natgillin/translations-raw huggingface dataset:
podpira oblikovanje prej omenjene strokovne skupine na visoki ravni, zlasti njen predlog za popis "del sirot" in razprodanih del ter razvoj mehanizmov za lažje iskanje imetnikov pravic;
Welcomes the establishment of the high-level expert group and in particular supports its proposals to list all orphan and out-of-print works and to develop mechanisms to facilitate the search for right holders;
poudarja, da se predlogi strokovne skupine na visoki ravni nanašajo v glavnem na sektor založništva ter da bi jih bilo treba razširiti na druge sektorje ob posvetovanju z njihovimi predstavniki;
Emphasises that the proposals formulated by the high-level expert group in its first report primarily concern the book publishing sector, and that a decision as to whether to extend those proposals to other sectors should be taken in conjunction with representatives of those sectors;
meni, da bi bilo v nadaljevanju zaželeno, da bi evropska digitalna knjižnica, če je mogoče, poleg dokumentov brez avtorskih pravic lahko ponudila tudi dokumente, zaščitene z avtorskimi pravicami, in sicer ob strogem upoštevanju nacionalnih zakonodaj, zakonodaje Skupnosti in mednarodne zakonodaje s področja intelektualne lastnine;
Points out that it would be desirable at a later stage for the European digital library to offer, if possible, copyright-protected documents as well as documents which are free of rights, whilst strictly complying with national, Community and international law on intellectual property;
poudarja, da bi morali vse odločitve o tem sprejeti s sodelovanjem vseh zainteresiranih, zlasti avtorjev, založnikov in prodajalcev knjig;
Underlines that any decision of this sort must be taken in cooperation with all players involved, particularly authors, publishers and booksellers;
predlaga, da bi uporabniki preko evropske digitalne knjižnice lahko poiskali vse vrste digitaliziranih slikovnih ali besedilnih dokumentov in jih brez omejitev pregledali, in sicer dela brez avtorskih pravic v celoti, v primeru zaščitenih del pa kratke odlomke ob soglasju imetnika pravic;
Proposes that users of the European digital library should be able to find any kind of digital document, in image and text mode, and consult it freely, in their entirety in the case of works which are free of rights or in the form of short extracts in the case of protected works, with the agreement of the right holder;
predlaga, da se predvidi možnost virtualnega listanja po delih, zaščitenih s pravicami, preko specializiranih spletnih strani, ki zagotavljajo varnost, kakršno zahtevajo imetniki pravic;
Proposes that provision be made for on-line browsing of works which are subject to rights through specialised sites providing the security guarantees required by right holders;
predlaga, naj bo evropska digitalna knjižnica v takšnem primeru zgolj nosilec informacij;
Proposes in this case that the European digital library act as a simple conveyor of information;
poudarja, da bi se dostop do zaščitenih del v celoti lahko omogočil s specializiranih točk ob soglasju imetnikov pravic in v zameno za pravično plačilo;
Points out that specialised sites could provide access to the whole of a protected document in agreement with the right holder and in return for fair remuneration;
poziva k ustanovitvi usmerjevalnega odbora, v katerem bi imele pomembno vlogo kulturne ustanove in ki bi določil prednostne naloge in smernice za evropsko digitalno knjižnico ter zagotovil usklajevanje in spremljanje njenih dejavnosti ter njeno upravljanje;
Calls for the establishment of a steering committee in which cultural institutions play a major role to determine the priorities for and the guidelines of the European digital library and to ensure the coordination, management and monitoring of its activities;
poziva, naj se uskladi delo skupin, ki jih je vzpostavila Komisija, zlasti skupine strokovnjakov držav članic za digitaliziranje in digitalno arhiviranje ter strokovne skupine na visoki ravni, zato da bi dosegli resnično vzajemnost na evropski ravni;
Calls for coordination between the groups established by the Commission, in particular the Member States' expert group on digitisation and digital preservation and the above mentioned high-level expert group, to achieve genuine synergy at European level;
predlaga, naj se na evropski ravni ustanovi usklajevalno telo za nacionalne muzejske zbirke in arhive, enakovredno TEL-u, ki bo upravljalo vse vrste digitaliziranih elementov, povezanih z evropsko kulturno dediščino, z namenom njihove vključitve v iskalnik evropske digitalne knjižnice;
Suggests the establishment of a Europe-wide coordination body, equivalent to TEL, for national museum and archive collections which generate every kind of digitised material connected with the European cultural heritage so as to integrate it into the European digital library search system;
poudarja, da bo evropska digitalna knjižnica, ko bo postala skladen del izobraževalnega sistema, omogočila lažji stik z evropsko mladino ter jim bo lahko približala njihovo kulturno in literarno dediščino, hkrati pa jih bo usposabljala za rabo novih tehnologij in pripomogla k preseganju digitalnega razkoraka;
Points out that, if integrated coherently into education systems, the European digital library would make it easier to reach young Europeans and could bring them into closer contact with their cultural and literary heritage, whilst familiarising them with new technologies and combating the digital divide;
meni, da je nujno poglobiti izmenjavo izkušenj in dobrih praks z drugimi evropskimi institucijami, na primer z Evropskim odborom za arhiviranje in dostop, z institucijami tretjih držav, kot je Kongresna knjižnica Združenih držav, z mednarodnimi združenji, kot je Mednarodna federacija knjižničnih združenj in ustanov, z javnimi in zasebnimi organizacijami, kot so Online Computer Library Center, in drugimi, ter si čim bolj prizadevati za uporabo že preizkušene in uporabljane programske opreme ter rešitev;
Considers it essential to intensify the exchange of experience and good practice with other European institutions, such as the European Commission on Preservation and Access, institutions in third countries, such as the library of the US Congress, international associations, such as the International Federation of Library Associations and Institutions, public or private organisations, such as the Online Computer Library Center, and others, endeavouring wherever possible to use software and solutions already tested and in operation;
spodbuja predstavljanje in vidnost evropske digitalne knjižnice ter dostop do nje s pomočjo komuniciranja na vseh ravneh in z logotipom, po katerem jo bo mogoče prepoznati;
Urges that the European digital library be promoted and made visible and accessible through extensive communications at all levels and through the creation of a distinctive logo;
v ta namen priporoča, da se del sredstev, namenjenih evropski digitalni knjižnici, nameni širjenju njenega poznavanja med čim širšo javnostjo;
Recommends in this connection that part of the resources earmarked for the European digital library be devoted to its promotion with the broadest possible public;
Resolucija Evropskega parlamenta z dne 27. septembra 2007 o učinkovitosti in pravičnosti v evropskih sistemih izobraževanja in usposabljanja ( 2007/2113(INI) )
European Parliament resolution of 27 September 2007 on efficiency and equity in European education and training systems ( 2007/2113(INI) )
ob upoštevanju sporočila Komisije Svetu in Evropskemu parlamentu z naslovom "Učinkovitost in pravičnost v evropskih sistemih izobraževanja in usposabljanja" ( KOM(2006)0481 ),
having regard to the communication from the Commission to the Council and the European Parliament entitled "Efficiency and equity in European education and training systems" ( COM(2006)0481 ),
ob upoštevanju predloga priporočila Evropskega parlamenta in Sveta o vzpostavitvi evropskega ogrodja kvalifikacij za vseživljenjsko učenje ( KOM(2006)0479 ),
having regard to the proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning ( COM(2006)0479 ),
ob upoštevanju svojega stališča, sprejetega na drugi obravnavi z dne 25. oktobra 2006, z namenom sprejetja Sklepa Evropskega parlamenta in Sveta o uvedbi akcijskega programa na področju vseživljenjskega učenja UL C 313 E, 20.12.2006, str.
having regard to its position adopted at second reading on 25 October 2006 with a view to the adoption of a decision of the European Parliament and of the Council establishing an action programme in the field of lifelong learning OJ C 313 E, 20.12.2006, p.
ter ob upoštevanju Sklepa št. 1720/2006/ES Evropskega parlamenta in Sveta z dne 15. novembra 2006 o uvedbi akcijskega programa na področju vseživljenjskega učenja UL L 327, 24.11.2006, str.
, and to Decision No 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning OJ L 327, 24.11.2006, p.
ob upoštevanju sporočila Komisije z naslovom "Izobraževanje odraslih: Za učenje ni nikoli prepozno" ( KOM(2006)0614 ),
having regard to the communication from the Commission entitled "Adult learning: it is never too late to learn" ( COM(2006)0614 ),
ob upoštevanju svojega stališča, sprejetega na prvi obravnavi z dne 26. septembra 2006 o predlogu Priporočila Evropskega parlamenta in Sveta o ključnih sposobnostih za vseživljenjsko učenje UL C 306 E, 15.12.2006, str.
having regard to its position adopted at first reading on 26 September 2006 on the proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning OJ C 306 E, 15.12.2006, p.
in Priporočila Evropskega parlamenta in Sveta 2006/962/ES z dne 18. decembra 2006 o ključnih pristojnostih za vseživljenjsko učenje UL L 394, 30.12.2006, str.
, and to Recommendation No 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning OJ L 394, 30.12.2006, p.
ob upoštevanju svojega stališča, sprejetega na prvi obravnavi z dne 13. oktobra 2005, o predlogu Priporočila Evropskega parlamenta in Sveta o nadaljnjem evropskem sodelovanju pri zagotavljanju kakovosti v visokem šolstvu UL C 233E, 28.9.2006, str.
having regard to its position adopted at first reading on 13 October 2005 on the proposal for a recommendation of the European Parliament and of the Council on further European cooperation in quality assurance in higher education OJ C 233 E, 28.9.2006, p.
in ob upoštevanju Priporočila Evropskega parlamenta in Sveta 2006/143/ES o nadaljnjem evropskem sodelovanju pri zagotavljanju kakovosti v visokem šolstvu z dne 15. februarja 2006 UL L 64, 4.3.2006, str.
, and to Recommendation No 2006/143/EC of the European Parliament and of the Council of 15 February 2006 on further European cooperation in quality assurance in higher education OJ L 64, 4.3.2006, p.
ob upoštevanju poročila Odbora za kulturo in izobraževanje ter mnenja Odbora za pravice žensk in politiko enakih možnosti ( A6-0326/2007 ),
having regard to the report of the Committee on Culture and Education and the opinion of the Committee on Women's Rights and Gender Equality ( A6-0326/2007 ),
ker se zaradi omejitev javnega proračuna, izzivov globalizacije, demografskih sprememb in tehnoloških inovacij po celotni Evropi daje večji poudarek izboljšanju učinkovitosti izobraževanja in usposabljanja;
whereas in response to cuts in public budgets, the challenges of globalisation, demographic change and technological innovation, greater emphasis is being placed throughout Europe on making education and training more effective,
ker so precejšnje razlike v delovanju izobraževalnih sistemov v EU, kakor je prikazano v poročilu PISA 2003, zaskrbljujoče;
whereas the considerable disparity in performance between education systems in the EU, as illustrated in the Pisa 2003 Report, is a matter of concern,
ker lahko ta dejavnik poveča razlike v gospodarskem in družbenem razvoju držav članic ter ogrozi izpolnjevanje ciljev lizbonske strategije;
whereas this factor might be translated into an increase in the differences in the economic and social development of the Member States and jeopardise the achievement of the Lisbon strategy goals,
ker je pravica do izobraževanja načelo, ki je priznano na mednarodni ravni in v Listini o temeljnih pravicah Evropske Unije;
whereas the right to education is a principle recognised both at international level and in the Charter of Fundamental Rights of the European Union,
ker najnovejši sistemi izobraževanja in usposabljanja množijo in poglabljajo obstoječe neenakosti;
whereas most current education and training systems replicate and deepen existing inequalities,
ker nepravičnost v izobraževanju in usposabljanju povzroča visoke skrite izdatke;
whereas inequity in education and training has high hidden costs,
ker imajo naložbe v izobraževanje in usposabljanje dolgoročne gospodarske in družbene koristi ter morajo biti dolgoročno načrtovane;
whereas investment in education and training has long-term economic and social benefits and must be planned on a long-term basis,
ker je treba v sistemih izobraževanja in usposabljanja vzpostaviti kulturo ocenjevanja, da se zagotovi dolgoročen in učinkovit nadzor nad temi sistemi;
whereas in education and training systems a culture of appraisal must be established in order to ensure that the development of those systems can be monitored effectively on a long-term basis,
ker je treba izobraževanje in usposabljanje povezati s politikami, povezanimi z zaposlovanjem, gospodarstvom in socialno vključenostjo;
whereas education and training policies must be linked to policies relating to employment, the economy and social integration,
ker imata izobraževanje in usposabljanje temeljno vlogo pri razvoju na medkulturnem izobraževanju in miru temelječe evropske identitete;
whereas education and training have a fundamental role in the development of a European identity based on intercultural education and peace,
ker so mlade ženske še vedno bolj izpostavljene brezposelnosti kakor mladi moški, saj je bila leta 2006 stopnja brezposelnosti v EU-27 18,1 % mladih žensk in 16,9 % mladih moških; ker je na vodilnih položajih manj žensk, čeprav v večini držav članic višjo stopnjo izobrazbe doseže več žensk kakor moških;
whereas young women are still more likely to be unemployed than young men, given that the unemployment rate in the 27 Member States of the EU in 2006 was 18.1% for young women compared to 16.9% for young men, and whereas women are less represented in leading positions, despite the fact that in most Member States more women than men reach a high level of education,
Učinkovitost in pravičnost v vseživljenjskem učenju
Efficiency and equity in lifelong learning
podpira dolgoročni postopek posvetovanja na področju vseživljenjskega učenja, saj imajo naložbe na tem področju dolgoročne gospodarske in družbene koristi;
Endorses the long-term-planning process in the field of lifelong learning, since investment in that field has long-term economic and social benefits;
priznava, da naložbe v izobraževanje na eni stopnji omogočajo razvoj spretnosti in zmožnosti na tej stopnji, poleg tega pa dajejo podlago za pridobitev dodatnih sposobnosti in kvalifikacij na drugih stopnjah izobraževanja;
Acknowledges that investment at one level of education not only enables skills and capabilities to be developed at that level, but also establishes the basis for the acquisition of further abilities and qualifications at other educational levels;
podpira načrt za ustanovitev evropskega ogrodja kvalifikacij za vseživljenjsko učenje, ki bo olajšalo priznavanje dosežene izobrazbe ter omogočilo jasnejši in preglednejši prehod med različnimi izbirami študija;
Supports the plan to create a European qualifications framework for lifelong learning which will facilitate recognition of educational achievement and allow visible and transparent switching between different study options;
meni, da je treba v sistemih izobraževanja in usposabljanja uvesti kulturo ocenjevanja, zato morajo učinkovite dolgoročne politike temeljiti na zanesljivih merilih;
Believes there to be a need for a culture of appraisal in education and training systems - hence effective long-term policies must be based on reliable measurements;
pozdravlja prizadevanja Komisije, da bi se učinkovitost in pravičnost v izobraževanju upoštevali pri oblikovanju okvira kazalnikov in meril uspešnosti za spremljanje napredka pri izpolnjevanju lizbonskih ciljev;
Welcomes the Commission's attempt to take efficiency and equity in education into consideration when devising a framework of indicators and benchmarks for monitoring progress towards achievement of the Lisbon objectives;
meni, da bi bilo treba za nadaljevanje presoje učinkovitosti/uspešnosti in pravičnosti izobraževalnih sistemov v Evropi pojasniti terminologijo v zvezi z učinkovitostjo/uspešnostjo in pravičnostjo; za presojo slednje je treba vključiti posameznikove lastnosti, kakršne so spol, narodnost ali prizadetost (razen družbeno-gospodarske);
Believes that in order to proceed with an examination of effectiveness/efficiency and equity of education systems in Europe, the terminology, both for effectiveness/efficiency and for equity, should be clarified; for the examination of the latter, individual characteristics such as gender, ethnic origin and disability (other than socio-economic) should be included;
priznava, da naložbe v vseživljenjsko učenje, namenjene izboljšanju dostopa in pravičnosti, krepijo socialno kohezijo in posameznikom omogočajo, da rešujejo težave ter se prilagodijo spremembam in jih obvladujejo ter razvijajo samospoštovanje, kar izboljša njihov osebni razvoj in jim omogoča lažje spoprijemanje z drugimi spremembami v življenju;
Acknowledges that investment in lifelong learning which is aimed at improving access and equity fosters social cohesion and enables individuals to solve problems, to adapt, to build up their self-esteem and to cope with change, thereby improving their personal development and making it easier for them to deal with other changes in their lives;
poziva države članice, naj izvajajo politiko izobraževanja in usposabljanja, v kateri so upoštevane razlike med spoloma, ter sredstva za odpravo neenakosti med spoloma na področju izobraževanja in zaposlovanja in spolnih stereotipov; poziva države članice, naj spodbujajo netipično zaposlovanje glede na spol (na primer več učiteljev v osnovnih šolah in več znanstvenic) pri mladih, tudi pri otrocih v obdobju, ko še ne sprejemajo ključnih odločitev glede izobraževanja in poklicne poti, z zmanjšanjem poklicnega ločevanja po spolu; ponovno poudarja, da je višja kakovost podatkov, ki so ločeni po spolu, temeljnega pomena na vseh področjih politike;
Calls on the Member States to implement gender responsive education and training policies and materials as a tool for the elimination of gender inequality in education and employment and for the eradication of gender stereotypes; urges the Member States to promote gender-atypical employment (for example more male teachers in primary schools and more women in science) for young people, including young children before the age at which key educational and career decisions are taken and in such a way that gender based occupational segregation is reduced; reiterates that higher quality gender-and-age-disaggregated data is a prerequisite for any policy;
Zagotavljanje učinkovitosti in pravičnosti v okviru politik izobraževanja in usposabljanja
Ensuring efficiency and equity in the framework of education and training policies
Predšolsko izobraževanje: poudarek na poučevanju zelo mladih
Pre-school education: emphasis on teaching the very young
meni, da je učinkovitost in pravičnost mogoče doseči posamezno, če se naložbe in reforme osredotočijo na zgodnje stopnje izobraževanja;
Believes that efficiency and equity can be achieved on an individual basis if investment and reform are focused on the early stages of education;
poudarja potrebo po tem, da se že v predšolskem obdobju začnejo razvijati ukrepi za spodbujanje vključevanja otrok iz tretjih držav, ki prebivajo na ozemlju Evropske unije;
Stresses the need to develop, from the pre-school phase, measures to encourage the integration of children from third countries resident in the territory of the European Union;
poziva države članice, naj veliko več vlagajo v predšolsko izobraževanje, vključno z vrtci, saj so lahko take naložbe učinkovito sredstvo za vzpostavitev temeljev za nadaljnje izobraževanje, otrokov intelektualni razvoj, dvig splošne ravni sposobnosti in lahko znatno povečajo pravičnost izobraževalnega sistema;
Calls upon the Member States to invest much more in pre-school - including nursery -education, since such investment can be an effective means of establishing a basis for future education, for developing a child's intellect and for raising overall skills levels, and can significantly increase the equity of the education system;
kljub temu pa meni, da je potrebnih več raziskav v zvezi s predšolskim izobraževanjem na ravni EU, zlasti na področju zgodnjih in usmerjenih ukrepov, da se opredelijo prakse, ki ustvarjajo pričakovane učinke;
Believes however that more research into pre-school education is necessary at EU level, in particular in the field of early and targeted actions, in order to identify practices which produce the expected effects;
meni, da je kakovost predšolskega izobraževanja delno odvisna od ustrezno usposobljenih učiteljev in je zato treba razviti finančno izvedljivo strategijo, katere rezultat bo v prihodnost usmerjeno in visokokakovostno izobraževanje ter zadovoljiva poklicna pot učiteljev;
Considers the quality of pre-school education to be partly dependent on adequately trained teachers, and that there is therefore a need for a financially viable strategy which will result in both future-oriented and high quality education and satisfactory teaching careers;
priznava, da je treba že od predšolskega obdobja naprej zagotoviti družbeno raznolikost razredov in ustanov, da se izogne razlikovanju med učnimi načrti in pričakovanji;
Acknowledges that as from the pre-school stage, social diversity of classes and establishments must be ensured in order to avoid a differentiation of curricula and expectations;
meni, da je za uspešno predšolsko izobraževanje pomembno sodelovanje staršev, ki se spodbuja s programi izobraževanja in informiranja (zlasti v primeru prikrajšanih otrok);
Believes the involvement of parents by means of educational and information programmes (particularly in the case of disadvantaged children) to be important to the success of pre-school education;
je naklonjen vsem oblikam predšolskega izobraževanja in posredovanja v zgodnji dobi, ko se razvijajo otrokove kognitivne zmožnosti, saj je to obdobje, ki se v procesu vseživljenjskega učenja najbolj obrestuje;
Is in favour of all forms of pre-school education and intervention at an early age (when children's cognitive skills are developing) - this being of all the stages in the entire process of life-long learning the one which pays the highest dividend;
poziva države članice, da v predšolskem izobraževanju povečajo število subvencioniranih mest in s tem omogočijo večje možnosti predšolskim otrokom s pomanjkljivo materialno varnostjo, da izkoristijo ugodnosti izobraževalnega sistema;
Urges Member States to increase the number of subsidised places in pre-school education, thereby offering better opportunities to children under school age who lack financial security to benefit from the education system;
poudarja, bi morali z obveznim izobraževanjem in s sistemom usposabljanja zagotoviti osnovno izobrazbo in bistvene spretnosti; poleg tega poudarja, da izobraževanje in ustrezne bistvene spretnosti prispevajo k doseganju temeljnih družbenih in državljanskih vrednot, krepijo socialno kohezijo ter pomagajo izboljšati posamezne ravni usposobljenosti in zaposljivosti;
Emphasises that compulsory attendance at school, as well as the training system, should provide basic education and key skills; stresses further that education and appropriate key skills contribute to the achievement of fundamental social and civic values, strengthen social cohesion and help to improve individual levels of qualification and employability;