natgillin/translations-raw huggingface dataset:
Ti cilji vključujejo razvoj znanj za družbo znanja in posebne cilje za pospeševanje učenja jezikov, razvoj podjetnosti in splošno potrebo po krepitvi evropske razsežnosti v izobraževanju.
These objectives include developing skills for the knowledge society and specific objectives for promoting language learning, developing entrepreneurship and the overall need to enhance the European dimension in education.
, ki mu je sledila, sta "nova osnovna znanja" določila kot prednostna in poudarila, da mora vseživljenjsko učenje zajemati obdobje od predšolske starosti do starosti po upokojitvi.
identified the provision of "the new basic skills" as a priority, and stressed that lifelong learning must cover learning from pre-school age to post-retirement age.
V okviru izboljšanja zaposlovanja Skupnosti sta Evropska sveta v Bruslju marca 2003 in decembra 2003 poudarila potrebo po razvoju vseživljenjskega učenja s posebnim poudarkom na aktivnih in preventivnih ukrepih za nezaposlene in neaktivne osebe.
In the context of improving the Community's employment performance, the European Councils of Brussels (March 2003 and December 2003) stressed the need to develop lifelong learning, with a particular focus on active and preventive measures for the unemployed and inactive persons.
Svet je maja 2003 sprejel evropske referenčne ravni ("merila uspešnosti"), ki dokazujejo zavzemanje za merljivo izboljšanje evropske povprečne uspešnosti.
In May 2003 the Council adopted the European reference levels ("benchmarks"), demonstrating a commitment to a measurable improvement in European average performance.
Te referenčne ravni vključujejo sposobnost branja, zgodnje opuščanje šolanja, dokončanje višje srednje stopnje izobrazbe in udeleženost odraslih v vseživljenjskem učenju in so tesno povezane z razvojem ključnih kompetenc.
These reference levels include reading literacy, early school leaving, completion of upper secondary education and participation of adults in lifelong learning, and are closely linked to the development of key competences.
V poročilu Sveta o širši vlogi izobraževanja, ki je bilo sprejeto novembra 2004, je bilo poudarjeno, da izobraževanje prispeva k ohranjanju in obnavljanju skupnega kulturnega ozadja v družbi ter k učenju osnovnih socialnih in državljanskih vrednot, kot so državljanska zavest, enakost, strpnost in spoštovanje, in je zlasti pomembno v času, ko se vse države članice soočajo z vprašanjem, kako obvladati vse večjo socialno in kulturno raznovrstnost.
The report of the Council on the broader role of education adopted in November 2004 stressed that education contributes to preserving and renewing the common cultural background in society and to learning essential social and civic values such as citizenship, equality, tolerance and respect, and is particularly important at a time when all Member States are challenged by the question of how to deal with increasing social and cultural diversity.
Poleg tega sta omogočanje vstopa v poklicno življenje in njegovo ohranjanje pomemben del vloge izobraževanja pri krepitvi socialne kohezije.
Moreover, enabling people to enter and stay in working life is an important part of the role of education in the strengthening of social cohesion.
Poročilo, ki ga je Komisija sprejela leta 2005 o napredku pri doseganju lizbonskih ciljev na področju izobraževanja in usposabljanja, je pokazalo, da ni bilo napredka pri zmanjševanju odstotka tistih, ki imajo v starosti 15 let težave pri branju ali pri zviševanju stopnje dokončanja višje srednje stopnje izobraževanja.
The report adopted by the Commission in 2005 on progress towards the Lisbon objectives in education and training showed that there had been no progress in reducing the percentage of low achievers in reading literacy at age 15 or in raising the completion rate for upper-secondary education.
Določen napredek je bilo mogoče zaznati pri zmanjševanju zgodnjega opuščanja šolanja, vendar glede na sedanjo hitrost napredovanja evropske referenčne ravni za leto 2010, sprejete na Svetu maja 2003, ne bodo dosežene.
Some progress was visible in reducing early school leaving, but at current rates the 2010 European reference levels adopted by the May 2003 Council will not be achieved.
Sodelovanje odraslih v učenju ne narašča dovolj hitro, da bi lahko dosegli referenčno raven 2010, podatki pa kažejo na to, da je verjetnost nadaljnjega usposabljanja ljudi z nizko izobrazbo manjša.
Participation of adults in learning is not growing fast enough to reach the 2010 reference level, and data shows that low-skilled people are less likely to participate in further training.
Okvir ukrepov za vseživljenjski razvoj kompetenc in kvalifikacij, ki so ga evropski socialni partnerji sprejeli marca 2002, poudarja potrebo podjetij po čedalje hitrejšem prilagajanju njihovih struktur, da bi ostala konkurenčna.
The Framework of Actions for the Lifelong Development of Competences and Qualifications, adopted by the European social partners in March 2002, stresses the need for businesses to adapt their structures more and more quickly in order to remain competitive.
Več timskega dela, zabrisovanje hierarhije, prenos odgovornosti in naraščajoča potreba po večopravilnosti vodijo k naraščanju učečih se organizacij.
Increased team-work, flattening of hierarchies, devolved responsibilities and a greater need for multi-tasking are leading to the development of learning organisations.
V okviru tega pomeni sposobnost organizacij za določanje kompetenc, za njihovo aktiviranje in prepoznavanje ter spodbujanje njihovega razvoja za vse zaposlene podlago za nove konkurenčne strategije.
In this context, the ability of organisations to identify competences, to mobilise and recognise them and to encourage their development for all employees represent the basis for new competitive strategies.
Maastrichtska študija o poklicnem izobraževanju in usposabljanju iz leta 2004 navaja precejšnjo vrzel med stopnjami izobrazbe, ki jih zahtevajo nova delovna mesta, in stopnjami izobrazbe, ki jih dosega evropska delovna sila.
The Maastricht Study on Vocational Education and Training of 2004 indicates a significant gap between the levels of education required by new jobs, and the levels of education achieved by the European workforce.
Ta študija kaže, da je več kot tretjina evropske delovne sile (80 milijonov oseb) nizko izobražena, ob tem pa se ocenjuje, da bo do leta 2010 skoraj 50 % novih delovnih mest zahtevalo terciarne kvalifikacije, skoraj 40 % bo zahtevalo višjo srednjo stopnjo izobrazbe, samo 15 % služb pa bo primernih za tiste z osnovno izobrazbo.
This study shows that more than one third of the European workforce (80 million persons) is low-skilled whilst it has been estimated that by 2010 almost 50 % of new jobs will require tertiary level qualifications, just under 40 % will require upper secondary schooling, and only about 15 % will be suitable for those with basic schooling.
V Skupnem poročilu Sveta in Komisije o delovnem programu o izobraževanju in usposabljanju 2010, sprejetem leta 2004, je ponovno poudarjena potreba, da se vsem državljanom zagotovi kompetence, ki jih potrebujejo, in sicer kot del strategij držav članic za vseživljenjsko učenje.
The Joint Council/Commission Report on the Education and Training 2010 work programme, adopted in 2004, reinforced the need to ensure that all citizens are equipped with the competences they need as part of Member States' lifelong learning strategies.
Za spodbujanje in olajšanje reforme poročilo predlaga razvoj skupnih evropskih referenc in načel ter daje prednost okviru ključnih kompetenc.
To encourage and facilitate reform, the report suggests the development of common European references and principles and gives priority to the Key Competences Framework.
Evropski pakt za mlade, ki je priložen sklepom Evropskega sveta v Bruslju z dne 22. in 23. marca 2005, je poudaril potrebo po spodbujanju razvoja enotnega sklopa osrednjih znanj.
The European Youth Pact which is annexed to the conclusions of the Brussels European Council (22-23 March 2005) stressed the need to encourage the development of a common set of core skills.
Potreba po usposabljanju mladih s potrebnimi ključnimi kompetencami in izboljšanje doseganja ravni izobrazbe sta sestavna dela Integriranih smernic za rast in delovna mesta 2005–2008, ki jih je junija 2005 potrdil Evropski svet.
The need to equip young people with necessary key competences and to improve educational attainment levels is an integral part of the Integrated Guidelines for Growth and Jobs 2005-2008, approved by the June 2005 European Council.
Smernice zaposlovanja zlasti zahtevajo prilagoditev sistema izobraževanja in usposabljanja kot odziv na nove zahteve po kompetencah s pomočjo boljše identifikacije poklicnih potreb in ključnih kompetenc kot del programov reform držav članic.
In particular, the Employment Guidelines call for education and training systems to be adapted in response to new competence requirements through better identification of occupational needs and key competences as part of Member States' reform programmes.
Smernice zaposlovanja tudi pozivajo k zagotavljanju vključevanja vidika spola in enakosti med spoloma pri vseh ukrepih in k doseganju 70 % povprečne stopnje zaposlenosti v Evropski uniji in vsaj 60 % zaposlenosti za ženske.
Furthermore, the Employment Guidelines call for ensuring gender mainstreaming and gender equality in all actions and for achieving an average employment rate for the European Union of 70 % overall and of at least 60 % for women.
To priporočilo naj prispeva k razvoju kakovostnega, v prihodnost usmerjenega izobraževanja in usposabljanja, prilagojenega potrebam evropske družbe, s podporo in dopolnitvijo delovanja držav članic pri zagotovitvi, da bi njihovi sistemi osnovnega izobraževanja in usposabljanja vsem mladim ponujali sredstva za razvoj ključnih kompetenc do ravni, ko bodo sposobni za odraslo življenje in ki ustvarja podlago za nadaljnje učenje in poklicno življenje, ter da bi bilo odraslim omogočeno razviti in posodabljati njihove ključne kompetence prek ponudbe skladnega in obsežnega vseživljenjskega učenja.
Τhis Recommendation should contribute to the development of quality, future-oriented education and training tailored to the needs of European society, by supporting and supplementing Member States' actions in ensuring that their initial education and training systems offer all young people the means to develop key competences to a level that equips them for adult life, and which forms a basis for further learning and working life and that adults are able to develop and update their key competences through the provision of coherent and comprehensive lifelong learning.
To priporočilo bi moralo prav tako predvideti skupni evropski referenčni okvir ključnih kompetenc za oblikovalce politik, ponudnike izobraževanja in usposabljanja, socialne partnerje in same učence za olajšanje nacionalnih reform in izmenjavo informacij med državami članicami in Komisijo v okviru delovnega programa "Izobraževanje in usposabljanje 2010", z namenom dosege dogovorjenih evropskih referenčnih ravni.
Τhis Recommendation should also provide a common European reference framework on key competences for policy makers, education and training providers, the social partners and learners themselves in order to facilitate national reforms and exchange of information between the Member States and the Commission within the Education and Training 2010 work programme, with the aim of achieving the agreed European reference levels.
Poleg tega bi moralo priporočilo podpirati druge sorodne politike, kot so politika zaposlovanja in socialna politika ter druge politike, ki zadevajo mlade.
Furthermore, this Recommendation should support other related policies such as employment and social policies and other policies affecting youth.
Skladno z načelom sorazmernosti iz navedenega člena to priporočilo ne prekoračuje okvirov, ki so potrebni za doseganje zastavljenih ciljev, kolikor prepušča izvajanje tega priporočila državam članicam –
In accordance with the principle of proportionality, as set out in that Article, this Recommendation does not go beyond what is necessary in order to achieve those objectives insofar as it leaves the implementation of this Recommendation to Member States,
Da države članice razvijajo ponudbo ključnih kompetenc za vse kot del svojih strategij za vseživljenjsko učenje, vključno s strategijami za doseganje splošne pismenosti, in uporabijo "Ključne kompetence za vseživljenjsko učenje – evropski referenčni okvir" (v nadaljevanju "referenčni okvir") iz Priloge k temu priporočilu kot referenčno orodje z namenom zagotoviti:
That Member States develop the provision of key competences for all as part of their lifelong learning strategies, including their strategies for achieving universal literacy, and use the "Key Competences for Lifelong Learning – A European Reference Framework" (hereinafter referred to as "the Reference Framework'') in the Annex hereto as a reference tool, with a view to ensuring that:
1. da začetno izobraževanje in usposabljanje vsem mladim ponuja sredstva za oblikovanje ključnih kompetenc do ravni, ko bodo sposobni za odraslo življenje, in ki ustvarja podlago za nadaljnje učenje in poklicno življenje;
1. initial education and training offers all young people the means to develop the key competences to a level that equips them for adult life, and which forms a basis for further learning and working life;
2. ustrezno ponudbo tistim mladim, ki zaradi izobraževalne prikrajšanosti, nastale zaradi osebnih, družbenih, kulturnih in gospodarskih okoliščin, potrebujejo posebno podporo za izpolnitev njihovega izobrazbenega potenciala;
2. appropriate provision is made for those young people who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential;
3. da bo odraslim omogočeno razvijati in posodabljati njihove ključne kompetence vse življenje ter da bo poseben poudarek na ciljnih skupinah, ki so ugotovljene kot prednostne naloge v nacionalnem, regionalnem in/ali lokalnem okviru, na primer osebe, ki morajo posodobiti svoja znanja;
3. adults are able to develop and update their key competences throughout their lives, and that there is a particular focus on target groups identified as priorities in the national, regional and/or local contexts, such as individuals needing to update their skills;
4. da bo na voljo ustrezna infrastruktura za nadaljevanje izobraževanja in usposabljanja odraslih, vključno z učitelji in vodji usposabljanja, postopki preverjanja in vrednotenja, ukrepi za zagotovitev enakega dostopa do vseživljenjskega učenja in trga dela ter podpora učencem, ki bo priznavala različne potrebe in kompetence odraslih;
4. appropriate infrastructure for continuing education and training of adults including teachers and trainers, validation and evaluation procedures, measures aimed at ensuring equal access to both lifelong learning and the labour market, and support for learners that recognises the differing needs and competences of adults, is in place;
5. da bo skladnost ponudbe izobraževanja za odrasle in usposabljanja za posamezne državljane dosežena prek tesnih povezav s politiko zaposlovanja in socialno politiko, kulturno politiko, politiko inovativnosti ter drugimi politikami, ki vplivajo na mlade, ter prek sodelovanja s socialnimi partnerji in drugimi zainteresiranimi stranmi;
5. coherence of adult education and training provision for individual citizens is achieved through close links with employment policy and social policy, cultural policy, innovation policy and other policies affecting young people and through collaboration with social partners and other stakeholders;
SE SEZNANJATA Z NAMENOM KOMISIJE, DA:
HEREBY TAKE NOTE OF THE COMMISSION'S INTENTION TO:
1. prispeva k prizadevanjem držav članic za razvoj njihovih sistemov izobraževanja in usposabljanja ter izvaja in razširja to priporočilo, vključno z uporabo referenčnega okvira kot referenco za olajševanje vzajemnega učenja in izmenjave dobrih praks ter za spremljanje razvoja in poročanje o napredku s pomočjo dvoletnih poročil o napredku delovnega programa Izobraževanje in usposabljanje 2010;
1. contribute to Member States' efforts to develop their education and training systems and to implement and disseminate this Recommendation, including by using the Reference Framework as a reference to facilitate peer learning and the exchange of good practices and to follow up developments and report on progress through the biennial progress reports on the Education and Training 2010 work programme;
2. uporabi referenčni okvir kot referenco za izvajanje programov Skupnosti za izobraževanje in usposabljanje ter zagotovi, da se spodbuja pridobivanje ključnih kompetenc;
2. use the Reference Framework as a reference in the implementation of the Community Education and Training programmes and to ensure that these programmes promote the acquisition of key competences;
3. spodbuja širšo uporabo referenčnega okvira v sorodnih politikah Skupnosti in zlasti pri izvajanju politike zaposlovanja, mladinske, kulturne in socialne politike ter razvija nadaljnje povezave s socialnimi partnerji in drugimi organizacijami, ki delujejo na tem področju;
3. promote the wider use of the Reference Framework in related Community policies, and particularly in the implementation of employment, youth, and cultural and social policy, and to develop further links with social partners and other organisations working in those fields;
poroča Evropskemu parlamentu in Svetu o pridobljenih izkušnjah in posledicah za prihodnost.
, to the European Parliament and to the Council on the experience gained and the implications for the future.
Ključne kompetence za vseživljenjsko učenje – evropski referenčni okvir
Key Competences for Lifelong Learning - A European Reference Framework
Ozadje in cilji
Background and aims
Ker se mora Evropska unija spričo globalizacije neprestano soočati z novimi izzivi, bo vsak državljan potreboval vrsto ključnih kompetenc, da se bo lahko prožno prilagajal hitro spreminjajočemu in medsebojno zelo povezanemu svetu.
As globalisation continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world.
Izobraževanje ima s svojo dvojno vlogo, v socialnem in ekonomskem smislu, ključni pomen pri zagotavljanju, da državljani Evrope pridobijo ključne kompetence, ki jih potrebujejo, da se na prožen način prilagodijo takšnim spremembam.
Education in its dual role, both social and economic, has a key role to play in ensuring that Europe's citizens acquire the key competences needed to enable them to adapt flexibly to such changes.
Različne potrebe učencev je treba zadovoljevati zlasti z nadgradnjo raznolikih individualnih kompetenc z zagotavljanjem enakosti in dostopnosti tistim skupinam, ki zaradi izobraževalne prikrajšanosti, nastale zaradi osebnih, družbenih, kulturnih ali ekonomskih okoliščin, potrebujejo posebno podporo za izpolnitev svojega izobrazbenega potenciala.
In particular, building on diverse individual competences, the differing needs of learners should be met by ensuring equality and access for those groups who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfil their educational potential.
Primeri takih skupin vključujejo osebe s šibkimi osnovnimi znanji, zlasti pomanjkljivo pismenostjo, tisti, ki so zgodaj opustili šolanje, dolgotrajno brezposelni in tisti, ki se po dolgi odsotnosti vračajo na delovno mesto, starejši, migranti in invalidi.
Examples of such groups include people with low basic skills, in particular with low literacy, early school leavers, the long-term unemployed and those returning to work after a period of extended leave, older people, migrants, and people with disabilities.
V tem smislu so glavni cilji referenčnega okvira:
In this context, the main aims of the Reference Framework are to:
ugotoviti in opredeliti ključne kompetence, ki so v družbi znanja potrebne za osebno izpolnitev, dejavno državljanstvo, socialno kohezijo in zaposljivost;
identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;
podpreti delo držav članic, katerega cilj je zagotoviti, da bodo mladi ljudje do konca začetnega izobraževanja ključne kompetence razvili do ravni, ko bodo sposobni za odraslo življenje in ki ustvarja podlago za nadaljnje učenje in poklicno življenje, in da bo odraslim omogočeno razvijati in posodabljati ključne kompetence vse življenje;
support Member States' work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives;
zagotoviti referenčno orodje na evropski ravni za oblikovalce politik, ponudnike izobraževanj, delodajalce in same učence za olajšanje nacionalnih prizadevanj in prizadevanj na evropski ravni za doseganje skupno dogovorjenih ciljev;
provide a European level reference tool for policy makers, education providers, employers, and learners themselves to facilitate national and European level efforts towards commonly agreed objectives;
zagotoviti okvir za nadaljnje ukrepe na ravni Skupnosti v okviru delovnega programa "Izobraževanje in usposabljanje 2010" in v okviru programov za izobraževanje in usposabljanje Skupnosti.
provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.
Ključne kompetence
Key Competences
Kompetence so tukaj opredeljene kot kombinacija znanja, spretnosti in odnosov, ustrezajočih okoliščinam.
Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context.
Ključne kompetence so tiste, ki jih vsi ljudje potrebujejo za osebno izpolnitev in razvoj, dejavno državljanstvo, socialno vključenost in zaposlitev.
Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment.
Referenčni okvir določa osem ključnih kompetenc:
The Reference Framework sets out eight key competences:
sporazumevanje v maternem jeziku;
Communication in the mother tongue;
sporazumevanje v tujih jezikih;
Communication in foreign languages;
matematična kompetenca ter osnovne kompetence v znanosti in tehnologiji;
Mathematical competence and basic competences in science and technology;
digitalna pismenost;
Digital competence;
učenje učenja;
Learning to learn;
socialne in državljanske kompetence;
Social and civic competences;
samoiniciativnost in podjetnost ter
Sense of initiative and entrepreneurship; and
kulturna zavest in izražanje.
Cultural awareness and expression.
Ključne kompetence se štejejo za enako pomembne, saj vsaka od njih prispeva k uspešnemu življenju v družbi znanja.
The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society.
Številne kompetence se prekrivajo in povezujejo: vidiki, ki so bistvenega pomena za eno področje, bodo podpirali kompetence na drugem.
Many of the competences overlap and interlock: aspects essential to one domain will support competence in another.
Kompetenca na področju temeljnih osnovnih znanj jezika, kompetenca branja, pisanja, računanja in na področju informacijsko-komunikacijske tehnologije (IKT) je bistvena podlaga za učenje, učenje učenja pa podpira vse učne dejavnosti.
Competence in the fundamental basic skills of language, literacy, numeracy and in information and communication technologies (ICT) is an essential foundation for learning, and learning to learn supports all learning activities.