natgillin/translations-raw huggingface dataset:
46. poziva k pripravi učinkovite strategije za popolno uskladitev akademskih nazivov po celotni Evropski uniji z možnostjo priznavanja za nazaj (vključno s starejšimi akademskimi nazivi) od vzpostavitve bolonjskega procesa dalje;
Calls for development of an effective strategy for the full harmonisation of academic titles throughout the European Union with possible reverse recognition (including older academic titles) since the establishment of the Bologna Process;
48. poziva k bolj sistematični organizaciji in okrepitvi sodelovanja med univerzami, da se poveča vpliv na ustanove in sisteme visokošolskega izobraževanja v korist študentov in osebja;
Calls for cooperation among universities to be organised more systematically and strengthened so as to increase the impact on higher education institutions and systems for the benefit of students and staff;
Priloga V o priznavanju na podlagi usklajevanja minimalnih pogojev usposobljenosti k Direktivi št. 2005/36/ES o priznavanju poklicnih kvalifikacij. ,
Annex V, on recognition on the basis of coordination of the minimum requirements, to Directive 2005/36/EC on the recognition of professional qualifications. as an example;
60. poziva Evropsko komisijo in države članice, naj zagotovijo prenosljivost posojil in štipendij, zlasti štipendij, dodeljenih na osnovi dosežkov in potreb, med vsemi evropskimi državami, da bodo možnosti za mobilnost enako dostopne;
Calls on the European Commission and the Member States to guarantee the transferability of loans and grants, in particular merit and needs-based scholarships, between all European countries, in order to ensure equal access to mobility opportunities;
65. poziva Komisijo in ministre EU za šolstvo, naj v celoti izkoristijo možnosti skupnega sodelovanja v evropskem visokošolskem prostoru in prevzamejo vodilno vlogo pri uresničevanju bolonjskih ciljev, ministri pa naj svoje zaveze v bolonjskem procesu podkrepijo s skupnimi zavezami v Svetu na ravni EU in ob podpori Komisijo, da bo naslednji korak pri tem medsebojno podprtem procesu usklajeno izvajanje;
Calls on the Commission and EU education ministers to fully utilise the opportunities of their joint participation in the EHEA to take a leading role in achieving the Bologna goals, and on Ministers to underpin their commitments in the Bologna Process with joint commitments at EU level in the Council, supported by the Commission, so that this mutually supportive process continues with an harmonious implementation;
Vzpostavitev odprtega evropskega visokošolskega prostora je velik dosežek in predstavlja širok institucionalni okvir za izvajanje ambicioznega procesa, ki ga je začel bolonjski proces.
The creation of an open European Higher Education Area has been a major achievement and it represents the wide institutional framework for the implementation of the ambitious process set in motion by the Bologna Process.
Medvladno sodelovanje in strategije, ki so jih določile evropske institucije, so spodbudile široko zastavljeno strukturno reformo evropskega visokošolskega sistema.
Intergovernmental cooperation and the strategies set out by the European Institutions have been the stimulus for a wide, structural reform of the European higher education system.
Evropske univerze so ne le podrobno pregledale in reorganizirale svoje dejavnosti poučevanja znotraj tristopenjskega okvira, ki ga je vzpostavil bolonjski proces, ampak tudi okrepile svojo družbeno vlogo z dejavnostmi, ki bolje ustrezajo t.i. „tretjemu poslanstvu“ univerzitetnega sistema.
European universities have not only deeply revised and reorganised their teaching activities in the three level framework established by the Bologna Process, but they have also strengthened their social role with activities better suited to the so-called ‘Third Mission’ of the university system.
Treba pa je poudariti, da povezava med tem sistemom in trgom delovne sile ni bila vedno uspešna.
It must be noted that the connection between this system and the labour market has not been always successful.
Ravno zato še vedno drži izjava v lizbonskem dokumentu („evropske univerze kljub precej visoki kakovosti poučevanja ne zmorejo izraziti svojega celotnega potenciala, da bi spodbudile gospodarsko rast, socialno kohezijo in izboljšale kakovost in količino delovnih mest“).
Thus, the statement in the Lisbon document (‘European universities, despite a reasonably good teaching quality, are unable to express their full potential in order to promote economic growth, social cohesion and the improvement in the quality and quantity of jobs ’ ) still holds.
Ta izjava je še posebej zaskrbljujoča v sedanjem obdobju gospodarske krize in zahteva dodatno pozornost, če želimo doseči cilj EU, in sicer „ zgraditi najbolj konkurenčno in dinamično na znanju temelječe gospodarstvo na svetu, v katerem bo mogoča trajnostna gospodarska rast s številčnejšimi in boljšimi delovnimi mesti ter večjo socialno kohezijo “.
This statement is particularly worrying in this period of global economic crisis and requires further attention in view of the EU goal, ‘ to be the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion ’ .
V tem smislu je krepitev celotnega bolonjskega procesa bistvenega pomena za cilje na področju rasti, ki jih določa strategija Evropa 2020: ta namreč predstavlja zahtevo po popolnem povezovanju notranjega trga EU in nepogrešljivo orodje za spopadanje z izzivi, ki jih prinaša gospodarska in finančna kriza.
In this respect, the strengthening of the whole Bologna Process is functional to the growth objectives established in Europe 2020 strategy: it is a requirement for the full integration of the internal EU market and an indispensable tool for tackling the challenges provided by the economic and financial crisis.
Prvi cilj bolonjskega procesa še naprej ostaja temeljna zahteva, in sicer: študent, ki se vpiše na evropsko univerzo, ima pravico do pridobitve diplome in do priznavanja svoje kvalifikacije v celotni Evropski uniji.
The first goal of the Bologna Process remains a fundamental requirement: a student enrolled in a European university has the right to graduate and to see his qualification recognised throughout the EU.
Eden izmed dejavnikov, ki so upočasnili napredek pri doseganju rezultatov, je narava samega procesa, ki poteka od zgoraj navzdol.
One of the factors that have slowed down progress in terms of results is the top-down nature of the process.
Proces je bil najprej oblikovan na podlagi politične volje nacionalnih vlad; šele v drugi fazi pa so se vanj postopoma vključevali vodje akademskih institucij znotraj Evropskega združenja univerz (EUA), medtem ko proces še vedno ni v celoti integriran v evropske univerze, življenja študentov in družin.
The process was first created by the political will of national governments; only in the second phase did it progressively involve leaders of academic institutions within the EUA, European University Association, and the process has yet to be fully integrated into European Universities, students and families.
Prav zato si je treba prizadevati za korenite spremembe in celovitejše vključevanje vseh deležnikov v upravljanje s cilji tega procesa in v določanje novih ukrepov za njegovo podporo.
A radical change and more complete involvement of all the stakeholders in the management of its goals, and in identifying new measures to support it, are therefore required.
Drugi vidik „nedokončanega upravljanja“ tega procesa pa se nanaša na razdrobljene ukrepe, ki jih sprejemajo posamezne države članice.
Another aspect of the ‘unfinished governance’ of the Process is the fragmented actions taken by individual Member States.
Nizka proračunska sredstva, ki so na voljo za doseganje njegovih ciljev, so ravno tako eden od razlogov za tovrstne kritike: obstaja namreč utvara, da je bolonjski proces mogoče doseči brez kakršnih koli stroškov.
The small budget provided for achieving the objectives is one reason for part of that same criticism: the illusion that the Bologna Process could be achieved at no cost.
Trenutna finančna kriza bo verjetno prispevala k nadaljnjemu zmanjševanju finančnih virov, ki bodo na voljo v celotnem sektorju izobraževanja.
The current financial crisis is likely to entail a further reduction in financial resources available across the entire Education sector.
Kljub temu pa bi prav zaradi gospodarskih razmer morali spodbujati pospeševanje tega procesa ter preučiti nove oblike in finančne okvire, ki bi omogočili učinkovitejše izvajanje ciljev na področju rasti in odličnosti evropskih univerz.
The economic context, however, should compel us to encourage acceleration in the process, and to study new formats and financial frameworks which allow for a more effective implementation of the objectives of growth and excellence of European universities.
Poleg držav članic imajo bistveno vlogo v tem procesu tudi evropske institucije, predvsem pri priznavanju kvalifikacij in politikah mobilnosti.
Alongside the Member States, the European Institutions also play an essential role in the process, especially in the recognition of qualification and mobility policies.
Evropski visokošolski prostor v tem trenutku še ni v celoti oblikovan, zato je treba nujno povečati njegov potencial in odgovoriti na številna odprta vprašanja, vključno z nacionalno ureditvijo, proračunskimi omejitvami, nadzorom kakovosti in nacionalno akreditacijo.
At this stage the EHEA is not yet fully developed and it is essential to maximise its potential and address a number of open issues, including government regulation, budgetary constraints, quality control, and national accreditation.
Ostali akterji v bolonjskem procesu (univerze, študenti, učitelji, sindikati in gospodarstvo) nosijo izjemno odgovornost, saj morajo zagotoviti, da bo proces dejansko izhajal iz družbeno-akademske sfere.
The other actors in the Bologna Process (universities, students, teachers, trade unions, business sector) have a crucial responsibility to ensure the process is actually rooted in the social academic body.
Nizka raven skladnosti nekaterih evropskih univerz s smernicami tega procesa prav tako potrjuje potrebo po izvajanju novih strategij poučevanja.
Poor compliance by some of the European universities with the process guidelines also demonstrates the need to implement new teaching strategies.
Vedno večjo pozornost je treba nameniti vzpostavitvi sistema učenja, ki v središče postavlja študente in v katerem univerze in akademsko osebje študente spodbujajo k dejavnemu upravljanju svojih visokošolskih izkušenj.
Increasing attention should be paid to the establishment of a student-centred learning system, where universities and academic staff encourage the students to actively manage their higher education experience.
Mobilnost : Posebna pozornost je namenjena mobilnosti kot bistveni značilnosti evropskega visokošolskega prostora, kot je bila opredeljena v nedavno objavljenem sporočilu Evropske komisije o posodobitvi evropskega visokošolskega prostora in v zadnji resoluciji Evropskega parlamenta iz leta 2008 o bolonjskem procesu in mobilnosti študentov
Mobility : Particular importance is attached to mobility as an essential characteristic of the EHEA, as defined in the recent Communication of the European Commission on the modernisation of the EHEA and in the last EP resolution of 2008 on the Bologna Process and student mobility
18. , pri kateri je bila poročevalka Doris Pack.
18. , for which Ms Pack was Rapporteur.
Mobilnost ni le ozemeljske narave (v državah in med njimi), ampak tudi horizontalne (med cikli posameznih stopenj) in vertikalne narave (znotraj ciklov posamezne stopnje).
Mobility is not only territorial (within and between countries), but also horizontal (between degree cycles) and vertical (within degree cycles).
Da bi povečali tokove mobilnosti študentov, je treba priskrbeti več spodbud na ravni politike financiranja ter zagotoviti dodeljevanje obsežnejših finančnih virov, kakovostne ukrepe za priznavanje kreditnih točk, višjo raven preglednosti in informacij o programih za mobilnost.
In order to enhance student mobility flows, we need more incentives at the level of funding policy, and the allocation of more financial resources, quality measures for the recognition of credits, and better transparency and information concerning mobility programmes.
Priznavanje kvalifikacij in okvir kvalifikacij : Reforme, ki jih je opredelil bolonjski proces, vsebujejo nabor orodij za spodbujanje priznavanja kvalifikacij, kot je evropski sistem zbiranja in prenašanja kreditnih točk.
Recognition of qualifications and qualifications framework : The reforms put in place by the Bologna Process comprise a set of tools intended to encourage the recognition of qualifications, such as the European Credit Transfer and Accumulation System.
Do tega trenutka večina držav, ki sodelujejo v bolonjskem procesu, ni vzpostavila nacionalnih okvirov kvalifikacij, ki bi bili povezani z okvirom kvalifikacij evropskega visokošolskega prostora.
At this stage most of the Bologna countries have not implemented national qualification frameworks linked to the qualifications framework of the EHEA.
Da bi bile nacionalne kvalifikacije merljive in da bi olajšali primerljivost ter priznavanje formalnih, neformalnih in priložnostnih kvalifikacij, morajo nacionalne kvalifikacije temeljiti na učnih rezultatih.
In order to be measurable, and to facilitate the comparability and recognition of formal, non-formal, and informal qualifications, these national qualifications should be based on learning outcomes.
V tem smislu bi bilo zanimivo preučiti, do kakšne mere bi bilo mogoče še dodatno razviti projekt „Tuning“ iz leta 2000, katerega cilj je bil oblikovati konkreten pristop k izvajanju bolonjskega procesa in določiti skupne referenčne točke za splošne in specifične kompetence diplomantov prvega in drugega cikla na številnih predmetnih področjih.
In that regard, it will be interesting to consider how further to develop the 2000 ‘Tuning’ project, which was intended to provide a concrete approach to implementing the Bologna Process and to identifying common reference points for generic and subject-specific competences of first and second cycle graduates in a series of subject areas.
Zagotavljanje kakovosti : Ta čas še vedno poteka pregled nacionalnih sistemov za zagotavljanje kakovosti v večini držav, kjer si univerze prizadevajo za razvoj enotnih sistemov za zagotavljanje kakovosti, ki jih spremljajo postopki zunanjega ocenjevanja.
Quality assurance : At present, the review of national quality assurance systems is still ongoing in most countries, where universities are working to develop uniform quality assurance systems to be backed up by external evaluation procedures.
Evropski register za zagotavljanje kakovosti predstavlja pomemben dosežek, to pa velja tudi za ostale instrumente, kot so evropski standardi in smernice za zagotavljanje kakovosti; s tega vidika pa je treba nacionalne ukrepe za zagotavljanje kakovosti še dodatno prilagoditi.
The European Quality Assurance Register represents an important achievement, as do other instruments like the European Standards and Guidelines for quality assurance; national quality assurance measures need to be further adapted in this respect.
Treba bo oblikovati spodbude, s katerimi bi spodbudili države, naj se pridružijo temu registru in izboljšajo svoje sisteme samoocenjevanja.
It will be necessary to create incentives to encourage countries to join the register and to improve their self-evaluation systems.
Pozitivne pristope sta razvili zlasti Avstrija in Danska, kjer lahko svojo dejavnost opravlja katera koli agencija za zagotavljanje kakovosti, če se je le pridružila registru.
In particular a positive approach has been developed in Austria and in Denmark, where any quality assurance agency can operate as long as it has signed up for the register.
Na ta način je vsaka diploma, ki nosi oznako za zagotovljeno kakovost, priznana v vseh ostalih državah evropskega visokošolskega prostora.
In this way, any diploma with a quality assurance label should be recognised in all other EHEA countries.
Socialna razsežnost : Cilj socialne kohezije je postal osrednji del evropskega visokošolskega prostora in predstavlja pogoj, ki ga je treba izpolniti, če želimo ta prostor povezati.
Social dimension : The objective of social cohesion has become a central part of the EHEA, and it represents a condition which must be met for the EHEA to be consolidated.
Večjo vlogo je treba pripisati tudi pravičnemu dostopu do visokošolskega izobraževanja na vseh ravneh in njegovemu zaključku.
More importance should be attached to equitable access and to the completion of higher education at all levels.
To bo zahtevalo dodatno podporo vlad, ki bodo morale sprejeti ukrepe za povečanje dostopa za študente iz nezadostno zastopanih skupin in z nižjim socialno-ekonomskim statusom, pa tudi za priseljence, kulturne manjšine in študente invalide.
This would require further government support to put in place measures to widen access to students from underrepresented groups and lower socio-economic backgrounds, as well as to immigrants, cultural minorities, and students with disabilities.
Zaposljivost in univerzitetna diploma : Zaradi pomanjkanja statističnih podatkov je težko spremljati zaposlovanje diplomantov.
Employability and Bachelor degree : The lack of statistics makes it difficult to monitor graduate employment.
Zlasti zaposljivost bi lahko povečali s sodelovanjem delodajalcev v procesu vključevanja pripravništva v podjetjih kot sestavnega dela akademskih učnih načrtov.
In particular, employability could be increased also by getting employers involved in the integration of company traineeships as a part of academic curricula.
Učinkovit sistem priznavanja na ravni EU bo bistvenega pomena tudi pri določanju standardov za sposobnosti ter znanja in spretnosti, potrebne na trgu delovne sile (tako za javni kot tudi za zasebni sektor).
An effective system of recognition at an EU level will also be essential in defining standards of competences and skills for the labour market (both for the public and private sector).
Boljše sodelovanje med evropskim visokošolskim prostorom (EHEA) in evropskim raziskovalnim prostorom (ERA ): Glavna povezava med visokošolskim izobraževanjem in raziskovalno dejavnostjo je vključitev doktorskega študija kot diplome tretjega cikla v bolonjski strukturi diplom.
Better cooperation between EHEA and the European Research Area (ERA) : The inclusion of the doctorate as a third cycle degree in the Bologna degree structure is the main link between higher education and research.
Treba je namreč spremeniti splošno miselnost, da je doktorski študij namenjen izključno akademskim raziskavam.
It is now necessary to change the common perception that the doctorate is exclusively aimed at academic research.
Doktorski programi imajo dejansko potencial, da postanejo bistveni sestavni del pri ustvarjanju na znanju temelječih inovacij in gospodarske rasti, lahko pa prispevajo tudi k napredku ter prenašanju znanja in tehnologije.
Indeed, PhDs have the potential to be a key component in the creation of knowledge-based innovation and economic growth, and can contribute to the progress and diffusion of knowledge and technology.
Ukrepanje Evropske unije
European action
Veliko bolj prodorni so ukrepi na ravni Evropske unije, s katerimi bi izboljšali rezultate in rešili odprta vprašanja.
European-level action to improve results and overcome the unresolved issues is more incisive.
Naloge na področju posodobitve in krepitve univerz so v rokah držav članic, evropskih institucij in vseh ostalih deležnikov (podjetij, univerz in študentov).
The task of modernising and strengthening universities belongs to the Member States, to the European Institutions and to all the other stakeholders (businesses, universities, students).
Evropa ima sredstva za zagotovitev učinkovitejšega sistema tako s pomočjo politike spodbud kot s pomočjo povezav z evropskim raziskovalnim prostorom.
Europe has the means to ensure a more efficient system both through a policy of incentives as well as through links with the European area of research.
Zagotavljanje kakovosti : Brez vzajemnega priznavanja kvalifikacij in medsebojnega zaupanja preprosto ne moremo naprej.
Quality assurance : We cannot proceed without mutual recognition of qualifications and mutual trust.
Evropska unija bi morala tovrstne težave rešiti s pomočjo politike spodbud.
The EU should deal with this through a policy of incentives.
Okvir kvalifikacij : Evropski okvir kvalifikacij je vzpostavljen za vse stopnje izobraževanja.
Qualification framework : A European Qualifications Framework has been set up for all levels of education.
Države članice Evropske unije morajo vzpostaviti lastne nacionalne okvire za vseživljenjsko učenje.
EU Member States must set up their National Framework for LLL.
Osnovni učni načrti : Poudarek je treba dati sporazumom o skupnih osnovnih učnih načrtih v programih, ki pokrivajo enaka predmetna področja, da bodo ti strukturirani ter tako zagotovili natančno opredeljene minimalne učne rezultate.
Core curricula : Emphasis has to be placed on agreements on common core curricula in programmes covering the same subject areas, to be structured in order to guarantee well-defined minimal Learning Outcomes.
Skupne diplome : Eden od najpomembnejših ciljev evropskega visokošolskega prostora bi morala biti vzpostavitev in razvoj sistema evropskih diplom, ki bodo priznane kjer koli v Evropi, tako da bodo vsi študenti, ki univerzitetni študij dokončajo v Evropi, pridobili kvalifikacijo, ki bo priznana in veljavna po vsej Evropi.
Joint degrees : One of most important goals of the EHEA should be to establish and develop a system of European degrees with recognition everywhere in Europe so that any student who completes university in Europe will obtain a qualification recognised and valid throughout Europe.
Prihajajoče vrhunsko zasedanje v Bukarešti
Towards the Bucharest Summit
Ministrska konferenca o bolonjskem procesu bo potekala aprila 2012.
The ministerial conference of the Bologna Process will take place in April 2012.
Odbor za notranji trg in varstvo potrošnikov poziva Odbor za kulturo in izobraževanje kot pristojni odbor, naj v svoj predlog resolucije vključi naslednje pobude:
The Committee on the Internal Market and Consumer Protection calls on the Committee on Culture and Education, as the committee responsible, to incorporate the following suggestions in its motion for a resolution:
2. poudarja, da sta bolonjski proces in program Erasmus spodbudila mobilnost študentov in ponujata veliko možnosti za večjo mobilnost delovne sile; vendar obžaluje, da je obseg mobilnosti še vedno razmeroma majhen; zato poziva Evropsko unijo, države članice in visokošolske ustanove, naj učinkovito komunicirajo med seboj in s študenti o možnostih študentov za mobilnost, tudi o možnostih štipendiranja; meni, da je treba ustrezno preučiti povečanje sredstev za program Erasmus;
Points out that the Bologna process and the Erasmus programme have boosted student mobility and have the potential to contribute to enhanced labour mobility; regrets, however, that mobility rates still remain relatively low; calls, therefore, on the EU, the Member States and higher education institutions to communicate more effectively with one another and with students concerning the options the latter have for mobility, including scholarship opportunities; takes the view, further, that due consideration should be given to stepping up the funding of the Erasmus programme;
5. 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;