YOUTH 2020 - The position of young people in Slovenia

Education, training and learning mobility  91 in cultural or artistic courses. Again, participation is very different from the 2010 results, with 32.7% of respondents taking part in this year’s sur- vey (25.2% in 2010). The most significant changes in participation in non-formal education programmes are recorded in computer courses and foreign language courses. Thesewere the twomost frequently takenelective subjects among pupils by introducing the 9-year primary school curriculum (in the last three years) (Sardoč, 2005). Both forms of non-formal education show an increase in participation compared to the 2010 results. Foreign language courses were attended (at least once) by 29% of respondents in 2020 (20.3% of respondents attended at least once in 2010). Computer science courses are attendedby 25.6%of respondents in 2020 (at least once) (16.8% of respondents in 2010). Respondents also said that they had attended other forms of non-formal education. 54.9% of respondents had attended more than 3 times (54.1% in 2010). This is where the results of the 2020 survey differed least from the 2010 survey. The results presented above show that acquiring additional skills through various programmes, courses and other forms of non-formal education is becoming increasingly important. The trend in participa- tion in non-formal education programmes points to the growing impor- tance of lifelong learning, as confirmed by the individual responses of respondents in the Youth 2020 interviews. The increasing role and importance of acquiring additional skills through various forms of non-formal education confirm that these forms of edu- cation and training are an essential complement to the formal process of education and training and lifelong learning in general. The following Figure shows the gender differences in participation in non-formal education. As can be seen from the Figure, there are no major differences. Differences can be highlighted in two areas of non-formal