natgillin/translations-raw huggingface dataset:
Njihov odstotek stalno narašča in trenutno predstavlja skoraj tri četrtine šolske populacije.
The percentage is constantly increasing and they currently represent almost three quarters of the total Schools population.
Njihovo število presega 90 % v štirih bruseljskih šolah, kjer je zaradi pomanjkanja infrastruktur treba omejiti vpis za učence kategorije II (to so učenci, katerih vpis je predviden pod pogoji iz sporazumov med šolami in nekaterimi organizacijami in podjetji) in kategorije III (to so učenci, katerih starši morajo plačevati šolski prispevek).
They account for over 90 % in the four Brussels Schools, where insufficient infrastructure has led to restrictions on enrolling Category II pupils (those who are admitted under agreements concluded between the Schools and certain organisations and undertakings) and Category III pupils (those whose parents are required to pay fees).
Tako je zaradi pomanjkanja prostora svet guvernerjev sklenil, da za šole v Bruslju ne bo več podpisoval pogodb za kategorijo II.
Because of the constraints on premises, the Board of Governors has decided no longer to sign Category II contracts for the Brussels Schools.
Predmeti in njihova vsebina so enaki v vseh oddelkih.
The breakdown and content of courses are the same in each section.
Če ni pogojev za odprtje novega jezikovnega oddelka, učenci brez lastnega jezikovnega oddelka obiskujejo pouk v drugih jezikovnih oddelkih ter imajo obenem pouk materinščine ter dopolnilni pouk za jezik jezikovnega oddelka, v katerega so vpisani.
When the conditions for creating a new language section are not fulfilled, students without a language section (SWALS) are enrolled in another language section and receive teaching in their mother tongue and special courses to bring them up to standard in the language section in which they are enrolled.
Da bi se dosegla prava večkulturna izobrazba, je poudarek na učenju, razumevanju in uporabi tujih jezikov.
To encourage genuine multicultural education, stress is placed on the study, understanding and use of foreign languages.
Učenje prvega tujega jezika, tako imenovanega delovnega jezika (EN, DE ali FR), je obvezno že od prvega razreda osnovne šole.
The study of a first foreign language, used as a ‘working language’ (English, German or French) is compulsory from the first primary class.
Učenje drugega tujega jezika se za vse učence začne v drugem razredu nižje srednje šole (ki v slovenskem šolskem sistemu ustreza sedmemu razredu devetletke).
All the students learn a second foreign language from the second year of secondary education.
Jezikovni pouk je v skupinah za otroke različnih narodnosti, poučuje pa profesor, ki je materni govorec.
Language courses bring together students from different nationalities; they are given by mother-tongue teachers.
Ta jezikovna različnost je prisotna tudi pri pouku umetnostne, glasbene in telesne vzgoje, kjer so skupine učencev iz različnih jezikovnih oddelkov.
This mixing of languages is also found in art, music and sports education, where the classes consist of groups from different sections.
Nadaljnja značilnost so tedenske evropske urice v osnovni šoli, kjer se zberejo otroci iz vseh oddelkov zberejo zaradi igre ter kulturnih in umetniških dejavnosti.
Another feature is the weekly European Hour in the primary school, where children from all sections come together for games and cultural and artistic activities.
Opozoriti je treba, da Evropske šole nudijo eno samo obliko poučevanja, ki se zaključi z evropsko maturo.
The European Schools offer only one educational branch, which leads to the European baccalaureate.
Ker učenci z učnimi težavami ne morejo zamenjati programa, sistem predvideva, da se posebej spremljajo učenci s posebnimi učnimi potrebami, tako da kar največje število učencev pridobi maturitetno spričevalo.
As students with educational difficulties are not able to change specialisation, assistance is provided for students with special educational needs (SEN), so a maximum number of students can obtain the certificate.
V letu 2009–2010 je bila povprečna stopnja ponavljanja razreda med učenci osnovne in srednje šole 2,7 %
In 2009-2010, the average percentage of primary and secondary students repeating a year was 2.7 %
Podatki ob začetku šolskega leta 2010–2011 v evropskih šolah, sklic: 2010-D-569-fr-3. .
Facts and figures on the beginning of the 2010-2011 school year in the European Schools, Ref.: 2010-D-569-en-3. .
Proračunski in politični vidik v zvezi z osebjem
Budgetary aspects and staff policy
Kot je navedeno v preambuli h Konvenciji o statutu Evropskih šol
As stated in the preamble to the Convention defining the Statute of the European Schools
3. , je sistem Evropskih šol sistem posebne vrste, ki temelji na sodelovanju med državami članicami in Evropsko unijo.
3. , the European Schools operate under a sui generis system, based on cooperation between the Member States and the EU.
Člen 25 konvencije določa, da se v šolski proračun prilivajo sredstva od: (1) prispevkov držav članic prek trajnih plačil začasno premeščenim ali napotenim profesorjem in po potrebi od finančnih prispevkov, o katerih soglasno odloča svet guvernerjev;
Article 25 of the Convention states that the budget of the Schools shall be financed by: (1) contributions from the Member States through the continuing payment of the remuneration for seconded or assigned teaching staff and, where appropriate, a financial contribution decided on by the Board of Governors acting unanimously;
(2) prispevkov Evropskih skupnosti, kar je namenjeno kritju razlike med skupnimi odhodki šol in drugimi skupnimi prihodki;
(2) the contribution from the European Communities, which is intended to cover the difference between the total amount of expenditure by the Schools and the total of other revenue;
(3) prispevkov organizacij nečlanic Skupnosti, s katerimi je svet guvernerjev sklenil sporazum.
(3) contributions from non-Community organisations with which the Board of Governors has concluded an Agreement.
V zvezi s prispevki držav članic je treba navesti, da je bilo v letu 2010 nezasedenih 64 delovnih mest učiteljev, ki bi jih morale začasno napotiti države članice, od tega 27 mest za angleško govoreče učitelje.
Of the contributions from Member States, in 2010 there were 64 posts for seconded teachers not filled by the States; 27 of these were for English speakers.
Dejstvo je, da se angleščino učijo skoraj vsi učenci, v angleški jezikovni oddelek (in v francoskega) pa se pretežno vpisujejo tudi učenci, ki nimajo lastnega jezikovnega oddelka
English is the language studied by almost all pupils, and the SWALS are primarily enrolled in the English section (and French section)
V letu 2010 je v bruseljskih šolah 66,83 % učencev, ki ni imelo svojega jezikovnega oddelka, obiskovalo angleškega, 29 % francoskega in 4 % nemškega. .
In 2010, in the Brussels Schools, 66.83 % of the SWALS were enrolled in the English section, as opposed to 29 % in the French section and 4 % in the German section. .
To dejstvo povzroča neravnovesje med odstotkom angleških učencev in napotenimi učitelji iste narodnosti.
This situation has led to an imbalance between the percentage of UK students and that of seconded teachers of the same nationality.
To je tudi spodbudilo svet guvernerjev, da je leta 2008 v Helsinkih sprejel splošne smernice za določitev pravične delitve stroškov med državami članicami na osnovi odstotka učencev njihove narodnosti (glej točko 4).
As a result the Board of Governors at its April 2008 meeting in Helsinki adopted general principles to determine fair cost-sharing amongst the Member States on the basis of the percentage of its nationals among the students (see point 4).
Sklenjeno je bilo, da države članice, ki to želijo, lahko napotijo učitelje, ki bodo poučevali v jeziku, ki ni njihova materinščina.
An approach has been adopted whereby Member States who so wish can second teachers to provide teaching in a language that is not their own.
Po dveh letih je jasno, da je malo držav pripravljenih prevzeti obveznost za delovna mesta, ki zahtevajo poučevanje v tako imenovanem delovnem jeziku.
After two years it has become evident that few Member States are willing to bear the cost of working-language teaching posts.
Edina rešitev za pomanjkanje učiteljev je ta, da se zaposlijo učitelji za določen predmet, to je profesorji, ki živijo v kraju in jih financira šola iz svojega proračuna.
The only way of remedying the shortage of teachers is to make use of locally recruited staff, financed from the Schools’ budget.
Eno tretjino ur v Evropskih šolah že opravljajo taki učitelji, kar seveda močno povečuje prispevek Unije v proračun šol.
A third of the hours taught in the European Schools are thus taught by locally recruited staff, which of course increases the EU contribution to the Schools’ budget.
Če torej pogledamo spremembe v prispevkih različnih dejavnikov v proračunskem sistemu šol od leta 2005, opazimo zmanjšanje prispevkov držav članic, povečanje prispevkov Komisije in zmanjšanje prispevkov učencev iz kategorije III
Thus it can be seen that, since 2005, the trend in the various players’ contributions to the Schools’ budget system has been a fall in the share borne by the Member States, a rise in the share borne by the Commission and a fall in the share borne by the Category III students
Letno poročilo generalnega sekretarja sveta guvernerjev evropskih šol, sklic: 2011-02-D-39-fr-1. .
Annual Report of the Secretary-General to the Board of Governors of the European Schools, Ref.: 2011-02-D-39-fr-1. .
Reforma iz leta 2009 in odprtje sistema
The 2009 reform and opening-up of the system
Evropska komisija je že leta 2004 v sodelovanju z Evropskim parlamentom, ki je svoje mnenje izrazil v svoji resoluciji o Evropskih šolah iz leta 2005
In cooperation with the European Parliament, which set out its views inter alia in its 2005 resolution on the European Schools
Resolucija Evropskega parlamenta o možnostih za razvoj sistema evropskih šol (UL C 193E, 17.8.2006, str.
European Parliament resolution on options for developing the European Schools system ( OJ C 193E, 17.8.2006, p.
333). , začela razmišljati o najboljšem načinu za reformiranje sistema Evropskih šol, da bi se lahko soočile z izzivom razširjene Unije.
333 ). , in 2004 the Commission began to reflect on how best to reform the European Schools system in a way that would allow it to meet the challenges of an enlarged Union.
Ta reforma je bila tudi priložnost za širitev dostopa do evropskega načina učenja.
This reform was also seen as an opportunity to increase access to European studies.
Kot je poudaril Evropski parlament v svoji resoluciji iz leta 2005, je evropski pedagoški model pokazal svojo vrednost in bi moral postati dostopen tudi učencem iz drugih šol.
As Parliament pointed out in its 2005 resolution, the European educational model has proved itself and it is desirable that it should be accessible to pupils outside the European Schools.
Svet guvernerjev je maja 2009 sprejel načela te reforme, ki je usmerjena zlasti k trem ciljem:
In May 2009 the Board of Governors approved the principles of this reform in three areas:
· poenostaviti splošno upravljanje sistema, da se lahko sprejmejo odločitve na ustrezni ravni;
· simplifying the general governance system so decisions are taken at the appropriate level;
· poskrbeti, da so stroški za delovanje sistema pravično razdeljeni med vse države članice;
· ensuring that the running costs are divided fairly among all Member States;
· odpreti sistem šolam vrste II (nacionalne šole, priključene z odobritvijo sveta guvernerjev, ki imajo kot glavni cilj vpis otrok, katerih starši delajo v evropskih institucijah) in šolam vrste III (nacionalne šole, priključene z odobritvijo sveta guvernerjev, kamor se lahko vpišejo otroci brez izpolnjevanja posebnih pogojev).
· opening the system to Type II Schools (national schools approved by the Board of Governors that give priority to taking in children from the European institutions) and Type III Schools (national schools approved by the Board of Governors which can take in children without making a distinction).
Od takrat je mnogo nacionalnih šol na ozemlju Unije, kjer se poučuje po evropskem programu, podpisalo konvencijo o koncesiji, ki jim omogoča izvajanje evropskega izobraževalnega programa in izdajo morebitnega evropskega maturitetnega spričevala.
Since then, several national schools on EU territory which provide European schooling have signed a convention of accreditation that enables them to deliver the European curriculum and perhaps also to award the European baccalaureate.
Mnenje poročevalca
Rapporteur's assessment
Evropske šole so bile ustanovljene zato, da bi se lahko otroci uradnikov evropskih institucij, ki so prišli delat in živet v tujino v drugačno kulturno okolje, šolali v svojem maternem jeziku, da bi se lahko v katerem koli trenutku spet vključili v šolanje v svoji državi.
The European Schools were set up to ensure that the children of the European institutions’ staff who are required to live and work abroad in a different cultural environment have access to education in their mother tongue so these children can be reintegrated into a school in their country of origin at any time.
Gre torej za potrebo, ne za razkošje.
These Schools are therefore a necessity and not a luxury.
Zavedati se je treba, da je v vseh državah članicah šolanje brezplačno in da uslužbenci institucij nimajo druge možnosti, kot da svoje otroke vpišejo v te posebne ustanove, če jim želijo zagotoviti šolanje v maternem jeziku.
It should be borne in mind that education is free in all the Member States and the institutions’ staff have no other option than to enrol their children in these Schools if they want them to be taught in their mother tongue.
Jasno je, da je treba po več kot 50 letih, odkar je bila ustanovljena prva Evropska šola, model razviti in ga prilagoditi novim gospodarskim in družbenim potrebam.
Over 50 years after the creation of the first European School, it is clear that the concept must change and adapt to new economic and social requirements.
Vendar mora ostati kot model za nacionalne šolske sisteme, ki skrbi za vrednotenje evropskega državljanstva in spodbujanje razvoj mobilnosti.
It must nevertheless remain a model of inspiration for national school systems, in developing European citizenship and encouraging mobility.
Čeprav finančna kriza zahteva zmanjšanje proračuna, je treba razmere analizirati bolj s stališča naložbe v bodočnost mladih Evropejcev kot s stališča stroškov.
Although the financial crisis requires some budget cuts, it is essential to consider the situation more from the angle of investment in the future of young Europeans than from the angle of costs.
Varčevanje ne sme omajati temeljnih načel, na katerih sloni sistem.
Savings should not weaken the fundamental principles on which the system is based.
Če nastajajo težave pri zaposlovanju učiteljev z maternim jezikom, je treba spremeniti politiko zaposlovanja.
Any deviation from this principle is an aberration; if the system has difficulties in finding native speakers, it means that the recruitment policy should be reformed.
Vendar pa poročevalec meni, da je pred novo reformo treba popolnoma izkoristiti možnosti sedanjega sistema, ki predvideva, da lahko države članice napotitev učiteljev nadomestijo s finančnim prispevkom v šolski proračun.
But before thinking about further reform, the rapporteur thinks that the present system, whereby the Member States should make a financial contribution to the Schools’ budget if they do not second teachers, should first be fully exploited.
Opozoriti je torej treba države članice, ki ne izpolnjujejo svojih obveznosti, da zagotovijo učitelje glede na predvidene kvote.
It is imperative that the defaulting Member States should be reminded of their obligations to provide teachers in accordance with the quotas.
Da bi olajšali obremenitve nekaterih držav članic, zlasti tistih, ki zagotavljajo učitelje jezikovnih oddelkov, kamor se vpisujejo učenci, ki nimajo lastnih jezikovnih oddelkov, je treba zagotoviti, da se izvaja načelo poučevanja v maternem jeziku, takoj ko je doseženo potrebno število učencev za odprtje novega jezikovnega oddelka.
In this context, to ease the burden on certain Member States, particularly those who provide teachers in language sections where a majority of SWALS are found, efforts should be made to ensure that the concept of mother-tongue teaching should be applied as soon as the quota of pupils required for opening a language section is reached.
To je tudi način, da se izognemo diskriminaciji med učenci, ki nimajo lastnih jezikovnih oddelkov, in drugimi.
It is, moreover, the only way of avoiding any discrimination between SWALS and others.
Poročevalec meni, da bi se lahko mnogo privarčevalo, če bi se ustalila praksa, da se netemeljni predmeti izvajajo v delovnih jezikih (angleščina, francoščina, nemščina).
The rapporteur also thinks that substantial economies could be made if general use were made of the working languages (English, German and French) for teaching all non-fundamental subjects.
Na splošno poročevalec meni, da se je treba bolj usmeriti v ustanavljanje šol vrste 2 in 3, ki so dejanski korak k „evropskemu“ poučevanju, dostopnem za večje število otrok.
In general, the rapporteur thinks that there should be more of a move towards the setting up of Type II and Type III Schools, which would represent a practical step towards ‘European’ education accessible to a greater number of students.
Ocena delovanja Evropskih šol je pozitivna, tako da sistem odpira spodbudne možnosti za osnutek evropskega šolskega sistema.
The evaluation of the running of the European Schools is positive and this system opens up stimulating prospects for providing a framework for a European educational system.
Države članice pa niso odgovorne samo za ohranitev tega sistema ampak tudi za razmah tega edinstvenega in izjemnega modela poučevanja v Evropi.
However, it is the Member States’ responsibility to work not only for the conservation of this system but also for the expansion of this unique and exceptional model of education in Europe.
A. ker se Evropske šole financirajo s prispevki držav članic, kar predstavlja 21 % celotnega proračuna Evropskih šol, ter z izravnalnim prispevkom Evropske unije, določenim v naslovu 26 01 51, in ki je v letu 2010 znašal približno 58 % celotnega proračuna Evropskih šol,
A. whereas the European Schools are financed by contributions from the Member States, amounting to 21 % of the schools’ total budget, and a balancing contribution from the European Union, which in 2010 comprised around 58 % of the total provided for under Title 26 01 51,
B. ker je bil v letu 2004 uvedena posebna dajatev na plače uradnikov, med drugim namenjena tudi financiranju Evropskih šol,
B. whereas a special levy on the salaries of officials was introduced in 2004 for purposes, inter alia, of financing the European Schools,
C. ker je bil glavni cilj reforme Evropskih šol v letu 2009 odprtje teh šol za širši in bolj raznolik vpis ter hkrati zagotoviti dolgoročno ustreznost sistema,
C. whereas the main aim of the 2009 reform of the European Schools was to open them up to a wider and more diverse intake, while at the same time ensuring the system’s long-term viability,
D. ker je neposredni razlog za večje število učencev Evropskih šol kadrovska politika institucij EU po letu 2004, na podlagi katere so zaposlili osebje, mlajše od 30 let, v tem času so si ti mladi uradniki ustvarili družine in nato svoje otroke vpisali v Evropske šole;
D. whereas the increase in the number of European School pupils is a direct consequence of the EU institutions’ post-2004 recruitment policy, which resulted in employing staff below the age of 30; in the meantime these young officials have established families and subsequently enrolled their children in European Schools,
5. meni, da bi bila večja proračunska samostojnost vsake ustanove lahko učinkovita rešitev za boljše upravljanje sredstev, dodeljenih Evropskim šolam; poudarja, da je to treba uresničiti izključno na podlagi ocene Komisije, da bo večja stopnja samostojnosti šolam zanesljivo koristila.
Takes the view that giving each of the European Schools a greater degree of budgetary autonomy may be an effective way of improving the management of the resources allocated to them; stresses that this must only be implemented following an assessment by the Commission to ensure that a greater degree of autonomy would benefit the schools.
A. ker je v preambuli h Konvenciji o Statutu Evropskih šol
A. whereas the preamble to the 1994 Convention defining the Statute of the European Schools
UL L 212, 17.08.1994, str.
OJ L 212, 17.08.1994, p.
B. ker je aprila 2009 svet guvernerjev odobril reformo sistema Evropskih šol,
B. whereas the reform of the European Schools system was approved by the Board of Governors in April 2009,
C. ker več kot petdesetletne izkušnje delovanja Evropskih šol kažejo, da je ta sistem s svojim izobraževalnim modelom edinstven in privlačen; ker je eden od ciljev reforme odprtje tega sistema in evropske mature za druge učence v Uniji; ker brez temeljne spremembe pravnega statusa, na katerem temelji celoten sistem, ni mogoče uspešno doseči ciljev reforme,
C. whereas the experience of over 50 years of functioning of the European Schools has shown the system and its educational model to be unique and attractive; whereas one of the aims of the reform is to open up that system and the European Baccalaureate to other pupils in the Union, whereas the aims of the reform cannot be attained successfully without a fundamental change in the legal status on which the whole system is based,
D. ker je Komisija leta 2009 v svojem poročilu o sistemu Evropskih šol
D. whereas the Commission report on the European Schools' system in 2009
2. meni, da je veliko sistemskih težav posledica neizpolnjevanja obveznosti držav članic; opozarja, da ni pravnih jamstev za izpolnitev obveznosti držav članic iz konvencije;
Considers that many of the systemic problems amount to non-fulfilment of the obligations of the Member States; points to the non-existent legal guarantees of Member States' fulfilment of their obligations under the Convention;
4. poudarja, da je Unija nesorazmerno malo vpletena v Evropske šole v primerjavi s tem, koliko sredstev iz svojega proračuna jim nameni;
Emphasises that the Union's involvement in the European Schools is disproportionately little compared to the financial contribution from its budget;
Magdi Cristiano Allam, Zoltán Bagó, Lothar Bisky, Piotr Borys, Jean-Marie Cavada, Silvia Costa, Santiago Fisas Ayxela, Mary Honeyball, Petra Kammerevert, Morten Løkkegaard, Emma McClarkin, Marek Henryk Migalski, Katarína Neveďalová, Doris Pack, Hrisula Paliadeli (Chrysoula Paliadeli), Marie-Thérèse Sanchez-Schmid, Marco Scurria, Hannu Takkula, László Tőkés, Helga Trüpel, Milan Zver
Magdi Cristiano Allam, Zoltán Bagó, Lothar Bisky, Piotr Borys, Jean-Marie Cavada, Silvia Costa, Santiago Fisas Ayxela, Mary Honeyball, Petra Kammerevert, Morten Løkkegaard, Emma McClarkin, Marek Henryk Migalski, Katarína Neveďalová, Doris Pack, Chrysoula Paliadeli, Marie-Thérèse Sanchez-Schmid, Marco Scurria, Hannu Takkula, László Tőkés, Helga Trüpel, Milan Zver
o predlogu direktive Evropskega parlamenta in Sveta o boju proti spolni zlorabi in spolnemu izkoriščanju otrok ter otroški pornografiji, ki razveljavlja Okvirni sklep 2004/68/PNZ
on the proposal for a directive of the European Parliament and of the Council on combating the sexual abuse, sexual exploitation of children and child pornography, repealing Framework Decision 2004/68/JHA
MNENJE Odbora za kulturo in izobraževanje ..................................................32
OPINION of the Committee on Culture and Education ................................34
MNENJE Odbora za pravice žensk in enakost spolov ...................................76
OPINION of the Committee on Women's Rights and Gender Equality ...80
– ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2010)0094 ),
– having regard to the Commission proposal to Parliament and the Council ( COM(2010)0094 ),