natgillin/translations-raw huggingface dataset:
5. poudarja, da je treba pri izvajanju bolonjskega procesa posebno pozornost nameniti tesnemu in poglobljenemu sodelovanju ter usklajevanju z evropskim raziskovalnim prostorom;
Points out that while implementing the Bologna Process, particular attention should be devoted to close and intensive co-operation and coordination with the European Research Area;
Mobilnost študentov: kakovost in učinkovitost
Student mobility: Quality and Efficiency
8. poudarja, da je za izpolnitev ciljev v okviru bolonjskega procesa potreben vzajemen pretok študentov ter visokošolskih profesorjev in raziskovalcev; opozarja na nesorazmerje pri sedanjih trendih in zlasti na slabo mobilnost proti državam članicam, ki so pristopile k EU leta 2004 in 2007;
Emphasises that in order for the Bologna Process to fulfil its objectives, reciprocity in terms of the flow of students and scholars is necessary; underlines the disproportion in current trends, and in particular the poor mobility towards the Member States which acceded to the EU in 2004 and 2007;
Reforma visokega šolstva in posodobitev univerz: kakovost, inovativnost in
Higher education reform and modernisation of universities: quality, innovation and
11. poziva evropske univerze, naj izvedejo inovativne, obsežne in metodološke reforme študijskih programov: ambiciozne in visokokakovostne vsebine in prenovljena organizacija so odločilne za mobilnost študentov in večjo prilagodljivost; uvesti je treba „študijsko obdobje v tujini“ za programe na vseh stopnjah, da bi lahko študenti študirali v tujini;
Calls on European universities to undertake an innovative, far-reaching and methodical curricular reform: an ambitious and high quality content and organisation restructuring is crucial for student mobility and for greater flexibility; a «mobility study period » should be introduced in all degree programmes to enable students to go abroad;
14. poudarja potrebo po boljšem nadnacionalnem dialogu ter izmenjavi informacij in izkušenj za lažje zbliževanje izobraževanja učiteljev, tudi osnovnošolskih, in učinkovitost stalnega poklicnega razvoja;
Reiterates the need for more trans-national dialogue and exchange of information and experiences to facilitate a convergence of teacher education, including primary teacher education, and the effectiveness of continuing professional development;
15. poziva, da se študentom iz prikrajšanih skupin v družbi nameni posebna pomoč, na primer s ponudbo cenovno ugodne in dostojne namestitve; pogosto je potrebna tudi dodatna pomoč po prihodu;
Special assistance should be provided to students from disadvantaged groups in society by, for example, proposing inexpensive and decent accommodation; extra support after arrival is often necessary;
Kakovost in popolno priznavanje diplom
Quality and full recognition of diplomas
23. zato poudarja, da je treba izvajati celovit, enoten in učinkovit sistem prenašanja kreditnih točk: kvalifikacije študentov in akademikov bi morale biti v Evropi lahko prenosljive na podlagi enotnega skupnega ogrodja;
Stresses, therefore, the urgency of implementing the comprehensive, unified and effective credit transfer system ECTS: students and scholars qualifications should be easily transferable throughout Europe thanks to a single common framework;
Izvajanje bolonjskega procesa v vseh sodelujočih državah
Bologna Process implementation in all countries concerned
Bolonjski proces, ustanovljen leta 1999, je medvladna pobuda s ciljem do leta 2010 ustvariti evropski visokošolski prostor.
The Bologna Process, which was launched in 1999, is an intergovernmental initiative which aims to create a European Higher Education Area by 2010.
Temeljna zamisel je, da se študentom olajša izbira med široko paleto kakovostnih študijskih programov in da bi bili ti čim bolj priznani.
The basic idea is to make it easier for students to choose from a wide range of high-quality courses and for the courses they choose to be widely-recognised.
Zato ta proces predvideva tri prednostna področja delovanja: uvedbo „treh študijskih ciklov“ (dodiplomski, magistrski in doktorski), zagotavljanje kakovosti in priznavanje kvalifikacij ter obdobij študija.
To these ends, the Bologna process envisages three priority areas for action: the introduction of the "three-cycle system" (bachelor/master/doctorate), quality assurance, and recognition of qualifications and periods of study.
O napredku pri doseganju bolonjskih ciljev je 4. oktobra 2007 potekala razprava na javni predstavitvi Odbora za kulturo o bolonjskem procesu.
Progress towards achieving its goals was discussed in the public hearing on the Bologna process held by the CULT Committee on 4th October 2007.
Poleg tega je skupina EPP-DE 6. marca 2008 organizirala predstavitev na to temo z naslovom „Visoko šolstvo: od bolonjskega procesa do izobraževalnega upravljanja v EU?“, ki ji je predsedovala poslanka Doris Pack.
Moreover, on 6th March 2008 the EPP-ED organised another hearing on this topic, entitled Higher education: from the Bologna process to educational governance in the EU? and chaired by Mrs Doris Pack MEP.
Ob tej priložnosti so bili predstavljeni številni zanimivi vidiki glede vpliva bolonjskega procesa na mobilnost študentov.
On this occasion, many interesting insights were brought regarding the impact of the Bologna Process in student mobility.
Razprava je potekala o različnih vprašanjih, kot so ključna vloga učinkovitega upravljanja univerz, bistven pomen kakovostnega poučevanja in inovativnih študijskih programov ter številni skupni notranji in zunanji izzivi, s katerimi se mora soočiti evropsko visoko šolstvo v prihodnosti, da bi v svetu 21. stoletja, ki se globalizira, ostalo konkurenčno in uspešno.
Different key issues were also raised, such as the crucial role of efficient university governance, the paramount importance of quality teaching and innovative curricula or the many common internal and external challenges which European higher education must still face in order to remain competitive and performing in the 21-century globalising world.
Bolonjski proces se izvaja na podlagi delovnega programa, ki prejema smernice z ministrskih konferenc, ki potekajo vsako drugo leto: Praga 2001, Berlin 2003, Bergen 2005, London 2007 in Leuven/Louvain-la-Neuve 2009.
The Bologna Process is taken forward through a work programme that receives orientations from biannual ministerial conferences: Prague 2001, Berlin 2003, Bergen 2005, London 2007 and Leuven/Louvaine-la-Neuve 2009.
Te konference pripravlja Skupina za spremljanje bolonjskega procesa
These conferences are prepared by a Bologna Follow-up Group
Evropska komisija je polnopravna članica te skupine kot tudi bolonjskega odbora. , ki ji predseduje predsedujoča država Evropske unije v tistem času, podpira pa jih bolonjski sekretariat v funkciji gostujoče države oziroma države naslednjega ministrskega srečanja.
The European Commission participates as a full member in the Bologna Follow-up Group, as well as in the Bologna Board. , which is chaired by the country that currently holds the Presidency of the European Union, and supported by a Bologna Secretariat, organised by the host country/countries of the next Ministerial meeting.
Ključ do uspeha bolonjskega sodelovanja je njen partnerski pristop pri oblikovanju politike, pa tudi pri njenem izvajanju.
The key to success of the Bologna cooperation is the underlying partnership approach, in both policy-making and implementation.
Danes v tem procesu sodeluje 46 držav (vse so pogodbenice evropske kulturne konvencije), ki sodelujejo na prilagodljiv način, vanj pa so vpletene tudi mednarodne organizacije in evropska združenja, ki predstavljajo visokošolske ustanove, študente, akademsko osebje in delodajalce.
Today, the Process unites 46 countries, all party to the European Cultural Convention, that cooperate in a flexible way, involving also international organisations and European associations representing higher education institutions, students, staff and employers.
Bolonjski proces je zgleden primer evropskega sodelovanja znotraj in izven okvira EU.
Bologna process is a fine example of European cooperation, both within and outside the EU framework.
Vsi vemo, da je visoko šolstvo temeljna sestavina za razvoj posameznikov.
We all know that higher education is a basic piece in the development of individuals.
Spodbuja družbeni, kulturni in gospodarski razvoj, aktivno državljanstvo in etične vrednote.
It enhances social, cultural and economic growth, active citizenship and ethical values.
Vendar, kar zadeva Evropsko unijo, visoko šolstvo ne spada med področja pristojnosti Komisije Evropskih skupnosti, temveč je še vedno v precejšnji meri v nacionalni pristojnosti, saj so za vsebine in organizacijo študijskih programov še naprej pristojne države.
However, as far as the European Union is concerned, higher education is not one of the responsibilities of the Commission of the European Communities: it is still a very much national matter, and the competence for the content and the organisation of studies remains at national level.
Kljub temu v skladu s členom 149 pogodbe iz Nice Skupnost prispeva k razvoju kakovostnega izobraževanja s spodbujanjem sodelovanja med državami članicami na podlagi raznih ukrepov, kot so spodbujanje mobilnosti državljanov, oblikovanje skupnih študijskih programov, ustanavljanje omrežij, izmenjava informacij ali poučevanje jezikov Evropske unije.
Nevertheless, according to Art. 149 of the Treaty of Nice, the Union the Community shall contribute to the development of quality education by encouraging cooperation between Member States , through a wide range of actions, such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the European Union.
Stališče poročevalke
Rapporteur approach
Poročevalka je zaskrbljena zlasti glede mobilnosti študentov v Evropski uniji in morebitnega vpliva bolonjskega procesa nanjo: ali novi evropski visokošolski prostor prispeva k povečanju mobilnosti evropskih študentov, ali pa morda odvrača od nje in jo ovira?
The Rapporteur is particularly concerned about student mobility within the European Union and about eventual interferences of the Bologna process on it: is the new European Area of Higher Education contributing to increase European students' mobility or is it rather discouraging and hindering it?
Ne smemo pozabiti, da je mobilnost eden izmed šestih glavnih ciljev bolonjske deklaracije, katere podpisnice so se zavezale, da jo bodo spodbujale z odpravo ovir za prosto gibanje oseb, pri čemer je poseben poudarek na študentih, pa tudi na učiteljih, raziskovalcih in administrativnem osebju.
It should not be forgotten that mobility is one of the six main objectives specified on the Bologna Declaration, whose signatories intend to promote it by overcoming obstacles to the effective exercise of the free movement , with particular attention not only to students, but also to teachers, researchers and administrative staff.
Zato je mobilnost temelj za vzpostavitev evropskega visokošolskega prostora, pa tudi ena izmed prednostnih nalog agende 2007–2009.
Mobility is therefore a cornerstone regarding the establishment of the European Area of Higher Education, as well as one of the priority issues on the 2007-2009 agenda.
Poročevalka podpira postopni pristop Evropske komisije ter njeno delovanje na tem področju.
The Rapporteur approves the progressive approach adopted by the European Commission and also supports its ongoing work.
Države članice je treba podpirati pri prizadevanjih za posodobitev in inovativno reformo njihovih visokošolskih sistemov, kar je nujno potrebno, če naj bi se uspešno soočale z izzivi globalizacije.
Member States should be supported in their efforts to modernise and innovatively reform their respective higher education systems, which is absolutely needed in order to face the challenges of globalisation.
Vendar pa tudi izraža zaskrbljenost glede izvajanja bolonjskega procesa v preteklosti in prihodnosti, saj številni aktualni dogodki v nekaterih državah članicah ne potekajo kot nameravano ali zaželeno.
Nevertheless, the Rapporteur is concerned about past and future implementation of the Bologna Process, as a number current developments taking place in some Member States are not in the intended or desired direction.
Poročevalka meni, da po skoraj desetih letih, odkar je bil proces sprejet, čas, da se o njem opravi razmislek in razprava.
Almost a decade after its launch, the Rapporteur thinks that it is time for reflexion and debate as far as the Bologna process, its achievements and its failures are concerned.
Opredeliti moramo, kako so se izobraževalni sistemi v Evropski uniji z bolonjskim procesom spremenili ter kako so ti dosežki in spremembe vplivali na kakovost evropskega visokega šolstva.
We should try to determine how education systems have changed as a result of Bologna throughout the European Union, and also how these developments and changes have affected the quality of European higher education.
Poročevalka želi poudariti, da je treba dostop do kakovostnega izobraževanja omogočiti vsem evropskim državljanom ne glede na njihovo nacionalno pripadnost, državo izvora ali kraj rojstva.
First of all, the Rapporteur would like to underline that access to high quality education must be an option for every European citizen, regardless of their citizenship, country or area of birth.
Mobilnost v številnih pogledih pozitivno vpliva na posameznika, pa tudi na visokošolske izobraževalne ustanove in na celotno družbo.
Mobility has many positive effects not only on the mobile individual, but also on higher education institutions and on the society as a whole.
Poleg tega je nezanemarljiva njena socialna razsežnost, saj nudi neprecenljive izkušnje na področju akademske, kulturne in družbene raznolikosti.
Moreover, its social dimension should not be forgotten: mobility provides an experience of invaluable richness in terms of academic, cultural and social diversity.
Mobilnost omogoča tudi povezovanje z mrežami in sodelovanje med visokošolskimi ustanovami, kar je nujno za kakovosten razvoj evropskega visokošolskega izobraževanja in raziskave.
Finally, it eases networking and cooperation between higher education institutions, which is absolutely necessary for a qualitative development of the European higher education and research establishment.
Poročevalka želi posebej opozoriti na:
The Rapporteur wants to stress and to draw special attention to:
Sicer se strinja, da so tovrstne medvladne pobude izredno pomembne, obenem pa želi poudariti, da je izvajanje bolonjskega procesa na nacionalni ravni precej razdrobljeno.
Although the Rapporteur acknowledges the paramount importance of such intergovernmental initiative, insist on the fact that its implementation is very fragmented at national level.
Odbor za proračun poziva Odbor za kulturo in izobraževanje kot pristojni odbor, da v svoj predlog resolucije vključi naslednje pobude:
The Committee on Budgets calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
1. ugotavlja, da je glede na omejene možnosti ukrepanja, ki so posledica majhne rezerve iz postavke 1a, prizadevanje držav članic v okviru medvladnega sodelovanja za izboljšanje kakovosti in konkurenčnosti izobraževanja v EU, zlasti s spodbujanjem mobilnosti, zagotavljanjem priznanja kvalifikacij in kakovosti, nadvse dobrodošlo;
Notes that, considering the limited room for manoeuvre due to the narrow margins left in Heading 1a, efforts of Member States undertaken in the framework of intergovernmental cooperation in order to enhance the quality and competitiveness of education in the EU by, in particular, the promotion of mobility, ensuring recognition of qualifications and quality assurance, are particularly welcomed;
3. ugotavlja, da bi se lahko v okviru vmesnega pregleda večletnega finančnega okvira, ki ga določa deklaracija, priložena medinstitucionalnemu sporazumu o proračunski disciplini in dobrem finančnem poslovodenju z dne 17. maja 2006, obravnavalo krepitev finančnega okvira za programe na področju izobraževanja, glede na rezultate spremljanja in ocene programa;
Notes that, in the context of the mid-term review of the Multiannual Financial Framework foreseen by the Declaration attached to the Interinstitutional Agreement of 17 May 2006 on budgetary discipline and sound financial management, a strengthening of the financial envelope foreseen for the programmes in the field of education could be considered, subject to the results of monitoring and evaluation of the programme;
Sprejeta besedila, P6_TA(2007)0616 . , da programi vseživljenjskega učenja in programi Erasmus Mundus, ki jih izvaja izvajalska agencija, ne smejo pomeniti povečanja deleža upravnih stroškov v skupnem finančnem okviru.
Texts Adopted, P6_TA(2007)0616 , that implementation of the Lifelong Learning and Erasmus Mundus programmes by an executive agency must not lead to an increased share of administrative costs in the total envelope.
o koncentraciji in pluralizmu medijev v Evropski uniji
on concentration and pluralism in the media in the European Union
MNENJE Odbora za ekonomske in monetarne zadeve ..................................17
OPINION of the Committee on Economic and Monetary Affairs ............16
MNENJE Odbora za državljanske svoboščine, pravosodje in notranje zadeve 23
OPINION of the Committee on Civil Liberties, Justice and Home Affairs 22
IZID KONČNEGA GLASOVANJA V ODBORU...................................................................27
RESULT OF FINAL VOTE IN COMMITTEE.........................................................................26
– ob upoštevanju člena 11 Listine Evropske unije o temeljnih pravicah
– having regard to Article 11 of the Charter of Fundamental Rights of the European Union
– ob upoštevanju protokola amsterdamske pogodbe o sistemu javne radiodifuzije v državah članicah
– having regard to the protocol to the Treaty of Amsterdam on the system of public broadcasting in the Member States
UL C 340, 10.11.1997, str.
OJ C 340, 10.11.1997, p.
– ob upoštevanju delovnega dokumenta služb Komisije o medijskem pluralizmu v Evropski uniji ( SEC(2007)0032 ),
– having regard to the Commission staff working document entitled "Media pluralism in the Member States of the European Union" ( SEC(2007)0032 ),
– ob upoštevanju svoje resolucije z dne 20. novembra 2002 o koncentraciji medijev
– having regard to its resolution of 20 November 2002 on media concentration
UL C 25 E, 29.01.04, str.
OJ C 25 E, 29.1.2004, p.
– ob upoštevanju Konvencije Unesca o zaščiti in spodbujanju raznolikosti kulturnega izražanja iz leta 2005 (konvencija Unesca o kulturni raznolikosti),
– having regard to the 2005 Unesco Convention on the Protection and Promotion of the Diversity of Cultural Expressions (Unesco Convention on cultural diversity),
– ob upoštevanju svoje resolucije z dne 22. aprila 2004 o nevarnosti kršitev svobode izražanja in obveščanja v EU ter predvsem Italiji (člen 11(2) listine o temeljnih pravicah)
– having regard to its resolution of 22 April 2004 on the risks of violation, in the EU and especially in Italy, of freedom of expression and information (Article 11(2) of the Charter of Fundamental Rights)
UL C 104 E, 30.04.2004, str.
OJ C 104 E, 30.4.2004, p.
– ob upoštevanju Sporočila Komisije o uporabi pravil o državni pomoči za storitve javne radiodifuzije iz leta 2001 (2001/C 320/04),
– having regard to the Communication from the Commission of 2001 on the application of State aid rules to public service broadcasting ((2001/C 320/04),
– ob upoštevanju Resolucije Sveta z dne 25. januarja 1999 o storitvah javne radiodifuzije (1999/C 30/01),
– having regard to the Council Resolution of 25 January 1999 concerning public service broadcasting (1999/C 30/01),
– ob upoštevanju Priporočila Rec(2007)3 Odbora ministrov Sveta Evrope državam članicam z dne 31. januarja 2007 o nalogi medijev kot javnih služb v informacijski družbi,
– having regard to the Recommendation Rec(2007)3 of 31 January 2007 of the Committee of Ministers of the Council of Europe to member states on the remit of public service media in the information society,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenj Odbora za ekonomske in monetarne zadeve, Odbora industrijo, raziskave in energetiko ter Odbora za svoboščine in pravice državljanov, pravosodje in notranje zadeve ( A6‑0303/2008 ),
– having regard to the report of the Committee on Culture and Education and the opinions of the Committee on Economic and Monetary Affairs, the Committee on Industry, Research and Energy and the Committee on Civil Liberties, Justice and Home Affairs and ( A6‑0303/2008 ),
A. ker je Evropska unija potrdila svojo zavezanost varovanju in spodbujanju pluralizma medijev kot glavnega stebra pravice do obveščenosti in svobodnega izražanja iz člena 11 Listine o temeljnih pravicah, ki sta še vedno temeljni načeli za obstoj demokracije, državljanskega pluralizma in kulturne raznolikosti,
A. whereas the European Union has confirmed its commitment to the defence and the promotion of media pluralism, as an essential pillar of the right to information and freedom of expression enshrined in Article 11 of the Charter of Fundamental Rights, which remain fundamental principles for preserving democracy, civic pluralism and cultural diversity,
B. ker je Evropski parlament večkrat izrazil željo, da bi Komisija oblikovala trden pravni okvir na področju medijev in v informacijski družbi kot celoti, da se zagotovi ustrezna raven zaščite pluralizma v državah članicah ter se gospodarskim subjektom omogoči, da izkoristijo priložnosti, ki jih ustvarja enotni trg,
B. whereas Parliament has repeatedly expressed its view that the Commission should establish a stable legal framework, both in the media and in the information society as a whole, aimed at ensuring an equivalent level of protection of pluralism in the Member States and enabling operators to benefit from the opportunities created by the single market,
C. ker pojma pluralizma medijev ni mogoče omejiti na težavo koncentracije lastništva podjetij, ampak vključuje tudi vprašanja, ki zadevajo storitve javne radiodifuzije, politično moč, gospodarsko konkurenco, kulturno raznolikost, razvoj nove tehnologije, preglednost in delovne razmere novinarjev v Evropski uniji, kot je poudarila Komisija v prej omenjenem delovnem dokumentu,
C. whereas, as the Commission stressed in its above-mentioned staff working document, the concept of media pluralism cannot be limited to the issue of concentration of ownership of companies, but also includes issues related to public broadcasting services, political power, competition in the economy, cultural diversity, the development of new technologies, transparency, and the working conditions of journalists in the Union,
D. ker morajo imeti storitve javne radiodifuzije na voljo potrebna sredstva in instrumente, ki jim zagotavljajo dejansko neodvisnost od političnega pritiska in tržnih sil,
D. whereas public broadcasting services need to have the necessary resources and institutions to allow them to be genuinely independent of political pressures and market forces,
E. ker storitve javne radiodifuzije zdaj nepremišljeno, brez cilja in na račun kakovosti vsebine svojega programa tekmujejo s komercialnimi postajami, da bi si zagotovile tržni delež, pri čemer cilj dejansko ni kakovost, ampak izpolnjevanje pričakovanj večine,
E. whereas as things stand public broadcasting services are under pressure, unjustifiably and to the detriment of content quality, to compete for ratings with commercial channels, whose objective is ultimately not quality but satisfaction of majority public taste,
F. ker je v konvenciji Unesca o kulturni raznolikosti veliko pozornosti med drugim namenjene oblikovanju pogojev, ki vodijo v raznolikost medijev,
F. whereas the Unesco Convention on cultural diversity attaches considerable importance to, inter alia, the creation of conditions conducive to media diversity,