natgillin/translations-raw huggingface dataset:
poudarja, da so za uspešno odpravo brezposelnosti mladih in podporo vključujoči rasti nujno potrebni usklajeni ukrepi za dejavni trg dela na ravni EU, kot so javno financirani delovni programi za mlade ter ustvarjanje novih trajnostnih in dobrih ter ustrezno plačanih delovnih mest ter novih podjetij, pa tudi spodbujanje podjetniške kulture v šolah, spodbude za sprožanje novih pobud, tehnična podpora za ustanovitelje podjetij, poenostavitev upravnih postopkov za njihovo pospešitev, storitvena omrežja na lokalni ravni za omogočanje upravljanja ter povezave z univerzami in raziskovalnimi središči za spodbujanje inovativnih izdelkov in postopkov, priznavanje prostovoljnega dela kot delovnih izkušenj ter spodbujanje podjetništva;
Emphasises that the EU's coordinated active labour market measures, such as publicly funded work programmes for young people, and the creation of new, sustainable and good jobs – which are properly remunerated – and new businesses, as well as the promotion of a business culture in schools, incentives for new initiatives, technical assistance for start-ups, administrative simplification to speed up formalities, local service networks to facilitate management, and links with universities and research centres to promote product and process innovation, recognition of voluntary work as professional experience and the promotion of entrepreneurship, are all essential elements in the process of successfully tackling youth unemployment and supporting inclusive growth;
poudarja pomembnost neformalnega in priložnostnega učenja ter izobraževanja, pa tudi prostovoljnega dela, za razvoj mladih; poudarja, da pridobljene veščine mladim ne nudijo le možnosti za vstop v svet dela, temveč jim tudi omogočajo, da so dejavno vključeni v družbo in prevzamejo odgovornost za svoja življenja;
Emphasises the importance of non-formal and informal learning and education and voluntary work for the development of young people; stresses that the skills gained not only offer young people opportunities in terms of their entry into the world of work, but also enable them to be actively involved in society and to take responsibility for their lives;
poudarja, da končni cilj pobude Mladi in mobilnost ni zgolj izboljšati evropske izobraževalne sisteme in zaposljivost mladih, ampak tudi ustvariti družbeno okolje, v katerem bodo lahko vsi mladi uresničili svoje zmožnosti in želje;
Stresses that the ultimate goal of the YoM initiative is not only to improve European education systems and to increase youth employability, but also to create a social environment in which every young person will be able to realise his or her potential and aspirations;
Resolucija Evropskega parlamenta z dne 12. maja 2011 o zgodnjem učenju v Evropski uniji ( 2010/2159(INI) )
European Parliament resolution of 12 May 2011 on Early Years Learning in the European Union ( 2010/2159(INI) )
ob upoštevanju člena 165 Pogodbe o delovanju Evropske unije,
having regard to Article 165 of the Treaty on the Functioning of the European Union,
ob upoštevanju člena 14 Listine o temeljnih pravicah Evropske unije,
having regard to Article 14 of the Charter of Fundamental Rights of the European Union,
ob upoštevanju konvencije Združenih narodov o otrokovih pravicah, zlasti njenih členov 3, 18 in 29,
having regard to the United Nations Convention on the Rights of the Child, in particular Articles 3, 18 and 29 thereof,
ob upoštevanju konvencije OZN o pravicah invalidov,
having regard to the United Nations Convention on the Rights of Persons with Disabilities,
ob upoštevanju sklepa Evropskega parlamenta in Sveta št. 1720/2006/ES z dne 15. novembra 2006 o uvedbi akcijskega programa na področju vseživljenjskega učenja UL L 327, 24.11.2006, str.
having regard 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 Predšolska vzgoja in varstvo: najboljši začetek v jutrišnjem svetu za vse naše otroke ( KOM(2011)0066 ),
having regard to the Commission communication entitled ‘Early Childhood Education and Care: Providing all our children with the best start for the world of tomorrow’ ( COM(2011)0066 ),
ob upoštevanju sporočila Komisije Svetu in Parlamentu z naslovom „Učinkovitost in pravičnost v evropskih sistemih izobraževanja in usposabljanja“ ( KOM(2006)0481 ),
having regard to the Commission communication to the Council and to Parliament entitled ‘Efficiency and equity in European education and training systems’ ( COM(2006)0481 ),
ob upoštevanju mnenja Evropskega ekonomsko-socialnega odbora z dne 20. januarja 2010 o varstvu in izobraževanju v zgodnjem otroštvu UL C 339, 14.2.2010, str.
having regard to the opinion of the European Economic and Social Committee of 20 January 2010 on early childhood care and education OJ C 339, 14.2.2010, p.
ob upoštevanju sklepov Sveta z dne 11. maja 2010 o socialni razsežnosti izobraževanja in usposabljanja UL C 135, 26.5.2010, str.
having regard to the Council conclusions of 11 May 2010 on the social dimension of education and training OJ C 135, 26.5.2010 p.
ob upoštevanju sklepov Sveta z dne 26. novembra 2009 o izobraževanju otrok iz migrantskih družin UL C 301, 11.12.2009, str.
having regard to the Council conclusions of 26 November 2009 on the education of children with a migrant background OJ C 301, 11.12.2009, p.
ob upoštevanju sklepov Sveta z dne 12. maja 2009 o strateškem okviru za evropsko sodelovanje v izobraževanju in usposabljanju („ET 2020“) UL C 119, 28.5.2009, str.
having regard to the Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’) OJ C 119, 28.5.2009, p.
ob upoštevanju sklepov Sveta in predstavnikov vlad držav članic, ki so se 21. novembra 2008 sestali v okviru Sveta, o pripravi mladih na 21. stoletje: agenda za evropsko sodelovanje v šolstvu UL C 319, 13.12.2008, str.
having regard to the ‘Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on preparing young people for the 21st century: an agenda for European cooperation on schools’ OJ C 319, 13.12.2008, p.
ob upoštevanju sklepov Evropskega sveta 15. in 16. marca 2002 v Barceloni,
having regard to the conclusions of the Barcelona European Council of 15 and 16 March 2002,
ob upoštevanju svoje resolucije z dne 23. septembra 2008 o izboljšanju kakovosti izobraževanja učiteljev UL C 8 E, 14.1.2010, str.
having regard to its resolution of 23 September 2008 on improving the quality of teacher education OJ C 8 E, 14.1.2010, p.
ob upoštevanju svoje resolucije z dne 24. marca 2009 o večjezičnosti: prednost Evrope in skupna zaveza UL C 117 E, 6.5.2010, str.
having regard to its resolution of 24 March 2009 on ‘Multilingualism: an asset for Europe and a shared commitment’ OJ C 117 E, 6.5.2010, p.
ob upoštevanju poročila Odbora za kulturo in izobraževanje ( A7-0099/2011 ),
having regard to the report of the Committee on Culture and Education ( A7-0099/2011 ),
ker je otrokovo zgodnje učenje temelj za njegovo uspešno vseživljenjsko učenje, kar je bistveno za uresničitev ciljev Evrope 2020,
whereas children's early learning lays the foundation for successful lifelong learning, which is central to the achievement of the Europe 2020 targets,
ker so otroci v najzgodnejšem obdobju še posebej vedoželjni, dojemljivi in pripravljeni na učenje in ker se v tem obdobju oblikujejo pomembne sposobnosti, kot so govor, sposobnost izražanja ter socialne sposobnosti; ker se v tem obdobju postavijo temelji za otrokovo prihodnjo izobraževalno in poklicno pot,
whereas children in their earliest years are particularly curious, receptive and willing to learn, and whereas important skills such as the ability to speak and express oneself, as well as social skills, are formed at this age; whereas it is at this age that the foundations for the child's future educational and occupational career are laid,
ker so otroci v EU deležni predšolske vzgoje in varstva na različne načine, pri čemer je opredelitev kakovosti močno odvisna od kulturnih vrednot v posamezni državi ali regiji in njene opredelitve otroštva,
whereas throughout the EU, early childhood education and care (ECEC) is provided in different ways, with various definitions of ‘quality’ which depend heavily on states' and regions' cultural values and their interpretation of ‘childhood’,
ker obstaja jasna povezava med revnim in prikrajšanim okoljem in slabim uspehom v šoli in ker so izkušnje pokazale, da imajo družine iz takega okolja največ koristi od ustanov za predšolsko vzgojo in varstvo; ker je manj verjetno, da bi prikrajšane skupine poiskale dostop do ustanov za predšolsko vzgojo in varstvo zaradi težav z njihovo razpoložljivostjo in dostopnostjo;
whereas there is a clear link between a poor and disadvantaged background and low educational achievement, and whereas families from such backgrounds have been shown to benefit most from access to ECEC services; whereas these disadvantaged groups are less likely to seek access to ECEC services owing to issues of availability and affordability,
ker sta predšolska vzgoja in varstvo običajno deležna manjše pozornosti in manjših naložb kot katera koli druga stopnja izobraževanja, kljub jasnim pokazateljem, da naložbe na tej stopnji prinašajo koristi,
whereas ECEC tends to receive less attention and lower investment than any other stage of education, despite clear evidence that investment in it brings great returns,
ker so cilji predšolske vzgoje in varstva pogosto preveč povezani s trgom dela ter preveč osredotočeni na potrebo bo večjem zaposlovanju žensk in premalo na potrebe in interese otrok,
whereas ECEC targets are often overly labour-market-driven, focusing too heavily on the need to increase the numbers of women in work and too loosely on the needs and best interests of the child,
ker ima mnogo gospodinjstev velike težave pri usklajevanju družinskih in poklicnih obveznosti, povezanih s sedanjimi spremembami na trgu dela, kot je na primer neobičajen in prilagodljiv delovni čas, vsiljen zaposlenim, ter povečanje nestalnih služb,
whereas many households have major difficulties in reconciling family obligations with the constraints of work linked to current changes in the labour market, such as the trend for employees to be required to work atypical and flexible hours and the rise of insecure jobs,
ker sta materialno stanje staršev in otrok ter številčna in kakovostna ponudba storitev predšolske vzgoje neposredno povezana,
whereas there is a direct link between the well-being of parents and children and the provision, in terms of both quantity and quality, of early years services,
ker vzgoja otrok tradicionalno šteje za naravno žensko delo, kar je privedlo do prevladovanja žensk v predšolski vzgoji in varstvu,
whereas childcare has traditionally been seen as the natural activity of women, which has led to a predominance of women working in the ECEC field,
ker je strokovna usposobljenost osebja med državami članicami in ponudniki storitev zelo različna in ker v večini držav članic ni zahtev, da bi predšolske ustanove zaposlovale posebej usposobljeno osebje,
whereas staff qualifications vary markedly between Member States and between types of providers, and whereas in most Member States there is no obligation on pre-school providers to employ staff with specific qualifications,
ker je bilo opravljenih zelo malo raziskav o predšolski vzgoji otrok na ravni EU, kar bi omogočilo informacije o razvoju in izvajanju politike o predšolski vzgoji in varstvu v vsej EU,
whereas there has been very little research undertaken at EU level on young children's education which can inform the development and implementation of EU-wide ECEC policies,
pozdravlja naslednje cilje iz sklepov Evropskega sveta v Barceloni: do leta 2010 zagotoviti otroško varstvo za najmanj 90 % otrok od starosti 3 let do začetka obveznega šolanja in vsaj za 33 % otrok do starosti 3 let; vendar meni, da morata Svet in Komisija te cilje pregledati in posodobiti ter postaviti otrokove potrebe in interese v središče politike o predšolski vzgoji in varstvu;
Welcomes the following targets set in the conclusions of the Barcelona European Council: ‘to provide childcare by 2010 to at least 90% of children between 3 years old and the mandatory school age and at least 33% of children under 3 years of age’; argues, however, that the Council and the Commission must revise and update these targets, putting the needs and best interests of the child at the centre of their ECEC policies;
meni, da ni mogoče uresničiti strategije Evropa 2020, ki naj bi z zviševanjem zaposlenosti, zmanjševanjem šolskega osipa in odpravljanjem revščine ustvarila vključujočo družbo, če vsem otrokom ne bo dano ustrezno življenjsko izhodišče;
Recognises that the Europe 2020 strategy, which seeks to create an inclusive society by raising employment, lowering school-drop out rates and reducing poverty, cannot be achieved unless all children are given an adequate start in life;
opozarja, da je zgodnje otroštvo kritično obdobje za umski, telesni in kognitivni razvoj, za čustveni in osebni razvoj ter za učenje jezika, v tem obdobju pa se tudi postavijo temelji za vseživljenjsko učenje; priznava, da predšolska vzgoja in varstvo spodbujata zdrav psihični in telesni razvoj otrok ter jim omogočata, da postanejo bolj uravnotežene osebnosti; zato priporoča državam članicam, naj razmislijo o uvedbi enoletnega obveznega vrtca pred vstopom v šolo;
Notes that the early years of childhood are critical for cognitive, sensory and motor development, affective and personal development and language acquisition, and also lay the foundations for lifelong learning; recognises that ECEC supports children's healthy mental and physical development, enabling them to become more balanced human beings; recommends, therefore, that the Member States consider introducing a compulsory year of nursery schooling before the start of schooling proper;
poudarja, da lahko zgodnji razvoj zdravega načina življenja, kot so dobre prehranske navade ter primerno in uravnoteženo gibanje, močno vpliva na telesni in duševni razvoj ter je lahko celo življenje ključni dejavnik zdravja; svari pred prezgodnjim vključevanjem otrok v določene intenzivne športne dejavnosti, usmerjene v doseganje rezultata;
Stresses that the early development of healthy lifestyle behaviours, such as good nutrition habits and appropriate and balanced exercise, can have a profound impact on physical and mental development and be a key determinant of health throughout life; warns against including children too early in certain intensive, results-oriented sports activities;
opozarja na pomen vsega zgodnjega učenja za pridobivanje znanja, zlasti za učenje jezikov, dojemanje pojma o večjezičnosti ter jezikovni raznolikosti;
Recalls the importance of all early learning in the acquisition of knowledge, particularly of languages, multilingualism and linguistic diversity;
spodbuja uvajanje in ohranjanje inovativnih pedagoških načinov poučevanja jezikov, zlasti v večjezičnih jaslih in vrtcih v skladu z barcelonskim ciljem iz leta 2002, ki vključuje učenje regionalnih, manjšinskih in sosedskih jezikov;
Encourages the introduction and retention of innovative pedagogical models for language teaching, particularly multilingual crèches and nursery schools which meet the objective set in Barcelona in 2002, which includes the learning of regional, minority and neighbouring languages;
opozarja na pomen razvijanja in izboljševanja izobraževalnih ustanov (ustanov za podaljšano bivanje otrok), ki zagotavljajo varstvo otrok po učnem procesu v vrtcih;
Draws attention to the importance of developing and improving educational establishments (after-school facilities) which look after children following pre-school classes;
poudarja, da imajo vsi otroci poleg pravice do izobraževanja in varstva tudi pravico do počitka, prostega časa in igre;
Highlights that, in addition to education and care, all children have the right to rest, leisure and play;
Splošno nudenje storitev predšolske vzgoje in varstva
Universal provision of ECEC
glede na sklepe Sveta z dne 12. maja 2009 ugotavlja, da bi bilo treba pomanjkljivo izobrazbo odpraviti s kakovostnim predšolskim izobraževanjem in ciljno naravno podporo ter s spodbujanjem vključujočega izobraževanja;
Notes that, according to the Council conclusions of 12 May 2009, educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education;
meni, da čeprav prikrajšane socialne skupine lahko izkoristijo dodatno pomoč, bi morala biti predšolska vzgoja in varstvo splošno dostopna vsem staršem in otrokom, ne glede na njihov socialni izvor ali finančne razmere;
Recognises that, while disadvantaged social groups may benefit from additional help, provision of ECEC should ideally be universal for all parents and children regardless of their background or financial status;
poudarja, da bi morali biti invalidni otroci, kolikor je le mogoče, vključeni v redno predšolsko vzgojo in varstvo, ter bi morali po potrebi imeti na voljo tudi posebne strokovnjake;
Emphasises that, where appropriate, children with disabilities should participate in mainstream ECEC services, and, where necessary, be offered additional specialist help;
poziva države članice, naj pravočasno uveljavijo Konvencijo Združenih narodov o pravicah invalidov;
Calls on the Member States to implement the UN Convention on the Rights of Persons with Disabilities promptly;
poudarja, da morajo države članice v predšolskih učnih načrtih in praksi omogočiti pluralni pristop;
Stresses that the Member States should allow pluralist approaches in the context of the pre-school curriculum and related practice;
poudarja, da so matere in očetje enakopravni sodelavci v procesu predšolske vzgoje in varstva; poudarja, da bi pri storitvah ustanov za predšolsko vzgojo in varstvo morali biti v celoti soudeleženi vse osebje, starši in kolikor mogoče tudi otroci;
Stresses that parents, both mothers and fathers, are equal partners in ECEC; recognises that ECEC services should be fully participative, involving all staff, parents and, where possible, children themselves;
poudarja, da sta uvedba ustrezno dolgega porodniškega dopusta ter dopusta za nego in varstvo otroka oziroma očetovskega dopusta ter izvajanje učinkovitih in prožnih politik trga dela bistvena elementa učinkovite politike na področju predšolske vzgoje in varstva;
Highlights that the provision of periods of maternity and paternity leave of sufficient length, the implementation of efficient and flexible labour market policies are essential components in effective ECEC policy;
spodbuja države članice, naj vlagajo v izobraževalne programe za starše ter po potrebi zagotovijo druge oblike pomoči (na primer obiske na domu) za starše, ki potrebujejo dodatno pomoč; meni, da bi poleg tega treba poskrbeti, da bi starši v ustanovah za varstvo otrok imeli na voljo osnovno, brezplačno svetovanje;
Encourages the Member States to invest in parental education programmes and, where appropriate, to provide other forms of assistance, such as home visiting services, for parents who need additional help; maintains, furthermore, that parents should be provided with free, low-threshold, on-site access to advisory services in crèches;
poudarja, da so kulturne dejavnosti vir bogastva za otroke, spodbujajo dialog med različnimi kulturami ter razvijajo odprtost in strpnost; v zvezi s tem opozarja, da je pomembno, da vzgojitelji v medkulturne dejavnosti vključijo otroke in njihove starše;
Stresses that cultural activities are a source of enrichment for children, promote dialogue between different cultures and develop a spirit of openness and tolerance; recalls, in this connection, that it is important for teams of professionals working with and for children to carry out intercultural activities with children and their parents;
ugotavlja, da otroci, katerih starši nimajo dovoljenja za bivanje, v nekaterih državah članicah še vedno nimajo dostopa do predšolske vzgoje in varstva;
Notes that children of parents without legal residence status are still not given access to early years learning in all the Member States;
poziva države članice, naj otrokom, katerih starši so prosilci za azil, begunci, upravičenci do subsidiarne zaščite ali imajo dovoljenje za bivanje iz humanitarnih razlogov, dovolijo dostop do predšolske vzgoje, da jim ne bi že na začetku zmanjšali življenjskih priložnosti;
Calls on the Member States to grant the children of asylum seekers, refugees and persons with subsidiary protection status, or leave to remain on humanitarian grounds, access to early childhood education, so as not to restrict their life chances at the outset;
spodbuja države članice, naj povežejo ustanove za predšolsko vzgojo in varstvo, spodbujajo njihov razvoj in dejavnosti ter poskrbijo za boljše sodelovanje in usklajenost med različnimi institucijami in ministrstvi, ki se ukvarjajo s politikami in programi na področju zgodnjega učenja;
Encourages the Member States to integrate ECEC services, providing support for their development and for related activities and ensuring better cooperation and coordination between the different institutions and ministries working on early childhood policies and programmes;
spodbuja države članice, da ustanovam za predšolsko vzgojo in varstvo omogočijo zadostno avtonomijo, da ohranijo svojo edinstvenost in kreativnost pri iskanju rešitev za dobrobit otrok;
Encourages the Member States to allow ECEC services sufficient autonomy to retain their uniqueness and creativity in seeking solutions for the well-being of children;
poudarja pomen inovativnih ustanov za predšolsko vzgojo in varstvo lokalnega značaja, ki združujejo ljudi iz zdravstva, socialnega področja, izobraževanja, kulture in drugih področij;
Highlights the importance of innovative ECEC services which are local in character and bring together community members from the health, social, education, cultural and other sectors;
poziva države članice, naj v sodelovanju z lokalnimi oblastmi ter neprofitnimi organizacijami spodbujajo in financirajo ukrepe in projekte za nudenje storitev predšolske vzgoje in varstva otrokom iz prikrajšanih socialnih skupin ter zagotavljajo njihovo spremljanje in ocenjevanje;
Calls on the Member States, in synergy with local authorities and non-profit organisations, to promote and finance measures and projects to provide ECEC services to children from disadvantaged social groups, and to monitor and assess them;
priznava, da je treba upoštevati različne življenjske razmere v družinah in s tem povezane različne potrebe, ter pozdravlja raznoliko, prožno in inovativno ponudbo predšolske vzgoje in varstva;
Recognises that account needs to be taken of the variety of families' differing life situations and the concomitant diversity of their needs, and looks to see a diverse, flexible and innovative range of early childhood education and care provision;
poziva, naj se oblikuje evropski okvir za ustanove za predšolsko vzgojo in varstvo, ki naj spoštuje kulturno raznolikost držav članic in poudarja skupne cilje in vrednote;
Calls for the development of a European framework for ECEC services that respects the Member States' cultural diversity and highlights shared goals and values;
poudarja, da kljub nestabilnemu gospodarskemu ozračju ne smemo zanemarjati večjega vlaganja v predšolsko vzgojo in varstvo; poudarja, da bi države članice ustanovam za predšolsko vzgojo in varstvo morale nameniti ustrezna sredstva;
Stresses that in an unstable economic climate we must not neglect to invest substantially in ECEC services; emphasises that the Member States should devote appropriate resources to ECEC services;