natgillin/translations-raw huggingface dataset:
Sharon Bowles, Udo Bullmann, Pascal Canfin, Rachida Dati, Leonardo Domenici, Derk Jan Eppink, Diogo Feio, Markus Ferber, Elisa Ferreira, Vicky Ford, Ildikó Gáll-Pelcz, José Manuel García-Margallo y Marfil, Jean-Paul Gauzès, Sven Giegold, Sylvie Goulard, Jürgen Klute, Rodi Kraca-Cagaropulu (Rodi Kratsa-Tsagaropoulou), Philippe Lamberts, Werner Langen, Astrid Lulling, Íñigo Méndez de Vigo, Sławomir Witold Nitras, Ivari Padar, Alfredo Pallone, Olle Schmidt, Edward Scicluna, Peter Simon, Peter Skinner, Theodor Dumitru Stolojan, Ivo Strejček, Marianne Thyssen, Ramon Tremosa i Balcells, Corien Wortmann-Kool
Sharon Bowles, Udo Bullmann, Pascal Canfin, Rachida Dati, Leonardo Domenici, Derk Jan Eppink, Diogo Feio, Markus Ferber, Elisa Ferreira, Vicky Ford, Ildikó Gáll-Pelcz, José Manuel García-Margallo y Marfil, Jean-Paul Gauzès, Sven Giegold, Sylvie Goulard, Jürgen Klute, Rodi Kratsa-Tsagaropoulou, Philippe Lamberts, Werner Langen, Astrid Lulling, Íñigo Méndez de Vigo, Sławomir Witold Nitras, Ivari Padar, Alfredo Pallone, Olle Schmidt, Edward Scicluna, Peter Simon, Peter Skinner, Theodor Dumitru Stolojan, Ivo Strejček, Marianne Thyssen, Ramon Tremosa i Balcells, Corien Wortmann-Kool
o predlogu direktive Evropskega parlamenta in Sveta o varnostnih konstrukcijah pri prevrnitvi, vgrajenih pred voznikovim sedežem, na ozkokolotečnih kmetijskih in gozdarskih traktorjih na kolesih (kodificirano besedilo)
on the proposal for a directive of the European Parliament and of the Council on roll-over protection structures mounted in front of the driver's seat on narrow-track wheeled agricultural and forestry tractors (codified text)
– ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2010)0610 ),
– having regard to the Commission proposal to the European Parliament and the Council ( COM(2010)0610 ),
– ob upoštevanju člena 294(2) in člena 114 Pogodbe o delovanju Evropske unije, na podlagi katerih je Komisija podala predlog Parlamentu ( C7‑0340/2010 ),
– having regard to Article 294(2) and Article 114 of the Treaty on the Functioning of the European Union, pursuant to which the Commission submitted the proposal to Parliament ( C7‑0340/2010 ),
– ob upoštevanju poročila Odbora za pravne zadeve ( A7‑0098/2011 ),
– having regard to the report of the Committee on Legal Affairs ( A7-0098/2011 ),
V Bruslju, 3. januarja 2011
Brussels, 3 January 2011
Predlog direktive Evropskega parlamenta in Sveta o varnostnih konstrukcijah pri prevrnitvi, vgrajenih pred voznikovim sedežem, na ozkokolotečnih kmetijskih in gozdarskih traktorjih na kolesih (kodificirano besedilo)
Proposal for a directive of the European Parliament and of the Council on roll-over protection structures mounted in front of the driver's seat on narrow-track wheeled agricultural and forestry tractors (codified text)
KOM(2010)0610 z dne 27.10.2010 – 2010/0302(COD)
COM(2010)0610 of 27.10.2010 – 2010/0302(COD)
V skladu z Medinstitucionalnim sporazumom z dne 20. decembra 1994 o pospešenem načinu dela za uradno kodifikacijo zakonodajnih besedil, še zlasti z odstavkom 4, se je posvetovalna skupina, ki jo sestavljajo pravne službe Evropskega parlamenta, Sveta in Komisije, srečala dne 16. novembra 2010, da bi proučila omenjeni predlog, ki ga je predložila Komisija.
Having regard to the Inter-institutional Agreement of 20 December 1994 on an accelerated working method for official codification of legislative texts, and in particular to point 4 thereof, the Consultative Working Party consisting of the respective legal services of the European Parliament, the Council and the Commission met on 16 November 2010 for the purpose of examining, among others, the aforementioned proposal submitted by the Commission.
Posvetovalna skupina je imela na voljo 22 jezikovnih različic predloga in je delala na podlagi angleške različice, ki je izvirna jezikovna različica obravnavanega besedila. predloga direktive Evropskega parlamenta in Sveta o kodifikaciji Direktive Sveta 87/402/EGS z dne 26. maja 1986 o varnostnih konstrukcijah pri prevrnitvi, vgrajenih pred voznikovim sedežem, na ozkokolotečnih kmetijskih in gozdarskih traktorjih na kolesih soglasno ugotovila, da predlog vsebuje le kodifikacijo obstoječih besedil brez vsebinskih sprememb.
The Consultative Working Party had at its disposal 22 language versions of the proposal and worked on the basis of the English version, being the master-copy language version of the text under discussion. , an examination of the proposal for a directive of the European Parliament and of the Council codifying Council Directive 87/402/EEC of 25 June 1987 on roll-over protection structures mounted in front of the driver's seat on narrow-track wheeled agricultural and forestry tractors resulted in the Consultative Working Party’s concluding, without dissent, that the proposal is a straightforward codification of existing texts, without any change in their substance.
Varnostne konstrukcije pri prevrnitvi, vgrajene pred voznikovim sedežem, na ozkokolotečnih kmetijskih in gozdarskih traktorjih na kolesih (kodificirano besedilo)
Roll-over protection structures mounted in front of the driver’s seat on narrow-track wheeled agricultural and forestry tractors (codification)
o zgodnjem učenju v Evropski uniji
on Early Years Learning in the European Union
– ob upoštevanju člena 165 Pogodbe o delovanju Evropske unije,
– having regard to Article 165 of the Treaty on the Functioning of the European Union,
– ob upoštevanju člena 14 Listine o temeljnih pravicah Evropske unije,
– having regard to Article 14 of the Charter of Fundamental Rights of the European Union,
– ob upoštevanju konvencije Združenih narodov o otrokovih pravicah, zlasti njenih členov 3, 18 in 29,
– having regard to the United Nations Convention on the Rights of the Child, in particular Articles 3, 18 and 29 thereof,
– ob upoštevanju konvencije OZN o pravicah invalidov,
– having regard to the United Nations Convention on the Rights of Persons with Disabilities,
– ob upoštevanju sklepa Evropskega parlamenta in Sveta št. 1720/2006/ES z dne 15. novembra 2006 o uvedbi akcijskega programa na področju vseživljenjskega učenja
– having regard to Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning
– ob upoštevanju sporočila Komisije z naslovom Predšolska vzgoja in varstvo: najboljši začetek v jutrišnjem svetu za vse naše otroke ( KOM(2011)0066 ),
– having regard to the Commission communication entitled ‘Early Childhood Education and Care: Providing all our children with the best start for the world of tomorrow’ ( COM(2011)0066 ),
– ob upoštevanju sporočila Komisije Svetu in Parlamentu z naslovom "Učinkovitost in pravičnost v evropskih sistemih izobraževanja in usposabljanja" ( KOM(2006)0481 ),
– having regard to the Commission communication to the Council and to Parliament entitled ‘Efficiency and equity in European education and training systems’ ( COM(2006)0481 ),
– ob upoštevanju mnenja Evropskega ekonomsko-socialnega odbora z dne 20. januarja 2010 o varstvu in izobraževanju v zgodnjem otroštvu
– having regard to the opinion of the European Economic and Social Committee of 20 January 2010 on early childhood care and education
UL C 339, 14.2.2010, str.
OJ C 339, 14.2.2010, p.
– ob upoštevanju sklepov Sveta z dne 11. maja 2010 o socialni razsežnosti izobraževanja in usposabljanja
– having regard to the Council conclusions of 11 May 2010 on the social dimension of education and training
UL C 135, 26.5.2010, str.
OJ C 135, 26.5.2010 p.
– ob upoštevanju sklepov Sveta z dne 26. novembra 2009 o izobraževanju otrok iz migrantskih družin
– having regard to the Council conclusions of 26 November 2009 on the education of children with a migrant background
– ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se 21. novembra 2008 sestali v okviru Sveta, o pripravi mladih na 21. stoletje: agenda za evropsko sodelovanje v šolstvu
– having regard to the ‘Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on preparing young people for the 21st century: an agenda for European cooperation on schools’
– ob upoštevanju sklepov Evropskega sveta 15. in 16. marca 2002 v Barceloni,
– having regard to the conclusions of the Barcelona European Council of 15 and 16 March 2002,
– ob upoštevanju svoje resolucije z dne 24. marca 2009 o večjezičnosti: prednost Evrope in skupna zaveza
– having regard to its resolution of 24 March 2009 on ‘Multilingualism: an asset for Europe and a shared commitment’
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A7–0099/2011 ),
– having regard to the report of the Committee on Culture and Education ( A7-0099/2011 ),
A. ker je otrokovo zgodnje učenje temelj za njegovo uspešno vseživljenjsko učenje, kar je bistveno za uresničitev ciljev Evrope 2020,
A. whereas children’s early learning lays the foundation for successful lifelong learning, which is central to the achievement of the Europe 2020 targets,
B. ker so otroci v najzgodnejšem obdobju še posebej vedoželjni, dojemljivi in pripravljeni na učenje in ker se v tem obdobju oblikujejo pomembne sposobnosti, kot so govor, sposobnost izražanja ter socialne sposobnosti; ker se v tem obdobju postavijo temelji za otrokovo prihodnjo izobraževalno in poklicno pot,
B. whereas children in their earliest years are particularly curious, receptive and willing to learn, and whereas important skills such as the ability to speak and express oneself, as well as social skills, are formed at this age; whereas it is at this age that the foundations for the child’s future educational and occupational career are laid,
C. ker so otroci v EU deležni predšolske vzgoje in varstva na različne načine, pri čemer je opredelitev kakovosti močno odvisna od kulturnih vrednot v posamezni državi ali regiji in njene opredelitve otroštva,
C. whereas throughout the EU, early childhood education and care (ECEC) is provided in different ways, with various definitions of ‘quality’ which depend heavily on states’ and regions’ cultural values and their interpretation of ‘childhood’,
D. ker obstaja jasna povezava med revnim in prikrajšanim okoljem in slabim uspehom v šoli in ker so izkušnje pokazale, da imajo družine iz takega okolja največ koristi od ustanov za predšolsko vzgojo in varstvo; ker je manj verjetno, da bi prikrajšane skupine poiskale dostop do ustanov za predšolsko vzgojo in varstvo zaradi težav z njihovo razpoložljivostjo in dostopnostjo;
D. whereas there is a clear link between a poor and disadvantaged background and low educational achievement, and whereas families from such backgrounds have been shown to benefit most from access to ECEC services; whereas these disadvantaged groups are less likely to seek access to ECEC services owing to issues of availability and affordability,
E. ker sta predšolska vzgoja in varstvo običajno deležna manjše pozornosti in manjših naložb kot katera koli druga stopnja izobraževanja, kljub jasnim pokazateljem, da naložbe na tej stopnji prinašajo koristi,
E. whereas ECEC tends to receive less attention and lower investment than any other stage of education, despite clear evidence that investment in it brings great returns,
F. ker so cilji predšolske vzgoje in varstva pogosto preveč povezani s trgom dela ter preveč osredotočeni na potrebo bo večjem zaposlovanju žensk in premalo na potrebe in interese otrok,
F. whereas ECEC targets are often overly labour-market-driven, focusing too heavily on the need to increase the numbers of women in work and too loosely on the needs and best interests of the child,
G. ker ima mnogo gospodinjstev velike težave pri usklajevanju družinskih in poklicnih obveznosti, povezanih s sedanjimi spremembami na trgu dela, kot je na primer neobičajen in prilagodljiv delovni čas, vsiljen zaposlenim, ter povečanje nestalnih služb,
G. whereas many households have major difficulties in reconciling family obligations with the constraints of work linked to current changes in the labour market, such as the trend for employees to be required to work atypical and flexible hours and the rise of insecure jobs,
H. ker sta materialno stanje staršev in otrok ter številčna in kakovostna ponudba storitev predšolske vzgoje neposredno povezana,
H. whereas there is a direct link between the well-being of parents and children and the provision, in terms of both quantity and quality, of early years services,
I. ker vzgoja otrok tradicionalno šteje za naravno žensko delo, kar je privedlo do prevladovanja žensk v predšolski vzgoji in varstvu,
I. whereas childcare has traditionally been seen as the natural activity of women, which has led to a predominance of women working in the ECEC field,
J. ker je strokovna usposobljenost osebja med državami članicami in ponudniki storitev zelo različna in ker v večini držav članic ni zahtev, da bi predšolske ustanove zaposlovale posebej usposobljeno osebje,
J. whereas staff qualifications vary markedly between Member States and between types of providers, and whereas in most Member States there is no obligation on pre-school providers to employ staff with specific qualifications,
K. ker je bilo opravljenih zelo malo raziskav o predšolski vzgoji otrok na ravni EU, kar bi omogočilo informacije o razvoju in izvajanju politike o predšolski vzgoji in varstvu v vsej EU,
K. whereas there has been very little research undertaken at EU level on young children’s education which can inform the development and implementation of EU-wide ECEC policies,
Na otroku temelječ pristop
Child-centred approach
4. poudarja, da lahko zgodnji razvoj zdravega načina življenja, kot so dobre prehranske navade ter primerno in uravnoteženo gibanje, močno vpliva na telesni in duševni razvoj ter je lahko celo življenje ključni dejavnik zdravja; svari pred prezgodnjim vključevanjem otrok v določene intenzivne športne dejavnosti, usmerjene v doseganje rezultata;
Stresses that the early development of healthy lifestyle behaviours, such as good nutrition habits and appropriate and balanced exercise, can have a profound impact on physical and mental development and be a key determinant of health throughout life; warns against including children too early in certain intensive, results-oriented sports activities;
7. opozarja na pomen razvijanja in izboljševanja izobraževalnih ustanov (ustanov za podaljšano bivanje otrok), ki zagotavljajo varstvo otrok po učnem procesu v vrtcih;
Draws attention to the importance of developing and improving educational establishments (after-school facilities) which look after children following pre-school classes;
Splošno nudenje storitev predšolske vzgoje in varstva
Highlights that, in addition to education and care, all children have the right to rest, leisure and play;
Obveze do staršev
Engagement with parents
16. spodbuja države članice, naj vlagajo v izobraževalne programe za starše ter po potrebi zagotovijo druge oblike pomoči (na primer obiske na domu) za starše, ki potrebujejo dodatno pomoč; meni, da bi poleg tega treba poskrbeti, da bi starši v ustanovah za varstvo otrok imeli na voljo osnovno, brezplačno svetovanje;
Encourages the Member States to invest in parental education programmes and, where appropriate, to provide other forms of assistance, such as home visiting services, for parents who need additional help; maintains, furthermore, that parents should be provided with free, low-threshold, on-site access to advisory services in crèches;
Boljše povezovanje storitev
Better integration of services
24. priznava, da je treba upoštevati različne življenjske razmere v družinah in s tem povezane različne potrebe, ter pozdravlja raznoliko, prožno in inovativno ponudbo predšolske vzgoje in varstva;
Recognises that account needs to be taken of the variety of families’ differing life situations and the concomitant diversity of their needs, and looks to see a diverse, flexible and innovative range of early childhood education and care provision;
Osebje in kakovost ustanov
Staff and quality services
35. poziva, naj se pri izvajanju evropskega okvira kvalifikacij upošteva kakovost izobraževanja in s tem rezultate učenja; poziva države članice, naj zagotovijo stalno usposabljanje osebja, ki dela v predšolski vzgoji in varstvu, za povečanje in posodabljanje njihovega strokovnega znanja;
Calls, in the context of the implementation of the European Qualifications Framework (EQF), for account to be taken of the quality of education and thus of learning outcomes; calls on the Member States to provide continuous training for those working in the ECEC field in order to increase and update their specific skills;
Raziskave in izmenjava najboljših praks
Research and exchange of best practices
Evropa ima bogato in raznoliko tradicijo na področju izobraževanja ter nudi zelo različne načine predšolske vzgoje in varstva.
Europe is made up of a rich and diverse mix of educational traditions, with early education provided in a host of different ways across the continent.
Med državami članicami so precejšnje razlike v kakovosti in nudenju storitev, stopnjah zaposlovanja, pristopu do storitev, upravljanju ustanov itd.
There is a clear variation between Member States in terms of the quality and supply of their provision, rates of enrolment, approach to services, governance of services, and so on.
Poročilo ugotavlja, da enoten pristop, ki bi ustrezal vsem ustanovam za predšolsko vzgojo in varstvo v EU, ni mogoč, poleg tega bi ga bilo tudi težko izvajati.
This report recognises that a ‘one size fits all’ approach to early childhood education and care (ECEC) services in the EU is not suitable, and would be difficult to realise.
Namesto tega je mnogo bolje razviti evropski okvir, ki naj obsega skupne cilje in vrednote ter vključuje enake pravice in strukture.
Instead, it is far better to develop a European framework comprised of shared goals and values, which includes shared entitlements and structures.
Čeprav ima mnogo držav članic nedvomno vodilno vlogo na svetovni ravni na področju predšolske vzgoje in varstva, pa je treba še mnogo narediti za dejanski napredek na tem področju.
While many EU Member States are undeniably world leaders in the provision of ECEC services, more needs to be done to bring about improvements across the board.
Za potrebe tega poročila pomeni predšolska doba obdobje od 0 do 6 let.
For the purpose of this report, ‘early years’ will used to refer to the period of childhood from 0 to 6.
Leta 2002 je Evropski svet v Barceloni pozval države članice EU, naj do leta 2010 zagotovijo otroško varstvo najmanj 90 % predšolskih otrok med 3. letom starosti in šoloobvezno starostjo ter za vsaj 33 % otrok, mlajših od 3 let.
In 2002 the Barcelona European Council called for EU members to provide childcare to at least 90% of children between the age of three years and mandatory school age by 2010, and to at least 33% children under three.
Ta cilj je pokazal pristop k problematiki ustanov za predšolsko vzgojo in varstvo v skladu s potrebami trga dela, katerega namen v tistem času je bil povečati število zaposlenih žensk.
These targets signalled a labour market approach to ECEC services, based on the need identified at the time of increasing the numbers of women in work.
Čeprav je treba ustrezno upoštevati povezavo med ustanovami za predšolsko vzgojo in varstvo ter enakimi možnostmi za ženske, je jasno, da so ti cilji problematični in zastareli, saj ne upoštevajo številnih temeljnih kakovostnih vidikov čvrste politike predšolske vzgoje.
While it is vital to give due attention to the link between ECEC services and equality of opportunities for women, these targets are clearly problematic, and outmoded, since they fail to take into account many of the crucial qualitative aspects of a strong early education policy.
Ustanove za predšolsko vzgojo in varstvo niso le centri, kamor se „parkira“ otroke, da gredo ženske lahko delat; so skrajno pomembne za dobro počutje otrok in izboljšanje njihovih možnosti za prihodnost.
ECEC centres are not simply a place to ‘park’ children so that women can work; they are of utmost importance in contributing to the well-being of children and improving their future life chances.
Bistveno je, da poročilo začne s postavljanjem kritičnih vprašanj, odkrivanjem problemov in težav, ne pa, da hiti s ponujanjem kompleksnih rešitev.
It is crucial that this report begins by ascertaining critical questions, problems and difficulties, rather than rushing to offer complex solutions.
Koristno je, če se za začetek vprašamo, kakšno podobo si predstavljamo pod besedo otrok.
A useful place to start is to consider what exactly our image is of ‘the child’.
Če se strinjamo, da so otroci aktivni in v družbo vključeni državljani, ki imajo svoje pravice, bogat ustvarjalni potencial ter so zmožni oblikovati in izražati svoje poglede o področjih, ki jih zadevajo, potem se moramo strinjati tudi, da je treba razprave o predšolski vzgoji in varstvu začeti z vidika otroka.
If we believe that children are active and engaged citizens with rights, who are rich in potential creativity, and who are capable of forming and expressing their own views in matters affecting them, then we must agree that discussions on ECEC should start from the perspective of the child.
Obdobje od rojstva do treh let je kritično za umski, telesni in kognitivni razvoj ter za učenje jezika.
The period from birth to three is critical for children’s brain development, physical and cognitive development, and language acquirement.
V tej zgodnji dobi se postavljajo temelji za otrokovo vseživljenjsko učenje, kar je bistveno za uresničevanje lizbonskih ciljev.
These early years also lay the foundations for children’s lifelong learning, which is central to the achievement of the Lisbon objectives.
Zato je v tem poročilu največ pozornosti namenjeno otrokovim potrebam in interesom.
In this report, therefore, the needs and best interests of the child are the primary consideration.
Splošne in ciljno usmerjene storitve
Universal vs. targeted provision
Revne družine bodo najbrž manj uporabljale storitve ustanov za predšolsko vzgojo in varstvo kot druge družbene skupine, zlasti na zasebnih trgih.
Poor families are less likely to use ECEC services, especially in privatised markets, than other groups.
Med najbolj ogroženimi skupinami v EU so Romi, ki zelo malo uporabljajo storitve predšolske vzgoje in varstva, mnogo pod evropskim povprečjem.
One of the most at-risk groups in the EU is the Roma, whose access to early years services is extremely low and falls well under the average across Europe.
To je zaskrbljujoče, saj podatki kažejo, da imajo prav prikrajšani otroci največ koristi od dostopa do ustanov za predšolsko vzgojo in varstvo.
This is worrying, given that disadvantaged children are those that have been shown to benefit most from access to ECEC services.
Mnogo držav članic EU gosti številne priseljence in šolske otroke, ki jim je jezik države drugi jezik, kar je še večji izziv na področju izobraževanja, zlasti če vemo, da je otrok iz narodnostnih manjšin v ustanovah za predšolsko vzgojo in varstvo manj kot drugih skupin.
Several EU Member States have welcomed large numbers of immigrant and second-language children into their school population, which raises notable educational challenges, particularly when we see that children from ethnic minority families are also less likely than other groups to use ECEC services.
Težava držav članic, ki želijo neposredno pomagati revnim družinam, je, da to lahko povzroči stigmatizacijo, kar lahko te družine odvrne od polne uporabe tovrstnih storitev.
The problem with Member States targeting poor families directly is that this can lead to stigmatisation, which may discourage them from making full use of the services on offer.
Čeprav je treba priznati, da mnogo revnih družin potrebuje dodatne spodbude za vključevanje otrok v ustanove za predšolsko vzgojo in varstvo, pa bi morale biti te storitve splošno dostopne vsem družinam in otrokom, ne glede na njihove socialne ali finančne razmere.
While it is important to recognise that many poor families need extra encouragement when it comes to ECEC services, provision should be universal to all families and all children, regardless of their background or financial status.
Starši so prvi vzgojitelji svojih otrok.
Parents are the first educators of their children.