natgillin/translations-raw huggingface dataset:
poziva Svet, naj spremlja, kako države članice v praksi izvajajo evropske politike izobraževanja in učenja; meni, da bi morale nacionalne vlade na pregleden način določiti nacionalne cilje na tem področju in sprejeti ustrezno zakonodajo ter ustrezne ukrepe za doseganje evropskih standardov in še posebej zagotoviti izvajanje orodij, ki so bila sprejeta na ravni EU, kot npr. zgoraj navedeno priporočilo o ključnih kompetencah za vseživljenjsko učenje, Evropski kvalifikacijski okvir in Europass Odločba št. 2241/2004/ES Evropskega parlamenta in Sveta z dne 15. decembra 2004 o enotnem okviru Skupnosti za preglednost kvalifikacij in usposobljenosti (Europass) (UL L 390, 31.12.2004, str.
Urges the Council to monitor the practical implementation of European education and learning policies by every Member State; considers that national governments should set national goals in this field in a transparent manner, and should introduce appropriate legislation and relevant measures to ensure the achievement of European standards and, in particular, to ensure that tools adopted at EU level, such as the above-mentioned recommendation on key competences for lifelong learning, the European Qualifications Framework and Europass Decision No 2241/2004/EC of the European Parliament and of the Council of 15 December 2004 on a single Community framework for the transparency of qualifications and competences (Europass) (OJ L 390, 31.12.2004, p.
poudarja, da je potrebnih več sredstev za izboljšanje materialnih in prostorskih razmer ter za nenehno izobraževanje in usposabljanje kadrov za kakovostnejšo predšolsko vzgojo ter za zagotovitev več sredstev za naložbe; splošni dostop do visokokakovostne predšolske izobrazbe je učinkovit način za odprtje dostopa do vseživljenjskega učenja za vse otroke, še posebej za otroke iz zapostavljenih in manjšinskih okolij;
Stresses the need for increased resources for improving material and space conditions and for ongoing staff training to raise the quality of pre-primary education and provide increased resources for investment; universal access to high-quality pre-primary education is an effective way to open up access to lifelong learning for all children, but particularly children from deprived backgrounds and ethnic minorities;
vztraja, da je treba razvijati osnovne spretnosti in znanje otrok, naučiti se morajo maternega jezika ali jezika države, v kateri prebivajo, in se čim prej naučiti brati in pisati;
Insists on the importance of children's developing basic skills, learning their mother tongue or the language of their country of residence, and acquiring reading and writing skills as early as possible;
meni, da se je treba na tej zgodnji stopnji začeti učiti drugi jezik, da pa mora to zgodnje poučevanje jezikov potekati z igro in brez pritiska;
Believes that the learning of a second language should begin at this early stage, but young children's contact with languages must be organised through play and without pressure;
poziva vse države članice, naj uvedejo obvezno predšolsko vzgojo;
Calls on all Member States to make pre-primary education compulsory;
Osnovnošolsko in srednješolsko izobraževanje
Primary and secondary education
poudarja, da je treba nameniti posebno pozornost posameznikom, ki bi drugače že zgodaj prekinili šolanje; meni, da bi bilo treba sprejeti posebne programe in ukrepe za zmanjšanje osipa in tistim, ki predčasno prekinejo šolanje v primerih, ko je to neizogibno in se ponavlja, nuditi pomoč in zagotoviti možnosti za ponovno vključitev v družbo in zanje primerne oblike izobraževanja;
Emphasises the need to pay special attention to individuals who might otherwise drop out of education at a later stage; believes that special programmes and measures should be adopted to reduce the drop-out rate and that, in cases where dropping out is inevitable and continues to occur, the individuals concerned should be supported and given opportunities to be reintegrated into society and offered appropriate forms of education;
poudarja, da bi moralo osnovno- in srednješolsko izobraževanje otroke pripraviti za samostojno, ustvarjalno in inovativno razmišljanje, oblikovati pa tudi medijsko kritične državljane, ki bodo znali razmišljati o sebi;
Stresses that primary and secondary education should equip children for autonomous, creative and innovative thinking and make them into media-critical and self-reflecting citizens;
poudarja, kako pomembni so šolski učni programi posameznih držav članic, ki bi morali vsebovati učne ure za spodbujanje in razvijanje ustvarjalnosti in inovativnega duha pri otrocih;
Underlines the importance of the school curricula of each Member State, which should contain courses aimed at fostering and developing creativity and the innovative spirit in children;
meni, da je treba učne programe in njihovo vsebino nenehno posodabljati, da bi bili še uporabni, pri čemer je treba poudariti pomembno vlogo podjetniških veščin in prostovoljstva za osebni razvoj, in poudarja, da bi morale vse države članice priznati večji pomen izobraževanju učiteljev ter zanj nameniti več sredstev, da bi lahko dosegli občuten napredek pri uvajanju ciljev lizbonske strategije v delovnem programu "Izobraževanje in usposabljanje 2010" ter da bi v Evropski uniji spodbudili vseživljenjsko učenje;
Considers that curricula, and their content, must be continually updated in order to remain relevant, enhancing the important role of entrepreneurial skills and volunteering in order to support personal development, and stresses that all Member States must attach greater importance to teacher training and provide more resources for it if they are to make significant progress in achieving the Lisbon Strategy targets in the work programme 'Education and training 2010' and promote lifelong learning within the European Union;
je prepričan, da bi se morali otroci čim bolj zgodaj začeti učiti drugega tujega jezika;
Is convinced that children should learn a second foreign language as early as possible;
močno spodbuja učenje tujih jezikov v zgodnji mladosti in vključevanje pouka tujih jezikov v vse osnovnošolske učne programe; poudarja, da je treba za izpolnitev tega cilja zagotoviti dovolj sredstev za zaposlitev in usposabljanje učiteljev tujih jezikov;
Strongly encourages the learning of foreign languages from an early age and the inclusion of foreign-language teaching in all primary school curricula; stresses that, if this goal is to be achieved, sufficient resources must be made available to recruit and train foreign-language teachers;
meni, da bi moral biti na tej stopnji izobraževanja glavni cilj razvoj osebne nadarjenosti, posebnih sposobnosti in vrojenih sposobnosti učencev; opozarja, da so te sposobnosti lahko kasneje izhodišče za delo in zaposlitev;
Considers that the development of personal talents, specific capacities and natural abilities of students has to be a major goal at this stage of education; points out that these capacities may provide the basis for work and employment later on;
poudarja, da je treba nameniti posebno pozornost učencem, ki še niso osvojili osnovnih znanj in spretnosti ali jih ne pridobivajo, prav tako pa izredno nadarjenim učencem, da bodo lahko kar najbolj razvili svoje nadpovprečne sposobnosti in talente;
Stresses that special attention ought to be paid to those students who have not acquired or are not acquiring basic skills, as well as to exceptionally talented students so that they can maximise the development of their above-average abilities and talents;
državam članicam priporoča, da znatno izboljšajo kakovost akademskih in poklicnih kvalifikacij učiteljev, njihovega usposabljanja in vseživljenjskega učenja;
Recommends that Member States substantially improve the quality of teachers' academic and professional qualifications, and their training and lifelong learning;
močno podpira spodbujanje trajnostnega in usklajenega strokovnega izpopolnjevanja učiteljev v času poklicne aktivnosti; je prepričan, da bi morali imeti vsi učitelji možnost izboljšati in osvežiti svoje zmožnosti in kvalifikacije, pa tudi strokovno pedagoško znanje;
Strongly supports the promotion of continuous and coherent professional development for teachers throughout their careers; takes the view that all teachers should have regular opportunities to improve and update their skills and qualifications, as well as their pedagogical knowledge;
priporoča, naj se v učnih načrtih kar najhitreje predvidi programe državljanstva Unije, ki bodo nove generacije izobraževali v duhu evropskih vrednot na področjih človekovih pravic, večkulturnosti, strpnosti, varstva okolja in podnebnih sprememb;
Proposes that Union citizenship programmes that will educate a new generation in the spirit of Union values in areas such as human rights, multiculturalism, tolerance, the environment, climate change should be introduced into curricula as soon as possible;
ugotavlja, da je treba izboljšati kakovost in povečati zanimivost poklicnega izobraževanja in usposabljanja;
Notes that both the quality and attractiveness of VET must be enhanced;
opozarja, da bi moralo biti poklicno izobraževanje in usposabljanje bolj povezano z evropskim in nacionalnim gospodarstvom ter celostno vključeno vanj, da bo izobraževalni proces bolj prilagojen trgu dela;
Points out that VET ought to be better linked and more coherently integrated into both European and national economies in order to tailor better the educational process to the labour market;
vztraja, da se občutno okrepi mobilnost študentov in učiteljev (ne le geografska, ampak tudi med poklicnim izobraževanjem in usposabljanjem ter visokošolskim izobraževanjem);
Insists that mobility (not only geographical but also mobility between VET and higher education) of students and teachers be significantly enhanced;
meni, da bi morali biti univerzitetni učni načrti posodobljeni, da bi zadovoljili trenutne in prihodnje družbeno-ekonomske potrebe;
Considers that university curricula should be modernised in order to meet current and future socio-economic needs;
priporoča, naj se na višjih ravneh izobraževanja razvijejo predvsem meddisciplinarni učni programi na mejah med znanstvenimi področji, da bomo izobrazili strokovnjake, ki bodo znali reševati kompleksne probleme sodobnega sveta;
Recommends that higher education institutions should, as a matter of priority, develop interdisciplinary programmes on the borders between sciences in order to train specialists capable of solving the most complex problems facing the world today;
poudarja, da je treba povečati zanimanje študentov in dijakov za vsebine in študijske programe s področja tehnike, naravoslovja in varovanja okolja;
Emphasises that students" and pupils" interest in content and study programmes dealing with technology, natural sciences and environmental protection should be increased;
poziva države članice, naj dejansko okrepijo partnerstvo med univerzami in podjetji ter med univerzami in številnimi drugimi nacionalnimi, regionalnimi in lokalnimi zainteresiranimi stranmi;
Calls on Member States effectively to boost partnerships between universities and businesses and, in addition, between universities and the many other national, regional and local stakeholders;
ugotavlja, da je treba občutno okrepiti sodelovanje med evropskimi visokošolskimi ustanovami, poleg tega pa je treba čim bolj olajšati prenos kvalifikacij;
Notes that cooperation between European higher education institutions must be significantly enhanced and that, furthermore, qualifications should be made as easily transferable as possible;
opozarja, da je treba programe, vsebino in delovne metode pri delu učiteljev in predavateljev na visokošolski ravni stalno posodabljati;
Points out that the work of teachers and lecturers in higher education needs to be continually updated as do the programmes used, their contents and work methods;
predlaga, da bi se Evropski tehnološki in inovacijski inštitut povezal z bolonjskim procesom ter bi ga upoštevali v okviru reforme evropskega visokega šolstva;
Suggests that the European Institute for Innovation and Technology be linked to the Bologna Process and taken into account within the framework of the reform of European higher education;
močno priporoča, naj države članice izboljšajo mobilnost študentov in učiteljev, vključno z mobilnostjo med državami, programi in panogami; ob tem poudarja, kako pomembna je uvedba zgoraj omenjene Evropske listine kakovosti za mobilnost za uspešnost resničnega evropskega okvira za vseživljenjsko učenje in usposabljanje, pa tudi za spodbujanje znanstvenega, socialnega in regionalnega sodelovanja;
Strongly recommends that Member States improve students' and teachers' mobility, including mobility between countries, programmes and disciplines; stresses, in this context, the importance of implementing the above-mentioned European Quality Charter for Mobility in order to create a genuine European area for lifelong education and training and promote economic, social and regional cooperation;
meni, da bi bilo treba delodajalce nenehno spodbujati, da organizirajo izobraževanje in usposabljanje svojih zaposlenih, nizko kvalificiranim delavcem pa nudijo spodbude za udeležbo v programih vseživljenjskega učenja;
Considers that employers should be encouraged consistently to arrange education and training for their employees, as well as being provided with incentives to enable low-skilled workers to take part in lifelong learning programmes;
ugotavlja, da bi bilo treba posebej obravnavati dolgotrajno brezposelne iz socialno ogroženega okolja, osebe s posebnimi potrebami, mlade, ki so bili v ustanovah za prevzgojo, ter nekdanje zapornike;
Notes that long-term unemployed people from a disadvantaged social background, people with special needs, young people who have been in re-education institutions and former prisoners should especially be taken into consideration;
poudarja, da je treba predvsem ženske spodbujati k vključitvi v izobraževanje in nadaljnje usposabljanje, za to pa jim je treba ponuditi tudi posebne programe za spodbujanje vseživljenjskega učenja;
Stresses that women in particular should be encouraged to take part in training and further training, and special programmes to promote lifelong learning for women must also be provided and promoted in this context;
poudarja, da bi bilo treba nizko kvalificirane in starejše delavce posebej spodbujati, naj se udeležijo programov vseživljenjskega učenja;
Stresses that low-skilled and older workers ought to be particularly encouraged and incentives should be provided for them to take part in lifelong learning programmes;
poziva, naj se v programih izobraževanja za odrasle in vseživljenjskega učenja posebno pozornost nameni skupinam ljudi, ki so na trgu dela najbolj zapostavljene, zlasti mladim, ženskam (predvsem na podeželju) in starejšim;
Calls for adult education and lifelong learning programmes to take particular account of those groups of people who are most disadvantaged in the labour market, in particular young persons, women, especially those in rural situations, and the elderly;
poziva k upoštevanju, da je starševska vzgoja za ženske in moške bistvena za dobro počutje ljudi, boj proti revščini in socialno kohezijo; zato želi, da se v okviru izobraževanja in usposabljanja vzpostavijo večnamenski programi vseživljenjskega učenja ter usposabljanja o starševstvu za izobraževalno osebje;
Calls for account to be taken of the fact that training in parenting skills for women and men is crucial to people's welfare, to fighting poverty and to social cohesion; against this background, wishes for multi-purpose lifelong learning programmes and training of parenting skills trainers to be set up within the framework of education and learning;
poudarja, da bi bilo treba veliko širše in enostavneje priznavati znanje in kvalifikacije, pridobljene z vseživljenjskim učenjem, in meni, da bi bilo za to treba pospešiti tudi izvajanje zgoraj omenjenega evropskega ogrodja kvalifikacij in Europassa kot orodij za spodbujanje vseživljenjskega učenja;
Emphasises that knowledge and qualifications acquired through lifelong learning should be much broader and easily recognised, and to that end considers that the implementation of the above-mentioned European Qualifications Framework and Europass as instruments for the promotion of lifelong learning must also be stepped up;
meni, da bi morali evropski in nacionalni organi v vseh fazah vseživljenjskega učenja nuditi več ukrepov za financiranje mobilnosti;
Considers that more funding for measures to promote mobility should be provided by both European and national authorities at all stages of lifelong learning;
poziva, naj se priznajo in izkoristijo prednosti zgoraj omenjene Evropske listine kakovosti za mobilnost, ki naj jih države članice udejanjijo, Komisija pa naj spremlja izvajanje v državah članicah;
Calls for the advantages of the above-mentioned European Quality Charter for Mobility to be recognised and exploited and for them to be put into practice by the Member States, and for the Commission to carry out a review of implementation in the Member States;
vztraja, da bi bilo treba študentom in delavcem z družinami zagotoviti čim več socialnih storitev in podpornih struktur (npr. varstvo otrok);
Insists that as many social services and supporting facilities (e.g. childcare) as possible ought to be guaranteed to all students and workers with families;
meni, da bi bilo treba pri izvajanju delovnega programa Izobraževanje in usposabljanje 2010 vključiti in priznati prostovoljne službe;
Believes that voluntary services should be integrated and acknowledged when implementing the Education and Training 2010 work programme;
je prepričan, da bi bilo treba okrepiti izmenjavo mnenj in vzajemno poučevanje in učenje med različnimi starostnimi skupinami;
Is convinced that exchanges of views and mutual teaching and learning among different age groups should be enhanced;
poudarja, da morajo programi vseživljenjskega učenja podpirati podjetništvo, državljanom omogočiti ustanavljanje malih in srednje velikih podjetij ter zadovoljiti potrebe tako družbe kot gospodarstva;
Stresses that lifelong learning programmes must support entrepreneurship, enabling citizens to establish SMEs and to meet the needs of both society and the economy;
želi opozoriti na dejstvo, da bi bilo v podporo naštetih ciljev treba ustanoviti svetovalne službe za vseživljenjsko učenje in obveščanje učencev vseh starostnih skupin;
Draws attention to the fact that lifelong learning guidance services and information to learners of all age groups ought to be put into place in order to support the above objectives;
Zakonodajna resolucija Evropskega parlamenta z dne 18. decembra 2008 o predlogu Direktive Evropskega parlamenta in Sveta o varnosti igrač ( KOM(2008)0009 – C6-0039/2008 – 2008/0018(COD) )
European Parliament legislative resolution of 18 December 2008 on the proposal for a directive of the European Parliament and of the Council on the safety of toys ( COM(2008)0009 – C6-0039/2008 – 2008/0018(COD) )
ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2008)0009 ),
having regard to the Commission proposal to the European Parliament and the Council ( COM(2008)0009 ),
ob upoštevanju člena 251(2) in člena 95 Pogodbe ES, na podlagi katerih je Komisija Parlamentu podala predlog ( C6-0039/2008 ),
having regard to Article 251(2) and Article 95 of the EC Treaty, pursuant to which the Commission submitted the proposal to Parliament ( C6-0039/2008 ),
ob upoštevanju poročila Odbora za notranji trg in varstvo potrošnikov ter mnenj Odbora za okolje, javno zdravje in varnost hrane ter Odbora za industrijo, raziskave in energetiko ( A6-0441/2008 ),
having regard to the report of the Committee on the Internal Market and Consumer Protection, the opinion of the Committee on the Environment, Public Health and Food Safety and the opinion of the Committee on Industry, Research and Energy ( A6-0441/2008 ),
vzame na znanje priložene izjave Komisije;
Takes note of the Commission statements annexed hereto;
(Ker je bil dosežen sporazum med Parlamentom in Svetom, je stališče Parlamenta iz prve obravnave enako končnemu zakonodajnemu aktu, Direktivi 2009/48/ES.)
(As an agreement was reached between Parliament and Council, Parliament's position at first reading corresponds to the final legislative act, Directive 2009/48/EC.)
IZJAVE KOMISIJE
Commission Statements
Izjava Evropske komisije o spremljanju varnostnih vidikov (člen 48)
Commission statement on monitoring of safety aspects (Article 48)
Po začetku veljavnosti revidirane direktive o varnosti igrač bo Komisija natančno spremljala razvoj dogodkov v zvezi z njenim izvajanjem za ocenitev, ali zagotavlja ustrezno raven varnosti igrač, zlasti glede uporabe postopkov ugotavljanja skladnosti, ki so določeni v Poglavju IV.
Following the entry into force of the revised Toys Safety Directive, the Commission will monitor closely all developments relating to its implementation in order to assess whether it provides for an adequate level of toy safety, notably as concerns the application of the conformity assessment procedures as laid down in Chapter IV.
Revidirana direktiva o varnosti igrač za države članice določa obveznost poročanja glede položaja v zvezi z varnostjo igrač, učinkovitostjo direktive in nadzorom trga, ki ga izvajajo države članice.
The revised Toys Safety Directive provides for a reporting obligation of Member States on the situation concerning the safety of toys, the effectiveness of the Directive and market surveillance performed by Member States.
Ovrednotenje Komisije bo med drugim temeljilo na poročilih držav članic, ki jih je treba predložiti tri leta po datumu začetka uporabe direktive s posebnim poudarkom na nadzoru trga v Evropski uniji in na njenih zunanjih mejah.
The evaluation by the Commission will inter alia be based on the Member States" reports to be submitted three years following the date of application of the Directive with a particular focus on market surveillance in the European Union and its external borders.
Komisija bo o tem poročala Evropskemu parlamentu najpozneje eno leto po predložitvi poročil držav članic.
The Commission will report back to the European Parliament at the latest one year after submission of Member States" reports.
Glede na nove osnovne varnostne zahteve za igrače, ki oddajajo zvok, v direktivi o varnosti igrač bo Komisija pooblastila CEN za ustanovitev revidiranega standarda, ki bo omejeval najvišjo vrednost za impulzni hrup in dlje trajajoči hrup, ki ga oddajajo igrače, da bi se otroci ustrezno zavarovali pred tveganjem za poškodbe sluha.
Based on the new essential safety requirement for toys which are designed to emit a sound under the Toys Safety Directive, the Commission will mandate CEN to establish a revised standard which limits the peak values for both impulse noise and prolonged noise emitted by toys in order to adequately protect children from the risk of impairment of hearing.
Izjava Evropske komisije o klasifikaciji knjig
Commission statement on the classification of books
Ob upoštevanju težav v zvezi z ustreznimi testi, ki so zahtevani v usklajenih standardih za igrače EN 71:1 za knjige, izdelane iz lepenke in papirja, bo Komisija pooblastila CEN za oblikovanje revidiranega standarda, ki bo zajemal ustrezno testiranje otroških knjig.
Taking into account the difficulties related to the relevant tests required in the harmonised toy standards EN 71:1 for books made of cardboard and paper, the Commission will mandate CEN to establish a revised standard which covers adequate testing for children's books.
Zakonodajna resolucija Evropskega parlamenta z dne 18. decembra 2008 o predlogu Priporočila Evropskega parlamenta in Sveta o vzpostavitvi evropskega referenčnega okvira za zagotavljanje kakovosti poklicnega izobraževanja in usposabljanja ( KOM(2008)0179 – C6-0163/2008 – 2008/0069(COD) )
European Parliament legislative resolution of 18 December 2008 on the proposal for a recommendation of the European Parliament and of the Council on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training ( COM(2008)0179 – C6-0163/2008 – 2008/0069(COD) )
ob upoštevanju predloga Komisije Evropskemu parlamentu in Svetu ( KOM(2008)0179 ),
having regard to the Commission proposal to the European Parliament and the Council ( COM(2008)0179 ),