natgillin/translations-raw huggingface dataset:
János Áder, Elena Oana Antonescu, Kriton Arsenis, Sophie Auconie, Pilar Ayuso, Paolo Bartolozzi, Sergio Berlato, Nessa Childers, Chris Davies, Esther de Lange, Anne Delvaux, Bas Eickhout, Edite Estrela, Jill Evans, Elisabetta Gardini, Gerben-Jan Gerbrandy, Nick Griffin, Françoise Grossetête, Jolanta Emilia Hibner, Dan Jørgensen, Christa Klaß, Holger Krahmer, Jo Leinen, Corinne Lepage, Kartika Tamara Liotard, Linda McAvan, Radvilė Morkūnaitė-Mikulėnienė, Gilles Pargneaux, Andres Perello Rodriguez, Mario Pirillo, Vittorio Prodi, Anna Rosbach, Oreste Rossi, Dagmar Roth-Behrendt, Daciana Octavia Sârbu, Carl Schlyter, Horst Schnellhardt, Richard Seeber, Teodoros Skilakakis (Theodoros Skylakakis), Bogusław Sonik, Claudiu Ciprian Tănăsescu, Salvatore Tatarella, Åsa Westlund, Sabine Wils, Marina Yannakoudakis
János Áder, Elena Oana Antonescu, Kriton Arsenis, Sophie Auconie, Pilar Ayuso, Paolo Bartolozzi, Sergio Berlato, Nessa Childers, Chris Davies, Esther de Lange, Anne Delvaux, Bas Eickhout, Edite Estrela, Jill Evans, Elisabetta Gardini, Gerben-Jan Gerbrandy, Nick Griffin, Françoise Grossetête, Jolanta Emilia Hibner, Dan Jørgensen, Christa Klaß, Holger Krahmer, Jo Leinen, Corinne Lepage, Kartika Tamara Liotard, Linda McAvan, Radvilė Morkūnaitė-Mikulėnienė, Gilles Pargneaux, Andres Perello Rodriguez, Mario Pirillo, Vittorio Prodi, Anna Rosbach, Oreste Rossi, Dagmar Roth-Behrendt, Daciana Octavia Sârbu, Carl Schlyter, Horst Schnellhardt, Richard Seeber, Theodoros Skylakakis, Bogusław Sonik, Claudiu Ciprian Tănăsescu, Salvatore Tatarella, Åsa Westlund, Sabine Wils, Marina Yannakoudakis
o zmanjševanju šolskega osipa
on tackling early school leaving
MNENJE Odbora za zaposlovanje in socialne zadeve ..................................20
OPINION of the Committee on Employment and Social Affairs ..............21
– ob upoštevanju Konvencije Združenih narodov o otrokovih pravicah, zlasti njenih členov 23, 28 in 29,
– having regard to the United Nations Convention on the Rights of the Child, in particular Articles 23, 28 and 29 thereof,
– ob upoštevanju sporočila Komisije o učinkovitosti in pravičnosti v evropskih sistemih izobraževanja in usposabljanja ( KOM(2006)0481 ),
– having regard to the Commission Communication on equity and efficiency in European education and training systems ( COM(2006)0481 ),
– ob upoštevanju sporočila Komisije z naslovom Pobuda Mladi in mobilnost za izkoriščanje potenciala mladih pri doseganju pametne, trajnostne in vključujoče rasti v Evropski uniji ( KOM(2010)0477 ),
– having regard to the Commission Communication entitled ‘Youth on the Move: An initiative to unleash the potential of young people to achieve smart, sustainable and inclusive growth in the European Union’ ( COM(2010)0477 ),
– ob upoštevanju sporočila Komisije z naslovom Zmanjševanje osipa kot ključni prispevek k strategiji Evropa 2020 ( KOM(2011)0018 ),
– having regard to the Commission Communication entitled ‘Tackling early school leaving: A key contribution to the Europe 2020 Agenda’ ( COM(2011)0018 ),
– ob upoštevanju predloga Komisije za priporočilo Sveta o politikah za zmanjševanje osipa ( KOM(2011)0019 ),
– having regard to the Commission proposal for a Council Recommendation on policies to reduce early school leaving ( COM(2011)0019 ),
– ob upoštevanju sporočila Komisije z naslovom Predšolska vzgoja in varstvo: najboljši začetek v jutrišnjem svetu za vse naše otroke ( KOM(2011)0066 ),
– having regard to the Commission Communication entitled ‘Early Childhood Education and Care: Providing all our children with the best start for the world of tomorrow’ ( COM(2011)0066 ),
– ob upoštevanju sporočila Komisije z naslovom Okvir EU za nacionalne strategije vključevanja Romov do leta 2020 ( KOM(2011)0173 ),
– having regard to the Commission communication entitled ‘An EU Framework for National Roma Integration Strategies up to 2020’ ( COM(2011)0173 ),
– ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se 21. novembra 2008 sestali v okviru Sveta, o pripravi mladih na 21. stoletje: agenda za evropsko sodelovanje v šolstvu
– having regard to the Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on preparing young people for the 21st century: an agenda for European cooperation on schools
UL C 119, 28.5.2009, str.
OJ C 119, 28.5.2009, p.
– ob upoštevanju sklepov Sveta z dne 26. novembra 2009 o izobraževanju otrok iz migrantskih družin
– having regard to the Council Conclusions of 26 November 2009 on the education of children with a migrant background
UL C 301, 11.12.2009, str.
OJ C 301, 11.12.2009, p.
– ob upoštevanju sklepov Sveta z dne 11. maja 2010 o socialni razsežnosti izobraževanja in usposabljanja
– having regard to Council conclusions of 11 May 2010 on the social dimension of education and training
UL C 135, 26.5.2010, str.
OJ C 135, 26.5.2010, p.
– ob upoštevanju svoje resolucije z dne 1. februarja 2007 o diskriminaciji mladih žensk in deklet pri izobraževanju
– having regard to its resolution of 1 February 2007 on educational discrimination against young women and girls
UL C 250E, 25.11.2007, str.
OJ C 250E, 25.11.2007, p.
– ob upoštevanju svoje resolucije z dne 16. januarja 2008 z naslovom Strategiji EU o otrokovih pravicah naproti
– having regard to its resolution of 16 January 2008 entitled ‘Towards an EU strategy on the rights of the child’
UL C 41E, 19.2.2009, str.
OJ C 41E, 19.2.2009, p.
UL C 8E, 14.1.2010, str.
OJ C 8 E, 14.1.2010, p.
– ob upoštevanju svoje resolucije z dne 18. maja 2010 o ključnih kompetencah za spreminjajoči se svet: izvajanje delovnega programa Izobraževanje in usposabljanje 2010
– having regard to its resolution of 18 May 2010 on key competences for a changing world: implementation of the education and training 2010 work programme
UL C 161E, 11.12.2011, str.
OJ C 161E, 31.5.2011, p.
– ob upoštevanju svoje resolucije z dne 18. maja 2010 o strategiji EU za mlade – vlaganje v mlade ter krepitev njihove vloge in položaja
– having regard to its resolution of 18 May 2010 on an EU Strategy for Youth - Investing and Empowering
– ob upoštevanju svoje resolucije z dne 9. marca 2011 o strategiji EU o vključevanju Romov
– having regard to its resolution of 9 March 2011 on the EU strategy on Roma inclusion
Sprejeta besedila, P7_TA(2011)0092 . ,
Texts adopted, P7_TA(2011)0092 . ,
– ob upoštevanju svoje resolucije z dne 12. maja 2011 o zgodnjem učenju v Evropski uniji
– having regard to its resolution of 12 May 2011 on early years learning in the European Union
Sprejeta besedila, P7_TA(2011)0231 . ,
Texts adopted, P7_TA(2011)0231 . ,
– ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenja Odbora za zaposlovanje in socialne zadeve ( A6–0363/2011 ),
– having regard to the report of the Committee on Culture and Education and the opinion of the Committee on Employment and Social Affairs ( A7-0363/2011 ),
A. ker morajo imeti mladi širok spekter znanj in veščin, ki so ključne za njihov intelektualni in socialni razvoj, vključno s sposobnostjo za učinkovito komunikacijo, skupinsko delo, reševanje problemov in kritično presojo informacij, da se lahko dobro vključijo v družbo in se uspešno samouresničujejo kot posamezniki in kot državljani;
A. whereas young people, if they are to participate fully in society and achieve self-fulfilment as individuals and citizens, must possess a broad spectrum of knowledge and skills essential for their intellectual and social development, including the ability to communicate effectively, work in teams, solve problems and critically evaluate information,
B. ker izobrazba vzgaja vrednote pri mladih, kot so osebnostna rast, boljše vključevanje v družbo, močnejši občutek odgovornosti in večja iniciativnost;
B. whereas for young people education promotes values such as personal development, better social integration and a greater sense of responsibility and initiative,
C. ker je stopnja šolskega osipa različna v državah članicah EU, pa tudi v mestih in regijah ter v različnih socialno-ekonomskih skupinah prebivalstva, nanjo pa vpliva vrsta različnih dejavnikov,
C. whereas rates of early school leaving (ESL) vary across EU Member States, as well as between towns and regions and between the socio-economic categories of their inhabitants, and are influenced by a range of complex factors,
D. ker je eden od petih krovnih ciljev strategije Evropa 2020 zmanjšati delež osipa pod 10 % ter povečati odstotek mladih z visokošolsko ali enakovredno ravnjo izobrazbe vsaj na 40 %;
D. whereas one of the five Europe 2020 headline targets is to reduce the proportion of early school leavers to less than 10 % and to increase the share of the younger generation with a degree or diploma or equivalent level of education to at least 40 %,
E. ker je bil leta 2003 med državami članicami dogovorjen cilj 10 %, vendar ga je doseglo samo sedem držav, in ker je povprečni šolski osip v letu 2009 znašal 14,4 %;
E. whereas the 10 % target was agreed by Member States in 2003, but only seven of them have managed to reach this benchmark, and whereas in 2009 the average ESL rate stood at 14.4 %,
F. ker ima večina držav članic kljub stalnemu upadanju stopenj šolskega osipa v zadnjem desetletju še vedno razdrobljen in nezadostno usklajen pristop k reševanju te problematike;
F. whereas, despite the steady decline in ESL rates in the last decade, most Member States still have a fragmented and inadequately coordinated approach to tackling the problem,
G. ker ima v državah članicah 24,1 % mladih, starih 15 let, slabe bralne zmožnosti,
G. whereas 24.1 % of all 15-year olds in the Member States are low performers in reading literacy,
H. ker je branje osnovno in nujno potrebno orodje vsakega mladostnika za napredovanje pri vseh šolskih predmetih ter za vključevanje na trg dela, razumevanje in analizo informacij, ustrezno komuniciranje in sodelovanje v kulturnih dejavnostih, zaradi česar je treba uvesti posebne ukrepe za odpravo vrzeli v bralnih veščinah;
H. whereas reading is a basic tool for all young people, indispensable to making progress in any school subject and to becoming integrated into the world of work, understanding and analysing information, communicating correctly and participating in cultural activities, and whereas specific measures should therefore be taken to remedy deficiencies in reading skills,
I. ker ima šolski osip hude posledice za socialno kohezijo EU in ne le za gospodarsko rast, temelje evropskega strokovnega znanja in socialno stabilnost, ker ogroža poklicno pot, zdravje in blaginjo mladih, saj je nizka raven izobrazbe tudi ključni razlog za revščino in slabo zdravstveno stanje;
I. whereas ESL has severe consequences for the EU’s social cohesion, and not just for economic growth, the European skills base and social stability, as it damages the career prospects, health and well-being of young people, a low level of education also being a key cause of poverty and negative health outcomes,
J. ker je šolski osip temeljni dejavnik, ki prispeva k brezposelnosti, revščini in socialni izključenosti;
J. whereas ESL is a fundamental contributing factor to unemployment, poverty and social exclusion,
2. ugotavlja, da je šolski osip zlasti prisoten pri otrocih iz revnih in prikrajšanih okolij in pri otrocih iz migrantskih družin ter da je pogosto povezan z revščino in socialno izključenostjo;
Notes that ESL is particularly pronounced among children from poor and disadvantaged backgrounds and children from migrant families and is frequently linked to poverty and social exclusion;
8. kar zadeva predšolsko vzgojo, ugotavlja, da je vloga družine in tesnih odnosov med otroci in starši v zgodnjem otroštvu bistvena za zagotovitev primerne integracije otrok v šoli;
Notes that, with regard to early childhood care, the role of the family and of close relationships between children and parents during the early years of life are of vital importance for ensuring proper integration at school;
13. poudarja ugotovitev OECD, da zgodnja razdelitev šolarjev na različne izobraževalne smeri povečuje socialno-ekonomske razlike pri možnostih izobraževanja, ne da bi to vplivalo na izboljšanje povprečnih rezultatov v posameznih izobraževalnih sistemih;
Highlights the OECD’s finding that early selection of students for different educational pathways increases socio-economic inequality in terms of educational opportunities without effecting any improvement in average performance in the educational systems in question;
15. glede na to opozarja, da so po ugotovitvah OECD socialno-ekonomsko prikrajšani šolarji pogosto dvakratno prikrajšani, saj največkrat obiskujejo šole s slabšimi socialno-ekonomskimi razmerami, kjer poučujejo slabše usposobljeni učitelji;
Points out in this regard that, according to the OECD, socio-economically disadvantaged students are often at a double disadvantage because they attend schools affected by various types of socio-economic disadvantage and in which there are fewer and less well-qualified teachers;
Potreba po osebnem pristopu
The need for a personalised approach
19. poziva h krepitvi prizadevanj za zagotovitev, da bo ta osebni pristop koristil zlasti učencem, ki imajo učne težave, na primer zaradi disleksije, dispraksije, diskalkulije, motnje pozornosti ali hiperaktivnosti;
Calls for greater efforts to be made to ensure that this personalised approach specifically benefits those pupils suffering from learning difficulties caused by dyslexia, dyspraxia, dyscalculia, attention deficit or hyperactivity, for example;
25. se zavzema za boljše poklicno usmerjanje in visokokakovostne načrte za delovno prakso ter podpira kulturne in izobraževalne obiske in izmenjave, ki jih organizirajo šole, nenazadnje tudi stik s podjetništvom, da se demistificira poklicno življenje, s tem pa šolarjem zagotovi možnost ozaveščenih odločitev pri izbiri poklica; poudarja, da se morajo strokovnjaki za poklicno svetovanje ustrezno in stalno usposabljati, da lahko proaktivno sodelujejo z morebitnimi osipniki;
Advocates better careers guidance and high-quality work-experience schemes, as well as cultural and educational visits and exchanges, organised by schools, including exposure to entrepreneurialism, in order to demystify the world of work, thereby ensuring that students are in a position to make informed career choices; stresses that careers guidance counsellors must receive appropriate and ongoing training so that they can proactively engage with potential early school leavers;
27. znova poudarja ključno vlogo prostovoljnega sektorja pri spodbujanju socialnega vključevanja ter poziva države članice, naj kar najširše izkoristijo Evropsko prostovoljno službo kot dejavnik v osebnem, izobraževalnem in poklicnem razvoju;
Reiterates the crucial role played by the voluntary sector in promoting social integration, and calls on Member States to make the widest possible use of the European Voluntary Service as a factor in personal, educational and professional development;
32. predlaga, naj se uvedejo tudi drugi prerazporeditveni ukrepi, kot so brezplačni šolski obroki, šolske knjige in osnovna ššportna oprema, da se zmanjša vpliv socialne neenakosti, pri čemer je treba hkrati obvladati nevarnosti stigmatizacije teh učencev;
Suggests that other redistributive measures be introduced, such as the provision of free school meals, school books and essential sports equipment, to reduce the impact of social inequality while also combating the risks of stigmatisation these pupils face;
34. poudarja ključni pomen javnega izobraževalnega sistema najvišje kakovosti, v katerem je izobraževanje brezplačno in dostopno vsakomur, odvija pa se v varnem in spodbudnem okolju;
Emphasises the crucial importance of state education systems of the highest quality, where learning is free and accessible to everyone and takes place in a safe and enabling environment;
37. poudarja, da lahko številni akterji ukrepajo za preprečitev prezgodnje opustitve šolanja; poudarja, da to niso samo starši in vsi nosilci izobraževanja, ampak tudi javni organi, tako na nacionalni kot lokalni ravni, zato poziva k tesnejšemu sodelovanju med njimi ter k sodelovanju z lokalnimi zdravstvenimi in socialnimi službami; ugotavlja, da je lahko skupen pristop učinkovit pri pomoči zadevnim posameznikom, da premagajo številne ovire na poti k izobrazbi in zaposlovanju; v zvezi s tem poudarja pomen štipendij, ki otrokom iz prikrajšanih okolij zagotavljajo enake možnosti, kot jih imajo ostali;
Emphasises that there are many actors who can take steps to prevent children from leaving school prematurely; points out that these include not only parents and all those involved in education, but also public authorities, at both national and local level, and calls for closer cooperation between all these actors, together with local health and social services; notes that a ‘joined-up’ approach can be effective in helping the individuals concerned to overcome multiple barriers to educational achievement and employment; in this connection, stresses the importance of student grants which enable children from disadvantaged backgrounds to enjoy the same opportunities as others;
39. predlaga, naj strategije boja proti šolskemu osipu izhajajo iz analize glavnih vzrokov šolskega osipa, ki naj jih usmerjajo ustrezni organi na lokalni in regionalni ravni, vključujejo pa naj različne skupine učencev, šol, regij in občin;
Suggests that ESL strategies should take as their starting point an analysis, to be led by relevant authorities at local and regional level, of the main reasons behind ESL, encompassing different groups of pupils, schools, regions and municipalities;
42. poudarja, da je treba podrobno preučiti učinkovitost sedanjih nacionalnih strategij kot morebitni vir informacij za izmenjavo izkušenj in najboljših praks med državami članicami;
Stresses the need for a detailed examination of the effectiveness of current national strategies as a possible source of information for an exchange of experiences and best practices between Member States;
49. opominja države članice na obvezno predložitev nacionalnih akcijskih načrtov ter poziva Komisijo, naj Parlamentu v enem letu predstavi pregled, oceno in evalvacijo teh akcijskih načrtov;
Reminds Member States of their obligation to submit national action plans, and calls on the Commission to present a survey, assessment and evaluation of these action plans to Parliament within one year;
53. priznava, da učitelji potrebujejo posebna socialna znanja in čas, prepoznajo in podprejo različne stile učenja, pa tudi svobodo in prostor, da v dogovoru s šolarji sprejmejo različne učne metode;
Recognises that teachers need the social skills and time required to recognise and support different learning styles, as well as the freedom and space to adopt different teaching and learning methods in agreement with students;
Različni učni pristopi
Diverse learning approaches
61. poudarja dodano vrednost pobud in programov za starše, ki jim omogočajo izboljšanje izobrazbe s pristopom vseživljenjskega učenja, saj se s tem krepi tudi poučevanje in učenje z otroki v domačem krogu;
Emphasises the added value of initiatives and programmes intended for parents that enable them to take a lifelong-learning approach to improving their education and so strengthen teaching and learning at home with their children;
65. poudarja pomen razvijanja in spodbujanja dejavnosti zunaj izobraževalnega sistema; meni, da lahko dostop za vse do izvenšolskih dejavnosti, bodisi športnih, kulturnih ali zgolj prostočasnih, zmanjša stopnji izostajanja iz pouka in šolskega osipa, hkrati pa je zelo pomemben za otrokov razvoj;
Stresses the importance of developing and supporting activities outside the education system; considers that access for all to extra‑curricular activities, be these sports, cultural or simply leisure activities, can reduce rates of truancy and ESL and are very important for the children's development;
67. priznava vlogo mladinskih organizacij pri preprečevanju šolskega osipa z zagotavljanjem neformalnega izobraževanja, saj mladi s tem pridobijo pomembna znanja, občutek odgovornosti in večje samospoštovanje;
Recognises the role that youth organisations play in preventing ESL by offering non-formal education, which provides young people with important competences, a sense of responsibility and increased self-esteem;
"Druga priložnost"
Second-chance solutions
71. poudarja, da najvišjo stopnjo ponovne vključitve dosegajo programi, ki se prilagajajo individualnim potrebam osipnikov; poziva izobraževalne ustanove, naj pri pripravi programov za posameznike spoštujejo njihove potrebe in pravice;
Stresses that the highest reintegration rates are achieved by programmes which address the individual needs of early school leavers; calls on educational institutions to respect the needs and rights of individuals in developing programmes for them;
Izobraževalni sistem in zaposlovanje
Education system and e mployment
77. meni, da je zgodnja opustitev šolanja za mlade zamujena življenjska priložnost, za Evropsko unijo kot celoto pa izguba družbenega in gospodarskega potenciala; poudarja, da si poleg posledic sedanjih demografskih sprememb evropske države ne morejo privoščiti še velike izgube talentov ter da je treba to problematiko obravnavati z vidika trga dela in stopnje konkurenčnosti v EU, ki bosta dajala prednost imetnikom visoke izobrazbe; opozarja, da bo izboljšanje pridobljene izobrazbe pomagalo obrniti ta trend, saj bo višja raven znanja in spretnosti prispevala k „pametni rasti“, odpravljanje enega najpomembnejših dejavnikov tveganja za brezposelnost in revščino pa bo omogočilo „vključujočo rast“;
Takes the view that ESL translates into missed opportunities for young people and a loss of social and economic potential for the EU as a whole; emphasises the fact that, in addition to the impact of current demographic changes, European countries cannot afford this enormous waste of talent, and stresses that this trend should be seen against the background of a labour market and a level of EU competitiveness that will both tend to favour holders of higher education qualifications; points out that improving educational attainment will thus help to reverse this trend in that higher skill levels will make for ‘smart growth’ and that tackling one of the main risk factors involved in unemployment and poverty will pave the way to ‘inclusive growth’;
79. ugotavlja, da je pri osipnikih manj verjetno, da se bodo dejavno lotili socialnega in gospodarskega podjetništva, to pa ima negativne posledice za gospodarstvo in družbo;
Notes that early school leavers are less likely to be actively involved in social and economic entrepreneurialism, which has negative consequences for the economy and society;
82. poziva delodajalce, naj po možnosti z izvajanjem politik notranjega upravljanja za združevanje študija in dela mlade delavce, ki niso zaključili srednjega izobraževanja, spodbujajo k temu, da pridobijo zaključno spričevalo; v zvezi s tem opozarja, da je učence treba spodbujati k udeležbi v programu Leonardo da Vinci;
Calls on employers, where possible, to encourage young workers who have not gained higher secondary education qualifications to become qualified, by introducing in-house policies enabling staff to combine study with work; notes, in that connection, the need to promote the participation of learners in the Leonardo da Vinci programme;
89. glede na to, da je kratkoročna in negotova zaposlitev pogostejša pri osebah z nizko izobrazbo, poziva Komisijo, naj zagotovi, da bodo prizadevanja za vrnitev osipnikov na trg dela usklajena s programi dodatnega usposabljanja, da bi izboljšali njihove prihodnje zaposlitvene možnosti;
Bearing in mind that instances of short-lived and insecure employment are higher among persons with little education, calls on the Commission to ensure that efforts to enable early school leavers to return to the labour market invariably go hand in hand with additional training programmes to improve their future employment prospects;