natgillin/translations-raw huggingface dataset:
schooling and training at all levels are needed, alongside the promotion of entrepreneurship, to ensure high-quality and stable employment with appropriate and sustainable wages; best practices should be communicated;
potrebna sta šolanje in usposabljanje na vseh ravneh, skupaj s spodbujanjem podjetništva, da se zagotovijo visokokakovostna in stabilna delovna mesta z ustreznimi in zadostnimi plačami; razširjati bi bilo treba najboljše prakse;
Schooling is currently based on a traditional system of learning in which there are some gaps in national curricula.
Današnje šolanje temelji na tradicionalnem učnem sistemu, ki ima na nacionalni ravni nekaj vrzeli.
Schools
9.1. Šole
schools (‘Comenius partnerships’), with a view to developing joint learning projects between thefor pupils and their teachers (‘Comenius school partnerships’);
šolami („“) da bi razvijali skupne projekti učenja med za učencie in njihove učitelje (partnerstva med šolami „Comenius“);
Schools and campaigns have their role to play.
K temu lahko prispevajo šole in kampanje.
Schools and educational institutions were invited to adopt a holistic approach to the teaching of languages, making connections between teaching of the mother tongue, the language of instruction where different, foreign languages and the languages of migrant communities.
Šole in izobraževalne ustanove so bile pozvane, da sledijo celostnemu pristopu pri učenju jezikov in povezujejo učenje maternega jezika, učnega jezika, če je drugačen, tujih jezikov in jezikov skupnosti priseljencev.
Schools and industry have forged partnerships designed to change the image of industrial careers among young students and to direct them towards the needs of the market19.
Šole in gospodarstvo sklepajo partnerstva, da bi izboljšali podobo tehničnih poklicev med šolarji in jih pripravili na zahteve trga19.
Schools and other educational settings can also help reducing the stigma and discrimination attached to HIV/AIDS.
Šole in druge izobraževalne ustanove lahko pomagajo tudi pri zmanjševanju stigmatizacije in diskriminacije v zvezi z virusom HIV/aidsom.
Schools and pre-schools will have longer opening hours.
Šole in predšolske ustanove bodo odprte dlje.
Schools and services can be networked to spread migrant pupils and so avoid concentrations.
Šole in storitve je mogoče povezati v mreže, da bi dosegli porazdelitev migrantskih učencev in se izognili njihovi koncentraciji.
Schools and universities can jointly develop actions which help prepare pupils to be mobile when they become students, e.g. summer universities for upper secondary school pupils in specific subject fields.
Šole in univerze lahko skupaj razvijejo ukrepe, ki bi dijake pripravili na mobilnost, ko bodo postali študentje, npr. poletne univerze za srednješolce na posebnih predmetnih področjih.
Schools and workplaces, where people spend large parts of their time, are crucial settings for action.
Šole in delovni prostori, kjer ljudje preživijo velik del svojega časa, so ključna okolja za ukrepe.
Schools are best placed for reaching the majority of children, regardless of age, income or background, as well as other key recipients of internet safety messages, such as teachers and (indirectly) parents.
Šole so najboljše mesto za komunikacijo z večino otrok ne glede na njihovo starost, dohodke ali družbeno okolje kot tudi z drugimi ključnimi naslovniki obveščanja o internetni varnosti, na primer z učitelji in (neposredno) starši.
Schools are increasingly complex and autonomous organisations.
Šole so vse bolj zapletene in avtonomne organizacije.
Schools are linked up with youth agencies, social services, local development agencies, drug task forces, etc.
Šole so povezane z mladinskimi zavodi, centri za socialno delo, lokalnimi razvojnimi agencijami, projektnimi skupinami na področju mamil itd.
Schools are seeking ways of engaging families and local communities not only to support young people’s learning but to promote lifelong learning in the whole community.
Šole iščejo načine, s katerimi bi dosegle, da bi družine in lokalne skupnosti ne le podprle učenje mladih, temveč spodbujale vseživljenjsko učenje v celotni skupnosti.
Schools are the most fertile ground for disseminating positive values and developing mutual understanding, since the complex relationship between sport, tourism and training can be exploited to the full by starting with school-age children.
Šolsko okolje je dejansko najplodnejši teren za širjenje pozitivnih vrednot in prispevanje k vzajemnemu poznavanju, saj je obdobje šolanja čas, ko se lahko stkejo tesne vezi med športom, turizmom in izobraževanjem.
Schools can provide an excellent observatory for gender‑based violence.
Šola ponuja odlično priložnost za opazovanje nasilja v družini.
Schools clearly play a crucial role in this respect.
Šole igrajo v tem smislu ključno vlogo.
Schools delivering the Certilingua offer at least one subject through CLIL and aim to develop the student’s intercultural competences through European and international project work.
Na šolah, na katerih se zagotavlja Certilingua, se poučuje vsaj en nejezikovni predmet v tujem jeziku, njihov cilj pa je razviti medkulturne kompetence učencev prek evropskih in mednarodnih projektov.
SCHOOLS FOR THE 21ST CENTURY
ŠOLE ZA 21. STOLETJE
Schools have a duty to introduce pupils as early as possible to the skills they need to access knowledge that will become indispensable to them later on in their professional and private lives.
Naloga šolskega sistema je učence že v zgodnjih letih seznaniti z osnovami znanj, ki jih bodo kasneje potrebovali za razvijanje strokovne, pa tudi in predvsem osebne prihodnosti.
Schools have a key role in fostering inclusion and, as core parts of communities, work closely with parents and local associations.
Šole imajo ključno vlogo pri spodbujanju vključenosti, kot osrednji del skupnosti pa morajo tesno sodelovati s starši in lokalnimi združenji.
Schools have an above-average rate of low-achievers in basic skills, indicating a need to modernise teacher training and promote continuing professional development.
Šole imajo nadpovprečen delež posameznikov s slabimi rezultati pri osnovnih znanjih, torej je treba posodobiti usposabljanje učiteljev in spodbujati njihovo nadaljnje strokovno izpopolnjevanje.
Schools in especially disadvantaged areas with a high concentration of migrant youth could develop specialised programmes, mentoring systems and access to training to have competitive advantages.
Šole na posebno prikrajšanih območjih z veliko koncentracijo mladih migrantov bi lahko razvile specializirane programe, sisteme mentorstva in dostop do usposabljanja, s čimer bi imele konkurenčno prednost.
Schools must adjust to their presence and build their particular needs into the traditional focus on providing high quality and equitable education.
Šole se jim morajo prilagoditi in njihove posebne potrebe vgraditi v tradicionalno usmerjenost v zagotavljanje kakovostne in pravične izobrazbe.
Schools must play a leading role in creating an inclusive society, as they represent the main opportunity for young people of migrant and host communities to get to know and respect each other.
Šole morajo imeti vodilno vlogo pri ustvarjanju inkluzivne družbe, saj so za mlade iz migrantskih skupnosti in skupnosti države gostiteljice najpomembnejša priložnost za spoznavanje in doseganje vzajemnega spoštovanja.
Schools must provide students with minimum daily physical education (min. 2 hours a week), as well as a balanced diet education, and should be equipped with appropriate facilities and equipment.
Šole morajo šolarjem nuditi vsaj 2 uri telesne vzgoje na teden in vzgojo o uravnoteženi prehrani.
Schools must, therefore, have not only the necessary human and financial resources but also sufficient independence to be able to fulfil this and other tasks they undertake.
Šole morajo zato imeti poleg potrebnih človeških in finančnih virov tudi zadostno neodvisnost, ki jim omogoča izvajanje te in drugih nalog.
Schools need to be able to adapt continuously to their changing environment, and to the changing needs of pupils, staff and parents, their key partners.
Šole se morajo biti sposobne nenehno prilagajati spreminjajočemu se okolju in spreminjajočim se potrebam učencev, zaposlenih in staršev, torej svojih ključnih partnerjev.
Schools often teach pupils that cutting down trees is bad and the world needs all the trees it can get.
Šole pogosto učijo učence, da je sečnja dreves nekaj slabega in da svet potrebuje toliko dreves, kolikor je možno.
Schools pupils too need to be given appropriate preparation and further training for adults is also required.
Na to bi morali ustrezno pripraviti tudi osnovnošolce in srednješolce, potreben pa je tudi sistem nadaljnjega izobraževanja za odrasle.
Schools should be encouraged to exhibit at (international) business fairs.
Šole je treba spodbuditi k predstavitvam na mednarodnih poslovnih sejmih.
Schools should be given additional resources, the spirit of openness should be further developed and support in intercultural training and managing diversity given to teachers.
Treba je povečati sredstva za financiranje šol,  ki morajo razvijati duha odprtosti, ter podpreti učitelje na področju medkulturnega izobraževanja in pri obravnavanju različnosti.
Schools should be given practical support and incentives to encourage take-up of entrepreneurship activities and programmes, through a range of different instruments.
Šole bi bilo treba z vrsto različnih instrumentov praktično podpreti in spodbuditi, da bi začele s podjetniškimi dejavnostmi in programi.
Schools should be given support and incentives to encourage take-up of entrepreneurship activities and programmes, as many concrete examples of how to do it exist already.
Šole bi bilo treba podpirati in jih stimulirati, da bi začele s podjetniškimi dejavnostmi in programi, saj obstaja že več oprijemljivih primerov o tem, kako to storiti.
Schools should be protected environments and such partnerships should be undertaken in a transparent and non-commercial way.
Šole morajo biti zaščitena okolja in taka partnerstva morajo biti transparentna in nekomercialna.
Schools should continue to teach and pass on skills, with digital literacy becoming a basic learning skill.
Šola mora še naprej učiti in prenašati znanje, pri čemer mora "digitalna pismenost" postati eno od osnovnih znanj.
Schools should promote non-sexist and mixed-sex education based on equal rights and opportunities, endeavouring to ensure full personal development that has no connection with stereotypes and gender-determined roles and which rejects any type of discrimination victimising women.
Šola mora spodbujati neseksistično, po spolu mešano izobraževanje, ki temelji na enakih pravicah in možnostih ter si prizadeva za celovit osebnostni razvoj brez stereotipov in spolnih vlog, poleg tega pa zavrača vse oblike diskriminacije žensk.
Schools should reflect the social make-up of their community and not form a ghetto for any group.
Šole morajo odražati socialno strukturo družbe, ne pa ustvarjati geta katere koli skupine.
Schools will be encouraged to engage in transnational partnerships and cooperation agreements with their peers in other EU countries, so as to enhance the impact of EU support and promote synergies between different forms of cooperation, such as virtual mobility, pupil and staff mobility and pedagogical projects.
Šole se bo spodbujalo k sodelovanju v nadnacionalnih partnerstvih in sporazumih o sodelovanju s podobnimi institucijami iz drugih držav EU, da bi se povečal učinek podpore EU in spodbujale sinergije med različnimi oblikami sodelovanja, kot so virtualna mobilnost, mobilnost učencev in osebja ter pedagoški projekti.
Schools will be provided with teaching materials.
Izobraževalne ustanove bodo prejele učna sredstva.
Schools with high drop out rates tend to have a high turnover of teachers, exacerbating their problems.
Za šole z visoko stopnjo osipa je verjetno, da bodo imele veliko fluktuacijo učiteljev, kar še zaostruje njihove probleme.
Schools with more socio-economically disadvantaged students tend to have relatively lower-quality resources.
Praviloma imajo šole z večjim številom socialno-ekonomsko prikrajšanih učencev sorazmerno manj kakovostne vire.
Schools, agricultural organisations and trade unions could play a key role in this process of disseminating information, alongside NGOs.
V tem procesu razširjanja informacij bi lahko poleg nevladnih organizacij imele bistveno vlogo šole, kmetijske organizacije in sindikati.
Schools, as specialist institutions with professional staff, cannot and should not act in isolation, and should interact first and foremost with families, whose role is crucial, but also establish permanent dialogue with the wider community and economic and social players.
Šole kot specializirane ustanove s strokovnim osebjem ne morejo in ne smejo delovati ločeno, pač pa morajo sodelovati predvsem z družinami, ki imajo ključno vlogo, vzpostaviti pa morajo tudi trajni dialog s širšo skupnostjo ter z gospodarskimi in družbenimi akterji.
Schools, participating businesses and authorities should have to deal with much less administrative and organisational red tape.
Šole, udeleženo gospodarstvo in uprava morajo imeti veliko manj upravnega in organizacijskega bremena.
Schools, together with parents and responsible authorities, should consider issuing contracts for school lunches to local food growers in order to ensure a local market for healthy foods.
Šole bi morale skupaj s starši in pristojnimi oblastmi pogodbe za šolska kosila sklepati z lokalnimi pridelovalci hrane, da bi zagotovili lokalni trg zdrave hrane.
Schools, universities and third-level institutions must be aware of the need to equip students with qualifications that are relevant to business.
Šole, univerze in visokošolske ustanove se morajo zavedati, da je treba študentom zagotoviti kvalifikacije, ki so potrebne za podjetja.
Schools, universities and vocational and training institutions must increase access to education via open educational resources.
Z odprtimi viri izobraževanja morajo šole, univerze ter ustanove za poklicno izobraževanje in usposabljanje izboljšati dostop do izobraževanja.
Schools, vocational colleges and higher education institutions need to provide a technology-friendly education and develop a creative problem-solving mindset.
Šole, višje strokovne šole in visokošolske izobraževalne ustanove morajo zagotoviti izobraževanje, naklonjeno tehnologiji, in razviti pristop ustvarjalnega reševanja težav.
Schröder (NL-Gr.
Ullrich SCHRÖDER (NL-I)
Schröder (NL-I) (Rule 62 Mr Kleemann)
Ulrich SCHRÖDER (NL-I) (Johannes KLEEMANN, člen 62)
Schwaderer, Gabriel (Rapporteur's expert Group III - NAT/681)
Schwaderer, Gabriel (strokovnjak za poročevalca iz III. skupine – NAT/681)
Schwaderer, Gabriel (Rapporteur's expert)
Gabriel SCHWADERER
Schweng
ga.
Schweng (AT – I)
SCHWENG (AT-I)
Schweng (AT-Gr.
SCHWENG (AT-I. sk.)
Schweng (AT-I)
Christa SCHWENG (AT-I)
Schweng (AT-I)
KÖLTRINGER (AT-I)
Schweng (AT-I)
PÎRVULESCU (RO-III)
SCHWENG (Gr.
SCHWENG (I. SK.
SCHWENG (Gr.
SCHWENG - (I. SK.
Schweng Christa
drabko Zbigniew
SCHWENG Christa
GKOFAS Panagiotis
Schweng, Christa
Christa SCHWENG
SCHWENG, Christa (AT-I)
Christa SCHWENG (AT-I)
Schäuble, W. (2010), Schäuble on Eurobonds and fiscal union, interview with Querentin Peel, Financial Times, 5 December 2010, http://video.ft.com/v/698922855001/Sch-uble-on-eurobonds-and-fiscal-union
(2010), Schäuble on Eurobonds and fiscal union, interview with Querentin Peel, Financial Times, 5. december 2010, http://video.ft.com/v/698922855001/Sch-uble-on-eurobonds-and-fiscal-union
Sciaenidae
Diplodus spp.
SCIANCA, Director, DLT
SCIANCA, direktor direkcije A
Scianca, Director, DLT
SCIANCA, direktor direkcije za logistiko in prevajanje
Scianca, Director, DLT
SCIANCA, direktor direkcije za logistiko in prevajanje (DLT)
SCIANCA, Director, DLT
SCIANCA, direktor DLT
SCIANCA, Director, DLT
SCIANCA, direktor za logistiko in prevajanje
SCIANCA, Directorate, DLT
SCIANCA, direktor direkcije za logistiko in prevajanje
Sciberras (MT-I)
SCIBERRAS (I. sk.-MT)
SCIBERRAS*
SCIBERRAS
Science
Naravoslovje
Science (competitiveness) poles, which encompass universities, science and technology parks, incubators and technology centres, should be given a key role in pursuing EU development priorities; in addition, steps should be taken to facilitate the setting up of such structures.
Znanstvenim polom (polom konkurenčnosti), ki vključujejo univerze, znanstvene in tehnološke parke, inkubatorje ter tehnološka središča, je treba dati ključno vlogo pri izpolnjevanju prednostnih razvojnih nalog EU; obenem se je treba zavzeti za ustanavljanje takšnih struktur.
Science (competitiveness) poles, which encompass universities, science and technology parks, incubators and technology centres, should be given a key role in pursuing EU development priorities; in addition, steps should be taken to facilitate the setting up of such structures.
Znanstvenim središčem (središčem konkurenčnosti), ki vključujejo univerze, znanstvene in tehnološke parke, inkubatorje ter tehnološke centre, je treba dati ključno vlogo pri izpolnjevanju prednostnih razvojnih nalog EU; obenem se je treba zavzeti za ustanavljanje takšnih struktur.
Science also shows that this means that developed countries need to have made cuts of 25-40% by 2020 and at least 80% by 2050.
Znanost je tudi dokazala, da to pomeni, da morajo razvite države zmanjšati emisije za 25–40 % do leta 2020 in za najmanj 80 % do leta 2050.
Science and engineering provide many solutions for poverty reduction and socio-economic development in Africa.
Znanost in tehnika ponujata številne rešitve za zmanjšanje revščine in socio-ekonomski razvoj v Afriki.
SCIENCE AND INDUSTRY
ZNANOST IN INDUSTRIJA
Science and industry are already very active in searching solutions for transport safety, fuel dependency, vehicle emissions and network congestion.
Znanost in panoga sta že zelo dejavni pri iskanju rešitev glede varnosti prometa, odvisnosti od goriva, emisij iz vozil in zastojev v omrežjih.
Science and innovation are key factors that will help Europe to move towards smart, sustainable, inclusive growth, and along the way to tackle its pressing societal challenges.
Znanost in inovacije so ključni dejavniki, ki bodo Evropi pomagali doseči pametno, trajnostno in vključujočo rast ter istočasno reševati pereče družbene izzive.
Science and innovation for disaster risk management: In 2013, the Commission launched an initiative with EU Member States to explicitly map and improve approaches to science-based advice for risk reduction and emergency response.
znanost in inovacije za obvladovanje tveganja nesreč: leta 2013 je Komisija z državami članicami EU začela pobudo za natančno opredelitev in izboljšavo pristopov znanstvenega svetovanja na področju zmanjševanja tveganja in odzivanja ob nesreči.
SCIENCE AND RESEARCH
ZNANOST IN RAZISKAVE
Science and research are substantive elements of European culture.
Znanost in raziskave so temeljni elementi evropske kulture.
Science and research endeavour to come up with the best and the newest ideas, procedures and results.
Prizadevanja v okviru znanosti in raziskav so usmerjena v najboljše in najnovejše zamisli, postopke in rezultate.
Science and research endeavour to come up with the best and the newest ideas, procedures and results.
Znanost in raziskave si prizadevajo za najboljše in najnovejše zamisli, postopke in rezultate.
Science and research were linked right across Europe, irrespective of national borders.
Znanost in raziskave niso poznale meja in so se prepletale po vsej Evropi.
Science and research – Strengthen research and technological development capacity in order to ensure successful participation in the Community Framework Programmes.
Znanost in raziskave – Okrepiti zmogljivosti raziskovalne dejavnosti in tehnološkega razvoja za uspešno sodelovanje v okvirnih programih Skupnosti.
Science and research, their methods and way of thinking, were decisive in paving the way to our contemporary European society, its values, its way of life and its standard of living; they were a defining characteristic of the European cultural area6.
Znanost in raziskave, način dela in razmišljanje na teh področjih so odločilno utrli pot današnji evropski družbi, njenim vrednotam, načinu življenja in življenjskemu standardu; bili so znamenje evropskega kulturnega prostora6.
SCIENCE AND SOCIETY
ZNANOST IN DRUŽBA
Science and society issues must continue to be addressed in a separate programme whilst also being embedded in all other programmes.
Znanstvene in družbene probleme je treba še naprej obravnavati v ločenem programu, vendar pa jih je treba vključiti tudi v vse druge programe.
Science and technical progress are regularly made with regard to the construction, layout and equipment of slaughterhouses.
Pri gradnji, ureditvi in opremi klavnic je viden stalni znanstveni in tehnični napredek.
Science and technical progress are regularly made with regard to the handling and restraining of animals at slaughterhouses.
Pri ravnanju z živalmi in omejitvi premikanja v klavnicah je viden stalni znanstveni in tehnični napredek.
Science and technology and innovation statistics (STI): EP and Council Decision 1608/2003 concerning the production and development of Community statistics on science and technology; Commission Regulation (EC) No 753/2004 implementing Decision No 1608/2003/EC of the European Parliament and of the Council as regards statistics on science and technology; Commission Regulation 1450/2004 on Community innovation statistics.
Statistika o znanosti, tehnologiji in inovacijah: Odločba Evropskega parlamenta in Sveta št. 1608/2003 o pripravi in razvoju statistike Skupnosti o znanosti in tehnologiji; Uredba Komisije (ES) št. 753/2004 o izvajanju Odločbe št. 1608/2003/ES Evropskega parlamenta in Sveta glede statistike o znanosti in tehnologiji; Uredba Komisije 1450/2004 o statistiki Skupnosti o inovacijah.
Science and technology and innovation statistics: In the coming years, the work on STI statistics will concentrate on achieving better data quality, improving the statistical methods, nomenclatures, concepts and definitions (for e.g. the better measuring the knowledge flows; using internationally harmonised raw data source Patstat), opening to additional data sources and to the full implementation of the statistics on the career development of doctorate holders, as well as updating the existing legislation on the various statistical domains covered as well as providing better input to national accounts.
Statistika o znanosti, tehnologiji in inovacijah: V prihodnjih letih bo delo na področju statistike o znanosti, tehnologiji in inovacijah osredotočeno na doseganje boljše kakovosti podatkov, izboljšanje statističnih metod, nomenklatur, konceptov in opredelitev (npr. za boljše merjenje tokov znanja, uporabo mednarodno usklajenega vira neobdelanih podatkov Patstat), odpiranje dodatnim virom podatkov in popolnemu izvajanju statistike o razvoju poklicne poti oseb z doktoratom, posodabljanje obstoječe zakonodaje o različnih zajetih statističnih področjih in zagotavljanje boljšega vložka za nacionalne račune.
Science and technology co-operation is a priority area for the Chinese government.
Znanstveno in tehnološko sodelovanje je prednostno področje kitajske vlade.
Science and technology must be made to count in tackling Europe's major societal challenges5
Znanost in tehnologija morata biti udeleženi v obravnavi glavnih evropskih družbenih izzivov5
Science and technology parks have been proving to be good drivers of cluster organisations.
Pri njihovem oblikovanju so se znanstveni in tehnološki parki izkazali za zelo učinkovite.
Science and technology provide one of the keys for reconciling promotion of sustainable economic growth in sea-based activities with environmental conservation.
Znanost in tehnologija sta eden ključnih dejavnikov za usklajevanje spodbujanja trajnostnega gospodarskega razvoja pomorskih dejavnosti in ohranjanja okolja.
Science and technology will be key to achieving truly sustainable economic growth in sea-based activities.
Znanost in tehnologija sta ključna za dosego resnično trajnostne gospodarske rasti v pomorskih dejavnostih.
Science and technology, the key to Europe's future (communication)
Znanost in tehnologija, ključa prihodnosti Evrope (sporočilo)