natgillin/translations-raw huggingface dataset:
ker je branje osnovno in nujno potrebno orodje vsakega mladostnika za napredovanje pri vseh šolskih predmetih ter za vključevanje na trg dela, razumevanje in analizo informacij, ustrezno komuniciranje in sodelovanje v kulturnih dejavnostih, zaradi česar je treba uvesti posebne ukrepe za odpravo vrzeli v bralnih veščinah;
whereas reading is a basic tool for all young people, indispensable to making progress in any school subject and to becoming integrated into the world of work, understanding and analysing information, communicating correctly and participating in cultural activities, and whereas specific measures should therefore be taken to remedy deficiencies in reading skills,
ker ima šolski osip hude posledice za socialno kohezijo EU in ne le za gospodarsko rast, temelje evropskega strokovnega znanja in socialno stabilnost, ker ogroža poklicno pot, zdravje in blaginjo mladih, saj je nizka raven izobrazbe tudi ključni razlog za revščino in slabo zdravstveno stanje;
whereas ESL has severe consequences for the EU's social cohesion, and not just for economic growth, the European skills base and social stability, as it damages the career prospects, health and well-being of young people, a low level of education also being a key cause of poverty and negative health outcomes,
ker je šolski osip temeljni dejavnik, ki prispeva k brezposelnosti, revščini in socialni izključenosti;
whereas ESL is a fundamental contributing factor to unemployment, poverty and social exclusion,
Značilnosti šolskega osipa
Characteristics of ESL
poudarja, da so temelji bodoče otrokove izobrazbene poti in blaginje v zgodnjem otroštvu in lahko prispevajo k vzgajanju ideje o vseživljenjskem učenju; znova poudarja poziv iz svoje resolucije o zgodnjem učenju v EU k razvijanju evropskega okvira za predšolsko vzgojo in varstvo od najzgodnejšega otroštva, in sicer zlasti z razvijanjem javnih in brezplačnih jasli in vrtcev;
Emphasises that the foundations for a child's future educational path and well-being are laid in the early years of childhood and can help to instil the idea of lifelong learning, and that early childhood is a time when receptiveness, language learning and the ability to form social contacts – attributes that will be essential in tomorrow's society – should be encouraged so as to facilitate the child's integration into both school and society from an early age, thus combating ESL; reiterates the call contained in its resolution on early years learning in the EU for the development of a European framework for early childhood education and care services from as early an age as possible, particularly through the development of free public crèche and day-care facilities;
ugotavlja, da je šolski osip zlasti prisoten pri otrocih iz revnih in prikrajšanih okolij in pri otrocih iz migrantskih družin ter da je pogosto povezan z revščino in socialno izključenostjo;
Notes that ESL is particularly pronounced among children from poor and disadvantaged backgrounds and children from migrant families and is frequently linked to poverty and social exclusion;
predlaga zagotavljanje jezikovne podpore šolarjem iz migrantskih družin;
Proposes that linguistic support should be provided for students from a migrant background;
v zvezi s tem poudarja, da je treba z ustreznimi ukrepi romskim otrokom in otrokom, ki nimajo dokumentov, omogočili dostop do šolanja;
Stresses, in that connection, that steps must be taken to enable Roma children and children with no identity papers to attend school;
ugotavlja, da 20 % romskih otrok sploh ne obiskuje šole, 30 % pa jih prezgodaj opusti šolanje; poudarja, da je šolski usip sicer pogostejši pri fantih kot pri dekletih, da pa so tradicionalne romske skupnosti poseben primer, saj je zaradi običaja zgodnjih porok šolski usip pogostejši pri dekletih, ki poleg tega šolanje opuščajo pri nižji starosti (pri okoli 12–13 letih) kot fantje (pri okoli 14–15 letih); poudarja, da so pri tradicionalnih romskih skupnostih potrebni dodatni pozitivni ukrepi za zmanjšanje šolskega osipa, ki je posledica škodljivih tradicionalnih običajev;
Notes that among Roma children 20 % are not enrolled in school at all and 30 % are early school leavers; emphasises that although ESL is more common among boys than girls, traditional Roma communities are a special case, in that, owing to the custom of early marriages, ESL is more frequent among young girls and happens at an earlier age (around 12-13 years) than for boys (around 14-15 years); points out that in the case of traditional Roma communities there is a need for additional positive measures to overcome the ESL which results from these harmful traditional practices;
opozarja, da je zaradi neučinkovite politike za usklajevanje poklicnega in zasebnega življenja več šolskega osipa in šolskega neuspeha na splošno ter da je treba okrepiti prizadevanja za izboljšanje takšnih politik;
Notes that ineffective work-life balance policies increase the prevalence of ESL and academic failure in general and that there is a need to step up efforts to improve such policies;
ugotavlja, da obstaja medgeneracijski cikel, to je veliko nagnjenje otrok staršev, ki so zgodaj opustili šolanje, da tudi sami zgodaj opustijo šolanje; poudarja, da ima družinska struktura znaten vpliv na otrokovo zmožnost in motivacijo, da je uspešen v šoli;
Notes the existence of an intergenerational cycle, i.e. the strong tendency for children of early school leavers to become early school leavers themselves; stresses that family structure has a significant influence on children's ability and motivation to succeed at school;
kar zadeva predšolsko vzgojo, ugotavlja, da je vloga družine in tesnih odnosov med otroci in starši v zgodnjem otroštvu bistvena za zagotovitev primerne integracije otrok v šoli;
Notes that, with regard to early childhood care, the role of the family and of close relationships between children and parents during the early years of life are of vital importance for ensuring proper integration at school;
opozarja na vpliv posebnih učnih potreb in z njimi povezanih težav, ki povečajo tveganje opustitve šolanja pri zadevnih otrocih;
Warns of the impact of specific learning difficulties and related problems, which increase the risk of the children affected leaving school;
spodbuja države članice, naj za učence z učnimi težavami zagotovijo izvenšolske dejavnosti, da jim omogočijo razvijanje ključnih znanj, za katere obstaja očitna potreba na trgu dela;
Encourages the Member States to provide extracurricular and out-of-school activities for pupils with learning difficulties, to enable them to develop the key skills clearly needed on the labour market;
opozarja, da ima lahko šolski osip škodljive posledice za dostop do visokokakovostnega vseživljenjskega učenja;
Points out that ESL can have a detrimental effect on access to high-quality lifelong learning;
v zvezi s tem opozarja na raziskave programa PISA v okviru Organizacije za gospodarsko sodelovanje in razvoj (OECD), ki kažejo, da v šolskih sistemih z nižjo stopnjo vertikalnega in horizontalnega razlikovanja šolarji redkeje ponavljajo razred ali so izključeni iz šole; poudarja ugotovitev OECD, da ponavljanje razreda in izključitev iz šole najbolj škodita šolarjem iz socialno šibkejšega okolja;
Draws attention, in this regard, to the OECD's PISA studies, which show that students in educational systems with a lesser degree of vertical and horizontal differentiation are less likely to repeat a year or to be expelled; highlights the OECD's finding that students from socially disadvantaged backgrounds suffer most from having to repeat a school year or from being expelled;
poudarja ugotovitev OECD, da zgodnja razdelitev šolarjev na različne izobraževalne smeri povečuje socialno-ekonomske razlike pri možnostih izobraževanja, ne da bi to vplivalo na izboljšanje povprečnih rezultatov v posameznih izobraževalnih sistemih;
Highlights the OECD's finding that early selection of students for different educational pathways increases socio-economic inequality in terms of educational opportunities without effecting any improvement in average performance in the educational systems in question;
glede na to opozarja na ugotovitev OECD v študiji programa PISA, da menjava šole zaradi slabega šolskega uspeha, vedenjskih težav ali posebnih učnih potreb ter razvrstitev šolarjev glede na njihove sposobnosti pri vseh predmetih negativno vplivata na primerjalne rezultate šolskih sistemov;
Draws attention, in this regard, to the OECD's finding that the comparative performance of school systems in the PISA studies is negatively affected by the practices of moving students from one school to another on account of poor results, behavioural problems or specific learning difficulties and of streaming students in all subjects on the basis of ability;
glede na to opozarja, da so po ugotovitvah OECD socialno-ekonomsko prikrajšani šolarji pogosto dvakratno prikrajšani, saj največkrat obiskujejo šole s slabšimi socialno-ekonomskimi razmerami, kjer poučujejo slabše usposobljeni učitelji;
Points out in this regard that, according to the OECD, socio-economically disadvantaged students are often at a double disadvantage because they attend schools affected by various types of socio-economic disadvantage and in which there are fewer and less well-qualified teachers;
meni, da so enake možnosti in enaka izbira v izobraževanju ter dostop do visokokakovostne izobrazbe za ljudi iz vseh socialnih, etničnih in verskih okolij, ne glede na njihov spol ali posebne potrebe, bistvene za ustvarjanje pravičnejše ter bolj enake in vključujoče družbe, ki je dinamična, inovativna in kohezivna; poudarja vlogo javnih služb na tem področju;
States that equality of opportunities and choice in education, and access to high-quality education for individuals from all social, ethnic and religious backgrounds, regardless of gender or disability, is vital for creating a fairer, more equal and inclusive society that is vibrant, innovative and cohesive; stresses the role played by public services in that regard;
izjavlja, da je šolska izobrazba eden od najboljših načinov, kako vsem zagotoviti enake možnosti za uspeh, ter priložnost za pridobitev znanj in veščin, ki ljudem omogočajo vključevanje v poklicno življenje, s tem pa tudi izhod iz medgeneracijskega cikla; poziva k boljšemu usklajevanju ponudbe izobraževalne podpore, izboljšanju njene dostopnosti ter povečanju obsega zagotavljanja socialnih storitev in pomoči družinam;
States that school education is one of the best ways of giving everyone an equal chance of success and the opportunity to acquire the knowledge and skills which enable them to become integrated into the world of work, thus breaking the inter-generational cycle; calls for the educational support on offer to be better coordinated and made more accessible and for the provision of social services and family support to be extended;
poziva k osebnemu in vključujočemu pristopu k izobrazbi, ki se začne s predšolsko vzgojo in varstvom, kar pomeni ciljno usmerjeno pomoč za posameznike, ki so izpostavljeni tveganju šolskega osipa, kjer je potrebno, zlasti za invalidne otroke in mlade;
Calls for a personalised and inclusive approach to education, beginning with early school education and care, which includes targeted support for individuals at risk of ESL where necessary, particularly for children and young people suffering from a disability;
poziva h krepitvi prizadevanj za zagotovitev, da bo ta osebni pristop koristil zlasti učencem, ki imajo učne težave, na primer zaradi disleksije, dispraksije, diskalkulije, motnje pozornosti ali hiperaktivnosti;
Calls for greater efforts to be made to ensure that this personalised approach specifically benefits those pupils suffering from learning difficulties caused by dyslexia, dyspraxia, dyscalculia, attention deficit or hyperactivity, for example;
ugotavlja, da težave, ki vodijo v šolski usip, izvirajo zunaj šole ter da jih je treba opredeliti in začeti reševati;
Notes that problems leading to ESL often have their roots outside school and that these must be identified and addressed;
predlaga, naj srednje in poklicne šole zagotovijo svetovalno službo, ločeno od učnega osebja, ki dijakom z težavami omogoča zaupen pogovor o tem; poudarja, da mora biti svetovalno osebje ustrezno usposobljeno ter da mora imeti za ta namen na voljo zmogljivosti za tekoče usposabljanje in pridobivanje posebnih znanj;
Suggests that secondary and vocational schools provide counselling staff, separate from teaching staff, so that students with problems can talk them through in confidence; stresses that staff providing counselling must have appropriate training and, with that aim in view, have facilities for ongoing training in specific skills;
spodbuja spopadanje s porajajočimi se težavami v zgodnji fazi učenja ter predlaga, naj se vzpostavijo mehanizem zgodnjega prepoznavanja težav ter postopki spremljanja, da se prepreči poslabšanje težav; poudarja, da je za to nujno treba vzpostaviti večstransko komunikacijo ter tesnejše sodelovanje med šolo, starši in voditelji skupnosti, pa tudi lokalna podporna omrežja, po potrebi ob sodelovanju šolskih mediatorjev;
Encourages an early response to emerging learning difficulties, and suggests that efficient early-warning mechanisms and follow-up procedures be put in place to prevent problems from worsening; points out that, in order to achieve this, multilateral communication and closer cooperation between schools and parents and community leaders are crucial, as are local support networks with the involvement, if necessary, of school mediators;
meni, da bi bilo treba glede na vpliv družine na izobraževalni in socialni razvoj učencev ponuditi svetovalne storitve za starše;
Considers that parental advisory services should be offered, in view of the influence that the family has on the educational and social development of pupils;
poudarja, da je pogost razlog za neuspeh pri otrocih in mladih neprilagojenost šolskih učnih načrtov življenjskim potrebam otrok in njihovim socialno pogojenim interesom; opozarja, da prevelika togost in ukalupljenost izobraževalnega sistema otežujeta prilagajanje dela posameznemu učencu ter preprečujeta povezovanje šolskega učenja z vsakdanjimi potrebami;
Stresses that a frequent reason for failure among children and young people is that school curricula are ill-suited to the needs of children's lives and their socially-conditioned interests; points out that an excessively rigid and uniform education system makes it hard to individualise school work and difficult to link education with everyday needs;
se zavzema za boljše poklicno usmerjanje in visokokakovostne načrte za delovno prakso ter podpira kulturne in izobraževalne obiske in izmenjave, ki jih organizirajo šole, nenazadnje tudi stik s podjetništvom, da se demistificira poklicno življenje, s tem pa šolarjem zagotovi možnost ozaveščenih odločitev pri izbiri poklica; poudarja, da se morajo strokovnjaki za poklicno svetovanje ustrezno in stalno usposabljati, da lahko proaktivno sodelujejo z morebitnimi osipniki;
Advocates better careers guidance and high-quality work-experience schemes, as well as cultural and educational visits and exchanges, organised by schools, including exposure to entrepreneurialism, in order to demystify the world of work, thereby ensuring that students are in a position to make informed career choices; stresses that careers guidance counsellors must receive appropriate and ongoing training so that they can proactively engage with potential early school leavers;
priznava potrebo po jasnih politikah za vključevanje učencev in dijakov s senzorno invalidnostjo v običajne šole ter poziva države članice, naj opustijo politike na podlagi ločenega posebnega izobraževanja;
Recognises the need for clear-cut policies to integrate students with sensory disabilities in ordinary schools, and calls on the Member States to abandon policies based on separate special education;
znova poudarja ključno vlogo prostovoljnega sektorja pri spodbujanju socialnega vključevanja ter poziva države članice, naj kar najširše izkoristijo Evropsko prostovoljno službo kot dejavnik v osebnem, izobraževalnem in poklicnem razvoju;
Reiterates the crucial role played by the voluntary sector in promoting social integration, and calls on Member States to make the widest possible use of the European Voluntary Service as a factor in personal, educational and professional development;
priporoča, naj šole oblikujejo mentorske sheme, da bodo šolarji prišli v stik zlasti z nekdanjimi učenci in dijaki njihove šole, kar bo omogočilo izmenjavo informacij o študijskih in poklicnih možnostih;
Recommends that mentoring schemes be set up in schools to provide pupils with exposure to former pupils in particular in order to exchange views on possible study and career options;
priznava, da lahko ponavljanje razreda oz. letnika stigmatizira šolarje s slabim učnim uspehom ter ne vodi nujno k boljšim rezultatom; poudarja, da je omejevanje ponavljanja v državah članicah, kjer je močno razširjeno, in njegova zamenjava z individualno prožno podporo bolj učinkovit način reševanja šolskega osipa;
Recognises that year repetition can stigmatise low achievers and does not necessarily lead to better results; stresses that limiting year repetition in Member States where it is widely practised and replacing it with individual flexible support is a more effective way to tackle ESL;
poudarja, da lahko imajo informacijske in komunikacijske tehnologije (IKT) v strukturiranih učnih razmerah pozitiven učinek ter lahko spodbudijo motivacijo in učenje; predlaga, naj države članice spodbujajo in izboljšajo dostop šolarjev do IKT vse od začetka šolanja ter naj vzpostavijo programe usposabljanja za učitelje;
Points out that information and communication technologies (ICT) can have positive effects under structured teaching conditions and can encourage motivation and learning; suggests that Member States promote and enhance pupils' access to ITC from their first years at school and set up training programmes for teachers;
ugotavlja, da lahko socialni in finančni pritisk na prikrajšane družine otroke sili k zgodnji opustitvi šolanja in vstopu na trg dela, da bi tako prispevali k družinskim prihodkom; da bi se zoperstavili temu problemu, poziva države članice, naj razmislijo o možnosti uvedbe finančne pomoči za tiste, ki jo potrebujejo, glede na premoženjsko stanje; poziva države članice, naj staršem, ki v prvih letih življenja svojih otrok le-tem namenjajo svojo ljubezen in čas ter s tem družbi zagotavljajo prihodnje koristi, finančno pomagajo in na ta način vlagajo v vse prevečkrat podcenjeni človeški kapital;
Notes that social and financial pressures on disadvantaged families can force students to leave school early in order to enter the labour market and supplement family resources; calls on Member States to consider introducing a system of means-tested financial support for those who need it in order to combat this problem; calls on the Member States to provide financial support for parents who devote time and love to bringing up young children and provide future benefits to society by investing in a human capital whose value is often underestimated;
predlaga, naj se uvedejo tudi drugi prerazporeditveni ukrepi, kot so brezplačni šolski obroki, šolske knjige in osnovna ššportna oprema, da se zmanjša vpliv socialne neenakosti, pri čemer je treba hkrati obvladati nevarnosti stigmatizacije teh učencev;
Suggests that other redistributive measures be introduced, such as the provision of free school meals, school books and essential sports equipment, to reduce the impact of social inequality while also combating the risks of stigmatisation these pupils face;
poudarja, da bi bilo treba invalidnim osebam nuditi dodatno podporo, s katero bi zmanjšali tveganje, da bi ti šolarji prezgodaj opustili šolanje, ter jim zagotovili pridobitev primerne kvalifikacije;
Points out that additional support should be offered to persons with disabilities, in order to reduce the risk of their leaving school early and ensure that they obtain a proper qualification;
poudarja ključni pomen javnega izobraževalnega sistema najvišje kakovosti, v katerem je izobraževanje brezplačno in dostopno vsakomur, odvija pa se v varnem in spodbudnem okolju;
Emphasises the crucial importance of state education systems of the highest quality, where learning is free and accessible to everyone and takes place in a safe and enabling environment;
poziva k posebnim prizadevanjem za preprečevanje ustrahovanja in nasilja v šoli ter za obravnavo takih primerov;
Calls for special efforts to be made to prevent and address bullying and violence at school;
znova poudarja pomen povečevanja števila šolarjev, ki končajo prvi del srednjega izobraževanja, ter s tem doseganja osnovne poklicne usposobljenosti;
Recalls the importance of increasing the number of pupils finishing the first part of secondary education, thereby promoting the achievement of basic competence;
Porazdelitev odgovornosti
Shared responsibility
poudarja, da lahko številni akterji ukrepajo za preprečitev prezgodnje opustitve šolanja; poudarja, da to niso samo starši in vsi nosilci izobraževanja, ampak tudi javni organi, tako na nacionalni kot lokalni ravni, zato poziva k tesnejšemu sodelovanju med njimi ter k sodelovanju z lokalnimi zdravstvenimi in socialnimi službami; ugotavlja, da je lahko skupen pristop učinkovit pri pomoči zadevnim posameznikom, da premagajo številne ovire na poti k izobrazbi in zaposlovanju; v zvezi s tem poudarja pomen štipendij, ki otrokom iz prikrajšanih okolij zagotavljajo enake možnosti, kot jih imajo ostali;
Emphasises that there are many actors who can take steps to prevent children from leaving school prematurely; points out that these include not only parents and all those involved in education, but also public authorities, at both national and local level, and calls for closer cooperation between all these actors, together with local health and social services; notes that a ‘joined-up’ approach can be effective in helping the individuals concerned to overcome multiple barriers to educational achievement and employment; in this connection, stresses the importance of student grants which enable children from disadvantaged backgrounds to enjoy the same opportunities as others;
spodbuja države članice, naj sprejmejo ukrepe za boj proti stereotipom, ki jih imajo ljudje iz najbolj prikrajšanih socialno-kulturnih okolij, zaradi katerih se že v zgodnji fazi šolanja usmerjajo v kratke programe poklicnega usposabljanja, ne glede na otrokove izobraževalne dosežke;
Encourages Member States to take measures to counter the stereotypes held by people from the most disadvantaged socio-cultural backgrounds, which steer them at an early stage towards short vocational training courses, despite their children's educational achievements;
predlaga, naj strategije boja proti šolskemu osipu izhajajo iz analize glavnih vzrokov šolskega osipa, ki naj jih usmerjajo ustrezni organi na lokalni in regionalni ravni, vključujejo pa naj različne skupine učencev, šol, regij in občin;
Suggests that ESL strategies should take as their starting point an analysis, to be led by relevant authorities at local and regional level, of the main reasons behind ESL, encompassing different groups of pupils, schools, regions and municipalities;
poudarja, da je treba okrepiti posebni odnos med starši in otroki, saj je bistvenega pomena za razvoj in prihodnjo stabilnost otrok ter njihov gladek prehod skozi šolanje; poudarja, da spremljanje otroka v njegovi najzgodnejši dobi razvoja družbi prinaša dodano vrednost in omogoča zmanjšanje stroškov, ki nastanejo zaradi mladoletniškega prestopništva, kriminala, depresije in drugih težav, ki izhajajo iz izgube stabilnosti otrok, kar jih pripravi do tega, da pustijo šolo;
Stresses the need to strengthen the special relationship between parents and children, since it is vital to children's development and future stability and their smooth progress through school; stresses that looking after young children represents an added value for society and makes it possible to cut costs related to juvenile delinquency, crime, depression and other problems caused by the loss of stability which leads children to drop out of school;