natgillin/translations-raw huggingface dataset:
Ljubljana: Ministry of Education and Sports, Office of the Republic of Slovenia for Youth: Social Protection Institute of the Republic of Slovenia.
Ljubljana: Ministrstvo za šolstvo in šport, Urad Republike Slovenije za mladino: Inštitut Republike Slovenije za socialno varstvo.
Cote, J., and Bynner, J. M. (2008).
Cote, J., in Bynner, J. M. (2008).
Choroszewicz, M., and Wolff, P. (2010).
Choroszewicz, M., in Wolff, P. (2010).
Dwyer, P., and Wyn, J. (2001).
Dwyer, P., in Wyn, J. (2001).
Furlong, A., and Kelly, P. (2005).
Furlong, A., in Kelly, P. (2005).
In: A. Cavalli in O. Galland (ed.): Youth in Europe, 6-20.
V: A. Cavalli in O. Galland (Ur.): Youth in Europe, 6-20.
Hurrelman, K., et al. (2010).
Hurrelman, K., in drugi (2010).
Shell-Jugendstudie 2010. [database].
Shell-Jugendstudie 2010. [datoteka podatkov].
Razvoj rodnosti v Sloveniji v zadnjih desetih letih in njen
Razvoj rodnosti v Sloveniji v zadnjih desetih letih in njen vpliv na staranje prebivalstva.
vpliv na staranje prebivalstva.
V: Statistika kot orodje in vir
In: Statistika kot orodje in vir za kreiranje znanja uporabnikov [Elektronski vir].
za kreiranje znanja uporabnikov [Elektronski vir].
Malnar, B., et al. (2010).
Malnar, B., in drugi (2010).
Slovensko javno mnenje 2008/2: European Social Science Survey [database].
Slovensko javno mnenje 2008/2: Evropska družboslovna raziskava [datoteka podatkov].
Slovenia, Ljubljana: Faculty of Social Sciences.
Slovenija, Ljubljana: Fakulteta za družbene vede.
Miheljak, V., Ule, M, Miheljak, V, Rener, T., Mencin Čeplak, M, Tivadar, B., Kuhar, M. (2001): Mladina, 2000 [database].
Miheljak, V., Ule, M, Miheljak, V, Rener, T., Mencin Čeplak, M, Tivadar, B., Kuhar, M. (2001): Mladina, 2000 [datoteka podatkov].
Ljubljana: Faculty of
Ljubljana: Fakulteta
Social Sciences.
za družbene vede.
Social Psychology Centre [production], 2000.
Center za socialno psihologijo [izdelava], 2000.
Ljubljana:
Ljubljana: Univerza v Ljubljani.
University of Ljubljana, Social Science Data Archive [distribution].
Arhiv družboslovnih podatkov [distribucija].
Orr, D., Schnitzer, K., and Frackmann, E. (2008).
Orr, D., Schnitzer, K., in Frackmann, E. (2008).
Toš, N., et al. (1991).
Toš, N., in drugi (1991).
Ljubljana: Edvard Kardelj University, Faculty of Sociology, Political Science and Journalism.
Ljubljana: Univerza Edvarda Kardelja, Fakulteta za sociologijo, politične vede in novinarstvo.
Toš, N., et al. (2002).
Toš, N., in drugi (2002).
aktivnostih [database].
aktivnostih [datoteka podatkov].
Ljubljana: University of Ljubljana, Faculty of Social Sciences .
Ljubljana: Univerza v Ljubljani, Fakulteta za družbene vede.
Ule, M., and Kuhar, M. (2003): Mladi, družina, starševstvo.
Ule, M., in Kuhar, M. (2003): Mladi, družina, starševstvo.
Uršič, M., and Hočevar, M. (2007).
Uršič, M., in Hočevar, M. (2007).
Brussels: European Commission.
Bruselj: Evropska komisija.
Sergej Flere and Marina Tavčar Krajnc
Sergej Flere in Marina Tavčar Krajnc
3 Education and training
3 Izobraževanje in usposabljanje
3.1 Involvement of Slovenian youth in education
3.1 Vključenost slovenske mladine v izobraževanje
Institutional education takes up an increasing part of people's lives today, and has become a universal societal means of preparing for adulthood and of socialising children and adolescents.
Institucionalno izobraževanje zajema vse večji delež življenja današnjih ljudi in je postalo univerzalni družbeni način priprave za odraslost ter socializacije otrok in mladostnikov.
For several decades the fundamental finding of all statistical reviews in the sphere of education has been that education has been expanding and on aggregate it is being extended.
Že več desetletij je temeljna ugotovitev vseh statističnih pregledov na področju izobraževanja, da se šolanje širi in agregatno podaljšuje.
The mass nature of full-time education has also grown significantly in Slovenia over the last 10 years compared to the EU-27 average.
Množičnost rednega izobraževanja se je tudi v primerjavi s povprečjem EU-27 v zadnjih 10 letih v Sloveniji občutno povečala.
Graph 11: Involvement of young people (15-24 years) in full-time education, 1999-2008, Slovenia and EU-27
Grafikon 11: Vključenost mladih (15-24 let) v redno izobraževanje, v obdobju 1999-2008, Slovenija in EU-27
EU-27 Slovenia
VIR: Eurostat
SOURCE: Eurostat
EU-27 Slovenija
Furthermore, with 71 percent of young people aged 15-24 involved in full-time education in 2008, Slovenia is in first place among EU-27 Member States.
Še več: Slovenija je z 71 odstotki vključenih mladih v starosti15-24 let v redno izobraževanje v letu 2008 na prvem mestu med državami članicami EU-27.
Slovenia
Finska
Lithuania
Belgija
Denmark
Islandija
Iceland
Norveška
Norway
Švedska
Sweden
Nemčija
Germany
Madžarska
Hungary
Grčija
Latvia
Estonija
Estonia
Švica
Switzerland
Francija
Italy
Romunija
Romania
Slovaška
Slovakia
Portugalska
Portugal
Španija
Liechtenstein
Avstrija
Austria
Bolgarija
Bulgaria UK
Združeno kraljestvo
SOURCE: Eurostat
VIR: Eurostat
The above graph relates to an age group that is in fact diverse in terms of the level of education involved.
Zgornji grafikon se nanaša na starostno skupino, ki je sicer raznovrstna glede stopnje šole, ki jo zajema.
In view of the almost full universalisation of secondary education, the differences stem chiefly from the involvement of young people in tertiary education.
Glede na skoraj popolno univerzalizacijo srednjega izobraževanja razlike izhajajo predvsem iz vključenosti mladih v terciarno izobraževanje.
The expansion of education throughout the EU, including in Slovenia, over the last 50 years has been exceptional, and signifies one of the greatest social changes of all.
Ekspanzija šolstva v celotni EU, pa tudi v Sloveniji je v zadnjih petdesetih letih izjemna in pomeni eno največjih družbenih sprememb sploh.
Education is becoming a fixed feature for a major part of the lifecycle of the average Slovenian, just as it is for the average European.
Enako kot za povprečnega Evropejca postaja izobraževanje stalnica za zelo velik del življenjskega cikla povprečnega Slovenca.
In essence this growth is associated with modernisation, but at the same time we must allow the possibility that it involves partly a postponement of young people entering the labour market.
Ta rast je v temelju povezana z modernizacijo, vendar moramo hkrati dopustiti možnost, da gre deloma tudi za odlaganje vstopanja mladih na trg dela.
When we observe the whole of post-primary education, a range of questions arises, of course, regarding the point of such expansion: What significance does it have for the individual?
Ko opazujemo celotno postprimarno izobraževanje, se seveda zastavlja vrsta vprašanj o smiselnosti take ekspanzije: Kakšen pomen ima za posameznika?
Is it necessary in societal terms?
Ali je potrebna tudi z družbenega vidika?
How is it linked to entry into the world of adulthood and involvement in work?
Kako je povezana z vstopom v svet odraslosti in vključevanjem v delo?
On the one hand, education and the knowledge acquired within it are taken as a fundamental characteristic of our civilisation.
Po eni strani se izobraževanje in v njem pridobljeno znanje upoštevata kot temeljna značilnost naše civilizacije.
Emphasis is placed on the emancipatory facet of education and also on its role as a driving force of the economy, from which the most is expected9 (Bell,
Poudarja se emancipatorična plat izobraževanja in tudi njegova vloga ekonomske gonilne sile, od katere se največ pričakuje9 (Bell, 1971).
Others doubt such effects of modern (mass) education.
Drugi dvomijo o takih učinkih sodobnega (množičnega) izobraževanja.
They criticise the expansion of education as well as its substantive features.
Kritizirajo ekspanzijo izobraževanja, pa tudi njegove vsebinske značilnosti.
Another subject of criticism is the “managerialisation” of education, and the incorporation of concepts and practices of liberal economics into public education, which is thought to belittle the essence of enlightening education (Hill, 2003; Levy, 2009, Trnavcevic, 2008).
Predmet kritike je tudi »manageralizacija« izobraževanja ter vključevanje konceptov in prakse liberalne ekonomije v javno šolstvo, ki da maliči bistvo razsvetljujočega izobraževanja (Hill, 2003; Levy, 2009, Trnavcevic, 2008).
The point that an expansion of education may tend to be economically unjustified is also indicated by some surveys that have found the growth of tertiary education, as well as secondary, exceeds the growth of demand for a labour force educated in that way (Chevalier, 2003, McGuinnes and Bennett, 2009).
Na to, da utegne biti ekspanzija izobraževanja ekonomsko neupravičena, opozarjajo tudi nekatere raziskave, ki ugotavljajo, da rast terciarnega izobraževanja, pa tudi sekundarnega, presega rast povpraševanja po tako izobraženi delovni sili (Chevalier, 2003; McGuinness in Bennett, 2009).
Findings also indicate that the available jobs do not entirely dovetail with people's education (although this is never completely possible), that employees are “over-educated” and that an expansion of education is no guarantee of anticipated individual gains and economic growth for society (Denison, 1971).
Ugotovitve tudi kažejo, da se razpoložljiva delovna mesta ne ujemajo povsem z izobrazbo (sicer to nikoli ni popolnoma mogoče), da so zaposleni »preveč izobraženi« in da z ekspanzijo šolstva ni mogoče zagotoviti pričakovanih individualnih dobičkov in gospodarske rasti družbe (Denison, 1971).
In more recent scientific literature, a prominent
V novejši znanstveni literaturi izstopajo Wolfove trditve, da je povezanost gospodarske in izobrazbene rasti mit (2003).
Among the priorities the aim is to maintain “improvement of the level of education, especially through efforts to reduce the level of dropping out in schools and to increase the share of the population with tertiary or equivalent education” (see http://www.consilium.europa.eu/ uedocs/cms_data/docs/pressdata/SL/ec/1136 16.pdf).
Med prednostnimi nalogami se ohranja »izboljšanje ravni izobrazbe, zlasti s prizadevanji, da bi zmanjšali stopnje osipa v šolah in da bi povečali delež prebivalstva s terciarno ali enakovredno izobrazbo« (gl. http://www.consilium.europa.eu/ uedocs/cms_data/docs/pressdata/SL/ec/1136 16.pdf).
This objective is subordinate to the goal of maintaining high employment, meaning that the aim of education policy and education is somewhat modified and more modest.
Ta cilj je podrejen cilju ohranjanja visoke zaposlenosti, kar pomeni, da je cilj izobraževalne politike in izobraževanja nekoliko spremenjen in skromnejši.
Despite the fact that there is still a good deal of currency in the assessment that in circumstances of mass education, solutions to pretty much all social issues are sought in education, as if it was some ‘magic potion' for solving social issues, from economic growth to delinquency and family solidity (Depaepe and Smeyers, 2008).
Ne glede na to se še vedno zdi dokaj veljavna ocena, da se v razmerah množičnega šolstva za domala vsa družbena vprašanja iščejo rešitve v šolstvu, kot bi bil to nekakšen »čarobni napoj« za reševanje vseh družbenih vprašanj, od gospodarske rasti do delinkvence in trdnosti družine (Depaepe in Smeyers, 2008).
3.2 Higher education
3.2 Visokošolsko izobraževanje
In the period of 90 years coinciding with the age of the first university in Slovenia (University of Ljubljana), the share of students among young people has grown steeply.
V obdobju 90 let, kolikor je stara prva univerza na Slovenskem (Univerza v Ljubljani), se je delež študentov med mladimi strmo povečeval.
A look back shows that in 1961 there were 12,971 tertiary “listeners” (Statistical Yearbook of the SR Slovenia 1964), which at that time represented just 6.5 percent of the age group 19-26 years, while in 2008 students accounted for as much as 41 percent of the same age group (SORS data).
Pogled nazaj pokaže, da je leta 1961 študiralo 12.971 terciarnih »slušateljev« (Statistični letopis SR Slovenije 1964), kar je bilo tedaj v starostni skupini 19-26 let le 6,5 odstotka, študenti v Sloveniji leta 2008 pa so pomenili že kar 41 odstotkov iste starostne skupine (podatki SURS).
This indicates that the proportion of students in that age group has grown more than six times.
To kaže, da se je delež študentov v omenjeni starostni skupini povečal za več kot šestkrat.
In the period from 1996 to 2008, the share of students in the age group from 19 to 26 almost doubled (from 22 to 41 percent).
V obdobju od 1996 do 2008 se je delež študentov v starostni skupini od 19 do 26 let skoraj podvojil (z 22 na 41 odstotkov).
Major growth in the number of students in the generation is also indicated by our research findings.
Velika rast števila študentov v generaciji se kaže tudi v naših raziskovalnih izsledkih.
In 2010 students (full-time, part-time but not employed and those on hiatus) accounted for almost 70 percent of the 19-24 age group, which is approximately 30 percent higher than a decade earlier.
Leta 2010 imajo študenti (redni, izredni (samo nezaposleni) in pavzirajoči) v skupini 19-24 let skoraj 70-odstotni delež, kar je približno za 30 odstotkov več glede na desetletje prej.
An even more pronounced increase may be observed in the 19-29 age group (from 25.5 percent to 41 percent).
Še izrazitejše povečanje je opaziti, če opazujemo skupino 19-29 let (s 25,5 odstotka na 41 odstotkov).
This indicates not just the low effectiveness of studying, but also the systemic (dis)organisation of studying, which contributes to lengthening it.
Tone kaže samo na nizko učinkovitost študiranja, temveč tudi na sistemsko (ne)urejenost študija, ki prispeva k njegovemu podaljševanju.
The dimensions of these changes appear even more clearly when we compare Slovenia with the EU average (somewhat differently defined data are available).
Razsežnosti teh sprememb se kažejo še jasneje, ko Slovenijo primerjamo s povprečjem EU (na voljo so nekoliko drugače opredeljeni podatki).
Graph 13: Involvement of the 20-24 year-old generation in tertiary education, 1999-2010, Slovenia and EU-27
Grafikon 13: Vključenost generacije 20-24 let v terciarno izobraževanje v obdobju 1999-2010, Slovenija in EU-27
SOURCE: Eurostat and Youth 2010
VIRA: Eurostat in Mladina 2010
The above graph relates to the generation group that approximately matches the envisaged duration of tertiary education.
Zgornji grafikon se nanaša na generacijsko skupino, ki se približno ujema s predvidenim trajanjem terciarnega izobraževanja.
Put simply, in this Slovenia has ‘run away' from the European Union.
Preprosto rečeno, Slovenija je tu »pobegnila«Evropski uniji.
A European comparison for 2008 tells us even more:
Evropska primerjava za leto 2008 pove še več:
Graph 14: Involvement of the 20-24 year-old age group in tertiary education, EU-27 Member States, 2008
Grafikon 14: Vključenost starostne skupine 20-24 let v terciarno izobraževanje, države članice EU-27, 2008
Cyprus UK
Ciper
Liechtenstein
Združeno kraljestvo
Luxembourg
Lihtenštajn
SOURCE: Eurostat
Luksemburg
It is interesting, for instance, that the proportion in Slovenia is approximately twice that of Germany or Austria.
Slovenski delež je precej višji tudi od najrazvitejših članic EU iz nordijske skupine.
The Slovenian proportion is considerably higher than the most advanced EU Member States of the Nordic group.
V letu 2008 je bil delež študirajoče mladine med 20. in 24. letom v Sloveniji med državami EU-27 daleč najvišji.
Slovenia's position here should at least in part be linked to the lack of steady employment, alongside the social benefits of having the status of student, including the predominantly free tuition, student work schemes and state grants.
Ta položaj Slovenije je treba vsaj deloma povezati tudi s pomanjkanjem rednih zaposlitev ob socialnih ugodnostih študentskega statusa, vključno s prevladujočo brezplačnostjo študija, oblikami študentskega dela in državnim štipendiranjem.
The growth in tertiary education is greatest in the most challenging segment, in postgraduate studies (graph below).
Rast terciarnega izobraževanja je največja v najzahtevnejšem delu, pri podiplomskem študiju (graf spodaj).
Graph 15: Number of postgraduate students in Slovenia,
Grafikon 15: Število podiplomskih študentov v Sloveniji v obdobju
SOURCE: SORS
VIR: SURS
In the 13-year observation period, the number of postgraduate students has shown an extraordinary increase, if we take into account the classical (pre-Bologna) understanding that this level of study is in preparation for scientific work and that to date its applicability has remained of secondary importance.
V trinajstletnem obdobju opazovanja se je število podiplomskih študentov izjemno povečalo, če upoštevamo klasično (predbolonjsko) dojemanje, da ta stopnja študija pripravlja za znanstveno delo in da je do zdaj njegova uporabnost ostala drugotnega pomena.
It would seem that the dreams of Humboldt, Helvetius and Zois have come true.
Kljub temu bi bilo treba rast podiplomskega študija problematizirati z vidika zaposljivosti.
But a look at the actual state of affairs shows that this development has been spurred significantly by efforts to reduce the pressure on the labour market from young people.
Na različne načine zgornji podatki kažejo v isto smer: da je v Sloveniji prišlo do izjemne rasti zajetosti mladine v terciarno izobraževanje.
But here in particular we can see that there is no proper connection, and sometimes no connection at all (we discuss this in greater detail in the chapter on employment).11
Toda ob pogledu na dejanske razmere se pokaže, da so na ta razvoj precej vplivala prizadevanja za zmanjšanje pritiska mladih na trg dela.
The socially questionable nature of the growth in tertiary education, especially in terms of quality, is indicated by the concurrent trend of a decline in its funding.
Tudi to bi bilo upravičeno, če bi temu sledilo »ustrezno« zaposlovanje, ki bi izražalo vložen študij, vlaganja države in prizadevanja mladine.
Public funds intended for tertiary education are being reduced, not just in terms of funds provided per individual student, but also in absolute terms (as a proportion of GDP).
Toda prav tukaj se kaže, da ni prave povezave, včasih pa nobene povezave (podrobneje o tem govorimo v poglavju o zaposlovanju).11
Nevertheless the growth in postgraduate studies should be analysed in terms of employability.
Na družbeno vprašljivo naravo rasti terciarnega izobraževanja zlasti z vidika kakovosti kaže hkratna težnja po upadanju njegovega financiranja.
11 We might also seek the role of university-level education in the area of human emancipation, in the area of qualified political involvement and similar.
Javna sredstva, namenjena terciarnemu izobraževanju, se zmanjšujejo ne samo z vidika zagotovljenih sredstev na posameznega študenta, temveč tudi v celoti (kot delež BDP) upadajo.
Graph 16: Number of students in tertiary education and proportion of public funds (GDP) allocated for tertiary education in Slovenia,
Grafikon 16: Število študentov v terciarnem izobraževanju in delež javnih sredstev (BDP-ja), namenjen terciarnemu izobraževanju v Sloveniji od 2001-2007
Number of students (x 100,000) Proportion of GDP for tertiary education
Število študentov (v 100.000) Slovenija Delež BDP za terciarno izobraževanje
The pronounced increase in the number of students in the period from 2001 to 2007 coincides with a decline in the proportion of GDP allocated to tertiary education, which raises doubts about the substantive quality of such education.
11 Sicer lahko iščemo vlogo visokošolskega izobraževanja tudi na področju človeške emancipacije, na področju kvalificirane politične udeležbe in podobno.
The graph clearly indicates that parallel to the steep growth in the number of students in Slovenia, there has been a decline in the share of public funds from GDP allocated to tertiary education.
Izrazito povečevanje števila študentov v obdobju 2001-2007 sovpada z upadanjem deleža BDP, namenjenega terciarnemu izobraževanju, kar poraja dvom o vsebinski kakovosti tega izobraževanja.
Even taking account of a possible growth in private funding, it is quite clear that the funding of tertiary education (especially in terms of funds per student) is declining.
Grafikon jasno kaže, da vzporedno s strmo rastjo števila študentov v Sloveniji upada delež javnih sredstev iz BDP, namenjen terciarnemu šolstvu.
12This will not be without consequences for the actual process of learning and study in tertiary education and for its institutionalisation, and especially not for
Tudi ob upoštevanju morebitne rasti zasebnih sredstev se jasno kaže, da se financiranje terciarnega šolstva (še posebej če upoštevamo sredstva na glavo študenta) zmanjšuje.
Of course these are negative consequences that cannot be mitigated or even prevented by the great commitment of teachers and students.
Seveda so to negativne posledice, ki jih ne more zmanjšati ali celo preprečiti velika zavzetost učiteljev in študentov.
3.2.1 Tangent: Debate on the expansion of tertiary education
3.2.1 Ekskurz: Razprava o ekspanziji terciarnega izobraževanja
Numerous questions surround the issue of tertiary education.
O terciarnem izobraževanju obstajajo številne dileme.
Apart from the fact that it is underfunded, it may also be asserted that it is overextended in view of the largest extent in the EU, and this does not match the level of economic development in Slovenia by this criterion.
Poleg tega, da je finančno podhranjeno, je mogoče trditi tudi, da je preobsežno glede na največji obseg v EU, kar ne ustreza stopnji gospodarske razvitosti Slovenije po tem merilu.
We may also assert that in the future this situation will be reflected in discrepancies that will be apparent in part as unemployment and the dequalification of graduates in gaining employment.
Lahko postavimo tudi trditev, da se bo tako stanje v prihodnosti izražalo v neskladjih, ki se bodo med drugim kazala kot brezposelnost in dekvalifikacija diplomantov pri zaposlovanju.
Doubts also arise about the quality of tertiary education, especially regarding its funding, the duration of courses and regarding the linking of study to social transfers and benefits (but not to adequate employment).
Tudi o kakovosti terciarnega izobraževanja se porajajo dvomi, še posebej glede na njegovo financiranje, trajanje študija ter glede na povezanost študija s socialnimi transferji in ugodnostmi (ne pa z ustreznim zaposlovanjem).
Viewed in the most general terms, Slovenian education as seen by Enlightenment figures such as Condorcet, Helvetius or Žiga Zois is a dream come true, and even goes beyond the dream.
Najsplošneje gledano je slovensko šolstvo s stališča razsvetljencev, kot so bili Condorcet, Helvetius ali Žiga Zois, uresničitev sanj in celo presega te sanje.
So Slovenians should be enlightened, scientifically “geared up” and emancipated.
Tudi s stališča zagovornikov ekonomske koristnosti izobraževanja, kot je npr.
And if not from the Enlightenment figures, we could in any event expect Weber to be critical towards the circumstances in which we have found ourselves, since he predicted a competition for certificates and diplomas, not from a “thirst for education”, but rather for privileges and earnings.
Če ne od razsvetljencev, bi vsekakor od Webra lahko pričakovali, da bi bil kritičen do razmer, v katerih smo se znašli, saj je predvideval tekmo za spričevala in diplome, ne zaradi »žeje po izobraževanju«, temveč zaradi privilegijev in dohodkov.
Weber did not trust the immanent value of education per se.
Weber ni zaupal v imanentno vrednost izobraževanja sploh.
He took the view that education, especially in the tangible form of certificates and diplomas, is a means for ensuring a privileged position and for creating closed, privileged groups (Weber, 1978).13
Bil je mnenja, da je izobraževanje, zlasti opredmeteno v spričevalih in diplomah, sredstvo za zagotavljanje privilegiranega položaja in oblikovanje zaprtih privilegiranih skupin (Weber, 1978).13
Since the curriculum required to obtain academic standing demands considerable costs and a lengthy period of time… intellectual costs… decline with the increased scope (of certificates)” (Weber, 1978: 1000).
Očitno v sedanjem trenutku te teorije ne morejo dobiti podpore v življenju slovenskih mladostnikov (pa tudi starejših).