natgillin/translations-raw huggingface dataset:
poziva države članice, naj sledijo zgledu Švedske in osebam, ki trpijo zaradi preobčutljivosti na elektromagnetna sevanja, priznajo invalidnost ter jim s tem omogočijo ustrezno zaščito in enake možnosti;
Calls on Member States to follow the example of Sweden and to recognise persons that suffer from electrohypersensitivity as being disabled so as to grant them adequate protection as well as equal opportunities;
naroči svojemu predsedniku, naj to resolucijo posreduje Svetu, Komisiji, vladam in parlamentom držav članic, Odboru regij ter Svetovni zdravstveni organizaciji.
Instructs its President to forward this resolution to the Council, the Commission, the governments and parliaments of the Member States, the Committee of the Regions, and the WHO.
Resolucija Evropskega parlamenta z dne 2. aprila 2009 o boljših šolah: agenda za evropsko sodelovanje ( 2008/2329(INI) )
European Parliament resolution of 2 April 2009 on Better Schools: an agenda for European cooperation ( 2008/2329(INI) )
ob upoštevanju členov 149 in 150 Pogodbe ES o izobraževanju, poklicnem usposabljanju in mladini,
having regard to Articles 149 and 150 of the EC Treaty on education, vocational training and youth,
ob upoštevanju člena 14 Listine Evropske unije o temeljnih pravicah o pravici do izobraževanja,
having regard to Article 14 of the Charter of Fundamental Rights of the European Union on the right to education,
ob upoštevanju sporočila Komisije z dne 3. julija 2008 z naslovom "Krepitev kompetenc za 21. stoletje: agenda za evropsko sodelovanje v šolstvu" ( KOM(2008)0425 ),
having regard to the Commission Communication of 3 July 2008 entitled 'Improving competences for the 21st Century: An Agenda for European Cooperation on Schools' ( COM(2008)0425 ),
ob upoštevanju sporočila Komisije z dne 16. decembra 2008 z naslovom "Posodobljen strateški okvir za evropsko sodelovanje v izobraževanju in usposabljanju" ( KOM(2008)0865 ),
having regard to the Commission Communication of 16 December 2008 entitled 'An updated strategic framework for European cooperation on education and training' ( COM(2008)0865 ),
ob upoštevanju sporočila Komisije z dne 12. novembra 2007 z naslovom "Vseživljenjsko učenje za znanje, ustvarjalnost in inovacije – Osnutek skupnega poročila za leto 2008 Sveta in Komisije o napredku pri izvajanju delovnega programa Izobraževanje in usposabljanje 2010" ( KOM(2007)0703 ),
having regard to the Commission Communication of 12 November 2007 entitled 'Delivering lifelong learning for knowledge, creativity and innovation: Draft 2008 joint progress report of the Council and the Commission on the implementation of the Education and Training 2010 work programme' ( COM(2007)0703 ),
ob upoštevanju desetletnega delovnega programa Izobraževanje in usposabljanje 2010 UL C 142, 14.6.2002, str.
having regard to the ten-year Education and Training 2010 work programme OJ C 142, 14.6.2002, p.
in naknadno objavljenih skupnih vmesnih poročil o napredku pri njegovem izvajanju,
and to the subsequent joint interim reports on progress towards its implementation,
ob upoštevanju Priporočila 2006/962/ES Evropskega parlamenta in Sveta z dne 18. decembra 2006 o ključnih kompetencah za vseživljenjsko učenje UL L 394, 30.12.06, str.
having regard to the Recommendation 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 sklepov predsedstva Evropskega Sveta z dne 13. in 14. marca 2008, zlasti dela o "vlaganju v ljudi in posodabljanju trga dela",
having regard to the Presidency Conclusions of the European Council of 13-14 March 2008, notably the part on 'investing in people and modernising labour markets',
ob upoštevanju resolucije Sveta z dne 15. novembra 2007 o izobraževanju in usposabljanju kot ključnih gibalih lizbonske strategije UL C 300, 12.12.2007, str.
having regard to the Council Resolution of 15 November 2007 on education and training as a key driver of the Lisbon Strategy OJ C 300, 12.12.2007, p.
ob upoštevanju poročila Mednarodne komisije o izobraževanju za 21. stoletje za Unesco,
having regard to the report to UNESCO of the International Commission on Education for the 21st Century,
ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se sestali v okviru Sveta, z dne 21. novembra 2008 – Pripraviti mlade na 21. stoletje: agenda za evropsko sodelovanje v šolstvu UL C 319, 13.12.2008, str.
having regard to the Conclusions of the Council and 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 OJ C 319, 13.12.2008, p.
ob upoštevanju svoje resolucije z dne 26. februarja 2004 o vlogi šol in šolske izobrazbe pri izboljšanju javnega dostopa do kulture UL C 98 E, 23.4.2004, str.
having regard to its resolution of 26 February 2004 on the role of schools and school education in maximizing public access to culture OJ C 98 E, 23.4.2004, p.
ob upoštevanju svoje resolucije z dne 8. septembra 2005 o možnostih za razvoj sistema evropskih šol UL C 193 E, 17.8.06, str.
having regard to its resolution of 8 September 2005 on options for developing the European Schools System OJ C 193 E, 17.8.2006, p.
ob upoštevanju svoje resolucije z dne 27. septembra 2007 o učinkovitosti in pravičnosti v evropskih sistemih izobraževanja in usposabljanja UL C 219 E, 28.8.2008, str.
having regard to its resolution of 27 September 2007 on efficiency and equity in European education and training systems OJ C 219 E, 28.8.2008, p.
ob upoštevanju svoje resolucije z dne 13. novembra 2007 o vlogi športa v izobraževanju UL C 282 E, 6.11.2008, str.
having regard to its resolution of 13 November 2007 on the role of sport in education OJ C 282 E, 6.11.2008, p.
ob upoštevanju svoje resolucije z dne 18. decembra 2008 o vseživljenjskem učenju za znanje, ustvarjalnost in inovacije – Izvajanje delovnega programa Izobraževanje in usposabljanje 2010 Sprejeta besedila, P6_TA(2008)0625 .
having regard to its resolution of 18 December 2008 on delivering lifelong learning for knowledge, creativity and innovation - implementation of the Education & Training 2010 work programme Texts Adopted, P6_TA(2008)0625 .
ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A6-0124/2009 ),
having regard to the report of the Committee on Culture and Education ( A6-0124/2009 ),
ker so države članice odgovorne za organizacijo, vsebino in reformo šolanja; ker so izmenjava informacij in dobre prakse ter sodelovanje pri skupnih izzivih odlična orodja za podporo reformam; ker ima Komisija pomembno vlogo pri olajševanju tega sodelovanja,
whereas Member States are responsible for the organisation, content and reform of school education; whereas the exchange of information and good practice, and cooperation on common challenges, are excellent tools to support reforms; whereas the Commission has an important role to play in facilitating this cooperation,
ker so vsi nacionalni izobraževalni sistemi zaradi gospodarskih in družbenih sprememb v Evropski uniji, dejavnikov, ki vplivajo na enotni trg, ter novih priložnosti in zahtev globaliziranega gospodarstva, postavljeni pred skupne izzive, zato je sodelovanje na evropski ravni na področju izobraževanja in usposabljanja še toliko bolj nujno,
whereas the economic and social changes in the European Union, the factors conditioning the single market and the new opportunities and demands of a globalised economy are creating a set of common challenges for all national educational systems, making cooperation at European level in the field of education and training all the more necessary,
ker lahko velike razlike v uspešnosti izobraževalnih sistemov v EU povzročijo večje razlike v gospodarskem in socialnem razvoju med državami članicami ter ogrozijo uresničevanje ciljev lizbonske strategije,
whereas the considerable disparities between the respective performances of education systems in the EU could increase disparities in economic and social development between the Member States and jeopardise the achievement of the Lisbon Strategy objectives,
ker je treba sprejeti sistematične ukrepe za večjo vlogo izobraževanja v "trikotniku znanja" (raziskave, inovacije in izobraževanje), ki ga Unija podpira v okviru dolgoročne strategije za prihodnji razvoj, konkurenčnost in socialno kohezijo, ter vključiti izobraževanje med prednostne naloge prihodnjega kroga pogajanj v sklopu lizbonskega procesa,
whereas systematic measures are necessary to consolidate the role of education in the 'knowledge triangle' (research, innovation and education), in respect of which the Union provides support for the long-term strategy for future development, competitiveness and social cohesion and for the inclusion of education among the priorities of the forthcoming round of talks under the Lisbon Process,
ker so merila uspešnosti pomembno orodje za spodbujanje novih reform, saj omogočajo ocenitev napredka pri doseganju ustrezno opredeljenih skupnih ciljev,
whereas benchmarks are important tools to drive forward further reforms, as they allow for the measurement of progress towards well-defined common goals,
ker je Svet sprejel tri merila uspešnosti za leto 2010, ki zadevajo šolanje, o zgodnjem opuščanju šolanja, bralni pismenosti in dokončanju srednješolskega izobraževanja; ker je napredek pri uresničevanju teh meril uspešnosti še vedno nezadosten,
whereas the Council has adopted three benchmarks for 2010 relating to school education, on early school leavers, reading literacy and the completion of upper secondary education; whereas progress towards these benchmarks is still insufficient,
ker sta pridobivanje temeljnega znanja in ključnih kompetenc vseh mladih ter izboljšanje ravni izobrazbe bistvena za doseganje ciljev programa lizbonske agende,
whereas the acquisition of basic skills and key competences by all young people and the improvement of educational attainment levels are crucial for reaching the goals of the Lisbon agenda,
ker stopnja izobrazbe mladine neposredno vpliva na njene poznejše zaposlitvene možnosti, družbeno udejstvovanje, nadaljnje izobraževanje ali usposabljanje ter dohodek,
whereas young people's educational attainment has a direct effect on their later employment prospects, social participation, further education or training, and income,
ker izobraževanje žensk še zlasti vpliva na uspeh pri izobraževanju skupnosti; ker utegne nedokončano ali nezadostno izobraževanje deklet vplivati ne le nanje, temveč se prikrajšanost lahko prenese tudi na prihodnje generacije,
whereas the education of women is particularly influential on the educational performance of communities; whereas the incomplete or unsatisfactory education of girls may affect not only them, but may also transmit disadvantages to the next generation,
ker nepravičnosti in zgodnje opuščanje šolanja povzročata visoke družbene in gospodarske stroške ter škodujeta socialni koheziji; ker vse oblike segregacije v šolah na splošno nižajo raven nacionalnih izobraževalnih sistemov,
whereas inequities and early school leaving produce high social and economic costs and have a detrimental effect on social cohesion, and whereas all forms of school segregation weaken the level of national education systems as a whole,
ker se opaža skrb vzbujajoče povečanje nasilja v šolah skupaj z rasizmom in ksenofobijo v šolskem okolju kot posledico dveh poglavitnih pojavov v izobraževalnih ustanovah – namreč večkulturnosti ter čedalje večje delitve razredov – kar spremlja pomanjkanje ustreznih mehanizmov posredovanja ali pomoči in povezovanja z učenci oziroma dijaki v izobraževalnem sistemu,
whereas an alarming increase in violence at school, accompanied by manifestations of racism and xenophobia in the school environment, is currently being observed as a result of two basic trends within educational establishments - multiculturalism and the widening of the class divide - which are compounded by the lack of any suitable intervention or pupil support and contact mechanisms within the educational system,
ker vključujoči modeli izobraževanja spodbujajo vključevanje prikrajšanih skupin učencev in študentov s posebnimi učnimi potrebami ter povečujejo solidarnost med učenci iz različnih družbenih okolij,
whereas inclusive educational models promote the integration of disadvantaged groups of pupils and of students with special educational needs, and increase solidarity between pupils from different backgrounds,
ker dobro razvito predšolsko izobraževanje bistveno prispeva k vključevanju prikrajšanih skupin (na primer otrok iz družin z nizkimi dohodki in otrok manjšin), pri čemer lahko pomaga zvišati splošne ravni znanja in spretnosti, zmanjša neenakosti v izobraževanju ter je bistveno za večjo pravičnost in znižanje stopnje osipa,
whereas a well developed pre-primary education significantly contributes to the integration of disadvantaged groups (such as children from low-income and minority backgrounds), can help to raise overall skill levels, reduces educational differences, and is crucial for increasing equity and lowering drop-out rates,
ker imajo šole poglavitno vlogo pri izobraževanju in družbenem življenju otrok, kot tudi njihovem osebnem razvoju, ter pri prenosu znanja, spretnosti in vrednot, potrebnih za vključevanje v demokratično družbo ter aktivno državljanstvo,
whereas schools have crucial importance in terms of children's social and learning life and personal development; as well as in terms of transmitting to them the knowledge, skills and values for participating in democratic society and for active citizenship,
ker je v sedanji svetovni finančni in gospodarski krizi vloga izobraževanja ter usposabljanja bistvena za razvoj inovativnih spretnosti in znanja ter zagotavljanje prostega pretoka znanja, kar je najboljši način za oživitev gospodarstva ter utrditev trga delovne sile; vendar poudarja, da glavni namen oblikovanja politike na področju izobraževanja in usposabljanja ni izpolnitev tržnih potreb in meril za zaposljivost, temveč zagotovitev, da učenci in dijaki dosežejo splošno raven znanja v skladu z enotnimi izobraževalnimi merili, s pomočjo katerega se razvijejo v celovite osebnosti,
whereas, in the current global financial and economic crisis, education and training have a key role to play in developing innovative skills and know-how and ensuring the free movement of knowledge as the ideal instrument for economic recovery and employment market consolidation; noting, however, that the primary objective of policy making in the field of education and training is not to meet market needs and employability criteria but to ensure that pupils achieve an overall standard of knowledge meeting uniform educational criteria, resulting in fully rounded personalities,
ker morajo učni načrti ter metode učenja in ocenjevanja vsakemu učencu omogočiti pridobivanje ključnih kompetenc ter razvoj njegovih zmožnosti v celoti; ker so fizično in duševno dobro počutje otrok ter tudi prijetno učno okolje bistveni za pozitivne učne izide,
whereas curricula as well as teaching and assessment methods should allow every student to acquire key competences and to develop his or her full potential; whereas the physical and mental well-being of children, as well as an agreeable learning environment, are crucial for positive learning outcomes,
ker lahko splošna izobraženost, vključno na področjih, kot so umetnost in glasba, prispeva k večji osebni izpopolnitvi, samozavesti ter razvoju ustvarjalnosti in inovativnega razmišljanja,
whereas a broad education including subject matters such as arts and music can contribute to fostering personal fulfilment, self-confidence and the development of creativity and innovative thinking,
ker je treba odhodke za izobraževanje usmeriti predvsem na področja, zaradi katerih je napredek pri uspehu in razvoju učencev največji,
whereas education expenditure should be particularly directed at the areas that produce the greatest improvements in student performance and development,
ker se kakovost poučevanja priznava kot najpomembnejši dejavnik v šolskem okolju, ki vpliva na znanje učencev,
whereas the quality of teaching is recognised as being the most important factor within the school environment affecting student attainment,
ker lahko mobilnost in izmenjave pospešujejo medkulturne, jezikovne, socialne in s tem povezane kompetence, povečujejo spodbudo za učitelje in učence ter pomagajo izboljšati pedagoške sposobnosti učiteljev,
whereas mobility and exchanges can foster intercultural, language, social and subject-related competences, enhance motivation of both teachers and students, and help improve teachers' pedagogical skills,
ker so same šole le del skupine akterjev, ki si delijo skupno odgovornost za izobraževanje mladih,
whereas schools alone form only part of a group of actors sharing a collective responsibility for the education of young people,
ker je treba v sistemih izobraževanja in usposabljanja vzpostaviti kulturo ocenjevanja, da se zagotovi učinkovit in dolgoročen nadzor nad njihovim razvojem,
whereas there is a need to create an evaluation culture in education and training systems to ensure effective, long-term monitoring of their development,
ker je Evropski parlament v svoji prej navedeni resoluciji z dne 8. septembra 2005 poudaril, da je treba prenoviti sistem upravljanja evropskih šol, da bi se lahko odzvali na današnje izzive, povezane zlasti s širitvijo in njenimi posledicami,
whereas Parliament stressed in its above-mentioned resolution of 8 September 2005 the need to reform the system by which the European Schools are governed in order to meet current challenges relating, in particular, to enlargement and its repercussions,
pozdravlja zgoraj navedeno sporočilo Komisije z dne 3. julija 2008 in področja, za katere se predlaga, da bi se na njih osredotočilo sodelovanje v prihodnje;
Welcomes the above-mentioned Commission Communication of 3 July 2008, and the areas on which it proposes to focus future cooperation;
pozdravlja prej navedeno sporočilo Komisije z dne 16. decembra 2008 in v njem predlagane ukrepe;
Welcomes the above-mentioned Commission Communication of 16 December 2008 and the measures it suggests;
odobrava stališče, da mora biti šolanje osrednja prednostna naloga v naslednjem ciklusu lizbonske strategije;
Endorses the view that school education should be a key priority for the next cycle of the Lisbon strategy;
pozdravlja soglasje držav članic, da sodelujejo pri šolanju na ključnih področjih; poziva države članice, naj v celoti izkoristijo to priložnost in se učijo druga od druge;
Welcomes Member States' agreement to cooperate on school education in key areas; urges Member States to take full advantage of this opportunity to learn from each other;
poziva države članice, naj storijo vse, kar je mogoče, da vsem mladim zagotovijo temeljno znanje, ki je bistveno za nadaljnje učenje, in nadaljujejo prizadevanja za izvajanje Priporočila 2006/962/ES kot tudi prizadevanja za doseganje predhodno določenih meril uspešnosti;
Urges the Member States to do their utmost to provide every young person with basic skills that are fundamental for further learning, and to continue efforts to implement the Recommendation 2006/962/EC, as well as efforts to reach the benchmarks previously agreed upon;
je zaskrbljen zaradi sedanjega trenda vedno slabše ravni branja, pisanja ter računanja učencev, ter poziva države članice, naj sprejmejo vse potrebne ukrepe, da bi se te sposobnosti izboljšale;
Is concerned about the present trend of decreasing level of students' literacy and numeracy skills and urges the Member States to take all necessary measures to reverse it;
priporoča, da države članice dodatno preučijo strategije za zmanjšanje razlik med spoloma v zvezi s temeljnim znanjem;
Recommends that Member States further consider strategies to reduce gender imbalances in basic skills;
poziva države članice, naj si še naprej prizadevajo za zmanjšanje števila učencev, ki zgodaj opuščajo šolanje; poudarja, da je treba čim prej opredeliti ogrožene učence, jim zagotoviti dodatno podporo in učno pomoč po pouku ter jih podpirati pri prehodu iz ene šolske stopnje v drugo in zagotoviti prilagojene učne metode tistim, ki jih potrebujejo;
Urges the Member States to continue efforts to reduce the number of early school leavers; emphasises the need to identify students at risk as soon as possible and to provide them with additional support and after-school learning activities, as well as to support them during the transition from one school level to the next and provide personalised learning approaches for those in need;
ugotavlja, da imajo mladi v Uniji zaskrbljujoče majhno zmožnost koncentracije; zato poziva Komisijo, naj izvede študijo, da bi ugotovila, kaj je največji razlog za pomanjkanje koncentracije pri učencih in dijakih;
Notes that in the Union, young people show a concerning lack of ability to concentrate; therefore calls on the Commission to conduct a study to investigate the main reasons for this lack of concentration among pupils;
meni, da morajo šole zagotoviti kakovostno izobraževanje za vse otroke in imeti ambiciozne cilje za vse učence ter hkrati omogočati vrsto učnih možnosti in dodatno podporo za upoštevanje potreb posameznih učencev;
Takes the view that schools should provide high quality education for all children and have ambitious goals for all students, while offering a range of study options and additional support to take account of individual students' needs;
zato poziva države članice, naj zagotovijo, da bo njihova izobraževalna politika uravnotežena z vidika enakosti in kakovosti, s poudarkom na ukrepih socialnih olajšav za učence, dijake in študente iz prikrajšanih družin ter prilagajanjem učnega procesa njihovim potrebam, da bi imeli vsi enake možnosti dostopa do izobraževanja;
Therefore calls on the Member States to ensure that their educational policies achieve a balance between equality and quality, with the stress on social facilitation measures for pupils and students from disadvantaged backgrounds and on adapting the learning process to their individual needs, thus offering equal opportunities in terms of access to education;
poziva države članice, naj prikrajšanim skupinam omogočijo boljši dostop do poklicnega izobraževanja in univerzitetnega študija v skladu z najvišjimi standardi, tudi s pripravo in oglaševanjem ustreznih štipendijskih shem;
Furthermore, urges Member States to enhance the access of disadvantaged groups to vocational training and university studies according to the highest standards, inter alia by drawing up and advertising appropriate scholarship schemes;
zagovarja vključujoče modele izobraževanja, v katerih šolske skupnosti odražajo družbo v smislu raznolikosti, pri čemer se izogibajo vsakemu ločevanju;
Advocates inclusive education models where the school communities reflect society in terms of diversity, avoiding any kind of segregation;
zato poziva države članice, naj si prizadevajo za popolno odpravo ločevanja romskih otrok po razredih / v ustanovah na osnovnošolski ravni ter nadzorujejo in odpravijo nezakonito dajanje romskih otrok v razrede za otroke z duševnimi motnjami;
Therefore urges Member States to pursue the aim of the complete desegregation of Roma classes/institutions in primary education, as well as to monitor and abolish the illegal practice of placing Roma children in classes for the mentally disabled;
meni, da je za mlade pomembno, da se v osnovni in srednji šoli ter na univerzi pripravijo na prilagodljivost na spremenljivem trgu dela, saj se lahko zahteve delodajalcev hitro spreminjajo;
Considers it important for young people to be prepared during their time at school, college and university for flexibility in the labour market in view of its mutability, (in that employers" requirements can change rapidly);
poziva k posodobitvi in izboljšanju šolskih programov, da bi odražali družbeno, gospodarsko, kulturno in tehnično stvarnost ter bili tesno povezani z industrijskim in poslovnim svetom ter trgom delovne sile;
Calls for the modernisation and improvement of school curricula so that they reflect today's social, economic, cultural and technical realities and are closely linked to industry, business and the labour market;