natgillin/translations-raw huggingface dataset:
92. meni, da je treba v boju proti šolskemu osipu izobraževalno politiko povezati s politikami za spodbujanje gospodarskega okrevanja, ustvarjanje stalnih delovnih mest ter preprečevanje opustitve šolanja, kratkoročne in negotove zaposlitve ter bega možganov;
Considers that, to combat ESL, education policies must be linked to policies aimed at promoting economic recovery and hence at creating permanent jobs and averting any dropping-out of education, short-lived and insecure employment and a speeding-up of the brain drain;
Politika EU
EU policies
96. svari pred škodljivim vplivom morebitnega zmanjšanja javnih izdatkov za izobraževanje zaradi gospodarske krize in varčevalnih proračunskih politik v državah članicah, saj bo to še povečalo število osipnikov v EU;
Warns that the possible public spending cuts in the education sector on account of the economic crisis and the budgetary austerity policies being implemented in Member States will have adverse effects, in that they will further increase the numbers of early school leavers in the EU;
To so sporočilo Komisije o zmanjševanju šolskega osipa, nov predlog za priporočilo Sveta o politikah za zmanjševanje osipa ter vodilna pobuda Komisije Mladi in mobilnost.
They include the Commission Communication on Tackling Early School Leaving, a new proposal for a Council Recommendation on policies to reduce early school leaving, and the Commission’s flagship initiative ‘Youth on the Move’.
Poleg tega strategija Evropa 2020 izpostavlja šest najpomembnejših ciljev držav članic, od katerih je eden zmanjšanje šolskega osipa do leta 2020 za 10 %.
The Europe 2020 Strategy, in addition, outlines six headline targets for Member States, one of which is to reduce ESL to 10 % by 2020.
Leta 2003 je bil ta cilj dogovorjen med državami članicami, a ga je doseglo samo sedem držav.
This 10 % target was previously agreed by Member States in 2003, however only seven of them managed to reach the benchmark.
Leta 2009 je bil v Evropi odstotek šolskega osipa mladih med 18. in 24. letom 14,4 %.
In 2009 the rate of ESL for all 18 to 24-year-olds in Europe stood at 14.4 %.
Večina držav EU pa je vendarle napredovala pri zmanjševanju števila mladih, ki zgodaj zapustijo šolo ali imajo nizko izobrazbo, ter so opazne vidne in pozitivne spremembe pri njihovem pristopu k zgodnjemu opuščanju šolanja, vendar je v poročilu navedeno, da je treba narediti še mnogo več.
Most EU countries have made at least some progress in reducing the number of young people leaving school early or with low qualifications, and there has been a noticeable and positive change in how they approach early school leaving; yet this report argues that far more needs to be done
Kdo so mladi, ki zgodaj opustijo šolanje?
Who are ‘ early school leavers ’ ?
Da bi ugotovili, kdo spada v kategorijo mladih, ki zgodaj opustijo šolanje, in kdo so morebitni kandidati za to kategorijo, je treba opredeliti šolski osip.
In order to identify those who already fall into the category of ‘early school leavers’ and those who are potential school leavers, it is imperative to define early school leaving.
Enovite opredelitve pojma, ki bi lahko veljala za vse države članice EU, organizacije ali posameznike, ni.
However, there is no single overarching definition of the term that can be easily applied to all EU Member States, organisations and individuals.
Komisija v svojem sporočilu o zmanjševanju šolskega osipa navaja, da so mladi, ki zgodaj opustijo šolanje, posamezniki med 18. in 24. letom, ki dosežejo le nižjo srednješolsko (poklicno) izobrazbo ali manj.
The Commission, in its Communication on Tackling Early School Leaving, refers to early school leavers as individuals between the age of 18 and 24 who have left education and training with only lower secondary education or less.
Zaradi doslednosti in jasnosti se bo v tem poročilu uporabljala ta opredelitev.
For the purpose of consistency and clarity, the Commission’s definition of the term will be applied throughout this report.
Ne obstaja "tipičen profil" mladega, ki zgodaj opusti šolanje, tudi ni običajnih pokazateljev, ki bi omogočali prepoznavanje mladih, ki bodo najbrž zgodaj opustili šolanje.
There is no such a thing as a typical early school leaver, nor is there a standard predictor for those people who are more likely to drop out early.
To so mladi iz različnih skupin in vsi ne opustijo šolanja iz negativnih razlogov.
Early school leavers are a diverse group, and not all of them leave school early for negative reasons.
Vendar pa se v tem poročilu navaja, da so nekatere skupine, kjer je tveganje večje kot v drugih.
Nevertheless, this report notes that there are some groups that are considered to be more at risk than others.
Eden od pokazateljev morebitnega šolskega osipa je slab uspeh.
Low achievement is one predictor of ESL.
V zgodnjih letih šolanja so razlike v šolskem uspehu med učenci manj očitne.
In the early years of schooling, differences in the educational achievements of pupils are less pronounced.
Vendar ko v kasnejših šolskih letih postanejo te razlike očitnejše, so učenci z učnimi težavami v nekaterih primerih čedalje manj motivirani za nadaljevanje šolanja.
However, as these differences become more marked in the later stages of their education, those who are struggling become in some cases increasingly less motivated to stay in school.
Nasprotno pa učenci z dobrim učnim uspehom nadaljujejo šolanje ne glede na zunanje dejavnike in okoliščine.
Pupils with a strong academic record, by contrast, tend to stay in school regardless of outside factors or circumstances.
Pomembno je, da na neuspeh ne gledamo izolirano, saj je tesno povezan z drugimi dejavniki, kot so revščina, zlorabe in družinsko okolje.
Importantly, underachievement cannot be viewed in isolation, as it is inextricably linked to other factors such as poverty, abuse and family background.
Raziskave so pokazale, da je pri učencih, ki imajo starše z nizko izobrazbo ali nizkokvalificirano službo, več verjetnosti, da bodo prej opustili šolanje.
Studies have shown for instance that the students of parents who are low-qualified, or who have a low-skilled job, are more likely to become early school leavers.
Učenci iz družin, ki nudijo stabilno okolje, kjer otroci lahko rastejo, se učijo in razvijajo, imajo dosti večje možnosti za nadaljevanje šolanja.
Where the family unit provides a stable environment in which children can grow, learn and develop, students have a far greater probability of continuing on in school.
Kjer pa družine mladih ne spodbujajo in jih ne podpirajo pri učenju, je zgodnja opustitev šolanja verjetnejša.
Conversely, where families do not encourage young people and do not support their learning, ESL becomes more likely.
Učenci, ki zgodaj opustijo šolanje, imajo tudi druge opazne skupne značilnosti, kot so regionalne razlike v odstotkih šolskega osipa ter podeželsko-mestne delitve.
There are other discernable commonalities amongst early school leavers, such as regional disparities in rates of ESL and rural-urban divides.
Odstotek šolskega osipa je višji tudi med narodnostnimi manjšinami in priseljenci, zlasti med Romi.
ESL rates are also much higher among ethnic minority and immigrant populations, particularly the Roma.
Še več, šolski osip je pojav, kjer se kaže razlika med spoloma, saj je mnogo nižji pri dekletih kot pri fantih (13 % proti 17 %).
What is more, ESL has been shown to be a gendered phenomenon, with girls far less likely to leave school early than boys (rates are 13 % and 17 % respectively).
Posledice šolskega osipa
The consequences of early school leaving
Visok odstotek šolskega osipa ima velike socialne in ekonomske posledice.
The social and economic implications of high rates of ESL are stark.
Šolski osip ima negativne posledice za gospodarsko rast ter povzroča ekonomsko in socialno nestabilnost.
ESL negatively impacts on economic growth, driving economic and social instability.
Ukrepi za izkoristek energije in razvoj spretnosti pri mladih so bistvenega pomena za prihodnji gospodarski in socialni razvoj držav članic.
Interventions to harness the energy and develop the skills of young people are therefore crucial for the future economic and social development of Member States.
Domnevno bi znižanje deleža šolskega osipa za le 1 % vsako leto v Evropi ustvarilo približno pol milijona dodatnih kvalificiranih mladih ljudi.
It is thought that reducing the share of early school leavers across Europe by just 1 % would create nearly half a million additional qualified young people each year.
Dokazano je, da je življenjski zaslužek ljudi, ki so zapustili šolo brez dosežene srednješolske izobrazbe, mnogo nižji kot zaslužek tistih, ki so opustili šolanje po srednji šoli.
It has been shown that the lifetime earnings of those who leave school without an upper secondary education are considerably lower than those who leave school with one.
Znano je, da je izobrazba (ali pomanjkanje izobrazbe) znanilec morebitne revščine.
Educational qualifications (or a lack of them), are a notable predictor of poverty.
Ker so mladi, ki zgodaj opustijo šolanje, manj usposobljeni od tistih, ki ga dokončajo, imajo mnogo manj možnosti za zaposlitev ter pogosto sprejmejo slabo plačane, negotove službe, z majhnimi možnostmi za razvoj.
Since early school leavers finish school with fewer skills than those who stay on, they have considerably fewer options when it comes to entering the labour market and often end up taking low-paid, precarious jobs, with little possibility for development.
Zato lahko preprečevanje šolskega osipa prekine cikel medgeneracijske revščine in izboljša vsesplošno gospodarsko rast.
Therefore preventing ESL has the potential to break the cycle of intergenerational poverty, and to improve overall economic growth.
Šolski osip ima tudi neposredne medsebojno povezane družbene posledice, saj je povezan v višjim odstotkom asocialnega vedenja, najstniško nosečnostjo in zlorabo mamil.
ESL also has more immediate interdependent societal consequences, as it is associated with higher rates of antisocial behaviour, teenage pregnancy and drug abuse.
Poročevalka priznava, da za problem šolskega osipa ni enostavne rešitve.
This report recognises that there is no simple ‘cure all’ solution to the problem of early school leaving.
Gre za zapleteno vprašanje, s katerim se je treba spopasti s celo vrsto ukrepov in pobud.
It is a complex issue which must be tackled by a range of interventions and initiatives.
Noben posamezen ukrep ne bo uspešen, če ga ne bodo dopolnjevali tudi drugi ukrepi.
No one single measure will be effective unless it is complemented by other measures.
S šolskim osipom se ukvarjajo različni dejavniki, zato je verjetno, da bodo na ta problem različno gledali učenci, njihovi učitelji, starši in druge zainteresirane strani.
A variety of agents may be called upon or compelled to address ESL, but it is likely that it will be viewed differently by the student, their school teachers, their parents, and others who take an interest.
V poročilu je poudarjeno, da je pri določanju ukrepov za boj proti šolskemu osipu treba dati prednost tistemu, kar je najugodnejše za učence in je v njihovem interesu.
This report stresses that the perspective and best interest of the student should take priority when measures to combat ESL are determined.
Ukrepi morajo upoštevati vsestranske potrebe posameznika.
Interventions must be sensitive to the complexity of an individual’s needs.
Mnogi mladi se odločijo za opustitev rednega izobraževanja iz osebnih razlogov, kot je nasilje v šolah, drugi imajo mogoče socialne težave, kot sta odvisnost od mamil ali brezdomstvo.
Many youngsters choose to leave mainstream education for personal reasons such as bullying at school, whilst others may be suffering from social problems such as drug addiction or homelessness.
V poročilu se predlaga, naj ima vsaka srednja šola svetovalno službo, ki naj dijakom z osebnimi težavami omogoča pogovor o tem ter pomoč pri iskanju rešitev.
This report recommends that every secondary school sets up a counselling service, to enable students with personal problems to talk them through and to find solutions.
Šola nima samo izobraževalne vloge, ampak tudi obvezo, da poskrbi za duhovne potrebe.
Schools not only have an educative role; they also have a duty to provide pastoral care.
Če ji priznamo to oporno vlogo, je to lahko korak naprej pri reševanju problema šolskega osipa.
Recognising this supportive function can be a key step towards addressing ESL.
Poleg soočanja z osebnimi težavami ima lahko svet dela na učence zastrašujoč učinek.
In addition to coping with personal difficulties, the world of work can prove to be a daunting prospect for students.
V poročilu se priporoča, naj se ustvarijo mreže, ki bodo učencem pomagale in svetovale pri iskanju poklicne poti, določanju ciljev, jim nudile usposabljanje in poklicno svetovanje.
This report therefore recommends that student-centred support networks be set up to provide career guidance and advice, including goal setting, job training and career counselling.
To jim bo pomagalo demistificirati svet dela, jih motiviralo pri zastavljanju ciljev in trudu za njihovo uresničevanje.
This will not only demystify the world of work for students, but will motivate them to set goals and to work towards achieving them.
Iz Združenega kraljestva prihaja primer dobre prakse: leta 2001 je bila ustanovljena zelo uspešna služba Connexions Service.
One good practice example comes from the UK, where the highly successful Connexions Service was set up in 2001.
Njen cilj je osebno svetovanje in pomoč mladim, saj pri svojem delu združuje storitve za mlade in poklicne storitve.
The aim of this organisation, which combines youth services and a careers service, is to provide personalised advice and support for young people.
Pri pristopu do mladih je vpeljala vrsto inovacij, zlasti široko uporabo spletnih storitev.
It has introduced a range of innovations in its approach to young people, notably widespread use of online services.
Iz poročila je jasno, da mora postopek za ponovno vključitev razočaranih mladih v izobraževalni sistem začeti čim prej.
This report makes clear that the process of reintegrating disillusioned young people back into education must start as early as possible.
Z izostajanjem od pouka, vedenjskimi in drugimi težavami se je treba soočiti takoj, ko se pojavijo.
Truancy, behavioural problems and other issues have to be addressed as soon as they arise.
Teh težav se ne sme podcenjevati ali ignorirati.
Such difficulties cannot be underestimated or ignored.
Šolske reforme
School reforms
V nekaterih primerih se mladi izpišejo iz šole, ker menijo, da jim učni program ne ustreza ali ni pomemben za njihovo življenje.
In some cases, young people decide to withdraw from the education system because they do not consider the curriculum to be responsive or relevant to their lives.
Vsak učenec je edinstven in vsem ne ustrezajo enake učne metode.
Every student is unique and not all respond to the same teaching methods.
Zato se v tem poročilu poziva šole k opuščanju tradicionalnega preverjanja, kjer je prihodnost posameznika odvisna od učinkovitosti, ki jo pokaže v enem samem dnevu, ter k poskusom, da se najdejo načini za trajno preverjanje učencev.
Consequently this report calls for schools to move away from traditional testing, where the future prospects of an individual depends on their performance on one day, and to try to find ways of assessing pupils on a continuous basis.
Zato morajo države članice sprejeti ukrepe za prenovo nacionalnih predmetnikov in poskrbeti za njihovo raznolikost tako, da bodo razširili izbor izobraževalnih možnosti, ki so na voljo učencem.
To combat this, Member States should take steps to innovate and diversify the national curriculum by extending the variety of educational options open to pupils.
Strukturne reforme so pomembne zato, da mladi dobijo znanja in zmožnosti, ki jih potrebujejo za neboleč prehod v svet dela.
Structural reforms are important for giving young people the skills and training that they need to make a smooth transition into the world of work.
Sem spadajo zmožnosti za reševanje problemov, kritično presojo informacij in učinkovito komunikacijo.
These include problem solving, critically evaluating information, and communicating effectively.
Ena od možnosti, ki je že bila preizkušena v Španiji, je ta, da se spodbujajo tesnejša povezava in partnerski sporazumi med šolami in lokalnimi podjetji.
One option, which has already been piloted in Spain, is to encourage stronger links and partnership agreements between schools and local companies.
Sistemi, ki dijakom dajejo možnost okusiti delovno življenje, jim lahko tudi pomagajo pri usmerjanju in jih spodbudijo k trdnejšemu delu.
Schemes like this, which offer students a taste of working life, can also give them a sense of direction and motivate them to work harder.
Pomembno je, da šole spodbujajo dijaško mobilnost med različnimi izobraževalnimi sistemi: akademskim, poklicnim in podobno.
It is crucial that schools encourage students’ mobility between the different educational streams, be it academic, vocational and so on.
Če se dijakom nudi širši izbor šol, jih to spodbuja k šolanju ter jim daje široko paleto znanj in nujnih spretnosti, ki jim bodo pomagale najti službo.
Offering students a wider choice at school is not only important for increasing their motivation to stay on, but also for providing them with the broad spectrum of knowledge and essential skills necessary for finding employment later.
Poročevalka meni, da mora biti načelo "učenje za znanje" temelj vseh šolskih politik in programov.
The Rapporteur believes that the principle of ‘learning to learn’ should be at the heart of all school policies and curricula.
Dodatno priporočilo šolam je, naj se trudijo za boljše razmerje učenci-učitelji, zlasti pri učencih s slabšimi učnimi sposobnostmi.
Another recommendation is for schools to work towards improving pupil-teacher ratios, particularly when it comes to pupils of a lower educational ability.
Majhni razredi za učence v posebnimi učnimi potrebami in vedenjskimi težavami lahko pozitivno vplivajo na delež šolskega osipa.
Small class sizes for students with special educational needs or behavioural problems can have a positive impact on rates of ESL.
Pogosto potrebujejo pomožne učitelje, ki pomagajo razrednim učiteljem.
They often require the use of teaching assistants, who work alongside classroom teachers.
Pomožni učitelji so postali zelo priljubljeni v mnogih državah EU, saj posvečajo večjo pozornost učencem, ki potrebujejo dodatno pomoč, tako da imajo razredni učitelji več časa za druge učence.
Teaching assistants have become extremely popular in several EU Member States, since they allow greater attention to be devoted to pupils who need extra help, leaving time free for classroom teachers to work with other pupils.
Kot je poročevalka že izpostavila v svojem poročilu o zgodnjem učenju v EU, je skrb za visokokakovostne storitve na področju predšolske vzgoje in varstva za otroke od 0 do 6 let bistven dejavnik za zmanjšanje šolskega osipa.
Finally, as the Rapporteur has also stressed in her report on Early Years Learning in the EU, the provision of high-quality early childhood education and care (ECEC) services for children aged 0-6 is a vital component in tackling ESL.
Zgodnje učenje postavlja pri otrocih temelje za njihovo uspešno vseživljenjsko učenje, naložbe v storitve na področju predšolske vzgoje in varstva pa poplačajo bolj kot naložbe v katero koli drugo izobraževalno obdobje.
Children’s early learning lays the foundation for their successful lifelong learning and investment in ECEC services brings greater returns than investment at any other stage of education.
Povezava s starši in skupnostjo
Links with parents and with the community
Šole niso edine ustanove, ki imajo odgovornost za izvajanje politike in programov za preprečevanje šolskega osipa.
Schools are not the only bodies with responsibility for implementing policies and programmes to prevent ESL.
V tem poročilu je navedeno, da je to tudi odgovornost skupnosti.
This report argues that responsibility also extends to the local community.
Vzpostaviti je treba povezave med socialnovarstvenimi službami, nevladnimi organizacijami, zasebnimi organizacijami, šolami in starši ter med nacionalno politiko in lokalnim pristopom na nizki ravni.
There needs to be clear links between social and welfare services, NGOs, private organisations, schools and parents, as well as intersection between national policies and local, small-scale approaches.
Oblikovanje mreže med dejavniki z različnih področij skupnosti bo posameznikom olajšalo premagovanje številnih ovir pri izobraževanju.
Establishing a network made up of actors from different areas of the community will make it easier for individuals to overcome multiple barriers to education.
Starše, zlasti tiste, ki imajo invalidne otroke, bi tudi treba priznati kot usposobljene partnerje, ki lahko delajo z učitelji.
Parents, particularly of children with disabilities, should also be recognised as skilled partners who can work with teachers.
Vsem staršem bi treba omogočiti, da v celoti sodelujejo pri šolanju svojih otrok.
All parents should be allowed to play a fully collaborative role in their child’s schooling.
V Združenem kraljestvu so bili prostovoljci in lokalni dejavniki zlasti uspešni pri dvigovanju šolskega uspeha mladih iz črnskih in manjšinskih skupnosti.
In the UK, the voluntary and community sector has been particularly successful in raising the attainment of young people from black and ethnic minority backgrounds.
Lokalni dejavniki pogosto uporabljajo inovativne in alternativne metode (glasba, gledališče, ples in šport) za motiviranje razpuščene mladine.
Local interventions often use innovative and alternative methods to motivate disengaged youth, such as through music, drama, dance and sport.
"Druga priložnost"
‘ Second chance ’ solutions
Treba je imeti sistem za ponovno vključitev v izobraževalni sistem tistih, ki zgodaj zapustijo šolo.
For those who leave school early, a system is required for reintegrating them back into the education system.
Ena od rešitev je spodbujanje držav članic, naj ustanovijo alternativne šole ali šole za "drugo priložnost".
Encouraging Member States to set up ‘second chance’ or ‘alternative’ schools is one solution.
To mora biti usklajeno s potrebami posameznikov, med katerimi bo mnogo takih, ki so zapustili šolo v mladih letih zaradi razočaranja nad šolskim sistemom.
These must be sensitive to the needs of individuals, many of whom will have dropped out in their younger years after becoming disillusioned with the education system.
Sistem mora biti prilagodljiv, da bo posameznikom omogočal usklajevanje njihovih šolskih obveznosti z delovnimi in družinskimi obveznostmi.
They must also be flexible, allowing individuals to fit their education commitments around their work and family responsibilities.
Čeprav je zlasti preprečevanje zgodnjega opuščanja šolanja mnogo učinkovitejše na dolgi rok, morajo biti možnosti za "drugo priložnost" sestavni del strategij držav članic za zmanjševanje šolskega osipa.
While preventing ESL in the first place is far more effective in the long term, second chance solutions must nonetheless remain an integral part of Member States’ strategies for dealing with ESL.