natgillin/translations-raw huggingface dataset:
poziva Komisijo, naj v sodelovanju s Parlamentom in predsedstvom Sveta pripravi letne forume o notranjem trgu, kjer bodo sodelovale države članice in druge zainteresirane strani, da se tako določi jasnejšo obvezo za pravilno in pravočasno izvajanje ter ponudi areno za primerjalne analize in izmenjavo najboljših primerov iz prakse;
Calls on the Commission, in cooperation with Parliament and the Presidency of the Council, to hold a yearly Internal Market Forum with participation of the Member States and other stakeholders in order to establish a clearer commitment to proper implementation in due time and to provide an arena for benchmarking and exchange of best practices;
poziva Svet, naj posveti večjo prednost vprašanjem notranjega trga z oblikovanjem nove sestave Sveta, ki bo obravnavala ta vprašanja, oziroma s prednostno obravnavo teh vprašanj na dnevnih redih obstoječega Sveta za konkurenčnost;
Calls on the Council to give a higher priority to Internal Market issues either by establishing a new Council formation addressing these questions or by giving them top priority on the agenda in the existing Competitiveness Council;
opozarja na svojo zgoraj navedeno resolucijo o reviziji enotnega trga, v kateri je Komisijo pozval, naj oblikuje test za preverjanje kršitev na notranjem trgu; poziva Komisijo, naj ukrepa za vpeljavo takšnega testa;
Recalls its above-mentioned resolution on the Single Market Review, where it called for the Commission to establish an Internal Market Test; calls on the Commission to take action to introduce such a test;
meni, da pregled notranjega in potrošniških trgov prispevata k izboljšanju notranjega trga, kar koristi državljanom in potrošnikom;
Holds the view that the Internal Market Scoreboard and the Consumer Markets Scoreboard both serve to promote an improved Internal Market to the benefit of citizens and consumers;
pozdravlja namen Komisije, da poskrbi za boljše obveščanje o notranjem trgu, in meni, da sta omenjena pregleda pomemben korak v tej smeri;
Welcomes the Commission's intention to ensure a better communicated Internal Market, and holds the view that the two Scoreboards are important steps in that direction;
poudarja, da sta pregleda sicer medsebojno povezana in da je pomembno spodbujati njun skladen razvoj, vendar imata kljub temu različne cilje, zato morata biti ločena in vsebovati različne kazalnike;
Emphasises that while the two Scoreboards are interlinked and that it is important to promote their coherent development, they have however different target addressees and hence should be kept separate with different sets of indicators;
meni, da je treba redno izvajati revizijo uporabljenih kazalnikov in razmerja med pregledoma, da se jih bolje prilagodi razvoju notranjega trga;
Holds the view that a review of the indicators used as well as the relationship between the two Scoreboards should be carried out on a regular basis in order to adapt them to development in the Internal Market;
Resolucija Evropskega parlamenta z dne 23. septembra 2008 o izboljšanju kakovosti izobraževanja učiteljev ( 2008/2068(INI) )
European Parliament resolution of 23 September 2008 on improving the quality of teacher education ( 2008/2068(INI) )
ob upoštevanju členov 3(1)(q), 149 in 150 Pogodbe ES,
having regard to Articles 3(1)(q), 149 and 150 of the EC Treaty,
ob upoštevanju sporočila Komisije z naslovom "Izboljšanje kakovosti izobraževanja učiteljev" ( KOM(2007)0392 ) ter s tem povezanih dokumentov služb Komisije ( SEK(2007)0931 in SEK(2007)0933 ),
having regard to the Commission communication entitled Improving the Quality of Teacher Education ( COM(2007)0392 ) and to the related Commission staff working papers ( SEC(2007)0931 and SEC (2007)0933),
ob upoštevanju Sklepa št. 1720/2006/ES Evropskega parlamenta in Sveta z dne 15. novembra 2006 o uvedbi akcijskega programa na področju vseživljenjskega učenja UL L 327, 24.11.2006, str.
having regard to Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning OJ L 327, 24.11.2006, p.45.
ob upoštevanju 10-letnega delovnega programa "Izobraževanje in usposabljanje 2010", zlasti cilja 1.1 "Izboljšanje izobraževanja in usposabljanja za učitelje in vodje usposabljanj" UL C 142, 14.6.2002, str.
having regard to the 10-year Education and Training 2010 work programme and specifically to Objective 1.1 'Improving Education and Training for Teachers and Trainers' OJ C 142, 14.6.2002, p.7.
ob upoštevanju politike večjezičnosti v Evropski uniji in poročila skupine Komisije na visoki ravni o večjezičnosti (2007),
having regard to the European Union's multilingualism policy and to the Commission's High Level Group Report on Multilingualism (2007),
ob upoštevanju sklepov predsedstva s posebnega zasedanja Evropskega sveta v Lizboni 23. in 24. marca 2000,
having regard to the Presidency Conclusions of the Lisbon Special European Council of 23-24 March 2000,
ob upoštevanju sklepov predsedstva z zasedanja Evropskega sveta v Barceloni marca 2002, na katerem so bili med drugim sprejeti konkretni cilji za izboljšanje izobraževanja in usposabljanja za učitelje in vodje usposabljanj,
having regard to the Presidency Conclusions of the Barcelona European Council of March 2002, which adopted concrete objectives for improving, among other things, education and training for teachers and trainers,
ob upoštevanju triletnih raziskav programa PISA (program mednarodnega ocenjevanja učencev) Organizacije za gospodarsko sodelovanje in razvoj (OECD) ter njenega poročila "Teachers Matter: Attracting, Developing and Retaining Effective Teachers" (Učitelji so pomembni: privabljanje, razvoj in zadržanje uspešnih učiteljev) (2005),
having regard to the OECD's triennial PISA (Programme for International Student Assessment) surveys as well as to its report 'Teachers Matter: Attracting, Developing and Retaining Effective Teachers' (2005),
ob upoštevanju poročila "How the world's best performing school systems come out on top" (Kako se svetovno najuspešnejši šolski sistemi uvrstijo na vrh) (McKinsey in drugi, september 2007),
having regard to the report 'How the world's best performing school systems come out on top' (McKinsey & Co, September 2007),
ob upoštevanju študije, ki jo je Evropski parlament objavil februarja 2007, z naslovom "Trenutni položaj in obeti na področju telesne vzgoje v Evropski uniji",
having regard to the study published by the European Parliament in Feburary 2007 entitled Current situation and prospects for physical education in the European Union,
ob upoštevanju svoje resolucije z dne 13. novembra 2007 o vlogi športa v izobraževanju Sprejeta besedila, P6_TA(2007)0503 .
having regard to its resolution of 13 November 2007 on the role of sport in education Texts adopted, P6_TA(2007)0503 .
ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6-0304/2008 ),
having regard to the report of the Committee on Culture and Education ( A6-0304/2008 ),
ker visokokakovostno izobraževanje in usposabljanje zagotavljata raznovrstne ugodnosti, ki presegajo ustvarjanje delovnih mest in spodbujanje konkurenčnosti, ter sta pomembna sestavna dela vseživljenjskega učenja,
whereas high quality education and training have multifaceted benefits that go beyond job creation and the promotion of competitiveness, and are important components of lifelong learning,
ker obstaja potreba po izobraževanju posameznikov, da bi postali samostojni, osveščeni in zavezani povezani družbi, ter ker je kakovost poučevanja ključni dejavnik, ki prispeva k socialni in ekonomski koheziji, pa tudi k ustvarjanju delovnih mest, konkurenčnosti in potencialu rasti Evropske unije v globaliziranem svetu,
whereas there is a need to educate individuals to become self-sufficient, informed and committed to a cohesive society, and whereas the quality of teaching is a critical factor in contributing to the European Union's social and economic cohesion as well as its job creation, competitiveness and growth potential in a globalising world,
ker je lahko Evropski socialni sklad pomemben za razvoj izobraževanja in usposabljanja ter prispeva k boljšemu izobraževanju učiteljev,
whereas the European Social Fund can play an important role in education and training development, thus contributing to better teacher education,
ker se kakovost usposabljanja učiteljev kaže v izobraževalni praksi ter neposredno vpliva ne le na stopnjo znanja učencev, temveč tudi na oblikovanje njihove osebnosti, zlasti v prvih šolskih letih,
whereas the quality of teacher training is reflected in educational practice and has a direct effect not only on pupils' level of knowledge but also on the formation of their personality, particularly during the first years of their school experience,
ker se izzivi učiteljskega poklica povečujejo s tem, ko postaja izobraževalno okolje bolj zapleteno in heterogeno; ker ti izzivi vključujejo napredovanje na področju informacijskih in komunikacijskih tehnologij, spremembe socialnih in družinskih struktur, vedno bolj raznoliko mešanico učencev v številnih šolah vsled čedalje večjega priseljevanja in večkulturne družbe, večjo neodvisnost šol, zaradi česar imajo učitelji več dolžnosti, ter dejstvo, da je treba posvetiti več pozornosti učnim potrebam posameznih učencev,
whereas the challenges faced by the teaching profession are increasing as educational environments become more complex and heterogeneous; whereas these challenges include advances in Information and Communication Technologies (ICT), changes to social and family structures, and the increasingly diverse mix of students in many schools resulting from increased immigration and the emergence of multicultural societies, the increase in the autonomy of schools, which entails an increase in teachers' duties, and the need to pay more attention to the learning needs of individual pupils,
ker obstaja jasna in pozitivna povezava med visokokakovostnim usposabljanjem učiteljev in doseganjem zelo dobrih rezultatov učencev,
whereas there is a clear and positive correlation between high quality teacher training and pupils achieving high success rates,
ker je treba glede na vedno večjo ponudbo informacij skupaj s stalno digitalizacijo razviti sposobnost učinkovite uporabe medijev in njihove vsebine v skladu s cilji in potrebami posameznika, medijska vzgoja pa je vrsta pedagoškega pristopa k medijem, ki mora uporabnikom omogočiti, da bodo vse medije uporabljali kritično in premišljeno,
whereas in the light of the growing supply of information in conjunction with ongoing digitisation, the capacity must be developed to use media and their content effectively in accordance with individuals' aims and needs, and whereas media education is a type of pedagogical approach to the media which should enable users to develop a critical and reflective approach when using all media,
ker je več kot 80 % osnovnošolskih učiteljev in 97 % predšolskih učiteljev v EU žensk, v srednješolskem izobraževanju pa jih je le 60 %,
whereas more than 80% of primary school teachers and 97% of pre-school teachers in the Union are women, while in secondary education the equivalent figure is only 60%,
ker lahko kakovost izobraževanja učiteljev vpliva na stopnjo zgodnje opustitve izobraževanja in na bralno spretnost starejših učencev,
whereas the quality of teacher education can affect early school leaving levels and older students' reading skills,
ker na poznejšo stopnjo izobrazbe otrok posebno vplivata predšolsko in osnovnošolsko izobraževanje,
whereas pre-school and primary education have a particularly critical impact on children's eventual educational achievement,
ker je v Uniji več kot 27 različnih sistemov usposabljanja učiteljev, učitelji v vseh državah pa se kljub temu dejansko soočajo z enakimi izzivi,
whereas with more than 27 different teacher training systems in place across the Union, the challenges facing the teaching profession are nonetheless, in essence, common to all Member States,
ker je poučevanje poklic, pri katerem je visoka raven zadovoljstva pri delu pomembna za zadržanje kakovostnega osebja,
whereas teaching is a vocational profession in which high levels of job satisfaction are important for the retention of good staff,
ker bi bilo nepravično, če bi bili za svojo izobraževalno dejavnost odgovorni le učitelji; ker je treba poudariti, da je zmožnost učiteljev, da ponudijo ustrezno izobraževanje vsem učencem, ustvarijo vzdušje, v katerem lahko vsi sobivajo, in zmanjšajo nasilno vedenje, tesno povezana s pogoji, v katerih poučujejo, razpoložljivimi sredstvi podpore, številom učencev z učnimi težavami v razredu, družbenim in kulturnim okoljem v šolah, sodelovanjem družin in prejeto družbeno podporo; ker je stopnja predanosti učiteljev v veliki meri odvisna od zavezanosti družbe izobraževanju, oba dejavnika pa sta med seboj povezana in vplivata na boljše poučevanje,
whereas it would be unfair to make teachers solely responsible for their educational activity; whereas it needs to be stressed that the ability of teachers to offer a proper education to all their pupils, create a climate in which all can live together, and reduce violent behaviour, is closely linked to the conditions in which they teach, the means of support available, the number of pupils with learning difficulties in class, the social and cultural environment in the school, the cooperation of families, and the social support received; whereas the level of teacher commitment depends to a large extent on society's commitment to education, and both factors interact in the interests of better teaching,
ker si je treba čim bolj prizadevati za zagotovitev, da bi vsi učitelji čutili, da opravljajo spoštovan in cenjen poklic, saj je velik del poklicne identitete odvisen od mnenja družbe,
whereas every effort needs to be made to ensure that all teachers feel they belong to a respected and valued profession, given that a large part of professional identity depends on society's perceived view,
ker je za privabljanje visokokakovostnega kadra v učiteljski poklic potrebna ustrezna raven priznavanja v družbi, statusa in plačila,
whereas attracting top-performing recruits to the teaching profession requires corresponding levels of social recognition, status and remuneration,
ker imajo učitelji pomembno družbeno in razvojno vlogo, ki presega tradicionalne meje učnih predmetov, poleg tega pa imajo lahko pomembno vlogo kot vzorniki,
whereas teachers play important social and developmental roles that extend beyond traditional subject boundaries, and can perform an important function as role models,
ker je cilj "enake možnosti za vse" določen v Pogodbi ES, zlasti v njenem členu 13 o boju proti diskriminaciji na podlagi spola, rase ali narodnosti, vere ali prepričanja, invalidnosti, starosti ali spolne usmerjenosti,
whereas the objective of equal opportunities for all is enshrined in the EC Treaty, particularly in Article 13 of the Treaty, which provides a legal basis for combating discrimination on grounds of sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation,
ker je kakovost šol v veliki meri odvisna od stopnje neodvisnosti njihovih programov in upravljanja,
whereas the quality of schools is to a large extent dependent on the degree of autonomy attaching to their plans and management,
ker so ustrezne poklicne kvalifikacije učiteljev telesne vzgoje zelo pomembne za telesni in duševni razvoj otrok ter za njih spodbujanje k zdravemu načinu življenja,
whereas appropriate professional qualifications for physical education teachers play a very important role in the physical and mental development of children and in encouraging them to adopt a healthy way of life,
odločno podpira analizo, da izboljšanje kakovosti izobraževanja učiteljev zelo ugodno vpliva na uspeh učencev;
Strongly supports the analysis that raising the quality of teacher education leads to substantial gains in student performance;
meni, da bi moralo biti zagotavljanje širšega in kakovostnejšega izobraževanja učiteljev skupaj s politikami, usmerjenimi v zaposlovanje najboljših kandidatov na mesta učiteljev, ključna prednostna naloga vseh ministrstev za šolstvo;
Considers that the provision of more and better quality teacher education combined with policies aimed at recruiting the best candidates into the teaching profession should be key priorities for all education ministries;
je prepričan, da je treba povečanje izdatkov za izobraževanje usmeriti na področja, ki najbolj prispevajo k izboljšanju uspeha učencev;
Believes that increases in education expenditure should target the areas that produce the greatest improvements in student performance;
poudarja, da morajo države članice usposabljanju učiteljev nameniti več pozornosti in več sredstev, da bi dosegle bistven napredek pri doseganju ciljev programa Lizbonske strategije "Izobraževanje in usposabljanje 2010", in sicer povečale kakovost izobraževanja in okrepile vseživljenjsko učenje v Uniji;
Emphasises that Member States must attach greater importance and allocate more resources to teacher training if significant progress is to be made in achieving the Lisbon Strategy's Education and Training 2010 objectives, namely that the quality of education is to be boosted, and that lifelong learning is to be reinforced across the Union;
odločno podpira stalen in skladen poklicni razvoj učiteljev ves čas opravljanja poklica; priporoča, naj se učiteljem redno zagotavljajo akademske, poklicne in finančne možnosti, kot so državne štipendije, da bi izboljšali in posodobili svoje spretnosti in kvalifikacije ter pedagoško znanje; meni, da morajo biti te možnosti usposabljanja strukturirane na način, da se kvalifikacije priznajo v vseh državah članicah;
Strongly encourages the promotion of continuous and coherent professional development for teachers throughout their careers; recommends that all teachers have regular academic, work and financial opportunities, such as government scholarships, to improve and update their skills and qualifications, as well as their pedagogical knowledge; considers that these training opportunities should be structured in such a way that the qualifications are recognised in all the Member States;
poudarja, da je treba okrepiti nadnacionalen dialog in izmenjavo izkušenj zlasti glede zagotavljanja in učinkovitosti stalnega poklicnega razvoja na področju izobraževanja predšolskih, osnovnošolskih in srednješolskih učiteljev;
Stresses the need for increased transnational dialogue and exchanges of experience, especially in the provision and effectiveness of continuing professional development in the field of pre-school, primary and secondary teacher education;
zahteva, da se posebna pozornost nameni uvajanju novih učiteljev; spodbuja razvoj podpornih mrež in programov mentorstva, prek katerih imajo lahko učitelji z dokazanimi izkušnjami in sposobnostjo ključno vlogo pri usposabljanju novih kolegov, posredovanju znanja, pridobljenega med uspešnim opravljanjem poklica, spodbujanju skupinskega učenja in obravnavanju stopenj osipa učiteljev novincev; je prepričan, da lahko učitelji s skupnim delom in učenjem pomagajo izboljšati uspešnost šole in splošno učno okolje;
Urges that particular attention be paid to the initial induction of new teachers; encourages the development of support networks and mentoring programmes, through which teachers of proven experience and capacity can play a key role in new colleagues' training, passing on knowledge acquired throughout successful careers, promoting team-learning and helping to tackle drop-out rates among new recruits; believes that by working and learning together, teachers can help improve a school's performance and overall learning environment;
poziva države članice, naj se še naprej osredotočajo na zaposlovanje in zadržanje najboljših učiteljev, predvsem z zagotavljanjem, da bo ta poklic dovolj privlačen, obenem pa zagotovijo, da sestava učiteljskega kadra na vseh ravneh šolskega izobraževanja izraža socialno in kulturno raznolikost družbe;
Calls on the Member States to ensure that, while maintaining the focus on recruiting and retaining the best teachers, notably by making the profession sufficiently attractive, the composition of the teaching workforce at all levels of school education represents the social and cultural diversity within society;
poudarja tesno povezavo med zagotavljanjem, da bi bilo poučevanje privlačen in izpopolnjujoč poklic z dobrimi možnostmi za poklicno napredovanje ter uspešnim zaposlovanjem motiviranih ter zelo uspešnih diplomantov in strokovnjakov; poziva države članice, naj sprejmejo dodatne ukrepe za spodbujanje poučevanja kot poklica za najuspešnejše;
Emphasises the close link between ensuring that teaching is an attractive and fulfilling profession with good career progression prospects and the successful recruitment of motivated, high-achieving graduates and professionals; urges the Member States to take further measures to promote teaching as a career choice for top achievers;
poudarja, da je izrazito pomembna politika enakosti spolov; poudarja tudi pomen zagotavljanja visokokakovostnih predšolskih in osnovnošolskih učiteljev, ki morajo v skladu z njihovo odgovornostjo prejemati ustrezno raven socialne in strokovne podpore;
Stresses the particular importance of gender policy; stresses also the importance of ensuring that pre-school and primary school teachers are of high quality and that they receive the appropriate levels of social and professional support that their responsibilities entail;
priznava, da je pomembno stalno sodelovanje učiteljev v delovnih in debatnih skupinah v zvezi z njihovo dejavnostjo poučevanja; meni, da bi to delo morali podpirati mentorji in organi za izobraževanje; meni, da bi se zaradi sodelovanja pri pomembnih dejavnostih za preučevanje učnega procesa moralo povečati zanimanje za delo učiteljev, s tem pa tudi izboljšati njihova uspešnost;
Recognises the importance of the ongoing participation of teachers in working and discussion groups relating to their teaching activity; believes that this work should be backed up by mentors and educational authorities; considers that participation in critical reflection activities concerning the teaching process should generate greater interest in teachers' work and thus improve their performance;
poudarja, da je šola pomembna za otrokovo socialno življenje in izobrazbo, kakor tudi za zagotavljanje znanja in spretnosti, potrebnih za sodelovanje v demokratični družbi; poudarja, da je pomembno, da se kvalificirani, usposobljeni in izkušeni učitelji vključijo v pripravo učinkovitih metod pedagoškega usposabljanja za učitelje;
Insists on the important role of school in terms of children's social life and education as well as in giving them the knowledge and skills necessary for participating in democratic society; stresses the importance of having qualified, competent and experienced teachers involved in the conception of effective pedagogical training methods for teachers;
poziva države članice, naj zagotovijo, da lahko ure telesne vzgoje v javnem sistemu izobraževanja izvajajo le ustrezno kvalificirani učitelji telesne vzgoje;
Calls on the Member States to ensure that only suitably qualified physical education teachers can give PE lessons within the public education system;
opozarja na izrazite razlike med povprečnimi plačami učiteljev, ne le med različnimi državami članicami, temveč tudi v povezavi s povprečnimi nacionalnimi dohodki in BDP na prebivalca; meni, da bi bilo treba učiteljem zagotoviti dobre plače, ki izražajo njihov pomen v družbi, in poziva, naj se sprejmejo ukrepi za preprečevanje "bega možganov" najboljših učiteljev na bolje plačana delovna mesta v zasebnem sektorju, zlasti na področju znanosti in tehnologije;
Highlights the marked differences between the average wages of teachers, not only between different Member States, but also in relation to average national incomes and GDP per capita; believes that teachers should benefit from good remuneration packages which reflect their importance to society, and calls for action to address the 'brain-drain' of top teachers to better-paid private sector posts, particularly in the areas of science and technology;