k.a kaubandusorganisatsioonid ja kaubandus- ja tööstuskojad;
(f) enterprises, in particular small and medium-sized enterprises, social partners and their organisations at all levels, including trade organisations and chambers of commerce and industry;
a) inimeste liikumist (vahetusprojekte) elukestva õppe raames Euroopas , k.a individuaalne toetus (free movers) ;
(a) the mobility of people in lifelong learning in Europe , including individual assistance (free movers) ;
Artikli 5 lõike 1 punkt g
Article 5, paragraph 1, point (g)
g) stipendiumite väljaandmist integreeritud programmi kaasatud organisatsioonide teatud tegevus- ja juhtimiskulude kompenseerimiseks;
(g) operating grants to support certain operational and administrative costs of organisations active in the field covered by the Integrated Programme;
g) stipendiumite väljaandmist integreeritud programmi kaasatud organisatsioonide ja tööturu osapoolte teatud tegevus- ja juhtimiskulude kompenseerimiseks;
(g) operating grants to support certain operational and administrative costs of organisations and social partners active in the field covered by the Integrated Programme;
Komisjon tagab koostöös liikmesriikidega üldise järjepidevuse ja vastastikuse täiendavuse muu asjakohase ühenduse poliitika, õigusaktide ja meetmetega, eriti Euroopa Sotsiaalfondi, ühenduse teadus- ja arengutegevuse raamprogrammi inimressursside ja vahetusprojektide ning ühenduse statistikaprogrammiga.
The Commission shall, in cooperation with the Member States, ensure overall consistency and complementarity with other relevant Community policies, instruments and actions, in particular with the European Social Fund, with the human resource and mobility actions of the Community’s Framework Programme in research and development, and with the Community’s statistical programme.
Komisjon tagab tõhusa ühenduse integreeritud programmi ning haridus- ja koolitusala programmide ja meetmete vahel, mis on võetud Bologna ja Kopenhaageni protsessi ning ühenduse ühinemiseelsete vahendite raames, muus koostöös kolmandate riikidega ja pädevate rahvusvaheliste organisatsioonidega.
The Commission shall ensure an efficient link-up between the Integrated Programme and the programmes and actions in the area of education and training undertaken within the framework of the Bologna and Copenhagen processes and the Community's pre-accession instruments, other cooperation with third countries and the competent international organisations.
Artikli 16 lõige 3
Article 16, paragraph 3
Liikmesriigid esitavad komisjonile vastavalt 30. juuniks 2010 ja 30. juuniks 2015 aruanded integreeritud programmi rakendamise ja mõju kohta.
Member States shall submit to the Commission by 30 June 2010 and 30 June 2015, respectively, reports on the implementation and the impact of the Integrated Programme.
Liikmesriigid esitavad komisjonile vastavalt 30. juuniks 2010 ja 30. juuniks 2015 aruanded integreeritud programmi rakendamise ja mõju kohta ; need aruanded sisaldavad liikmesriikide ülevaateid riigi ametiasutuste tegevuse kohta programmis püstitatud eesmärkide saavutamiseks.
Member States shall submit to the Commission by 30 June 2010 and 30 June 2015, respectively, reports on the implementation and the impact of the Integrated Programme ; the reports shall contain, in particular, the Member States' review of the activities carried out by national agencies in the light of the objectives set within the programme .
Artikli 42 lõike 2 punkt e (uus)
Article 42, paragraph 2, point (e) (new)
e) Euroopa ülikoolidevaheline inimõiguste ja demokratiseerimise keskus, Veneetsia;
(e) the European Inter-University Centre for Human Rights and Democratisation in Venice ;
Artikli 42 lõike 2 punkt f (uus)
Article 42, paragraph 2, point (f) (new)
f) Euroopa asutus erivajadustega õpilaste hariduse arendamiseks, Viin;
(f) the European Agency for Development in Special Needs Education in Vienna ;
Artikli 42 lõike 2 punkt g (uus)
Article 42, paragraph 2, point (g) (new)
g) Euroopa Kutseõppe Arenduskeskus, Thessaloniki.
(g) the European International Training Centre in Thessaloniki .
Ettepanek võtta vastu Euroopa Parlamendi ja nõukogu otsus, millega luuakse ühtne tegevusprogramm elukestva õppe alal
Proposal for a European Parliament and Council decision establishing an integrated action programme in the field of lifelong learning
Naiste õiguste ja soolise võrdõiguslikkuse komisjioni arvamus
OPINION of the Committee on Women's Rights and Gender Equality
The draftsperson welcomes the Commission’s initiative in proposing a programme in the field of lifelong education and training bringing together all existing programmes, to help in the development of an advanced knowledge-based society in line with the Lisbon targets.
The draftsperson welcomes the Commission’s initiative in proposing a programme in the field of lifelong education and training bringing together all existing programmes, to help in the development of an advanced knowledge-based society in line with the Lisbon targets.
The education system is faced with major challenges, namely demographic development, the ageing of the labour force and simultaneous efforts to raise employment levels.
The education system is faced with major challenges, namely demographic development, the ageing of the labour force and simultaneous efforts to raise employment levels.
There are still major differences between men and women in the labour market such as the pay gap, which is often a result of the inequalities that exist in education and training systems in Europe.
There are still major differences between men and women in the labour market such as the pay gap, which is often a result of the inequalities that exist in education and training systems in Europe.
Women are underrepresented in areas such as research and technology that play an important role in creating a competitive and dynamic knowledge-based economy in line with the Lisbon targets.
Women are underrepresented in areas such as research and technology that play an important role in creating a competitive and dynamic knowledge-based economy in line with the Lisbon targets.
Statistics within the scientific field, such as on funding for research or the representation of women in universities and research centres, should be kept and broken down by gender in order to find efficient means of creating equal opportunities for men and women in education and training systems in Europe.
Statistics within the scientific field, such as on funding for research or the representation of women in universities and research centres, should be kept and broken down by gender in order to find efficient means of creating equal opportunities for men and women in education and training systems in Europe.
Education and training reach out citizens directly, and for many of the citizens participating in the programme this is one of the first times they are in contact with the European Union, a Member State or a candidate country.
Education and training reach out citizens directly, and for many of the citizens participating in the programme this is one of the first times they are in contact with the European Union, a Member State or a candidate country.
To go abroad to study or train is an excellent way of learning another language and culture, and the programme gives people an understanding of the diversity of the European Union and its neighbours.
To go abroad to study or train is an excellent way of learning another language and culture, and the programme gives people an understanding of the diversity of the European Union and its neighbours.
Therefore, a programme in the field of lifelong education and training bringing together all existing programmes is not only important for ensuring economic growth but also, more importantly, it is necessary for integration within the European Union.
Therefore, a programme in the field of lifelong education and training bringing together all existing programmes is not only important for ensuring economic growth but also, more importantly, it is necessary for integration within the European Union.
The programme should be accessible to all and should pay special attention to groups that are underrepresented in education and training.
The programme should be accessible to all and should pay special attention to groups that are underrepresented in education and training.
The programme shall enable the network of national agencies to target groups that face particular difficulties in accessing education and training: learners with special needs, disabled persons, immigrants and those living below the poverty threshold.
The programme shall enable the network of national agencies to target groups that face particular difficulties in accessing education and training: learners with special needs, disabled persons, immigrants and those living below the poverty threshold.
Too often, the level of education is inherited from parents, and one of the main objectives must be to stimulate education and training independent of social background.
Too often, the level of education is inherited from parents, and one of the main objectives must be to stimulate education and training independent of social background.
Language is the key to integration in a new society.
Language is the key to integration in a new society.
The draftsperson would like to remind the Member States of the need to acknowledge the important link between language learning and integration in a new society, and calls on the Member States to improve the language education provided for immigrants.
The draftsperson would like to remind the Member States of the need to acknowledge the important link between language learning and integration in a new society, and calls on the Member States to improve the language education provided for immigrants.
The meeting of the European Council in Barcelona in 2002 set the objective of teaching at least two foreign languages from a very early age.
The meeting of the European Council in Barcelona in 2002 set the objective of teaching at least two foreign languages from a very early age.
Geographically-disadvantaged areas need more support.
Geographically-disadvantaged areas need more support.
Education and research should be developed, with the focus being placed on supporting the strengths and specific characteristics of the regions.
Education and research should be developed, with the focus being placed on supporting the strengths and specific characteristics of the regions.