natgillin/translations-raw huggingface dataset:
pozdravlja vključitev posebnega oddelka v zvezi s turizmom (oddelek 4, člen III-281) v Pogodbo o Ustavi za Evropo; meni, da ta pravna podlaga omogoča bolj koherentne ukrepe v prid turizmu, katerih pomen se bo še povečal z obsežno udeležbo Evropskega parlamenta pri sprejemanju pravnih predpisov;
Welcomes the insertion of a specific section on tourism (Section 4, Article III-281) in the Treaty establishing a Constitution for Europe; believes that this legal basis will make more consistent support action possible, and that it will be given extra weight by the full involvement of the European Parliament in the adoption of legislative measures;
poziva Komisijo, da sodeluje s svojimi glavnimi institucionalnimi partnerji in predstavniškimi organi iz tega sektorja v zvezi z različnimi pobudami za ukrepe spodbujanja vzpostavitve okolja, ki bi bilo bolj naklonjeno konkurenčnosti podjetij in usklajevanju med državami članicami; poziva Komisijo, da od leta 2007 dalje predlaga izvajanje večletnega akcijskega načrta ("turistični paket"), ki bi omogočal krepitev usklajenosti ukrepov Unije na področju turizma prek povezovanja z državami članicami ter njihovimi regionalnimi in lokalnimi organi, ob upoštevanju načel dobrega upravljanja;
Calls on the Commission to work together with its main institutional partners and the sector's representative bodies on the various avenues of action to encourage the development of an environment more favourable to business competitiveness and coordination between Member States; calls on the Commission to propose, from 2007, the implementation of a multiannual action plan ("tourism package") to strengthen the consistency of Union action on tourism by bringing together the Member States and their regional local authorities, in accordance with the principles of good governance;
poziva Komisijo, da v okviru spodbujanja evropske sosedske politike tudi turizem vključi med glavne smernice in prednostna področja sodelovanja z državami partnericami, npr. v okviru partnerskih sporazumov med Evropo in državami Sredozemlja;
Calls on the Commission to include tourism among the principal guidelines and priorities for cooperation with partner countries in the context of European initiatives to promote neighbourly relations, for example the Euro-Mediterranean partnership arrangements;
Resolucija Evropskega parlamenta o možnostih za razvoj sistema evropskih šol ( 2004/2237(INI) )
European Parliament resolution on options for developing the European Schools system ( 2004/2237(INI) )
ob upoštevanju sporočila Komisije Svetu in Evropskemu parlamentu o možnostih za razvoj sistema evropskih šol ( KOM(2004)0519 ),
having regard to the Communication from the Commission to the Council and the European Parliament on options for developing the European Schools system ( COM(2004)0519 ),
ob upoštevanju resolucije z dne 17. decembra 2002 o financiranju evropskih šol UL C 31 E, 5.2.2004, str.
having regard to its resolution of 17 December 2002 on the financing of the European Schools OJ C 31 E, 5.2.2004, p.
ob upoštevanju letnega poročila generalnega sekretarja evropskih šol Svetu guvernerjev, ki se je sestal 1. in 2. februarja 2005 Dokument 1612-D-2004-en-1; http://www.eursc.org/SE/htmlEn/IndexEn_home.html
having regard to the annual report of the Secretary General of the European Schools to the Board of Governors meeting in Brussels on 1-2 February 2005 Document 1612-D-2004-en-1; http://www.eursc.org/SE/htmlEn/IndexEn_home.html
ob upoštevanju poročila Odbora za kulturo in izobraževanje in mnenja Odbora za proračun ( A6-0200/2005 ),
having regard to the report of the Committee on Culture and Education and the opinion of the Committee on Budgets ( A6-0200/2005 ),
ker so bile evropske šole ustanovljene z mislijo na navedeno,
whereas the European Schools were established with this consideration in mind,
ker sistem evropskih šol podpira idejo državljanstva Unije, tako da so ohranitev obstoječih in ustanovitev novih šol ter druge oblike razširitve sistema pozitivni ukrepi v smislu evropskega povezovanja,
whereas the European Schools system fosters the concept of European citizenship; whereas keeping the present Schools in existence on the one hand, and on the other setting up new schools and expanding the system in other ways, could accordingly help to strengthen European integration;
ker je sedaj ustanovljenih trinajst evropskih šol, v katere je vpisanih več kot 19 000 učencev, in ker bo do leta 2010 najverjetneje ustanovljena še ena šola,
whereas there are now thirteen European Schools, enrolling more than 19 000 pupils, and whereas one more school will probably be established by 2010,
ker so sedanje razmere zaradi prezasedenosti nekaterih šol nesprejemljive, še zlasti v Bruslju, kar vodi v poslabšanje pouka,
whereas pupil numbers at some Schools, especially in Brussels, have now risen beyond acceptable levels, and teaching standards are consequently declining,
ker so povprečni stroški za učenca evropske šole ugodni v primerjavi s tistimi za druge šole, ki jih obiskujejo otroci uradnikov sorodnih organov; ker se stroški za učenca kljub temu zelo razlikujejo med posameznimi šolami in so močno povezani z velikostjo šole,
whereas average costs per pupil at the European Schools compare favourably with those at other schools attended by the children of officials of cognate bodies; whereas, nevertheless, costs per pupil vary widely between the individual schools and correlate strongly with school size,
ker je, medtem ko Evropska skupnost prispeva več kot polovico tekočih stroškov evropskih šol, Komisija edina evropska ustanova, zastopana v Svetu guvernerjev evropskih šol, in ker je Komisija edini član Sveta guvernerjev s polno pravico glasovanja v Svetu guvernerjev in upravnih odborih posameznih šol,
whereas, while the European Community contributes well over half of the running costs of the European Schools, the Commission is the only European institution represented on the Board of Governors of the European Schools; and whereas the Commission is the only member of the Board of Governors with the right to vote both on the Board of Governors and on the Administrative Board of each school,
ker mora sistem upravljanja evropskih šol združevati zmogljivost strateškega načrtovanja in nadzora ter razumno stopnjo neodvisnosti za posamezne šole,
whereas the system of governance of the European Schools must combine a capacity for strategic planning and oversight together with a reasonable degree of autonomy for the individual schools,
ker mora biti upravljanje evropskih šol, vključno z odločitvami o sprejemu učencev in oprostitvami šolnine, čim bolj jasno, dosledno in pregledno znotraj celotnega sistema šol,
whereas the administration of the European Schools, including decisions about the admission of pupils and the waiving of fees, should be as clear, consistent and transparent as possible throughout the entire Schools system,
ker je učni načrt za evropsko maturo zelo zahteven in morda ni primeren za slabše učence; ker sedaj šole ne izdajajo drugega potrdila o končanem šolanju,
whereas the curriculum leading to the European Baccalaureate is academically demanding and may not be suitable for academically weaker pupils; whereas the Schools at present offer no other school-leaving certificate,
ker je sedaj izobraževanje učencev s potrjenimi potrebami po posebnem izobraževanju v vsaki šoli drugačno,
whereas, at present, educational provision for pupils with certified special educational needs varies from one School to another,
ker je največje število učencev v razredu (32 učencev) večje, kot to dovoljuje ustrezna zakonodaja v številnih državah članicah; ker so razen tega v veliko razredih učenci, katerih materni jezik je drugačen od tistega jezikovnega oddelka, v katerega so bili sprejeti, ter učenci z učnimi težavami in posebnimi učnimi potrebami,
whereas the maximum class size (32 pupils) is larger than would be permitted under the relevant legislation in a number of Member States; whereas, moreover, many classes contain pupils whose mother tongue is different from that of the language section to which they have been admitted, as well as pupils with learning difficulties or special teaching needs,
ker so šole v Bruslju in Luksemburgu, z izjemo šole Bruselj I, prezasedene, je bila sprejeta odločitev o ustanovitvi še dveh šol, vendar bodo stavbe vseljive šele leta 2010, zato te razmere resno vplivajo na izobraževanje, ki poteka na teh šolah,
whereas, with the exception of the Brussels I school, the schools in Brussels and in Luxembourg are overcrowded; and whereas, while decisions have been taken on the establishment of two more schools, the buildings will not be ready for use until 2010, with serious implications for the education provided at these schools,
ker sta filozofija izobraževanja v evropskih šolah in učni načrt za evropsko maturo vzorec za večjezično in večkulturno izobraževanje, ki bi ga države članice morda želele posnemati,
whereas the educational philosophy of the European Schools and the curriculum leading to the European Baccalaureate serve as models of multilingual and multicultural education which the Member States may wish to imitate,
ker so se narodi Evrope v Pogodbi ES (člen 149) dogovorili, da so ukrepi Skupnosti namenjeni spodbujanju razvoja evropske razsežnosti v izobraževanju, zlasti s poučevanjem in razširjanjem jezikov držav članic,
whereas the people of Europe agreed in the EC Treaty (Article 149) that Community action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States,
pozdravlja, da je Komisija prek zgoraj opredeljenega sporočila začela posvetovalno prakso v zvezi s prihodnjim razvojem sistema evropskih šol, ob upoštevanju razširitve Evropske unije, interesov novih držav članic, ustvarjanja dodatnih agencij EU zunaj Bruslja in Luksemburga in nujne potrebe po pregledu in ocenjevanju ter, če je to potrebno, po preoblikovanju sistema, ki je bil ustanovljen pred petdesetimi leti in je prvotno pokrival samo štiri jezike;
Welcomes the Commission's launch, through its above-mentioned Communication, of a consultative exercise about the future development of the system of European Schools, taking into account the enlargement of the European Union, the interests of the new Member States, the creation of additional EU agencies outside Brussels and Luxembourg and the urgent need to revise and evaluate and, if necessary, to reform a system which was established 50 years ago and which originally catered for only four languages;
ponovno poudarja, da Konvencija o statutu evropskih šol določa, da je vloga evropskih šol omogočanje skupnega izobraževanja otrok osebja Evropskih skupnosti kot načina zagotavljanja ustreznega delovanja ustanov Skupnosti, in da je določeno, da lahko v okviru omejitev, ki jih določi Svet guvernerjev, obiskujejo šole tudi drugi otroci;
Recalls that the Convention defining the Statute of the European Schools stipulates that the role of the European Schools is to provide for the joint education of the children of the staff of the European Communities as a way of ensuring the proper operation of the Community institutions, and also stipulates that other children may attend the Schools within the limits set by the Board of Governors;
meni, da je treba nujno rešiti vprašanje vseh delovnih mest v decentraliziranih agencijah; obžaluje, da se takih rešitev ni našlo v trenutku, ko se je odločalo o delovnih mestih v teh agencijah, z izjemo Evropskega urada za varnost živil in prehrane iz Parme;
Believes that a solution to the question of all workplaces of decentralized agencies must be found as a matter of urgency; regrets that such solution had not been found at the time when the workplaces of these agencies were decided, with the exception of the European Food Safety Authority in Parma;
meni, da morajo države članice, ki gostijo eno od novih decentraliziranih agencij, prevzeti več finančne odgovornosti za izobraževanje otrok osebja in da je potrebno najti ustrezne rešitve za vsa nova delovna mesta; meni, da je v teh primerih možno sodelovanje med evropskimi šolami in regionalnimi ali lokalnimi šolami, ki lahko zagotovijo učni načrt za pridobitev evropske mature; verjame, bi moral biti cilj takšnega sodelovanja pospeševanje visoko kakovostnega izobraževanja in evropske integracije, ohranjanje jezikovne raznolikosti in omogočanje mobilnosti delojemalcev;
Believes that Member States hosting one of the new decentralised agencies must take greater financial responsibility for the education of the children of staff, and that appropriate solutions must be found for each of the new places of work; believes that, in these cases, cooperation between the European Schools and regional or local schools able to deliver the curriculum leading to the European Baccalaureate is an option; believes that such cooperation should aim to promote high-quality education and European integration, maintain linguistic diversity and facilitate labour mobility;
vztraja, da je treba tam, kjer so izpolnjena potrebna merila, nujno ustanoviti jezikovne oddelke za jezike novih držav članic in da morajo biti vsi učenci deležni poučevanja v maternem jeziku;
Insists that, where the necessary criteria are met, language sections for the languages of the new Member States be established as a matter of urgency and that all pupils should be receiving mother-tongue teaching;
poziva Komisijo, da preuči možnosti za ustanovitev evropskih šol v novih državah članicah;
Calls on the Commission to examine the possibility of establishing European schools in the new Member States;
Prihodnje financiranje sistema evropskih šol, učenci kategorije III in manjše šole
The future financing of the European Schools system, Category III pupils and the smaller schools
verjame, da se prispevek Skupnosti za uravnavanje ne sme razviti v neomejeno obveznost; meni, da je samoumevno, da mora sistem evropskih šol delovati učinkovito kar zadeva proračunsko načrtovanje in nadzor ter da mora biti njihova ponudba dokazano vredna svoje cene; potrjuje mnenje, da je treba ob dodelitvi letnega načrtovanega proračuna za vsako šolo upoštevati velikost in potrebe posameznih šol ter znake prizadevanja za čim bolj učinkovito porabo dodeljenih proračunskih sredstev;
Believes that the balancing contribution from the Communities must not develop into an open-ended commitment; considers it self-evident that the European Schools system should operate effectively in terms of budgetary planning and control and should offer demonstrable value for money; endorses the view that the annual projected budget allocation for each school should take account of the size and needs of the individual schools and of evidence of efforts to spend the budget allocation as effectively as possible;
vseeno poudarja, da je narava prispevkov Skupnosti v proračune šol jasno določena v členu 25(2) Konvencije o statutu evropskih šol; zato zavrača uvedbo zgornje meje s strani Komisije za prispevke Skupnosti v proračun evropskih šol dokler Svet guvernerjev ne predloži ocene prihodkov in stroškov šol za naslednje finančno leto;
Underlines, however, that the nature of the Communities' contribution to the schools' budgets is set out clearly in Article 25.2 of the Convention defining the Statute of the European Schools; rejects, therefore, the imposition by the Commission of a ceiling on the Communities' contribution to the European Schools budget before the Board of Governors has presented its estimate of the revenue and expenditure of the Schools for the following financial year;
meni, da sedanja ureditev, v skladu s katero so prispevki držav članic neposredno povezani s številom učiteljev, ki jih premestijo v evropske šole in s prostori, ki jih zagotovijo za evropske šole, ni pravična in da bi bilo treba preučiti alternativne sisteme financiranja;
Considers that the current arrangement, whereby Member States' contributions are directly linked to the number of teachers they second to the European Schools and to the premises they provide for the European Schools, is not equitable and that alternative systems of financing should be explored;
kljub temu meni, da sedanji sistem, v skladu s katerim države članice imenujejo učitelje, ki prejemajo nacionalno plačo od države članice, zagotavlja, da imajo evropske šole dostop do strokovnega znanja učiteljev iz teh držav in je finančni prispevek držav članic zagotovljen;
Believes nevertheless that the present system, whereby teachers are appointed and paid their national salaries by Member States, ensures access for the European Schools to the teaching expertise of these States and is the means by which the financial contribution of the Member States is secured;
ugotavlja, da je stopnja šolnine, ki jo plačajo starši učencev iz kategorije III, po letu 2002 znatno narasla in da je to povzročilo višje prihodke za šole in nižjo rast prispevkov iz proračuna Skupnosti, kot bi bila drugače; ugotavlja tudi, da ta šolnina ne pokriva celotnih stroškov izobrazbe teh učencev; vseeno verjame, da starši učencev kategorije III ne smejo imeti prekomernih porastov stroškov med preostankom njihovega šolanja v sistemu evropskih šol;
Notes that the level of fees payable by the parents of Category III pupils has risen substantially in real terms since 2002 and that this has resulted in increased revenue for the Schools and a smaller increase in the contribution from the Communities' budget than would otherwise have been the case; further notes that such fees do not meet the full cost of educating these pupils; believes, however, that the parents of Category III pupils should not face excessive fee increases during the remainder of their education in the European Schools system;
poziva Komisijo, prek predstavnika v Svetu guvernerjev, da si prizadeva za sprejetje ter objavo jasnih in podrobnih meril, ki so na voljo javnosti, za sprejem učencev kategorije III; poziva upravni odbor vsake šole, ki sprejema učence kategorije III, da v letnem poročilu poroča o uporabi takšnih meril;
Calls on the Commission, through its representative on the Board of Governors, to press for the adoption and publication of clear, detailed, and publicly available criteria for the admission of Category III pupils; urges the Administrative Board of each school admitting Category III pupils to report on the application of such criteria in its annual report;
ponovno poziva Svet guvernerjev, da pregleda sprejeta merila za ustanovitev, ohranjanje in zapiranje posameznih jezikovnih oddelkov v posameznih šolah, da se izključi kakršna koli diskriminacija uradnega jezika Evropske unije;
Reiterates its call for the Board of Governors to revise the criteria it has adopted for establishing, maintaining and closing individual language sections in individual schools so as to rule out any discrimination against an official language of the European Union;
poziva Komisijo, da objavi, takoj ko je to izvedljivo, zunanjo študijo o dolgoročni prihodnosti štirih šol v Bergnu, Culhamu, Karlsruheju in Molu, ki jo je sama naročila;
Calls upon the Commission to publish, as soon as practicable, the external study commissioned by it into the long-term future of the four schools in Bergen, Culham, Karlsruhe and Mol);
verjame, da morajo biti naloge Sveta guvernerjev, glede na rast in število evropskih šol ter število učencev, ki jih učijo, v bistvu postavljanje strateških ciljev, nadzor in pregledovanje; verjame, da morajo podrobna vprašanja upravljanja, značilna za posamezne šole, na prvi stopnji, obravnavati upravni odbori posameznih šol in da je treba vsako šolo v zvezi z operativnimi ter finančnimi zadevami obravnavati kot samostojno enoto;
Believes that, given the growth in the number of European Schools and in the number of pupils they teach, the tasks of the Board of Governors should essentially be those of setting strategic goals, of oversight and of review; believes that detailed management questions specific to individual schools should, in the first instance, be addressed by the Administrative Boards of the individual schools, and that each school should be considered an autonomous entity as regards operational and financial matters;
verjame, da morajo upravni odbori posameznih šol, glede na zgoraj omenjeno, pridobiti nadzor nad finančnimi in operativnimi vidiki posameznih šol v strateških ciljih Sveta guvernerjev;
Believes that, given the above, the Administrative Boards of the individual schools should be given control over the financial and operational aspects of the individual schools within the strategic goals laid down by the Board of Governors;
ugotavlja, da Skupnost sedaj plačuje prispevek za uravnavanje v višini približno 57 % letnih stroškov sistema evropskih šol, medtem ko države članice prispevajo 22%; zato meni, da bi morale biti glasovalne pravice Komisije kot predstavnice Skupnosti v Svetu guvernerjev bolje usklajene s prispevkom Skupnosti v proračun in da bi morala Komisija po vsakem srečanju Sveta guvernerjev poročati Evropskemu parlamentu;
Notes that the Community currently pays a balancing contribution equivalent to some 57% of the annual cost of the European Schools system, whereas the Member States contribute 22%; believes, therefore, that the Commission, as representative of the Communities, should have voting rights on the Board of Governors more in line with the Communities' contribution to the budget, and that the Commission must report to the European Parliament following each meeting of the Board of Governors;
poziva Komisijo, da od Sveta guvernerjev zahteva, da sestavi kodeks dobrega upravnega ravnanja in pojasni pristojnost uprave za pritožbe;
Calls on the Commission to press the Board of Governors to draw up a Code of Good Administrative Conduct and to clarify the remit of the Complaints Board;
upošteva predlog Komisije, da se lahko ustanovita dva nova organa, en za "upravljanje finančnih in operativnih vidikov vseh šol" in drugi za nadziranje učnega načrta, sistema preverjanja in ocenjevanja učiteljev; verjame, da je treba ohraniti en sam upravni organ, ki je pristojen za sprejemanje odločitev v zvezi s sistemom šol kot celoto in pripravljen sprejeti odgovornost za uravnavanje včasih nasprotnih finančnih in izobraževalnih zahtev;
Notes the Commission's suggestion that two new bodies might be established, one 'to administer the financial and operational aspects of all the Schools', the other to superintend the curriculum, the examination system and the assessment of teachers; believes that a single governing body, with the authority to take decisions affecting the Schools system as a whole and willing to accept responsibility for balancing sometimes conflicting financial and educational imperatives, must be maintained;
zahteva ustrezno zastopanost staršev in drugih interesnih skupin, na primer osebja in učencev, v Svetu guvernerjev in upravnih odborih posameznih šol;
Calls for adequate representation of parents and other stakeholders, for example staff and pupils, on both the Board of Governors and the Administrative Boards of individual schools;
Velikost razredov
Class sizes
verjame, da razredi v otroških vrtcih in osnovnih šolah, ki jih poučuje en sam usposobljen učitelj, ne smejo imeti več kot 30 učencev; meni, da bi bilo treba od leta 2008 začeti s postopnim uvajanjem razredov z ne več kot 25 učenci v otroških vrtcih in osnovnih šolah; poziva Svet guvernerjev, da potrdi to načelo;
Believes that nursery, primary and secondary school classes, taught by a single qualified teacher, should not be larger than 30 pupil equivalents; believes also that from 2008 there should be a progressive introduction of a maximum class size in nursery and primary classes of no more than 25 pupil equivalents; calls on the Board of Governors to endorse this principle;