natgillin/translations-raw huggingface dataset:
Poleg tega je Evropski svet marca 2005 poudaril, da je treba do leta 2006 sprejeti evropski okvir za priznavanje kvalifikacij.
In addition in March 2005 the European Council stressed that an EQF should be adopted by 2006.
Komisija je predložila predlog z naslovom „Oblikovanje evropskega okvira za priznavanje kvalifikacij za vseživljenjsko učenje“.
The Commission then published its proposal ‘Towards a European qualifications framework for lifelong learning’.
Osem vertikalnih nivojskih stopenj (referenčnih ravni) se bo v evropskem okviru za priznavanje kvalifikacij povezalo s tremi horizontalnimi področji (znanje, spretnosti, osebna in strokovna usposobljenost), tako da se lahko doseže natančnejše razvrščanje ljudi na podlagi učnih uspehov.
The EQF combines eight vertical steps (reference levels) with three horizontal areas (knowledge, skills and personal and professional competence), so that people can be more precisely categorised on the basis of their learning outcomes.
Vseživljenjsko učenje je odločilno pri nadaljnjem zagotavljanju konkurenčnosti in socialne kohezije v EU.
Lifelong learning plays a decisive role in preserving competitiveness and social cohesion in the EU.
Vendar uresničevanje vseživljenjskega učenja ovira pomanjkanje sporazumevanja in sodelovanja med ponudniki usposabljanja in izobraževanja ter organi na različnih ravneh.
It is made more complicated to achieve, however, through lack of communication and cooperation between education and training providers and authorities at various levels.
Pregrade med institucijami in državami ovirajo dostop do usposabljanja in izobraževanja ter učinkovito uporabo že pridobljenega znanja in usposobljenosti.
The barriers between institutions and countries impede access to education and training and more efficient use of already-acquired knowledge and skills.
Te težave nastanejo predvsem zaradi pomanjkanja preglednosti na področju kvalifikacij, nezadostnega priznavanja „tujih“ kvalifikacij in pomanjkanja predpisov, ki bi državljanom omogočili prenos kvalifikacij med nacionalnimi in sektorskimi sistemi kvalifikacij.
The main causes of these problems are a lack of transparency in qualifications, a low recognition rate of ‘foreign’ qualifications and a lack of the kind of rules that would enable people to transfer their qualifications between national and sectoral qualifications systems.
Te ovire je treba s pomočjo evropskega okvira za priznavanje kvalifikacij odstraniti ter delojemalcem in delodajalcem omogočiti boljšo uporabo njihovih usposobljenosti.
With the help of the EQF these barriers should be removed and employees and employers placed in a position to make better use of their skills.
Omogočiti je treba večjo mobilnost med državami članicami in različnimi izobraževalnimi sistemi.
Mobility between the Member States and the various education systems should be made easier.
Več držav in sektorjev v Evropi in po svetu zdaj uvaja različne okvire za priznavanje kvalifikacij (OECD 2003, 2004), ki so oblikovani glede na nacionalne in sektorske posebnosti.
In many countries and sectors in Europe and worldwide, various qualifications frameworks are being introduced (OECD 2003, 2004), all structured differently according to national or sectoral particularities.
Večinoma države članice izvajajo evropski okvir za priznavanje kvalifikacij na prostovoljni podlagi.
The European Qualifications Framework should in principle be implemented by the Member States on a voluntary basis.
Poročevalec poziva države članice, da na podlagi evropskega okvira za priznavanje kvalifikacij oblikujejo nacionalni okvir za priznavanje kvalifikacij.
Your rapporteur calls on the Member States to draw up a national qualifications framework (NQF) and link it with the EQF.
Veliko držav še ni uvedlo nacionalnega okvira za priznavanje kvalifikacij in ga v prihodnosti tudi ne namerava.
Many of them do not have an NQF and do not envisage introducing one in future.
Nacionalni okvir za priznavanje kvalifikacij je vedno prostovoljen in se zato na sme prilagoditi evropskemu okviru za priznavanje kvalifikacij, niti ga ta ne sme nadomestiti.
The NQF is always voluntary and should not be changed or replaced by the EQF.
Ker nekateri od obstoječih nacionalnih okvirov za priznavanje kvalifikacij uresničujejo pristop, ki je usmerjen v vlaganje, pri čemer zapostavljajo neformalne in priložnostne kvalifikacije, morajo države članice bolj podpreti in spodbujati odločitev Sveta iz maja 1994 o priznavanju neformalnega in priložnostnega učenja.
In view of the fact that some of the existing NQFs follow an input-oriented approach and thus neglect informal and non-formal qualifications, the Council Decision of May 1994 on the recognition of non-formal and informal learning should receive stronger support from and be promoted by the Member States.
Posebno pozornost je treba nameniti metodam in sistemom za ocenjevanje učnih uspehov, ki so bili pridobljeni na neformalen ali priložnosten način, ker se usposobljenosti po končanem usposabljanju razvijajo predvsem v vsakdanjih delovnih razmerah.
It is essential to pay particular attention to methods and systems of evaluating non-formal and informal learning, as after initial training, skills mainly develop in everyday work situations.
Priložnostno učenje je učenje, ki poteka v vsakdanjem življenju, na delovnem mestu, v družinskem krogu in prostem času.
Informal learning means learning that takes place in everyday situations such as at work, in the family or in leisure time.
Priložnostno učenje ni strukturirano z vidika učnih ciljev, časa ali spodbud in se običajno ne certificira, lahko pa je ciljno usmerjeno.
It is not structured in terms of educational aims, hours or teaching and normally does not lead to a certificate, but can be goal-oriented.
Neformalno učenje je učenje, ki ne poteka v izobraževalni ali poklicni ustanovi in se običajno ne certificira, kljub temu pa je sistematično in s stališča tistega, ki se uči, ciljno usmerjeno.
Non-formal learning means learning that does not take place in an educational or training establishment and generally does not lead to certification, but from the point of view of the student is systematic and goal-oriented.
Poročevalec kritično obravnava naslednje točke:
Your rapporteur is critical of the following points.
· da ni jasne povezave s trgom dela.
· There is no clear link to the labour market.
Če je eden od ciljev evropskega okvira za priznavanje kvalifikacij povečati konkurenčnost evropskega gospodarstva, je treba v zvezi z lizbonskimi cilji bolj poudariti sposobnost posameznikov za delo;
If one of the aims of the EQF is to increase the competitiveness of the European economy, in view of the Lisbon objectives, greater emphasis must be placed on the employability of individuals.
· da se lahko uporaba pristopa, ki temelji na učinku, tj. okvira, ki je usmerjen v učne uspehe, zagotovi le, če se kvalifikacije za sposobnost zaposlovanje posameznikov razvrstijo glede na njihovo pomembnost.
· The requirement of an outcome-based approach, i.e. a framework based on learning outcomes, can only be fulfilled if qualifications are classified according to their relevance for employability.
Zato mora predlog o evropskem okviru za priznavanje kvalifikacij poleg diplom upoštevati tudi kvalifikacije, pridobljene s priložnostnim in neformalnim učenjem, zlasti poklicne izkušnje in z njimi povezano razširitev usposobljenosti;
Therefore the proposal for an EQF must take account not only of formal diplomas but also of informal and non-formal qualifications, in particular professional experience and the wider competence that goes with it.
· da je predlagani osnutek Komisije v tem pogledu enostranski, ker zadeva predvsem akademsko izobrazbo in zanemarja vključitev poklicne izobrazbe.
· The Commission proposal is one-sided to the extent that it concentrates on academic education and takes less account of vocational training.
Deskriptorji referenčnih ravni 6, 7 in 8 upoštevajo predvsem bolonjske cilje in so zato samodejno povezani z akademsko izobrazbo.
The descriptors of reference levels 6, 7 and 8 are strongly based on the Bologna precepts and thus automatically linked to academic education.
Evropski okvir za priznavanje kvalifikacij mora predvidevati enakovrednost akademskega in poklicnega izobraževanja;
The EQF should promote the concept of equivalence of academic and vocational education pathways.
· da se sklepi iz Bologne in Københavna ne izvajajo.
· It does not consistently incorporate the Bologna and Copenhagen conclusions.
Evropski okvir za priznavanje kvalifikacij mora oblikovati skladen pristop, če želi ustvariti medsebojno usklajen sistem;
The EQF should form a logically structured starting point to create a mutually compatible system.
· da uporaba jasnega in razumljivega okvira za priznavanje kvalifikacij ni zagotovljena popolnoma.
· It does not entirely fulfil the requirement of a clear and comprehensible qualifications framework.
Ker je osem vertikalnih stopenj evropskega okvira za priznavanje kvalifikacij nujnih, je treba njihove deskriptorje oblikovati bolj jedrnato;
The eight vertical steps of the EQF are indeed necessary, but their descriptors should be formulated more concisely.
Za uspeh evropskega okvira za priznavanje kvalifikacij sta nujna sodelovanje držav članic in socialnih partnerjev pri uresničevanju evropskega okvira za priznavanje kvalifikacij na podlagi zaupanja ter natančna opredelitev koristi za končne uporabnike, tj. za državljane, delojemalce, delodajalce in ponudnike izobraževanja.
It is essential for the success of the European Qualifications Framework that the Member States and the social partners cooperate on a basis of mutual trust in forming the EQF and create something of practical use for end users, thus for citizens, employees and employers as well as for education providers.
MNENJE Odbora za kulturo in izobraževanje
OPINION of the Committee on Culture and Education (*)
Odbor za kulturo in izobraževanje poziva Odbor za zaposlovanje in socialne zadeve, kot pristojni odbor, da v svoj predlog resolucije vključi naslednje pobude:
The Committee on Culture and Education calls on the Committee on Employment and Social Affairs, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
2. ceni možnosti EQF kot metaokvira, sredstva za približevanje in referenčnega orodja za sisteme kvalifikacij na nacionalni in sektorski ravni;
Appreciates the potential of EQF as a meta-framework, translation device and a reference tool for national and sectoral qualifications systems;
7. poudarja, da bi morale sposobnosti, opisane v okviru osemstopenjskih deskriptorjev, poleg socialnih in etičnih vsebovati tudi kulturne teme;
Stresses that the competences set out in the 8-level descriptors should include knowledge not only of social and ethical issues, but also of cultural issues;
Cilj predvidenega evropskega okvira kvalifikacij (EQF) je vzpostavitev metaokvira, ki bo omogočal medsebojno povezavo sistemov kvalifikacij na nacionalni in sektorski ravni.
The objective of the planned European Qualification Framework (EQF) is to create a meta-framework which will enable qualifications systems at the national and sectoral levels to relate to each other.
Ta referenčna struktura bo omogočala prenos in priznavanje kvalifikacij posameznih državljanov.
This reference structure will facilitate the transfer and recognition of qualifications held by individual citizens.
Delovni dokument Komisije je bil javno predstavljen julija 2005.
The Commission working document was presented to the public in July 2005.
Komisija se je posvetovala z 32 državami, sodelujočimi v delovnem programu Izobraževanje in usposabljanje 2010, evropskimi socialnimi partnerji, evropskimi združenji, NVO in zadevnimi mrežami, sektorskimi združenji evropske industrije, kot so na primer ICT, gradbeništvo, trženje itd.
The Commission consulted the 32 countries participating in the Education and Training 2010 work programme, the European Social Partners, the relevant European associations, NGOs and networks, and the European industry sector associations e.g. ICT, construction, marketing etc.
Pripravljavec mnenja pozdravlja dejstvo, da se bodo upoštevali odzivi in poročilo EP pri opredelitvi končne vsebine in strukture EQF, predvidene za predložitev formalnega ali končnega predloga do konca 2006.
The draftsman appreciates that the responses together with EPs report will be taken into account in establishing the final content and structure of the EQF, prior to a formal/final proposal in the end of 2006.
Uporaba EQF bo pomemben korak na poti uresničevanja cilja zagotavljanja resničnih in privlačnih možnosti za vseživljenjsko učenje na vseh ravneh.
The implementation of the EQF will be an important move towards realising the goal of providing real and attractive opportunities for lifelong learning at all levels.
EQF bi se razvil in uporabljal na prostovoljni podlagi in ne bi bil povezan z zakonskimi obveznosti.
An EQF would be developed and implemented on a voluntary basis, not entailing any legal obligations.
Pripravljavec mnenja s tem v zvezi poudarja pomen dejavne podpore in zavezanosti zainteresiranih strani na nacionalni in sektorski ravni, ki je bistven za uspeh delujočega EQF.
In this sense, the draftsman stresses the importance of an active support and commitment of national and sectoral stakeholders which is essential for the success of an operational EQS.
EQF je predviden kot orodje za približevanje, ki bo povečalo preglednost in spodbujalo medsebojno zaupanje.
The EQF is envisaged as a translation device increasing transparency and supporting mutual trust.
S tem naj bi omogočilo medsebojno povezavo okvirov kvalifikacij in sistemov na nacionalni in sektorski ravni.
It would thereby enable qualifications frameworks and systems at national and sectoral level to be related to each other.
V večini držav naj bi bil rezultat procesa razvoj splošnega nacionalnega QF.
In the large majority of countries, the process would result in the development of an overarching national QF.
EQF morajo sestavljati trije poglavitni elementi.
An EQF should consist of three main elements.
Ključni element naj bi bil vrsta skupnih referenčnih točk, določenih na podlagi rezultatov učenja in razvrščenih v osem stopenj.
The core would be a set of common reference points – referring to learning outcomes-located in a structure of 8 levels.
Te referenčne ravni naj bi podpirala vrsta orodij in instrumentov, namenjenih potrebam posameznih državljanov (kot enotno evropsko prenašanje kreditnih točk in sistem akumulacije za vseživljenjsko učenje, instrument Europass in baza podatkov Ploteus o možnostih za učenje).
These reference levels would be supported by a range of tools and instruments addressing the need of individual citizens (an integrated European credit transfer and accumulation system for lifelong learning, the Europass instrument, the Ploteus database on learning opportunities).
EQF bi tudi vključeval vrsto skupnih načel in postopkov, ki bi dajali usmeritve za sodelovanje med zainteresiranimi stranmi na posameznih ravneh, zlasti s poudarkom na zagotavljanju kakovosti, priznavanju, usmerjanju in ključnih pristojnostih.
An EQF would also include a set of common principles and procedures providing guidelines for co-operation between stakeholders at different levels; in particular focussing on quality assurance, validation, guidance and key competences.
S tem v zvezi se morajo upoštevati izkušnje in dosežki bolonjskega in kopenhagenskega procesa in se morajo hkrati vzpostaviti povezave med EQF in obstoječimi ali razvijajočimi se orodji in instrumenti na evropski ravni.
In this context, the experience and achievements made in the Bologna and Copenhagen processes shall be taken into account and, at the same time, links have to be established between the EQF and existing/emerging tools and instruments developed at European level.
Kvalifikacije so na vsaki ravni EQF opredeljene s tremi vrstami rezultatov učenja: znanje, spretnosti in širše pristojnosti, opisane z rezultati na osebni in strokovni ravni.
Qualifications at each level in the EQF are defined in terms of three types of learning outcomes: knowledge, skills and wider competences described as personal and professional outcomes.
Pripravljavec mnenja med drugim zahteva vključitev metod in sistemov potrjevanja neformalnega in priložnostnega učenja v okviru vseživljenjskega učenja in poudarja pomen široke in dobro strukturirane strategije komunikacije in razširjanja za dvig ozaveščenosti in zanimanja učečih se in celotne civilne družbe ter pokaže dejanske prednosti, ki jih bo EQF prinesel posameznemu državljanu, trgu dela ter sistemom izobraževanja in usposabljanja.
The draftsman calls, among other things, for an inclusion of methods and systems for validation of non-formal and informal learning within the scope of lifelong learning and stresses the importance of a wide and well-structured communication and dissemination strategy to raise awareness and interest of learners and civil society as a whole and to show the concrete advantages that the EQF will bring for individual citizens, for the labour market, and for education and training systems.
Pripravljavec mnenja meni, da je v okviru držav članic, ki bodo morale v celoti in jasno prevzeti odgovornost, potrebno načela uskladiti z zagotavljanjem kakovosti, ter meni, da je potrebno nadaljevati posodabljanje in preskušanje EQF, ki bo omogočal okvir sodelovanja in medsebojnega učenja.
He sees a necessity to agree principles in relation to quality assurance, in the scope of those the Member States will need to commit themselves fully and transparently and, believes that an ongoing updating and appropriate testing of the EQF based on facilitating a framework for co-operation and peer-learning is necessary.
EQF je gotovo konstruktivna pobuda, ki bi morala pomembno prispevati k preglednosti, prenosljivosti in priznavanju kvalifikacij na evropski ravni.
The EQF is clearly a constructive initiative, which should contribute significantly to the transparency, transferability and recognition of qualifications at European level.
Spodbujati bi tudi moral nacionalne in sektorske reforme v podporo vseživljenjskemu učenju in bo pomemben za mobilnost študentov in zaposlenih.
It should also stimulate national and sectoral reforms in support of lifelong learning, it will be very important for mobility of students and employees.
Oblikovanje evropskega okvira za priznavanje kvalifikacij
The creation of a European Qualifications Framework
Poslanci, navzoèi pri končènem glasovanju
Members present for the final vote
Namestniki, navzoèi pri končnem glasovanju
Substitute(s) present for the final vote
o oblikovanju evropskega okvira kvalifikacij
on the creation of a European qualifications framework
Odbor za notranji trg in varstvo potrošnikov poziva Odbor za zaposlovanje in socialne zadeve kot pristojni odbor, da v svoj predlog resolucije vključi naslednje pobude:
The Committee on the Internal Market and Consumer Protection calls on the Committee on Employment and Social Affairs, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
A. ker sta enotna učna klima in enotni evropski trg dela ključna faktorja za doseganje ciljev lizbonske strategije,
A. whereas a single learning environment and a single employment market at European level are essential requirements if the objectives of the Lisbon Strategy are to be attained,
B. ker je treba izoblikovati evropski sistem priznavanja poklicnih kvalifikacij, znanja in spretnosti, pri tem pa spoštovati bogastvo in posebnosti posameznih regij,
B. whereas it is necessary to establish a European system for the recognition of qualifications and skills while at the same time preserving the rich diversity and special strengths of Europe's constituent territories,
C. ker bo lahko evropski okvir za priznavanje kvalifikacij (EQF) , osnovan na pridobljenemu znanju in spretnostih, doseženi stopnji in učnih rezultatih, spodbujal sprejetje instrumentov za opredelitev potreb po znanju in spretnostih,
C. whereas a common reference framework (based on skills, levels and learning outcomes), the European Qualifications Framework (EQF), could encourage the adoption of instruments to identify skills requirements,
D. ker je EQF stična točka med bruško-kopenhagenskim procesom in bolonjskim procesom in ker se na podlagi tega v predlaganih kazalnikih, ki vključujejo tudi dublinske deskriptorje, odraža kompleksnost vseživljenjskega učenja,
D. whereas the EQF represents the interface between the Bruges-Copenhagen process and the Bologna process and, on that basis, the proposed indicators take account of the full complexity of lifelong learning by also incorporating the Dublin descriptors;
E. ker moramo besedo "kvalifikacija" razumeti kot vse nazive, poklicne kvalifikacije, spričevala in poklicne izkušnje, ki so priznani v Evropski uniji,
E. whereas the term 'qualification' should be taken to mean all the titles, qualifications and certificates and professional experience recognised in the European Union,
- ciljne skupine niso jasno opredeljene,
- it is not clear to whom it is addressed,
- zasnova in jezik sta preveč kompleksna ter tako za evropske državljane po vsej možnosti nerazumljiva;
- the structure and language are too complex, and therefore unlikely to strike a chord with the general European public,
- pojem "kvalifikacija" je dvoumen in ga bodo ljudje zlahka zamenjevali s podobnimi izrazi.
- the concept of 'qualification' is ambiguous and could lead to confusion between similar terms
Sheme, v katerih je prikazan opis stopenj, zelo neskladno predstavljajo modele poklicnega usposabljanja in zaposlovanja;
The tables which provide descriptions of the various levels offer an incoherent mixture of training-based and employment-based models,
4. meni, da določitev in vsebina predlaganih ravni nista dovolj natančni, da bi bili lahko doseženi cilji evropskega okvirja za priznavanje kvalifikacij;
Considers that the definition and content of the proposed levels are not precise enough to allow the objectives of the European qualifications network to be attained;
9. meni, da je nujno treba določiti skupna načela v zvezi s sistemov kreditnih točk in priznavanjem kompetenc, pridobljenih v okviru neformalnega ali priložnostnega učenja v skladu z razvojem politike vseživljenjskega učenja;
Considers that there is an urgent need to lay down common principles as regards study credits and the recognition of competences acquired in non-formal and informal learning contexts to keep pace with the development of lifelong learning policies;
Oblikovanje evropskega okvira kvalifikacij
The creation of a European qualifications framework
Oblikovanje evropskega okvira kvalifikacij
The creation of a European Qualifications Framework
o izboljšanju duševnega zdravja prebivalstva.
on improving the mental health of the population.
MNENJE Odbora za zaposlovanje in socialne zadeve ..................................15
OPINION of the Committee on Employment and Social Affairs ..............16
MNENJE Odbora ZA PRAVICE ŽENSK IN ENAKOST SPOLOV ...................................20
OPINION of the Committee on Women's Rights and Gender Equality ...21
– ob upoštevanju člena 2, člena 13 in člena 152 Pogodbe ES,
– having regard to Articles 2, 13 and 152 of the EC Treaty,
– ob upoštevanju Listine o temeljnih pravicah Unije
– having regard to the Charter of Fundamental Rights of the Union
– ob upoštevanju Direktive Sveta 2000/78/ES z dne 27. novembra 2000 o splošnih okvirih enakega obravnavanja pri zaposlovanju in delu
– having regard to Council Directive 2000/78/EC of 27 November 2000 establishing a general framework for equal treatment in employment and occupation
– ob upoštevanju resolucije Sveta z dne 18. novembra o spodbujanju duševnega zdravja
– having regard to the Council Resolution of 18 November 1999 on the promotion of mental health
UL C 86, 24.3.2000, str.
OJ C 86, 24.3.2000, p.
– ob upoštevanju deklaracije Evropske ministrske konference WHO z dne 15. januarja 2005 o soočanju z izzivi duševnega zdravja v Evropi in iskanju rešitev,
– having regard to the declaration of the WHO European Ministerial Conference of 15 January 2005 on facing the challenges of mental health in Europe and building solutions,