natgillin/translations-raw huggingface dataset:
– ob upoštevanju sporočila Komisije z naslovom "Osnutek skupnega poročila Sveta in Komisije o napredku 2006 v izvajanju delovnega programa Izobraževanje in usposabljanje 2010" ( KOM(2005)0549 ),
– having regard to the communication from the Commission entitled 'Draft 2006 Joint Progress Report of the Council and the Commission on the Implementation of the Education and Training 2010 Work Programme' ( COM(2005)0549 ),
– ob upoštevanju sklepov, ki jih je predsedstvo Evropskega sveta sprejelo v Barceloni 15. in 16. marca 2002,
– having regard to the conclusions reached by the European Council Presidency in Barcelona on 15 and 16 March 2002,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6-0074/2006 ),
– having regard to the report of the Committee on Culture and Education ( A6‑0074/2006 ),
A. ker kulturna in jezikovna raznolikost Evropske unije tvorita sestavni del evropske identitete,
A. whereas the cultural and linguistic diversity of the European Union is now integral to European identity,
B. ker večjezičnost terja boj učinkovito komunikacijo in boljše medsebojno razumevanje,
B. whereas multilingualism facilitates more effective communication and better mutual understanding,
C. ker je za oblikovanje ljudske Evrope in družbe znanja, ki jo predvideva lizbonska strategija, bistvenega pomena to, da bi vsi državljani obvladovali osnove vsaj dveh tujih jezikov, saj znanje samo enega jezika komunikacije (lingua franca) ni dovolj,
C. whereas it is essential for the achievement of a People's Europe and the knowledge-based society, provided for under the Lisbon strategy, for every citizen to have a practical grasp of at least two languages other than his own, the acquisition of just one common language of communication (lingua franca) not being sufficient,
D. ker so razumevanje in komuniciranje v tujih jezikih in višji standardi jezikovnega znanja zelo pomembni za učinkovitejšo porazdelitev delovne sile v Evropi, saj je obvladanje jezika temeljni pogoj, ki bo evropskim državljanom omogočil boljše izvrševanje pravic in svoboščin, ki izvirajo iz mobilnost znotraj Evropske unije in prispeval k izoblikovanju dejanskega evropskega trga delovne sile,
D. whereas the ability to understand and communicate in foreign languages and higher standards of linguistic proficiency are of major importance for the more effective deployment of manpower in Europe, language skills being a fundamental requirement for all European citizens with a view to promoting the full exercise of the rights and freedoms arising from mobility within the European Union and creating a genuine European employment market,
E. ker boljše in bolj razširjeno znanje tujih jezikov predstavlja merilo kakovosti evropskih sistemov izobraževanja in usposabljanja in kriterij za ocenjevanje napredka pri doseganju cilja, po katerem naj bi Evropska unija postala najbolj dinamično, na znanju temelječe gospodarstvo na svetu kot del bolj povezane politične unije, združene v raznolikosti,
E. whereas greater and more widespread linguistic proficiency is a yardstick for measuring the quality of European education and training systems and one of the criteria for assessing progress towards the objective of making the European Union the most dynamic knowledge-driven economy in the world, as part of a more cohesive political union, united in its diversity,
F. ker se je Evropski vrh v Barceloni marca 2002 zavzel za uvedbo kazalnika jezikovnega znanja, s katerim bi odpravili trenutno popolno pomanjkanje podatkov o jezikovnih in komunikacijskih spretnostih državljanov Evropske unije,
F. whereas in March 2002 the Barcelona European Council called for the introduction of a linguistic proficiency indicator to bridge the current information gap regarding the actual language and communication skills of European Union citizens,
G. ker mora EU kljub temu, da je akcijski načrt „Spodbujanje učenja jezikov in jezikovne raznolikosti“ pozitiven korak v smeri doseganja barcelonskega cilja (materni jezik + dva tuja jezika), povečati prizadevanja na tem področju,
G. whereas while the Action Plan 'Promoting Language Learning and Linguistic Diversity' constitutes a positive step towards the achievement of the Barcelona objective (mother tongue+two), there is a clear need to step up EU efforts in this area,
H. ker se po Evropski uniji rabijo številna različna spričevala o znanju tujih jezikov, zaradi česar je težko primerjati obseg osvojenega znanja njihovih imetnikov, in katera ne pripomorejo k pozitivnim učinkom, ki naj bi jih dosegli z izmenjavo dobre prakse, kar še nadalje otežuje prosto gibanje delavcev in študentov po Evropski uniji,
H. whereas language proficiency certificates within the European Union are many and varied making it difficult to compare the standards achieved by their respective holders, and failing to generate the benefits to be gained from exchange of good practices, thereby also hindering the free movement of workers and students within the European Union,
I. ker je treba določiti zanesljive kazalnike posameznih stopenj znanja tujega jezika, kar še posebej velja za mladino, da se uvede politiko, katere namen je nuditi kakovostno učenje jezika,
I. whereas a set of reliable indicators regarding individual levels of linguistic proficiency particularly among young people must be established, so as to introduce policies designed to offer high-quality language teaching,
J. ker po ugotovitvah raziskave javnega mnenja Evrobarometer, opravljene septembra 2005, v povprečju 50 % državljanov Evropske unije meni, da so se sposobni pogovarjati v jeziku, ki ni njihov materni jezik, čeprav so med posameznimi državami članicami precejšne razlike,
J. whereas the 'Eurobarometer' survey of September 2005 revealed that on average 50% of European Union citizens claim to be able to hold a conversation in a language other than their mother tongue, with enormous differences, however, between individual Member States,
K. ker je po podatkih Komisije povprečno število tujih jezikov, ki se poučujejo na srednjih šolah, daleč od cilja, ki ga je zastavil Evropski svet v Barceloni o večjem obvladovanju osnovnih veščin, predvsem s poučevanjem dveh tujih jezikov od zgodnjega otroštva,
K. whereas, according to the Commission's information, the average number of foreign languages taught at secondary school level falls far short of the target set at the Barcelona European Council of improving the mastery of basic skills, notably through the teaching of two languages from a very young age,
7. poziva države članice, naj aktivno sodelujejo pri uporabi in razvijanju kazalnika ter dajo nov zagon jezikovnemu izobraževanju, tudi s pomočjo uspešnih programov za poglobljeno znanje jezikov;
Calls on the Member States to participate actively in the implementation and development of the Indicator and give fresh impetus to language teaching, including through successful language immersion programmes;
9. poziva Komisijo, naj aktivno priporoča učenje tujih jezikov od zgodnjega otroštva dalje in meni, da bi morale pobude za ozaveščanje javnosti o prednostih znanja tujih jezikov, kot je pobuda Sveta Evrope "evropski dan jezikov" (26. september) in pobuda EU "evropsko jezikovno priznanje" več prispevati k porastu večjezičnosti;
Calls on the Commission actively to encourage information concerning the advantages of language learning from an early age, and considers that initiatives to inform the public of the advantages of foreign language proficiency, such as European Day of Languages (26 September), a Council of Europe initiative, and the European Language Label, an EU initiative, should contribute more substantially to increasing multilingualism;
14. poziva Svet, naj izrazi strinjanje s pristopom, parametri in časovnim razporedom Komisije glede vzpostavitve in uvedbe evropskega kazalnika jezikovnih kompetenc, kar bo omogočilo, da se pripravljalna faza zaključi v najkrajšem možnem času in se pospeši njeno izvajanje, saj gre za zelo pomemben instrument politike na tem področju;
Calls on the Council to concur with the approach, parameters and timescales adopted by the Commission regarding the establishment and implementation of the European Indicator of Language Competence so as to complete the preparatory phase as soon as possible and speed up its implementation, given its particular importance as a policy-making instrument;
V današnji razširjeni Evropi je bolj kot kdaj koli pomembno, da imajo evropski državljani potrebno znanje in spretnosti za učinkovito komunikacijo, saj je to pogoj za lažje medsebojno razumevanje.
In the enlarged Europe of today it is more important than ever for European citizens to possess the necessary knowledge and skills to communicate effectively, thereby facilitating mutual comprehension.
Učenje enega samega, skupnega jezika kot sredstva komunikacije (lingue france) ni dovolj, poleg tega pa tudi ne odraža resnične podobe Evrope.
The learning of a single common language for the purposes of communication (lingua franca) is insufficient and fails to reflect Europe's true identity.
Evropa ponuja veliko jezikovno in kulturno raznolikost, zato je znanje več tujih jezikov nujno za lažje sporazumevanje in večjo odprtost do drugih, njihove kulture in njihovega pogleda na svet.
In the light of Europe's linguistic and cultural diversity, knowledge of a number of foreign languages facilitates communication while encouraging us to be more open towards others, their cultures and their outlooks.
Tudi prost pretok oseb, blaga in storitev predstavlja enega temeljev Evropske unije.
Furthermore, the free movement of persons, goods and services is one of the cornerstones of the European Union.
Človek, ki dobro obvlada tuje jezike, ima več možnosti, da polno izkoristi svobodno izbiro dela in študija v drugi državi članici.
An individual with a sound grasp of foreign languages has more opportunities of benefiting from the freedom to work and study in another Member State.
Zaradi tega je izoblikovanje resnično večjezične Evropske skupnosti, v kateri prav vsak državljan poleg maternega obvlada še vsaj dva tuja jezika, nadvse pomembno za doseganje ljudske Evrope in večje mobilnosti.
Hence the creation of a genuinely multilingual European Community in which each citizen has a practical grasp of at least two languages in addition to his own is of major importance in achieving a People's Europe and, in particular, increasing mobility.
Nenazadnje je večje znanje tujih jezikov eno izmed meril za ugotavljanje kakovosti evropskih sistemov izobraževanja in usposabljanja, nujno za učinkovito nastopanje na mednarodni ravni.
Finally, greater foreign language proficiency is one of the yardsticks for measuring the quality of European educational and training systems with a view to competing effectively at international level.
Evropski kazalnik jezikovnih kompetenc
European Indicator of Language Competence
Predlog Komisije je nastal potem, ko je Evropski svet na srečanju v Barceloni marca 2002 sprejel sklep, v katerem so se voditelji držav in vlad zavzeli za izboljšave pri poučevanju temeljnih spretnosti, vključno z vsaj dvema tujima jezikoma od zgodnjega otroštva dalje.
This proposal by the Commission follows on from the course of action decided by the European Council in Barcelona of March 2002, where the Heads of State and Government called for improvements in the teaching of basic skills, including at least two foreign languages, from a very early age and the introduction of a linguistic competence indicator.
Trenutno Evropska unija ne razpolaga z zadostnim številom informacij, da bi lahko natančno ocenila jezikovne spretnosti svojih državljanov, zaradi česar je treba uvesti zanesljive sisteme za izmero napredka pri doseganju cilja barcelonskega Evropskega sveta, v skladu s katerim naj bi do leta 2010 sistemi izobraževanja in usposabljanja Evropske unije postali svetovna referenca kakovosti.
At present, the European Union does not have enough information to assess accurately the language skills of its citizens, making it necessary to introduce reliable systems to measure progress towards achievement of the objective set by the Barcelona European Council of making European educational and training systems a world quality reference by the year 2010.
Med 25 državami članicami obstajajo velike razlike glede sistemov izobraževanja in usposabljanja ter načinov preverjanja jezikovnega znanja in spretnosti ter izdaje spričeval, zaradi česar je primerjava težavna, možnosti za medsebojno priznavanje jezikovne usposobljenosti pa omejene, kar lahko negativno vpliva na prost pretok delavcev in študentov znotraj EU.
The education and training systems of the 25 Member States differ widely concerning the way in which language knowledge and ability is tested and certificates issued, making comparisons difficult and reducing the scope for mutual recognition of foreign language qualifications, which may adversely affect the free movement of workers and students within the EU.
Kazalnik naj bi beležil jezikovno zmožnost vzorčnih skupin na vseh šestih stopnjah lestvice skupnega evropskega referenčnega okvirja za jezike (Svet Evrope).
The Indicator should record the proficiency of the sample at each of the six levels on the scales of the Common European Framework of Reference for Languages (Council of Europe).
Referenčni okvir so marsikje že sprejeli in ga uporabljajo v številnih državah članicah.
This reference framework has gained wide acceptance and is already used in many of the Member States.
Komisija predlaga, da se v prvi fazi testira jezikovna zmožnost v petih najbolj poučevanih jezikih v Evropski uniji (angleščini, francoščini, nemščini, španščini in italijanščini), katerim naj bi se po možnosti naknadno pridružili še drugi jeziki.
The Commission proposes that, at an initial phase, linguistic proficiency be tested in the five most widely taught languages in the European Union (English, French, German, Spanish and Italian), possibly adding in further languages at a subsequent stage.
Po raziskavah, ki jih je Eurobarometer opravil septembra 2005, se za učenje teh jezikov odloči zelo veliko število državljanov EU.
According to the Eurobarometer poll of September 2005, the above foreign languages are the ones which most EU citizens choose to learn.
Vseeno naj pri tem poudarimo, da nedavni statistični podatki kažejo, da odstotek osnovnošolcev, ki se učijo tujega jezika, resda narašča, a istočasno upada raznolikost jezikov, med katerimi lahko izbirajo.
It is worth noting however, that, according to recent statistics, while the percentage of primary school pupils being taught a foreign language is increasing, the diversity of languages on offer is decreasing.
V številnih državah se z izrazom "učenje tujih jezikov" misli preprosto na "učenje angleščine".
In many countries foreign language learning tends to mean simply learning English.
Poročevalec sicer podpira postopni pristop Komisije, a vseeno želi izpostaviti potrebo po kar najhitrejši vzpostavitvi ukrepov za ocenjevanje znanja in usposobljenosti na področju številnih jezikov, kar bi nedvomno prispevalo k večji večjezičnosti.
While your rapporteur endorses the progressive approach adopted by the Commission, he would stress the need to introduce as quickly as possible measures to assess knowledge and proficiency in a larger number of languages with a view to promoting multilingualism.
Strinja se z načelnim pristopom Komisije in splošnimi parametri kazalnika, saj se zaveda praktičnih in metodoloških težav pri njegovem izvajanju in sploh kompleksnosti sistema.
He agrees with the Commission's general approach and the overall indicator parameters, bearing in mind the practical and methodological difficulties in implementing each and the overall complexity of the system.
Vseeno pa izpostavlja potrebo po pravilni rabi kazalnika, ker so od tega odvisne odločitve na evropski in nacionalni ravni glede nadaljnjih ukrepov.
He stresses, however, the need to use the indicator properly for the formulation of conclusions at European and at national level regarding policy options.
Predlagani svetovalni odbor za evropski kazalnik jezikovnih kompetenc
Proposed European Indicator of Language Competence Advisory Board
Poročevalec se strinja s predlogom Komisije glede aktivnega sodelovanja držav članic pri izvajanju in razvijanju kazalnika, zlasti glede podatkov o jezikovni zmožnosti (jeziki na televiziji in v družinskem okolju, tedensko število ur tujega jezika v šoli, izkušnje učiteljev, ipd.).
The rapporteur agrees with the Commission proposal regarding the active participation of the Member States in the implementation and development of the Indicator in particular regarding relevant background information in respect of linguistic proficiency (languages on television, and in the family environment, number of hours of language teaching, experience of teachers, etc.).
Komisija predlaga oblikovanje odbora, sestavljenega iz predstavnikov držav članic, ki bi Komisiji svetovali pri tehničnih vprašanjih in skrbeli za pravilno uporabo kazalnika.
The Commission proposes the creation of a board of Member State representatives to advise the Commission on the technical aspects and ensure that the Indicator is implemented properly.
Komisija sama bo pristojna za osrednje usklajevanje in analizo podatkov, pri čemer ji bodo pomagali zunanji izvajalci, izbrani preko običajnih postopkov, ki veljajo za javna naročila.
The Commission will be responsible for central coordination and analysis of data with the help of external tenderers selected in accordance with the usual procurement procedures.
Meni tudi, da bi moral odbor spodbujati tesno sodelovanje med državami članicami kot osnovo za to, da se izoblikujejo ukrepi v smeri doseganja večjezičnosti.
He also considers it important for this body to encourage convergence between the Member States so that policies to achieve multilingualism can be formulated.
Evropski kazalnik jezikovnih kompetenc je izjemno pomemben instrument pri zbiranju zanesljivih podatkov o znanju tujih jezikov med evropskimi državljani, zlasti med mladimi, podatkov, ki bi omogočali vzpostavitev primerjave med politikami držav članic na tem področju in omogočali izmenjave glede najboljših praks, kar bi nenazadnje dalo novega zagona poučevanju tujih jezikov.
The European Indicator of Language Competence is considered to be an extremely valuable instrument for obtaining reliable information concerning the linguistic proficiency of European citizens, in particular young people, enabling comparisons to be drawn between Member State policies in this area, and facilitating consultation regarding best practices, thereby giving fresh impetus to language teaching.
Znanje vsaj dveh tujih jezikov bi moralo spadati med osnovne spretnosti tipičnega evropskega državljana, ki živi, študira, dela in se giba po Evropski uniji.
Proficiency in at least two foreign languages should form part of the basic set of skills of a typical European citizen living, studying, working and generally circulating in the European Union.
V širšem okviru so pobude Sveta Evrope, na primer evropski dan jezikov (26. september), in EU, na primer evropsko jezikovno priznanje (inovativni programi za poučevanje in učenje tujih jezikov v EU
Within a wider framework, initiatives by the Council of Europe such as European Day of Languages Day (26 September) and the EU, such as the European Language Label (innovatory programmes for the teaching and learning of foreign languages in the EU
http://europa.eu.int/comm/eduation/language/label/index.cfm#Search ) pogosto izjemno pomembne pri širjenju zavesti o tem, da je treba v večji meri izkoristiti možnosti učenja tujih jezikov.
http://europa.eu.int/comm/eduation/language/label/index.cfm#Search ) are frequently of particular importance in ensuring that better advantage is taken of language learning opportunities.
Poročevalec meni, da je prav, da tako Svet kot Komisija predlagata še druge pobude za vzpostavitev resnično večjezične evropske skupnosti.
The rapporteur considers it necessary for both Council and Commission to propose further initiatives leading towards a genuinely multilingual European Community.
Ukrepi za spodbujanje večjezičnosti in učenja jezikov v EU: Evropski kazalnik jezikovnih kompetenc
Measures to promote multilingualism and language learning in the European Union: European Indicator of Language Competence
Podlaga v Poslovniku
Rule of Procedure applicable
o prehodu z analognega k digitalnemu oddajanju: priložnost za evropsko avdiovizualno politiko in kulturno raznolikost
on the transition from analogue to digital broadcasting: an opportunity for European audiovisual policy and cultural diversity
– ob upoštevanju resolucije z dne 16. novembra 2005 o pospeševanju prehoda z analogne na digitalno radiodifuzijo
– having regard to its resolution of 16 November 2005 on accelerating the transition from analogue to digital broadcasting
Besedila, sprejeta tega dne, P6_TA(2005)0431 . ,
Texts adopted of 16.11.2005, P6_TA(2005)0431 . ,
– ob upoštevanju Sporočila Komisije o pospeševanju prehoda z analogne na digitalno radiodifuzijo ( KOM(2005)0204 ),
– having regard to the Commission's communication on accelerating the transition from analogue to digital broadcasting ( COM(2005)0204 ),
– ob upoštevanju sklepov zasedanja Sveta za promet, telekomunikacije in energijo v Bruslju 1. in 5. decembra 2005,
– having regard to the conclusions of the Transport, Telecommunications and Energy Council Meeting in Brussels of 1 to 5 December 2005,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6-0075/2006 ),
– having regard to the report of the Committee on Culture and Education ( A6‑0075/2006 ),
A. ob upoštevanju razvoja svetovnega trga komunikacijskih sredstev ob nenehnih tehnoloških spremembah z novimi akterji, predvsem tistimi na področju telekomunikacij, in čedalje pomembnejšimi večnacionalnimi zavezništvi;
A. whereas the global market developing in the communications media, a sector subject to constant technological change, involves new players, particularly in the telecommunications industry, and increasingly important multinational alliances,
B. ker spoštovanje pluralizma informacij in raznolikosti vsebin s povečanjem števila televizijskih in radijskih kanalov ni avtomatično zagotovljeno, temveč ga je treba zagotoviti s stalno aktivno politiko s strani javnih oblasti;
B. whereas compliance with the principles of media pluralism and diversity of content will not automatically be guaranteed by increasing the number of television channels and radio stations, but must be ensured by an active and consistent policy on the part of the public authorities;
C. ker je pokrivanje celotnega ozemlja v smislu oddajanja in opreme nujni pogoj za zagotovitev enakovrednega dostopa za vse;
C. whereas it is essential for transmission and equipment to ensure coverage of the whole territory in order to ensure equal access for all;
D. ker so pogoji med državami članicami in znotraj njih različni;
D. whereas disparities exist between and within the Member States;
E. ker Komisija meni, da je usklajevanje med projekti držav članic za prehod na digitalno oddajanje neustrezno, saj vse še vedno niso določile končnega datuma za prenehanje analognega oddajanja; ker poudarja, da bo prehod resnično uspešen in pravičen za vse ponudnike, če bo analogni sistem ukinjen v vsej Evropi na isti končni datum;
E. whereas the Commission considers that there is insufficient coordination between the Member States' plans for the transition to digital broadcasting, as not all Member States have set a deadline for completing analogue switch-off as yet; whereas the transition from analogue to digital will be successful and fair for all suppliers if the analogue system is switched off throughout Europe on the same set date;
F. ob upoštevanju Sporočila Komisije Svetu, Evropskemu parlamentu, Evropskemu ekonomsko-socialnemu odboru in Odboru regij z dne 2. februarja 2006 ( KOM(2006)0037 ) o pregledu medobratovalnosti digitalnih interaktivnih televizijskih storitev v skladu s Sporočilom COM(2004)0541 z dne 30. julija 2004;
F. having regard to the Commission communication of 2 February 2006 (COM(2006) 37) to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions on reviewing the interoperability of digital interactive television services pursuant to Communication COM(2004) 541 of 30 July 2004,