natgillin/translations-raw huggingface dataset:
A plan for teacher education has been issued which should result in a higher qualifications level, a better structure and specialisation and more diversity in training courses.
Sprejet je bil načrt za izobraževanje učiteljev: končal naj bi se z višjo kvalikacijsko ravnjo, boljšo zgradbo programov in specializacij in več različnosti v programih za usposabljanje.
However, in countries where the teaching profession enjoys reportedly high prestige (e.g. in Finland) and/or is reasonably well paid (e.g. Luxembourg), teachers at compulsory school level are, as statistics show, still predominately female.
Znano pa je, da tudi v državah, kjer je učiteljski poklic menda zelo ugleden (npr. na Finskem) oziroma imajo učitelji razmeroma visoke plače (npr. v Luksemburgu), v obveznem šolstvu, tako kažejo statistični podatki, še vedno prevladujejo ženske.
This suggests that teaching is very much associated with the notion of 'care', especially at lower levels of education which relates traditionally more to women than to men (see Chapter 1).
To verjetno pomeni, da se poučevanje posebno na nižjih ravneh izobraževanja močno povezuje z 'varstvom otrok', to pa je tradicionalno bolj ženska kot moška vloga (glej 1. poglavje).
7.2.2.Initiativesto attract more womeninto school management
7.2.2 Pobude za privabljanje žensk med vodstvene delavce šol
Boosting female participation in school management positions might be an area of concern alongside that of attracting more men into teaching.
Premajhen delež žensk na vodstvenih položajih v šolah je podoben premajhnemu številu moških učiteljev.
However, it seems that only a few countries provide specific initiatives to remedy this situation.
Zdi pa se, da se z izboljšanjem takega stanja ukvarja le nekaj držav.
In the Netherlands, the aim of the programme 'more women in management' (Meer vrouwen in het management) is to get more women into management positions in the education sector.
Na Nizozemskem želijo več žensk na vodstvene položaje v šolah pridobiti s programom 'več žensk v vodstvih' (Meer vrouwen in het management).
This has been part of an agreement reached in 2006 between the government and trade unions as well as employer organisations focusing on nine targets for staff in educational institutions.
O tem je bil leta 2006 dosežen sporazum med vlado, sindikati in delodajalskimi organizacijami, v katerem želijo za izobraževalno osebje uresničiti devet ciljev.
In Ireland, a special initiative is geared towards women intending to join management staff.
Na Irskem je posebna pobuda namenjena ženskam, ki se želijo pridružiti vodstvenemu osebju.
The Department of Education and Science funded an inservice course for women who were interested in progressing to management positions in education – Women into Educational Management.
Ministrstvo za šolstvo in znanost financira izpopolnjevalni program za ženske, ki želijo napredovati na vodstvene položaje v šolstvu; program ima naslov Ženske v izobraževalne uprave.
The course was introduced following a recommendation from a study on women in educational management which was commissioned by the Department in 1999.
Vpeljan je bil leta 1999 na priporočilo posebne komisije na ministrstvu.
There is an ongoing demand for the course which is now organised by one of the national education centres.
Za zdaj ga organizira le eden izmed nacionalnih izobraževalnih centrov, pojavile pa so se zahteve za več možnosti.
This course was included in an international programme for women in educational management (IPWEM) which was co-funded by the European Commission (COMENIUS Action 3.1).
Program je bil vnesen tudi v mednarodni projekt za ženske v vodstvih šol (IPWEM), ki ga sofinancira Evropska komisija (COMENIUS, Akcija 3.1).
A sub-regional project with the participation of Liechtenstein and regions around aims to increase the proportion of women holding leading positions in the public sector in general.
Tudi podregionalni projekt, pri katerem sodelujejo Lihtenštajn in okoliške regije, je namenjen večjemu deležu žensk na vodstvenih položajih, v tem primeru na različnih področjih.
The goal of enhancing the representation of women in decision-making bodies or of obtaining a gender balance in education management is part of national strategies in Cyprus and Romania, which have yet to be implemented.
Boljša zastopanost žensk v organih odločanja ter vzpostavljanje ravnotežja med ženskami in moškimi na vodstvenih položajih v izobraževanju sta tudi cilja iz nacionalnih strategij na Cipru in v Romuniji, vendar se bosta šele začela uveljavljati.
7.3.1.Initialteacher education
7.3.1 Začetno izobraževanje učiteljev
In many countries, teacher education institutions enjoy full autonomy regarding the content of the programmes they provide.
V mnogih državah imajo institucije za izobraževanje učiteljev pri določanju vsebine študijskih programov popolno avtonomijo.
This means that the organisation of specific courses on gender topics is left to the discretion of the training institution.
To pomeni, da je tudi odločitev o tem, ali bodo v programih teme, povezane z enakostjo spolov, njihova diskrecijska pravica.
Education authorities in many countries therefore only know that gender might be included as an optional topic in initial teacher education and report on the existence of one or two courses in individual universities or teacher education institutions.
Zato izobraževalne oblasti pogosto lahko le poročajo, da so te teme kot izbirne vsebine sestavni del začetnega izobraževanja učiteljev na posameznih univerzah ali drugih institucijah za izobraževanje učiteljev.
Some countries include the topic of gender among general issues of equality which form an integral part of initial teacher education.
Razlike medspoloma priizobraževalnih dosežkih začetnega izobraževanja učiteljev.
This is the case in Belgium (Flemish Community), Sweden and the United Kingdom (England, Wales and Northern Ireland).
Tako je v Belgiji (amski skupnosti), na Švedskem in v Združenem kraljestvu (Angliji, Walesu in na Severnem Irskem).
In Belgium (French Community), Denmark, France, Austria and the Netherlands, the gender dimension as such has to be taken into account in teacher education.
Tudi v Belgiji (francoski skupnosti), na Danskem, v Franciji, Avstriji in na Nizozemskem morajo pri izobraževanju učiteljev upoštevati vprašanja spolov.
This is included in the gender mainstreaming policy (Austria), in competence requirements of teachers (the Netherlands), in the decree on initial teacher education (Belgium - French Community), in the bachelor programme for Folkeskole-teachers (Denmark) or in genderequality missions of teacher education institutions (France).
To jim narekujejo npr. pravila za integracijo načela enakosti spolov (v Avstriji), zahtevane kompetence učiteljev (na Nizozemskem), uredba o začetnem izobraževanju učiteljev v Belgiji (francoski skupnosti), prvostopenjski študijski program (bachelor) za učitelje na Folkeskole (na Danskem) ali poslanstvo institucij za izobraževanje učiteljev za enakost spolov (v Franciji).
In Spain, Luxembourg and Portugal, the various action plans on gender equality currently in place provide for the inclusion of the gender dimension in initial teacher education.
V Španiji, Luksemburgu in na Portugalskem vnašanje tematike spolov v začetno izobraževanje učiteljev zagotavljajo različni akcijski načrti, ki se prav zdaj izvajajo.
In Spain, the 2008-2011 Strategic Plan for Equal Opportunities includes, as its first objective, the promotion of the appropriate initial training for teachers and other educational staff in coeducation, prevention of gender-based violence and harassment and equal opportunities.
V Španiji je v Strateškem načrtu za enake možnosti med letoma 2008 in 2011 kot prvi cilj navedeno prav uveljavljanje ustreznega začetnega izobraževanja učiteljev in drugega učnega osebja v skupnih šolah, preprečevanje spolnega nasilja in nadlegovanja in zagotavljanje enakih možnosti.
To achieve these objectives, a series of guidelines are proposed, for instance: encouraging the creation of departments of gender studies aimed at the specific training, research and elaboration of didactic material in the faculties of education, teacher training colleges and inservice training centres; promoting the creation of postgraduate courses with a specialization in equal opportunities for women and men in education, coeducation, non-sexist education and prevention of violence against women; and incorporating gender-equality-related themes in recruitment processes.
Za njegovo uresničitev je predlagan niz smernic: za ustanavljanje oddelkov za študij spolov in posebna usposabljanja, raziskovanje in izdelavo didaktičnih gradiv na fakultetah in visokih šolah za izobraževanje učiteljev in v centrih za strokovno izpopolnjevanje učiteljev; pripravo podiplomskih študijev s specializacijami za enake možnosti žensk in moških v izobraževanju, skupno izobraževanje, neseksistično izobraževanje in preprečevanje nasilja nad ženskami; vključevanje z enakostjo spolov povezanih tem v postopkih zaposlovanja učiteljev.
In Portugal, the National Action Plan for Gender Equality (2007-2010) envisages, as a strategic area of intervention, the promotion of the integration of a gender dimension not only in the specifications of competence profiles but equally in the training profiles of educational professionals, namely teachers, teacher assistants and those responsible for educational and professional guidelines.
Na Portugalskem Nacionalni akcijski načrt za enakost spolov (2007–2010) predvideva, da je treba strateško posredovati pri uvelja- vljanju načela enakosti spolov, in sicer ne le pri določanju ustreznih prolov, ampak tudi pri njihovem usposabljanju; to velja za celotno osebje v izobraževanju, se pravi za učitelje, njihove pomočnike in tiste, ki so odgovorni za izobraževalno in poklicno usmerjanje.
In Finland, a research project was started in 2008 focussing on the 'Equality and Gender-Sensitivity in Teacher Education' (TASUKO) (3) which aims at providing future teachers with more theoretical and practical information on how they can promote gender equality and how they can act in a more gendersensitive way in their work.
); prihodnje učitelje naj bi teoretično in praktično seznanil s tem, kako je mogoče uresničevati enakost spolov in kako naj pri svojem delu ravnajo z večjim občutkom za spol.
Within the project, curricula and methodologies will be developed as well as a research programme and research results will be incorporated into teacher education.
Izpopolnjeni bodo kurikulum in metodologije dela, v izobraževanje učiteljev pa bodo vneseni tudi raziskovanje in raziskovalna dognanja.
Gender does not seem to have a prominent place within initial teacher education programmes.
Zdi se, da tematika spolov v začetnem izobraževanju učiteljev nima prav dobrega položaja.
Its inclusion depends on individual institutions as well as individual student motivation to attend courses covering this topic.
Ali je v programe vnesena ali ne, je odvisno od posameznih institucij in motiviranosti študentov.
Some countries have, however, plans to give the gender dimension more room within teacher education.
V nekaterih državah pa načrtujejo, da bodo razsežnostim spolne problematike namenili več pozornosti.
In many countries, CPD provision is highly decentralized and a large variety of public and private providers exist.
7.3.2 Nadaljnji poklicni in strokovni razvoj učiteljev
Gender is often included in activities linked to general equality topics.
Položaj je podoben pri nadaljnjem strokovnem in poklicnem izpopolnjevanju učnega osebja.
The contribution of NGOs is here again particularly important in Central Eastern European countries.
V mnogih državah poteka popolnoma decentralizirano in v številnih javnih in zasebnih institucijah.
As with initial teacher education, CPD activities for teachers are also linked to specific action plans in some countries.
Zato je zelo težko ugotoviti, kakšne vrste programov so na voljo.
In Austria for example, gender mainstreaming is also applied to inservice teacher training centres.
V javnih institucijah se v izpopolnjevalnih programih, tako kaže, tematika spolov pojavlja le občasno.
In Spain and Portugal, gender equality plans also envisage the inclusion of the gender dimension in CPD for educational staff.
Samo Malta poroča, da so v izpopolnjevalnih programih za učitelje te teme obvezne.
Interesting initiatives in the field of educational staff development linked to issues such as career choices, attainment and drop-out among boys are reported by several countries.
Enakost spolov pa se pogosto pojavlja med dejavnostmi, ki se z enakostjo ukvarjajo na splošno.
It offers counselling and information on new developments, as well as training in gender issues.
Pri tem je zlasti v vzhodnoevropskih državah zelo pomembno delo nevladnih organizacij.
During 2008-2010, the Swedish National Agency for Education has the task of providing in-house training with the general aim of promoting equality and combating the number of male drop-outs from upper secondary school programmes.
Podobno kot pri začetnem izobraževanju učiteljev je tudi pri dejavnostih za nadaljnji poklicni in strokovni razvoj učiteljev pomembna povezanost s posameznimi nacionalnimi akcijskimi načrti.V Avstriji je treba integracijo načela enakosti spolov upoštevati tudi v centrih za nadaljnje izpopolnjevanje učiteljev.
The training is aimed at teachers and school counsellors in pre-school, compulsory school and upper secondary schools, adult education and higher education.
Prav tako v Španiji in na Portugalskem načrti za enakost spolov določajo, da je treba te teme vnašati tudi v programe za izpopolnjevanje učnega osebja.
Overall, teaching in European countries is a very female profession particularly at the lower levels of education.
Gledano v celoti, je poučevanje v evropskih državah zelo ženski poklic, posebno na nižjih izobraževalnih ravneh.
Although this is considered a concern in many countries, strategies to attract more men into teaching at compulsory school level are sporadic.
Čeprav v mnogih državah navedeno štejejo za problem, so strategije za privabljanje moških v obvezne šole le posamične in občasne.
Education management, however, is left to a large extent to men, and there seems to be a clear lack of national initiatives to address the imbalance.
Vodstvene naloge v izobraževanju pa so večinoma prepuščene moškim; tudi na tem področju je mogoče opaziti popolno pomanjkanje nacionalnih pobud, ki bi tako neravnotežje odpravljale.
Policies on teacher education do not particularly take into account the gender perspective either with respect to initial training or continuing professional development activities for teachers or school heads.
Politike o izobraževanju učiteljev vidika spola ne upoštevajo dovolj, niti pri začetnem izobraževanju niti pri nadaljnjem izpopolnjevanju učiteljev in ravnateljev.
Training in gender issues appears to depend largely on the initiative of individual providers of teacher education.
Usposabljanje za enakost spolov je, kot kaže, v glavnem odvisno le od posameznih izobraževalnih institucij.
This chapter discusses gender equality concerns within higher education and examines the genderrelated policies introduced in European countries.
V tem poglavju so obravnavana vprašanja enakosti spolov v visokem šolstvu in z njimi povezane politike, vpeljane v evropskih državah.
Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools.
Razlike med spoloma se v primarnem in sekundarnem izobraževanju delno pojavljajo zato, ker se tradicionalne spolne vloge in stereotipi obnavljajo tudi v šolah.
These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training.
Pozneje se razlike kažejo in krepijo zaradi izbire oziroma možnosti, ki se ženskam in moškim ponujajo na višjih ravneh izobraževanja in poklicnega usposabljanja.
Therefore, it is important to examine whether and how European countries attempt to combat these inequalities.
Zato je pomembno proučiti, kako se evropske države spopadajo s temi neenakostmi.
A majority of European countries have designed policies or have supported projects targeting gender inequalities in higher education.
Večina evropskih držav je oblikovala ali podprla projekte za odpravljanje spolnih neenakosti v visokem šolstvu.
Several countries incorporate specific gender equality provisions in legislation or in governmental strategies and some make it compulsory for higher education institutions to create their own gender equality policies (see Chapter 3).
Precej je takih, ki so posebne določbe o enakosti spolov vnesle v svojo zakonodajo ali vladne strategije, nekatere pa visokošolskim institucijam nalagajo obveznost, da politiko enakosti spolov pripravijo same (glej 3. poglavje).
As mentioned in Chapter 3, there are two main concerns in European countries with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation.
Kot je bilo omenjeno v 3. poglavju, sta v visokem šolstvu oziroma terciarnem izobraževanju v zvezi z neenakostjo spolov dve glavni težavi: horizontalno in vertikalno ločevanje.
Firstly, almost all countries are concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being underrepresented in engineering and science.
Prvič, skoraj vse države so zaskrbljene zaradi horizontalnega ločevanja; ženske in moški si namreč izbirajo različna študijska področja, pri tem pa so ženske zelo slabo zastopane v tehniki in naravoslovju.
Secondly, a number of countries – namely the Flemish Community of Belgium, the Czech Republic, Germany, Greece, Spain, France, the Netherlands, Austria, Slovenia, Sweden, the United Kingdom and Norway – are also concerned about vertical segregation.
Drugič, v številnih državah – flamski skupnosti v Belgiji, na Češkem, v Nemčiji, Grčiji, Španiji, Franciji, na Nizozemskem, v Avstriji, Sloveniji, na Švedskem, v Združenem kraljestvu in na Norveškem – obstaja tudi skrb zaradi vertikalnega ločevanja.
This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates, they are slightly underrepresented at doctoral level, and there are even fewer women amongst academic staff in universities.
Imenuje se 'stekleni strop' v terciarnem izobraževanju: čeprav so med visokošolskimi diplomanti v večini ženske, jih je manj v doktorskih študijskih programih, še manj med akademskim osebjem na univerzah.
These two issues and the policies intended to deal with them are discussed in turn.
V nadaljevanju so obravnavane politike, ki se ukvarjajo s tema vprašanjema.
8.1 Horizontal segregation
8.1 Horizontalno ločevanje
Almost all countries are concerned about the fact that the proportion of men and women vary considerably between different areas of study in tertiary education.
Skoraj vse države se srečujejo z dejstvom, da se delež moških in žensk po študijskih področjih zelo razlikuje.
Despite the relatively small differences between the attainment of girls and boys, especially in the fields of mathematics and science, as revealed by international surveys (see Chapter 2), this pattern of inequality is similar among students and graduates and is fairly consistent throughout Europe.
Kljub sorazmerno majhnim razlikam pri šolski uspešnosti med fanti in dekleti, posebno pri matematiki in naravoslovju – razvidne so iz mednarodnih raziskav (glej 2. poglavje) – se vzorec ponavlja med študenti in diplomanti, in sicer dosledno, po vsej Evropi.
Differences in the choice of academic discipline by young people can be attributed to traditional perceptions of gender roles and identities as well as the wide acceptance of the cultural values associated with particular fields of study.
Razlike pri izbiri akademske discipline je mogoče pripisati dojemanju spolnih vlog in identitet, pa tudi sprejemanju kulturnih vrednot, povezanih s posameznim študijskim področjem.
For example, while some fields, especially science and engineering, are widely regarded as 'masculine' and suitable for men, other fields of study, most importantly care-related ones like education or health, are defined as 'feminine' and appropriate for women.
Nekatera področja, predvsem naravoslovje in tehnika, se na primer štejejo za 'moška' in primerna za moške, druga področja, največkrat tista, ki se povezujejo z nego in oskrbo, na primer izobraževanje in zdravstvo, so opredeljena kot 'ženska' in primerna za ženske.
This makes it difficult for members of the minority sex to enter these fields without challenging the dominant culture or their own self-perceptions (see also Chapter 1).
Za po spolu manjšinski del članov na posameznem študijskem področju to povzroča težave in pomeni spoprijemanje s prevladujočo kulturo ali s svojimi lastnimi pogledi (glej tudi 1. poglavje).
Figure 8.1 illustrates existing differences between male and female graduates by field of study.
Preglednica 8.1 prikazuje razlike med diplomanti in diplomantkami po študijskih področjih.
The largely female-dominated fields are education and training, health and welfare and humanities and arts.
Področja, na katerih prevladujejo ženske, so izobraževanje in usposabljanje, zdravstvo in sociala, humanistika in umetnost.
The exception is Turkey, where due to the relatively low number of female graduates, the only female-dominated fields are education and training (55 % women) and arts and humanities (67 %).
Izjema je Turčija, kjer zaradi sorazmerno majhnega števila diplomantk med bolj ženska področja spadajo le izobraževanje in usposabljanje (tu je 55 % žensk) ter umetnost in humanistika (67 %).
Figure 8.1: Female graduates (ISCED 5-6) in various areas of study as percentage of total graduates in these fields, 2007
Preglednica 8.1: Delež diplomantk (ISCED 5 in 6) po študijskih področjih med vsemi diplomanti na posameznem področju, 2007
Engineering, manufacturing and construction
A Družbene vede, poslovne vede in pravo B Zdravstvo in sociala C Tehnika, proizvodne tehnologije in gradbeništvo
F Science, mathematics and computing
D Humanistika in umetnost E Izobraževanje F Naravoslovje, matematika in računalništvo
HAgriculture and veterinary science
G Storitve H Kmetijstvo in veterinarstvo
Source: Eurostat (data extracted September 2009).
Vir: Eurostat, (podatki povzeti septembra 2009).
In education and training, on average, 80 % of graduates are women in the EU-27, and women constitute the majority in all countries analysed.
V izobraževanju in usposabljanju je v EU-27 v povprečju 80 % diplomantk in pomenijo večino v vseh obravnavanih državah.
In Estonia, Italy and Latvia, the proportion of women is especially high; only one out of ten graduates in these fields is a man.
V Estoniji, Italiji in Latviji je delež žensk še posebno visok; le eden izmed desetih diplomantov je moški.
In the area of health and welfare, 76 % of graduates are women and they form the majority in all countries (except Turkey), especially in Estonia, Latvia and Iceland (approximately 90 % or more).
V zdravstvu in sociali je delež žensk med diplomanti 76-odstoten in je večinski v vseh državah (razen v Turčiji), posebno pa v Estoniji, Latviji in na Islandiji (kjer je približno 90-odstoten ali višji).
The area of humanities and arts also has a majority of women graduates – approximately 70 %.
Tudi v humanistiki in umetnosti je večina diplomantk – približno 70 %.
In Estonia and Latvia, males make up only one in five of the graduates in this area.
V Estoniji in Latviji je na tem področju le eden od petih diplomantov moški.
In the area of social science, business and law, which have by far the highest number of students and graduates, women are in a slight majority.
V družbenih vedah, poslovnih vedah in pravu, kjer je največje število študentov in diplomantov, imajo ženske le majhno prednost.
In the EU-27, on average, approximately 60 % of
V EU-27 je v povprečju 60 % diplomantk.
Gender Differencesin Educational Outcomes graduates are female.
Razlike medspoloma priizobraževalnih dosežkih