natgillin/translations-raw huggingface dataset:
ker bi morali, če bi želeli doseči stopnjo udeležbe, o kateri so se države članice dogovorile v okviru programa "Izobraževanje in usposabljanje 2010", v vseživljenjskem učenju sodelovati še dodatni štirje milijoni odraslih,
whereas an additional 4 million adults would need to participate in lifelong learning in order to achieve the participation rate of the benchmark agreed by the Member States within the framework of the "Education and Training 2010" process,
ker učinkovit sistem vseživljenjskega učenja za odrasle z jasno opredeljenimi prednostnimi nalogami in spremljanjem izvajanja ter ob vključitvi v strategije vseživljenjskega učenja lahko pripomore k jezikovni, družbeni in kulturni integraciji izključenih skupin, kot so priseljenci in Romi, med katerimi je veliko zgodnjega šolskega osipa,
whereas an efficient adult learning system with clear priorities and monitored implementation, integrated into lifelong learning strategies, can support the linguistic, social and cultural integration of excluded groups, such as immigrants and the Roma, many of whom are also early school-leavers,
ker naložbe v izobraževanje odraslih povečujejo družbeni in kulturni izkupiček v smislu boljšega posameznikovega počutja in občutka izpolnitve ter aktivnega državljanstva,
whereas investing in adult education increases social and cultural returns in terms of greater individual well-being and fulfilment and active citizenship,
ker je prispevek izobraževanja odraslih zaradi pridobivanja ključnih sposobnosti bistven za zaposljivost in mobilnost na trgu dela ter za socialno vključenost,
whereas the essential contribution of adult learning, through the acquisition of key competences, is essential to employability and mobility in the labour market and to social inclusion,
ker so za opazovanje, primerjavo in vrednotenje mnogovrstnosti izobraževanja odraslih in za razvoj politik potrebni zanesljivi podatki,
whereas reliable data are required to observe, compare and evaluate the multiplicity of adult learning options so as to develop policies,
ker se informacije in dostop do sistemov izobraževanja odraslih v posameznih državah članicah zelo razlikujejo,
whereas information about and access to adult learning systems vary widely from Member State to Member State,
ker je priznavanje in potrjevanje formalnega, neformalnega in priložnostnega učenja temelj strategije za vseživljenjsko učenje,
whereas recognition and validation of formal, non-formal and informal learning form the cornerstone of a lifelong learning strategy,
ker je nujno povezati izobraževanje odraslih z evropskim okvirom kvalifikacij ter povečati njegovo zmogljivost, kar zadeva ključne sposobnosti ter družbene in osebne sposobnosti,
whereas it is urgent to link adult learning to the European Qualifications Framework and increase its potential with regard to key competences as well as social and personal competences.
pozdravlja predlog Komisije za pripravo akcijskega načrta za izobraževanje odraslih;
Welcomes the Commission proposal for an Action Plan for Adult Learning;
ugotavlja, da bi bilo treba sprejeti ukrepe na različnih ravneh, v katere bi morala biti poleg držav članic vključena tudi Evropska unija, in s katerimi bi se spodbujala, krepila in ugotavljala rast kulture izobraževanja, zlasti za odrasle;
Recognises that measures should be taken at various levels in which, in addition to the Member States, the European Union must also be involved, to promote, reinforce and establish the growth of a learning culture, especially for adults;
poziva države članice, naj uvedejo kulturo vseživljenjskega učenja ter se pri tem v prvi vrsti osredotočijo na izobraževanje in usposabljanje odraslih, tako da bodo izvajale politike in dejavnosti, namenjene spodbujanju pridobivanja znanja, naj poskrbijo, da bo to privlačnejše in dostopnejše, ter stalno posodabljajo kvalifikacije;
Urges Member States to establish a lifelong learning culture, primarily focussing on education and training for adults, by implementing policies and actions geared to promoting the acquisition of knowledge and making it more attractive and accessible, and permanently updating qualifications;
poudarja pomen enakosti spolov pri programih vseživljenjskega učenja, da bi moški in ženske lahko v enaki meri izkoristili možnosti, ki jih ponuja takšno učenje; poziva Komisijo, naj uporabi vsa razpoložljiva orodja za spremljanje občutljive politike enakosti spolov pri pripravi izobraževanja odraslih v sodelovanju z Evropskim inštitutom za enakost spolov;
Emphasises the importance of gender equality with regard to programmes relating to lifelong learning, so that both men and women can take advantage to the same extent of the possibilities offered by such learning; calls on the Commission to make use of all available tools for the monitoring of sensitive gender equality policies in the preparation of adult learning, in cooperation with the European Institute for Gender Equality;
Izboljšanje motivacije za udeležbo v izobraževanju odraslih
Improving motivation for participating in adult learning
poziva k okrepljenemu podpiranju izobraževanja odraslih, da se več ljudi spodbudi, da se ga udeležijo; meni, da mora imeti izobraževanje odraslih ključno vlogo v politikah, da se spodbudi splošna kultura izobraževanja prek medijskih kampanj, informacij, služb za usmerjanje in svetovanje ter zlasti tistih informacij in služb za usmerjanje in svetovanje, ki so namenjene zapostavljenim skupinam; meni, da bi, če naj bo to podpiranje učinkovito, države članice morale izvajati dejavne politike, ki bi ljudem olajšale združitev izobraževanja s poklicnim in družinskim življenjem;
Urges the improved promotion of adult education in order to motivate more people to engage in such education; considers that adult education should play a key role in policies to promote a general culture of learning, through media campaigns, information, guidance and counselling services and, in particular, information, guidance and counselling services aimed at disadvantaged groups; considers that, if it is to be effective, such promotion should be accompanied by active policies on the part of the Member States which will make it easier for people to combine education with work and family life;
se strinja, da so posebne telefonske linije in spletne strani zelo uspešen način spodbujanja izobraževanja odraslih;
Agrees that special phone lines and websites are a very successful means by which to promote adult education;
meni, da je spodbujanje medijske pismenosti v splošnem in poklicnem izobraževanju bistveno za premagovanje digitalne ločnice med generacijami;
Considers that promoting media literacy in both general and vocational education plays an essential role in order to overcome the digital divide between the generations;
meni, da so za razvoj, pregled in vrednotenje politik na področju izobraževanja odraslih in za zagotovitev pojasnil in smernic za celovit program vseživljenjskega učenja potrebni primerljivi statistični podatki;
Is of the opinion that comparable statistical data are needed to develop, review and evaluate policies in the field of adult learning so as to provide indications and orientations for the integrated Lifelong Learning Programme;
meni, da je treba raziskavo o izobraževanju odraslih podpirati kot sredstvo za zbiranje primerljivih informacij o izobraževanju odraslih in spodbujanje skupnih konceptov;
Considers that the European Adult Education Survey must be supported as a means of both collecting comparable information on adult education and promoting shared concepts;
poziva Evropsko unijo in države članice, naj spodbujajo izmenjavo zgledov dobre prakse;
Calls on the European Union and the Member States to encourage the exchange of good practices;
Usklajevanje dela, družinskega življenja in vseživljenjskega učenja ter učinkovito zagotavljanje storitev
Reconciling working life, family life and lifelong learning and effective delivery
želi spomniti na cilje Evropskega sveta v Barceloni z dne 15. in 16. marca 2002 ter poudarja napredek držav članic pri doseganju ciljev zagotavljanja mest v vrtcih in ustanovah za predšolsko izobraževanje kot tudi glede razglasitve "dneva otroškega varstva in nege drugih odvisnih oseb"; hkrati poudarja, da nekatere države članice močno zaostajajo pri doseganju barcelonskih ciljev;
Recalls the objectives of the Barcelona European Council of 15 and 16 March 2002 and emphasises the progress made by the Member States towards achieving the objectives of providing nursery and kindergarten places and pre-school education, as well as establishing the "day of child care and of care of other dependent persons"; points out, at the same time, that some Member States are far behind schedule in meeting the Barcelona objectives;
poudarja, da so za usklajevanje družinskega življenja, dela in vseživljenjskega učenja poleg večje prožnosti pri razporejanju časa in prostora potrebne še družbene, gospodarske in davčne spodbude za pospeševanje dostopa odraslih do programov usposabljanja in izobraževanja;
Points out that reconciling family life, working life and lifelong learning calls not only for greater flexibility in managing time and space, but also for social, economic and tax incentives in order to promote access for adults to training and education programmes;
poudarja, da je potrebno izboljšati uporabo novih tehnologij, in ugotavlja, da bi bilo treba v zvezi s tem spodbujati razvoj dostopa do spleta in programe digitalnega vključevanja, namenjene preprečevanju nastanka digitalne ločnice, ter nove vire znanja in načine učenja, kot so programi učenja na daljavo in zagotavljanje mest za učenje, do njih pa bi moral biti omogočen dostop vsem;
Emphasises the need for improved use of new technologies and observes, in this respect, that the development of Internet access and of digital-inclusion programmes designed to prevent a digital divide should be promoted and that new sources of knowledge and ways of learning, such as distance learning programmes and the provision of learning places,, should be encouraged and access made possible for all;
poudarja potrebo po boljšem dostopu žensk do novih tehnologij, tudi žensk, ki živijo na oddaljenih in podeželskih območjih, in starejših žensk, s čimer bodo postale enako konkurenčne na trgu dela; poleg tega poudarja potrebo po dejavnostih v podporo zmanjševanju razkoraka med moškimi in ženskami z vidika tehničnih in znanstvenih kvalifikacij;
Emphasises the need to increase access for women to new technologies, including women who live in remote and rural areas and elderly women, thereby giving them an equal chance to compete on the labour market; further emphasises the need to support steps to reduce the gap between men and women in terms of technical and scientific qualifications;
opozarja, da je treba razširiti obseg javnih in zasebnih storitev otroškega varstva ter pritegniti in spodbujati delodajalce, ki bi lahko zagotovili te storitve v podjetju in dali možnost staršem, zlasti materam, da bi se vrnili na delovno mesto, in sicer tako, da bi ti starši dobili priložnost, da hkrati nadaljujejo vseživljenjsko učenje med delovnim časom; poudarja tudi, da je potrebno izboljšati zagotavljanje javnih storitev za pomoč odvisnim in starejšim;
Draws attention to the need to broaden the scope of public and private childcare facilities and to involve and encourage employers, who could provide company childcare facilities and scope for parents to return to work, particularly mothers, so that such parents have the opportunity to continue with lifelong learning while carrying on working; also emphasises the need for improved provision of public facilities to assist the dependent and the elderly;
Medgeneracijska solidarnost (proti "starostnim getom") in medkulturna solidarnost
Intergenerational solidarity (against "age ghettos") and intercultural solidarity
opozarja, da bodo demografske spremembe državam članicam prinesle zapleten sklop medsebojno povezanih izzivov in da bodo naše družbe morale razviti nove oblike solidarnosti med kulturami in med generacijami;
Recalls that demographic change will present Member States with a complex set of inter-related challenges and that our societies will have to develop new forms of solidarity between cultures and between generations;
zato predlaga, boljši prenos in izmenjavo znanja, spretnosti in izkušenj odraslih, zlasti med generacijami, v obliki mentorskih programov za podporo različnih podjetniških in obrtnih dejavnosti; meni tudi, da je pomembno, da so ti mentorji povezani v mrežo, prek katere si lahko delijo in izmenjujejo informacije;
Proposes, therefore, the improved transmission and exchange of the knowledge, skills and experience of adults, in particular between the generations, in the form of mentoring schemes to support various entrepreneurial and craft activities; also considers it important that such mentors are linked by a network through which they can share and exchange information;
poudarja pomen "družinskega pristopa k izobraževanju", kjer se starše spodbuja k dodatnemu izobraževanju, ker želijo pomagati svojim otrokom, da bodo v šoli uspešni;
Underlines the importance of a "family learning approach", where parents are motivated to return to learning because they want to help their own children to achieve at school;
podpira razvoj prostovoljnih programov glede na vlogo, ki jo imajo pri doseganju medgeneracijske solidarnosti ter priznavanju izkušenj in kvalifikacij;
Supports the development of volunteering programmes in terms of the role they play in inter-generation solidarity and recognition of experience and qualifications;
poudarja, da je treba v okviru mobilnosti in socialne kohezije zlasti priseljencem zagotoviti prožne možnosti za programe izobraževanja in usposabljanja ter ustrezne razmere za njihovo izvedbo;
Highlights the need, within the framework of mobility and social cohesion, to provide, especially for immigrants, flexible opportunities for education and training programmes as well as suitable conditions for realizing such programmes;
Pomen učenja jezikov ter posebne potrebe ogroženih skupin
Importance of language learning and specific needs of groups at risk
meni, da je ustanovitev nacionalnih in lokalnih centrov za podporo priseljencem ključno orodje, prek katerega se lahko zagotovijo uporabne informacije in pojasnila v zvezi z vprašanji popolne vključitve priseljencev v družbo;
Sees the establishment of national and local centres for the support of immigrants as a key tool by which to make useful information available and provide clarification on questions relating to migrants' full integration in society;
ponovno poudarja, da je pomembno zagotoviti večjo podporo za jezikovne tečaje, zlasti tiste, namenjene priseljencem, in med prebivalci kot celoto spodbujati učenje tujih jezikov;
Reiterates the importance of providing greater support for language courses - especially those aimed at immigrants - and of encouraging the learning of foreign languages among the population as a whole;
podpira zamisel o ustanovitvi pregledov znanja za priseljence, nizko kvalificirane in invalidne; meni, da bi taki pregledi znanja prinesli gospodarske koristi in bi obenem lahko prispevali k zmanjšanju rasizma, ksenofobije, diskriminacije in izključenosti;
Supports the idea of establishing "Skills audits" for immigrants, the low-skilled and the disabled; believes that as well as bringing economic benefits, such skills audits can also contribute to reducing racism, xenophobia, discrimination and exclusion;
meni, da dostop do visokošolskega izobraževanja zajema širšo javnost, tudi odrasle z delovnimi izkušnjami in starejše ljudi, zato bi morali biti sistemi izobraževanja temu prikrojeni in bolj prilagodljivi; meni tudi, da je treba spodbujati ustrezne infrastrukturne ukrepe in zagotavljanje kadrovskih virov;
Considers that access to higher education should embrace a wider public, including adults with work experience and older people, for which purpose education systems should be adapted and made more flexible; and that appropriate infrastructure measures and provision of personnel resources must be promoted;
poudarja, da je posodobitev sistemov srednjega izobraževanja potrebna, da bi ti postali bolj konkurenčni, prožni, dostopni in učinkoviti;
Points out that the modernisation of secondary school systems is necessary in order to make them more competitive, flexible, accessible and efficient;
Izboljšanje kakovosti, poučevanja in izbire izobraževanja
Improving quality, teaching and variety of provision
poudarja potrebo po visoko kakovostnih kadrih na področju izobraževanja odraslih; meni, da je treba zagotoviti podporo za specifične programe za učitelje odraslih in spodbuja oblikovanje univerzitetnih programov, ki bodo vodili do diplome v odraslem izobraževanju;
Stresses the need for high-quality staff working in the field of adult education; believes that support should be provided for specific programmes for adult educators and encourages the establishment of university degree programmes leading to a diploma in adult education;
podpira ukrepe za izboljšanje prenosa sposobnosti in mobilnosti v izobraževanju odraslih, kot so:
Supports actions aimed at increasing competence transfer and mobility in adult learning, such as:
izvajanje in širitev evropskega okvira kvalifikacij in Europassa;
the implementation and enlargement of the European Qualifications Framework and EUROPASS;
priznanje in potrjevanje osnovnih spretnosti, ključnih sposobnosti, formalnih, neformalnih in priložnostnih kvalifikacij ter izobrazbe, da se zagotovi preglednost rezultatov učenja in tako olajša priznanje učnih dosežkov in prehajanje med različnimi učnimi potmi;
the recognition and validation of basic skills, key competences, formal, non-formal and informal qualifications and education in order to ensure transparency as to learning outcomes, thereby facilitating the recognition of learning achievements and the transition between different learning pathways;
se strinja, da je vseživljenjsko učenje pomembno, zlasti za povečanje socialne vključenosti in zaposljivosti, pa tudi za osebno rast in odpravo neenakosti na trgu dela, doseganje lizbonskega cilja povišati stopnjo zaposlenosti oseb, starejših od petdeset let, ter za povečanje konkurenčnosti;
Agrees with the view that lifelong learning plays an important role first and foremost for enhancing social inclusion and employability, but also in the individual's personal development and in overcoming the mismatches in the labour market and achieving the Lisbon goal of a higher participation rate for those over 50 years of age, as well as for competitiveness;
poudarja, da je izobraževanje odraslih pomembno za uresničitev cilja v Evropi ustvariti boljša delovna mesta ter izboljšati kakovost življenja in spodbujati razvoj posameznika, osebno izpopolnitev in aktivno državljanstvo; opozarja, da morajo podjetja predvideti potrebe na trgu dela po novih spretnostih in zahtevah, da bi bilo izobraževanje odraslih prilagojeno glede na tovrstno povpraševanje; poudarja tudi, da mora biti vsebina izobraževanja prilagojena poklicnim in praktičnim zahtevam, pri čemer imajo pomembno vlogo socialni partnerji;
Underlines the importance of adult learning in order to achieve the goal of creating better jobs in Europe as well as improve quality of life and promote individual development, personal fulfilment and active citizenship; draws attention to the importance of enterprises forecasting new competences and labour market requirements so that the provision of adult education reflects the demand for skills; points out that the content of education must be tailored to vocational and practical requirements; underlines the importance of the role of social partnership in this respect;
poudarja, da vseživljenjsko učenje ne le povečuje zaposljivost delavcev, temveč tudi njihovo prilagodljivost ter geografsko in poklicno mobilnost, kar je pomembno za delovanje notranjega trga; poudarja pomen spodbujanja učenja drugega (in tretjega) jezika pri zagotavljanju večje mobilnosti delavcev;
Points out that lifelong learning does not just increase workers" employability, it also increases their adaptability as well as their geographical and vocational mobility, which is important for the functioning of the internal market; highlights the value of promoting the learning of second (and third) languages in facilitating greater worker mobility;
poudarja, da nizka stopnja izobrazbe, ki zadeva tretjino evropske delovne sile (72 milijonov delavcev), pomeni večje tveganje brezposelnosti, z usposabljanjem pa posameznik ohrani ali pridobi sposobnosti za pridobitev zaposlitve in izboljša kakovost svojega dela; poudarja, da je treba priznati in potrditi sposobnosti, pridobljene prek neformalnega in priložnostnega učenja, ki je osnova za razvoj vseživljenjskega učenja v nacionalnih ogrodjih kvalifikacij in v evropskem okviru kvalifikacij;
Highlights the fact that a low level of qualification, which is the current situation of a third of the European workforce (72 million workers), implies a high risk of unemployment, and that by training the individual will continue to possess or acquire the competences necessary to gain employment and improve the quality of his or her work; stresses the importance of recognising and validating skills acquired through non-formal and informal learning, which provides a basis for the development of lifelong learning both in the national vocational qualifications frameworks and in the European Qualifications Framework;
poudarja, kako pomembno je, da imajo vsi državljani enak dostop do programov vseživljenjskega učenja in enake možnosti za udeležbo v njih; obžaluje, da imajo osebe z najnižjo osnovno izobrazbo, ženske, priseljenci, starejši ljudje, prebivalci podeželja in invalidi najmanj možnosti za vključevanje v družbo; meni, da jim je treba ponuditi drugačne in prilagojene programe ter metode; v zvezi s tem meni, da je treba posebno pozornost nameniti izobraževanju in usposabljanju delavcev in brezposelnih na področju novih tehnologij, ter poziva države članice, naj podpirajo uporabo nove informacijske in komunikacijske tehnologije za namene izobraževanja, saj ima ključno vlogo pri zagotavljanju enakih možnosti za vse, omogoča udejstvovanje v vseživljenjskem učenju in omogoča, da so osebe z najnižjo stopnjo izobrazbe deležne posebnih spodbud in financiranja;
Stresses the importance of all citizens having equal access and opportunities to take part in lifelong learning programmes; regrets in this context the fact that those with the lowest levels of initial education, women, immigrants, older people, people in rural areas and the disabled are the least likely to participate, and considers they must be offered different, suitable programmes and methods; in this context, takes the view that special emphasis should be placed on education and training in new technologies for workers and the unemployed, and calls on the Member States to support the use of new information and communications technologies for educational purposes, as they play a key role in ensuring equal opportunities for everybody, facilitating participation in lifelong learning, and to ensure that those with the lowest levels of education receive particular promotion and funding;
poudarja, da je izobraževanje odraslih, ki zajema učenje jezika in poklicno izobraževanje, pomembno za integracijo priseljencev, povečanje njihove zaposljivosti in izboljšanje vključevanja na trg dela ter v družbo;
Underlines the importance of adult learning including language and vocational skills in order to integrate migrants, increase their employability and improve their participation in the labour market as well as strengthening their social inclusion;