natgillin/translations-raw huggingface dataset:
pozdravlja, da Komisija v svojem akcijskem načrtu sprejema tudi ukrepe za izboljšanje razmer državljanov tretjih držav; priporoča, da se v celoviti politiki mobilnosti delovne sile vedno upoštevajo migracije državljanov tretjih držav;
Welcomes the fact that the Commission is also taking measures in its Action Plan to improve the situation of third country citizens; recommends that an integrated labour mobility policy should always take into account the migration of third-country citizens;
poudarja potrebo po tesnem sodelovanju med državnimi oblastmi, da bi prepoznali in odpravili krivice na področju pravosodja in obdavčevanja ob upoštevanju nacionalnih pristojnosti;
Stresses the need for close cooperation between national authorities in order to identify and eliminate iniquities in the fields of justice and taxation while respecting national competencies;
meni, da je bistveno dvigniti zavest o možnostih za predložitev pritožb in peticij glede oviranja poklicne mobilnosti in kršenja zakonodaje Skupnosti;
Considers it essential to raise awareness of the possibilities for submitting complaints and petitions about obstacles to job mobility and infringements of relevant Community legislation;
podpira in spodbuja udejanjenje koncepta poštene mobilnosti in poziva Komisijo, naj poskrbi za njegovo izvajanje, na primer s sodelovanjem predstavniških organizacij delavcev in delodajalcev, da se prepreči neprijavljeno delo in slabšanje delovnih pogojev;
Supports and encourages implementation of the concept of equitable mobility, and calls on the Commission to ensure its application, for example by involving workers' and employers' organisations in order to prevent undeclared work and the downgrading of working conditions;
poziva podjetja, naj spodbujajo mobilnost delavcev, na primer s prožnim delovnim časom in delom na daljavo;
Calls on firms to support worker mobility, for example through flexible working hours and teleworking;
poziva Komisijo, naj poišče instrumente, s katerimi bo odpravila zapletene ovire, ki lahko delavcem onemogočijo sprejetje zaposlitve v tujini, med drugim težave pri iskanju zaposlitve zakonca, visoki stroški preselitve, jezikovne prepreke, različno plačilo glede na spol in tveganje za izgubo določenih davčnih olajšav, pravice koriščenja prispevkov, nakazanih v nacionalni pokojninski sistem, sistem zdravstvenega zavarovanja ali zavarovanja za primer brezposelnosti; poudarja pomen vseživljenjskega učenja, zlasti v zvezi s pomenom učenja jezikov, ki je bistveno za izpolnjevanje spreminjajočih se zahtev trga dela;
Calls upon the Commission to seek instruments by means of which to eliminate the complex obstacles which can prevent workers from opting to work abroad, such as difficulty in finding work for one's partner or spouse, high relocation costs, language barriers, the gender pay gap and the risk of losing tax advantages or no longer being able to contribute to national pension, health insurance or unemployment insurance schemes; stresses the importance of lifelong learning, with particular reference to the importance of language learning, which is essential in order to meet the changing demands of the labour market;
pozdravlja namen Komisije, da bo nadalje ukrepala v zvezi s predlogom, ki ga je predložila leta 2005, in svojim spremenjenim predlogom direktive o minimalnih zahtevah za krepitev mobilnosti delavcev z izboljšanjem pridobivanja in ohranjanja pravic iz dodatnega pokojninskega zavarovanja iz leta 2007;
Welcomes the Commission's intention to follow up the proposal which it submitted in 2005 and its amended proposal of 2007 for a directive laying down minimum requirements for enhancing worker mobility by improving the vesting and preservation of supplementary pension rights;
poziva Komisijo in države članice, naj olajšajo mobilnost ranljivih skupin prebivalstva in pomagajo odstraniti ovire, na katere bi lahko naleteli, z ustvarjanjem kakovostnejših delovnih mest, bojem proti diskriminaciji, spoprijemanjem z novimi oblikami socialne izključenosti, podpiranjem enakosti med spoloma, podpiranjem družine in učinkovitim zagotavljanjem dostopa do delovnega mesta, nastanitve in prevoza;
Calls on the Commission and Member States to facilitate the mobility of vulnerable groups of the population and help remove the obstacles which they encounter by creating more quality jobs, combating discrimination, tackling new forms of social exclusion, supporting gender equality, supporting the family and effectively ensuring access to the workplace, accommodation services and transport;
poudarja, da so ženske z otroki manj mobilne od moških, in zahteva sprejetje ukrepov, ki bi to neravnovesje odpravili;
Emphasises that women with children are less mobile than men and calls for appropriate measures to be taken to offset that imbalance;
podpira SOLVIT kot instrument za hitro reševanje težav na notranjem trgu, pa tudi težav, povezanih z mobilnostjo delavcev; priporoča, da se za SOLVIT nameni več sredstev;
Supports SOLVIT as an instrument for swift resolution of problems in the internal market and equally of problems related to worker mobility; recommends that more resources to be made available to SOLVIT;
poziva Komisijo in države članice, naj spodbujajo programe pomoči poklicni mobilnosti mladih; meni, da bi se morali ti programi navezovati na odnos med delodajalcem in delavcem ter na priznavanje dodane vrednosti izkušenj, sposobnosti in spretnosti, vključno z znanjem jezikov, pridobljenih izven države stalnega prebivališča;
Calls on the Commission and the Member States to promote programmes in support of mobility for young professionals; believes that such programmes need to be grounded in the employer/employee relationship, and should recognise the value added arising from experience, abilities and skills, including knowledge of languages, acquired outside one's home country;
ker sta mobilnost študentov in učiteljev bistveni sestavini poklicne mobilnosti, meni, da bi bilo treba pri izvajanju evropskega akcijskega načrta za poklicno mobilnost nameniti več pozornosti pobudam, kot so bolonjski proces, Erasmus, Leonardo da Vinci in drugi programi;
Believes that, as student and teacher mobility are essential elements of job mobility, more attention should be paid to initiatives like the Bologna Process and the Erasmus, Leonardo da Vinci and other programmes when it comes to the implementation of the European Job Mobility Action Plan;
čestita Komisiji za njeno pobudo, da se posvetuje z vsemi akterji, udeleženimi pri spodbujanju poklicne mobilnosti na evropski ravni; meni, da bo s tem dialogom preglednost večja, da se bo spodbudilo povezovanje in izmenjava najboljše prakse in inovativnih pristopov za povečanje mobilnosti, pospešilo udejanjanje ustrezne mobilnosti ter da se bodo okrepila načela in vrednote, pridobljene na tej osnovi;
Congratulates the Commission on its initiative of consulting all parties involved in promoting labour mobility in the Union; believes that this dialogue will enhance transparency, stimulate networking and the exchange of best practice and innovative approaches so as to boost mobility and accelerate the implementation of mobility on a comprehensive basis, as well as consolidating the underlying principles and values;
priznava, da so programi Comenius, Erasmus in Leonardo pripomogli k temu, da lahko mladi študirajo v tujini, ter poudarja njihov pomen za poznejšo poklicno mobilnost; poziva Komisijo, naj preuči možnosti za razširitev dostopa do programov, pri tem pa upošteva posebne potrebe prikrajšanih skupin;
Acknowledges the contributions made by the Comenius, Erasmus and Leonardo programmes to enabling young people to study abroad, and stresses their importance from the point of view of later professional mobility; calls upon the Commission to examine the scope for expanding access to the programmes, bearing in mind the special needs of disadvantaged groups;
poziva k odločnemu prizadevanju evropskih šol in univerz ter vlad za občutno povečanje poklicne mobilnosti, na primer prek sodelovanja v mreži zainteresiranih skupin, ki jo je Komisija omenila v svojem sporočilu;
Calls for a strong commitment on the part of European schools and universities and of governments to significantly boosting job mobility, for example through their participation in the network of stakeholders mentioned by the Commission in its Communication;
meni, da bi bilo treba okrepiti sodelovanje med zasebnimi in javnimi podjetji ter izobraževalnimi ustanovami;
Believes that cooperation between private or public companies and educational institutions should be strengthened;
Resolucija Evropskega parlamenta z dne 18. decembra 2008 o vseživljenjskem učenju za znanje, ustvarjalnost in inovacije – izvajanje delovnega programa "Izobraževanje in usposabljanje 2010" ( 2008/2102(INI) )
European Parliament resolution of 18 December 2008 on delivering lifelong learning for knowledge, creativity and innovation - implementation of the 'Education & Training 2010 work programme' ( 2008/2102(INI) )
ob upoštevanju Sporočila Komisije z dne 12. novembra 2007 z naslovom "Vseživljenjsko učenje za znanje, ustvarjalnost in inovacije: Osnutek skupnega poročila za leto 2008 Sveta in Komisije o napredku pri izvajanju delovnega programa 'Izobraževanje in usposabljanje 2010'"( KOM(2007)0703 ) in spremnega delovnega dokumenta osebja Komisije ( SEK(2007)1484 ),
having regard to the Commission Communication of 12 November 2007 entitled 'Delivering lifelong learning for knowledge, creativity and innovation: Draft 2008 joint progress report of the Council and the Commission on the implementation of the Education and Training 2010 work programme' ( COM(2007)0703 ), as well as to the accompanying Commission Staff Working Document ( SEC(2007)1484 ),
ob upoštevanju podrobnega delovnega programa o spremljanju ciljev sistemov izobraževanja in usposabljanja v Evropi UL C 142, 14.6.2002, str.
having regard to the detailed work programme on the follow-up of the objectives of Education and training systems in Europe OJ C 142, 14.6.2002, p.
in posledično objavljenih vmesnih poročil o napredku pri njegovem izvajanju,
and to the subsequent joint interim reports on progress towards its implementation,
ob upoštevanju Resolucije Sveta z dne 15. novembra 2007 o izobraževanju in usposabljanju kot ključnih gibalih lizbonske strategije UL C 300, 12.12.2007, str.
having regard to the Council Resolution of 15 November 2007 on education and training as a key driver of the Lisbon Strategy OJ C 300, 12.12.2007, p.
ob upoštevanju Resolucije Sveta z dne 15. novembra 2007 o novih znanjih in spretnostih za nova delovna mesta UL C 290, 4.12.2007, str.
having regard to the Council Resolution of 15 November 2007 on the new skills for new jobs OJ C 290, 4.12.2007, p.
ob upoštevanju delovnega dokumenta osebja Komisije z dne 28. avgusta 2007 z naslovom Vzpostavljanje bolj na znanju temelječe politike in prakse na področju izobraževanja in usposabljanja ( SEK(2007)1098 ),
having regard to the Commission Staff Working Document of 28 August 2007 entitled 'Towards more knowledge-based policy and practice in education and training' (SEC(2007) 1098),
ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 23. aprila 2008 o uvedbi evropskega ogrodja kvalifikacij za vseživljenjsko učenje UL C 111, 6.5.2008, str.
having regard to the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning OJ C 111, 6.5.2008, p.
ob upoštevanju Evropske listine kakovosti za mobilnost UL L 394, 30.12.2006, str.8.
having regard to the European Quality Charter for Mobility OJ L 394, 30.12.2006, p 8.
ob upoštevanju Priporočila 2006/962/ES Evropskega parlamenta in Sveta z dne 18. decembra 2006 o ključnih kompetencah za vseživljenjsko učenje UL L 394, 30.12.2006, str.
having regard to the Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning OJ L 394, 30.12.2006, p.
ob upoštevanju svoje resolucije z dne 16. januarja 2008 o izobraževanju odraslih: Za učenje ni nikoli prepozno Sprejeta besedila, P6_TA(2008)0013 .
having regard to its resolution of 16 January 2008 on adult learning: "It is never too late to learn" Texts Adopted, P6_TA(2008)0013 .
ob upoštevanju svoje resolucije z dne 23. septembra 2008 o bolonjskem procesu in mobilnosti študentov Sprejeta besedila, P6_TA(2008)0423 .
having regard to its resolution of 23 September 2008 on the Bologna Process and student mobility Texts Adopted, P6_TA(2008)0423 .
ob upoštevanju svoje resolucije z dne 23. septembra 2008 o izboljšanju kakovosti izobraževanja učiteljev Sprejeta besedila, P6_TA(2008)0422 .
having regard to its resolution of 23 September 2008 on improving the quality of teacher education Texts Adopted, P6_TA(2008)0422 .
ob upoštevanju zaključkov predsedstva Evropskega sveta z dne 13. in 14. marca 2008,
having regard to the Presidency Conclusions of the European Council of 13-14 March 2008,
ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenja Odbora za pravice žensk in enakost spolov ( A6-0455/2008 ),
having regard to the report of the Committee on Culture and Education and the opinion of the Committee on Women's Rights and Gender Equality ( A6-0455/2008 ),
ker skuša Evropska unija do leta 2010 prevzeti vodilno mesto v svetu na področju kakovosti izobraževanja in sistemov usposabljanja, ki so ključni za nadaljnji napredek lizbonskega procesa,
whereas European Union is seeking, by 2010, become a world leader in the quality of education and training systems, such systems being crucial to further progress in the Lisbon Process,
ker je bil že dosežen napredek k večji avtonomiji in odgovornosti univerz in ker je treba okrepiti podporo, ki se jim nudi v tem procesu,
whereas progress has been made in increasing the autonomy and the accountability of universities and whereas there is a need to strengthen the support offered to them within this process,
ker bi morali sistemi izobraževanja in usposabljanja ženskam in moškim zagotavljati enake možnosti,
whereas education and training systems should provide equal opportunities for women and men,
ker je vključevanje razsežnosti enakosti med spoloma v politiko izobraževanja in usposabljanja bistveno za uspeh lizbonske strategije, katere cilj je tudi odprava neenakosti med ženskami in moškimi na evropskih trgih dela, še zlasti doseči 60-odstotno stopnjo zaposlenosti žensk do leta 2010,
whereas incorporating the gender equality dimension into education and training policies is crucial to the success of the Lisbon Strategy, one objective of which is to tackle inequalities between women and men in European labour markets, inter alia by achieving a 60% rate of employment among women by 2010,
ker si morajo države članice s sodelovanjem in izmenjavo zgledov najboljše prakse prizadevati za nadaljnjo reformo svojih nacionalnih sistemov izobraževanja in usposabljanja,
whereas Member States must, by working together and exchanging good practice, drive forward reform of their national education and training systems,
ker bi se skladne in celostne strategije in orodja vseživljenjskega učenja, o katerih sta se dogovorila Parlament in Svet, moralo izvajati dosledno, da bi dosegli cilje lizbonske strategije in okrepili trikotnik znanja,
whereas coherent and comprehensive lifelong learning strategies and tools agreed by Parliament and the Council should be implemented consistently in order to achieve the Lisbon Strategy objectives and to strengthen the knowledge triangle,
ker Evropa potrebuje višjo raven usposobljenosti in bi bilo treba na vseh stopnjah izobraževanja in usposabljanja spodbujati ustvarjalnost in inovativnost,
whereas Europe needs higher skill levels, and whereas creativity and innovation ought to be promoted at all stages of education and training,
ker je treba predvideti prihodnje potrebe po spretnostnih in znanjih na področju okolja in družbe, na primer tako, da bi podnebne spremembe in druge okoljske teme horizontalno vključili v vse oblike učenja,
whereas provision has to be made for future skills needs in the areas of the environment and society, for example by making climate change and other environmental issues cross-cutting subjects in all forms of learning,
ker bi morali učni programi prispevati k osebnemu razvoju študentov, saj bodo vključevali poučevanje o človekovih pravicah in evropskih vrednotah,
whereas curricula should contribute to students' personal development by including the teaching of human rights and European values,
ker morajo kakovost in učinkovitost sistemov izobraževanja in usposabljanja ter njihova dostopnost za državljane veljati za glavne cilje politik na evropski ravni,
whereas the quality and effectiveness of education and training systems, and their accessibility to citizens, must be seen as major policy goals at European level,
ker je treba pri izobraževanju in usposabljanju vedno upoštevati lokalne in regionalne možnosti, značilnosti in potrebe,
whereas education and training must always have regard to local and regional possibilities, characteristics and needs,
pozdravlja navedeno sporočilo Komisije z dne 12. novembra 2007 in izboljšave, ki jih navaja;
Welcomes the above-mentioned Commission Communication of 12 November 2007 and the improvements which it details;
ugotavlja, da bi moralo biti delovanje na področju izobraževanja in usposabljanja vedno podprto z dodatnimi ukrepi socialno-ekonomskega značaja, da bi se izboljšal splošni življenjski standard evropskih državljanov;
Notes that action in the field of education and training should be consistently supported with complementary measures of a socio-economic nature to improve the overall standard of living of European citizens;
poudarja, da je treba vključiti priseljence in manjšine (zlasti Rome) in si prizadevati za vključevanje skupin s posebnimi potrebami (predvsem žensk, invalidov in starejših) na vseh stopnjah in področjih izobraževanja; meni, da je treba nuditi dodatno podporo priseljencem, pri čemer bi moralo pripadnikom narodnostnih manjšin in Romom pomagati usposobljeno osebje, ki pripada isti manjšini ali vsaj govori njihov jezik;
Stresses the need to integrate migrants and minorities (especially Roma people), and to work on the inclusion of groups with special needs (primarily women and disabled and elderly people) at all levels and in all areas of education; considers that additional support should be provided to migrants, while ethnic minorities and Roma people should be assisted by trained staff who belong to the same minority or at least speak their native language;
poudarja pomen športa v izobraževanju in usposabljanju ter meni, da mu je treba nameniti posebno pozornost, na primer z več telesne vzgoje in športa v vseh oblikah izobraževanja, od predšolskega do univerzitetnega; poziva, naj se v učnih načrtih namenijo vsaj tri učne ure tedensko za šport, šolam pa je treba nuditi podporo, da po možnosti presežejo predpisani najmanjši čas;
Underlines the importance of sport in education and training and the need to give sport particular consideration, for example by enhancing the provision of physical education and sport throughout all forms of education, from pre-primary to university, and calls for at least three teaching periods per week to be set aside for sport in the curriculum and for support to be made available for schools to go beyond this prescribed minimum where possible;
poudarja odločilno vlogo družine in socialnega okolja v vseh vidikih izobraževanja in usposabljanja;
Emphasises the crucial role of families and the social environment in every aspect of education and training;
ugotavlja, da je izobraževanje nujno za družbeni in osebni razvoj žensk in moških, zato poudarja, da je treba krepiti izobraževanje in usposabljanje kot temeljno podporo, da se doseže cilj spodbujanja enakosti žensk in moških;
Notes that education is essential for the social and personal development of both women and men; underlines, therefore, the importance of reinforcing education and training as a fundamental aspect of promoting equality between women and men;
obžaluje, da izobraževalni sistemi žensk ne spodbujajo dovolj, da bi se usmerile v študijska področja in poklicno usposabljanje, kjer tradicionalno prevladujejo moški, a pozdravlja ukrepe, ki spodbujajo enakost med spoloma, ter poziva države članice, naj pripravijo programe, s katerimi bodo ženskam ponudile čim bolj raznolike možnosti poklicne usmeritve in poznejše spremljanje na trgu dela;
Deplores the fact that educational systems discourage women from entering traditionally male-dominated fields of employment and vocational training, but welcomes measures promoting gender equality and urges Member States to launch programmes aimed at giving women the most diversified professional guidance possible and subsequent assistance in the employment market;
poudarja, da neenake možnosti za ženske in moške pri dostopanju do kakovostnega vseživljenjskega izobraževanja še bolj izstopajo na otokih ter geografsko in socialno prikrajšanih območjih, zato poziva k večjemu spodbujanju izobraževalnih pobud v sklopu regionalne politike;
Stresses that the existing inequality of opportunity between women and men as regards high-quality lifelong learning and education are all the more marked in island regions and geographically and socially disadvantaged regions; calls therefore for greater promotion of educational initiatives within the framework of regional policy;
opaža dolgotrajno nezadostno zastopanost žensk na nekaterih študijskih področjih, na vseh ravneh, ter v raziskovalnem sektorju; zato poziva k praktičnim pozitivnim ukrepom, ki bodo izboljšali to stanje;
Notes the chronic under-representation of women in certain fields of study, at all levels, as well as in the research sector; encourages therefore practical, positive actions to be taken to remedy the situation;
ugotavlja, da so lahko študenti, ki prekinejo študij, zlasti mlade matere, žrtve diskriminacije, zato poziva k sprejetju prožnejših sistemov, ki jim bodo omogočili nadaljevanje študija ali usposabljanja po rojstvu otroka ter usklajevanje študija s poklicnim in družinskim življenjem;
Observes that students with interrupted study patterns, especially young mothers, can suffer discrimination, and calls for the adoption of more flexible approaches in order to facilitate the resumption of studies or training after the birth of a child and the combining of studies with professional and family life;
meni, da je treba izboljšati kakovost učnih načrtov in poučevanja na vseh ravneh, okrepiti socialno varnost učiteljev in posebej upoštevati njihovo stalno izpopolnjevanje in mobilnost;
Observes that the quality of curricula and teaching must be improved across the board, that teachers" social security must be improved, and that more attention must be paid to their continuing training and mobility;
poudarja, da je treba odločno spodbujati medijsko pismenost in poznavanje informacijskih in komunikacijskih tehnologij, ter priporoča, naj postane vzgoja za medije sestavni del učnih programov na vseh ravneh šolanja, učiteljem in starejšim pa bi bilo treba ponuditi pedagoške module s tega področja;
Emphasises the fact that media literacy and ICT knowledge should be strongly promoted and recommends both that media education should form an integral part of the curriculum at all levels of schooling and that media teaching modules should be offered for teachers and elderly people;
opozarja, da je treba olajšati prehod med različnimi sistemi izobraževanja in usposabljanja ter med formalnim, neformalnim in priložnostnim učenjem;
Points out that the transition between different education and training systems and between formal, non-formal and informal learning must be facilitated;