natgillin/translations-raw huggingface dataset:
Definitions Kindergartens are institutions for protection and education of pre-school children and their introduction into social life.
Definicije Vrtci so ustanove, ki varujejo in izobražujejo predšolske otroke in jih vključujejo v življenje skupnosti.
They prepare the children for elementary school, take care of their nutrition and hygiene.
Pripravljajo jih za vstop v šolo, skrbijo za njihovo prehrano in telesno nego.
All-day programs are programs that last between 6 and 9 hours and can be carried out in the morning, afternoon, during the whole day or alternately.
Dnevni programi vrtcev so programi, ki trajajo 6-9 ur in se lahko izvajajo dopoldne, popoldne, celodnevno ali izmenično.
Half-day programs are programs that last between 4 and 6 hours and can be carried out in the morning, afternoon, during the whole day or alternately.
Poldnevni programi vrtcev so programi, ki trajajo 4-6 ur in se izvajajo v dopoldne, popoldne ali izmenično.
Shorter programs can last between 240 and 800 hours and are intended for children from remote and demographically endangered areas.
Krajši programi vrtcev trajajo 240-800 ur in so namenjeni otrokom iz odročnih in demografsko ogroženih krajev.
Homogeneous class units are units with children in the age span of one year.
Homogeni oddelki so oddelki z otroki v starostnem razponu enega leta.
Heterogeneous class units are units with children of either the first or the second age period.
Heterogeni oddelki so oddelki, ki vključujejo otroke prvega ali drugega starostnega obdobja.
Daily care families are forms of implementing programs for pre-school children that are carried out at the home of the educator, assistant educator or private educator who meets the conditions defined by law.
Vzgojno-varstvene družine so oblike izvajanja programov za predšolske otroke, ki se izvajajo na domu vzgojitelja, pomočnika vzgojitelja ali zasebnega vzgojitelja, ki izpolnjuje z zakonom določene pogoje.
COMMENT Organised care of pre-school children was in the school year 2003/2004 performed in 767 kindergartens and their units.
KOMENTAR Organizirano varstvo predšolskih otrok je v šolskem letu 2003/2004 potekalo v 767 vrtcih in njihovih enotah.
There were 17 private kindergartens.
Od tega je bilo 17 vrtcev zasebnih.
54,515 children were included in pre-school education, 25,815 girls and 28,700 boys.
V predšolsko vzgojo in izobraževanje je bilo vključenih 54 515 otrok, od tega 25 815 deklic in 28 700 dečkov.
804 children were included in private kindergartens.
Zasebne vrtce so obiskovali 804 otroci.
Compared to the whole population of the same age, the share of children attending kindergartens aged 1-2 is 36.8%, while the share of children aged 3-5 is 76.2%.
Delež otrok, vključenih v vrtce, starih 1-2 leti, glede na celotno prebivalstvo v tej starosti, znaša 36,8 %, delež otrok, starih 3-5 let, pa 76,2 %.
There were also 94 advisory and 98 other professional staff members and 158 management staff members employed in kindergartens.
V vrtcih je bilo zaposlenih tudi 94 svetovalnih in 98 drugih strokovnih delavcev ter 158 vodstvenih delavcev.
The purpose of the statistical survey is to determine the number of kindergartens, pre-school children in kindergartens and professional staff educating children in kindergartens.
Namen statističnega raziskovanja je ugotoviti število vrtcev, predšolskih otrok v vrtcih ter strokovnih delavcev, ki izvajajo predšolsko vzgojo in izobraževanje v vrtcih.
Observation units are independent kindergartens without units, independent kindergartens with units, kindergartens as a part of school as an organisational unit, kindergartens as a part of school with units and kindergarten as a part of another institution.
Enote opazovanja so samostojni vrtci brez enot, samostojni vrtci z enotami, vrtci v okviru šole kot organizacijske enote, vrtci v okviru šol z enotami, vrtci v okviru drugega zavoda, gospodarske družbe.
Data source Data on kindergartens, pre-school children in kindergartens and professional staff educating children in kindergartens are collected with the ŠOL-PŠV questionnaire.
Vir podatkov Podatke o vrtcih, predšolskih otrocih v vrtcih ter strokovnih delavcih, ki izvajajo predšolsko vzgojo in izobraževanje, zbiramo z letnim vprašalnikom ŠOL-PŠV.
The number of children covers children included in all-day programmes, half-day programs and shorter programmes.
V številu otrok so upoštevani otroci, vključeni v dnevne programe, poldnevne programe in krajše programe vrtca.
COMMENT In the school year 2004/2005 organised care of pre-school children took place in 752 kindergartens and their units.
KOMENTAR Organizirano varstvo predšolskih otrok je v šolskem letu 2004/2005 potekalo v 752 vrtcih in njihovih enotah.
54,815 children were included in pre-school education; 26,033 girls and 28,782 boys.
V predšolsko vzgojo in izobraževanje je bilo vključenih 54 815 otrok, od tega 26 033 deklic in 28 782 dečkov.
832 children were included in private kindergartens.
Zasebne vrtce je obiskovalo 832 otrok.
61.4% of all children of the proper age were included in kindergartens.
V vrtce je bilo vključenih 61,4% vseh otrok ustrezne starosti.
There were also 112 advisory and 101 other professional staff members and 267 management staff members employed in kindergartens.
V vrtcih je bilo zaposlenih tudi 112 svetovalnih in 101 drugih strokovnih delavcev ter 267 vodstvenih delavcev.
Observation units are independent kindergartens with or without units, kindergartens as a part of school as an organisational unit, kindergartens as a part of school with units and kindergartens as a part of another institution or company.
Enote opazovanja so samostojni vrtci brez enot, samostojni vrtci z enotami, vrtci v okviru šole kot organizacijske enote, vrtci v okviru šol z enotami, vrtci v okviru drugega zavoda, gospodarske družbe.
Data source Data on kindergartens, pre-school children in kindergartens and professional staff educating children in kindergartens are collected with the ŠOL-PŠV questionnaire.
Viri podatkov Podatke o vrtcih, predšolskih otrocih v vrtcih ter strokovnih delavcih, ki izvajajo predšolsko vzgojo in izobraževanje v vrtcih, zbiramo z letnim vprašalnikom ŠOL-PŠV.
57,134 children were included in pre-school education; 27,317 girls and 29,817 boys.
V predšolsko vzgojo in izobraževanje je bilo vključenih 57 134 otrok (27 317 deklic in 29 817 dečkov).
872 children were included in private kindergartens.
Zasebne vrtce je obiskovalo 872 otrok.
63.6% of all children of the proper age were included in kindergartens.
V vrtce je bilo vključenih 63,6% vseh otrok ustrezne starosti.
The share of children aged 1-5 attending kindergartens is calculated concerning to whole population of the same age and not including six- year-old children.
Delež otrok, vključenih v vrtce, starih 1-5 let, je izračunan glede na celotno prebivalstvo iste starosti in ne vključuje šestletnih otrok.
There were also 106 advisory and 144 other professional staff members and 289 management staff members employed in kindergartens.
V vrtcih je bilo zaposlenih tudi 106 svetovalnih in 144 drugih strokovnih delavcev ter 289 vodstvenih delavcev.
METHODOLOGICAL EXPLANATIONS The purpose of the statistical survey is to determine the number of kindergartens, pre-school children in kindergartens and professional staff educating children in kindergartens.
METODOLOŠKA POJASNILA Namen statističnega raziskovanja je ugotoviti število vrtcev, predšolskih otrok v vrtcih ter strokovnih delavcev, ki izvajajo predšolsko vzgojo in izobraževanje v vrtcih.
Data source Data on kindergartens, pre-school children in kindergartens and professional staff educating children in kindergartens are collected with the ŠOL-PŠV questionnaire.
Viri podatkov Podatke o vrtcih, predšolskih otrocih v vrtcih ter strokovnih delavcih, ki izvajajo predšolsko vzgojo in izobraževanje, zbiramo z letnim vprašalnikom ŠOL-PŠV.
COMMENT In the school year 2006/2007 organised care of pre-school children took place in 793 kindergartens and their units.
KOMENTAR Organizirano varstvo predšolskih otrok je v šolskem letu 2006/2007 potekalo v 793 vrtcih in njihovih enotah.
Of which 19 were private.
Od tega je bilo 19 vrtcev zasebnih.
Educational work was organized in 3,484 class units.
Vzgojno-izobraževalno delo je bilo organizirano v 3.484 oddelkih.
58,127 children were included in pre-school education; 27,778 girls and 30,340 boys.
V predšolsko vzgojo in izobraževanje je bilo vključenih 58.127 otrok (27.778 deklic in 30. 340 dečkov).
975 children were included in private kindergartens.
Zasebne vrtce je obiskovalo 975 otrok.
98% of all children were included in the morning performance of the program and the remaining 2% In the afternoon or alternating performance of the program.
98 % otrok je bilo vključenih v dopoldansko izvedbo programa, preostalih 2 % pa v popoldansko ali izmenično izvedbo programa.
759 children with special needs were included in kindergartens, of which two thirds in the regular class units and one third i.e.236 children in the progressive class units.
V oddelke vrtcev je bilo vključenih tudi 759 otrok s posebnimi potrebami, od tega sta bili dve tretjini otrok vključeni v redne oddelke, v razvojne oddelke pa 236 otrok oz. slaba tretjina.
239 educators and assistant educators took care for those children.
Za otroke s posebnimi potrebami je skrbelo 239 vzgojiteljev in pomočnikov vzgojitelja.
The number of children incorporating in kindergartens is on the increase.
Število otrok, ki se vključujejo v vrtce, narašča.
In the school year 2006/ 2007 there were 64.7% children of the proper age included in kindergartens.
V šolskem letu 2006/2007 je bilo v vrtce vključenih že 64,7 % vseh otrok ustrezne starosti.
Children in kindergartens were taken care of by 7,346 educators and assistant educators.
Za otroke v vrtcih je skrbelo 7.346 vzgojiteljev in pomočnikov vzgojiteljev.
There were also 108 advisory and 152 other professional staff members and 301 management staff members employed in kindergartens.
V vrtcih je bilo zaposlenih tudi 108 svetovalnih in 152 drugih strokovnih delavcev ter 301 vodstveni delavec.
On average, there were 8 children per one educator or assistant educator.
Enemu strokovnemu delavc je bilo dodeljenih povprečno 8 otrok.
Five years back there were 17 private kindergartens in Slovenia with 800 children enrolled, in the school year 2007/08 their number has enlarged to 24 with 1,200 children enrolled.
Pred petimi leti je bilo v zasebni lasti 17 vrtcev, vanje pa je bilo vključenih 800 otrok, v šolskem letu 2007/08 pa je bilo v zasebni lasti že 24 vrtcev, vanje pa je bilo vključenih 1.200 otrok.
The number of children per educator and assistant educator differs as to the age period.
Število otrok, ki so dodeljeni enemu vzgojitelju in pomočniku vzgojitelja, se razlikuje glede na starostna obdobja.
In the last five years the children/teacher ratio has not changed much.
Razmerje števila otrok na strokovno osebje se v zadnjih petih letih ni pomembneje spremenilo.
In calculating the number of children per teacher and assistant teacher, children in individual age period and the teaching staff for that age period are taken into account, expressed in full-time equivalent (part-time work is 0.5 FTE).
Pri izračunu števila učencev na vzgojitelja in pomočnika vzgojitelja so upoštevani otroci v posameznem starostnem obdobju in učno osebje za isto starostno obdobje, izraženo v ekvivalentu polnega delovnega časa (krajši delovni čas je 0,5 PDČ).
Children with mental disabilities were mainly enrolled in classes with moderate curriculum.
V te programe so bili vključeni pretežno otroci z motnjami v duševnem razvoju.
The purpose of the survey is to obtain the data on children attending pre-school preparation and on educational staff performing programs of pre-school preparation.
Namen statističnega raziskovanja je statistični popis otrok, ki obiskujejo pripravo na osnovno šolo, ter strokovnih sodelavcev, ki izvajajo program priprave na osnovno šolo.
Observation units are kindergartens, elementary schools and elementary schools for pupils with special educational needs, which carry out programs of pre-school preparation.
Enote opazovanja so vrtci, osnovne šole in osnovne šole s prilagojenim programom, ki izvajajo program priprave na osnovno šolo.
Sources Data on pre-school preparation are collected with the annual statistical questionnaire ŠOL-MŠ as of 30 September.
Viri podatkov Podatke o pripravi otrok na osnovno šolo zbiramo z letnim vprašalnikom ŠOL-MŠ po stanju 30. septembra.
They are sent to us by observation units on the basis of their records.
Pošljejo nam jih enote opazovanja na podlagi svojih evidenc.
Coverage Covered are children attending full-time programs of pre-school preparation in kindergartens (shown under Children attending full-time programs) and children attending part-time programs of pre-school preparation outside kindergartens (shown under Children attending part- time programs).
Zajetje V podatke o pripravi na osnovno šolo so vključeni otroci, ki obiskujejo vrtec (prikazani so v rubriki Priprava na osnovno šolo za otroke, ki obiskujejo vrtec), kakor tudi otroci, ki niso vključeni v vrtec (prikazani so v rubriki Priprava na osnovno šolo za otroke, ki ne obiskujejo vtrca).
Publications Yearly: Rapid Reports.
Objava rezultatov Letno: Statistične informacije.
Pre-school Preparation, by Municipalities in Slovenia Statistical Yearbook of the Republic of Slovenia.
Priprava otrok na osnovno šolo po občinah Slovenije Statistični letopis Republike Slovenije.
The purpose of the statistical survey is to monitor the situation in the field of upper secondary education, both for youth and adults.
Namen statističnega raziskovanja je spremljanje stanja na področju srednješolskega izobraževanja za mladino in odrasle.
It is a census of upper secondary schools, students enrolled in individual programmes and teaching staff performing upper secondary school programmes.
Gre za popis srednjih šol, dijakov, ki so vpisani v posamezne izobraževalne programe, ter pedagoškega osebja, ki izvaja srednješolske izobraževalne programe.
Observation units are all institutions, schools, centres and units performing education programmes for obtaining lower and middle vocational education, upper secondary technical and professional education and general upper secondary education.
Enota opazovanja so vsi zavodi, šole, centri in organizacijske enote, ki izvajajo izobraževalne programe za pridobitev nižje in srednje poklicne izobrazbe, srednje tehniške in strokovne izobrazne ter splošne srednje izobrazbe.
Covered are upper secondary schools for youth, upper secondary schools for students with special needs and upper secondary schools for adults.
Zajete so srednje šole za mladino, za mladino s prilagojenimi predmetniki ter srednje šole za odrasle.
Upper secondary schools for adults include upper secondary schools with class units for adults and other institutions that perform upper secondary education for adults.
Med srednje šole za odrasle štejemo srednje šole z oddelki za srednješolsko izobraževanje odraslih in druge ustanove, ki izvajajo srednješolsko izobraževanje odraslih.
Coverage Data on upper secondary schools cover students of upper secondary schools for youth and students of upper secondary schools for students with special needs (they are shown together), as well as adults attending upper secondary schools for adults (they are shown separately).
Zajetje V podatke o srednjem izobraževanju so zajeti dijaki (mladina), ki se izobražujejo v posameznih izobraževalnih programih, in dijaki v prilagojenih izobraževalnih programih (ki so prikazani skupaj z "mladino"), ter odrasli, ki se izobražujejo na srednješolski ravni (prikazujemo pa jih ločeno).
Gymnasiums are upper secondary schools that give general education, broaden and deepen pupil`s knowledge and prepare them for university studies.
Gimnazija je splošnoizobraževalna srednja šola, ki daje, razširja in poglablja znanje dijakov ter jih usposablja za visokošolski študij in pripravlja nanj.
We distinguish between general and technical gymnasiums.
Ločimo splošne in strokovne gimnazije.
By passing the matura examination, upper secondary education is achieved.
Z opravljeno maturo se po končani gimnaziji pridobi srednja izobrazba.
After finishing a 1-year matura course, graduates of middle vocational and middle technical and other professional programmes can enter a matura exam.
Z opravljenim 1-letnim maturitetnim tečajem kot pripravo na maturo lahko dijaki in odrasli, ki so končali programe srednjega poklicnega izobraževanja ali srednjega tehničnega in dugega strokovnega izobraževanja, pristopijo k maturi.
Adult education is formal adult education after regular education has been interrupted.
Kot izobraževanje odraslih se šteje formalno srednješolsko izobraževanje odraslih po prekinjenem rednem izobraževanju.
Upper secondary schools for adults include upper secondary schools with class units for adults and other institutions that perform upper secondary education for adults.
Srednje šole za odrasle vključujejo srednje šole z oddelki za srednješolsko izobraževanje odraslih in druge ustanove, ki izvajajo srednješolsko izobraževanje odraslih.
At the end of the school year 2000/2001 there were 9,483 teachers teaching in upper secondary schools, of that 7,830 in schools for youth and 3,776 in schools for adults.
Ob koncu šolskega leta 2000/2001 je na srednjih šolah poučevalo 9 483 učiteljev; od tega 7 830 v srednjih šolah za mladino in 3 776 v srednjih šolah za odrasle.
2,123 teachers were teaching both youth and adults and are represented in both figures.
2 123 učiteljev je poučevalo v šolah za mladino in v šolah za odrasle in so tako prikazani v obeh podatkih.
The fewest students decided on forestry and mining.
Najmanj dijakov je bilo vpisanih v programu na področju gozdarstva in rudarstva.
There is no student enrolled in leather processing.
Na področje usnjarstva se ni vpisal noben dijak.
In upper secondary schools for youth 90.2% of students advanced at the end of the school year.
V srednjih šolah za mladino je konec šolskega leta napredovalo 90,2 % dijakov.
In upper secondary schools for adults 66.1% of students advanced, which is more than in the previous school year.
V srednjih šolah za odrasle je bil uspeh slabši, saj je napredovalo 66,1 % odraslih, obenem pa vendarle boljši kot v prejšnjem šolskem letu.
At the end of the school year 2001/2002 there were 9,363 teachers teaching in upper secondary schools, of that 7,754 in schools for youth and 4,110 in schools for adults.
Ob koncu šolskega leta 2001/2002 je na srednjih šolah poučevalo 9 363 učiteljev; od tega 7 754 v srednjih šolah za mladino in 4 110 v srednjih šolah za odrasle.
2,501 teachers were teaching both youth and adults and are represented in both figures.
2 501 učiteljev je poučevalo v šolah za mladino in v šolah za odrasle in so tako prikazani v obeh podatkih.
7,585 students continued studies in 3+2 model programmes and in vocational technical programmes.
7 585 dijakov je nadaljevalo šolanje v programih po modelu 3+2 in v programih poklicnega tehniškega izobraževanja.
The fewest students (2,785) decided on 2-year lower vocational programmes.
Najmanj dijakov, le 2 785, pa se je odločilo za 2-letne nižje poklicne programe.
The purpose of the statistical survey is to monitor the situation in the field of upper secondary education, both for youth and adults.
Namen statističnega raziskovanja je spremljanje stanja v srednješolskem izobraževanj, tako za mladino kot tudi za odrasle.
It is a census of upper secondary schools, students enrolled in individual programmes and teaching staff implementing upper secondary school programmes.
Gre za popis srednjih šol, dijakov, ki so vpisani v posamezne izobraževalne programe, ter pedagoškega osebja, ki izvaja srednješolske izobraževalne programe.
Observation units are all institutions, schools, centres and units performing educational programmes for obtaining lower and middle vocational education, upper secondary technical and professional education and general upper secondary education.
Enote opazovanja so vsi zavodi, šole, centri in organizacijske enote, ki izvajajo izobraževalne programe za pridobitev nižje in srednje poklicne izobrazbe, srednje tehniške in strokovne izobrazbe ter splošne srednje izobrazbe.
Upper secondary schools for adults include upper secondary schools with class units for adults and other institutions that perform upper secondary education for adults.
Med srednje šole za odrasle štejemo srednje šole z oddelki za srednješolsko izobraževanje odraslih ter druge ustanove, ki izvajajo srednješolsko izobraževanje odraslih.
These questionnaires are answered by observation units on the basis of their records.
Oba omenjena vprašalnika nam izpolnjujejo opazovane enote na podlagi svojih evidenc.
Coverage Data on upper secondary schools cover students of upper secondary schools for youth and students of upper secondary schools for students with special needs (they are shown together), as well as adults attending upper secondary schools for adults (they are shown separately).
Zajetje V podatke o srednjem izobraževanju so zajeti dijaki (mladina), ki se izobražujejo v posameznih izobraževalnih programih, in dijaki v prilagojenih izobraževalnih programih (ki so prikazani skupaj z mladino), ter odrasli, ki se izobražujejo na srednješolski ravni (prikazujemo pa jih ločeno).
138 upper secondary schools for adults had 21,732 participants, of whom 2,856 attended 20 private upper secondary schools for adults.
V 138 srednjih šolah za odrasle je bilo vpisanih 21 732 udeležencev, od tega 2 856 v 20 zasebnih srednjih šolah za odrasle.
2,568 youth and 1,960 adults finished 3+2 model programmes or vocational technical programmes, 706 youth and 76 adults finished the matura course and vocational courses.
2 568 dijakov in 1 960 odraslih je končalo programe 3+2 ali programe poklicnega tehniškega izobraževanja, 706 dijakov in 76 odraslih pa maturitetni tečaj in poklicne tečaje.
516 adults who passed foreman, head clerk or master craftsman exams are included in the total number of graduates.
V skupnem številu odraslih, ki so končali izobraževanje, je bilo vključenih tudi 516 odraslih, ki so opravili delovodski, poslovodski ali mojstrski izpit.
In upper secondary schools for youth 91.0% of students advanced at the end of the school year.
V srednjih šolah za mladino je konec šolskega leta napredovalo 91,0 % dijakov.
At the end of the school year 2003/2004 there were 8,827 teachers teaching in upper secondary schools, of whom 7,684 in schools for youth and 3,915 in schools for adults.
Ob koncu šolskega leta 2003/2004 je na srednjih šolah poučevalo 8 827 učiteljev; od tega 7 684 v srednjih šolah za mladino in 3 915 v srednjih šolah za odrasle.
2,772 teachers were teaching both youth and adults and are represented in both figures.
2 772 učiteljev je poučevalo v šolah za mladino in v šolah za odrasle in so tako prikazani v obeh podatkih.
They are followed by students enrolled in 3-year middle vocational programmes (19,036).
V 3-letne programe srednjega poklicnega izobraževanja je bilo vključenih 19 036 dijakov.
7,773 students continued studies according to the 3+2 model and in vocational technical programmes.
7 773 dijakov je nadaljevalo šolanje v programih po modelu 3+2 in v programih poklicnega tehniškega izobraževanja.
The fewest students (2,243) decided on 2-year lower vocational programmes.
Le 2 243 dijakov, pa se je odločilo za 2-letne nižje poklicne programe.
There were 28,653 students enrolled in the first grade of upper secondary schools for youth.
V prvem letniku je bilo vpisanih 28 653 dijakov (mladina).
The share of students enrolled in these programmes is less than 1%.
Najmanj dijakov je bilo vpisanih na področje gozdarstva in rudarstva (spet manj kot 1 %).
For girls the most interesting fields of study are still general education (gymnasiums) and economics, since more than 71.5% of all girls were enrolled in these two fields.
Za dekleta sta bili najzanimivejši področji spet splošno izobraževanje (gimnazije) in ekonomija, saj je bilo na teh dveh področjih vpisanih 71,5 % vseh vpisanih deklet.