natgillin/translations-raw huggingface dataset:
poudarja, da morajo biti mladi, vključno s tistimi, ki prezgodaj opustijo šolanje, vključeni v razprave o oblikovanju in izvajanju politik in programov za preprečevanje šolskega osipa; ugotavlja, da lahko dejavna udeležba, na primer prek svetov učencev in dijakov, šolarje motivira, saj krepi njihov občutek vključenosti v razprave, ki zadevajo vprašanje njihovega šolskega uspeha;
Stresses that young people, including early school leavers themselves, must be involved in discussions about the design and implementation of ESL policies and programmes; notes that active participation of students, for example via student councils, can motivate them by enhancing their feeling of being ‘included’ in debates revolving around the issue of their own academic success;
poudarja, da je treba podrobno preučiti učinkovitost sedanjih nacionalnih strategij kot morebitni vir informacij za izmenjavo izkušenj in najboljših praks med državami članicami;
Stresses the need for a detailed examination of the effectiveness of current national strategies as a possible source of information for an exchange of experiences and best practices between Member States;
predlaga, naj države članice poskrbijo, da bodo starši odgovorni za izobraževanje svojih otrok do njihovega 18. rojstnega dne, ter tako podaljšajo obvezno šolanje otrok za dve leti, in sicer s 16. na 18. rojstni dan ali do zaključka srednjega izobraževanja;
Suggests that Member States should make parents responsible for their children's education until the latter reach their 18th birthday, thus extending compulsory school attendance by two years from the child's 16th to his or her 18th birthday or up to the end of secondary education;
priznava, da je opredeljevanje različnih vrst pomoči, ki jo nudijo različni akterji v državah članicah, lahko težavno, vendar ga je treba spodbujati z namenom izmenjave dobrih praks; poudarja, da je potrebna boljša usklajenost med različnimi službami v EU ter med nacionalnimi, regionalnimi in lokalnimi organi v samih državah članicah;
Recognises that mapping the interventions provided in Member States by different actors can be difficult, but should be encouraged with the aim of exchanging good practices; stresses the need for better EU-wide coordination between these various services, as well as better coordination within Member States between national, regional and local authorities;
poziva Komisijo in države članice, naj oblikujejo in razvijajo politike, ki bodo omogočile zgodnje odkrivanje šolarjev, pri katerih je opustitev šolanja najverjetnejša;
Calls on the Commission and the Member States to create and develop policies that would make for early identification of those most likely to be affected by ESL;
ugotavlja, da usmerjena visoko kakovostna vzgoje in varstvo v zgodnjem otroštvu, ki ju zagotavljajo usposobljeni strokovnjaki, zmanjšuje šolski osip;
Notes that the targeted provision of high-quality early childhood education and care by highly trained professionals leads to a reduction in ESL;
spodbuja države članice, naj vlagajo v usposabljanje učiteljev in strokovno osebje v ustanovah za predšolsko vzgojo in na šoloobvezni ravni ter naj redno pregledujejo in posodabljajo izobraževalne sisteme in programe stalnega izpopolnjevanja znanja učiteljev; poudarja pomen varstva v šolskem okolju že od zgodnjega otroštva in predlaga, naj v šolah zaposlujejo pomožne učitelje za delo z učenci z učnimi težavami ter za pomoč učiteljem pri njihovem delu, pa tudi pomožno osebje, ki bo spremljalo šolanje invalidnih otrok v običajnem šolskem okolju ali v posebnih izobraževalnih strukturah, prilagojenih njihovi invalidnosti;
Encourages Member States to invest in teacher training and qualified staff for both pre-school and compulsory education, and regularly to review and update educational systems and programmes for the continuous development of teachers' skills; stresses the importance of children entering a school environment from an early age and suggests that teaching assistants be employed in schools to work with struggling pupils and to assist teachers in their work, along with auxiliary staff to help disabled pupils in their schooling in standard educational establishments or in those that cater for their disability;
opozarja, da je dopolnilna učna podpora v šolah za pomoč učencem z učnimi težavami nadvse pomembna, ter poudarja, da je treba učence, ki se čutijo zapuščene in odrinjene iz šolskega in družinskega okolja, spodbujati in jim nuditi oporo; poziva države članice, naj vlagajo v usposabljanje in socialno pomoč za starše, ki se odločijo ostati doma, da bi skrbeli za svoje otroke v prvih letih njihovega življenja;
Stresses the fundamental importance of supplementary remedial teaching in assisting pupils with learning difficulties and of encouragement and support for pupils who feel let down and abandoned by their schools and families; urges the Member States to invest in training and social assistance for parents who decide to stay home and look after young children;
opominja države članice na obvezno predložitev nacionalnih akcijskih načrtov ter poziva Komisijo, naj Parlamentu v enem letu predstavi pregled, oceno in evalvacijo teh akcijskih načrtov;
Reminds Member States of their obligation to submit national action plans, and calls on the Commission to present a survey, assessment and evaluation of these action plans to Parliament within one year;
poudarja, da so pozitivni odnosi med učitelji in šolarji bistveni za vključitev mladih v učni proces; zato poziva države članice, naj vlagajo v ustrezno usposabljanje za učitelje, ki jim bo zagotavljalo potrebno znanje in veščine za pridobivanje in motiviranje učencev;
Emphasises that positive relationships between teachers and students are vital in engaging young people in the process of learning; therefore encourages Member States to invest in appropriate training for teachers to ensure they have the skills to engage with and motivate their students;
poziva ustanove za usposabljanje učiteljev, naj oblikujejo programe za neprekinjen razvoj učiteljskih znanj, tako da bo delo s „tveganimi“ šolarji, pri katerih se kaže visoka stopnja izostajanja in nemotiviranost za učenje, vključeno v pedagoške, psihološke in didaktične dejavnosti, ter naj učiteljem in staršem dajo na voljo več didaktičnih priročnikov;
Calls on teacher training institutions to draw up programmes for the continuous development of teachers' skills, incorporating work with the ‘at risk’ group of pupils, who have a high level of absenteeism and a lack of motivation to learn, into pedagogical, psychological and methodological activities, and to make more methodological manuals available to teachers and parents;
opozarja, da je treba vzroke in simptome učnih težav pri otrocih reševati z izobraževalno interakcijsko terapijo ter ob pomoči izobraževalnih in učnih virov, da bi odpravili neuspeh pri izobraževanju in njegove posledice;
Points to the need to use educational interaction therapy in order to address the causes and symptoms of children's learning difficulties, with the help of educational and teaching resources, the aim being to eliminate educational failure and its consequences;
priznava, da učitelji potrebujejo posebna socialna znanja in čas, prepoznajo in podprejo različne stile učenja, pa tudi svobodo in prostor, da v dogovoru s šolarji sprejmejo različne učne metode;
Recognises that teachers need the social skills and time required to recognise and support different learning styles, as well as the freedom and space to adopt different teaching and learning methods in agreement with students;
ugotavlja, da je treba dijake čimbolj zgodaj seznanjati z vsemi zaposlitvenimi možnostmi, ki jih imajo na voljo, ter predlaga šolam in univerzam, naj sklepajo partnerstva z lokalnimi organi, organizacijami in združenji, da bodo lahko učenci, dijaki in študenti srečevali strokovnjake z različnih področij in tudi izvedeli več o podjetništvu;
Notes that students must be made aware as early as possible of the range of career options open to them and suggests that schools and universities forge partnerships with local authorities, organisations and associations, enabling pupils to meet professionals from different fields and also to learn more about entrepreneurship;
opozarja, da je za mlade pomembno učenje v skupinah in razredih primerne velikosti ter v spodbudnem in vključujočem učnem okolju;
Highlights the importance of appropriate class and group sizes and a stimulating and inclusive learning environment for young people;
poudarja, da imajo tudi pogoste menjave razrednih učiteljev, uporaba šolskega sistema dveh hitrosti in slabo pripravljeni urniki škodljiv učinek na zmožnost učinkovitega učenja šolarjev ter spodbujajo negativen odnos do obveznega šolanja;
Points out, further,that frequent changes in class teachers, the use of a two-shift school system and poor timetabling also have an adverse effect on students' ability to learn effectively and encourage a negative attitude to compulsory schooling;
priznava univerzalno pravico do vseživljenjskega učenja, ki ni samo formalno, ampak tudi neformalno in priložnostno;
Recognises the universal entitlement to lifelong learning, which includes not only formal but also non-formal and informal learning;
poziva države članice in regionalne organe, pristojne za področje izobraževanja, naj priznajo in validirajo neformalno in priložnostno pridobljeno znanje ter tako olajšajo vračanje ljudi v izobraževalni sistem;
Calls on Member States and regional governments with powers in the area of education to recognise and validate knowledge acquired in a non-formal and informal way, thereby facilitating peoples' return to the education system;
priznava koristi športa, kulturnih dejavnosti, prostovoljstva in dejavnega državljanstva pri zagotavljanju prostora za neformalno izobraževanje in vseživljenjsko učenje;
Recognises the benefits of sport, cultural activities, volunteering and active citizenship in providing a forum for non-formal education and lifelong learning;
poudarja, da so za učence pomembni različni načini pridobivanja izobrazbe, ki združujejo splošno izobraževanje in poklicno usposabljanje, ter je prepričan, da učencem največje možnosti za dostop do kakovostne zaposlitve zagotavlja ravno prava kombinacija obeh glede na njihovo starost in usmerjenost; v zvezi s tem opozarja na pomen spodbujanja povezav med izobraževalnim sistemom in poklicnim svetom, pa tudi med sistemi usposabljanja; poudarja tudi pomen možnosti učenja drugega evropskega jezika za pospeševanje mobilnosti mladih ter za spodbujanje mladih, da razvijejo interese in obete zunaj svojega ožjega okolja;
Stresses the importance of varied educational pathways for schoolchildren, combining general and vocational training, and is convinced that it is a judicious blend of the two, based on a pupil's age and strengths, that offers them the best chance of a securing a high-quality job; points out, in this respect, that it is important to promote bridges between the education system and the world of work, as well as between training systems; stresses, further, the importance of opportunities to learn a second European language, in order to facilitate youth on the move and to motivate young people to develop interests and perspectives outside their own narrow environment;
poudarja dodano vrednost pobud in programov za starše, ki jim omogočajo izboljšanje izobrazbe s pristopom vseživljenjskega učenja, saj se s tem krepi tudi poučevanje in učenje z otroki v domačem krogu;
Emphasises the added value of initiatives and programmes intended for parents that enable them to take a lifelong-learning approach to improving their education and so strengthen teaching and learning at home with their children;
poziva k posodabljanju šolskih virov, da bi izkoristili potencialne koristi digitaliziranih metod poučevanja, ter k posvečanju pozornosti kvalifikacijam, kot je znanje jezikov ali digitalna pismenost, ki so nujne za delovna mesta prihodnosti;
Calls for school resources to be updated to exploit the potential benefits of digitised teaching methods and for attention to be paid to qualifications such as language proficiency or digital literacy, which are necessary for the jobs of tomorrow;
poziva države članice, naj upoštevajo zahteve trga dela in sprejmejo ukrepe za izboljšanje statusa poklicnih kvalifikacij, hkrati pa okrepijo sodelovanje med ustanovami za poklicno izobraževanje in podjetji, tako da jih bo družba sprejemala kot ustrezno možnost za učence in dijake različnih nadarjenosti;
Calls on Member States to take account of the requirements of the labour market and to take steps to raise the status of vocational qualifications, while also strengthening cooperation between vocational institutions and businesses, so that the former are seen as a viable option for students of all abilities;
poudarja, da mora biti načelo „učenje za znanje“ temelj vseh šolskih programov; ugotavlja, da so aktivne učne metode bistvenega pomena za to, da se mlade pritegne k učnemu procesu in spodbudi k širjenju svojega znanja, ter za povečanje njihove motivacije in izboljšanje njihovih rezultatov predlaga vključevanje novih tehnoloških aplikacij, kot so tiste, ki jih ponuja internet stvari;
Stresses that the principle of ‘learning to learn’ should be at the heart of all school curricula; notes that active teaching methods are crucial to engaging more young people in the process of learning and encouraging them to expand their knowledge, and recommends the incorporation of new technological applications, such as those offered by the Internet of Things, with a view to increasing motivation and output;
poudarja pomen razvijanja in spodbujanja dejavnosti zunaj izobraževalnega sistema; meni, da lahko dostop za vse do izvenšolskih dejavnosti, bodisi športnih, kulturnih ali zgolj prostočasnih, zmanjša stopnji izostajanja iz pouka in šolskega osipa, hkrati pa je zelo pomemben za otrokov razvoj;
Stresses the importance of developing and supporting activities outside the education system; considers that access for all to extra-curricular activities, be these sports, cultural or simply leisure activities, can reduce rates of truancy and ESL and are very important for the children's development;
poudarja, da bi bilo treba izvenšolske dejavnosti razvijati v šolah, saj to pomaga ustvarjati pozitivno podobo šolskega okolja; priznava, da je zagotavljanje spodbud učencem za obiskovanje šole eden izmed načinov za preprečevanje šolskega osipa;
Emphasises that extra-curricular activities should be developed within schools, as this helps to create a ‘positive’ image of the school environment; acknowledges that giving pupils more incentives to go to school is a way of preventing ESL;
priznava vlogo mladinskih organizacij pri preprečevanju šolskega osipa z zagotavljanjem neformalnega izobraževanja, saj mladi s tem pridobijo pomembna znanja, občutek odgovornosti in večje samospoštovanje;
Recognises the role that youth organisations play in preventing ESL by offering non-formal education, which provides young people with important competences, a sense of responsibility and increased self-esteem;
priznava, da je v vseh državah članicah EU redkost, da vsi šolarji dosežejo zadostno stopnjo bralne in računske pismenosti, kar prispeva k šolskemu osipu; poudarja, da si morajo države članice nujno zastaviti cilje, s pomočjo katerih bodo zagotovile, da bodo ob zaključku osnovne šole vsi učenci sposobni brati, pisati in računati na ravni, primerni za njihovo starost; meni tudi, da morajo države članice poleg tega razviti sheme bralne in računske pismenosti, s pomočjo katerih bodo učencem, ki teh osnovnih veščin niso v zadostni meri usvojili med formalnim izobraževanjem, omogočile, da to čim hitreje nadoknadijo;
Recognises that in all EU Member States adequate levels of literacy and numeracy are rarely reached by all school students, which contributes to ESL; emphasises that Member States should, as a matter of urgency, set targets to ensure that all pupils leave primary school with the ability to read, write and perform arithmetic at an appropriate level for their age; takes the view, moreover, that Member States should also establish literacy and numeracy schemes to allow students who have missed out on these essential skills during their formal education to catch up as quickly as possible;
'Druga priložnost„
Second-chance solutions
poziva države članice, naj poiščejo načine za ponovno vključitev učencev, ki so zgodaj zapustili šolo, v šolski sistem z izvajanjem ustreznih programov, na primer šole za „drugo priložnost“, ki ponujajo prilagojeno učno okolje in mladim pomagajo, da si povrnejo zaupanje vase in v svoje učne sposobnosti;
Calls on Member States to find ways of reintegrating early school leavers into the school system by implementing suitable programmes, such as ‘second-chance’ schools, which provide a suitable learning environment that enables young people to rediscover confidence in themselves and in their capacity to learn;
ugotavlja, da je treba storiti vse potrebno, da bodo te ukrepe za ponovno vključitev izkoristili prav tisti učenci, ki so najbolj potrebni pomoči, in sicer z odkrivanjem in spremljanjem takšnih učencev, ozaveščanjem in merjenjem rezultatov;
Notes that in order to ensure that these reintegration measures reach out to those most in need appropriate arrangements should be made to identify and monitor the pupils concerned, raise awareness and measure outcomes;
poudarja, da najvišjo stopnjo ponovne vključitve dosegajo programi, ki se prilagajajo individualnim potrebam osipnikov; poziva izobraževalne ustanove, naj pri pripravi programov za posameznike spoštujejo njihove potrebe in pravice;
Stresses that the highest reintegration rates are achieved by programmes which address the individual needs of early school leavers; calls on educational institutions to respect the needs and rights of individuals in developing programmes for them;
poudarja, da je treba na lokalni ravni organizirati dejavnosti, s katerimi bi ljudi spodbudili k vrnitvi v šolo in vzpostavili ugodno okolje za tiste, ki so predčasno opustili šolanje in ga nameravajo nadaljevati;
Emphasises the need to organise activities at local level to encourage people to return to school and to promote a positive environment for people who left school early and intend to return;
ugotavlja, da je bilo v državah članicah opravljenih zelo malo evalvacij različnih ukrepov za ponovno vključitev; zato poziva države članice, naj spremljajo in ocenjujejo programe ponovnega vključevanja ter opredelijo cilje za njihovo izboljšanje;
Notes that very few evaluations have been carried out of the various reintegration measures in Member States; calls, therefore, on Member States to monitor and assess their reintegration programmes and to set targets for improvement;
poudarja, da je treba preučiti pojav ponavljanja letnika in njegov vpliv na šolski osip, pri čemer poudarja pomen individualnih programov za posamezne učence;
Stresses the need to analyse the phenomenon of repeating a school year and its impact on ESL rates, highlighting the importance of individual programmes for individual pupils;
poziva države članice, naj ustanovijo več šol za drugo priložnost, izboljšajo vsebino njihovega učnega programa, gradivo in tehnično opremo ter povečajo zmogljivosti razpoložljivih učiteljev, saj se te šole kažejo kot pomembno orodje za ponovno vključevanje oseb, ki so padle skozi sito formalnega izobraževalnega sistema;
Urges Member States to set up more second-chance schools, strengthening the content of their curricula and their material and technical equipment and boosting the capacity of the teaching staff available, given that these schools are emerging as an important tool for the reintegration of individuals who have slipped through the net of the formal educational system;
Izobraževalni sistem in zaposlovanje
Education system and employment
opozarja, da bi zmanjšanje deleža šolskega osipa na največ 10 % in s tem uresničitev glavnega cilja strategije Evropa 2020 vplivalo na zmanjšanje brezposelnosti med mladimi in na stopnjo zaposlenosti, saj je trenutno 52 % osipnikov brezposelnih, po akademskih ocenah pa se bo v prihodnjih letih število delovnih mest za nizko kvalificirane ali nekvalificirane delavce še zmanjšalo; opozarja, da bi lahko že zgolj z zmanjšanjem tega deleža za 1 % pridobili 500.000 potencialnih kvalificiranih delavcev;
Notes that a reduction in ESL to no more than 10 %, meeting the EU 2020 headline target, would have an effect in reducing youth unemployment and in improving the employment rate, since currently 52 % of school leavers are unemployed and, according to academic estimates, the number of jobs available for low-skilled or unskilled labour will decline even further in the coming years; points out that reducing the ESL rate by only 1 % could boost the number of qualified potential employees by 500 000;
meni, da je zgodnja opustitev šolanja za mlade zamujena življenjska priložnost, za Evropsko unijo kot celoto pa izguba družbenega in gospodarskega potenciala; poudarja, da si poleg posledic sedanjih demografskih sprememb evropske države ne morejo privoščiti še velike izgube talentov ter da je treba to problematiko obravnavati z vidika trga dela in stopnje konkurenčnosti v EU, ki bosta dajala prednost imetnikom visoke izobrazbe; opozarja, da bo izboljšanje pridobljene izobrazbe pomagalo obrniti ta trend, saj bo višja raven znanja in spretnosti prispevala k „pametni rasti“, odpravljanje enega najpomembnejših dejavnikov tveganja za brezposelnost in revščino pa bo omogočilo „vključujočo rast“;
Takes the view that ESL translates into missed opportunities for young people and a loss of social and economic potential for the EU as a whole; emphasises the fact that, in addition to the impact of current demographic changes, European countries cannot afford this enormous waste of talent, and stresses that this trend should be seen against the background of a labour market and a level of EU competitiveness that will both tend to favour holders of higher education qualifications; points out that improving educational attainment will thus help to reverse this trend in that higher skill levels will make for ‘smart growth’ and that tackling one of the main risk factors involved in unemployment and poverty will pave the way to ‘inclusive growth’;
opozarja na povezavo med šolskim osipom in brezposelnostjo mladih; ugotavlja, da je bila v letu 2009 več kot polovica osipnikov v EU brezposelnih ter da lahko šolski osip vodi v prekomerno odvisnost od nestalne zaposlitve, prav tako pa lahko poveča problem strukturne brezposelnosti v širši populaciji;
Highlights the link between ESL and youth unemployment; notes that more than half of early school leavers in the EU were unemployed in 2009 and that ESL can lead to an overdependence on precarious jobs, as well as exacerbating the problem of structural unemployment in the broader population;
ugotavlja, da je pri osipnikih manj verjetno, da se bodo dejavno lotili socialnega in gospodarskega podjetništva, to pa ima negativne posledice za gospodarstvo in družbo;
Notes that early school leavers are less likely to be actively involved in social and economic entrepreneurialism, which has negative consequences for the economy and society;
poudarja pomen boja proti šolskemu osipu, nenazadnje zaradi demografskih teženj v EU;
Stresses the importance of combating ESL, not least in view of demographic trends in the EU;