natgillin/translations-raw huggingface dataset:
ker imajo šole pomembno vlogo pri vzgajanju komunikativnih in razsodnih ljudi; ker so razlike med državami članicami in regijami glede medijske vzgoje velike, kakor tudi glede vključenosti in uporabe informacijske in komunikacijske tehnologije v izobraževanju; ker lahko medijsko vzgojo v prvi vrsti poučujejo samo učitelji, ki so sami medijsko pismeni in imajo ustrezno izobrazbo s tega področja,
whereas schools have an essential role to play in moulding people capable of communicating and of exercising judgement; whereas the position regarding media education varies widely from one Member State and one region to the next, as does the degree to which ICT is integrated and used within education; and whereas media education can be provided primarily by teachers who themselves are media literate and have been given the necessary training,
ker je medijska vzgoja bistvena pri doseganju visoke medijske pismenosti, ki je pomemben del politične izobrazbe in ljudem omogoča okrepljeno vlogo dejavnih državljanov ter boljše zavedanje o njihovih pravicah in dolžnostih; ker so razgledani, politično zreli državljani osnova pluralne družbe; ker z ustvarjanjem lastnih vsebin in medijskih izdelkov pridobimo zmožnosti, ki omogočajo boljše razumevanje temeljnih načel in vrednot strokovno pripravljenih medijskih vsebin,
whereas media education is essential to achieving a high level of media literacy, which is an important part of political education that helps people to strengthen their behaviour as active citizens and their awareness of both rights and duties; whereas, furthermore, well-informed, politically mature citizens form the basis of a pluralist society; and whereas, by producing their own content and media products, users acquire abilities affording them a deeper insight into the principles and values of professionally produced media content,
ker je pedagoško delo na področju medijev pri starejših osebah manj uveljavljeno kot pri mladih in ker starejši do novih medijev pogosto občutijo strahove in zavore,
whereas media education work aimed at older people is not so well established as the activities aimed at young people and whereas older people often feel apprehensive about, and inhibited by, new media,
ker so nevarnosti v zvezi z varnostjo osebnih podatkov vedno bolj pritajene in raznolike, kar za manj izkušene uporabnike pomeni veliko tveganje,
whereas threats to the security of personal data are becoming increasingly insidious and manifold, thereby constituting a high risk for uninformed users;
ker je medijska pismenost v informacijski in komunikacijski družbi nepogrešljiva ključna spretnost,
whereas media literacy is an essential key qualification in the information and communication society,
ker mediji odpirajo priložnosti za svetovno komunikacijo in odprtost svetu; ker so temelji demokratične družbe in ker posredujejo tako znanje kot informacije; ker novi digitalni mediji omogočajo pozitivne priložnosti za sodelovanje in ustvarjalnost, s čimer se krepi udeležba državljanov v političnih postopkih,
whereas the media provide opportunities for global communication and openness to the world, whereas they are cornerstones of democratic societies and whereas they impart knowledge as well as providing information, and whereas new digital media provide positive opportunities for participation and creativity, thereby enhancing citizens" involvement in political processes,
ker sedanji podatki ne zadostujejo, da bi oblikovali natančne izjave o stanju medijske pismenosti v Evropski uniji,
whereas there are currently insufficient data available to make precise statements about the level of media literacy in the European Union,
ker je odločilni pomen medijske pismenosti poudaril tudi Unesco, na primer v Grünwaldski deklaraciji o medijskem izobraževanju (1982) in v Pariškem načrtu z dvanajstimi priporočili za medijsko izobraževanje (2007),
whereas the decisive importance of media literacy has also been highlighted by UNESCO in, for example, the Grünwald Declaration on Media Education (1982) and the Paris Agenda – twelve recommendations for media education (2007),
pozdravlja prej omenjeno sporočilo Komisije o medijski pismenosti v digitalnem svetu, vendar meni, da je možno izboljšati opredelitev evropskega pristopa, namenjenega krepitvi medijske pismenosti, zlasti glede vključitve klasičnih medijev in priznavanja pomena medijskega izobraževanja;
Welcomes the above-mentioned Commission Communication on media literacy in the digital environment, but believes that there is room for improvement to the extent that the European approach intended to foster media literacy needs to be more clear cut, especially as regards the inclusion of traditional media and recognition of the importance of media education;
pozdravlja sklepe Sveta za izobraževanje, mladino in kulturo o medkulturnih zmožnostih po zasedanju dne 21. in 22. maja 2008; pričakuje, da se bodo države članice odločno zavzele za krepitev medijske pismenosti, in predlaga, da se odbor za stike držav članic iz Direktive 89/552/EGS, okrepijo z vključitvijo strokovnjakov za izobraževanje;
Welcomes the Council conclusions of 22 May 2008 on intercultural competences; looks to the Member States to do their utmost to promote media literacy and proposes that the Member States" contact committee, as provided for in Directive 89/552/EEC, be strengthened through the recruitment of education experts;
poziva Komisijo, naj sprejme priporočilo in oblikuje akcijski načrt za medijsko pismenost; poziva Komisijo, naj v letu 2009 pripravi srečanje kontaktnega odbora za avdiovizualne medijske storitve, da bi olajšala redno izmenjavo informacij in spodbudila učinkovito sodelovanje;
Urges the Commission to adopt a recommendation, and develop an action plan, on media literacy; urges the Commission to organise a meeting of the contact committee on Audio-Visual Media Services in 2009 with a view to facilitating information exchanges and effective cooperation on a regular basis;
poziva organe, pristojne za urejanje avdiovizualnih in elektronskih komunikacij, naj na različnih ravneh sodelujejo za izboljšanje medijske pismenosti; priznava, da je treba še posebej na nacionalni ravni oblikovati kodekse ravnanja in skupne regulativne pobude; poudarja, da morajo biti v spodbujanje sistematičnih študij in rednih analiz različnih vidikov in razsežnosti medijske pismenosti vključene vse zainteresirane strani;
Requests the authorities responsible for regulating audiovisual and electronic communications to cooperate at the various levels for the improvement of media literacy; recognises the special need to develop at national level both codes of conduct and common regulatory initiatives; highlights the need for all stakeholders to be involved in promoting the systematic study and regular analysis of the various facets and dimensions of media literacy;
priporoča Komisiji, naj uporabi strokovno skupino za medijsko pismenost za razpravo o vprašanjih medijske vzgoje, skupina pa naj se srečuje pogosteje in se tudi redno posvetuje s predstavniki vseh držav članic;
Recommends that the Commission also use the Media Literacy Expert Group to discuss media education matters and that the Group meet more regularly and consult, on a regular basis, the representatives of all Member States;
ugotavlja, da lahko k uveljavljanju medijske pismenosti poleg snovalcev politike, novinarjev, radijskih in televizijskih hiš ter medijskih družb dejavno prispevajo predvsem manjši lokalni subjekti, na primer knjižnice, središča za izobraževanje odraslih, kulturna in medijska središča za državljane, ustanove za nadaljnje izobraževanje in usposabljanje in državljanski (npr. lokalni) mediji;
Notes that, in addition to policy-makers, journalists, radio and television broadcasters and media companies, it is mainly small local entities such as libraries, adult education centres, citizens" cultural and media centres, further education and training establishments and citizens" media (e.g. community media) that can make an active contribution to promoting media literacy;
v duhu člena 26 Direktive 89/552/EGS poziva Komisijo, naj oblikuje kazalnike medijske pismenosti za dolgoročno spodbujanje medijske pismenosti v Evropski uniji;
Calls on the Commission, having regard to Article 26 of Directive 89/552/EEC, to devise media literacy indicators with a view to fostering media literacy in the EU in the long term;
ugotavlja, da pomeni medijska pismenost zmožnost samostojne uporabe različnih medijev, razumevanja in kritičnega vrednotenja različnih vidikov medijev in medijskih vsebin, lastnega sporočanja v raznolikih okoliščinah ter ustvarjanja in širjenja medijskih vsebin; poleg tega ugotavlja, da gre pri številnih razpoložljivih virih predvsem za zmožnost namensko izbrati informacije iz poplave podatkov in slik iz novih medijev ter jih urediti;
Notes that media literacy denotes the ability to use individual media unaided, to understand, and bring critical assessment to bear on, the various aspects of media as such and media content, and to communicate – irrespective of the context – and create and disseminate media content; notes in addition that, given the many sources available, what is most important is the ability to separate out information from the new media's flood of data and images and to categorise that information;
poudarja, da je medijska vzgoja bistvena sestavina politike obveščanja potrošnikov, osveščenosti in poznavanja vprašanj, povezanih z intelektualnimi pravicami, dejavne udeležbe državljanov ter spodbujanja medkulturnega dialoga;
Stresses that media literacy is a basic element in consumer information policy, awareness of and familiarity with matters relating to intellectual rights, the mobilisation and democratic participation of citizens and the promotion of intercultural dialogue;
spodbuja Komisijo, naj v sodelovanju z vsemi organi EU, vključno z lokalnimi in regionalnimi področnimi organizacijami, izboljša politiko za spodbujanje medijske pismenosti ter okrepi sodelovanje z Unescom in Svetom Evrope;
Urges the Commission to expand its policy to promote media literacy, working together with all EU bodies and with local and regional authorities, and to intensify cooperation with UNESCO and the Council of Europe;
Cilji in ciljne skupine
Aims and target groups
vztrajno poudarja, da morajo dejavnosti medijske vzgoje vključevati vse državljane – otroke, mladostnike, odrasle, starejše ljudi in invalide;
Maintains that media education activities have to encompass all citizens – children, young people, adults, older people, and people with disabilities;
poudarja, da se usposabljanje za medije začne doma z učenjem, kako izbrati med razpoložljivimi medijskimi storitvami – pri tem je še posebej pomembna medijska vzgoja za starše, katerih vloga pri razvoju otrokovih medijskih navad je odločilna – ter nadaljuje v šoli in med vseživljenjskim izobraževanjem, to učenje pa krepijo prizadevanja nacionalnih, vladnih in regulativnih organov ter delo medijskih profesionalcev in ustanov;
Points out that acquiring media literacy begins in the home with learning how to select from the media services available – stressing in this regard the importance of media education for parents, who play a decisive role in the development of children's media-use habits – and continues at school and during lifelong learning, and is strengthened by the efforts of national, governmental and regulatory authorities and the work of media professionals and institutions;
ugotavlja, da so cilji medijske vzgoje usposobljena in ustvarjalna uporaba medijev in njihovih vsebin, kritična analiza medijskih izdelkov, razumevanje delovanja medijske industrije ter samostojno ustvarjanje medijskih vsebin;
Notes that the purpose of media literacy is to enable people to use media and their content in skilled and creative ways, critically analyse media products, understand how the media industry works, and produce media content by their own efforts;
priporoča, da bi morala medijska vzgoja seznanjati tudi z uporabo medijev z vidika avtorskih pravic in o pomembnosti spoštovanja pravic intelektualne lastnine, zlasti pri internetu, kakor tudi o varnosti podatkov in zasebnosti ter pravici do samostojnega informacijskega odločanja glede informacij; poudarja, da se morajo biti uporabniki novih medijev zavedati morebitnih tveganj glede varnosti informacijske tehnologije in varnosti osebnih podatkov ter nevarnosti spletnega nasilja;
Recommends that media education should shed light on copyright aspects of media use and on the importance of respecting intellectual property rights, in particular regarding the Internet, as well as on data and privacy security and the right of informational self-determination; stresses the need for new media-literate users to be aware of the potential risks concerning IT security and the security of personal data, and of the risks relating to cyber-violence;
poudarja, da je oglaševanje pomemben del sodobnih medijskih storitev; poudarja, da medijska pismenost omogoča merila za vrednotenje sredstev in ravnanj, ki se uporabljajo v oglaševanju;
Points out that advertising is an important part of the services provided by the media today; stresses that media literacy helps to provide criteria for assessing the tools and practices used in advertising;
Zagotavljanje dostopa do informacijskih in komunikacijskih tehnologij
Giving access to information and communication technologies
poziva oblikovalce evropske politike, da zmanjšajo digitalni razkorak med državami članicami ter med mesti in podeželjem z izgradnjo informacijske in komunikacijske infrastrukture ter predvsem z zagotavljanjem širokopasovne povezave na manj dostopnih območjih;
Calls on European policy-makers to narrow the digital divide between Member States and between town and country by developing the information and communication infrastructure and, above all, setting up broadband in areas not fully equipped;
ugotavlja, da je za storitve splošnega interesa pomemben tudi zagotovljen dostop do širokopasovnega interneta, za katerega bi morala biti značilna pestra in kakovostna ponudba ter dostopne cene, in poziva, naj bo vsem državljanom po ugodni ceni omogočena uporaba širokopasovne povezave;
Notes that providing access to broadband Internet is also important for services of general interest and should be characterised by variety, a high level of quality, and affordability, and maintains that every citizen should have the possibility of using an inexpensive broadband connection;
vztrajno poudarja, da bi morala biti medijska vzgoja del formalnega izobraževanja, do katerega bi morali imeti dostop vsi otroci, in bi morala biti sestavni del učnega načrta na vseh stopnjah izobraževanja;
Maintains that media education should be an element of formal education to which all children should have access and which should form part and parcel of the curriculum at every stage of schooling;
poziva, da bi morali medijsko pismenost vključiti v evropski referenčni okvir za vseživljenjsko učenje iz Priporočila št. 2006/962/ES kot deveto ključno sposobnost;
Calls for media literacy to be made the ninth key competence in the European reference framework for lifelong learning set out in Recommendation 2006/962/EC;
priporoča, da bi bilo treba medijsko vzgojo čim bolj usmeriti v praktično delo in jo povezati z ekonomskimi, političnimi, literarnimi, družbenimi, umetniškimi vsebinami in informacijsko tehnologijo, in predlaga, da premik naprej leži v oblikovanju posebnega predmeta "medijska vzgoja" ter v interdisciplinarnem načinu v povezavi z zunajšolskimi projekti;
Recommends that media education should, as far as possible, be geared to practical work and linked to economic, political, literary, social, artistic, and IT-related subjects, and suggests that the way forward lies in the creation of a specific subject – "Media Education" – and in an interdisciplinary approach combined with out-of-school projects;
izobraževalnim ustanovam priporoča, da kot ukrep za praktično izobraževanje o medijski pismenosti spodbujajo pripravo medijskih izdelkov (na področju tiskanih, avdiovizualnih novih medijev), pri čemer bi sodelovali učenci in učitelji;
Recommends that educational establishments encourage the development of media products (printed page, audio/video new media) in a manner involving both pupils and teachers, as a way of providing practical training in media literacy;
poziva Komisijo, naj pri napovedanem oblikovanju kazalnikov medijske pismenosti upošteva tudi kakovost pouka v šolah in usposabljanje učiteljev na tem področju;
Calls on the Commission, when, as announced, it lays down the media literacy indicators, to take into account both the quality of school tuition and teacher training in this field;
ugotavlja, da imata poleg pedagoškega vidika in vidika izobraževalne politike odločilno vlogo tudi tehnična oprema in dostop do novih tehnologij, in poudarja, da je treba bistveno izboljšati infrastrukturo v šolah, da bi imeli vsi učenci dostop do računalnikov, interneta in ustreznega pouka;
Notes that, in addition to educational and education-policy considerations, technical equipment and access to new technologies are also of vital importance, and maintains that school facilities need to be substantially improved so as to enable all schoolchildren to have access to computers, the Internet, and the necessary instruction;
vztrajno poudarja, da ima medijska vzgoja v šolah s prilagojenim programom poseben pomen, saj imajo mediji pri mnogih vrstah invalidnosti pomembno vlogo pri premoščanju komunikacijskih ovir;
Maintains that media education is a matter of particular importance in special schools, given that, when people have disabilities, the media can often do a great deal to overcome obstacles to communication;
priporoča, naj se v programe usposabljanja za učitelje na vseh stopnjah izobraževanja vključijo obvezni pedagoški moduli s področja medijev, da se zagotovi intenzivno šolanje; pristojne nacionalne organe poziva, naj učitelje vseh predmetov in vrst šol seznanijo z uporabo avdiovizualnih učnih pripomočkov ter s težavami, povezanimi z medijsko vzgojo;
Recommends that compulsory media education modules be incorporated into teacher training for all school levels, so as to enable the subject to be taught intensively; calls on the relevant national authorities to familiarise teachers of all subjects and at every type of school with the use of audiovisual teaching aids and with the problems associated with media education;
poudarja, da je nujna redna izmenjava informacij in najboljše prakse, na ravni izobraževanja pa izmenjava pedagoških metod med državami članicami;
Emphasises the need for regular exchange of information, good practices and, in the field of education, pedagogical methods between Member States;
poziva Komisijo, naj v program, ki bo nasledil program MEDIA 2007, vključi poseben del za spodbujanje medijske pismenosti, saj sedanji program le malo prispeva k temu; poleg tega podpira prizadevanja Komisije, da bi razvila nov program "Media Mundus", s katerim bi podprla mednarodno sodelovanje na avdiovizualnem področju; poziva, naj bo medijska pismenost pomembnejši del drugih podpornih programov EU, zlasti programov za vseživljenjsko učenje, eTwinning in za varnejši internet ter Evropskega socialnega sklada;
Calls on the Commission to devote a specific section of the successor to the MEDIA 2007 programme to promoting media literacy, as the current programme contributes little to the promotion of media literacy; supports the Commission's proposal to develop a new programme called "Media Mundus" to support international cooperation in the audiovisual sector; calls for media literacy to feature more prominently in other EU support programmes, especially Lifelong Learning, eTwinning, Safer Internet and the European Social Fund;
vztrajno poudarja, da je treba medijsko vzgojo za starejše izvajati tam, kjer se te osebe zadržujejo, npr. v društvih, domovih starejših občanov in domovih za nego, oskrbovalnih ustanovah, prostočasnih in interesnih skupinah, pobudah ali seniorskih krožkih;
Maintains that media work with older people has to be done at the places where they are to be found, such as societies, old people's and nursing homes, assisted living facilities, recreational and enthusiasts" clubs, action committees, or senior citizens" groups;
meni, da digitalna omrežja predvsem starejšim osebam omogočajo, da komunikativno sodelujejo v vsakdanu in da čim dalj časa ohranijo svojo samostojnost;
Notes that digital networks enable older people in particular to share in everyday life by communicating and to remain independent for as long as possible;
opozarja, da je treba pri medijski vzgoji, namenjeni starejšim, upoštevati njihov življenjski in izkustveni svet ter način, na katerega uporabljajo medije;
Points out that the different kinds of environment in which older people live and their varied spheres of experience, as well as the way they use the media themselves, must be taken into account in media education aimed at them;
naroči svojemu predsedniku, naj to resolucijo posreduje Svetu, Komisiji, Evropskemu ekonomsko-socialnemu odboru in Odboru regij ter vladam in parlamentom držav članic.
Instructs its President to forward this resolution to the Council, the Commission, the European Economic and Social Committee and the Committee of the Regions, and the governments and parliaments of the Member States.
Zakonodajna resolucija Evropskega parlamenta z dne 16. decembra 2008 o Skupnem stališču Sveta z namenom sprejetja Uredbe Evropskega parlamenta in Sveta o ustanovitvi Evropske fundacije za usposabljanje (prenovitev) (11263/4/2008 – C6-0422/2008 – 2007/0163(COD) )
European Parliament legislative resolution of 16 December 2008 on the Council common position for adopting a regulation of the European Parliament and of the Council establishing a European Training Foundation (recast) (11263/4/2008 – C6-0422/2008 – 2007/0163(COD) )
ob upoštevanju skupnega stališča Sveta (11263/4/2008 – C6-0422/2008 ),
having regard to the Council common position (11263/4/2008 – C6-0422/2008 ),
ob upoštevanju svojega stališča iz prve obravnave Sprejeta besedila, 22.5.2008, P6_TA(2008)0227 .
having regard to its position at first reading Texts adopted, 22.5.2008, P6_TA(2008)0227 .
o predlogu Komisije Parlamentu in Svetu ( KOM(2007)0443 ),
on the Commission proposal to Parliament and the Council ( COM(2007)0443 ),
ob upoštevanju spremenjenega predloga Komisije ( KOM(2007)0707 ),
having regard to the amended Commission proposal ( COM(2007)0707 ),
ob upoštevanju priporočila za drugo obravnavo Odbora za zaposlovanje in socialne zadeve ( A6-0473/2008 )
having regard to the recommendation for second reading of the Committee on Employment and Social Affairs ( A6-0473/2008 ),
Zakonodajna resolucija Evropskega parlamenta z dne 16. decembra 2008 o predlogu Uredbe Evropskega parlamenta in Sveta o prilagoditvi nekaterih aktov, za katere se uporablja postopek iz člena 251 Pogodbe, Sklepu Sveta 1999/468/ES, kakor je bil spremenjen s Sklepom 2006/512/ES, glede regulativnega postopka s pregledom – Prilagoditev regulativnemu postopku s pregledom – Četrti del ( KOM(2008)0071 – C6-0065/2008 – 2008/0032(COD) )
European Parliament legislative resolution of 16 December 2008 on the proposal for a regulation of the European Parliament and of the Council adapting a number of instruments subject to the procedure referred to in Article 251 of the Treaty to Council Decision 1999/468/EC, as amended by Decision 2006/512/EC, with regard to the regulatory procedure with scrutiny – Adaptation to the regulatory procedure with scrutiny – Part Four ( COM(2008)0071 – C6-0065/2008 – 2008/0032(COD) )
ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2008)0071 ),
having regard to the Commission proposal to the European Parliament and the Council ( COM(2008)0071 ),
ob upoštevanju člena 251(2) ter členov 47(2), 55, 71(1), 80(2), 95, 152(4)(a) in (b), 175(1) in 285(1) Pogodbe ES, na podlagi katerih je Komisija Parlamentu podala predlog ( C6-0065/2008 ),
having regard to Article 251(2) and Articles 47(2), 55, 71(1), 80(2), 95, 152(4)(a) and (b), 175(1) and 285(1) of the EC Treaty, pursuant to which the Commission submitted the proposal to Parliament ( C6-0065/2008 ),