natgillin/translations-raw huggingface dataset:
opozarja na posebne potrebe na področju univerzitetne diplome, učnih načrtov, dostopa do magistrskih programov in zaposljivosti; pri tem poudarja, da so potrebni specifični ukrepi, kot je priprava učnih načrtov s teorijo in prakso, in učinkovitejše sodelovanje med univerzami, državami članicami ter gospodarskimi in socialnimi akterji, da bi imeli bodoči diplomanti več možnosti, da najdejo stalno in dobro plačano zaposlitev, ki ustreza njihovi stopnji izobrazbe; v tem smislu poziva univerze, naj razvijejo svojo ponudbo usposabljanja v obliki vajeništva in izboljšajo vključevanje prakse v univerzitetne programe;
Draws attention to the particular needs of the Bachelor's degree, its curricula, its access paths to Masters programmes, and its employability; stresses in this respect the need for specific actions, such as the development of theory/practice curricula, and for more effective cooperation between universities, Member States and economic and social actors in order to enhance the prospects for future graduates of finding a stable, well-paid job corresponding to their level of qualification; calls, therefore, on universities to develop their provision of apprenticeships and to improve the integration of traineeships in university courses;
poudarja, da morajo biti ukrepi za spodbujanje zaposljivosti, kot je vseživljenjsko učenje, in razvoj širšega nabora veščin, primernih za trg dela, najpomembnejše prednostne naloge pri uresničevanju ciljev za trajnostno rast in blaginjo; v tem okviru močno podpira izmenjave univerzitetnih učiteljev in študentov, dialog med univerzami in podjetji, prakse ter potni list znanj in spretnosti;
Emphasises that measures to promote employability, such as lifelong learning, and the development of a broader range of skills suitable for the labour market must be top priorities in order to achieve sustainable growth and prosperity goals; in that connection, strongly supports exchanges of university teachers and students, the university-business dialogue, apprenticeships and the skills passport;
meni, da bo posodobitev direktive o poklicnih kvalifikacijah (2005/36/ES), s katero bodo kvalifikacije, pridobljene v drugi državi članici, priznane po celi EU, pripomogla k poklicni mobilnosti v Evropi in olajšala mobilnost študentov;
Considers that modernisation of the Professional Qualifications Directive (2005/36/EC) will assist professional mobility in Europe and facilitate student mobility by providing assurances that qualifications gained in another Member State will be recognised across the EU;
poziva države članice in institucije Evropske unije, naj podpirajo prehod z „enodisciplinarnega“ metodološkega koncepta znanosti, ki še vedno prevladuje na evropskih univerzah, k „interdisciplinarnemu“ in „meddisciplinarnemu“ konceptu;
Asks the Member States and the EU institutions to support the transition from the ‘mono-disciplinary’ methodological concept of science that still prevails in European universities towards the ‘inter-disciplinary’ and ‘trans-disciplinary’ concepts;
poziva države članice in institucije EU, naj spodbujajo dialog in sodelovanje med univerzami in podjetji kot skupni cilj povezanega evropskega visokošolskega prostora, s čimer bi povečali zaposljivost evropskih univerzitetnih diplomantov;
Calls on the Member States and the EU institutions to promote the university-business dialogue and cooperation as a common goal of the consolidated EHEA in order to increase the employability of European university graduates;
opozarja, da so potrebni posebni ukrepi in učinkovitejše sodelovanje med univerzami in trgom dela, da bi razvili ustreznejše učne načrte, povečali usklajenost izobraževanja in izboljšali zaposljivost z določitvijo podobnih meril za izdajo dovoljenj za opravljanje dejavnosti;
Points to the need for specific actions and for more effective cooperation between universities and the labour market with a view to developing more relevant curricula, bringing greater consistency to education, and enhancing employability by establishing similar criteria for admission to professions;
poudarja, kako pomembno je zagotoviti zadostno število pripravniških mest za študente, s čimer bi še olajšali njihov vstop na trg dela;
Stresses the importance of ensuring the availability of a sufficient number of traineeships for students, so as to further facilitate their joining the job market;
poziva nacionalne vlade in Komisijo, naj razvijejo sistem strukturiranega sodelovanja, da bi zagotovili pridobivanje skupnih diplom v skupinah študijskih smeri, ki bi bile priznane po celotni Evropski uniji, kar je mogoče doseči s povečanjem učinkovitosti in finančne podpore pri programu Erasmus Mundus ter bodočih programih izobraževanja in usposabljanja ter s spodbujanjem vzpostavitve evropskega sistema akreditacije skupnih programov;
Calls on national governments and the Commission to develop a system of structured cooperation in order to deliver joint degrees, within clusters of disciplines, with recognition across the EU by improving the performance of, and financial support for, Erasmus Mundus and the future education and training programme and by promoting the creation of a European accreditation scheme of joint programmes;
pozdravlja predlog Komisije glede programa mobilnosti Erasmus za magistrski študij;
Welcomes the Commission's proposal with reference to an Erasmus Masters Degree Mobility Scheme;
meni, da so akademski doktorski programi, tudi tisti, ki se izvajajo v sodelovanju s podjetji, bistvena povezava med visokim šolstvom in raziskovalno dejavnostjo, in opozarja, da imajo ti programi velik potencial, saj so bistveni sestavni del pri ustvarjanju na znanju temelječih inovacij in gospodarske rasti, ; priznava pomen akademskih doktorskih programov, ki se izvajajo v podjetjih, za vključevanje visoko izobraženih na trg dela; pozdravlja zavezo Komisije, da bo razvila evropski industrijsko usmerjeni doktorski študij v okviru dejavnosti Marie Curie;
Regards academic PhD degrees, including those carried out in collaboration with enterprises, as a key link between higher education and research, and recalls their potential as a key component in the creation of knowledge-based innovation and economic growth; recognises the importance of carrying out PhD degrees in enterprises in terms of integrating individuals with higher degrees into the labour market; welcomes the Commission's commitment to developing a European Industrial PhD Scheme within the Marie Curie actions;
meni, da bi boljše sodelovanje med evropskim visokošolskim prostorom in evropskim raziskovalnim prostorom lahko pripomoglo h krepitvi evropske inovativnosti in razvoja;
Believes that better cooperation between the EHEA and the European Research Area is a potential source for enhancing Europe's innovativeness and development;
opozarja na prispevek sedmega okvirnega programa EU za raziskave, okvirnega programa za konkurenčnost in inovacije ter evropskega raziskovalnega prostora pri spodbujanju mobilnosti znanstvenikov EU in sproščanju potenciala Unije na področju inovacij in konkurenčnosti;
Highlights the contribution of the 7th EU Framework Programme for Research, the Competitiveness and Innovation Framework Programme and the European Research Area to facilitating the mobility of EU researchers and unleashing the innovation and competitiveness potential of the EU;
poziva k oblikovanju učinkovite strategije, ki bo podpirala programe vseživljenjskega učenja v Evropi, in trajnostnih pobud, ki bodo v celoti vključene v institucijo in spodbujale kulturo vseživljenjskega učenja; prav tako poziva k spodbujanju vseživljenjskega učenja v podjetjih, da zaposleni dobijo priložnost za nadaljnje usposabljanje in širjenje svojega znanj in veščin; poziva visokošolske ustanove in univerze, naj zagotovijo več prožnosti pri programih na podlagi učnih rezultatov, priznavanju neformalnega in priložnostnega učenja ter storitvah za podporo učnih poti s spodbujanjem partnerstev med univerzami, podjetji in ustanovami višjega poklicnega usposabljanja, da bi povečali znanstvena, humanistična in tehnična znanja in veščine ter zapolnili vrzel;
Calls for an effective strategy to be set up to support lifelong learning programmes in Europe and for sustainable initiatives that are fully integrated into the institution and promote a lifelong learning culture; calls, likewise, for company-based lifelong learning to be encouraged so that workers have the opportunity to expand their training and skills; calls on higher education institutions and universities to offer more flexibility in programs based on learning outcomes, the recognition of non formal and informal learning, and services to support learning pathways by promoting partnerships among universities, enterprises, and higher vocational training establishments in order to enhance and fill the gap in scientific, humanistic and technical skills;
opozarja, da je treba urediti status študentov predbolonjskih študijskih programov v tistih državah, kjer so ti študenti pri vpisu v magistrske programe v slabšem položaju;
Draws attention to the need to establish the status of pre-Bologna Process students in those countries in which they are disadvantaged in terms of enrolling in Master's programmes;
opozarja, da mora biti evropski sistem zbiranja in prenašanja kreditnih točk (ECTS) preglednejši in mora ponujati natančnejše primerjave med kvalifikacijami in diplomami; spodbuja Komisijo in države članice, naj uporabijo izpopolnjeno orodje ECTS, da olajšajo mobilnost študentov in strokovnih delavcev;
Notes that the European Credit Transfer and Accumulation System (ECTS) must be more transparent and offer more accurate comparisons between qualifications and diplomas; encourages the Commission and Member States to utilise an improved ECTS tool in order to facilitate mobility for students and professionals;
pozdravlja predlog Komisije za znatno povečanje sredstev, namenjenih evropskim programom za izobraževanje in usposabljanje; poziva Komisijo, naj skladno s cilji bolonjskega procesa in načrtom EU za posodobitev pomemben delež teh sredstev nameni za podporo posodabljanju visokega šolstva in univerzitetne infrastrukture; poziva Komisijo, naj poišče rešitve, ki bodo dostop do teh programov omogočale tudi študentom s finančnimi težavami;
Welcomes the Commission's proposal to increase significantly the funds devoted to European education and training programmes; calls on the Commission to devote a significant proportion of these funds to supporting the modernisation of higher education and the modernisation of university infrastructures in accordance with the objectives of the Bologna Process and the EU modernisation agenda; encourages the Commission to find solutions that enable access to these programmes also for students experiencing financial difficulties;
poziva države članice in Evropsko unijo, naj ocenijo, ali bi študijski programi lahko vsebovali obvezno obdobje usposabljanja, ki bi ga študenti morali opraviti na univerzi v državi članici, ki ni njihova matična država;
Calls on the Member States and the EU to determine whether courses of study could include a compulsory training period to be completed at a university in a Member State other than the student's home country;
opozarja na tesno povezavo med bolonjskim procesom in direktivo o poklicnih kvalifikacijah ter poudarja, da mora Komisija usklajevati na način, ki bo v celoti skladen z bolonjskim procesom; trdi, da je mogoče povezavo še okrepiti tako, da se študentom zagotovijo vse ustrezne praktične informacije o priznavanju v tujini pridobljenih diplom ter zaposlitvenih možnostih, ki jih odpira usposabljanje v tujini;
Draws attention to the strong link between the Bologna Process and the Professional Qualifications Directive, and stresses the need for coordination by the Commission in a manner entirely consistent with the Bologna Process; argues that the link can be further strengthened by providing students with all the relevant practical information concerning the recognition of diplomas obtained abroad and the job opportunities which training abroad opens up;
pri pregledu direktive o poklicnih kvalifikacijah in da bi dosegli napredek pri vzpostavitvi dejanskega evropskega visokošolskega prostora, poziva k primerjavi minimalnih nacionalnih zahtev za usposabljanje in k bolj rednim izmenjavam med državami članicami, pristojnimi oblastmi in strokovnimi organi;
Calls, as part of the revision of the Professional Qualifications Directive and in order to make progress towards a real European Higher Education Area, for a comparison of national minimum training requirements and for more regular exchanges between the Member States, competent authorities and professional bodies;
predlaga, naj bo priznavanje kreditnih točk, pridobljenih v okviru programa Erasmus na partnerskih univerzah, obvezno za vse ustanove, sodelujoče v študentskih izmenjavah, ki jih finančno podpira EU, s čimer bi okrepili evropski sistem zbiranja in prenašanja kreditnih točk;
Proposes that the recognition of credits obtained under the Erasmus Programme by partner universities should be a compulsory element for all institutions participating in student exchanges supported by EU funding in order to strengthen the European Credit Transfer and Accumulation System;
opozarja na pomen doslednega izvajanja evropskega sistema zbiranja in prenašanja kreditnih točk; poziva Komisijo, države članice in visokošolske ustanove, naj pripravijo primerjalno tabelo, kjer bi bilo navedeno število kreditnih točk za predmete, s čimer bi povečali doslednost in olajšali mobilnost študentov in strokovnjakov; je seznanjen z ovirami, na katere naletijo študentje pri prenosu kreditnih točk med univerzami, ter meni, da lahko te ovire študente odvrnejo od sodelovanja pri akademskih izmenjavah;
Draws attention to the importance of consistent implementation of the ECTS system; calls on the Commission, Member States and higher education institutions to develop a comparative table that would indicate the number of ECTS credits awarded for courses, in order to enhance consistency and facilitate student and professional mobility; notes the barriers that students face when transferring credits between universities, and believes that these obstacles can discourage students from participating in academic exchanges;
poziva k pripravi učinkovite strategije za popolno uskladitev akademskih nazivov po celotni Evropski uniji z možnostjo priznavanja za nazaj (vključno s starejšimi akademskimi nazivi) od vzpostavitve bolonjskega procesa dalje;
Calls for development of an effective strategy for the full harmonisation of academic titles throughout the European Union with possible reverse recognition (including older academic titles) since the establishment of the Bologna Process;
poziva države članice EU, naj sprejmejo dokončno in jasno odločitev o popolnem medsebojnem priznavanju kvalifikacij in diplom ali pripravijo časovni načrt, kdaj bo to odločitev končno mogoče sprejeti;
Calls on the EU Member States to adopt a final and clear decision on the full mutual recognition of qualifications and diplomas or to establish a roadmap for when this decision will finally be possible;
poziva k bolj sistematični organizaciji in okrepitvi sodelovanja med univerzami, da se poveča vpliv na ustanove in sisteme visokošolskega izobraževanja v korist študentov in osebja;
Calls for cooperation among universities to be organised more systematically and strengthened so as to increase the impact on higher education institutions and systems for the benefit of students and staff;
predlaga, naj univerze v državah podpisnicah priznavajo praktična pripravništva, opravljena kot del programov mobilnosti, ki jih podpira Evropska komisija;
Proposes that universities in the signatory states recognise practical traineeships completed as part of the mobility programmes supported by the European Commission;
poziva k boljšemu povezovanju, usklajevanju in komunikaciji med univerzami v Evropski uniji, s čimer bi pospešili priznavanje novih diplom, olajšali prenos kreditnih točk, izboljšali poznavanje in razumevanje različnih sistemov izobraževanja in usposabljanja ter študentom omogočili boljše razumevanje raznolikosti evropskih programov;
Calls for improved networking, coordination and communication between EU universities in order to speed up the recognition of new diplomas, to facilitate the transfer of credits, to improve knowledge and understanding of different systems of education and training and enable students to better understand the diversity of European programmes;
poziva Evropsko komisijo, naj v novem programu za izobraževanje in usposabljanje tudi s finančnimi spodbudami spodbuja sodelovanje na področju mednacionalnih učnih načrtov, skupnih diplom in vzajemnega priznavanja; se zavzema za povečanje števila partnerstev ERASMUS za praktično usposabljanje;
Invites the European Commission, within the new education and training programme, to encourage cooperation, including through financial incentives, on transnational curricula, joint degrees and mutual recognition; advocates increasing the number of ERASMUS placement partnerships in practice;
opozarja na obstoj številnih ustanov, ki se ukvarjajo z evropskim visokošolskim izobraževanjem in raziskavami; poziva Evropsko unijo, naj spodbuja načine za njihovo usklajevanje pod skupnim okriljem;
Draws attention to the existence of numerous institutions dealing with European higher education and research; calls on the European Union to promote ways to co-ordinate them under the same umbrella;
meni, da je treba oblikovati pobude, ki bodo študentom med študijem olajšale prenos dokumentacije z ene univerze na drugo;
Believes that initiatives should be put in place to help students transfer records from one university to another during their degrees;
poziva države članice in Evropsko unijo, naj zagotovijo posodobljene in primerljive podatke, med drugim o deležu zastopanosti ranljivih skupin, na podlagi katerih bo mogoče spremljati vzpostavljanje evropskega visokošolskega prostora, v ta namen pa naj odpravijo ovire in rešijo težave, povezane z izvajanjem procesa, in ne kaznujejo ustanov, ki še niso začele izvajati predvidenih reform; meni, da bi vsako leto vse države in univerze morale objaviti te podatke, da bi bilo lažje ugotoviti, kje je potrebnega več napredka;
Calls on the Member States and the EU to provide updated and comparable data – inter alia on the proportionate representation of vulnerable groups – on the basis of which to monitor the implementation of the EHEA and, to that end, to remove the obstacles and resolve the problems associated with the implementation of the process, and not to penalise those institutions which have not yet implemented the planned reforms; believes that these data should be published every year on a country-by-country and university-by-university basis, making it easier to understand where progress is required;
poziva univerze, naj uskladijo svoje akademske standarde z oblikovanjem partnerstev za izmenjavo dobrih praks;
Encourages universities to harmonise their academic standards by forming partnerships for the exchange of good practices;
poziva Komisijo in države članice, naj okrepijo programe sodelovanja in raziskav ter razvijejo nove, ki temeljijo na skupnih interesih z univerzami iz tretjih držav, zlasti tistimi na območjih spopadov, da se študentom iz teh držav omogoči dostop do visokošolskega izobraževanja in usposabljanja brez kakršne koli diskriminacije;
Calls on the Commission and the Member States to strengthen cooperation and research programmes, and to develop new ones, based on mutual interests with third-country universities, particularly those in conflict zones, in order to allow access to higher education and training for students from these countries, without any discrimination;
meni, da je evropski visokošolski prostor, oblikovan z bolonjskim procesom, napreden; zato poziva, naj se evro-sredozemski visokošolski prostor vključi v obstoječo strukturo, ter k napredku pri vzpostavitvi učinkovitega visokošolskega prostora za države, vključene v sodelovanje vzhodnega partnerstva, ter druge meddržavna območja v Evropski uniji; poziva Evropsko komisijo, naj odpravi ovire za prost pretok študentov in profesorjev, podpre povezovanje evro-sredozemskih univerz, tudi evro-sredozemske univerze EMUNI, ter nadaljuje dobre prakse programov Tempus in Erasmus Mundus;
Considers the European Higher Education Area (EHEA) created by the Bologna Process to be progressive; calls therefore for a Euro-Mediterranean Higher Education Area to be incorporated into this existing structure and for progress towards the establishment of an effective Higher Education Area for the countries involved in Eastern Partnership cooperation as well as in other inter-state areas inside the EU; calls on the Commission to remove obstacles to the movement of students and teachers, to support the networking of Euro-Mediterranean universities, including EMUNI, and to continue the good practices of the Tempus and Erasmus Mundus programmes;
opozarja, da je treba o bolonjskem procesu in evropskem visokošolskem prostoru posredovati boljše informacije s pomočjo celovite in učinkovite evropske komunikacijske politike, katere namen je povečati privlačnost univerz v Evropi in zunaj nje;
Points to the need to provide better information about the Bologna Process and the European Higher Education Area (EHEA) by means of a comprehensive, effective and European-wide communication policy aimed at making universities more attractive within and outside Europe;
poziva Evropsko komisijo in države članice, naj zagotovijo prenosljivost posojil in štipendij, zlasti štipendij, dodeljenih na osnovi dosežkov in potreb, med vsemi evropskimi državami, da bodo možnosti za mobilnost enako dostopne;
Calls on the European Commission and the Member States to guarantee the transferability of loans and grants, in particular merit and needs-based scholarships, between all European countries, in order to ensure equal access to mobility opportunities;
spodbuja oblikovanje enotnih univerzitetnih blagovnih znamk na regionalni ravni, da se v skladu s cilji bolonjskega procesa poveča ugled teh univerz na mednarodni ravni;
Promotes the creation of unified university brands at regional level in order to strengthen university prestige at international level in accordance with the aims of the Bologna Process;
poziva institucije EU, naj vzpostavijo mehanizme za podporo državam članicam in visokošolskim ustanovam pri uresničevanju bolonjskih ciljev, kar je mogoče storiti z rednim poročanjem in ciljno uporabo programov EU, tudi programov s sodelovanjem z državami nečlanicami EU v evropskem visokošolskem prostoru;
Calls on the EU institutions to set in place mechanisms to support Member States and higher education institutions in implementing Bologna goals, which could be done by regular reporting and by a targeted use of EU programmes, including those involving cooperation with the non-EU countries in the EHEA;
poziva Evropsko unijo, naj podpre uresničevanje svojih bolonjskih zavez pri svojem političnem sodelovanju z ustreznimi državami nečlanicami EU; poziva Komisijo in Evropski parlament, naj prevzameta vodilno vlogo v teh prizadevanjih;
Asks the EU to support the implementation of its Bologna commitments in its policy cooperation with relevant non-EU countries; calls on the Commission and on the European Parliament to play a strong role in leading these efforts;