natgillin/translations-raw huggingface dataset:
provision of information and advisory services on Union initiatives and law; support for the enhancement of management capacities to increase the competitiveness of SMEs; support aimed at improving SMEs' financial knowledge, including information and advisory services on funding opportunities, access to finance and related coaching and mentoring schemes; measures to increase SME access to energy efficiency, climate and environmental expertise;
zagotavljanje informacij in svetovanje o pobudah in pravu Unije, podporo za okrepitev upravljalnih zmogljivosti za izboljšanje konkurenčnosti MSP, podporo za izboljšanje znanja MSP na finančnem področju, vključno z obveščanjem in svetovanjem o priložnostih financiranja, dostopu do financiranja ter s tem povezanih shem usposabljanja in mentorstva;
62 % of GIF final beneficiaries indicated that support was crucial to find the finance they needed Increase in the proportion of final beneficiaries that consider the EFG or the LGF to provide funding that could not have been obtained by other means compared to baseline Specific objective:
64 % končnih upravičencev je izjavilo, da je bila podpora ključna za pridobitev potrebnih finančnih sredstev.
To improve access to markets, particularly inside the Union but also at global level D. International Industrial Cooperation Latest known result (baseline)
Dodana vrednost GIF:
Long term target (2020) D.1.
62 % končnih upravičencev te pomoči je izjavilo, da je bila podpora ključna za pridobitev potrebnih finančnih sredstev
Regulation (EU) No 1288/2013 of the European Parliament and of the Council
Uredba (EU) št. 1288/2013 Evropskega parlamenta in Sveta
of 11 December 2013 establishing 'Erasmus+':
z dne 11. decembra 2013
the Union programme for education, training, youth and sport and repealing Decisions No 1719/2006/EC, No 1720/2006/EC and No 1298/2008/EC
o uvedbi programa „Erasmus+“, program Unije za izobraževanje, usposabljanje, mladino in šport, ter o razveljavitvi sklepov št. 1719/2006/ES, 1720/2006/ES in 1298/2008/ES
Having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165(4) and 166(4) thereof,
ob upoštevanju Pogodbe o delovanju Evropske unije in zlasti členov 165(4) in 166(4) Pogodbe,
The Commission's communication of 29 June 2011 entitled 'A Budget for Europe 2020' calls for a single programme in the field of education, training, youth and sport, including the international aspects of higher education, bringing together the action programme in the field of lifelong learning ('Lifelong Learning') established by Decision No 1720/2006/EC of the European Parliament and of the Council [4], the Youth in Action programme ('Youth in Action') established by Decision No 1719/2006/EC of the European Parliament and of the Council [5], the Erasmus Mundus action programme ('Erasmus Mundus') established by Decision No 1298/2008/EC of the European Parliament and of the Council [6], the ALFA III programme established by Regulation (EC) No 1905/2006 of the European Parliament and of the Council [7], and the Tempus and Edulink programmes, in order to ensure greater efficiency, a stronger strategic focus and synergies to be exploited between the various aspects of the single programme.
Sporočilo Komisije z naslovom "Proračun za Evropo" z dne 29. junija 2011 poziva k enotnemu programu na področju izobraževanja, usposabljanja, mladine in športa, vključno z mednarodnimi vidiki visokošolskega izobraževanja, ki bo združil akcijski program na področju vseživljenjskega učenja (v nadaljnjem besedilu: Vseživljenjsko učenje), uveden s Sklepom št. 1720/2006/ES Evropskega parlamenta in Sveta [4], program Mladi v akciji (v nadaljnjem besedilu: Mladi v akciji), uveden s Sklepom št. 1719/2006/ES Evropskega parlamenta in Sveta [5], akcijski program Erasmus Mundus (v nadaljnjem besedilu: Erasmus Mundus), uveden s Sklepom št. 1298/2008/ES Evropskega parlamenta in Sveta [6], program ALFA III, uveden z Uredbo št. 1905/2006/ES Evropskega parlamenta in Sveta [7], ter programa Tempus in Edulink, da se zagotovijo večja učinkovitost, večji strateški poudarek in sinergije, ki jih je treba izkoristiti med različnimi vidiki enotnega programa.
In addition, sport is proposed as part of that single programme (the 'Programme').
Poleg tega se kot del tega enotnega programa (v nadaljnjem besedilu: Program) predlaga tudi šport.
The interim evaluation reports of the existing Lifelong Learning, Youth in Action and Erasmus Mundus programmes and the public consultation on the future of Union action in education, training and youth, as well as in higher education, revealed a strong and in some respects growing need for continuing cooperation and mobility in those fields at European level.
Vmesna ocenjevalna poročila o obstoječih programih Vseživljenjsko učenje, Mladi v akciji in Erasmus Mundus ter javno posvetovanje o prihodnjih ukrepih Unije na področju izobraževanja, usposabljanja in mladine, pa tudi na področju visokošolskega izobraževanja so razkrila močno in v nekaterih ozirih naraščajočo potrebo po trajnem sodelovanju in mobilnosti na teh področjih na evropski ravni.
The evaluation reports emphasised the importance of creating closer links between Union programmes and policy developments in education, training and youth, expressed the wish that Union action should be structured in such a way as to respond better to the lifelong learning paradigm, and pressed for a simpler, more user-friendly and more flexible approach to implementing such action and the end of the fragmentation of international higher education cooperation programmes.
Ocenjevalna poročila so poudarila pomembnost oblikovanja tesnejših povezav med programi Unije in razvojem politik na področju izobraževanja, usposabljanja in mladih, izrazila željo po takšnem oblikovanju ukrepov Unije, da bi se lahko bolje odzivali na paradigmo vseživljenjskega učenja, ter pozvala k pristopu k izvajanju teh ukrepov, ki bo bolj prijazen do uporabnika in prilagodljiv, in k odpravi razdrobljenosti programov mednarodnega sodelovanja na področju visokošolskega izobraževanja.
The Programme should focus on the accessibility of funding and the transparency of administrative and financial procedures, including through the use of information and communication technologies (ICTs) and digitisation.
Program bi se moral osredotočati na dostopnost sredstev in preglednost upravnih in finančnih postopkov, tudi z uporabo informacijskih in komunikacijskih tehnologij ter digitalizacije.
Streamlining and simplifying the organisation and management, and a sustained focus on reducing administrative expenditure, are also vital to the success of the Programme.
Za Program so izjemnega pomena tudi racionalizacija in poenostavitev organizacije in upravljanja ter trajno prizadevanje za zmanjšanje upravnih odhodkov.
The public consultation on the Union's strategic choices for the implementation of the new Union competence in the field of sport and the Commission's evaluation report on preparatory actions in the field of sport provided useful indications regarding priority areas for Union action, and illustrated the added value that the Union can bring in supporting activities aimed at generating, sharing and spreading experiences and knowledge about different issues affecting sport at the European level, provided that they are focused in particular at grassroots level.
Javno posvetovanje o strateških možnostih Unije pri izvajanju nove pristojnosti Unije na področju športa in ocenjevalno poročilo Komisije o pripravljalnih ukrepih na področju športa sta zagotovila koristne podatke glede prednostnih področij za ukrepanje Unije in ponazorila dodano vrednost, ki jo lahko Unija prispeva pri podpiranju dejavnosti, katerih cilj je ustvarjanje, skupna uporaba ter širjenje izkušenj in znanja o različnih vprašanjih, ki vplivajo na šport na evropski ravni, pod pogojem, da so osredotočene predvsem na osnovno raven.
The Europe 2020 strategy for smart, sustainable and inclusive growth defines the Union's growth strategy for the coming decade to support such growth, setting five ambitious objectives to be reached by 2020, particularly in the field of education, where the aim is to reduce early school-leaving rates to a level below 10 % and to enable at least 40 % of 30-34 year-olds to have completed tertiary or equivalent education.
Strategija Evropa 2020 za pametno, trajnostno in vključujočo rast opredeljuje strategijo rasti Unije za prihajajoče desetletje za podporo takšni rasti z zastavitvijo petih ambicioznih ciljev, ki jih je treba doseči do leta 2020, zlasti na področju izobraževanja, kjer je cilj zmanjšati šolski osip na raven pod 10 % in omogočiti, da bo vsaj 40 % posameznikov, starih med 30 in 34 let, imelo zaključeno terciarno ali enakovredno izobrazbo.
This also includes its flagship initiatives, in particular Youth on the Move and the Agenda for New Skills and Jobs.
To vključuje tudi vodilne pobude strategije, zlasti Mladi in mobilnost in Program za nova znanja in spretnosti ter delovna mesta.
In its conclusions of 12 May 2009, the Council called for a strategic framework for European cooperation in education and training (ET 2020), setting up four strategic objectives with a view to responding to the challenges that remain in creating a knowledge-based Europe and making lifelong learning a reality for all.
Svet je v svojih sklepih z dne 12. maja 2009 pozval k strateškemu okviru za evropsko sodelovanje v izobraževanju in usposabljanju (v nadaljnjem besedilu: ET 2020), z zastavitvijo štirih strateških ciljev kot odziv na izzive pri oblikovanju Evrope, ki temelji na znanju, in pri doseganju, da postane vseživljenjsko učenje realnost za vse.
Pursuant to Articles 8 and 10 of the Treaty on the Functioning of the European Union (TFEU), as well as Articles 21 and 23 of the Charter of Fundamental Rights of the European Union, the Programme promotes inter alia equality between men and women and measures to combat discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation.
Na podlagi členov 8 in 10 Pogodbe o delovanju Evropske unije, pa tudi členov 21 in 23 Listine o temeljnih pravicah, Program med drugim spodbuja enakopravnost žensk in moških ter ukrepe za boj proti diskriminaciji na podlagi spola, rasnega ali etničnega porekla, vere ali prepričanja, invalidnosti, starosti ali spolne usmerjenosti.
There is a need to widen access for members of disadvantaged and vulnerable groups and actively to address the special learning needs of people with disabilities in the implementation of the Programme.
Pri izvajanju Programa je treba povečati dostopnost za člane prikrajšanih in ranljivih skupin ter dejavno obravnavati posebne učne potrebe invalidov.
The Programme should include a strong international dimension, particularly as regards higher education, in order not only to enhance the quality of European higher education in pursuit of the broader ET 2020 objectives and the attractiveness of the Union as a study destination, but also to promote understanding between people and to contribute to the sustainable development of higher education in partner countries, as well as their broader socio-economic development, inter alia by stimulating ″brain circulation″ through mobility actions with partner-country nationals.
Program bi moral vsebovati močno mednarodno razsežnost zlasti na področju visokošolskega izobraževanja, ne le zaradi izboljšanja kakovosti evropskega visokošolskega izobraževanja v prizadevanjih za dosego širših ciljev ET 2020 in privlačnosti Unije kot destinacije za študij, temveč tudi zaradi spodbujanja razumevanja med ljudmi ter prispevka k trajnostnemu razvoju visokošolskega izobraževanja v partnerskih državah in k širšemu socialno-ekonomskemu razvoju, med drugim s spodbujanjem "kroženja možganov" z ukrepi za mobilnost državljanov partnerskih držav.
To that end, funding should be made available from the Development Cooperation Instrument (DCI), the European Neighbourhood Instrument (ENI), the Instrument for Pre-accession Assistance (IPA) and the Partnership Instrument for cooperation with third countries (PI).
V ta namen bi bilo treba zagotoviti sredstva iz instrumenta za razvojno sodelovanje (DCI), evropskega sosedskega instrumenta (ENI), instrumenta za predpristopno pomoč (IPA) in partnerskega instrumenta za sodelovanje s tretjimi državami (PI).
Funds might also be made available from the European Development Fund (EDF) in accordance with the procedures governing it.
Sredstva bi se lahko zagotovila tudi iz Evropskega razvojnega sklada (ERS) v skladu s postopki, ki veljajo zanj.
The provisions of this Regulation should apply to the use of those funds, while ensuring conformity with the respective Regulations establishing those instruments and that fund.
Za uporabo omenjenih sredstev bi bilo treba uporabljati določbe te uredbe, pri čemer bi bilo treba zagotoviti skladnost z uredbami, ki so vzpostavile navedene instrumente in navedeni sklad.
In its resolution of 27 November 2009 on a renewed framework for European cooperation in the youth field (2010-2018), the Council emphasised the need to consider all young people as a resource in society and sought to facilitate their participation in the development of policies affecting them by means of a continuous structured dialogue between decision-makers and young people and youth organisations at all levels.
Svet je v svoji resoluciji z dne 27. novembra 2009 o prenovljenem okviru za evropsko sodelovanje na področju mladine (2010–2018) poudaril, da je treba obravnavati vse mlade kot bogastvo v družbi, in pozval k spodbujanju njihovega sodelovanja v razvoju politik, ki jih zadevajo, s pomočjo stalnega strukturiranega dialoga med tistimi, ki odločajo, ter mladimi in mladinskimi organizacijami na vseh ravneh.
Bringing formal, non-formal and informal learning together in a single programme should create synergies and foster cross-sectoral cooperation across the various education, training and youth sectors.
Združitev formalnega, neformalnega in priložnostnega učenja v en sam program bi moralo ustvariti sinergije in spodbuditi medsektorsko sodelovanje različnih sektorjev izobraževanja, usposabljanja in mladine.
During the implementation of the Programme, the specific needs of the various sectors and, where appropriate, the role of local and regional authorities should be duly taken into account.
Med izvajanjem Programa bi bilo treba ustrezno upoštevati posebne potrebe različnih sektorjev in po potrebi vlogo lokalnih in regionalnih oblasti.
To support mobility, equity and study excellence, the Union should establish, on a pilot basis, a Student Loan Guarantee Facility to enable students, regardless of their social background, to take their Master's degree in another country to which participation in the Programme is open (the 'Programme country').
V podporo mobilnosti, enakosti in študijski odličnosti bi morala Unija kot pilotski projekt uvesti Jamstveno shemo za študentska posojila in tako študentom ne glede na njihovo socialno ozadje omogočiti magistrski študij v neki drugi državi, ki lahko sodeluje v Programu (v nadaljnjem besedilu: država Programa).
The Student Loan Guarantee Facility should be available to financial institutions which agree to offer loans for Master's studies in other Programme countries on favourable terms for students.
Jamstvena shema za študentska posojila bi morala biti na voljo finančnim institucijam, ki so pripravljene ponuditi posojila za magistrski študij v drugih državah Programa pod ugodnimi pogoji za študente.
This additional and innovative tool for learning mobility should neither replace any current, nor impede the development of any future, grant or loan system supporting student mobility at local, national or Union level.
To dodatno inovativno orodje za učno mobilnost ne bi smelo niti nadomestiti sedanjih niti ovirati razvoja prihodnjih sistemov štipendij ali posojil za podporo mobilnosti študentov na lokalni ali nacionalni ravni oziroma na ravni Unije.
The Student Loan Guarantee Facility should be subject to close monitoring and evaluation, in particular concerning its market uptake in different countries.
Jamstveno shemo za študentska posojila bi bilo treba pozorno spremljati in ocenjevati, zlasti glede njenega sprejema na trgu v različnih državah.
In accordance with Article 21(2) and (3), a mid-term evaluation report should be submitted to the European Parliament and to the Council no later than the end of 2017, with a view to obtaining political guidance on the continuation of the Student Loan Guarantee Facility.
Evropskemu parlamentu in Svetu bi bilo treba v skladu s členom 21(2) in (3) najpozneje do konca leta 2017 poslati vmesno ocenjevalno poročilo, da bi pridobili politične smernice o nadaljevanju izvajanja Jamstvene sheme za študentska posojila.
Member States should endeavour to adopt all appropriate measures to remove legal and administrative obstacles to the proper functioning of the Programme.
Države članice bi si morale prizadevati za sprejetje vseh ustreznih ukrepov za odpravo pravnih in upravnih ovir za pravilno delovanje Programa.
This includes resolving, where possible, administrative issues that create difficulties in obtaining visas and residency permits.
To vključuje, kadar je možno, reševanje upravnih vprašanj, ki ustvarjajo težave pri pridobivanju vizumov in dovoljenj za prebivanje.
In line with Council Directive 2004/114/EC [8], Member States are encouraged to establish fast-track admission procedures.
V skladu z Direktivo Sveta 2004/114/ES [8] se države članice spodbuja, da uvedejo skrajšane postopke sprejema.
The Commission's communication of 20 September 2011 entitled 'Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems' sets out a framework within which the Union, Member States and higher education institutions can cooperate to boost the number of graduates, to improve the quality of education and to maximise the contribution that higher education and research can make to helping Member States' economies and societies emerge stronger from the global economic crisis.
Sporočilo Komisije z naslovom "Podpiranje rasti in delovnih mest – program za posodobitev sistemov visokošolskega izobraževanja v Evropi" z dne 20. septembra 2011 določa okvir, znotraj katerega lahko Unija, države članice in visokošolske institucije sodelujejo, da bi povečale število diplomantov, izboljšale kakovost izobraževanja in kar najbolj povečale prispevek, ki ga visokošolsko izobraževanje in raziskave lahko prinesejo k temu, da bodo gospodarstva in družbe držav članic iz svetovne gospodarske krize izšle močnejše.
In order to better address youth unemployment in the Union, particular attention should be paid to transnational cooperation between higher and vocational education institutions and businesses, with a view to improving students' employability and developing entrepreneurial skills.
Za boljše spoprijemanje z brezposelnostjo mladih v Uniji bi bilo treba posebno pozornost nameniti nadnacionalnemu sodelovanju med institucijami visokošolskega in poklicnega izobraževanja ter podjetji, da se izboljša zaposljivost študentov in razvijejo podjetniške veščine.
The Bologna Declaration, signed by the Education Ministers of 29 European countries on 19 June 1999, established an intergovernmental process aimed at creating a European area of higher education, which requires continuous support at Union level.
Bolonjska deklaracija, ki so jo dne 19. junija 1999 podpisali ministri za šolstvo 29 evropskih držav, je uvedla medvladni postopek, namenjen vzpostavitvi Evropskega visokošolskega prostora, kar zahteva stalno podporo na ravni Unije.
The crucial role played by vocational education and training (VET) in helping to achieve a number of targets set out in the Europe 2020 strategy is widely acknowledged and defined in the renewed Copenhagen process (2011-2020), taking into account, in particular, its potential in addressing Europe's high level of unemployment, especially youth unemployment and long-term unemployment, promoting a culture of lifelong learning, countering social exclusion and promoting active citizenship.
Bistvena vloga, s katero poklicno izobraževanje in usposabljanje pripomoreta k doseganju številnih ciljev, določenih v strategiji Evropa 2020, je splošno priznana in opredeljena v prenovljenem kopenhagenskem procesu (2011–2020), predvsem ob upoštevanju njunega potenciala za reševanje visoke stopnje brezposelnosti v Evropi, še posebno brezposelnosti mladih in dolgoročne brezposelnosti, spodbujanje kulture vseživljenjskega učenja, preprečevanje socialne izključenosti in spodbujanje aktivnega državljanstva.
Quality traineeships and apprenticeships, including those in micro-enterprises and small and medium-sized enterprises, are needed in order to bridge the gap between the knowledge acquired through education and training and the skills and competences required in the world of work, as well as to enhance the employability of young people.
Za premostitev razkoraka med znanjem, pridobljenim z izobraževanjem in usposabljanjem, ter veščinami, spretnostmi in kompetencami, pridobljenimi z delom, ter za povečanje zaposljivosti mladih sta potrebna kakovostno pripravništvo in vajeništvo, vključno s tistimi v mikropodjetjih ter malih in srednjih podjetjih.
It is necessary to strengthen the intensity and extent of European cooperation between schools, and of the mobility of school staff and learners, in order to address the priorities set out in the Agenda for European Cooperation on Schools for the 21st century, namely to improve the quality of school education in the Union in the fields of competence development and in order to improve equity and inclusion within school systems and institutions, as well as to reinforce and provide support for the teaching profession and school leadership.
Okrepiti je treba intenzivnost in obseg evropskega sodelovanja med šolami ter mobilnosti šolskega osebja in udeležencev izobraževanja, da bi se lotili prednostnih nalog iz Agende za evropsko sodelovanje v šolstvu za 21. stoletje, in sicer izboljšati kakovost šolskega izobraževanja v Uniji na področju razvoja kompetenc, ter da bi izboljšali enakost in vključevanje v šolske sisteme in institucije, pa tudi okrepili in zagotovili podporo za učiteljski poklic in vodenje šol.
In this context, the strategic targets on reducing early school leaving, improving performance in basic skills, and improving participation and quality in early childhood education and care, should be prioritised along with targets reinforcing the professional competences of school teachers and school leaders, and improving the educational opportunities for children with a migrant background and those at a socio-economic disadvantage.
V zvezi s tem bi bilo treba dati prednost strateškim ciljem za zmanjšanje šolskega osipa, izboljšanje uspešnosti v osnovnih znanjih ter izboljšanje udeležbe in kakovosti, kar zadeva predšolsko vzgojo in varstvo, pa tudi ciljem krepitve strokovnih kompetenc šolskih učiteljev in šolskih vodstvenih delavcev ter izboljšanja priložnosti za izobraževanje otrok iz migrantskih družin in otrok iz socialno-ekonomsko prikrajšanih okolij.
The renewed European Agenda for Adult Learning included in the Council's resolution of 28 November 2011 aims at enabling all adults to develop and enhance their skills and competences throughout their lives.
Cilj prenovljene Evropske agende za izobraževanje odraslih, vključene v Resolucijo Sveta z dne 28. novembra 2011, je omogočiti vsem odraslim, da razvijajo in izboljšujejo svoje veščine, spretnosti ter kompetence skozi vse življenje.
Particular attention should be paid to improving learning opportunities for the high number of low-skilled Europeans, in particular by improving literacy and numeracy and by promoting flexible learning pathways and second-chance measures.
Posebno pozornost bi bilo treba nameniti izboljšanju učnih priložnosti za veliko število nizkokvalificiranih Evropejcev, zlasti z jezikovnim in matematičnim opismenjevanjem ter spodbujanjem fleksibilnih učnih poti in ukrepov za ponovno priložnost.