natgillin/translations-raw huggingface dataset:
poudarja, da morajo Evropske šole temeljiti na ustrezni pravni podlagi na področju pristojnosti Evropske unije, ter upa, da se lahko generalni direktorat Komisije za izobraževanje in kulturo, skupaj z odborom Parlamenta za kulturo in izobraževanje, ki je v skladu s Prilogo VII k Poslovniku Evropskega parlamenta pristojen za spodbujanje sistema Evropskih šol, vključi v vse razprave o tej zadevi in tudi v vse razprave o prihodnosti teh šol;
Stresses the need to give the European Schools the foundation of an adequate legal base, within the EU's area of competence, and hopes that the Commission's Directorate General for Education and Culture, together with the Parliament's Committee on Culture and Education – responsible under Annex VII of its Rules of Procedure for the promotion of the system of European schools – can be involved in any discussions on the subject and in any consideration of the future of the Schools;
meni, da je treba Evropske šole prenesti pod okrilje Unije; meni, da bi ustrezno pravno podlago lahko zagotovil člen 165 PDEU, kjer je navedeno: „Unija prispeva k razvoju kakovostnega izobraževanja s spodbujanjem sodelovanja med državami članicami ter po potrebi s podpiranjem in dopolnjevanjem njihovih dejavnosti, pri čemer v celoti upošteva odgovornost držav članic za vsebino poučevanja in organizacijo izobraževalnih sistemov, pa tudi njihovo kulturno in jezikovno raznolikost“ in kjer so poleg tega opredeljeni cilji delovanja Unije, ki ustrezajo ciljem Evropskih šol;
Considers that the European Schools should be brought under the umbrella of the Union; considers that an appropriate legal basis in this regard could be Article 165 TFEU, which reads: ‘The Union should contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and organisation of education systems and their cultural and linguistic diversity’, and further specifies the aims of the Union's action, which correspond to the aims of the European Schools;
poziva svet guvernerjev, naj bolje predvidi potrebe po infrastrukturi ter naj sprejme ukrepe, ki bodo omogočili zadovoljitev povpraševanja po šolanju v Evropskih šolah; poziva države članice in Komisijo, naj spodbujajo razvoj šol vrste II in III;
Urges the Board of Governors to think further ahead about infrastructure requirements and to take measures that will allow real demand for the European Schooling to be met; calls on the Member States and the Commission to encourage the development of Type II and Type III Schools;
spodbuja države članice in regionalne vlade z zakonodajnimi pristojnostmi na področju izobraževanja, naj podprejo koncept Evropskih šol v svojih državah z organiziranjem kampanj za osveščanje o evropskem izobraževanju, s promocijo evropske mature in z ustanavljanjem pilotskih ustanov, kot predvideva cilj odprtja sistema, določen v okviru reforme iz leta 2009, in sicer da bi spodbudili dostop do evropskega načina učenja in evropske mature v različnih državah članicah;
Encourages the Member States and regional governments with legislative powers in education to promote the concept of European Schools on their territory by organising campaigns to increase awareness of European education, promoting the European baccalaureate and creating pilot establishments, as provided for in the 2009 reform, with the aim of opening up the system with a view to promoting access to European studies and the European baccalaureate throughout the Member States;
spodbuja države članice, naj pri razvijanju šolskih programov medsebojno sodelujejo, pri čemer naj črpajo iz izobraževalnih izkušenj Evropskih šol, da bi se nacionalni sistemi in sistem Evropskih šol čim bolj približali; poudarja posebno vlogo učnih načrtov za jezike, zgodovino in zemljepis pri krepitvi skupne evropske identitete; ponovno poziva države članice, naj spodbujajo vključitev posebnih predmetov o ozadju, ciljih in delovanju Evropske unije in njenih institucij, s pomočjo katerih se bodo mladi čutili bolj povezani s procesom evropskega povezovanja, v izobraževanje na maturitetni ali enakovredni ravni;
Invites the Member States to cooperate when developing their national syllabuses, drawing on the educational experience of the European Schools, so as to bring the national systems and the European School system closer together; highlights the particular role of languages, history and geography syllabuses in fostering a common European identity; repeats its request to the Member States to promote the inclusion – in studies at baccalaureate level or equivalent – of a specific subject on the background, goals and functioning of the European Union and its institutions, which will help young people to feel more involved in the process of European integration;
poziva države članice, naj nadaljujejo skupni razmislek o najboljšem načinu za uresničevanje volje po odprtju sistema;
Invites the Member States to pursue collective consideration of how best to realise the aim of opening up the system;
priporoča državam članicam, naj v svojih šolskih sistemih spodbujajo nekatere zamisli iz sistema Evropskih šol, da se od najzgodnejše starosti oblikujejo evropski državljani;
Recommends that the Member States promote within their own educational systems certain concepts borrowed from the European School system, to encourage the emergence of European citizenship from a very young age;
poziva osrednji organ za vpis, naj za vse starše, ki svojim otrokom niso zagotovili mesta na izbrani šoli, ustanovi forum za izmenjave, ki bo omogočal premestitev teh otrok na želeno šolo prek izmenjav z drugimi učenci;
Calls on the Central Enrolment Authority to establish an exchange forum for all parents who have not secured a place for their children in their school of choice, so that they can be transferred to the desired school by means of exchanges with other pupils;
opozarja, da se lahko maturanti Evropskih šol v skladu s členom 5 Konvencije o statutu Evropskih šol vpišejo na vse univerze v Evropski uniji z enakimi pravicami kot državljani zadevne države z enakovrednimi kvalifikacijami, ter poziva države članice, naj nadzorujejo spoštovanje teh določb, da bi bila evropska matura samodejno priznana v vseh državah članicah, s čimer bi se preprečila vsaka vrsta diskriminacije med učenci Evropskih šol in tistimi, ki imajo enakovredne nacionalne kvalifikacije;
Points out that, under Article 5 of the Convention defining the Statute of the European Schools, students who hold the European baccalaureate can apply to any university in the EU, with the same rights as nationals of the country in question who hold equivalent qualifications, and urges the Member States to ensure that the relevant provisions are complied with, so that the European baccalaureate is automatically recognised in all Member States, thereby preventing discrimination of any kind between pupils of European Schools and those in possession of equivalent national qualifications;
poziva države članice, naj zagotovijo, da bodo imele vse njihove univerze in visokošolske ustanove v zvezi s priznavanjem izobrazbe učencev Evropskih šol in učencev nacionalnih šol enake zahteve in da bodo ti učenci za svojo izobrazbo dobili enake kreditne točke ter s tem enake možnosti in priložnosti za vpis v visokošolske programe;
Urges the Member States to ensure that all their universities and higher education institutions apply the same requirements when recognising the education of students from European Schools as for students from national schools and that these students receive the same credits for their education, in order to have equal chances and opportunities when applying for higher education;
spodbuja države članice in regionalne vlade z zakonodajnimi pristojnostmi na področju izobraževanja, naj akreditirajo ustrezen delež svojih javnih šol, da bodo učencem na koncu srednje šole lahko podelile evropska maturitetna spričevala;
Encourages the Member States and regional governments with legislative powers in education to homologate a relevant proportion of their public school system so that it can award students the European baccalaureate diploma when they finish secondary school;
poziva svet guvernerjev k dejavnemu razvoju Evropskih šol po zgledu najboljših šolskih sistemov na svetu, kot jih prikazujejo raziskave PISA, in spodbuja pobratenja med Evropskimi šolami in nacionalnimi šolami, s čimer bi se spodbujale izmenjave učencev in učiteljev ter bi se povečala zavest o sistemu Evropskih šol v državah članicah, podobno kot v okviru programa Comenius;
Encourages the Board of Governors to develop more actively the European Schools by following the examples of the best schooling systems in the world as demonstrated by PISA studies, and encourages twinning between the European School and national schools as a means of promoting student and teacher exchanges and raising awareness of the European Schools system in the Member States, along the lines of the Comenius programme;
ugotavlja, da prihodki ostajajo enaki ali se znižujejo, zlasti zaradi zavrnitve vpisa učencev iz pogodbenih ustanov ali iz družin, ki ne delajo v institucijah Unije, zaradi pomanjkanja mest, in odločno poziva k iskanju novih rešitev ob upoštevanju dodatnih finančnih sredstev s strani mobilnih delavcev iz zasebnega sektorja in drugih mednarodnih institucij;
Notes that revenue is static or falling, particularly in connection with enrolment from contract bodies or families outside the Community institutions, who are now being turned away because of lack of places, and urges that new solutions be sought in the light of the new financial resources available from mobility workers from private-sector and other international institutions;
ugotavlja, da je sicer treba pri upravljanju šol razumno ravnati z denarjem, vendar poudarja, da poskusi za zmanjšanje izdatkov ne smejo ogroziti temeljnih načel, po katerih delujejo Evropske šole, kot je poučevanje v maternem jeziku z učitelji, ki so materni govorci, ne smejo vplivati na temeljne predmete šolskega programa, kot so naravoslovne vede in matematika, ter ne smejo zniževati kakovosti šolanja; poudarja, da je treba v Evropskih šolah zagotoviti enake in enakovredne učne pogoje učencem vseh jezikovnih skupnosti;
Notes the need to rationalise the Schools' management costs, but points out that attempts to curb expenditure must not call into question fundamental principles that form the basis of the European Schools concept, such as mother-tongue teaching by native speakers, must not affect the core curricula, such as science and mathematics, and must not take place at the expense of educational quality; stresses that equal and equivalent teaching conditions for children of all language communities in the European Schools must be guaranteed;
poziva Evropsko unijo, naj določi svoj proračunski prispevek tako, da bo upoštevala ta načela in bo ustrezno poskrbljeno za učence s posebnimi učnimi potrebami ali tiste, ki se soočajo z drugimi učnimi težavami, ki terjajo posebno podporo, in naj predloži natančno razdelan prikaz sredstev, namenjenih učencem s posebnimi učnimi potrebami, da bi se ta sredstva karseda dobro izkoristila; poziva Komisijo, naj, preden odloči o kakršnih koli proračunskih spremembah, v sodelovanju s šolami in združenji staršev/učiteljev pripravi oceno učinka različnih možnosti racionalizacije sistema, pri čemer naj preuči tudi izobraževalne vidike;
Calls on the European Union to define its budget contribution so that these principles are respected, and so that there is adequate provision for students with special educational needs (SEN) or other learning difficulties which require specific support, and to provide a detailed breakdown of the funds allocated for students with SEN in order to ensure optimal use of those funds; invites the Commission, before deciding on any budgetary changes, in cooperation with the Schools and parent/teacher associations, to draw up an impact assessment of the various options for rationalisation of the system, including examining the educational aspects;
meni, da je treba kratkoročno spoštovati obveze Evropske unije, obenem pa upoštevati splošne razmere proračunskih omejitev na ravni Unije in držav članic; ugotavlja, da osnutek proračuna za leto 2012 predvideva 1,7-odstotno povečanje sredstev za Evropske šole, hkrati pa je morala Komisija zaradi proračunskih težav predlagati zamrznitev svojih upravnih odhodkov in 1,3-odstotno povečanje upravnih odhodkov za evropske institucije na splošno; se obvezuje, da bo skrbno preučil odobrena sredstva v zadevnih proračunskih vrsticah, da se zadosti vsem proračunskim potrebam;
Considers that, in the short term, the European Union's commitments should be honoured, while, at the same time, account should be taken of the prevailing climate of budgetary restrictions at both Union and Member State level; notes that the 2012 draft budget provides for a 1.7 % increase in funding for the European Schools, at a time when budgetary difficulties have led the Commission to propose a freeze on its own administrative expenditure and a 1.3 % increase in administrative expenditure for the European institutions generally; undertakes to scrutinise the appropriations on the budget lines in question in order for all budgetary needs to be met;
poudarja, da je Unija nesorazmerno malo vpletena v Evropske šole v primerjavi s tem, koliko sredstev iz svojega proračuna jim nameni;
Emphasises that the Union's involvement in the European Schools is disproportionately little compared to the financial contribution from its budget;
poudarja, da predlagana zmanjšanja proračunov Evropskih šol predstavljajo resno grožnjo za kakovost izobraževanja in pravilno delovanje Evropskih šol, zato nasprotuje vsakršnim zmanjšanjem proračuna;
Points out that the proposed cuts in the budgets of the European Schools constitute a serious threat to the quality of education and the proper functioning of the European Schools, and therefore opposes any budgetary cuts;
meni, da je veliko sistemskih težav posledica neizpolnjevanja obveznosti držav članic; opozarja, da ni pravnih jamstev za izpolnitev obveznosti držav članic iz konvencije;
Considers that many of the systemic problems amount to non-fulfilment of the obligations of the Member States; points to the non-existent legal guarantees of Member States' fulfilment of their obligations under the Convention;
ugotavlja, da se nekatere države čedalje bolj otepajo svojih obveznosti v zvezi z začasno premestitvijo profesorjev s pretvezo, da obstaja velika razlika med odstotkom učencev njihove narodnosti in prispevkom, ki bi ga morale nameniti v šolski proračun;
Notes that some states are increasingly going back on their obligations regarding the secondment of teachers, particularly because of the difference between the percentage of children of their nationality being taught and the contribution that they are being asked to make to the Schools' budget;
poudarja, da mora tudi mehanizem razporejanja stroškov spodbujati pravičnejši sistem plačevanja šolnin, ki se zaračunavajo staršem, ki niso zaposleni v evropskih institucijah ali podjetjih, ki so podpisala pogodbo z Evropskimi šolami;
Points out that the cost-allocation mechanism must also help to encourage a fairer system with regard to payment of the school fees charged to parents who do not work for the European institutions or for companies that have an agreement with the European Schools;
poziva Komisijo, naj predvidi oblikovanje sistema rezervnih seznamov za zapolnitev delovnih mest, ki jih ne morejo zasesti začasno premeščeni profesorji, in tistih mest, ki jih morajo zasesti lokalno najeti predavatelji, da bi tako zagotovili pokritje potreb po učiteljih ter kakovost in kontinuiteto izobraževanja;
Asks the Commission to consider introducing a system of reserve lists for filling those posts that cannot be filled by teachers on secondment and those which need to be filled by locally recruited staff, in order to ensure that needs are met with regard to teacher numbers and that educational quality and continuity are guaranteed;
spodbuja ustanovitev novih jezikovnih oddelkov, takoj ko je doseženo zadostno število učencev, kar bo učencem, ki nimajo svojega jezikovnega oddelka, omogočilo učenje v njihovem maternem jeziku in preprečilo diskriminacijo glede na učence iz drugih jezikovnih oddelkov ter omejilo stroške zaradi posebnega statusa učencev brez lastnega jezikovnega oddelka;
Encourages the creation, once the quota of students is reached, of new language sections so the SWALS can be educated in their mother tongue and there is no discrimination with regard to students from other language sections, with a consequent reduction of the costs associated with the SWALS' particular status;
z zaskrbljenostjo ugotavlja, da je pomanjkanje začasno premeščenega osebja treba nadomestiti z zaposlovanjem lokalnih učiteljev, ki jih bodo plačevale šole; poziva svet guvernerjev, naj poskrbi, da bodo države članice, ki ne prispevajo osebja, plačevale ustrezne nadomestne zneske v šolski proračun;
Notes with concern that the lack of seconded staff must be compensated by local recruitment of staff whose salaries are paid by the Schools; calls on the Board of Governors to ensure that the Member States who do not contribute financially by seconding teachers pay an equivalent financial contribution to the Schools' budget;
meni, da sedanji sistem financiranja nesorazmerno obremenjuje nekatere države članice, ki morajo prispevati osebje in šolsko infrastrukturo, ter od sveta guvernerjev zahteva, naj pregleda sistem financiranja šol in zaposlovanja profesorjev;
Considers that the current funding system places a disproportionate burden as regards secondment and supply of infrastructure on certain Member States, and calls on the Board of Governors to review the way in which the Schools are funded and the recruitment of teachers;
poziva Komisijo, naj sprejme določbe za določitev odstotka za posebni prispevek za Evropske šole;
Calls on the Commission to take steps to define the percentage of the special levy assigned to the European Schools;
poudarja, da je dolgoročno pomembno zagotoviti bolj pregleden finančni prispevek Evropske unije ter narediti več za zagotavljanje odprtosti in raznolikosti šol, poleg tega pa uvesti tudi trajnosten sistem financiranja; glede tega poziva Komisijo, naj pojasni, kako je bila porabljena posebna dajatev; poziva Komisijo, naj Parlamentu predstavi najnovejše stanje pri izvajanju reforme iz leta 2009 ter finančne potrebe v prihodnjih letih, zlasti glede stavbne politike;
Emphasises the long-term importance of making the European Union's financial contribution more transparent and doing more to guarantee openness and diversity in the schools, while also introducing a sustainable financing system; calls on the Commission, in this context, to specify for which purposes the special levy has been used; asks the Commission to submit to it an update on implementation of the 2009 reform and on the financing requirements for the coming years, especially in respect of the buildings policy;
želi, da se v skladu s členom 4 Konvencije o statutu Evropskih šol, ki spodbuja zbliževanje učencev različnih jezikovnih oddelkov in pospeševanje medsebojnega razumevanja s poučevanjem nekaterih predmetov v skupnih razredih na isti ravni, predvidi splošna uporaba tako imenovanih delovnih jezikov za poučevanje netemeljnih predmetov, ne da bi to škodovalo tistim učencem, katerih materni jezik ni delovni jezik;
Wishes – in accordance with Article 4 of the Convention defining the Statute of the European Schools, which aims to bring pupils of the different language sections together by offering joint classes of the same level in certain subjects – to see general use of the working languages for teaching all non-fundamental subjects, without this being detrimental to those whose mother tongue is not one of working languages;
meni, da je poučevanje določenih predmetov v „manj razširjenih“ nacionalnih jezikih, ki jih govori le majhno število državljanov EU, že samo po sebi vrednota;
Maintains that there is an intrinsic value in teaching certain subjects in the ‘less widely used’ national languages spoken by a small number of EU citizens;
poudarja, da je treba opraviti zunanjo oceno šolskih programov v Evropskih šolah, ki ne bi privedla do dodatnih stroškov za šole, ter da je treba izvesti reformo mature, ki sedaj poteka;
Stresses the need for an external evaluation of the European Schools' syllabuses, which would not result in additional costs to the Schools, and the importance of implementing the ongoing baccalaureate reforms;
zahteva, da se izbor učnega osebja opravi na podlagi meril odličnosti, da se zagotovi kakovost poučevanja, usposabljanja in zamenjav v primeru odsotnosti ter da svet guvernerjev zagotovi, da strokovno znanje učnega osebja ocenijo inšpektorji;
Requires that the recruitment of local staff meet the excellence criteria, that the quality of teaching, training and replacements in case of absence be ensured, and that the Board of Governors ensure that the professional abilities of such staff are evaluated by inspectors;
meni, da bi bilo treba za profesorje, ki prihajajo iz različnih nacionalnih sistemov, organizirati posebne programe usposabljanja in poklicne delavnice, da bi jih, v skladu s skupnimi standardi in merili, pripravili za delo v sistemu Evropskih šol;
Considers that special training programmes and professional workshops for teachers coming from the different national systems should be organised in order to prepare them –– in accordance with common standards and criteria – for the work within the European Schools' system;
ponovno poudarja, da je skrb za učence s posebnimi učnimi potrebami prednostna naloga in da morajo Evropske šole storiti vse za povečanje svoje usposobljenosti na področju izobraževanja invalidnih učencev; v zvezi s tem poziva svet guvernerjev, naj poskrbi, da bo pri izračunu velikosti razredov upoštevan koeficient, ki se uporablja za to kategorijo učencev, in zagotovi celovito vključitev takih učencev;
Reaffirms that provision for students with special educational needs remains a priority and that the European Schools must do everything possible to improve their capacity for educating students with disabilities; asks the Board of Governors, in this regard, to ensure that coefficients are applied to this category of student when calculating class sizes and to ensure full integration of such students;
poziva svet guvernerjev Evropskih šol, naj začne izvajati priporočila o učencih s posebnimi učnimi potrebami, ki izhajajo iz raziskave, ki jo je leta 2009 opravila skupina švedskih strokovnjakov, in v zvezi s tem pripravi akcijski načrt;
Calls on the Board of Governors of the European Schools to implement the recommendations on students with special educational needs made following the 2009 study by a team of Swedish experts, and to draw up an SEN action plan;
poudarja potrebo po oblikovanju dobro delujočega sistema, ki bi invalidnim učencem pomagal med procesom vključevanja v Evropske šole (npr. pomoč posebnih profesorjev), da se zagotovi mobilnost njihovih staršev;
Stresses the need to work out a properly functioning system to help students with disabilities during their integration process in the European Schools (e.g. assistance by special teachers) in order to ensure their parents' mobility;