natgillin/translations-raw huggingface dataset:
· Visokošolsko izobraževanje: vedno bolj se kot nujna pojmujeta potreba evropskega visokošolskega izobraževanja po posodobitvi in pomen dopolnjevanja bolonjskih reform (npr. izboljšanje upravljanja, financiranja in zanimivosti univerz).
· Higher education: the need of European higher education for modernisation and the importance of complementing the Bologna reforms (e.g. by improving governance, funding and attractiveness of universities) are increasingly being perceived as crucial.
Avtonomnost univerze je zanesljivo napredovala, preizkušajo se tudi nove oblike sodelovanja zainteresiranih strani.
University autonomy has progressed solidly and new forms of stakeholder involvement are being tested.
Poleg tega so bili uvedeni instrumenti za spodbujanje zasebnih naložb (kot so davčne spodbude in reforme, javno-zasebna partnerstva in zasebno sponzorstvo).
Moreover, instruments to stimulate private investment have been introduced (such as tax incentives and reforms, public-private partnerships and private sponsoring).
Kar zadeva enakost med spoloma, število univerzitetnih študentk presega število študentov v več državah, kar je deloma posledica zakonodaje o enakih možnostih.
As regards sexual equality, female university students outnumber male students in several countries, a development which is partly due to equal opportunities legislation.
· Pomen izobraževanja in usposabljanja v okviru trikotnika znanja, lizbonske strategije in širšega okvira politike EU: izobraževanje, usposabljanje in razvoj spretnosti imajo osrednje mesto v nacionalnih programih reform v večini držav članic.
· Importance of education and training within the framework of the knowledge t ria ngle, the Lisbon Strategy and the EU policy context in its broadest sense: education, training and skills development are given a central place in the national reform programmes of most Member States.
Obenem je bil dosežen izreden napredek pri povezovanju operativnih programov v okviru strukturnih skladov s prednostnimi nalogami delovnega programa Izobraževanje in usposabljanje 2010 , pa tudi pri razvoju evropskih referenčnih orodij za podporo reformam, kot so priporočila o ključnih kompetencah, kakovosti mobilnosti, zagotavljanju kakovosti v visokošolskem izobraževanju in Evropskem kvalifikacijskem okviru.
At the same time, remarkable progress has been achieved in linking operational programmes under the Structural Funds to the priorities of the Education and Training 2010 work programme , as well as in developing European reference tools to support reforms, such as recommendations on key competences, on the quality of mobility, on quality assurance in higher education and on the European Qualifications Framework.
Področja, kjer so potrebne izboljšave:
Areas requiring improvement:
V splošnem so v poročilu opredeljena tri področja, polna izzivov, ki jim je treba nameniti posebno pozornost: nizke kvalifikacije, strategije vseživljenjskega učenja in trikotnik znanja (izobraževanje, raziskave in inovacije).
In general terms, three challenging areas needing special attention are identified in the report: low skill levels, lifelong learning strategies and the knowledge triangle (education, research and innovation).
Konkretneje sporočilo Komisije vsebuje opredelitve nekaterih pomanjkljivosti in poziva k nekaterim izboljšavam:
At a more concrete level, the Commission's communication identifies certain lacks and needs and calls for certain improvements:
· Potrebna so stalna prizadevanja, boljše razširjanje in izboljšane naložbe v izvajanje skladnih strategij vseživljenjskega učenja, povezovanje sektorskih politik za pred-, osnovno-, srednje- in visokošolsko izobraževanje, poklicno izobraževanje in usposabljanje ter izobraževanje odraslih.
· There is a need for a sustained effort, better dissemination and improved investment in the implementation of coherent lifelong learning strategies, linking sectoral policies on pre-primary, primary, secondary and higher education, VET and adult learning.
· Javna poraba za izobraževanje in zasebne naložbe vanj: pozitivni trendi na obeh področjih so se zaustavili leta in njihova raven je med državami še vedno zelo različna.
· Public expenditure on and private investment in education: positive trends in both areas came to a halt in 2004 and their levels still vary enormously between countries.
· Zgodnje opuščanje šolanja in ključne kompetence: mnogo preveč mladih preneha šolanje z zgolj osnovnošolsko izobrazbo in je zato brez ključnih spretnosti in kompetenc (npr. tujih jezikov ali branja, kjer podatki kažejo na padajoči trend uspešnosti in da merila EU za leto 2010 ne bodo dosežena), ki so nepogrešljive, da bi lahko sodelovali v družbi znanja in uspešno preprečili brezposelnost.
· Early school leaving and key competences: far too many young people leave school with no more than lower secondary education and therefore without key skills and competences (e. g. foreign languages or reading, where data show a downward trend in performance and the EU benchmark for 2010 will not be achieved), which are absolutely necessary for them to participate in the knowledge society and to successfully avoid unemployment.
· Posebno pozornost je treba posvetiti splošno nizki uspešnosti priseljencev, etničnih manjšin ter socialno-ekonomsko prikrajšanih skupin.
· Particular attention needs to be paid to the generally lower performance of migrants, ethnic minorities and socioeconomically disadvantaged groups.
· Usposabljanje učiteljev (večja potreba po novih kompetencah, spretnostih in nalogah, ki je deloma povezana z rastočo avtonomijo šol), nadgradnja učiteljskega poklica in stalnega usposabljanja učiteljev, vključno z vseživljenjskim učenjem in poklicnim razvojem.
· Teacher training (increasing need for new competences, skills and tasks, which is partly related to growing school autonomy), upgrading of the teaching profession and continuing teacher training, including lifelong learning and professional development.
· Visokošolsko izobraževanje:
· Higher education:
a) povečanje odločilne vloge univerz ne le pri izobraževanju in poučevanju, ampak tudi pri raziskavah, inovacijah in prenosu znanja;
a) enhancing the key role of universities not only in education and teaching but also in research, innovation and knowledge transfer;
b) spodbujanje javnih in zlasti zasebnih naložb v univerze;
b) fostering public and especially private investment in universities;
c) podpiranje univerzitetnega osebja in vodilnih delavcev pri povečanju avtonomnosti in odgovornosti univerz.
c) supporting university staff and managers with regard to the increasing autonomy and accountability of universities.
· Sodelovanje starejših, nizko kvalificiranih in priseljenskih odraslih delavcev v vseživljenjskem učenju bi bilo treba povečati (merilo EU na tem področju ne bo doseženo).
· The participation in lifelong learning of older, low-skilled and migrant adult workers should particularly be increased (the EU benchmark in this field will not be achieved).
· Poklicno izobraževanje in usposabljanje mora postati mnogo zanimivejše in ustreznejše trgu dela.
· Vocational education and training (VET) must become much more attractive and relevant to the labour market.
Države članice morajo zato zagotoviti posebne spretnosti in kvalifikacije, ki bodo za evropsko družbo in gospodarstvo v prihodnjih letih nepogrešljive.
Member States should therefore make provision for specific skills and qualifications which will be indispensable for European society and the European economy in the coming years.
Poleg tega bi moralo biti poklicno izobraževanje in usposabljanje vključeno v druge sisteme izobraževanja, njegova kakovost pa bi morala biti ne le boljša, temveč zagotovljena.
Moreover, VET should be much better integrated within the rest of the education system and its quality must be not only improved but also guaranteed.
· Mobilnost učencev med državami bi morala biti zagotovljena ne le s programi EU, ampak tudi z nacionalnimi ukrepi.
· Transnational mobility of learners should be enabled not only by EU programmes but also by national measures.
Na področju poklicnega izobraževanja in usposabljanja si je treba posebej prizadevati za povečanje mobilnosti.
The field of VET requires particular efforts to increase mobility.
Pripombe poročevalke:
Rapporteur’s remarks:
V okviru tega posebej obširnega dokumenta Komisije bi po poročevalkinem mnenju v vsaki državi članici morali izvajati skladne in obširne strategije ter orodja vseživljenjskega učenja, o katerih sta soglašala Evropski parlament in Svet (kot je Evropski kvalifikacijski okvir, Europass, okvir ključnih kompetenc, priporočila o mobilnosti in zagotavljanju kakovosti v visokošolskem izobraževanju), pa tudi krepiti trikotnik znanja in izboljšati priznavanje neformalnega in priložnostnega učenja ter poklicnih kvalifikacij, da bi dosegli lizbonske cilje.
Within the framework of this particularly broad Commission document, the Rapporteur considers that both coherent and comprehensive lifelong learning strategies and tools agreed by the European Parliament and the Council (such as the European qualifications framework, Europass , the key competences framework and the recommendations on mobility and on quality assurance in higher education) should be consistently implemented by every Member State in order to attain the Lisbon objectives, as well as strengthening the knowledge triangle and improving the recognition of non-formal and informal learning and of professional qualifications.
Še naprej je treba obravnavati horizontalna vprašanja, kot so učenje jezikov, evropska potreba po visokokvalificiranih delavcih, trajnostno financiranje in spodbujanje avtonomije, ustvarjalnosti in inovacij na vseh ravneh izobraževanja in usposabljanja.
Horizontal issues such as language learning, Europe's need for higher skill levels, sustainable funding and promotion of autonomy, creativity and innovation at all levels of education and training must be further addressed.
Ukrepe na področju izobraževanja in usposabljanja bi morali stalno podpirati s socialnimi in gospodarskimi dopolnilnimi ukrepi, kot so politike za izboljšanje splošnih življenjskih razmer evropskih državljanov, vključevanje priseljencev in manjšin (zlasti Romov) ter vključitev skupin s posebnimi potrebami (v glavnem invalidov in starejših) na vseh ravneh in področjih izobraževanja.
Action in the field of education and training should be consistently supported with complementary measures of a socioeconomic nature, such as policies to improve the overall life conditions of European citizens, as well as the integration of migrants and minorities (especially Roma people) and the inclusion of groups with special needs (mostly disabled and elderly people) at all levels and in every field of education.
Poleg tega so zelo potrebne pobude za povečanje mobilnosti študentov, učiteljev in raziskovalcev.
Furthermore, initiatives enhancing not only students' but also teachers' and researchers' mobility are very much needed.
Posebej bi bilo treba upoštevati športne predmete in povečati njihov obseg v predšolskem, osnovnošolskem in srednješolskem izobraževanju.
Sport subjects should be especially taken into consideration and enhanced throughout pre-primary, primary and secondary education.
Poudariti bi bilo treba tudi vlogo družin ob upoštevanju vseh vidikov izobraževanja in usposabljanja, od odločilnega pomena njihove podpore študentom (zlasti med priseljenci in manjšinami) pa do potrebe po širšem obsegu socialnih storitev za študente in delavce z družinami.
There should also be an emphasis on the role of families with regard to every aspect of education and training, from the key importance of their support to students (in particular among migrants and minorities) to the need for a wide range of social services for students and workers with families.
Ob tem, da je treba v splošnem izboljšati poučevanje in njegovo kakovost, je treba posvetiti pozornost tudi učnim programom, kar bi lahko učinkovito prispevalo k razvoju celovite osebnosti študentov, in jih naučiti spoštovanja človekovih pravic in evropskih vrednot, kot so demokracija, kulturna raznolikost, mir in enakost med spoloma.
While teaching and its quality must be generally improved, much more attention ought to be paid to curricula, which should effectively contribute to the development of students’ personality as a whole, as well as teaching them to respect human rights and European values such as democracy, cultural diversity, peace and gender equality.
Ker je treba predvideti prihodnje potrebe tako družbe kot gospodarstva, je treba posebno prednost nameniti ključnim kompetencam, kot so tehnične, znanstvene in bralne spretnosti, medtem ko bi bilo treba zlasti med učitelji in starejšimi spodbujati razvijanje spretnosti informacijske in komunikacijske tehnologije ter medijske pismenosti.
As future needs concerning both society and the economy have to be foreseen, key competences such as technical, scientific and reading skills ought to be given special priority, while ICT skills and media literacy in general should be especially encouraged among teachers and elderly people.
Poleg tega je treba razmisliti o posebnih spretnostih, povezanih z okoljem, na primer z razširitvijo dejanskega izobraževanja o okolju in podnebnih spremembah na vse oblike učenja in tako, da se države članice pozovejo, naj priznajo potrebo po zgodnjem delu na področju varstva okolja v vrtcih, osnovnih in srednjih šolah.
In addition, specific skills related to the environment should be considered, e.g. by extending effective education on environmental issues and climate change to all forms of learning and by calling on Member States to recognise the need for early work on environmental protection in nursery, primary and secondary education.
Nujno je tudi poenostaviti prehod med različnimi sistemi izobraževanja in usposabljanja (šolami, poklicnim izobraževanjem in usposabljanjem, visokošolskim izobraževanjem, izobraževanjem odraslih) ter formalnim, neformalnim in priložnostnim učenjem.
Furthermore, it is also crucial to facilitate the transition between different education and training systems (schools, vocational education and training, higher education, adult education) and between formal, non-formal and informal learning.
Na bolj splošni ravni morata biti izobraževanje in usposabljanje vedno povezana z lokalnimi in regionalnimi možnostmi, na primer tako, da se ju obravnava v okviru razvojnih načrtov ali strategij.
At a more general level, education and training always have to be related to local and regional potentials, for example by being considered within the framework of development plans or strategies.
Drži, da je mogoče na evropski ravni na tem obširnem področju več narediti, vendar je treba poudariti tudi, da morajo vlade držav članic odigrati bolj dinamično vlogo pri uresničevanju politik in orodij, ki jim jih je Evropska unija že dala, na primer tako, da si zastavijo konkretne cilje, kar zadeva reformo njihovih nacionalnih programov izobraževanja in usposabljanja.
If it is true that at European level more can be done in this wide-ranging field, it also has to be stressed that Member States' governments ought to play a much more dynamic role in putting into practice the policies and tools they have already been given by the European Union, for example by setting themselves concrete goals as far as the reform of their national education and training programmes is concerned.
Končno poročevalka podaja nekaj pripomb in določa posebne prednostne naloge za vsako posamezno fazo izobraževanja in usposabljanja.
Finally, the Rapporteur formulates certain remarks and sets out specific priorities for each particular stage of education and training:
Predšolsko izobraževanje:
Pre-primary education:
Po mnenju poročevalke bi bilo treba povečati učenje jezikov (to je maternega jezika in/ali jezika države prebivanja ter najmanj enega tujega jezika) in ga v tej zgodnji fazi zelo spodbujati, zlasti zato, da se spodbudi vključevanje priseljencev in etničnih manjšin, kot so Romi, v evropsko družbo.
In the Rapporteur's view, language learning (i.e. mother and/or country-of-residence tongue and at least a first foreign language) should be enhanced and very much encouraged at this early stage, especially in order to promote the inclusion of migrants and ethnic minorities such as Roma people into European societies.
Osnovno in srednje izobraževanje:
Primary and secondary education:
Posebno pozornost je treba posvetiti še višjim stopnjam osipa, proti kateremu je mogoče ukrepati s posodobitvijo učnih programov, poudarjanjem samostojnega mišljenja, ustvarjalnosti in inovacij ter motiviranjem študentov glede na njihovo osebno nadarjenost in posebne potrebe.
Special attention should be paid to the even higher school drop-out rates, which can be addressed by measures like updating curricula, enhancing autonomous thinking, creativity and innovation and motivating students according to their personal talents and specific necessities.
Poklicno izobraževanje in usposabljanje:
Vocational education and training (VET):
Izboljšanje kakovosti in zanimivosti poklicnega izobraževanja in usposabljanja ter njuna bolj praktična usmeritev sta prednostni nalogi poročevalke na tem področju.
Improving the quality and attractiveness of VET and making it more practically oriented constitute some of the Rapporteur's priorities in this field.
Visokošolsko izobraževanje:
Higher education:
Poročevalka meni, da so partnerstva med univerzami in poslovnim svetom, mobilnost učiteljev, študentov in raziskovalcev ter posodobitev vsebin, da ustrezajo tako sedanjim kot prihodnjim potrebam družbe in gospodarstva, bistveni elementi v okviru reforme sistemov visokošolskega izobraževanja.
The Rapporteur considers that university-business partnerships, teachers', students' and researchers' mobility and updated content which meets both current and future socioeconomic needs are key elements within the framework of the reform of higher education systems.
Vseživljenjsko učenje:
Lifelong learning:
V zvezi z vseživljenjskim učenjem želi poročevalka poudariti motiviranje delavcev, da se bodo učili vse življenje in na vsej poklicni poti, ter učinkovito zagotavljanje, da v njem sodeluje vsak delavec, tudi nizko-kvalificirani in starejši.
Regarding lifelong learning, the Rapporteur would like to focus on motivating workers to keep learning throughout their whole lives and professional careers, as well as effectively guaranteeing that every worker takes part in it, including low-skilled and elderly workers.
o vseživljenjskem učenju za znanje, ustvarjalnost in inovacije – izvajanje delovnega programa „Izobraževanje in usposabljanje 2010“
on delivering lifelong learning for knowledge, creativity and innovation – implementation of the ‘Education & Training 2010 work programme’
A. ker bi morali sistemi izobraževanja in usposabljanja ženskam in moškim zagotavljati enake možnosti,
A. whereas education and training systems should provide equal opportunities for women and men,
1. ugotavlja, da je izobraževanje nujno za družbeni in osebni razvoj žensk in moških, zato poudarja, da je treba krepiti izobraževanje in usposabljanje kot temeljno podporo, da se doseže cilj spodbujanja enakosti žensk in moških;
Notes that education is essential for the social and personal development of both women and men; underlines, therefore, the importance of reinforcing education and training as a fundamental aspect of promoting equality between women and men;
3. poudarja, da neenake možnosti za ženske in moške pri dostopanju do kakovostnega izobraževanja in vseživljenjskega izobraževanja še bolj izstopajo na otokih ter geografsko in socialno prikrajšanih območjih, zato poziva k večjemu spodbujanju izobraževalnih pobud v sklopi regionalne politike;
Stresses that the existing inequality of opportunity between women and men as regards high-quality lifelong teaching and education are all the more marked in island regions and geographically and socially disadvantaged regions; calls in consequence for greater promotion of educational initiatives in the framework of regional policy;
7. poziva, naj se v programih izobraževanja za odrasle in vseživljenjskega učenja posebno pozornost nameni skupinam ljudi, ki so na trgu dela najbolj prikrajšane, zlasti mladim, ženskam (predvsem na podeželju) in starejšim;
Calls for adult education and lifelong learning programmes to take particular account of those groups of people who are most disadvantaged on the labour market, in particular young persons, women, especially those in rural situations, and the elderly;
o predlogu Uredbe Sveta o pristojnosti, pravu, ki se uporablja, priznavanju in izvrševanju sodnih odločb ter sodelovanju v preživninskih zadevah
on the proposal for a Council regulation on jurisdiction, applicable law, recognition and enforcement of decisions and cooperation in matters relating to maintenance obligations
– ob upoštevanju besedila osnutka Sveta (14066/2008),
– having regard to the text of the Council draft (14066/2008),
– ob upoštevanju predloga Komisije Svetu ( KOM(2005)0649 ),
– having regard to the Commission proposal to the Council ( COM(2005)0649 ),
– ob upoštevanju svojega stališča z dne 13. decembra 2007
– having regard to its position of 13 December 2007
Sprejeta besedila, P6_TA(2007)0620 . ,
Texts adopted, P6_TA(2007)0620 . ,
– ob upoštevanju členov 61(c) in 67(2) Pogodbe ES, v skladu s katerima se je Svet posvetoval s Parlamentom ( C6‑0384/2008 ),
– having regard to Articles 61(c) and 67(2) of the EC Treaty, pursuant to which the Council consulted Parliament ( C6‑0384/2008 ),
– ob upoštevanju členov 51 in 55(3) svojega poslovnika,
– having regard to Rules 51 and 55(3) of its Rules of Procedure,
– ob upoštevanju poročila Odbora za državljanske svoboščine, pravosodje in notranje zadeve ( A6‑0456/2008 ),
– having regard to the report of the Committee on Civil Liberties, Justice and Home Affairs ( A6‑0456/2008 ),
Poročevalka je zelo zadovoljna, da je končno predstavljena pregledana različica uredbe o pristojnosti, pravu, ki se uporablja, priznavanju in izvrševanju sodnih odločb ter sodelovanju v preživninskih zadevah, o kateri je Evropski parlament podal svoje mnenje pred skoraj enim letom.
The rapporteur is very happy that finally the revised version of the regulation on jurisdiction, applicable law, recognition and enforcement of decisions and cooperation in matters relating to maintenance obligations on which the European Parliament presented its opinion almost a year ago is presented.
Vendar je škoda, da smo morali mi, zlasti pa državljani EU, na to besedilo čakati tako dolgo.
It is , however, a pity that we and more specifically the EU-Citizens have had to wait so long for this text.
Ta uredba bo poenostavila življenje državljanov.
This Regulation shall result in simplifying the lives of citizens.
Na prvem mestu naj bi poenostavila potek postopka za določitev zahtevka za preživnino.
Simplicity is sought in the first place in the conduct of the proceedings necessary for the establishment of the maintenance claim.
Nadalje uredba določa, da bo sklep o preživninskih obveznostih, ki ga sprejme država članica, zakonsko zavezujoč v vseh državah članicah.
Following this, the Regulation provides that once the decision on maintenance obligations is taken in Member States, it will be legally binding on all Member States.
Uredba vzpostavlja tudi operativni sistem sodelovanja med osrednjimi organi držav članic, da bi pomagali upnikom pri izterjavi dolgov.
The Regulation also organises an operational system of co-operation between the central authorities of the Member States in order to help creditors to recover their debt.
Poročevalko veseli, da se je Svet ponovno posvetoval z Evropskim parlamentom o pregledanem besedilu, čeprav še vedno meni, da bi bilo treba tako pomembno besedilo pripraviti v skladu s pravili postopka soodločanja.
The rapporteur is glad that the European Parliament has been re-consulted on the revised text although she is still on the position that such an important text should have been prepared according to the rules of the co-decision procedure.