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ДА СИ КАЖЕМЕ со Ана Битољану i Џевит Мифтароски - За децата и нивните права Меѓаши - Утринска на Телма
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01:12around us and everything.
01:14Is it possible that today is the land
01:18in which the rights of the children are
01:20and protect them?
01:22Or are we only good on the cards?
01:28First, I would say that there is a way of doing that.
01:30There is a way of doing it.
01:32But it is a way of doing it.
01:34It is a way of doing it.
01:36It is a way of doing it.
01:38It is a way of doing it.
01:40It is a way where the children are and the other persons are.
01:43It is something that needs to be done.
01:45Right.
01:47There is a way of doing it.
01:49There are some of them.
01:51It is a way to be able to do it.
01:53Do other reasons for the children.
01:56Do other reasons.
01:58Are you aware of the details of the children?
02:00Yes.
02:01How about your Institutes for the children?
02:02I would say that many of them live.
02:04And even if they live,
02:06the children live.
02:08where the children live, where the place is.
02:12I think that in a great way,
02:16how the state should be done
02:20from the problem to the problem and from the place to the place.
02:24For example, there are cities and units
02:26where the children are, how to say,
02:30are more protected,
02:32they have more positive and more
02:34and they have more important things
02:38to be healthy, healthy, successful,
02:42and in some places,
02:44it is a problem.
02:46Well, on the other hand,
02:48on the right hand,
02:50the most important part,
02:52the most important part,
02:54the European and international standards
02:56when it comes to the rights of the children.
03:00The other hand,
03:02the other hand,
03:04theuuk actors in the right hand
03:06are permanently on their behalf,
03:07so people do not have to work
03:09if they are in the right hand,
03:11the people do not have enough opinions
03:14to participate in these institutions.
03:16It is not only one-point,
03:17but the one FE будет
03:19a lot more informed of the situation
03:21as one the other team
03:22is more reasonable
03:23than oneElf了吧
03:24where theital selv dai and lot
03:25even the family use
03:27in the league
03:28of the time that kids live дерев,
03:29when they live in the milk ADF?
03:31That's why institutions and the system don't have to solve it,
03:36if I can't say that.
03:39So, we need to be aware that we are living in a time
03:43while we are living in a time.
03:45And the problems with the day-to-day growth
03:49are very much more advanced.
03:53So, I've been thinking about it
03:57that, in fact, there are some things that can't be seen.
04:03I don't know if I can't say that.
04:05I don't know if I can't say that.
04:07But, on the other hand, we have no problems.
04:10We need to be afraid to help us,
04:15to push us forward.
04:17But, we often have problems
04:22that we know that we can't solve.
04:26We have no problems.
04:28We have no problems.
04:30We have no problems.
04:32We have no problems.
04:34You are a professor of macedon language
04:36in the Debar's gymnasium
04:38in the middle-etnic city.
04:40In your school, you learn children
04:42from all the ethnic groups of religions and nationalities.
04:44What do you mean?
04:46What do you mean?
04:48What do you mean to be a teacher of macedon language
04:50in the gymnasium
04:52in the middle-etnic groups?
04:54What is the biggest problem
04:56and what do you mean?
04:58What do you mean to do?
05:00About the law, if we try to do it,
05:04we often do anquity for certain problems.
05:10If you ask them, they will say that there are problems.
05:12There are no problems.
05:14There are no problems.
05:16Some problems.
05:20From bullying, from maltratation, from the non-sacredits,
05:26from the non-sacredits, from the main elements,
05:29from the main elements that we have in other countries,
05:32We don't have other lands, but we can't afford it.
05:36We should have to think about it.
05:39What is it that you, as a pedagogue, as a child,
05:44and as a child, and as a child?
05:47What is the most painful thing that you feel like a child
05:50in the practice of working with the child?
05:53For me, the idea of the fact that we are doing
05:57the best interest in the child,
05:59that are the ones who are giving up the children,
06:02as well as the children.
06:07Mhmm, for the impact of the children,
06:10the benefit of the kids,
06:12the benefit of the children,
06:13the benefit of the children and the comrade
06:17of the child,
06:19the benefit of the children,
06:22the benefit of the child and the EHih of the private sector.
06:26We have a passive idea for the kids, but we also have to wait for them to be more than one.
06:35We have to wait for them to be more than one.
06:40We have to wait for them to be constructive, to solve the conflict, to transform them on a way that is different from what we need.
06:49So, for me, it is the same thing for them to be aware of the knowledge of the children and the children.
06:58I think that it is good for them to tell the work that they are important for them.
07:04There is an alternative for the children who can only be able to do it.
07:11And, often, it is a good show.
07:14It is a good show for them to be able to do it.
07:19It is a problem for them to be able to do it.
07:24It is a problem for them to be able to do it.
07:28But, according to the fact that the children around us do not have a problem.
07:33There is a problem for them to be able to do it as they all do it.
07:35I'm aware of how we expect them to do it.
07:37I think the children around us, so I think that they will be able to do it.
07:39The children around us, if you have been able to try the children around us.
07:41This is the problem for them.
07:43Yes, indeed.
07:45These children around us are about to yourself, that they will make outside the villages.
07:48Or that they will make the children around us.
07:50It will make us feel free to them.
07:51Yes, exactly.
07:53First, I may be wondering what I have to ask for the question for the children who are asking
07:58the question for the children of детстве.
08:01If you have a question there, should you be able for the children of детстве
08:06and when that child child, or anyone else, should be able to live
08:10a interim process, and the right to be able to work the education,
08:14and the right to child care, and generally the chances of getting the children in their future.
08:20For those who don't have any documents, their life is determined.
08:25If they don't have any information, they will be able to get them.
08:33If they don't have anything to go to school,
08:38if they don't have any material that is difficult to get them,
08:43they will be able to get them with different kinds of people.
08:49So, for those who don't have any information,
08:52the start position is bad.
08:54At the same time, it is expected to be able to get them to succeed.
08:59It is like some children are working with high-quality or high-quality education
09:04and some children are working with high-quality education.
09:07The children are working with high-quality education,
09:09most likely are not visible.
09:11One of the ideas of the Međashi is to be able to be free
09:16in the educational process of the district.
09:19The children are looking for the needs of the children.
09:22That is the basis of the system that needs to be able to take them
09:25and to be able to get them.
09:26And then we can expect them to be able to make them
09:29for another life and work.
09:32And to keep them on the way they are.
09:36And according to the study on UNICE,
09:37in 2024, one-third of the children live in the Međashi area.
09:41So, they do not work for the 10 or 100.
09:43Absolutely.
09:45And there is a question about where is the system and institutions?
09:49Is it possible to pay for the social assistance?
09:52Is it possible to pay for the social assistance?
09:54Is it possible that it is the same philosophy that
09:59is the individual and not the system?
10:02I will say that it is possible to say that
10:06our community works in this case
10:10and that we have different documents.
10:14If you remember this,
10:16it is possible that there are children
10:19who can help them as they ask.
10:22There were some kinds of things
10:25that were made in a good action
10:28that were helped in this case.
10:32That's why there are problems
10:35with which we are experiencing.
10:38The situation is one of the factors
10:40for many problems in the university.
10:42In the university,
10:44every day,
10:46for example,
10:48we are trying to tell you
10:49that the work with the living material
10:52is not required.
10:54If it is not required,
10:55if it is not required,
10:56if it is not required,
10:57it is not required.
10:59It is not required to tell you
11:01that there are problems.
11:02It is not required to tell you
11:03that there are problems.
11:04It is not required to tell you
11:05that there are problems with the work
11:07that it is not required to tell you.
11:10the control of the National sacrifice?
11:13I'm not sure about the سربي's question about the river.
11:19When we speak about the record, we shall tell that an animal
11:25under the land where you live, where you buy, where you eat, where you work,
11:28there is an animal that is on the ground or under the ground.
11:34It's not the of the people who are exposed and are deprived of a
11:37in the same way, in the same way.
11:40The knowledge of this and the adequate solution is not enough.
11:44The social assistance is not enough.
11:46The human assistance is not enough.
11:49The human assistance is not enough.
11:52The structure of the change,
11:54that it is not repeated,
11:56and that it is not needed for the people of the country,
11:59is the one that needs to be done.
12:01Do I do it and do it and do it and do it.
12:04We need to do it and do it.
12:06We can't do it.
12:08But if we have some countries,
12:10how do the countries and countries do it?
12:13If it is not a problem in the payment,
12:16if it is a problem in the social assistance,
12:19where do the problem?
12:21When there are a system that is not addressed,
12:24when it is not addressed,
12:26when the assets are small,
12:27they are not sufficient,
12:29or they are not sufficient,
12:31they have a family that is not sufficient.
12:33If it is a family that does not exist.
12:35If it is not sufficient,
12:36when things back up,
12:37they will automatically lose the advice
12:39that they are coming.
12:41It is not a problem.
12:43I think that it is not so important
12:44that it is not to bePEC-editors to help.
12:45No, I don't do it only.
12:46Of course,
12:47it is the same for the persons that are interested,
12:49the individual and the individual.
12:50They cannot maintain it.
12:51Why do I remember the education of the Skandinavia?
12:54I have some examples that I know that they are in the village
13:00for children with red diseases or atipic development.
13:03They are in the village that they are in the village of Skandinavia
13:06or in the village that they are sensitive and they are very much more.
13:10For us, in the case, that they are in the question
13:13or that they are in the positive list,
13:15that they are in the procedure, that they are in the protest,
13:17and that it is necessary to bring a speech on what was the main thing.
13:21We are still in bringing help for the children, for the treatment, for the treatment.
13:27Our reaction is that at the moment we give money and we will do it.
13:32It can be one or two or three times.
13:34It means that there is a system that will not be organized
13:37and that we will organize it on the other way.
13:41And it is characteristic for Macedonia
13:44that the children's care of is very high, for example,
13:49for the children of the roms, for the children of the children of the children of the children of the family,
13:54and for the children of rural areas.
13:57And how do you explain that?
13:59Do we live in two parallel worlds or two separate countries and it is a threat to you?
14:05Here I have been told that in a large measure
14:08we are not afraid of the human rights and the individual groups.
14:13There is a lot of discrimination, a lot of discrimination, a lot of other people,
14:20and the humanistic part, as the whole society, we have a lot of empathy.
14:27And I think that there is a lot of problems here.
14:33We don't feel it.
14:35If we don't have any of these groups,
14:38the respect of the neighbors, as they say, will be visible from them.
14:43We do not get a lot of backstory for the family.
14:46It is hard to take advantage of the community in the same neighborhood.
14:48It is hard to do that!
14:50It is hard to see it and understand it,
14:52and the neuroclaimers, and the rural areas
14:56that need to be taken care of.
15:01Are you all� like the changes in years?
15:04Do you need to ask him about those things?
15:06The organization that works for the rights and for the improvement of the conditions in which the children live, is there anything?
15:13Yes, it is normal and good.
15:16But what is not good is not the speed of the dynamics of the way it is needed.
15:21For many years, there are no problems.
15:24There are also legal and specific issues for the children.
15:27However, the university that has worked,
15:30they are working on the type of recognition, help and support.
15:34And that is the case that the law and education in the country,
15:37it is also responsible for the work that the children live,
15:39and that is the right of me.
15:41The school that is that school that specifically isWait.
15:44It is also the right of the role of violence.
15:46The ability to support the kids' education,
15:48however, the subject of education,
15:50the ability to support the children of the country,
15:52the ability to support the society Ninjana.
15:54The ability to support the other teachers in the country.
15:56It is a problem that we have to work with.
15:59And so they can have to do it without any help.
16:00And so we have to do it without any help.
16:01whether the social aid and support were lost, or the critical issues that were known.
16:09I don't know how the numbers were.
16:13According to the UNICEF, in 2024, the child-siromastia,
16:17the child-siromastia was about every third child in Macedonia,
16:21while living in the monetar-siromastia.
16:23So, between 110 and 120.000 children were under the national line of siromastia.
16:29As I mentioned earlier, UNICEF,
16:35we know that we believe that we are not able to deal with the child-siromastia
16:41until that Macedonia is generally not a more sustainable economy.
16:45Or we can do it more and more on this level?
16:49Do you have any positive examples of the child-siromastia from us
16:52who are better than the child-siromastia?
16:55I will remember about the work of the UNICEF.
17:01The UNICEF is a serious organization,
17:03and how they care about the child-siromastia,
17:07and I will talk a little bit about what we are working there.
17:11The UNICEF is, I don't know the information,
17:15but the thing that we are working here,
17:17there is a provision for the UNICEF.
17:19The UNICEF, the UNICEF,
17:21the UNICEF, the UNICEF,
17:23the UNICEF,
17:25the UNICEF,
17:27of European countries,
17:29the UNICEF,
17:31the UNICEF,
17:33the UNICEF,
17:34the UNICEF-siromastia
17:35and the UNICEF who they care about
17:37the UNICEF-siromastia
17:39and with the information that is made,
17:41it will solve the problem.
17:43But, the situation is not possible.
17:47Good, let me tell you what is your speciality.
17:49That is, you know,
17:51the management and help for children
17:53who are experiencing the digital risks
17:55and mental health and the mental health
17:57and the mental health.
17:59The 20-year activists
18:01are organized in the conference
18:03in the TANELA on the World Day on the DETA.
18:05on the child.
18:07The violence against the children is more visible
18:10or more sincere.
18:11First, we will remove your impression
18:14in the relationship between them.
18:16But that is still happening
18:18in the middle of the children,
18:21in the family,
18:23when the children are going to leave.
18:25Is there any discrimination
18:27in the institutions,
18:29in the system here?
18:31Or is there a question?
18:33The violence against the children.
18:36When I was working in my school,
18:39there were various problems.
18:43One of the things that were most visible
18:45was the second change in the future.
18:47In many cases,
18:49there were many children
18:51even though the social networks were not developed.
18:53In other words,
18:55during the day,
18:57the current and the current
18:59the violence against the children
19:01are different.
19:02We were looking at the university
19:04but today,
19:05we have a job
19:06that we can not see
19:07because of the fact
19:08that the digital world
19:09will to some extent
19:10and we will see
19:11only one part
19:12that will escalate the problem.
19:15And in that case,
19:16we remember
19:17that, again,
19:18in the future,
19:19we are going to be
19:20in the future.
19:21We are going to be
19:22in the future.
19:23We are going to be
19:24in the future.
19:25we are going to be
19:27in the future.
19:28We are going to be
19:29in the future.
19:30in the future.
19:31We are going to be
19:32in the future.
19:33We are going to be
19:35in the future.
19:36We are going to be
19:38in the future.
19:39We are going to be
19:46for a long time.
19:49called
19:50In the beginning, it was a small group, but now I'm going to remind you that there were more than 300 professors,
19:59who have already been published and who have some problems that have been published in some way.
20:09In terms of the development of education, the activities were done by the number of 1-8000.
20:16In terms of the development of education, the activities were done by the number of 1-8000.
20:22For example, in Telma, we talked about the campaign that was initiated by Mac Petrol.
20:28Do you think that after these campaigns, the children are more brave to take care of?
20:37I would say that we can take care of them to take care of everything that we work.
20:44We've seen a lot of campaigns in Macedonia that are going to take care of.
20:50I would say that we are expecting that the children will be peaceful,
20:56and the children will be able to do what they want.
21:01If we have a country where they want to say what they want to say and say,
21:07if we have a country where they want to take care of their families,
21:10we can't wait to take care of the children.
21:11We can't wait to see that they want to take care of their families.
21:13If we have the children with disabilities, we have the children with disabilities.
21:16We don't want to expect that they can't wait for children.
21:17communication, they can't wait to see that young people or young people
21:21can decide. There are a million wars in the world,
21:25and that is a global level, something that is normalized and is
21:29normal. And in those circumstances, what should be done is
21:33a space to talk about the young people, what is going on,
21:37what is going on, what is going on and how to get out of them.
21:41But you think that the question about the young people
21:45and how to get out of the child, the parents, the staff...
21:49Two. One is the communication between the children
21:53and the people who come back and play.
21:57The children who watch them and play it and play it.
22:01And the same so, the older children who watch them
22:05are working on the young people.
22:07And the young people who know or know they can't be good
22:09and they are gonna affect each other,
22:11they are correct, not themselves.
22:13and even for the same time, while they can have a lot of time
22:19and be able to do it in a more and more and more sense.
22:25For the illness, it is important to know the name,
22:28and to ensure that the illness must be able to carry out a responsibility.
22:34Is there a case for your illness?
22:38Yes, there is a case for the illness.
22:40How often does it happen?
22:42How often does it happen?
22:44No.
22:45See, I'm going to remind you.
22:47There are 78 schools.
22:49We work with workers
22:53where the children,
22:55without any difference,
22:57whether they are
23:00or whether they are
23:02ethnic or not.
23:04When they are together
23:06they are in some way
23:08they are in the same age.
23:10You need dialogue.
23:12You need to be aware.
23:14You need to be aware.
23:16You need to be aware.
23:18We are in a situation where
23:20the students,
23:21or the students,
23:22or the students,
23:24we are looking at them
23:26at the same time.
23:28In the same time,
23:29we are saying
23:30that it is a problem
23:31to remember by the Jami,
23:32or the church.
23:34Or,
23:35as we do not know
23:36that we know,
23:37from there,
23:38from some way,
23:39that they are
23:40in the same way
23:41that they are
23:42in the same way
23:43that they are
23:44in the same way
23:45that they are
23:46in the same way.
23:47In the end,
23:48we see only the children.
23:49There is a lot of work
23:50that I wanted to mention.
23:51The children,
23:52the victims,
23:53the victims,
23:54and the third part
23:55that they are not
23:56in the same way.
23:57The public.
23:58And they do everything
23:59through the public.
24:00If they are in the same way,
24:01we will see
24:02the same way.
24:03But there is no one
24:04who is able to do
24:05the victims of their children.
24:06It is not interesting.
24:07So,
24:08it is not
24:09to agree with the fact
24:11that the victims
24:13have to be
24:14in the same way.
24:15The victims of the victims
24:16should be
24:18in the same way.
24:19Because,
24:20that,
24:21we can't see them
24:22that we can see
24:23as well.
24:24However,
24:25with prevention,
24:26it can be
24:27good results.
24:29And I'm going to tell you how to work.
24:31And now, in my school, we have a group that
24:35has been working between the children and the children
24:37of different ethnic groups.
24:39They are friends, they are friends,
24:41but they need to work.
24:45And if we can't do that,
24:47we can't do that.
24:49If we can't do that,
24:51we can't do that.
24:53When we have a mental health,
24:55there is a risk for children in Europe
24:57and it is one of the most important problems
25:01in Europe and in the world.
25:03The pandemic is likely to be like that
25:05and in Macedonia.
25:07How many activists do you think
25:09and do you have an impact?
25:11Do you see that in the practice
25:13you can't do it in the middle of the community?
25:15Do you see that there are no emotional spaces?
25:19Or do you see there
25:21a lot of stress that affects the mental health
25:25of children?
25:27All of a sudden, there is one of the most important problems.
25:29The mental health of children is a problem for us,
25:31for the young people, for the children.
25:33To not care for children.
25:35And I remind them again,
25:39let me cite one person who said
25:41that you are a good student.
25:43If you see that when you get in school,
25:45you don't see the children as a child.
25:47If you don't see what's hiding in the children,
25:49you don't have time,
25:51you don't have work,
25:53you don't have anything.
25:55But in fact, it's not a problem.
26:25It makes me feel Slipaos.
26:28It must be a conversation.
26:30But, the time is different today.
26:32We can both learn and learn stories.
26:34So in find a way.
26:38Andarch of launching, when you say mentally is better,
26:41it's an important cause.
26:43It's a little a bit beter.
26:44And I denkt away fromToday,
26:47we have trouble about this topic.
26:50It's ugly.
26:51And we seem to数 years later we dot this topic.
26:54This is a big problem.
26:56However, this must be done.
26:59We have to deal with it.
27:01We often do work on this topic and with children.
27:06However, I think that even this topic is important for the students,
27:10because there are students who have been in 40 years
27:13and have no time to give them to the children.
27:15Now, thank you for the work on this topic.
27:18There is a place where we are going to cry,
27:22and we are going to say what is the most difficult,
27:24what is the worst, what is the worst,
27:26and we are going to lose.
27:28We are going to give them help.
27:30That's why we are saying that it is a family
27:32that, as I mentioned in the conference,
27:34is privilegiated.
27:36And, in some way, the students who are involved here
27:40are going to be more efficiently with new generations.
27:43You can share a lot of emotions.
27:45Can you share a lot of emotions?
27:47Can you share a lot of emotions?
27:49When you are working with the children,
27:51when you are working with them,
27:52when you are working with them,
27:55what is it that you share?
27:57There are many, honestly.
28:00To work with children is a blessing.
28:05When you are working with children,
28:07when you are working with children,
28:09you don't know how to live.
28:11Especially today.
28:13In the past,
28:16the parents don't be able to pass into the the future.
28:19They pass into the process to get their friends,
28:21even after they are working with a mentor
28:22or a teacher,
28:23in the past.
28:24And then I ask them to get my friends
28:26who are working with one person
28:27who must be rooted in their Gentiles,
28:29who are working with them.
28:30And they do not want to listen to them.
28:33They want to listen to them,
28:34they want to talk them,
28:35they want to talk about their engagement,
28:36they want to talk about their conversation
28:37and theirjections
28:39they want to say that the time is,
28:40It wasn't what was in my childhood.
28:44I was with my son and I said,
28:47I'm playing football.
28:48I said, I'm playing football on PlayStation.
28:51I said, you don't know what's going on.
28:53I said, you don't know what's going on.
28:56So, these things were just about thinking
29:00so that they could get a little bit.
29:03What do you think?
29:07Psychologists, pedagologists,
29:09children,
29:11children,
29:13or the community that will stop telling them what they need to do?
29:19As long as you're doing,
29:21I'm writing everything from what you're doing.
29:24But I would say, first,
29:25children.
29:26One of the first things
29:28is for whatever they have to talk about
29:30and the child has no choice.
29:31They're like a problem.
29:33The first thing is about connecting.
29:36They are not having the social media.
29:38The most important thing is about getting them.
29:40They are a lot of stress.
29:41They are a lot of stress.
29:42That has to be associated with their children.
29:45They're not having them.
29:47So that they're having the time to talk about
29:50the time to make some of them.
29:53And the rest is thinking
29:54about getting them.
29:56As you're saying,
29:57At the same time, we don't know, we don't know the children in the homeless and homeless homes.
30:04So, it's important that the university has been able to do one part of it
30:10and work with the individual and the students with the needs of the mental health.
30:18So, in the university, the pedagogies and the psychologists
30:22don't know how to do it, but they don't know how to do it,
30:25but when you do something wrong, you can do it,
30:28and you can do it with the police.
30:30And so, the police are still in the middle,
30:32but they have to go faster and change.
30:35We've finished time for the police,
30:37but we've remembered that the son of the PlayStation is playing football
30:42and the most important part of the children live online.
30:47There are many digital risks.
30:51However, we have to go to the situation.
30:55One mother from Skopje, for example,
30:58can get some support for the children with a pressure
31:01or some problems,
31:03and one mother from Devar or Kichov, for example,
31:06can be able to do it.
31:08So, the children from Skopje can get some support for a small place,
31:12but not.
31:13And the other children are still in the same situation.
31:16What do we need here?
31:18What do we need to finish?
31:21I'm going to say that the state should open your eyes,
31:24because we, for example,
31:26we have to find a big problem.
31:28It's also a big problem.
31:29It's also a big problem.
31:30It's also a big problem.
31:31It's also a big problem.
31:32It's also a big problem.
31:33There's a little place,
31:34it's also a great plan for us.
31:35It's also a big problem.
31:36And that there are a lot of people who are working with children.
31:41It's really just one of the problems
31:44where I will see it happen.
31:46Anna, can you tell us?
32:16Dekas se ima neko problem, odnosno deka ne evo red toj tipna podrška da se pomara.
32:24Znači, svesnost za tije socijalni razliki, zgolemuvaanje na usluge, niz zemljata i profesjonalni luge vo institucijite koje što bi primenuvale različni pristapi soodvetno na kontekstot na živeenje vo različni gradovi, sela, po malime.
32:41Nema odkazujanje, deka bitkata mora da prodlži, prodlži bide iki decata na iština mora da stanat prioritet, ako sakame zdrava idnina.
32:51Koja je, spored vas, najgolemata zabluda na nas, vodraslite, za denesna ta generacija, daca v Makedoni?
32:57Verojatno imam predrasudi stereotipi.
33:01So samoto to je što gijetratirame kako dets.
33:05Ias ne se sramam, sto pati sem kajal, deka bezbore rabo ti učam od njef.
33:10Tije se ličnosti koje što vo nekoj situaciji zna mnogo po biti od nas.
33:16A to je mnogo bitno za ponatamo, neli?
33:18Ako i nedovolna ta počet od vodraslite koni, znači nevključenost ta vo nastanite, nevključenost ta vo odlukite.
33:25Znamislite, nosi njeno odluka za vas, a ti ne si vključen toga.
33:30I to je na start giju uništuvame daca.
33:33A poinako je koga, jas vikam često, koja odime po nastane,
33:37nije zemamme daca, ako treba da se zemem daca, ti je se tamo dekor.
33:42A ne treba da se dekor.
33:43To je isto kako njeno odlucu za vas, ama ne ve prasov.
33:47Mislim da je jedan od pogoljemite problemi je toj.
33:50I zato se sočuvame so ovo beganje vo stranstvo, kade što giju početovat.
33:55Tri merke što bi imi sugerirale na kreatorite, na politiki, da giju donesat vednoš.
34:00Ako se je dobro na hrti, a međutok ako može da se intervjene...
34:02Jedno je da se vidi što je dobro na hrti, a što ne funkcionira vo praksa.
34:07Fidbjek kod djecata i mladite, koriste nje na znajeňata koje što djecata i mladite giju imaat vo proces na rešavanje na problemite so koji se sočuvanje.
34:18A naivajno mi je da se trgne razmislovaanje to za mladite, za ova generacija,
34:22kako osobeno, loša, indiferentna, neseinteresirana,
34:27sve koga što postojela generaciјski iazove i sve kod postojela obit da mislime deka generaciите koje što doađaat stanuvace pološi i pološi.
34:36Da go prekineme toj ciklus i da videme što, впročem, djecata i mladite možat da ponudat,
34:41a možat da ponudat vrešavanje na ovije problemi i po inakvi приstapi i svježi idei i da kažat što na viстиna im treba.
34:49Dobro. Ete, djecata nemaat moć, no imaat pravo.
34:54Pravo na zaštita, na dostojnstvo i na idnina.
34:57Tije ne možat da čekaat рефорmi, dokumenti i vetувaňa.
35:01Prašanjeто je naše. Koliko ke storime za nif i koga konečno ke počneme,
35:06bide iki ako sakame idnina, mora da se grižime za našata mladina.
35:09Miftarovski, Bitoljano, vi blagodram mogu za učeството vo денешnoто izdanie,
35:12da se kažeme.
35:13Vi blagodram što pratite ovakvi temi.
35:17Počituve ni tuka je krajot, ostanete na našata frekvencija
35:20i imaite uvav den, doviduva njutre vo istio termen.
35:39Top 10 najboljih konec.