natgillin/translations-raw huggingface dataset:
ker deset let po uvedbi bolonjskega procesa še ni bila dosežena želena konvergenca med državami članicami glede visokošolske izobrazbe,
whereas, ten years after the launching of the Bologna Process, the desired convergence between the Member States regarding higher education has not been achieved,
ker morajo politike izobraževanja in usposabljanja vsem državljanom, ne glede na starost, spol, zdravje, fizično, duševno in psihično stanje in jezikovno, etnično, nacionalno, religiozno in socialno-ekonomsko ozadje, omogočiti pridobivanje, posodabljanje in razvoj njihovega znanja in spretnosti ter kompetenc vse njihovo življenje,
whereas education and training policies should enable all citizens, irrespective of their age, gender, health, physical, mental and psychic conditions and their linguistic, ethnic, national, religious and socio-economic background, to acquire, update and develop their skills and competences throughout their lives,
ker sta izobraževanje in usposabljanje ključna elementa za uspešno izvajanje prenovljene socialne agende za priložnosti, dostopnost in solidarnost; ker bi z njenim izvajanjem pripomogli k številnejšim in boljšim delovnim mestom in več evropskim državljanom dali možnost, da uresničijo svoj potencial,
whereas education and training are key elements in the successful implementation of the Renewed Social Agenda for opportunities, access and solidarity; whereas the implementation of that agenda would help to create more and better jobs and give more European citizens the opportunity to achieve their potential,
ker je stalno prizadevanje nujno za zagotovitev, da imajo ženske enak dostop do izobraževanja na vseh ravneh in da izbira izobraževanja ni vnaprej določena na podlagi s spolnih stereotipov,
whereas a continuous effort is required to ensure that women have equal access to education at all levels and that educational choices are not predetermined by gender stereotypes,
ker so za celovito izkoriščanje ključnih kompetenc potrebni nadaljnji politični ukrepi na evropski in nacionalni ravni,
whereas the full implementation of key competences needs further policy action both at the European and national level,
ker je reforma področja izobraževanja ključni izziv na področju izobraževanja in usposabljanja v Evropi, in sicer z namenom oblikovanje na učenju temelječega celostnega izobraževalnega sistema, ki pripravlja mlade, da postanejo srečni in dejavni globalni državljani, ki so pripravljeni na vstop na trg dela,
whereas the crucial challenge for education and training in Europe is the reform of education towards a learning-centred holistic education system which prepares young people for being happy, active global citizens who are ready to enter the labour Market,
ker ostaja izvajanje in nadaljnji razvoj strategij vseživljenjskega učenja ključni izziv za mnoge države članice; ker je treba večjo pozornost nameniti celotnemu življenjskemu ciklu, namesto da bi se osredotočali na posebne sektorje ali skupine,
whereas the implementation and further development of lifelong learning strategies remain a critical challenge for many Member States; whereas stronger focus should be given to the whole life-cycle instead of focusing on specific sectors or groups,
ker so koristi vlaganj v izobraževanje vidne le dolgoročno in je treba zagotoviti, da niso zanemarjene na političnem dnevnem redu; ker bi morali pozivati k oblikovanju smernic EU za kakovostne sisteme izobraževanja in usposabljanja ter se izogibati proračunskih omejitev, za to namenjena sredstva pa bi se morala povečevati in ne zmanjševati, ker mora zato EU oblikovati proračunske mehanizme, ki niso vezani na letne programe na področju izobraževanja in usposabljanja,
whereas the benefits of educational investment are seen only in the long-term perspective and it is important to ensure that they are not set aside in the policy agenda; whereas we should call for EU guidance on the quality of education and training systems, and avoid budgetary restraint, or at least the resources allocated should increase and not decline; whereas the EU therefore needs to equip itself with budgetary mechanisms not tied to annual programming in the field of education and training,
ker so naložbe v izobraževanje, usposabljanje in preusposabljanje ter posodabljanje in prilagoditev znanj in spretnosti vseh bistven pogoj za izstop iz krize in obvladovanje dolgoročnih izzivov globalne gospodarske konkurenčnosti, zaposlovanja, mobilizacije in socialne vključenosti,
whereas investment in education and training, retraining and the updating and adaptation of the knowledge and skills of all is an essential precondition for emerging from the crisis and rising to the long-term challenges of global economic competiveness, employment, mobilisation and social inclusion,
ker je več kot 80 % osnovnošolskih učiteljev in 97 % predšolskih učiteljev v Uniji žensk, medtem ko jih je v srednješolskem izobraževanju le 60 %, v visokem izobraževanju in raziskavah pa manj kot 40 %,
whereas more than 80% of primary school teachers and 97% of pre-school teachers in the Union are women, while in secondary education the equivalent figure is only 60%, and in higher education and research less than 40%,
ker postaja izobraževalno okolje vse bolj kompleksno in heterogeno in se učitelji srečujejo z vedno večjimi izzivi, kot so spremembe v informacijskih in komunikacijskih tehnologijah (IKT), finančne omejitve, ki jih je povzročila gospodarska kriza, spremembe družbenih in družinskih struktur in multikulturnost,
whereas the challenges faced by teachers are increasing as educational environments become more complex and heterogeneous, such as changes in information and communication technologies (ICT), financial restrictions caused by economic crisis, changes to social and family structures, and multiculturalism,
ker bo za soočanje s temi ključnimi izzivi treba izvajati strateški okvir EU 2020 za evropsko sodelovanje na področju izobraževanja in usposabljanja,
whereas it will be important to implement the EU 2020 Strategic Framework for European Cooperation in Education and Training, in order to address these crucial challenges,
ker bo digitalna pismenost vse pomembnejša za razvoj na znanju temelječega gospodarstva in trga dela EU; ker te kompetence zagotavljajo priložnosti za oživitev gospodarstva, spodbujanje podjetništva in izboljšanje dostopa do zaposlitve,
whereas digital competences will be of increasing importance in the evolving knowledge-based economy and labour market of the EU; whereas these competences offer opportunities for economic recovery, fostering entrepreneurship, and increased access to employment,
ker je šport eno najučinkovitejših sredstev za boj proti zlorabi snovi (kajenje, alkoholizem in jemanje drog), saj so dijaki in študenti v visokošolskem izobraževanju ena od družbenih skupin, ki so v tem pogledu najbolj ogrožene; ker je udeležba dijakov in študentov v športu najbolj odvisna od obstoja ustrezne infrastrukture,
whereas sport is one of the most effective means of combating substance abuse (smoking, alcoholism and drug-taking), as school pupils and students in higher education are one of the social groups most at risk in this regard; whereas the participation of school pupils and students in sport depends primarily on the existence of appropriate background infrastructure,
podpira omenjeno sporočilo Komisije „Ključne kompetence za spreminjajoči se svet“;
Welcomes the above-mentioned Commission Communication ‘Key competences for a changing world’;
poudarja, da kljub napredku v zadnjih letih mnogi državljani EU še vedno niso dovolj usposobljeni; poudarja, da vsaka sedma mlada oseba (18–24 let) prezgodaj opusti šolanje (6 milijonov osipa v EU 27), da ima vsak četrti 15-letnik slabe bralne sposobnosti, da okrog 77 milijonov ljudi (skoraj tretjina prebivalstva EU, starega med 25 in 64 let) nima formalne izobrazbe ali ima le nizko formalno izobrazbo, medtem ko je le ena četrtina prebivalstva EU visoko kvalificirana, ter da preveč evropskih državljanov nima znanj in spretnosti na področju IKT; poudarja, da so zelo nizke ravni znanj in spretnosti trajna težava v vsej EU in je zaskrbljen zaradi povečevanja števila mladih, ki pri 15 letih še niso popolnoma pismeni (21,3 % leta 2000 in 24,1 % leta 2006);
Notes that despite progress in recent years many European citizens are still not yet sufficiently skilled; points out that one in seven young people (18-24) leave school early (6 million drop-outs in EU 27), that one in four 15-year-olds have poor reading skills, that around 77 million people (nearly one third of Europe's population aged 25-64) have no, or low, formal qualifications, that only one quarter have high-level qualifications and that too many European citizens lack ICT skills; stresses that very low skills levels are a persistent problem throughout the EU and is concerned at the rise in the number of young people who are not fully literate at the age of 15 (21.3% in 2000, 24.1% in 2006);
poziva Komisijo, naj nadaljuje razpravo o poročilu „Nova znanja za nova delovna mesta“; poudarja, da bo do leta 2020 na voljo 16 milijonov več delovnih mest za visoko kvalificirane ljudi in 4 milijone več delovnih mest za srednje kvalificirane ljudi, medtem ko bo delovnih mest za nizko kvalificirane delavce za 12 milijonov manj; poudarja, da bodo do leta 2015 za veliko večino delovnih mest v vseh sektorjih potrebna znanja in spretnosti za uporabo informacijskih in komunikacijskih tehnologij; poziva, naj se v to razpravo vključijo vse zainteresirane strani, vključno z učitelji, dijaki in študenti, pristojnimi poklicnimi organizacijami, ustreznimi organizacijami civilne družbe in sindikati, zlasti pa združenja staršev in dijakov oziroma študentov ter predstavniki poslovnega sveta;
Asks the Commission to continue the debate on ‘New Skills for New Jobs’; points out that, by 2020, 16 million more jobs will need high qualifications and four million more jobs will need medium qualifications, while 12 million fewer jobs will require low qualifications; points out that by 2015 a large majority of jobs, across all sectors, will require ICT skills; calls for this debate to involve all interested parties, including teachers, students, competent professional organizations, relevant NGOs and trade unions, civil society stakeholders, particularly parents' and students' associations, and representatives of business;
meni, da je nujno treba uvesti politike, namenjene izboljšanju kakovosti izobraževanja in usposabljanja za vse študente, in poudarja, da je treba zato, da se lahko evropski izobraževalni sistemi soočijo z izzivom svetovne konkurenčnosti, izboljšati razpoložljive možnosti izobraževanja, ki morajo biti na višji ravni in širšega obsega, da lahko zadovoljijo vedno večje potrebe v strokovnih sektorjih in na trgu dela;
Considers it vital to introduce policies seeking to improve the quality of education and training for all students and stresses that, in order for European educational systems to meet the challenge of global competitiveness, it is necessary to increase the educational opportunities available, which must be of a higher level and broader scope in order to meet the pressing demands of professional sectors and the labour market;
meni, da je učenje jezikov bistveno za olajšanje dostopa mladih do trga dela ter spodbujanje njihove mobilnosti in enakih možnosti;
Considers language learning crucial for facilitating young people's access to the labour market and for promoting their mobility and equal opportunities;
poziva države članice k nadaljnjemu izvajanju evropskega ogrodja kvalifikacij;
Calls on the Member States to implement further the European Qualifications Framework;
poziva, da je treba nameniti pozornost tudi „belim delovnim mestom“, ne le „zelenim delovnim mestom“; poudarja, da se bo do leta 2030 delež ljudi, starejših od 65 let, povečal s 26 % (2008) na 38 % v primerjavi s tistimi v starostni skupini 15–64 let; ugotavlja, da bodo zato vedno bolj potrebne skupne politike na področju aktivnega staranja, s posebnim poudarkom na ukrepih za spodbujanje pismenosti in obnovitev ter posodobitev ključnih znanj in spretnosti na področju IKT, da se premosti digitalni razkorak, ki je vse pomembnejši dejavnik v socialni izključenosti starejših;
Urges that attention be given not only to the so-called new ‘green jobs’ but also to ‘white jobs’; points out that by 2030 the proportion of those aged over 65 in relation to those aged 15-64 will increase from 26 % in 2008 to 38 % by 2030; notes that there will therefore be an increasing need for shared policies on active ageing, with particular reference to measures to promote literacy and refresh and update key skills in the field of ICT in order to overcome the digital divide, which is a growing factor in the social exclusion of the elderly;
ugotavlja, da sporočilo Komisije o EU 2020 poudarja, da je „stopnja zaposlenosti žensk še zlasti nizka“ (zaposlenih je le 63 % žensk v primerjavi s 76 % moških) in da bodo za doseganje večjega sodelovanja delavcev potrebne politike za spodbujanje enakosti spolov; zato mora biti politika izobraževanja in usposabljanja usmerjena k odpravi te vrzeli na trgu dela, s čimer bo prispevala k zagotovitvi trajnostne rasti in socialne kohezije; poudarja pomen izobraževanja od najnižje možne starosti brez spolnega razlikovanja;
Notes that the Commission Communication on EU 2020 underlines that the ‘employment rate of women is particularly low’ (only 63% of women are in work compared to 76% of men) and that ‘policies to promote gender equality will be needed to increase labour force participation’; notes that consequently education and training policy needs to be targeted to close this gap in the labour market, thereby contributing to the achievement of sustainable growth and social cohesion; stresses the importance of a non-gender-based education from the youngest possible age;
poziva, da je treba posebno pozornost nameniti potrebi po lažjem vključevanju invalidnih oseb vseh starosti v procese izobraževanja in usposabljanja, s posebnim poudarkom na stvarnem vključevanju invalidnih otrok v zgodnji starosti v izobraževalne ustanove; poudarja potrebo po ustreznih vlaganjih in dolgoročni strategiji za odpravo kakršne koli mejne vrednosti na tem področju;
Calls for special attention to the need to facilitate the integration of people with disabilities, irrespective of their age, in education and training, with particular reference to the genuine integration of disabled children from an early age into educational establishments; underlines the need for proper investments and for a long-term strategy to remove any threshold in this area;
meni, da morajo vse oblike izobraževanja spodbujati pridobivanje demokratičnih kompetenc s podpiranjem študentskih svetov in omogočanjem študentom, da prevzamejo soodgovornost za svoje izobraževanje, kot je navedeno v listini o pravicah študentov; v zvezi s tem poziva tudi k temeljiti razpravi v evropski družbi o funkciji in vlogi izobraževanja ter predlaga, da ta razprava poteka na debatnem forumu za dialog z evropskimi državljani Agora;
Believes that all education should foster the acquisition of democratic competences by supporting student councils and allowing students to take co-responsibility for their education as enshrined in a Charter on Students Rights; in this regard, calls for a thorough debate in European society about the function and role of education and suggests that the European Citizens' Agora could be the space for such a debate;
poziva Evropsko komisijo, države članice in delodajalce, naj v tesnem sodelovanju z izvajalci izobraževanja in usposabljanja spodbujajo nadgrajevanje znanj in spretnosti ljudi iz prikrajšanih okolij;
Calls on the European Commission, Member States and employers, in close cooperation with education and training providers, to encourage skills upgrading for people from disadvantaged backgrounds;
priznava, da je globalizacija v samih temeljih spremenila evropsko družbo, in priporoča, da se globalno izobraževanje in izobraževanje za razvoj vključi v vse oblike izobraževanja, da bodo državljani lahko obvladali grožnje in priložnosti spreminjajočega se sveta;
Recognises that globalisation has profoundly changed Europe's societies and recommends the inclusion of Global/Development Education within all education to enable citizens to deal with the threats and opportunities of a changing world;
meni, da je na vseh ravneh izobraževanja in usposabljanja nujno potrebno zagotavljanje digitalne in medijske pismenosti in uvajanje v nove tehnologije, ter da je treba vse ljudi naučiti, da pri uporabi sodobnih oblik komunikacije in medijskih vsebin v enaki meri uporabljajo strokovno znanje in izkušnje ter kritično presojo; poudarja, da je nujno treba izboljšati digitalno pismenost vseh evropskih državljanov; poudarja, da sta izobraževanje in usposabljanje na področju informacijskih in komunikacijskih tehnologij tako na nacionalni ravni kot na ravni EU nujna glede na vedno večjo pomembnost teh znanj in spretnosti na razvijajočem se trgu dela;
Considers it essential, at all levels in education and training, to establish digital and media literacy and to provide an introduction to new technologies and to teach everyone to apply expertise and critical discernment in equal measure when using modern forms of communication and media content; underlines the urgent need to improve the e-skills of all European citizens; points out that training and education in ICT, both at national and EU level, are a necessity, given the increasing importance of these skills in the evolving labour market;
poudarja pomen zadostne in visokokakovostne podpore za razvoj kompetenc učiteljev in uvedbe novih načinov organizacije učenja v privlačnih šolskih okoljih;
Highlights the importance of sufficient and high-quality support for the development of teachers' competences and of introducing new ways of organising learning in attractive school environments;
poudarja pomen umetnosti, kulture in športa v izobraževanju in usposabljanju ter nujnost, da se tem predmetom posveti posebno pozornost v predšolskem, osnovnem in srednjem izobraževanju ter v vseživljenjskem učenju; meni, da je izobraževanje s področja kulture in družbe sestavni del politike izobraževanja in usposabljanja, saj ne le, da pripomore k razvoju poklicnih ali tehničnih sposobnosti, temveč tudi pomaga razvijati neakademske sposobnosti ter s tem spodbuja samouresničenje in pridobivanje osnovnih znanj in spretnosti;
Underlines the importance of art, culture and sport in education and training and the need to pay particular attention to these subjects in pre-primary, primary and secondary education and lifelong learning; considers that, as well as developing vocational and technical abilities, cultural and social education are an integral part of education and training policy because they help develop non-academic aptitudes, thus fostering individual fulfilment and the acquisition of basic skills;
poziva države članice, naj izobraževalnim ustanovam zagotovijo zadostna sredstva, da bodo lahko vlagale v šport in izboljšale sodelovanje javnega in zasebnega sektorja na tem področju;
Calls on the Member States to ensure there are sufficient funds for investment in sport for educational institutions and to increase the cooperation of the public and private spheres in this area;
poziva države članice, naj zagotovijo zadostne naložbe v izobraževanje, da se omogoči dostop do trga dela za vse kategorije;
Calls on the Member States to ensure sufficient investment in education in order to guarantee accessibility to the labour market for all categories;
poudarja pomen uporabe zgodovine in jezika kot sredstev za doseganje evropske socialne in kulturne vključenosti;
Stresses the importance of using history and language as vehicles for the achievement of European social and cultural integration;
Predšolsko izobraževanje
Pre-primary education
opozarja na pomen kakovostnega izobraževanja v zgodnjem otroštvu za zgodnje pridobivanje ključnih kompetenc, vključno z otrokovo sposobnostjo komunicirati v maternem jeziku in jeziku države gostiteljice, zlasti pa za pomoč otrokom iz prikrajšanih okolij in otrokom s posebnimi (učnimi) potrebami, da bi tako preprečili revščino in socialno izključenost v prihodnosti;
Draws attention to the importance of high-quality early childhood education for the early acquisition of key competences, including a child's ability to communicate both in his or her mother tongue and in the language of the host country concerned, and in particular for supporting children from disadvantaged backgrounds and with special (learning) needs in order to fight against future poverty and social exclusion;
opozarja na pomen spodbujanja bralne kulture že od predšolskega obdobja naprej in na pomen dostopnosti knjižnega gradiva že v predšolskem obdobju;
Draws attention to the importance of promoting a reading culture from pre-school onwards, and to the importance of access to reading material already at the pre-school age;
poudarja pomen izobraževanja v maternem jeziku, tudi v primeru tradicionalnih manjšin;
Draws attention to the importance of education in one's mother tongue including in the case of traditional minorities;
poudarja pomen večjezičnosti za mobilnost: zato poziva vse države članice, naj uvajajo učenje drugega jezika že na zgodnji stopnji izobraževanja;
Stresses the importance of multilingualism for mobility: for this reason calls on the Member States to introduce the learning of a second language at an early stage;
poudarja, da je treba uvesti izobraževalne podporne ukrepe za otroke priseljencev, da se olajša njihovo prilagajanje izobraževalnemu in družbenemu okolju države gostiteljice;
Stresses that it is essential to put in place educational support measures for children of immigrants in order to facilitate their adjustment to the educational and social environment of the host country;
poudarja, da je treba spodbujati in podpirati dejavnosti, ki spodbujajo ustvarjalnost otrok že v zgodnjem otroštvu, saj to prispeva k razvoju inovativne družbe v EU;
Underlines the need to encourage and support actions to enhance children's creativity from an early stage in life, thus better paving the way for a culture of innovation in Europe;
opozarja na cilje barcelonskega vrha, da bi do leta 2010 zagotovili otroško varstvo za najmanj 90 % predšolskih otrok v starosti od 3 let do šoloobvezne starosti ter za najmanj 33 % otrok, mlajših od treh let, in da bi otroško varstvo naredili cenovno dostopno najširši populaciji;
Draws attention to the Barcelona targets that aimed at providing childcare by 2010 for at least 90 % of children between three years old and the mandatory school age and for at least 33 % of children under three years of age and making childcare affordable for as many people as possible;
poudarja nujnost nadaljnjega razvoja in utrjevanja pridobivanja jezikovnih spretnosti v osnovni in srednji šoli, tudi pri otrocih priseljencev, ter pomen poučevanja v maternem jeziku za pripadnike tradicionalnih manjšin;
Underlines the need to continue to develop and confirm language acquisition at primary and secondary school, also with reference to immigrant children, and the importance of being taught in their mother tongue in the case of traditional minorities;
podpira zamisel izobraževalnega pristopa, ki bi omogočal rednejše posvetovanje s študenti in večjo udeležbo študentov pri upravljanju izobraževalnega procesa, aktivno udeležbo staršev študentov v izobraževalni skupnosti in razvoj odnosa med študenti in učitelji, ki temelji na zaupanju, kar bi omogočilo spodbujanje iniciativnosti ter pridobitev družbenih in državljanskih veščin, ki so bistvene za aktivno državljanstvo;
Supports the idea of an educational approach that allows more regular consultation of, and greater participation by, students in the management of the educational process, active participation by students' parents in the educational community and the development of a confidence-based relationship between students and teachers, serving to stimulate the spirit of initiative and the acquisition of social and civic skills that are essential to active citizenship;