natgillin/translations-raw huggingface dataset:
Osnovna izobrazba ne predvideva sposobnosti, ampak poznavanja in znanja.
Basic education provides not competences, but knowledge and learning.
Skupek poznavanj predstavlja osnovo znanja, ki je predpogoj za pridobivanje ključnih sposobnosti.
Knowledge as a whole constitutes the basis for learning, which is a prerequisite for acquiring key competences.
(3) Sporočilo Komisije o vseživljenjskem učenju in Resolucija Sveta z dne 27. junija 2002 o vseživljenjskem učenju, ki mu je sledila, sta "nova osnovna znanja " določila kot prednostno nalogo in poudarila, da mora vseživljenjsko učenje zajemati obdobje od predšolske starosti do starosti po upokojitvi.
(3) The Communication of the Commission on lifelong learning and the subsequent Council Resolution of 27 June 2002 on lifelong learning identified “the new basic skills ” as a priority, and stressed that lifelong learning must cover the preschool age to that of post-retirement .
Pakt za mlade, ki je priložen sklepom Evropskega sveta v Bruslju iz marca 2005, je poudaril potrebo po spodbujanju razvoja enotnega sklopa osrednjih znanj.
The Youth Pact which is annexed to the conclusions of the Brussels European Council of March 2005 stressed the need to encourage the development of a common set of core skills.
(3) Sporočilo Komisije o vseživljenjskem učenju in Resolucija Sveta z dne 27. junija 2002 o vseživljenjskem učenju, ki mu je sledila, sta "osnovna poznavanja in znanja" določila kot prednostno nalogo in poudarila, da mora vseživljenjsko učenje zajemati obdobje celotnega življenja.
(3) The Communication of the Commission on lifelong learning and the subsequent Council Resolution of 27 June 2002 on lifelong learning identified “the basic knowledge and learning ” as a priority, and stressed that learning must be lifelong in nature .
5. da zagotovijo skladnost ponudbe izobraževanja in usposabljanja za posamezne državljane preko tesnih povezav s politiko zaposlovanja, socialno politiko, politiko podjetništva in inovativnosti ter drugimi politikami, ki vplivajo na mlade, ter sodelovanje s socialnimi partnerji in drugimi zainteresiranimi stranmi;
Ensure the coherence of adult education and training provision for individual citizens via close links to employment policy, social policy, business and innovation policy and other policies affecting young people and collaboration with social partners and other stakeholders;
Zaradi soodvisnosti konkurenčnosti, inovativnosti, izobraževanja in usposabljanja se mora priporočilo neposredno sklicevati na vključevanje politike podjetništva in inovativnosti Skupnosti v evropski referenčni okvir.
A direct reference in the proposal to links with Community business and innovation policy is necessary, given the interdependence of competitivity, innovation, education and training.
Evropski "Celostni akcijski program na področju vseživljenjskega učenja" bo v pomoč pri spodbujanju konkurenčnosti in ustvarjanju inovativne miselnosti v EU.
The European 'Integrated Action Programme in the Field of Lifelong Learning' will help to promote competitivity and create an innovative mentality within the EU.
3. spodbuja širšo uporabo „Ključnih sposobnosti za vseživljenjsko učenje – evropski okvir“ v sorodnih politikah Skupnosti in zlasti pri izvajanju politike zaposlovanja, mladinske, socialne politike in politike podjetništva in inovativnosti ter pri razvijanju 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, social and business and innovation policy and develop further links with social partners and other organisations working in those fields;
Zaradi soodvisnosti konkurenčnosti, inovativnosti, izobraževanja in usposabljanja se mora priporočilo neposredno sklicevati na vključevanje politike podjetništva in inovativnosti Skupnosti v evropski referenčni okvir.
A direct reference in the proposal to the inclusion of Community business and innovation policy in the European reference framework is necessary, given the interdependence between competitivity, innovation, education and training.
Evropski "Celostni akcijski program na področju vseživljenjskega učenja" bo v pomoč pri spodbujanju konkurenčnosti in ustvarjanju inovativne miselnosti v EU.
The European 'integrated programme of action in the field of lifelong learning' will help to promote competitivity and create an innovative mentality within the EU.
Priloga, uvod, odstavek 1, točka 1
Annex, Introduction, paragraph 1, point 1
Kot so večkrat poudarili pri UNESCU, je poučevanje v maternem jeziku eden od pomembnejših dejavnikov zagotavljanja visoko kakovostne izobrazbe.
As repeatedly pointed out by UNESCO, teaching in the mother tongue is a major factor in ensuring high quality education.
Priloga, točka 4 "Digitalna sposobnost", odstavek 1
Annex, point 4 'Digital Culture', paragraph 1
Opredelitev: Digitalna sposobnost vključuje varno in kritično uporabo Tehnologije informacijske družbe (TID) pri delu, v prostem času in pri sporazumevanju.
Definition: Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication.
Podpirajo jo osnovna znanja v IKT: uporaba računalnikov za iskanje, ocenjevanje, shranjevanje, proizvodnjo, predstavitev in izmenjavo informacij ter za sporazumevanje in sodelovanje v skupnih omrežjih po internetu.
It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.
Podpirajo jo osnovna znanja v IKT: uporaba računalnikov za iskanje, ocenjevanje, shranjevanje, proizvodnjo, predstavitev in izmenjavo informacij ter za sporazumevanje in sodelovanje v skupnih omrežjih, kot je internet.
It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks such as the Internet.
Sam internet je omrežje.
The Internet ITSELF is the network.
Priloga, točka 4 "Digitalna sposobnost ", odstavek 2
Annex, point 4 'Digital Culture', paragraph 2
To vključuje glavne računalniške aplikacije, kot so obdelava besedila, razpredelnice, zbirke podatkov, shranjevanje in upravljanje podatkov ter razumevanje interneta in sporazumevanja s pomočjo elektronskih medijev (elektronske pošte, omrežnih orodij) za prosti čas, izmenjavo informacij in skupna omrežja, učenje in raziskave.
This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities of Internet and communication via electronic media (e-mail, network tools) for leisure, information sharing and collaborative networking, learning and research, .
Posameznik mora tudi razumeti, kako lahko TID podpira ustvarjalnost in inovativnost ter se zavedati vprašanj glede veljavnosti in zanesljivosti informacij, ki so na voljo, ter etičnih načel v interaktivni rabi TID.
Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and the ethical principles of in the interactive use of IST.
Na teh področjih sta tehnološka nevtralnost in interoperabilnost bistvenega pomena.
In these domains, technological neutrality and interoperability are crucial.
Priloga, točka 4 "Digitalna sposobnost ", odstavek 3
Annex, point 4 'Digital Culture', paragraph 3
Potrebna znanja vključujejo: zmožnost iskanja, zbiranja in obdelave informacij ter njihovo uporabo na kritičen in sistematičen način z oceno pomembnosti in razlikovanjem med resničnim in virtualnim ob hkratnem prepoznavanju povezav.
Skills needed include: the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing real from virtual while recognising the links.
Posameznik mora biti sposoben uporabljati orodje za proizvodnjo, predstavitev in razumevanje kompleksnih informacij ter imeti zmožnost dostopa, iskanja in uporabe storitev po internetu; zmožen mora biti tudi uporabljati TID za podporo kritičnemu razmišljanju, ustvarjalnosti in inovativnosti.
Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use internet-based services; they should also be able use IST to support critical thinking, creativity, and innovation.
Potrebna znanja vključujejo: zmožnost iskanja, zbiranja in obdelave informacij ter njihovo uporabo na kritičen in sistematičen način z oceno pomembnosti in razlikovanjem med resničnim in virtualnim ob hkratnem prepoznavanju povezav ter zmožnost varovanja lastne zasebnosti na spletu.
Skills needed include: the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing real from virtual while recognising the links, capacity to protect its privacy online .
Priloga, točka 7 "Podjetnost", odstavek 3
Annex, paragraph 7 'Entrepreneurship', paragraph 3
Podjetniški odnos označuje dajanje pobud, proaktivnost, neodvisnost in inovativnost v zasebnem in socialnem življenju, kakor tudi v službi.
An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work.
Vključuje tudi motivacijo in odločenost za doseganje ciljev, zasebnih ali takih, ki so skupni s cilji drugih na delu.
It also includes motivation and determination to meet objectives, whether personal goals or aims held in common with others, and/or at work.
Podjetniški odnos označuje dajanje pobud, proaktivnost, zavedanje o nevarnostih, s katerimi se soočajo podjetniki ter neodvisnost in inovativnost v zasebnem in socialnem življenju, kakor tudi v službi.
An entrepreneurial attitude is characterised by initiative, pro-activity, awareness of the dangers facing entrepreneurs and independence and innovation in personal and social life, as much as at work.
Vključuje tudi motivacijo in odločenost za doseganje ciljev, zasebnih ali takih, ki so skupni s cilji drugih na delu ter na splošno ustvarjanje ugodnega poslovnega ozračja.
It also includes motivation and determination to meet objectives, whether personal goals or aims held in common with others, and/or at work, and more generally the creation of a favourable business climate .
Za spodbujanje podjetniške miselnosti je treba sprejeti takojšnje ukrepe za odpravo negotovosti in strahu, ki močno preprečujeta razvoj znanja in spretnosti, ter vzpostaviti poslovno ozračje, ki inovativnosti ne bo kaznovalo, marveč nagrajevalo.
In order to encourage an entrepreneurial mentality, it is necessary to take immediate measures to dispel the type of 'Angst' which acts as a powerful inhibitor to the development of skills and to create a business climate which rewards rather than penalises innovation.
Pripravljavka menja pozdravlja predlog Komisije o ključnih sposobnostih za vseživljenjsko učenje.
The draftsperson welcomes the Commission's proposal on key competences for lifelong learning.
Vsi državljani morajo imeti dostop do izobraževanja.
All citizens must have access to education.
Nihče ne bi smel biti diskriminiran zaradi spola, starosti, finančnega položaja, narodnosti ali etničnega izvora, regije, v kateri živi, maternega jezika ali fizičnega stanja.
No one should suffer discrimination based on gender, age, financial situation, nationality or ethnical origin, regional living-area, mother tongue or physical condition.
Zaradi tega je treba posebno pozornost nameniti ženskam v srednjih letih in fantom v najstniških letih.
For this reason we should especially pay attention to women in middle age and boys in teenage.
Obseg znanja, izobrazbe in vseživljenjskega učenja je povezan s položajem osebe na trgu dela.
The level of knowledge, education and lifelong learning is linked to the persons' position in the labour market.
Pomanjkanje izobrazbe - pa tudi nezaposlenost - pri ženskah, ki so v srednjih letih ali so starejše, je težava zlasti v novih državah članicah.
The lack of education - as well as unemployment - of women in middle age and over is a problem particularly in new Members States.
Pripravljavka mnenja je opazila dejstvo, da vedno več fantov vsepovsod po Evropi opušča izobraževanje po obvezni osnovni šoli.
Draftsperson has noticed the fact that more and more boys all over the Europe leave their studies after the obligatory comprehensive school.
Fante je treba spodbujati, naj nadaljujejo svoje izobraževanje na srednjih ali poklicnih šolah in tako pridobijo poklic.
We have to encourage boys to continue their studies on high school or vocational school obtaining an occupation.
Obenem je treba zagotoviti, da imajo dekleta enake možnosti izobraževanja na vseh ravneh, vključno z osnovnošolskim izobraževanjem, akademskim študijem in na delovnem mestu.
At the same time we have to make sure that girls have equivalents possibilities for education at all levels, including elementary studies and academic studies, and at workplace.
Pripravljavka mnenja želi poudariti, da je treba na seznam ključnih sposobnosti, ki ga predlaga Evropska komisija, gledati kot na skupino znanj, za katera si ljudje prizadevajo, da bi jih osvojili v času svojega življenja.
The draftsperson wants to underline that the list of key competences proposed by European Commission should be seen like a group of skills which people are aiming to achieve during a lifetime.
Pomembno je tudi spoznati in priznati, da so ljudje raznoliki ter imajo različne sposobnosti in talente.
It is also important to realise and recognise that people are different with different abilities and talents.
Pripravljavka mnenja želi poudariti tudi, da cilj pridobitve zaposlitve predstavlja najboljšo spodbudo za učenje.
The draftsperson also wants to underline that the best incentives for learning is the goal of achieving an employment.
Stopnja brezposelnosti v nekaterih državah članicah je še vedno zelo visoka in univerzitetna izobrazba ne zagotavlja zaposlitve.
Unemployment rate is still very high in some Member States and an academic education is not giving a guarantee for an employment.
(4) Evropska sveta marca 2003 in decembra 2003 sta , ob upoštevanju lizbonskega cilja, da se doseže povprečna skupna stopnja zaposlenosti v EU 70 % in vsaj 60 % stopnja zaposlenosti žensk, izkazala trdno odločenost uresničiti enakosti spolov in vsem omogočiti enake možnosti, ter 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 target of achieving an average employment rate for the EU of 70% overall and of at least 60% for women , the European Councils of March 2003 and December 2003 demonstrated a strong resolve to realise gender equality and afford equal opportunities for all and stressed the need to develop lifelong learning with a particular focus on active and preventive measures for the unemployed and inactive persons.
(4a) Po podatkih na voljo 10 do 20 % prebivalstva Unije ne razume in ne zna uporabljati tiskanih in pisanih vsebin, ki so potrebne za dosego njihovih ciljev, za izboljšanje njihovega znanja in spretnosti ter za razvoj njihovega potenciala.
(4a) The data available indicate that between 10 and 20% of the population of the Union are unable to understand and use the printed and written matter necessary to achieve their objectives, to improve their knowledge and skills and develop their potential .
Koncept, kot je t.im. „družba znanja“, bi moral obravnavati tudi nepismenost, računalniško nepismenosti in neznanje računanja.
So-called "knowledge based society" concepts should also address illiteracy, digital illiteracy and innumeracy.
(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.
Poročilo Sveta o širši vlogi izobraževanja, sprejeto novembra 2004, je poudarilo, da izobraževanje prispeva k ohranjanju in obnavljanju skupnega kulturnega ozadja v družbi ter k učenju osnovnih socialnih in državljanskih vrednot, kot so državljanstvo, 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.
(13) Cilj tega priporočila je prispevati k razvoju kakovostnega izobraževanja , ki bo prilagojeno novim potrebam evropske družbe, še zlasti trga dela, 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 , poklicno življenje in odraslo življenje nasploh 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 tailored to the new needs of European society, and of the labour market in particular, 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 , 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.
Priporočilo tudi podpira druge sorodne politike, kot so politika zaposlovanja in socialne politike , politika enakih možnosti ter druge politike, ki zadevajo mlade.
Furthermore, the Recommendation supports other related policies such as employment and social policies , equal opportunities policy and other policies affecting youth.
Namen 1
Intention 1
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 .
Ključne sposobnosti bi bilo treba razumeti kot smernice za znanja, potrebna v današnji družbi.
The key competences should be seen as guidelines for the necessary skills in today’s society.
Vsakega od omenjenih znanj ni mogoče v celoti osvojiti do konca začetnega izobraževanja in usposabljanja .
It is not possible to master every skill referred to by the end of initial education and training .
Vendar morajo mladi osvojiti temelje teh znanj in jih dodatno razvijati, posodabljati in vzdrževati kot del vseživljenjskega učenja.
However, young people should learn the basics of those skills and further develop, update and maintain them as part of lifelong learning .
Pomembno je tudi spoznati in spoštovati raznolikost in razlike v nadarjenosti in sposobnostih med ljudmi.
It is also important to realise and respect the fact that people have diverse and different talents and abilities .
Priloga, točka 1, naslov
Annex, point 1, title
Sporazumevanje v maternem jeziku
Communication in the mother tongue
Sporazumevanje in izobraževanje v maternem jeziku
Communication and education in the mother tongue
Kot je bilo v okviru Unesca večkrat povedano, je izobraževanje v maternem jeziku pomembni del kakovostnega izobraževanja.
As the UNESCO has said in several occasions, education in the mother tongue is an important part of a quality education.
Priloga, točka 4, odstavek 1
Annex, point 4, paragraph 1
To vključuje glavne računalniške aplikacije, kot so obdelava besedila, razpredelnice, zbirke podatkov, shranjevanje in upravljanje podatkov ter razumevanje interneta , tudi njegovih nevarnosti, in sporazumevanja s pomočjo elektronskih medijev (elektronske pošte, omrežnih orodij) za delo, prosti čas, izmenjavo informacij in skupna omrežja, učenje in raziskave.
This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities of Internet , including its dangers, and communication via electronic media (e-mail, network tools) for work, leisure, information sharing and collaborative networking, learning and research.
Posameznik mora tudi razumeti, kako lahko TID podpira ustvarjalnost in inovativnost , se zavedati vprašanj glede veljavnosti in zanesljivosti informacij, ki so na voljo, ter poznati zakonodajo, etična načela in temeljne človekove pravice, ki jih je treba spoštovati, v interaktivni rabi TID.
Individuals should also understand how IST can support creativity and innovation, be aware of issues around the validity and reliability of information available , and have knowledge of the legislation, ethical principles and fundamental human rights to be observed in the interactive use of IST.
Priloga, točka 4, odstavek 2 a (novo)
Annex, point 4, paragraph 2 a (new)
Potrebni bodo dodatni napori držav članic, s katerimi bodo premostile še vedno obstoječo vrzel med moškimi in ženskami pri uporabi TID.
Additional efforts will have to be made by the Member States to bridge the gap which still exists between men and women in IST use.
Priloga, Ključne sposobnosti, točka 6, del A, odstavek 2
Annex, Key competences, point 6, part A, paragraph 2
Strpen odnos, tako do spolov, kot do različnih kulturnih, spolnih, verskih in etničnih skupin, je pomembnejši kot vsestransko razumevanje.
More important than comprehensive understanding is to have tolerant attitude for both gender as well as for different cultural, sexual, religious and ethnical groups.
Priloga, točka 6, del B, odstavek 1
Annex, point 6, part B, paragraph 1
Državljanska sposobnost temelji na poznavanju konceptov demokracije, pravičnosti, enakosti, državljanstva in državljanskih pravic, vključno s tem, kako so le-ti izraženi v Listini Evropske unije o temeljnih pravicah in mednarodnih deklaracijah ter kako jih uporabljajo različne institucije na lokalni regionalni, nacionalni, evropski in mednarodni ravni.
Civic competence is based on knowledge of the concepts of democracy, justice, equality, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and applied by various institutions at the local, regional, national, European and international levels.
Priloga, točka 7, Opredelitev
Annex, point 7, definition