natgillin/translations-raw huggingface dataset:
Prisotni so bili naslednji poslanci: Giuseppe Gargani (predsednik), Bert Doorn, Othmar Karas, Piia-Noora Kauppi, Hans-Peter Mayer, Hartmut Nassauer, Rainer Wieland, Jaroslav Zvěřina, Tadeusz Zwiefka, Neena Gill, Katalin Lévai, Manuel Medina Ortega, Aloyzas Sakalas, Marek Aleksander Czarnecki, Diana Wallis, Monica Frassoni, Francesco Enrico Speroni, Jean-Paul Gauzès, Kurt Lechner, Rareş-Lucian Niculescu, Georgios Papastamkos,József Szájer, Michel Rocard. priporoča, da vaš odbor kot pristojni odbor preuči omenjeni predlog v skladu s členom 80a.
The following Members were present: Giuseppe Gargani (Chairman), Bert Doorn, Othmar Karas, Piia-Noora Kauppi, Hans-Peter Mayer, Hartmut Nassauer, Rainer Wieland, Jaroslav Zvěřina, Tadeusz Zwiefka, Neena Gill, Katalin Lévai, Manuel Medina Ortega, Aloyzas Sakalas, Marek Aleksander Czarnecki, Diana Wallis, Monica Frassoni, Francesco Enrico Speroni, Jean-Paul Gauzès, Kurt Lechner, Rareş-Lucian Niculescu, Georgios Papastamkos,József Szájer, Michel Rocard, , recommends your Committee, as the committee responsible, to proceed to examine the above proposal in accordance with Rule 80a.
Predlog direktive Evropskega parlamenta in Sveta o ustanovitvi evropskega sveta delavcev ali uvedbi postopka obveščanja in posvetovanja z delavci v družbah ali povezanih družbah na območju Skupnosti
Proposal for a directive of the European Parliament and of the Council on the establishment of a European Works Council or a procedure in Community-scale undertakings and Community-scale groups of undertakings for the purposes of informing and consulting employees
KOM(2008) 419 končno z dne 2.7.2008 – 2008/0141 (COD)
COM(2008) 419 final of 2.7.2008 - 2008/0141 (COD)
Ob upoštevanju medinstitucionalnega sporazuma z dne 28. novembra 2001 o bolj sistematičnem ponovnem sprejemu pravnih aktov, še posebej njegove devete točke, se je posvetovalna skupina, ki jo sestavljajo predstavniki pravnih služb Evropskega parlamenta, Sveta in Komisije, sestala 16. julija 2008, da bi med drugim proučila omenjeni predlog, ki ga je predložila Komisija.
Having regard to the Interinstitutional Agreement of 28 November 2001 on a more structured use of the recasting technique for legal acts, and in particular point 9 thereof, the Consultative Group consisting of the legal services of the European Parliament, the Council and the Commission held a meeting on 16 July 2008 at which it examined, inter alia, the above proposal presented by the Commission.
Posvetovalna skupina je po proučitvi predloga direktive Evropskega parlamenta in Sveta z namenom prenovitve Direktive Sveta 94/45/ES z dne 22. septembra 1994 o ustanovitvi Evropskega sveta delavcev ali uvedbi postopka obveščanja in posvetovanja z delavci v družbah ali povezanih družbah na območju Skupnosti
On examining the proposal for a directive of the European Parliament and of the Council to recast Council Directive 94/45/EC of 22 September 1994 on the establishment of the European Works Council or a procedure in Community-scale undertakings and Community-scale groups for the purposes of informing and consulting employees
Posvetovalna skupina je imela na voljo angleško, francosko in nemško jezikovno različico predloga, svoje delo pa je opravila na osnovi francoske različice, saj je bila to izvirna različica delovnega dokumenta. soglasno sklenila, da je treba v prilogi III predloga prenovitve dopolniti besedilo v korelacijski tabeli.
The Working Party had German, English and French versions of the proposal and worked from the French version, the original version of the working document. , the Working Party established, by common consent, that additions were to be made to the text of the correlation table in Annex III of the proposal to recast.
Posvetovalna skupina je torej lahko po proučitvi predloga soglasno sklenila, da predlog ne vsebuje bistvenih sprememb, razen tistih, ki so kot takšne opredeljene v samem predlogu.
Thus the Working Party was able to establish from the examination, by common consent, that the proposal did not comprise any substantive amendments other than those identified as such.
pravni svetovalec generalni direktor
Legal adviser Legal adviser Director-General
o vseživljenjskem učenju za znanje, ustvarjalnost in inovacije – izvajanje delovnega programa „Izobraževanje in usposabljanje 2010“
on delivering lifelong learning for knowledge, creativity and innovation - implementation of the 'Education & Training 2010 work programme'
MNENJE Odbora za pravice žensk in enakost spolov ...................................16
OPINION of the Committee on Women’s Rights and Gender Equality ........15
IZID KONČNEGA GLASOVANJA V ODBORU...................................................................19
RESULT OF FINAL VOTE IN COMMITTEE.............................................................................18
– ob upoštevanju člena 149 in člena 150 Pogodbe o ES,
– having regard to Articles 149 and 150 of the EC Treaty,
– ob upoštevanju Sporočila Komisije z dne 12. novembra 2007 z naslovom Vseživljenjsko učenje za znanje, ustvarjalnost in inovacije: Osnutek skupnega poročila za leto 2008 Sveta in Komisije o napredku pri izvajanju delovnega programa „Izobraževanje in usposabljanje 2010“( KOM(2007)0703 ) in spremnega delovnega dokumenta osebja Komisije ( SEC(2007)1484 ),,
– having regard to the Commission Communication of 12 November 2007 entitled 'Delivering lifelong learning for knowledge, creativity and innovation: Draft 2008 joint progress report of the Council and the Commission on the implementation of the Education and Training 2010 work programme' ( COM(2007)0703 ), as well as to the accompanying Commission Staff Working Document ( SEC(2007)1484 ),
– ob upoštevanju podrobnega delovnega programa o spremljanju ciljev sistemov izobraževanja in usposabljanja v Evropi
– having regard to the detailed work programme on the follow-up of the objectives of Education and training systems in Europe
1. in posledično objavljenih vmesnih poročil o napredku pri njegovem izvajanju,
1. and to the subsequent joint interim reports on progress towards its implementation,
– ob upoštevanju Resolucije Sveta z dne 15. novembra 2007 o izobraževanju in usposabljanju kot ključnih gibalih lizbonske strategije
– having regard to the Council Resolution of 15 November 2007 on education and training as a key driver of the Lisbon Strategy
UL C 300, 12.12.2007, str.
OJ C 300, 12.12.2007, p.
– ob upoštevanju Resolucije Sveta z dne 15. novembra 2007 o novih znanjih in spretnostih za nova delovna mesta
– having regard to the Council Resolution of 15 November 2007 on the new skills for new jobs
UL C 290, 4.12.2007, str.
OJ C 290, 4.12.2007, p.
– ob upoštevanju delovnega dokumenta osebja Komisije z dne 28. avgusta 2007 z naslovom Vzpostavljanje bolj na znanju temelječe politike in prakse na področju izobraževanja in usposabljanja ( SEC(2007)1098 ),
– having regard to the Commission Staff Working Document of 28 August 2007 entitled 'Towards more knowledge-based policy and practice in education and training' (SEC(2007) 1098),
– ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 23. aprila 2008 o uvedbi evropskega ogrodja kvalifikacij za vseživljenjsko učenje
– having regard to the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning
UL C 111, 6.5.2008, str.
OJ C 111, 6.5.2008, p.
– ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 15. februarja 2006 o nadaljnjem evropskem sodelovanju pri zagotavljanju kakovosti v visokem šolstvu
– having regard to the Recommendation of the European Parliament and of the Council of 15 February 2006 on further European cooperation in quality assurance in higher education
UL L 64, 4.3.2006, str.60. ,
OJ L 64, 4.3.2006, lk 60. ,
– ob upoštevanju evropske listine kakovosti za mobilnost
– having regard to the European Quality Charter for Mobility
UL L 394, 30.12.2006, str.5. ,
OJ l 394, 30.12.2006, p 5. ,
UL C 282 E, 6.11.2008, str.
OJ C 282 E, 6.11.2008, p 131. ,
UL L 394, 30.12.2006, str.
OJ L 394, 30.12.2006, p.
– ob upoštevanju svoje resolucije z dne 16. januarja 2008 o izobraževanju odraslih: Za učenje ni nikoli prepozno
– having regard to its resolution of 16 January 2008 on adult learning: "It is never too late to learn"
Sprejeta besedila, P6_TA(2008)0013 . ,
Texts Adopted, P6_TA(2008)0013 . ,
– ob upoštevanju svoje resolucije z dne 23. septembra 2008 o bolonjskem procesu in mobilnosti študentov
– having regard to its resolution of 23 September 2008 on the Bologna Process and student mobility
Sprejeta besedila, P6_TA(2008)0423 . ,
Texts Adopted, P6_TA(2008)0423 . ,
– ob upoštevanju svoje resolucije z dne 23. septembra o izboljšanju kakovosti izobraževanja učiteljev
– having regard to its resolution of 23 September 2008 on improving the quality of teacher education
Sprejeta besedila, P6_TA(2008)0422 . ,
Texts Adopted, P6_TA(2008)0422 . ,
– ob upoštevanju zaključkov predsedstva Evropskega sveta 13. in 14. marca 2008,
– having regard to the Presidency Conclusions of the European Council of 13-14 March 2008,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenja Odbora za pravice žensk in enakost spolov ( A6-0455/2008 ),
– having regard to the report of the Committee on Culture and Education and the opinion of the Committee on Women's Rights and Gender Equality ( A6‑0455/2008 ),
A. ker skuša Evropska unija do leta 2010 prevzeti vodilno mesto v svetu na področju kakovosti izobraževanja in sistemov usposabljanja, ki so ključni za nadaljnji napredek lizbonskega procesa,
A. whereas European Union is seeking, by 2010, become a world leader in the quality of education and training systems, such systems being crucial to further progress in the Lisbon Process,
B. ker je bil že dosežen napredek k večji avtonomiji in odgovornosti univerz in ker je treba okrepiti podporo, ki se jim nudi v tem procesu,
B. Whereas progress has been made in increasing the autonomy and the accountability of universities and whereas there is a need to strengthen the support offered to them within this process,
C. ker bi morali sistemi izobraževanja in usposabljanja ženskam in moškim zagotavljati enake možnosti,
C. whereas education and training systems should provide equal opportunities for women and men,
D. ker je vključevanje razsežnosti enakosti med spoloma v politiko izobraževanja in usposabljanja bistveno za uspeh lizbonske strategije, katere cilj je tudi odprava neenakosti med ženskami in moškimi na evropskih trgih dela, še zlasti doseči 60-odstotno stopnjo zaposlenosti žensk do leta 2010,
D. whereas incorporating the gender equality dimension into education and training policies is crucial to the success of the Lisbon Strategy, one objective of which is to tackle inequalities between women and men in European labour markets, inter alia by achieving a 60% rate of employment among women by 2010,
E. ker si morajo države članice s sodelovanjem in izmenjavo zgledov najboljše prakse prizadevati za nadaljnjo reformo svojih nacionalnih sistemov izobraževanja in usposabljanja,
E. whereas Member States must, by working together and exchanging good practice, drive forward reform of their national education and training systems,
F. ker bi se skladne in celostne strategije in orodja vseživljenjskega učenja, o katerih sta se dogovorila Evropski parlament in Svet, moralo izvajati dosledno, da bi dosegli lizbonske cilje in okrepili trikotnik znanja,
F. whereas coherent and comprehensive lifelong learning strategies and tools agreed by the European Parliament and the Council should be implemented consistently in order to achieve the Lisbon objectives and to strengthen the knowledge triangle,
G. ker Evropa potrebuje višjo raven usposobljenosti in bi bilo treba na vseh stopnjah izobraževanja in usposabljanja spodbujati ustvarjalnost in inovativnost,
G. whereas Europe needs higher skill levels, and whereas creativity and innovation ought to be promoted at all stages of education and training,
H. ker je treba predvideti prihodnje potrebe po spretnostnih in znanjih na področju okolja in družbe, na primer tako, da bi podnebne spremembe in druge okoljske teme horizontalno vključili v vse oblike učenja,
H. whereas provision has to be made for future skills needs in the areas of the environment and society, for example by making climate change and other environmental issues cross-cutting subjects in all forms of learning,
I. ker bi morali učni programi prispevati k osebnemu razvoju študentov, saj bodo vključevali poučevanje o človekovih pravicah in evropskih vrednotah,
I. whereas curricula should contribute to students' personal development by including the teaching of human rights and European values,
J. ker morajo kakovost in učinkovitost sistemov izobraževanja in usposabljanja ter njihova dostopnost za državljane veljati za glavne cilje politik na evropski ravni,
J. whereas the quality and effectiveness of education and training systems, and their accessibility to citizens, must be seen as major policy goals at European level,
K. ker je treba pri izobraževanju in usposabljanju vedno upoštevati lokalne in regionalne možnosti, značilnosti in potrebe,
K. whereas education and training must always have regard to local and regional possibilities, characteristics and needs,
3. poudarja, da je treba vključiti priseljence in manjšine (zlasti Rome) in si prizadevati za vključevanje skupin s posebnimi potrebami (predvsem žensk, invalidov in starejših) na vseh stopnjah in področjih izobraževanja; meni, da je treba nuditi dodatno podporo priseljencem, pri čemer bi moralo pripadnikom narodnostnih manjšin in Romom pomagati usposobljeno osebje, ki pripada isti manjšini ali vsaj govori njihov jezik;
Stresses the need to integrate migrants and minorities (especially Roma people), and to work on the inclusion of groups with special needs (primarily women and disabled and elderly people) at all levels and in all areas of education; considers that additional support should be provided to migrants, whilst ethnic minorities and Roma people should be assisted by trained staff who belong to the same minority or at least speak their native language;
9. opaža dolgotrajno nezadostno zastopanost žensk na nekaterih študijskih področjih, na vseh ravneh, ter v raziskovalnem sektorju; zato poziva k praktičnim pozitivnim ukrepom, ki bodo izboljšali to stanje;
Notes the chronic under-representation of women in certain fields of study, at all levels, as well as in the research sector; encourages therefore practical, positive actions to be taken to remedy the situation;
11. meni, da je treba izboljšati kakovost učnih načrtov in poučevanja na vseh ravneh, okrepiti socialno varnost učiteljev in posebej upoštevati njihovo stalno spopolnjevanje in mobilnost;
Observes that the quality of curricula and teaching must be improved across the board, that teachers’ social security must be improved, and that more attention must be paid to their continuing training and mobility;
Predšolska vzgoja
Pre-primary education
19. poudarja, da je treba nameniti posebno pozornost posameznikom, ki bi drugače že zgodaj prekinili šolanje; meni, da bi bilo treba sprejeti posebne programe in ukrepe za zmanjšanje osipa in tistim, ki predčasno prekinejo šolanje v primerih, ko je to neizogibno in se ponavlja, nuditi pomoč in zagotoviti možnosti za ponovno vključitev v družbo in zanje primerne oblike izobraževanja;
Emphasises the need to pay special attention to individuals who might otherwise drop out of education at a later stage; believes that special programmes and measures should be adopted to decrease the drop-out rate and that, in cases where dropping out is inevitable and continues to occur, the individuals concerned should be supported and given opportunities to be reintegrated into society and offered appropriate forms of education;
22. meni, da je treba učne programe in njihovo vsebino nenehno posodabljati, da bi bili še uporabni, pri čemer je treba poudariti pomembno vlogo podjetniških veščin in prostovoljstva za osebni razvoj, in poudarja, da bi morale vse države članice priznati večji pomen izobraževanju učiteljev ter zanj nameniti več sredstev, da bi lahko dosegli občuten napredek pri uvajanju ciljev lizbonske strategije v delovnem programu „Izobraževanje in usposabljanje 2010“ ter da bi v Evropski uniji spodbudili vseživljenjsko učenje;
Considers that curricula, and their content, must be continually updated in order to remain relevant, enhancing the important role of entrepreneurial skills and volunteering in order to support personal development, and stresses that all Member States must attach greater importance to teacher training and provide more resources for it if they are to make significant progress in achieving the Lisbon Strategy targets in the work programme 'Education and training 2010' and promote lifelong learning within the European Union;
25. meni, da bi moral biti na tej stopnji izobraževanja glavni cilj razvoj osebne nadarjenosti, posebnih sposobnosti in vrojenih sposobnosti učencev; opozarja, da so te sposobnosti lahko kasneje izhodišče za delo in zaposlitev;
Considers that the development of personal talents, specific capacities and natural abilities of students has to be a major goal at this stage of education; points out that these capacities may provide the basis for work and employment later on;
Poklicno izobraževanje in usposabljanje
Vocational education and training (VET)
Visokošolsko izobraževanje
Higher education
34. priporoča, naj se na višjih ravneh izobraževanja razvijejo predvsem meddisciplinarni učni programi na mejah med znanstvenimi področji, da bomo izobrazili strokovnjake, ki bodo znali reševati kompleksne probleme sodobnega sveta;
Recommends that higher education institutions should, as a matter of priority, develop interdisciplinary programmes on the borders between sciences in order to train specialists capable of solving the most complex problems facing the world today;
41. meni, da bi bilo treba delodajalce nenehno spodbujati, da organizirajo izobraževanje in usposabljanje svojih zaposlenih, nizko kvalificiranim delavcem pa nudijo spodbude za udeležbo v programih vseživljenjskega učenja;
Considers that employers should be encouraged consistently to arrange education and training for their employees, as well as being provided with incentives to enable low-skilled workers to take part in lifelong learning programmes;
43. poudarja, da je treba predvsem ženske spodbujati k vključitvi v izobraževanje in nadaljnje usposabljanje, za to pa jim je treba ponuditi tudi posebne programe za spodbujanje vseživljenjskega učenja;
Stresses that women in particular should be encouraged to take part in training and further training, and special programmes to promote lifelong learning for women must also be provided and promoted in this context;
47. poudarja, da bi bilo treba veliko širše in enostavneje priznavati znanje in kvalifikacije, pridobljene z vseživljenjskim učenjem, in meni, da bi bilo za to treba pospešiti tudi izvajanje evropskega kvalifikacijskega okvira in Europassa kot orodij za spodbujanje vseživljenjskega učenja;
Emphasises that knowledge and qualifications acquired through lifelong learning should be much broader and easily recognised, and to that end considers that the implementation of the European Qualifications Framework and the Europass as instruments for the promotion of lifelong learning must also be stepped up;
Sporočilo Komisije:
The Commission Communication:
Novembra 2007 je Komisija predstavila sporočilo z naslovom Vseživljenjsko učenje za znanje, ustvarjalnost in inovacije
In November 2007, the Commission presented a Communication entitled Delivering lifelong learning for knowledge, creativity and innovation
Ta dokument, predlog Komisije o tretjem skupnem poročilu Sveta in Komisije o napredku pri izvajanju delovnega programa izobraževanja in usposabljanja 2010 se objavi vsaki dve leti in bi ga bilo treba v celoti obravnavati kot pregled stanja na področju odprte metode usklajevanja v izobraževanju in usposabljanju v okviru ciljev lizbonske strategije.
This document, the Commission's proposal for the third joint progress report of the Council and the Commission on the implementation of the Education and Training 2010 work programme , is published every two years and should be broadly regarded as a review of the situation concerning the open method of coordination in education and training within the framework of the Lisbon Strategy objectives.
Ta dokument je sestavljen iz poročila o stanju politik izobraževanja in usposabljanja na evropski ravni, ki opredeljuje uspešne in neuspešne nacionalne pobude na tem področju.
The document consists of a report on the status of education and training policies at European level, identifying successful and unsuccessful national initiatives in this field.
Sporočilo pa ne omogoča le stvarne predstave o opravljenem napredku in opredelitve področij, na katerem še ni dovolj napredka, temveč vsebuje tudi predloge ukrepov, ki so potrebni za nadaljnje izboljšave; zato gre tudi za politično izjavo in ga lahko imamo za program za prihodnja leta
However, the Communication not only gives a picture of progress made and identifies areas where progress remains insufficient but also proposes measures to be taken to bring about further improvements: it is therefore a political statement as well and can be regarded as a roadmap for the coming years.
Sporočilo temelji na analizi nacionalnih poročil držav članic o izvajanju delovnega programa izobraževanja in usposabljanja 2010 (podrobno analizo teh poročil lahko najdete v spremnem delovnem dokumentu
The Communication is based on an analysis of Member States' national reports on the implementation of the Education & Training 2010 work programme (a detailed analysis of these reports can be found in a supporting working document
SEC(2007)1484 . ) ter v vrsti statističnih kazalnikov in meril uspešnosti.
SEC(2007) 1484. ) and of a set of statistical indicators and benchmarks.
Sedanje stanje:
The state of play:
Čeprav napredek ni enoten (tempo reform bi moral biti hitrejši in stalen, še vedno pa so potrebna intenzivna prizadevanja), so bile v zadnjih nekaj letih zabeležene izboljšave na naslednjih področjih:
Although progress is not uniform (the pace of reform ought to be faster and constant, and intense efforts are still indispensable), the following areas have registered improvements throughout the last few years:
· Strategije vseživljenjskega učenja in sistemi kvalifikacij:
· Lifelong learning strategies and qualifications systems :
a) Večina držav je razvila jasne strategije na tem področju, ki v splošnem vključujejo obsežno vizijo izobraževanja in usposabljanja ter bolj usklajen pristop k njima.
a) Explicit strategies in this field were developed by most countries, generally incorporating a comprehensive vision of education and training and a more coherent approach to it.
b) V večini držav članic se razvijajo nacionalni kvalifikacijski okviri, kar pomeni novo osredotočenost na učne rezultate.
b) National qualifications frameworks are being developed in the majority of Member States, which implies a new focus on learning outcomes.
Vzpostavljajo se tudi sistemi potrjevanja neformalnega in priložnostnega učenja, čeprav nastajajo počasneje in so še vedno v poskusni fazi.
Also systems for the validation of non-formal and informal learning have been put into place, although they are evolving more slowly and are still at an experimental stage.
· Predšolsko izobraževanje: predšolsko izobraževanje je v novih pristopih in politikah vedno bolj priznano, čeprav se večinoma odvija v okviru pilotnih projektov.
· Pre-primary education: pre-primary education is increasingly recognised under new approaches and policies, although for the most part this is happening in the framework of pilot projects.
Veliko držav izvaja nove ukrepe na tem področju, med katerimi so tudi obveznost delov predšolskega izobraževanja, revizija učnih vsebin, povečanje usposobljenosti učiteljev, ocenjevanje kakovosti in večje naložbe.
A large number of countries are implementing new measures in this field, involving a compulsory status for parts of pre-primary schooling, revision of teaching content, capacity building for teachers, quality assessment and increasing investment.