natgillin/translations-raw huggingface dataset:
C. ker kljub nekaterim izboljšavam v izobraževanju in usposabljanju v Evropski uniji večina primerjalnih meril, določenih za leto 2010, ne bo dosežena; ker so zlasti ravni znanj in spretnosti še vedno nezadostne in ker ima ena tretjina prebivalstva v Evropi zelo nizko raven izobrazbe,
C. whereas despite some improvement in education and training performance in the European Union the majority of the EU benchmarks set out for 2010 will not be reached, whereas in particular skills levels remain inadequate and whereas one third of the population of Europe have very low‑level educational qualifications,
D. ker deset let po uvedbi bolonjskega procesa še ni bila dosežena želena konvergenca med državami članicami glede visokošolske izobrazbe,
D. whereas, ten years after the launching of the Bologna Process, the desired convergence between the Member States regarding higher education has not been achieved,
E. ker morajo politike izobraževanja in usposabljanja vsem državljanom, ne glede na starost, spol, zdravje, fizično, duševno in psihično stanje in jezikovno, etnično, nacionalno, religiozno in socialno-ekonomsko ozadje, omogočiti pridobivanje, posodabljanje in razvoj njihovega znanja in spretnosti ter kompetenc vse njihovo življenje,
E. whereas education and training policies should enable all citizens, irrespective of their age, gender, health, physical, mental and psychic conditions and their linguistic, ethnic, national, religious and socio-economic background, to acquire, update and develop their skills and competences throughout their lives,
F. ker sta izobraževanje in usposabljanje ključna elementa za uspešno izvajanje prenovljene socialne agende za priložnosti, dostopnost in solidarnost; ker bi z njenim izvajanjem pripomogli k številnejšim in boljšim delovnim mestom in več evropskim državljanom dali možnost, da uresničijo svoj potencial,
F. whereas education and training are key elements in the successful implementation of the Renewed Social Agenda for opportunities, access and solidarity; whereas the implementation of that agenda would help to create more and better jobs and give more European citizens the opportunity to achieve their potential,
G. ker je stalno prizadevanje nujno za zagotovitev, da imajo ženske enak dostop do izobraževanja na vseh ravneh in da izbira izobraževanja ni vnaprej določena na podlagi s spolnih stereotipov,
G. whereas a continuous effort is required to ensure that women have equal access to education at all levels and that educational choices are not predetermined by gender stereotypes,
H. ker so za celovito izkoriščanje ključnih kompetenc potrebni nadaljnji politični ukrepi na evropski in nacionalni ravni,
H. whereas the full implementation of key competences needs further policy action both at the European and national level,
I. ker je reforma področja izobraževanja ključni izziv na področju izobraževanja in usposabljanja v Evropi, in sicer z namenom oblikovanje na učenju temelječega celostnega izobraževalnega sistema, ki pripravlja mlade, da postanejo srečni in dejavni globalni državljani, ki so pripravljeni na vstop na trg dela,
I. whereas the crucial challenge for education and training in Europe is the reform of education towards a learning-centred holistic education system which prepares young people for being happy, active global citizens who are ready to enter the labour Market,
J. ker ostaja izvajanje in nadaljnji razvoj strategij vseživljenjskega učenja ključni izziv za mnoge države članice; ker je treba večjo pozornost nameniti celotnemu življenjskemu ciklu, namesto da bi se osredotočali na posebne sektorje ali skupine,
J. whereas the implementation and further development of lifelong learning strategies remain a critical challenge for many Member States; whereas stronger focus should be given to the whole life-cycle instead of focusing on specific sectors or groups,
K. ker so koristi vlaganj v izobraževanje vidne le dolgoročno in je treba zagotoviti, da niso zanemarjene na političnem dnevnem redu; ker bi morali pozivati k oblikovanju smernic EU za kakovostne sisteme izobraževanja in usposabljanja ter se izogibati proračunskih omejitev, za to namenjena sredstva pa bi se morala povečevati in ne zmanjševati, ker mora zato EU oblikovati proračunske mehanizme, ki niso vezani na letne programe na področju izobraževanja in usposabljanja,
K. whereas the benefits of educational investment are seen only in the long-term perspective and it is important to ensure that they are not set aside in the policy agenda; whereas we should call for EU guidance on the quality of education and training systems, and avoid budgetary restraint, or at least the resources allocated should increase and not decline; whereas the EU therefore needs to equip itself with budgetary mechanisms not tied to annual programming in the field of education and training,
L. ker so naložbe v izobraževanje, usposabljanje in preusposabljanje ter posodabljanje in prilagoditev znanj in spretnosti vseh bistven pogoj za izstop iz krize in obvladovanje dolgoročnih izzivov globalne gospodarske konkurenčnosti, zaposlovanja, mobilizacije in socialne vključenosti,
L. whereas investment in education and training, retraining and the updating and adaptation of the knowledge and skills of all is an essential precondition for emerging from the crisis and rising to the long-term challenges of global economic competiveness, employment, mobilisation and social inclusion,
M. ker je več kot 80 % osnovnošolskih učiteljev in 97 % predšolskih učiteljev v Uniji žensk, medtem ko jih je v srednješolskem izobraževanju le 60 %, v visokem izobraževanju in raziskavah pa manj kot 40 %,
M. whereas more than 80% of primary school teachers and 97% of pre-school teachers in the Union are women, while in secondary education the equivalent figure is only 60%, and in higher education and research less than 40%,
N. ker postaja izobraževalno okolje vse bolj kompleksno in heterogeno in se učitelji srečujejo z vedno večjimi izzivi, kot so spremembe v informacijskih in komunikacijskih tehnologijah (IKT), finančne omejitve, ki jih je povzročila gospodarska kriza, spremembe družbenih in družinskih struktur in multikulturnost,
N. whereas the challenges faced by teachers are increasing as educational environments become more complex and heterogeneous, such as changes in information and communication technologies (ICT), financial restrictions caused by economic crisis, changes to social and family structures, and multiculturalism,
O. ker bo za soočanje s temi ključnimi izzivi treba izvajati strateški okvir EU 2020 za evropsko sodelovanje na področju izobraževanja in usposabljanja,
O. whereas it will be important to implement the EU 2020 Strategic Framework for European Cooperation in Education and Training, in order to address these crucial challenges,
P. ker bo digitalna pismenost vse pomembnejša za razvoj na znanju temelječega gospodarstva in trga dela EU; ker te kompetence zagotavljajo priložnosti za oživitev gospodarstva, spodbujanje podjetništva in izboljšanje dostopa do zaposlitve,
P. whereas digital competences will be of increasing importance in the evolving knowledge-based economy and labour market of the EU; whereas these competences offer opportunities for economic recovery, fostering entrepreneurship, and increased access to employment,
Q. ker je šport eno najučinkovitejših sredstev za boj proti zlorabi snovi (kajenje, alkoholizem in jemanje drog), saj so dijaki in študenti v visokošolskem izobraževanju ena od družbenih skupin, ki so v tem pogledu najbolj ogrožene; ker je udeležba dijakov in študentov v športu najbolj odvisna od obstoja ustrezne infrastrukture,
Q. whereas sport is one of the most effective means of combating substance abuse (smoking, alcoholism and drug-taking), as school pupils and students in higher education are one of the social groups most at risk in this regard; whereas the participation of school pupils and students in sport depends primarily on the existence of appropriate background infrastructure,
4. meni, da je nujno treba uvesti politike, namenjene izboljšanju kakovosti izobraževanja in usposabljanja za vse študente, in poudarja, da je treba zato, da se lahko evropski izobraževalni sistemi soočijo z izzivom svetovne konkurenčnosti, izboljšati razpoložljive možnosti izobraževanja, ki morajo biti na višji ravni in širšega obsega, da lahko zadovoljijo vedno večje potrebe v strokovnih sektorjih in na trgu dela;
Considers it vital to introduce policies seeking to improve the quality of education and training for all students and stresses that, in order for European educational systems to meet the challenge of global competitiveness, it is necessary to increase the educational opportunities available, which must be of a higher level and broader scope in order to meet the pressing demands of professional sectors and the labour market;
8. ugotavlja, da sporočilo Komisije o EU 2020 poudarja, da je „stopnja zaposlenosti žensk še zlasti nizka“ (zaposlenih je le 63 % žensk v primerjavi s 76 % moških) in da bodo za doseganje večjega sodelovanja delavcev potrebne politike za spodbujanje enakosti spolov; zato mora biti politika izobraževanja in usposabljanja usmerjena k odpravi te vrzeli na trgu dela, s čimer bo prispevala k zagotovitvi trajnostne rasti in socialne kohezije; poudarja pomen izobraževanja od najnižje možne starosti brez spolnega razlikovanja;
Notes that the Commission Communication on EU 2020 underlines that the ‘employment rate of women is particularly low’ (only 63% of women are in work compared to 76% of men) and that ‘policies to promote gender equality will be needed to increase labour force participation’; notes that consequently education and training policy needs to be targeted to close this gap in the labour market, thereby contributing to the achievement of sustainable growth and social cohesion; stresses the importance of a non-gender-based education from the youngest possible age;
16. poziva države članice, naj izobraževalnim ustanovam zagotovijo zadostna sredstva, da bodo lahko vlagale v šport in izboljšale sodelovanje javnega in zasebnega sektorja na tem področju;
Calls on the Member States to ensure there are sufficient funds for investment in sport for educational institutions and to increase the cooperation of the public and private spheres in this area;
19. opozarja na pomen kakovostnega izobraževanja v zgodnjem otroštvu za zgodnje pridobivanje ključnih kompetenc, vključno z otrokovo sposobnostjo komunicirati v maternem jeziku in jeziku države gostiteljice, zlasti pa za pomoč otrokom iz prikrajšanih okolij in otrokom s posebnimi (učnimi) potrebami, da bi tako preprečili revščino in socialno izključenost v prihodnosti;
Draws attention to the importance of high-quality early childhood education for the early acquisition of key competences, including a child’s ability to communicate both in his or her mother tongue and in the language of the host country concerned, and in particular for supporting children from disadvantaged backgrounds and with special (learning) needs in order to fight against future poverty and social exclusion;
Osnovno in srednje izobraževanje
Primary and secondary education
30. poziva k ukrepom za spodbujanje fizične in športne dejavnosti v šolah ter organizacije šolskih prvenstev in udeležbe v njih, kar bo izboljšalo zdravje, spodbudilo vključevanje in olajšalo razvoj vrednot, ki bodo prispevale k ustvarjanju pozitivnih vzorcev vedenja;
Calls for action to promote physical and sporting activity in schools and the creation of and participation in school championships, which will improve health, foster integration and help develop values that will contribute to the creation of positive patterns of behaviour;
33. poziva države članice, naj v šole uvedejo nove kombinacije predmetov in materialov, ki zagotavljajo splošno izobrazbo, da se mladim z eno od najpogostejših motenj učenja– disleksijo – omogoči uspešen zaključek študija, ne glede na njihovo motnjo;
Calls on the Member States to introduce new subject combinations and materials in schools providing general education so as to enable young people with one of the most frequent learning disorders – dyslexia – to complete their studies successfully, notwithstanding their learning disability;
Visoko šolstvo
Higher education
42. ugotavlja, da so ženske kljub napredku glede njihovega dostopa do višjega in visokošolskega izobraževanja še vedno nezadostno zastopane na področjih matematike, znanosti in tehnologije (le 32 % diplomantk in 68 % diplomantov); poudarja, da bi zmanjševanje neravnovesij med spoloma na teh področjih prispevalo k zmanjšanju pomanjkanja znanj in spretnosti v EU v teh sektorjih;
Notes that while progress has been made regarding women’s access to higher education, women are still under-represented in the disciplines of mathematics, sciences and technology (only 32% of graduates are female, and 68% are male); points out that reducing gender imbalances in these fields would contribute to a decrease in the skills shortages experienced by the EU in those sectors;
Poklicno izobraževanje in usposabljanje
Vocational education and training
50. poudarja, da je treba na podlagi obstoječe dobre prakse sprejeti model priznavanja kreditnih točk za izobraževanje na področju državljanskih veščin za mlade, ki opravljajo prostovoljno in družbeno koristno delo, ki ga spodbujajo neprofitna združenja ali se spodbuja v okviru razvojnega sodelovanja;
Stresses the need to adopt, on the basis of existing good practice, a model for the recognition of educational credits relating to citizenship skills for young people taking part in volunteer and community service work promoted by non-profit making associations or in the context of development cooperation;
55. izraža veliko zaskrbljenost zaradi naraščanja števila brezposelne mladine, zlasti v sedanji gospodarski krizi; poziva države članice, naj zagotovijo, da bodo trgi dela čim bolj prožni, da bodo lahko mladi z lahkoto našli delo in menjavali delovna mesta;
Is extremely concerned about the increasing numbers of unemployed young people, especially in the current economic crisis; urges Member States to ensure that labour markets are as flexible as possible to ensure that young people can easily find work and move between jobs;
58. poudarja pomen sedanjega strukturiranega dialoga in posvetovanja med ljudmi na zadnjih stopnjah izobraževanja in usposabljanja, visokošolskimi ustanovami in podjetji;
Stresses the importance of an ongoing structured dialogue and consultation between those in their final stages of education and training, higher education institutions and business;
62. priporoča ustanovam za izobraževanje in usposabljanje, naj si prizadevajo za širšo objavo programov, ki so odprti za odrasle, in poenostavijo upravne postopke za pridobitev dostopa do teh programov;
Recommends to educational and training establishments that they seek to publicise more widely their programmes that are open to adults and to simplify the administrative procedures for gaining access to these programmes;
S sprejetjem Lizbonske strategije leta 2000 je politika EU na področju izobraževanja in usposabljanja dobila nov zagon.
Since the adoption of the Lisbon Strategy in 2000 the EU Education and Training policy has been given added impute.
Zavedanje o pomembnosti izobraževanja in usposabljanja za uspešni razvoj prihodnje družbe znanja in gospodarstva ni več mit.
The recognition that Education and Training are essential to the success of tomorrow’s knowledge society and economy is no longer a myth.
Čeprav je področje izobraževanja in usposabljanja v pristojnosti nacionalnih vlad, so nekateri izzivi skupni vsem državam članicam (demografske spremembe, pomanjkanje znanja in spretnosti pri delavcih itd.).
National governments are responsible for Education and Training but some of the challenges are common to all Member States (demographic change, skills deficit at the workforce, etc.).
Kakovostno izobraževanje (na predšolski, osnovnošolski, srednješolski ter višje- in visokošolski ravni) in usposabljanje sta ključna pri reševanju izzivov, pred katerimi stoji Evropa, in za uvedbo delovnega programa ET 2010.
High quality pre-primary, primary, secondary and higher education and vocational training are fundamental for meeting Europe’s challenges and the launch of the ET 2010 work programme.
Znano je, da kljub splošnemu izboljšanju rezultatov izobraževanja in usposabljanja v EU večina primerjalnih meril, določenih za leto 2010, ne bo dosežena.
We all know that despite a general improvement in education and training performance in the EU, the majority of the benchmarks set for 2010 will not be reached.
To je primeren trenutek za pregled dosedanjih ukrepov in oceno pomanjkljivosti.
Now is the perfect moment to review and assess what went wrong.
Dokument vsebuje poročilo o napredku pri doseganju dogovorjenih ciljev za izobraževanje in usposabljanje na ravni EU v obdobju 2007–2009.
The document consists of a report on the progress on education and training policies at the European level during the period 2007-2009.
Temelji na podrobni oceni nacionalnih poročil in doseganja niza kazalnikov in primerjalnih meril, pri čemer je najbolj poudarjeno izvajanje priporočila o ključnih kompetencah iz leta 2006.
It is based on a detailed assessment of national reports and performance alongside a set of indicators and benchmarks, focusing mainly on the implementation of the 2006 Recommendation on Key Competences.
Poročilo prav tako upošteva razvoj nacionalnih strategij vseživljenjskega učenja in reforme, ki naj bi zagotovile večjo privlačnost poklicnega izobraževanja in usposabljanja ter njegovo ustreznost potrebam trga dela, hkrati pa posodobitev višjega in visokošolskega izobraževanja.
The report takes also into consideration the development of national lifelong learning strategies and the reforms undertaken to make vocational education and training (VET) more attractive and better suited to labour market needs, and to modernise Higher Education.
Poročilo upošteva tudi na novo ugotovljene izzive, zlasti tiste, ki so povezani s pobudo „Nova znanja in spretnosti za nova delovna mesta”.
Finally, it addresses newly identified challenges, in particular those related to the ‘New Skills for New Jobs’ initiative.
Sporočilo predstavlja napredek in opredeljuje področja, kjer je mogoče doseči še več, obenem pa predlaga vrsto ukrepov za nadaljevanje prizadevanj na tem področju.
Besides indicating the progress made and identifying the areas where more can be done, the Communication also proposes a series of measures to drive forward the efforts undertaken in this area.
Pregled sedanjega stanja:
Overview of the current state of play:
V osnutku skupnega poročila o napredku 2010 je poudarek na napredku, doseženem pri uresničevanju ciljev na področju izobraževanja in usposabljanja v zadnjih letih:
The 2010 draft joint progress report points out the improvements achieved in the education and training objectives during the last years:
· Vključevanje ključnih kompetenc
· Integration of key competences
- Pomemben napredek je bil dosežen pri šolskih programih.
- Significant progress has been achieved in school curricula.
Tradicionalni predmeti, kot so učenje maternega jezika in tujega jezika ali matematike in naravoslovja se obravnavajo bolj medpredmetno ter z vidika večje uporabnosti v resničnem življenju.
Traditional subjects, such as mother tongue and foreign language learning or mathematics and science are being treated in a more cross-curricular way and with more useful applications to real life.
- Nekatere države so oblikovale strategije ali akcijske načrte za dvig ravni osnovnih znanj in spretnosti, zlasti pri branju, matematiki in naravoslovju.
- Some countries have created specific strategies or action plans to raise basic skill levels, notably in reading, maths and science.
- Vse več je primerov spodbujanja podjetništva, na primer partnerstev s podjetji ali razvoja mini podjetij, ki jih upravljajo dijaki ali študentje.
- An increasing number of examples of promoting entrepreneurship have being identified, such as partnerships with enterprises or the development of student-run mini-businesses.
· Razvoj strategij vseživljenjskega učenja
· Development of lifelong learning strategies
- Večina držav članic EU je sprejela posebne strategije vseživljenjskega učenja in si prizadeva za podporo prožnega prehajanja med različnimi izobraževalnimi sistemi.
- Most of the EU countries have adopted specific lifelong learning strategies and efforts have been made to support flexible learning pathways between different education systems.
- Izboljšave so bile dosežene tudi pri razvoju nacionalnih ogrodij kvalifikacij ter njihovem povezovanju z evropskim ogrodjem kvalifikacij (EQF).
- Improvement has also been made in developing national qualifications frameworks and in referencing them to the European Qualifications Framework (EQF)
· Poklicno izobraževanje in usposabljanje
· Vocational education and training
- V okviru koebenhavnskega procesa je bila obravnavana privlačnost sistemov poklicnega izobraževanja in usposabljanja in večina držav članic EU je dala prednost sprejetju evropskega referenčnega okvira za zagotavljanje kakovosti poklicnega izobraževanja in usposabljanja
- The attractiveness of the VET systems has been tackled as part of the Copenhagen process and most of the EU countries have prioritised the adoption of the European Quality Assurance Reference Framework in VET
UL C 155, 8.7.2009, str.
OJ C 155, 8.7.2009, p.
- Poseben poudarek je bil namenjen profesionalizaciji učiteljev in vodij usposabljanja v poklicnem izobraževanju in usposabljanju, da bi bilo poklicno izobraževanje in usposabljanje bolj prožno z vidika potrebe udeleženih v izobraževanju in podjetij, pa se vse bolj uvaja modularnost.
- A particular focus has been placed on the professionalization of VET teachers and trainers and modularisation is increasingly used to make VET more flexible to the needs of learners and business.
· Posodabljanje višjega in visokega šolstva
· Modernisation of Higher Education
Vse več ljudi meni, da je dostop netradicionalnih udeležencev do temeljnega pomena.
- There is the growing belief in EU countries that non-traditional learners’ access to lifelong learning is fundamental.
Večina držav članic je sprejela ukrepe za povečanje vključenosti socialno-ekonomsko prikrajšanih študentov.
Most of them have set up measures to enhance the participation of socio-economically disadvantaged students.
Pripombe poročevalke in prihodnji izzivi:
Rapporteur’s remarks and challenges ahead:
Kljub vidnemu napredku se je treba soočiti še z nekaterimi izzivi:
Although progress is visible, some challenges still need to be addressed:
1 – Izboljšanje pristopa na podlagi kompetenc
1 – An improvement on the competence based approach
Kljub napredku pri uresničevanju okvira ključnih kompetenc
Despite the good progress that has been made in the use of the Key Competences framework
Ključne kompetence za vseživljenjsko učenje,ULJ L 394, 30.12.2006, str.
Key Competences for Lifelong Learning, OJ L 394, 30.12.2006, p.
10. bi poročevalka rada poudarila, da je treba še bolj spodbujati nadaljnje učenje, kritično mišljenje in ustvarjalnost.
10. , the Rapporteur would like to stress the need to reinforce attitudes towards further learning, critical thinking and creativity.
Zlasti pomembno je razvijanje medpredmetnih ključnih kompetenc, kot so digitalna pismenost, kompetenca učenja učenja, socialne in državljanske kompetence, samoiniciativnost in podjetništvo ter kulturna zavest.
Especially important are the development of transversal key competences such as digital competence, the ability to learn to learn and social and civic competences, a sense of initiative and entrepreneurship and cultural awareness.
Zato je v sporočilu omenjenih več strategij, ki bi jih lahko uvedli, npr. podpora razvoju kompetenc učiteljev, posodobitev metod ocenjevanja in uvedba novih načinov organiziranja učenja.
To this end, the communication mentioned several strategies which could be put in place such as supporting teachers’ competence development, updating assessment methods and introducing new ways of organising learning.