natgillin/translations-raw huggingface dataset:
Only Denmark and the United Kingdom (Scotland) report that the organisation of single-sex settings is linked to reflections on how to counteract underachievement and behavioural problems. In Denmark,
Le Danska in Združeno kraljestvo (Škotska) poročata, da je organiziranje pouka za učence enega spola povezano s premislekom, kako se spopadati s slabim uspehom ali vedenjskimi težavami.
Gender Differencesin Educational Outcomes however, this is not such a new initiative, although the motivation for putting in place such provision seems to have changed.
Na Danskem take pobude pravzaprav niso nove, le motivi zanje so se spremenili.
Some primary schools experiment with dividing classes into boys and girls for shorter periods of a day, without organising fixed single-sex classes. The idea is to give more room to both boys and girls.
Nekatere primarne šole poskušajo razrede deliti na dekliške in fantovske le za nekaj ur na dan, ne organizirajo pa stalnih razredov za učence enega spola.
The fact that single-sex education is used in basic school is not a new phenomenon.
Organiziranost te vrste naj bi fantom in dekletom omogočala več svobode.
However, the pedagogical reasons associated with gender segregation in use today do differ from earlier times and have turned the ideas about gender, school and pedagogic learning upside-down.
To, da se v osnovnih šolah organizira ločen pouk za učence enega spola, ni nov pojav.
In the 1970's and 1980's, views about social gender roles dominated the debate, but today biological considerations are put forward as for the reason why boys and girls perform differently in school.
Sodobni pedagoški razlogi za ločevanje pa se od tistih iz preteklosti močno razlikujejo; ideje o spolu, šoli in pedagoških metodah so obrnili na glavo.V sedemdesetih in osemdesetih letih prejšnjega stoletja so prevladovali pogledi na družbeno vlogo posameznega spola, zdaj pa so v ospredju biološki razlogi; prav ti naj bi vplivali na različen način dela fantov in deklet v šoli.
However, as the United Kingdom (Scotland) points out, views on the ultimate success of single-sex classes do vary.
Podobno kot v Združenem kraljestvu (na Škotskem) pa je treba reči, da se pogledi na uspešnost dekliških in fantovskih razredov precej razlikujejo.
The introduction of co-education in the public school system has been considered in many countries as a step towards equality achieved less than fifty years ago.
Vpeljavo skupnega izobraževanja v javni šolski sistem so v mnogih državah šteli za korak k enakosti, uresničen pred manj kot petdesetimi leti.
The reintroduction of single-sex settings does not therefore seem to be a very attractive option in European countries.
Zato se zdi, da vnovično vpeljevanje po spolu ločenega izobraževanja v evropskih državah ni prav privlačno.
This is certainly also coupled with the fact that research results on the positive effects of the separation of the sexes are inconclusive (Smithers & Robinson, 2006). Finally, the cost-effectiveness of educational provision may also play a part in the reluctance of countries to revert to single-sex education: providing separate schools cannot be considered as an economically-viable option.
(Smithers & Robinson, 2006). Nenazadnje, vnovičnemu vpeljevanju po spolu ločenega izobraževanja se države upirajo tudi zaradi nanč-nih razlogov; ločene dekliške in fantovske šole namreč ne morejo biti ekonomsko ugodnejša možnost.
Teachers play a crucial role in developing young people's understanding of gender roles.
Učitelji imajo pri razvijanju učenčevih pogledov na vloge spolov odločilno vlogo.
During the course of their work, teachers have the opportunity to encourage both critical thinking and a questioning of gender stereotypes.
Imajo priložnost, da s svojim delom spodbujajo kritično mišljenje in spraševanje o spolnih stereotipih.
It is therefore important to ensure that future and serving teachers receive training on these issues and have access to ample information on gender topics.
Zato je zelo pomembno zagotoviti, da se že zaposleni in prihodnji učitelji za to nalogo usposabljajo in so s to tematiko dodobra seznanjeni.
The understanding of their own gender role is also highly influential and can contribute either to maintaining or breaking gender stereotypes within schools.
Zelo pomembno in vplivno je tudi, kako razumejo vlogo spola, ki mu pripadajo; s tem lahko pripomorejo k ohranjanju spolnih stereotipov na šoli ali njihovemu odpravljanju.
The aim of this chapter is to present four critical issues with respect to education staff.
Namen tega poglavja je predstaviti štiri kritična vprašanja, povezana z učiteljskim osebjem.
Firstly, it looks at statistical data showing the predominance of women in classroom teaching.
Najprej je na vrsti vpogled v statistične podatke, ki kažejo prevlado žensk med razrednimi učitelji.
This contrasts sharply with the relative absence of women in management positions in schools.
Ta je v popolnem nasprotju z majhnim številom žensk na vodstvenih položajih v šolah.
It then discusses campaigns and initiatives at national level aiming at attracting more men into the teaching profession.
Nato so obravnavane nacionalne kampanje in pobude, s katerimi naj bi v učiteljski poklic privabili več moških.
Finally, it examines how far gender is included as a topic in initial teacher education and continuing professional development for staff in education.
Nazadnje so proučeni podatki o tem, ali je tematika spolov sestavni del začetnega izobraževanja učiteljev in njihovega nadaljnjega strokovnega izpopolnjevanja.
Women account for the large majority of teachers in primary and lower secondary education.
Med učitelji v primarnem in nižjem sekundarnem izobraževanju je največ žensk.
However, the proportion varies according to the level of education: the younger the children, the higher the number of women teachers.
Pravzaprav se njihov delež spreminja z ravnjo izobraževanja: mlajši kot so otroci, večje je število učiteljic.
In all European countries, except Turkey, women are the majority among primary teachers (ISCED 1) with proportions varying between 65 % in Greece and 98 % in Slovenia.
V vseh evropskih državah, razen v Turčiji, so ženske v večini na ravni ISCED 1; njihov delež je različen in sega od 65 % v Grčiji do 98 % v Sloveniji.
In the Czech Republic, Italy, Hungary, Latvia, Lithuania and Slovenia, there are very few men teaching at this level: male teachers comprise approximately 5 % or less.
Na Češkem, v Italiji, na Madžarskem, v Latviji, Litvi in Sloveniji je med učitelji na tej ravni le malo moških: njihov delež je približno 5-odstoten ali še manjši.
Teaching at ISCED level 2 is statistically still a woman's job, yet there are slightly more male teachers than at primary level.
Gledano statistično, je poučevanje na ravni ISCED 2 prav tako žensko delo, med njimi pa je malo več moških kot na primarni ravni.
At this educational level, the proportion of women teachers varies between 52 % in Liechtenstein and 86 % in Latvia.
Na tej ravni je delež žensk 52-odstoten v Lihtenštajnu in sega do 86 % v Latviji.
However, female representation decreases markedly the higher the level of education in all countries for which data is available.
Na višjih ravneh izobraževanja pa se v vseh državah, za katere so na voljo podatki, delež žensk opazno zmanjšuje.
Here, female representation decreases strongly between ISCED levels 2 and 3. Overall, teaching at ISCED level 3
Tako je posebno v višjem sekundarnem izobraževanju (ISCED 3) na Češkem, v Nemčiji, Grčiji, Litvi, Avstriji, na Finskem, Švedskem in Norveškem.
This contrasts sharply with the representation of women at higher education levels (ISCED 5 and 6 – see Chapter 8).
Razmerje se zelo razlikuje od zastopanosti žensk v visokem šolstvu (na ravneh ISCED 5 in 6 – glej 8. poglavje).
In half of all countries considered, women teachers represent less than 40 % of the total at these levels.
V vseh obravnavanih državah je na teh ravneh zastopanost žensk manj kot 40-odstotna.
Germany, Greece, Spain, France, Cyprus, Luxembourg, the Netherlands, Austria, Sweden, Iceland and Norway.
) Nemčija, Grčija, Španija, Francija, Ciper, Luksemburg, Nizozemska, Avstrija, Švedska, Islandija in Norveška.
Figure 7.1: Percentage of female teachers in primary and secondary education (ISCED 1, 2 and 3), public and private sectors combined, 2007
Preglednica 7.1: Odstotni delež učiteljic v primarnem in sekundarnem izobraževanju (ISCED 1, 2 in 3) v javnem in zasebnem šolstvu, 2007
Source: Eurostat, UOE (data extracted September 2009).
Vir: Eurostat, UOE (podatki povzeti septembra 2009).
Netherlands: ISCED 1 includes ISCED 0. Iceland: ISCED 3 partially includes ISCED 4.
ISCED 3 zajema tudi ISCED 4; Irska, Finska in Združeno kraljestvo: ISCED 3 zajema tudi ISCED 4;Luksemburg: podatki v preglednici veljajo le za javno šolstvo;Nizozemska: ISCED 1 zajema tudi ISCED 0;Islandija: ISCED 3 delno zajema tudi ISCED 4.
Only teachers involved in providing direct instruction are taken into account.
Upoštevani so le učitelji, ki neposredno sodelujejo pri pouku.
Data include teachers in special education and all others who work with pupils as a whole class in a classroom, with small groups in a resource room or on a one-to-one basis inside or outside a regular classroom.
V podatke so všteti učitelji v posebnem izobraževanju in drugi strokovni delavci, ki delajo v razredu z vsemi učenci, z manjšimi skupinami v posebej opremljenih učilnicah ali s posameznim učencem v učilnici ali zunaj nje.
Both full-time and part-time working teachers in the public and private sectors are included.
Všteti so učitelji, zaposleni za polni ali krajši delovni čas, in sicer v javnih in zasebnih šolah.
Trainee or teacher’s aides are not included.
Pripravniki in občasni pomočniki učiteljev niso všteti.
Based on the available data, women are often overrepresented as heads of primary schools.
Zastopanost žensk na vodstvenih položajih v šolah je prav tako odvisna od ravni izobraževanja.
In fact, in Bulgaria, France, Poland, Slovakia, Sweden, the United Kingdom and Iceland, over 70 % of primary school heads are women.
Kot je razvidno iz razpoložljivih podatkov, primarne šole večinoma vodijo ravnateljice.V Bolgariji, Franciji, na Poljskem, Slovaškem, Švedskem, Združenem kraljestvu in na Islandiji jih je 70 %.
This percentage, however, declines rapidly at secondary education level with particularly marked differences between levels in France, Austria, Slovakia, Sweden and Iceland.
Odstotni delež pa se v sekundarnem izobraževanju hitro zmanjšuje. Razlike po ravneh so posebno opazne v Franciji, Avstriji, na Slovaškem, Švedskem in na Islandiji.
In Austria, for example, less than 30 % of all (lower and upper) secondary school heads are women, in the other countries for which data is available, this percentage is also below 55 for upper secondary schools.
V Avstriji, npr., je v nižjih in višjih sekundarnih šolah manj kot 30 % ravnateljic, v drugih državah, za katere so na voljo podatki, pa je njihov delež v višjih sekundarnih šolah manj kot 55-odstoten.
This is also the case in France and Finland for lower secondary schools.
Enako velja za nižje sekundarne šole v Franciji in na Finskem.
The recent OECD's TALIS survey reports that, on average, across participant countries, only 45 % of school heads at ISCED level 2 were female.
V nedavnem poročilu o raziskavi OECD z naslovom TALIS je bilo ugotovljeno, da je v sodelujočih državah na ravni ISCED 2 v povprečju 45 % ravnateljic.
They concluded that a 'glass ceiling' may exist in a large majority of surveyed countries (OECD 2009b, p. 28).
Sklepna ugotovitev je bila, da 'stekleni strop' najverjetneje obstoji v večini obravnavanih držav (OECD 2009b, str. 28).
Figure 7.2: Percentage of female school heads in primary and secondary education (ISCED 1, 2 and 3), public and private sectors combined, 2007
Preglednica 7.2: Odstotni delež ravnateljic v primarnem in sekundarnem izobraževanju (ISCED 1, 2 in 3) v javnem in zasebnem šolstvu, 2007
Belgium: For secondary education, data does not include education for 'social advancement'.
Belgija: podatki za sekundarno izobraževanje ne zajemajo izobraževanja za 'družbeni napredek'.
7.2.1.Initiativesto attract more menintotheteaching profession
7.2.1 Pobude za privabljanje moških v učiteljski poklic
While the majority of countries report a feminisation of the teaching profession in particular at preprimary and primary education levels, only a few countries specifically report that this is regarded as an issue of concern at political level (Belgium (French Community), Germany, Denmark, Lithuania, Finland and the United Kingdom (Scotland)).
Večina držav poroča o feminizaciji učiteljskega poklica posebno v predšolski vzgoji in primarnem izobraževanju, le malo pa je takih, v katerih temu vprašanju posvečajo politično pozornost. To so Belgija (francoska skupnost), Nemčija, Danska, Litva, Finska in Združeno kraljestvo (Škotska).
Concerns are raised with respect to a lack of male role models for children as well as a potential risk of teacher shortages.
Skrb je namenjena moškim vzornikom, po katerih se otroci zgledujejo, pa tudi pomanjkanju števila učiteljev.
However, only a few countries have developed concrete initiatives aimed at attracting more men into the profession.
Konkretne pobude, s katerimi naj bi v učiteljski poklic privabili moške, pa so znane le iz redkih držav.
Ireland and the Netherlands have launched specific campaigns to attract men into teaching at primary level and to prevent male drop-out from teacher education.
Posebne kampanje so se začele na Irskem in Nizozemskem, njihov namen pa je privabiti moške za poučevanje v primarnem izobraževanju ter preprečiti osip moških med pedagoškim izobraževanjem.
In Ireland, since the 1970s, there has been a significant and continuous decline in the number of males entering the teaching profession, particularly at primary level.
Na Irskem se je od leta 1970 naprej število moških, ki so se odločali za učiteljski poklic, posebno na primarni ravni stalno in opazno zmanjševalo.
A Primary Education Committee was established to make recommendations on strategies and initiatives to increase the number of males entering primary teaching. The final
Ustanovljen je bil poseben Odbor za primarno izobraževanje, med njegovimi nalogami pa je bila priprava priporočil in strategij, s katerimi bi povečali število moških, ki bi se odločili za poučevanje v primarnih šolah.
Gender Differencesin Educational Outcomes report of the Committee recommended a coordinated promotion campaign, encouraging boys to enter primary teaching.
V končnem poročilu je Odbor priporočil usklajeno promocijsko kampanjo, s katero naj bi za pedagoški študij navdušili fante. Kampanja (Men as Teachers and Educators – MATE) se je začela januarja 2006.
It aims to highlight the wide variety of skills that a primary teacher uses. In addition, it promotes the rewards of being a teacher: the value to society, work/life balance, career satisfaction, diversity of skills, professional development, conditions of employment and job security.
Osvetlila naj bi širok spekter znanja in spretnosti, ki ga potrebuje razredni učitelj, poleg tega pa kot dobre plati poklica našteva: družbeni ugled, možnost za uravnoteženje poklicnega in družinskega življenja, zadovoljstvo s poklicno potjo, različnost znanja in spretnosti, stalni poklicni in strokovni razvoj, razmere za delo in varnost zaposlitve. Doslej je bilo
To date, a number of strands have been put in place: placement of ads in national newspapers, radio and on the internet, production and distribution of posters to all secondary schools.
Razlike medspoloma priizobraževalnih dosežkih v kampanjo vloženega veliko: oglaševanje v nacionalnih časopisih, na radiu in spletnih straneh, izdelava in razpošiljanje posterjev vsem sekundarnim šolam.
The section of the eQuality Measures DVD, aimed at guidance counsellors and students, includes interviews with males working in the caring professions.
Poseben razdelek v projektu 'ukrepi za enakost in kakovost' oziroma DVD iz tega projekta, ki je namenjen svetovalcem in učencem, vsebuje intervjuje z moškimi, ki v tem poklicu že delajo.
In the Netherlands, several initiatives were taken in recent years to stimulate men to start the 'pabo' (pedagogische academie basisonderwijs – teacher education colleges for primary level).
Na Nizozemskem je bilo v zadnjih letih precej projektov, s katerimi naj bi moške spodbudili za študij na 'pabo' (pedagogische aca- demie basisonderwijs – pedagoške fakultete za razredne učitelje).
Both government and organisations within the educational field are involved in these initiatives.
Pri teh projektih sodelujeta vlada in izobraževalne organizacije.
A survey was carried out on intake and drop out of male students in the pabo ('Paboys wanted' – a wordplay on the words 'pabo' and 'boys').
Opravljena je bila anketa o vpisu in osipu fantov, ki so se vpisali na pabo ('Želimo si fante' – 'paboys' je igra iz besed 'pabo' in 'boys').
It appears that many male students prematurely end their study at the pabo.
Zdi se namreč, da fantje predčasno opuščajo študij na teh šolah.
For example in 2005, 44.6 % stopped after the first year, compared to 28.2 % of female students.
Leta 2005 je 44,6 % fantov študij opustilo že po prvem letu, se pravi precej več kot deklet (28,2 %).
Once they start as a teacher, a relatively large group of new male teachers give up the profession within a period of 5 years.
Tudi če moški začnejo učiteljsko pot, jo sorazmerno velika skupina v petih letih zapusti.
Following these results, the sectorbestuur Onderwijsarbeidsmarkt (Centre of expertise concerning educational staff, set up by employers and employees) supported pilots in these colleges, focussing on the prevention of drop out both during and past-training (2).
Zato je sectorbestuur Onderwijsarbeidsmarkt (Center za razvoj strokovnega znanja učnega osebja, ki so ga ustanovili delodajalci in delojemalci) na teh fakultetah vpeljal posebne 'pilote'; njihova naloga je preprečevati osip študentov in že zaposlenih (2).
These pilots concentrate on developing activities aimed at a culture change in training.
Razvijajo dejavnosti za drugačno študijsko kulturo.
These include: creating a welcoming environment for both men and women; developing counselling for male (starting) students with increased contacts between men in the 'pabo's' and male teachers; coaching for male students, and training practices which fit in a better way with the wishes and needs of boys.
Mednje spadajo: ustvarjanje gostoljubnega okolja za moške in ženske, svetovanje fantom, ki so začeli študij, vzpostavljanje stikov med fanti na 'pabo' in moškimi učitelji, inštruiranje študentov in organiziranje učne prakse, prilagojene željam fantov.
Apart from these two countries with their specific campaigns, several other countries started diverse initiatives for attracting men into teaching.
Poleg teh dveh držav so se tudi v nekaterih drugih lotili različnih pobud, da bi med učitelje pritegnili moške.
The Czech 'League of Open Men' (Liga otevených muž) initiated the programme 'Men into Schools' (Muži do škol) in 2008.
Na Češkem je 'Liga odprtih moških' (Liga otevřených mužů) leta 2008 začela program 'Moški v šolo' (Muži do škol).
The aim of this programme is to draw attention to the absence of men in education as teachers and other educational staff.
S programom opozarjajo na pomanjkanje moških učiteljev in drugega izobraževalnega osebja.
In 2009, a conference was held under the auspices of the Minister of Education, Youth and Sport where experiences which support men in schools abroad were presented.
Leta 2009 je bila pod pokroviteljstvom ministrice za šolstvo, mladino in šport organizirana konferenca, na kateri je bilo prikazano, kako moške v šoli podpirajo drugje po svetu.
On the basis of this conference, a strategy is being developed.
Zdaj na podlagi dognanj s te konference pripravljajo strateški dokument.
Among other measures, the Action Plan for Implementing Lithuanian Women’s Progress Programme 1998-2000, provides, in the sphere of education, positive male discrimination as a temporary stopgap measure in admissions to pedagogical higher education institutions.
V Litvi so bila med ukrepi v akcijskem načrtu za uveljavitev programa Napredek žensk 1998–2000 sprejeta tudi pravila o vpisu fantov na pedagoške visokošolske institucije; ob upoštevanju načela pozitivne diskriminacije so bili zanje začasno postavljeni ugodnejši vpisni pogoji.
In the United Kingdom (England), the Training and Development Agency for Schools (TDA) funds taster courses to encourage men to become primary school teachers.
V Združenem kraljestvu (Angliji) Agencija za usposabljanje in razvoj šol (Training and Development Agency for Schools –TDA) - financira poskusne tečaje, s katerimi želi moške opogumiti za poklic razrednega učitelja.
The taster courses last for three days and include a one-day school placement.
Tečaji so tridnevni, en dan poteka v resničnem okolju, v šoli.
The Swedish National Agency for Higher Education has been assigned the task of analysing the gender differences in study choices regarding the various specialisations in teacher education, and seek reasons for the following issues: why more men than women drop out of teacher education, which higher education institutions have implemented strategies to increase the proportion of men in teacher education programmes and which of these strategies have been successful, what proportion of men work as teachers after finishing their teacher education and factors affecting the decisions of women and men to become teachers.
Švedska Nacionalna agencija za visoko šolstvo je dobila nalogo, da analizira razlike med spoloma pri izbiri pedagoških študijskih programov in poišče vzroke in odgovore na vprašanja, zakaj je v teh programih osip moških večji od osipa žensk, katere visokošolske institucije so sprejele ukrepe za uravnoteženje moških in žensk v teh programih in kateri ukrepi so bili učinkoviti, koliko moških po končanem pedagoškem študiju sprejme učiteljsko delo, kateri dejavniki pri ženskah in moških vplivajo na izbiro učiteljskega poklica.
The Agency presented its final report to the government in March 2009.
Agencija je končno poročilo vladi predstavila marca leta 2009.
The report identifies three main causes of male drop out from teacher education.
Torej je bila njihova izbira mogoče že od začetka vprašljiva.
Firstly, men who come into training may be less confident about their educational choices since they have gone beyond people’s expectation of
Za pomoč študentom v pedagoških študijskih programih so bila vpeljana mentorstva in mreže, za svetovanje med študijsko prakso pa svetovalci moškega spola.
Chapter 7: Gender Issues Regarding Teachers and School Heads what constitutes a male occupation.
7. poglavje: Učitelji, ravnateljiin vprašanja spolov je pridobivati moške za delo v predšolski vzgoji.
Thirdly, men in education often lack male role models.
Vzpostavljeni so bili pilotni dnevni centri, v katerih se zaposlujejo moški.
Actions taken in teacher education programmes to support male students include mentoring projects, networking and male counsellors for male students during teaching practice.
Glavne ciljne skupine za izvedbo akcijskega načrta so lastniki dnevnih centrov, vodstveni delavci in zaposleni v dnevnih centrih, institucije za strokovno izpopolnjevanje učiteljev in študentje v pedagoških študijskih programih.
The main target groups for the action plan are day-care owners, managers and employees in day care centres, inservice training institutions and students in teacher education programmes.
Med vzroki, ki moške odvračajo od odločitve za učiteljski poklic, mnoge države omenjajo nizke plače in majhne možnosti za napredovanje.
Some countries try to tackle this problem at a general level.
Nekatere poskušajo ta problem rešiti na splošno za vse.
The Dutch government for example is trying to increase the attractiveness of the profession in (primary) education: enhancing the quality of education and profession, providing better remuneration and better career possibilities.
Nizozemska vlada privlačnost učiteljskega poklica v primarnem izobraževanju poskuša izboljšati s kakovostjo izobraževanja in po- klica; zagotovila naj bi boljše nagrajevanje in več kariernih možnosti.