natgillin/translations-raw huggingface dataset:
– ob upoštevanju skupnega vmesnega poročila Sveta in Komisije z dne 26. februarja 2004 o izvajanju lizbonske strategije z naslovom „Izobraževanje in usposabljanje 2010: uspeh lizbonske strategije je odvisen od nujnih reform“, ki je pozvalo k razvoju evropskega okvira kot bistvenega prispevka v smeri lizbonske strategije, ki bo služil kot skupna referenca ter bo omogočal in spodbujal preglednost, prenos ter priznavanje kvalifikacij in usposobljenosti,
– having regard to the Joint Interim Report of the Council and the Commission of 26 February 2004 on the implementation of the Lisbon Strategy, entitled "Education and Training 2010: the success of Lisbon hinges on urgent reforms", which called for the development of a European framework as an essential contribution towards the Lisbon Strategy, to stand as a common reference enabling and promoting transparency, transfer and recognition of qualifications and competences,
– ob upoštevanju Maastrichtskega sporočila z dne 14. decembra 2004 o prihodnjih prednostnih nalogah izboljšanega evropskega sodelovanja na področju poklicnega izobraževanja in usposabljanja (VET), v katerem so se ministri iz 32 evropskih držav, ki so odgovorni za poklicno izobraževanje in usposabljanje, evropski socialni partnerji in Evropska komisija strinjali, da bodo dali prednost razvoju odprtega in prilagodljivega evropskega okvira za priznavanje kvalifikacij, ki bo temeljil na preglednosti in medsebojnemu zaupanju ter bo zagotavljal skupno referenco za lažje prepoznavanje in prenos kvalifikacij, ki bodo zajemala poklicno izobraževanje in usposabljanje ter splošno (srednješolsko in visokošolsko) izobraževanje,
– having regard to the Maastricht Communiqué of 14 December 2004 on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET), in which the Ministers responsible for vocational education and training of 32 European countries, the European Social Partners and the European Commission agreed to give priority to the development of an open and flexible European Qualifications framework, founded on transparency and mutual trust and providing a common reference to facilitate the recognition and transferability of qualifications covering both VET and general (secondary and higher) education,
– ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se sestali v okviru Sveta, s skupnega zasedanja v Bruslju 26. in 28. maja 2004 o skupnih evropskih načelih za ugotavljanje in potrjevanje neformalnega in priložnostnega učenja,
– having regard to the Conclusions of the Council and of the representatives of the Governments of the Member States meeting within the Council, who met in Brussels on 27 and 28 May 2004, on Common European Principles for the identification and validation of non-formal and informal learning,
– ob upoštevanju delovnega dokumenta osebja Komisije z naslovom „Napredovanje in uresničevanje lizbonske strategije na področju izobraževanja in usposabljanja – poročilo za leto 2005” ( SEC(2005)0419 ),
– having regard to the Commission staff working paper entitled "Progress towards the Lisbon Strategy in education and training - 2005 report" ( SEC(2005)0419 ),
– ob upoštevanju sklepov Predsedstva Evropskega sveta v Bruslju 22. in 23. marca 2005, ki poudarjajo pomen sprejetja evropskega okvira za priznavanje kvalifikacij v letu 2006,
– having regard to the Presidency conclusions of the Brussels European Council of 22 and 23 March 2005 pointing to the importance of adopting a European Qualifications framework (EQF) in 2006,
– ob upoštevanju „evropskega okvira za priznavanje kvalifikacij: konferenca od posvetovanja do priporočila“, ki je potekala 27. in 28. februarja 2006 v Budimpešti,
– having regard to the "European Qualifications Framework: Consultation to Recommendation Conference" held in Budapest on 27 and 28 February 2006,
– ob upoštevanju končnega sporočila o sklepih razprave s konference evropskih ministrov za šolstvo z naslovom „Krepitev izobraževanja v Evropi“, ki je potekala na Dunaju 16. in 17. marca 2006 in na kateri so ministri ponovno potrdili, da lahko evropski okvir za priznavanje kvalifikacij pomembno prispeva k preglednosti, prenosu in priznavanju kvalifikacij na evropski ravni ter deluje kot pobudnik reform za podporo vseživljenjskemu učenju v širšem evropskem prostoru izobraževanja,
– having regard to the Final Communiqué on the Outcome of discussions on 17 March 2006 of the IX Conference of European Ministers of Education "Strengthening Education in Europe" held in Vienna on 16 and 17 March 2006, in which the Ministers reaffirmed the potential of the EQF to significantly contribute to the transparency, transferability and recognition of qualifications at the European level, and its role as an agent of reforms to support lifelong learning in the wider European Area of Education,
– ob upoštevanju sklepov predsedstva Evropskega sveta v Bruslju 23. in 24. marca 2006, ki potrjujejo, da sta izobrazba in usposabljanje ključna dejavnika za razvoj dolgoročnega potenciala Evropske unije za konkurenčnost in za socialno in ozemeljsko kohezijo ter da je treba za večjo mobilnost in učinkovit trg dela doseči napredek tudi na področju evropskega okvira za priznavanje kvalifikacij,
– having regard to the Presidency conclusions of the Brussels European Council of 23 and 24 March 2006 confirming that education and training are critical factors to developing the EU’s long-term potential for competitiveness as well as for social and territorial cohesion, and that, in order to support greater mobility and an efficient labour market, progress on an EQF should also be achieved,
– ob upoštevanju priporočila Evropskega parlamenta in Sveta o transnacionalni mobilnosti v Skupnosti zaradi izobraževanja in usposabljanja: Evropska listina kakovosti za mobilnost
– having regard to the Recommendation of the European Parliament and the Council on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility
– ob upoštevanju poročila Odbora za zaposlovanje in socialne zadeve ter mnenj Odbora za kulturo in izobraževanje in Odbora za notranji trg in varstvo potrošnikov ( A6‑0248/2006 ),
– having regard to the report of the Committee on Employment and Social Affairs and the opinions of the Committee on Culture and Education and the Committee on the Internal Market and Consumer Protection ( A6‑0248/2006 ),
A. ker sta enotno učno okolje 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 bogato raznolikost in posebne prednosti posameznih evropskih regij,
B. whereas it is necessary to establish a European system for the recognition of qualifications and skills while at the same time respecting the rich diversity and special strengths of Europe's constituent territories,
C. ker je treba ustanovitev evropskega okvira za priznavanje kvalifikacij, ki je med drugim oblikovan na podlagi obstoječih struktur kvalifikacij bolonjskega in københavnskega procesa, pozdraviti kot ustrezen instrument za podporo preglednosti, prenosu, priznavanju in uporabi ustreznih kvalifikacij in usposobljenosti med različnimi državami članicami na različnih ravneh ter kot sredstvo za lažji dostop do možnosti vseživljenjskega učenja za vse državljane,
C. whereas the creation of an EQF based inter alia on the existing qualifications structures of the Bologna and Copenhagen processes, should be welcomed as an appropriate instrument to support the transparency, transferability, recognition and use of acquired qualifications and competences between different Member States and at different levels, as well as a means to facilitate access to lifelong learning opportunities for all citizens,
D. ker bo lahko evropski okvir za priznavanje kvalifikacij , osnovan na pridobljenemu znanju in spretnostih, doseženi stopnji in učnih rezultatih, spodbujal sprejetje instrumentov za opredelitev potreb po znanju in spretnostih,
D. whereas a common reference framework (based on skills, levels and learning outcomes), the EQF, could encourage the adoption of instruments to identify skills requirements,
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, certificates and professional experience recognised in the European Union,
F. ker bi bil razvoj evropskega okvira za priznavanje kvalifikacij, ob upoštevanju novih izzivov v družbi znanja in demografskih sprememb, ključen, ne le v smislu podpore zaposlovanju in geografske mobilnosti delovne sile v EU, ampak tudi v smislu spodbujanja konkurenčnosti in socialne kohezije, v skladu z lizbonsko strategijo,
F. whereas, taking account of the new challenges of the knowledge society and of demographic change, the development of an EQF would be crucial, notably in terms both of supporting employability and geographical mobility of the labour force in the EU, but also of promoting competitiveness and social cohesion, in accordance with the Lisbon Strategy,
G. ker je za poklicno mobilnost znotraj Skupnosti, ki se razvija v Evropski uniji (mobilnost delojemalcev in mobilnost podjetij) nujno, da se lahko spričevala, pridobljena v eni državi članici, priznajo v drugi državi članici in uporabijo na ustrezni ravni;
G. whereas increasing professional mobility (employee mobility and company mobility) within the Union implies that certificates obtained in one Member State must be eligible for recognition, and possible to use, in another Member State at the right level,
H. ker stalno posodabljanje in širjenje znanja, spretnosti in osebnih in poklicnih usposobljenosti ter evropskega okvira za priznavanje kvalifikacij prispeva k posodobitvi vzgojnega in izobraževalnega sistema, kar povečuje možnosti zaposlitve in mobilnosti v evropskem prostoru ter okrepi varnost delovnega mesta, pri čemer evropski okvir za priznavanje kvalifikacij prispeva k večji preglednosti pri priznavanju pridobljenih kvalifikacij in enakem obravnavanju kvalifikacij, ki jih je še treba pridobiti, in ker bo slednje zagotovilo spodbude za izboljšanje sistemov splošnega in poklicnega izobraževanja in usposabljanja, ki lahko pripomorejo tudi k večji zaposljivosti udeležencev usposabljanja,
H. whereas continual updating and expansion of knowledge, skills and personal and professional competence and the EQF should contribute to modernising the education and training system and thus improve people’s chances of finding a job and the prospects for mobility within the European area and create a climate of greater security at the workplace, in which the EQF should contribute to greater transparency in the recognition of qualifications gained and the equivalence of qualifications sought, thereby providing incentives for the improvement of the general and occupational training systems, which may also contribute to the trainees’ chances of finding a job,
I. ker pomanjkanje ustreznih mehanizmov, mrež in sodelovanja med ponudniki usposabljanja in izobraževanja ter nacionalnimi organi, nezadostnost obstoječe pravne ureditve ter pogoste omejitve proračunskih sredstev v državah članicah v te namene ovirajo učinkovito vseživljenjsko učenje, povezavo med univerzitetno izobrazbo in zaposlitvijo ter hitrejše razširjanje najnovejšega znanstvenega in tehničnega znanja pri delojemalcih,
I. whereas the lack of suitable mechanisms, networks and cooperation between education and training providers and national authorities, the inadequacy of existing statutory provisions and in many cases the budgetary restrictions in Member States, are obstacles to the effective implementation of lifelong learning, the linkage between university education and employment and the more rapid imparting of the most up-to-date scientific and technological knowledge to workers, as well as to the efficient use of acquired knowledge and competences,
J. ker je področje kvalifikacij premalo pregledno in so tuje kvalifikacije premalo priznane,
J. whereas there is a lack of transparency in qualifications and a low recognition rate of foreign qualifications,
K. ker je skupni cilj 32 držav, ki sodelujejo v evropskem okviru za priznavanje kvalifikacij, učencem in učiteljem pokazati, kako pridobiti ustrezne kvalifikacije; in ker jim je treba pokazati, kako so referenčne ravni medsebojno urejene, v kakšnem obsegu se lahko izvajajo prenosi in na kakšni podlagi se sprejemajo odločitve v zvezi s priznavanjem kvalifikacij,
K. whereas the common aim of the 32 participating states in the EQF consists in showing students and teachers the main routes to particular qualifications; and whereas it is important to show them how the reference levels match up with each other, to what extent transfers are possible and on what basis decisions are made on recognition of qualifications,
L. ker se evropski okvir za priznavanje kvalifikacij na začetku v prvi vrsti izvaja na prostovoljni podlagi in ne vsebuje nobenih zakonskih obveznosti, a je kljub temu zaradi podpore reformam na zadevni ravni gonilna sila sprememb, vendar mora spodbujati preglednost in enakovrednost spričeval, izdanih na nacionalni in sektorski ravni,
L. whereas in principle the EQF should initially be implemented on a voluntary basis, and it involves no legal obligations, nevertheless it will provide an impetus for change by supporting reforms at the relevant levels, but must serve to promote transparency and equivalence as regards certificates issued at national and sectoral level,
M. ker evropski okvir za priznavanje kvalifikacij ne nadomesti nacionalnih okvirov kvalifikacij, ampak jih dopolni, in ker mora evropski okvir za priznavanje kvalifikacij zagotoviti širši okvir, ki bo olajšal sodelovanje na mednarodni ravni med državami članicami, socialnimi partnerji in drugimi udeleženci,
M. whereas the EQF will not replace national qualifications frameworks but complement them, and whereas the EQF should provide a broader framework to facilitate cooperation between Member States, social partners and other stakeholders at international level,
1. pozdravlja pobudo Komisije za posodobitev, nenehno izboljševanje in krepitev evropskih sistemov izobraževanja in usposabljanja in za začetek posvetovanj glede oblikovanja skupnega okvira za evropske sisteme certificiranja;
Welcomes the Commission's initiative on modernising, continually improving and reinforcing European education and training systems and of opening consultations with a view to laying down a common reference framework for European certification systems;
4. se strinja z uvedbo sistema, ki sestoji iz skupnih stopenj, instrumentov in načel, je prožen in istočasno organsko vezan na načelo vseživljenjskega učenja, vendar poziva Komisijo, naj pojasni odnos med stopnjami poklicnih kvalifikacij, Direktivo Evropskega parlamenta in Sveta 2005/36/ES z dne 7. septembra 2005 o priznavanju poklicnih kvalifikacij in določbami za potrjevanje neformalnega in priložnostnega učenja, ki na nacionalni in regionalni ravni že obstajajo ali se vzpostavljajo;
Approves the establishment of a system based on common levels, instruments and principles which is both flexible and, at the same time, rooted in the principle of lifelong learning, but calls on the Commission to clarify the relationship between qualification levels, the Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications and the provisions for the validation of non-formal and informal learning which already exist or are currently being established at national and regional level;
6. zato ugotavlja, da je predlog Komisije pravilen in nujen pristop, čeprav s tem zahteva po preglednem okviru kvalifikacij ni zagotovljena popolnoma; poziva, da se osem predlaganih referenčnih ravni evropskega okvira za priznavanje kvalifikacij prilagodi in izboljša; meni, da morajo biti njihovi deskriptorji izraženi bolj jedrnato in razumljivo ter da je treba jasno razlikovati med različnimi referenčnimi ravnmi, tako da se zagotovi jasna hierarhija kvalifikacij;
On this basis, notes that the Commission proposal is a right and necessary approach, even if it does not entirely meet the requirement of a transparent qualifications framework; calls for the eight proposed reference levels of the EQF to be revised and improved; takes the view that their descriptors should be expressed more concisely and comprehensibly and that it is important to distinguish clearly between the various reference levels, so that there can be a clear hierarchy of qualifications;
9. meni, da je treba tri horizontalna področja („znanje“, „spretnosti“ ter „osebna in strokovna usposobljenost“) prilagoditi, da bodo jasnejša in razumljivejša;
Considers that the three horizontal areas (‘knowledge’, ‘skills’ and ‘personal and professional competence’) should also be revised to make them clearer and more comprehensible;
13. meni, da evropski okvir za priznavanje kvalifikacij ni še dovolj povezan s trgom dela in da je treba za okrepitev konkurenčnosti evropskega gospodarstva in pomoč posameznikom, da razvijejo svoj potencial v smeri lizbonske strategije, dati večji poudarek izboljšanju možnost posameznika, da najde zaposlitev in doseganju večje varnosti delovnih mest za delojemalce; poudarja, da mora vsaka od osmih stopenj poudariti sposobnosti, ki se lahko dosežejo z različnimi učnimi potmi in ki upoštevajo tako sposobnost opravljanja poklica in izkušnje kot uporabnost slednjih pri poklicnem napredovanju; zato zahteva, da se deskriptorji spremenijo, pri čemer se upoštevajo in ohranjajo bolonjske smernice, ki so povezane z akademsko izobrazbo, ter se te še dopolnijo, in sicer tako, da bolj upoštevajo poklicne sisteme izobraževanja in usposabljanja;
Takes the view that the EQF is not yet closely enough linked to the labour market and that if the EQF is to improve the competitiveness of the European economy as well as to help individuals develop their potential, with a view to the Lisbon Strategy, greater emphasis should be placed on improving the ability of the individual to find employment and achieving greater security for workers at the workplace ; underlines that each of the eight steps should emphasise abilities that can be gained via various educational pathways and take account of professional abilities and experience as well as their potential value in terms of professional advancement; therefore calls for the descriptors to be changed, not only taking into account and maintaining the Bologna precepts linked to academic education, but complementing them by also taking greater account of vocational training and further training systems;
16. zahteva, da se okrepijo in spodbujajo skupna evropska načela za zagotavljanje in potrjevanje neformalnih in priložnostnih procesov učenja o vseživljenjskem učenju, zlasti na področju razširjanja tehničnega in znanstvenega znanja in spretnosti ter ob upoštevanju posebnosti posameznih poklicnih panog, regij in držav članic; meni, da je treba posebno pozornost nameniti metodam in sistemom za ocenjevanje učnih uspehov, ki so bili pridobljeni na neformalen ali priložnosten način, ker se usposobljenosti v okviru vseživljenjskega učenja razvijajo v številnih različnih vsakdanjih delovnih razmerah;
Calls for stronger support and promotion of common European principles on providing and validating non-formal and informal learning processes on lifelong learning particularly regarding the acquisition of technological and scientific knowledge and skills and taking account of the particularities of the various professional disciplines and of the different regions and countries; takes the view that it is essential to pay particular attention to methods and systems of evaluating learning outcomes achieved by non-formal or informal methods, as the development of skills in the context of lifelong learning takes place in a wide range of everyday work situations;
23. poziva Komisijo in države članice, naj okrepijo vlogo in strukturo nacionalnih centrov Europass (NEC) ter jim olajšajo opravljanje njihovih temeljnih nalog in izpolnjevanje ciljev, ki jih je zastavila Evropska unija, pri čemer si je treba posebej prizadevati za razširjanje uporabe instrumentov, za katere neposredno skrbijo NEC (evropski življenjepis in Europass mobilnost), in postopno sprejetje sistema Europass;
Calls on the Commission and the Member States to enhance the role and structure of the National Europass Centre (NEC) and to make it easier for the NEC to fulfil its core tasks and to achieve the objectives laid down by the European Union, with particular reference to the wider dissemination of the instruments directly managed by the NEC (European Curriculum Vitae, Mobility Europass) and the progressive adoption of the Europass system;
Vzgojni in izobraževalni sistemi v Evropi se morajo prilagoditi globalizaciji, če želijo omogočiti državljankam in državljanom, da razvijejo svoj potencial in sodelujejo pri mednarodni konkurenčnosti EU.
Education and training systems in Europe must adapt to globalisation if they are to enable Europe's citizens not only to develop their own potential but also to share in the EU's international competitiveness.
Kakovostni sistemi izobraževanja in usposabljanja so odgovor na vedno večje težavo, ki jo predstavlja demografski razvoj.
Quality education and further training systems are one answer to the increasing problem of demographic change.
V okviru revidirane lizbonske strategije so v letu 2005 ministri za šolstvo iz držav članic EU poudarili potrebo po posodobitvi evropskega sistema izobraževanja in usposabljanja, da bi bolje zadostili povpraševanju na mednarodnih trgih dela.
In the context of the revised Lisbon Strategy, in 2005 the EU education ministers stressed the need to modernise European education and training, to better meet the demand of international labour markets.
Podpreti je treba čezmejno mobilnost na trgu dela in olajšati prehodnost med različnimi nacionalnimi izobraževalnimi sistemi.
Cross-border mobility in the labour market must be encouraged, and permeability between the various national education systems must be made easier.
Države članice EU so si leta 1999 v Bologni postavile cilj, da bodo do leta 2010 oblikovale skupen evropski visokošolski prostor.
In 1999 in Bologna the EU Member States set themselves the objective of creating a common European higher education area (EHEA) by 2010.
Zato se bo ustanovil Evropski sistem prenašanja kreditnih točk (ECTS), ki bo priznaval nadnacionalne študijske dosežke.
To this end the European Credit Transfer System (ECTS) was introduced for transnational recognition of educational achievements.
Na srečanju na vrhu v Barceloni so marca 2002 bili postavljeni temelji za vzpostavitev primernega sistema na področju poklicnega izobraževanje (Evropski prenosni kreditni sitem v poklicnem in strokovnem izobraževanju (ECVET)).
The Barcelona Summit in March 2002 laid the foundation for a similar system in the area of vocational training (ECVET European Credit System for Vocational Education and Training).
Leta 2002 so se države članice EU na konferenci v Københavnu odločile okrepiti sodelovanje na področju poklicnega izobraževanja.
In 2002 the EU Member States decided at the Copenhagen conference to further reinforce European cooperation on vocational training.
S skupnim vmesnim poročilom o izvajanju programa „Splošna in poklicna izobrazba 2010“ iz februarja 2004 sta Svet in Komisija pozvala k pripravi evropskega okvira za priznavanje kvalifikacij, kar so decembra 2004 v Maastrichtu potrdili ministri iz 32 držav.
The February 2004 joint Council and Commission interim report on ‘Education and training 2010’ calls for a European qualifications framework to be set up, and this was endorsed by the education ministers of 32 countries in December 2004 in Maastricht.