natgillin/translations-raw huggingface dataset:
Za države članice je treba določiti rok treh let, preden se potrdi izvajanje, ker je načrt izvajanja v nekaterih državah preveč dolgoročen.
Member States should be allowed a period of three years in which to verify implementation, since transposition takes longer in some countries.
Nadzor izvajanja priporočil v državah članicah je treba razširiti na nadzor učinkov na položaj zaposlovanja.
Monitoring the implementation of proposals in the Member States should also cover the impact on the employment situation.
Priloga, uvod, odstavek 1
Annex, Introduction, paragraph 1
Do konca začetnega izobraževanja in usposabljanja morajo mladi razviti ključne sposobnosti do ravni, na kateri bodo usposobljeni za odraslo življenje , treba pa jih je razvijati naprej, vzdrževati in posodabljati kot del vseživljenjskega učenja.
By the end of initial education and training young people should have developed the key competences to a level that equips them for adult life , and they should be further developed, maintained and updated as part of lifelong learning.
Sposobnosti so tukaj opredeljene kot kombinacija znanja, spretnosti in odnosov, ustreznih okoliščinam. „Ključne sposobnosti“ so tiste, ki jih vsi ljudje potrebujejo za osebno izpolnitev in razvoj, dejavno državljanstvo, socialno vključenost in zaposlitev.
Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context.
Do konca osnovnega izobraževanja in usposabljanja morajo osebe razviti ključne sposobnosti do ravni, na kateri bodo usposobljene za življenje in delo .
Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.
Prav tako je pomembno, da se prepoznajo in spoštujejo različni talenti in sposobnosti oseb.
By the end of initial education and training people should have developed the key competences to a level that equips them for life and work.It is also important to acknowledge and respect the diversity of people's talents and abilities.
Ko je potrebno , pa jih je treba razvijati naprej, vzdrževati in posodabljati kot del vseživljenjskega učenja.
Whenever necessary they should be further developed, maintained and updated as part of lifelong learning.
Izobrazbo je treba posredovati glede na potrebe zaposlenega v določenem trenutku.
Training must be provided in accordance with a worker's needs at any given moment.
Priloga, uvod, odstavek 2
Annex, Introduction, paragraph 2
Obstajajo številne teme, ki se uporabljajo v celotnem referenčnem okviru: kritično razmišljanje, ustvarjalnost, dajanje pobud, pripravljenost za sprejemanje odločitev, obremenljivost, reševanje problemov, ocena tveganj, sprejemanje odločitev, ter konstruktivno obvladovanje čustev so pomemben dejavnik pri vseh osmih ključnih sposobnostih.
There are a number of themes that are applied throughout the Framework: critical thinking, creativity, initiative taking, willingness to take decisions,ability to work under pressure problem solving, risk assessment, decision taking, and managing feelings constructively play a role in all eight key competences.
Priloga, naslov 3, točka A, odstavek 3
Annex, Title 3, point A, paragraph 3
Pozitiven odnos do matematike temelji na spoštovanju resnice in pripravljenosti za iskanje razlogov ter za ocenjevanje njihove veljavnosti.
A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and to assess their validity.
Pozitiven odnos do matematike temelji na pripravljenosti za iskanje razlogov ter za ocenjevanje njihove veljavnosti.
A positive attitude in mathematics is based on the willingness to look for reasons and to assess their validity.
Priloga, naslov 6, Opredelitev
Annex, Title 6, Definition
Opredelitev: Te sposobnosti zajemajo vse oblike vedenja, ki usposabljajo posameznike za učinkovito in konstruktivno sodelovanje v socialnem in poklicnem življenju in zlasti v vse bolj raznovrstnih družbah ter za reševanje morebitnih sporov.
Definition: These competences cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Državljanska sposobnost posameznike usposablja za polno udeležbo v državljanskem življenju na podlagi socialnih in političnih konceptov in struktur ter zaveze za dejavno in demokratično udeležbo.
Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation.
Državljanska sposobnost posameznike usposablja za polno udeležbo v državljanskem življenju na podlagi socialnih in političnih konceptov in struktur ter zaveze za dejavno in demokratično udeležbo , ker cilj vseživljenjskega učenja ni le prilagoditev na spremembe, ampak dejavno ustvarjanje sprememb.
Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation , as the aim of lifelong learning is not only to be able to adapt to change but also to actively manage change.
Priloga, naslov 6, točka A, odstavek 1
Annex, Title 6, point A, paragraph 1
Za uspešno medosebno komunikacijo in socialno udeležbo je bistveno razumeti kodekse ravnanja in splošno sprejete načine v različnih družbah in okoljih (npr. v službi) ter se zavedati osnovnih konceptov v zvezi s posamezniki, skupinami, organizacijami dela, enakostjo spolov in kulturo.
For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work), and to be aware of basic concepts relating to individuals, groups, work organisations, gender equality, society and culture.
Priloga, naslov 7, Opredelitev
Annex, Title 7, Definition
Ta sposobnost je v pomoč vsakomur v vsakdanjem življenju in v družbi, zaposlenim pri razumevanju ozadja njihovega dela in izkoriščanju priložnosti, je pa tudi podlaga za bolj posebne spretnosti in znanje, ki ga potrebujejo tisti , ki ustanavljajo socialne ali gospodarske dejavnosti ali prispevajo k zavesti o etičnih vrednotah in spodbujajo samostojnost.
This supports everyone in day to day life at home and in society, employees in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity which should include awareness of ethical values and promote good governance .
Priloga, naslov 7, odstavek 1
Annex, Title 7, paragraph 1
Potrebno znanje vključuje priložnosti, ki so na voljo, za zasebne, poklicne in/ali poslovne dejavnosti, vključno z vprašanji „širšega pogleda“, ki zagotavljajo ozadje, v katerem ljudje živijo in delajo, na primer široko poznavanje gospodarstva ter priložnosti in izzive, s katerimi se sooča delodajalec ali organizacija.
Necessary knowledge includes available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organisation.
Posamezniki se morajo zavedati tudi etičnega položaja podjetij in tega, kako so lahko s pošteno trgovino ali socialnim vodenjem podjetja zgled.
Individuals should also be aware of the ethical position of enterprises , and how they can be a force for good for example through fair trade or through social enterprise.
Potrebno znanje vključuje priložnosti, ki so na voljo, za zasebne, poklicne in/ali poslovne dejavnosti, vključno z vprašanji „širšega pogleda“, ki zagotavljajo ozadje, v katerem ljudje živijo in delajo, na primer široko poznavanje gospodarstva ter priložnosti in izzive, s katerimi se sooča delodajalec ali organizacija , in nujnost, da se socialni partnerji konstruktivno vključujejo v pogajanja o kolektivni pogodbi .
Necessary knowledge includes available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organisation , and the need for the constructive engagement of both sides of industry in collective bargaining .
Posamezniki se morajo zavedati tudi etičnih vrednot in tega, kako so lahko s pošteno trgovino, samostojnostjo ali socialnim vodenjem podjetja zgled.
Individuals should also be aware of the ethical values , and how they can be a force for good for example through fair trade , good governance, or through social enterprise.
Priloga, naslov 7, odstavek 2
Annex, Title 7, paragraph 2
Znanje se nanaša na proaktivno vodenje projektov (vključno z znanjem, kot je načrtovanje, organizacija, vodenje in delegiranje, analiziranje, sporazumevanje, načrtovanje projekta, ovrednotenje in zapisovanje) ter sposobnostjo za delo kot posameznik in skupinsko v timih.
Skills relate to proactive project management (involving skills such as planning, organising, managing, leadership and delegation, analysing, communicating, de-briefing and evaluating and recording), and the ability to work both as an individual and collaboratively in teams.
Znanje se nanaša na proaktivno vodenje projektov (vključno z znanjem, kot je načrtovanje, organizacija, vodenje in delegiranje, analiziranje, sporazumevanje, načrtovanje projekta, ovrednotenje in zapisovanje), učinkovito zastopanje in pogajanje ter sposobnost za delo kot posameznik in skupinsko v timih.
Skills relate to proactive project management (involving skills such as planning, organising, managing, leadership and delegation, analysing, communicating, de-briefing and evaluating and recording), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams.
Priloga, naslov 8, Opredelitev
Annex, Title 8, Definition
Opredelitev: Spoštovanje pomena kreativnega izražanja zamisli, izkušenj in čustev v različnih medijih, vključno z glasbo, upodabljajočimi umetnostmi, literaturo in vizualnimi umetnostmi.
Definition: Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts.
Sposobnost umetniškega izražanja in kulturnega udejstvovanja.
The ability to express oneself artistically and participate culturally.
Priloga, naslov 8, odstavek 1
Annex, Title 8, paragraph 1
Kulturno znanje vključuje osnovno poznavanje glavnih kulturnih del, vključno s popularno sodobno kulturo kot pomembnim delom človeške zgodovine v okviru nacionalne in evropske kulturne dediščine ter njihovega mesta v svetu .
Cultural knowledge includes a basic knowledge of major cultural works, including popular contemporary culture as an important part of human history in the contexts of national and European cultural heritage and their place in the world .
Kulturno znanje vključuje osnovno poznavanje glavnih kulturnih del, vključno s popularno sodobno kulturo kot pomembnim delom človeške zgodovine.
Cultural knowledge includes a basic knowledge of major cultural works, including popular contemporary culture as an important part of human history.
Bistveno je razumeti kulturno in jezikovno raznovrstnost družb v Evropi (in drugih regij po svetu) , potrebo po njeni ohranitvi in pomen estetskih dejavnikov v vsakdanjem življenju.
It is essential to understand the cultural and linguistic diversity in the societies of Europe (and other regions of the world) , the need to preserve it and to understand the importance of aesthetic factors in daily life.
Priloga, naslov 8, odstavek 2
Annex, Title 8, paragraph 2
Priloga, naslov 8, odstavek 3
Annex, Title 8, paragraph 3
Predlog priporočila Evropskega parlamenta in Sveta o ključnih sposobnostih za vseživljenjsko učenje
Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning
Osnova za poznavanje je znanje, oziroma oblika znanja, ki omogoča človeku učenje.
The basis of knowledge is learning, or the condition that enables man to learn.
Potrebo po dostopu do ključnih sposobnostih narekuje razvoj družbe znanja, ki sili človeka k prilagajanju.
The need to acquire key competences is dictated by the development of the knowledge society, which requires individuals to adapt.
Evropska komisija v svojem predlogu določa in opredeljuje naslednjih osem ključnih sposobnosti:
In its proposal, the Commission identifies the following eight key competences:
V prvi, na primer, opredeli sporazumevanje v maternem jeziku kot "zmožnost izražanja in razumevanja misli, čustev in dejstev v pisni in ustni obliki" in dodaja, da takšna zmožnost predpostavlja, da oseba pozna osnovni besednjak, ima funkcionalno znanje slovnice in in pozna funkcije jezika.
The first competence, for example, communication in the mother tongue, is defined as 'the ability to express and interpret thoughts, feelings and facts in both oral and written form' and stipulates that this ability requires an individual to have a knowledge of basic vocabulary, functional grammar and the functions of language.
Poleg tega: osebe bi morale imeti "spretnosti" za sporazumevanje.
Individuals should also have the 'skills' to communicate.
Izraz "spretnost" se pogosto pojavlja: v drugi, tretji, četrti, peti, šesti, sedmi in osmi točki.
The word 'skills' occurs repeatedly and appears under each of the other seven points.
Spretnost se torej izkaže kot poglavitni dejavnik, s pomočjo katerega se človek uči, sporazumeva, razume, izvaja, uporablja in upravlja z napravami, išče, zbira, razločuje, se uči, kako se učiti, se pogaja, se povezuje z drugimi, načrtuje, proaktivno obvladuje.
Skills therefore seem to be the vital elements through which an individual learns, communicates, understands, applies, uses and manipulates instruments, searches, gathers, discriminates, learns to learn, negotiates, forms relations, plans, or manages proactively.
Spretnost se torej pojavlja kot pogost in pomemben dejavnik obravnavanega priporočila.
Skill are thus the main recurring feature of the Commission's recommendation.
Ni znano, kako se lahko pridobi spretnost.
Yet we are not told how to acquire these skills.
Besedilo namerno prikrito govori o človekovih naravnih sposobnostih, vendar to ne zadostuje.
Surreptitious references are made to the natural abilities of individuals, but this is not enough.
"Samo to vem, da nič ne vem", je briljantna Sokratova misel, ki so jo kasneje Rimljani, s svojo izredno sposobnostjo za sintezo, skrčili v znani stavek " Scio nihil scire " (Vem, da nič ne vem.)
'Only one thing I know, and that is that I know nothing' was the brilliant insight of Socrates, which the Romans, with their extraordinary capacity for synthesis, translated by the famous phrase ' Scio nihil scire '.
Misel, o kateri bi morali razmisliti.
It is a notion to which we should give some thought.
In res, moderna epistomologija še ni uspela razvrstiti vseh znanj modernega sveta.
Indeed, contemporary epistemology has not yet managed to classify all branches of knowledge in the world today.
Razvrstila jih je več kot tisoč, vendar vsak dan prihajajo nova, in s tisočerimi in več znanji nastaja tisoč in več poklicev.
It has classified more than a thousand, but others are emerging every day and these thousand and one kinds of knowledge are giving rise to a thousand and one new trades.
Naša družba tako hitro napreduje, da brezbrižno ruši meje sposobnosti.
The civilisation in which we live is in a great hurry to push back the frontiers of competence.
Prav zato je Komisija, s celo vrsto predlogov, ki so vsestransko sprejemljivi, predlagala, naj učenje postane vseživljenjsko.
The Commission proposal is therefore quite right to seek to make learning a lifelong process through a series of proposals which can command broad support.
V eni točki pa je to priporočilo zelo pomanjkljivo in sicer v tisti, ki naj bi obravnavala ključne sposobnosti.
Nevertheless, the recommendation is particularly lacking in one area, namely the conditions necessary for acquiring key competences.
Priporočilo govori na splošno o osnovnih sposobnostih in jih le stežka opredeljuje.
The recommendation speaks in general terms of basic competences and attempts to define them.
Moje skromno mnenje je, da zgraditi družbo znanja ne pomeni ustvariti človeka tisočerih znanj, še manj pa človeka, ki bo imel vseh osem ključnih sposobnosti.
In my humble opinion, building a knowledge-based society does not mean creating individuals with a mastery of a thousand branches of learning, still less with eight key competences.
Sposobnost je natančno poznavanje ene stvari.
Competence really means specific knowledge of a particular thing.
Imeti skupek sposobnosti pomaga človeku, le-ta pa pomaga družbi.
To possess a stock of skills is useful for an individual and therefore for society as a whole.
Ustvariti človeka, ki bo sposoben spoznavati in razumeti družbo, pa pomeni dati človeku osnovo poznavanja in ne osnovne sposobnosti.
But if individuals are to be able to know and understand society, they must be provided with the basis for knowledge and not just basic skills.
Če se povrnemo k Sokratu in k razlagi njegove misli, pomeni dati človeku skupek spoznanj in spodbud, ki mu bodo pomagale do spoznanja, da nič ne ve.
To return to Socrates and how we should interpret his ideas, this means we should provide the individual with a stock of knowledge and of stimuli that will make him aware that he knows nothing.
Ko bo tako zorano, bo polje poznavanja obrodilo plodove znanja in te plodove priporočilo imenuje nagnjenja in "spretnosti".
If cultivated in this way, knowledge will produce the fruits of learning, which are what the recommendation refers to as attitudes and 'skills'.
Človek, ki je navajen razmišljati, pa ni nujno mislec, bo eksponentno razvijal svoj tehnični talent in bo uporabljal svoje ključne sposobnosti ne samo za vključevanje v družbo, ki bo temeljila na znanju, ampak da bo tej družbi dal nove spodbude in razvoj.
It is the individual trained to think, and not necessarily the thinker, who will develop his technical skills exponentially and use the key competences not only to take his place in the knowledge society, but also to give it fresh impetus and help it develop.
Od Lizbone dalje je bilo večkrat poudarjeno, da je človek najpomembnejši vir, na katerega mora Evropa staviti, če hoče ustvariti družbo, ki bo temeljila na znanju, ki je pomemben predpogoj za zagotavljanje napredka in zaposlovanja.
Since the European Council in Lisbon, it has frequently been said that human beings are the most important resource on which Europe should draw in order to build the knowledge society, as a vital precondition for securing growth and employment.
S človekom pa ne moremo delati kot z robotom, saj je vsem znano, da otrok sprejema več zunanjih spodbud in mladenič, v šolskem obdobju, se uči hitreje.
However, human beings cannot be treated as robots, and it is well known that children are more open to external stimuli and learn much more quickly when they are of school age.
Učiti ga sposobnosti in ne znanj, seznanjati ga z delovanjem stroja in ne z delovanjem možganov, seznanjati ga z modernim svetom, ne pa tudi s človekom in njegovimi mislimi, dopustiti, da ne razmišlja s pomočjo misli filozofov, ne nuditi mu možnosti, da bi imel dar sinteze, ki mu ga krasno nudi samo učenje latinščine, pomeni ustvariti ljudi, sposobne za življenje v družbi, ki temelji na znanju, ki pa sami niso pomembni dejavniki pri svojem nenehnem spreminjanju.
To equip these young people with competences rather than knowledge, to teach them how a machine works but not how the brain works, to introduce them to the modern world and not to man and his philosophy, to deprive them of the chance to study the philosophers, or the possibility to acquire the capacity for synthesis which only the study of Latin can provide, will be to create human beings who are capable of living in the knowledge society, but who are not masters of their destiny.
Zelo poglobljena študija iz prejšnjih desetletij je pokazala, da imajo najboljši inženirji in fiziki v Italiji "klasična" osnovna znanja, da so torej obiskovali klasično gimnazijo, kjer se poučuje grščino, latinščino in filozofijo, in ne naravoslovne, ki ima bolj tehnično usmeritev.
A very serious study carried out in recent decades has shown that in Italy the best engineers and physicians possessed a grounding in the 'classics', in other words had attended a 'classical' high school where Greek, Latin and philosophy are studied, rather than a scientific school where the emphasis is on a more technical approach.
Na koncu naj povem, da menim, da je predlog Komisije pozitiven, vendar pod pogojem, da se jasno opredeli pojem osnovnih sposobnosti, ki morajo biti dostopne vsem.
In conclusion, the Commission's proposal is a positive one, provided it clearly spells out the notion of basic competences which must be available to everyone.
Te sposobnosti, ki bi jih raje poimenoval osnovna poznavanja ali znanja, morajo biti prilagojene potrebi po sposobnem človeku, pripravljenem na učenje, razločevanje, razpravljanje, razmišljanje.
These competences, which I would prefer to call knowledge or basic learning, must render the individual apt and willing to learn, to be discerning, to reason and to think.
Bilo bi izredno pomembno navesti discipline, ki lahko najbolje formirajo človeka znanja, to je človeka, ki je sposoben razmišljanja, razumevanja in torej znanja.
It would therefore be highly appropriate to identify those disciplines which can best help develop the 'man of knowledge', who is also capable of thinking, understanding and thus knowing.
Te discipline so predvsem filozofija in latinščina, ki lahko zagotavljata vsem - ne glede na sposobnosti, ki jih ima vsak posameznik, ne glede na študij - zmožnost razmišljanja, urejanja misli, ki jih potem izrazijo jasno in strnjeno (kot v stavku, ki ga pripisujejo Juliju Cezarju: Veni, Vidi, Vici (Prišel, videl, zmagal) ).
These disciplines are essentially philosophy and Latin, the ones best suited for ensuring that everyone - in addition to the individual gifts he may otherwise possess - develops the capacity to think, order his thoughts, and express them accurately and concisely (as in the famous words attributed to Julius Caesar: Veni, Vidi, Vici ).
UL C .../Še neobjavljeno v UL.
Not yet published in OJ.
(1) Evropski svet v Lizboni leta 2000 je sklenil, da mora evropski okvir opredeliti nova osnovna znanja kot ključni ukrep pri odzivu Evrope na globalizacijo in premik h gospodarstvom znanja; Svet je poudaril, da so ljudje največja dobrina Evrope.
(1) The Lisbon European Council in 2000 concluded that a European framework should define the new basic skills as a key measure in Europe’s response to globalisation and the shift to knowledge-based economies, and emphasised that people are Europe’s main asset.
Odtlej so bili ti sklepi večkrat ponovljeni, tudi na Evropskem svetu marca 2003 in marca 2005 ter v ponovno zaživeli lizbonski strategiji, potrjeni leta 2005.
Since then, these conclusions have been regularly restated including by the European Councils of March 2003 and of March 2005, and in the re-launched Lisbon Strategy which was approved in 2005
(1) Evropski svet v Lizboni leta 2000 je sklenil, da mora evropski okvir opredeliti osnovna poznavanja in znanja kot ključni ukrep pri odzivu Evrope na globalizacijo in premik h gospodarstvom znanja; Svet je poudaril, da so ljudje največja dobrina Evrope.
(1) The Lisbon European Council in 2000 concluded that a European framework should define the basic knowledge and learning as a key measure in Europe’s response to globalisation and the shift to knowledge-based economies, and emphasised that people are Europe’s main asset.
(Ta predlog spremembe se uporabi v celotnem besedilu vsakič, ko se pojavi izraz "ključne sposobnosti".)
(This amendment applies to the entire text, whenever the words ‘key competences’ appear)