natgillin/translations-raw huggingface dataset:
poziva k boljšemu spremljanju prihodnjega povpraševanja po znanjih in spretnostih v Evropi po strokovnih področjih in stopnji izobrazbe ter k takojšnjemu prenosu ugotovitev v politike držav članic na področju izobraževanja in vseživljenjskega učenja ter druge ustrezne politike držav članic; poudarja, da je treba povečati privlačnost delovnih mest in poklicev za mlade delavce, in da je treba zlasti mlade ljudi stalno obveščati o gibanjih na trgu dela, da se bodo lahko osredotočili na razvoj znanj in spretnosti, ki jih trg dela dejansko potrebuje; meni, da bi bilo „zavezništvo za znanje“, ki povezuje podjetja, socialne partnerje in izobraževalne ustanove, koristen instrument za odpravljanje razkoraka na področju inovacij, znanj in spretnosti, saj bi bistveno prispevalo k uveljavljanju gospodarskih in družbenih interesov, zlasti glede na ključni izziv, ki je doseganje polne zaposlenosti, izkoreninjenje revščine, socialna vključenost in zagotavljanje trajne gospodarske rasti svetovnega gospodarstva;
Calls for better monitoring in each professional sector and, according to qualification level, of the upcoming skill demand in Europe and for an immediate transposition of the findings into education, lifelong learning and other relevant policies of the Member States; emphasises the importance of boosting the attractiveness of jobs and careers to young workers and that young people in particular must be kept informed at all times about labour market trends so that they can concentrate on developing skills which are actually needed; considers that a ‘knowledge alliance’ that brings together businesses, social partners and education institutions would be a useful instrument in addressing innovation and skills gaps, contributing significantly to promoting the interests of the economy and society as a whole, especially considering the critical challenge of attaining full employment, poverty eradication, social inclusion and sustained economic growth in the global economy;
poudarja, kako pomembno je zgodnje prepoznavanje potreb po znanjih in spretnostih, pri čemer predlaga vsaj 10-letno obdobje, ter poziva države članice in, kadar je to utemeljeno, tudi regije, naj ustanovijo center za spremljanje zaposlovanja, ki bo osredotočen na prihodnje potrebe; poleg tega poudarja, da je pomembno razvijati zanesljivejše sisteme za predvidevanje potrebnih znanj in spretnosti ter primanjkljajev v EU in državah članicah, pa tudi nadalje vlagati v nadgrajevanje znanj in spretnosti ter boljše usklajevanje kvalifikacij z delovnimi mesti; ponovno poudarja, da je treba javnosti zagotoviti dostop do kakovostnih informacij, ter poziva k izmenjavi izkušenj in najboljše prakse v zvezi s tem; poudarja, da morajo zato ponudniki izobraževanja in usposabljanja, tudi univerze in raziskovalnimi centri, tesneje in učinkoviteje sodelovati z javnimi službami za zaposlovanje, socialnimi partnerji, podjetji in delodajalci;
Stresses the importance of early identification of skill needs, suggesting at least a 10-year time horizon, and calls on the Member States and, where warranted, the regions to set up employment monitoring centres focusing on future needs; stresses furthermore the importance of developing more reliable systems for the anticipation of future skill needs and skill shortages in the EU and Member States, as well as the importance of continued investment in skills upgrading and better matching of qualifications to jobs; reiterates the need to ensure that the public have access to qualitative information and calls for exchange of experience and best practice in that regard; to accomplish this, emphasises the need for stronger, more effective cooperation between education and training providers, including universities and research centres on the one hand, and public employment services, the social partners and enterprises and employers on the other hand;
poudarja, da je treba izboljšati profil in privlačnost poklicev ter delovnih mest, kjer je na trgu dela premalo delavcev;
Emphasises the need to raise the profile and attractiveness of professions and jobs for which there is a workforce deficit on the labour market;
poziva Komisijo, naj poveča prepoznavnost in finančno podporo programa Leonardo da Vinci, ki ljudem omogoča pridobivanje novih znanj, spretnosti in kvalifikacij ter ki naredi poklicno usposabljanje bolj privlačno za vse; poudarja tudi, da je usposabljanje na delovnem mestu posebej pomembno, in poziva k podpori nacionalnih shem, ki spodbujajo tovrstne priložnosti za poklicni razvoj;
Calls on the Commission to give more visibility and financial support to the Leonardo da Vinci programme, which enables people to acquire new skills, knowledge and qualifications, and which makes vocational education more attractive to everyone; points out, furthermore, that on-the-job training is particularly important, and calls for support for national schemes that promote these kinds of career development opportunities;
ugotavlja, da je raven izvajanja podprograma Erasmusa blizu 100 %; opozarja na dobro dokumentirane dokaze, da Erasmus bistveno olajša študij v tujini in študentom zagotavlja širši obseg znanj in spretnosti ter da to posledično močno izboljša zaposlitvene možnosti za študente, ki sodelujejo v programu Erasmus, in s tem pomembno prispeva h konkurenčnosti Evrope;
Notes that the Erasmus sub-programme has an implementation rate of close to 100%; recalls the well-documented evidence that Erasmus considerably facilitates study abroad and provides students with a wider range of skills, and that this, in turn, significantly improves subsequent employment prospects for those students participating in Erasmus and thereby contributes substantially to Europe's competitiveness;
poudarja pomembnost visokokakovostnega javnega izobraževalnega sistema, ki zagotavlja prost in enak dostop za vse;
Emphasises the importance of a high-quality State education system which guarantees everyone free, equal access;
meni, da je bistvenega pomena ustvariti okolje za tesno sodelovanje med raziskovalnimi inštituti in industrijo ter spodbujati in podpirati industrijska podjetja, da vlagajo v raziskave in razvoj; poudarja, da imajo visokošolske ustanove in ustanove za usposabljanje bistveno vlogo v regionalnih gospodarstvih držav članic ter da so edinstvena mesta, kjer se lahko inovacije, izobraževanje in raziskave združijo in omogočijo ustvarjanje delovnih mest, razvoj podjetniških ter drugih znanj in spretnosti in več zaposlitvenih možnosti; v zvezi s tem priznava vlogo pobude za dialog med univerzami in podjetji; poziva lokalne in regionalne organe, naj spodbujajo sistem za okoljsko ravnanje in presojanje (EMAS), ter vse gospodarske sektorje, naj si prizadevajo, da bi pridobili registracijo EMAS;
Believes that is vital to create an environment for close cooperation between research institutes and industry and to encourage and support industrial companies in investing in research and development; recalls that higher education institutes and training bodies play a key role in the regional economies of Member States and that they are unique places where innovation, education and research come together and can lead to job creation, development of entrepreneurial and other skills and to more employment opportunities; recognises the role of the University-Business Dialogue initiative in this context; calls on local and regional authorities to promote the European Eco-Management & Audit Scheme (EMAS) and to encourage all economic sectors to strive to achieve EMAS registration;
poziva Komisijo, naj v okviru programa za nova znanja in spretnosti ter delovna mesta nadalje spodbuja ustanovitev sektorskih svetov za zaposlovanje ter znanje in spretnosti na evropski ravni, ki bi morali postati platforma za zbiranje in izmenjavo podatkov, ki so na voljo v državah članicah in regijah, na podlagi katerih bi uskladili prizadevanja vseh zadevnih strani, hkrati pa bi ti sveti podpirali dejavnosti socialnega dialoga;
Calls on the Commission to promote further the establishment of European Sector Councils for Employment and Skills within the context of the ‘Agenda for New Skills and Jobs’, which should be upheld as a platform for collection and exchange of information held by Member States and regions in order to help coordinate the efforts of all parties concerned, as well as as a tool to support social dialogue activities;
meni, da je bistvenega pomena znatno povečati naložbe v izobraževanje, raziskave in inovacije, ter zato ocenjuje, da je treba za spodbujanje držav članic v tej smeri, ko se ocenjuje njihov srednjeročni proračunski cilj, še posebej dobro pretehtati državne izdatke za izobraževanje, raziskave in strokovno usposabljanje;
Considers it essential to substantially boost investment in education, research and innovation, and accordingly takes the view that, in order to encourage Member States to move in this direction, special consideration should be given to public spending on education, research and innovation when Member States' medium-term budget objectives are assessed;
ugotavlja, da je treba ustrezno podpreti instrumente, kot so raziskave o profilih in poklicih, potrebnih v različnih sektorjih, ki so izvedene na osnovi socialnega partnerstva;
Notes that instruments such as surveys of the job profiles and occupations required in different sectors – conducted on the basis of social partnership – must therefore receive adequate support;
poziva evropske odbore za socialni dialog, naj prispevajo k boljšemu ujemanju med obstoječimi oblikami usposabljanja ter sedanjim in prihodnjim povpraševanjem, in sicer s časovnim načrtom z jasnimi cilji in kazalniki, ki bodo omogočali spremljanje napredka;
Calls on the European Social Dialogue Committees to assist in better matching existing training to present and future demand through a road map setting out clear objectives and indicators for monitoring progress;
poudarja, da je treba delodajalce vključiti v upravljanje izobraževalnih ustanov, v oblikovanje učnih programov, učnih metod in vajeništva, v ocenjevanje in v razvoj kvalifikacij; poudarja, kako pomembne so spodbude za delodajalce, ki nudijo usposabljanje za nizko- ali nekvalificirane osebe, saj s tem nastajajo priložnosti za pridobivanje praktičnih izkušenj neposredno na delovnem mestu;
Stresses the need to involve employers in the management of education institutions and in the development of courses, teaching methods, apprenticeships, assessment and qualification; underlines the importance of incentives for employers who offer training for low-skilled or unskilled people and, consequently, of opportunities to acquire practical experience directly in the workplace;
obžaluje, da še vedno preveč ljudi v EU prezgodaj opusti šolanje; opozarja, da bi znižanje deleža osipnikov za samo eno odstotno točko na trg dela lahko pripeljalo 500.000 potencialnih delavcev; zato poziva države članice k izvajanju učinkovitejših politik za preprečevanje zgodnje opustitve šolanja, temelječih na visokokakovostnem sodobnem izobraževanju in poklicnem usposabljanju, k odpravi ovir za nadaljevanje šolanja, k zagotavljanju alternativnih oblik izobraževanja in usposabljanja in možnosti prekvalificiranja za učence z učnimi težavami ali invalide ter k razvoju učinkovitih povezav med začetnim usposabljanjem in poslovnim svetom; poudarja, kako pomembno je zgodnje izobraževanje ne le za razvoj prihodnjih funkcionalnih znanj in spretnosti ljudi, temveč tudi njihovih sposobnosti za učenje, specializacijo in nadaljnji razvoj, ter poziva k oblikovanju skladnega in celovitega dolgoročnega pristopa k predšolski vzgoji in otroškemu varstvu v skladu s sporočilom Komisije na to temo;
Regrets that the number of early school-leavers still remains too high in the EU; points out that a reduction of only 1 % in the number of early school-leavers could bring some 500 000 potential workers onto the labour market; calls therefore on the Member States to implement more effective policies, based on high-quality, modern education and vocational training, to prevent early school leaving and remove barriers to remaining in education, to offer learning and training alternatives and retraining possibilities to students with learning difficulties or disabilities and to develop effective links between initial training and the world of business; underlines the importance of early education for developing not only the future functional skills of people, but also their capacity to learn, to specialise and to develop further, and calls for the development of a coherent, holistic, long term approach to early childhood education and care as proposed in the relevant Commission Communication;
obžaluje, da veliko za delo sposobnih invalidov ni vključenih na trg dela, in poziva države članice, naj izvajajo politike, ki ponujajo alternative na področju izobraževanja, usposabljanja in zaposlovanja invalidov;
Finds it regrettable that many people with disabilities who are capable of working are not integrated into the labour market, and calls on the Member States to implement policies that offer alternatives with regard to education, training and employment for people with disabilities;
poziva države članice, naj podpirajo javno financirane in ustrezno regulirane ustanove za začetno izobraževanje, ki vključujejo predšolsko, osnovnošolsko in srednješolsko izobraževanje, poklicno usposabljanje in visokošolsko izobraževanje, pri čemer mora biti v njih zaposleno ustrezno kvalificirano in usposobljeno učno in pomožno osebje, ki dela za dobro plačilo in v dobrih pogojih;
Calls on the Member States to support publicly funded and properly regulated institutions of initial education, covering pre-primary, primary and secondary schools, vocational training and tertiary education, with well qualified and well trained teaching and support staff on good pay and conditions;
poudarja pomembnost javnih izobraževalnih sistemov, ki so dostopni vsem in spodbujajo enake možnosti za vse;
Emphasises the importance of public education systems accessible to all and in line with the promotion of equal opportunities for all;
pozdravlja predlog Komisije o spodbujanju evropskih centrov odličnosti v okviru novih akademskih specializacij za delovna mesta prihodnosti in o spodbujanju mobilnosti mladih na tem področju; poudarja, da je pomembno zagotoviti pogoje za rast grozdov inovativnih podjetij, ki lahko bistveno spodbudijo lokalni gospodarski razvoj in omogočijo ustvarjanje novih delovnih mest v regiji; meni, da so ob vse hitrejšem prestrukturiranju gospodarstva za trajnostno rast nujno potrebni usposobljena delovna sila, upravljavska znanja, inovacije, znanost, tehnologija in zelena delovna mesta;
Welcomes the Commission's proposal to promote European centres of excellence within new academic specialisations for tomorrow's jobs and to improve the mobility of young people in this area; underlines the importance of creating the conditions necessary for the growth of clusters of innovative enterprises which can act as a decisive spur to local economic development and can create new jobs in regions; considers that, as the pace of economic restructuring increases, a skilled workforce, managerial expertise, innovation, science, technology and green jobs are all prerequisites for sustainable growth;
spodbuja države članice k vključevanju kompetenc na področju informacijskih in komunikacijskih tehnologij, digitalne pismenosti, podjetništva, ključnih prečnih sposobnosti, kot so sporazumevanje v tujih jezikih in sposobnosti za osebno izpolnitev in razvoj, aktivnega državljanstva, ustvarjalnosti, kulturne ozaveščenosti in medkulturnega razumevanja ter ključnih kompetenc na področju okolja, podnebnih sprememb in trajnostnega razvoja v vse stopnje izobraževalnih sistemov; v zvezi s tem poudarja, da je treba spodbujati in priznavati poklicna in socialna znanja in spretnosti, da bi povečali zaposlitvene priložnosti za ljudi; poudarja, da je zmožnost sporazumevanja v tujih jezikih koristna, ter podpira učenje jezikov in razvoj poučevanja jezikov;
Encourages Member States to integrate ICT competences, digital literacy, entrepreneurship and transversal key competences such as communication in foreign languages and competences for personal fulfilment and development, active citizenship, creativity, cultural awareness and intercultural understanding, as well as key competences relating to environment, climate change and sustainable development, into all levels of educational systems; stresses in this regard the importance of promoting and recognising both ‘hard’ and ‘soft’ skills to improve people's employment opportunities; points to the usefulness of the ability to communicate in foreign languages, and supports language learning and the development of language teaching;
poudarja, da je potrebno izobraževanje, ki bo usmerjeno v inovacije; poudarja, da je treba spodbujati neshematično in abstraktno razmišljanje in tehnično izobraževanje, da bi lahko izpolnili potrebe v prihodnosti;
Underlines the need for education aimed at innovation; stresses that non-schematic and abstract thinking should be promoted, as well as the technical education needed to match the needs of the future;
poudarja, da je treba zagotoviti, da bodo vsi otroci že zelo zgodaj razvili temeljna znanja in spretnosti na področju informacijske tehnologije, zato bi morali te vključiti v osnovnošolski učni program ter vsem Evropejcem omogočiti poceni in preprost dostop do interneta;
Stresses that efforts should be made to ensure that all children develop fundamental IT skills at an early age, that IT should therefore be included in primary school education and that all Europeans should have cheap and easy access to the internet;
glede na napovedi, da bo leta 2015 primanjkovalo od 384 000 do 700 000 strokovnjakov na področju informacijske tehnologije, približno milijon strokovnih delavcev v zdravstvu in še približno milijon raziskovalcev, poziva Komisijo in države članice, naj ukrepajo, da bi zagotovile dovolj usposobljenih človeških virov na teh področjih;
Given that it is estimated that in 2015 there will be a shortfall of IT professionals extending to between 384 000 and 700 000 jobs, while the estimated deficit for the health sector is of some one million professionals and that for researchers another one million, calls on the Commission and the Member States to take measures to ensure the necessary level of skilled human resources in these fields;
ugotavlja, da je internacionalizacija izobraževanja socialnega, kulturnega in gospodarskega pomena, zato poziva Komisijo, naj omogoča mednarodno mobilnost raziskovalcev, študentov in predavateljev v EU in zunaj nje;
Notes that the internationalisation of education is of social, cultural and economic significance, and consequently urges the Commission to facilitate international mobility among researchers, students, scientists and lecturers, both within and outside the EU;
izraža zaskrbljenost, ker visoko usposobljeni posamezniki sprejemajo zaposlitve pod svojimi zmožnostmi ali nekvalificirano delo, kar vodi v „izgubo možganov“ v EU;
Expresses concern that highly qualified individuals are accepting employment beneath their abilities or unskilled jobs, leading to ‘brain waste’ in the EU;
poziva države članice, naj razvijejo programe usposabljanja za učitelje, ki jim bodo zagotovili osnovo, na podlagi katere se bodo lahko bolje prilagajali spremembam na trgu dela ter razvijali ustrezna znanja in spretnosti na vseh ravneh izobraževanja;
Urges the Member States to develop training programmes for teachers that will provide them with a basis on which they can better adapt to changes on the labour market and develop the corresponding skills at all levels of education;
spodbuja države članice, naj se zavzemajo za usposabljanje na delovnem mestu, vključno z dualnim sistemom izobraževanja/usposabljanja, da bi mlade ljudi že v zgodnjih fazah seznanile s trgom dela ter spodbudile kakovosten okvir za pripravništva in vajeništva, ki bi v čim večji meri vodila v stabilno zaposlitev; poleg tega poziva ustrezne zainteresirane strani, naj zagotovijo, da se pripravništva in vajeništva opravljajo pod nadzorom poklicnih mentorjev ter da vodijo v pridobivanje resničnih znanj, spretnosti in izkušenj, ki ustrezajo potrebam na trgu dela, in v zagotavljanje novih delovnih mest; poziva države članice, naj določijo minimalne standarde za pripravništva v zvezi z dohodki in socialnimi pravicami, ter poziva k uvedbi evropskega okvira kakovosti za pripravništva, ki bo opredeljeval dostojne delovne pogoje in pravila, ki bodo preprečevala, da bi pripravništva uporabljali za nadomeščanje redne zaposlitve;
Encourages Member States to promote workplace-based training, including a dual system of education/training, in order to introduce young people to the labour market from the earliest stage, and to promote a quality framework for internships and apprenticeships leading as much as possible to stable employment; furthermore, calls on relevant stakeholders to ensure that traineeships and apprenticeships are carried out under the supervision of professional tutors, that they lead to the acquisition of real skills and experience corresponding to labour market needs and to the provision of new jobs; invites the Member States to lay down minimum standards for traineeships as regards pay and social rights, and calls for the introduction of a European quality framework for traineeships, setting up decent working conditions and rules to prevent trainees from being used to replace regular employment;
poziva Komisijo in države članice, naj okrepijo izmenjavo z dokazi podprtih politik v zvezi s prehodom iz sistema izobraževanja in usposabljanja na trg dela ter učno mobilnostjo, ki prispevajo k razvoju znanj in spretnosti ter zaposljivosti mladih;
Calls on the Commission and Member States to reinforce an evidence-based policy exchange on the transition from education and training to work and on learning mobility, which contribute to the development of the skills and the employability of young people;
poziva Komisijo, naj v prihodnji zakonodajni pobudi o poklicnih kvalifikacijah okrepi vzajemno priznavanje diplom in poklicnih kvalifikacij ter predstavi mehanizem za okrepljeno vzajemno priznavanje usposobljenosti, znanj in spretnosti, vključno z znanji in spretnostmi, pridobljenimi v okviru neformalnega in priložnostnega usposabljanja, in ga razširi tudi na delavce iz tretjih držav; meni, da bi moral ta mehanizem temeljiti na ustreznih evropskih okvirih, kot sta evropsko ogrodje kvalifikacij (EQF) in evropski sistem prenašanja kreditnih točk v poklicnem izobraževanju in usposabljanju (ECVET);
Urges the Commission, in the forthcoming legislative initiative on professional qualifications, to strengthen the mutual recognition of diplomas and professional qualifications and to move towards a mechanism for enhanced mutual recognition of competences and skills, including skills acquired through informal and non-formal training, as well as to extend the mechanisms for recognition to workers from third countries; considers that this mechanism should build on appropriate European frameworks, such as the European Qualifications Framework (EQF) and the European Credit system for Vocational Education and Training (ECVET);
poziva nacionalne statistične urade, naj razvijejo ustrezne kazalnike za merjenje znanj in spretnosti ter kakovosti na različnih ravneh nacionalnega izobraževalnega sistema;
Calls on national statistics services to develop adequate indicators for measuring skills and the quality of the various levels of their education system;
meni, da bi lahko Evropska služba za zunanje delovanje in zlasti delegacije EU v tretjih državah prevzele pomembno vlogo z zagotavljanjem informacij o potrebnih znanjih in spretnostih v Evropi in o razpoložljivih delovnih mestih ter nudile pomoč v postopkih za prihod v Evropo;
Takes the view that the External Action Services (EAS), particularly the EU delegations in third countries, could play an important role by providing information on the skills required in Europe and the jobs available, as well as assisting in the procedures necessary for coming to Europe;