natgillin/translations-raw huggingface dataset:
In order to ensure the overall quality of mobility, it is desirable to ensure freedom of movement for all EU citizens and to apply as far as possible the principles laid down in the Charter and the relevant recommendations to all types of mobility for learning or professional development purposes: education or training; formal or non-formal learning, including voluntary work and projects; short or long mobility periods; school, higher education or job-related learning; measures in connection with lifelong learning.
Za zagotovitev splošne kakovosti mobilnosti je zaželeno zagotoviti prosto gibanje vsem državljanom EU in uporabiti, če je mogoče, načela iz Listine in ustrezna priporočila pri vseh vrstah mobilnosti zaradi učenja ali poklicnega razvoja: pri izobraževanju ali usposabljanju; formalnem ali neformalnem učenju, vključno s prostovoljnim delom in projekti; krajših ali daljših obdobjih mobilnosti; šoli, visokošolskem izobraževanju ali učenju, povezanem z delovnim mestom; ukrepih v zvezi z vseživljenjskim učenjem.
In view of the diversity of the nature and duration of mobility activities, Member States may adjust the implementation of the Charter according to circumstances, namely to adapt it to specific situations and programmes.
Ob upoštevanju raznolikosti narave in trajanja dejavnosti mobilnosti lahko države članice izvajanje Listine prilagodijo okoliščinam, torej prilagodijo ga posebnemu položaju in programom.
Member States may make some of the points compulsory and consider others as optional.
Države članice lahko nekatere točke štejejo za obvezne, druge za prostovoljne.
Since the objectives of this Recommendation cannot be sufficiently achieved by the Member States and can therefore, by reason of the scale and effects of this Recommendation, be better achieved at Community level, the Community may adopt measures, in accordance with the principle of subsidiarity as set out in Article 5 of the Treaty.
Ker ciljev tega priporočila države članice ne morejo zadovoljivo doseči same in se jih lahko zaradi obsega ali učinkov tega priporočila lažje doseže Skupnost, lahko Skupnost sprejme ukrepe v skladu z načelom subsidiarnosti iz člena 5 Pogodbe.
In accordance with the principle of proportionality, as set out in that Article, the present Recommendation does not go beyond what is necessary in order to achieve those objectives,
Skladno z načelom sorazmernosti iz navedenega člena, to priporočilo ne prekoračuje okvirov, ki so potrebni za doseganje teh ciljev.
HEREBY RECOMMEND THAT THE MEMBER STATES:
PRIPOROČATA, DA DRŽAVE ČLANICE:
adopt and promote the use of the attached Charter as a means to enhance personal and professional development;
sprejmejo priloženo Listino in spodbujajo njeno uporabo kot sredstva za izboljšanje osebnega in poklicnega razvoja;
report on their implementation of this Recommendation and any complementary measures they may choose to take in favour of mobility, particularly in relation to the quality aspects thereof, in their national contributions to the Education and Training 2010 work programme, as from the second year following the adoption of this Recommendation;
poročajo o izvajanju tega priporočila in o vseh dopolnilnih ukrepih, ki jih utegnejo sprejeti v prid mobilnosti, zlasti v zvezi z njenimi kakovostnimi vidiki, v svojih nacionalnih prispevkih za delovni program „Izobraževanje in usposabljanje 2010“ od drugega leta po sprejetju tega priporočila dalje;
continue to cooperate closely and coordinate their actions with a view to eliminating obstacles which directly or indirectly impede the mobility of EU citizens;
še naprej tesno sodelujejo in usklajujejo svoje delovanje, da bi odpravile vse neposredne ali posredne ovire, ki zmanjšujejo mobilnost državljanov EU;
provide appropriate support and suitable infrastructures for mobility for education and training purposes in order to enhance the education and training levels of their citizens;
zagotovijo primerno podporo in ustrezno infrastrukturo za mobilnost zaradi izobraževanja in usposabljanja, da bi dvignile raven izobrazbe in usposobljenosti svojih državljanov;
take any necessary steps to promote mobility, to ensure that all relevant information is easily understandable and accessible to all, for instance by means of an introductory guide to mobility or a list of supporting organisations, and to improve the conditions for mobility,
storijo vse potrebno, da spodbudijo mobilnost, zagotovijo, da so vse potrebne informacije preprosto razumljive in dostopne vsem, na primer s pomočjo vodnika za seznanjanje z mobilnostjo ali seznama podpornih organizacij, ter izboljšajo pogoje za mobilnost.
HEREBY INVITE THE COMMISSION TO:
VABITA KOMISIJO:
encourage the use of the Charter by national agencies and other organisations working in the field of education and training and mobility;
naj spodbuja uporabo Listine pri nacionalnih agencijah in drugih organizacijah, ki delujejo na področju izobraževanja in usposabljanja ter mobilnosti;
continue to cooperate with the Member States and the social partners, so that useful information and experience concerning the implementation of the measures advocated in this Recommendation may be exchanged;
da še naprej sodeluje z državami članicami in socialnimi partnerji in tako omogoči izmenjavo koristnih podatkov in izkušenj v zvezi z izvajanjem ukrepov, ki jih podpira to priporočilo;
improve or develop in close cooperation with the relevant authorities gender-specific statistical data on mobility for education and training purposes;
naj v tesnem sodelovanju z ustreznimi organi izboljša ali razvije po spolu razčlenjene statistične podatke o mobilnosti zaradi izobraževanja in usposabljanja;
consider the present Recommendation as forming a whole with Recommendation 2001/613/EC and therefore to include the biennial reports requested therein in the general reports of the Education and Training 2010 work programme.
da to priporočilo in Priporočilo 2001/613/ES šteje za celoto ter da zato vključi tu zahtevana dvoletna poročila v splošna poročila delovnega programa Izobraževanje in usposabljanje 2010.
Done at Brussels, 18 December 2006.
V Bruslju, z dne 18. decembra 2006.
OJ C 88, 11.4.2006, p. 20.
UL C 88, 11.4.2006, str. 20.
OJ C 206, 29.8.2006, p. 40.
UL C 206, 29.8.2006, str. 40.
Opinion of the European Parliament of 26 September 2006 (not yet published in the Official Journal) and Council Decision of 18 December 2006.
Mnenje Evropskega parlamenta z dne 26. septembra 2006 (še ni objavljeno v Uradnem listu) in Sklep Sveta z dne 18. decembra 2006.
Decision No 2241/2004/EC of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences (Europass) (OJ L 390, 31.12.2004, p. 6).
Odločba št. 2241/2004/ES Evropskega parlamenta in Sveta z dne 15. decembra 2004 o enotnem okviru Skupnosti za preglednost kvalifikacij in usposobljenosti (Europass) (UL L 390, 31.12.2004, str. 6).
EUROPEAN QUALITY CHARTER FOR MOBILITY
EVROPSKA LISTINA KAKOVOSTI ZA MOBILNOST
Strengthened by the Mobility Action Plan of 2000 and by Recommendation 2001/613/EC of the European Parliament and the Council of 10 July 2001 on mobility within the Community for students, persons undergoing training, volunteers, teachers and trainers, mobility has always been of considerable interest to stakeholders.
Mobilnost je od nekdaj zelo pomembna za zainteresirane strani, njen pomen pa se je še okrepil z Akcijskim načrtom za mobilnost leta 2000 in s Priporočilom Evropskega parlamenta in Sveta z dne 10. julija 2001 o mobilnosti znotraj Skupnosti za študente, osebe, ki se usposabljajo, prostovoljce, učitelje in vodje usposabljanja.
That Recommendation was broad in scope, addressed a range of important questions associated with mobility and was targeted at anyone who might benefit from a period of learning abroad (formal and non-formal), including students, teachers, trainers, volunteers and people undergoing training.
Navedeno priporočilo je imelo obsežno področje uporabe, obravnavala je celo vrsto pomembnih vprašanj v zvezi z mobilnostjo in je bilo namenjeno vsem, ki bi lahko imeli korist od učenja v tujini (formalnega in neformalnega), vključno s študenti, učitelji, vodji usposabljanja, prostovoljci in udeleženci usposabljanja.
Recommendation 2006/961/EC of the European Parliament and the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility, of which this Charter constitutes an integral part, has the same scope but focuses on the quality aspects of mobility, as proposed by an expert group established following the first Recommendation.
Priporočilo 2006/961/ES Evropskega parlamenta in Sveta z dne. 18. december 2006 o transnacionalni mobilnosti v Skupnosti zaradi izobraževanja in usposabljanja: Evropska listina kakovosti za mobilnost, katerega sestavni del je ta listina, ima enako področje uporabe, vendar se osredotoča na kakovostni vidik mobilnosti, kakor je predlagala skupina izvedencev, ustanovljena po prvem priporočilu.
It should help to ensure that participants have a positive experience, both in the host country and in their country of origin once they return.
Pomagalo naj bi zagotoviti, da bodo udeleženci dobili pozitivno izkušnjo tako v državi gostiteljici kakor tudi po vrnitvi v njihovi državi porekla.
This Charter offers guidance for mobility undertaken by individual young people or adults, for the purposes of formal and non-formal learning and for their personal and professional development.
Ta listina ponuja napotke pri mobilnosti za namene formalnega in neformalnega učenja ter osebnega in poklicnega razvoja posameznih mladih in odraslih oseb.
It has been designed as a basic reference document, which takes account of national situations and respects Member States' competences.
Oblikovana je kot osnovni referenčni dokument, ki upošteva nacionalne razmere in spoštuje pristojnosti držav članic.
Its scope and content may be adapted to suit the duration of the mobility and the particularities of the various educational, training and youth activities as well as the needs of the participants.
Njeno področje uporabe in vsebino je mogoče prilagoditi dolžini trajanja mobilnosti in posebnostim raznih dejavnosti šolanja in usposabljanja ter potrebam udeležencev.
Although primarily addressing mobility for learning purposes, it is felt that this guidance could also be useful for other types of mobility, such as mobility for work.
Čeprav so ti napotki namenjeni predvsem mobilnosti za namene učenja, pa bi po splošnem prepričanju bili lahko uporabni tudi za druge vrste mobilnosti, denimo mobilnosti zaradi dela.
Information and guidance
Napotki in informacije
Potential candidates for mobility should have equal access, at all levels, to reliable sources of information and guidance for mobility and the conditions in which it can be taken up.
Morebitni kandidati bi morali imeti na vseh ravneh enak dostop do zanesljivih virov informacij in napotkov glede mobilnosti in pogojev udeležbe.
Among other things, clear information should be provided on each of the points contained in this Charter, about the role and tasks of the sending and hosting organisations and about the various education and training systems.
Med drugim bi bilo treba zagotoviti jasne informacije o vsaki od točk iz te listine, o vlogi in nalogah organizacij pošiljateljic in gostiteljic ter o različnih sistemih izobraževanja in usposabljanja.
Learning plan
Načrt učenja
Before undertaking mobility for education or training purposes, a learning plan, taking account of linguistic preparation, should be drawn up and agreed by the sending and hosting organisations and the participants.
Pred začetkom mobilnosti zaradi izobraževanja in usposabljanja bi bilo treba pripraviti načrt učenja ob upoštevanju jezikovne priprave, ki ga morajo potrditi organizacije pošiljateljice in gostiteljice ter udeleženci.
A learning plan is particularly important in the case of long-term mobility and may also be useful in the case of short-term mobility.
Načrt učenja je pomemben zlasti v primeru daljše mobilnosti in je lahko koristen tudi v primeru krajše mobilnosti.
The plan should outline the objectives and expected learning outcomes, as well as how these should be achieved and implemented.
Načrt bi moral predstaviti cilje in predvidene rezultate učenja ter način njihove uresničitve in izvajanja.
Any significant modification of the learning plan should be agreed by all parties.
Z vsako večjo spremembo v načrtu učenja bi se morale strinjati vse strani.
When drawing up the learning plan, the issues of reintegration into the home country and evaluation should be borne in mind.
Pri pripravi načrta učenja bi bilo treba upoštevati vprašanje ponovne vključitve v državo porekla in vprašanje vrednotenja.
Personalisation
Individualizacija
Mobility undertaken for education or training purposes should fit in as much as possible with the personal learning pathways, skills and motivation of the participants, and should develop or supplement them.
Mobilnost zaradi izobraževanja in usposabljanja bi morala kar najbolj ustrezati osebni učni poti, usposobljenosti in motivaciji udeležencev ter le-te razvijati ali dopolnjevati
General preparation
Splošna priprava
Prior preparation of the participants is advisable, and should be tailored to their specific needs.
Predhodna priprava udeležencev je priporočljiva in bi morala biti prikrojena njihovim posebnim potrebam.
It should include linguistic, pedagogical, administrative, legal, personal and cultural aspects, and information on financial aspects, as necessary.
Glede na potrebe bi morala obsegati jezikovni, pedagoški, administrativni, pravni, osebni ter kulturni vidik in informacije o finančnem vidiku.
Linguistic aspects
Jezikovni vidik
Language skills are important for effective learning, intercultural communication and a better understanding of the host country's culture.
Jezikovno znanje je pomembno za uspešno učenje, medkulturno sporazumevanje in boljše razumevanje kulture države gostiteljice.
Participants, and their sending and hosting organisations, should pay special attention to appropriate linguistic preparation.
Udeleženci in njihove organizacije pošiljateljice in gostiteljice bi morali ustrezni jezikovni pripravi nameniti posebno pozornost.
Wherever possible, mobility arrangements should include:
Vedno, ko je to mogoče, bi moral program mobilnosti vključevati:
language assessment before departure and an opportunity to follow courses in the language of the host country and/or the language of instruction, if different;
preverjanje jezikovnega znanja pred odhodom in možnost obiskovanja tečajev jezika države gostiteljice in/ali jezika predavanj, če je ta drugačen;
in the host country, linguistic support and advice.
v državi gostiteljici jezikovno podporo in nasvet.
Logistical support
Logistična podpora
Where necessary, adequate logistical support should be provided to the participants.
Kadar je to potrebno, bi bilo udeležencem treba zagotoviti ustrezno logistično podporo.
This could include information and assistance concerning travel arrangements, insurance, residence or work permits, social security, the portability of government grants and loans from the country of origin to the host country, accommodation, and any other practical aspects, including safety issues relevant to their stay, as appropriate.
Sem lahko sodijo informacije in pomoč glede potovanja, zavarovanja, prijave bivališča in dovoljenja za delo, socialnega varstva, prenosa vladnih štipendij in posojil iz države porekla v državo gostiteljico, namestitve ter vseh drugih praktičnih vidikov, vključno z varnostjo med bivanjem v tujini, kadar je to primerno.
The hosting organisation (educational establishment, youth organisation, company, etc.) should provide schemes such as mentoring to advise participants and help with their effective integration into the host environment, and should act as a contact point for obtaining ongoing assistance.
Organizacija gostiteljica (izobraževalni zavod, mladinska organizacija, podjetje itd.) bi morala zagotoviti programe, kot je mentorstvo, za svetovanje udeležencem in za pomoč pri njihovem uspešnem vključevanju v okolje gostiteljice, in imeti vlogo stalne kontaktne točke pri iskanju pomoči.
If a study or placement period abroad is an integral part of a formal study or training programme, this fact should be stated in the learning plan, and participants should be provided with assistance to facilitate recognition and certification, where appropriate.
Če je študijsko obdobje v tujini ali napotitev v tujino sestavni del formalnega študija ali usposabljanja, bi moralo biti to navedeno v načrtu učenja, udeležencem pa bi morala biti zagotovljena pomoč, ki bo olajšala pridobivanje priznavanja in potrdil, kjer je to potrebno.
In the learning plan, the sending organisation should undertake to recognise successful periods of mobility.
V načrtu učenja bi morala organizacija pošiljateljica poskrbeti za priznanje uspešnih obdobij mobilnosti.
For other types of mobility, and particularly those in the context of non-formal education and training, an appropriate document should be issued so that the participant is able to demonstrate his or her active participation and learning outcomes in a satisfactory and credible way.
Pri drugih vrstah mobilnosti, zlasti pri mobilnosti v okviru neformalnega učenja in usposabljanja, bi bilo treba izdati ustrezen dokument, tako da bo udeleženec lahko zadovoljivo in verodostojno dokazal svojo dejavno udeležbo in rezultate učenja.
In this context, the use of the Europass should be encouraged.9.
V tem kontekstu bi bilo treba spodbujati uporabo „Europassa“.9.
Reintegration and evaluation
Ponovna vključitev in vrednotenje
On return to the home country, particularly after long-term mobility, participants should be given guidance on how to make use of competences and skills acquired during the stay.
Udeležencem bi bilo treba ob vrnitvi v matično državo, zlasti po daljši odsotnosti, svetovati, kako uporabiti v tujini pridobljeno usposobljenost in znanje.
Where necessary, help with reintegration into the social, educational or professional environment of the home country should be made available to people returning after long-term mobility.
Kadar je to potrebno, bi bilo treba ob vrnitvi po daljši odsotnosti osebam dati na voljo pomoč pri njihovem ponovnem vključevanju v domače družbeno, šolsko ali poklicno okolje.
The experience gained should be properly evaluated by participants, together with the organisations responsible, to assess whether the aims of the learning plan have been met.
Udeleženci bi morali skupaj z odgovornimi organizacijami pravilno ovrednotiti pridobljene izkušnje in presoditi, ali so bili izpolnjeni cilji načrta učenja.
Commitments and responsibilities
Obveznosti in dolžnosti
The responsibilities arising from these quality criteria should be agreed by the sending and hosting organisations and the participants.
O dolžnostih, ki izhajajo iz teh meril kakovosti, se morajo dogovoriti organizacije pošiljateljice in gostiteljice ter udeleženci.
They should preferably be confirmed in writing, so that responsibilities are clear to all concerned.
Dolžnosti bi bilo treba po možnosti pisno potrditi, tako da so jasne vsem zadevnim stranem.
Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 14 December 2000, concerning an action plan for mobility (OJ C 371, 23.12.2000, p. 4).
Resolucija Sveta in predstavnikov vlad držav članic, ki so se sestali v okviru Sveta, o akcijskem načrtu za mobilnost z dne 14. decembra 2000 (UL C 371, 23.12.2000, str. 4).
See page 5 of this Official Journal
Glej stran 5 tega Uradnega lista.
on key competences for lifelong learning
o ključnih kompetencah za vseživljenjsko učenje
Having regard to the Treaty establishing the European Community, and in particular Article 149(4), and Article 150(4) thereof,
ob upoštevanju Pogodbe o ustanovitvi Evropske skupnosti in zlasti členov 149(4) in 150(4) Pogodbe,
The Lisbon European Council (23-24 March 2000) concluded that a European framework should define the new basic skills to be provided through lifelong learning as a key measure in Europe's response to globalisation and the shift to knowledge-based economies, and emphasised that people are Europe's main asset.
Evropski svet v Lizboni z dne 23. in 24. marca 2000 je sklenil, da bi moral evropski okvir opredeliti nova osnovna znanja, ki naj jih zagotovi vseživljenjsko učenje, kot ključni ukrep pri odzivu Evrope na globalizacijo in premik h gospodarstvom znanja ter poudaril, da so ljudje največja dobrina Evrope.
Since then, those conclusions have been regularly restated including by the Brussels European Councils (20-21 March 2003 and 22-23 March 2005), and in the re-launched Lisbon Strategy which was approved in 2005.
Odtlej so bili ti sklepi večkrat ponovljeni, tudi na Evropskem svetu v Bruslju z dne 20. in 21. marca 2003 ter 22. in 23. marca 2005 ter v ponovno zaživeli Lizbonski strategiji, potrjeni leta 2005.
The European Councils of Stockholm (23-24 March 2001) and Barcelona (15-16 March 2002) endorsed the concrete future objectives of European education and training systems and a work-programme (the Education and Training 2010 work programme) to achieve them by 2010.
Evropska sveta v Stockholmu z dne 23. in 24. marca 2001 ter v Barceloni z dne 15. in 16. marca 2002 sta potrdila konkretne prihodnje cilje evropskega sistema izobraževanja in usposabljanja ter delovni program (delovni program Izobraževanje in usposabljanje 2010) za njihovo dosego do leta 2010.
These objectives include developing skills for the knowledge society and specific objectives for promoting language learning, developing entrepreneurship and the overall need to enhance the European dimension in education.
Ti cilji vključujejo razvoj znanj za družbo znanja in posebne cilje za pospeševanje učenja jezikov, razvoj podjetnosti in splošno potrebo po krepitvi evropske razsežnosti v izobraževanju.
The Commission Communication ”Making a European Area of Lifelong Learning a Reality” and the subsequent Council Resolution of 27 June 2002 on lifelong learning identified the provision of ‘the new basic skills’ as a priority, and stressed that lifelong learning must cover learning from pre-school age to post-retirement age.
Sporočilo Komisije „Uresničevanje evropskega prostora za vseživljenjsko učenje“ in Resolucija Sveta z dne 27. junija 2002 o vseživljenjskem učenju, ki mu je sledila, sta „nova osnovna znanja“ določila kot prednostna in poudarila, da mora vseživljenjsko učenje zajemati obdobje od predšolske starosti do starosti po upokojitvi.
In the context of improving the Community's employment performance, the European Councils of Brussels (March 2003 and December 2003) stressed the need to develop lifelong learning, with a particular focus on active and preventive measures for the unemployed and inactive persons.
V okviru izboljšanja zaposlovanja Skupnosti sta Evropska sveta v Bruslju marca 2003 in decembra 2003 poudarila potrebo po razvoju vseživljenjskega učenja s posebnim poudarkom na aktivnih in preventivnih ukrepih za nezaposlene in neaktivne osebe.
This built on the report of the Employment Taskforce, which emphasised the need for people to be able to adapt to change, the importance of integrating people into the labour market, and the key role of lifelong learning.
Podlaga za to je bilo poročilo projektne skupine za zaposlovanje, ki je poudarila potrebo po sposobnosti prilagajanju spremembam, pomen vključevanja ljudi na trg delovne sile in ključno vlogo vseživljenjskega učenja.
In May 2003 the Council adopted the European reference levels (‘benchmarks’), demonstrating a commitment to a measurable improvement in European average performance.
Svet je maja 2003 sprejel evropske referenčne ravni („merila uspešnosti“), ki dokazujejo zavzemanje za merljivo izboljšanje evropske povprečne uspešnosti.