natgillin/translations-raw huggingface dataset:
R. ker je treba odhodke za izobraževanje usmeriti predvsem na področja, zaradi katerih je napredek pri uspehu in razvoju učencev največji,
R. whereas education expenditure should be particularly directed at the areas that produce the greatest improvements in student performance and development,
S. ker se kakovost poučevanja priznava kot najpomembnejši dejavnik v šolskem okolju, ki vpliva na znanje učencev,
S. whereas the quality of teaching is recognised as being the most important factor within the school environment affecting student attainment,
T. ker lahko mobilnost in izmenjave pospešujejo medkulturne, jezikovne, socialne in s tem povezane kompetence, povečujejo spodbudo za učitelje in učence ter pomagajo izboljšati pedagoške sposobnosti učiteljev,
T. whereas mobility and exchanges can foster intercultural, language, social and subject-related competences, enhance motivation of both teachers and students, and help improve teachers' pedagogical skills,
U. ker so same šole le del skupine akterjev, ki si delijo skupno odgovornost za izobraževanje mladih,
U. whereas schools alone form only part of a group of actors sharing a collective responsibility for the education of young people,
V. ker je treba v sistemih izobraževanja in usposabljanja vzpostaviti kulturo ocenjevanja, da se zagotovi učinkovit in dolgoročen nadzor nad njihovim razvojem,
V. whereas there is a need to create an evaluation culture in education and training systems to ensure effective, long-term monitoring of their development,
W. ker je Evropski parlament v svoji prej navedeni resoluciji z dne 8. septembra 2005 poudaril, da je treba prenoviti sistem upravljanja evropskih šol, da bi se lahko odzvali na današnje izzive, povezane zlasti s širitvijo in njenimi posledicami,
W. whereas Parliament stressed in its above-mentioned resolution of 8 September 2005 the need to reform the system by which the European Schools are governed in order to meet current challenges relating, in particular, to enlargement and its repercussions,
2. pozdravlja prej navedeno sporočilo Komisije s 16. decembra 2008 in v njem predlagane ukrepe;
Welcomes the above-mentioned Commission Communication of 16 December 2008 and the measures it suggests;
Krepitev kompetenc vseh učencev
Improving competences of every student
9. ugotavlja, da imajo mladi v Uniji zelo majhno zmožnost koncentracije; zato poziva Komisijo, naj izvede študijo, da bi ugotovila, kaj je največji razlog za pomanjkanje koncentracije pri učencih in dijakih;
Notes that in the Union, young people show a great lack of ability to concentrate; therefore calls on the Commission to conduct a study to investigate the main reasons for this lack of concentration among pupils;
12. poziva države članice, naj prikrajšanim skupinam omogočijo boljši dostop do poklicnega izobraževanja in univerzitetnega študija v skladu z najvišjimi standardi, tudi s pripravo in oglaševanjem ustreznih štipendijskih shem;
Furthermore, urges Member States to enhance the access of disadvantaged groups to vocational training and university studies according to the highest standards, inter alia by drawing up and advertising appropriate scholarship schemes;
15. meni, da je za mlade pomembno, da se v osnovni in srednji šoli ter na univerzi pripravijo na prilagodljivost na spremenljivem trgu dela, saj se lahko zahteve delodajalcev hitro spreminjajo;
Considers it important for young people to be prepared during their time at school, college and university for flexibility in the labour market in view of its mutability, which means that employers’ requirements can change rapidly;
19. meni, da bi morali vsi otroci že od zgodnjega otroštva imeti možnost učenja glasbenih, umetniških, ročnih, športnih, družbenih in državljanskih znanj; zato je trdno prepričan, da morajo biti glasbena, umetniška in športna vzgoja obvezen del učnega načrta;
Considers that all children should, from the earliest age, be given the opportunity to acquire musical, artistic, manual, physical, social and civic competences; therefore, strongly believes that musical, artistic and physical education should be compulsory parts of the school curriculum;
21. meni, da bi morale države članice sprejeti ukrepe, da bi zagotovile otrokom zakonitih migrantov pouk v maternem jeziku, ter poziva Komisijo, naj v zvezi s tem opredeli in širi zglede najboljše prakse,
Takes the view that the Member States should take steps to ensure that the children of legal migrants are taught their mother tongue and calls on the Commission to identify and disseminate best practices in this respect;
23. ceni prispevek neformalnega izobraževanja k poučevanju mladih o pomembnih vrednotah, ki dopolnjujejo tiste, ki jih pridobivajo v šolah, ter poziva šole, naj tesneje sodelujejo z izvajalci neformalnega izobraževanja, kot so mladinske organizacije;
Appreciates the contribution of non-formal education in providing young people with valuable skills which are complementary to the ones acquired in schools and calls upon schools to cooperate more intensely with providers of non-formal education such as youth organisations;
Kakovostne šole in učitelji
High - quality schools and teachers
27. priporoča, da se finančna podpora enakomerno dodeli vsem vrstam šol v skladu z njihovo velikostjo, ne glede na filozofijo izobraževanja; v zvezi s tem opozarja na pomembno vlogo verskih šol, ki nudijo kakovostno izobraževanje in poučujejo trdne moralne vrednote;
Recommends that financial support be given equally to all kinds of school in accordance with their size, regardless of their educational philosophy; in this respect, underlines the important role of faith-based schools that provide high quality education and teach strong moral values;
37. priporoča, da se učitelje (tudi učitelje umetnosti) spodbuja k čim večji uporabi evropskih in nacionalnih programov mobilnosti ter da mobilnost postane sestavni del njihovega usposabljanja in poklica;
Recommends that teachers, including artistic teachers, be encouraged to make a maximum use of European and national mobility programmes, and that mobility become an integral part of their training and careers;
42. poziva Komisijo, naj redno spremlja napredek, dosežen po objavi obeh sporočil, da bi ocenila učinkovitost sistemov izobraževanja in usposabljanja v EU, pri čemer naj posebno pozornost nameni pridobivanju ključnih spretnosti vsakega učenca;
Asks the Commission to report regularly on the progress made following the two communications, so that the performance of education and training systems in the EU can be evaluated, with particular attention being paid to pupils' acquisition of key skills;
Dodatne informacije za poslance
Background note for Members
Sodelovanje EU v izobraževanju in usposabljanju se je v zadnjih letih okrepilo, pri čemer so države članice EU in Evropska komisija sodelovale pri vprašanjih izobraževanja in usposabljanja v okviru delovnega programa Izobraževanje in usposabljanje 2010.
EU cooperation on education and training has intensified over the years, and EU Member States and the European Commission have been working together on education and training issues under the Education and Training 2010 work programme.
Ta delovni program je bil oblikovan leta 2002 v okviru lizbonske strategije, njegovi glavni cilji pa so izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja ter lažji dostop do njih.
This work programme was set up in 2002, in the framework of the Lisbon Strategy, its main aims being to improve the quality and effectiveness of education and training systems and to facilitate access to them.
V okviru tega so države članice in Komisija sodelovale tudi na področju šolanja.
Within this framework, Member States and the Commission have also been cooperating on school education.
Obravnavale so skupne izzive, kot so ključne kompetence, kakovost, učinkovitost in pravičnost sistemov izobraževanja ter tudi kakovost izobraževanja učiteljev.
They have addressed common challenges, such as key competences, the quality, efficiency and equity of education systems, as well as the quality of teacher education.
Razen tega delovni program določa pet meril uspešnosti.
Moreover, the work programme defines five benchmarks.
Tri merila so povezana s šolanjem: zadevajo stopnjo zgodnjega opuščanja šolanja, stopnjo 22-letnih študentov, ki so zaključili srednješolsko izobraževanje, in stopnjo 15-letnikov s slabimi rezultati v bralni pismenosti.
Three of them are related to school education: they concern the rates of early school leavers, of 22-year-old students having completed upper secondary education, and of low-achieving 15-year-olds in reading literacy.
Nedavne ocene kažejo, da je napredek pri skupno dogovorjenih merilih uspešnosti nezadosten in da merila uspešnosti v zvezi s šolanjem, določena za leto 2010, ne bodo dosežena.
Recent evaluations show that progress towards the commonly agreed benchmarks is insufficient, and that the school-related benchmarks set for 2010 will not be reached.
Napredek pri zgodnjem opuščanju šolanja in doseganju srednješolske izobrazbe ni zadosten, pri čemer se je število učencev s slabimi rezultati v bralni pismenosti še povečalo.
Progress on early-school leaving and on upper-secondary attainment is insufficient, and the number of low achievers in reading literacy has even increased.
Na mednarodni ravni imajo druge države OECD boljše rezultate od mnogih držav članic EU.
In an international perspective, other OECD countries show a better performance than many EU Member States.
Spomladanski Evropski Svet 2008 je zato pozval države članice, da sprejmejo dejanske ukrepe na področju bralne pismenosti, zgodnjega opuščanja šolanja in ravni uspešnosti učencev iz priseljenskega okolja.
The 2008 Spring European Council therefore urged Member States to take concrete actions in the fields of reading literacy, early school leavers and the achievement levels of learners with a migrant background.
V okviru tega je Komisija julija 2008 predstavila sporočilo z naslovom „Krepitev kompetenc za 21. stoletje: agenda za evropsko sodelovanje v šolstvu“
In this context, the Commission presented, in July 2008, a Communication entitled ‘ Improving competences for the 21st Century: An Agenda for European Cooperation on Schools ’
Sporočilo temelji na javnem posvetovanju, katerega rezultati so na voljo na: http://ec.europa.eu/education/ecvt/results_en.html .
The Communication is based on a public consultation whose results can be found here: http://ec.europa.eu/education/school21/results_en.html .
Na podlagi mnenja, da mora biti šolanje ključna prednostna naloga v naslednjem ciklusu lizbonskega procesa, Komisija predlaga agendo za krepitev evropskega sodelovanja v šolstvu
Taking the view that school education should be a key priority for the next cycle of the Lisbon process, the Commission suggests an agenda for strengthening European cooperation on schools
V besedilu Komisije izraz „šole“ zadeva predšolske, osnovnošolske ter nižje in višje srednješolske zavode ter tudi ustanove za poklicno usposabljanje in predšolske ustanove. .
In the Commission's text, ‘School’ refers to pre-primary, primary, lower and upper secondary institutions and also to institutions of vocational training and to pre-primary institutions. .
Podrobneje, Komisija predlaga krepitev sodelovanja na treh področjih: ključne kompetence, kakovostno učenje za vse učence in učitelje ter delavce šol.
More precisely, the Commission proposes to reinforce cooperation in three areas: key competences, high quality learning for every student and teachers and school staff.
Na vsakem od treh področij Komisija opredeljuje glavne teme, na katere se mora sodelovanje osredotočiti v prihodnje, kot so pismenost in znanje matematike, posamezniku prilagojeno učenje in tehnike ocenjevanja, pravičnost sistemov šolanja, zgodnje opuščanje šolanja ter izobraževanje in zaposlovanje učiteljev.
In each of the three areas, the Commission identifies major themes on which future cooperation should focus, such as literacy and numeracy, personalised learning and assessment techniques, the equity of school education systems, early school leaving, and teacher education and recruitment.
Novembra 2008 je Svet razpravljal o navedenem sporočilu in se strinjal o naslednjih prednostnih nalogah za evropsko sodelovanje v šolstvu: zagotoviti in izboljšati pridobivanje ključnih kompetenc, zlasti pismenosti in znanja matematike, povečati temeljno vlogo, ki jo imajo šole pri spodbujanju vključujočih družb in krepitvi socialne kohezije, z zagotavljanjem kakovostnega izobraževanja vsem učencem v skladu z načelom pravičnosti, pospeševati učiteljski poklic in izboljšati začetno in stalno strokovno izpopolnjevanje za pedagoško osebje in vodstvene delavce šol
In November 2008, the Council discussed the above-mentioned Communication and agreed on the following priorities for European cooperation on schools: to guarantee and improve the acquisition of key competences, in particular literacy and numeracy, to enhance the essential role which schools play in promoting inclusive societies and strengthening social cohesion, by ensuring high-quality education for all pupils in accordance with the principle of equity, to promote teaching as a profession and to improve initial and in-service training for teaching staff and school leaders
Decembra 2008 je Komisija predstavila še eno sporočilo „Posodobljen strateški okvir za evropsko sodelovanje v izobraževanju in usposabljanju“
In December 2008, the Commission presented another Communication proposing ‘ An updated strategic framework for European cooperation in education and training ’
Na podlagi nedavne ocene napredka v okviru delovnega programa Izobraževanje in usposabljanje 2010 ta dokument opredeljuje dolgoročne strateške izzive in nujne prednostne naloge vseživljenjskega učenja.
Based on the recent evaluation of the progress made within the Education and Training 2010 work programme, this document identifies long-term strategic challenges and immediate priorities in lifelong learning.
Pomembni deli dokumenta obravnavajo vprašanja, ki zadevajo šolanje.
Important parts of it deal with issues related to school education.
Komisija predlaga izboljšanje izvajanja na področjih jezikov, usposabljanja učiteljev in zgodnjega opuščanja šolanja ter nadaljnji razvoj politike sodelovanja pri vprašanjih, kot so temeljno znanje in spretnosti, predšolsko izobraževanje, migranti, učenci s posebnimi potrebami in medpredmetne ključne kompetence.
The Commission proposes to improve implementation concerning the areas of languages, teacher training, and early school leaving, and to further develop policy cooperation on issues such as basic skills, pre-primary education, migrants, learners with special needs and on transversal key competences.
Komisija prav tako predlaga pregled in po potrebi posodobitev sedanjih meril uspešnosti ter vključitev novih meril uspešnosti v ta okvir.
The Commission also suggests to review and where appropriate update existing benchmarks, and to integrate new benchmarks into the framework.
Podrobneje dokument na področju šolanja predlaga širitev meril uspešnosti o slabih rezultatih pri bralni pismenosti na merila uspešnosti o matematiki in znanosti ter razvoj novih meril uspešnosti o učenju jezikov, mobilnosti in o stopnji sodelovanja v predšolskem izobraževanju.
More specifically, in the field of school education, the document proposes to extend the benchmark on low achievers in reading skills to include also mathematics and science, and to develop new benchmarks on language learning, on mobility, and on the participation rate in pre-primary education.
Izjava poročevalca
Rapporteur's statement
Medtem ko pogodbe poudarjajo, da vsaka država članica obdrži izključno pristojnost glede vsebine poučevanja in organizacije svojega sistema izobraževanja, je Evropska unija na tem področju od sprejetja maastrichtske pogodbe okrepila svoje pobude s pospeševanjem sodelovanja med državami članicami in s podporo ukrepom ter njihovemu dopolnjevanju.
While the Treaties underline that each Member State retains exclusive competence for the content of teaching and the organisation of its educational system, the European Union has intensified its initiatives in this field, since the adoption of the Treaty of Maastricht, by promoting cooperation between Member States and by supporting and complementing their action.
Sprejetje priporočila o ključnih kompetencah, evropskega ogrodja kvalifikacij ali sistema ECVET dokazuje ta razvoj.
The adoption of the recommendation on key competences, of the European Qualifications Framework or of ECVET all witness this development.
Šole se v 21. stoletju srečujejo z dvojnim izzivom: na eni strani morajo izpolnjevati smernice politike izobraževanja, ki jih določajo nacionalne vlade, na drugi strani pa se od njih pričakuje pomoč pri doseganju ciljev iz temeljnega strateškega dokumenta EU, lizbonske strategije, ki je bil oblikovan za večjo konkurenčnost Evrope.
Schools of the 21st century face a double challenge: on the one hand, they have to fulfil the educational policy guidelines set by national governments and on the other, they are expected to help achieve the aims described in the EU's essential strategic document, the Lisbon Strategy, designed to increase Europe's competitiveness.
Prepričan sem, da morajo biti v središču šolskega sistema otroci, politika izobraževanja pa ne sme biti podrejena izključno gospodarskim vidikom in se je ne sme obravnavati le kot orodje za gospodarsko rast.
My conviction is that in the centre of the school system should be the children, and the educational policy should not exclusively be subordinated to economic considerations, and should not be considered merely a tool for economic growth.
Izobraževanje je orodje za razvoj posameznika in družbeni razvoj, pri čemer šola pomeni prvo izkušnjo formaliziranega učenja.
Education is a tool for individual and social development and school constitutes the first experience of formalised learning.
Zato ima velik vpliv na stališča učencev o učenju na splošno.
Therefore, it has a considerable impact on the students' views on learning in general.
Šole so prav tako mesto socializacije, kjer se otroci srečujejo s svojimi vrstniki in odraslimi prek komunikacije.
Schools are also a stage of socialization where children get in touch with their peers and adults through communication.
Zato mora imeti šolsko okolje značilnosti dobrih družbenih razmer, širok razpon pedagoških metod, spodbudno učno okolje, odprtost in prilagodljivost, ki prispevajo k sprejetju kulture stalnega učenja.
Therefore, the school environment should be characterised by a good social climate, the presence of a wide range of pedagogical methods, a supportive learning environment, openness and flexibility that contribute to the adoption of a culture of continuous learning.
Šole morajo biti posebej pozorne na enake možnosti, socialno pravičnost in kulturno raznolikost.
Schools should pay special attention to equal opportunities, social justice and cultural diversity.
Šolske skupnosti morajo odražati družbo, ki jih obkroža, in biti proste vsakršne diskriminacije in segregacije, da otroci razvijejo občutek solidarnosti in sprejemanja vseh svojih prikrajšanih vrstnikov.
School communities should reflect the surrounding society and be exempt of any kind of discrimination and segregation, in order to develop in children the feeling of solidarity and acceptance towards their disadvantaged fellows.
Vključujoče izobraževanje lahko pomaga tudi pri vključevanju priseljencev ali invalidnih učencev v družbo, poveča motivacijo in povezanost skupnosti.
Inclusive education may also help social integration of migrant or handicapped pupils, increase motivation and community cohesion.
Organi morajo poravnati dodatne finančne in osebne potrebe vključujočega izobraževanja.
Additional financial and personal needs of inclusive education should be compensated by the authorities.
Šole morajo imeti odlične odnose z drugimi javnimi ustanovami, kot so regionalni in lokalni organi, socialne ustanove in ustanove za otroško varstvo, ter z združenji staršev in s trgom dela.
Schools should have an excellent relationship with other public institutions like regional and local authorities, social and child welfare institutions, as well as with parents associations and the world of work.
Dostopnost in bližina šol sta ključna pri vključevanju in socialni pravičnosti ter hkrati učinkoviti sredstvi za boj proti zgodnjemu opuščanju šolanja.
Accessibility and proximity of schools are key factors in inclusion and social justice, and an effective means to fight early school leaving.
Nacionalni šolski sistem mora nacionalnim manjšinam omogočiti izobraževanje v maternem jeziku na vseh ravneh, otrokom migrantom pa je treba ponuditi pouk v ustreznem maternem jeziku.
National school systems should be ready to offer education in the mother tongue to native national minorities in all levels, while migrant children should be offered lessons in their respective mother tongue.
Evropska unija ima ugledno vlogo pri zbiranju in razširjanju zgledov najboljše prakse na tem področju.
The European Union plays an eminent role in the collection and dissemination of best practices in this field.
Vsem šolam je treba zagotoviti ustrezno in pravično financiranje ter hkrati upoštevati raznolikost pedagoških metod, obseg in lastništvo ustanov.
Adequate and equitable financing should be granted for all schools, while diversity of pedagogical methods, the scale and the ownership of the institutions should be respected.
Šolam v prikrajšanih in oddaljenih regijah je treba dodeliti dodatna sredstva in podporo.
Additional funding and support should be granted for schools in disadvantaged and remote regions.
Te ustanove pogosto niso sposobne zaprositi za projekte EU izključno s svojimi sredstvi.
These institutions are often unable to apply for EU projects exclusively by their own resources.
Kakovost poučevanja je odločilna za uspeh učencev, zato je treba podvojiti prizadevanja za izboljšanje pripravništva učiteljev, stalnega strokovnega izpopolnjevanja, možnosti za mobilnost ter oblikovati stalno podporo in usmerjanje za nove pedagoške metode.
Quality of teaching is a decisive factor in students' performance, therefore efforts should be doubled to improve teacher's pre-service induction, in-service training, mobility prospects, as well as to establish continuing support and guidance about new pedagogical methods.
Privlačnost in družbeni položaj učiteljskega poklica je treba povrniti z omogočanjem ustreznih delovnih razmer in pravičnega plačila ter sistemi nagrajevanja.
The attractiveness and the social status of the teaching profession should be restored by offering adequate working conditions and fair remuneration and reward systems.
Za zaključek je treba preoblikovati vprašanje, kako lahko šole bolje prispevajo k izzivom 21. stoletja, in sicer: kaj je treba storiti za šole, da bodo lahko koristnejše za našo družbo in prihodnje generacije?
In conclusion, the question about how schools can better contribute to the challenges of the 21st century should be reversed: what should be done for schools so that they are able to serve better our societies and future generations?
Evropsko sodelovanje državam članicam in izobraževalnim ustanovam omogoča edinstveno priložnost, da izmenjujejo izkušnje in sprejmejo metode, ki najbolj ustrezajo njihovim potrebam in pričakovanjem.
European cooperation offers a unique opportunity to Member States and educational institutions to exchange their experiences and to adopt the methods that best fit their needs and expectations.
o izobraževanju otrok migrantov
on Educating the children of migrants
– ob upoštevanju člena 14 Listine Evropske unije o temeljnih pravicah,
– having regard to Article 14 of the Charter of Fundamental Rights of the European Union,
– ob upoštevanju zelene knjige Komisije z dne 3. julija 2008 z naslovom Migracije in mobilnost: izzivi in priložnosti za izobraževalne sisteme v EU ( KOM(2008)0423 ),
– having regard to the Commission Green Paper of 3 July 2008 entitled Migration and mobility: challenges and opportunities for EU education systems ( COM(2008)0423 ),