natgillin/translations-raw huggingface dataset:
poudarja, da morajo biti učitelji bolje pripravljeni na izpolnjevanje številnih novih zahtev; priznava izzive, pa tudi priložnosti za učitelje, ki jih prinaša razvoj informacijskih in komunikacijskih tehnologij; spodbuja dajanje prednosti izobraževanju na področju informacijskih in komunikacijskih tehnologij med začetnim in poznejšim usposabljanjem, da se zagotovi posodobljeno poznavanje najnovejšega tehnološkega razvoja in njegovo vključevanje v izobraževalni proces ter da se učiteljem zagotovi možnost, da pridobijo potrebne spretnosti, ki jih bodo uporabili v razredu;
Emphasises that teachers must be better equipped to meet the range of new demands made on them; recognises the challenges that developments in ICT present to teachers, but also the opportunities; encourages the prioritisation of ICT education during initial and subsequent training to ensure up-to-date knowledge of recent technological developments and their educational application and to ensure that teachers have the necessary skills to take advantage of these in the classroom;
meni, da bi moral cilj usposabljanja med drugim biti, da se učiteljem zagotovi inovativni okvir, ki ga potrebujejo za vključitev okoljskega vidika v njihove dejavnosti in nova tematska področja; podpira lokalne seminarje za izpolnjevanje potreb, ugotovljenih v posameznih okoliščinah, ter programe za osebje zadevnih ustanov, katerih namen je izvajanje konkretnih projektov, ki upoštevajo njihove potrebe in posebne okoliščine;
Believes that training should aim, amongst other objectives, to provide teachers with the innovative framework they need in order to mainstream the environmental perspective into their activities and into the new subject areas; favours local seminars aimed at meeting needs detected in particular contexts and courses intended for the staff of a given establishment, with a view to implementing concrete projects which take into account their needs and their particular context;
poudarja, da bi lahko z mobilnostjo učiteljev, boljšim sodelovanjem in timskim delom izboljšali ustvarjalnost in inovativnost učnih metod ter olajšali učenje na podlagi najboljših praks;
Emphasises that teacher mobility, better cooperation and team work could improve the creativity and innovation of teaching methods and would facilitate learning based on best practices;
poziva Komisijo, naj poveča finančna sredstva, namenjena podpori izobraževanju učiteljev prek programa vseživljenjskega učenja, predvsem izmenjave učiteljev med šolami v sosednjih državah in regijah; poudarja, da mobilnost pospešuje širjenje zamisli in najboljših praks na področju poučevanja ter spodbuja izboljšanje znanja tujih jezikov in poznavanja drugih kultur; poudarja, da je treba učiteljem zagotoviti več možnosti za učenje jezikov ves čas opravljanja poklica, s čimer se bodo med drugim povečale tudi možnosti v okviru programov Unije za mobilnosti;
Calls on the Commission to reinforce the financial resources available to support teacher education through the Lifelong Learning Programme, and in particular teacher exchanges between schools in neighbouring countries and regions; emphasises that mobility facilitates the spread of ideas and best practice within teaching and promotes improvements in foreign language skills as well as awareness of other cultures; stresses that teachers should benefit from greater language learning facilities throughout their careers, which, inter alia, will maximise the opportunities provided by Union mobility programmes;
poziva k temu, da se pri usposabljanju učiteljev da prednost medijskim študijam in da se obstoječi moduli medijskih študij določijo kot pomemben sestavni del pri osnovnem usposabljanju učiteljev;
Calls for media studies to be assigned priority in teacher training and for media studies modules already underway to be an important component in the basic training of teachers;
poudarja ključno vlogo programa Comenius in šolskega partnerstva Comenius-Regio v tem okviru za mobilnost učiteljev;
Highlights the crucial role of the Comenius and Comenius-Regio school partnership in this teacher mobility framework;
odločno podpira zgodnje učenje tujih jezikov in vključitev jezikovnih tečajev v vse osnovnošolske učne programe; poudarja, da je za uresničitev tega cilja bistvenega pomena ustrezno vlaganje v zaposlovanje in usposabljanje učiteljev tujih jezikov;
Strongly supports foreign language learning from a very early age and the inclusion of language lessons in all primary curricula; emphasises that sufficient investment in recruiting and training foreign language teachers is vital in order to achieve this objective;
poudarja, da bi moral biti vsak učitelj vzor obvladovanja svojega jezika, ker je to bistveno orodje za pravilno izražanje, učencem pa pomaga pri učenju drugih predmetov ter hkrati prispeva k razvoju njihove sposobnosti komuniciranja, kar je vedno pomembnejši dejavnik pri veliko poklicnih dejavnostih;
Stresses that every teacher should be a role model as regards the mastery of his or her own language, since this is a vital tool for correct transmission and facilitates pupils' learning of the remaining subjects while developing their ability to communicate, a factor of ever greater importance in numerous professional activities;
poudarja, da morajo imeti vsi učitelji v vseh državah članicah potrdilo o znanju vsaj enega tujega jezika;
Underlines the need for teachers in all Member States to have certificated competence in at least one foreign language;
poziva k spodbujanju medijske usposobljenosti v šolskem, pošolskem in zunajšolskem izobraževanju učiteljev na področju medijskih študij in vseživljenjskega učenja prek sodelovanja med javnimi organi in zasebnim sektorjem;
Calls for media competence to be promoted in the school, post-school and extramural education of teachers in the context of media studies and lifelong learning by means of cooperation between the public authorities and the private sector;
poudarja, da ni mogoče nadomestiti časa, ki ga učitelji preživijo z učenci v razredu, ter je zaskrbljen, da lahko vedno več administrativnega in pisarniškega dela negativno vpliva na ta čas in čas, porabljen za priprave na učne ure;
Emphasises that there is no substitute for the time teachers spend in the classroom with students and is concerned that increasing administration and paperwork can be detrimental to this and to time spent preparing classes;
poziva k uvedbi državljanske vzgoje kot obveznega predmeta pri usposabljanju učiteljev in v šolah, da bi učitelji in učenci pridobili potrebno znanje o državljanskih pravicah in obveznostih ter pravicah in obveznostih v Uniji, pa tudi analizirali in kritično ocenili aktualne politične in družbene razmere in procese;
Calls for civic education to become a compulsory subject both in teacher training and at schools, so that teachers and pupils have the requisite knowledge of citizens' rights and obligations and of the Union and can analyse and critically assess topical political and social situations and processes;
meni, da ima vsaka šola edinstven odnos s svojo lokalno skupnostjo in da morajo imeti vodstveni delavci v šolah večjo odgovornost pri sprejemanju odločitev, ki jim bo omogočala obravnavanje izobraževalnih izzivov in potreb v zvezi s poučevanjem, značilnih za njihovo okolje, v sodelovanju s starši in zainteresiranimi stranmi lokalne skupnosti; poudarja, da mora biti učiteljski poklic zaradi prihoda zelo raznolikih skupin priseljencev posebej osveščen o medkulturnih vprašanjih in procesih, ne le v šolah, ampak tudi v povezavi z družinami in njihovim neposrednim lokalnim okoljem, v katerem se krepi raznolikost;
Considers that every school has a unique relationship with its local community, and that school leaders should have greater decision-making responsibility that allows them to address the educational challenges and teaching requirements particular to their environment, in collaboration with parents and with local community stakeholders; stresses that, with the arrival of a highly diverse immigrant population, the teaching profession needs to be made specifically aware of intercultural issues and processes, not only within schools but also in relation to families and their immediate local environment, where diversity flourishes;
poudarja, da program Comenius zelo pozitivno vpliva na učitelje in je pomemben za majhne skupnosti, zlasti na socialno in gospodarsko ogroženih območjih, saj spodbuja vključevanje in večjo osveščenost o evropski razsežnosti v izobraževanju;
Emphasises the extremely beneficial impact of the Comenius programme on teachers and its importance for small communities, especially in socially and economically deprived areas, in that it promotes inclusion and greater awareness of the European dimension in education;
pozdravlja dogovor držav članic o sodelovanju za okrepitev usklajevanja politik o izobraževanju učiteljev, predvsem z odprto metodo usklajevanja; odločno poziva države članice, da v celoti izkoristijo to priložnost, da se učijo druga od druge, ter poziva, da se z njim posvetuje o časovnem razporedu in razvoju na tem področju;
Welcomes the agreement of the Member States to work together to enhance the coordination of teacher education policies, notably through the Open Method of Coordination; urges the Member States to take full advantage of this opportunity to learn from each other and asks be consulted on the timetable and developments in this area;
poudarja potrebo po boljših statističnih podatkih glede usposabljanja učiteljev v Uniji, da se spodbudijo izmenjava informacij, večje sodelovanje in izmenjava najboljših praks; predlaga, da države članice v sodelovanju s Komisijo oblikujejo sisteme, ki zagotavljajo stalno razpoložljivost primerjalnih podatkov o izobraževanju učiteljev na področju predšolskega, osnovnošolskega in srednješolskega izobraževanja;
Underlines the need for better statistics on teacher training across the Union, in order to encourage the sharing of information, greater cooperation and the exchange of best practice; proposes that the Member States, in cooperation with the Commission, put in place systems that ensure comparative data is readily available on teacher education across pre-school, primary and secondary education;
meni, da je za obravnavanje nasilja v šolah bistveno doseči tesnejše sodelovanje med ravnatelji in starši ter oblikovati orodja in postopke za učinkovito reševanje tega pojava;
Considers that, in order to deal with violence at schools, it is vital to achieve closer cooperation between head teachers and parents and to create the tools and procedures to tackle the phenomenon effectively;
poudarja pomembnost poučevanja, pri katerem se upošteva različnost spolov, in enakosti spolov pri usposabljanju učiteljev;
Stresses the importance of gender-sensitive teaching and of the gender aspect in teacher training;
poziva Komisijo, naj razširja modele najboljše prakse držav članic, ki izboljšujejo splošne življenjske spretnosti, s šolskimi projekti, npr. zdrava prehrana in šport, gospodinjstvo in zasebno finančno načrtovanje;
Calls on the Commission to disseminate best practice models from the Member States which improve general life skills by means of school projects, e.g. healthy diet and sport, domestic science and private financial planning;
poziva države članice, naj v usposabljanje učiteljev vključijo programe mirnega reševanja sporov, da bi učitelji osvojili nove strategije za reševanje vseh oblik nasilja v razredu ter obvladovanje nasilja in napadalnosti;
Calls on the Member States to include in teacher training conflict resolution programmes, so that teachers learn new strategies for resolving all kinds of conflicts inside the classroom, and also for coping with violence and aggression;
poziva države članice, naj v usposabljanje učiteljev vključijo osnovno znanje o Evropski uniji, njenih institucijah in načinu delovanja ter organizirajo praktične obiske učiteljev pripravnikov v institucijah Unije;
Calls on the Member States to include in teacher training basic knowledge about the European Union, its institutions and their mode of functioning and arrange for practical visits by trainee teachers to the institutions of the Union;
naroči svojemu predsedniku, naj to resolucijo posreduje Svetu in Komisiji, vladam in parlamentom držav članic, OECD, Unescu ter Svetu Evrope.
Instructs its President to forward this resolution to the Council and Commission, and the governments and parliaments of the Member States, to the OECD, to Unesco and to the Council of Europe.
Resolucija Evropskega parlamenta z dne 23. septembra 2008 o bolonjskem procesu in mobilnosti študentov ( 2008/2070(INI) )
European Parliament resolution of 23 September 2008 on the Bologna Process and student mobility ( 2008/2070(INI) )
ob upoštevanju sporočila Komisije z naslovom "Uresničevanje agende za posodobitev univerz: izobraževanje, raziskave in inovacije" ( KOM(2006)0208 ),
having regard to the Communication from the Commission entitled Delivering on the Modernisation Agenda for Universities: Education, Research and Innovation, ( COM(2006)0208 ),
ob upoštevanju sporočila Komisije z naslovom "Spodbujanje intelektualnega potenciala Evrope: omogočiti univerzam, da bodo v najvišji meri prispevale k Lizbonski strategiji" ( KOM(2005)0152 ),
having regard to the Communication from the Commission entitled Mobilising the brainpower of Europe: enabling universities to make their full contribution to the Lisbon Strategy ( COM(2005)0152 ),
ob upoštevanju poročila z naslovom "Osredotočanje na strukturo visokošolskega izobraževanja v Evropi 2006/2007 – nacionalni trendi v bolonjskem procesu" (Eurydice, Evropska komisija, 2007),
having regard to the report entitled "Focus on the structure of higher education in Europe 2006/07 − National trends in the Bologna Process", (Eurydice, European Commission, 2007),
ob upoštevanju raziskave Eurobarometra iz marca 2007 "Pojmovanje reform visokega šolstva",
having regard to the Eurobarometer survey from March 2007 on "Perceptions of Higher Education Reforms",
ob upoštevanju svojega stališča, sprejetega v prvi obravnavi 25. septembra 2007 o predlogu Uredbe Evropskega parlamenta in Sveta o pripravi in razvoju statističnih podatkov o izobraževanju in vseživljenjskem učenju UL C 219 E, 20.8.2008, str.
having regard to its position adopted at first reading on 25 September 2007 on the proposal for a regulation of the European Parliament and of the Council concerning the production and development of statistics on education and lifelong learning OJ C 219 E 20.8.2008, p.
ob upoštevanju resolucije Sveta z dne 23. novembra 2007 o posodobitvi univerz za pospeševanje konkurenčnosti Evrope v svetovnem gospodarstvu znanja,
having regard to the Council Resolution of 23 November 2007 on modernising universities for Europe's competitiveness in a global knowledge economy,
ob upoštevanju sklepov predsedstva Evropskega sveta z zasedanja 13. in 14. marca 2008,
having regard to the Presidency Conclusions of the European Council of 13 and 14 March 2008,
ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenja Odbora za proračun ( A6-0302/2008 ),
having regard to the report of the Committee on Culture and Education and the opinion of the Committee on Budgets ( A6-0302/2008 ),
ker so cilji bolonjskega procesa do leta 2010 ustvariti evropski prostor visokega šolstva, vključno z reformami v visokem šolstvu, odpravo preostalih ovir za mobilnost študentov in učiteljev, ter izboljšati kakovost, privlačnost in konkurenčnost evropskega visokega šolstva,
whereas the aims of the Bologna process are to establish a European Area of Higher Education by 2010, including higher education reforms, elimination of remaining barriers to the mobility of students and teachers, and the improvement of the quality, attractiveness and competitiveness of higher education in Europe,
ker morata mobilnost študentov in kakovost izobraževanja še naprej ostati ena od osrednjih točk bolonjskega procesa,
whereas the mobility of students and the quality of education must remain among the core elements of the Bologna process,
ker mobilnost študentov oblikuje nove kulturne, družbene in akademske vrednote ter ustvarja možnosti za osebno rast ter izboljšanje akademskih standardov in zaposljivosti na nacionalni in mednarodni ravni,
whereas student mobility forms new cultural, social and academic values and creates opportunities for personal growth and for enhancing academic standards and employability at national and international levels,
ker je mobilnost študentov za mnoge študente, raziskovalce in drugo osebje še vedno nedosegljiva, zlasti v novejših državah članicah, predvsem zaradi nezadostnih štipendij; ker so ovire dobro znane, nanje pa nenehno opozarjajo številne zainteresirane skupine, ki sodelujejo v razpravi,
whereas student mobility is still beyond the reach of many students, researchers and other staff, especially in the newer Member States, principally because of insufficient grants; whereas the obstacles are well known, and have been indicated repeatedly by many stakeholders involved in the debate,
ker bi bilo treba posebno pozornost nameniti ustreznemu financiranju študija, življenjskih stroškov in mobilnosti,
whereas particular attention should be paid to the appropriate funding of students' learning, living costs and mobility,
ker je bila mobilnost študentov vedno proračunska prednostna naloga Parlamenta, ki si je prizadeval zagotoviti ustrezno raven financiranja za programe Skupnosti na področju izobraževanja; ker so se zaradi njegovega trdnega stališča o tem vprašanju proračunska sredstva za programe vseživljenjskega učenja in programe Erasmus Mundus, ki so bila sprejeta v večletnem finančnem okviru 2007–2013 in v nedavnih proračunskih postopkih, povečala, čeprav jih je Svet na predlog Komisije zmanjševal,
whereas Parliament has consistently made the mobility of students its budgetary priority and has endeavoured to ensure an appropriate level of funding for Community programmes in the field of education; whereas its firm position on that issue led, despite cuts introduced by the Council on the Commission's proposal, to an increase in appropriations for the Lifelong Learning and Erasmus Mundus programmes negotiated under the Multi-annual Financial Framework 2007-2013 and recent budgetary procedures,
ker so potrebni zanesljivi statistični podatki o mobilnosti študentov, na podlagi katerih bi lahko opazovali, primerjali, ocenjevali in izdelali ustrezne strategije in ukrepe,
whereas reliable statistical data on student mobility are required in order to observe, compare and evaluate, as well as to develop, adequate policies and measures,
ker je priznavanje priložnostnega in neformalnega učenja temelj strategije za vseživljenjsko učenje, prav tako pa mora biti priznan pomen izobraževanja odraslih v tem procesu,
whereas recognition of informal and non-formal learning forms the cornerstone of a lifelong learning strategy, and the importance of adult learning in this process also needs to be recognised,
ker administrativne, finančne ali jezikovne ovire ne bi smele oteževati odločitve za odhod v tujino,
whereas the choice to go abroad should not be hindered by any administrative, financial or linguistic barriers,
ker mobilnost spodbuja učenje tujih jezikov in izboljšanje splošnih komunikacijskih spretnosti,
whereas mobility encourages foreign language learning and the improvement of overall communication skills,
ker je treba nujno preoblikovati in posodobiti univerze z vidika kakovosti, sestave študija, inovativnosti ter prilagodljivosti,
whereas reform and modernisation of universities in terms of quality, studies structure, innovation and flexibility is urgently needed,
ker je kakovost poučevanja enako pomembna kot kakovost raziskav, zato bi ga bilo treba preoblikovati in posodobiti v celotni Evropski uniji, in ker sta ti razsežnosti tesno povezani,
whereas the quality of teaching is as important as the quality of research and should be reformed and modernised throughout the European Union, and whereas these two dimensions are closely linked,
ker različni nacionalni sistemi priznavanja močno ovirajo enako obravnavanje študentov ter njihov razvoj v evropskem visokošolskem prostoru in na evropskem trgu dela,
whereas different national recognition systems constitute a significant obstacle to equal treatment of students and to their progress in the European Higher Education Area and the European labour market,
ker lahko necelovito in neustrezno priznavanje opravljenih predmetov ter neenakovrednost pridobljenih ocen ovirajo mobilnost,
whereas mobility can be hindered by both the failure to give full and proper recognition to courses attended and the lack of equivalence of grades obtained,
ker je treba nujno izvajati, usklajevati in spodbujati usklajen pristop med vsemi državami podpisnicami bolonjske deklaracije,
whereas it is urgent to implement, coordinate and promote a coherent approach among all countries that signed the Bologna Process,
ker mora bolonjski proces ustvariti nov, napreden model izobraževanja, ki zagotavlja dostop do usposabljanja za vse, pri čemer je glavni cilj prenos znanja in vrednot, ter oblikovati trajnostno družbo prihodnosti, ki je samozavestna in brez socialnih neravnovesij,
whereas the Bologna Process must create a new progressive model of education which guarantees access to training for all, whose principal objective is to transmit knowledge and values, and which creates a sustainable society for the future which is self-aware and free of social imbalances,
meni, da bi morala biti prednostna naloga pri ponovni opredelitvi temeljnih ciljev bolonjskega procesa po letu 2010 izboljšanje mobilnosti študentov in kakovosti različnih izobraževalnih sistemov;
Considers that an increase in student mobility and the quality of the various educational systems should be a priority in the context of redefining the major goals of the Bologna Process beyond 2010;
poudarja, da je treba za zagotovitev mobilnosti študentov sprejeti ukrepe na različnih področjih politike; različni vidiki mobilnosti presegajo področje visokega šolstva, saj se tičejo socialnih zadev, financ ter priseljevanja in vizumske politike;
Stresses that in order to achieve student mobility, actions must be taken across various policy areas; various aspects of mobility go beyond the scope of higher education and concern the scope of social affairs, finance, and immigration and visa policies;
pozdravlja prizadevanja držav članic v okviru medvladnega sodelovanja za izboljšanje kakovosti in konkurenčnosti izobraževanja v EU, zlasti s spodbujanjem mobilnosti, zagotavljanjem priznanja kvalifikacij in zagotavljanjem kakovosti, še posebej v luči omejenih možnosti ukrepanja zaradi majhne rezerve iz postavke 1a finančnega okvira;
Welcomes the efforts of Member States within the framework of intergovernmental cooperation to enhance the quality and competitiveness of education in the Union by, in particular, the promotion of mobility, ensuring recognition of qualifications and quality assurance, particularly in light of the limited room for manoeuvre due to the narrow margins left in Heading 1a of the Financial Framework;
meni, da bi bilo treba še naprej uporabljati metodo posvetovanja z vsemi zainteresiranimi stranmi, ki sodelujejo v procesu: institucije in predstavniki študentske skupnosti bi morali tesno sodelovati, da bi odpravili preostale ovire za mobilnost in težave v zvezi s kakovostjo ter izvajanjem bolonjskega procesa;
Is convinced that the consultation method undertaken by all stakeholders involved in the process should continue: institutions as well as student representatives should closely co-operate in order to tackle the remaining barriers to mobility and problems related to quality and the implementation of the Bologna Process;
poudarja, da je treba pri izvajanju bolonjskega procesa posebno pozornost nameniti tesnemu in poglobljenemu sodelovanju ter usklajevanju z evropskim raziskovalnim prostorom;
Points out that in implementing the Bologna Process, particular attention should be devoted to close and intensive cooperation and coordination with the European Research Area;