natgillin/translations-raw huggingface dataset:
This pattern is also pronounced in the Czech Republic, Spain, France and Slovakia where the participation rate of 3-year-olds remains at least 25 % higher than the employment rate of their mothers.
Ta vzorec je jasen tudi na Češkem, Slovaškem, v Španiji in Franciji, kjer je delež vključenosti 3-letnih otrok vsaj 25 odstotkov višji od stopnje zaposlenosti njihovih mater.
Figure 2.11: Trends in participation rates of 3 and 4-year-olds in preprimary education (ISCED 0) and not allocated by ISCED level, 2000/01-2005/06
Preglednica 2.11: Trendi deležev vpisa 3- in 4-letnih otrok v predšolsko vzgojo (ISCED 0),
3 years
3-letni otroci
4 years
4-letni otroci
EU-27 BE BG CZ DK DE EE IE
3-letni otroci
Belgium: Data exclude independent private institutions and, in 2003/04, enrolments in the German speaking Community.
Opombe Belgija: podatki ne zajemajo samostojnih zasebnih institucij in vpisa v nemško govoreči skupnosti;
Ireland: There is no public-sector provision at ISCED level 0.
Irska: nima javno organizirane vzgoje za raven ISCED 0, veliko otrok se s predšolskim kurikulumom seznani v zasebnih institucijah, vendar za večino primerov podatki niso na voljo;
Luxembourg: Education becomes compulsory from the age of 4 onwards. In 2002/03 and 2003/04, the difference at 100 % is therefore attributable to children enrolled abroad but also – and above all – to the method of calculation.
Luksemburg: izobraževanje je obvezno od 4. leta naprej; zato lahko za leti 2002/03 in 2003/04 razliko do 100 odstotkov pripišemo otrokom, vpisanim v tujini, pa tudi metodi izračunavanja, saj se za vpis šteje 1. september, populacija otrok te starosti pa se izračunava 1. januarja;
Enrolments are counted on 1 September, whereas the population of children of that age is calculated on 1 January. Netherlands: Since 2002/03, the participation of children aged 4 is underestimated.
Nizozemska: od leta 2002/03 je vpis 4-letnih otrok podcenjen; populacija vpisanih 4-letnih otrok se izračunava 1. oktobra in tako izpusti tiste, ki se vpišejo od oktobra do decembra, ker v tem obdobju dopolnijo 4 leta.
At 31 December, almost 100 % of children aged 4 attend school at this level of education.
31. decembra skoraj 100 odstotkov 4-letnih otrok obiskuje šolo na tej izobraževalni ravni.
Preprimary education (ISCED 0) is designed to meet the education and development needs of children aged at least 3 years.
Predšolska vzgoja (ISCED 0) je namenjena izobraževalnim in razvojnim potrebam otrok, starih vsaj 3 leta.
Education-oriented preprimary institutions are centre or school-based, and are obliged to recruit staff with qualifications in education.
Kjer je predšolska vzgoja institucionalna, morajo imeti zaposleni specializirano pedagoško izobrazbo.
Nurseries and play centres, whose staff do not have qualifications in education are not covered here.
Otroški vrtci in igralne skupine, kjer zaposlenim ni treba imeti take izobrazbe, niso všteti.
The indicator is calculated by dividing the number of 3_BAR_4-year-olds in preprimary education by the number of 3_BAR_4-year-olds in the population.
Kazalnik izračunamo tako, da delimo število 3- in 4-letnih otrok v predšolski vzgoji s številom celotne populacije 3- in 4-letnih otrok.
Population data refer to 1 January of the reference year.
Podatki za populacijo se nanašajo na 1. januar upoštevanega leta.
In contrast, in Greece, Cyprus, the Netherlands and Finland, the employment rates of mothers of 3-yer-olds is more than 30 % higher than participation rates of 3-year-olds.
V nasprotju s tem pa je v Grčiji, na Cipru, Finskem in Nizozemskem zaposlenost mater 3-letnih otrok za 30 odstotkov višja od vpisnega deleža njihovih otrok.
It would appear therefore that, in these countries, mothers resort to informal provision (a member of the family or a child minder for example) due to either the lack of formal education provision, its cost or parental preferences for home care.
Sklepamo lahko, da se matere v teh državah zatekajo k neformalnim oblikam varstva (na primer pri družinskih članih ali varuškah) bodisi zaradi pomanjkanja možnosti za formalno predšolsko vzgojo in varstvo bodisi zaradi cene.
This may be the case in Latvia, Lithuania, Austria, Portugal, Romania and Slovenia, where the employment rate of women is also higher than the participation rate of 3-year-olds.
To lahko velja tudi za preostale države, kot so Litva, Latvija, Avstrija, Portugalska, Romunija in Slovenija, kjer je zaposlenost žensk prav tako višja kot delež vključenosti 3-letnih otrok.
Whatever the employment circumstances, parents seem increasingly to enrol their child(ren) in preprimary education (Figure 2.11).
Ne glede na zaposlitvene okoliščine pa se zdi, da starši svoje otroke čedalje pogosteje vpisujejo v predšolsko vzgojo (Preglednica 2.11).
On average in European countries participation rates of 3-year-olds in preprimary education have risen by 10 % since 2000/01. There is a recent overall downward trend regarding the participation of 4-year-olds in ISCED 0.
Od leta 2000/01 se je v evropskih državah delež vključenosti 3-letnih otrok v predšolsko vzgojo v povprečju povečal za 10 odstotkov, čeprav zdaj opažamo splošni trend zmanjševanja pri 4-letnih otrocih v ISCED 0.
This however is largely due to changes in two countries: the Netherlands and the United Kingdom.
Na to so v glavnem vplivale spremembe v dveh državah: na Nizozemskem in v Združenem kraljestvu.
In the Netherlands the 25 % drop in participation rates since 2002/03 can be mainly attributed to modifications in estimation methodology (see the note to Figure 2.11).
Na Nizozemskem je 25 odstotkov nižji vpisni delež od leta 2002/03 povzročila spremenjena meto-
Chapter 2: Background Indicators
2. poglavje: Socialno-ekonomskikazalniki dologija (glej opombo pod preglednico 2.11).
As two different educational levels start to mix regarding 4-year-olds, it is more reasonable to interpret trends of participation of 3-year-olds.
Ker sta se začeli prepletati dve različni izobraževalni ravni za 4-letne otroke, je potemtakem primernejša interpretacija vpisnih trendov za 3-letne otroke.
The above-mentioned general increase is manifested in different patterns in different countries.
Prej omenjeno splošno povečanje se v različnih državah kaže različno.
In Luxembourg and the United Kingdom the increase has been very rapid (almost 25 %).
V Luksemburgu in Združenem kraljestvu je zelo hitro (skoraj 25 odstotkov).
The participation rates of 3-year-olds rose more than the EU-27 average also in Denmark, Germany, Romania, Sweden, Slovenia and Norway.
Hitreje, kot kaže evropsko povprečje, se vpisni delež 3-letnih otrok veča še v Nemčiji, Romuniji, Sloveniji, na Švedskem, Danskem in Norveškem.
Financing of ECEC programmes (ISCED 0)
Financiranje programov predšolske vzgoje in varstva (ISCED 0)
Although there is a growing demand for preprimary education for young children, such provision must increase not only in quantity but also in quality.
Čeprav se povpraševanje po predšolski vzgoji povečuje, se to ne bi smelo nanašati le na kvantiteto, ampak tudi na kakovost.
The budget allocated to ISCED level 0, expressed in relation to GDP (Figure 2.12) provides information on countries’ efforts to implement preprimary programmes and/or to provide such programmes with optimal operating conditions.
Pregled proračunskih sredstev za ISCED 0 glede na BDP (preglednica 2.12) prikazuje prizadevanje države za vpeljevanje predšolskih programov oziroma njihovo izvedbo v optimalnih delovnih razmerah.
It is important to note that the expenditure expressed in relation to GDP is difficult to compare over time if the GDP is changing significantly.
Pomembno je opozoriti, da so izdatki glede na BDP manj uporabni v časovnih primerjavah, če se BDP pomembno spreminja.
For example, in a period of economic growth an apparent reduction in expenditure in relation to GDP may, in fact, indicate no change or even an increase in the actual expenditure.
V obdobju ekonomske rasti očitno zmanjšanje javnih izdatkov glede na BDP pravzaprav lahko pomeni, da ni bilo nobene spremembe ali da so se izdatki celo povečali.
Therefore, this indicator shows whether or not expenditure follows changes in GDP.
Zato ta indikator kaže, ali so pri izdatkih upoštevane spremembe BDP ali ne.
For the EU on average, and in most countries, the budget allocated to the preprimary level has followed the same pattern as GDP – it has remained stable in relation to GDP between 2001 and 2004.
V EU in v večini držav so se proračunska sredstva za predšolsko vzgojo v povprečju spreminjala enako kot BDP – med letoma 2001 in 2004 so bila sredstva glede na BDP ustaljena.
A significant investment can be seen in 2003 in Malta where the budget in relation to GDP increased fivefold.
Leta 2003 lahko na Malti opazimo večjo naložbo, saj so se sredstva glede na BDP povečala kar za petkrat.
On the other hand, in Greece, Lithuania, Slovenia and the United Kingdom, resources allocated in relation to GDP have been somewhat declining since 2001.
Po drugi strani so se od leta 2001 naprej sredstva glede na BDP nekoliko zmanjšala v Grčiji, Litvi, Sloveniji in Združenem kraljestvu.
In these countries the investments in relation to GDP have declined although budgets in real terms may not have changed if there was an increase in GDP.
V teh državah so se naložbe glede na BDP zmanjšale, čeprav se pri večjem BDP realno mogoče niso spremenile.
In other countries such as Slovenia, this decrease in the budget may be attributed to the fact that the preprimary sections of primary schools, which are not included in these data, attract increasing numbers of children in preprimary education, and thus receive an increasingly large share of the budget.
V preostalih državah, kot je Slovenija, lahko navidezno znižanje proračunskih sredstev pripišemo dejstvu, da se povečuje vpis v oddelke predšolske vzgoje, ki so organizirani v osnovnih šolah, ti pa v te podatke niso všteti. Določen delež sredstev za predšolsko vzgojo dejansko dobijo osnovne šole.
The comparison of trends in expenditure with participation rates (see Figure 2.11) reveals that budget increases (in relation to GDP) in Malta have not been accompanied by an increase in participation rates of 3- and 4-year-olds at ISCED 0.
Primerjava trendov med izdatki in deleži vključenosti (glej preglednico 2.11) razkriva, da povečanja proračunskih sredstev (glede na BDP) na Malti ni spremljal povečan delež vključenosti 3- in 4-letnih otrok na ravni ISCED 0.
More striking perhaps, is the fact that some countries had an increase in the number of participants at ISCED 0 without a corresponding increase in expenditure in relation to GDP: such is the case in Latvia, Lithuania, Austria, Slovenia, Sweden and Norway.
Še bolj zanimivo je, da se v nekaterih državah število udeležencev na ravni ISCED 0 veča, sočasnega povečanja proračunskih sredstev glede na BDP pa ni: to velja za Latvijo, Litvo, Avstrijo, Slovenijo, Švedsko in Norveško.
A demographic factor (reduction of the number of young children in the population) or economic factor (increase in GDP) can account for this budget reduction in relation to GDP in Latvia, Lithuania, Austria, Slovenia and Sweden. The expenditure per child in real terms has not decreased in these countries (Figure 2.13).
Demografski (manjše število majhnih otrok v populaciji) ali ekonomski dejavnik (povečanje BDP) je lahko vzrok za zmanjšanje sredstev glede na BDP v državah, kot so Latvija, Litva, Avstrija, Slovenija in Švedska.V teh državah se javni izdatek, preračunan na otroka, realno ni zmanjšal (preglednica 2.13).
Figure 2.12: Total public expenditure on preprimary education (ISCED 0) and not allocated by ISCED level as a percentage of GDP, 2001-2004
Preglednica 2.12: Skupni javni izdatki v predšolski vzgoji (ISCED 0); niso razvrščeni po ravneh ISCED, kot odstotek BDP med letoma 2001 in 2004
Source: Eurostat, UOE and National accounts.
2. poglavje: Socialno-ekonomskikazalniki
Direct public funding for educational institutions and transfers to households and firms are included in total public educational expenditure.
Neposredno javno financiranje izobraževalnih institucij in transferjev za gospodinjstva ter podjetja je všteto v skupne javne izdatke za izobraževanje.
Total public expenditure on education is related to Gross Domestic Product (GDP).
Skupni javni izdatki za izobraževanje so povezani z bruto domačim proizvodom (BDP). Rezultat se pomnoži s 100.
Conclusions drawn from the data must take into consideration the existing facilities in countries, i.e. distinguish capital expenditure from operational expenditure.
V sklepih, ki nam jih ponujajo podatki, je treba upoštevati olajšave v državah, tj. razlikovati med finančnimi in operativnimi izdatki.
There is no doubt that an increase in participation often demands an increase in operational expenditure (teachers, materials etc.) although to a lesser extent if a certain level of infrastructure is already present.
Ni dvoma, da večji vpis pogosto zahteva povečanje operativnih izdatkov (za učitelje, materiale in podobno), čeprav so ti ob že vzpostavljeni infrastrukturi manjši.
Despite the contextual differences, expenditure has generally increased during the four analysed years.
A kljub kontekstualnim razlikam lahko v analiziranih štirih letih opazimo splošno povečanje izdatkov.
Evidence can be found in Figure 2.13 which shows educational expenditure expressed in relation to the number of children attending ISCED 0 education programmes.
Dokaz lahko najdemo v preglednici 2.13, kjer so izdatki za izobraževanje prikazani glede na število otrok v izobraževalnih programih ravni ISCED 0.
Figure 2.13: Total public expenditure per child on preprimary education (ISCED 0) and not allocated by ISCED level, in thousands of EUR PPS, 2001-2004
Preglednica 2.13: Skupni javni izdatki na otroka v predšolski vzgoji (ISCED 0); niso razvrščeni po ravneh ISCED, v tisočih EUR SKM, med letoma 2001 in 2004
Lithuania: 2003, 2004: public transfers to other private entities are not included.
Vir: Eurostat, UOE in nacionalni podatki
Poland: Including child care expenditure at preprimary level of education.
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
2003, 2004: expenditure for ancillary services is not available.
Litva: 2003 in 2004 niso všteti javni transferji drugim zasebnim subjektom;Poljska: všteti izdatki za predšolsko varstvo;
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities
Norveška: 2002: všteti izdatki za predšolsko otroško varstvo; za leti 2003 in 2004 ni podatkov o izdatkih za pomožne storitve.
In general, the public sector finances educational expenditure by assuming direct responsibility for the current and capital expenditure of schools (direct public financing of schools) or by offering financial support to pupils/students and their families (public-sector grants and loans) and by subsidising the education or training activities of the private business sector or non-profit organisations (transfers to households and firms).
Na splošno se javna sredstva namenjajo za izobraževalne institucije (neposredno financiranje šol) ali finančno pomoč učencem/študentom ter njihovim družinam (javna posojila in štipendije), subvencioniranje izobraževanja ali izobraževalne dejavnosti zasebnega poslovnega sektorja ali neprotnih organizacij (transferji gospodinjstvom in drugim zasebnim subjektom).
The indicator has been calculated by dividing total annual expenditure by the number of children enrolled at ISCED 0.
Kazalnik izračunamo tako, da delimo javne letne izdatke s številom vpisanih otrok na ravni ISCED 0.
Annual expenditure has been expressed in terms of the purchasing power standard (PPS) in order to eliminate distortion caused by differing national price levels.
Letne izdatke izražamo s standardom kupne moči (SKM), zato da bi se izognili napakam zaradi različnih ravni nacionalnega določanja cen.
Greece is the only country which has experienced a considerable decrease (about 40 %) in annual expenditure per child from 2001 to 2004.
Med letoma 2001 in 2004 je Grčija edina država, v kateri so se letni izdatki na otroka znatno zmanjšali (za 40 odstotkov).
The overwhelming majority of European countries increased expenditure by more than 10 %, and Malta increased expenditure dramatically by over 400 % from 2002 to 2003.
Prevladujoča večina evropskih držav je izdatke povečala za več kot 10 odstotkov, Malta pa jih je v letih od 2002 do 2003 povečala za več kot 400 odstotkov.
Slovenia and the United Kingdom reveal a distinctive pattern where expenditure per child has grown while the total expenditure in relation to GDP has somewhat diminished (Figure 2.12).
Slovenija in Združeno kraljestvo razkrivata jasen vzorec, po katerem se izdatek na otroka povečuje, čeprav so se skupni javni izdatki glede na BDP malo zmanjšali (Preglednica 2.12).
6 can be mostly attributed to the reduction in the number of participants in real terms ().
11 zmanjšanju števila udeležencev.
It must be noted that in Slovenia the reduction in the number of participants is due to a fall in the birth rate which was accompanied by an increase in the participation rate (proportion of children enrolled in relation to the total child population).
Opozoriti je treba, da je na zmanjšanje števila udeležencev v Sloveniji vplivala manjša rodnost, spremljal pa jo je povečan delež vključenosti (delež vključenosti otrok glede na celotno populacijo otrok).
In the United Kingdom, the fall in the number of participants is due to the reduction in the proportion of children enrolled in ISCED 0 and increase in ISCED 1.
V Združenem kraljestvu je število udeležencev manjše zaradi zmanjšanja deleža otrok v ISCED 0 in povečanja v ISCED 1.
This overview briefly presented the social, cultural and economic issues that may create educational risk for children.
V pregledu smo na kratko predstavili socialne, kulturne in ekonomske vidike, ki bi lahko pomenili izobraževalna tveganja za otroke.
Some countries are affected more than others by various factors which have been examined here.
V nekaterih državah so zaradi različnih dejavnikov tveganja večja kot v drugih.
For example, the proportion of single parent households with small child(ren) is far the highest in the United Kingdom.
Raziskali smo različne dejavnike; ti se po državah razlikujejo. Delež enostarševskih gospodinjstev z majhnim otrokom (otroki)
Such households often encounter financial difficulties.
Takšna gospodinjstva se pogosto spoprijemajo s finančnimi težavami.
Poverty among households with young children is also widespread in Estonia, Italy, Lithuania, Luxembourg, Poland and Portugal.
Revščina je prav tako razširjena v gospodinjstvih z majhnimi otroki v Estoniji, Italiji, Litvi, Luksemburgu, na Poljskem in Portugalskem.
In Slovakia both women and men raising small children face higher risk of unemployment than in other European countries.
Na Slovaškem ženske in moške z majhnimi otroki ogroža največja brezposelnost v Evropi.
In Luxembourg the proportion of non-national children is the highest in Europe.
V Luksemburgu pa je največji delež otrok brez državljanstva v Evropi.
Preschool education of migrant children is also an important issue in Greece, Cyprus, Austria and probably other countries where ethnic minorities (Roma in particular) are numerous and not accounted for in the statistics.
Predšolska vzgoja je pomembno vprašanje tudi v Avstriji, Grčiji, na Cipru in verjetno v drugih državah s številnimi etničnimi manjšinami (zlasti Romi), ki v teh statistikah niso zajete.
The analysis also reveals that in most countries, women’s engagement in the labour force is clearly linked to the age of their children.
Analiza prav tako razkriva, da je v večini držav zaposlenost matere jasno povezana s starostjo otroka.
Many European women withdraw from the labour market when they are caring for a child under the age of 3.
Veliko Evropejk se umakne s trga dela, kadar skrbijo za otroka, mlajšega od 3 let.
Women with children aged 3 to 6 years have still lower than average economic activity rates, but as soon as the youngest child reaches the age of 6, most European women state that they are prepared to take up gainful employment.
Za ženske z otroki, starimi od 3 do 6 let, je še naprej značilna nižja stopnja delovne aktivnosti od povprečja. A takoj, ko je najmlajši otrok star 6 let, večina Evropejk trdi, da se je ponovno pripravljena redno zaposliti.
This withdrawal from the workplace could be partly explained by the lack of available provision for young children.
Umik z delovnega mesta lahko delno razložimo s pomanjkanjem primernega varstva za majhne otroke.
Nevertheless, in this area, the trend in the rate of participation at ISCED 0 is positive in the majority of countries, as is the investment made at this level of education.
Ne glede na to pa se v večini držav vpis v ISCED 0 povečuje, povečujejo pa se tudi naložbe na tej ravni.
These trends are, in part, linked to actual measures implemented at the preprimary level whether or not they have been implemented to address specifically the issues considered to be risk factors.
Omenjena trenda sta delno povezana z dejanskimi ukrepi v predšolski vzgoji, ne glede na to, ali so bili vpeljani za odpravljanje dejavnikov tveganja ali ne.
The remainder of this document focuses on these measures and on the education policies developed to meet the needs of young children and, in particular, the needs of the young children who are most disadvantaged in society.
V nadaljevanju pozornost posvečamo tem ukrepom in izobraževalnim politikam, s katerimi naj bi izpolnili potrebe majhnih otrok, zlasti najbolj ogroženih majhnih otrok v družbi.
Research shows that models and systems of early childhood education and care differ vastly in terms of coverage, intensity, quality and probably impact (see Chapter 1).
Raziskave kažejo, da se modeli in sistemi predšolske vzgoje in varstva razlikujejo po obsegu, intenzivnosti, kakovosti in verjetno vplivu (glej 1. poglavje).
All countries in Europe offer some form of early programmes for children before the start of compulsory schooling which are at least partly publicly financed (see Figure 3.1 below).
Vse evropske države ponujajo vsaj delno subvencionirane predšolske programe za otroke pred vstopom v obvezno šolanje (glej preglednico 3.1).
Yet, the age at which children may access these programmes, the extent to which programmes meet existing demand as well as the nature of early education and care provision are subject to significant crossnational or even cross-regional differences.
Na nacionalni in regionalni ravni pa so velike razlike glede starosti za vpis v te programe, izpolnjevanja potreb ter narave predšolske vzgoje in varstva.
What policies facilitate access to early childhood education and care?
To poglavje zato obravnava s tem povezana vprašanja.
This model is the most widespread in Europe.
Kako sta organizirani predšolska vzgoja in varstvo?
In a few countries both models exist side by side.
Od katerega leta naprej sta na voljo javno subvencioni-
Figure 3.1: Organisation of subsidised and accredited early childhood education and care provision for preschool children of different ages, 2006/07
Preglednica 3.1: Organizacija subvencionirane in akreditirane predšolske vzgoje in varstva za otroke različnih starosti, 2006/07
Separate settings for older children or ISCED level 0 Start of compulsory education
Ločena okolja za starejše otroke ali ISCED raven 0
Separate settings for the youngest children (0/1-2/3) Unitary settings (0/1 – 5/6)
Enovita okolja (0/1 – 5/6) q
Chapter 3: Accessto Early Childhood Education and Care
3. poglavje: Dostop do predšolske vzgojein varstva
Czech Republic: The preparatory programme (pípravná tída) is available only for children of disadvantaged backgrounds. Denmark: From the 2008/2009 school year, the starting age of compulsory education is age 6 rather than age 7.
Češka: pripravljalni program (přípravná třída) je na voljo le otrokom iz prikrajšanih okolij;Danska: od šolskega leta 2008/09 je starostna meja za vpis v obvezno izobraževanje 6 let namesto 7;
From 2007/08 the starting age of compulsory education was lowered to age 5 from age 6.
Grčija: prvo leto nipiagogeia (za 3- do 5-letne otroke) ponujajo tudi vrefonipiaki stathmi; od šolskega leta 2007/08 se je starostna meja za vpis otrok v obvezno izobraževanje znižala s 6 let na 5;