natgillin/translations-raw huggingface dataset:
Poročevalec, enako kot Komisija, ne zahteva spremembe nacionalnih pravil za porazdelitev stroškov, saj v državah članicah preizkušeno načelo, po katerem mora stroške nositi stranka, ki izgubi tožbo, morebitne tožnike odvrača od vložitve neutemeljenih tožb.
The rapporteur, like the Commission, does not wish to change the national rules on allocation of costs, since the well established principle in the Member States that the loser pays is an incentive not to bring unwarranted claims.
Komisija zato niti prek instrumentov mehkega prava ne sme spodbujati držav članic k prilagoditvi pravil za porazdelitev stroškov.
Neither should the Commission, therefore, use soft-law instruments to encourage the Member States to adjust their cost allocation rules.
Komisija prav tako ne sme sprejemati določb za financiranje odškodninskih tožb, saj bi s tem povzročila neželen plaz tožb.
And the Commission should not set out any guidelines on funding of damages claims, since this would give rise to an unwanted claims industry.
Poročevalec ugotavlja, da program prizanesljivosti v veliki meri pripomore k odkrivanju kršitev protimonopolnih pravil in postavlja temelje za zasebno uveljavljanje pravic.
The rapporteur acknowledges that the application for leniency programme makes a major contribution to uncovering cartel law violations, thus making private prosecutions possible in the first place.
Zaradi tega je treba oblikovati merila, s katerimi bo mogoče zaščititi privlačnost programa prizanesljivosti pred ozadjem načela kompenzacije.
For this reason ways should be examined of maintaining the attractiveness of the application for leniency programme against the background of the compensation principle.
Vprašanje je izjemno zapleteno, zato ne gre sprejemati prenagljenih rešitev.
The complexity of this issue precludes reaching any hasty conclusions.
Odprto ostaja tudi vprašanje združljivosti predlogov iz bele knjige z novimi predlogi v zvezi z izvajanjem poravnave.
It also remains to be seen how the White Paper’s proposals will fit in with the proposed new conciliation procedure.
o beli knjigi o odškodninskih tožbah zaradi kršitve protimonopolnih pravil ES
on the White Paper on Damages actions for breach of the EC antitrust rules
Odbor za notranji trg in varstvo potrošnikov poziva Odbor za ekonomske in monetarne zadeve kot pristojni odbor, da v svoj predlog resolucije vključi naslednje pobude:
The Committee on the Internal Market and Consumer Protection calls on the Committee on Economic and Monetary Affairs, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
5. poziva Komisijo, naj na ravni Skupnosti zagotovi nadaljnje smernice za ovrednotenje škode; zavrača tako imenovane kazenske odškodnine, ker povračilo škode ne sme presegati dejanske škode;
Calls on the Commission to provide further guidance at Community level as regards the quantification of damages; rejects so-called punitive damages, since damages awarded should not be higher than the damage actually incurred;
(a) uvesti je treba določeno ocenjevanje ali preizkus izpolnjevanja pogojev, ki ga bo izvajal ustrezen nacionalni odredbodajalec, ki je lahko državni sodnik, varuh ali podobna oseba;
(a) there should be some form of assessment or merits test applied by an appropriate national authorising body, which could be a national judge, ombudsman or similar figure;
(b) uvesti je treba predhoden poskus ali priporočilo za strani, da bi dosegli poravnavo z alternativnim reševanjem sporov;
(b) there should be some preliminary attempt or recommendation to the parties to reach settlement through ADR;
meni, da ta pogoja ne bi smela neupravičeno zavleči postopke ali škoditi stranema;
is of the opinion that neither of these conditions should unduly delay proceedings nor prejudice the parties;
8. meni, da bi bilo treba okrepiti pravila za dostop do dokazov za tožnike, da bo zasebnim tožnikom omogočen potreben dostop do arhivov, ki jih imajo organi za konkurenco, da bi lahko ocenili škodo čim bolj zanesljivo in tako, da dostop ne bi ogrozil preiskav organov;
Considers that the rules on access to evidence for claimants should be strengthened in order to make it possible for them to have the necessary access to files held by competition authorities in order to be able to estimate the damages as accurately as possible, to the extent that such access does not jeopardise the authorities' investigations;
12. poziva Komisijo, naj zavzame dosleden pristop med pravili o skupinskih pravnih sredstvih v zvezi s konkurenčnim pravom in pravili, predvidenimi v splošnem okviru varstva potrošnikov.
Calls on the Commission to adopt a consistent approach between rules of collective redress in relation to competition law and rules envisaged in the general framework of consumer protection.
o beli knjigi o odškodninskih tožbah zaradi kršitve protimonopolnih pravil ES
on the White Paper on damages actions for breach of the EC anti-trust rules
(a) omogočiti oškodovancem, da prejmejo odškodnino za škodo, ki jo je povzročila kršitev teh pravil;
(a) allow for victims of infringements of those rules to be awarded compensation for the resulting damage suffered by them;
(b) spremljati in ne nadomestiti alternativne oblike zaščite, ki že obstaja v nekaterih državah članicah (kot so reprezentativne tožbe in testni primeri);
(b) accompany, and not replace, the alternative forms of protection which already exist in some Member States (such as representative actions and test cases);
(c) temeljiti na modelu, ki ga je možno uporabiti tudi za druge vrste sporov in tako zagotoviti pravno varstvo potrošnikom v podobnih primerih; s tem v zvezi meni,da bi morala Komisija preučiti izbiro horizontalnega pristopa za lažje uveljavljanje odškodninskih zahtevkov;
(c) be based on a model which can also be applied to other kinds of dispute so as to provide judicial protection for consumers in similar cases; considers in this regard that the Commission should examine whether a horizontal approach should be chosen in order to make it easier to assert legal claims for compensation;
(d) vsebovati pravila, namenjena preprečevanju negativnih učinkov, ki so se izkazali v drugih pravnih sistemih, zlasti Združenih državah Amerike;
(d) contain rules designed to avoid the negative effects which have resulted in other legal systems, particularly the United States;
(a) izključiti vsako možnost kazenske odškodnine ali odškodnine, ki bi bila nesorazmerna dejansko nastali škodi;
(a) exclude the possibility of awarding punitive damages or damages that are disproportionate to the harm actually suffered;
(b) zahtevati zlasti v primeru skupnih ukrepov take vrste, kot jih je predlagala Komisija, in brez neupravičenega zavlačevanja postopkov, da mora pred pričetkom izvajanja ukrepov njihovo vsebino presoditi nacionalni odredbodajalec (npr. nacionalni sodnik, varuh človekovih pravic ali podobno);
(b) particularly in the case of collective actions of the type suggested by the Commission, and without unduly delaying proceedings, require that the merits of actions be tested by a national authorising body (such as a national judge, ombudsman or similar) before they may be commenced;
(c) zlasti v primeru skupnih ukrepov take vrste, kot jih je predlagala Komisija, in brez neupravičenega zavlačevanja postopkov ter brez vplivanja na stranke zahtevati ali priporočati, naj stranke poskusijo doseči poravnavo z alternativnim reševanjem sporov, preden pričnejo postopek;
(c) particularly in the case of collective actions of the type suggested by the Commission, and without unduly delaying proceedings or prejudicing the parties, require or recommend that parties attempt to reach a settlement through alternative dispute resolution before commencing an action;
(d) podpirati načelo, da mora stranka, ki vlaga zahtevek zaradi kršitve, zagotoviti dokaze za svoj zahtevek, da bi se tako izognili preiskavam za pridobivanje dokazov, ki niso bile predhodno določene (tako imenovanim fishing expeditions), razen če države članice zagotovijo lajšanje dokaznega bremena;
(d) uphold the principle that the party bringing the infringement claim must provide evidence in support of its claim in order to avoid “fishing expeditions” unless Member States provide for the burden of proof to be eased;
(e) ohraniti temeljno načelo, da mora stroške plačati neuspešna stranka, razen če je država članica vzpostavila drugačna pravila za razporeditev stroškov;
(e) maintain the fundamental principle that the loser should pay the costs unless a Member State has established different rules on the allocation of costs;
(f) zavezati tiste, ki branijo na podlagi honorarja v odstotku od dosežene odškodnine, da dajo svojim strankam jasne informacije o zaračunavanju stroškov v primeru neuspeha, če država članica, kjer je tožba vložena, predvideva dogovore o honorarju v odstotku od dosežene odškodnine;
(f) oblige those who undertake the defence on a contingency fee basis to give their clients clear information about the charging of costs in the event of the action being unsuccessful, where the Member State in which the action is brought provides for the possibility of contingency fee arrangements;
5. meni, da je ustrezno, da se združenjem potrošnikov ali predstavnikom združenj varstva potrošnikov omogoči sodelovanje v protimonopolnih postopkih, ki jih vložijo pristojni organi;
Considers that it is appropriate to allow consumer associations or representatives of consumer protection organisations to participate in anti-trust proceedings brought by the competent authority;
o boljših šolah: agenda za evropsko sodelovanje
on Better Schools: an agenda for European cooperation
– ob upoštevanju členov 149 in 150 Pogodbe ES o izobraževanju, poklicnem usposabljanju in mladini,
– having regard to Articles 149 and 150 of the EC Treaty on education, vocational training and youth,
– ob upoštevanju člena 14 Listine o temeljnih pravicah Evropske unije o pravici do izobraževanja,
– having regard to Article 14 of the Charter of Fundamental Rights of the European Union on the right to education,
– ob upoštevanju sporočila Komisije z dne 3. julija 2008 z naslovom Krepitev kompetenc za 21. stoletja: agenda za evropsko sodelovanje v šolstvu ( KOM(2008)0425 ),
– having regard to the Commission Communication of 3 July 2008 entitled 'Improving competences for the 21st Century: An Agenda for European Cooperation on Schools' ( COM(2008)0425 ),
– ob upoštevanju Sporočila Komisije z dne 16. decembra 2008 z naslovom: Posodobljen strateški okvir za evropsko sodelovanje v izobraževanju in usposabljanju ( KOM(2008)0865 ),
– having regard to the Commission Communication of 16 December 2008 entitled 'An updated strategic framework for European cooperation on education and training' ( COM(2008)0865 ),
– ob upoštevanju sporočila Komisije z 12. novembra 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 ),
– 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 ),
– ob upoštevanju desetletnega delovnega programa Izobraževanje in usposabljanje 2010
– having regard to the ten-year Education and Training 2010 work programme
1. in naknadno objavljenih skupnih vmesnih poročil o napredku pri njegovem izvajanju,
1. and to the subsequent joint interim reports on progress towards its implementation,
– ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 18. decembra 2006 o ključnih kompetencah za vseživljenjsko učenje
– having regard to the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning
UL L 394, 30.12.06, str.
OJ L 394, 30.12.2006, p.
– ob upoštevanju sklepov predsedstva Evropskega Sveta z dne 13. in 14. marca 2008, zlasti dela o „vlaganju v ljudi in posodabljanju trga dela“,
– having regard to the Presidency Conclusions of the European Council of 13-14 March 2008, notably the part on 'investing in people and modernising labour markets',
– 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
– ob upoštevanju poročila Mednarodne komisije o izobraževanju za 21. stoletje za Unesco,
– having regard to the report to UNESCO of the International Commission on Education for the 21st Century,
– ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se sestali v okviru Sveta, z dne 21. novembra 2008 – Pripraviti mlade na 21. stoletje: agenda za evropsko sodelovanje v šolstvu
– having regard to the Conclusions of the Council and 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
UL C 319, 13.12.2008, str.
OJ C 319, 13.12.2008, p.
– ob upoštevanju svoje resolucije z dne 26. februarja 2004 o vlogi šol in šolske izobrazbe pri izboljšanju javnega dostopa do kulture
– having regard to its resolution of 26 February 2004 on the role of schools and school education in maximizing public access to culture
– ob upoštevanju svoje resolucije z dne 8. septembra 2005 o možnostih za razvoj sistema evropskih šol
– having regard to its resolution of 8 September 2005 on options for developing the European Schools System
– ob upoštevanju svoje resolucije z dne 27. septembra 2007 o učinkovitosti in pravičnosti v evropskih sistemih izobraževanja in usposabljanja
– having regard to its resolution of 27 September 2007 on efficiency and equity in European education and training systems
UL C 282 E, 6.11.2008, str.
OJ C 282 E, 6.11.2008, p.
– ob upoštevanju svoje resolucije z dne 23. septembra 2008 o izboljšanju kakovosti izobraževanja učiteljev
– having regard to its resolution of 23 September 2008 on improving the quality of teacher education
– ob upoštevanju svoje resolucije z dne 18. decembra 2008 o vseživljenjskem učenju za znanje, ustvarjalnost in inovacije – izvajanje delovnega programa „Izobraževanje in usposabljanje 2010“
– having regard to its resolution of 18 December 2008 on delivering lifelong learning for knowledge, creativity and innovation - implementation of the Education & Training 2010 work programme
Sprejeta besedila, P6_TA(2008)0625 . ,
Texts Adopted, P6_TA(2008)0625 . ,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6‑0124/2009 ),
– having regard to the report of the Committee on Culture and Education ( A6‑0124/2009 ),
A. ker so države članice odgovorne za organizacijo, vsebino in reformo šolanja; ker so izmenjava informacij in dobre prakse ter sodelovanje pri skupnih izzivih odlična orodja za podporo reformam; ker ima Evropska komisija pomembno vlogo pri olajševanju tega sodelovanja,
A. whereas Member States are responsible for the organisation, content and reform of school education; whereas the exchange of information and good practice, and cooperation on common challenges, are excellent tools to support reforms; whereas the Commission has an important role to play in facilitating this cooperation,
B. ker so vsi nacionalni izobraževalni sistemi zaradi gospodarskih in družbenih sprememb v Evropski uniji, dejavnikov, ki vplivajo na enotni trg ter novih priložnosti in zahtev globaliziranega gospodarstva, postavljeni pred skupne izzive, zato je sodelovanje na evropski ravni na področju izobraževanja in usposabljanja še toliko bolj nujno,
B. whereas the economic and social changes in the European Union, the factors conditioning the single market and the new opportunities and demands of a globalised economy are creating a set of common challenges for all national educational systems, making cooperation at European level in the field of education and training all the more necessary,
C. ker lahko velike razlike v uspešnosti izobraževalnih sistemov v EU povzročijo večje razlike v gospodarskem in socialnem razvoju med državami članicami ter ogrozijo uresničevanje ciljev lizbonske strategije,
C. whereas the considerable disparities between the respective performances of education systems in the EU could increase disparities in economic and social development between the Member States and jeopardise the achievement of the Lisbon Strategy objectives,
D. ker je treba sprejeti sistematične ukrepe za večjo vlogo izobraževanja v „trikotniku znanja“ (raziskave, inovacije in izobraževanje), ki ga Unija podpira v okviru dolgoročne strategije za prihodnji razvoj, konkurenčnost in socialno kohezijo, ter vključiti izobraževanje med prednostne naloge prihodnjega kroga pogajanj v sklopu lizbonskega procesa,
D. whereas systematic measures are necessary to consolidate the role of education in the 'knowledge triangle' (research, innovation and education), in respect of which the Union provides support for the long-term strategy for future development, competitiveness and social cohesion and for the inclusion of education among the priorities of the forthcoming round of talks under the Lisbon Process,
E. ker so merila uspešnosti pomembno orodje za spodbujanje novih reform, saj omogočajo ocenitev napredka pri doseganju ustrezno opredeljenih skupnih ciljev,
E. whereas benchmarks are important tools to drive forward further reforms, as they allow to measure improvement towards well-defined common goals,
F. ker je Svet sprejel tri merila uspešnosti za leto 2010, ki zadevajo šolanje, o zgodnjem opuščanju šolanja, bralni pismenosti in dokončanju srednješolskega izobraževanja; ker je napredek pri uresničevanju teh meril uspešnosti še vedno nezadosten,
F. whereas the Council has adopted three benchmarks for 2010 relating to school education, on early school leavers, reading literacy and the completion of upper secondary education; whereas progress towards these benchmarks is still insufficient,
G. ker sta pridobivanje temeljnega znanja in ključnih kompetenc vseh mladih ter izboljšanje ravni izobrazbe bistvena za doseganje ciljev programa lizbonske strategije,
G. whereas the acquisition of basic skills and key competences by all young people and the improvement of educational attainment levels are crucial for reaching the goals of the Lisbon agenda,
H. ker stopnja izobrazbe mladine neposredno vpliva na njene poznejše zaposlitvene možnosti, družbeno udejstvovanje, nadaljnje izobraževanje ali usposabljanje ter dohodek,
H. whereas young people’s educational attainment has a direct effect on their later employment prospects, social participation, further education or training, and income,
I. ker izobraževanje žensk še zlasti vpliva na uspeh pri izobraževanju skupnosti in ker ne utegne nedokončano ali nezadostno izobraževanje deklet vplivati le nanje, temveč se prikrajšanost lahko prenese tudi na prihodnje generacije,
I. whereas the education of women is particularly influential on the educational performance of communities; whereas the incomplete or unsatisfactory education of girls may affect not only them, but may also transmit disadvantages to the next generation,
J. ker nepravičnosti in zgodnje opuščanje šolanja povzročata visoke družbene in gospodarske stroške ter škodujeta socialni koheziji, vse oblike segregacije v šolah pa na splošno nižajo raven nacionalnih izobraževalnih sistemov,
J. whereas inequities and early school leaving produce high social and economic costs and have a detrimental effect on social cohesion, and whereas all forms of school segregation weaken the level of national education systems as a whole,
K. ker se opaža skrb vzbujajoče povečanje nasilja v šolah skupaj z rasizmom in ksenofobijo v šolskem okolju kot posledico dveh poglavitnih pojavov v izobraževalnih ustanovah – namreč večkulturnosti ter čedalje večje delitve razredov – kar spremlja pomanjkanje ustreznih mehanizmov posredovanja ali pomoči in povezovanja z učenci oziroma dijaki v izobraževalnem sistemu,
K. whereas an alarming increase in violence at school, accompanied by manifestations of racism and xenophobia in the school environment, is currently being observed as a result of two basic trends within educational establishments ‑ multiculturalism and the widening of the class divide ‑ which are compounded by the lack of any suitable intervention or pupil support and contact mechanisms within the educational system,
L. ker vključujoči modeli izobraževanja spodbujajo vključevanje prikrajšanih skupin učencev in študentov s posebnimi učnimi potrebami ter povečujejo solidarnost med učenci iz različnih družbenih okolij,
L. whereas inclusive educational models promote the integration of disadvantaged groups of pupils and of students with special educational needs, and increase solidarity between pupils from different backgrounds,
M. ker dobro razvito predšolsko izobraževanje bistveno prispeva k vključevanju prikrajšanih skupin (na primer otrok iz družin z nizkimi dohodki in otrok manjšin), pri čemer lahko pomaga zvišati splošne ravni znanja in spretnosti, zmanjša neenakosti v izobraževanju ter je ključno za večjo pravičnost in znižanje stopnje osipa,
M. whereas a well developed pre-primary education significantly contributes to the integration of disadvantaged groups (such as children from low-income and minority backgrounds), can help to raise overall skill levels, reduces educational differences, and is crucial for increasing equity and lowering drop-out rates,
N. ker imajo šole poglavitno vlogo pri izobraževanju in družbenem življenju otrok, kot tudi njihovem osebnem razvoju, ter pri prenosu znanja, spretnosti in vrednot, potrebnih za vključevanje v demokratično družbo ter aktivno državljanstvo,
N. whereas schools have crucial importance in terms of children's social and learning life and personal development; as well as in terms of transmitting to them the knowledge, skills and values for participating in democratic society and for active citizenship,
O. ker je v sedanji svetovni finančni in gospodarski krizi vloga izobraževanja ter usposabljanja bistvena za razvoj inovativnih spretnosti in znanja ter zagotavljanje prostega pretoka znanja, kar je najboljši način za oživitev gospodarstva ter utrditev trga delovne sile; vendar poudarja, da glavni namen oblikovanja politike na področju izobraževanja in usposabljanja ni izpolnitev tržnih potreb in meril za zaposljivost, temveč zagotovitev, da učenci in dijaki dosežejo splošno raven znanja v skladu z enotnimi izobraževalnimi merili, s pomočjo katerega se razvijejo v celovite osebnosti,
O. whereas, in the current global financial and economic crisis, education and training have a key role to play in developing innovative skills and know-how and ensuring the free movement of knowledge as the ideal instrument for economic recovery and employment market consolidation; noting, however, that the primary objective of policy making in the field of education and training is not to meet market needs and employability criteria but to ensure that pupils achieve an overall standard of knowledge meeting uniform educational criteria, resulting in fully rounded personalities,
P. ker morajo učni načrti ter metode učenja in ocenjevanja vsakemu učencu omogočiti pridobivanje ključnih kompetenc ter razvoj njegovih zmožnosti v celoti; ker so fizično in duševno dobro počutje otrok ter tudi prijetno učno okolje ključni za pozitivne učne izide,
P. whereas curricula as well as teaching and assessment methods should allow every student to acquire key competences and to develop his or her full potential; whereas the physical and mental well-being of children, as well as an agreeable learning environment, are crucial for positive learning outcomes,
Q. ker lahko splošna izobraženost, vključno na področjih, kot so umetnost in glasba, prispeva k večji osebni izpopolnitvi, samozavesti ter razvoju ustvarjalnosti in inovativnega razmišljanja,
Q. whereas a broad education including subject matters such as arts and music can contribute to fostering personal fulfilment, self-confidence and the development of creativity and innovative thinking,