natgillin/translations-raw huggingface dataset:
K. ker je v sporočilu Komisije o uskladitvi poklicnega, zasebnega in družinskega življenja zapisana ugotovitev, da se mora politika tega usklajevanja nanašati tudi na mlade, tako ženske kot moške, ki so še v sistemu visokošolskega izobraževanja,
K. whereas the Commission's Communication on the reconciliation of professional, private and family life recognises that policies in this area should also cover young men and women who are still in higher education,
L. ker materialne težave in različne oblike diskriminacije pogosto otežujejo dostop do študija ali usposabljanja in njegovo nadaljevanje ter ker so te težave še bolj poudarjene pri mladih ženskah in moških, ki poleg študija
L. whereas financial difficulties and discrimination of various kinds often make it difficult to gain access to, or continue in, education or training, and these difficulties are particularly acute for young men and women who have family responsibilities, and possibly also work responsibilities, in addition to their studies
Poročilo EUROSTUDENT 2005, Družbeni in ekonomski pogoji življenja študentov v Evropi: na Nizozemskem dela 91 % vseh študentov, na Irskem 69 %, v Avstriji 67 %, v Nemčiji 66 % in na Finskem 65 %. in usposabljanja prevzamejo družinske in včasih tudi delovne obveznosti,
EUROSTUDENT Report 2005, Social and Economic Conditions of student life in Europe : 91% of all students in the Netherlands have jobs, 69% in Ireland, 67% in Austria, 66% in Germany and 65% in Finland.§ or training,
M. ker je sicer res, da države članice niso pristojne za poseganje v odločitve posameznikov, da sprejmejo družinske obveznosti, vendar bi morale glede na demografske spremembe, s katerimi se sooča EU, ustvariti družbeno in ekonomsko ugodno okolje za mlade starše in mlade, ki skrbijo za odvisne odrasle ali invalidne osebe,
M. whereas, even if it is not for the Member States to influence individual choices on whether or not to assume family responsibilities, they should create a favourable social and economic environment for young parents and young people who have responsibility for dependent adults or for persons with disabilities, in view of the demographic challenges facing the EU,
N. ker statistični podatki kažejo, da Evropejci nimajo toliko otrok, kot si jih želijo
N. whereas statistics show that Europeans do not have the number of children that they would like
Sporočilo Komisije z dne 16. marca 2005 z naslovom "Zelena knjiga 'Odziv na demografske spremembe: nova solidarnost med generacijami'" ( KOM(2005)0094 ). ,
Commission Communication of 16 March entitled: Green Paper ‘Confronting demographic change: a new solidarity between the generations’( COM(2005)0094 )) to have,
O. ker ženske, ki večinoma skrbijo za odvisne osebe
O. whereas women, who are often the primary carer for dependents
Poročilo EUROSTUDENT 2005, Družbeni in ekonomski pogoji življenja študentov v Evropi: v Latviji je 13,8 % študentk z otrokom v primerjavi s 5,3 % študentov, na Irskem je to razmerje 12,1 % proti 10,4 %, v Avstriji pa 11,5 % proti 10,1 %. , pogosteje kot moški ne začnejo študija, ga opustijo ali pa nikoli ne nadaljujejo, kar neizogibno vodi k dejanski diskriminaciji pri dostopu do in nadaljevanju študija in usposabljanja ter tudi k neenakosti med moškimi in ženskami v poklicnem življenju,
EUROSTUDENT Report 2005, Social and Economic Conditions of student life in Europe: In Latvia the ratio of female students with a child to male students with a child is 13.8% to 5.3%, in Ireland 12.1% to 10.4%, and in Austria 11.5% to 10%. , are more likely than men not to continue in education, to not complete their studies or never to return to education, which inevitably leads to lifelong de facto discrimination in gaining access to, and continuing in, education and training and to inequality between men and women in their working lives,
P. ker v večini držav dejstvo, da nekdo med študijem dela, pomeni, da ni upravičen do socialne pomoči ali pa je le-ta manjša, in ker mu status študenta, zlasti če skrbi za odvisne družinske člane, občutno oteži pridobitev bančnih posojil,
P. whereas in most countries, where people have a job at the same time as pursuing a course of study, either they are ineligible for social assistance or the amount of assistance for which they are eligible is reduced, and whereas student status, particularly if the student has dependants, makes it considerably more complicated to obtain bank loans or credit,
Q. ker družinske obveznosti pomenijo, da imajo posamezniki posebne potrebe na določenih področjih, zlasti glede stanovanja, varstva, oskrbe odvisnih oseb in prilagodljivosti pri udeležbi na predavanjih,
Q. whereas family responsibilities imply specific needs in a number of areas, particularly with regard to housing, childcare services , care for dependants and flexibility in the course of study,
R. ker se obravnava študentov in študentk z družinami razlikuje med državami ter med visokošolskimi zavodi in zavodi za poklicno izobraževanje, kar lahko ovira njihovo mobilnost in torej uresničitev njihovih izobraževalnih in poklicnih želja, in ker v izobraževalnih sistemih in pri merilih dodeljevanja pomoči študentom njihove potrebe niso enakopravno upoštevane,
R. whereas the treatment of students with family responsibilities varies between countries and between higher education and vocational training establishments, which may constitute an obstacle to students’ mobility and thus to them achieving their desired education and career, and whereas there is inequality in the way education systems take account of their needs and in the criteria for allocating student grants,
S. ker je na voljo zelo malo nacionalnih ter evropskih statističnih podatkov in kazalcev, na podlagi katerih bi bilo mogoče ponazoriti življenjske razmere mladih z družinskimi obveznostmi v času študija ali usposabljanja,
S. whereas there are very few statistics and indicators available at Member State and EU level which illustrate the living conditions of young people with family responsibilities who are in education or training,
3. želi spomniti, da zaključki zelene knjige o demografiji kažejo, da je demografski primanjkljaj med drugim posledica kasnejšega zaključka različnih življenjskih obdobij kot v preteklosti (študij, delo, družina);
Points out that according to the conclusions of the Green paper on demography, the European demographic deficit is due in part to the various stages of life (education, work, family) currently being reached later than previously;
6. vzpodbuja države članice, naj bolj upoštevajo položaj mladih žensk in moških, ki imajo poleg študija ali usposabljanja družinske obveznosti, in naj jim zlasti dajo na razpolago sredstva, ki so posebej prilagojena njihovim potrebam;
Encourages the Member States to be more aware of the situation of young men and women who have family responsibilities in addition to being in education or training, and particularly to make resources available to them that suit to their needs;
9. predlaga, da bi države članice in posojilodajalci poenostavili in olajšali pridobitev posojil pod ugodnimi pogoji za mlade moške in ženske, ki družinske obveznosti usklajujejo z obdobjem študija ali usposabljanja;
Suggests that Member States and credit institutions should simplify and facilitate the provision of loans on beneficial terms to young men and women who are combining family responsibilities with a period of study or training;
19. poziva države članice ter visokošolske zavode in zavode za poklicno izobraževanje, naj zagotovijo enako obravnavanje in nediskriminacijo nosečih študentk in mater majhnih otrok pri dostopu do študija, njegovem nadaljevanju in vrnitvi k njemu ter naj njihove potrebe posebej upoštevajo;
Calls on the Member States and higher education and vocational training establishments to ensure that pregnant students and mothers of young children enjoy equal treatment and non-discrimination in terms of access to, the continuation of and the return to education, and to take particular account of their needs;
21. poziva visokošolske zavode in zavode za poklicno izobraževanje, naj pri izračunu šolnine upoštevajo finančni položaj mladih, tako moških kot žensk, ki imajo družinske obveznosti, ter jih vzpodbuja, naj jim nudijo ustrezno pomoč;
Calls on higher education and vocational training establishments to take account of the financial situation of young men and women who have family responsibilities when calculating course fees, and encourages them to provide appropriate assistance;
25. poziva države članice ter visokošolske zavode in zavode za poklicno izobraževanje, naj socialno pomoč, dodeljeno osebam z družinskimi obveznostmi, ohranijo šest mesecev po koncu študija, da jim omogočijo vključitev na trg dela;
Calls on the Member States and higher education and vocational training establishments to continue to provide social benefits to persons with family responsibilities for six months after the completion of their studies, so as to make it easier for them to enter the labour market;
29. priporoča državam članicam, Svetu in Komisiji, naj v okviru odprte metode usklajevanja ter na srečanjih ministrov za izobraževanje in socialne zadeve izmenjajo najboljše prakse na področju podpore študentom in študentkam z družinskimi obveznostmi ter naj upoštevajo inovativne pristope na tem področju, sprejete v nekaterih evropskih državah;
Recommends to the Member States, the Council and the Commission, in the Open Coordination Method and meetings of education ministers and social services ministers, that they exchange best practice with regard to support for students with family responsibilities and to take account of innovative arrangements in this area which some European countries have introduced;
32. poziva države članice, naj glede na svoje nacionalne razmere presodijo, ali bi z reformo izobraževalnih sistemov za doseganje večje prožnosti in boljše organiziranosti časa za študij mladim omogočile, da bi prej vstopili v poklicno življenje ter uresničili svoje družinske načrte;
Calls on the Member States to consider, with reference to their national situation, whether a reform of their education system to encourage flexibility and better management of time spent in education would have the effect of enabling young people to begin their working lives at an earlier stage and to achieve their desire for parenthood;
34. opozarja, da si mlade ženske manj prizadevajo za usklajevanje študija in materinstva tudi iz strahu, da ne bi bile pozneje v poklicnem življenju žrtve diskriminacije; zato poziva države članice, naj ukrepajo proti diskriminaciji mater s strani delodajalcev pri zaposlovanju in napredovanju;
Stresses that the incentives for young women to study and start a family may also diminish because they are afraid of suffering discrimination at work at a later stage; calls, therefore, on the Member States to combat the discriminatory treatment of mothers by employers when recruiting and promoting staff;
36. poziva države članice, naj si še naprej prizadevajo za razvoj in razširjanje poklicnega usposabljanja za osebe z družinskimi obveznostmi in tiste iz ranljivih ali manjšinskih skupin, da se izognejo dolgotrajni brezposelnosti in da se jim zagotovi enak dostop do trga dela;
Calls on the Member States to continue to seek to expand and promote professional training for persons with family responsibilities and those from marginalised or minority groups, so as to enable them to avoid long-term unemployment and to ensure that they have equal access to the labour market;
V skladu s cilji Evropskega sveta v Lizboni leta 2000 mora Evropa do leta 2010 postati najbolj dinamično in najbolj konkurenčno na znanju temelječe gospodarstvo na svetu, sposobno trajnostne gospodarske rasti, skupaj s količinsko in kakovostno boljšim zaposlovanjem ter večjo socialno kohezijo.
According to the objectives set out at the Lisbon European Council in 2000, by 2010, Europe should become the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth together with a quantitative and qualitative improvement in employment and greater social cohesion.
Strategija je bila zasnovana zato, da bi Unija do leta 2010 dosegla polno zaposlitev in okrepljeno kohezijo.
This strategy was conceived to enable the EU to return to full employment conditions and to increase cohesion by 2010.
Svet je prav tako menil, da je bil splošni cilj teh ukrepov do leta 2010 dvigniti raven splošne zaposlenosti v EU na 70 % in zaposlenosti žensk na 60 %
The Council also considered that the general aim of these measures was to increase the overall employment rate in the EU to 70% and the employment rate for women to more than 60% by 2010
Evropski svet v Lizboni, marec 2000. .
Lisbon European Council, March 2000 .
Voditelji držav in vlad so na zasedanjih Evropskega sveta v Stockholmu
The Heads of State and Government recognised at the European Councils in Stockholm
Evropski svet v Stockholmu, 23–24. marec 2001. in Barceloni
Stockholm European Council, 23-24 March 2001 and Barcelona
Evropski svet v Barceloni, 15–16. marec 2002. dali vedeti, da je prihodnost gospodarstva in evropske družbe odvisna od državljanov, zlasti mladih generacij in njihove stopnje izobrazbe.
Barcelona European Council, 15-16 March 2002 that the future of the European economy and society depended on its citizens, particularly the younger generations, and their level of education.
V ta namen bi se vsi mladi, moški in ženske, morali imeti možnost kakovostno izobraževati in usposabljati, prilagojeno novim zahtevam trga, njihovo znanje pa bi se moralo nenehno posodabljati tako, da bi lahko vstopili v svet dela in v njem trajnostno napredovali.
Therefore all young men and women should be able to enjoy good quality education and training in line with the new requirements of the market as well as ongoing updating of their skills to enable them to enter the world of work and make steady progress within it.
Raven izobrazbe je odločilna za rast in inovativno sposobnost družbe.
The level of education is an essential factor in the growth and innovation capacity of a society.
Organizacija za ekonomsko sodelovanje in razvoj dejansko ocenjuje, da podaljšanje povprečnega trajanja študija za eno leto takoj dvigne stopnjo rasti za približno 5 %, dolgoročno pa še za nadaljnjih 2, 5 %
An OECD estimate considers that adding an additional year to the average time spent in education increases the rate of growth by about 5% immediately and by about 2.5% in the long term
De la Fuente in Ciccone, Human capital in a global and knowledge-based economy, končno poročilo za GD za zaposlovanje in socialne zadeve, Evropska komisija, maj 2002. .
De la Fuente and Ciccone, Human capital in a global and knowledge-based economy, final report for DG Employment and Social Affairs, European Commission, May 2002 .
Izobraževanje in usposabljanje imata gospodarske in družbene koristi zaradi razvijanja osebnih in državljanskih spretnosti in znanja ter hkrati poklicnih sposobnosti.
Education and training bring economic and social benefits by developing personal and civic skills at the same time as vocational skills.
Naložba v človeške vire je torej ključno orodje za krepitev socialnega vključevanja.
Investment in human resources is thus a key instrument for increasing social inclusion.
Študija Organizacije za ekonomsko sodelovanje in razvoj kaže, da se je v nekaterih državah kot posledica višje povprečne stopnje izobrazbe zmanjšala neenakost med posamezniki
An OECD study shows that in some countries where the average level of education is highest there is also the least inequality between individuals
Program za mednarodno ocenjevanje študentov, OECD, 2002. .
Programme for International Student Assessment, OECD, 2002 .
Stopnja izobrazbe ima tudi nedvomen vpliv na zaposlovanje, saj je stopnja nezaposlenosti nižja, čim višja je stopnja izobrazbe, s čimer se hkrati zmanjšajo ustrezni socialni izdatki
The level of education also has an undeniable impact on employment, given that unemployment rates reduce as education levels rise
Če upoštevamo vso populacijo v starosti od 25 do 64 let, je bila stopnja zaposlenosti visokošolskih diplomirancev (velja za leto 2001) 84 %, kar je 15 točk več od skupnega povprečja vseh ljudi ne glede na stopnjo izobrazbe in 30 točk več od ljudi, katerih izobrazba je nižja od srednješolske
It is also clear that employment rates rise with the level of education achieved: looking at the whole population aged from 25 to 64, the employment rate of those with higher education qualifications was 84% in 2001, i.e. 15 points higher than the average of all levels of education and almost 30 points higher than for those who had not progressed further than lower secondary education
Kot sta povedala Evropska komisija v zeleni knjigi o demografiji
Indeed, as the Commission indicated in its Green Paper on demography
Sporočilo Komisije z dne 16. marca 2005 z naslovom "Zelena knjiga 'Odziv na demografske spremembe: nova solidarnost med generacijami'" ( KOM(2005)0094 ). in Svet v Evropskem paktu za mlade
Commission Communication of 16 March 2005 entitled Green Paper “Confronting demographic change: a new solidarity between the generations” ( COM(2005)0094 ), and the Council in its European Youth Pact
Sporočilo Komisije z dne 30. maja 2005 o evropskih politikah, ki zadevajo mlade, z naslovom "Obravnava skrbi mladih v Evropi – izvajanje Evropskega pakta za mlade in spodbujanje dejavnega državljanstva" ( KOM(2005)0206 ). je skrajni čas, da se ustvari otrokom in mladim prijazna družba z izboljšanjem strokovnega usposabljanja in kakovostnega zaposlovanja ter ustvarjanja okolja, ki je naklonjeno njihovem socialnem vključevanju in izpolnjevanju njihovih družinskih načrtov.
Commission Communication of 30 May 2005 on European youth policies, entitled Addressing the concerns of young people in Europe – implementing the European Youth Pact and promoting active citizenship ( COM(2005)0206 ), , it is high time to create societies that welcome children and young people through improving vocational training and the quality of employment and also by creating a favourable environment for their social integration and achievement of their desires for a family.
Vsi statistični podatki kažejo, da Evropejci, predvsem bolj izobraženi, nimajo toliko otrok, kot bi jih želeli.
All the statistics show that Europeans, particularly the more educated Europeans, do not have the number of children that they would like.
Vendar številne nedavne študije
As several recent studies
Poleg tega te študije kažejo, da odločitev o kasnejšem osnovanju družine pomeni tudi dodatne stroške za sistem javnega zdravstva, ker je medicinsko tveganje za mater in otroka večje.
Moreover, these studies show that deciding to start a family at an older age also entails costs for public health systems because of the greater medical risks for the mother and baby.
Biološki dejavniki, povezani s starostjo žensk, tudi ovirajo posameznike pri tem, da bi imeli želeno število otrok.
In addition, biological factors connected with the age of the woman may prevent people from having the number of children that they want.
Čeprav drži, da države članice niso pristojne za poseganje v odločitve posameznikov, ali bodo imeli otroke, bi morale ustvariti pogoje, ki Evropejcem omogočajo imeti želeno število otrok.
Although it is true that it is not up to the State to influence individual choices on whether or not to have children, States should have a duty to create the conditions to enable Europeans to have the number of children they want.
Eden od načinov za doseganje tega cilja bi lahko bilo oblikovanje socialnega, ekonomskega in izobraževalnega okvira, ki bi mladim Evropejcem omogočil uresničevanje njihovih družinskih načrtov v bolj zgodnjem življenjskem obdobju, ne da bi to negativno vplivalo na priložnosti za usposabljanje ali kariero.
One way to achieve this objective would be to create a favourable social, economic and educational framework to enable young Europeans to achieve their desire for a family at an earlier stage in life without this having an adverse impact on their opportunities for training or careers.
Zdi se, da je Evropska komisija v svojem nedavnem sporočilu o uskladitvi zasebnega, družinskega in poklicnega življenja
In its recent Communication on reconciling professional, private and family life
Sporočilo Komisije z dne 12. oktobra 2006 z naslovom "Prva etapa posvetovanja evropskih socialnih partnerjev o uskladitvi poklicnega, zasebnega in družinskega življenja" ( SEC(2006)1245 ), prepoznala utemeljenost takšne perspektive, saj v delu poročila, ki govori o organizaciji dela, navaja, da bi se morale javne politike usklajevanja nanašati tudi na mlade ženske in moške, ki še opravljalo visokošolski študij.
Commission Communication of 12 October 2006 entitled First-stage consultation of European social partners on the reconciliation of professional, private and family life ( SEC(2006)1245 ), the Commission seems to recognise the good sense of this view because the section on work organisation states that public policies in this area should also be addressed to young women and men who are still in higher education.
Razen zaradi doseganja čim boljše izrabe potenciala mladih je treba družinsko življenje in čas študija uskladiti tudi zato, ker daljše trajanje študija in možnosti vseživljenjskega učenja prispevata k dvigu povprečne starosti študentov.
Apart from making better use of young people's potential, the need to make it easier to combine family life with studying is exacerbated by the fact that a longer time spent in education and the opportunities offered by lifelong training are helping to increase the average age of students.
Poročilo EUROSTUDENT iz leta 2005
Thus, according to statistics in the EUROSTUDENT report 2005
Poročilo EUROSTUDENT 2005 "Družbeni in ekonomski pogoji življenja študentov v Evropi". navaja, da je povprečna starost študentov v Združenem kraljestvu je 28 let, de 25,3 let v Avstriji, 24,6 let na Finskem, 24,2 let na Nizozemskem in 24,1 let na Irskem.
EUROSTUDENT Report 2005, Social and Economic Conditions of student life in Europe , the average age of students is 28 in the United Kingdom, 25.3 in Austria, 24.6 in Finland, 24.2 in the Netherlands and 24.1 in Ireland.
Tako v več državah študenti prevzamejo družinske obveznosti vzporedno z opravljanjem študija, ali pa se odločijo, da bodo osnovali družino pred koncem študija.
Thus in many countries, students take on family responsibilities in parallel with their studies or choose to fulfil their desire for a family by having children before the end of their studies.
Na Švedskem ima 41 % žensk prvega otroka pred koncem študija, na Finskem 31 % in na Norveškem 30 %.
Thus in Sweden, 41% of women had their first child before completing their education, 31% in Finland and 30% in Norway.
Delež študentov staršev je opazen v številnih evropskih državah kot je Irska, kjer je študentov z otroki 11, 3 %, v Avstriji 10,8 %, v Latviji 10,7 % in na Finskem 8 %.
The proportion of students who are also parents is significant in several European countries such as Ireland, which has 11.3% of students with children, 10.8% in Austria, 10 .7% in Latvia and 8% in Finland.
Z izjemo nekaj nordijskih držav, kjer je na voljo vrsta socialnih in ekonomskih ukrepov v korist študentov staršev, se v večini evropskih držav študenti z družinskimi obveznostmi na univerzah in v vsakodnevnem življenju soočajo z občutnimi težavami.
Unfortunately in most European countries, except for some Nordic countries which have a range of social and economic measures to help students who are parents, students with family responsibilities face considerable difficulties in their university courses and in their daily lives.
Dejansko imajo posebne potrebe zlasti pri stanovanjih, otroškem varstvu, prilagodljivosti poteka predavanj itd.
They have special needs in particular with regard to housing, child-care services and course flexibility, etc.
Vseeno se te potrebe v izobraževalnem in socialnem sistemu na splošno ne upoštevajo ali se upoštevajo premalo, kar recimo dokazuje pomanjkanje statističnih podatkov o pogojih življenja teh študentov.
However, in general these needs are not recognised or not sufficiently recognised by education systems and social security schemes, as is further shown by the lack of statistics and data on how these students live.