natgillin/translations-raw huggingface dataset:
Finally, Sections 4.4 and 4.5 explore how European countries approach issues related to school climate and the inclusion of parents in the promotion of gender equality.
Nazadnje, razdelka 4.4 in 4.5 proučujeta, kako se v evropskih državah lotevajo šolskega ozračja in kako so k uveljavljanju enakosti spolov pritegnjeni starši.
Most countries report that they take gender into account in the curriculum.
Večina držav poroča, da se pri sestavljanju kurikuluma spol upošteva.
How, and to what degree the gender perspective is included varies, however, from one country to the next.
Kako in koliko, pa se od države do države razlikuje.
It is also dependent on decisions made in individual schools and, lastly, by teachers themselves.
Včasih je to odvisno od odločitev posameznih šol in celo učiteljev.
Where national education policies on gender exist, these also obviously play an important role.
Kjer imajo s spolom povezane nacionalne politike, imajo tudi te pomembno vlogo.
As mentioned in Chapter 3, gender equality is an overarching principle of the curriculum in several countries.
Kot je bilo omenjeno v 3. poglavju, je v več državah enakost spolov splošno kurikularno načelo.
This means that the gender perspective should permeate the whole curriculum and should be taken into consideration throughout all subjects and areas.
To pomeni, da načelo prežema celoten kurikulum in se upošteva pri vseh predmetih in na vseh področjih.
This is particularly mentioned for Malta, Austria, Finland, Sweden, Liechtenstein and Norway.
Tako je na Malti, v Avstriji, na Finskem, Švedskem, v Lihtenštajnu in na Norveškem.
In the Maltese National Minimum Curriculum, 'gender equality is not a theme that should be treated by the school in isolation or during the teaching of a particular subject.
V malteškem minimalnem nacionalnem kurikulumu enakost spolov ni tema, ki naj bi se v šoli obravnavala ločeno ali pri pouku določenega predmeta.
Equality should be an interdisciplinary theme which teachers can develop within the context of their particular subject, confronting prejudice and promoting more gender-inclusive alternatives'.
Enakost mora biti interdisciplinarna tema in jo morajo učitelji smiselno upoštevati pri svojih predmetih, pri čemer se morajo spopadati s predsodki in uveljavljati spol vključujoče različice'.
But countries where the gender perspective is not expressed as an overarching principle also report that issues related to gender are taken into account.
Tudi države, v katerih se vidik spola ne izraža kot splošno načelo, poročajo o tem, da se ta vprašanja v kurikulumu upoštevajo.
Gender is most often dealt with as a topic within subjects or cross-curricular themes, such as social sciences, citizenship education, ethics, history, languages or home economics.
O spolu je govor pri posameznih predmetih, lahko je tudi medpredmetna tema, npr. pri družboslovju, državljanski vzgoji, etiki, zgodovini, jezikih ali gospodinjstvu.
In Spain, the core curriculum for primary education includes the following issues in the area of citizenship education: recognition of gender differences; identification of inequalities between men and women; promotion of equal rights for men and women in the family and social spheres and in the workplace.
V Španiji ob upoštevanju jedrnega kurikuluma za primarno izobraževanje v državljansko vzgojo spada: priznavanje razlik med spolo- ma, prepoznavanje neenakosti med moškimi in ženskami, uveljavljanje enakih pravic za moške in ženske v družini, družbenem življenju in na delovnem mestu.V nižjem sekundarnem izobraževanju vsebuje tudi kritično presojo družbenega in spolnega razlikovanja dela, spolne predsodke in vprašanja revščine žensk.
At lower secondary level, this includes the critical evaluation of social and sexual divisions of work, sexist prejudices and the issue of female poverty.
Naučiti se morajo, kako svoje mnenje oblikovati, kako mnenjem nasprotovati ali jih ovrednotiti (in se ob tem zavedati vpliva čustev, predsodkov in stereotipov).
In France, the common knowledge base, which is a summary of 'everything you need to know by the end of compulsory schooling', states that, in primary school, the social and civic skills that all pupils must acquire include 'respect for the opposite sex'.
K boju proti stereotipom in pri uveljavljanju enakosti med dekleti in fanti veliko pripomore tudi zgodovina.
It specifies that they must know how to form and challenge their own opinions and to qualify them (through an awareness of the influence of emotional attachment, prejudice or stereotypes).
V večjem številu držav pa imajo šole pri določanju vsebine kurikuluma precejšnjo svobodo; ta sega tudi čez obvezen minimalni kurikulum ali splošno oblikovane cilje (glej Eurydice, 2008b).
In Cyprus, the gender dimension will be one of the parameters of the reformed school curriculum.
Cipru bo vidik spola eden od parametrov prenovljenega šolskega kurikuluma.
Although gender is frequently included in curricula as a topic, gendersensitive teaching, as a class management tool, has seemingly only been implemented in about one-third of European countries, and guidelines for schools and/or teachers are not very widespread.
Čeprav je spol kot tema pogosta sestavina kurikuluma, se je poučevanje, občutljivo za spol, kot orodje za vodenje razreda uveljavilo le v tretjini evropskih držav, pa tudi smernice za šole oziroma učitelje niso prav razširjene.
They are not always provided by government bodies but, where they do exist, they are often developed by NGOs or at least in collaboration with them.
Ne zagotavljajo jih zmeraj vladna telesa, kjer jih imajo, so jih pogosto sestavile nevladne organizacije ali so pri tem vsaj sodelovale.
In the Flemish Community of Belgium, a manual (Gen-BaSec) was developed for schools wanting to implement a well-informed gender policy.
V flamski skupnosti v Belgiji je bil za šole razvit priročnik (Gen-BaSec), katerega namen je uveljavljanje celostne politike enakosti spolov.
It covers many educational aspects, with suggestions about steps forward and good practices.
Zajema vrsto izobraževalnih vidikov, predlaga korake in prikazuje dobre prakse.
It offers advice for teacher-pupil interactions and strategies for gender coaches to make teaching staff more gender-aware.
Daje nasvete za vzajemno sodelovanje učiteljev in učencev, koordinatorjem za enakost spolov pa svetuje pri strategijah, s katerimi ozaveščajo učno osebje.
The manual comprises, among other things, an overview of research findings, a game and an inventory of existing tools (DBO, 2008).
Priročnik poleg tega vsebuje tudi pregled raziskovalnih ugotovitev in popis orodij (DBO, 2008).
In the Czech Republic, in 2006, the NGO Open Society published a handbook for teachers and students of faculties of education.
Na Češkem je leta 2006 nevladna organizacija Open Society objavila priročnik za učitelje in študente pedagoških fakultet.
It describes the risks of gender stereotyping in various areas of school life (Smetáková, 2006).
Opisuje tveganja zaradi spolnih stereotipov na različnih področjih šolskega življenja (Smetáčková, 2006).
Within the project 'Equal opportunities for men and women in educational practices', a manual for teachers at primary and secondary schools 'Gender-Sensitive Education: Where to Start?' was published in 2007 (Babanová & Miškolci, 2007). The project was supported by the European Social Fund and state budget. Both publications are available online. The Danish Minister of Gender Equality published a guide to inspire work on gender in nurseries in 2008.
(Babanová & Miškolci, 2007). Projekt je bil financiran iz Evropskega socialnega sklada in državnega proračuna. Obe publikaciji sta na voljo na spletu. Danska ministrica za enakost spolov je leta 2008 objavila smernice za delo s spolom v vrtcih.
In the resource packs prepared for schools (Equal Measures and eQuality Measures) in Ireland, model lessons are included which demonstrate how all subject areas can be inclusive of the perspectives, interests and experiences of both boys and girls.
Informacijsko gradivo za šole Enaki ukrepi – ukrepi za enakost in kakovost (Equal Measures and eQuality Measures) na Irskem vsebu- je modele učnih ur s prikazom, kako je mogoče na vseh predmetnih področjih k oblikovanju pogledov, zanimanj in izkušenj pritegniti dekleta in fante.
In Italy, the Minister for Equal Opportunities announced in 2008 funding opportunities for projects presented by individual schools at upper secondary level for delivering learning modules about gender differences.
V Italiji je leta 2008 minister za enake možnosti objavil razpis za financiranje projektov, v katerih bi posamezne višje sekundarne šole pripravile učne modele, povezane z razlikami med spoloma.
The Italian Women Historians Association (Società Italiana delle Storiche) also made proposals about teaching history in a gender perspective.
Italijansko Združenje žensk zgodovinark (Società Italiana delle Storiche) pa je pripravilo predloge, kako poučevati zgodovino v perspektivi spola.
The revised Lithuanian Curriculum Framework (2008) for primary and lower secondary education suggests that in developing writing skills 'it is especially important to ensure that the tasks and topics suggested meet the interests of both girls and boys' while in developing reading literacy, 'the teacher should take into consideration different genderspecific reading needs and includes texts proposed by the pupils’.
V prenovljenem litvanskem okvirnem kurikulumu (2008) za primarno in nižje sekundarno izobraževanje je predlagano, da je pri razvijanju spretnosti pisanja 'zelo pomembno zagotoviti, da so naloge in teme zanimive za dekleta in fante', pri razvijanju bralne pismenosti pa morajo 'učitelji upoštevati različne, za posamezni spol značilne bralne potrebe, in vključevati besedila, kot jih predlagajo učenci’.
In Austria, there are several brochures and materials available to encourage teachers to provide gendersensitive teaching which have been developed to implement the educational principle 'Education based on equality between women and men'.
V Avstriji je na voljo več brošur in gradiv, s katerimi se učitelji spodbujajo za poučevanje, občutljivo za spol; pripravljene so bile za uveljavljanje 'izobraževanja, ki temelji na enakosti žensk in moških'.
In Poland, the 'Towards the Girls' Association developed educational materials for teachers which help them introduce gender equality issues into school education, in particular in lower secondary and upper secondary lyceum-type schools.
Na Poljskem je bilo v 'Združenju za dekleta' pripravljeno učno gradivo, ki učiteljem pomaga vpeljevati teme o enakosti spolov, po- sebno tistim v nižjem in višjem sekundarnem izobraževanju oziroma šolah licejskega tipa.
A handbook 'Equal School – Discrimination-free education' was published in January 2008; it discusses equality issues and offers examples of classes for young people.
Priročnik 'Enaka šola – nediskriminatorno izobraževanje' je bil objavljen januarja 2008; obravnava vprašanja enakosti in ponuja zglede pouka za mlade.
It is a compendium which contains information, advice, guidelines and exercises for teachers, covering areas such as gender equality and combating discrimination on the grounds of gender.
Je zbirka informacij, nasvetov, smernic in vaj za učitelje, zajema pa področja, kot sta enakost spolov in spoprijemanje z diskriminacijo zaradi pripadnosti spolu.
In Romania, the project 'The Gender Dimension in Education' is carried out by the Institute of Education Science in cooperation with UNICEF Romania.
V Romuniji poteka projekt 'Vprašanja spolov v izobraževanju'; vodi ga Inštitut za izobraževalne vede v sodelovanju z romunskim Unicefom.
In this context, guides were published in 2006 and are available online.
Leta 2006 so bile objavljene smernice, na voljo so na spletnih straneh.
They are used in the training programme for the school inspectors who coordinate the training in new teaching methods at county level.
Uporabljajo se v programih usposabljanja za inšpektorje, ki usklajujejo izpopolnjevanje in nove učne metode na okrožni ravni.
In addition, teachers have at their disposal a 'Compendium for the Gender Dimension in Education' which provides a set of specific tools for self-evaluation and evaluation of educational institutions from the gender perspective, as well as a set of indicators for the evaluation of school books from the gender perspective.
Poleg tega imajo učitelji na voljo 'Zbirko o vprašanjih spolov v izobraževanju', v kateri so zbrana posebna orodja za samoevalvacijo in evalvacijo izobraževalnih institucij (ob upoštevanju enakosti spolov), pa tudi vrsto kazalnikov za to, kako po tej plati evalvirati učbenike.
The compendium also provides a glossary with definitions for a series of basic concepts relating to gender in education.
Zbirka vsebuje tudi pojmovnik z osnovnimi denicijami idej, ki se v izobraževanju povezujejo s spolom.
In Sweden, the newly appointed committee for gender equality in schools is to organise seminars and spread information about its results, in particular on methods that can be used to cross and break down traditional gender patterns and gender roles in schools.
Na Švedskem ima na novo imenovan odbor za enakost spolov v šolah nalogo organizirati seminarje in širiti informacije o ugotovi- tvah, posebno o metodah, ki jih je mogoče uporabljati za preseganje tradicionalnih spolnih vzorcev in spolnih vlog v šolah.
In Finland, the new guide book for writing the gender equality plans required of upper secondary schools advises how to prepare the plan and how to highlight the importance of developing teaching methods and creating learning environments which will benefit both genders.
4. poglavje: Enakost spolovin organiziranost šol: kurikulum, usmerjanjein ozračje v šolah kako jih pripraviti, kako osvetliti pomen razvijanja takih učnih metod in ustvarjanja takega učnega okolja, kakršno je v prid obema spoloma.
In the United Kingdom (England), the Equality and Human Rights Commission (EHRC) provides guidance for schools on how to implement the Gender Equality Duty.
V Združenem kraljestvu (Angliji) je Komisija za človekove pravice (EHRC) za šole pripravila smernice o tem, kako uveljavljati doku- ment Dolžnosti za enakost spolov.
This guidance advises that actions to challenge stereotyping should apply across the curriculum and, in particular, in careers education, work-related learning, citizenship and personal, social and health education at both primary and secondary school.
Smernice svetujejo, naj bodo dejavnosti za spoprijemanje s stereotipi medpredmetne, posebno pri učenju o poklicnih poteh, pri z delom povezanem učenju, državljanski vzgoji ter pri osebnostni, družbeni in zdravstveni vzgoji, in sicer v primarnih in sekundarnih šolah.
In Northern Ireland, the Equality Commission has issued guidance on how teachers and career advisors can break-down gender barriers.
Na Severnem Irskem je komisija za enakost izdala smernice o tem, kako naj s spolom povezane ovire odpravljajo učitelji in poklicni svetovalci.
In Liechtenstein, the Office of Gender Equality in collaboration with the Office of Education introduced a media package for teachers in 2004 containing gender relevant teaching material and material in order to reflect on (social) role behaviour.
V Lihtenštajnu je Urad za enakost spolov v sodelovanju z Uradom za izobraževanje leta 2004 vpeljal glasilo za učitelje, v katerem so ustrezna učna gradiva in gradiva za premisleke o (družbenih) vedenjskih vzorcih in vlogah.
This would suggest that efforts are being made in some countries to include gender and gender equality as a topic or as an interdisciplinary theme.
Navedeno pomeni, da so nekatere države vložile precej napora, da bi enakost spolov postala pomembna ali interdisciplinarna tema.
However, less attention is being paid to the development of suitable genderspecific teaching methods and guidelines which could play an important role in counteracting the gender stereotyping which influences students’ interests and learning.
Manj pozornosti pa je bilo posvečene razvoju za posamezni spol primernih učnih metod in smernic, ki bi jih bilo mogoče uporabiti pri spoprijemanju s spolnimi stereotipi z največjim vplivom na učenje in interese učencev.
4.1.1.The place of sex education and personalrelationships education
4.1.1 Položaj spolne vzgoje in vzgoje za medsebojne odnose
Sex education and personal relationships education usually include biological as well as emotional aspects of sexuality such as knowledge of sexual health and responsible sexual behaviour, awareness of different sexual orientations, the processes of human reproduction, contraception, pregnancy and birth.
Spolna vzgoja in vzgoja za medsebojne odnose navadno vsebujeta biološke in čustvene vidike spolnosti, kot so zdrava spolnost, odgovorno spolno vedenje, različna spolna nagnjenja, razmnoževanje, kontracepcija, nosečnost in rojstvo.
Teaching respect for others, tolerance and making students aware of specific aspects of social behaviour in intimate relationships are also part of these topics.
Med pomembne teme spadajo tudi spoštovanje drugih, strpnost, ozaveščanje o posebnih vidikih družbenega vedenja v osebnih stikih.
Such aspects not only form part of an education for responsible citizenship but also contribute more particularly to a better understanding of gender issues.
Našteto ni le del izobraževanja za odgovorno državljanstvo, ampak pripomore tudi k boljšemu razumevanju s spolom povezanih vprašanj.
Both areas are included in the curricula of almost all European countries with the exception of Belgium (French Community) and Cyprus.
Predmetni področji sta vsebovani v kurikulumih skoraj vseh evropskih držav, razen v Belgiji (francoski skupnosti) in na Cipru.
In the French Community of Belgium, there is no common programme for sex education.
V francoski skupnosti v Belgiji za spolno vzgojo ni enotnega programa.
It may, however, be included in the school plan and is then binding on the school.
Lahko pa jo šolski načrt vsebuje in tedaj je na šoli obvezna.
In Cyprus, sex education rdhas been introduced as a pilot programme at the 3 year of gymnasium (pupils aged 14) with the intention of introducing it to all public gymnasia in the future.
Na Cipru je bila spolna vzgoja vpeljana v 3. letnik gymnasium (za učence, stare 14 let), in sicer za zdaj kot pilotni program, v prihodnje pa naj bi jo vpeljali v vse javne šole tega tipa.
In the United Kingdom (England), sex and relationships education will become a compulsory part of the primary curriculum in 2011.
V Združenem kraljestvu (Angliji) bosta spolna vzgoja in vzgoja za medsebojne odnose obvezni del kurikuluma primarnih šol od leta 2011 naprej.
Figure 4.1: Sex education and personal relationships education in the curriculum, 2008/09
Preglednica 4.1: Spolna vzgoja in vzgoja za medsebojne odnose v kurikulumu, 2008/09
: Data not available
Ni podatkov.
Sex education and personal relationships education are not included in the curriculum
V kurikulumu spolne vzgoje in vzgoje za medsebojne odnose ni.
More than half of the countries provide sex education and personal and relationships education in the curricula of all three levels (primary, lower and upper secondary) although not always on a compulsory basis.
V več kot polovici držav sta predmeta spolna vzgoja in vzgoja za medsebojne odnose sestavna dela kurikulumov na vseh treh ravneh (primarni, nižji in višji sekundarni), nista pa zmeraj obvezna.
In the remaining countries, the topics are only dealt with at ISCED levels 2 and 3.
V preostalih državah se s temama ukvarjajo le na ravneh ISCED 2 in 3.
Most often these topics are taught as part of biology and health education.
Najpogosteje se poučujeta pri biologiji ali zdravstveni vzgoji.
Similarly to the topic of gender in general, also sex education and personal relationships education are, in addition, often included in courses on civic/moral or social education or are embedded as cross-curricular themes.
Podobno kot vprašanja spolov, sta tudi spolna vzgoja in vzgoja za medsebojne odnose splošni temi ali pa vsebovani pri državljanski oziroma moralni ali družbeni vzgoji ali pa se pojavljata kot medpredmetni temi.
In Poland, sex education will be introduced as a separate subject in lower secondary education as of the 2009/10 school year.
Na Poljskem bo spolna vzgoja v šolskem letu 2009/10 vpeljana kot samostojni predmet v nižjem sekundarnem izobraževanju.
Sex education focusing on the biological aspects is usually compulsory.
Spolna vzgoja, ki se osredinja na biološke vidike, je navadno obvezna.
In the United Kingdom, parents have the right to withdraw their children from all or part of any sex education provided, except the biological aspects of human growth and reproduction.
V Združenem kraljestvu imajo starši pravico, da otroka izpišejo iz vseh ali katerega koli dela spolne vzgoje, ki se na šoli izvaja, razen ko je na vrsti razvoj človeka in razmnoževanje.
The situation is similar in Poland.
Podobno je tudi na Poljskem.
In the United Kingdom (England), in 2008, the Government announced its intention to make sex and relationship education a compulsory part of the primary curriculum.
V Združenem kraljestvu (Angliji) je leta 2008 vlada napovedala, da bo spolno vzgojo in vzgojo za medsebojne odnose vpeljala kot obvezna predmeta v kurikulum primarnih šol.
The change, to be implemented from 2011, is intended to improve the quality and consistency of sex and relationship education in primary schools; this is currently subject to government guidance but is non-statutory.
S to spremembo, vpeljana naj bi bila od leta 2011 naprej, naj bi se v primarnih šolah izboljšali kakovost in usklajenost spolne vzgoje in vzgoje za medsebojne odnose; zdaj sta predmeta z vladnimi smernicami le priporočena, uzakonjena pa ne.
The right of parents to withdraw their children from sex education, exercised only by a very small number of families, will be maintained, but will no longer apply to 15-year-olds in the final year of compulsory education.
Pravica staršev, da svoje otroke izpišejo, izrabilo jo je le majhno število družin, bo ohranjena, ne bo pa več veljala za 15-letnike v zadnjem letu obveznega izobraževanja.
Sex education and personal relationships education seem to be topics relatively well represented in European curricula.
Spolna vzgoja in vzgoja za medsebojne odnose sta v kurikulumih evropskih držav kar dobro zastopana predmeta.
Curricular objectives or attainment targets in most countries are quite precise as far as the subject content is concerned.
Kurikularni cilji in pričakovani dosežki so v mnogih državah natančno določeni, vsaj pri vsebini predmetov.
However, exactly what is taught also depends on the teaching material used which, in many countries, schools/teachers may choose themselves.
Kaj se v resnici poučuje, pa je odvisno od učnih gradiv; v mnogih državah si jih šole in učitelji lahko sami izbirajo.
There are initiatives in some countries at central level to provide specific teaching materials on these topics.
V nekaterih državah pa so znane pobude osrednjih oblasti, da bi se ta učna gradiva zagotavljala enotno.
In Ireland, a teaching resource published in 2009, Talking Relationships, Understanding Sexuality for students aged 15 to 18, has been developed through a partnership between the Department of Education and Science, the Health Service Executive and the Crisis Pregnancy Agency.
Na Irskem je bilo učno gradivo Pogovori o medsebojnih odnosih in razumevanje spolnosti, objavljeno leta 2009 in namenjeno di- jakom, starim od 15 do 18 let, pripravljeno v sodelovanju Ministrstva za izobraževanje in znanost, Zdravstvene službe in Agencije za krize v nosečnosti.
In France, a document on sex education was drafted by the Ministry as teaching material for teachers and disseminated in 2008; it is a guide for use in lower and upper secondary schools.
V Franciji je bilo učno gradivo za učitelje zasnovano v ministrstvu in šolam posredovano leta 2008; namenjeno je za nižje in višje sekundarne šole.
In the Netherlands, teaching materials about sex education have been developed for pupils in primary schools with a subsidy from the Ministry of Education, Culture and Science.
Na Nizozemskem je bilo učno gradivo za spolno vzgojo učencev v primarnih šolah razvito s finančno podporo Ministrstva za šolstvo, kulturo in znanost.