natgillin/translations-raw huggingface dataset:
poudarja pomen vključevanja novih tehnologij v predmetnik kot nujnega učnega pripomočka v sodobnem izobraževalnemu sistemu; podpira zamisel, da bi otroci pod ustreznim nadzorom že zelo zgodaj pridobili spretnosti in znanja, ki bi jim omogočili uporabo medijske vsebine in zlasti interneta z odgovornostjo in kritično presojo, in meni, da je bistvenega pomena ozavestiti otroke o vprašanjih varstva zasebnosti in osebnih podatkov ter skladnosti s pravili o avtorskih pravicah;
Stresses the importance of incorporating new technologies into the syllabus as a necessary learning tool in a modern educational system; supports the idea that children, at an early age under proper supervision, acquire skills enabling them to handle media content and in particular the internet with a sense of responsibility and critical discernment and considers it essential to make children aware of the issues of protection of privacy and personal data and compliance with the rules of copyright;
meni, da je napredek pri prilagajanju šolskih programov razvoju ključnih kompetenc korak naprej, vendar so nujno potrebna nadaljnja prizadevanja, zlasti s priznavanjem in certificiranjem znanj in spretnosti, pridobljenih v neformalnih in priložnostnih oblikah izobraževanja, in podpiranjem pridobivanja ključnih kompetenc pri otrocih, pri katerih obstaja tveganje, da bodo dosegli nižjo stopnjo izobrazbe in da bodo socialno izključeni;
Considers that the progress made in adapting school curricula to key competences is a positive step, but that it is vital to make further efforts, notably through the recognition and certification of skills acquired in non-formal and informal education, and to support the acquisition of key competences for those at risk of educational under-achievement and social exclusion;
poziva k ukrepom za spodbujanje fizične in športne dejavnosti v šolah ter organizacije šolskih prvenstev in udeležbe v njih, kar bo izboljšalo zdravje, spodbudilo vključevanje in olajšalo razvoj vrednot, ki bodo prispevale k ustvarjanju pozitivnih vzorcev vedenja;
Calls for action to promote physical and sporting activity in schools and the creation of and participation in school championships, which will improve health, foster integration and help develop values that will contribute to the creation of positive patterns of behaviour;
zagovarja izobraževanje in usposabljanje za otroke iz družin migrantov ter poudarja znaten prispevek izobraževanja k uspešnem vključevanju migrantov v evropsko družbo;
Advocates education and training for children from migrant families, stressing the major contribution of education to the successful integration of migrants into European society;
poziva k oblikovanju celovite strategije za pridobivanje ključnih kompetenc, ki bo med drugim vključevala reformo šolskih programov in podporo stalnemu usposabljanju in poklicnemu razvoju učiteljev, s čimer bi omogočili vzpostavitev dobro usposobljene izobraževalne skupnosti; meni, da je treba učiteljem ponuditi spodbude, da bi izboljšali svoje poučevanje in se usmerili v poklicni razvoj;
Calls for a comprehensive strategy for key competence acquisition, ranging from reform of school curricula through to support for ongoing training and professional development of teachers, thus providing for a well-trained educational community; considers that incentives should be offered to teachers to enable them to improve their teaching and to focus on professional development;
poziva države članice, naj v šole uvedejo nove kombinacije predmetov in materialov, ki zagotavljajo splošno izobrazbo, da se mladim z eno od najpogostejših motenj učenja– disleksijo – omogoči uspešen zaključek študija, ne glede na njihovo motnjo;
Calls on the Member States to introduce new subject combinations and materials in schools providing general education so as to enable young people with one of the most frequent learning disorders – dyslexia – to complete their studies successfully, notwithstanding their learning disability;
poudarja pomen integriranega izobraževanja za preprečevanje družbenih predsodkov in diskriminacije ter posledično prispevanje k evropski družbeni solidarnosti;
Stresses the importance of integrated education in order to prevent social prejudices and discrimination and thus contribute to European social solidarity;
poziva k večji mobilnosti med visokošolskimi ustanovami, poslovnim svetom in ustanovami za poklicno izobraževanje in usposabljanje (npr. med študenti, učitelji, zaposlenimi, vodji usposabljanja), s čimer bi spodbujali na učence osredotočeno učenje in pridobivanje kompetenc, ki so vse bolj zaželene na trgu dela (npr. podjetništvo, medkulturno razumevanje, kritično mišljenje in ustvarjalnost); v ta namen je treba nujno obravnavati sedanje ovire v EU, s posebnim poudarkom na ovirah na področju financ in priznavanja, da se izboljša kakovost izkušenj mobilnosti za vse študente; podpira zagotavljanje kakovosti visokošolskega izobraževanja kot sredstva za krepitev mobilnosti za akademske in raziskovalne namene ter kot pogoj za enake zaposlitvene priložnosti za državljane EU;
Calls for enhanced mobility between higher education institutions, the business world and vocational education and training (e.g. students, teachers, employees, trainers) to promote student-centred learning and the acquisition of competences such as entrepreneurship, intercultural understanding, critical thinking and creativity, which are increasingly needed on the labour market; considers that to this end existing obstacles within the EU should be urgently addressed, with a special focus on the obstacles related to financial and recognition barriers, so as to enhance the quality of mobility experiences for all students; supports higher education quality assurance as a means to reinforce mobility for academic and research purposes and as a precondition for equal job opportunities for EU citizens;
poudarja, da je treba vsem mladim zagotoviti trdno podlago osnovnih znanj in spretnosti, ki je nujno potrebna za spodbujanje vseživljenjske mobilnosti in jim omogoča, da se bodo znali soočati z razvojem dogodkov na trgu dela in s pojavom novih gospodarskih in družbenih potreb;
Stresses the importance of providing all young people with a solid grounding in the basic skills that are essential to promoting lifelong mobility and enabling them to deal with developments in the employment market and the emergence of new economic and social needs;
poziva k spodbujanju raziskovalnih programov za krepitev „trikotnika znanja“, ki je bistven za povečevanje rasti in zaposlenosti v Evropski uniji;
Calls for research programmes to be promoted in order to strengthen the ‘knowledge triangle’ that is crucial for boosting growth and employment in the European Union;
poziva države članice, naj posodobijo program visokošolskega izobraževanja in zlasti uskladijo izobraževalne programe z zahtevami trga dela;
Calls on the Member States to modernise the agenda of higher education and, in particular, to coordinate curricula with the demands of the labour market;
poziva visokošolske ustanove, naj posodobijo svoje študijske programe in nasploh pospešijo Bolonjski proces;
Calls on higher education institutions to modernise their courses and, in general, to accelerate the Bologna Process;
meni, da bi morale biti visokošolske ustanove bolj odprte in pripravljene na vse udeležence izobraževanja, zlasti na netradicionalne udeležence, študente s posebnimi potrebami in prikrajšane skupine; meni, da bi pri doseganju tega cilja najbolj pomagali dobro financirani sistemi štipendiranja, s katerimi bi mlade iz revnih družin spodbujali, da se odločijo za študij; meni tudi, da morajo države članice izvajati posebne politike za zagotovitev temeljne pravice do izobraževanja za vse, vključno z mladimi s slabšimi finančnimi možnostmi, ter da bo treba v prihodnosti znotraj strateškega okvira za izobraževanje in usposabljanje raziskati možnost sestavljenega merila pravičnosti v visokem šolstvu;
Considers that higher education institutions should become more open to and prepared for all learners, in particular non-traditional learners, students with special needs and disadvantaged groups and that one of the most useful means to that end would be well-funded grant systems whereby young people from poor families could be encouraged to embark on a course of study; also considers that specific policies should be implemented by Member States in order to ensure the fundamental right to education for everyone, including young people with less financial opportunities and that a composite benchmark for equity in higher education should be explored in the future, as part of the Education and Training strategic framework;
v zvezi s tem ponovno poudarja sklepe Sveta Dokument Sveta 9152/2007.
Recalls in this context the Council Conclusions Council Document 9152/2007.
iz maja 2007 o kazalnikih, oblikovanih za spremljanje izvajanja pekinških izhodišč za ukrepanje na področju izobraževanja in usposabljanja žensk, zlasti visokošolskega izobraževanja in raziskav; vendar obžaluje, da se pri spremljanju izvajanja delovnega programa Izobraževanje in usposabljanje 2010 ti kazalniki ne upoštevajo v celoti; v zvezi s tem spodbuja njihovo uporabo kot orodje za spremljanje napredka na področju enakosti spolov v izobraževanju in usposabljanju;
of May 2007 on the indicators developed for the follow-up of the Beijing Platform for Action in the areas of education and training of women, in particular higher education and research; regrets, however, that these indicators are not entirely taken into account in the monitoring of the implementation of the Education and Training 2010 work programme; encourages in this respect their use as a tool for monitoring progress towards gender equality in education and training;
ugotavlja, da so ženske kljub napredku glede njihovega dostopa do višjega in visokošolskega izobraževanja še vedno nezadostno zastopane na področjih matematike, znanosti in tehnologije (le 32 % diplomantk in 68 % diplomantov); poudarja, da bi zmanjševanje neravnovesij med spoloma na teh področjih prispevalo k zmanjšanju pomanjkanja znanj in spretnosti v EU v teh sektorjih;
Notes that while progress has been made regarding women's access to higher education, women are still under-represented in the disciplines of mathematics, sciences and technology (only 32% of graduates are female, and 68% are male); points out that reducing gender imbalances in these fields would contribute to a decrease in the skills shortages experienced by the EU in those sectors;
meni, da je neformalno izobraževanje področje izobraževanja, ki dopolnjuje formalno izobraževanje, ter priporoča, da ga je treba kot takega obravnavati pri oblikovanju politike izobraževanja ET2020;
Considers non-formal education as an educational field complementary to formal education and recommends that it should be treated as such in educational policy making under ET2020;
poziva k večjemu, bolj učinkovitemu in bolj pestremu vlaganju v višje in visoko izobraževanje;
Calls for increased, more effective and wider-ranging investment in higher education;
poziva države članice, naj spodbujajo partnerstva med ustanovami višjega in visokega šolstva, univerzami, raziskovalnimi centri in poslovnim svetom (na mednarodni, nacionalni, regionalni in lokalni ravni) ter finančna vlaganja gospodarskega sektorja v višje- in visokošolsko izobraževanje;
Calls on the Member States to encourage partnerships (at international, national, regional and local level) between higher education institutions, universities, research centres and the business world and financial investment by the business world in higher education;
poziva države članice, naj področju višjega in visokošolskega izobraževanja, ki predstavlja pomembno orodje za oživitev gospodarstva in družbe po nedavni krizi, namenijo potrebna sredstva, da se bo lahko odzivalo na globalne izzive,
Calls on Member States to allocate the necessary resources for the higher education sector, so as to make it responsive to global challenges, as a major tool for economic and social recovery following the recent downturn;
poziva države članice, naj z zakonodajnimi, upravnimi in finančnimi sredstvi podpirajo izobraževanje v maternem jeziku za manjšine;
Calls on the Member States to support by legislative, administrative and financial means education in their mother tongue for minorities;
vztraja, da je kakovostno poklicno izobraževanje in usposabljanje ključno za zagotavljanje novih strokovnjakov ter za pridobivanje novih znanj in spretnosti za nova delovna mesta, pri čemer bi bilo treba posebno pozornost nameniti razširitvi učenja na delovnem mestu in vajeništva, tudi v primeru mladih diplomantov, na podlagi sporazumov med univerzami in podjetji; poleg tega meni, da je treba spodbujati študijska obdobja in pripravništva za študente, ki se poklicno usposabljajo, v drugih državah Evropske unije, podobno kot pri programu Erasmus za univerzitetne študente; poziva, da je treba zagotoviti večjo podporo in veljavo poklicnemu usposabljanju;
Insists that high-quality vocational education and training are fundamental to the supply of new professionals and essential for the ‘new skills for new jobs’ action, giving particular attention to expanding work-based learning and apprenticeships, including for young graduates on the basis of agreements between universities and businesses; further considers it important to promote study periods and traineeships for vocational training students in other European Union countries, along the same lines as the Erasmus programme for university students; calls for more support and prestige to be attached to vocational training;
poudarja, da je treba še naprej prenavljati programe poklicnega izobraževanja, pri čemer je treba upoštevati ključne kompetence, da bi bodisi izboljšali njihovo kakovost in jih naredili privlačnejše za mlade bodisi jih prilagodili razvijajočim se potrebam trga dela; meni, da bi morali programi poklicnega izobraževanja izboljšati medpredmetne ključne kompetence;
Stresses the need to further modernise vocational training programmes by taking into account the key competences, in order, on the one hand, to improve their quality and make them more attractive to young people while, on the other hand, making them more appropriate to the developing needs of the labour market; considers that vocational training programmes should improve the transversal key competences;
poudarja, da je treba na podlagi obstoječe dobre prakse sprejeti model priznavanja kreditnih točk za izobraževanje na področju državljanskih veščin za mlade, ki opravljajo prostovoljno in družbeno koristno delo, ki ga spodbujajo neprofitna združenja ali se spodbuja v okviru razvojnega sodelovanja;
Stresses the need to adopt, on the basis of existing good practice, a model for the recognition of educational credits relating to citizenship skills for young people taking part in volunteer and community service work promoted by non-profit making associations or in the context of development cooperation;
poziva, da se omogoči boljša prehodnost med srednjim poklicnim izobraževanjem in usposabljanjem ter višjim in visokim šolstvom, ki zagotavlja višje kvalifikacije;
Calls for improved transition between secondary vocational education and training and higher education, which ensures higher qualifications;
poudarja vidik vseživljenjskega učenja v priporočilih o ključnih kompetencah in vztraja, da je za celovito izvajanje teh priporočil nujen nadaljnji napredek na področju poklicnega izobraževanja in usposabljanja ter izobraževanja odraslih, tudi s pravnim priznanjem univerzalne pravice do vseživljenjskega učenja;
Stresses the lifelong learning dimension of the Recommendation on Key Competences and insists that to reach its full implementation more progress is needed in the fields of vocational education and training and in adult learning, including through the legal recognition of a universal right to lifelong education;
poudarja pomen izmenjave informacij ter dobre in uspešne prakse med državami članicami na področju poklicnega izobraževanja in usposabljanja;
Stresses the importance of exchanges of information and of good and successful practice between Member States in the field of vocational education and training;
poziva k hitremu ukrepanju, da bi prekinili naraščanje števila ljudi s slabimi rezultati v bralni pismenosti, pri čemer je treba zagotoviti posebno podporo lokalnim oblastem, saj so te za javnost najbolj dostopne; poziva države članice in Komisijo, naj svojo pozornost usmerijo k nepismenim, katerih število je še vedno previsoko, in sprejmejo odločne ukrepe za reševanje te težave, tudi pri odraslih;
Calls for quick action to tackle the growing number of people with low levels of reading literacy, providing particular support for local authorities, since they are most easily accessible to the public; calls on the Member States and the Commission to focus their attention on the illiterate, whose numbers are still too high, and to take resolute action to tackle this problem – including where adults are concerned;
izraža veliko zaskrbljenost zaradi naraščanja števila brezposelne mladine, zlasti v sedanji gospodarski krizi; poziva države članice, naj zagotovijo, da bodo trgi dela čim bolj prožni, da bodo lahko mladi z lahkoto našli delo in menjavali delovna mesta;
Is extremely concerned about the increasing numbers of unemployed young people, especially in the current economic crisis; urges Member States to ensure that labour markets are as flexible as possible to ensure that young people can easily find work and move between jobs;
poudarja potrebo po večji vključenosti izvajalcev izobraževanja v razvoj krovnih nacionalnih ogrodij kvalifikacij ter po večjem priznavanju predhodnega izobraževanja, vključno s tistim, ki je pridobljeno na neformalni ali priložnostni način;
Stresses the need for improved inclusion of education providers in the development of overarching national qualifications frameworks, and for greater recognition of prior education, including that acquired on an informal or ad hoc basis;
poudarja, da štiri od petih primerjalnih meril, ki so bila sprejeta leta 2003, ne bodo dosežena; poziva Komisijo, države članice, regionalne in lokalne oblasti ter druge zainteresirane strani, naj raziščejo vzroke in ustrezno ukrepajo, da se stanje popravi;
Notes that the objectives set in respect of four of the five benchmarks adopted in 2003 will not be reached; calls upon the Commission, the Member States, the regional and local authorities and other actors to examine the causes and take appropriate action to reverse the situation;
poudarja pomen sedanjega strukturiranega dialoga in posvetovanja med ljudmi na zadnjih stopnjah izobraževanja in usposabljanja, visokošolskimi ustanovami in podjetji;
Stresses the importance of an ongoing structured dialogue and consultation between those in their final stages of education and training, higher education institutions and business;
podpira cilj, da bi do leta 2020 zvišali vključenost odraslih v programe vseživljenjskega učenja z 12,5 % na 15 %, in poziva k sprejetju ustreznih ukrepov za doseganje tega cilja; v ta namen poziva univerze, naj olajšajo širši dostop do študija, razvejajo in razširijo dotok študentov ter spremenijo študijske programe, da bodo privlačni za odrasle, ki se vračajo k študiju; poziva Komisijo in države članice, naj sprejmejo še bolj odločne ukrepe za podporo in širitev ustanov za vseživljenjsko učenje, kot so „šole za drugo priložnost“; poziva k upoštevanju in spodbujanju vidika spolov pri izvajanju strategij vseživljenjskega učenja; opozarja na dejstvo, da imajo univerze za tretje življenjsko obdobje bistveno vlogo pri vseživljenjskem učenju;
Supports the objective of raising adult participation in lifelong learning from 12.5 % to 15 % by 2020, and calls for appropriate action; to this end, calls on universities to facilitate wider access to studying, diversify and broaden the student base and amend study programmes to make them attractive to adults returning to study; calls on the Commission and Member States to take even more decisive action to support and disseminate life-long learning institutions such as ‘Second Chance Schools’; calls for the gender perspective to be taken into account and promoted in the implementation of lifelong learning strategies; draws attention to the fact that universities of the third age play an essential role in life-long learning;
poudarja, da je ena od največjih ovir za odrasle, ki se želijo vključiti v programe izobraževanja in usposabljanja, pomanjkanje podpore njihovim družinam; zato spodbuja države članice, naj oblikujejo ukrepe za podporo študentom in delavcem z družinskimi obveznostmi (npr. oskrba otrok ali drugih vzdrževanih družinskih članov), da bodo lahko posodobili in/ali nadgradili svoja znanja in kompetence, na podlagi dobre prakse, razvite na tem področju v okviru programiranja Evropskega socialnega sklada, s kuponi za storitve in usklajevanje; meni, da je treba raziskati zlasti možnosti za elektronsko učenje, saj omogočajo večjo prožnost pri povezovanju izobraževanja, zaposlitve in oskrbe;
Notes that one of the main obstacles faced by adults wanting to participate in education and training is the lack of supporting facilities for their families; therefore encourages the Member States to create supporting measures, as a means of ensuring that all students and workers with family responsibilities (e.g. childcare, or other dependants) have the opportunity to update and/or increase their skills and competences, on the basis of good practice developed in this field under European Social Fund programming, involving service and reconciliation vouchers; considers that the opportunities of e-learning in particular should be explored as these allow for greater flexibility in combining education, work and care;
spodbuja Evropski inštitut za enakost med spoloma, naj sprejme ukrepe za izboljšanje zbiranja in analize primerljivih podatkov o enakosti spolov na področju izobraževanja in usposabljanja ter zagotovi takojšnjo dostopnost in redno posodabljanje statističnih podatkov o pomembnih kazalnikih iz pekinških izhodišč za ukrepanje;
Encourages the European Institute for Gender Equality to take steps with a view to improving the collection and analysis of comparable data on gender equality in the field of education and training, and ensure that statistics on the relevant indicators relating to the Beijing Platform for Action are made readily available and are regularly updated;
priporoča ustanovam za izobraževanje in usposabljanje, naj si prizadevajo za širšo objavo programov, ki so odprti za odrasle, in poenostavijo upravne postopke za pridobitev dostopa do teh programov;
Recommends to educational and training establishments that they seek to publicise more widely their programmes that are open to adults and to simplify the administrative procedures for gaining access to these programmes;
poziva Evropsko komisijo, naj v celoti upošteva strokovno znanje in izkušnje zainteresiranih strani in njihovo vlogo pri izvajanju strategije ET2020;
Calls upon the European Commission to take full account of the expertise of stakeholders and of their role in implementing the ET2020 strategy;
poziva Evropsko komisijo, naj vključi neformalno izobraževanje, poklicno izobraževanje in usposabljanje ter dijake v prihodnje primerjalno merilo mobilnosti za ET2020 in prevzame primerjalno merilo bolonjskega procesa v zvezi z mobilnostjo študentov;
Calls upon the European Commission to include non-formal education, Vocational Education and Training and school students in the upcoming Mobility Benchmark for ET2020 and to take over the Bologna Process benchmark on mobility of students;
Resolucija Evropskega parlamenta z dne 18. maja 2010 o deontoloških vprašanjih glede upravljanja družb ( 2009/2177(INI) )
European Parliament resolution of 18 May 2010 on deontological questions related to companies' management ( 2009/2177(INI) )
ob upoštevanju Priporočila Komisije z dne 30. aprila 2009 o dopolnitvi priporočil 2004/913/ES in 2005/162/ES glede sistema prejemkov direktorjev javnih družb UL L 120, 15.5.2009, str.
having regard to the Commission recommendation of 30 April 2009 complementing Recommendations 2004/913/EC and 2005/162/EC as regards the regime for the remuneration of directors of listed companies OJ L 120, 15.5.2009, p.