natgillin/translations-raw huggingface dataset:
ob upoštevanju zaskrbljujoče velikih razlik v učinkovitosti izobraževalnih sistemov v Uniji, na kar opozarja poročilo "Pisa 2003", ki ga je objavila Organizacija za gospodarsko sodelovanje in razvoj,
whereas the considerable disparity in performance between education systems in the Union, as illustrated in the "Pisa 2003" report published by the Organisation for Economic Co-operation and Development, is worrying,
ker je naložba v izobraževanje in usposabljanje ključni dejavnik na področju človeških virov in izboljšanju kakovosti, učinkovitosti in dostopnosti do sistemov izobraževanja in usposabljanja Unije,
whereas investment in education and training is a key factor in terms of human resources as well as improvement in the quality, effectiveness and accessibility of education and training systems in the Union,
poziva države članice k izvajanju delovnega programa "Izobraževanje in usposabljanje 2010", pri katerem naj sodelujejo vsi relevantni akterji;
Calls on the Member States to implement the "Education & Training 2010" work programme with the involvement of all the relevant players;
meni, da je za doseganje lizbonskih ciljev potreben večji poudarek na izobraževanju in da bi morala EU nujno spodbuditi zbliževanje izobraževalnih sistemov držav članic v smeri višjih standardov učinkovitosti;
Believes that, in order to achieve the Lisbon objectives, more emphasis needs to be placed on education and that the Union should as a matter of urgency promote the convergence of the education systems of the Member States towards higher performance standards;
meni, da morajo biti konkretni ukrepi s področja izobraževanja in usposabljanja, ki jih je treba izvesti na nacionalni ravni in ravni Skupnosti, namenjeni predvsem ciljnim skupinam, kot so mladi, iskalci zaposlitve in potencialni kandidati za usposabljanje, ki bi se na ta način lažje vključevali na spreminjajoči se trg delovne sile;
Believes that the specific measures to be implemented at Community and national levels in the area of education and training must be focused primarily on target groups such as young people, job-seekers and those in search of training in order to be in step with a changing job market;
za razvijanje spretnosti v skladu s potrebami družbe, temelječe na znanju, poziva Svet, Komisijo in države članice, da sprejmejo potrebne ukrepe in reforme za zmanjšanje upravnih ovir z namenom, da se:
Calls on the Council, the Commission and the Member States, with the aim of developing skills in keeping with the needs of a knowledge-based society, to adopt the necessary measures and reforms to reduce administrative obstacles in order to:
zagotovi splošen in nediskriminatoren dostop do kakovostnega izobraževanja in usposabljanja ter razvije politike socialnega vključevanja za mladino, ki zaradi revščine živi v težkih razmerah, s tem da se jim omogoči razvijanje spretnosti in dostop na trg delovne sile;
ensure universal and non-discriminatory access to quality education and training and develop social inclusion policies for underprivileged young people living in poverty by enabling them to acquire skills and access the labour market;
poziva države članice, da vzpostavijo ustrezne politike za razvijanje novih delovnih mest, kot so storitve za posameznike in podjetja, socialno gospodarstvo, prostorsko načrtovanje in upravljanje mest, varstvo okolja in novi industrijski poklici, pa tudi tradicionalne dejavnosti, zlasti v obrtniškem sektorju;
Calls on the Member States to put in place suitable policies for developing new sources of jobs such as services for individuals and companies, the social economy, spatial planning and urban management, environmental protection and new industrial trades as well as traditional occupations, especially in the crafts sector;
meni, da je za vzpostavitev resničnega, nediskriminatornega vseživljenjskega učenja, dostopnega vsem, nujno vzpostaviti inovacijske vzorce organizacije dela in novih oblik delitve stroškov med podjetji, delavci in javnimi organi, pri čemer naj bo uporaba informacijskih in komunikacijskih tehnologij (IKT) prvenstvena naloga za omogočanje usposabljanja tudi v družinskem okviru;
Believes that, in order to make lifelong learning a reality available to all without discrimination, it is essential to put in place innovative models of work organisation and new forms of cost-sharing between businesses, workers and public authorities by making information and communication technologies (ICT) the top priority so as to allow training within a family context as well;
soglaša z 29 kazalci, ki jih uporablja Komisija za ocenjevanje učinkovitosti in doseženega napredka izobraževalnih sistemov v Evropi in z nujno potrebo po razvoju novih kazalcev na ključnih področjih, kjer teh kazalcev ni (jeziki, informacijske in komunikacijske tehnologije, učitelji, učinkovite naložbe, izobraževanje odraslih, socialno vključevanje in področje dejavnega državljanstva); na tej podlagi zlasti poziva države članice, da sprejmejo ustrezne ukrepe predvsem za zmanjšanje velikega števila mladih, ki prezgodaj prekinejo šolanje brez kakršne koli kvalifikacije, ker to predstavlja oviro za krepitev socialne kohezije v Uniji;
Records its approval of the appropriateness of the 29 indicators used by the Commission to assess the performance and progress achieved by teaching systems in Europe and of the need to develop new indicators in the key areas where they are lacking (languages, ICT, teachers, return on investment, adult education, social inclusion and active citizenship); on this basis, calls on the Member States, in particular, to take suitable measures as a matter of priority to reduce the high number of young people leaving school prematurely without any kind of qualification since this trend is an obstacle to greater social cohesion in the Union;
poziva Komisijo in države članice k pozitivno ovrednotenem usmerjanju mladih v tehnične poklice z večjo perspektivo za zaposlovanje in vključevanje; v ta namen poziva Evropsko unijo, da v sodelovanju z državami članicami pripravi kampanjo obveščanja, s katero naj mladim in njihovim staršem predstavi odlične tehnične poklice in tako prispeva k izboljšanju njihove pogosto negativne socialne podobe; podpira povečan obseg raziskovalne dejavnosti, raziskave in razvoj, mobilnost med raziskovalci in študenti v okviru programa Erasmus Mundus; poziva Komisijo, naj odpravi ovire, ki zavirajo mobilnost, in pripravi pilotni projekt za oblikovanje programa tipa "Erasmus" za vajence, da bi na ta način omogočili dostop vajencev do programov "nove generacije" Skupnosti za izobraževanje in usposabljanje;
Calls on the Commission and the Member States to upgrade guidance for young people into technical courses of study with potential for jobs and integration; to this end, asks that the Union, assisted in turn by the Member States, launch an information campaign to promote technical trades of excellence among young people and their parents in order thereby to remedy their often negative social image; supports more research, research & development, mobility among researchers and students through Erasmus Mundus; urges the Commission to remove barriers to mobility and to create a pilot project aimed at framing an Erasmus-type programme for apprentices in order to facilitate access by apprentices to "new generation" Community education and training programmes;
poziva države članice, da sprejmejo ustrezne ukrepe za doseganje ciljev, ki jih je določil Svet, ter do leta 2010 zagotovijo 15 % povečanje števila diplomantov tehničnih smeri, pri čemer naj poskrbijo tudi za uravnavanje neravnovesja med spoloma;
Asks the Member States to take appropriate measures to reach the objectives fixed by the Council and to ensure a 15% increase in the number of science graduates between now and 2010 while at the same time correcting the imbalance between men and women;
spodbuja države članice, da izvajajo politiko s področja vseživljenjskega izobraževanja in usposabljanja, ki bo skladna na vseh ravneh poučevanja, vključno z visokim šolstvom, ki bo prispevala k socialnemu vključevanju in bo prilagojena družbenim, demografskim in ekonomskim spremembam;
Encourages the Member States to implement a policy for lifelong education and training that is consistent at all levels of teaching including higher education and results in social inclusion as well as being tailored to social, demographic and economic change;
spodbuja države članice, da vzpostavijo programe sistematičnega usposabljanja s področja uporabe novih tehnologij v vseh ustanovah vseživljenskega izobraževanja in usposabljanja;
Encourages the Member States to establish programmes of systematic training in the use of new technologies in all lifelong learning and training establishments;
poziva države članice, da povečajo število učiteljev in v okviru stalnega strokovnega usposabljanja vzpostavijo kakovostno začetno in stalno usposabljanje za učitelje in na ta način še zlasti s pedagoškim usposabljanjem s področja novih informacijskih tehnologij učitelje ustrezno usposobijo za delo v družbi, temelječi na znanju, v prihodnjih desetletjih;
Calls on the Member States to increase the number of teachers and to put in place initial and continuous teacher training of quality in the context of continuous professional training in order to provide the teaching profession with the qualifications and skills enabling it to assume its role in the knowledge-based society over the coming decades, in particular, through teacher training in new information technologies;
meni, da je nujna okrepitev odprte metode usklajevanja in izmenjav dobre prakse na področju izobraževanja in usposabljanja in polno podpira program vzajemnega učenja, ki ga je Komisija predstavila 2005; poudarja zelo pomembno vlogo evropskih kazalcev za izmero napredka pri doseganju lizbonskih ciljev na področju izobraževanja in usposabljanja;
Believes it is necessary to strengthen the open method of coordination and the exchange of good practice in the field of education and training and fully supports the programme for peer learning activities launched by the Commission in 2005; emphasises the overriding role of European indicators for measuring the progress made towards the Lisbon objectives in the field of education and training;
spodbuja Komisijo in države članice, da povečajo svojo zmogljivost za statistične analize na področju vseživljenjskega usposabljanja;
Asks the Commission and the Member States to boost their capacity for statistical analysis in the field of lifelong training;
poudarja potrebo Unije po zagotavljanju zadostnih načinov financiranja za nov integriran akcijski program na področju vseživljenjskega izobraževanja in usposabljanja; poudarja tudi potrebo po tem, da Evropski socialni sklad v vseh državah članicah Unije ostane razpoložljiv tudi po letu 2006;
Stresses the need for the Union to guarantee sufficient methods of funding for the new integrated action programme in the field of lifelong education and training; emphasises also the need to ensure that the European Social Fund can continue to be available after 2006 in all Union Member States;
poziva Svet in Komisijo, da v prihodnji finančni perspektivi predvidita ustrezna proračunska sredstva za vse ukrepe v zvezi s vseživljenjskim izobraževanjem in usposabljanjem, od katerega bo zelo odvisno uresničevanje ciljev lizbonske strategije;
Asks the Council and the Commission to provide an appropriate budgetary allocation in the next financial perspectives for all measures relating to lifelong education and training on which attainment of the objectives of the Lisbon Strategy will largely depend;
poziva države članice, da predvidijo povečanje naložb in učinkovitejšo uporabo razpoložljivih virov (ob učinkovitem upravljanju partnerskega sodelovanja javnih in zasebnih naložb) na področju izobraževanja in usposabljanja;
Calls on the Member States to plan for increased investment and more effective use of available resources (efficiently managing partnerships between public and private investment) in the field of education and training;
poziva države članice, da oblikujejo bolj usklajene nacionalne politike in izboljšajo pogoje dostopa do izobraževanja in usposabljanja iskalcem zaposlitve; pri tem poudarja vlogo socialnih partnerjev, katere poziva, da odgovorno sodelujejo tako pri oblikovanju kot tudi pri izvajanju politik;
Calls on the Member States to frame more consistent national policies and to improve the conditions for access by job-seekers to education and training; emphasises in this respect the role of the social partners and calls on them to take on this role both in framing and in implementing policies;
poziva države članice, da z nacionalnimi lizbonskimi programi, ki jih morajo predložiti do leta 2006, natančno časovno in ciljno opredelijo načrtovane ukrepe za dvig učinkovitosti izobraževalnih sistemov in da te načrte predstavijo nacionalnim parlamentom, ki naj o njih razpravljajo;
Calls on the Member States to ensure that their national Lisbon programmes, to be presented by 2006, contain a detailed account of the measures planned to raise educational performance, with timetables and targets, and that these plans are presented and debated in national parliaments;
izpostavlja ključno vlogo univerz pri ustvarjanju in širjenju znanja ter poziva, da se njihov pomen poveča s krepitvijo sinergij med evropskim visokim šolstvom, evropskim raziskovalnim prostorom, evropskim vseživljenskim izobraževanjem in proizvodnim sektorjem;
Stresses the crucial role of universities in creating and spreading knowledge and urges that their importance be reinforced by strengthening synergies between European higher education, the European research area, European lifelong learning and the productive sector;
naroči svojemu predsedniku, naj to izjavo posreduje Svetu, Komisiji ter vladam in parlamentom držav članic.
Instructs its President to forward this resolution to the Council, the Commission and the governments and parliaments of the Member States.
Resolucija Evropskega parlamenta o vključevanju priseljencev v Evropi prek večjezičnih šol in izobraževanja ( 2004/2267(INI) )
European Parliament resolution on integrating immigrants in Europe through schools and multilingual education ( 2004/2267(INI) )
ob upoštevanju Direktive Sveta 77/486/EGS z dne 25. julija 1977 o izobraževanju otrok delavcev migrantov UL L 199, 6.8.1977, str.
having regard to Council Directive 77/486/EEC of 25 July 1977 on the education of the children of migrant workers OJ L 199, 6.8.1977, p.
ob upoštevanju Resolucije Sveta z dne 16. decembra 1997 UL C 1, 3.1.1998, str.
having regard to the Council resolution of 16 December 1997 OJ C 1, 3.1.1998, p.
, ki države članice poziva k spodbujanju zgodnjega poučevanja jezikov in evropskega sodelovanja med šolami, ki ponujajo tovrstni pouk,
, which calls on the Member States to encourage the early teaching of languages and Europe-wide cooperation among schools offering this type of teaching,
ob upoštevanju Resolucije Sveta z dne 25. novembra 2003 o preoblikovanju šole v odprto učno okolje, da se prepreči zgodnje zapuščanje šole in nezadovoljstvo med mladimi ter spodbudi njihovo socialno vključevanje UL C 295, 5.12.2003, str.
having regard to the Council resolution of 25 November 2003 on making school an open learning environment to prevent and combat early school leaving and disaffection among young people and to encourage their social inclusion OJ C 295, 5.12.2003, p.
ob upoštevanju sklepov predsedstva Evropskega sveta v Barceloni 15. in 16. marca 2002, ki pozivajo k poučevanju vsaj dveh tujih jezikov od najzgodnejših let naprej,
having regard to the Presidency Conclusions of the Barcelona European Council of 15-16 March 2002, which call for at least two foreign languages to be taught from a very early age,
ob upoštevanju sporočila Komisije z dne 3. junija 2003 Svetu, Evropskemu parlamentu, Evropskemu ekonomsko-socialnemu odboru in Odboru regij o priseljevanju, vključevanju in zaposlovanju ( KOM(2003)0336 ),
having regard to the communication of 3 June 2003 from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions on immigration, integration and employment ( COM(2003)0336 ),
ob upoštevanju sporočila Komisije z dne 24. julija 2003 Svetu, Evropskemu parlamentu, Evropskemu ekonomsko-socialnemu odboru in Odboru regij z naslovom "Spodbujanje učenja jezikov in jezikovne raznolikosti: akcijski načrt 2004-2006" ( KOM(2003)0449 ),
having regard to the communication of 24 July 2003 from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions entitled "Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006" ( COM(2003)0449 ),
ob upoštevanju priporočila Evropskega centra za spremljanje rasizma in ksenofobije da se okrepijo javna sredstva za zmanjšanje pomanjkljivosti, ki jih imajo učenci iz skupnosti priseljencev ali manjšin,
having regard to the recommendation by the European Monitoring Centre on Racism and Xenophobia that greater public support be provided in order to reduce the disadvantages suffered by pupils from migrant or minority communities,
ob upoštevanju sklepov simpozija "Razvoj izobraževanja v Evropi – večjezičnost odpira nove perspektive", ki ga je 10. in 11. marca 2005 organiziralo luksemburško predsedstvo,
having regard to the conclusions of the symposium on "The Changing European Classroom – the Potential of Multilingual Education", held on 10 and 11 March 2005 under the auspices of the Luxembourg Presidency,
ob upoštevanju sklepov Sveta "Izobraževanje" z dne 25. maja 2005,
having regard to the conclusions issued following the Education Council of 25 May 2005,
ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6-0243/2005 ),
having regard to the report of the Committee on Culture and Education ( A6-0243/2005 ),
ker so se znatno povečali migracijski tokovi, odkar je bila leta 1977 sprejeta zgoraj navedena direktiva, s katero so priseljenci znotraj Skupnosti dobili pravico do učenja jezika države gostiteljice ter učenja jezika in spoznavanja kulture matične države,
whereas migration has increased significantly since 1977, the year of adoption of the above-mentioned directive establishing the right of immigrants within the Community to be taught the language of their host country and the language and culture of their country of origin,
ker so migracije ustvarile nove izzive v zvezi z identiteto in uvrstile politiko vključevanja med prednostne naloge EU, držav članic ter regionalnih in lokalnih organov,
whereas migration has created new challenges in terms of identity and made integration policies one of the priorities for the EU, the Member States, and regional and local authorities,
ker je Evropa v različnih zgodovinskih dobah doživela obdobja preganjanj manjšin in ker to poglavje v evropski zgodovini, za katero si želimo, da se ne bi nikoli več ponovilo, poudarja potrebo po politikah proti diskriminaciji v EU,
whereas Europe has, at different times, seen periods in which minorities have been persecuted and whereas this chapter of European history which, it is to be hoped, has been closed for good, highlights the importance of policies to combat discrimination in the EU,
ker cela vrsta odločitev evropskih institucij poskuša izenačiti pravice do izobraževanja otrok in mladostnikov, živečih v EU, ne glede na njihov kraj rojstva, izvor njihovih staršev in starih staršev ali pravni položaj, v katerem se nahajajo,
whereas the body of decisions taken by the European institutions seeks to establish equal rights as regards education for children and teenagers living in the EU, regardless of where they were born, where their parents and grandparents came from, or what particular legal framework applies to them,
ker sklepi predsedstva Evropskega sveta v Lizboni 23. in 24. marca 2000 (do leta 2010 prepoloviti število mladih med 18 in 24 letom, ki so končali zgolj nižje srednje izobraževanje) predpostavljajo splošen dostop do izobraževanja za otroke priseljencev in pripravljenost šol za spodbujanje njihovega vključevanja brez kakršne koli diskriminacije,
whereas the Presidency Conclusions of the Lisbon European Council of 23-24 March 2000 (whereby the number of 18- to 24-year-olds with only lower-secondary level education is to be halved by 2010) imply that education needs to be made generally accessible to the sons and daughters of immigrants, and schools must be ready to promote their integration without any form of discrimination,
ker so težave z učenjem učencev, pri katerih se družinsko življenje odvija v drugem jeziku kot tistem, ki ga uporabljajo v šoli, pogosto povezane z oteženimi materialnimi, socialnimi in psihološkimi pogoji za normalen šolski uspeh,
whereas the learning difficulties experienced by pupils whose families communicate in a language other than the one used at school are often combined with material, social, and psychological circumstances that militate against normal school achievement,
ker jezikovna ločitev na družinsko in šolsko okolje stopnjuje težnjo po zapuščanju šole in zapiranju družine v odnosu do skupnosti in je zato nujno jezikovno vključevanje v predšolskem obdobju; ker je treba v ta namen spodbujati ukrepe, ki bodo otrokom priseljencev na eni strani omogočali poglobitev znanja svojega materinega jezika – odločilnega elementa za njihov bodoči napredek v šoli – in na drugi strani učenje jezikov držav gostiteljic.
whereas the linguistic separation between the family and school environments aggravates the tendency for pupils to drop out of school and for families to become isolated from the community, and linguistic integration must therefore start early, at preschool age; whereas the measures to be promoted to that end should enable the children of immigrants both to continue to develop their knowledge of their mother-tongue – since this is crucial for their future progress at school – and simultaneously to learn the languages of their respective host countries,
ker večjezikovna izobrazba prispeva k razumevanju razlik z vidika medkulturnosti v času, ko se veliko število mladih iz druge in tretje generacije priseljencev sooča s težavami z obvladovanjem cele vrste dimenzij, ki določajo oblikovanje njihove identitete,
whereas multilingual education is helping to foster understanding of differences from a cross-cultural perspective at a time when more and more young people of the second and third generation of immigrants are experiencing difficulties in coping with the many and varied dimensions that make up their identity,
ker so dvostranski sporazumi lahko instrument za uresničitev izobraževalnih ciljev, ki se nanašajo na skupnosti priseljencev, in ker ti sporazumi na splošno praviloma naletijo na močne proračunske omejitve, če že ni pomanjkanja politične volje,
whereas one means of translating educational objectives for immigrant communities into practice might be through bilateral agreements which, however, are generally subject to severe budgetary constraints, if not undermined by a lack of political will,
ker so ukrepi EU zajeli predvsem usposabljanje učiteljev, izmenjavo mladih ter izvedbo seminarjev in študijev; ker s tem še zdaleč niso izčrpani vsi ukrepi, ki bi lahko prispevali k razvijanju dobrih praks in omogočali njihovo širšo uporabo,
whereas EU action has been brought to bear mainly in the areas of teacher training, youth exchanges and the organisation of seminars and studies; whereas this is nowhere near the sum total of measures that could serve to develop good practice and enable it to be applied across the board,
meni, da imajo šoloobvezni otroci priseljencev pravico do javnega šolanja, ne glede na pravni položaj njihovih družin, ter da ta pravica vključuje učenje tako jezika države gostiteljice, brez poseganje v pravico otrok do učenja svojega materinega jezika;
Believes that the school-age children of immigrants have a right to State education, irrespective of the legal status of their families, and that this right extends to learning the language of their host country, without prejudice to their right to learn their mother tongue;