natgillin/translations-raw huggingface dataset:
Elena Oana Antonescu, Kriton Arsenis, Sophie Auconie, Pilar Ayuso, Paolo Bartolozzi, Nessa Childers, Chris Davies, Esther de Lange, Anne Delvaux, Bas Eickhout, Edite Estrela, Jill Evans, Karl-Heinz Florenz, Elisabetta Gardini, Gerben-Jan Gerbrandy, Matthias Groote, Françoise Grossetête, Satu Hassi, Jolanta Emilia Hibner, Dan Jørgensen, Karin Kadenbach, Christa Klaß, Holger Krahmer, Jo Leinen, Peter Liese, Zofija Mazej Kukovič, Linda McAvan, Radvilė Morkūnaitė-Mikulėnienė, Miroslav Ouzký, Gilles Pargneaux, Antonija Prvanova (Antonyia Parvanova), Mario Pirillo, Pavel Poc, Anna Rosbach, Oreste Rossi, Carl Schlyter, Richard Seeber, Teodoros Skilakakis (Theodoros Skylakakis), Bogusław Sonik, Anja Weisgerber, Åsa Westlund, Glenis Willmott, Sabine Wils
Elena Oana Antonescu, Kriton Arsenis, Sophie Auconie, Pilar Ayuso, Paolo Bartolozzi, Nessa Childers, Chris Davies, Esther de Lange, Anne Delvaux, Bas Eickhout, Edite Estrela, Jill Evans, Karl-Heinz Florenz, Elisabetta Gardini, Gerben-Jan Gerbrandy, Matthias Groote, Françoise Grossetête, Satu Hassi, Jolanta Emilia Hibner, Dan Jørgensen, Karin Kadenbach, Christa Klaß, Holger Krahmer, Jo Leinen, Peter Liese, Zofija Mazej Kukovič, Linda McAvan, Radvilė Morkūnaitė-Mikulėnienė, Miroslav Ouzký, Gilles Pargneaux, Antonyia Parvanova, Mario Pirillo, Pavel Poc, Anna Rosbach, Oreste Rossi, Carl Schlyter, Richard Seeber, Theodoros Skylakakis, Bogusław Sonik, Anja Weisgerber, Åsa Westlund, Glenis Willmott, Sabine Wils
Margrete Auken, Christofer Fjellner, Julie Girling, Romana Jordan, Georgios Kumucakos (Georgios Koumoutsakos), Riikka Manner, Marisa Matias, Miroslav Mikolášik, James Nicholson, Vittorio Prodi, Britta Reimers, Bart Staes, Csaba Sándor Tabajdi, Eleni Teoharus (Eleni Theocharous), Marita Ulvskog, Kathleen Van Brempt, Andrea Zanoni
Margrete Auken, Christofer Fjellner, Julie Girling, Romana Jordan, Georgios Koumoutsakos, Riikka Manner, Marisa Matias, Miroslav Mikolášik, James Nicholson, Vittorio Prodi, Britta Reimers, Bart Staes, Csaba Sándor Tabajdi, Eleni Theocharous, Marita Ulvskog, Kathleen Van Brempt, Andrea Zanoni
o prispevku evropskih institucij h konsolidaciji in napredku bolonjskega procesa
on the contribution of the European institutions to the consolidation and progress of the Bologna Process
– ob upoštevanju člena 165 Pogodbe o delovanju Evropske unije (PDEU),
– having regard to Article 165 of the Treaty on the Functioning of the European Union (TFEU),
– ob upoštevanju Splošne deklaracije o človekovih pravicah in zlasti njenega člena 26
– having regard to the Universal Declaration of Human Rights, and in particular Article 26 thereof
– ob upoštevanju Listine Evropske unije o temeljnih pravicah in zlasti njenega člena 14,
– having regard to the Charter of Fundamental Rights of the European Union, and in particular Article 14 thereof,
– ob upoštevanju skupne deklaracije o harmonizaciji arhitekture evropskega visokošolskega sistema, ki so jo 25. maja 1998 v Parizu podpisali štirje ministri, pristojni za visoko šolstvo v Franciji, Nemčiji, Italiji in Združenem kraljestvu (Sorbonska deklaracija)
– having regard to the Sorbonne Joint Declaration, signed on 25 May 1998 in Paris, on harmonisation of the architecture of the European higher education system, by the four Ministers in charge for France, Germany, Italy and the United Kingdom (Sorbonne Declaration)
– ob upoštevanju skupne deklaracije, ki so jo 19. junija 1999 v Bologni podpisali ministri za šolstvo iz devetindvajsetih evropskih držav (Bolonjska deklaracija)
– having regard to the Joint Declaration signed in Bologna on 19 June 1999 by the Ministers of Education from 29 European countries (Bologna Declaration)
– ob upoštevanju komunikéja konference evropskih ministrov za visoko šolstvo, ki je potekala od 28. do 29. aprila 2009 v mestih Leuven in Louvain-la-Neuve
– having regard to the Communiqué issued by the Conference of European Ministers responsible for Higher Education on 28-29 April 2009 in Leuven and Louvain-la-Neuve
– ob upoštevanju budimpeško-dunajske deklaracije, ki so jo 12. marca 2010 sprejeli ministri za šolstvo iz 47 držav in s katero je bil uradno vzpostavljen evropski visokošolski prostor
– having regard to the Budapest-Vienna Declaration of 12 March 2010 adopted by the Education Ministers from 47 countries, which officially launched the European Higher Education Area (EHEA)
22, popravek v UL L 271, 16.10.2007, str.
22, Corrigendum OJ L 271, 16.10.2007, p.
18, popravek v UL
18, Corrigendum OJ
L 93, 4.4.2008, str.
L 93, 4.4.2008, p.
– ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 28. septembra 2005 za olajšanje izdaje enotnih vizumov, ki jih države članice izdajajo za kratkoročno bivanje raziskovalcem iz tretjih držav, ki potujejo znotraj Skupnosti z namenom izvajanja znanstvenih raziskav
– having regard to the recommendation of the European Parliament and of the Council of 28 September 2005 to facilitate the issue by the Member States of uniform short-stay visas for researchers from third countries travelling within the Community for the purpose of carrying out scientific research
– ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 15. februarja 2006 o nadaljnjem evropskem sodelovanju pri zagotavljanju kakovosti v visokem šolstvu
– having regard to the recommendation of the European Parliament and of the Council of 15 February 2006 on further European cooperation in quality assurance in higher education
– ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 23. aprila 2008 o uvedbi evropskega ogrodja kvalifikacij za vseživljenjsko učenje
– having regard to the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (EQF-LLL)
– ob upoštevanju Sklepov Sveta z dne 12. maja 2009 o strateškem okviru za evropsko sodelovanje v izobraževanju in usposabljanju („ET 2020“)
– having regard to the Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)
– ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se sestali v okviru Sveta, z dne 26. novembra 2009 o izoblikovanju vloge izobraževanja v brezhibno delujočem trikotniku znanja
– having regard to the conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, of 26 November 2009 on developing the role of education in a fully-functioning knowledge triangle
UL C 302, 12.12.2009, str.
OJ C 302, 12.12.2009, p.
– ob upoštevanju sklepov Sveta z dne 11. maja 2010 o internacionalizaciji visokošolskih ustanov
– having regard to the Council conclusions of 11 May 2010 on the internationalisation of higher education
– ob upoštevanju priporočil Sveta z dne 28. junija 2011 o politikah za zmanjševanje osipa
– having regard to the Council recommendation of 28 June 2011 on policies to reduce early school leaving
UL C 191, 1.7.2011, str.
OJ C 191, 1.7.2011, p.
– ob upoštevanju priporočil Sveta z dne 28. junija 2011z naslovom Mladi in mobilnost – spodbujanje učne mobilnosti mladih
– having regard to the Council recommendation of 28 June 2011 entitled ‘Youth on the Move – Promoting the learning mobility of young people’
UL C 199, 7.7.2011, str.
OJ C 199, 7.7.2011, p.
– ob upoštevanju sporočila Komisije z dne 3. marca 2010 z naslovom Evropa 2020 – Strategija za pametno, trajnostno in vključujočo rast ( KOM(2010)2020 ),
– having regard to the Commission communication of 3 March 2010 entitled ‘EUROPE 2020 – A strategy for smart, sustainable and inclusive growth’ ( COM(2010)2020 ),
– ob upoštevanju sporočila Komisije z dne 26. avgusta 2010 z naslovom Evropska digitalna agenda ( KOM(2010)0245 /2),
– having regard to the Commission communication of 26 August 2010 on a Digital Agenda for Europe ( COM(2010)0245 /2),
– ob upoštevanju sporočila Komisije z dne 20. septembra 2011 z naslovom Spodbujanje rasti in delovnih mest – program za posodobitev evropskih visokošolskih sistemov ( KOM(2011)0567 ),
– having regard to the Commission communication of 20 September 2011 entitled ‘Supporting growth and jobs – an agenda for the modernisation of Europe’s higher education systems’ ( COM(2011)0567 ),
– ob upoštevanju poročila z naslovom Visokošolsko izobraževanje v Evropi 2009: razvoj bolonjskega procesa (Eurydice, Evropska komisija, 2009)
– having regard to the report entitled ‘Higher Education in Europe 2009: Developments in the Bologna Process’ (Eurydice, European Commission, 2009)
– ob upoštevanju poročila z naslovom Osredotočanje na visokošolsko izobraževanje v Evropi 2010: vpliv bolonjskega procesa (Eurydice, Evropska komisija, 2010)
– having regard to the report entitled ‘Focus on Higher Education in Europe 2010: The Impact of the Bologna Process’ (Eurydice, European Commission, 2010)
– ob upoštevanju raziskave Eurobarometer o visokošolski reformi, izvedeni med učitelji leta 2007
– having regard to the 2007 Eurobarometer survey on higher education reform among teaching professionals
– ob upoštevanju raziskave Eurobarometer o visokošolski reformi
– having regard to the 2009 Eurobarometer survey on higher education reform among students
– ob upoštevanju objave Eurostata z dne 16. aprila 2009 z naslovom Bolonjski proces v visokošolskem izobraževanju v Evropi – ključni kazalniki glede socialne razsežnosti in mobilnosti
– having regard to the Eurostat publication of 16 April 2009 entitled ‘The Bologna Process in Higher Education in Europe – Key indicators on the social dimension and mobility’
– ob upoštevanju končnega poročila mednarodne konference o financiranju visokošolskega izobraževanja, ki je potekala 8. in 9. septembra 2011 v Erevanu v Armeniji
– having regard to the Final report of the International Conference on Funding of Higher Education held in Yerevan, Armenia, 8-9 September 2011
UL C 8 E, 14.1.2010, str.
OJ C 8 E, 14.1.2010, p.
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenja Odbora za notranji trg in varstvo potrošnikov ( A7-0035/2012 ),
– having regard to the report of the Committee on Culture and Education and the opinion of the Committee on the Internal Market and Consumer Protection ( A7-0035/2012 ),
A. ker so še vedno zavezujoči cilji bolonjskega procesa, namreč zagotoviti združljive sisteme visokošolskega izobraževanja v Evropi in odpraviti ovire, zaradi katerih se ljudje še vedno ne morejo preseliti v drugo državo zaradi študija ali dela, ter da bi visokošolsko izobraževanje v Evropi pritegnilo čim več ljudi, tudi mladih iz držav nečlanic, in ker krepitev tega procesa, na primer z dialogom med različnimi ravnmi izobraževalnega sistema za razvoj učnih načrtov, ki bodo oblikovani na vseh začetnih ravneh, omogoča doseganje ciljev iz strategije Evropa 2020 o rasti, ki temelji na znanju in inovacijah, še posebej v sedanji gospodarski krizi; ker je potrebna ocena, da bi ugotovili razvijanje procesa in upoštevali uspehe, težave, pomanjkanje razumevanja in nasprotovanje;
A. whereas the goals of the Bologna Process – to enable compatible systems of higher education in Europe and to do away with the barriers which still prevent people from moving to another country in order to study or work and make higher education in Europe attractive to as many people as possible, including young people from third countries – are still valid and the continuation of the process, through a dialogue between the different levels of the educational system in order to develop curricula to be built on each preliminary level, is serving the goals of growth based on knowledge and innovation within the Europe 2020 strategy, particularly in the current economic crisis; whereas an assessment is needed in order to establish the evolution of the Process and to take account of the success stories, problems, lack of understanding and opposition encountered;
B. ker je vloga visokošolskega izobraževanja zagotoviti učno okolje, dostopno vsakomur brez razlikovanja, ki spodbuja samostojnost, ustvarjalnost, dostop do kakovostnega izobraževanja in širjenje znanja, v ta namen pa je bistveno zagotoviti sodelovanje akademske skupnosti kot celote, zlasti študentov, učiteljev in raziskovalcev pri oblikovanju različnih stopenj univerzitetnega izobraževanja;
B. whereas the role of higher education is to provide a learning environment, open to everyone without discrimination, promoting autonomy, creativity, access to quality education and the broadening of knowledge, and to this end it is essential to guarantee the involvement of the academic community as a whole, particularly students, teachers and researchers, in developing the various stages of university education;
C. ker so univerze s svojo trojno vlogo (izobraževanje, raziskave in inovacije) bistvene za prihodnost Evropske unije in izobraževanje njenih državljanov;
C. whereas, in view of their threefold function (education, research and innovation), universities have a vital part to play in the future of the Union and the education of its citizens;
D. ker je univerza pomemben vidik evropske dediščine, danes star skoraj tisoč let, njenega pomena za družbeni napredek pa se ne sme omejiti zgolj na prispevek h gospodarstvu, njenega razvoja pa ne smejo voditi izključno gospodarske potrebe;
D. whereas the university is a major aspect of European heritage, now almost a thousand years old, whose significance as a force for progress in society cannot be reduced to its contribution to the economy and whose development cannot be made solely contingent on economic needs;
E. ker se v večini držav, ki sodelujejo v bolonjskem procesu, kljub težavam uporablja tristopenjska struktura, ki se je v nekaterih primerih izkazala za uspešno;
E. whereas the three-degree structure is applied – in some cases successfully – in most of the Bologna countries, despite the difficulties encountered;
F. ker se zaveze za nadaljevanje reforme ne bi smele izvajati z razdrobljenimi ukrepi in brez ustrezne finančne podpore; ker zmanjšanje javne porabe na področju izobraževanja, do katere prihaja v nekaterih državah članicah, ne pripomore k spodbujanju potrebnih reform;
F. whereas the commitment to push forward the reform should not be pursued via fragmented action and without adequate financial support; whereas the cuts in public spending on education being made in certain Member States are not helping to promote the necessary reforms;
G. ker mora biti mobilnost dostopna vsem in ker predstavlja temeljni kamen reforme visokega šolstva; ker lahko mobilnost študentov sčasoma pripomore k pospeševanju poklicne mobilnosti; ker je kljub temu treba v celotnem procesu upoštevati tudi dostopnost za vse;
G. whereas mobility must be available to all and is the cornerstone of the higher education reform; whereas student mobility may ultimately help to foster professional mobility; whereas, however, accessibility for all must also be kept in mind throughout the process;
H. ker si morajo države članice še naprej prizadevati za zagotavljanje vzajemnega priznavanja diplom, ki je bistvenega pomena za uspeh procesa;
H. whereas the Member States need to make further efforts to guarantee the mutual recognition of diplomas, which is crucial for the success of the process;
I. ker je treba okrepiti socialno razsežnost kot nujni pogoj za razvoj bolonjskega procesa, da bi bila pravica do študija ekonomsko dostopna za vse študente, zlasti tiste iz ranljivih skupin, s čimer bi zagotovili pravičen dostop za vse in boljše možnosti za zaposlitev;
I. whereas the social dimension must be strengthened as a necessary condition for the development of the Bologna Process, with the goal of making the right to study economically accessible to all students – especially those from vulnerable groups – in order to create fair access for all and better job opportunities;
J. ker morajo biti univerze, javne uprave in podjetja trdno zavezani reševanju vprašanja zaposljivosti; ker bi morale univerze posameznikom zagotoviti orodja in znanja, potrebna za celovit razvoj njihovega človeškega potenciala; ker mora akademsko učenje upoštevati tudi potrebe trga dela, da bi študentom ponudilo znanja, s katerimi bodo lahko našli stalno in dobro plačano zaposlitev;
J. whereas universities, public administrations and enterprises must be strongly committed to the issue of employability; whereas the university should provide individuals with the tools and skills required to ensure the full development of their human potential; whereas academic learning should also take into account the needs of the labour market, with the goal of providing students with the skills they need to find a stable, well paid job;
K. ker je dostop do izobraževanja, ki je temeljna vrednota Unije, javna odgovornost držav članic, institucij EU in drugih pomembnih akterjev in ker ima Evropska unija pomembno vlogo pri vzpostavitvi evropskega visokošolskega prostora, da podpira prizadevanja držav članic in sodelovanje na tem področju; ker je večja usklajenost izobraževanja in diplom ob upoštevanju načela subsidiarnosti nujni pogoj, da se uresničijo cilji zaposljivosti in rasti v Evropi;
K. whereas access to education – a fundamental Union value – is a public responsibility of the Member States, the EU institutions and other key actors and the European Union has a key role to play in the establishment of the European Higher Education Area by supporting the Member States' efforts and cooperation in this field; whereas greater coordination of education and degrees – while respecting the principle of subsidiarity – is a precondition for the achievement of the goals of employability and growth in Europe;
L. ker bolonjski proces nima retroaktivnega učinka na študente, ki so svoj študijski program začeli pred njegovo uvedbo;
L. whereas the Bologna Process shall not have retroactive effects on students who already started their degree following the pre-Bologna plan;
Pomembnost procesa
Relevance of the process
3. ugotavlja, da predstavlja evropski visokošolski prostor pomemben dosežek z vidika oblikovanja in krepitve pravega evropskega državljanstva; meni, da se mora ta pomen kazati v krepitvi evropskega visokošolskega prostora z uporabo ustreznih orodij in postopkov;
Notes that the European Higher Education Area (EHEA) is a major achievement from the point of view of creating and fostering genuine European citizenship; considers that it must translate into enhancement of the EHEA through the use of appropriate tools and procedures;
9. poziva, naj se okrepijo in razširijo programi za usposabljanje učiteljev ob upoštevanju možnosti, ki jih ponujajo vseživljenjsko učenje in nove tehnologije;
Urges that teacher training programmes should be strengthened and expanded, taking account of the possibilities offered by lifelong learning and new technologies;
11. poziva k razvoju „tretjega poslanstva“ univerz za družbo, ki ga je treba upoštevati tudi v povezavi z večdimenzionalnimi merili, ki jih je treba oblikovati zaradi razvrščanja in priznavanja odličnosti;
Calls for the development of the universities’ ‘third mission’ to society, which should also be considered in connection with the multidimensional criteria to be devised for the purposes of classification and the recognition of excellence;
15. meni, da mobilnost univerzitetnih predavateljev prinaša novo znanje in izkušnje njim samim, posredno pa tudi njihovim študentom, hkrati pa jim omogoča sodelovanje pri pripravi študijskega gradiva;
Takes the view that mobility among university lecturers broadens the education and experience of not only the lecturers themselves, but also, indirectly, of their students, and that it enables them to collaborate in the preparation of study materials;
17. poziva EU, naj celoviteje upošteva priseljevanje iz Afrike, Azije in Latinske Amerike, da se določijo pravila, ki urejajo priznavanje šolskih kvalifikacij, pridobljene v matičnih državah;
Calls on the EU to take immigration from Africa, Asia, and Latin America more fully into account for the purpose of laying down rules providing for recognition of school qualifications obtained in countries of origin;
23. poudarja pomen londonskega sporočila iz leta 2007
Highlights the importance of the 2007 London communiqué
http://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdf , s katerim je socialna razsežnost izobraževanja postala eden od ciljev bolonjskega procesa z namenom, da bi zagotovili enak dostop do izobraževanja ne glede na poreklo; obžaluje premajhen napredek pri uresničevanju tega cilja ter spodbuja Komisijo, naj ga spodbudi;
http://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdf , which made the social dimension of education one of the goals of the Bologna Process, the aim being to ensure equitable access to education regardless of background; regrets the fact that insufficient progress has been made towards achieving this goal, and encourages the Commission to facilitate such progress;
28. poziva države članice in institucije Evropske unije, naj podpirajo prehod z „enodisciplinarnega“ metodološkega koncepta znanosti, ki še vedno prevladuje na evropskih univerzah, k „interdisciplinarnemu“ in „meddisciplinarnemu“ konceptu;
Asks the Member States and the EU institutions to support the transition from the “mono-disciplinary“ methodological concept of science that still prevails in European universities towards the “inter-disciplinary“ and “trans-disciplinary” concepts;
30. opozarja, da so potrebni posebni ukrepi in učinkovitejše sodelovanje med univerzami in trgom dela, da bi razvili ustreznejše učne načrte, povečali usklajenost izobraževanja in izboljšali zaposljivost z določitvijo podobnih meril za izdajo dovoljenj za opravljanje dejavnosti;
Points to the need for specific actions and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula, bringing greater consistency to education, and enhancing employability by establishing similar criteria for admission to professions;
36. opozarja na prispevek sedmega okvirnega programa EU za raziskave, okvirnega programa za konkurenčnost in inovacije ter evropskega raziskovalnega prostora pri spodbujanju mobilnosti znanstvenikov EU in sproščanju potenciala Unije na področju inovacij in konkurenčnosti;
Highlights the contribution of the 7th EU Framework Programme for Research, the Competitiveness and Innovation Framework Programme and the European Research Area to facilitating the mobility of EU researchers and unleashing the innovation and competitiveness potential of the EU;
40. pozdravlja predlog Komisije za znatno povečanje sredstev, namenjenih evropskim programom za izobraževanje in usposabljanje; poziva Komisijo, naj skladno s cilji bolonjskega procesa in načrtom EU za posodobitev pomemben delež teh sredstev nameni za podporo posodabljanju visokega šolstva in univerzitetne infrastrukture; poziva Komisijo, naj poišče rešitve, ki bodo dostop do teh programov omogočale tudi študentom s finančnimi težavami;
Welcomes the Commission's proposal to increase significantly the funds devoted to European education and training programmes; calls on the Commission to devote a significant proportion of these funds to supporting the modernisation of higher education and the modernisation of university infrastructures in accordance with the objectives of the Bologna Process and the EU modernisation agenda; encourages the Commission to find solutions that enable access to these programmes also for students experiencing financial difficulties;
44. predlaga, naj bo priznavanje kreditnih točk, pridobljenih v okviru programa Erasmus na partnerskih univerzah, obvezno za vse ustanove, sodelujoče v študentskih izmenjavah, ki jih finančno podpira EU, s čimer bi okrepili evropski sistem zbiranja in prenašanja kreditnih točk;
Proposes that the recognition of credits obtained under the Erasmus Programme by partner universities should be a compulsory element for all institutions participating in student exchanges supported by EU funding in order to strengthen the European Credit Transfer and Accumulation System;