natgillin/translations-raw huggingface dataset:
ker se v večini držav, ki sodelujejo v bolonjskem procesu, kljub težavam uporablja tristopenjska struktura, ki se je v nekaterih primerih izkazala za uspešno;
whereas the three-degree structure is applied – in some cases successfully – in most of the Bologna countries, despite the difficulties encountered;
ker se zaveze za nadaljevanje reforme ne bi smele izvajati z razdrobljenimi ukrepi in brez ustrezne finančne podpore; ker zmanjšanje javne porabe na področju izobraževanja, do katere prihaja v nekaterih državah članicah, ne pripomore k spodbujanju potrebnih reform;
whereas the commitment to push forward the reform should not be pursued via fragmented action and without adequate financial support; whereas the cuts in public spending on education being made in certain Member States are not helping to promote the necessary reforms;
ker mora biti mobilnost dostopna vsem in ker predstavlja temeljni kamen reforme visokega šolstva; ker lahko mobilnost študentov sčasoma pripomore k pospeševanju poklicne mobilnosti; ker je kljub temu treba v celotnem procesu upoštevati tudi dostopnost za vse;
whereas mobility must be available to all and is the cornerstone of the higher education reform; whereas student mobility may ultimately help to foster professional mobility; whereas, however, accessibility for all must also be kept in mind throughout the process;
ker si morajo države članice še naprej prizadevati za zagotavljanje vzajemnega priznavanja diplom, ki je bistvenega pomena za uspeh procesa;
whereas the Member States need to make further efforts to guarantee the mutual recognition of diplomas, which is crucial for the success of the process;
ker je treba okrepiti socialno razsežnost kot nujni pogoj za razvoj bolonjskega procesa, da bi bila pravica do študija ekonomsko dostopna za vse študente, zlasti tiste iz ranljivih skupin, s čimer bi zagotovili pravičen dostop za vse in boljše možnosti za zaposlitev;
whereas the social dimension must be strengthened as a necessary condition for the development of the Bologna Process, with the goal of making the right to study economically accessible to all students – especially those from vulnerable groups – in order to create fair access for all and better job opportunities;
ker morajo biti univerze, javne uprave in podjetja trdno zavezani reševanju vprašanja zaposljivosti; ker bi morale univerze posameznikom zagotoviti orodja in znanja, potrebna za celovit razvoj njihovega človeškega potenciala; ker mora akademsko učenje upoštevati tudi potrebe trga dela, da bi študentom ponudilo znanja, s katerimi bodo lahko našli stalno in dobro plačano zaposlitev;
whereas universities, public administrations and enterprises must be strongly committed to the issue of employability; whereas the university should provide individuals with the tools and skills required to ensure the full development of their human potential; whereas academic learning should also take into account the needs of the labour market, with the goal of providing students with the skills they need to find a stable, well paid job;
ker je dostop do izobraževanja, ki je temeljna vrednota Unije, javna odgovornost držav članic, institucij EU in drugih pomembnih akterjev in ker ima Evropska unija pomembno vlogo pri vzpostavitvi evropskega visokošolskega prostora, da podpira prizadevanja držav članic in sodelovanje na tem področju; ker je večja usklajenost izobraževanja in diplom ob upoštevanju načela subsidiarnosti nujni pogoj, da se uresničijo cilji zaposljivosti in rasti v Evropi;
whereas access to education – a fundamental Union value – is a public responsibility of the Member States, the EU institutions and other key actors and the European Union has a key role to play in the establishment of the European Higher Education Area by supporting the Member States' efforts and cooperation in this field; whereas greater coordination of education and degrees – while respecting the principle of subsidiarity – is a precondition for the achievement of the goals of employability and growth in Europe;
ker bolonjski proces nima retroaktivnega učinka na študente, ki so svoj študijski program začeli pred njegovo uvedbo;
whereas the Bologna Process shall not have retroactive effects on students who already started their degree following the pre-Bologna plan;
poudarja pomen izobraževanja kot glavnega področja za sodelovanje z državami članicami, da bi dosegli bistvene cilje strategije Evropa 2020 za delovna mesta in rast ter prepotrebno gospodarsko okrevanje;
Stresses the importance of education as a key area for cooperation with Member States in order to achieve essential EU2020 jobs and growth targets and much needed economic recovery;
poziva h krepitvi podpore bolonjskemu procesu na ravni EU, predvsem pri medsebojnem priznavanju akademskih kvalifikacij ter usklajevanju akademskih standardov, spodbujanju mobilnosti, socialne razsežnosti in zaposljivosti, dejavne demokratične udeležbe ter pri analizi stanja na področju izvajanja bolonjskih načel in odpravi administrativnih ovir; poziva države članice, naj se ponovno zavežejo procesu in okrepijo sistem financiranja, da bi uresničili cilje za rast, zastavljene v strategiji Evropa 2020;
Calls for a strengthening at EU level of support for the Bologna Process, in particular as regards the mutual recognition of academic qualifications, the harmonisation of academic standards, the promotion of mobility, the social dimension and employability, active democratic participation, the analysis of implementation of the Bologna principles, and the elimination of administrative obstacles; calls on Member States to reiterate their commitment to the Process by strengthening the system of funding in order to achieve the growth targets set in the Europe 2020 Strategy;
ugotavlja, da predstavlja evropski visokošolski prostor pomemben dosežek z vidika oblikovanja in krepitve pravega evropskega državljanstva; meni, da se mora ta pomen kazati v krepitvi evropskega visokošolskega prostora z uporabo ustreznih orodij in postopkov;
Notes that the European Higher Education Area (EHEA) is a major achievement from the point of view of creating and fostering genuine European citizenship; considers that it must translate into enhancement of the EHEA through the use of appropriate tools and procedures;
meni, da imata bolonjski proces in evropski visokošolski prostor osrednjo vlogo v strategiji Evropa 2020, in poudarja, da je povezovanje poučevanja in raziskav bistvenega pomena, saj je to posebnost evropskega visokošolskega izobraževanja;
Highlights that the Bologna Process and EHEA play a key role in the Europe 2020 strategy and points out that the alliance between teaching and research is crucial inasmuch as it is a distinctive feature of European higher education;
izpostavlja dejstvo, da predstavljajo prednostne naloge v okviru bolonjskega procesa, mobilnost, priznavanje in zaposljivost, pogoje, ki so potrebni, da bi vsem študentom, vpisanim na evropske univerze, zagotovili pravico do kakovostnega izobraževanja, pridobitve diplome in do priznavanja njihovih kvalifikacij v vseh državah EU;
Highlights the fact that the priorities set up within the Bologna Process – mobility, recognition, employability – represent the conditions necessary to guarantee that every student enrolled in a European university has the right to quality education, to graduate and to see his qualification recognised in any EU country;
poziva k razvoju učinkovitega pristopa od spodaj navzgor, ki bi v polni meri vključil vse pomembne akterje, kot so univerze, sindikati, strokovne organizacije, raziskovalne ustanove in gospodarstvo, še zlasti pa učitelje in študente, študentske organizacije in osebje na univerzah;
Calls for the development of an effective, bottom-up approach, fully involving all key actors such as universities, trade unions, professional organisations, research institutions, the business sector and, first and foremost, teachers, students, student organisations and university staff;
ugotavlja, da nekatere evropske univerze niso pripravljene dovolj si prizadevati za uresničitev povezanega evropskega visokošolskega prostora, čeprav je vključenost v ta prostor za nekatere med njimi edina pot do večje konkurenčnosti in kakovosti znanja, ki ga ustvarjajo;
Notes that some European Universities are reluctant to make sufficient efforts to achieve a consolidated EHEA, while being part of the EHEA is the only way for some of them to enhance the competitiveness and quality of the knowledge they produce;
poziva, naj se univerze zavežejo novim strategijam poučevanja ter strokovnega in vseživljenjskega usposabljanja, pri čemer naj kar najbolje uporabijo nove tehnologije in priznajo pomen dopolnilnih oblik učenja, kot je neformalno izobraževanje; te strategije pa temeljijo na univerzitetnem sistemu, ki je osredotočen na učenje, študenta in raziskave in ki lahko spodbuja kritično mišljenje, ustvarjalne sposobnosti, nenehen poklicni razvoj ter teoretično in praktično znanje, ki ga bodo študentje potrebovali v svojem poklicnem življenju, poziva države članice in Evropsko unijo, naj finančno podprejo univerze pri njihovih prizadevanjih za spremembo in razvoj praks izobraževanja;
Calls for a commitment on the part of universities to new teaching and new professional and lifelong training strategies – making optimum use of new technologies and recognising the importance of complementary forms of learning such as non-formal education – that are focused on the pillars of a learning-centred, student-centred and research-centred university system able to provide critical thinking, creative skills, continuous professional development as well as theoretical and practical knowledge which students will need in their working lives; calls for Member States and the EU to financially support universities in their efforts to change and develop their education practices;
poziva, naj se okrepijo in razširijo programi za usposabljanje učiteljev ob upoštevanju možnosti, ki jih ponujajo vseživljenjsko učenje in nove tehnologije;
Urges that teacher training programmes should be strengthened and expanded, taking account of the possibilities offered by lifelong learning and new technologies;
poudarja, da je treba na odpiranje evropskih univerz za potrebe svetovnega gospodarstva in na nadaljnje povezovanje evropskega visokošolskega prostora gledati kot na prizadevanja evropskih univerz, da bi Evropi pomagale preživeti obdobje splošne gospodarske negotovosti in se vrniti na pot trajnostnega razvoja in rasti;
Stresses that the opening of European universities to the needs of the global economy and the further consolidation of the EHEA should be considered as efforts by European universities to help Europe overcome the period of general economic insecurity and to put Europe back on the path of sustainable development and growth;
poziva k razvoju „tretjega poslanstva“ univerz za družbo, ki ga je treba upoštevati tudi v povezavi z večdimenzionalnimi merili, ki jih je treba oblikovati zaradi razvrščanja in priznavanja odličnosti;
Calls for the development of the universities' ‘third mission’ to society, which should also be considered in connection with the multidimensional criteria to be devised for the purposes of classification and the recognition of excellence;
poziva k povečanju javnih naložb v visoko šolstvo, ki naj bodo usmerjene predvsem v premagovanje gospodarske krize z rastjo, temelječo na okrepljenih veščinah in znanju, ter naj se na večje povpraševanje študentov odzivajo z večjo kakovostjo in boljšo dostopnostjo izobraževanja in storitev, zlasti štipendij; meni, da zmanjševanje proračuna negativno vpliva na poskuse za krepitev socialne razsežnosti izobraževanja, kar je načelo, na katerem temelji bolonjski proces; zato poziva države članice in institucije EU, naj razvijejo nove, ciljno usmerjene in prožne mehanizme financiranja ter naj spodbujajo evropske štipendije, da bi tako podprli rast, odličnost ter posebne in raznolike strokovne usmeritve univerz; poudarja, da treba razviti pristop z več skladi, ki ga opredeljujejo jasna in učinkovita pravila ter je namenjen prilagajanju prihodnjemu modelu financiranja EU in zagotavljanju neodvisnosti univerz;
Calls for increased public investment in higher education, especially aimed at countering the economic crisis with growth based on enhanced skills and knowledge and at responding to higher student demand with improved quality of and access to education and services, particularly scholarships; believes that budget reductions have a negative impact on attempts to strengthen the social dimension of education, which is the principle on which the Bologna Process is founded; calls therefore on the Member States and the EU institutions to develop new, targeted and flexible funding mechanisms – and to promote European-wide grants – with a view to supporting growth, excellence and the particular and diverse vocations of universities; stresses the need to develop a multi-fund approach, defined by clear and effective rules, aimed at coping with the future EU financing model and ensuring the independence of universities;
poudarja, da bolonjski proces in program Erasmus spodbujata mobilnost študentov in ponujata veliko možnosti za večjo mobilnost delovne sile; vendar obžaluje, da je stopnja mobilnosti še vedno razmeroma nizka;
Points out that the Bologna Process and the Erasmus programme have boosted student mobility and have the potential to contribute to enhanced labour mobility; regrets, however, that mobility rates still remain relatively low;
poziva EU, države članice in univerze, naj uvedejo mehanizme obveščanja ter finančne in upravne podpore za vse študente, akademske kroge in osebje, da bi spodbudile strukturirane tokove mobilnosti; pozdravlja uvedbo programa Erasmus za podiplomske študente in poziva h krepitvi storitev programa Erasmus kot celote in nove generacije izobraževalnih programov s pomočjo okrepljenega financiranja na podlagi socialnih meril, odprtja programa za več študentov, dejanskega in učinkovitega priznavanja kreditnih točk, večjih možnosti za vključitev semestrov v tujini med usposabljanje ter večje prožnosti glede dovoljenih časovnih rokov; vseeno poudarja dejstvo, da mobilnost v nobenem primeru ne sme povzročiti diskriminacije študentov z omejenimi finančnimi sredstvi;
Calls on the EU, the Member States and universities to establish mechanisms for providing information and financial and administrative support for all students, academics and staff in order to foster structured mobility flows; welcomes the introduction of the Erasmus programme for postgraduate students and calls for a strengthening of the services of Erasmus as a whole and the new generation of educational programmes through enhanced funding, based on social criteria, the opening of the programme to a larger number of students, genuine and effective credit recognition, enhanced possibilities for including terms abroad as part of the training and greater flexibility of the time frame allowed; insists, nevertheless, that in no case must mobility create discrimination against students with limited financial resources;
meni, da mobilnost univerzitetnih predavateljev prinaša novo znanje in izkušnje njim samim, posredno pa tudi njihovim študentom, hkrati pa jim omogoča sodelovanje pri pripravi študijskega gradiva;
Takes the view that mobility among university lecturers broadens the education and experience of not only the lecturers themselves, but also, indirectly, of their students, and that it enables them to collaborate in the preparation of study materials;
poziva države članice, naj izpolnijo zavezo o popolni prenosljivosti posojil in štipendij ter občutno izboljšajo finančno podporo mobilnim študentom v skladu s povečevanjem števila novih programov EU; poziva Evropsko unijo, naj razmisli, kako je v obstoječi zakonodaji mogoče izboljšati pravice do prostega pretoka z zagotavljanjem prenosljivosti posojil in štipendij;
Calls on Member States to fulfil the commitment to full portability of loans and grants, and significantly improve financial support for mobile students that matches the increases in new EU programmes; asks the EU to consider how existing legislation on the rights to freedom of movement can be enhanced through guaranteeing portability of loans and grants;
poziva EU, naj celoviteje upošteva priseljevanje iz Afrike, Azije in Latinske Amerike, da se določijo pravila, ki urejajo priznavanje šolskih kvalifikacij, pridobljene v matičnih državah;
Calls on the EU to take immigration from Africa, Asia, and Latin America more fully into account for the purpose of laying down rules providing for recognition of school qualifications obtained in countries of origin;
poziva Evropsko unijo, naj s pomočjo izvajanja evropskega ogrodja kvalifikacij v vseh državah članicah zagotovi medsebojno zaupanje in spodbuja priznavanje akademskih kvalifikacij, s čimer bi utrdili sistem za zagotavljanje kakovosti tako na evropski ravni kot tudi na ravni držav članic; poziva države članice, naj izvajajo svoje nacionalne sisteme za zagotavljanje kakovosti v skladu z evropskimi standardi in smernicami za zagotavljanje kakovosti ter naj pri tem spoštujejo različnost programov in pristopov med univerzami po vsebini in načinih poučevanja; spodbuja agencije za zagotavljanje kakovosti, naj uporabljajo Evropski register za zagotavljanje kakovosti, svoje evropsko sodelovanje in izmenjavo najboljših praks pa naj podpirajo tudi prek Evropskega združenja za zagotavljanje kakovosti v visokem šolstvu (ENQA);
Asks the EU, in order to guarantee mutual trust and facilitate recognition of academic qualifications through the implementation of EQF in each Member State, to consolidate a system of quality assurance at both European and Member State level; asks Member States to implement their national quality assurance systems according to the European Standards and Guidelines on Quality Assurance, while respecting the diversity of courses and approaches among universities in terms of content and modes of learning; encourages QA agencies to apply to the European Quality Assurance Register and support their European cooperation and exchange of best practices also through the European Association for Quality Assurance in Higher Education (ENQA);
opozarja na različne ocenjevalne lestvice v državah članicah in na potrebo po ustrezni pretvorbi kreditnih točk ECTS v ocene;
Draws attention to the different grading scales in the Member States and to the need for appropriate conversion of ECTS points into grades;
poziva vse države, ki sodelujejo v bolonjskem procesu, naj izvajajo nacionalne okvire kvalifikacij, ki so povezani z okvirom kvalifikacij evropskega visokošolskega prostora, ter razvijejo in finančno podprejo vzajemno priznavanje kvalifikacij;
Urges all the Bologna countries to implement national qualification frameworks linked to the Qualifications Framework of the EHEA and to develop and financially support mutual recognition;
poziva k močni finančni podpori za sporazume o skupnih osnovnih učnih načrtih, ki zagotavljajo natančno opredeljene učne rezultate, med drugim tudi s preučevanjem metodološkega pristopa, ki je bil razvit v okviru projekta Tuning, in na podlagi izkušenj „akademije Tuning“; poziva, naj se posebna pozornost nameni posebni naravi učnih načrtov za humanistične vede, ki so trdnjava demokracije in gonilo za doseganje evropske kohezije, da bi določili posebna znanja in veščine, ki bi jih morali pokrivati študijski programi, in tako spodbudili učenje v obliki, ki združuje merljiva splošna znanja in veščine (ki se odražajo v sposobnosti uporabe znanja) ter poučevanje in raziskave kot izvirno kritično analizo; poudarja, da bi vsi programi in predmeti morali poleg poznavanja osnovne snovi zagotavljati tudi ključne horizontalne sposobnosti, kot so kritično mišljenje, komunikacija in podjetniška znanja in veščine;
Calls for strong financial support for agreements on common core curricula, which guarantee well defined learning outcomes, inter alia by exploring the methodology approach developed by Tuning and through the experience of the ‘Tuning Academy’; calls for particular attention to be paid to the specific nature of humanities curricula, as a stronghold for democracy and a vehicle for the achievement of European cohesion, in order to determine which specific knowledge and skills should be covered by degree courses so as to encourage learning in a form combining measurable general skills (reflected in the ability to use knowledge) and teaching and research as original critical analysis; maintains that, as well as knowledge of the basic material, every programme in every subject should provide cross-cutting key competences such as critical thinking, communication, and entrepreneurial skills;
poziva k nadaljnji podpori nacionalnim in evropskim ukrepom za enakopravno vključevanje in pravičen dostop do študija, uspešno nadaljevanje in vzdržen podporni sistem (na primer nastanitev, potni stroški itd.) za vse študente, pa tudi usmerjeno podporo zlasti za tiste iz slabo zastopanih skupin in socialno ogroženih okolij ter študente s finančnimi težavami, da bi zmanjšali stopnjo osipa in zagotovili neodvisnost izobraževanja in usposabljanja od socialno-ekonomskih dejavnikov, ki povzročajo prikrajšanost, in da poučevanje ustreza individualnim potrebam po učenju; priporoča, naj se pospeši postopek za ustanovitev centrov za poklicno svetovanje, ki bi študentom ponujali brezplačne storitve;
Asks for further support for national and European measures to guarantee equitable inclusion, fair access to study, successful progression and a sustainable support system (e.g. housing, transport expenses, etc.) for all students, as well as targeted support in particular for those who belong to under-represented groups, socially disadvantaged backgrounds and those experiencing financial difficulties, in order to reduce the drop-out rate and ensure that education and training are independent of socio-economic factors which cause disadvantages and that teaching meets individual learning needs; recommends that the process of creating careers advisory centres offering free services to students be accelerated;
poudarja pomen londonskega sporočila iz leta 2007 http://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdf
Highlights the importance of the 2007 London communiqué http://www.ehea.info/Uploads/Declarations/London_Communique18May2007.pdf
, s katerim je socialna razsežnost izobraževanja postala eden od ciljev bolonjskega procesa z namenom, da bi zagotovili enak dostop do izobraževanja ne glede na poreklo; obžaluje premajhen napredek pri uresničevanju tega cilja ter spodbuja Komisijo, naj ga spodbudi;
, which made the social dimension of education one of the goals of the Bologna Process, the aim being to ensure equitable access to education regardless of background; regrets the fact that insufficient progress has been made towards achieving this goal, and encourages the Commission to facilitate such progress;
poziva Komisijo in države članice, naj odpravijo upravne ovire za vzajemno priznavanje in ga s tem spodbudijo;
Calls on the Commission and Member States to encourage mutual recognition by eliminating the administrative obstacles to this;