natgillin/translations-raw huggingface dataset:
Given that apprentices, in some cases, rely on payment and compensation from employers, this has had an impact on their livelihood. 
Glede na to, da so vajenci v nekaterih primerih odvisni od plačila in nadomestila s strani delodajalcev, to vpliva na njihovo preživetje.
(2) According to OECD's TALIS survey (2018), less than 40 % of teachers feel well prepared for the use of ICT in teaching. 
(2) Glede na raziskavo TALIS iz leta 2018, ki jo je opravila OECD, je delež učiteljev, ki menijo, da so dobro pripravljeni na uporabo IKT pri poučevanju, nižji od 40 %.
This has been supported by appropriate guidelines, combined with agile management, continuous monitoring, ongoing improvements and legislative adjustments, in line with national circumstances. 
To je bilo podprto z ustreznimi smernicami skupaj s prožnim upravljanjem, stalnim spremljanjem, tekočimi izboljšavami in zakonodajnimi prilagoditvami v skladu z nacionalnimi okoliščinami.
Council conclusions on countering the COVID-19 crisis in education and training 
Sklepi Sveta o boju proti krizi zaradi covida-19 v izobraževanju in usposabljanju
Moreover, in addition to the efforts made within the Council, the Commission facilitated further possibilities for cooperation and exchange of information between Member States. 
Poleg tega je vzporedno s prizadevanji v okviru Sveta zagotovila dodatne možnosti za sodelovanje in izmenjavo informacij med državami članicami.
Delivering practical parts of curricula is particularly challenging in the context of distance learning. 
Izvajanje praktičnih delov učnih načrtov je še posebej zahtevno v kontekstu učenja na daljavo.
Moreover, there are learners with special educational needs, who require counselling and additional support in their learning. 
Obstajajo tudi učeči se s posebnimi učnimi potrebami, ki potrebujejo svetovanje in dodatno podporo pri učenju.
Beyond the necessary investment to address the health and socioeconomic impact of the crisis, it is important to focus current investment priorities on education and training. 
Razen potrebnih naložb v odpravo zdravstvenih in socialno-ekonomskih posledic krize je treba trenutne prednostne naložbe usmeriti v izobraževanje in usposabljanje.
Cooperate on securing education possibilities for learners who commute daily between neighbouring Member States, especially in case of prolonged closure of borders. 
sodelujejo pri zagotavljanju možnosti izobraževanja za učeče se, ki se dnevno vozijo med sosednjimi državami članicami, zlasti v primeru daljšega zaprtja meja;
This may be particularly useful when deciding on requirements for enrolment to higher education institutions, with due respect to their autonomy and national circumstances. 
To utegne biti zelo koristno pri odločanju o zahtevah za vpis v visokošolske zavode, ob ustreznem spoštovanju njihove avtonomije in nacionalnih okoliščin.
supporting virtual learning environments, enabling the use of existing online learning platforms (or developing new ones) and the use of team collaboration tools; 
podpiranje virtualnih učnih okolij, omogočanje uporabe obstoječih spletnih učnih platform (ali razvoj novih) in uporaba orodij za skupinsko sodelovanje,
For parents and carers who have not been able to work from home, finding day care for younger children has presented an additional challenge. 
Za starše in oskrbovalce, ki ne morejo delati od doma, iskanje otroškega varstva za mlajše otroke predstavlja dodaten izziv.
In these exceptional circumstances, there has been a remarkable collaboration between Member States, who have shown solidarity and mutual support in a time of crisis by regularly exchanging information on their national situations, challenges, envisaged or already implemented measures and plans, as well as, where possible, openly sharing educational resources. 
V teh izrednih okoliščinah je prišlo do izjemnega sodelovanja med državami članicami, ki v času krize izkazujejo solidarnost in vzajemno podporo, in sicer z redno izmenjavo informacij o svojih nacionalnih razmerah, izzivih, predvidenih ali že izvedenih ukrepih in načrtih ter, kjer je to mogoče, z odprto izmenjavo izobraževalnih virov.
Work closely with international organisations such as the Council of Europe, Unesco and the OECD in providing and disseminating information related to the implications of COVID-19 on education and training. 
z mednarodnimi organizacijami, kot so Svet Evrope, Unesco in OECD, tesno sodeluje pri zagotavljanju in razširjanju informacij v zvezi s posledicami covida-19 za izobraževanje in usposabljanje.
INVITES THE COMMISSION, IN LINE WITH ITS COMPETENCES AND WITH DUE REGARD FOR SUBSIDIARITY, TO: 
POZIVA KOMISIJO, NAJ V SKLADU S SVOJIMI PRISTOJNOSTMI IN OB USTREZNEM UPOŠTEVANJU NAČELA SUBSIDIARNOSTI:
Explore possibilities for enhancing teaching and learning through monitoring and evaluation based on educational data mining focused on existing data, learning analytics and the use of artificial intelligence, with due attention to compliance with the General Data Protection Regulation (EU) 2016/679. 
preučijo možnosti za izboljšanje poučevanja in učenja prek spremljanja in ocenjevanja na podlagi podatkovnega rudarjenja v izobraževanju, s poudarkom na obstoječih podatkih, učne analitike in uporabe umetne inteligence, pri tem pa ustrezno upoštevajo skladnost s Splošno Uredbo (EU) 2016/679 o varstvu podatkov;
In this context, build on the existing opportunities, such as those available via eTwinning, the School Education Gateway and the Electronic Platform for Adult Learning in Europe (EPALE). 
V tem okviru naj gradi na obstoječih priložnostih, kot so tiste, ki so na voljo prek programa eTwinning, platforme School Education Gateway in EPALE (elektronska platforma za izobraževanje odraslih v Evropi).
This has had an impact on learners (1) , their families, teachers, trainers, institution leaders, as well as on the broader society. 
To vpliva na učeče se (1) in njihove družine, na učitelje ter mentorje in vodje ustanov, pa tudi širšo družbo.
One of the greatest challenges has been how to manage assessment and grading, with some Member States encouraging a focus on formative assessment and consideration of different learning conditions. 
Eden največjih izzivov je obvladovanje vrednotenja in ocenjevanja, pri čemer nekatere države članice spodbujajo osredotočenost na formativno vrednotenje in upoštevanje drugačnih učnih pogojev.
In this respect, it is crucial to recognise that high quality education and training contribute decisively to the wellbeing and personal and professional development of citizens, as well as the resilience of society and of the economy, with an important role to play in the recovery. 
V zvezi s tem je ključnega pomena, da se prizna, da visokokakovostno izobraževanje in usposabljanje odločilno prispevata k dobremu počutju državljanov ter njihovemu osebnemu in poklicnemu razvoju, pa tudi k odpornosti družbe in gospodarstva, ob tem pa imata pomembno vlogo tudi pri okrevanju.
Many Erasmus+ and European Solidarity Corps project activities have been postponed or cancelled, and in cases where mobility had been planned, virtual cooperation has been encouraged. 
Številne projektne dejavnosti programa Erasmus+ in Evropske solidarnostne enote so preložene ali ukinjene, v primerih, ko je bila mobilnost načrtovana, pa se spodbuja virtualno sodelovanje.
This is linked to the challenge of organising an efficient completion of the school and academic year, which is especially important in the context of school leaving examinations and final degrees, since it has an effect on enrolment in different levels of education and training. 
To je povezano z izzivom, ki ga predstavlja organiziranje učinkovitega zaključka šolskega in akademskega leta, kar je še posebej pomembno v okviru zaključnih izpitov in diplom, saj vpliva na vpis na različne ravni izobraževanja in usposabljanja.
This is particularly relevant in vocational education and training, where practical learning constitutes a large part of curricula. 
Zlasti pa je to pomembno za poklicno izobraževanje in usposabljanje, kjer praktično učenje zajema dobršen del učnega načrta.
In response to the COVID-19 crisis, the Commission provided possibilities for additional flexibility in the implementation of the Erasmus+ programme, complemented with practical advice for Erasmus+ participants and national agencies. 
Komisija je v odziv na krizo zaradi covida-19 omogočila dodatno prožnost pri izvajanju programa Erasmus+ in to dopolnila s praktičnimi nasveti za udeležence programa in nacionalne agencije.
INVITES THE MEMBER STATES, WITH DUE REGARD TO SUBSIDIARITY AND IN ACCORDANCE WITH NATIONAL CIRCUMSTANCES, TO: 
POZIVA DRŽAVE ČLANICE, NAJ OB USTREZNEM UPOŠTEVANJU NAČELA SUBSIDIARNOSTI IN V SKLADU Z NACIONALNIMI OKOLIŠČINAMI:
One of the major challenges has been the issue of ensuring inclusion and equal access to quality distance learning opportunities. 
Eden največjih izzivov je zagotavljanje vključevanja in enakega dostopa do možnosti za kakovostno poučevanje na daljavo.
It has brought major changes to how we learn, teach, communicate and collaborate within and between our education and training communities. 
Korenito so se spremenili načini učenja, poučevanja, komunikacije in sodelovanja znotraj naših skupnosti za izobraževanje in usposabljanje ter med njimi.
Learners on mobility may have also faced socioeconomic hardships related to family income loss as a consequence of the labour market crisis caused by the COVID-19 pandemic. 
Učeči se, vključeni v programe mobilnosti, se morda soočajo tudi s socialno-ekonomskimi težavami, povezanimi z izgubo družinskega dohodka kot posledico krize na trgu dela zaradi pandemije covida-19.
developing and sharing quality educational content, materials and practices adapted to the distance learning context at national and/or institution level; 
razvoj in izmenjava kakovostnih izobraževalnih vsebin, gradiva in praks, prilagojenih učenju na daljavo na nacionalni ravni in/ali na ravni ustanov,
In this respect, exchange of information, cooperation and dialogue between the relevant education and training stakeholders, including quality assurance and recognition authorities and social partners, can provide a basis for a useful coordinated approach. 
V zvezi s tem so lahko izmenjava informacij, sodelovanje in dialog med zadevnimi deležniki na področju izobraževanja in usposabljanja, vključno z organi za zagotavljanje kakovosti in priznavanje ter socialnimi partnerji, podlaga za koristen usklajen pristop.
In this respect, some of the challenges relate to sufficient human resources, as well as the preparedness and sustainability of education and training facilities, in particular their appropriateness for the implementation of the necessary measures. 
S tega vidika so nekateri izzivi povezani z zadostnim številom človeških virov ter pripravljenostjo in vzdržnostjo ustanov za izobraževanje in usposabljanje, zlasti njihovo primernostjo za izvajanje potrebnih ukrepov.
With due regard to institutional autonomy, examine the possibility of embedding high quality digital learning as a part of the education and training offer at all levels and in all types of education and training. 
z ustreznim upoštevanjem institucionalne avtonomije preučijo možnost vključitve visokokakovostnega digitalnega učenja kot del ponudbe za izobraževanje in usposabljanje na vseh ravneh in v vseh vrstah izobraževanja in usposabljanja.
Education and training institutions are more than just places where people learn, teach and train - they are also safe environments, and provide a sense of structure and of community and opportunities for socialisation. 
Ustanove za izobraževanje in usposabljanje niso samo kraji, kjer se ljudje učijo, poučujejo in usposabljajo; so tudi varna okolja, ki nudijo občutek strukture in skupnosti ter so priložnost za socializacijo.
In reaffirming the right to education, pay particular attention to preventing a potential increase in early school leaving, caused by the COVID-19 crisis. 
Ob vnovični potrditvi pravice do izobrazbe naj posebno pozornost namenijo preprečevanju morebitnega povečanja šolskega osipa, ki ga povzroči kriza zaradi covida-19;
In order to overcome these challenges, and depending on national circumstances, Member States and their education and training institutions have rapidly put in place numerous measures, such as: 
Za premagovanje teh izzivov so države članice in njihove ustanove za izobraževanje in usposabljanje glede na nacionalne okoliščine hitro vzpostavile številne ukrepe, kot so:
Learners in vocational education and training may have been at an additional disadvantage since the crisis has affected many employers engaged in work-based learning and apprenticeships. 
Učeči se v poklicnem izobraževanju in usposabljanju so morda v še slabšem položaju, saj je kriza prizadela številne delodajalce, ki se ukvarjajo z učenjem na delovnem mestu in z vajeništvom.
In these circumstances, teachers and trainers and supporting staff have shown admirable commitment and creativity, as well as openness to collaboration, co-creation and peer-learning. 
V teh okoliščinah so učitelji in mentorji ter podporno osebje izkazali občudovanja vredno zavezanost in ustvarjalnost, pa tudi pripravljenost za sodelovanje, soustvarjanje in kolegialno učenje.
Moreover, the sudden move to digital teaching and learning was in many cases an emergency response rather than a planned optimal delivery of widespread digital distance education. 
Poleg tega je bil nenaden prehod na digitalno poučevanje in učenje v številnih primerih odziv na izredne razmere, ne pa načrtovano optimalno razširjanje digitalnega izobraževanja na daljavo.
Furthermore, the closure of education and training institutions has been particularly challenging for socioeconomically disadvantaged learners who are more likely to live in a household not conducive for home study or are normally entitled to free school meals, as well as for learners at risk of early school leaving. 
Poleg tega predstavlja zaprtje ustanov za izobraževanje in usposabljanje še prav poseben izziv za socialno-ekonomsko prikrajšane učeče se, ki verjetneje živijo v gospodinjstvih, ki niso spodbudna za učenje od doma, ali ki so običajno upravičeni do brezplačnih šolskih obrokov, pa tudi za učeče se, pri katerih obstaja tveganje, da bodo zgodaj opustili šolanje.
Promote the use of self-assessment tools such as SELFIE and HEInnovate to support the digital capacity and transformation of schools and higher education institutions. 
Spodbuja naj uporabo orodij za samoocenjevanje, kot sta SELFIE in HEInnovate, za podporo digitalni zmogljivosti in preoblikovanju šol in visokošolskih zavodov;
Promote quality virtual mobility and cooperation and support the development of blended mobility in the framework of the Erasmus+ programme, taking into consideration that, although it cannot replace physical mobility, virtual mobility has an important complementary role. 
spodbuja kakovostno virtualno mobilnost in sodelovanje ter podpira razvoj kombinirane mobilnosti v okviru programa Erasmus+, pri tem pa upošteva, da ima virtualna mobilnost pomembno dopolnilno vlogo, čeprav ne more nadomestiti fizične mobilnosti;
(1) For the purpose of this document the term learner is to be understood in a broader sense, referring to learners in all types and levels of education and training, including early childhood education and care, general education, vocational education and training, adult education and higher education. 
(1) V tem dokumentu je treba izraz „učeči se" razumeti v širšem smislu, in sicer kot učeče se v vseh vrstah in na vseh ravneh izobraževanja in usposabljanja, vključno z vzgojo in varstvom predšolskih otrok, splošnim izobraževanjem, poklicnim izobraževanjem in usposabljanjem, izobraževanjem odraslih in visokim šolstvom.
Adult learners, especially the low-skilled, sometimes lack digital skills necessary to take part in digital learning, which may affect their opportunities for upskilling and reskilling. 
Učeči se odrasli, zlasti nizko usposobljeni, včasih nimajo digitalnih spretnosti, potrebnih za udeležbo v digitalnem učenju, kar lahko vpliva na njihove možnosti za izpopolnjevanje in prekvalifikacijo.
Support Member States in providing opportunities for investment in sustainable education and training infrastructure, in line with the European Green Deal, additionally taking into account the capacities needed to secure safety and necessary organisational measures in response to the COVID-19 crisis. 
podpira države članice pri zagotavljanju priložnosti za naložbe v trajnostno infrastrukturo izobraževanja in usposabljanja skladno z evropskim zelenim dogovorom, pri tem pa upošteva tudi zmogljivosti za jamčenje varnosti in potrebne organizacijske ukrepe v odziv na krizo zaradi covida-19;
In doing so, pay attention to the appropriateness of digital tools to the age and special needs of learners, as well as to the compliance with data protection rules, privacy, ethical considerations, safety and cybersecurity requirements. 
Pri tem naj bodo pozorne na ustreznost digitalnih orodij glede na starost in posebne potrebe učečih se, pa tudi na spoštovanje pravil o varstvu podatkov, zasebnosti, etičnih vidikov, varnostnih zahtev in zahtev glede kibernetske varnosti;
Some learners, as well as teachers, trainers and families, may lack digital skills, access to technology or the internet, which can present a serious obstacle, especially for learners from disadvantaged backgrounds and from rural, remote, as well as highly urbanised areas. 
Nekateri učeči se, pa tudi učitelji, mentorji in družine, morda nimajo digitalnih spretnosti oziroma dostopa do tehnologije ali interneta, kar lahko predstavlja resno oviro, zlasti za učeče se iz prikrajšanih okolij ter s podeželskih, odročnih in tudi močno urbaniziranih območij.
Some teachers and trainers were teaching online for the first time and, while their resilience and adaptability is to be commended, the digital distance teaching and learning experienced in the context of COVID-19, though valuable, should not necessarily be viewed as the general standard for digital distance education. 
Za nekatere učitelje in mentorje je bila to prva izkušnja s poučevanjem prek spleta, in čeprav je treba pohvaliti njihovo odpornost in prilagodljivost, digitalnega poučevanja in učenja na daljavo, kakršnima smo bili priča v kontekstu covida-19, kljub njuni dragocenosti ne bi smeli nujno obravnavati kot splošni standard za digitalno izobraževanje na daljavo.
Cooperate on removing COVID-19 related obstacles to cross-border learning mobility, taking into account the possible consequences of different approaches to assessment, possibly delayed or cancelled exams and delayed enrolment, which may have a negative effect on learning mobility opportunities in the following years. 
sodelujejo pri odstranjevanju ovir za čezmejno učno mobilnost, povezanih s covidom-19, in pri tem upoštevajo morebitne posledice različnih pristopov k ocenjevanju, morebiti zapoznelih ali odpovedanih izpitov in prestavljenih vpisov, kar lahko negativno vpliva na možnosti za učno mobilnost v naslednjih letih;
Together with Member States, explore means to address the most pressing needs during the times when physical mobility is restricted by allowing flexibility to reallocate unused funds between Erasmus+ actions, where appropriate. 
skupaj z državami članicami preuči, kako bi v času, ko je fizična mobilnost omejena, najbolj pereče potrebe zadovoljili z zagotavljanjem prožnosti pri prerazporeditvi neuporabljenih sredstev med ukrepi v okviru programa Erasmus+, kadar je to potrebno;
Since not all teachers and trainers (2) had the experience, confidence, knowledge, skills and competences needed to organise and deliver distance teaching effectively, there has been a need for additional, targeted training. 
Vsi učitelji in mentorji (2) niso imeli izkušenj, samozavesti, znanja, spretnosti in kompetenc za učinkovito organizacijo in izvedbo poučevanja na daljavo, zato je bilo potrebno dodatno ciljno usposabljanje.
Teachers and trainers have had to adjust rapidly from face-to-face to distance teaching. 
Učitelji in mentorji so se morali hitro prilagoditi spremembi s poučevanja v živo na poučevanje na daljavo.
Present and disseminate further practical information to Member States on the possibility of financing the needs of education and training systems in alleviating the consequences of the COVID-19 pandemic within the Coronavirus Response Investment Initiatives (CRII and CRII+) and other appropriate funding mechanisms. 
državam članicam predstavi in razpošlje nadaljnje praktične informacije glede možnosti financiranja potreb sistemov izobraževanja in usposabljanja pri zmanjševanju posledic pandemije covida-19 v okviru naložbenih pobud v odziv na koronavirus (CRII in CRII+) in drugih ustreznih mehanizmov financiranja;
Support the further development of digital infrastructure as well as digital skills and competences by making use of the financing available within Union programmes and funds, in particular the Erasmus+ programme, the European Solidarity Corps and the European Structural and Investment Funds, the Structural Reform Support Programme and their successors, as well as the new Digital Europe programme. 
podpirajo nadaljnji razvoj digitalne infrastrukture ter digitalnih spretnosti in kompetenc z uporabo financiranja, ki je na voljo v okviru programov in skladov Unije, zlasti programa Erasmus+, Evropske solidarnostne enote ter evropskih strukturnih in investicijskih skladov, programa za podporo strukturnim reformam in njihovih naslednikov, pa tudi novega programa za digitalno Evropo.
Although the switch to digital teaching and learning has played a major role in enabling the continuation of the learning process, digital education cannot fully substitute for quality face-to-face teaching and learning. 
Čeprav je prehod na digitalno poučevanje in učenje bistveno prispeval k nadaljnjemu zagotavljanju učnega procesa, digitalno izobraževanje vendarle ne more v celoti nadomestiti kakovostnega poučevanja in učenja v živo.
Since many education and training institutions have been closed, learners on mobility have encountered various difficulties concerning the continuation of their mobility period, access to accommodation and healthcare, entitlement to grants and scholarships, or returning to their home countries. 
Ker so bile številne ustanove za izobraževanje in usposabljanje zaprte, se učeči se, vključeni v programe mobilnosti, srečujejo z različnimi težavami pri nadaljevanju obdobja mobilnosti, dostopu do nastanitve in zdravstvenega varstva, upravičenosti do subvencij in štipendij ali vrnitvi v matične države.
With anxiety and stress caused by the fear of the pandemic and social isolation, which is especially difficult for those facing or at risk of domestic violence, it has been essential to reach out, as well as to provide psychological and emotional support, in order to ensure the wellbeing and physical and mental health of learners, their families, teachers and trainers. 
Zaradi tesnobe in stresa, ki ju povzročata strah pred pandemijo in družbena izolacija, ki je še posebej težavna za tiste, ki so izpostavljeni nasilju v družini ali jim grozi, da bodo žrtev takšnega nasilja, je nujno treba pomagati ter nuditi psihološko in čustveno podporo, da se zagotovijo dobro počutje ter telesno in duševno zdravje tako učečih se in njihovih družin kot tudi učiteljev in vodij usposabljanj.
There has been a need for increased cooperation between learners' families and teachers and trainers and for a stronger commitment to making distance learning possible. 
Potrebna sta tesnejše sodelovanje med družinami učečih se ter učitelji in mentorji in večja zavezanost vzpostavitvi učenja na daljavo.
For parents and carers working from home, it has been demanding to combine their work tasks with learning support for children and childcare duties. 
Za starše in oskrbovalce, ki delajo od doma, je združevanje delovnih obveznosti z učno podporo za otroke in otroškim varstvom naporno.