natgillin/translations-raw huggingface dataset:
poziva države članice, naj spodbujajo učno in zaposlitveno mobilnost tako, da: (a) si prizadevajo za večjo ozaveščenost in omogočijo preprost dostop do informacij vsem mladim, ki se zanimajo zanje; (b) poudarjajo dodano vrednost mobilnosti že na zgodnjih stopnjah izobraževanja; (c) zagotovijo priznavanje učnih rezultatov iz programov mobilnosti med državami članicami; in (d) zmanjšajo upravna bremena ter spodbujajo sodelovanje med ustreznimi organi v državah članicah;
Calls on Member States to promote learning and employment mobility by: (a) increasing awareness and making information easily accessible to all those young people interested; (b) highlighting the added value of mobility at the early stages of education; (c) ensuring that learning outcomes from mobility experiences between Member States are validated; and (d) reducing administrative burdens and stimulating cooperation between the relevant authorities across the Member States;
poziva Komisijo, naj omogoči učno in zaposlitveno mobilnost tako, da: (a) krepi izobraževalne in mladinske programe EU, kot so Erasmus, Leonardo in Mladi v akciji; (b) krepi izvajanje obstoječih evropskih instrumentov in orodij, kot sta evropski sistem zbiranja in prenašanja kreditnih točk (ECTS) ter Europass; in (c) razvije nova orodja, ki jih je že preučila, kot so spletna stran Mladi in mobilnost, kartica Mladi in mobilnost, evropski potni list znanj in spretnosti ter pilotni projekt „Tvoja prva zaposlitev EURES“;
Calls on the Commission to facilitate learning and employment mobility by: (a) strengthening the EU's education and youth programmes, such as Erasmus, Leonardo and Youth in Action; (b) enhancing the implementation of existing European instruments and tools, such as the European Credit Transfer and Accumulation System (ECTS) and Europass; and (c) developing the new tools that it has already examined, such as the Youth on the Move website, the Youth on the Move card, the European skills passport and the pilot project ‘Your first EURES job’;
pozdravlja glavne nove ukrepe iz pobude Mladi in mobilnost, kot so posebna osrednja spletna stran za mobilnost, kartica mobilnosti, ki dopolnjuje in krepi uspeh že obstoječih mladinskih in študentskih kartic, ter evropski potni list znanj in spretnosti, ki naj bi postal spletni portfelj vseživljenjskega učenja, saj vsi ti ukrepi izboljšujejo koristna že obstoječa orodja mobilnosti; poziva tudi k izboljšanju prepoznavnosti vseh sedanjih in prihodnjih programov;
Welcomes the key new actions of the YoM initiative, such as a single central mobility website, a mobility card complementing and reinforcing the success of established youth and student cards and a European Skills Passport which is intended to become an online lifelong learning portfolio, all of which upgrade useful and already existing mobility tools; calls, moreover, for improved visibility for all existing and future programmes;
Evropsko visokošolsko izobraževanje in bolonjski proces
European higher education and the Bologna process
poudarja, da je nujno začeti nov, konstruktivnejši dialog med vsemi udeleženci v bolonjskem procesu, v katerem bi zbrali izkušnje iz uspehov in težav, da bi ga nadalje izboljšali;
Stresses the importance of beginning a new, more constructive dialogue between all stakeholders within the Bologna process, taking stock on the basis of its successes, and its problems, in order to further improve it;
poziva Komisijo, naj razširi teme, na katere se osredotoča agenda za posodobitev univerz, in obnovi prednostne naloge, da bodo ustrezale novim izzivom, kot so socialna razsežnost visokega šolstva, spodbujanje na učenca osredotočenega učenja in podpora državam članicam pri doseganju 40-odstotne referenčne vrednosti;
Calls on the Commission to widen the focus of the Modernisation Agenda for Universities, and renew the priorities to meet new challenges, such as the social dimension of higher education, promoting student-centred learning and supporting Member States in their efforts to reach the 40% attainment benchmark;
je trdno prepričan, da je neodvisnost univerz nujna, hkrati pa poudarja, da imajo tudi odgovornost do družbe; poziva države članice, naj vlagajo v prenovo in modernizacijo visokošolskega izobraževanja;
Strongly believes that university autonomy is necessary, but simultaneously stresses the responsibility of universities towards society; calls on the Member States to invest in the reform and modernisation of higher education;
poudarja, da je nujno najti ravnovesje med sistemi visokošolskega izobraževanja ter potrebami gospodarstva in družbe na splošno, ter jih medsebojno povezati z ustreznimi učnimi načrti, ki bodo ljudem zagotavljali veščine in sposobnosti, potrebne v družbi in gospodarstvu prihodnosti;
Draws attention to the need to find a balance between higher education systems, on the one hand, and the needs of the economy and society in general, on the other, and to interlink them through appropriate curricula that equip people with the competences and skills needed for the society and economy of the future;
poziva države članice, regije in lokalne oblasti, naj podpirajo in krepijo sodelovanje med univerzami, središči za poklicno izobraževanje in usposabljanje ter zasebnim sektorjem, da se okrepi dialog med univerzami in podjetji ter zagotovi boljše usklajevanje med vsemi tremi osmi trikotnika znanja, in sicer raziskovanjem, izobraževanjem in inovacijami;
Calls on Member States, regions and local authorities to promote and enhance cooperation between universities, VET centres and the private sector, in order to enhance the ‘university-business’ dialogue and to ensure better coordination between the three corners of the knowledge triangle, namely research, education and innovation;
poudarja pomen programov za financiranje raziskav in razvoja, ki obstajajo znotraj okvirnega programa za raziskave in razvoj ter kohezijske politike, in pomen boljšega usklajevanja z izobraževalnimi ukrepi; meni tudi, da je čezmejno sodelovanje ključnega pomena za uspeh programa Mladi in mobilnost; zato poziva zainteresirane strani, naj v celoti izkoristijo priložnosti, ki so na voljo v okviru cilja ozemeljskega sodelovanja znotraj kohezijske politike;
Emphasises the importance of the existing research and innovation funding programmes under the Framework Programme for Research and Development and cohesion policy, and of ensuring better coordination with education measures; considers, furthermore, that cross-border cooperation is essential to the success of the YoM initiative; calls, therefore, on the stakeholders to make full use of the opportunities available under the cohesion policy's Territorial Cooperation Objective;
poudarja pomen prožnejših izobraževalnih struktur, na primer odprtih univerz, in krepitve rabe interneta v visokošolskem izobraževanju, tako da bi vsi mladi imeli dostop do kakovostnega izobraževanja na višji stopnji in da pri tem ne bi bil nihče prikrajšan zaradi oddaljenosti ali neugodnega urnika; meni, da je zaradi poznega vstopa mladih na trg delovne sile in zaradi težav pri zagotavljanju vzdržnosti sistemov socialne varnosti izredno pomembno, da se zagotovijo ustrezni pogoji za združevanje zaposlitve in študija;
Stresses the importance of flexible training arrangements, such as open universities and greater use of online further education facilities, thereby giving all young people access to a high standard of education to an advanced level and ensuring that they are not deprived of this opportunity for reasons of distance or scheduling; considers that, given the delayed entry of young people on to the employment market and the problems in ensuring the sustainability of social security schemes, it is extremely important to create suitable conditions for combining study and work;
spodbuja univerze, naj svoje programe in strukture približajo posebnim potrebam trga dela, upoštevajo potrebe podjetij, ko razvijajo učne načrte, in zastavijo nove metode sodelovanja z zasebnimi in javnimi gospodarskimi družbami s spodbujanjem ustanavljanja javno-zasebnih partnerstev in sponzorstev ob hkratnem spodbujanju in podpiranju podjetništva mladih;
Encourages universities to bring their programmes and structures more closely into line with the specific needs of the labour market, to consider the needs of businesses when developing their curricula and to pursue new methods of cooperation with private and public companies by encouraging the creation of public-private partnerships (PPPs) and sponsorships, while fostering and supporting youth entrepreneurship;
poudarja, da morajo univerze razviti programe, ki bodo med študenti spodbujali podjetništvo prek programov usposabljanja in z vzpostavitvijo stičnih točk s finančnimi akterji, ki bi jih zanimalo podpiranje inovativnih projektov;
Points to the need for universities to develop programmes to encourage entrepreneurship among students via training programmes, and by setting up points of contact with financial players interested in supporting innovative projects;
poudarja, kako pomembno je spodbujati podjetništvo in mladim pomagati pri ustanavljanju lastnih podjetij ter spodbujati in širiti program Erasmus za mlade podjetnike; zato priporoča izvedbo kampanje obveščanja EU v izobraževalnih ustanovah, ki bi zajemala podjetništvo, začetni kapital, obdavčenje novo ustanovljenih podjetij in stalno podporo pri usposabljanju;
Emphasises the importance of promoting entrepreneurship and helping young people to start their own business and of promoting and extending the Erasmus for Young Entrepreneurs programme; recommends, therefore, implementing an EU information campaign in education establishments that covers entrepreneurship, start-up capital, taxation of start-up businesses and continuous training support;
poziva Komisijo, naj vzpostavi zbirko podatkov o inovativnih projektih, ki bo olajšala izmenjavo primerov dobre prakse med že preizkušenimi projekti s strani držav članic in univerz, da se pomaga vzpostaviti povezava med diplomanti in podjetji ter da se zagotovi neposreden dostop diplomantov do sveta dela;
Urges the Commission to establish a database of innovative projects which facilitates exchanges of good practices between projects already tried and tested by Member States or universities, in order to help connect graduates and enterprises and guarantee graduates immediate access to the world of work;
priznava vrednost štipendij, ki jih študentom ponujajo zasebna podjetja;
Recognises the value in students being offered study grants by private enterprises;
predlaga, naj Komisija namesto svetovnega sistema za razvrščanje univerz uvede na podatkih temelječ sistem o programih evropskih univerz, ki bi med drugim javnosti redno poročal o zaposljivosti študentov in možnostih za mobilnost za vsak program;
Suggests that, instead of the global university ranking system, the Commission introduces an information-based system on European university programmes which would, among other things, issue regular public reports on the employability of students on each programme and on mobility opportunities;
poziva Komisijo, naj stori vse potrebno za dokončanje evropskega raziskovalnega prostora, kar bo omogočilo večjo podporo za mobilnost mladih raziskovalcev, s tem pa spodbudilo evropsko odličnost na področju raziskovanja;
Urges the Commission to make all the necessary efforts to complete the European Research Area, providing greater support for the mobility of young researchers in order to promote European excellence in the field of research;
meni, da morajo države članice zagotoviti, da bo mladim moškim in ženskam na voljo pravičen sistem štipendij za dostop do visokošolskega izobraževanja, ki bo preprečeval ponoven pojav neenakosti, s posebnim poudarkom na terciarnem izobraževanju;
Believes that the Member States need to ensure that a system of grants providing access to higher education is available to young men and young women on an equitable basis, with the aim of avoiding any replication of inequalities, and with special emphasis on tertiary education;
poziva države članice, naj posodobijo in izboljšajo privlačnost in kakovost poklicnega izobraževanja in usposabljanja, tako da bo bolj prilagojeno sedanjim in prihodnjim potrebam spreminjajočega se trga dela, ki bo leta 2020 zahteval nova znanja in spretnosti, potrjene z diplomami, ki bi jih morale vzajemno priznavati vse države članice; v zvezi s tem poudarja velik uspeh dualnih izobraževalnih sistemov v nekaterih državah članicah;
Calls on the Member States to modernise and increase the attractiveness and quality of VET so that it can be better adapted to the current and future needs of the changing labour market, which by 2020 will require new knowledge and skills based on diplomas that should be mutually recognised in all Member States; in that connection, highlights the great success of dual education systems in the Member States concerned;
poudarja, da je za preprečevanje brezposelnosti mladih bistvenega pomena prilagoditev izobraževalnih sistemov in sistemov poklicnega usposabljanja potrebam po znanjih na trgu dela v prihodnje; zato mora biti prehod iz šolskega izobraževanja, poklicnega izobraževanja in usposabljanja ali visokošolskega izobraževanja v poklicno življenje bolje pripravljen in mora nastopiti neposredno po izobraževanju ali usposabljanju; meni, da je treba spodbujati boljše sodelovanje med izobraževalnimi ustanovami, mladinskimi organizacijami, različnimi sektorji trga dela in delodajalci, na primer tako, da strokovnjaki z različnih področij pripravijo predavanja ali seminarje ter študente seznanijo z njihovim prihodnjim delom;
Emphasises that adapting education systems and vocational training to the future skills requirements of the labour market is one of the keys to combating youth unemployment, and therefore that the transition from school, vocational education and training or higher education to employment must be better prepared and must follow on directly from education or training; takes the view that better cooperation needs to be encouraged between educational establishments, youth organisations, the various labour market sectors and employers, for example with specialists in various fields giving lectures or seminars to familiarise students with their future work;
zato izpostavlja velik pomen učinkovitega izvajanja pobude „evropsko jamstvo za mlade“, ki mora postati orodje za dejavno vključevanje v trg dela; poudarja, da države članice doslej še niso sprejele prepričljivih zavez glede izvajanja pobude „evropsko jamstvo za mlade“, in jih poziva, naj to čim prej storijo;
Emphasises, therefore, the major importance of implementing effectively the ‘European Youth Guarantee’ initiative and making it an instrument for active integration into the labour market; stresses that Member States have not so far made any convincing commitment to implementing the European Youth Guarantee initiative and calls on them to do so speedily;
meni, da je mobilnost za pridobivanje novih znanj in veščin močno orodje za izboljšanje veščin in sposobnosti, osebni razvoj in aktivno državljanstvo mladih; meni, da je treba spodbujati prostovoljno mobilnost za vse mlade v okviru šolskega in poklicnega izobraževanja, nadaljnjega usposabljanja in visokošolskega izobraževanja, ne glede na njihove finančne razmere, socialno in etično ozadje, vrsto izobraževanja ali usposabljanja, v katerega so vključeni, invalidnost, zdravstvene težave ali geografske razmere, poleg tega pa jih je treba spodbujati s strokovnim usmerjanjem in svetovanjem, ki je na voljo v celotnem procesu;
Takes the view that mobility for the acquisition of new skills is a strong tool for improving the skills and competences, personal development and active citizenship of young people; takes the view that voluntary mobility in the framework of schooling and vocational training, further training and higher education should therefore be promoted for all young people, irrespective of their financial, social and ethnic background, the type of education or training in which they are engaged, and of their disabilities, health problems or geographical situation, and should be encouraged by means of professional guidance and counselling made available throughout the process;
poudarja, da mobilnost ne sme povzročiti zniževanja socialnih standardov v državi gostiteljici; poudarja pomen, ki ga ima za povečanje mobilnosti vzajemno priznavanje šolske, poklicne in univerzitetne izobrazbe ter kvalifikacij iz nadaljnjega usposabljanja, pridobljenih v EU;
Emphasises that mobility must not lead to a lowering of social standards in the host country; emphasises the importance for increased mobility of the mutual recognition of school, vocational training and university diplomas and further training qualifications obtained within the EU;
poziva k ustreznemu izvajanju evropskega sistema kreditnih točk v poklicnem izobraževanju in usposabljanju (ECVET), evropskega okvira kvalifikacij (EQF) ter evropskega sistema zbiranja in prenašanja kreditnih točk v visokošolskem izobraževanju (ECTS); jasno navaja, da je treba zagotoviti potrdilo o vzajemnem priznanju v 12 mesecih od pridobitve kvalifikacije; poudarja, da je Parlament redno obveščen s pomočjo kazalnikov mobilnosti;
Calls for the proper implementation of ECVET, EQF and ECTS; makes it clear that proof of mutual recognition must be granted within 12 months of the date on which the qualification was obtained; points out that Parliament is kept regularly informed by means of the mobility indicators;
poudarja, da je pomembno podpirati in dodatno krepiti mobilnost na področju poklicnega izobraževanja in usposabljanja, vključno z vajeništvi, ter študentom in vajencem na poklicnem izobraževanju in usposabljanju v tujini nuditi informacije, svetovanje, vodenje in strukture, ki jih bodo gostile; posebej poudarja, da je treba oblikovati partnerstva med izobraževalnimi središči in poslovnimi organizacijami, da se zagotovijo visokokakovostne možnosti za mobilnost in da te postanejo sestavni del izobraževalne poti;
Stresses the importance of supporting and further enhancing mobility in the field of VET including apprenticeships, by providing VET students and apprentices with information, counselling, guidance and hosting structures when they are abroad; places particular emphasis on the need to set up partnerships with training centres and business organisations with a view to guaranteeing the availability of high-quality mobility opportunities and making them an integral part of learning pathways;
izpostavlja težave, s katerimi se soočajo študenti med prehodom s poklicnega izobraževanja in usposabljanja na visokošolski študij, in poudarja, da se morajo izobraževalne ustanove prilagoditi, da bi olajšale ta prehod;
Highlights the difficulties faced in moving to higher education from VET, and stresses that learning institutions must adapt in order to facilitate this transition;
poudarja, da lahko poklicno ter visokošolsko izobraževanje in usposabljanje izboljšata motiviranost in optimizem mladih ter jim pomagata pri izgradnji samozavesti;
Stresses that by providing them with knowledge and skills VET and higher education and training can improve young people's motivation and optimism as well as help them build their self-esteem;
Prehod z izobraževanja in usposabljanja na zaposlitev
Transition from education and training to work
poziva Komisijo in države članice, naj spodbujajo prostovoljno delo, tako da mu denimo zagotovijo trdno pravno podlago in priznavanje v okviru delovne dobe, tako da postane primerna možnost za mlade, zlasti ko so brezposelni;
Calls on the Commission and the Member States to promote voluntary work by, for example, affording it a firm legal basis and recognising it as time worked, thereby making it a valid option for young people, especially when unemployed;
odločno poudarja, da je nemoten vstop mladih na trg dela odvisen predvsem od posodobitve ustanov za poklicno izobraževanje in usposabljanje ter univerz (tudi njihovih učnih načrtov), ki morajo zagotoviti, da se bo kakovost izobraževanja ujemala s potrebami na trgu dela;
Strongly stresses that the smooth entrance of young people on to the labour market depends mainly on the modernisation, including in terms of their curricula, of VET institutions and universities, with a view to ensuring the quality of teaching and matching study programmes to the needs of the labour market;
poudarja, da je pomembno univerzitetne urnike prilagoditi študentom, ki so že vstopili na trg dela in želijo hkrati tudi študirati;
Highlights the importance of making university timetables more flexible for students who have already entered the workforce and want to study simultaneously;
poudarja, da morajo imeti mladi, ki delajo, dostop do poklicnega izobraževanja in usposabljanja, kar bi jim omogočilo več usposabljanja med delom, ter da je treba spodbujati stalno usposabljanje, vseživljenjsko učenje in poklicni razvoj od vstopa v poklicno življenje; države članice pa je treba pozvati, naj vzpostavijo neodvisne sisteme za svetovanje o nadaljnjem usposabljanju, da bi tako nadaljnje usposabljanje postalo norma;
Emphasises that young people must be given access to VET once in work, thereby enabling them to accumulate training while at work, and that continuous training, a lifelong-learning approach and professional development must be supported from the very first job and that the Member States must be urged to establish independent systems for the provision of advice on further training with a view to guaranteeing that further training becomes the norm;
poudarja, da visoka kakovost začetnega šolskega izobraževanja in poklicnega usposabljanja v vseh panogah in poklicih povečuje možnosti mladih za delovna mesta in podjetjem zagotavlja dotok usposobljenih delavcev; poziva države članice, naj ustanovijo ustrezne nadzorne organe, da se zagotovi tako izobraževanje in usposabljanje;
Emphasises that high-quality initial education and vocational training covering all trades and professions increases young people's job opportunities and guarantees businesses a supply of skilled employees; calls on the Member States to establish appropriate supervisory bodies in order to ensure that such education and training is provided;
odločno podpira cilj EU, da 40 % mladih dokonča terciarno ali enakovredno (to je visoko in poklicno) izobraževanje;
Strongly supports the EU target for 40% of young people to complete tertiary or equivalent (i.e. higher and vocational) education;
poudarja, da so instrumenti usmerjanja pomembni za mlade ljudi, saj jim pomagajo pri izobraževalnih in poklicnih izbirah od osnovnošolske do visokošolske ravni izobraževanja in usposabljanja, zaradi katerih bo njihov prehod v dejavno poklicno življenje lažji; meni, da je treba okrepiti usposobljenost domačega in socialnega okolja mladih ter šole za poklicno usmerjanje in iskanje zaposlitve; meni, da je v ta namen v številnih primerih potrebna tudi individualna usmerjena podpora v obliki spremljanja pri odločanju za poklic in vstop na trg dela;
Stresses the importance of guidance instruments for young people to help them in their educational and professional choices, from primary school to higher levels of education and training, in order to better prepare them for a smooth transition to active life; takes the view that measures must be taken to strengthen the role of the family and social environment of young people and of their schools in guiding them in their career choices and towards finding an occupation; points out that in many cases individually tailored support, in the form of advice for young people choosing a career and starting work, is required in order to achieve that objective;