natgillin/translations-raw huggingface dataset:
V tem pogledu je predlog o evropskem okviru za ključne sposobnosti praktičen instrument za spodbudo prizadevanjem držav članic, katerih namen je zagotoviti evropskim državljanom in državljankam pridobivanje in posodabljanje ključnih sposobnosti v osebnem, javnem in poklicnem življenju.
To this end, the proposal to establish a European framework for key competences constitutes a practical instrument to encourage the efforts of the Member States, which is intended to guarantee the acquisition and updating of key competences by European citizens in their private, public and professional lives.
Predlagani referenčni okvir zajema 8 ključnih sposobnosti, ki naj bi jih imel vsak Evropejec:
The proposed frame of reference comprises the following eight key competences, which every European should have:
Države članice poziva, naj poskrbijo, da vsi ljudje pridobijo ključne sposobnosti do konca začetnega izobraževanja in usposabljanja, ter jih ob upoštevanju evropskih referenčnih stopenj spodbuja k odpravljanju prikrajšanosti v izobraževanju.
It calls for Member States to ensure the acquisition of key competences by all by the end of initial education and training and, in the light of the European reference levels, encourages them to tackle educational disadvantage.
Glede odraslih priporočilo poziva k oblikovanju obsežnih infrastruktur v sodelovanju z vsemi pomembnimi partnerji.
As for adults, the Recommendation calls for comprehensive infrastructures to be created together with all relevant partners.
Natančneje so cilji priporočila naslednji:
More concretely, the objectives of the Recommendation are to:
- ugotoviti in opredeliti ključne sposobnosti;
- identify and define key competences;
- podpreti delo držav članic, da bi imeli vsi mladi na koncu začetnega izobraževanja ali usposabljanja ključne sposobnosti dovolj razvite za odraslo življenje;
- 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;
- zagotoviti oblikovalcem politike, ponudnikom izobraževanj, delodajalcem in učencem samim referenčno orodje na evropski ravni;
- provide a European level reference tool for policy makers, education providers, employers, and learners themselves;
- ponuditi okvir za nadaljnje ukrepe na ravni Skupnosti.
- provide a framework for further action at Community level.
Za uresničitev ciljev so predlagani konkretni ukrepi v podporo reformam na nacionalni ravni:
In order to achieve these objectives, the following specific measures are proposed to support the reforms at national level:
- vzajemno učenje, izmenjava dobrih praks in poročanje o napredku v dveletnih poročilih;
- peer learning, exchange of good practice and reporting on progress by means of biennial reports;
- podpora pomembnim projektom s pomočjo programov Skupnosti za izobraževanje in usposabljanje;
- support for relevant projects through the Community Education and Training Programmes;
- spodbujanje enotnega razumevanja ključnih sposobnosti in njihovih povezav s politiko zaposlovanja in socialno politiko;
- promoting a common understanding of key competences and their links to employment and social policies;
- spodbujanje partnerstev s socialnimi partnerji in drugimi zadevnimi organizacijami.
- promoting partnerships with social partners and other relevant organisations.
Predlog ne vpliva na proračun Skupnosti .
The proposal has no implication for the Community budget .
OPOMBE IN PREDLOGI SPREMEMB POROČEVALKE
REMARKS AND AMENDMENTS PROPOSED BY THE RAPPORTEUR
Poročevalka podpira predlog Komisije, ki bo prispeval k uresničevanju strateških ciljev oživljene lizbonske strategije in je zlasti pomemben v okviru vseživljenjskega učenja.
The rapporteur supports the Commission proposal as it would help to achieve the objectives of the reinvigorated Lisbon strategy and which is of particular importance in the context of life-long learning.
V tej luči poročevalka poudarja zlasti nujnost večjega vlaganja v izobraževanje, usposabljanje in zmožnosti.
In this connection, the rapporteur would like to emphasise the need for greater investment in education, training and skills.
Poročevalka pozdravlja oblikovanje evropskega referenčnega okvirja za ključne sposobnosti, s katerim bi evropskim državljanom in državljankam zagotovili orodje, potrebno za prilagajanje spreminjajočemu se trgu delovne sile v družbi znanja.
She welcomes the creation of a European frame of reference for key competences offering European citizens a necessary tool to adapt to an evolving labour market in a knowledge based society.
Poročevalka zlasti poudarja, da je treba vsem evropskim državljanom in državljankam, vključno z ljudmi s posebnimi potrebami , kot so tisti, ki so zgodaj opustili šolanje, invalidi, dolgotrajno brezposelni, starejši in ljudje s šibkimi osnovnimi znanji, dati realno možnost pridobiti osnovna znanja.
The rapporteur would like to emphasise in particular that all European citizens, including those with special needs , such as early school leavers, the disabled, long-term unemployed, older people and those with low basic skills should be offered a realistic opportunity to acquire basic skills.
Zato poročevalka predlaga spremembe in kot pozitivno ocenjuje predlagano priporočilo državam članicam pod točko 2, naj zagotovijo vse potrebno tistim, ki so pri izobraževanju prikrajšani zaradi osebnih, socialnih, kulturnih ali ekonomskih razlogov in zato potrebujejo posebno podporo za izpolnitev svojega izobrazbenega potenciala.
The rapporteur consequently puts forward an amendment with this in mind and welcomes the fact that under point 2, the proposal for a Recommendation calls on the Member States to ensure that appropriate provision is made for those who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential.
Poročevalka predlaga širitev uvoda k prilogi, da bi med drugim omenili cilje referenčnega orodja.
The rapporteur proposes that the introduction to the Annex be expanded, inter alia, to mention the aims of this reference tool.
Poleg tega predlaga spremembe za ključne sposobnosti, opredeljene v prilogi:
She also puts forward the following amendments as regards the key competences defined in the Annex:
- 6. kategorija : natančneje izrazi opredelitev znanja in prepričanj, temeljnih za državljansko kompetenco, pri čemer poudari pomen evropske razsežnosti, ki je tesno povezana s poznavanjem evropske zgodovine in evropskega integracijskega procesa ter z zavestjo o evropski kulturni identiteti in skupnih vrednotah;
- Competence 6 : The rapporteur provides a more detailed definition of the knowledge and attitudes which lie at the basis of civic competence and stresses in particular the importance of the European dimension, which is closely linked to knowledge of European history and of the European process of integration and an awareness of a European cultural identity and shared values.
- 7. kategorija : poročevalka poudari pomen samoiniciativnosti kot ključne sposobnosti ter v tem smislu predlaga dopolnitev naslova kategorije;
- Competence 7 : The rapporteur highlights the importance of a sense of initiative as a key competence and proposes to alter the designation of the competence accordingly.
- 8. kategorija : predlaga, naj se naslov kategorije in opredelitev ključne sposobnosti razširita z dodatno razsežnostjo "kulturne zavesti".
- Competence 8 : The rapporteur proposes that the designation and definition of this key competence be expanded to include 'cultural awareness'.
Poročevalka tudi meni, da ni treba spodbujati le pridobivanja ključnih sposobnosti, ampak tudi njihovo razvijanje in posodabljanje v procesu vseživljenjskega učenja v podporo nadaljnjemu učenju in zaposljivosti.
The rapporteur is also of the opinion that it is not just the acquisition of key competences but also the further development and updating of key competences through life-long learning which should be promoted intensively in order to support further learning and employability.
Pozdravlja dejstvo, da predlog podpira razvoj nacionalnih strategij za vseživljenjsko učenje ter sistemov izobraževanja in usposabljanja v državah članicah, s čimer spodbuja reformo učnih načrtov in oblikovanje skladne ponudbe za izobraževanje in usposabljanje odraslih.
She welcomes the fact that the proposal seeks to support the development of Member States' lifelong learning strategies and education and training systems and hence promote curricular reforms and the creation of a coherent adult education and training provision.
Po mnenju poročevalke mora predlog upoštevati učinke koncepta na druge evropske programe in pobude , npr. na integrirani akcijski program na področju vseživljenjskega učenja ali na evropski okvir kvalifikacij.
The rapporteur considers that the proposal should take due account of the impact on other European programmes and initiatives such as the integrated action programme in the field of life-long learning and the European Qualifications Framework.
Glede na to je treba temeljito raziskati učinke pridobivanja posameznih sposobnosti, npr. opredeliti cilj posamezne sposobnosti in kakšne so njene posledice v socialnem in poklicnem življenju posameznika.
In addition, the rapporteur considers that there is a need for an in-depth study into the effects of acquiring individual competences, for instance to define the purpose of individual competences and what effect they have on the social and professional lives of the person concerned.
Poročevalka se zavzema za hitro uvedbo predlaganega referenčnega okvira za ključne sposobnosti.
The rapporteur advocates a swift implementation of the proposed frame of reference for key competences.
Pripravljavec mnenja pozdravlja to pobudo, saj so prizadevanja za krepitev ključnih sposobnosti pomembna zlasti zaradi vse večje globalizacije trgov kot tudi premika h gospodarstvu in družbi znanja.
In view of the increasing globalisation of markets and the paradigm shift towards a knowledge-based economy and society, the strengthening of key competences it seeks to attain is particularly important.
Okrepiti in zagotoviti je treba mednarodno konkurenčnost delojemalcev.
There is a need to enhance and guarantee the international competitiveness of European workers.
V zvezi s tem je treba uresničiti naslednje cilje:
In this connection, the following objectives need to be achieved:
· ugotoviti in določiti ključne sposobnosti;
· to identify and define the key competences;
· podpreti države članice v njihovih prizadevanjih, da bodo imeli mladi ljudje in odrasli dovolj ključnih sposobnosti ter bodo le-te lahko nadgradili;
· to support Member States’ work on ensuring young people acquire the key competences and are able to develop them;
· zagotoviti, da je evropski referenčni okvir na razpolago oblikovalcem politik, ponudnikom izobraževanj, delodajalcem in učečim se osebam; s tem se na ravni Skupnosti oblikuje temelj za nadaljnje dejavnosti.
· to provide a European Reference Framework for policy makers, education providers, employers, and learners, thus creating a basis for further action at Community level.
Pripravljavec mnenja podpira razdelitev in opredelitev ključnih sposobnosti, ki ju predlaga Komisija.
Your draftsman supports the Commission’s proposed subdivision and definition of the key competences.
Poročevalec je sicer kritičen pri naslednjih točkah, in sicer:
However, your draftsman criticises the following points:
Države članice bi morale za prikrajšane skupine oblikovati posebno ponudbo, s katero bi nadoknadile pomanjkljivosti v splošnem znanju in hkrati namensko posredovale ključne sposobnosti.
The Member States should offer these groups specifically designed facilities seeking not only to remedy general shortcomings in knowledge but also to transmit key competences in a targeted way.
Pridobitev ključnih sposobnosti je izredno pomembna za poklicni uspeh prikrajšanih ljudi;
The acquisition of key competences is essential to enable disadvantaged people to achieve success in working life;
· da je treba bolj spodbujati zlasti mlade priseljence.
· Younger migrants in particular should be given more encouragement.
· da starši in odgovorni za izobraževanje ter javnost nimajo orodij, da bi prepoznali uspešne ponudnike izobraževanja.
· No instruments are offered to help parents, educators and the public authorities to identify successful educational establishments.
V državah članicah narašča zanimanje za razvrščanje ponudnikov izobraževanja po uspešnosti, zlasti šol.
There is a growing interest in league tables for educational establishments (especially schools) in the Member States.
Regionalno razvrščanje, ki se nanaša posebej na posredovanje ključnih sposobnosti, bi lahko trajno prispevalo k izboljšanju stopnje izobrazbe v državah članicah in v EU;
Regional league tables relating specifically to the communication of key competences could make a lasting contribution to improving the level of education in the Member States and the EU;
· da bo prizadevanje državnih in zasebnih ponudnikov izobraževanja pri pridobivanju, ohranjanju in nadgradnji ključnih sposobnosti obrodilo le malo sadov, če ciljna skupina nima občutka lastne odgovornosti;
· However committed state and private educational establishments are to the acquisition, retention and expansion of key competences, they are unlikely to be successful if the people in the target group do not have a sense of their own responsibility;
· da priporočilo zaenkrat predvideva obvezno poročilo na vsake štiri leta.
· The recommendation currently provides for a four-yearly reporting requirement.
Pripravljavec meni, da je to časovno obdobje predolgo, da bi se lahko hitro odzivali na izzive in zahteve hitro spreminjajočega se izobraževalnega in delovnega okolja.
This seems to your draftsman to be too long to permit a rapid reaction to the challenges and demands of a rapidly changing educational and work environment.
Odbor za zaposlovanje in socialne zadeve poziva Odbor za kulturo in izobraževanje kot pristojni odbor, da v svoje poročilo vključi naslednje predloge sprememb:
The Committee on Employment and Social Affairs calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following amendments in its report:
UL C ... /Še neobjavljeno v UL.
Not yet published in OJ.
(4) Evropska sveta marca 2003 in decembra 2003 sta 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.
(4) V okviru izboljšanja zaposlovanja Skupnosti sta Evropska sveta marca 2003 in decembra 2003 ob sklicevanju na lizbonske cilje, tj. do leta 2010 doseči splošno stopnjo zaposlenosti 70 % , 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 with reference to the Lisbon objectives, i.e. achieving an overall employment rate of 70% by 2010, 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 na 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.
(8) Okvir ukrepov za vseživljenjski razvoj sposobnosti in kvalifikacij, ki so ga evropski socialni partnerji sprejeli marca 2002, poudarja potrebo podjetij po čedalje hitrejšem prilagajanju njihovih struktur, da bi ostala konkurenčna.
(8) The Framework of Actions for the Lifelong Development of Competences and Qualifications, adopted by the European social partners in March 2002, stresses the need of business to adapt their structures more and more quickly in order to remain competitive.
Timsko delo, vitkejša hierarhija, prenos odgovornosti in naraščajoča potreba po večopravilnosti vodijo k naraščanju učečih se organizacij.
Team-work, flattening of hierarchies, devolved responsibilities and greater need for multi-tasking are leading to the growth of learning organisations.
V okviru tega pomeni sposobnost organizacij za določanje sposobnosti, za njihovo aktiviranje in prepoznavanje ter spodbujanje njihovega razvoja za vse zaposlene podlago za nove konkurenčne strategije.
In this context, the ability of organisations to identify competences, to mobilise and recognise them and to encourage their development for all employees represent the basis for new competitive strategies.
Timsko delo, vitkejša hierarhija, prenos odgovornosti in naraščajoča potreba po večopravilnosti ter prehodu na prilagodljiv delovni čas vodijo k naraščanju učečih se organizacij.
Team-work, flattening of hierarchies, devolved responsibilities and greater need for multi-tasking and more flexible working hours are leading to the growth of learning organisations.
Prehod na prilagodljiv delovni čas je pomemben dejavnik za produktivnost, v kolikor v skladu z decentralizacijo odgovornosti zaposlenemu omogoča, da s svojim časom razpolaga bolj samostojno in učinkovito.
More flexible working hours are an important of productivity factor since, as part of an approach based on delegation of responsibilities, they enable workers to manage their time more independently and efficiently.
Sposobnost združevanja poklicnih obveznosti in osebnih želja, npr. izkoriščanje ponudb izobraževanja ali ustvarjalnih dejavnosti, lahko že sama po sebi prispeva k močnejši motivaciji, kar pripomore h konkurenčnosti.
The ability to reconcile professional duties and personal aspirations, such as participation in training and creative activities can in itself help to substantially increase motivation and have a positive impact on competitiveness.
(9) Maastrichtska študija o poklicnem izobraževanju in usposabljanju navaja precejšnjo vrzel med stopnjami izobrazbe, ki jih zahtevajo nova delovna mesta, in stopnjami izobrazbe, ki jih dosega evropska delovna sila.
(9) The Maastricht Study on Vocational Education and Training indicates a significant gap between the levels of education required by new jobs, and the levels of education achieved by the European workforce.
Več kot tretjina evropske delovne sile (80 milijonov oseb) je nizko izobražena, ob tem pa se ocenjuje, da bo do leta 2010 skoraj 50 % novih delovnih mest zahtevalo terciarne kvalifikacije, skoraj 40 % bo zahtevalo višjo srednjo stopnjo izobrazbe, samo 15 % služb pa bo primernih za tiste z osnovno izobrazbo.
More than one third of the European workforce (80 million persons) is low-skilled whilst it has been estimated that by 2010 almost 50% of new jobs will require tertiary level qualifications, just under 40% will require upper secondary schooling, and only about 15% will be suitable for those with basic schooling.
Le usposabljanje in posredovanje ključnih sposobnosti ne bosta dovolj, da bi do leta 2010 preprečili trajno izključenost milijonov ljudi iz trga delovne sile, zato je potrebnih še veliko prizadevanj za ustvarjanje novih delovnih mest.
Against this background, further training and the provision of key competences alone will not be enough to prevent millions of people being permanently excluded from the labour market by 2010, and must therefore be accompanied by major efforts to create jobs for these population groups.
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 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 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 future-oriented 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 their basic knowledge and 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, socialne partnerje 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, the social partners , 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 politiko zaposlovanja in socialno politiko ter tiste sorodne politike, ki so posredno in neposredno povezane s splošnim in poklicnim izobraževanjem ter usposabljanjem.
Furthermore, the Recommendation supports employment and social policies and all policies that have a direct or indirect bearing on general and vocational training and further training .
Priporočilo 1
Recommendation 1
Priporočilo 1 a (novo)
Recommendation 1 a (new)
Priporočilo 2
Recommendation 2
Priporočilo 2 a (novo)
Recommendation 2 a (new)
Priporočilo 3
Recommendation 3
Posodabljanje učne ponudbe mora veljati za poklicne kvalifikacije in za razširjanje znanja in usposabljanje zaposlenih državljanov.
The updating of learning provision should cover not only vocational training but also expanding the knowledge and education of all employed people.
Priporočilo 3 a (novo)
Recommendation 3 a (new)
Priporočilo 4
Recommendation 4
Priporočilo 4 a (novo)
Recommendation 4 a (new)
Priporočilo 4 b (novo)
Recommendation 4 b (new)
Priporočilo 5
Recommendation 5
Priporočilo 5 a (novo)
Recommendation 5 a (new)
Priporočilo 6 a (novo)
Recommendation 6 a (new)
Priporočilo 6 b (novo)
Recommendation 6 b (new)
Namera 1
Intention 1
Namera 3 a (novo)
Intention 3 a (new)
Namera 4
Intention 4
4. zahteva od držav članic, da tri leta po prejemu tega priporočila Komisiji, Evropskemu parlamentu in Svetu predložijo ustrezno poročilo, iz katerega je razvidno, kako je bilo uspešno izvajanje priporočila, za koliko se je zmanjšal delež državljanov, ki imajo potrebo po osnovnem znanju in sposobnostih ter nazadnje, kateri so bili neposredni učinki uporabe priporočila na stopnjo zaposlovanja;
Ask the Member States, three years after the adoption of this recommendation, to submit a report to the Commission, the European Parliament and the Council setting out the extent to which the recommendation has been implemented, the extent to which the number of citizens lacking basic knowledge and skills has fallen and, finally, what the direct effects of application of the recommendation have been on the level of employment;