natgillin/translations-raw huggingface dataset:
When they talk, for instance, they single us out, they speak of us with pride, like, ‘We have our young people', but in fact they don't make it possible for us, they don't give us what we young people really need.
Ko recimo govorijo, nas postavljajo v ospredje, o nas govorijo s ponosom, »mi imamo mladino«, v bistvu pa nam tega ne omogočajo in ne dajo tistega, kar mladi v resnici potrebujemo.
At school, for instance, they fill our head with nonsense instead of preparing us for life.
V šoli nam recimo polnijo glave z brezveznimi stvarmi, namesto da bi nas pripravili za življenje.
Who of us young people can afford to have a family nowaday
Kdo pa si lahko privošči svojo družino od mladih danes?«
“The Hungarian minority takes better care of their young.
»Madžarska manjšina pa bolj čuva svoje mlade.
For instance, this can be seen in the upbringing and tradition and his
To se vidi na primer v vzgoji in v tradiciji in zgodovini, ki nam jo predajajo.
tory they're passing on to us.
Bolj držimo skupaj in ravno zato, ker nas je manj, bolj pazimo drug na drugega.
We stick together more, and becausewe're few, we look after each other more.
Mladi v manjšini predvsem več poslušamo starejše in več od njih prevzamemo.
We young people within the minority listen to our elders and take on more from them.
Več je tudi programov in projektov sodelovanja kot pa pri Slovencih.
There are also more cooperation programmes and projects than among the Slovenians.
Več stvari je naravnanih na ohranjanje naše nacionalne identitete in odraščamo v tej kulturi.
(Vali, 23, young representative of the Hungarian minority)
(Vali, 23 let, mlada predstavnica madžarske manjšine)
“It varies.
»Različno.
On the one hand parents think that youngsters are lazy, but I think there are very many ambitious and diligent, innovative young people, and they do an injustice to them.
Po eni strani starejši menijo, da so mladi leni, meni se pa zdi, da je med mladimi veliko ambicioznih in pridnih, inovativnih in tem se dela krivica v tej perspektivi.
Young people shouldn't be considered as a generalised crowd, and believed to be the driver of progress and lazy at the same time.”
Mladih se ne da jemati kot posplošeno množico, na katero se aplicira, da so gonilo razvoja in leni hkrati.
“Young people are judged too harshly.
(Mateja, 29 let, zaposlena v parlamentu)
Negative characteristics are overly generalised.
»Prestrogo se gleda na mlade.
But little emphasis on what they've achieved, where young athletes represented Slovenia and so on.
Ni pa veliko dobrega, kaj so mladi dosegli, kje so na primer mladi športniki zastopali Slovenijo in podobno.
With this we could show young people that a great deal can be achieved in youth.”
S tem bi mladim lahko pokazali, kaj se da že v mladih letih doseči.
(Matjaž, 29, young unemployed)
(Matjaž, 29 let, brezposelni mladi)
“Badly.
»Preslabo.
Adults don't see enough potential in the young.
To pomeni, da se v njih vidi premalo potenciala.
They fit them into some stereotype categories which are worse than they really are.
Stereotipizira se jih na slabše, kot v resnici so.
Young people are also judged by their appearance, this one's a loser, that one's a junkie, but in fact they're not bad at all.”
Sodi se jih že po videzu, da je nekdo luzer, al pa narkoman, pa v bistvu sploh niso slabi.
“Too little respect (of the young towards the elders)… we (the Roma people) respect our elders… Ours (Roma), too, don't all respect their elders.
»Premalo spoštovanja (mladih do starejših)… pri nas (Romih) spoštujemo starejše… Saj tudi naši (Romi) vsi ne spoštujejo starejših.
I know one guy who don't speak to his father for 5 month, they had a fight… For me he's not a human being, he don't respect his parents.”
Poznam enega, ki se s svojim očetom že ne pogovarja 5 mesecev, ker sta se skregala… Za mene on ni človek, ker ne spoštuje svojih staršev.
15.2 Education and training
(Tasim, 22 let, mladi zapornik)
“Grammar school was an excellent experience.
»Gimnazija mi je bila odlična izkušnja.
I had a teacher who taught me how to learn.
Imela sem profesorje, ki so me naučili učiti.
Faculty was another matter.
Faks pa je bila druga stvar.
Too much theoretical bullshit and too little interesting practice.”
Preveč je bilo teoretičnega nakladanja in premalo zanimive prakse.
Whether this is good or bad, I don't know.
Je to dobro ali slabo, ne vem.
If you have upbringing at home, it's cool, if you don't it's a problem.
Če imaš vzgojo doma, je to kul, če pa je nimaš, pa je to problem.
I always enjoyed myself at school.
Vedno sem v šoli užival.
At grammar school I obtained basic knowledge in many things, and there was also this critical stance they instilled in us…”
V gimnaziji sem odnesel osnovno širino znanja, pa tudi zaradi kritičnega pogleda, ki so nam ga dali…«
“It was great, I'd choose the same path again.
»Super je bilo, še enkrat bi izbral isto pot.
Mostly because of my classmates.
Predvsem zaradi družbe sošolcev.
Those were the people I grew up with, and we got along very well.
S temi ljudmi sem odraščal in zelo dobro smo se razumeli.
Same interests and view of the world.
Isti interesi in pogledi na svet.
We still see each other.”
Še vedno se družimo.
Otherwise, a pretty good experience...
(Gašper, 23 let, mladi športnik)
“In the end I had to resit one subject, but I told myself I must finish school, I had friends and classmates who were good, so I had to pass the resit... the drama school also helped, I learned to speak in public there without stage-fright and trembling.”
»Na koncu sem mela sicer popravnega, ampak sem si rekla, da šolo moram nardit, imela sem prijatle in sošolce, ki so bili dobri, in zato sem morala nardit popravne… pomagala mi je tudi dramska šola, ker sem se tam naučila nastopat pred tablo brez treme in trepetanja.
“… I don't know where this idea came from that school's supposed to be fun.
»… ne vem od kod to, da bi šola naj bila zabavna.
At school you're supposed to learn, and then, if there's any time and energy left, you can have fun.”
V šoli naj bi se učili in šele potem, če ostane kaj časa in energije, zabavali.
In the opinion of the young, teachers should be trained to guide young people, have firm professional knowledge, be flexible, have clear moral views, which they should be willing to advocate with determination, and be able to set clear limits:
Učitelji naj bi bili po njihovem mnenju ljudje, ki vodijo mlade, so strokovno podkovani, prilagodljivi, imajo izoblikovana moralna stališča, ki jih odločno zastopajo in znajo jasno postaviti meje:
“I never really had any special attitude towards school.
»Že v osnovi nisem imel nekega posebnega odnosa do šole.
It never meant anything in particular to me… but it was always important who was teaching what… In fact, a teacher is a lighthouse.”
Nikoli mi ni bila nekaj ekstra… predvsem pa mi je bilo pomembno, kdo kaj uči… Učitelj je v bistvu svetilnik...«
Most respondents nevertheless believe that, generally speaking, schooling gives young people quite a lot:
»Šola da veliko in to je dobro.
“School gives young people a lot, but it could do more.
»Šola mladim sicer nekaj da, lahko pa bi bilo tega še več.
A great deal depends on individual engagement.
Veliko je odvisno od lastne angažiranosti.
School provides the young with a certain framework and direction, fundamental knowledge and discipline.
Šola mladim da nek okvir in smer, osnovno znanje in disciplino.
But it could offer more choice and more additional activities, it could also include young people in the educational process.
Lahko pa bi jim dala še več možnosti izbire in več prostočasnih dejavnosti, lahko pa bi mlade tudi vključevala v proces izobraževanja.
Young people should be more strongly encouraged to discover their own interests.”
Mlade bi lahko bolj spodbujali pri iskanju lastnih interesov.
(Mojca, 23, successful psychology student)
(Mojca, 23 let, uspešna študentka psihologije)
“Yes, they are, in secondary school they're very important.
»So, v srednji šoli zelo.
But then less and less.
Potem pa vedno manj.
At secondary school I was lucky; I always got grades corresponding to my level of knowledge.
V srednji šoli sem imela srečo, da sem vedno dobila oceno glede na znanje.
But at the faculty they were asking me things I thought were unimportant and stupid… I felt this was unjust and so I lost motivation.”
Na faksu pa so me spraševali same stvari, ki sem jih videla kot neuporabne in neumne… To sem razumela kot krivico in izgubila sem motivacijo.
Success motivates you and is important.”
Uspehi dajo motivacijo in so pomembni.
It is also important for achieving a higher standard of living and life goals, although in itself it is neither necessary nor sufficient:
Pomembna je tako za doseganje standarda, pa tudi življenjskih ciljev, čeprav sama zase ni ne nujen in ne zadosten pogoj:
”School is helpful, but it's a necessary evil, ‘cause education is a must in our world.
»Šola sicer nekaj pomaga, je nujno zlo, ker je izobrazba v našem svetu nujna.
If you want to have money, you must finish school, standard of living is based on education, but in my opinion young people often don't want the knowledge provided by the school.”
Če bi rad imel denar, moraš končati šolo, standard je pogojen s šolo, mladi pa si po mojem mnenju velikokrat ne želijo znanja, ki ga šola ponuja.
And many people during their school years have no idea what they really want.”
Veliko mladih tudi v času šolanja ne ve, kaj bi sploh radi.
However, the knowledge young adults possess is not limited to formal education providers.
(Jona, 25 let, redni obiskovalec mladinskega zbirališča Pekarna)
They claimed they learned the language through electronic media, most frequently computers and the internet, and by watching television, notably foreign series.
Med vsemi navedenimi oblikami je največ tujega jezika, predvsem angleščine, nemščine in španščine, po večini pa so se ga naučili prek elektronskih medijev, največkrat ob računalniku in internetu, ter televiziji, predvsem tujih nanizankah.
They also possess various practical skills and competences, the acquisition of which is spontaneous during spare-time activities.
Veliko je tudi povsem praktičnega znanja in kompetenc, katerih akvizicija se dogaja spontano, med dejavnim preživljanjem prostega časa.
Most of their skills are related to relatively specialised computer tools, theoretical and practical musical knowledge, handiwork, technical-mechanical knowledge and skills, household chores and so on.
Med temi je največ znanja, ki je povezano z uporabo razmeroma specializiranega računalniškega orodja, teoretičnega in praktičnega glasbenega znanja, ročnih spretnosti, tehnično-mehaničnega znanja in spretnosti, hišnega gospodinjskega znanja in spretnosti in podobno.
“A great deal depends on the primary social network of young people.
tate ustrezno ovrednotila,tako da bi bilo neformalno izobraževanje za mlade privlačnejše:
They could design a certificate testifying to a specific informal skill as part of the resume when looking for a job.”
Oblikovati bi bilo potrebno na primer spričevalo neformalnih znanj, ki bi štela kot kompetence in reference pri iskanju zaposlitve.
In their future they see many possibilities of continuing their education.
V prihodnosti vidijo veliko možnosti, da bodo izobraževanje nadaljevali.
In the short term most of them want to finish their education and find a job, for this is what will grant them financial independence and therefore enable them to grow up.
Kratkoročno pa si večina želi trenutno izobraževalno pot končati in poiskati zaposlitev, saj je to tisto, kar bo zagotovilo njihovo gmotno neodvisnost in s tem tudi odraslost.
This, however, does not mean they are not making plans for further education:
To pa nikakor ne pomeni, da ne načrtujejo nadaljnjega izobraževanja:
“For the time being I quit everything, but I might continue my education some day… something to do with music.”
»Zaenkrat sem vse pustil, puščam pa možnost, da se bom še kdaj izobraževal… v smeri glasbe.
Rowing is in first place.”
Veslanje je na prvem mestu.
15.3 Health and wellbeing
15.3 Zdravje in dobro počutje
Heath and wellbeing are important to young people, but they do not seem to pay particular attention to either.
Za mlade sta zdravje in dobro počutje sicer pomembni, ni pa med njimi opaziti pretirane skrbi za oboje.
“I'm healthy, I feel very well.
Nisem anksiozna, se pa zavedam, da psiha vpliva na zdravje.
“If you just listen to yourself, there's nothing to fear.
Seveda bi rad bil zdrav, samo se ne bojim bolezni.
Of course I'd like to be healthy, but I'm not afraid of illness.
Glej primer: Že deset let si ne merim vročine in je nimam že deset let.
The majority do not actively practice any sport, many drink alcohol, there are a few smokers and some who take drugs.
Velika večina se jih s športom ne ukvarja dejavno, veliko jih uživa alkohol, nekoliko manj pa je kadilcev in še manj jih uživa mamila.
Nevertheless most of them seem to believe they know how to take care of their health:
Kljub temu pa si večina zamišlja, kako skrbeti za svoje zdravje:
“I make an effort to eat small meals, I drink a lot of water and exercise… Recreational stuff… But going to fitness centres is not my cup of tea…”
»Trudim se, v določenih obrokih jem po malo, pijem tekočino in migam… Reaktivno pač… Da pa bi hodla v fintes, pa ni moja stvar…«
“I rest and watch TV.”
»Počivam in gledam TV.
“I bought some hemp oil and take a spoonful every day.
»Konopljino olje sem si kupil in vsak dan ga pijem po žličkah.
I heard somewhere it was very good for you.
Nekje sem slišal, da je zelo zdravo.
They also believe most young people in Slovenia feel the same way.
Hkrati s tem menijo tudi, da se podobno počuti večina mladih v Sloveniji:
“… young people could exercise more.
»… bi pa mladi lahko malo več migali.
Wouldn't hurt anybody.”
Ne bi nobenemu škodilo.
15.4 Employment, entrepreneurship, mobility and globalisation
(Sabina, 22 let, nekdanja odvisnica)
15.4.1 Employment
15.4 Zaposlovanje, podjetništvo, mobilnost in globalizacija
Young people consider employment to be extremely important; most of them perceive it as a major step towards gaining independence and therefore adulthood.
Zaposlitev je med mladimi razumljena kot izjemno pomembna, saj jo večina dojema kot korak pri osamosvajanju in s tem pri doseganju odraslosti.
In addition to starting one's own family this is considered the second most important factor in growing up.
Poleg lastne družine je to po njihovem mnenju namreč drugi najpomembnejši dejavnik pri doseganju lastne odraslosti.
Young people relate employment primarily to financial independence and assuming responsibility, which in their opinion is an important step towards adulthood:
Mladi z zaposlovanjem povezujejo predvsem finančno samostojnost in prevzemanje odgovornosti, kar je zanje pomemben korak v odraslost:
When are you grown up?
»Kdaj si odrasel?
“I think that when you're financially independent, take your own decisions, set your own limits and have control over your life.”
Mislim, da ko si finančno neodvisen in se odločaš samo zase in sam postavljaš svoje meje in kontroliraš svoje življenje.
“When you act like an adult.
(Mojca, 23 let, uspešna študentka psihologije)
“Money's definitely not the most important thing.
»Denar mi sigurno ni najpomembnejši.
Security, rather, having a job that gives me the feeling of security… and that I can have a family.”
Bolj varnost, da imam službo, ki mi omogoča, da se varno počutim… pa da sploh lahko imam družino.
Nowhere!”
Nič!«
(Enver, 20, young Roma)
(Enver, 20 let, mladi Rom)
The interviewees included in the qualitative work perceive the employment situation as extremely bad:
Stanje zaposlenih intervjuvanci kvalitativnega dela zaznavajo kot izjemno slabo:
“A very bad situation, disproportionate demand for workers available.
»Zelo slabo stanje, neproporcionalno povpraševanje po kadrih, ki so na voljo.
Young people don't stand a chance.”
Mladi nimajo možnosti.
Some people like these jobs, though they're seen as inferior in society… Maybe some top-grade student would like to work with wood, but they don't let him and push him into grammar school… I'd almost have preferred to go to vocational school, become a cook… but my parents pushed me into grammar school - our kid won't be a menial worker…”
Enim je to v veselje, pa se v družbi tretira kot manjvredno… Mogoče pa bi kak odličnjak rad delal z lesom, pa mu tega ne omogočijo in ga stlačijo med gimnazijce… Sam bi skoraj rajši šel na poklicno, bil bi kuhar… Pa so me stari stlačli na gimnazijo, naš pa že ne bo delal…«
“Employment for young people is a problem, there are too few jobs, we'll have to fight harder for jobs than our parents used to.
»Zaposlovanje med mladimi je slabo, služb je premalo, mladi se bomo morali bolj boriti za službe kot pa naši starši.
There's great uncertainty regarding education as you don't know where you'll work.
Velika je tudi negotovost glede izobraževanja, saj ne veš, kje boš delal.
There's also no job security, and you'll need more flexibility, additional training and aggressiveness.
Delo je tudi nezanesljivo in potrebno bo več fleksibilnosti, dodatnega izobraževanja in agresivnosti.
There will be more project work.”
Več bo projektnega dela.
“On the one hand all of us are responsible, and on the other the state, and then the EU… it's hard to say, it's the same all over the world, but why, nobody knows.”
»Po eni strani smo vsi odgovorni, po drugi država, po tretji strani EU… težko je opredelit, sicer pa je po celem svetu tak, zakaj pa je do tega prišlo, pa noben ne ve.
“In a way, everyone's responsible.
(Špela, 25 let, mlada natakarica)
You can't just sit at home and wait for somebody to offer you a job.
Ne moreš čakat, da ti bo nekdo domov prinesel službo.
Then there are the counsellors at the social services, they should really help you find something suitable.
Potem so tukaj svetovalci na socialni službi in da ti v resnici pomagajo najti nekaj primernega.
And the state should abolish the employment agencies, for instance ADECCO, since they help find you a job, but then they take commission off your wages.”
Država pa bi morala ukiniti agencije za zaposlovanje, na primer ADECCO, ker ti ti sicer iščejo službo, ti pa potem odtegnejo od plače.
It seems normal to me that there are fewer jobs, our parents were spending excessively.
To se mi zdi normalno, da je malo služb, saj so naši starši preveč
“Society should manage these resources fairly… if they can collect taxes, they should ensure that people are properly employed and occupied.”
»… družba bi morala pravično upravljati s temi viri… tako ko pobirajo davke, bi lahko skrbeli za primerno zaposlovanje in delavnost ljudi.
“Society as a whole is responsible.
(Nejc, 26 let, zaposlen po sili)
Those young adults who are already employed see the situation slightly differently:
Mladi, ki so že zaposleni, pa vidijo stvar nekoliko drugače.
“Taxes are the problem… Reduce taxes, this will stimulate everything else.”
»Problem so davki… Znižat davke, ker bo to stimuliralo vse ostalo.
In their view, the social network has a greater role in applying for a job than the level of education attained.
Bolj kot stopnjo izobrazbe sami vidijo socialno mrežo kot tisto, kar ima pomembnejšo vlogo pri kandidiranju za delovno mesto.
Regarding their own employment their projections are rather vague; young people do not give much thought to the content of possible future employment, for they know they will have to take whatever they can get.
Glede lastne zaposlitve je njihova projekcija dokaj neizdelana; mladi se z vsebino morebitne zaposlitve ne ukvarjajo preveč, saj vedo, da bo pač treba vzeti delo, ki jim bo ponujeno.
At the same time they do not seem to be overly worried; they believe they will find some source of income.
Hkrati s tem pa ne izražajo prevelike zaskrbljenosti, saj menijo, da se bo neki vir dohodka zanje že našel.
15.4.2 Entrepreneurship
15.4.2 Podjetništvo
The interviews reveal that young people see entrepreneurship as a positive, yet somewhat remote concept.
Odnos do podjetništva med mladimi se v intervjujih kaže kot izjemno pozitiven, vendar na ravni, ki je nekoliko oddaljena.
In their perception a private company seems to be an unlikely plan, almost a fantasy with little chance of ever being realised.
Lastno podjetje je torej v njihovem zaznavanju zastopano kot malo verjeten načrt oziroma že kar fantazija, za katero pa je malo možnosti za uresničitev.
According to the young respondents, the main obstacles are insufficient financial strength for starting a company, lack of ideas on which to found the business, and also lack of personal experience needed to run a company.
Glavne ovire vidijo predvsem v nezadostni finančni moči za zagon podjetja, pomanjkanju zamisli, okoli katerih bi podjetje organizirali, pa tudi pomanjkanju lastnih izkušenj, ki so za vodenje podjetja potrebne.
They believe they could perhaps start a business on the basis of leisure activities they are interested in, which are not necessarily related to their education and formally acquired competences:
Kot potenciali za oblikovanje podjetja se pri mladih kažejo dejavnosti, ki izhajajo iz prostega časa, oziroma dejavnosti, ki spadajo v individualne interesne dejavnosti ter niso nujno povezane z izobrazbo in formalno pridobljenimi kompetencami:
(Afrodita, 21, young disabled person)
(Afrodita, 21 let, mlada invalidka)
“My own firm?
»Svoje podjetje?
No… in this crisis?
Ne… pa v taki krizi?
I go bankrupt right away.
Takoj propadem.
But if I had a firm, it would be a tyre workshop or repair shop… OK, I
Če pa bi imel firmo, pa bi vulkanizerstvo ali pa mehanik… Dobro, ne znam delat, samo bi odprl firmo...
can't work, I just open a firm… I see it when I go change my tyres, 40 Euro… Ten customers a day and I got enough money, don't need more.”
Pa vidim, ko grem gume menjat, 40 evrov… Deset strank na dan rabim, pa mam dnar, ne rabim več.
“I personally am afraid of debts, of getting stuck in debt, unable to climb out.
»Strah me je dolgov, da bi zapadla v dolgove in da ne bi mogla več ven.
And if not, I'd like to go into eco-gardening.”
Če pa bi, pa bi imela ekovrtnarstvo.
“No; first you need starting capital… Then you need a stronger desire than I feel… And a plot where you can work… Maybe I could do landscape gardening.
»Ne, zato ker moraš biti prvo finančno sposoben… Potem rabiš večjo željo, kot jo imam jaz… potem rabiš parcele za delo… Mogoče bi lahko mela urejanje okolja.
I can't do everything alone, you needs people working for you, you can't do it alone...”
Ne smem bit sama za vse to, rabiš ljudi pod sabo, sam ne zmoreš…«
Those motivated to establish their own firm see entrepreneurship in a slightly different light:
Tisti, ki pa so za oblikovanje podjetja motivirani, vidijo podjetništvo nekoliko drugače:
At first everybody laughed at me, nobody believed me, for they knew what kind of family I came from.
Najprej so se mi vsi smejali, nihče mi ni verjel, ker so vedeli, iz kakšne družine prihajam… Zdaj pa vidijo, da če se človek trudi, doseže.
But now they see that a man can achieve things if he works hard.
Veliko ljudi, predvsem starejših in uspešnih, v meni zdaj vidi potencial… To mi veliko pomeni.
“At the moment I'm employed in my own company involved in the wholesale of chocolate and coffee.
»Trenutno sem zaposlen preko svojega s. p. in se ukvarjam z veleprodajo čokolade in kave.
I also own a company dealing in
Imam pa še podjetje, d. o.
secondary production and sales of perfumes.
o., ki se ukvarja s sekundarno produkcijo in prodajo parfumov.
“My material situation is good… I've noticed that people who have money are much happier than those who don't.
To ne pomeni, da potem ni problemov, ko maš dnar… Paziti moraš samo, da ne letiš previsoko, ker potem prenizko padeš.
While the majority of the young respondents see obstacles primarily within themselves, the young entrepreneur sees them elsewhere - within the system:
Medtem ko večina mladih vidi glavno oviro predvsem pri sebi, mladi podjetnik meni, da je ovira nekje povsem drugje, v sistemu:
“Taxes are absolutely too high, especially tax on profit...
»Davki so absolutno preveliki, predvsem na dobiček… V prihodnosti vidim, da bomo ljudje odpirali račune v tujini.
Some believe that the only solution is active participation of young people and the strengthened role of the state:
Nekateri so mnenja, da je rešitev mogoča samo z dejavno udeležbo mladih in okrepljeno vlogo države: