natgillin/translations-raw huggingface dataset:
ob upoštevanju sporočila Komisije „Pobuda Mladi in mobilnost za izkoriščanje potenciala mladih pri doseganju pametne, trajnostne in vključujoče rasti v Evropski uniji“ ( KOM(2010)0477 ),
having regard to the Commission Communication entitled ‘Youth on the Move – An initiative to unleash the potential of young people to achieve smart, sustainable and inclusive growth in the European Union’ ( COM(2010)0477 ),
ob upoštevanju sklepov Sveta z dne 12. maja 2009 o strateškem okviru za evropsko sodelovanje v izobraževanju in usposabljanju („ET 2020“),
having regard to the Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’),
ob upoštevanju sklepov Sveta z dne 11. maja 2009 o oceni sedanjega okvira za evropsko sodelovanje na področju mladine ter o prihodnjih perspektivah prenovljenega okvira (9169/09),
having regard to the Council conclusions of 11 May 2009 on the evaluation of the current framework for European cooperation in the youth field and on future perspectives for the renewed framework (9169/09),
ob upoštevanju sporočila Komisije z dne 26. avgusta 2010 „Evropska digitalna agenda“ ( KOM(2010)0245 ),
having regard to the Commission Communication of 26 August 2010 entitled ‘A Digital Agenda for Europe’ ( COM(2010)0245 ),
ob upoštevanju resolucije Sveta z dne 15. novembra 2007 o novih znanjih in spretnostih za nova delovna mesta UL C 290, 4.12.2007, str.
having regard to the Council Resolution of 15 November 2007 on the new skills for new jobs OJ C 290, 4.12.2007, p.
ob upoštevanju svoje resolucije z dne 18. maja 2010 o ključnih kompetencah za spreminjajoči se svet: izvajanje delovnega programa Izobraževanje in usposabljanje 2010 Sprejeta besedila, P7_TA(2010)0164 .
having regard to its resolution of 18 May 2010 on key competences for a changing world: implementation of the Education and Training 2010 work programme Texts adopted, P7_TA(2010)0164 .
ob upoštevanju svoje resolucije z dne 18. decembra 2008 o vseživljenjskem učenju za znanje, ustvarjalnost in inovacije – izvajanje delovnega programa „Izobraževanje in usposabljanje 2010“ UL C 45 E, 23.2.2010, str.
having regard to its resolution of 18 December 2008 on delivering lifelong learning for knowledge, creativity and innovation – implementation of the ‘Education and Training 2010 work programme OJ C 45 E, 23.2.2010, p.
ob upoštevanju raziskave o profesionalizaciji poklicnega usmerjanja: usposobljenost in kvalificiranost strokovnih delavcev v Evropi, ki jo je marca 2009 izvedel Evropski center za razvoj poklicnega usposabljanja (Cedefop),
having regard to the March 2009 Cedefop study on ‘Professionalising career guidance – Practitioner competences and qualification routes in Europe’,
ob upoštevanju raziskave o spretnostih in znanjih za prihodnost Evrope: predvidevanje potreb po strokovni usposobljenosti, ki jo je Cedefop izvedel maja 2009,
having regard to the May 2009 Cedefop study on ‘Skills for Europe's future: anticipating occupational skill needs’,
ob upoštevanju Sporočila Komisije z dne 3. marca 2010 „Evropa 2020 – Strategija za pametno, trajnostno in vključujočo rast“ ( KOM(2010)2020 ),
having regard to the Commission Communication of 3 March 2010 entitled ‘EUROPE 2020 – A strategy for smart, sustainable and inclusive growth’ ( COM(2010)2020 ),
ob upoštevanju sklepov Sveta z dne 11. maja 2010 o kompetencah za vseživljenjsko učenje in pobudi „nova znanja in spretnosti za nova delovna mesta“,
having regard to the Council conclusions of 11 May 2010 on competences supporting lifelong learning and the ‘new skills for new jobs’ initiative,
ob upoštevanju delovnega dokumenta služb Komisije z dne 31. oktobra 2006 „Evropski sistem prenašanja kreditnih točk v poklicnem izobraževanju in usposabljanju (ECVET) – sistem prenašanja, zbiranja in priznavanja učnih rezultatov v Evropi“ ( SEK(2006)1431 ),
having regard to the Commission staff working document of 31 October 2006 entitled ‘European Credit System for Vocational Education and Training (ECVET) – A system for the transfer, accumulation and recognition of learning outcomes in Europe’ ( SEC(2006)1431 ),
ob upoštevanju izida posvetovanja v Svetu z dne 5. decembra 2008 o sklepih Sveta in predstavnikov vlad držav članic, ki so se sestali v okviru Sveta, o prihodnjih prednostnih nalogah za okrepljeno evropsko sodelovanje na področju poklicnega izobraževanja in usposabljanja (16459/08),
having regard to the outcome of the Council discussions of 5 December 2008 on the conclusions of the Council and the Representatives of the Governments of the Member States, meeting within the Council, on the future priorities for enhanced cooperation in vocational education and training (16459/08),
ob upoštevanju sklepov Sveta z dne 21. novembra 2008 o mobilnosti mladih UL C 320, 16.12.2008, str.
having regard to the Council conclusions of 21 November 2008 on youth mobility OJ C 320, 16.12.2008, p.
ob upoštevanju Priporočila Evropskega parlamenta in Sveta z dne 18. decembra 2006 o ključnih kompetencah za vseživljenjsko učenje UL L 394, 30.12.2006, str.
having regard to the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning OJ L 394, 30.12.2006, p.
ob upoštevanju Sporočila Komisije z dne 21. februarja 2007 „Skladen okvir kazalnikov in meril za spremljanje napredka pri doseganju lizbonskih ciljev v izobraževanju in usposabljanju“ ( KOM(2007)0061 ),
having regard to the Commission Communication of 21 February 2007 entitled ‘A coherent framework of indicators and benchmarks for monitoring progress towards the Lisbon objectives in education and training’ ( COM(2007)0061 ),
ob upoštevanju Sporočila Komisije z dne 8. septembra 2006 „Učinkovitost in pravičnost v evropskih sistemih izobraževanja in usposabljanja“ ( KOM(2006)0481 ),
having regard to the Commission Communication of 8 September 2006 entitled ‘Efficiency and equity in European education and training’ ( COM(2006)0481 ),
ob upoštevanju študije Cedefop o vodenju rizičnih skupin mladih z učenjem do dela (Luxembourg, 2010),
having regard to the research paper entitled ‘Guiding at-risk youth through learning to work’ (Cedefop, Luxembourg, 2010),
ob upoštevanju obvestila Cedefop iz februarja 2010 o delovnih mestih, ki bodo bolj temeljili na znanju in kvalifikacijah („Jobs in Europe to become more knowledge- and skills-intensive“),
having regard to the briefing note entitled ‘Jobs in Europe to become more knowledge- and skills-intensive’ (Cedefop, February 2010),
ob upoštevanju obvestila Cedefop iz junija 2010 o neusklajenosti kvalifikacij v Evropi („Skill mismatch in Europe“),
having regard to the briefing note entitled ‘Skill mismatch in Europe’ (Cedefop, June 2010),
ob upoštevanju objave Cedefop o delu in staranju („Working and ageing“) (Luxembourg, 2010),
having regard to the publication entitled ‘Working and ageing’ (Cedefop, Luxembourg, 2010),
ob upoštevanju členov 165 in 166 Pogodbe o delovanju Evropske unije o izobraževanju, poklicnem usposabljanju, mladini in športu,
having regard to Articles 165 and 166 of the Treaty on the Functioning of the European Union, relating to education, vocational training, youth, and sport,
ob upoštevanju poročila Odbora za zaposlovanje in socialne zadeve ter mnenj Odbora za kulturo in izobraževanje, Odbora za notranji trg in varstvo potrošnikov ter Odbora za pravice žensk in enakost spolov ( A7-0082/2010 ),
having regard to the report of the Committee on Employment and Social Affairs and the opinions of the Committee on Culture and Education, the Committee on the Internal Market and Consumer Protection and the Committee on Women's Rights and Gender Equality ( A7-0082/2011 ),
ker je brezposelnost mladih sedaj 21-odstotna, kar je dvakrat več kot splošna stopnja brezposelnosti na ravni EU in eden največjih izzivov v Evropi, zato je bil zastavljen cilj zmanjšati delež mladih, ki predčasno prekinejo šolanje, na manj kot 10 %, drugi cilj pa je do leta 2020 za 70 % povečati udeležbo žensk na trgu dela; ker je izobraževanje in usposabljanje odločilni dejavnik za uspešno udeležbo na trgu dela in zmožnost za odločanje v življenju, saj je več kot 5,5 milijona mladih Evropejcev brezposelnih, izpostavljenih socialni izključenosti in revščini ter mnogi mladi so prisiljeni sprejeti negotovo zaposlitev z nižjo plačo in nižjim socialnim varstvom, kar vpliva na njihovo zdravje in varnost na delovnem mestu,
whereas the youth unemployment rate is now 21 %, which is twice as high as the general rate of unemployment at EU level and is one of the most pressing challenges in Europe, and is thus one of the goals being pursued to reduce the school drop-out rate below 10 %; whereas another goal is to increase women's participation in the labour market by 70 % by 2020; and whereas education and training are key factors for successful participation in the labour market and the ability to make life decisions, given a situation where more than 5.5 million young Europeans are without work, are at risk of social exclusion and face poverty and a lack of opportunity after leaving school, and many young people are forced to accept precarious jobs, with low salaries and reduced social insurance cover, which affects their health and safety in the workplace,
ker je bilo v Evropski uniji med diplomanti na univerzah 58,9 % žensk, delež doktoric znanosti pa je le 43 % in je ponovno nižji na ravni rednih profesorjev, kjer je žensk zgolj 15 %,
whereas while 58.9 % of the university qualifications awarded in the European Union go to women, the corresponding figure at PhD level is just 43 % and it is lower again at full professor level, and whereas only 15 % of Grade A full professors are women,
ker v Sporočilu Komisije o novi spodbudi za evropsko sodelovanje v poklicnem izobraževanju in usposabljanju v podporo strategiji EU 2020 ( KOM(2010)0296 ) ni bilo upoštevano načelo enakosti med spoloma,
whereas the Commission's Communication entitled ‘A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy’ ( COM(2010)0296 ) failed to take the gender dimension into account,
ker je prehod iz izobraževanja na trg dela in prehajanje med zaposlitvami strukturni izziv za delavce v vsej EU; ker je zato varno prehajanje bistveno pri motiviranju delavcev za usposabljanje zunaj delovnega mesta; ker kakovostno pripravništvo večinoma pozitivno vpliva na dostop mladih do zaposlitve,
whereas the transition from education to work and between jobs is a structural challenge for workers all over the EU; whereas, therefore, transition security is an essential element to motivate workers for training outside the workplace; whereas quality apprenticeships have a largely positive impact on young people's access to employment,
ker ima zgodnja brezposelnost trajne škodljive posledice, med drugim večje tveganje za prihodnjo brezposelnost in manjši zaslužek v vsej delovni dobi;
whereas early unemployment has lasting ill-effects, including a higher risk of future unemployment and lower lifetime earnings,
ker bo zaradi demografskih sprememb in daljše življenjske dobe daljši in bolj raznolik seznam delovnih izkušenj postal nekaj običajnega in bodo na primer vseživljenjsko učenje, izobraževanje, novo digitalno gospodarstvo, prilagajanje novim tehnologijam in izvajanje ciljev strategije EU 2020 zagotavljali zaposlovanje in boljši življenjski standard,
whereas demography and longevity are such that working lives will, as a matter of course, be longer and more varied, and whereas inter alia lifelong learning, education, the new digital economy, the adaptation to new technologies and the implementation of the EU 2020 goals are ways to secure employment and a better standard of living,
ker je poklicno izobraževanje in usposabljanje, ki je prilagojeno individualnim potrebam učencev, izjemno pomembno, saj povečuje zmožnost posameznika za soočanje s pritiski konkurence in njegov življenjski standard, poleg tega pa uresničuje družbenogospodarsko kohezijo in zlasti posebnim skupinam, kot so priseljenci, invalidi ali osipniki in ranljive ženske, omogoča boljše vključevanje v družbo,
whereas vocational education and training tailored to learners' individual needs is of decisive value, increasing the possibility for individuals to deal with competitive pressures, increasing the standard of living, and achieving socio-economic cohesion and better integration, in particular of specific groups such as migrants, people with disabilities, or early school-leavers and vulnerable women,
ker mala podjetja tradicionalno ustvarijo več kot polovico novih delovnih mest v Evropi – ta pa so vzdržna in imajo pomnoževalni učinek,
whereas small businesses have created historically more than 50 % of new jobs in Europe – jobs that are self-sustaining and have a multiplier effect,
ker bi morala biti vloga držav članic in Komisije predvsem pomagati ustvariti okolje, v katerem bodo podjetja lahko uspela, se razvijala in rasla – za to pa potrebujejo manjše davčne obremenitve in predvidljive razmere, tako da bodo lahko načrtovala in vlagala,
whereas the role of the Member States and the Commission should be primarily to help create an environment where enterprises can succeed, develop and grow – to grow they need a reduced tax burden and predictability so they can plan and make investments,
ker bi bila glede na velike razlike med državami članicami v stopnji udeležbe učencev v poklicnem usposabljanju pomembna izmenjava najboljše prakse, zato da bi povečali število in kakovost učencev, ki se v državah članicah odločajo za tehniško usposabljanje, saj so zaenkrat razmere glede številčnosti in kakovosti teh učencev slabe,
whereas, in view of the great differences in the levels of participation of pupils in vocational training in Member States, exchanges of best practices are important in order to increase the number and improve the quality of pupils who opt for technical training in Member States, which fares poorly as far as pupil numbers and quality are concerned,
priznava, da je pomembno posodobiti poklicno izobraževanje in usposabljanje, saj je človeški kapital za uspešnost Evrope odločilnega pomena;
Recognises the importance of modernising vocational education and training, given that human capital is crucial for Europe's success;
priznava pomen začetnega in nadaljnjega poklicnega izobraževanja in usposabljanja ter poudarja, da je odvisno od udeležbe in sodelovanja vseh akterjev pri oblikovanju, pripravi in financiranju strategij s tega področja; poziva države članice, naj izkoristijo pozitivne izkušnje z dualnim sistemom poklicnega izobraževanja in usposabljanja v vzornih državah, v katerih ta sistem pripomogel k dolgoročnejšemu vključevanju mladih delavcev na trg dela in do višje stopnje zaposlenosti med njimi, pa tudi do višjih ravni usposobljenosti, kar povečuje delavčeve zaposlitvene možnosti v kasnejši dobi;
Recognises the importance of both initial and continuing vocational education and training and maintains that their success hinges on the participation and cooperation of all stakeholders in the design, organisation and financing of strategies to this end; calls on the Member States to make use of the positive experience with the dual system within Vocational Educational and Training (VET) in example countries, where the system has led to the longer-term integration of young workers into the labour market and to higher employment rates for young workers, as well as higher levels of competence which then increase employment prospects at a later age;
ponovno poudarja, da bi bilo treba programe poklicnega izobraževanja in usposabljanja razširiti, da bi bili skladni z načeli vseživljenjskega učenja ter začetnega in nadaljnjega usposabljanja;
Recalls that VET programmes should be extended to comply with the principles of life-long learning and initial and continuing training;
poudarja pomen spodbujanja rednega dodatnega usposabljanja kot dela vseživljenjskega učenja;
Stresses the importance of encouraging regular further training courses as part of lifelong learning;
poziva države članice, naj bodo učenci po koncu osnovnega izobraževanja pripravljeni na opravljanje poklica;
Urges the Member States to conclude basic education with a ‘career aptitude’ assessment;
opozarja, da utegnejo mladi Evropejci postati izgubljena generacija, saj v tem času, ko zaradi vse hujše revščine narašča odsotnost iz šole, nimajo praktične podpore pri iskanju službe in nadaljevanju študija;
Warns that young Europeans may become a lost generation in the absence of practical support to find a job and continue their studies, at a time when worsening poverty is leading to a rise in school absenteeism;
pozdravlja ukrepe Komisije za večjo prepustnost, preglednost in primerljivost pri priznavanju v izobraževalnih sistemih in med njimi;
Welcomes the Commission measures aimed at breaking down barriers, increasing transparency, and making for ease of comparison for the purposes of recognition within and between education systems;
poziva države članice, naj zagotovijo, da bo poklicno usposabljanje in vseživljenjsko učenje bolj prilagojeno potrebam na trgu dela ter bo omogočilo vstop vanj in mobilnost znotraj njega; nadalje poudarja, da je potrebno boljše in obsežnejše vzajemno delovanje med izobraževalno sfero, trgom dela ter poklicnim izobraževanjem in usposabljanjem, kar je bistvena povezava med izobraževalno sfero in trgom dela; zato poziva države članice, naj spodbujajo nenehne potrebe posameznikov po kvalifikacijah, razvoju in vseživljenjskem učenju;
Calls on the Member States to ensure that vocational training and life-long-learning are geared more closely to the needs of the labour market and allow for entry into and mobility within it; stresses. moreover. the need for better and greater interaction between the world of education, work, vocational education and training as a vital link between the world of education and that of work; calls, therefore, on the Member States to foster the individual's continuing need for qualifications, development and lifelong learning;
poudarja, da povezava med izobraževanjem in usposabljanjem, zlasti pot od poklicnega izobraževanja k visoki izobrazbi, zahteva več priložnosti za povezavo med poklicnim usposabljanjem in univerzitetno izobrazbo, s posebnim poudarkom na njihovi vključitvi v mehanizme za zagotavljanje informacij o poklicih ter poklicnega usmerjanja in svetovanja; meni tudi, da prehod med usposabljanjem in zaposlitvijo zagotavlja, da udeleženci poklicnega usposabljanja pridobijo znanja in spretnosti v skladu z zahtevami trga dela;
Points out that the link between education and training, particularly the pathway from vocational to higher education, demands that the opportunities for link-ups between vocational training and university education be expanded, with special emphasis on integrating them into mechanisms for the provision of career information, guidance and counselling; also takes the view that switching between training and employment ensures that recipients of vocational training acquire the skills in demand on the labour market;
poudarja, da je treba na lokalni in regionalni ravni spodbujati učinkovito sinergijo ter zanesljive oblike sodelovanja med šolami, agencijami za usposabljanje, raziskovalnimi središči in podjetji, da bi presegli usmerjenost navznoter izobraževalnih sistemov in vrzel med znanjem in spretnostmi ter potrebami trga dela in s tem zagotovili lažjo zaposljivost mladih, predvsem žensk, s posebnim poudarkom na kompetencah, pridobljenih z nadaljnjim poklicnim izobraževanjem;
Emphasises the importance, at local and regional level, of fostering effective synergies and reliable forms of cooperation between schools, training agencies, research centres and firms, in order to overcome the inward-looking nature of education systems and the mismatch between knowledge and skills and the needs of the labour market and to make young people, in particular women, more employable, with specific reference to vocational further education qualifications;
poziva Komisijo in države članice, naj zagotovijo bolj prilagodljivo upravljanje Evropskega socialnega sklada, pri čemer naj upoštevajo spremenljivo naravo trga dela;
Calls on the Commission and the Member States to render the ESF management more flexible bearing in mind the changing nature of the labour market;
pozdravlja, da je način učenja vse bolj usmerjen k rezultatom in da se širše priznavajo priložnostno ali neformalno pridobljena znanja in spretnosti;
Welcomes the greater emphasis on a results-oriented learning approach and the fact that skills acquired informally or non-formally are to be recognised more widely;
poudarja pomembnost začetnega usposabljanja za učitelje, saj se kakovost učiteljev in nosilcev izobraževanja izkaže v kakovosti učnih programov in izobraževanju kot celoti;
Stresses the importance of initial training for teachers, as the quality of teachers and educators is reflected in the quality of teaching programmes and education as whole;
poziva države članice in Komisijo, naj izboljšajo priznavanje priložnostnega in neformalnega učenja; opozarja na primere dobre prakse na tem področju, zlasti s financiranjem iz Evropskega socialnega sklada, kar dokazuje, da priznavanja znanja in spretnosti ne glede na to, kje so pridobljeni, omogoča bolj uspešno vključevanje na trg dela;
Calls on Member States and the Commission to further improve the recognition of informal and non-formal learning; points to best practices in this field, especially with ESF-funding, which prove that the recognition of skills, wherever they are learned, leads to more successful integration into the labour market;
poziva države članice, naj zagotovijo visokokakovostno ponudbo za izobraževanje in usposabljanje, ki bo usmerjena v praktično učenje na delovnem mestu in upoštevala individualne potrebe; obenem meni, da je visokokakovostno poklicno izobraževanje in usposabljanje temelj, ki bo Evropi omogočil, da se uveljavi kot družba znanja in uspešno konkurira na svetovnih trgih;
Calls on the Member States to offer a qualitatively high standard of vocational education, oriented towards work-based learning and the individual needs of the people concerned; believes, at the same time, that high-quality vocational education and training are fundamental to enabling Europe to establish itself as a knowledge society and to compete effectively in the globalised economy;
opozarja, da obstaja tudi notranji trg za ponudbe poklicnega izobraževanja, in poziva države članice, naj zagotovijo več centrov za svetovanje o ponudbah za usposabljanje in o poklicni mobilnosti na svojem ozemlju ter v drugih državah članicah;
Notes that there is also an internal market in professional training, and calls on the Member States to establish more advice centres on training opportunities and professional mobility in their own country and in other Member States;
meni, da bi morale institucije EU za dosledno uresničevanje poglavitne pobude strategije Evropa 2020 „Program za nova znanja in spretnosti in nova delovna mesta“ doseči bolj pragmatičen, celovit in obsežen dogovor, ki ga bodo podprle vse države članice, ki bi se morale osredotočiti na povezovanje področij poklicnega izobraževanja, poklicnih kvalifikacij, vseživljenjskega učenja in pripravništva s trgom dela, da bi zagotovile, da bo vsaka država članica resnično izvajala cilje iz strateškega okvira za evropsko sodelovanje na področju izobraževanja in usposabljanja (ET 2020);
Is of the opinion that, in order to fully realise the EU 2020 flagship initiative ‘An Agenda for new skills and jobs’, the EU Institutions should embark on a more pragmatic, comprehensive and wide-ranging initiative supported by all Member States which should focus on connecting the areas of vocational education, professional qualifications, lifelong learning and apprenticeship to the labour market, so as to ensure that each Member State will truly take ownership of the goals set out in the strategic framework for European cooperation in education and training (ET 2020);
poziva države članice, naj zagotovijo, da bo poklicno izobraževanje in usposabljanje bolj prilagojeno potrebam na trgu dela;
Calls on the Member States to ensure that vocational education and training are geared more closely to the needs of the labour market;