natgillin/translations-raw huggingface dataset:
poudarja vlogo lokalnih vlad, podjetnikov, partnerstev in izobraževalnih ustanov pri oblikovanju poklicnega izobraževanja v skladu z dejanskimi potrebami na trgu dela;
Underlines the role of the local governments, entrepreneurs, partnerships and educational institutions in shaping vocational training in line with actual needs on the labour market;
meni, da imajo regionalni in lokalni organi bistveno vlogo pri sodelovanju s središči za poklicno izobraževanje in usposabljanje ter podjetji, pa tudi podpiranju izvajalcev tega izobraževanja in usposabljanja pri vzpostavljanju prijaznega okolja za uspešen vstop udeležencev poklicnega izobraževanja in usposabljanja na trg dela;
Takes the view that regional and local authorities play an essential role in cooperating with VET centres and the business world and in helping VET providers to develop a friendly environment facilitating the successful entry of VET students into the labour market;
poziva k sklepanju vajeniških pogodb, ki bodo ščitile vajence, ter zagotavljanju prožnosti in prožnih ukrepov pri njihovem izvajanju, da bi omogočili prekinitev pogodbe, če se izkaže, da zadevna oseba ni primerna za delovno mesto ali je resno kršila delovne obveznosti;
Calls for apprenticeship contracts, while protecting the apprentice and providing for a certain flexibility and flexible measures for their application, to permit termination of the contract if the person concerned proves unsuited to his employment or is guilty of serious misconduct;
poziva države članice, naj v skladu s cilji in vodilnimi pobudami strategije Evropa 2020 izboljšajo povezave med poklicnim usposabljanjem in potrebami trga dela, tudi s krepitvijo storitev šolskega in poklicnega usmerjanja ter s spodbujanjem pripravništva in vajeništva za ženske, ter ustvarijo nove možnosti za usposabljanje, tudi na znanstvenem, matematičnem in tehničnem področju, da bi povečali zaposljivost žensk v tehničnih in znanstvenih poklicih, na netradicionalnih delovnih mestih ter v nizkoogljičnih in tehnoloških gospodarskih panogah ter oblikovali trajna delovna mesta s primernim plačilom;
Calls on the Member States – in line with the Europe 2020 objectives and flagship initiatives – to improve links between vocational training and labour market needs, for example by improving academic and careers guidance services and encouraging traineeships and apprenticeship contracts for women, and also to create new opportunities for training, including in scientific, mathematical and technological fields, in order to increase women's employability in technical and scientific sectors, non-traditional jobs and the low-carbon and high-tech sectors of the economy, creating permanent jobs with decent wages;
meni, da so obstoječi evropski programi na področju poklicnega usposabljanja dobri in da bi jih bilo potrebno v prihodnje dodatno podpreti;
Believes that existing European vocational training programmes are effective and should be given more support in future;
poziva države članice, naj mentorjem omogočijo pridobitev strokovne izobrazbe za poklicno izobraževanje in usposabljanje ter vzpostavijo podlago za bolj spodbuden odnos med mentorjem in učencem, zlasti na regionalni in lokalni ravni, da bi zagotovile učinkovite sisteme poklicnega izobraževanja in usposabljanja, pa tudi učinkovito in uspešno prenašanje znanja;
Asks the Member States to create better training opportunities for trainers and lay the foundations for a facilitative learning partnership, particularly at regional and local level, with a view to securing the effectiveness of vocational education and training systems, as well as the efficient and successful passing down of knowledge;
poudarja, da je visokokvalificirana in izobražena delovna sila gonilo inovacij in prispeva k občutni konkurenčni prednosti Unije; poudarja, da visokokakovostno poklicno izobraževanje in usposabljanje bistveno prispevata k trajnemu razvoju in oblikovanju učinkovitega enotnega trga ter da ju je treba nenehno prilagajati potrebam in razvoju evropskega trga dela, in sicer na podlagi obširnega dialoga med vsemi zainteresiranimi stranmi;
Emphasises that a highly skilled and educated labour force is one of the driving forces of innovation and constitutes a significant competitive advantage for the Union; stresses that high-quality vocational education and training contribute fundamentally to sustainable development and to the creation of a functioning single market, and should be constantly adapted to the needs and developments in the European labour market through an extensive dialogue among all interested parties;
poudarja, da lahko v novem digitalnem gospodarstvu ustvarjalnost ter informacijske in komunikacijske tehnologije, ki gradijo novo podjetniško kulturo, spodbujajo sodelovanje in izmenjavo primerov dobre prakse med državami članicami, da bi izboljšale kakovost poklicnega izobraževanja in usposabljanja, zato je čas, da se ga postavi v središče pozornosti, zlasti zato, da bi se lahko soočili z izzivi, ki jih postavlja strategija 2020, denimo za uresničitev poglavitnega cilja EU, da bi 40 % oseb v starosti med 30 in 34 dokončali terciarno ali enakovredno stopnjo izobrazbe;
Points out that in the new digital economy, creativity and ICTs are building a new business culture that can facilitate cooperation and exchanges of good practice among Member States with a view to improving the quality of VET, and that it is therefore time to put VET at the centre of the agenda, especially in order to face the challenges posed by the 2020 strategy, such as the EU headline target of 40 % of 30- to 34-year-olds completing tertiary or equivalent education;
poziva države članice, naj vzpostavijo in izvajajo sisteme za zagotavljanje kakovosti na nacionalni ravni ter oblikujejo ogrodje kompetenc za učitelje in mentorje;
Calls on the Member States to establish and implement quality assurance systems at national level and develop a competence framework for teachers and trainers;
poziva Komisijo, naj zagotovi informacije o predvidenih spremembah na trgih dela v EU, ter države članice, naj te informacije vključijo v svoje strategije in programe izobraževanja;
Calls on the Commission to provide information regarding the expected changes on labour markets within the EU, and on the Member States to incorporate this information in their educational strategies and programmes;
poziva države članice, naj na lokalni ravni spodbujajo sinergije med socialnimi partnerji, lokalnimi strokovnimi združenji, univerzami, organi za upravljanje šol ter izobraževalnimi oddelki, da bi prek znanstvenih študij in sistematičnega posvetovanja pripravili srednjeročni načrt za prihodnje potrebe po spretnostih in znanju ter izračunali število potrebnih učencev na posameznih območjih, kar bi povečalo učinkovitost poklicnega izobraževanja z neposrednim in trajnim prehodom na trg dela;
Calls on the Member States to encourage synergies at local level between the social partners, local professional associations, universities, school management bodies and educational units in order, through scientific studies and systematic consultations, to draw up a medium-term plan for future skill requirements and to calculate the number of pupils needed per area, which would increase the effectiveness of vocational training in effecting a direct and durable transition to the labour market;
spodbuja Komisijo, naj oblikuje in redno posodablja razpredelnico kvalifikacij in povpraševanja po regijah;
Encourages the Commission to develop and update regularly a chart giving a region-by-region picture of training qualifications and demand;
ugotavlja, da je poklicno izobraževanje in usposabljanje osredotočeno na ključne kompetence v poklicnem izobraževanju in usposabljanju, tudi na podjetništvo, in jih je treba spodbujati od začetka izobraževanja otrok; meni, da se mora ta proces nadaljevati poleg praktičnega učenja na delovnem mestu;
Notes that vocational education and training are focused on key competences, including entrepreneurship, which must be fostered from the onset of children's education; considers that this process must continue alongside work-based learning;
poziva k podpori na nacionalni in evropski ravni pri ustvarjanju skupne osnove za ukrepe v zvezi s poklicnim izobraževanjem in usposabljanjem, da bi izpolnili cilje o učinkovitosti, mobilnosti delavcev in ustvarjanju novih delovnih mest v Evropski uniji;
Calls for support at national and European level by creating a common basis of action regarding vocational education and training, with a view to delivering the aims of efficiency, labour mobility and job creation within the European Union;
poziva države članice, naj pritegnejo k dejavnemu sodelovanju zasebne institucije visokega šolstva, pa tudi javne institucije, kot so univerze, pri nadgradnji in razširitvi razvoja poklicnih znanj in spretnosti, in sicer za poklice na področjih matematike, informatike, naravoslovnih znanosti in tehnike;
Calls on the Member States to actively involve private higher education institutions, as well as public institutions such as universities, in the upgrading and expansion of vocational skill development, especially for the MINT professions (mathematics, informatics, natural sciences, and technology);
poziva k oblikovanju posebne pobude EU za pritegnitev deklet v poklice na področju matematike, informatike, naravoslovja in tehnologije ter za boj proti stereotipom, ki v teh poklicih še vedno prevladujejo; poudarja, da je v boju proti takšnim stereotipom bistvenega pomena vloga medijev in izobraževanja;
Calls for a specific EU initiative to attract girls to the MINT professions and to combat the stereotypes that still dominate these professions; stresses that the media and education play key roles in combating such stereotypes;
poziva Komisijo in države članice, naj podpirajo dosledni prenos, izvajanje in izvrševanje zakonodaje EU s spodbujanjem programov usposabljanja, katerih namen je zagotovitev, da bi zainteresirane strani ustrezno razumele veljavno zakonodajo ter svoje pravice in dolžnosti.
Calls on the Commission and the Member States to promote the full transposition, implementation and enforcement of EU legislation by supporting training programmes aimed at ensuring that stakeholders acquire an adequate understanding of the legislation in force and of their corresponding rights and responsibilities;
poziva države članice, naj se zavzemajo za inovativne dejavnosti ter doktorske in postdoktorske programe, ki bodo podprli konkurenčnost in trajnostno gospodarsko rast;
Calls on the Member States to support innovative activities and doctoral and post-doctoral programmes that will underpin competitiveness and sustainable economic growth;
poziva države članice, naj pri poklicnem izobraževanju in usposabljanju upoštevajo individualne potrebe nižje kvalificiranih delavcev, učencev z migrantskim ozadjem, pripadnikov etničnih manjšin, ranljivih žensk, brezposelnih, invalidov in mater samohranilk; obenem priporoča, da se posebna pozornost nameni romski manjšini, saj sta obiskovanje pouka in vključevanje na področju zaposlovanja bistveni sestavini za lažje družbeno vključevanje Romov;
Asks the Member States, as far as vocational education and training are concerned, to take into consideration the individual needs of low-skilled workers, migrant learners, people belonging to an ethnic minority, vulnerable women, the unemployed, people with disabilities and single mothers; recommends at the same time that particular attention be paid to the Roma minority, since attending school and integration at work are key elements in facilitating the social integration of Roma;
poziva države članice, naj mladim brez izobrazbe ali z nizko stopnjo izobrazbe zagotovijo možnosti, da bodo lahko vstopili na trg dela, pri čemer bi moralo bi moralo biti tudi mogoče še naprej spodbujati in priznavati delne kvalifikacije; poziva, da je treba nujno začeti celovito strategijo za reševanje vprašanja brezposelnosti mladih in žensk, ki bo državam članicam v podporo pri vzpostavljanju mrež med šolami, podjetji, službami za pomoč mladim in mladimi;
Calls on the Member States to create pathways for young people with no educational qualifications or qualified at a low level so as to enable them to enter employment, whereby it should also be possible to continue to promote and recognise partial qualifications; calls, given the explosive nature of the problem, for a comprehensive strategy to combat youth and women's unemployment and help Member States establish networks on the ground linking schools, industry, youth services, and young people;
opozarja na ovire za vključevanje, s katerimi se soočajo državljani tretjih držav, kadar njihove kvalifikacije niso priznane; poziva Komisijo, naj oceni vpliv evropskega ogrodja kvalifikacij na priznavanje kvalifikacij državljanov iz tretjih držav;
Points to the obstacles to integration which third-country nationals face when their qualifications are not recognised; calls on the Commission to assess the impact of the European Qualifications Framework on recognition of the qualifications of third-country nationals;
poziva države članice, naj v sodelovanju s socialnimi partnerji sprejmejo pobude za učinkovito pomoč starejšim delavcem pri vseživljenjskem učenju in poklicnem usposabljanju;
Calls on the Member States, in cooperation with the social partners, to adopt initiatives to effectively assist elderly workers in lifelong learning and vocational training;
meni, da je lahko mobilnost pomemben del poklicnega izobraževanja in usposabljanja ter zato priporoča nadgradnjo programa Leonardo da Vinci;
Sees the opportunity for mobility as an important part of VET, and consequently recommends upgrading the Leonardo da Vinci programme;
pozdravlja predlog, da bi bila čezmejna mobilnost možen sestavni del poklicnega izobraževanja in usposabljanja ter razvoja potenciala čezmejnega trga dela za sodelujoče, po vzoru programa Leonardo da Vinci; odločno poziva zainteresirane strani k izboljšanju poznavanja tega, pa tudi drugih pomembnih programov; zato poziva k večjem spodbujanju mobilnosti, da bi mladim olajšali pridobivanje izkušenj v tujini;
Welcomes the idea of making cross-border mobility an optional component of vocational education and training and developing the potential of a cross-border labour market for those involved. as is being done with the Leonardo da Vinci Programme; strongly urges stakeholders to increase awareness of the Leonardo da Vinci Programme and other relevant programmes; calls, therefore, for greater promotion of mobility in order to make it easier for young people to gain experience abroad;
poziva Evropsko komisijo, države članice in Evropski parlament, naj podprejo in razširijo evropske programe za mobilnost pripravnikov, zlasti program Leonardo da Vinci, da bi se spodbujala čim večja mobilnost pripravnikov na notranjem trgu;
Calls on the Commission, the Member States and the European Parliament to support and broaden European programmes for the mobility of learners, in particular the Leonardo da Vinci Programme, with a view to promoting greater mobility of trainees in the single market;
meni, da bi moralo poklicno izobraževanje in usposabljanje ustvarjati okoliščine za mobilnost delavcev tako med začetnim izobraževanjem kot v procesu vseživljenjskega izobraževanja;
Believes that vocational education and training should create the conditions for labour mobility, both in the course of initial studies and in the framework of the lifelong learning process;
meni, da je čezmejna mobilnost na področju poklicnega izobraževanja in usposabljanja prav tako pomembna kot mobilnost na področju splošnega izobraževanja, in meni, da bi bilo potrebno vložiti več naporov v razvoj tovrstne mobilnosti;
Believes that cross-border mobility in the area of vocational education and training is as important as mobility in the area of general education, and believes that more effort should be put into developing such mobility;
meni, da je treba dati poudarek večjemu sodelovanju med različnimi izobraževalnimi sistemi držav članic, premagovanju teh razlik ter priznavanju spričeval in diplom med državami članicami, da bi povečali čezmejno sodelovanje in mobilnost;
Takes the view that better cooperation among the Member States' different education systems – bridging those differences and ensuring mutual recognition of certificates and diplomas among the Member States – should be emphasised in order to heighten cross-border collaboration and aid mobility;
poziva države članice, naj olajšajo priznavanje neformalnega in priložnostnega učenja ter spodbujajo izmenjavo delovnih izkušenj, da bi čim bolj izkoristile prednosti mobilnosti delovne sile in izmenjave znanja in s tem dopuščale večjo svobodo pri izbiri učnih oblik;
Calls on the Member States to facilitate the recognition of non-formal and informal learning and encourage the exchange of work experience. in order to obtain the most from labour mobility and knowledge-sharing, so as to allow greater leeway for individual learning paths;
poudarja, da je nadvse pomembno spodbujati mobilnost delavcev na notranjem trgu; pozdravlja in v celoti podpira pobudo Komisije za ponovni pregled sistema priznavanja poklicnih kvalifikacij; meni, da bi morala Komisija pri pregledu omenjene direktive v celoti upoštevati pomembno oceno sedanje direktive o priznavanju poklicnih kvalifikacij; meni, da mora vzajemno priznavanje poklicnih kvalifikacij med državami članicami za Komisijo ostati prednostnega pomena;
Notes that it is of major importance to facilitate labour mobility within the internal market; welcomes and fully supports the Commission's initiative to review the current system for the recognition of professional qualifications; believes that a meaningful assessment of the Professional Qualifications Directive in its present form should feature in the Commission's review exercise of the Directive; takes the view that the mutual recognition of professional qualifications across Member States must remain a top priority for the Commission;
meni, da bo vzpostavitev nove strategije za učenje jezikov za izboljšanje splošnega znanja na posameznih področjih olajšala mobilnost učiteljev in učencev; poleg tega poudarja, da lahko zagotovitev tekočega prehajanja med poklicnim in visokošolskim izobraževanjem pripomore k večji privlačnosti posameznega poklicnega usposabljanja;
Suggests that setting up a new language-learning strategy to improve general knowledge in specific skill areas will facilitate the mobility of teachers and students; points out that, in addition, the guarantee of a smooth transition from vocational education to higher education will help to make vocational training courses more attractive;
poziva države članice, naj s pomočjo Komisije in v sodelovanju z socialnimi partnerji izboljšajo in spremljajo sisteme za potrjevanje poklicnih kvalifikacij v okviru vseživljenjskega učenja in poklicnega usposabljanja;
Calls on the Member States, with the assistance of the Commission, and in cooperation with the social partners, to improve and monitor systems for certifying vocational qualifications within the framework of lifelong learning and professional training;
pozdravlja predlog Komisije, da se ponudba izobraževanja in usposabljanja oblikuje tako, da bo nudila modularne oblike učenja; vendar poziva, da mora celostna podoba splošnih poklicnih kvalifikacij ostati absolutna prednostna naloga, posamezne učne poti pa je treba jasno opredeliti in omogočiti primerjavo med njimi;
Welcomes the Commission proposal to organise education and training offerings in modular form; calls, however, for the integral nature of a broad vocational qualification to be preserved as an absolute priority and for the individual modules to be clearly defined and provision made for the necessary means of comparison;
poudarja vlogo učiteljev in mentorjev pri spodbujanju vključevanja načela enakosti med spoloma v nacionalne programe izobraževanja in usposabljanja ter poziva k razvoju programov mobilnosti, kot sta program Leonardo da Vinci in projekt za vajence, ki bodo vsebovali posebne dejavnosti za ženske in jim omogočili lažje vseživljenjsko pridobivanje znanj in spretnosti, pomembnih za njihovo vključitev ali ponovno vključitev na trg dela;
Emphasises the role of teachers and trainers in fostering the gender perspective in VET, and calls for the development of mobility programmes, such as the Leonardo da Vinci Programme and the project for apprentices, with specific actions addressing women, in order to facilitate the lifelong acquisition of skills relevant for integration or reintegration into the labour market;
je prepričan, da so partnerstva med zainteresiranimi stranmi v poklicnem izobraževanju in usposabljanju, ki so izpostavljena v strategiji Evropa 2020, pogoj za doseganje učinkovitosti in ustreznosti za potrebe trga dela ter da bi morala potekati v obliki dolgoročnih svetov za znanja in spretnosti, usmerjenih v potrebe trga dela;
Is convinced that stakeholder vocational education and training partnerships, as proposed in the Europe 2020 strategy, are a prerequisite for efficiency and relevance to the labour market, and that they should take the form of long-term skills councils geared to the labour market;
poziva države članice, naj pri poklicnem izobraževanju in usposabljanju poudarijo učenje tujih jezikov in se pri tem osredotočijo na mala in srednja podjetja, da bi ustvarile pogoje za povečanje njihove konkurenčnosti v okviru enotnega trga;
Calls on the Member States to put an emphasis on the acquisition of foreign-language skills in vocational education and training with a focus on small and medium-sized enterprises, thereby creating the conditions for increasing their competitiveness as part of the single market;
poudarja, da je učenje tujih jezikov in njihovo izpopolnjevanje izrednega pomena, saj spodbuja samozaupanje, prilagodljivost in medkulturne kompetence;
Stresses the major importance of acquiring and improving multilingual proficiency as a means of enhancing self-confidence, adaptability and intercultural skills;
poudarja, da je omogočanje mladim, da del svojega študija ali usposabljanja opravijo v tujini, bistveno za pridobivanje novih znanj in spretnosti, tudi jezikovnega znanja, in tako izboljšuje njihove možnosti za vključevanje na trg dela; zato pozdravlja namen Komisije, da razvije kartico „Mladi in mobilnost“, ki bo vsem mladim pomagala, da bodo lahko študirali v drugi državi članici, in da oblikuje posojila za mobilnost, namenjena evropskim študentom, zlasti najbolj prikrajšanim med njimi, ki bi jim omogočila študijsko obdobje, usposabljanje ali delo v drugi državi;
Emphasises that enabling young people to spend a period of education or training abroad is essential for the acquisition of new skills, including language skills, and hence increases their opportunities for integration into the labour market; welcomes, therefore, the Commission's intention to develop a ‘Youth on the move’ card which will help all young people to move to another Member State to study, as well as the creation of European student mobility loans to give more young Europeans, in particular the most disadvantaged among them, the opportunity to experience a period of study, training or job placement in another country;
Evropsko in mednarodno sodelovanje na področju poklicnega izobraževanja in usposabljanja
European and international cooperation in vocational education and training
pozdravlja oblikovanje skupnega referenčnega orodja (Europass, evropsko ogrodje kvalifikacij, evropski sistem kreditnih točk v poklicnem izobraževanju in usposabljanju ter evropski referenčni okvir za ugotavljanje kakovosti poklicnega izobraževanja in usposabljanja), ki ga spodbuja københavnski proces;
Welcomes the common reference tools being promoted by the Copenhagen Process (Europass, the European Qualifications Framework, the European Credit System for Vocational Education and Training, and the European Quality Assurance Reference Framework for vocational education and training), and maintains that single-minded energy should be applied to bringing these tools into use and developing them further;