natgillin/translations-raw huggingface dataset:
A. ker je brezposelnost mladih sedaj 21-odstotna, kar je dvakrat več kot splošna stopnja brezposelnosti na ravni EU in eden največjih izzivov v Evropi, zato je bil zastavljen cilj zmanjšati delež mladih, ki predčasno prekinejo šolanje, na manj kot 10 %, drugi cilj pa je do leta 2020 za 70 % povečati udeležbo žensk na trgu dela; ker je izobraževanje in usposabljanje odločilni dejavnik za uspešno udeležbo na trgu dela in zmožnost za odločanje v življenju, saj je več kot 5,5 milijona mladih Evropejcev brezposelnih, izpostavljenih socialni izključenosti in revščini ter mnogi mladi so prisiljeni sprejeti negotovo zaposlitev z nižjo plačo in nižjim socialnim varstvom, kar vpliva na njihovo zdravje in varnost na delovnem mestu,
A. whereas the youth unemployment rate is now 21 %, which is twice as high as the general rate of unemployment at EU level and is one of the most pressing challenges in Europe, and is thus one of the goals being pursued to reduce the school drop-out rate below 10 %; whereas another goal is to increase women’s participation in the labour market by 70 % by 2020; and whereas education and training are key factors for successful participation in the labour market and the ability to make life decisions, given a situation where more than 5.5 million young Europeans are without work, are at risk of social exclusion and face poverty and a lack of opportunity after leaving school, and many young people are forced to accept precarious jobs, with low salaries and reduced social insurance cover, which affects their health and safety in the workplace,
B. ker je bilo v Evropski uniji med diplomanti na univerzah 58,9 % žensk, delež doktoric znanosti pa je le 43 % in je ponovno nižji na ravni rednih profesorjev, kjer je žensk zgolj 15 %,
B. whereas while 58.9 % of the university qualifications awarded in the European Union go to women, the corresponding figure at PhD level is just 43 % and it is lower again at full professor level, and whereas only 15 % of Grade A full professors are women,
C. ker v Sporočilu Komisije o novi spodbudi za evropsko sodelovanje v poklicnem izobraževanju in usposabljanju v podporo strategiji EU 2020 ( KOM(2010)0296 ) ni bilo upoštevano načelo enakosti med spoloma,
C. whereas the Commission’s Communication entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy’ ( COM(2010)0296 ) failed to take the gender dimension into account,
D. ker je prehod iz izobraževanja na trg dela in prehajanje med zaposlitvami strukturni izziv za delavce v vsej EU; ker je zato varno prehajanje bistveno pri motiviranju delavcev za usposabljanje zunaj delovnega mesta; ker kakovostno pripravništvo večinoma pozitivno vpliva na dostop mladih do zaposlitve,
D. whereas the transition from education to work and between jobs is a structural challenge for workers all over the EU; whereas, therefore, transition security is an essential element to motivate workers for training outside the workplace; whereas quality apprenticeships have a largely positive impact on young people’s access to employment,
E. ker ima zgodnja brezposelnost trajne škodljive posledice, med drugim večje tveganje za prihodnjo brezposelnost in manjši zaslužek v vsej delovni dobi;
E. whereas early unemployment has lasting ill-effects, including a higher risk of future unemployment and lower lifetime earnings,
F. ker bo zaradi demografskih sprememb in daljše življenjske dobe daljši in bolj raznolik seznam delovnih izkušenj postal nekaj običajnega in bodo na primer vseživljenjsko učenje, izobraževanje, novo digitalno gospodarstvo, prilagajanje novim tehnologijam in izvajanje ciljev strategije EU 2020 zagotavljali zaposlovanje in boljši življenjski standard,
F. whereas demography and longevity are such that working lives will, as a matter of course, be longer and more varied, and whereas inter alia lifelong learning, education, the new digital economy, the adaptation to new technologies and the implementation of the EU 2020 goals are ways to secure employment and a better standard of living,
G. ker je poklicno izobraževanje in usposabljanje, ki je prilagojeno individualnim potrebam učencev, izjemno pomembno, saj povečuje zmožnost posameznika za soočanje s pritiski konkurence in njegov življenjski standard, poleg tega pa uresničuje družbenogospodarsko kohezijo in zlasti posebnim skupinam, kot so priseljenci, invalidi ali osipniki in ranljive ženske, omogoča boljše vključevanje v družbo,
G. whereas vocational education and training tailored to learners’ individual needs is of decisive value, increasing the possibility for individuals to deal with competitive pressures, increasing the standard of living, and achieving socio-economic cohesion and better integration, in particular of specific groups such as migrants, people with disabilities, or early school-leavers and vulnerable women,
H. ker mala podjetja tradicionalno ustvarijo več kot polovico novih delovnih mest v Evropi – ta pa so vzdržna in imajo pomnoževalni učinek,
H. whereas small businesses have created historically more than 50 % of new jobs in Europe – jobs that are self-sustaining and have a multiplier effect,
I. ker bi morala biti vloga držav članic in Komisije predvsem pomagati ustvariti okolje, v katerem bodo podjetja lahko uspela, se razvijala in rasla – za to pa potrebujejo manjše davčne obremenitve in predvidljive razmere, tako da bodo lahko načrtovala in vlagala,
I. whereas the role of the Member States and the Commission should be primarily to help create an environment where enterprises can succeed, develop and grow – to grow they need a reduced tax burden and predictability so they can plan and make investments,
J. ker bi bila glede na velike razlike med državami članicami v stopnji udeležbe učencev v poklicnem usposabljanju pomembna izmenjava najboljše prakse, zato da bi povečali število in kakovost učencev, ki se v državah članicah odločajo za tehniško usposabljanje, saj so zaenkrat razmere glede številčnosti in kakovosti teh učencev slabe,
J. whereas, in view of the great differences in the levels of participation of pupils in vocational training in Member States, exchanges of best practices are important in order to increase the number and improve the quality of pupils who opt for technical training in Member States, which fares poorly as far as pupil numbers and quality are concerned,
2. priznava pomen začetnega in nadaljnjega poklicnega izobraževanja in usposabljanja ter poudarja, da je odvisno od udeležbe in sodelovanja vseh akterjev pri oblikovanju, pripravi in financiranju strategij s tega področja; poziva države članice, naj izkoristijo pozitivne izkušnje z dualnim sistemom poklicnega izobraževanja in usposabljanja v vzornih državah, v katerih ta sistem pripomogel k dolgoročnejšemu vključevanju mladih delavcev na trg dela in do višje stopnje zaposlenosti med njimi, pa tudi do višjih ravni usposobljenosti, kar povečuje delavčeve zaposlitvene možnosti v kasnejši dobi;
Recognises the importance of both initial and continuing vocational education and training and maintains that their success hinges on the participation and cooperation of all stakeholders in the design, organisation and financing of strategies to this end; calls on the Member States to make use of the positive experience with the dual system within Vocational Educational and Training (VET) in example countries, where the system has led to the longer-term integration of young workers into the labour market and to higher employment rates for young workers, as well as higher levels of competence which then increase employment prospects at a later age;
7. pozdravlja ukrepe Komisije za večjo prepustnost, preglednost in primerljivost pri priznavanju v izobraževalnih sistemih in med njimi;
Welcomes the Commission measures aimed at breaking down barriers, increasing transparency, and making for ease of comparison for the purposes of recognition within and between education systems;
Poklicno izobraževanje
Vocational education
22. poudarja, da morajo biti izobraževalni sistemi posameznih državah članicah bolj združljivi in sinergijski, s poudarkom na učenju jezikov in učnih načrtih, ki so prilagojeni ciljem Unije inovacij; poudarja, da je treba odpraviti vse zakonske in upravne ovire za razvoj evropskega okvira, ki bo zagotavljal široko paleto visokokakovostnih pripravništev povsod v Uniji;
Emphasises the need for greater compatibility and synergy between the education systems of the various Member States, with a focus on language learning and curricula adapted to the goals of Innovation Union; stresses the need to remove all legal and administrative obstacles to the development of a European framework ensuring a broad range of high-quality traineeships across the EU;
25. se zaveda pomembne vloge, ki jo imajo spolni stereotipi v naši pedagoški praksi, zato poudarja, da je pomembno pripraviti strategije za oblikovanje izobraževanja, ki bo nevtralno z vidika spola, s čimer bi denimo dosegli enak dostop za moške in ženske do poklicnega usposabljanja in izobraževanja ter zaposlitve;
Acknowledges the significant role played by gender stereotypes in our educational practices, and emphasises, therefore, the importance of drawing up strategies designed to lead to the establishment of gender-neutral education, which would help to bring about, for example, equal access for women and men to VET and employment;
30. pozdravlja cilj strategije EU 2020, da se okrepijo sistemi poklicnega izobraževanja, ter poziva države članice, naj te sisteme usmerjajo k široko zasnovanim kvalifikacijam, udeležbi in humanizaciji dela;
Welcomes the aim of the Europe 2020 strategy whereby vocational education systems are to be strengthened, and calls on the Member States to gear those systems towards broad-based qualifications, participation and the humanisation of work;
32. meni, da bi moralo biti podjetniško izobraževanje pomemben del poklicnega izobraževanja in usposabljanja, saj bi bilo tako bolj privlačno za vse študente, podjetništvo pa bi se okrepilo v skladu z določbami strategije EU 2020;
Maintains that education for entrepreneurship should form an important part of VET, with a view to making it more attractive to all students and enhancing entrepreneurship in accordance with the provisions of the Europe 2020 Strategy;
34. poudarja pomen krepitve postopka za opredeljevanje potreb na lokalni, nacionalni in evropski ravni, da bi dosegli kar najboljšo povezavo med ponujenim znanjem in spretnostmi ter zahtevami trga dela;
Stresses the importance of strengthening the procedure for identifying needs at local, national and European level so as to achieve the closest possible match between the skills offered and labour market requirements;
42. poudarja, da je treba pripraviti popis področij, kjer Evropska unija ima ali bi lahko imela prednost v primerjavi s svetom in za katera bi bilo treba oblikovati dodatne strategije usposabljanja;
Emphasises the need to establish an inventory of those areas in which the European Union holds, or could hold, a comparative advantage worldwide, and for which further training strategies should be developed;
43. poziva države članice, naj upoštevajo vedno večjo potrebo po bolj kvalificiranem nadaljnjem poklicnem izobraževanju in usposabljanju in naj prek svetovalnih služb delojemalce podprejo pri načrtovanju ustreznega poklicnega usposabljanja; poziva delodajalce, naj vsem zaposlenim omogočijo dodatno usposabljanje;
Calls on the Member States to allow for the growing need for upskilling by setting up advice centres to help workers plan the necessary vocational training; calls on employers to offer opportunities for upskilling to all employees;
46. poziva države članice, naj s pomočjo Komisije prek ustreznih univerzitetnih programov spodbujajo modele upravljanja in uporabe človeških virov, ki bodo temeljili na priznavanju poklicnega izobraževanja in usposabljanja v okviru vseživljenjskega učenja kot dodane vrednosti in konkurenčne prednosti za podjetja;
Calls on the Member States, with the assistance of the Commission, to promote, through the relevant university programmes, models for managing and exploiting human resources based on the recognition of vocational education and training, within the framework of lifelong learning, as an added value and competitive advantage for enterprises;
53. poziva Komisijo, naj pripravi študijo rezultatov udeležbe v poklicnem izobraževanju in usposabljanju z vidika produktivnosti delavcev ter konkurenčnosti podjetij in kakovosti dela;
Calls on the Commission to draw up a study on the consequences of participating in vocational education and training, both for the productivity of workers and for the competitiveness of enterprises and the quality of the work;
· prilagojeno poklicno izobraževanje in usposabljanje v podporo poklicnemu razvoju,
· customised VET to support career development,
· dostopne poti od priložnostnega do formalnega učenja,
· accessible pathways from informal to formal learning,
· odzivnost na različne stile učenja,
· responsiveness to different learning styles,
· dostop do vzornikov in mentorjev,
· access to role models and mentors,
· razvoj programov, prilagojenih prožnim oblikam dela in pogodbam o zaposlitvi s krajšim delovnim časom,
· the development of programmes adapted to flexible working arrangements and part-time contracts,
· prilagojene možnosti učenja prek spleta;
· tailored online learning options;
58. poudarja, da je kot del prizadevanj za uresničitev cilja prožnosti in varnosti nujno dejansko povečati udeležbo delavcev v prožnih oblikah zaposlovanja in poklicnega izobraževanja; zato poziva države članice, naj sprejmejo ustrezne pobude;
Emphasises that, as part of efforts to attain the objective of flexibility with security, it is urgently necessary effectively to increase the participation of workers involved in flexible forms of employment in vocational training; calls, therefore, on the Member States to take the relevant initiatives;
62. poziva k sklepanju vajeniških pogodb, ki bodo ščitile vajence, ter zagotavljanju prožnosti in prožnih ukrepov pri njihovem izvajanju, da bi omogočili prekinitev pogodbe, če se izkaže, da zadevna oseba ni primerna za delovno mesto ali je resno kršila delovne obveznosti;
Calls for apprenticeship contracts, while protecting the apprentice and providing for a certain flexibility and flexible measures for their application, to permit termination of the contract if the person concerned proves unsuited to his employment or is guilty of serious misconduct;
Kakovost in učinkovitost poklicnega izobraževanja in usposabljanja
Quality and efficiency in vocational education and training
66. poudarja, da je visokokvalificirana in izobražena delovna sila gonilo inovacij in prispeva k občutni konkurenčni prednosti Unije; poudarja, da visokokakovostno poklicno izobraževanje in usposabljanje bistveno prispevata k trajnemu razvoju in oblikovanju učinkovitega enotnega trga ter da ju je treba nenehno prilagajati potrebam in razvoju evropskega trga dela, in sicer na podlagi obširnega dialoga med vsemi zainteresiranimi stranmi;
Emphasises that a highly skilled and educated labour force is one of the driving forces of innovation and constitutes a significant competitive advantage for the Union; stresses that high-quality vocational education and training contribute fundamentally to sustainable development and to the creation of a functioning single market, and should be constantly adapted to the needs and developments in the European labour market through an extensive dialogue among all interested parties;
69. poziva Komisijo, naj zagotovi informacije o predvidenih spremembah na trgih dela v EU, ter države članice, naj te informacije vključijo v svoje strategije in programe izobraževanja;
Calls on the Commission to provide information regarding the expected changes on labour markets within the EU, and on the Member States to incorporate this information in their educational strategies and programmes;
77. poziva države članice, naj se zavzemajo za inovativne dejavnosti ter doktorske in postdoktorske programe, ki bodo podprli konkurenčnost in trajnostno gospodarsko rast;
Calls on the Member States to support innovative activities and doctoral and post-doctoral programmes that will underpin competitiveness and sustainable economic growth;
Ponudbe za posebne skupine ljudi
Offerings for specific groups
80. opozarja na ovire za vključevanje, s katerimi se soočajo državljani tretjih držav, kadar njihove kvalifikacije niso priznane; poziva Komisijo, naj oceni vpliv evropskega ogrodja kvalifikacij na priznavanje kvalifikacij državljanov iz tretjih držav;
Points to the obstacles to integration which third-country nationals face when their qualifications are not recognised; calls on the Commission to assess the impact of the European Qualifications Framework on recognition of the qualifications of third-country nationals;
Prožnost in mobilnost
Flexibility and mobility
84. poziva Evropsko komisijo, države članice in Evropski parlament, naj podprejo in razširijo evropske programe za mobilnost pripravnikov, zlasti program Leonardo da Vinci, da bi se spodbujala čim večja mobilnost pripravnikov na notranjem trgu;
Calls on the Commission, the Member States and the European Parliament to support and broaden European programmes for the mobility of learners, in particular the Leonardo da Vinci Programme, with a view to promoting greater mobility of trainees in the single market;
87. meni, da je treba dati poudarek večji usklajenosti med različnimi izobraževalnimi sistemi držav članic, premagovanju teh razlik ter priznavanju spričeval in diplom med državami članicami, da bi povečali čezmejno sodelovanje in mobilnost;
Takes the view that better harmonisation among the Member States’ different education systems – bridging those differences and ensuring mutual recognition of certificates and diplomas among the Member States – should be emphasised in order to heighten cross-border collaboration and aid mobility;
91. poziva države članice, naj s pomočjo Komisije in v sodelovanju z socialnimi partnerji izboljšajo in spremljajo sisteme za potrjevanje poklicnih kvalifikacij v okviru vseživljenjskega učenja in poklicnega usposabljanja;
Calls on the Member States, with the assistance of the Commission, and in cooperation with the social partners, to improve and monitor systems for certifying vocational qualifications within the framework of lifelong learning and professional training;
95. poziva države članice, naj pri poklicnem izobraževanju in usposabljanju poudarijo učenje tujih jezikov in se pri tem osredotočijo na mala in srednja podjetja, da bi ustvarile pogoje za povečanje njihove konkurenčnosti v okviru enotnega trga;
Calls on the Member States to put an emphasis on the acquisition of foreign-language skills in vocational education and training with a focus on small and medium-sized enterprises, thereby creating the conditions for increasing their competitiveness as part of the single market;
98. pozdravlja oblikovanje skupnega referenčnega orodja (Europass, evropsko ogrodje kvalifikacij, evropski sistem kreditnih točk v poklicnem izobraževanju in usposabljanju ter evropski referenčni okvir za ugotavljanje kakovosti poklicnega izobraževanja in usposabljanja), ki ga spodbuja københavnski proces;
Welcomes the common reference tools being promoted by the Copenhagen Process (Europass, the European Qualifications Framework, the European Credit System for Vocational Education and Training, and the European Quality Assurance Reference Framework for vocational education and training), and maintains that single-minded energy should be applied to bringing these tools into use and developing them further;
102. poziva države članice, naj poenostavijo postopek priznavanja poklicnih kvalifikacij iz tujih držav, ki ne bo omogočal dokazovanja poklicnih usposobljenosti samo z uradnim potrdilom, ampak tudi s poskusnim delom, praktičnimi in teoretičnimi testiranji ter izvedenskim mnenjem;
Calls on the Member States to simplify the procedures for recognising foreign professional qualifications so as to ensure that job skills can be demonstrated not just on the strength of formal qualifications, but also by means of probation, theoretical and practical examinations, and expert assessment;
109. poziva države članice, naj preučijo možnost uvedbe sistema bonov, da bi usposabljanje omogočile tudi osebam z nižjimi dohodki; poziva države članice, naj po potrebi zaprosijo za financiranje iz teh sistemov bonov v sklopu Evropskega socialnega sklada;
Calls on the Member States to consider as one option a training voucher scheme to secure for people with a low income the possibility of participating in training; if necessary, invites Member States to apply for funding for such training voucher schemes under the ESF;
Možnost in sposobnost za učenje in delovanje v mednarodnem okolju je pomemben predpogoj za uspešno poklicno življenje v globaliziranem gospodarstvu.
The possibility and ability to learn and work in an international context is a prerequisite for a successful working life in a globalised economy.
Potrebe po mobilnih, prilagodljivih zaposlenih z mednarodnimi izkušnjami so vedno večje.
There is a growing need for mobile, flexible employees with international experience.
Kljub drastičnim posledicam gospodarske krize za evropski trg dela se v naslednjih desetih letih pričakuje vsaj postopno okrevanje rasti zaposlovanja v Evropi.
In spite of the severe effects that the economic crisis is having on the European labour market, it can be assumed that employment growth in Europe will recover, at least gradually, over the next ten years.
Po zadnjih napovedih Evropskega centra za razvoj poklicnega usposabljanja glede ponudbe in povpraševanja po ustreznih znanjih in spretnostih naj bi se število novih delovnih mest do leta 2020 povečalo na približno 80 milijonov
According to Cedefop’s current Europe-wide skill supply and demand forecast, the number of new jobs up to 2020 is estimated at 80 million
Cedefop, „Ponudba in povpraševanje po znanju in spretnostih v Evropi: srednjeročne napovedi za obdobje do leta 2020“, Luxembourg 2010, str.
Cedefop, Skill supply and demand in Europe: medium-term forecast up to 2020 , Luxembourg 2010, p.
Glede na predhodne ocene je mogoče sklepati, da se bo še naprej povečevalo povpraševanje po kvalifikacijah.
The projections suggest that the demand for skills will continue to rise.
Industrijski in tehnološki napredek s seboj prinaša večjo potrebo po visoko in srednje kvalificirani delovni sili, kar gre vsekakor na škodo nizko kvalificirane delovne sile.
Industrial and technological change increases the need for workers with high and intermediate skill levels, but low-skilled labour is, conversely, being squeezed out.
Ravno pri mladih je treba hitro ukrepati: stalno povečevanje brezposelnosti med mladimi je v Evropi eden od izzivov, ki ga je treba čim hitreje rešiti.
Especially where young people are concerned, action needs to be taken quickly: youth unemployment is one of Europe’s most pressing challenges.
Mladi delavci v primerjavi z odraslimi delavci niso samo pogosteje brezposelni, ampak so tudi pogosteje zaposleni v negotovih in začasnih delovnih razmerjih z nižjimi plačili in slabšo socialno varnostjo.
It is not just that the unemployment rate is higher among young workers than among their adult counterparts: young people are also to be found more frequently in insecure temporary jobs with lower pay and weaker social security cover.
Države članice morajo za odpravo brezposelnosti med mladimi sprejeti ciljno usmerjene politične strategije in pri tem upoštevati nacionalne posebnosti in potrebe.
Member States must adopt purposeful strategies to combat youth unemployment, taking into account specific national circumstances and needs.
Ciljev, zastavljenih v okviru strategije Evropa 2020, to je zmanjšati delež mladih, ki predčasno prekinejo šolanje, na manj kot 10 odstotkov in omogočiti 40 odstotkom mladim pridobitev visokošolske izobrazbe, se je treba lotiti s konkretnimi, ustvarjalnimi in učinkovitimi ukrepi.
The aims charted in the Europe 2020 strategy, namely to reduce the school drop-out rate below 10 % and ensure that 40 % of young people are educated to university level, must be tackled by means of efficient, creative practical measures.