natgillin/translations-raw huggingface dataset:
The study contains a review of the research literature on gender and education and summarises the main findings from international performance surveys on gender differences in education.
Študija vsebuje pregled raziskovalne literature o spolu v izobraževanju in povzema glavne ugotovitve iz mednarodnih raziskav o razlikah med spoloma v izobraževanju.
It provides secondary analyses of PISA data mostly focusing on the variation of achievement by gender.
V njej so sekundarne analize podatkov iz raziskave PISA, v glavnem tistih, ki so povezani z različnimi dosežki po spolu.
The comparative overview of policies and measures in place in European countries with respect to gender equality in education forms the main part of the report.
Primerjalni pregled politik in ukrepov evropskih držav, ki se nanašajo na enakost med spoloma v izobraževanju, je poglavitni del poročila.
The study discusses legislative and policy frameworks for gender equality in education, distinguishing the main gender equality concerns.
V študiji so obravnavani tisti zakonodajni in politični okviri za vzpostavljanje enakosti med spoloma, ki jih je mogoče prepoznati za najpomembnejše.
Specific examples are given to illustrate the extent to which European countries have been implementing concrete policy measures that target gender inequalities in education.
Dodani so posebni primeri za prikaz tega, koliko je evropskim državam uspelo uveljaviti konkretne ukrepe, ki zadevajo neenakosti v izobraževanju.
The present study takes the reference year 2008/09 and covers all Eurydice Network countries with the exception of the Germanspeaking Community of Belgium, Bulgaria and Turkey.
Upoštevano je šolsko leto 2008/09, zajete so vse države omrežja Eurydice, razen nemško govoreče skupnosti v Belgiji, Bolgarije in Turčije.
Information on these countries/region could however be provided for PISA (Programme for International Student Assessment) and Eurostat data.
Lahko pa so bile informacije s teh držav oziroma pokrajin pripravljene za program PISA (Program mednarodne primerjave dosežkov učencev) in podatke za Eurostat.
All changes and reforms planned for the coming years have also been taken into account where relevant.
Kjer je bilo primerno, so bile upoštevane tudi spremembe in reforme, načrtovane v prihodnjih letih.
All ISCED levels are covered, but the great majority of the report is devoted to school level rather than higher education.
Zajete so vse ravni ISCED, največji del poročila pa je bolj posvečen šolskim ravnem kot visokemu šolstvu.
With respect to sources, official documents from central education authorities are the initial sources used.
Za vire so bili uporabljeni uradni dokumenti najvišjih izobraževalnih oblasti.
However, in countries where such official documents do not exist, agreements, including those which are private but recognized and accepted by public education authorities, have been used.
Za države, v katerih jih ni, so bili uporabljeni tudi drugi dogovori, skupaj s tistimi, ki so jih sprejeli zasebniki, priznavajo pa jih tudi javne izobraževalne oblasti.
The study also contains information on smaller-scale projects if they have been considered relevant for the purpose of this study.
V študiji so vsebovane tudi informacije iz manj obsežnih projektov, če so se zdele relevantne za obravnavani namen.
Apart from official sources, the results of national surveys and national statistics have equally been used where available.
Kjer so bili na voljo podatki o nacionalnih proučevanjih ali nacionalni statistični podatki, so bili uporabljeni tudi ti.
Only public-sector schools and higher education institutions are considered, except in the case of Belgium, Ireland and the Netherlands, where the grant-aided private school sector is also considered, as it accounts for the majority of school enrolments (in the Netherlands, the Constitution provides for equivalent treatment and financing of the two sectors).
Upoštevane so le javne šole in visokošolske institucije, le pri Belgiji, Irski in Nizozemski je upoštevano tudi izobraževanje v zasebnih šolah, saj se financira iz javnih sredstev in je vanje vpisana večina učencev (na Nizozemskem je enako financiranje in obravnavanje javnega in zasebnega izobraževanja določeno v ustavi).
Shifts in ideas are considered as well as those in policy and practice.
Razlike medspoloma priizobraževalnih dosežkih politiko v praksi.
The chapter includes a subsection on gender as an issue of EU policies.
V posebnem razdelku je spol obravnavan kot vprašanje v politikah EU.
It discusses the 'gender gaps' in terms of boys outperforming girls and girls outperforming boys in these subjects referring to relevant international surveys, such as 'Progress in International Reading Literacy Study' (PIRLS), the 'Programme for International Student Assessment' (PISA) and 'Trends in International Mathematics and Science Study' (TIMSS).
Vsebuje razpravo o 'razlikah med spoloma' – kje so fantje boljši od deklet in dekleta boljša od fantov, in sicer ob upoštevanju mednarodnih raziskav, kot so Mednarodna raziskava bralne pismenosti (Progress in International Reading Literacy Study – PIRLS), Program mednarodne primerjave dosežkov učencev (Programme for International Student Assessment – PISA) in Mednarodna raziskava trendov znanja matematike in naravoslovja (Trends in International Mathematics and Science Study – TIMSS).
Chapter 3 outlines existing national legislative and policy frameworks for gender equality in education.
V 3. poglavju so opisani nacionalni zakonodajni in politični okviri o enakosti spolov v izobraževanju.
It shows how gender equality is defined in relation to education in different legislative frameworks, then turns to gender equality policies in primary and secondary education, categorising existing policy priorities.
Prikazano je, kako je denirana enakost spolov v izobraževanju v različnih zakonodajnih ureditvah, nato pa, kakšne so politike, povezane z enakostjo spolov v primarnem in sekundarnem izobraževanju; razvrščene so po prednostnem vrstnem redu.
Finally, the chapter also highlights examples of the implementation of a gender mainstreaming strategy.
Posebna pozornost je namenjena tudi primerom strategij za uveljavljanje načela enakosti spolov.
Chapter 4 deals with diverse aspects of school organisation with respect to the gender perspective.
4. poglavje se ukvarja z različnimi vidiki šolske organiziranosti v povezavi z enakostjo spolov.
It aims to reveal to what extent gender issues are included in official curricula and asks whether sex education and personal relationships education form part of the curriculum.
Ugotoviti poskuša, v kakšnem obsegu je to vprašanje vneseno v uradne kurikulume; postavlja vprašanje, ali sta spolna vzgoja in vzgoja za medosebne odnose sestavini kurikuluma.
It also explores whether any forms of genderrelated guidance exist in European countries.
Proučuje, ali imajo v evropskih državah kakršne koli napotke, povezane z enakostjo spolov.
The issue of the gender perspective in the production and evaluation of school books and teaching materials is considered and, finally, the chapter shows how European countries approach gender issues in relation to school climate and the inclusion of parents in the promotion of gender equality.
S tega vidika sta obravnavani še priprava in evalvacija učbenikov in učnih gradiv. Nazadnje je v tem poglavju prikazano, kako se pri uveljavljanju enakosti spolov upošteva ozračje v šoli in kako so k temu pritegnjeni starši.
Chapter 5 complements the international survey findings presented in Chapter 2 with national test results and includes statistical data on the numbers of pupils repeating years at school and those dropping out of education.
5. poglavje dopolnjuje ugotovitve iz mednarodnih raziskav, predstavljenih v 2. poglavju, in sicer z rezultati nacionalnih preizkusov znanja ter statističnimi podatki o ponavljalcih in osipu.
The chapter also contains current policy responses to gender gaps in attainment.
V tem poglavju so opisani tudi sedanji politični odzivi na razlike med spoloma pri izobraževalnih dosežkih.
Chapter 6 discusses the issue of co-education versus single-sex education and shows where public single-sex settings (whole school or classes) exist and discusses whether any respective policies regarding these two forms of school organisation are in place.
V 6. poglavju je razprava o izobraževanju v (po spolu) mešanih razredih v primerjavi s tistimi, organiziranimi le za en spol; prikazano je, kje imajo le fantovske ali le dekliške šole ali razrede, obravnavano je, ali so se v zvezi s tema dvema organizacijskima oblikama razvile posebne politike.
Chapter 7 presents some critical issues with respect to staff in education.
7. poglavje kritično ocenjuje izobraževalno osebje.
It looks at statistical data which show to what extent teaching is a female occupation which contrasts with the relative absence of women in management positions in schools.
S statističnimi podatki prikazuje, koliko je učiteljski poklic ženski poklic, in sicer v primerjavi z vodstvenimi položaji v šolah.
It discusses campaigns and initiatives at national level aiming at attracting more men into the teaching profession and examines how far gender is included as a topic in initial teacher education and continuing professional development for education staff.
Postavlja vprašanja o deležu moških in žensk na različnih študijskih področjih, pa tudi vprašanja, povezana s sorazmerno majhnim številom doktoratov med ženskami in nezadostno zastopanostjo žensk med visokošolskimi učitelji in akademskim osebjem na univerzah.
The Eurydice Unit within the Education, Audiovisual and Culture Executive Agency developed a guide to content together with an academic expert, Gaby Weiner (Centre of Educational Sociology, University of Edinburgh, United Kingdom) and in close consultation with the Swedish Eurydice Unit as well as experts from the Swedish Ministry of Education.
Napotke za vsebino je pripravila enota Eurydice v Izvršni agenciji za izobraževanje, avdiovizualne vsebine in kulturo, in sicer skupaj s strokovnjakinjo Gaby Weiner (Center za sociologijo izobraževanja, Univerza v Edinburgu, Združeno kraljestvo) in v tesnem sodelovanju s švedsko enoto Eurydice ter strokovnjaki švedskega Ministrstva za šolstvo.
The comparative analysis is based on responses to this guide from Eurydice National Units.
Primerjalna analiza je sestavljena iz odgovorov nacionalnih enot Eurydice.
All contributors are acknowledged at the end of the document.
Zahvala vsem sodelujočim je na koncu publikacije.
Specific examples of national information are presented in an altered text style in order to set them apart from the main text.
Posebni primeri nacionalnih informacij so napisani z drugačno pisavo, tako da so ločeni od glavnega besedila.
These cases provide concrete examples of general statements made in the comparative study. They may also illustrate exceptions to what is seen as a general trend in a number of countries, or provide specific details supplementing a common development.
Pomenijo bodisi konkretne zglede za splošne trditve v tej primerjalni študiji, lahko pa prikazujejo tudi izjeme od glavnih teženj v številnih drugih državah ali določene podrobnosti, ki dopolnjujejo skupne težnje.
EXECUTIVE SUMMARY
KRATEK POVZETEK
Research on gender and education points to the significance of gender stereotyping
Raziskave o enakosti spolov kažejo na pomen spolnih stereotipov
Sex differences research shows us that it is difficult to separate innate from learned behaviours, or to understand to what extent stereotyping influences individuals’ perceptions and behavioural or cognitive sex differences.
• Raziskave o razlikah med spoloma kažejo, da je težko razločiti prirojeno in priučeno vedenje ali razumeti, koliko stereotipi vplivajo na posameznikovo dojemanje ter vedenjske ali kognitivne razlike med spoloma.
Research shows that, in general, the range of differences is small compared to the similarities existing between the sexes.
Gledano na splošno, raziskave kažejo, da je delež razlik med spoloma v primerjavi s podobnostmi majhen.
Genderrelated results from cross-national surveys on performance are able to provide indicators of how a national education policy is working in terms of equity in comparison with others, but usually are not able to provide an analysis of particular causal factors, or what should or could be done to create a more equal gender system.
• S spoloma povezane mednarodne raziskave prikazujejo kazalnike o tem, kako se nacionalne politike ukvarjajo s pravičnostjo, navadno pa so manj uspešne pri analiziranju vzrokov oziroma pri razkrivanju tega, kaj bi lahko oziroma morali storiti, da bi ustvarili sistem, v katerem bi bila zagotovljena enakost spolov.
Teachers' perceptions of male- and femaleness are crucial for their relations with pupils and can be an important factor in generating gender equity in schools.
• Učiteljsko dojemanje moškosti in ženskosti je bistvenega pomena za njihov odnos do učencev in spada med pomembne dejavnike pri ustvarjanju pravičnosti do obeh spolov v šolah.
Gender stereotypes are also likely to be reinforced or weakened by text books and reading material provided in schools.
Spolne stereotipe lahko krepijo ali jih zmanjšujejo tudi učbeniki in učna gradiva na šolah.
Gender is only one of the factors that affect achievement
Spol je le eden izmed dejavnikov, ki vplivajo na dosežke
The most pronounced gender difference in achievement is the advantage of girls in reading.
• Najbolj poudarjena razlika med spoloma pri izobraževalnih dosežkih je prednost deklet pri branju.
On average, girls read more and enjoy reading more than boys.
V povprečju dekleta berejo več in pri branju bolj uživajo kot fantje.
Girls' advantage is consistent across countries, different age groups, survey periods, and study programmes.
Prednost deklet je dosledno razvidna, tako po državah, različnih starostnih skupinah, obdobjih, določenih za raziskave, kot tudi po izobraževalnih programih.
In mathematics, boys and girls have similar results at the fourth and eighth school years in most countries.
• Pri matematiki so v večini držav fantje in dekleta v četrtem in osmem letu šolanja enako uspešni.
Boys' advantage emerges in the later school years and is especially noticeable among students who attend the same teaching programmes and year groups.
Prednost fantov se pokaže pozneje in je zlasti opazna med učenci, ki v določeni starostni skupini obiskujejo določene izobraževalne programe.
Gender differences in science achievement are the smallest.
• Razlike med spoloma so najmanjše pri dosežkih v naravoslovju.
Despite performing equally well as boys in most countries, girls tend to have a weaker self-concept in science than males, i.e., on average, girls had lower levels of belief in their science abilities than boys.
V večini držav imajo kljub enaki uspešnosti dekleta malo slabšo samopodobo; v povprečju dekleta v svoje naravoslovne zmožnosti manj verjamejo kot fantje.
Yet, both boys and girls are similarly interested in science; and there is no overall difference in boys' and girls' inclination to use science in future studies or jobs.
Temu navkljub pa je zanimanje za naravoslovje med fanti in dekleti podobno; med dekleti in fanti ni prav nobene razlike pri nagibih, da bi si ga izbrali za prihodnji študij ali službo.
Reading, however, is considered important by far more girls than boys in all European countries.
Branje pa za pomembno šteje dosti več deklet kot fantov, in sicer v vseh evropskih državah.
Boys are more likely to be amongst the poorest performers in reading.
• Med najslabšimi bralci so verjetnejši fantje.
In mathematics and science, there are no gender differences amongst low achievers in most countries.
Pri matematiki in naravoslovju v večini držav med tistimi s slabimi dosežki ni nobenih razlik med fanti in dekleti.
In mathematics, girls are more likely to perform at lower levels in approximately one third European education systems.
• Spol je eden izmed dejavnikov, ki na različnih predmetnih področjih vplivajo na dosežke.
Gender is only one of the factors that affect achievement in various subject fields.
Celovitost v zakonodaji in politični okviri pa se močno razlikujejo.
Socioeconomic status is a very strong factor; thus it is important to consider family background alongside gender when supporting children who are underachieving.
Po eni strani razlike zadevajo stopnjo, do katere so koncepti enakosti spolov vsebovani v različnih predpisih, po drugi se enakost spolov ureja na različne načine in se usmerja na enega ali več s tem povezanih konceptov (enaka obravnava, enake možnosti, izenačevanje dosežkov).
Gender Differencesin Educational Outcomes
Razlike medspoloma priizobraževalnih dosežkih
Gender inequality is a concern in many countries, but overall policies are often missing
• Skupna značilnost izobraževalnih politik, povezanih z enakostjo spolov, je spoprijemanje s tradicionalnimi vlogami in spolnimi stereotipi.
Most European countries are concerned about gender inequalities in education.
• Države izvajajo različne politične ukrepe, splošnejše strategije pa pogosto manjkajo.
However, the comprehensiveness of legislative and policy frameworks differs widely. On the one hand, they differ concerning the degree to which gender equality concepts are embedded in various legislative acts.
Natančneje, čeprav se za enake možnosti žensk in moških zavzemajo skoraj povsod, je na izobraževalnem področju le nekaj držav med cilji izrecno opredelilo enakost dosežkov oziroma uspešno integriralo načelo enakosti spolov v izobraževalne strategije.
On the other hand, they can frame gender equality in different ways, focusing on one or more of the various concepts that are associated with this term (equal treatment, equal opportunities, equality of outcomes).
Čeprav je seznam mogočih političnih ukrepov za spreminjanje tradicionalnih vlog in spolnih stereotipov dolg, so jih uveljavile le redke države.
The most common goal of gender equality policies in education is to challenge traditional gender roles and stereotypes.
Kurikulum, navodila in šolsko ozračje za spoprijemanje s spolnimi stereotipi
In connection with this main aim, countries may focus on combating gender-based harassment and violence, enhancing the representation of women in decision-making bodies or counteracting gender-based attainment patterns.
• Evropske države si prizadevajo, da bi vprašanja spolov in enakost spolov kot interdisciplinarno temo vnesle v šolske kurikulume.
Policy frameworks range from no policy action to a broad definition of problems.
To pa ne velja za razvoj ustreznih po spolu ločenih učnih metod in navodil.
More specifically, although the goal of providing equal opportunities for women and men exists almost everywhere, only a few countries have identified explicitly the aim of reaching the equality of outcomes or have implemented successfully the gender mainstreaming strategy in the field of education.
• V zvezi s spolno vzgojo in vzgojo za medsebojne odnose nekatere države poročajo o sorazmerno visoki stopnji svobode pri izbiri gradiv in metod ter pomanjkanju dobrih gradiv; to pa pomeni, da je pouk o teh temah še naprej premalo učinkovit.
Although the list of potential policy measures that aim at changing traditional gender roles and stereotypes is long, only a few countries have put all of them into action.
Pomembno vlogo ima tudi dejstvo, da predmeti, pri katerih se obravnavajo spolna vzgoja in medsebojni odnosi, niso obvezni.
Curriculum, guidance and school climate to counteract gender stereotyping
Poleg tega kaže, da je le malo pobud, ki bi se izrecno ukvarjale s fanti.
It seems that efforts are made to include gender and gender equality as a topic or an interdisciplinary theme in school curricula of European countries.
• Kjer imajo politike v zvezi s prikritim kurikulumom in šolskim ozračjem, je njihov glavni namen boj proti spolnemu nasilju in nadlegovanju v šolah.
However, these could play an important role in counteracting gender stereotypes with regard to interest and learning.
Vendar ta cilj samo v majhnem številu držav spada med splošne prednostne naloge, večinoma gre le za občasne in precej izjemne pobude.
With respect to sex education and personal relationships education, some countries report that a relatively high degree of freedom to choose materials and methods and the absence of good national support material contribute to the fact that these topics continue to be taught in a rather inefficient way.
• Kljub pomembni vlogi staršev so med vladnimi projekti in pobudami le redki, ki med cilji navajajo njihovo seznanjanje z enakostjo spolov, še manj pozornosti pa je namenjene temu, da bi starše pritegnili k uveljavljanju enakosti spolov v izobraževanju.
The non-compulsory character of many subjects which deal with certain aspects of sex education and personal relationships education may also play a part in this respect.
Politike za odpravljanje razlik med spoloma pri izobraževalnih dosežkih se večinoma ukvarjajo s slabšo uspešnostjo fantov
Combating gender stereotyping in career choice and supporting young people at school with systematic gendersensitive guidance for further study and careers is a domain where many interesting individual initiatives and projects exist in numerous European countries.
• Razlike med fanti in dekleti so bile najprej odkrite pri zaostajanju in ponavljanju razreda, kar je pogosteje med fanti.
Most of them are, however, lacking an overall national strategy.
• Fantje so v večini med tistimi, ki šolo zapustijo zgodaj, več deklet pa si pridobi spričevalo višje sekundarne šole.
There also seems to be a shortage of initiatives specifically targeted at boys.
Prikrajšane skupine s slabimi dosežki pa so med fanti in dekleti.
Where policies regarding the hidden curriculum and school climate exist, they mostly have the goal of combating gender-based violence and harassment in schools.
• Te skupine večina držav omenja s skrbjo za njihove dosežke in pogosto poudarja, da so razlike med učenci povezane s socialno-ekonomskim položajem, etničnimi manjšinami ali posebnimi
Despite the important role of parents, government projects and initiatives that aim to inform them about gender equality issues are rare, and there is even less attention paid to involving parents more closely in promoting gender equality in education.
• Najpogosteje se politike za odpravljanje razlik med spoloma pri izobraževalnih dosežkih ukvarjajo s slabšim uspehom fantov. Le v nekaj državah imajo posebne programe za oboje: za izboljšanje bralne pismenosti fantov in dosežke deklet pri matematiki in naravoslovju.
Policies tackling gender gaps in attainment mostly focus on boys' underachievement
Fantovski in dekliški razredi v javnih šolah niso razširjeni
The earliest differences between boys and girls in attainment are revealed through falling behind in school and repetition of school years, which are more common among boys.
• Vpeljava mešanih razredov v javne šole pred manj kot petdesetimi leti je bila v mnogih državah razumljena kot korak k enakosti spolov.
Boys predominate among early school leavers, while more girls receive an upper secondary school diploma.
Zato se vnovična vpeljava fantovskih ali dekliških razredov v evropskih državah ne zdi prav privlačna.
Girls usually obtain higher grades and higher pass rates in school leaving examinations, which, in turn, helps them to enter desired university programmes.
Poleg tega raziskovalne ugotovitve o pozitivnih plateh po spolu ločenih okolij niso dokončne.
However, disadvantaged groups with low attainment do exist among boys and girls.
Na to vpliva tudi stroškovna učinkovitost, saj ni mogoče verjeti, da bi bile ločeno organizirane šole ekonomsko donosne.
Although there are distinct gender patterns, a particular attention to girls or boys within those groups is not very common.
Poučevanje na nižjih ravneh izobraževanja je zelo ženski poklic
The most common policies tackling gender gaps in attainment concern boys' underachievement.
• Poučevanje je v evropskih državah zelo ženski poklic, posebno na nižjih ravneh izobraževanja.
Only in some countries have special programmes been developed for improving boys' reading skills and girls' achievement in mathematics and science.
Čeprav v mnogih državah to dejstvo čutijo kot problem, so strategije, s katerimi bi v poklic privabili več moških, izjemne.