natgillin/translations-raw huggingface dataset:
The gender gap emerges early – it is already present among students in the fourth year of schooling – and is maintained with age, as assessments of 15 year-olds confirm.
Take izobraževalne in poklicne izbire je delno mogoče pojasniti z delom otrok v šoli, njihovo motivacijo in odnosom do posameznih predmetov.
Similar gender patterns are reported in most studies of reading assessment thus this section focuses on the most recent results.
Podobno nam slabši uspeh fantov pri branju pomaga razumeti, zakaj je sorazmerno malo moških v izobraževanju in humanistiki.
PIRLS 2006 results showed that among students in the fourth year of schooling girls had significantly higher reading achievement than boys in all except two countries, Spain and Luxembourg, where average achievement was equivalent between the sexes (Mullis et al., 2007).
Ali se te razlike s časom povečujejo ali zmanjšujejo, pa ni analizirano. Opora za obravnavo vzorcev dosežkov po spolu na posameznih predmetnih področjih so ustrezne študije: v razdelku o bralni pismenosti so navedene ugotovitve iz Mednarodne raziskave bralne pismenosti (PIRLS) in Programa mednarodne primerjave dosežkov učencev (PISA); razdelek o matematični in naravoslovni pismenosti se opira na Mednarodno raziskavo trendov znanja matematike in naravoslovja (TIMSS) in program PISA.
The study reported further interesting gender differences regarding reading domains or reading purposes.
V prvem razdelku tega poglavja so natančno obravnavane razlike med spoloma ob upoštevanju povprečnih rezultatov učencev.
Girls have a significantly higher average achievement in literary reading in all European countries.
Prikazanih je nekaj zanimivih razhajajočih teženj glede pogledov in praks.
In contrast, in reading for information, some European countries (French Community of Belgium, Spain, Italy, Luxembourg and Hungary) have little, if any, gender difference.
Analiziran je učinek različnih izobraževalnih programov, ki si jih izberejo fantje in dekleta, pa tudi pomen demografskih dejavnikov, npr. socialno-ekonom-skega ali priseljenskega položaja.
In all countries except Spain, girls report more time spent reading books or magazines than boys and in many countries boys report more time than girls spent reading on the Internet.
Analizirani so le podatki evropskih držav, ki sodelujejo v mreži Eurydice. Podobno prikazana povprečja za EU-27 veljajo le za tiste izmed držav, ki so sodelovale v posamezni raziskavi.
However, in the Flemish Community of Belgium, France, Lithuania, Hungary, the Netherlands, the United Kingdom (England and Scotland) and Norway, boys and girls spend similar amounts of time on the Internet.
Kjer je prispevek države sorazmeren z njeno velikostjo, je prikazano ponderirano povprečje.
Gender patterns in achievement vary not only across countries, but also across schools in individual countries.
Pred razpravo o dosežkih učencev in vzorcih razlik med spoloma je treba pojasniti nekaj vprašanj.
A two-level regression analysis by country was conducted nesting pupils within schools.
• Ob analiziranju razlik med državami je treba imeti v mislih, da so razlike v uspešnosti učencev v eni državi dostikrat večje kot med državami.
In most countries, the gender gap in reading varies significantly from one school to another.
• Prikazanih rezultatov študij iz različnih let ni mogoče preprosto interpretirati kot težnje.
Only in the French Community of Belgium, Spain, Luxembourg, Hungary and the United Kingdom was there no variation between schools regarding the gender gap in achievement.
Neposrednemu primerjanju rezultatov različnih študij, pri katerih so bile uporabljene različne metodologije, ciljne skupine, izpitne vsebine itd., se je treba izogibati.
Such findings suggest that school-level factors shape the disparities in reading achievement of boys and girls.
Celo ob isti raziskavi, ki je potekala v več krogih, je analiziranje časovnih trendov lahko problematično.
Girls' higher achievements in reading were also observed in studies that assess older students.
• Kot je bilo omenjeno v 1. poglavju, na katere koli razlike med spoloma lahko vpliva metodologija ocenjevanja.
In the three PISA surveys of 15-year-olds, significant differences in favour of females were reported for virtually all European countries.
Različna razmerja testnih nalog esejskega in izbirnega tipa lahko na različne načine vplivajo na uspešnost fantov in deklet.
The European countries with the largest gender difference in PISA 2006 (see Figure 2.2a) were Bulgaria, Greece, Lithuania, Slovenia and Finland – the average gender gap ranged between 51 and 58 score points, which is more than a half of an average standard deviation in OECD countries.
Pri večjem deležu vprašanj, ob katerih je potrebna višja raven znanja, so pri matematiki boljši fantje, pri bralni pismenosti pa dekleta (Close & Shiel, 2009; Lafontaine & Monseur, 2009). Najrazvidnejša in stalna razlika med spoloma se kaže v prednosti deklet pri bralni pismenosti. Vendar je
Chapter 2: Gender Patterns in International Assessment Surveys quarter or more of the average standard deviation (average gap 24-30 score points).
Razlike medspoloma priizobraževalnih dosežkih spol le eden od dejavnikov, ki vplivajo na dosežke na različnih predmetnih področjih.
These results suggest that the superior performance of females in reading is widespread, with the difference being both large and significant.
Nanje močno vpliva tudi socialnoekonomski položaj; zato je treba ob odločanju za pomoč manj uspešnim otrokom poleg spola upoštevati tudi družinske okoliščine.
Such disparities seem to imply that the magnitude of the gender gap does not relate to the overall
2.1 Povprečne razlike med spoloma pri dosežkih
PISA 2000, which focused on reading, found that females have a much higher level of engagement with most forms of reading activities; they read more diverse material and use libraries more often than males.
Vse nedavne študije o preverjanju znanja soglašajo, da so dekleta pri bralni pismenosti uspešnejša od fantov.
15 year-old boys had limited engagement in reading beyond what was required of them.
Razlike med spoloma se pojavijo zgodaj – zaznati jih je mogoče že v četrtem letu šolanja – in se, kot potrjuje preverjanje znanja pri 15 letih, z leti ohranjajo.
The majority of boys read only to get the information they need.
O podobnih vzorcih razlik med spoloma poroča večina raziskav o preverjanju znanja iz branja, zato so v tem razdelku obravnavani najnovejši rezultati.
When boys and girls read for pleasure, they also read different materials: females were more likely than males to read more demanding texts, such as fiction, while males were more likely to read newspapers and comic books (OECD, 2001, 2002).
Rezultati PIRLS 2006 so pokazali, da so bila izmed učencev v četrtem letu šolanja dekleta v vseh državah, razen v Španiji in Luksemburgu, pri branju dosti uspešnejša kot fantje; v Španiji in Luksemburgu so bili fantje in dekleta enako uspešni (Mullis in sod., 2007).
As mentioned previously, PIRLS 2006 indicated similar patterns.
V študiji je zanimivo tudi poročilo o razlikah med spoloma glede na področja in namene branja.
In mathematics gender gaps are less pronounced and more unstable than in reading.
Vzorci dosežkov po spolu se ne razlikujejo le po državah, ampak tudi po šolah v posamezni državi.
TIMSS results regarding gender differences in mathematics are somewhat mixed, but mostly show no consistent gender gap among pupils at the fourth and eighth year of schooling.
Po državah in šolah je bila vodena dvonivojska regresijska analiza.
Moreover, TIMSS results should not be interpreted as trends because participating countries differed across rounds and across the grades of pupils tested.
V večini držav so se razlike med spoloma pri branju zelo spreminjale po posameznih šolah.
The first survey, TIMSS 1995, showed that gender difference in mathematics in the fourth year of schooling was small or non-existent (Mullis et al., 2000a).
Le v francoski skupnosti v Belgiji, Španiji, Luksemburgu, na Madžarskem in v Združenem kraljestvu med šolami ni bilo razlik.
The difference in achievement between males and females was not significant in all participating European countries except the Netherlands.
Ugotovitve kažejo, da se razlike v bralnih dosežkih med fanti in dekleti oblikujejo z dejavniki na šoli.
Gender differences in mathematics were also minimal in most countries among pupils in the eighth year. In the final year of secondary school, however, males had significantly higher average
Žal pa se z nobeno od spremenljivk, ki so bile za šolsko raven zbrane v študiji PIRLS 2006, ne da pojasniti razlik med spoloma – korelacija med spremenljivkama, ki kažeta razlike med spoloma pri branju in šolsko raven, je bila zelo nizka (manj kot 0,10).
2 achievement than females (); only in Hungary were there no significant gender differences in mathematics.
Boljši dosežki deklet pri branju so bili opazovani tudi v študiji, ki je preverjala znanje starejših učencev.
In advanced mathematics, males outperformed females in the Czech Republic, Denmark, Germany, France, Lithuania, Austria and Sweden, while there was no gender difference in Greece, Italy, Cyprus and Slovenia (Ibid.).
Države z največjimi razlikami po spolu v PISA 2006 (glej preglednico 2.2a) so bile Bolgarija, Grčija, Litva, Slovenija in Finska – povprečna razlika med spoloma je segala od 51 do 58 točk, kar je več kot polovica povprečnega standardnega odklona v državah OECD.
TIMSS-R 1999 allowed countries which assessed pupils in the fourth year of schooling in 1995 to compare their performance in that year with their performance in year eight in 1999.
Najmanjše razlike med spoloma pri bralnih dosežkih so zaznali na Danskem, Nizozemskem in v Združenem kraljestvu, pa tudi v teh državah so razlike dosegle četrtino povprečnega standardnega odklona ali več (povprečna razlika je bila od 24 do 30 točk).
In year eight, most gender differences were negligible in mathematics. Most importantly, the study found no change
Ti rezultati kažejo, da je boljši uspeh deklet pri branju zelo razširjen ter da so razlike velike in pomembne.
(1) The correlation between country mean estimate and country gender gap does not statistically differ from zero (-0.35, p=0.07).
Poudariti je treba, da velike razlike med spoloma ne pomenijo nujno, da so dosežki fantov pri branju slabi.
(2) In the Czech Republic, Denmark, Germany, France, Italy, Cyprus, Lithuania, the Netherlands, Austria, Slovenia, Sweden, Iceland and Norway.
Na Finskem, ta je po povprečnem uspehu bralne pismenosti vodilna evropska država, fantje ne berejo slabo – njihova uspešnost je nad mednarodnim povprečjem in je med fanti najvišja v Evropi – pač pa je uspeh deklet izjemno dober (OECD, 2007b). V drugih državah z velikimi razlikami med spoloma pa bralni
Gender Differencesin Educational Outcomes in average mathematics achievement between boys and girls in 1995 and 1999 in any country (Mullis et al., 2000b).
2. poglavje: Vzorci dosežkov po spolu v mednarodnih pregledih o preverjanju znanja dosežki, gledano v celoti, niso tako dobri: v Bolgariji in Grčiji so pri obeh spolih slabši od mednarodnega povprečja.
TIMSS 2003 assessment of mathematics in the fourth and eighth years again confirmed
Zdi se, da take razlike pomenijo, da velikost razlik med spoloma ni povezana z
3 that gender differences in mathematics were insignificant in many countries ().
1 ravnjo uspešnosti v celoti (
TIMSS 2007 results differ considerably (Mullis et al., 2008).
Petnajstletni fantje redko kdaj berejo, kar ni zahtevano.
Contrary to the previous rounds, boys scored higher in most European countries in the fourth year of schooling (the Czech Republic, Germany, Italy, the Netherlands, Austria, Slovenia, Slovakia, Sweden, the United Kingdom (Scotland) and Norway), while in the eighth year there were no gender differences (the Czech Republic, Italy, Hungary, Malta, Slovenia, Sweden, the United Kingdom (England and Scotland), Norway and Turkey) or girls had higher achievement than boys (Bulgaria, Cyprus, Lithuania and Romania).
Večina fantov bere le zato, da si pridobi potrebne informacije. Kadar fantje in dekleta berejo za zabavo, berejo različna gradiva: dekleta raje kot fantje berejo zahtevnejša besedila, npr. leposlovje, fantje pa raje berejo časopise in zabavne knjige (OECD, 2001, 2002).
Such results might suggest that there are no consistent gender differences in mathematics in the fourth and eighth years of schooling.
Kot je bilo že omenjeno, so ugotovitve pri PIRLS 2006 pokazale podobne vzorce.
PISA reported some male advantage in all rounds although not in all countries.
2.1.2 Vzorci razlik med spoloma pri matematiki
The PISA 2000 assessment of 15-year olds revealed that males scored better than females in half of the European countries, while there were no differences in the rest (OECD, 2001).
Pri matematiki so razlike med spoloma manj izrazite in manj ustaljene kot pri branju.
Much of the male advantage was due to more males performing exceptionally well and not to a relative absence of males among poor performers.
Rezultati TIMSS so pri matematiki glede razlik med spoloma mešani, večinoma pa ne kažejo trajnih razlik pri učencih v četrtem in osmem letu šolanja.
Among students who performed poorly (those students typically not able to complete a single processing step consisting of reproducing basic mathematical facts or processes or applying simple computational skills), the proportion of females and males was roughly equal (OECD, 2001).
Povedati je treba še, da se rezultati TIMSS ne smejo interpretirati kot trendi, saj so v posameznih krogih sodelovale različne države, razlike pa so bile tudi glede razredov, v katere so hodili učenci, ki so sodelovali pri preverjanju.
PISA 2003 results showed rather small gender differences in student performance, i.e. males performed significantly better in mathematics only in Greece, Slovakia, and Liechtenstein (OECD, 2004).
Prva raziskava, TIMSS 1995, je pri matematiki pokazala, da so razlike med spoloma v četrtem letu šolanja majhne ali pa jih sploh ni (Mullis in sod., 2000a).
Boys also had higher levels of belief in their mathematic abilities than girls, i.e. self-concept.
Razlike v dosežkih med učenci in učenkami niso bile pomembne v nobeni izmed evropskih držav, razen na Nizozemskem.
Conversely, girls had higher anxiety levels regarding mathematics.
Razlike med spoloma so bile v večini držav majhne tudi pri učencih v osmem letu šolanja.
Poland was the only country showing no significant gender difference in levels of selfefficacy, self-concept and anxiety in mathematics.
V zaključnem letu sekundarnega izobraževanja pa so fantje dosegli opazno višje povprečje kot dekleta (2); samo na Madžarskem pri matematiki ni bilo opaznih razlik med spoloma.
In parallel, Italy also showed no significant gender differences regarding self-concept and anxiety (OECD, 2004).
Pri matematiki na višji ravni so bili fantje boljši kot dekleta na Češkem, Danskem, v Nemčiji, Franciji, Litvi, Avstriji in na Švedskem, razlik med spoloma pa ni bilo v Grčiji, Italiji, na Cipru in v Sloveniji (prav tam).
The PISA 2006 assessment found significant male advantage in average mathematics achievement in approximately half European countries.
TIMSS-R 1999 je državam, v katerih se je leta 1995 preverjalo znanje učencev v četrtem letu šolanja, omogočila, da njihov uspeh primerja z rezultati znanja v osmem letu šolanja.
There was no gender gap in Belgium (French and Germanspeaking Communities), Bulgaria, the Czech Republic, Estonia, Greece, France, Latvia, Lithuania, Slovenia, Sweden, Iceland, Liechtenstein and Turkey (see Figure 2.2b).
Pri matematiki so bile razlike med spoloma tudi v osmem razredu zanemarljive. Pomembno je, da ugotovitve iz študij v letih 1995 in 1999 pri matematičnih dosežkih v povprečju niso pokazale nikakršnih razlik med spoloma v nobeni državi (Mullis in sod., 2000b).Tudi raziskava TIMSS 2003 pri preverjanju znanja matematike v četrtem in osmem letu šolanja je potrdila, da so v mnogih državah pri matematiki razlike med spoloma zanemarljive (3).
In science, gender differences tend to be the smallest of the three subjects discussed here.
Rezultati TIMSS 2007 se močno razlikujejo (Mullis in sod., 2008).
Moreover, subject to the emphasis of the test, e.g. physics or life sciences, and age group tested, international student assessment surveys report different gender patterns. TIMSS studies often find gender gaps in favour of boys, whereas PISA reports generally show no significant gender differences.
V nasprotju s prejšnjimi krogi so v večini evropskih držav fantje v četrtem letu šolanja dosegli boljše rezultate (na Češkem, v Nemčiji, Italiji, na Nizozemskem, v Avstriji, Sloveniji, na Slovaškem, Švedskem, v Združenem kraljestvu (na Škotskem) in na Norveškem), v osmem letu šolanja pa razlik med spoloma ni bilo (na Češkem, v Italiji, na Madžarskem, Malti, v
In the fourth year there was no gender gap in the Flemish Community of Belgium, Latvia, Lithuania, Hungary, Slovenia, the United Kingdom (England) and Norway while boys led girls in Italy, Cyprus, the Netherlands and the United Kingdom (Scotland).
(3) V četrtem letu razlik med spoloma ni bilo v flamski skupnosti v Belgiji, Latviji, Litvi, na Madžarskem, v Sloveniji, Združenem kraljestvu in na Norveškem, fantje pa so imeli prednost pred dekleti v Italiji, na Cipru, Nizozemskem in v Združenem kraljestvu (na Škotskem).
In the eighth year there was no gender gap in Bulgaria, Estonia, Latvia, Lithuania, the Netherlands, Romania, Slovenia, Slovakia, Sweden, the United Kingdom (Scotland) and Norway.
V osmem letu ni bilo razlik med spoloma v Bolgariji, Estoniji, Latviji, Litvi, na Nizozemskem, v Romuniji, Sloveniji, na Slovaškem, Švedskem,v Združenem kraljestvu (na Škotskem) in na Norveškem.
Girls scored better in Cyprus, while boys scored better in the Flemish Community of Belgium, Italy and Hungary (Mullis et al., 2004).
Dekleta so bila boljša na Cipru, fantje pa v flamski skupnosti v Belgiji, Italiji in na Madžarskem (Mullis in sod., 2004).
Chapter 2: Gender Patterns in International Assessment Surveys
Razlike medspoloma priizobraževalnih dosežkih
TIMSS 1995 data showed that there were no significant gender differences in science achievement in the fourth year of schooling in seven participating European educational systems, whereas males
Sloveniji, na Švedskem, v Združenem kraljestvu (Angliji in na Škotskem), na Norveškem in vTurčiji) ali pa so bila dekleta boljša od fantov (v Bolgariji, na Cipru, v Litvi in Romuniji).
In the eighth year, however, gender differences in science were present in most participating countries.
V programu PISA je bilo ugotovljeno, da imajo fantje majhno prednost v vseh krogih, vendar ne v vseh državah.
Boys had higher achievement, particularly in physics, chemistry and earth sciences.
Preverjanje znanja petnajstletnikov v programu PISA 2000 je razkrilo, da so fantje uspešnejši od deklet v polovici evropskih držav, v preostalih pa ni bilo razlik (OECD, 2001).
In the final year of secondary school, males had significantly higher achievement in scientific literacy than females in all countries.
Večji del prednosti fantov je treba pripisati temu, da je več fantov izkazalo izjemno dobro znanje, in ne sorazmerno majhnemu številu fantov med učenci s slabim uspehom.
However, achievement differed by subject areas: males outperformed females in earth sciences, physics and chemistry, but not in life sciences or environmental education (Ibid.).
Med učenci s slabim uspehom (gre za učence, ki ne znajo končati niti preprostih postopkov, za katere bi morali poznati le temeljna matematična dejstva, niti ne poznajo postopkov ali rabe preprostih računalniških spretnosti), sta bila deleža deklet in fantov v grobem enaka (OECD, 2001).
TIMSS-R 1999 showed that, in the eighth year of schooling, boys outperformed girls in eight European
Rezultati PISA 2003 so pokazali malo manjše razlike med spoloma; fantje so bili pri matematiki opazno uspešnejši le v Grčiji, na Slovaškem in v Lihtenštajnu (OECD, 2004).
5 countries, while there was no gender gap in seven countries ().
Čeprav so dekleta izkazala podobno raven znanja kot fantje, pa so bila za matematiko manj zainteresirana in so pri njej manj uživala.
A significant reduction in the gender difference between 1995 and 1999 occurred only in Slovenia (however, it was due to boys scoring lower than before, not girls improving); in the remaining countries the gender gap stayed the same.
V povprečju so fantje bolj verjeli v svojo učinkovitost; višja je bila raven samozaupanja, da se zmorejo spoprijeti s posebnimi nalogami.
TIMSS 2003 revealed that there was no gender gap in the fourth year in most countries (the Flemish Community of Belgium, Italy, Latvia, Hungary, Slovenia, the United Kingdom (England) and Norway).
Fantje so bolj kot dekleta verjeli tudi v svoje matematične zmožnosti.
However, in year eight, boys had significantly higher achievement than girls in the majority of countries.
Nasprotno pa je bila pri dekletih opazna višja raven strahu pred matematiko.
Only in Estonia and Cyprus was there no gender gap in science achievement.
Poljska je bila edina država, v kateri glede samoučinkovitosti in strahu pred matematiko ni bilo opaznih razlik med spoloma.
Nevertheless, girls showed greater improvement on average than boys, especially from 1999 (Martin et al., 2004).
V Italiji pa opaznih razlik med spoloma ni bilo pri samopojmovanju in glede strahu pred matematiko (OECD, 2004).
TIMSS 2007 again found no gender gap in the fourth year of schooling in seven European countries (Denmark, Latvia, Lithuania, Hungary, Sweden, the United Kingdom (England and Scotland) and Norway) but reported a lead for boys over girls in six (the Czech Republic, Germany, Italy, the Netherlands, Austria and Slovakia).
V programu PISA 2006 je bila v približno polovici evropskih držav ugotovljena opazna prednost fantov pri dosežkih iz matematike.
Regarding science achievements of pupils in year eight, there was no gender difference in most countries (Lithuania, Malta, Slovenia, Sweden, the United Kingdom (England and Scotland) and Norway); girls scored higher in Bulgaria, Cyprus and Romania, whereas boys performed better in the Czech Republic, Italy and Hungary (Martin et al., 2008).
Razlik med spoloma ni bilo v Belgiji (francoski in nemško govoreči skupnosti), Bolgariji, na Češkem, v Estoniji, Grčiji, Franciji, Latviji, Litvi, Sloveniji, na Švedskem, Islandiji, v Lihtenštajnu in Turčiji (glej preglednico 2.2b).
PISA 2003 found male advantage only in a few countries (Denmark, Greece, Luxembourg, Poland, Portugal, Slovakia and Liechtenstein) and no gender gap in the majority. Girls outperformed boys in Finland and Iceland (OECD, 2004).
Poleg tega so, glede na poudarke pri posameznih preizkusih, npr. pri fiziki ali vedah o živi naravi, in glede na starostno skupino, ki je preizkus opravljala, mednarodne raziskave pokazale različne vzorce razlik med spoloma.
The differences between TIMSS and PISA results might be partly explained by the fact that the PISA assessment emphasises life sciences more than TIMSS.
V študijah TIMSS so bile večkrat ugotovljene razlike med spoloma v prid fantov, poročila o programu PISA pa na splošno ne kažejo opaznih razlik med spoloma.
PISA 2006 also reported that overall gender differences were the smallest in science when compared to reading and mathematics.
V osmem letu šolanja so bile opazne razlike med spoloma v večini sodelujočih držav.
As Figure 2.2c shows, on average there was no gender gap in most countries.
Fantje so bili uspešnejši, posebno pri fiziki, kemiji in geoziki.
Females had higher results in Bulgaria, Greece, Latvia, Lithuania, Slovenia and Turkey, while males scored higher in Denmark, Luxembourg, the Netherlands and the United Kingdom (England).
V zadnjem letu sekundarne šole so fantje v naravoslovni pismenosti izkazali opazno boljše dosežke kot dekleta, in sicer v vseh državah.
However, despite performing equally as well as boys in most countries, girls tend to have
Vendar se dosežki razlikujejo po predmetnih področjih: fantje so bili boljši kot dekleta pri geoziki, fiziki in kemiji, ne pa pri vedah o živi naravi in okoljskih vedah (prav tam).