natgillin/translations-raw huggingface dataset:
The Norwegian Directorate for Education and Training is currently developing a guidance document to help teachers how to plan and conduct sex education in accordance with the curriculum and best practice.
Norveški Direktorat za izobraževanje in usposabljanje prav zdaj pripravlja dokument s smernicami, ki naj bi učiteljem pomagale načrtovati in voditi spolno vzgojo; pripravlja se v skladu s kurikulumom in ob upoštevanju dobrih praks.
Some countries (Italy, Hungary and Slovenia) report that quite a high degree of freedom to choose materials and methods, coupled with an absence of good national support material, contribute to the fact that these topics continue to be taught in a less than effective way.
Nekatere države (Italija, Madžarska in Slovenija) poročajo, da je izbira gradiv in metod precej svobodna, tudi zaradi pomanjkanja dobrih nacionalnih gradiv; pouk teh predmetov je zato še naprej premalo učinkovit.
The non-compulsory character of many subjects which deal with certain aspects of sex education and personal relationships education may also play a part in this respect.
K temu pripomore še neobvezna narava predmetov, pri katerih se obravnavajo nekateri posebni vidiki spolne vzgoje in medsebojnih odnosov.
School leaver destination statistics in Europe show that many young people still opt for genderstereotyped career choices (see the section on horizontal segregation in Chapter 8).
Statistika o namerah učencev, ki končujejo določeno raven izobraževanja, kaže, da si mnogi med njimi še vedno izbirajo stereotipne poklicne poti (glej razdelek o horizontalnem ločevanju v 8. poglavju).
The proportion of boys and girls enrolled in compulsory education and even in upper secondary education is about equal in many countries.
Deleža fantov in deklet, vpisanih v obvezno izobraževanje, pa tudi višje sekundarno izobraževanje sta v mnogih državah približno enaka.
However, large differences emerge regarding the types of schools or education programmes attended by boys and girls when there is a possibility of choice.
Velike razlike pa se pojavijo glede na tip šol ali programov, ki si jih fantje in dekleta lahko izberejo.
Male enrolment rates in vocational streams are universally higher (see EACEA/Eurydice 2009a, Figure C9).
Delež fantov, vpisanih v poklicne usmeritve, je vsesplošno večji (glej EACEA/Eurydice 2009a, preglednico C9).
The distribution of students according to occupation in vocational schools and by subject area in general secondary education generally mirrors traditional gender roles.
Razporeditev fantov po usmeritvah v poklicnih šolah in po izbranih predmetnih področjih v splošnih sekundarnih šolah je največkrat zrcalna slika tradicionalnih spolnih vlog.
In Belgium (Flemish Community), in artistic secondary education, almost two out of three pupils are female and this trend seems to be on the increase.
V Belgiji (amski skupnosti) sta v umetniškem sekundarnem izobraževanju dva od treh učencev ženskega spola; zdi se, da se ta trend še povečuje.
A recent Spanish report shows that in intermediate vocational training, there are some pathways that are exclusively feminine, such as the ones related to health, body image and the textile sector, with a feminine presence of more than 90 %.
Nedavno špansko poročilo kaže, da je v srednjem poklicnem izobraževanju nekaj usmeritev popolnoma ženskih, npr. tiste, povezane z zdravstvom, človekovim izgledom ali tekstilstvom; v teh usmeritvah je okrog 90 % deklet.
On the contrary, other vocational pathways related to the automotive sector, electronics or computing reach a masculine presence of 80 % (IFIIE & Instituto de la Mujer, 2009). In France, there are very high percentages (about 95 %) of girls in such specialities as flexible materials, secretarial/ office systems, health and social care and hairdressing/beauty/personal services, and very low (less than 7 %) in civil engineering/building/carpentry and engineering (mechanical/electrical/electronic).
Nasprotno pa je v nekaterih drugih poklicnih usmeritvah, npr. avtomobilski, elektrotehniški, računalniški okrog 80 % fantov (IFIIE & Institut de al Mujer, 2009). V Franciji je zelo visok delež (okrog 95-odstoten) deklet pri takih specializacijah, kot so gibki materiali, v tajniških in pisarniških sistemih, v zdravstvu in socialnem varstvu, frizerskih in lepotilnih službah, in zelo nizek (manj kot 7-odstoten) v gradbeništvu, stavbarstvu, tesarstvu in tehniki (strojništvu, elektrotehniki, elektroniki).
Between 2000 and 2007, the balance has tended to improve, but slowly (DEPP/DVE 2008, p. 39).
Med letoma 2000 in 2007 se je ravnotežje začelo izboljševati, vendar zelo počasi (DEPP/DVE 2008, str. 39).
In Italy, girls outnumber boys in academic secondary schools, especially in pedagogic and social science courses (85 %) and in art schools (67 %), but boys predominate in technical schools (65.8 %) (2006/07; ISTAT, 2009).
V Italiji so dekleta številnejša od fantov v splošnih srednjih šolah, posebno pedagoških in družboslovnih usmeritev (85 %) in ume- tniških šolah (67 %), fantje pa prevladujejo v tehniških šolah (65,8 %) (2006/07; ISTAT, 2009).
A recent Swedish report from the Equality survey (SOU, 2005) shows that only 25 % of all courses at ISCED level 3 have an equal gender balance, e.g. the distribution between men and women lies within the range of 40 to 60 %.
Nedavno švedsko poročilo iz Raziskave o enakosti (SOU, 2005) kaže, da sta le v 25 % izobraževalnih programov na ravni ISCED 3 deleža spolov uravnotežena, to je, razporeditev fantov in deklet sega od 40 % do 60 %.
Only 3 of the 17 national programmes can be said to have an equal gender distribution (not more than 60 % of students are from one sex).
Le za 3 izmed 17 nacionalnih izobraževalnih programov je mogoče reči, da je spolna struktura v njih uravnotežena (v njih ni več kot 60 % pripadnikov enega spola).
It has been argued therefore, that there is a need for vocational guidance to address specific genderrelated career choices and that careers advisers need to be more gender aware, and thus more able to challenge the stereotyping which exists in school cultures and among students and employers.
Razlike medspoloma priizobraževalnih dosežkih pozornosti, poklicni svetovalci pa bi se morali tega bolj zavedati; le tako bi se lahko spoprijemali s stereotipi v šolski kulturi, med dijaki in pri delodajalcih.
Figure 4.2: Specific vocational guidance to challenge traditional career choices available in Europe, 2008/09
Preglednica 4.2: Posebno poklicno svetovanje za spoprijemanje s tradicionalnimi poklicnimi izbirami po Evropi, 2008/09
Gendersensitive vocational guidance exists
V poklicnih smernicah se upošteva enakost spolov.
No specific vocational guidance
Ni posebnih poklicnih smernic.
Ireland: Information not verified at national level.
Irska: informacije na nacionalni ravni niso bile preverjene.
High on the political agenda of gender equality policies in many countries (see Chapter 3), gendersensitive guidance is currently only available in half of the European countries.
Čeprav ima v mnogih državah enakost spolov v političnih programih pomemben položaj (glej 3. poglavje), so posebne smernice, pripravljene z občutljivostjo za spol, za zdaj na voljo le v polovici evropskih držav.
In the remaining countries, although provisions for general vocational guidance exist, they do not necessarily take into account the gender perspective.
V preostalih državah poklicne smernice, tudi če jih imajo, vidika spola ne upoštevajo.
Gendersensitive guidance is available primarily at lower and upper secondary level; this is also true for vocational guidance in general in the majority of countries (see EACEA/Eurydice, 2009c).
Smernice, pripravljene z občutljivostjo za spol, so v glavnem na voljo na nižji in višji sekundarni ravni; to v glavnem in v večini držav velja tudi za splošne poklicne smernice (glej EACEA/Eurydice, 2009c).
In general, gendersensitive guidance initiatives are targeted far more often at girls than boys.
Na splošno se pobude za pripravo za posamezni spol primernih smernic večkrat nanašajo na dekleta kot na fante.
Often the projects in place are small-scale.
Pogosto imajo projekti zelo ozek obseg.
The purpose is to break traditional gender patterns and help girls choose, in particular, technology and natural science-oriented professions and educational pathways.
Njihov namen je odpravljati tradicionalne spolne vzorce in dekletom pomagati predvsem pri izbiri tehnološko in naravoslovno naravnanih poklicev in izobraževalnih poti.
Some countries (Belgium (Flemish Community), Germany, Luxembourg, Austria and Poland) organise, in this context 'girls' days where companies and research institutions invite girls for visits to introduce them to technical jobs and careers which they traditionally do not take into consideration.
Nekaj držav (Belgija – flamska skupnost, Nemčija, Luksemburg, Avstrija in Poljska) v ta namen organizira 'dekliške' dneve, na katere podjetja in raziskovalne institucije vabijo dekleta in jih seznanjajo s tehniškimi poklicnimi potmi in službami, o katerih tradicionalno sploh ne razmišljajo.
They are accompanied by mentors who inform them about entry requirements and/or courses of study.
Spremljajo jih mentorji in jih seznanjajo tudi z vpisnimi pogoji in študijskimi programi.
In Ireland, there is a series of initiatives to promote the take-up by girls of nontraditional subjects and to choose nontraditional careers.
Na Irskem je cela vrsta pobud, s katerimi se dekleta spodbujajo k izbiri zanje netradicionalnih predmetov in poklicnih poti.
It included interviews with young women who had chosen careers in SET areas and highlighted the variety of interesting and exciting careers available in these sectors.
4. poglavje: Enakost spolovin organiziranost šol: kurikulum, usmerjanjein ozračje v šolah ženskami, ki so si take poklicne poti že izbrale in znajo osvetliti množico zanimivih in vznemirljivih poklicev, ki so na voljo na teh področjih.
A DVD included in 'eQuality Measures' includes a section for guidance counsellors and for students.
DVD, ki ga vsebujejo 'ukrepi za enakost in kakovost', vsebuje tudi razdelek za poklicne svetovalce in učence.
In the Netherlands, attention is paid to encourage girls to choose technical education and professions.
Na Nizozemskem dekleta spodbujajo, naj si izberejo tehniško izobraževanje in poklice. K temu je pomembno pripomogel projekt
An important contribution is made by the programme Meisjes en Techniek ('girls and technology') which is carried out by Platform Bèta Techniek and is subsidised by the Ministry of Education, Culture and Science.
'dekleta in tehnologija' (Meisjes en Techniek); izvaja ga Platform Bèta Techniek, sonancira pa Ministrstvo za šolstvo, kulturo in znanost. V program je zajetih okrog 30 % sekundarnih in poklicnih šol.
In Austria, the initiative MUT! – Mädchen und Technik ('Courage! – Girls and technology') aims at increasing the share of women in nontraditional occupations and focuses on gendersensitive vocational orientation.
V Avstriji želijo s pobudo 'Pogum! – dekleta in tehnologija' (MUT! – Mädchen und Technik) povečati delež žensk v netradicionalnih poklicih; zato pozornost posvečajo tudi poklicnemu usmerjanju z občutljivostjo za spol.
MUT addresses mainly girls in lower secondary schools who are deciding on the type of school they will attend from age 14 or who are thinking about starting an apprenticeship.
MUT nagovarja predvsem dekleta v nižjih sekundarnih šolah, ki se odločajo o vrsti šole, ki jo bodo obiskovale po 14. letu, oziroma o vajeništvu.
In Sweden, a special state grant to municipalities is intended to provide summer courses in technology for girls in order to help them opt for technical education.
Na Švedskem je poseben državni sklad namenjen občinam za organiziranje poletnih tečajev iz tehnologije, s katerimi naj bi dekletom pomagali pri izbiri tehniškega izobraževanja.
Priority goes to summer courses which put natural science and technology into a wider perspective (cultural, societal, environmental and historical).
Prednost imajo poletni tečaji s širšim pogledom na naravoslovje (kulturnim, družbenim, okoljskim in zgodovinskim).
The Norwegian Action Plan for Gender Equality in early childhood education and care and basic education 2008-2010 has, as one of its priorities, an improved balance between the sexes regarding the choice of studies and occupation, particularly focusing on vocational education and training as well as recruiting girls into science studies.
Norveški Akcijski načrt za enakost spolov v predšolski vzgoji in varstvu in osnovnem izobraževanju med letoma 2008 in 2010 med prednostne naloge uvršča ravnotežje med spoloma pri izbiri nadaljnjega izobraževanja in poklica; posebna pozornost je namenjena poklicnemu izobraževanju in usposabljanju, pa tudi privabljanju deklet v naravoslovni študij.
In France, at the carrefour des metiers ('careers forum'), many second-level schools, in cooperation with Information and Careers Centres and with the involvement of many professional partners, organise information events for pupils and their families on careers and the courses leading up to them.
V Franciji 'karierni forumi' (carrefour des metiers) in številne srednje šole v sodelovanju z Informacijsko-poklicnimi centri in drugimi strokovnimi partnerji za učence in njihove družine organizirajo informativne dneve o poklicih in izobraževalnih poteh, ki do njih vodijo.
The associations, whose activities focus on encouraging women to pursue careers in science or to attend the grandes écoles, are keen to take part in these events.
Pri teh dogodkih sodelujejo tudi združenja, ki spodbujajo ženske za opravljanje dela v naravoslovju ali vpis v grandesécoles. écoles.
Projects referring in particular to female role models exist in Belgium (Flemish Community), Spain, Ireland, Malta, the Netherlands, Sweden and the United Kingdom (Scotland).
Projekte, ki se ukvarjajo z vzornicami, imajo v Belgiji (amski skupnosti), Španiji, na Irskem, Malti, Nizozemskem, Švedskem in v Združenem kraljestvu (na Škotskem).
In comparison, initiatives to encourage boys to consider nontraditional careers are less common.
V primerjavi s tem so projekti, s katerimi se za izbiro netradicionalnih poklicev spodbujajo fantje, manj pogosti.
In Ireland, a programme specifically for boys Exploring Masculinities, which addresses social and personal issues as well as issues around subjects and careers, was developed by the Department of Education and Science for male students aged 15-18.
Na Irskem je bil na Ministrstvu za šolstvo in znanost pripravljen program z naslovom Raziskovanje moškosti (Exploring Masculinities); ukvarja se z družbenimi in osebnimi vprašanji, pa tudi z vprašanji glede izbire predmetov in poklicnih poti fantov, starih od 15 do 18 let.
In Malta, since 2006 the Gender Equality Unit at the Employment and Training Corporation has been working with the Education Division to identify area secondary schools, whose 4th form students could benefit from assertiveness, empowerment, selfesteem and gender equality training.
Na Malti sta se od leta 2006 naprej Urad za enakost spolov in Družba za zaposlovanje in usposabljanje skupaj z ministrstvom za izobraževanje ukvarjala s prepoznavanjem področnih sekundarnih šol, v katerih bi učencem in učenkam 4. razredov pomagali pri pridobivanju samozavesti, krepitvi moči, samospoštovanju in usposabljanju za enakost spolov.
Each training session was delivered to a boys’ and girls’ school together.
Vsaka oblika usposabljanja je bila namenjena fantom in dekletom skupaj.
This included team-building and motivational games, discussions, role-plays and role models who shared their life and work experiences with the students.
Usposabljanje je zajemalo vzpostavljanje skupinskega dela, motivacijske igre, razprave, igranje vlog in vzornike iz življenjskih in delovnih izkušenj učencev.
Furthermore, the Employment and Training Corporation together with the Drama Unit of the Curriculum Management Department developed a DVD of plays depicting real-life situations related to gender and work.
Poleg tega je Družba za zaposlovanje in usposabljanje skupaj z dramskim uradom iz oddelka za pripravo kurikulumov pripravila DVD z igrami, v katerih so upodobljeni resnični življenjski položaji, povezani s spolom.
Guidance manuals for vocational guidance professionals in the education sector including the gender perspective are available in the Czech Republic, Spain, Ireland and Malta.
Priročniki za strokovnjake za poklicno usmerjanje v izobraževanju, v katerih je upoštevana tudi enakost spolov, so na voljo na Češkem, v Španiji, na Irskem in Malti.
In Norway, a project is currently mapping the attitudes of guidance counsellors towards gender roles and nontraditional educational and occupational choices.
Na Norveškem prav zdaj poteka projekt, s katerim se popisujejo pogledi poklicnih svetovalcev na vloge spolov in netradicionalne izobraževalne in poklicne izbire.
Although interesting individual initiatives and projects exist in this context in numerous European countries, most of them are lacking an overall national strategy to combat gender stereotypes in career choices and to support young people at school with systematic guidance on gender-sensitivity for study and career.
Kljub posameznim zanimivim pobudam in projektom v večini evropskih držav še vedno ni celovitih nacionalnih strategij za boj proti spolnim stereotipom pri izbiri poklicnih poti, prav tako ne strategij za sistematično in za spol občutljivo usmerjanje mladih ljudi v študij in poklic.
There also seems to be a shortage of initiatives specifically aimed at boys.
Zdi se tudi, da je premalo pobud, ki bi bile namenjene fantom.
Chapter 4: Gender Equality and the Organisation of Schools: Curriculum, Guidance and School Climate
Razlike medspoloma priizobraževalnih dosežkih
As mentioned in Chapter 1, the nature of school books and educational reading material, the images and language conveyed with respect to gender is highly influential on children and on the development of their gender identities.
Kot je bilo omenjeno v 1. poglavju, na razvoj otrok in njihovo spolno identiteto močno vplivajo tudi narava šolskih učbenikov in gradiv za branje ter sporočilna vrednost podob in jezika.
Figure 4.3: Existence of specific guidelines on gender issues for authors of educational texts and teaching materials and approval/evaluation of school books from a gender perspective, 2008/09
Preglednica 4.3: Posebne smernice o enakosti spolov za avtorje učnih besedil in učnih gradiv ter potrjevanje in evalviranje učbenikov z vidika spola, 2008/09
Existence of guidelines
Niti smernic niti potrjevanja
Official guidelines on gender issues for authors of educational texts and teaching material exist only in very few countries, namely Germany, Ireland, Latvia, Austria and Iceland.
Uradne smernice za avtorje učnih besedil in učnih gradiv, povezane z enakostjo spolov, imajo le v nekaterih državah, in sicer v Nemčiji, na Irskem, v Latviji, Avstriji in na Islandiji.
Similarly, only a few countries require school books to be evaluated or approved, although these are not necessarily the same countries.
Podobno le nekaj držav zahteva evalvacijo ali potrditev šolskih učbenikov; ni nujno, da se v isti državi zahteva oboje.
This fact is also linked in certain countries to a high level of school and teacher autonomy in the choice of teaching material (see Eurydice, 2008b) and an equally high degree of liberty given to school book publishers.
To je v nekaterih državah povezano s precejšnjo avtonomijo učiteljev pri izbiri učnih gradiv (glej Eurydice, 2008b) in visoko stopnjo svobode založnikov šolskih knjig.
In the United Kingdom (England, Wales and Northern Ireland), teaching materials are not subject to approval by the education authorities; they are selected by schools, which make their decisions within the framework of gender equality legislation.
V Združenem kraljestvu (Angliji, Walesu in Severnem Irskem) učnih gradiv ne potrjujejo izobraževalne oblasti; izbirajo jih šole in pri tem upoštevajo zakonodajni okvir o enakost spolov.
Although many countries do not have guidelines for authors and do not officially evaluate teaching materials from a gender perspective, there is generally a recommendation to authors and publishing houses that their products should comply with the aims of curricula or equality policies.
Čeprav v mnogih državah nimajo niti smernic za avtorje niti uradno ne evalvirajo učnih gradiv z vidika spolov, poznajo splošna priporočila avtorjem in založniškim hišam o skladnosti učbenikov s kurikularnimi cilji in politiko enakosti spolov.
These aims explicitly include gender equality or a more general principle of equality in many countries (see Chapter 3).
Med kurikularnimi cilji je bodisi izrecno navedena enakost spolov ali pa ti vsebujejo splošnejša načela enakosti (glej 3. poglavje).
Pedagogical supervision focusing on the production of gendersensitive teaching material is currently the subject of national action plans in several countries (Cyprus, Lithuania, Portugal and Romania).
4. poglavje: Enakost spolovin organiziranost šol: kurikulum, usmerjanjein ozračje v šolah
In some countries, guidelines on gender awareness for school book authors are also produced by NGOs or within the framework of European projects.
Ponekod smernice, s katerimi avtorje učbenikov ozaveščajo o enakosti spolov, pripravljajo nevladne organizacije ali pa nastanejo v okviru evropskih projektov.
This has been the case in Spain, Italy, Poland, Portugal and Romania.
Tako je npr. v Španiji, Italiji, na Poljskem, Portugalskem in v Romuniji.
In several countries, school books are not evaluated systematically by education authorities; specific ad-hoc evaluations are, however, carried out.
V več državah izobraževalne oblasti šolskih učbenikov ne evalvirajo sistematično, organizirajo pa posebne ad hoc evalvacije.
The Swedish National Agency for Education has conducted some evaluations of educational material.
Švedska Nacionalna agencija za izobraževanje je opravila nekaj evalvacij učnih gradiv.
In May 2005, the Government gave the Agency the task of evaluating a number of teaching materials intended for schools at ISCED levels 1, 2 and 3 to see how matters such as gender, ethnic belonging, religion or beliefs, sexual orientation and disability were presented.
Maja 2005 ji je vlada naložila, naj evalvira do- ločeno število učnih gradiv, namenjenih šolam na ravneh ISCED 1, 2 in 3, in pregleda, kako so prikazani npr. spol, etnična pripadnost, verstva in prepričanja, spolna usmerjenost in invalidnost.
Some 24 books in biology/natural science, history, religion and social science were analysed.
Analiziranih je bilo 24 učbenikov za biologijo in naravoslovje, zgodovino, verstva in družboslovje.
Regarding gender, the authors concluded that boys and men are overrepresented in educational material, even though most of the materials are permeated by an equality discourse.
V zvezi s spolom je bilo ugotovljeno, da so fantje in moški precej bolj zastopani, tudi v gradivih, ki so sicer prežeta s spoznanji o enakosti spolov.
They also concluded that gender issues are in many cases discussed in separate sections or chapter, rather than integrated in the text as a whole (Skolverket, 2006b).
Poleg tega je bilo ugotovljeno, da so vprašanja, povezana z enakostjo spolov, pogosteje obravnavana v posebnih razdelkih ali poglavjih, kot da bi bila z njimi prepletena besedila v celoti (Skolverket, 2006b).
The evaluation of school books with respect to gender is frequently the subject of academic research.
Evalvacija šolskih učbenikov z vidika enakosti spolov je pogosto predmet akademskih raziskav.
Such critical analyses of school books have been reported by the Flemish Community of Belgium, Germany, Estonia, Greece, France, Hungary, Lithuania, Latvia, Austria, Poland and Slovenia.
O takih kritičnih analizah so poročale flamska skupnost v Belgiji, Nemčija, Estonija, Grčija, Francija, Madžarska, Litva, Latvija, Avstrija in Slovenija.
In certain cases research on teaching material has been contracted by government authorities, though not necessarily by ministries of education.
V nekaj primerih so raziskavo učnih gradiv naročila vladna telesa, vendar ne nujno ministrstva za šolstvo.