natgillin/translations-raw huggingface dataset:
ker je zaradi raznolikosti institucij visokega šolstva, podjetniških krogov in načinov sodelovanja težko oblikovati idealni način sodelovanja, ki bi ustrezal profilu, prednostnim ciljem in zahtevam vseh institucij v Evropi; ker je treba v vsakem primeru ohraniti avtonomijo univerz in njihovo zmožnost, da izberejo za svoje namene najustreznejše modele poslovnega partnerstva,
whereas the diverse range of higher education institutions, business circles and types of cooperation makes it hard to agree on an ideal cooperation model that would match the profile, priorities and requirements of every institution in Europe; whereas the autonomy of universities and their ability to choose the most suitable business partnership models for their purposes should be maintained in all circumstances,
ker je izobraževanje naloga družbe kot celote in se država posledično ne more izogniti svoji finančni odgovornosti,
whereas education is a task of society as a whole for which the State must not shirk its financial responsibility,
ker visokošolska izobrazba ostaja javna odgovornost, zato je javno financiranje univerz potrebno za ohranjanje enakega financiranja vseh študijskih programov, tudi humanističnih ved; ker je pomembno dati univerzam finančno podporo (na primer prek javno-zasebnih partnerstev), hkrati pa jim zagotoviti, da bodo obdržale svojo samostojnost in kakovost,
whereas higher education remains a public responsibility and therefore public financing to universities is needed in order to preserve equal financing to all fields of study, e.g. humanities; whereas it is important to support universities financially (for example through public-private partnerships), while at the same time guaranteeing their autonomy and quality assurance,
ker sta izobraževanje in usposabljanje, ki morata zagotoviti usvajanje temeljev splošne in državljanske kulture, odlična načina za pomoč nerazvitim regijam, da premostijo razlike, poleg tega, da ustvarjata delovna mesta in spodbujata konkurenčnost, pa sta bistvena tudi za kulturni in medkulturni pluralizem ter državljansko življenje,
whereas education and training, which should lead to acquisition of the fundaments of general and civic culture, are excellent means of helping underdeveloped regions close up and, in addition to job creation and the promotion of competitiveness, are essential for cultural and intellectual plurality and civic life,
ker ima sodelovanje med univerzami in podjetji podporo v številnih programih EU, a te dejavnosti pogosto niso usklajene med institucijami,
whereas university-business cooperation is supported by many EU programmes, but such action is not always coordinated among institutions,
pozdravlja omenjeno sporočilo Komisije z naslovom Novo partnerstvo za posodobitev evropskih univerz: forum EU za dialog med univerzami in podjetji ter njegove predloge za področja prihodnjega sodelovanja;
Welcomes the above-mentioned Commission communication entitled ‘A new partnership for the modernisation of Europe's universities: the EU Forum for University Business Dialogue’, and the areas on which it proposes to focus future cooperation;
priznava, da izzivi, navedeni v sporočilu, niso novi in da do sedaj niso bili uspešno obravnavani; meni pa, da je stalen dialog in sodelovanje na lokalni, regionalni, nacionalni in evropski ravni, vključno z izmenjavo zgledov najboljše prakse v zvezi s programi in instrumenti, bistvenega pomena pri oblikovanju tesnejših vezi in partnerstev med univerzitetnimi in podjetniškimi skupnostmi, saj se tako premagujejo morebitne kulturne, institucionalne in operativne ovire med njimi, hkrati pa se prispeva k ustvarjanju družbe, temelječe na znanju, razvoju uporabnih raziskav in boljšim možnostim zaposlitve na trgu za diplomirance;
Recognises that the challenges identified in the communication are not new, and that they have not been addressed successfully to date; believes, however, that continuous dialogue and collaboration at local, regional, national and European level, including exchanges of best practice in relation to programmes and instruments, are vital in establishing closer links and partnerships between the university and business communities, thus overcoming possible cultural, institutional and operational barriers between them, as well as helping to create a knowledge-based society, develop applied research and improve graduates' labour market prospects;
priznava, da se evropske univerze močno razlikujejo glede na velikost, vire, discipline, organizacijo, nacionalnost in vrsto; meni pa, da bi lahko vsaki na svoj način koristilo nacionalno in čezmejno sodelovanje s podjetniško skupnostjo pod pogojem, da obstaja jasno zavedanje o dejanskem okviru, v katerem naj se razvijajo njihove raziskovalne in izobraževalne zmožnosti; meni, da se tudi na regionalni ravni močno prispeva k sodelovanju med univerzami in podjetniško skupnostjo;
Recognises the fact that there are wide differences among European universities, with regard to their size, resources, disciplines, organisation, nationality and type; believes, however, that each of them could benefit in its own way from national and cross-border collaboration with the business community, provided that there is a clear awareness of the actual context in which their research and education capacities are developed; takes the view that a major contribution is also being made at regional level to boost collaboration between universities and the business community;
pozdravlja sporočilo ministrov za visoko šolstvo, objavljeno po konferenci 28. – 29. aprila 2009, v katerem se zavezujejo k uresničitvi ciljev evropskega visokošolskega prostora, v katerem je visoko šolstvo javna odgovornost in si vse visokošolske ustanove prek raznolikosti svojih nalog prizadevajo odzivati se na potrebe družbe v širšem smislu;
Welcomes the communiqué of the Conference of European Ministers Responsible for Higher Education of 28-29 April 2009, which stresses their commitment to ‘the goals of the European Higher Education Area, which is an area where higher education is a public responsibility, and where all higher education institutions are responsive to the wider needs of society through the diversity of their missions’;
sprejema mnenje, da morata dialog in sodelovanje med podjetji in institucijami visokega šolstva ostati eden od prednostnih ciljev za bližjo prihodnost, skupaj z dialogom in sodelovanjem z vsemi ostalimi sektorji družbe, tako da so lahko vse zainteresirane strani deležne koristi na podlagi kulturnega, znanstvenega in tehničnega znanja, ki ga ustvarjajo in razširjajo institucije visokega šolstva; poudarja, da je treba ohraniti intelektualno in finančno neodvisnost institucij visokega šolstva od podjetij in da visokošolsko izobraževanje ne sme biti odvisno od podjetij; poudarja, da morajo univerze v vsakem primeru ohraniti avtonomijo pri odločanju o svojih učnih načrtih in strukturah upravljanja;
Endorses the view that dialogue and cooperation between business and higher education institutions should remain one of the priorities for the near future, along with dialogue and cooperation with all other sectors of society, so that all stakeholders can benefit from the cultural, scientific and technical knowledge produced and disseminated by higher education institutions; stresses that the intellectual and financial independence of higher education institutions vis-à-vis business must be maintained and no relations of dependency on business must arise on the part of higher education; underlines that universities should in all circumstances maintain the autonomy to decide over their curricula and governance structures;
poziva k zavedanju in konkretnemu ukrepanju držav članic, kjer pravni in finančni okvir še vedno ne nagrajujeta ali celo ovirata prizadevanja univerz za sodelovanje s poslovnim sektorjem;
Calls for awareness and concrete action by Member States where legal and financial framework still fail to reward or even inhibit the efforts of universities to cooperate with the business sector;
poudarja, da v ospredju dialoga med univerzami in poslovnim sektorjem ne smejo biti samo matematika, naravoslovje in tehnologija, temveč je treba pokriti vse študijske programe, tudi humanistične vede;
Emphasises that university-business dialogue should not be targeted only at the mathematics, science and technology (MST) education but should cover all fields of study, e.g. humanities;
meni, da je treba okrepiti meddisciplinarnost in čezdisciplinarnost izobraževalnih in raziskovalnih programov ter sodelovanje med univerzami, s tega vidika pa je IKT ključni bistveno orodje;
Considers it necessary to strengthen the interdisciplinary and transdisciplinary nature of education and research programmes as well as cooperation among universities, and that ICT are an essential tool in this respect;
poziva k boljši učinkovitosti evropskih univerz z izvajanjem načela trikotnika znanja raziskovanje-izobraževanje-inovacije, ob upoštevanju potrebe po boljših povezavah med podjetji in univerzami, kot v primeru skupnosti znanja in inovacij (SZI) Evropskega inštituta za tehnologijo, ter obenem spodbuja univerze, naj znotraj vplivnega območja v svojem raziskovalnem in inovacijskem programu upoštevajo družbeno in gospodarsko okolje;
Calls for improvements in the performance of European universities through the implementation of the principle of the ‘research-education-innovation’ knowledge triangle, bearing in mind the need for better business-university links, as exemplified by the Knowledge and Innovation Communities (KICs) of the European Institute of Innovation and Technology (EIT), and at the same, encourages universities to take into account the social and economical environment within their main area of influence in their research and innovation programme;
poudarja, da se bodo z okrepitvijo dialoga in sodelovanja med univerzami in podjetji povečale možnosti za vzajemne koristi, ki bodo spodbudile gospodarsko rast, hkrati pa bodo koristne v širšem družbenem smislu, saj bodo prispevale k razvoju družbe, temelječe na znanju;
Emphasises that improved dialogue and collaboration between universities and business will offer increased opportunities to gain mutual benefits that not only stimulate economic growth, but are also useful in a wider social sense in that they contribute to an ever-improving knowledge-based society;
poudarja, da bi bile koristi okrepitve dialoga in sodelovanja med univerzami in podjetji na tem področju prav tako pomembne za krepitev dialoga in sodelovanja med univerzami ter nacionalnimi, evropskimi in mednarodnimi ustanovami in organizacijami civilne družbe, pa tudi za izboljšanje interakcije med univerzami in širšo družbo;
Emphasises that the benefits of improved dialogue and collaboration between universities and business in this context would be equally relevant in terms of enhancing dialogue and collaboration between universities and national, European and international institutions and civil society organisations, as well as improving the interaction between universities and society at large;
poziva nacionalne, regionalne in lokalne oblasti, naj skupaj z zasebnim sektorjem še naprej preučujejo in financirajo procese, ki krepijo sodelovanje med univerzami in podjetji, ter odpravijo upravne ovire, ki jih zavirajo; uredba o strukturnih skladih zagotavlja možnost financiranja podpornih ukrepov za mala in srednja podjetja v okviru sistema potrdil o znanju, ki ga že uporabljajo številne države članice;
Calls on national, regional and local authorities to continue, in association with the private sector, to explore and fund processes that enhance the interaction between universities and business, and to remove the administrative obstacles that impede them; points out that the Structural Fund regulation offers the possibility of funding support measures for SMEs along the lines of the system of knowledge vouchers currently in use in a number of Member States;
predlaga, naj bo poseben poudarek namenjen zagotavljanju dostopa majhnih in srednjih podjetij do visokošolskega izobraževanja in raziskav tako z večjim javnim financiranjem kot s preprostejšo birokracijo;
Suggests that a special focus should be placed at securing SMEs (Small and Medium-sized Enterprises) access to university education and research both by increasing public funding and by simplifying bureaucracy;
poudarja, da je treba povzdigniti in spodbuditi preiskave in raziskave, vendar ne samo v naravoslovju in tehnologiji, temveč tudi v družboslovju in humanistiki, ki ponujata dragoceno znanje za sodobno poslovanje;
Underlines the need to dignify and give an incentive to investigation and research, not only in scientific and technologic areas but also in social and human areas where valuable knowledge for state-of-the-art business is provided;
podpira vlogo majhnih in srednje velikih raziskovalnih projektov z ozirom na mreže odličnosti na podlagi velikih celovitih projektov;
Supports the role of small and medium-sized research projects ahead of networks of excellence based on large integrated projects;
poziva podjetja in univerze k skupnemu delovanju, da se uravnoteži neenako zastopanost spolov na nekaterih univerzitetnih oddelkih;
Calls on businesses and universities to act together in order to balance the unequal gender distribution present in some university departments;
ponovno opozarja, da je vseživljenjsko učenje pomembno in da pokriva veliko področij, ki segajo od splošne izobrazbe do neformalnega in formalnega učenja, koristnega za gospodarsko, socialno, kulturno in državljansko življenje, ter poklicnega izobraževanja in usposabljanja;
Recalls the importance of the definition of lifelong learning and the many concepts it covers, ranging from general education to non-formal and informal learning useful for economic, social, cultural and civic life and vocational education and training;
poudarja, da mora EU, glede na to, da pomeni vseživljenjsko učenje nenehen stik ne samo z izobraževanjem in usposabljanjem, ampak tudi s kulturo, spodbujati, da nacionalni organi podpirajo, javne univerze pa ohranjajo in spodbujajo vključevanje humanističnih ved v učne načrte;
Stresses that since lifelong learning is a continuous contact not only with education and training but also with culture, it is of crucial importance for the EU to encourage, for the national states to support and for the public universities to preserve and promote the inclusion of the humanities in their educational curricula;
opozarja, da je eno glavnih sporočil to, da je treba povečati naložbe v evropske človeške vire, da bi se dala prednost največjemu bogastvu Evrope – njenemu prebivalstvu, ki se lahko prilagaja nenehno se spreminjajočim okoliščinam na trgu dela;
Recalls that one of the key messages is to raise the level of investment in Europe's human resources in order to give priority to the EU's most important asset – its people, who can adapt to the constantly changing circumstances of the labour market;
poudarja, da je treba možnosti vseživljenjskega učenja čim bolj približati potrebam posameznikov, ranljivih družbenih skupin in trga dela, ter dodaja, da bo zaradi nenehnega spreminjanja teh potreb nenehno izobraževanje nujno potrebno, ter v zvezi s tem posebej poudarja s tem povezane socialne in finančne izzive; opozarja, da „doživljenjska zaposlitev“ ne obstaja več in da sta usposabljanje in prekvalifikacija bistvenega pomena; ponovno poudarja, da je treba pogoje, ki so primerni za spodbujanje pozitivnega odnosa do učenja, zagotavljati od otroštva dalje;
Points out the need to match lifelong learning opportunities as closely as possible to the needs of individuals, of vulnerable social groups and of the labour market, and emphasises that the constantly changing nature of those needs makes continuing education an inevitable necessity and, in this connection, lays particular stress on the social and financial challenges involved; recalls that there is no longer any such thing as a ‘job for life’ and that training and retraining are essential; reiterates that conditions suitable for promoting a positive attitude to learning need to be created from childhood;
poudarja, da so vseživljenjsko učenje, obveščenost in usposabljanje ter obvladovanje veščin, ki so posebej pomembne za trg dela, osnova tudi za posameznikovo intelektualno in osebno rast;
Emphasises that lifelong learning, information and training, as well as providing particularly important skills for the labour market, are also a precondition for man's intellectual development and personal growth;
poudarja pomembnost razvijanja in spodbujanja sodobnih oblik vseživljenjskega učenja prek interneta, da postane izobraževanje bolj neposredno in zahteva manj časa, zlasti za delavce v podjetjih;
Emphasises the importance of creating and promoting modern techniques for lifelong learning through the internet, so that education can become more direct and less time-consuming, especially for workers in businesses;
poziva univerze, naj ob upoštevanju demografskih sprememb v Evropi (staranje prebivalstva) in tudi spreminjajočih se pogojev na trgu dela, ki so posledica gospodarske, družbene in zaposlitvene krize, povečajo dostopnost do učenja in posodobijo učne načrte tako, da se bodo ti odzivali na nove izzive, da bi izboljšali veščine evropske delovne sile;
Bearing in mind the demographic transformation of Europe (into an ageing society) and also the changing conditions of the labour market due to the economic, social and employment crisis, calls on universities to widen access to learning and to modernise curricula addressing the new challenges in order to upgrade the skills of the European workforce;
poziva univerze, naj ob upoštevanju, da sodi izobrazba med najpomembnejša in najučinkovitejša sredstva za socialno vključevanje ter boj proti revščini in neenakostim, tudi invalidom omogočijo lažji dostop do učnih programov in programov za mednarodno izmenjavo;
Bearing in mind also that education is one of the most important and effective means of social inclusion and of combating poverty and inequalities, urges universities to widen access to learning and international exchange programmes also for people with disabilities;
ponovno poudarja pomen prenosa in izmenjave znanja, spretnosti in izkušenj, ki so jih pridobili odrasli, saj se tako mlade generacije lažje uvedejo na trg dela (na primer z mentorstvom);
Reiterates the importance of transmitting and exchanging the knowledge, skills and experience gained by adults, as a mean of guiding younger generations into the labour market (for example through mentoring schemes);
predlaga nadaljnjo uporabo novih učnih metod s poudarkom na eksperimentalnem učenju, učenju na daljavo, e- učenju in mešanih oblikah učenja;
Suggests the further use of new educational methods, focused on experimental learning, distance learning, e-learning, and mixed forms of learning;
poudarja, da je treba oblikovati, spodbujati in okrepiti večjo kulturo učenja ter da sta nadaljevanje usposabljanja in preusposabljanje v vseh življenjskih obdobjih bistvena za povečanje konkurenčnosti Evrope ter spodbujanje rasti in zaposlovanja v Evropi;
Emphasises that a stronger learning culture must be established, promoted and reinforced, and that continuing training and retraining at all stages of life are critical to increase Europe's competitiveness and foster growth and jobs in Europe;
poudarja, da je treba zagotoviti več možnosti za spodbujanje nenehnega prilagajanja spremembam na trgu dela – kar je prednostna naloga Evropske unije, zlasti v sedanji recesiji – s spodbujanjem vseživljenjskega učenja, zlasti z razvojem učnih programov na daljavo, ki so posebej prilagojeni novim tehnologijam in tečajev za osebe, starejše od 45 let, ki so bolj ranljive in izpostavljene socialni izključenosti;
Stresses the need to provide more scope for stimulating continuous adaptation to the changing labour market – which is a priority for the European Union, especially in the current recession – by fostering lifelong learning, particularly through the development of distance learning courses specially adapted to the new technologies and courses for the over-45s, who are more vulnerable and at greater risk of social exclusion;
spodbuja podjetja, naj okrepijo spodbude za usposabljanje za svoje zaposlene, na primer z nadaljevalnimi seminarji in s financiranjem podiplomskega študija;
Encourages businesses to give their employees more incentives for training, for example through continuing seminars and through financing post-graduate qualifications;
predlaga nov pristop na osnovi spremljanja skozi življenje, pri katerem bi imeli univerze, študentje in cel niz gospodarskih in družbenih sektorjev koristi od tesnejšega sledenja mladim diplomantom z namenom ocenjevanja uporabnosti izobraževalnih programov;
Suggests a new approach of guidance through life, whereby universities, students and the whole range of economic and social sectors would benefit from following up young graduates more closely in order to assess the economic and social usefulness of education programmes;
ponovno poudarja potrebo po večji privlačnosti in dostopnosti virtualnega učenja;
Recalls the necessity to further increase the attractiveness and availability of virtual learning;
Mobilnost, partnerstvo in izobraževalni programi
Mobility, partnerships and curricula
ponovno poudarja, da je mobilnost temelj evropskega visokega šolstva, pri katerem so evropske univerze vabljene, naj prispevajo inovativne, daljnosežne in metodične reforme izobraževalnih programov; zatrjuje, da bi to moral biti politični prednostni cilj pri ponovni opredelitvi glavnih ciljev bolonjskega procesa po 2010;
Reiterates that mobility is a cornerstone of the European higher education area, in which European universities are invited to undertake innovative, far-reaching and methodical curricular reform; affirms that this should be a political priority in the context of redefining the major goals of the Bologna Process beyond 2010;
poudarja, da je mobilnost med državami ter med univerzami in podjetji bistvena za dosego tesnejšega sodelovanja med obema sferama;
Emphasises that mobility between countries and between universities and business is a key to achieving closer cooperation between the two worlds;
poziva Komisijo, naj predlaga zakonodajni okvir, ki bo namenjen podpori in omogočanju lažje mobilnosti med univerzami in podjetji ter med študenti in univerzitetnimi učitelji, ter naj poudari potrebo po priznavanju in certificiranju te oblike učenja in poučevanja;
Asks the Commission to propose a legal framework designed to support and facilitate mobility between universities and business, and among students and university lecturers, and to emphasise the need to recognise and certify this form of learning and teaching;
spodbuja podaljšanje in razširitev posameznih shem mobilnosti, kot sta Erasmus za mlade podjetnike in Erasmus za vajence, pa tudi organizacijo podiplomskih programov „European Master of Excellence“, v sodelovanju z različnimi univerzami in z dejavnim sodelovanjem podjetij ter v kombinaciji s štipendijami za študente in spodbudami za raziskovalce; meni, da bi bile lahko takšne pobude koristne tudi za doseganje ciljev mobilnosti, učenja jezikov in pridobivanja izkušenj na področju podjetništva in delovanja v multikulturnem okolju;
Encourages not only the extension and expansion of individual mobility schemes such as Erasmus for Young Entrepreneurs and Erasmus for Apprentices, but also the organisation of postgraduate European Masters of Excellence programmes, in cooperation with different universities and with the active participation of businesses, coupled with grants for students and incentives for researchers; believes that such initiatives could also serve the goals of mobility, language learning and the acquisition of multicultural and entrepreneurial experience;