natgillin/translations-raw huggingface dataset:
Judging from the perceptions of our interviewees, authoritarian and permissive socialisation patterns of parents produce excessive demands on children, and are associated with inappropriate styles of parenting. 
Sodeč po zaznavanju naših anketirancev, iz avtoritarnih in permisivnih socializacijskih vzorcev staršev izhajajo prevelike zahteve do otrok in so povezane z neustreznimi starševskimi vzgojnimi slogi.
In layman's terms, we could say that relatively low demands from parents perhaps indicate their perception of the low importance of school for the future lives of their children, as well as the futility of forcing excessive demands on them. 
Laično bi lahko rekli, da razmeroma nizka zahtevnost staršev morda kaže na njihovo zaznavanje majhne pomembnosti šole za prihodnje življenje njihovih otrok in tudi na nezmožnost, da jim vsiljujejo pretirane zahteve.
3.4 Assessment of the quality of full-time education 
3.4 Ocena kakovosti rednega šolstva
Every young person has to a certain extent a formed opinion on the quality of the education they have received. 
Vsak mladostnik ima do neke mere izoblikovano mnenje o kakovosti šolanja, ki ga je (bil) deležen.
This is not necessarily an objective perception, so below we emphasise in particular those that we may deem to be more competent. 
To ni nujno objektivna zaznava, zato v nadaljevanju posebej poudarjamo tiste, ki jih lahko štejemo za kompetentnejše.
Interviewees were asked to assess the quality of the last course of education they received, with marks from 1 (unsatisfactory) to 5 (excellent). 
Anketirancem je bilo zastavljeno vprašanje, naj ocenijo kakovost svojega zadnjega šolanja, ki so se ga udeležili, z ocenami 1 (nezadostno) do 5 (odlično).
For the entire sample the average mark is 3.51, meaning that there are predominantly positive marks, which are linked with statistical significance to academic success in primary (r = 0.163; p < 0.01) and secondary school (r = 0.120; p < 0.01) and to an orientation to the future (r = 0.193; p < 0.01), but linked negatively to an orientation to the present. 
V celotnem vzorcu je povprečna ocena 3,51, kar pomeni, da prevladujejo pozitivne ocene, ki so sicer statistično značilno povezane s šolsko uspešnostjo v osnovni (r = 0, 163; p < 0,01) in srednji šoli (r = 0, 120; p < 0,01) ter z usmerjenostjo v prihodnost (r = 0, 193; p < 0,01), negativno pa z usmerjenostjo v sedanjost.
This gives additional weight to the general positive assessment of the quality of education. 
To daje dodatno težo splošni pozitivni oceni kakovosti šolstva.
Graph 21: Subjective assessment of the quality of formal education last a ended by young people, by predominant activity, Youth 2010 
Grafikon 21: Subjektivna ocena kakovosti formalnega izobraževanja, ki so se ga mladi nazadnje udeležili, po prevladujoči aktivnosti, Mladina 2010
Entire sample 
Celotni vzorec
Student on hiatus 
Študent/ka, ki pavzira
Pupil of four-year professional or technical school 
Dijak/inja štiriletne strokovne ali tehniške šole
Full-time student (including those in process of graduating with student status) 
Redni/a študent/ka (tudi absolventi s statusom študenta)
Full-time employee 
Zaposlen/a za polni delovni čas
Unemployed 
Brezposeln/a
Pupil of three-year secondary vocational school 
Dijak/inja triletne srednje poklicne šole
Part-time student (only those not employed) 
Izredni/a študent/ka (samo študenti, ki niso v delovnem razmerju)
Self-employed 
Samozaposlen/a
Part-time employee 
Zaposlen/a za skrajšan delovni čas
Primary school pupil 
Osnovnošolec/ka
Farmer working on farm 
Kmetovalec/ka, ki dela na kmetiji
The above graph also shows that groups with the freshest experience of education are especially satisfied with education. 
Tudi zgornji grafikon kaže, da so z izobraževanjem posebej zadovoljne skupine, ki imajo najbolj sveže izkušnje z izobraževanjem.
Above-average satisfaction is expressed chiefly by grammar school pupils, by pupils of other four-year secondary schools and by university students. 
Nadpovprečno zadovoljstvo izražajo predvsem dijaki gimnazij, pa tudi dijaki drugih štiriletnih srednjih šol in študenti.
Of the groups with a downward deviation, pupils of three-year vocational secondary schools are particularly noteworthy. 
Med skupinami, ki odstopajo navzdol, so posebej zanimivi dijaki triletnih poklicnih srednjih šol.
This can be linked to the general problem of the association between the education system and the labour market, which is recognised in official policies,17 and it is also recognised by many of the young people we interviewed: 
To je mogoče povezati s splošnejšim problemom povezanosti med izobraževalnim sistemom in trgom dela, ki ga sicer prepoznava tudi uradna politika,17 prepoznavajo pa ga tudi mnogi mladi, s katerimi smo opravili intervjuje:
“When they finish college, people are unemployable, because the faculty system pumps them full of knowledge which in the real economy accounts for 10 percent of useful knowledge. 
»Ljudje, ki končajo faks, so nezaposljivi, ker jih sistem fakultet pumpa z znanjem, ki v realnem gospodarstvu pomeni 10 odstotkov uporabnega znanja.
The state should therefore create a system so that young people get as much experience as possible and can get into their first job more easily.” 
Država mora torej oblikovati sistem, da mladi dobijo čim več izkušenj in da se lažje vključijo v prvo zaposlitev.
It's sad when after four years of studying you realise that you've made the wrong decision. 
To je žalostno, da po štirih letih študija ugotoviš, da je bila odločitev napačna.
If they showed us in the first year what it was like to be a teacher, you could switch to something else, but at the end of the course it's impossible. 
Če bi nam že v prvem letniku pokazali, kako je biti učitelj, bi imel možnost preusmeriti se, na koncu študija pa je to nemogoče.
I actually had a good time in practical work, the kids liked me, but I couldn't imagine that at 60 I'd still be writing on the blackboard. 
Na praksi sem se imela sicer fajn, otroci so me imeli radi, samo nisem si znala predstavljati, da bom še pri šestdesetih pisala na tablo.
I'd like to do something dynamic, something that keeps changing… I don't think the teaching profession is like that.” 
Rada bi delala nekaj dinamičnega, nekaj, kar se spreminja… Mislim, da poklic učitelja ni to.
3.5 Non-formal forms of education 
3.5 Neformalne oblike izobraževanja
The established education system has never been entirely adequate, but in the modern, complex economy and with ever accelerating changes to 
Redno izobraževanje nikoli ni povsem zadoščalo, vendar v sodobnem kompleksnem gospodarstvu in ob vse hitrejšem spreminjanju delovnih
employment relations, sectoral structures and so forth, alternative forms of education are becoming increasingly important. 
razmer, strukture panog idr. postajajo vse pomembnejše alternativne oblike izobraževanja.
This is emphasised in the publication Youth in Europe 2009, which finds that in EU-27, involvement in non-formal forms of education does not exceed 10 percent of any age group, but there are major differences in its scope. 
To je poudarjeno v publikaciji Youth in Europe 2009, v kateri sicer ugotavljajo, da v EU-27 v nobeni starostni skupini udeležba v neformalnih oblikah izobraževanja ne presega 10 odstotkov, vendar so pomembne razlike v obsegu.
The identified level for all groups in Slovenia is around one tenth (data relate to 2007, see Domžalska, 2009: 99). 
Izkazana raven za vse skupine v Sloveniji je okoli ene desetine (podatki se nanašajo na leto 2007, gl.
We asked interviewees what types of non-formal education, by content, they participated in during the past 12 months. 
3.5.1 Udeležba v neformalnem izobraževanju Anketirance smo vprašali, katere vrste neformalnega izobraževanja glede na vsebino so se udeležili v zadnjih 12 mesecih.
The test involved 31.5 percent of interviewees. 
Opravljalo ga je 31,5 odstotka anketirancev.
Given that a driving licence is an essential requirement for many jobs, and that it has become in effect a requirement for involvement in everyday communication, this figure does not seem high. 
Glede na to, da je vozniški izpit nujni pogoj za marsikatero zaposlitev in da je postal tako rekoč pogoj za udeležbo pri vsakdanjem komuniciranju, se ta številka ne zdi visoka.
An unfavourable material situation of the family has a limiting effect on this variable. 
Neugoden gmotni položaj družine na to spremenljivko deluje omejujoče.
These courses were much more commonly attended by girls, and by interviewees whose parents were more highly educated. 
Precej pogosteje jih obiskujejo dekleta, pa tudi anketiranci, katerih starši so bolj izobraženi.
In this case, too, an unfavourable material situation of the family has a limiting effect. 
Neugoden gmotni položaj družine tudi v tem primeru deluje omejujoče.
Participation is more common among males, but the difference is not significant. 
Pogosteje jih sicer obiskujejo moški, vendar razlika ni pomembna.
Parental education shows no major influence, but material situation of the family has an unfavourable influence. 
Izobrazba staršev ne kaže jasnega vpliva, gmotni položaj družine pa ima neugoden vpliv.
• The most widespread involvement among interviewees was in courses associated with knowledge and skills that are directly 
• Med anketiranci so najbolj razširjeni tečaji, povezani z znanjem
useful to their current or future occupation. 
in veščinami, ki so neposredno koristne pri sedanjem oz. prihodnjem poklicu.
They involved 43.7 percent of interviewees. 
Udeležilo se jih je kar 43,7 odstotka anketirancev.
The question is, whether interviewees might not have been too lax in their interpretation of this. 
Vprašanje pa je, ali anketiranci morda niso precej ohlapno razumeli pomena tega.
It can involve just a few hours of work induction or courses lasting several months. 
Lahko gre le za nekajurno uvajanje v delo ali pa za večmesečni tečaj.
They involved much more commonly girls and those interviewees whose parents have a higher level of education. 
Precej pogosteje se jih udeležujejo dekleta in anketiranci, katerih starši imajo višje stopnje izobrazbe.
• 4 percent of interviewees participated in various other courses. 
• 4 odstotki anketirancev so se udeležili še različnih drugih tečajev.
3.5.2 Satisfaction of young people with the range of non-formal education offered 
3.5.2 Zadovoljstvo mladih s ponudbo neformalnega izobraževanja
We asked interviewees how satisfied they were with the non-formal forms of education they were involved in. 
Anketirance smo vprašali, kako so zadovoljni z neformalnimi oblikami izobraževanja, ki so se ga udeležili.
Just 12 percent of them did not answer this question, which indicates a high level of interest in this form of education. 
Le 12 odstotkov jih ni odgovorilo na to vprašanje, kar kaže na visoko stopnjo zanimanja za to obliko.
Graph 22: Perception of the quality of non-formal education involving young people, Youth 2010 
Grafikon 22: Zaznava kakovosti neformalnega izobraževanja, ki so se ga mladi udeležili, Mladina 2010
Average 
Povprečje Koroška
Koroška 
Gorenjska
Gorenjska 
Zasavska
Zasavje Central Slovenia 
Osrednjeslovenska
Southeast Slovenia 
Jugovzhodna Slovenija
Coastal-Karst 
Obalno-Kraška
Goriško 
Goriška
NOTE: 1 = very dissatisﬁ ed, 5 = very satisﬁ ed. 
OPOMBA: 1 = zelo nezadovoljen, 5 = zelo zadovoljen.
Participants gave predominantly positive responses regarding their satisfaction with non-formal education. 
Glede zadovoljstva z neformalnim izobraževanjem pri udeležencih prevladujejo pozitivni odgovori.
In all regions the actual averages were above the parametric average of 3. 
V vseh regijah so dejanska povprečja nad normativnim povprečjem 3.
3.5.3 Extent of need for non-formal education 
3.5.3 Razširjenost potreb po neformalnem izobraževanju
More than a fifth (22.5 percent) of interviewees responded to the question about the perception of their own needs for alternative forms of education and thereby expressed an interest in it. 
Dobra petina (22,5 odstotka) anketirancev je odgovorila na vprašanje o zaznavi lastnih potreb po alternativnih oblikah izobraževanja in tako zanj izrazila zanimanje.
The responses do not point to any structural patterns. 
Odgovori ne nakazujejo nekih strukturnih vzorcev.
Given the possibility of indicating three types of alternative education, the most commonly mentioned were foreign language courses (75 responses). 
Pri možnosti navedbe treh vrst alternativnega izobraževanja so najpogosteje omenjani tečaji tujih jezikov (75 odgovorov).
There were also frequent responses about computing courses (42). 
Pogosti so tudi odgovori o tečajih računalništva (42).
We also found a wide selection of other responses: dance, music, entrepreneurship, vocational guidance, cooking, photography, diving, environmental protection, sewing, welding, graphic design and a range of other things stemming from private and leisure interests. 
Pojavlja se tudi širok nabor drugih odgovorov: ples, glasba, podjetništvo, poklicno usmerjanje, kuhanje, fotografija, potapljanje, okoljevarstvo, šivanje, varjenje, grafično oblikovanje in vrsta drugih stvari, ki izhajajo iz zasebnih in prostočasnih interesov.
There were few responses indicating an orientation towards economics, business or inventing. 
Redko se pojavljajo odgovori, ki kažejo na ekonomsko, podjetniško in izumiteljsko usmerjenost.
Slovenian youths are aware of the importance of non-formal education, but apart from foreign languages and computing they make scant mention of components relating to entrepreneurship, self-employment and inventing. 
Slovenski mladostniki se zavedajo pomena neformalnega izobraževanja, vendar razen tujih jezikov in računalništva skoraj ne omenjajo sestavin, ki spadajo v podjetništvo, samozaposlovanje in izumiteljstvo.
We put to interviewees a question about their own readiness for future non-formal education. 
Anketirancem smo zastavili vprašanje o lastni pripravljenosti za prihodnje neformalno izobraževanje.
Responses ranged from 1 (I think not at all) to 5 (very frequently - on average at least once a year). 
Odgovori so se gibali od 1 (mislim, da sploh ne) do 5 (zelo pogosto - povprečno vsaj enkrat letno).
Given the current circumstances, posing this question seemed to us essential, although it cannot be found in other research. 
Zastavljanje takega vprašanja se nam je zdelo v sedanjih razmerah nujno, čeprav ga v drugih raziskavah ni najti.
In earlier surveys of students we asked the question, what were interviewees prepared to do for occupational 
V prejšnjih raziskavah študentov smo zastavljali vprašanje, kaj vse so anketiranci pripravljeni storiti za poklicni uspeh.
In the study Youth in Europe 2009, young people indicate just the frequency of their participation in non-formal education by age group. 
V študiji Youth in Europe 2009 pa mladi nakazujejo samo pogostost udeležbe v neformalnem izobraževanju po starostnih razredih.
The findings indicate that Slovenia is close to the EU average, with around one tenth enrolled, and that there are not such pronounced differences between age groups as there are in some other countries (Domžalska, 2009: 99). 
Izsledki kažejo, da je Slovenija blizu povprečja EU z okoli eno desetino udeleženih in da med starostnimi skupinami ni izrazitih razlik kot v nekaterih drugih državah (Domžalska, 2009: 99).
Data on the responses to the related question in Youth 2010 are shown in the graph below. 
Podatke o odgovorih na sorodno vprašanje v Mladini 2010 prikazuje grafikon spodaj.
Graph 23: Planned frequency of non-formal education of young people, Youth 2010 
Grafikon 23: Načrtovana pogostost neformalnega izobraževanja mladih, Mladina 2010
How frequently in your life do you think you will pursue various forms of non-formal education? 
Kako pogosto meniš, da se boš v svojem življenju posluževal/a različnih oblik neformalnega izobraževanja?
Rarely (average at least 1x every 10 years) 
Občasno (povprečno vsaj 1x na 5 let)
I think not at all 
Bolj redko (povprečno vsaj 1x na 10 let)
More than 92 percent of young people believe that in the future they will participate in nonformal forms of education. 
Dobrih 92 odstotkov mladih meni, da se bodo v prihodnje udeleževali neformalnih oblik izobraževanja.
There are nevertheless some major differences among young people, with girls showing a greater readiness than boys (M females = 4.16; M males = 3.83). 
Med mladimi vendarle obstajajo tudi nekatere pomembne razlike, dekleta na primer kažejo večjo pripravljenost kot fantje (M ženske = 4,16; M moški = 3,83).
No significant differences could be discerned for age groups, but there are clear differences related to the interviewee's level of education. 
Pri starostnih razredih ni mogoče ugotoviti bistvenih razlik, so pa jasne razlike glede na izobrazbo anketiranca.
A low average (less than 2.5) is shown by interviewees who have completed at most vocational secondary school, while all other interviewees observed in terms of level of academic education show an average above 4. 
Nizko povprečje izkazujejo anketiranci, ki imajo opravljeno največ poklicno srednji šolo (do 2,5), vsi drugi anketiranci, opazovani glede na stopnjo šolske izobrazbe, pa izkazujejo povprečja nad 4.
This difference points to a lack of awareness about the need for additional non-formal education precisely among those for whom it would appear to be most important. 
Ta razlika kaže pomanjkanje zavesti o potrebi dodatnega neformalnega izobraževanja prav med tistimi, med katerimi utegne biti najpomembnejše.
This, meanwhile, matches the findings of other surveys, which show that those with higher formal education more frequently participate in non-formal education (Smith and Smith, 2008; Domžalska, 2009). 
To se sicer ujema z ugotovitvami drugih raziskav, ki kažejo, da višje formalno izobraženi pogosteje sodelujejo v neformalnem izobraževanju (Smith in Smith, 2008; Domžalska, 2009).
3.5.4 Assessment 
3.5.4 Ocena
We have found that interviewees demonstrate an interest in non-formal education, and that young people in Slovenia are familiar with these forms of education. 
Ugotavljamo, da anketiranci kažejo zanimanje za neformalno izobraževanje in da mladim v Sloveniji tovrstne oblike izobraževanja niso tuje.
They participate in these forms in large numbers, and will do so in the future. 
Udeležujejo se ga množično in se ga bodo tudi v prihodnje.
On this basis, however, we may also conclude that interviewees do not entirely grasp the importance and potential of non-formal education in relation to work and changes in the labour market. 
Toda na podlagi tega lahko sklenemo tudi, da anketiranci ne dojemajo v celoti pomena in potenciala neformalnega izobraževanja v povezavi z delom in spremembami na trgu dela.
Thus for instance there were no demands for courses in Excel, which ranks as a component of modernday literacy (although it is present in some full-time education programmes). 
Tako npr. ni bilo nobene zahteve za tečaje Excela, ki sodi k pismenosti današnjega časa (sicer je zastopan v nekaterih rednih šolskih programih).
We can state, however, that there is a prevalent opinion that non-formal education cannot be ordered from the top down, and that it must stem primarily from local initiatives, although these must maintain their critical judgement. 
Lahko pa navedemo, da prevladuje mnenje, da se neformalno izobraževanje ne more odrejati od zgoraj, da mora izhajati predvsem iz lokalnih pobud, ki pa morajo vzdržati kritiko presoje.
Some people in the EU take the view that non-formal education should fall within the competence of local authorities (Low, 2010: 40). 
Po mnenju nekaterih v EU naj bi bilo neformalno izobraževanje v pristojnosti lokalnih organov (Low, 2010: 40).
18 More details on social exclusion in the chapter Participation. 
Končno, v neformalnem izobraževanju naj bi uporabljali tudi nove medije, vključno s spletom (npr.
being pursued in Murska Sobota). 
Facebook, gl.
3.6 Foreign languages 
Freishtat in Sandlin, 2010).
This is especially true of a country like Slovenia. 
To zlasti velja za državo, kot je Slovenija.
It involves various options for using linguistic skills, from geographical mobility to everyday occupational and domestic life, where the possibilities are very limited without a knowledge of several foreign languages. 
Gre za različne možnosti uporabe jezikovnega znanja, od geografske mobilnosti do vsakdanjega poklicnega in domačega življenja, kjer so možnosti brez znanja več tujih jezikov zelo omejene.
The European Union has set itself the target of its inhabitants mastering several languages, where the practical aspect is considered as well as the aspect of principle. 
Evropska unija si zastavlja za cilj, da bi njeni prebivalci obvladali več jezikov, pri čemer je upoštevano načelno, pa tudi praktično stališče.
Where an average of 46.6 percent of adolescents in four-year secondary schools and 27.8 percent in vocational schools were learning two foreign languages in EU-27 in 2006, data for Slovenia showed that 92.5 percent of pupils in fouryear secondary schools and 35.3 percent of pupils in vocational schools were learning two foreign languages. 
Če se je dveh tujih jezikov v EU-27 leta 2006 povprečno učilo 46,6 odstotka mladostnikov v štiriletnih srednjih šolah in 27,8 odstotka v poklicnih šolah, so podatki za Slovenijo pokazali, da se je v štiriletnih srednjih šolah učilo dveh tujih jezikov 92,5 odstotka dijakov in poklicnih šolah 35,3 odstotka dijakov.
This proportion is much smaller in the United Kingdom (less need owing to the established use of English around the world) and in Portugal, indicating that it is not just a question of the use of one's native language around the world, but also of education policy. 
Ta delež je mnogo manjši v Veliki Britaniji (manjša potreba zaradi uveljavljenosti angleščine v svetu), pa tudi na Portugalskem, kar kaže na to, da ne gre samo za uveljavljenost domačega jezika v svetu, temveč tudi za šolsko politiko.
In some countries, pupils in secondary vocational schools did not learn foreign languages at all (Domžalska, 2009: 82). 
V nekaterih državah se dijaki srednjih poklicnih šol sploh niso učili tujih jezikov (Domžalska, 2009: 82).
Slovenian secondary school pupils (four-year schools) learn two foreign languages twice as frequently as the EU average (in Slovenia 92.5 percent of pupils learn two languages, compared to 46.6 percent of pupils in the same group in the EU), but this does not mean that the upper threshold has been attained. 
Slovenski srednješolci (4-letne srednje šole) se dveh tujih jezikov učijo dvakrat pogosteje, kot je povprečje v EU (v Sloveniji se 92,5 odstotka dijakov uči dveh jezikov v primerjavi s 46,6 odstotka dijakov iste skupine v EU), vendar to ne pomeni, da je dosežen zgornji prag.
A total of 6.4 percent of secondary school pupils in Slovenia learn three languages, compared to the EU average of 8.4 percent (Domžalska, 2009: 82). 
Treh jezikov se v Sloveniji uči 6,4 odstotka srednješolcev v primerjavi z 8,4 odstotka, kar je povprečje v EU (Domžalska, 2009: 82).
The data in the Youth 2010 survey are entirely comparable to the survey conducted a decade earlier, with an identically defined population (Youth 2000). 
Podatki raziskave Mladina 2010 so popolnoma primerljivi z raziskavo, izvedeno pred enim desetletjem, pri enako opredeljeni populaciji (Mladina 2000).
It is clear that Slovenian youth today has a better mastery of foreign languages (graph below). 
Jasno se kaže, da slovenska mladina danes bolje obvlada tuje jezike (graf spodaj).
German 
Angleščina
One of the languages of the former Yugoslavia 
Nemščina Eden jezikov nekdanje države
Italian 
Italijanščina
Spanish 
Španščina
French 
Francoščina
Hungarian 
Madžarščina
Three quarters of young people aged 15-29 years have a command of English, which is signiﬁ cantly higher than in 2000 (60 percent). 
Angleščino obvladajo tri četrtine mladih v starosti 15-29 let, kar je bistveno več kot leta 2000 (60 odstotkov).
Fewer and fewer young people in Slovenia have a command of other foreign languages. 
Druge tuje jezike pa mladi v Sloveniji obvladajo vse manj.
The graph points to an interesting situation. 
Grafikon kaže na zanimiv položaj.