natgillin/translations-raw huggingface dataset:
Vseeno pa je Evropsko računsko sodišče na podlagi „tolmaških poročil o sejah“, iz katerih izhaja katere tolmaške možnosti so bile uporabljene, prišel do zaključka, da je bilo 1.750 tolmaških dni plačanih, a neizkoriščenih, kar je povzročilo nastanek stroškov v višini od 1.500.000 EUR do 2.000.000 EUR.
Still, on the basis of 'interpretation session reports' indicating which translation facility was used and which was not, the ECA came to the conclusion that 1750 interpreter days were paid for but not used, costing between EUR 1 500 000 and EUR 2 000 000.
2) Zmožnost kritja potreb po tolmačenjih
2) Capacity to provide the interpretation service needed
Do začetka leta 2004 so bile zahteve za tolmačenje v zvezi z uradnimi jeziki pred širitvijo običajno izpolnjene.
Up to early 2004 requests for interpretation concerning pre-enlargement official languages were generally met.
Vseeno Generalni direktorat za tolmačenje med majem in decembrom 2004 ni mogel izpolniti 37 % prošenj, ki so prihajale predvsem s Sveta.
However, Directorate General Interpretation was unable to meet 37 % of requests - mainly coming from the Council - between May and December 2004.
Na voljo ni bilo dovolj tolmačev za nove jezike.
There were not enough interpreters for the 'new' languages.
3) Stroški tolmačenja
3) Costs of interpretation
Evropski parlament ni mogel priskrbeti ocen povprečnega celotnega dnevnega stroška za pomožne konferenčne tolmače in redno zaposlene tolmače.
European Parliament could not provide estimates of the average full daily cost of auxiliary and permanent interpreters.
Generalni direktorat za tolmačenje je izračunal povprečen strošek za tolmača, „ki je na razpolago“.
DG Interpretation calculated the average cost for an interpreter 'being made available'.
Služba ni izračunala stroškov tolmačenja, ki je bilo dejansko izkoriščeno, niti režijskih stroškov niti pokojninskega prispevka.
The service did not calculate the costs of interpretation actually used, not the overhead costs or pension contribution.
Evropsko računsko Sodišče je izračunalo, da povprečni stroški za tolmaški dan, po plačilu davka in pokojninskega prispevka, znašajo 1.476 EUR za Evropski parlament in 1.046 EUR za Komisijo.
The ECA calculated the average costs per interpretation day, after tax and pension contribution, at EUR 1 476 for the European Parliament and EUR 1 046 for the Commission.
Strošek celodnevne seje s tolmačenjem bi znašal pred širitvijo leta 2004 okoli 40.000 EUR in 34.500 EUR (11 jezikov), po širitvi pa 88.500 EUR in 63.000 EUR (20 jezikov) s tremi tolmači na kabino.
A full-day meeting with interpretation would cost about EUR 40 000 and EUR 34 500 respectively before enlargement (11 languages), and EUR 88 500 and EUR 63 000 respectively after enlargement in 2004 (20 languages) for three interpreters per booth.
Četrti tolmač bi stroške Evropskega parlamenta povečal na 118.000 EUR, stroške Komisije pa na 84.000 EUR.
A fourth interpreter would bring up the costs to EUR 118 000 in the European Parliament and EUR 84 000 for the Commission.
Če bi seje lahko potekale v treh jezikih, bi se stroški v Evropskem parlamentu znižali na 8.900 EUR, v Generalnem direktoratu za tolmačenje pa na 6.300 EUR.
If meetings could be held in three languages costs would drop to EUR 8 900 in the European Parliament and EUR 6 300 for the Directorate General Interpretation.
Leta 2003 je Evropski parlament porabil 4.000.000 EUR za storitve tolmačenja, ki so bile zagotovljene, a ostale neizkoriščene zaradi prepoznih zahtev ali odpovedi.
In 2003, the European Parliament spent EUR 4 000 000 on interpretation services made available but not used due to late requests or cancellations.
Parlament poudarja, da so stroški samo polovični, ker lahko 70 % neizkoriščenih tolmačev prerazporedi.
Parliament underlines that the costs are half as high as 70 % of the interpreters not used can be re-assigned.
Na stroške tolmačenja v Evropskem parlamentu vpliva tudi način uporabe Kodeksa o večjezičnosti.
The costs of interpretation in the European Parliament are also influenced by the way the Code of Conduct on Multilingualism is applied.
Poročevalec želi ohraniti pravico poslancev, ki jo zagotavlja Poslovnik Parlamenta; da poslanci govorijo v katerem koli uradnem jeziku in poslušajo katerikoli uradni jezik; vseeno pa bi rad z osredotočenjem na organizacijska vprašanja proučil možne izboljšave.
The rapporteur wants to ensure Members' rights to speak in and listen to the official language of his/her choice, guaranteed by Parliament's Rules of Procedure; he would, however, like to explore possible improvements by focussing on organisational issues.
Svet je sam ocenil, da zajemajo plačila za odpovedane seje v letu 2003 v odhodkih za tolmačenje 2.400.000 EUR.
According to the Council's own estimate the EUR 2 400 000 of interpretation expenditure represented payments for cancelled meetings in 2003.
Zaradi „implicitnih ali eksplicitnih storitev pripravljenosti“ je Komisija porabila 4.000.000 EUR za tolmačenje, ki je bilo na razpolago, vendar ni bilo uporabljeno.
Due to 'implicit or explicit stand-by duties' the Commission spent EUR 4 000 000 on interpretation services made available but not used.
V zadnji letih se je medinstitucionalno sodelovanje izboljšalo
Over the years inter-institutional co-operation has improved
· z ustanovitvijo Evropskega urada za izbor osebja (EPSO);
· by creating a European Personnel Selection Office (EPSO);
· z uporabo skupnega izbirnega postopka in skupnega seznama akreditiranih pomožnih konferenčnih tolmačev in
· by using a joint selection procedure and a joint list of accredited Auxiliary Conference Interpreters (ACI);
· z ustanovitvijo skupnega sistema in oddelka za plačila pomožnim konferenčnim tolmačem.
· and by establishing a common system and unit for payments to ACIs.
4) Kakovost tolmačenja
4) The quality of interpretation
Kakovost tolmačenja je bila običajno ocenjena kot zelo visoka.
The quality of interpretation was generally considered very high.
Odhodki za tolmačenje, ki jih imajo Parlament, Komisija in Svet
Interpretation expenditure incurred by the Parliament, the Commission and the Council
o predlogu priporočila Evropskega parlamenta in Sveta o ključnih sposobnostih za vseživljenjsko učenje
on the proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning
MNENJE Odbora za zaposlovanje in socialne zadeve ..................................22
OPINION of the Committee on Employment and Social Affairs ..............22
MNENJE Odbora za industrijo, raziskave in energetiko .............................38
OPINION of the Committee on Industry, Research and Energy ...............37
MNENJE Odbora za pravice žensk in enakost spolov ...................................46
OPINION of the Committee on Women's Rights and Gender Equality ...46
– ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2005)0221 )
– having regard to the Commission proposal to the European Parliament and the Council ( COM(2005)0221 )
Še neobjavljeno v UL C. ,
Not yet published in OJ C ,
– ob upoštevanju člena 251(2) in členov 149(4) in 150(4) Pogodbe ES, na podlagi katerih je Komisija Parlamentu podala predlog ( C6‑0375/2005 ),
– having regard to Article 251(2) and Articles 149(4) and 150(4) of the EC Treaty, pursuant to which the Commission submitted the proposal to Parliament ( C6‑0375/2005 ),
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenj Odbora za zaposlovanje in socialne zadeve, Odbora za industrijo, raziskave in energetiko ter Odbora za pravice žensk in enakost spolov (A6 0262/2006),
– having regard to the report of the Committee on Culture and Education and the opinions of the Committee on Employment and Social Affairs, the Committee on Industry, Research and Energy and the Committee on Women's Rights and Gender Equality ( A6‑0262/2006 ),
(4) Evropska sveta marca 2003 in decembra 2003 poudarila potrebo po razvoju vseživljenjskega učenja s posebnim poudarkom na aktivnih in preventivnih ukrepih za nezaposlene in neaktivne osebe.
(4) In the context of improving the Community’s employment performance, the European Councils of March 2003 and December 2003 stressed the need to develop lifelong learning with a particular focus on active and preventive measures for the unemployed and inactive persons.
Podlaga za to je bilo poročilo projektne skupine za zaposlovanje, ki je poudarila potrebo po sposobnosti prilagajanju spremembam, pomen vključevanja ljudi v trg delovne sile in ključno vlogo vseživljenjskega učenja.
This built on the report of the Employment Taskforce, which emphasised the need for people to be able to adapt to change, the importance of integrating people into the labour market, and the key role of lifelong learning.
(4) V okviru izboljšanja zaposlovanja Skupnosti sta Evropska sveta marca 2003 in decembra 2003 poudarila potrebo po zagotavljanju enakih možnosti in doseganju 70-odstotne povprečne skupne stopnje zaposlenosti v EU in vsaj 60-odstotne stopnje zaposlenosti žensk ter potrebo po razvoju vseživljenjskega učenja s posebnim poudarkom na aktivnih in preventivnih ukrepih za nezaposlene in neaktivne osebe.
(4) In the context of improving the Community’s employment performance, the European Councils of March 2003 and December 2003 stressed the need for equal opportunities and the achievement of an average employment rate for the European Union of 70% overall and of at least 60% of women and the need to develop lifelong learning with a particular focus on active and preventive measures for the unemployed and inactive persons.
(5) Poročilo Sveta o širši vlogi izobraževanja, sprejeto novembra 2004, je poudarilo , da izobraževanje prispeva k ohranjanju in obnavljanju skupnega kulturnega ozadja v družbi in je zlasti pomembno v času, ko se vse države članice soočajo z vprašanjem, kako obvladati vse večjo socialno in kulturno raznovrstnost.
(5) The report of the Council on the broader role of education adopted in November 2004 stressed that education contributes to preserving and renewing the common cultural background in society and is particularly important at a time when all Member States are challenged by the question of how to deal with increasing social and cultural diversity.
Poleg tega sta omogočanje vstopa v poklicno življenje in njegovo ohranjanje pomembni del vloge izobraževanja pri krepitvi socialne kohezije.
Moreover, enabling people to enter and stay in working life is an important part of the role of education in strengthening social cohesion.
V poročilu Sveta o širši vlogi izobraževanja, ki je bilo sprejeto novembra 2004, je bilo poudarjeno , da izobraževanje prispeva k ohranjanju in obnavljanju skupnega kulturnega ozadja v družbi ter k učenju osnovnih socialnih in državljanskih vrednot, kot so državljanska zavest, enakost, strpnost in spoštovanje, in je zlasti pomembno v času, ko se vse države članice soočajo z vprašanjem, kako obvladati vse večjo socialno in kulturno raznovrstnost.
(5) The report of the Council on the broader role of education adopted in November 2004 stressed that education contributes to preserving and renewing the common cultural background in society and to learning essential social and civic values such as citizenship, equality, tolerance and respect, and is particularly important at a time when all Member States are challenged by the question of how to deal with increasing social and cultural diversity.
Poleg tega sta omogočanje vstopa v poklicno življenje in njegovo ohranjanje pomemben del vloge izobraževanja pri krepitvi socialne kohezije.
Moreover, enabling people to enter and stay in working life is an important part of the role of education in strengthening social cohesion.
(13) Cilj tega priporočila je prispevati k razvoju kakovostnega izobraževanja s podporo in dopolnitvijo delovanja držav članic pri zagotovitvi, da bi njihovi sistemi osnovnega izobraževanja in usposabljanja vsem mladim ponujali sredstva za razvoj ključnih sposobnosti do ravni, ko bi bili usposobljeni za nadaljnje učenje in odraslo življenje ter da bi bili odrasli sposobni razviti in posodabljati svoje ključne sposobnosti preko skladne in obsežne ponudbe vseživljenjskega učenja.
(13) The objective of this Recommendation is to contribute to the development of quality education by supporting and supplementing Member States’ actions in ensuring that their initial education and training systems offer all young people the means to develop key competences to a level that equips them for further learning and adult life and that adults are able to develop and update their key competences through coherent and comprehensive lifelong learning provision.
Določa skupni evropski referenčni okvir ključnih sposobnosti za oblikovalce odločitev, ponudnike izobraževanja in usposabljanja, delodajalce in same učence za olajšanje nacionalnih reform in izmenjavo informacij med državami članicami in Komisijo v okviru delovnega programa „Izobraževanje in usposabljanje 2010“, z namenom dosege dogovorjenih evropskih referenčnih ravni.
It provides a common European reference framework on key competences for policy makers, education and training providers, employers and learners themselves, to facilitate national reforms and exchange of information between the Member States and the Commission within the ‘Education and Training 2010’ work programme, aiming to achieve the agreed European reference levels.
Priporočilo tudi podpira druge sorodne politike, kot so politika zaposlovanja in socialne politike ter druge politike, ki zadevajo mlade.
Furthermore, the Recommendation supports other related policies such as employment and social policies and other policies affecting youth.
(13) Cilj tega priporočila je prispevati k razvoju kakovostnega, v prihodnost usmerjenega izobraževanja , prilagojenega novim potrebam evropske družbe, s podporo in dopolnitvijo delovanja držav članic pri zagotovitvi, da bi njihovi sistemi osnovnega izobraževanja in usposabljanja vsem mladim ponujali sredstva za razvoj osnovnega znanja ter ključnih sposobnosti do ravni, ko bi bili usposobljeni za nadaljnje učenje, delovno življenje in odraslo življenje na splošno , ter da bi bili odrasli sposobni razviti in posodabljati svoje ključne sposobnosti preko skladne in obsežne ponudbe vseživljenjskega učenja.
(13) The objective of this Recommendation is to contribute to the development of quality future-oriented education tailored to the new needs of European society by supporting and supplementing Member States’ actions in ensuring that their initial education and training systems offer all young people the means to develop their basic knowledge and key competences to a level that equips them for further learning, working life and adult life in general and that adults are able to develop and update their key competences through coherent and comprehensive lifelong learning provision.
Določa skupni evropski referenčni okvir ključnih sposobnosti za oblikovalce odločitev, ponudnike izobraževanja in usposabljanja, socialne partnerje, delodajalce in same učence za olajšanje nacionalnih reform in izmenjave informacij med državami članicami in Komisijo v okviru delovnega programa „Izobraževanje in usposabljanje 2010“, z namenom dosege dogovorjenih evropskih referenčnih ravni.
It provides a common European reference framework on key competences for policy makers, education and training providers, the social partners and learners themselves, to facilitate national reforms and exchange of information between the Member States and the Commission within the ‘Education and Training 2010’ work programme, aiming to achieve the agreed European reference levels.
V priporočilu so tudi podprte druge sorodne politike, kot so politika zaposlovanja in socialna politika ter druge politike, ki zadevajo mlade.
Furthermore, the Recommendation supports other related policies such as employment and social policies and other policies affecting youth.
Državam članicam priporočata, odstavek 1 a (novo)
Hereby recommend that Member States, paragraph 1 a (new)
Državam članicam priporočata, odstavek 2 a (novo)
Hereby recommend that Member States, paragraph 2 a (new)
3. da zagotovijo, da bodo odrasli vse življenje sposobni razvijati in posodabljati ključne sposobnosti ter da bo posebna pozornost namenjena ciljnim skupinam , ki imajo prednost v nacionalnem, regionalnem in/ali lokalnem okviru, in da spodbujajo enakost med ženskami in moškimi z olajšanjem dostopa žensk do vseživljenjskega učenja in z izboljšanjem vključevanja žensk na trg dela ;
Ensure that adults are able to develop and update the key competences throughout their lives, and that there is a particular focus on target groups identified as priorities in the national, regional and/or local contexts, and promote equality between women and men by facilitating women's access to lifelong learning and improving women's participation in the labour market;
Državam članicam priporočata, odstavek 3 a (novo)
Hereby recommend that Member States, paragraph 3 a (new)
4. da zagotovijo, da bo na voljo ustrezna infrastruktura za nadaljevanje izobraževanja in usposabljanja odraslih, vključno z učitelji in vodji usposabljanja, podpornimi ukrepi za izobraževalne zavode, ukrepi za zagotovitev uspeha in podporo učencem, ki bo upoštevala različne potrebe in sposobnosti odraslih; da zagotovijo uresničevanje integracije načela enakosti spolov na vseh področjih izobraževanja in usposabljanja ;
Ensure that appropriate infrastructure for continuing education and training of adults is in place including teachers and trainers, measures to ensure access, support measures for educational establishments and support for learners that recognises the differing needs and competences of adults; ensure that gender mainstreaming is implemented in all sectors of education and training ;
Državam članicam priporočata, odstavek 4 a (novo)
Hereby recommend that Member States, paragraph 4 a (new)
5. da zagotovijo skladnost ponudbe izobraževanja in splošnega in poklicnega usposabljanja ter nadaljnjega usposabljanja za posamezne državljane preko tesnih povezav s politiko zaposlovanja, socialno politiko, kulturno politiko, politiko inovativnosti ter drugimi politikami, ki vplivajo na mlade, ter sodelovanje s socialnimi partnerji in drugimi zainteresiranimi stranmi;
Ensure the coherence of adult education and general and vocational training and further training provision for individual citizens via close links to employment policy, social policy , cultural policy, innovation policy and other policies affecting young people and collaboration with social partners and other stakeholders;
Državam članicam priporočata, odstavek 5 a (novo)
Hereby recommend that Member States, paragraph 5 a (new)
Državam članicam priporočata, odstavek 6 a (novo)
Hereby recommend that Member States, paragraph 6 a (new)
1. prispeva k prizadevanjem držav članic za razvoj njihovih sistemov izobraževanja in usposabljanja ter izvaja to priporočilo, vključno z uporabo „Ključnih sposobnosti za vseživljenjsko učenje – evropski okvir“; kot referenco za olajševanje vzajemnega učenja in izmenjave dobrih praks ter za spremljanje razvoja in poročanje o napredku s pomočjo dvoletnih poročil o napredku delovnega programa Izobraževanje in usposabljanje 2010;
Contribute to Member States’ efforts to develop their education and training systems and to implement this Recommendation, including by using the ‘Key Competences for Lifelong Learning – A European Reference Framework’ as a reference to facilitate peer learning and the exchange of good practices and to follow up developments and report on progress through the biennial progress reports on the Education and Training 2010 work programme;
3. spodbuja širšo uporabo „Ključnih sposobnosti za vseživljenjsko učenje – evropski okvir“ v sorodnih politikah Skupnosti in zlasti pri izvajanju politike zaposlovanja, mladinske, kulturne in socialne politike ter razvija nadaljnje povezave s socialnimi partnerji in drugimi organizacijami, ki delujejo na tem področju;
Promote the wider use of the ‘Key Competences for Lifelong Learning – A European Reference Framework’ in related Community policies, and particularly in the implementation of employment, youth , and cultural and social policy, and develop further links with social partners and other organisations working in those fields;
Upoštevata namen Komisije, da, odstavek 3 a (novo)
Take note of the Commission's intention, paragraph 3 a (new)
- Zaradi globalizacije se Evropska unija sooča z vedno novimi izzivi, zato bo vsak državljan potreboval širok razpon ključnih sposobnosti, da se bo prožno prilagodil hitro spreminjajočemu se in tesno povezanemu svetu.
- As globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world.
Izobraževanje v svoji dvojni vlogi – socialni in ekonomski – ima ključno vlogo pri zagotavljanju, da evropski državljani pridobijo ključne sposobnosti, s katerimi se bodo lahko prožno prilagodili takim spremembam.
Education in its dual role - both social and economic - has a key role to play in ensuring that Europe's citizens acquire the key competences needed to enable them to adapt flexibly to such changes.
Zlasti je treba zadovoljiti različne potrebe učencev, tako da se zagotovita enakost in dostopnost tistim skupinam, ki zaradi izobraževalne prikrajšanosti, nastale zaradi osebnih, družbenih, kulturnih ali gospodarskih okoliščin, potrebujejo posebno podporo za izpolnitev svojega izobrazbenega potenciala; to so na primer ljudje s šibkimi osnovnimi znanji, tisti, ki so zgodaj opustili šolanje, dolgotrajno brezposelni, starejši, migranti in invalidi.
In particular, the differing needs of learners should be met by ensuring equity and access for those groups who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential, such as people with low basic skills, early school leavers, the long-term unemployed, older people, migrants, and people with disabilities.
Glede na to so glavni cilji predlaganega referenčnega okvira:
In this context, the main aims of this proposed reference framework are to:
(1) ugotoviti in opredeliti ključne sposobnosti, ki so v družbi znanja potrebne za osebno izpolnitev, dejavno državljanstvo, socialno kohezijo in zaposljivost;
(1) identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge-based society;
(2) podpreti delo držav članic, katerih cilj je zagotoviti, da bodo mladi do konca začetnega izobraževanja in usposabljanja razvili ključne sposobnosti do stopnje, ko bodo pripravljeni na odraslo življenje, in da bodo odrasli sposobni razvijati in posodabljati te sposobnosti vse življenje;
(2) support Member States' work on ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life, and that adults are able to develop and update them throughout their lives;
(3) oblikovalcem politik, ponudnikom izobraževanj, delodajalcem in samim učencem zagotoviti referenčno orodje na evropski ravni – ključne sposobnosti za vseživljenjsko učenje – evropski referenčni okvir – v pomoč prizadevanjem na nacionalni in evropski ravni za uresničitev skupno dogovorjenih ciljev;
(3) provide a European level reference tool - the Key Competences for Lifelong Learning - a European Reference Framework for policy makers, education providers, employers, and learners themselves in order to facilitate national and European level efforts towards commonly agreed objectives;
(4) zagotoviti okvir za nadaljnje ukrepe na ravni Skupnosti v okviru delovnega programa Izobraževanje in usposabljanje 2010 in v okviru programov Skupnosti za izobraževanje in usposabljanje.
( 4) provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.