natgillin/translations-raw huggingface dataset:
Vseeno je evropska družba kulturno in gospodarsko dovolj razvita, da ima na voljo ukrepe, ki lahko znatno ali povsem odpravijo objektivne ovire, ki izhajajo iz biološke in družinske vloge žensk, da ne omenjam ovir, ki nastanejo zaradi globoko zakoreninjene tradicije in verskih predsodkov ali predsodkov na podlagi spola.
However, European society is sufficiently culturally and economically developed that it has measures available to it that could diminish significantly, or indeed eliminate, the objective obstacles created by women’s biological and family role, not to mention the obstacles created by deep-rooted tradition and religious or gender-based prejudices.
Diskriminacijo mladih žensk in deklet pri dostopu do izobrazbe z vidika enakih možnosti za oba spola povzroča sedem glavnih dejavnikov: (1) ekonomski razlogi v socialno prikrajšanih družinah, ki dajejo prednost izobrazbi fantov; (2) predsodki na podlagi spola pri izbiri študijske smeri; (3) objektivni razlogi na podlagi spola, ki ovirajo dokončanje študija; (4) razlogi na podlagi spola, ki mladim ženskam preprečujejo, da bi z nadaljnjim študijem pridobile višjo stopnjo izobrazbe; (5) predsodki družbe do izobraženih žensk; (6) nižja raven poklicnega priznavanja žensk z visoko izobrazbo; (7) verski predsodki, ki ženskam v nekaterih državah preprečujejo uresničevanje potenciala v družbi; (8) težave pri dostopu deklet in mladih žensk, ki izhajajo iz priseljenskih družin ali pripadajo etničnim ali narodnostnim manjšinam, do izobrazbe.
In terms of equal opportunities for both genders, there are seven main factors that give rise to discrimination against young women and girls in terms of access to education: (1) economic considerations in socially disadvantaged families favouring education for boys; (2) gender-based prejudices in the choice of field of study; (3) objective gender-based reasons hindering the completion of studies; (4) gender-based reasons preventing young women from raising their level of qualification through further study; (5) society’s prejudices against educated women; (6) a lower level of professional recognition of women with higher education; (7) religious prejudices preventing women from fulfilling their potential in society in certain countries; (8) difficulties concerning access to education for girls and young women from immigrant backgrounds or belonging to ethnic or national minorities.
Leta 2004 je v državah članicah EU študij na visokošolskih zavodih v povprečju končalo osem od desetih deklet.
In 2004, eight out of ten girls studying at higher education establishments in EU Member States completed their studies.
To je več kot pri fantih, ki so bili uspešni le v treh četrtinah primerov, kar dokazuje, da dekleta in mlade ženske pri izobraževanju niso nič manj motivirane ali sposobne od fantov in mladih moških.
That is higher than for boys, for whom the figure is only three quarters of the total number, which proves that girls and young women are no less motivated or capable than boys and young men when it comes to receiving an education.
Vendar pa upada delež deklet in mladih žensk, ki nadaljujejo izobraževanje ali se odločijo za akademsko kariero.
However, the proportion of girls and young women continuing their education or engaged in academic careers decreases.
Čeprav je na univerzitetnem študiju 59 % žensk in 41 % moških, je med vsemi, ki so pridobili doktorski naziv, le 43 % žensk, profesorski naziv pa med vsemi kandidati pridobi zgolj 15 % žensk.
Whereas the proportion of women to men in university-level education is 59 % to 41 %, only 43 % of those awarded doctoral titles, and a mere 15 % of those awarded professorial titles, are women.
Ti podatki kažejo na izrazito neenakost med spoloma glede vseživljenjskega učenja.
These figures demonstrate the marked inequality between the sexes in terms of life-long learning.
Podobno je pri nadaljevanju izobraževanja po dokončanem univerzitetnem študiju za ženske zunaj akademske sfere, kar potrjuje, da imata oba pojava enak vzrok, ki je zakoreninjen v dolgotrajni neenakosti med spoloma.
A similar situation exists after the completion of university studies in the area of continued education for women outside the academic sphere, confirming that both phenomena have the same causes, which are rooted in longstanding gender inequality.
„Naravni razlogi“, ki omejujejo dostop žensk do višje izobrazbe, akademskih kvalifikacij in vseživljenjskega učenja, vključujejo materinstvo in skrb za družino.
The ‘natural’ reasons limiting women’s access to higher education, to academic qualifications and to life-long learning include being a mother and having a family.
Označevanje teh dveh odlik kot objektivnih ovir izhaja iz tradicionalno napačnega razumevanja enakih možnosti, ki velja za skoraj vse države članice EU in ga je moč najti po vsem svetu.
Viewing these two assets as objective obstacles is a traditional misunderstanding in equal opportunities, which applies in almost all EU Member States and is indeed a worldwide phenomenon.
Poleg tega tako razmišljajo tako moški kot ženske.
Moreover, this view is shared equally by both men and women.
Zanimanje žensk za nadaljevanje izobraževanja se v nekaterih primerih zmanjša zaradi skrbi za otroke in družino.
Caring for children and for a family in some cases has the effect of lowering women’s interest in continuing the education process.
Veliko žensk, ki prekinejo študij zaradi otrok, povsem opusti željo, da bi se še naprej izobraževale.
Many women who interrupt their studies when they have children abandon the idea of continuing their education altogether.
Kljub politiki EU, katere cilj je izboljšati socialni položaj družin, je še vedno velik odstotek takih, ki zaradi svojega položaja nimajo možnosti, da bi svoji otrokom omogočile visoko izobrazbo.
Despite EU policy that strives to improve the social situation of families, there remains a large percentage of families whose situations rule out the possibility of providing their children with higher education.
Socialnih ovir na žalost ni vedno mogoče odpraviti z državno pomočjo ali finančnimi sredstvi EU v obliki štipendij, študijske pomoči, posojil in drugih vrst podpore.
Sadly, it is not always possible to find a solution to social handicaps through state aid or from EU funding in the form of scholarships, grants, loans and other types of support.
Med socialno prikrajšanimi družinami še vedno prevladuje mnenje, da je izobrazba razkošje, ki si ga ne morejo privoščiti.
The opinion persists among socially disadvantaged families that education is a luxury that they cannot afford.
Zaradi ohranjanja tradicionalnih predsodkov do obeh spolov imajo fantje pogosto prednost pred dekleti.
In keeping with traditional prejudices towards both sexes, boys are often given preference over girls.
Pri izbiri študijske smeri je veliko predsodkov glede „naravne“ nagnjenosti obeh spolov, po kateri naj bi bili fantje in moški bolj tehnično usmerjeni kot dekleta.
When it comes to choosing a field of study, there are a number of established prejudices relating to the ‘natural’ dispositions of both sexes, according to which boys and men are generally more technically minded than girls.
Tako še vedno obstajajo študijska področja, na katerih en spol prevladuje na škodo drugega.
That being the case, there are still certain areas of study in which one gender predominates to the detriment of the other.
To stališče slabo vpliva tudi na kasnejšo izbiro zaposlitve, saj še vedno obstajajo številni stereotipi o tem, katere službe so "primerne" za moške in katere za ženske.
This viewpoint also affects the subsequent choice of employment because there are still a number of stereotypes as to what are ‘appropriate’ jobs for men and women alike.
Razen tega je razširjeno prepričanje, da so „tipično“ ženske službe slabše plačane.
In addition, there is a widespread belief that ‘typical’ women’s jobs are worse paid.
Ta stereotip velja za poklice, kot sta medicinska sestra ali učiteljica v osnovni ali srednji šoli.
This stereotype concerns professions such as nurse or primary- or secondary-school teacher.
Takšna neenakost med spoloma je značilna za veliko poklicev.
Many professions are subject to gender inequality of this kind.
Eden od večjih problemov, ki vodi v diskriminacijo žensk in deklet v izobraževanju, je položaj izobraženih in kvalificiranih žensk v poklicnem okolju.
One major problem that discriminates against women and girls in education is the position of educated and qualified women in the professional environment.
Na delovnem mestu imajo moški občutek, da jih ženske, ki so sposobne opravljati vodilno vlogo, ogrožajo.
In the workplace, women who are qualified to fill a management role are seen by men as a potential threat.
To je povezano tudi s tradicionalnim razmišljanjem, da moški preživljajo družino in zato več zaslužijo.
This is also related to the traditional conception of men as breadwinners, and as such as earning more.
Ženska, ki se v poklicnem okolju poteguje za višji položaj in s tem za višjo plačo, krši pravila in moškim jemlje zaslužek.
A woman aspiring to a higher position in a professional environment, and therefore to higher pay, is someone who is breaking the rules and taking resources away from men.
Podoben problem je povezan s položajem izobraženih in uspešnih žensk v družini.
A similar problem is the position of educated and successful women in families.
Tudi na tem področju pogosto prevladuje mnenje, da je od obeh partnerjev uspešnejši moški.
In this area, too, the opinion often prevails that the man is the more successful of the two partners.
Celo veliko ženskam se zdi ta vzorec naraven, razen tega se raje izogibajo težavam.
Even for many women this model is taken to be natural, and women themselves are keen to avoid problems.
Tovrstna nesoglasja med partnerjema so pogosto skrita in zato toliko resnejši vzrok za krhanje odnosov.
Disagreements of this kind between partners can be an often hidden, and therefore all the more serious, reason for a breakdown in relations.
Ženske se znajdejo v težkem položaju, ki ga pogosto rešijo tako, da se odpovejo karieri in nadaljnjemu izobraževanju.
Women find themselves in a difficult situation, which they often resolve by giving up on having a career and on further education.
Čeprav v EU ni pravnih omejitev glede dostopa do izobrazbe za mlade ženske in dekleta, se ovire pojavljajo tam, kjer obstajajo verska tradicija in dogmatične zahteve, ali tam, kjer je tradicionalna neenakost med spoloma globlje zakoreninjena.
Even though there is no legal restriction in EU Member States on young women’s and girls’ access to education, obstacles arise where there are religious traditions and dogmatic postulates, or where traditional inequality between the sexes is more deeply ingrained.
Ti vidiki so posebej izraziti na podeželskih območjih Evrope, v regijah z močnim verskim predznakom in v državah, kjer vprašanju enakih možnosti še ni bilo namenjene dovolj pozornosti.
These aspects are particularly marked in rural areas of Europe, in regions with strong religious feeling and in countries where the question of equal opportunities has yet to be paid sufficient attention.
Eden od dejavnikov, ki omejujejo dostop do izobrazbe, je mobilnost študentov.
One of the factors that restrict access to education is student mobility.
Studying, particularly at a higher education establishment, often involves unavoidable travelling, meaning that here, too, factors come into play that put girls and young women at a disadvantage compared with boys and men.
Studying, particularly at a higher education establishment, often involves unavoidable travelling, meaning that here, too, factors come into play that put girls and young women at a disadvantage compared with boys and men.
In many European countries it is still difficult for women and girls to travel alone in society as freely as boys and men.
In many European countries it is still difficult for women and girls to travel alone in society as freely as boys and men.
Women and girls can be viewed as an object of sexual interest or can be the victims of violence.
Women and girls can be viewed as an object of sexual interest or can be the victims of violence.
Dekleta in mlade ženske, ki pripadajo skupinam priseljencev ali etničnim ali narodnostnim manjšinam, imajo omejen dostop do izobrazbe.
Access to education for girls and young women from immigrant groups or members of ethnic or national minorities is limited.
Na to pogosto vplivajo kvantitativni dejavniki, povezani s številom izobraževalnih zavodov, ki omogočajo izobrazbo v jezikih teh skupin, zato to ne dokazuje neposredne diskriminacije.
This fact is very often the result of quantitative factors relating to the number of educational establishments offering education in the languages of those groups and therefore is not evidence of direct discrimination.
Vseeno so pripadniki teh skupin nekoliko jezikovno prikrajšani, če obiskujejo šole, v katerih se uporablja zanje tuj jezik.
However, people from these groups are at a certain disadvantage for linguistic reasons if they are taught at schools that use what for them is a foreign language.
Politika Skupnosti glede diskriminacije mladih žensk in deklet v zvezi z njihovim dostopom do izobrazbe
B. Community policy on discrimination against young women and girls in terms of their access to education
Enakost med moškimi in ženskami je temeljno načelo prava Skupnosti, opredeljeno v členih 2 in 3(2) Pogodbe ter uveljavljeno s sodno prakso Sodišča Evropskih skupnosti.
The principle of equality between men and women is a fundamental principle of Community law, laid down in Article 2 and Article 3(2) of the Treaty and clarified by the case-law of the European Court of Justice.
Po Pogodbi sodi enakost med moškimi in ženskami med posebne naloge ter cilje Skupnosti, Skupnost pa mora dejavno spodbujati to enakost na vseh področjih delovanja.
Under the Treaty, equality between men and women is one of the Community’s specific tasks and objectives, and the Community is actively to promote such equality in all fields of Community action.
Iz tega dokumenta je razvidno, da se v državah članicah EU nadaljuje trend premagovanja splošnih stereotipov glede enakih možnosti na delovnem mestu.
The document indicates that, in EU Member States, the trend of overcoming common stereotypes in the area of equal opportunities at work is continuing.
V skladu s tem poročilom mora politika EU upoštevati dejstvo, da je treba spolne stereotipe preprečevati že od začetka, vključno z diskriminacijo deklet in mladih žensk v izobraževanju.
EU policy, according to the report, must take into account the fact that gender stereotypes should be combated from an early age, including as regards discrimination of girls and young women in education.
Politiko enakih možnosti je zato treba začeti uresničevati že v šolskem okolju in pri družinski vzgoji.
Equal opportunities policy must therefore start in the school environment and family upbringing.
The training of teachers and education workers at teacher-training and other faculties should be adapted to this end.
The training of teachers and education workers at teacher-training and other faculties should be adapted to this end.
In preparing future teachers for professional life, greater emphasis should be placed on gender issues.
In preparing future teachers for professional life, greater emphasis should be placed on gender issues.
Sistem izobraževanja in usposabljanja mora mladim zagotoviti ustrezno in uravnoteženo izobrazbo ne glede na spol, vprašanje spola pa se mora izražati tudi v tem, kako je zastavljena vsebina, ter v zasnovi učbenikov za vse vrste šol in učnih načrtov.
The education and training system must provide young people with appropriate and balanced education regardless of gender, and the issue of gender should also be reflected in how content is structured and in the design of textbooks in all types of schools and curricula.
To poročilo se osredotoča na najbolj opazne vidike možne diskriminacije deklet in mladih žensk v zvezi z njihovim dostopom do izobrazbe.
This report concentrates on the most visible aspects of possible discrimination against girls and young women in terms of their access to education.
Poročevalka se zaveda, da EU ni homogena celota, kar zadeva pristop do vprašanj enakosti med spoloma in njihovo razumevanje, pri čemer ti različni pristopi izvirajo iz kulturnih in verskih tradicij.
The rapporteur is aware that the EU is not a homogeneous whole in terms of the approach to and understanding of gender issues, rather that differences exist arising from cultural traditions and religion.
Medtem ko bodo te regionalne razlike postopoma izginile zaradi pozitivnega razvoja v vseh državah članicah EU, se bodo z bližnjim pristopom novih držav članic spet povečale.
While these regional differences will gradually disappear as a result of positive developments in all EU Member States, they will also increase again with the accession of more Member States due to join in the near future.
Zlasti te nove države članice bodo vsekakor prinesle nove in zapletene poglede na vprašanja enakosti med spoloma, ker bodo to večinoma države, na katere vpliva težaven kulturni in verski položaj na Balkanu.
These new Member States in particular will certainly add new and complex aspects to gender issues as they will mostly be countries influenced by the complicated cultural and religious situation in the Balkans.
Poročevalka zato meni, da bodo primerne rešitve glede enakosti med spoloma, nenazadnje na področju izobraževanja, v Evropski uniji vedno bolj pomembne.
The rapporteur is therefore of the opinion that the importance of finding appropriate gender solutions, not least in the area of education, will continue to grow in the European Union.
Diskriminacija mladih žensk in deklet pri izobraževanju
Educational discrimination against young women and girls
o predlogu Uredbe Evropskega parlamenta in Sveta o spremembi Uredbe (ES) št. 417/2002 o pospešenem uvajanju zahtev o dvojnem trupu ali enakovrednih konstrukcijskih zahtev za tankerje z enojnim trupom in o razveljavitvi Uredbe Sveta (ES) št. 2978/94
on the proposal for a regulation of the European Parliament and of the Council amending Regulation (EC) No 417/2002 on the accelerated phasing-in of double-hull or equivalent design requirements for single-hull oil tankers and repealing Council Regulation (EC) No 2978/94
– ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2006)0111 ),
– having regard to the Commission proposal to the European Parliament and the Council ( COM(2006)0111 ),
– ob upoštevanju člena 251(2) in člena 80(2) Pogodbe o ES, na podlagi katerih je Komisija Parlamentu podala predlog ( C6‑0104/2006 ),
– having regard to Article 251(2) and Article 80(2) of the EC Treaty, pursuant to which the Commission submitted the proposal to Parliament ( C6‑0104/2006 ),
– ob upoštevanju poročila Odbora za promet in turizem ( A6‑0417/2006 ),
– having regard to the report of the Committee on Transport and Tourism ( A6‑0417/2006 ),
Člen 4, odstavek 3 (Uredba (ES) št. 417/2002)
Article 4, paragraph 3 (Regulation (EC) No 417/2002)
Členu 4 Uredbe (ES) št. 417/2002 se vstavi odstavek 3a:
The following paragraph 3a is inserted in Article 4 of Regulation (EC) No 417/2002:
Člen 4(3) Uredbe (ES) št. 417/2002 se nadomesti z naslednjim besedilom :
Article 4(3) of Regulation (EC) No 417/2002 is replaced by the following :
Nobenemu tankerju, ki prevaža težke frakcije nafte, ni dovoljeno pluti pod zastavo države članice, razen če ima tanker dvojni trup.’
No oil tanker carrying heavy grade oil products shall be allowed to fly the flag of a Member State unless such tanker is a double-hull tanker.’
Nobenemu tankerju, ki prevaža težke frakcije nafte, ni dovoljeno pluti pod zastavo države članice, razen če ima tanker dvojni trup.“
No oil tanker carrying heavy grades of oil shall be allowed to fly the flag of a Member State unless such tanker is a double-hull tanker.
Nobenemu tankerju, ki prevaža težke frakcije nafte, ne glede na to, pod katero zastavo pluje, ni dovoljeno vpluti v pristanišče ali predobalni terminal pod sodno pristojnostjo države članice, ali iz njega izpluti, ali se usidrati na območje pod sodno pristojnostjo države članice, razen če ima tanker dvojni trup’.
No oil tanker carrying heavy grades of oil, irrespective of its flag, shall be allowed to enter or leave ports or offshore terminals or to anchor in areas under the jurisdiction of a Member State, unless such tanker is a double-hull oil tanker. ’
Zardi novega odstavka 3a bi bilo treba spremeniti vsa sklicevanja na odstavek 3 v besedilu sedanje uredbe kot tudi sklicevanja na odstavka 4 in 5 člena 4.
Creating a new paragraph 3a would make it necessary to change all the cross-references to paragraph 3 in the text of the current regulation and to paragraphs 4 and 5 of Article 4.
Del predloga spremembe ("heavy grades of oil" v angleškem besedilu) je izključno jezikovne narave in zadeva le angleško različico.
Part of the amendment (‘heavy grades of oil’ in the English text) is purely linguistic and concerns only the English version.
Izvirno besedilo uredbe je bilo namreč v francoščini, izraz v členu 4(3), ki ga je treba v predlogu spremembe navesti ( 'produits pétroliers lourds'), pa ni bil ustrezno preveden.
The original version of this regulation was drafted in French – the term ‘produits pétroliers lourds’ in Article 4(3), which should be used here, was not translated correctly.
Leta 2002 je bila sprejeta Uredba (ES) št. 417/2002, katere namen je bil uvesti zahteve o dvojnem trupu oziroma enakovredne konstrukcijske zahteve za tankerje z enojnim trupom.
Regulation (EC) No 417/2002, the purpose of which is to introduce double-hull or equivalent design requirements for single-hull oil tankers, was adopted in 2002.
Uredba je vključevala časovni načrt za umik tankerjev z enojnim trupom, v skladu s katerim po obletnici dostave plovila nobenemu tankerju z enojnim trupom ni dovoljeno, da pluje pod zastavo katere od držav članic.
It set out a timetable for phasing out single-hull oil tankers, according to which no single-hull oil tanker would be authorised to operate under the flag of a Member State after the anniversary of the ship’s delivery date.
Uredba je prav tako predvidevala, da tankerji, ki nimajo dvojnega trupa, po omenjenem datumu ne smejo vpluti v pristanišča držav članic, in to ne glede na to, pod katero zastavo plujejo.
The regulation also stipulates that after this date no oil tanker, irrespective of its flag, will be authorised to enter the ports of a Member State unless it is a double-hull oil tanker.
Po nesreči tankerja „Prestige” novembra 2002 je postalo jasno, da je treba umik tankerjev z enojnim trupom pospešiti.
Following the sinking of the Prestige oil tanker in November 2002 it became necessary to accelerate the phasing-out of single-hull oil tankers.
Uredba o spremembi Uredbe (ES) št. 417/2002, ki je stopila v veljavo oktobra 2003, je takoj prepovedala prevoz težkih frakcij nafte v tankerjih z enojnim trupom, namenjenih v pristanišča države članice Evropske unije ali iz njih.
A regulation amending Regulation (EC) No 417/2002 entered into force in October 2003, prohibiting with immediate effect the carriage of heavy grades of oil in single-hull oil tankers bound for or leaving ports in a Member State of the European Union.
Hkrati si je Evropska unija zadala cilj, da nova pravila uveljavi v mednarodnem pravu, konkretneje v Mednarodni konvenciji o preprečevanju onesnaževanja morja z ladij iz leta 1973, kakor je bila spremenjena s protokolom iz leta 78 (MARPOL PROT 1997).
At the same time, the Union was seeking to fix these new rules in international law, specifically in the 1973 International Convention for the Prevention of Pollution from Ships, as modified by the Protocol of 1978 relating thereto (MARPOL 73/78).
Decembra leta 2003 so bili sprejeti predlogi sprememb k prilogi I Konvencije MARPOL73/78, ki so prilogo uskladili z zahtevami na evropski ravni in hkrati omogočili števila odstopanja:
In December 2003 Annex I to MARPOL 73/78 was amended to bring it into line with requirements at European level, while allowing a number of exemptions: