natgillin/translations-raw huggingface dataset:
1,600 teachers worked at higher vocational colleges and 7,500 academic staff (teachers, faculty assistants and researchers) worked in universities and in single higher education institutions.
Na višjih strokovnih šolah je poučevalo 1.600 učiteljev, na visokošolskih zavodih pa 7.500 visokošolskih učiteljev, visokošolskih sodelavcev in znanstvenih delavcev.
Non-formal education was carried out by 3,100 full-time teachers and instructors, and basic music and dance education by 1,800 teachers.
Neformalno izobraževanje je izvajalo 3.100 učiteljev in inštruktorjev, osnovno glasbeno in plesno izobraževanje pa 1.800 učiteljev.
Despite the increase in the number of students, the share of scholarship recipients among all enrolled students in the same period decreased because of growing student enrolment in tertiary education.
Kljub povečanju števila študentov štipendistov pa je delež štipendistov med vsemi vpisanimi študenti v opazovanem obdobju upadal, ker se je vedno bolj povečevalo število vpisanih v terciarno izobraževanje.
In the observation period less and less pupils receiving scholarships, were recorded, which coincides with the decreasing enrolment of pupils in upper secondary schools as a result of less numerous generations.
V opazovanem obdobju se je število dijakov štipendistov zmanjševalo, kajti zmanjševalo se je tudi število dijakov, vpisanih na srednje šole, to pa je bilo posledica manj številnih generacij.
In 1997/98 there were more than 43,000 pupils or 40% of those who received scholarships.
V šolskem letu 1997/98 je bilo v Sloveniji med vsemi vpisanimi dijaki nekaj več kot 43.000 dijakov oz. 40 % takih, ki so prejemali štipendijo.
By gradually reducing over the years, in 2007/08 just over 30,000 pupils or 32% of all enrolled were receiving scholarships.
Z leti se je to število postopoma zmanjševalo in v šolskem letu 2007/08je štipendijo prejemalo le še dobrih 30.000 dijakov oz. 32 % vseh vpisanih.
Over the years the structure of scholarships has remained roughly the same.
Sestava štipendij ostaja v grobem vsa leta enaka.
Recipients of national scholarships still represent the highest share of scholarship recipients, followed by recipients of Zois scholarships, while the share of pupils and students receiving scholarships from other funds was negligible.
V desetletnem obdobju je bilo med vsemi štipendijami največ državnih štipendij, kar dve tretjini, sledile so jim Zoisove štipendije in kadrovske, zanemarljiv delež pa so predstavljale štipendije iz drugih virov.
Over the years we have noticed a decreasing trend of national scholarships; from 1997/98 until 2007/08, the number of national scholarships decreased by almost 11,000.
Opažamo, da se z leti zmanjšuje število državnih štipendij; od leta 1997/98 do leta 2007/08 se je zmanjšalo skoraj za 11.000 štipendij.
In the same period the number of Zois scholarships increased.
Povečevalo pa se je število Zoisovih štipendij.
In the school year 2008/09, 845 kindergartens and their units included almost 66,000 pre-school children, which is 70% of all children of appropriate age.
V šolskem letu 2008/09 je delovalo 845 vrtcev oziroma enot vrtcev; vanje je bilo vključenih skoraj 66,000 predšolskih otrok, to je 70 % vseh otrok ustrezne starosti.
821 kindergartens were public and 24 were private.
821 vrtcev je bilo javnih, 24 pa zasebnih.
8,200 educators and assistant educators took care of those children, of which slightly more than 3,000 took care of the children in the first age period and 5,000 of the children of the second age period.
Za otroke je skrbelo 8.200 vzgojiteljev in pomočnikov vzgojiteljev, od tega nekaj več kot 3.000 za otroke v prvem starostnem obdobju in 5.000 za otroke v drugem starostnem obdobju.
From 2004 to 2008, the share of children enrolled in kindergartens as to all children of the appropriate age increased by almost 9 percentage points.
V obdobju od leta 2004 do leta 2008 se je delež otrok, vključenih v vrtce, glede na vse otroke ustrezne starosti, povečal skoraj za 9 odstotnih točk.
In 2008, 70% of children aged 1 to 5 were included in kindergartens.
V letu 2008 je bilo vključenih v vrtce že 70 % otrok, starih od 1 do 5 let.
In 2007, slightly more than 19,600 pupils completed compulsory basic education.
V letu 2007 je zaključilo osnovnošolsko izobraževanje nekaj več kot 19.600 učencev.
19,000 pupils completed compulsory basic education with regular curriculum, of whom 18,800 received school-leaving certificate, slightly less than 300 pupils completed compulsory education obligation but failed to complete the elementary school program.
19.000 učencev je končalo to šolanje po rednem osnovnošolskem programu; 18.800 učencev od teh je prejelo spričevalo o zaključeni osnovni šoli, nekaj manj kot 300 učencev pa je zaključilo osnovnošolsko obveznost, ne da bi dokončali osnovnošolski program.
250 pupils completed compulsory basic education with adapted curriculum, of whom 20 children did not receive school-leaving certificate.
Izobraževanje po prilagojenih osnovnošolskih programih je zaključilo 250 otrok, od tega 20 otrok ni prejelo zaključnega spričevala.
In 2007, 240 participants completed elementary school programs for adults.
Osnovnošolske programe za odrasle je v letu 2007 uspešno zaključilo 240 udeležencev.
The share of pupils who failed to complete elementary school program in regular schools has been declining.
Delež otrok, ki ne uspejo končati osnovnošolskega programa, se v redni osnovni šoli se zmanjšuje.
In 2007, among all pupils who finished basic education 1.4% pupils left school without receiving school-leaving certificate.
V letu 2007 ni prejelo spričevala o zaključeni osnovni šoli 1,4 % učencev med vsemi učenci, ki so končali osnovnošolsko izobraževanje.
Extra curriculum activities consist of before school classes, after school classes, supplementary and extra lessons, interest activities and outdoor education.
Razširjeni osnovnošolski program obsega jutranje varstvo, podaljšano bivanje, dopolnilni in dodatni pouk, interesne dejavnosti in šolo v naravi.
Data on the last 5 years show that the share of children involved in all forms of extra curriculum activities is on the increase, the most in before and after school classes.
Podatki za zadnjih 5 let kažejo, da se deleži otrok, vključenih v ta program, povečujejo v vseh oblikah tega programa, najbolj pa delež otrok, vključenih v podaljšano bivanje in v jutranje varstvo.
Morning care before school classes is meant above all for young children who do not have care at home.
Jutranje varstvo je namenjeno predvsem najmlajšim otrokom, ki doma nimajo zagotovljenega varstva.
In the school year 2007/08 more than 30% of all pupils who were attending 1st and 2nd grades were included in before school classes.
V šolskem letu 2007/08 je bilo v jutranje varstvo vključenih nekaj več kot 30 % vseh učencev 1. in 2. razreda.
Elementary schools organize in the scope of extra curriculum activities also after school classes for pupils from the 1st to the 5th grades.
V okviru razširjenega programa organizirajo osnovne šole tudi podaljšano bivanje za učence od 1. do 5. razreda.
In after school classes pupils study, complete their homework and participate in cultural, artistic and sports activities.
V času podaljšanega bivanja se učenci učijo, opravljajo domače naloge in sodelujejo v različnih kulturnih, umetniških in športnih dejavnostih.
In the school year 2007/08 nearly two thirds of all pupils from the 1st to the 5th grade were included in after school classes.
V šolskem letu 2007/08 sta bili v podaljšano bivanje vključeni že blizu dve tretjini vseh učencev od 1. do 5. razreda.
The need for broadening of knowledge in particular subjects had about 30% of all elementary school pupils, while a quarter of all elementary school pupils attended supplementary lessons, which are intended for pupils who need help in learning.
Potrebo po razširjanju znanja iz posameznega predmeta je imelo okrog 30 % vseh osnovnošolcev, četrtina vseh osnovnošolcev pa je obiskovala dopolnilni pouk, ki je namenjen učencem, ki potrebujejo pomoč pri učenju.
In the 2007/08 school year upper secondary education programmes were completed by more than 26,000 pupils and adults.
V šolskem letu 2007/08 je srednješolske programe zaključilo preko 26.000 dijakov in odraslih.
30% of adults finished upper secondary vocational programmes, which is slightly less than in the previous years.
30 % odraslih je končalo srednje poklicne programe, kar je nekoliko manj kot v preteklih letih.
Very few adults finish general programmes.
Zelo malo odraslih konča programe splošnih in strokovnih gimnazij.
The highest share of students in tertiary education is enrolled in study programs in the field of Social sciences, business and law (43,437).
Med vsemi vpisanimi v terciarno izobraževanje je največ študentov, vpisanih v študijske programe s področja družboslovja, poslovnih ved in prava (43437).
This field is of great interest particularly to women - more than 44% of female students are enrolled in these programs.
To področje je najzanimivejše za ženski del študijske populacije, saj je v te programe vpisanih kar 44% vseh študentk.
Women are interested also in study programs in the fields of Education, Humanities and arts, and Health and welfare - female students represent more than 70% of all students in these fields.
Za bolj "ženska" področja veljajo še področje Izobraževanja, Umetnosti in humanistike ter Zdravstva in sociale, kjer zastopanost ženske populacije presega 70 odstotkov.
On the other hand, men are in majority among students enrolled in study programs in the fields of Engineering, manufacturing and construction, and Science.
Moški pa prevladujejo predvsem med vpisanimi na študijske programe s področja Tehnike, proizvodne in predelovalne tehnologije in gradbeništva ter Naravoslovja, matematike in računalništva.
Lecturers in vocational colleges are on average younger than teaching faculty and research faculty members.
Predavatelji višjih strokovnih šol so bili v povprečju mlajši od učiteljev na visokošolskih zavodih.
Interesting is also that every fifth member of teaching faculty is 60 years old or more.
Zanimiv je podatek, da je kar petina vseh visokošolskih učiteljev stara 60 let ali več.
Most of the continuing education providers that answered the questionnaires were organisations specialised in adult education (about a third), followed by driving schools, training units at enterprises, training units at schools and folk high schools.
Med izvajalci nadaljnjega izobraževanja, ki so nam vrnili izpolnjene vprašalnike, je bilo največ specializiranih organizacij za izobraževanje odraslih (približno tretjina), sledile so avtošole, enote za izobraževanje pri podjetjih, enote za izobraževanje pri šolah in delavske univerze.
In recent years the shares of attendance in individual programmes has not changed much.
Če pogledamo po letih, se Razporeditev obiskov udeležencev po posameznih letih se glede na področje ni bistveno spreminjala.
The share of children, youth and adults participating in education from pre-primary to tertiary level in the total population varies between 15% in Bulgaria and 25% in Ireland; the EU 27 average is 19%.
Delež otrok, mladine in odraslih, vključenih v izobraževanje od predšolske do visokošolske ravni, se v celotnem prebivalstvu giblje med 15 % v Bolgariji in 25 % n Irskem, povprečje EU 27 pa je 19 %.
Among countries with lower participation in education are Bulgaria, Italy, Spain, Germany, Portugal, Romania and Austria (15% to 18%), while the highest enrolment levels are registered in Ireland and Scandinavian countries (from 23% to 25%).
Med države z nižjim deležem vključenih v izobraževanje sodijo Bolgarija, Italija, Španija, Nemčija, Portugalska, Romunija in Avstrija ( od 15 % do 18 %), najvišji delež vključenih pa beležijo Irska in skandinavske države (od 23 % do 25 %).
Slovenia with 20% is ranked in the middle.
Slovenija se z 20 % se uvršča na sredino.
School expectancy is an estimate of the number of years a typical 5-year- old child can expect to be enrolled in the education system during his lifetime if current enrolment patterns remain unchanged.
Pričakovano trajanje izobraževanja je ocena števila let, kolikor jih tipičen 5-letni otrok lahko pričakuje, da bo vpisan v izobraževalni sistem v svoji življenjski dobi, če trenutni vpisni vzorec ostane nespremenjen.
The number of years that a 5-year -old child can expect to be in education ranges from 14 in Cyprus to 19 in Denmark, Belgium and Sweden.
Število let, ki jih bo 5-letnik preživel v izobraževanju, se giblje od 14 let (na Cipru) do 19 let (na Danskem, v Belgiji in na Švedskem).
School expectancy is highest in Finland with more than 20 years in education.
Pričakovano trajanje izobraževanja je najdaljše na Finskem (več kot 20 let).
On average, school expectancy in Europe is 17 years; for Slovenia it is 18 years.
Povprečje za Evropo je 17 let, za Slovenijo pa 18 let.
By far the highest participation rates are recorded in the Scandinavian countries (Sweden, Finland and Norway).
Na tej lestvici so močno pred drugimi skandinavske države Švedska, Finska in Norveška.
The ranking was made from the results of Eurostat's Adult Education Survey, which has so far been conducted by Slovenia and 23 other European countries.
Lestvica je nastala na podlagi Eurostatovih rezultatov Mednarodne ankete o izobraževanju odraslih; to anketo je poleg Slovenije za zdaj v celoti izvedlo 23 držav.
Sources and methods of data collection The data source on educational structure of population for 2008 is the Labour Force Survey.
Viri in metode zbiranja podatkov Vir podatkov o izobrazbeni sestavi prebivalstva za leto 2008 je bila Anketa o delovni sili.
Calculations are based on a sample.
Izračunani podatki temeljijo na vzorcu.
Data sources on education and training in kindergartens, elementary schools, schools and institutions for children and youth with special needs, music schools, upper secondary schools, institutions for children and youth with special educational needs, post-secondary vocational colleges, institutions of higher education, continuing education providers, student accommodation and scholarship recipients are regular annual statistical surveys.
Viri podatkov o vzgoji, izobraževanju in usposabljanju v vrtcih, osnovnih šolah, šolah in zavodih za otroke in mladostnike s posebnimi potrebami, glasbenih šolah, srednjih šolah, višjih strokovnih šolah, visokošolskih zavodih, pri izvajalcih nadaljnjega izobraževanja in usposabljanja ter v dijaških in študentskih domovih in podatkov o štipendistih so redna letna statistična raziskovanja.
The data source on institutions, child and youth homes and other establishments for education, training, work and guardianship for children and youth with special needs are regular annual statistical surveys.
Vir podatkov o zavodih, domovih in drugih ustanovah za vzgojo, izobraževanje, usposabljanje, delo in varstvo otrok in mladostnikov s posebnimi potrebami so redna letna statistična raziskovanja.
Data on enrolment of students in vocational colleges and in higher education institutions refer to the academic year, while data on graduates refer to the calendar year.
Podatki o vpisu študentov na višje strokovne šole in visokošolske zavode se nanašajo na študijsko leto, podatki o diplomantih pa na koledarsko leto.
Data on enrolment in elementary, upper secondary, post-secondary vocational and higher education refer to the beginning of the school year, while other data refer to the end of the school year.
Podatki o vpisu v osnovno srednje, višje in visokošolsko izobraževanje se nanašajo na začetek, drugi podatki pa na konec šolskega leta.
Data on scholarship recipients cover recipients of sponsorships, Zois scholarships, national scholarships and scholarships from other funds.
V podatkih o štipendistih so zajeti prejemniki kadrovskih, Zoisovih, republiških štipendij in štipendij iz drugih skladov.
Most of the people participating in formal or non-formal education were employed.
Največ vključenih v formalno ali neformalno izobraževanje je bilo med zaposlenimi, manj med brezposelnimi in najmanj med neaktivnimi.
Fewer of them were unemployed and the fewest of them were inactive, i.e. pupils and students, retired persons, persons who are unable to work, persons taking care of the household and other inactive persons.
Med neaktivne prištevamo dijake in študente, upokojence, osebe, nezmožne za delo, osebe, ki skrbijo za gospodinjstvo, in druge neaktivne osebe.
Only 11% of unemployed women and 5.6% of unemployed men participated in formal education, while as regards non-formal education the shares were 23% for women and 21% for men.
V formalno izobraževanje je bilo vključenih 11 % brezposelnih žensk in 5,6 % brezposelnih moških, v neformalno izobraževanje je bilo med brezposelnimi vključenih 23 % žensk in 21 % moških.
As many as 75% of unemployed women and 83% of unemployed men did not participate in education, as well as almost half of employed women and more than half of employed men.
Med brezposelnimi ni bilo v nobeno navedeno obliko izobraževanja vključenih 75 % žensk in 83 % moških, med zaposlenimi pa skoraj polovica žensk in več kot polovica moških.
Most of the adults participating in non-formal education attended social sciences, business and law programmes, and humanities and arts programmes; almost half of women in education (44.6%) attended programmes from these two fields.
Največ odraslih, vključenih v neformalno izobraževanje, je obiskovalo programe s področja družbenih, poslovnih upravnih in pravnih ved, pa umetnosti in humanistike (v ti dve področji je bila vključena skoraj polovica vseh žensk, ki so se izobraževale (44,6 %).
Greater differences were observed as regards educational attainment of respondents.
Večje razlike v deležih posameznih odgovorov anketiranih smo zabeležili glede na njihovo doseženo izobrazbo.
12% of them did not agree with employers being responsible for the training of their employees and 11% that it is fun to learn new things.
12 % se jih ni strinjalo s trditvijo, da bi morali biti za izobraževanje odgovorni delodajalci, 11 % pa s trditvijo, da je učenje novih stvari zabavno.
Over 90% of respondents agreed fully or to some extent with other statements such as that one has to keep improving knowledge and skills to be successful at work, that all skills one needs to do a job can not be learned in a classroom, that education and training helps manage daily life better and that education increases one's self-confidence.
S preostalimi trditvami (da moramo za uspešno opravljanje dela znanje ves čas nadgrajevati, da vsega znanja ne moremo pridobiti v učilnici, da izobraževanje koristi tudi v vsakdanjem življenju in da si z izobraževanjem povečamo zaupanje vase) se je popolnoma ali delno strinjalo več kot 90 % vprašanih.
As regards the degree of urbanisation, adults in densely populated areas participated more in recreational groups or organisations, while in thinly populated areas they participated more in political parties, charitable organisations and other groups or organisations.
Moški so bili nekoliko številnejši od žensk v političnih organizacijah, strokovnih združenjih ter drugih skupinah, (lovci, gasilci ipd.), medtem ko so bile ženske v večjem številu zastopane v dobrodelnih in cerkvenih organizacijah.
Slightly more women than men visited plays, concerts, operas or ballet, and many more men than women attended live sport events.
Nekoliko več žensk kot moških si je ogledalo gledališke predstave, moški pa so si v veliko večji meri kot ženske v živo ogledali športne prireditve.
Men were slightly more active as regards making photographs, movies or video tapes.
Nekoliko aktivnejši so bili moški tudi pri fotografiranju in snemanju filmov.
Only few adults wrote poetry or prose or took part in a public performance.
Le malo odraslih se je ukvarjalo s pisanjem proze in poezije ali so sodelovali v javni predstavi.
As regards these activities, women were more active than men.
Aktivnejše pri teh aktivnostih so bile ženske.
Visiting cinema, visiting plays, concerts, operas or ballet, and making photographs, movies or video tapes depended on the type of settlement people live in.
Obiski kina in gledališč ter slikanje in snemanje filmov so bili močno odvisni od vrste naselja, v katerem so odrasli prebivali.
These activities were performed more in densely populated areas and much less in thinly populated areas.
Tako je bilo največ obiskov kina in gledališč oziroma fotografiranja ali snemanja filmov v gosto naseljenih območjih, in najmanj v redko poseljenih območjih.
There were no large differences by type of settlement as regards visiting cultural sites or attending live sport events.
Ni pa bilo zabeleženih velikih razlik glede na tip naselja pri ogledih zgodovinskih spomenikov ali športnih prireditev.
Writing poetry or prose, making a painting, drawing, sculpture or printing, and taking part in a public performance were selected by few respondents, but these activities also depended on the type of settlement.
Tudi pisanje proze in poezije, slikanje in risanje, ter sodelovanje v javni prireditvi, čeprav se je za te aktivnosti opredelilo le malo vprašanih, variirajo glede na tip naselja.
Purpose of the survey The purpose of the Adult Education Survey is to find out to what extent adults participate in any form of education and training and in what ways they obtain knowledge.
Namen ankete Z Anketo o izobraževanju odraslih ugotavljamo, v kolikšni meri so odrasli vključeni v katerokoli obliko izobraževanja in na kakšne načine pridobivajo znanje.
We are also interested to know how adults evaluate their knowledge of foreign languages and computer skills, to what extent they participate in social and cultural activities, what their attitude towards education is and why they participate (or do not participate) in education.
Zanima nas tudi, kako odrasli ocenjujejo svoje znanje tujih jezikov in rabe računalnika ter v kolikšni meri se udeležujejo družbenih in kulturnih aktivnosti, kakšen je njihov odnos do izobraževanja ter zakaj se udeležujejo izobraževalnih aktivnosti ali zakaj se jih ne udeležujejo.
International comparability The Adult Education Survey is conducted in all EU Member States, EFTA countries and EU candidate countries, so the results are internationally comparable.
Mednarodna primerljivost Anketo o izobraževanju odraslih (Adult Education Survey) izvajajo v vseh državah Evropske unije, državah EFTA in državah kandidatkah za vstop v EU, zato so rezultati mednarodno primerljivi.
Method of data collection Data were collected between 10 September and 14 December 2007 both by telephone and fieldwork.
Način zbiranja podatkov Zbiranje podatkov je potekalo od 10. septembra do 14. decembra 2007 prek telefonskega in terenskega anketiranja.
The respondents were informed in advance and co-operation was voluntary.
Anketiranci so bili o anketiranju vnaprej obveščeni, sodelovanje v anketi je bilo prostovoljno.
Telephone survey: people whose telephone number could be determined were surveyed by telephone from the CATI studio.
Telefonsko anketiranje: osebe, ki smo jim lahko določili telefonsko številko, smo anketirali po telefonu iz anketnega studija.
In telephone interviewing only the selected person can answer the questions.
Pri telefonskem anketiranju lahko na vprašanja odgovarja samo izbrana oseba.
Fieldwork survey: people whose telephone number could not be determined or who were not available by phone were visited by interviewers.
Terensko anketiranje: osebe, ki jim nismo mogli določiti telefonske številke oziroma so bile nedosegljive po telefonu, so na domu obiskali terenski anketarji.
In fieldwork interviewing any adult person living with the selected person in the same household can answer on behalf of the selected person if he or she is appropriate in the opinion of the interviewer.
Pri terenskem anketiranju lahko v imenu izbrane osebe na vprašanja odgovarja vsaka polnoletna oseba, ki živi z izbrano osebo v gospodinjstvu in ki je po anketarjevi presoji dovolj seznanjena, da odgovarja namesto izbrane osebe.
Observation period The last 12 months before the survey.
Obdobje opazovanja Zadnjih 12 mesecev pred anketiranjem.