natgillin/translations-raw huggingface dataset:
meni, da bi se morali izogibati sodelovanju na področju raziskav z morebitno dvojno rabo s tretjimi državami, ki ne spoštujejo človekovih pravic, resolucij OZN in mednarodnega prava;
Considers that cooperation with third countries in the domain of research with possible dual use should be avoided with any country that does not respect human rights, UN resolutions and international law;
Resolucija Evropskega parlamenta z dne 27. septembra 2011 o sistemu Evropskih šol ( 2011/2036(INI) )
European Parliament resolution of 27 September 2011 on the European Schools system ( 2011/2036(INI) )
ob upoštevanju člena 165 Pogodbe o delovanju Evropske unije,
having regard to Article 165 of the Treaty on the Functioning of European Union,
ob upoštevanju poročila Komisije Evropskemu parlamentu z naslovom „Sistem Evropskih šol v letu 2009“ ( KOM(2010)0595 ),
having regard to the Commission report to Parliament entitled ‘The European Schools’ system in 2009' ( COM(2010)0595 ),
ob upoštevanju Konvencije o statutu Evropskih šol UL L 212, 17.8.1994, str.
having regard to the Convention defining the statute of the European Schools OJ L 212, 17.8.1994, p.
ob upoštevanju svoje resolucije z dne 8. septembra 2005 o možnostih za razvoj sistema Evropskih šol UL C 193 E, 17.8.2006, str.
having regard to its resolution of 8 September 2005 on options for developing the European Schools System OJ C 193 E, 17.8.2006, p.
ob upoštevanju Uredbe Sveta (ES, Euratom) št. 723/2004 dne 22. marca 2004 o spremembi Kadrovskih predpisov za uradnike Evropskih skupnosti in pogojev za zaposlitev drugih uslužbencev Evropskih skupnosti UL L 124, 27.4.2004, str.
having regard to Council Regulation (EC, Euratom) No 723/2004 of 22 March 2004 amending the Staff Regulations of Officials of the European Communities and Conditions of Employment of other servants of the European Communities OJ L 124, 27.4.2004, p.
ob upoštevanju Konvencije Združenih narodov o pravicah invalidov, ki je začela veljati 3. maja 2008 in jo je Evropska unija ratificirala 23. decembra 2010, ter zlasti njenega člena 24 http://www.un.org/disabilities/documents/convention/convoptprot-f.pdf.
having regard to the United Nations Convention on the Rights of Persons with Disabilities, which came into force on 3 May 2008 and was ratified by the European Union on 23 December 2010, in particular Article 24 thereof http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf.
ob upoštevanju poročila Odbora za kulturo in izobraževanje in mnenj Odbora za proračun ter Odbora za pravne zadeve ( A7-0293/2011 ),
having regard to the report of the Committee on Culture and Education and the opinions of the Committee on Budgets and the Committee on Legal Affairs ( A7-0293/2011 ),
ker je v členu 165 Pogodbe o delovanju Evropske unije poudarjeno, da Evropska 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,
whereas Article 165 of the Treaty on the Functioning of the European Union states that the Union shall 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 the organisation of education systems and their cultural and linguistic diversity,
ker je v preambuli h Konvenciji o Statutu Evropskih šol iz leta 1994 navedeno, da je sistem Evropskih šol sistem posebne vrste in da predstavlja obliko sodelovanja med državami članicami ter med njimi in Evropskimi skupnostmi ter hkrati v celoti priznava odgovornost držav članic za vsebino poučevanja in organizacijo njihovega izobraževalnega sistema ter za njihovo kulturno in jezikovno raznolikost,
whereas the preamble to the 1994 Convention defining the Statute of the European Schools states that the European Schools system is ‘sui generis’ and constitutes a form of cooperation between the Member States and between them and the European Communities while fully acknowledging the Member States' responsibility for the content of teaching and the organisation of their educational system, and for their cultural and linguistic diversity,
ker člen 1 konvencije dopušča, da šole obiskujejo tudi drugi otroci v mejah, ki jih določi svet guvernerjev, ki v skladu s točko II.7 poglavja XII zbirke sklepov sveta guvernerjev status kategorije I lahko dodeli „uslužbencem katere koli organizacije Skupnosti, ustanovljene z aktom institucij Skupnosti, in uslužbencem drugih organizacij, ki jih priznava svet guvernerjev“,
whereas Article 1 of the Convention allows for other children to attend the Schools within the limits set by the Board of Governors, who, according to point II.7 of Chapter XII of the Digest of Decisions of the Board of Governors, can award Category I status to ‘Staff of any Community organisation set up by an act of the Community Institutions and staff in the service of other organisations recognised by the Board of Governors’,
ker Evropske šole učencem omogočajo, da uveljavljajo svojo kulturno identiteto in pridobijo visoko raven znanja vsaj dveh jezikov, med drugim maternega jezika, katerega učenje se spodbuja od zelo zgodnje starosti, ter tako poudarjajo pomen večkulturnosti in spodbujajo vzajemno razumevanje in spoštovanje,
whereas the European Schools enable pupils to affirm their cultural identity and to attain a high level of knowledge of at least two languages, including their mother tongue, which they are encouraged to learn from an extremely early age, highlighting the importance of multiculturalism and fostering mutual understanding and mutual respect,
ker se Evropske šole ne morejo vključiti v mednarodne šole, saj ne obstajajo zato, da bi staršem ponudile možnost posebne vrste šolanja njihovih otrok, temveč je zanje značilno izobraževanje otrok v maternem jeziku in razvoj evropske razsežnosti v izobraževanju,
whereas the European Schools cannot be put in the same category as international schools because, rather than existing to offer parents the option of a particular type of schooling for their children, they meet a need to educate children in their mother tongue, and to develop the European dimension in education,
ker bi bilo treba izboljšati sistem delovanja Evropskih šol, ki od začetka temelji na medvladni konvenciji, in ker ga bo treba opreti na zakonsko podlago, ki bo omogočila njegovo poenostavitev ter povečanje njegove preglednosti in učinkovitosti,
whereas the European Schools' way of operating, based from the outset on an intergovernmental convention, should be improved and the system will have to be given a legal basis that will allow it to be simplified and to become more transparent and effective,
ker je aprila 2009 svet guvernerjev odobril reformo sistema Evropskih šol,
whereas the reform of the European Schools system was approved by the Board of Governors in April 2009,
ker več kot petdesetletne izkušnje delovanja Evropskih šol kažejo, da je ta sistem s svojim izobraževalnim modelom edinstven in privlačen; ker je eden od ciljev reforme odprtje tega sistema in evropske mature za druge učence v Uniji; ker brez temeljne spremembe pravnega statusa, na katerem temelji celoten sistem, ni mogoče uspešno doseči ciljev reforme,
whereas the experience of over 50 years of functioning of the European Schools has shown the system and its educational model to be unique and attractive; whereas one of the aims of the reform is to open up that system and the European Baccalaureate to other pupils in the Union, whereas the aims of the reform cannot be attained successfully without a fundamental change in the legal status on which the whole system is based,
ker je Komisija leta 2009 v svojem poročilu o sistemu Evropskih šol KOM(2010)0595 .
whereas the Commission report on the European Schools' system in 2009 COM(2010)0595 .
opozorila na nenehne in vse hujše sistemske težave, kot so pomanjkanje napotenih učiteljev ali zamude oziroma neizpolnitev obveznosti na področju zagotovitve ustrezne infrastrukture v šolah, kar neposredno vpliva na kakovost izobraževanja, politiko vpisa, kakovost življenja učencev, staršev in učiteljev ter finančne vidike delovanja šol,
pointed to persisting and worsening systemic problems, such as the lack of seconded teachers or delays in, or non-provision of, sufficient infrastructure at the schools' locations, which have a direct effect on the quality of education, enrolment policies, the quality of life of students, parents and teachers and financial aspects of the functioning of the Schools,
ker se v šolah v Bruslju in Luksemburgu soočajo s pomanjkanjem šolskih stavb in infrastrukture, ki škodi kakovosti poučevanja in onemogoča odpiranje šol za druge otroke, katerih starši niso zaposleni v institucijah; ker je treba vsem učencem zagotoviti enako kakovost izobrazbe, ne glede na materni jezik, kraj šolanja ali kategorijo,
whereas in the Schools in Brussels and Luxembourg the lack of school buildings and infrastructure is detrimental to the quality of education and prevents the Schools being opened up to children other than the children of EU institutions staff; whereas it is necessary to ensure that all pupils receive the same quality of education regardless of mother tongue, school location or category,
ker je bil glavni cilj reforme Evropskih šol v letu 2009 odprtje teh šol za širši in bolj raznolik vpis ter hkrati zagotoviti dolgoročno vzdržnost sistema,
whereas the main aim of the 2009 reform of the European Schools was to open them up to a wider and more diverse intake, while at the same time ensuring the system's long-term viability,
ker bi bilo treba način poučevanja, na katerem temeljijo Evropske šole, spodbujati tudi v državah članicah, saj zagotavlja dodano vrednost, in ga vključiti v njihove učne sisteme,
whereas the educational model on which the European Schools are based should be promoted in the Member States, since it provides added value, and made an integral part of their educational systems,
ker je v istem učnem sistemu, ki se konča s pridobitvijo le ene diplome, to je evropskega maturitetnega spričevala, težko združiti učence iz različnih kulturnih in jezikovnih okolij, katerih nadarjenosti in sposobnosti so lahko zelo različne, in ker je zato treba predvideti ustrezno spremljanje za učence s posebnimi učnimi potrebami,
whereas it is difficult to bring together within the same educational system – geared solely towards the European baccalaureate examination – students from different cultural and linguistic backgrounds, who may have very different talents and capacities, and whereas it is thus necessary to provide appropriate support for students with special educational needs (SEN),
ker je zato treba poleg evropskega maturitetnega spričevala predvideti uvedbo še drugačnega potrdila o dokončanju šolanja za učence, ki se usmerijo v izobraževanje za pridobitev poklica,
recognising the need to consider the introduction of a school-leaving certificate other than the European baccalaureate for students wishing to specialise in vocational courses,
ker je Evropski parlament v resoluciji z dne 8. septembra 2005 med drugim zahteval, da se uvede pilotni projekt za otroke s posebnimi učnimi potrebami; ker je bilo za ta namen v proračunu EU za leto 2008 dodeljenih 200 000 EUR in ker se je ta znesek nazadnje uporabil za financiranje študije o politiki in praksi glede učenja učencev s posebnimi učnimi potrebami v Evropskih šolah,
whereas, in its resolution of 8 September 2005, one of the things that Parliament called for was a pilot project for an SEN resource centre; whereas the sum of EUR 200 000 was earmarked for that purpose in the 2008 EU budget and whereas the money was eventually used to fund a study of policy and practice with regard to SEN provision in the European Schools,
ker je v členu 4 Konvencije o statutu Evropskih šol določeno, da je za spodbujanje zbliževanja učencev različnih jezikovnih oddelkov, pospeševanje medsebojnega razumevanja ter izboljšanje znanja jezikov predvidenih nekaj skupnih ur pouka v katerem koli jeziku Skupnosti za učence istih razredov, če okoliščine upravičujejo njegovo uporabo,
whereas Article 4 of the Convention defining the Statute of the European Schools stipulates that, in order to help bring students from the various language sections together and to foster mutual understanding between them and to improve students' language skills, certain lessons will be taught in any Community language, where circumstances justify its use, to joint classes of the same level,
ker Evropske šole v skladu s členom 25 Konvencije o statutu Evropskih šol financirajo predvsem države članice s svojimi prispevki za plačila začasno premeščenih učiteljev, ki so predstavljali 21 % proračuna Evropskih šol v letu 2010, in Evropska unija z izravnalnim prispevkom, ki je namenjen kritju razlike med skupnimi odhodki šol in skupnimi drugimi prihodki in je znašal približno 58 % proračuna Evropskih šol v letu 2010; ker so Evropske šole prek sveta guvernerjev odvisne od medvladnega izvršnega organa,
whereas, in accordance with Article 25 of the Convention defining the Statute of the European Schools, the Schools are funded essentially by contributions from the Member States in the form of the secondment of teachers, which in 2010 made up 21% of the European Schools' budget, and a balancing contribution from the EU, to cover the difference between the Schools' overall expenditure and their total income from other sources, which in 2010 made up 58% of the budget; whereas the European Schools are also dependent, via their Board of Governors, on an intergovernmental executive,
ker je v členu 25 določeno tudi, da se lahko proračun Evropskih šol financira s finančnim prispevkom držav članic, o katerem soglasno odloča svet guvernerjev,
whereas Article 25 also provides that the European Schools' budget may include a financial contribution decided on by the Board of Governors acting unanimously,
ker ima gospodarska kriza posledice na financiranje Evropskih šol, zaradi česar je Komisija pozvala k reformi z namenom racionalizacije stroškov šol; ker po drugi strani ne bi smeli dovoliti, da bi to vplivalo na izobraževanje ranljivih otrok z učnimi težavami in posebnimi potrebami ali na poučevanje v maternem jeziku oziroma privedlo do krčenja poučevanja v jezikih, ki niso francoščina, nemščina in angleščina,
whereas the economic crisis has had repercussions on the financing of the European Schools and the Commission has therefore called for reforms to rationalise costs in the Schools, but whereas this should not be allowed to affect the education of vulnerable children with learning difficulties and special needs, and should not affect teaching in mother tongue or bring about a reduction in the teaching of languages other than French, German and English,
ker po zadnjih dveh širitvah EU število učencev brez lastnega jezikovnega oddelka (SWALS) neprestano narašča in ker ti učenci zaradi tega ne bi smeli biti na noben način prikrajšani,
whereas, following the two most recent EU enlargements, the number of students without a language section (SWALS) is continuing to grow, but whereas they should not be penalised in any way owing to the fact that they do not have a language section,
ker je neposredni razlog za večje število učencev Evropskih šol kadrovska politika institucij EU po letu 2004, na podlagi katere so zaposlili osebje, mlajše od 30 let, v tem času so si ti mladi uradniki ustvarili družine in nato svoje otroke vpisali v Evropske šole;
whereas the increase in the number of European School pupils is a direct consequence of the EU institutions' post-2004 recruitment policy, which resulted in employing staff below the age of 30; in the meantime these young officials have established families and subsequently enrolled their children in European Schools,
ker imajo učenci brez lastnega jezikovnega oddelka pomoč pri učenju jezika jezikovnega oddelka, ki ga obiskujejo, da lahko sledijo pouku, nekaj ur tedensko pa tudi ure v maternem jeziku, ki so nujne za ohranitev vezi s svojim maternim jezikom in kulturo,
whereas the SWALS are given learning support in the language of the language section in which they enrol, so as to be able to follow the classes, and classes in their mother tongue, a few hours a week being the very minimum necessary to maintain ties to their mother tongue and culture,
ker je bil v letu 2004 določen poseben prispevek od plač uradnikov, namenjen Evropskim šolam, ki naj bi odražal stroške socialne politike, izboljšanja delovnih razmer in Evropskih šol,
whereas a special levy on the salaries of officials, intended to be used inter alia for the European Schools, was introduced in 2004 for the declared purpose of reflecting the costs of social policy, improved working conditions and the European Schools,
obžaluje, ker se Evropske šole pogosto neupravičeno obravnavajo kot elitistične šole oziroma kot luksuz in ne kot nuja, saj je njihova naloga pravzaprav poučevanje v maternem jeziku za učence, ki imajo starše, od katerih se lahko zahteva, da zamenjajo kraj službovanja ali se vrnejo v svojo državo, ter razvijanje evropske razsežnosti v izobraževanju;
Regrets that the European Schools are often wrongly considered to be elitist schools, a luxury rather than a necessity, when their mission is in fact to provide mother-tongue education for students whose parents may be required to change their place of work or return to their country of origin, as well as to develop the European dimension in education;
opominja, da ta posebni učni sistem omogoča, da se učenci vseh predmetov (zlasti naravoslovja) učijo v svojem maternem jeziku in z usposobljenimi učitelji ali kot učenci brez lastnega jezikovnega oddelka s potrebno pomočjo pri učenju in urami za ohranjanje njihovega maternega jezika;
Recalls that this specific educational system enables pupils to study all subjects (particularly the sciences) in their mother tongue with qualified teachers or, in the case of SWALS, with the necessary learning support and classes to maintain their mother tongue;
meni, da ta posebni izobraževalni sistem učencem omogoča, da se vseh predmetov učijo v večkulturnem in večjezičnem okolju ter z usposobljenimi učitelji, hkrati pa ohranjajo svoj materni jezik;
Believes that this specific system of education enables pupils to study all subjects in a multicultural, multilingual environment, with qualified teachers, while retaining their mother tongues;
meni, da bi morale Evropske šole kot odličen izobraževalni zgled, ki temelji na preizkušeni pedagogiki, postati vzor evropskega izobraževanja, temelječega na razširjanju evropske kulture, vrednot in jezikov, ter da bi vključitev nekaterih značilnosti tega modela, kot je poudarek na znanju tujih jezikov, v nacionalne in regionalne izobraževalne sisteme olajšal poklicno mobilnost ter spodbudil večjezičnost in evropsko povezovanje;
Takes the view that the European Schools, which constitute an excellent educational showcase based on a tried and tested teaching approach, should become an example of one of the best possible forms of schooling in Europe, based on the dissemination of European culture, values and languages, and whereas incorporating certain elements of this model, such as the emphasis on foreign-language knowledge, into the national and regional education systems would assist professional mobility and help to foster multilingualism and European integration;
meni, da imajo Evropske šole v svojih skupnostih pomembno vlogo;
Believes that European Schools play a valuable role in their communities;
meni, da bi morale Evropske šole delovati tudi kot spodbujevalke večkulturnosti in večjezičnosti ter kot vzor varovanja in spodbujanja jezikov, ki se na mednarodni ravni manj uporabljajo; meni, da majhno število učencev za učenje v določenem jeziku ne bi smelo biti razlog za prenehanje poučevanja v tem jeziku, pri čemer je treba upoštevati, da je učenje v maternem jeziku temeljno načelo Evropskih šol;
Considers that the European Schools should also function as promoters of multiculturalism and multilingualism, and as models for the protection and promotion of languages of lower international usage; believes that the small number of pupils requiring education in a given language should not lead to education in that particular language being discontinued, bearing in mind that mother-tongue education constitutes the founding principle of the European Schools;
opozarja na potrebo po večji združljivosti šolskega programa Evropskih šol z nacionalnimi izobraževalnimi sistemi za lažjo in hitro ponovno vključitev učencev po vrnitvi v njihove matične države;
Draws attention to the need to make the European Schools' syllabus more compatible with national education systems in order to facilitate the swift reintegration of pupils returning to their countries of origin;
meni, da mora proračunske omejitve, ki jih morajo sprejeti Evropske šole, na drugi strani spremljati dejansko povečanje njihove samostojnosti na področju upravljanja ter virov za uresničevanje te samostojnosti, na primer tako, da se šolam omogoči, da poiščejo druge vire financiranja, v skladu s cilji, zastavljenimi v času reforme leta 2009; meni tudi, da organizacijska reforma, ki jo bo treba izvesti, ne bi smela negativno vplivati na temeljna načela Evropskih šol;
Takes the view that the budgetary restrictions that the Schools will have to accept must be accompanied by a real increase in their management autonomy – by, for example, allowing the schools to find other funding – and in the resources for exercising that autonomy, in accordance with the aims set out at the time of the reform in 2009; takes the view also that the organisational reform that is to be implemented should not negatively affect the founding principles of the European Schools;
meni, da bi bila večja proračunska samostojnost vsake ustanove lahko učinkovita rešitev za boljše upravljanje sredstev, dodeljenih Evropskim šolam; poudarja, da je to treba uresničiti izključno na podlagi ocene Komisije, da bo večja stopnja samostojnosti šolam zanesljivo koristila.
Takes the view that giving each of the European Schools a greater degree of budgetary autonomy may be an effective way of improving the management of the resources allocated to them; stresses that this must only be implemented following an assessment by the Commission to ensure that a greater degree of autonomy would benefit the schools.
poudarja, da za Evropske šole trenutno velja pravna negotovost, ki se kaže v obliki nejasnega pravnega in jurisdikcijskega statusa aktov, ki jih sprejmejo organi šol, nezadostnih možnosti za ugovarjanje tem aktom pred nacionalnimi sodišči in pomanjkanja možnosti za dostop do Evropskega varuha človekovih pravic;
Emphasises that the European Schools are currently in a legal limbo, which manifests itself in the unclear legal and jurisdictional status of acts adopted by the Schools' bodies, insufficient possibilities to challenge those acts before national courts, no possibility of recourse to the European Ombudsman;
meni, da je sedanji medvladni pravni status Evropskih šol dosegel svoje meje in ga je treba korenito spremeniti; meni, da ga je treba spremeniti tako, da bo mogoče z ukrepi Unije podpreti, uskladiti ali dopolniti ukrepe držav članic, ne da bi pri tem nadomestili njihove pristojnosti, ter sprejeti pravno zavezujoče akte v zvezi s tem v smislu členov 2 in 6 PDEU;
Considers that the current intergovernmental legal status of the European Schools has reached its limits and requires profound change; considers that this change should be of such a nature as to allow Union action to support, coordinate or supplement the actions of the Member States, without superseding their competence, and to adopt legally binding acts to that end within the meaning of Articles 2 and 6 TFEU;