natgillin/translations-raw huggingface dataset:
This study shows that gender equality is addressed differently in European countries: it is embodied in legislation in different ways and to varying degrees and it has a variety of definitions.
Ta študija kaže, da se z enakostjo spolov po Evropi ukvarjajo na različne načine: na različne načine je zajeta v zakonodaji, tudi de-nirana je različno.
In most European countries, gender equality in education is understood to mean equal treatment and equal opportunities on the one hand, and equality of outcomes on the other.
V večini evropskih držav se enakost spolov po eni strani razume kot sredstvo za enako obravnavanje in enake možnosti, po drugi pa kot sredstvo za enak izid.
The analysis of gender equality policies in European countries has shown that their main and overarching aim is to challenge traditional and persistent gender roles and stereotypes (Chapter 3).
Analiza politik enakosti spolov po evropskih državah je pokazala, da je njihov glavni in splošni namen spoprijemanje s tradicionalnimi in trdovratnimi spolnimi vlogami in stereotipi (3. poglavje).
European countries apply different measures to reach this goal such as vocational guidance, gendersensitive teaching or curricula revision (Chapters 4 and 8).
Evropske države za uresničitev tega cilja pripravljajo različne ukrepe, npr. poklicno usmerjanje, poučevanje z občutljivostjo za spol ali prenovo kurikulumov (4. in 8.poglavje).
However, European schools today are far from using all potential means to eradicate traditional gender roles.
Vendar so evropske šole za zdaj še daleč od tega, da bi izrabile vse mogoče ukrepe za to, da bi izkoreninile tradicionalne spolne vloge.
What boys and girls can and should do in their future professional (and personal) lives is still very much shaped by traditional concepts of gender roles.
Kar bi fantje in dekleta lahko ali morali delati v svojih poklicnih (in osebnih) življenjih, je še naprej močno povezano s tradicionalnimi zamislimi o vlogah spolov.
One potentially weak point of current measures is the dominant focus on girls.
Latentna šibka točka sedanjih ukrepov je v tem, da se v glavnem usmerjajo na dekleta.
For example, while girls’ engagement with technology receives much attention, there is less focus on boys and their access to care-related professions.
Precej pozornosti je na primer namenjene slabi zastopanosti deklet na tehnoloških področjih, dosti manj pa temu, da se fantje redko odločajo za negovalne poklice.
However, gender roles can only be effectively challenged when change goes in both directions.
Z vlogami spolov pa se lahko učinkovito spoprimemo le, če spremembe potekajo v obe smeri.
In relation to breaking down traditional gender stereotypes, targeting gender-based attainment patterns has been found to be a specific policy priority.
Trditi je mogoče, da se v zvezi z odpravljanjem tradicionalnih spolnih stereotipov prednostni politični ukrepi nanašajo na opredeljevanje vzorcev učnega uspeha po spolu.
This is particularly connected to the underachievement of boys in schools.
Povezujejo se predvsem s slabšim šolskim uspehom fantov.
However, as Chapter 5 showed, few national strategies are directly concerned with this.
Vendar pa je v 5. poglavju prikazano, da se s tem vprašanjem neposredno ukvarja le nekaj nacionalnih strategij.
A second important policy priority specifically defined in several countries is combating gender-based violence and harassment.
Razlike medspoloma priizobraževalnih dosežkih ločanja.
Finally, enhancing the representation of women in decision-making positions in education is an important policy priority.
Ta problem pravzaprav ni nov, z zastopanostjo žensk na vodstvenih položajih se politika na splošno ukvarja že nekaj časa.
Policies with this focus aim at promoting more female school heads and providing access to more senior positions in higher education (Chapters 7 and 8).
Zavzema se za več ravnateljic, dostop do višjih položajev v visokem šolstvu (7. in 8. poglavje).
Looking at the statistics, most countries still have a long way to go to achieve gender equality in this regard.
Vpogled v statistične podatke pa kaže, da bo treba v večini držav za uresničitev enakosti spolov na teh področjih prehoditi še dolgo pot.
Certainly, there are differences between European countries in the degree to which they focus on these different policy priorities.
Koliko pozornosti se namenja posameznim problemom in kako se rešujejo, to se seveda med evropskimi državami razlikuje.
This is partly due to the fact that different countries began their engagement with gender equality concerns and policies at different times, with relatively new EU member states from Central Eastern Europe being among the last to embrace this issue.
Delno zato, ker so se z enakostjo spolov po državah začeli ukvarjati v različnih časovnih obdobjih; sorazmerno nove članice EU iz Srednje in Vzhodne Evrope so med zadnjimi, ki so to vprašanje vnesle v svoje politike.
As a result, many of these countries either have no policy frameworks for gender equality in education or their frameworks are less comprehensive, often focusing on policies to combat gender inequality in the labour market.
Zato v mnogih od teh držav še nimajo političnih okvirov za enakost spolov v izobraževanju ali pa niso celovita in se pogosto posvečajo le ukrepom za odpravljanje neenakosti na trgu dela.
In contrast, some countries that have been concerned about gender inequalities for decades have since moved towards targeting either more specific or more general inequalities.
Nasprotno pa so v nekaterih državah, kjer se z neenakostjo spolov ukvarjajo že desetletja, opazni premiki k opredeljevanju bodisi specičnih ali bolj splošnih neenakosti.
For example, Denmark has moved towards broader equality mainstreaming instead of gender mainstreaming; this is also to be implemented in the United Kingdom (Chapter 3).
Na Danskem so se na primer od načel za enakost spolov usmerili k načelom splošne enakosti; podobno je tudi v Združenem kraljestvu (3. poglavje).
Such developments demonstrate that the equality of opportunity is a multi-faceted issue which needs multiple policy responses.
Tak razvoj kaže, da so enake možnosti večplastno vprašanje, ki zahteva večnamenske politične odgovore.
Possible measures for tackling gender inequalities
Mogoči ukrepi za odpravljanje neenakosti med spoloma
The issues mentioned above are part of a whole complex pattern in which gender and its cultural connotations interact.
Omenjena vprašanja so del celotne in zapletene strukture, v kateri se spol in njegovo kulturno dojemanje prepletata.
Research has been exploring ways to address these equality issues both at school and at policy level.
Raziskave so proučevale, kako na šolski in politični ravni nanje odgovoriti.
The role of this section is to highlight measures that can potentially respond to these policy issues.
V tem razdelku so osvetljeni mogoči ukrepi.
Challenging existing gender roles and stereotypes in schools is not an easy task either for policymakers or for practitioners in the field (teachers, school managers, counsellors, etc.).
Spopadanje z uveljavljenimi vlogami spolov in stereotipi ni lahka naloga niti za snovalce politike niti za strokovne delavce (učitelje, upravnike šol, svetovalce itd.).
A measure most often mentioned in the literature is eliminating sex-stereotyping through revision of school texts, reading and display materials, examination questions, etc.
Med ukrepi, ki so za odpravljanje spolnih stereotipov v literaturi največkrat omenjeni, je prenova šolskih besedil, gradiv za branje, izpitnih vprašanj itd.
Others include increasing focus on teacherled work, switching to mixed-sex pairing or single-sex grouping where appropriate, or offering greater learning support.
Zraven spadajo še večja pozornost učiteljevemu vodenju pouka, sestavljanje po spolu mešanih skupin učencev ali, če je tako primernejše, fantovskih in dekliških skupin, ter pomoč pri učenju.
Teachers and school managers also need practical guidance on the legal context for gender equality and on how to develop an appropriate school climate as well as information on teaching, subject content and assessment (Myers et al., 2007).
Učitelji in ravnatelji pa potrebujejo tudi praktično pomoč pri uresničevanju zakonskih določb o enakosti spolov, ustvarjanju primernega šolskega ozračja, poučevanju, vsebini predmetov in preverjanju znanja (Myers in sod., 2007).
In terms of subject organisation and time-tabling in schools, research shows that the way subjects are offered to students may change gender patterns in participation.
Raziskave kažejo, da se vzorci razlik med spoloma pri izbiri predmetov lahko spremenijo s predmetno organiziranostjo in primernimi šolskimi urniki.
The compulsory character of 'typically' male or female subjects or a restricted choice may influence patterns of take-up (Smyth & Darmody, 2007). The development of good teacher-pupil relations is a key factor in generating gender change in schools and, in particular, encouraging teachers to be non-discriminatory towards and respectful of their pupils.
Na vzorce lahko vpliva obvezna narava 'tipično' moških ali ženskih predmetov ali omejena možnost izbire (Smyth & Darmody, 2007). Najpomembnejši dejavnik za spreminjanje vzorčnih razlik med spoloma je dober odnos med učitelji in učenci; učitelje je treba spodbujati, da ne bi bili diskriminatorni, ampak do svojih učencev spoštljivi.
This may be achieved in a number of ways: for example, through the development of whole-school policies on gender equality, the monitoring of classroom dynamics and levels of attention and support given to pupils.
To je mogoče doseči na številne načine: na primer z razvijanjem celotne šolske politike enakosti spolov, dinamiko dela v razredu, pozornostjo in pomočjo učencem.
However, as pointed out in a recent research review on gender and education, the attitudes of teachers and teacher educators to gender issues are often conservative and reproduce traditional gender stereotyped ideas and expectations.
Žal pa so – tako je pokazala nedavna raziskava o položaju spolov v izobraževanju – pogledi učiteljev in tistih, ki učitelje izobražujejo, pogosto konservativni in spolne stereotipe in pričakovanja le obnavljajo.
Most teachers do not learn how to promote gender equality in schools.
Večina učiteljev se ne uči, kako v šolah uresničevati enakost spolov.
Therefore, all teacher education programmes should have a core module on gender equality.
Zato bi morali vsi pedagoški študijski programi vsebovati jedrni modul o enakosti spolov.
Teachers should be assessed in their equality practices during pre-service and inservice education programmes (European Commission 2009c, p. 81).
Tako med začetnim izobraževanjem kot med stalnim strokovnim izpopolnjevanjem bi bilo treba preverjati, ali so učitelji usposobljeni za uveljavljanje enakosti spolov (Evropska komisija 2009c, str. 81).
Concerning the potential advantages of having more male teachers in schools, there is no clear evidence of the beneficial influence of a more balanced gender distribution in numerical terms among teachers on pupil performance.
O tem, da bi več učiteljev v šolah oziroma uravnoteženo število učiteljev in učiteljic pomenilo morebitno prednost oziroma korist, ni nikakršnih jasnih dokazov.
Only (female and male) teachers challenging their own gender roles as well as their pupils' might trigger change (DCSF, 2008).
Le učitelji (ženske in moški), ki se znajo spoprijeti z vlogami svojega spola in vlogami svojih učencev, lahko vzbudijo spremembe (DCSF, 2008).
Researchers criticise current trends of constructing the overwhelmingly 'female' teaching profession as favouring girls or being ultimately responsible for boys' underachievement (Skelton, 2002).
Raziskovalci kritizirajo sedanjo sestavo v glavnem 'ženskega' učiteljskega poklica, češ da učiteljice dajejo prednost dekletom in so pravzaprav krive za slabši uspeh fantov (Skelton, 2002).
Labelling teaching as 'feminine', in particular at preprimary and primary levels, often means, however, that the profession lacks status and recognition which is reflected in salary and career conditions (Mills et al., 2004).
Označevanje poučevanja kot nekaj 'ženskega', posebno v predšolski vzgoji in na primarni ravni, pa pogosto pomeni, da poklic zgublja ugled in priznanje, kar se kaže v plačah in razmerah za delo (Mills in sod., 2004).
Nevertheless, attracting more men into care-related professions and thereby counteracting gender imbalances is still a potential direction policy-makers, schools and guidance counsellors should consider.
Privabiti več moških v negovalne poklice in se tako upreti neravnotežju med spoloma, pa še naprej spada med mogoče usmeritve, ki bi jih morali snovalci politik, šole in poklicni svetovalci upoštevati.
This evidently goes hand in hand with promoting more women into school management positions and challenging traditional gender roles for both.
Navsezadnje gre tako prizadevanje z roko v roki z napori za več žensk na vodstvenih položajih in z izzivi, ki jih tradicionalne vloge nalagajo obema spoloma.
Analysis andinterpretation of performance data
Analize in interpretacije podatkov o uspehu
Collecting and analysing up-to-date information on current gender patterns, especially given the speed of change in gender relations in recent times has been viewed as beneficial to gender equality (Arnot et al., 1999; Sukhnandan et al., 2000).
Zbiranje in analiziranje najnovejših podatkov o uveljavljenih spolnih vzorcih naj bi pripomoglo k enakosti spolov, glede na to, da se v zadnjem času odnosi do posameznega spola zelo hitro spreminjajo (Arnot in sod., 1999; Sukhnandan in sod., 2000).
Thus, government, local authorities and schools are each expected to collate and analyse performance data, such as patterns of under-achievement, other patterns where gender differences occur (e.g. dropout, exclusions or truancy), pupils at risk and also to identify additional factors contributing to gender difference.
Javnost pričakuje, da šole, lokalne oblasti in vlade zbirajo in analizirajo podatke o socialno ogroženih učencih in o učnem uspehu, denimo, o učnih težavah in drugih pojavih, pri katerih so izrazite razlike med spoloma (npr. pri osipu, izključitvah, izostajanju). Prepoznale naj bi tudi druge dejavnike, ki prav tako vplivajo na razlike med spoloma.
In general, data shows that there are not many initiatives in place to address gender patterns in achievement.
Na splošno pa podatki kažejo, da ni prav veliko pobud za odpravljanje razlik pri šolskih dosežkih.
This might be because the relationship between cause and effect is complex in this context since attainment is influenced by a series of factors.
Verjetno zato, ker so razmerja med vzroki in posledicami zelo zapletena in na uspeh vplivajo številni dejavniki.
Interestingly, many countries have developed measures targeted at pupil groups with low social status.
Zanimivo je, da so se v mnogih državah lotili ukrepov za pomoč učenkam in učencem s slabim socialnim položajem.
Although these initiatives taken alone might not be sufficient to tackle all forms of under-achievement, they are nevertheless crucial.
Čeprav so pobude posamične in z njimi ne bo mogoče odpraviti vseh oblik neuspešnosti, jih je treba imeti za zelo pomembne.
Results of both international and national surveys (Chapters 2 and 5) show how important the impact of social status is in this context.
Ugotovitve mednarodnih in nacionalnih raziskav (2. in 5. poglavje) namreč kažejo, da socialni položaj spada med najvplivnejše dejavnike.
A policy focus on only one source of social inequality might hide the complexity of experiences within a specific group and lead to over-simplistic solutions (Tinklin et al., 2003).
Politika, ki upošteva le enega od vzrokov družbene neenakosti, pa lahko zapletenost izkušenj v taki skupini prikrije in vodi do preveč preprostih rešitev (Tinklin in sod., 2003).
Improvingthe school sub-culture
Izboljšanje šolske subkulture
Attempting to transform the negative impact of certain school sub-cultures and poor attitudes to school-work of boys or certain groups of boys (and sometimes girls) might also be contributing positively towards gender equality.
Prizadevanja za predrugačenje šolske subkulture, ki lahko negativno vpliva na odnos fantov ali določenih skupin fantov (včasih pa tudi deklet) do šolskega dela, lahko pozitivno pripomorejo k enakosti spolov.
Strategies include encouraging more mature behaviour and attitudes towards study, and facilitating a school culture where (male) students can achieve academically without fear of ridicule or disruptive behaviour.
Med strategije spada spodbujanje zrelejšega vedenja in odnosa do učenja, šolske kulture, ki učencem omogoča pridobivanje znanja brez strahu pred zasmehovanjem ali motečim vedenjem. M. Warrington in sod.
(2006) identify key components for schools such as establishing an expectation of high levels of self-discipline, a commitment to valuing diversity through curriculum content and school activities and an emphasis on pride in work and behaviour.
(2006) menijo, da so za dobro šolo bistvenega pomena naslednje sestavine: vzpostaviti je treba pričakovano visoko raven samodiscipline, se zavezati, da bodo kurikulum in šolske dejavnosti izpeljane ob spoštovanju različnosti, poudarjati, naj bodo učenci na svoje delo in vedenje ponosni.
Members of staff are expected to make pupils aware that their progress in and satisfaction with their school is valued.
Vedeti morajo, da je njihov napredek in zadovoljstvo s šolo cenjeno.
Parental involvement
Sodelovanje staršev
The support of parents is vital to the promotion of gender equality in schools.
Za uveljavljanje enakosti spolov na šoli je zelo pomembno sodelovanje staršev.
Gender equality has been found to be enhanced by parents' involvement in the general work of schools, participation in specific gender projects and help in developing a more equity-orientated school culture (Condie et al., 2006).
Enakost spolov se okrepi, če starši sodelujejo s šolo, tako pri splošnih šolskih nalogah kot pri posebnih projektih, povezanih z razvijanjem k pravičnosti naravnane šolske kulture (Condie in sod., 2006).
It is also important to create spaces and opportunities where less privileged parents have a voice and representation; this might be achieved by the provision of different forms of support such as information booklets, drop-in sessions and discussion groups (Maguire, 2007).
Paziti je treba, da so primerno zastopani tudi starši iz prikrajšanih okolij; to je mogoče doseči z različnimi oblikami pomoči, obvestili, govorilnimi urami in skupinskimi razpravami (Maguire, 2007).
This is particularly important because – as already pointed out in Chapter 1 – parents are a link to the world outside, which does not necessarily provide equal gender opportunities.
Vse to je še posebno pomembno zato – kot je bilo poudarjeno že v 1. poglavju – ker so starši povezani z zunanjim svetom in ni gotovo, da ta svet za oba spola zagotavlja enake možnosti.
Linking evaluation andfundingto gender equality criteria
Povezovanje evalvacij in financiranja z merili o enakosti spolov
Gender equality issues might be included in lists of criteria for school evaluation.
Vprašanja enakosti spolov so lahko sestavni del meril pri evalvaciji šol.
The inclusion of a gender perspective in school development plans, for example, or the improved representation of women in school management bodies might here be considered as criteria.
Mednje se lahko šteje vključenost te problematike v šolske razvojne načrte, npr. o zastopanosti žensk v vodstvenih organih na šoli.
Linking gender equality in numerical terms to funding of higher education institutions, as is the case in some European countries, might be an effective approach for enhancing the representation of women (see Eurydice, 2008a).
Povezava po številu enake zastopanosti žensk in moških v visokem šolstvu s financiranjem visokošolskih institucij, kot jo poznajo v nekaterih državah, lahko močno pripomore k boljši zastopanosti žensk (glej Eurydice, 2008a).
This can take the form of introducing gender equality criteria into funding formulas for calculating public grants for higher education institutions, as well as into 'performance contracts' (Eurydice 2008a, p. 57).
Enakost spolov je lahko sestavni del finančne formule za izračun javnih sredstev za visokošolske institucije ali sestavni del 'pogodbe o delu' (Eurydice 2008a, str. 57).
For example, institutions need to include the gender composition of their staff in their strategic objectives linked to funding.
Institucije morajo na primer načrt za sestavo svojega osebja vnesti med strateške cilje, povezane s financiranjem.
There are, of course, many more measures to promote gender equality in schools and higher education institutions.
Seveda je še veliko ukrepov, s katerimi bi lahko v šolah in visokošolskih institucijah uveljavljali enakost spolov.
Not all of them may be equally important everywhere, depending largely on the state of gender equality in a given country.
Vsi ne morejo vsepovsod učinkovati enako, to je odvisno od okoliščin v posameznih državah.
Evidently any strategy or measure being piloted or adopted in this field needs to be monitored and evaluated regularly and adapted according to changing circumstances.
Očitno je, da je treba vsako strategijo ali ukrep – ne glede na to, ali poteka pilotno ali je že sprejet – spremljati, redno evalvirati in jo prilagajati spremenjenim okoliščinam.
Looking at the comparative overview of policy concerns identified and measures taken, we can see that although the scale of individual initiatives in European countries is large, many countries lack an overall strategy and implementation plans which would form part of an effective gender equality policy.
Če si ogledamo primerjalni pregled opredeljenih političnih vprašanj in sprejetih ukrepov, vidimo, da kljub dolgemu seznamu posameznih pobud, v mnogih evropskih državah še naprej manjkajo celovite strategije in akcijski načrti za njihovo uveljavitev, ki bi bili sestavni del učinkovite politike, povezane z enakostjo spolov.
Education is a powerful instrument in changing attitudes and behaviour.
Izobraževanje je močno sredstvo za spreminjanje pogledov in vedenja.
Education systems, therefore, play an important role in fostering equal chances for everyone and in combating stereotypes; schools have a duty to provide all children with the opportunity to discover their own identity, strengths and interests regardless of traditional gender expectations.
Zato imajo izobraževalni sistemi pomembno vlogo pri krepitvi enakih možnosti za vsakogar in pri spopadanju s stereotipi; naloga šol je otrokom zagotoviti enake možnosti za to, da odkrijejo svojo identiteto, prednosti in interese, ne glede na tradicionalna pričakovanja, povezana s posameznim spolom.
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POGLAVJE
UK-ENG UK-WLS UK-NIR UK-SCT
NLATPLPTROSISKFISEUK UK-ENG UK-WLS UK-NIR UK-SCT
EFTA/EEA countries
Države EFTA/EEA
The three countries of the European Free Trade Association which are members of the European Economic Area
Tri države Evropske skupnosti za prosto trgovino, ki so članice Evropskega gospodarskega prostora
BE fr BE de BE nl BG CZ DK DE EE EL ES FR IE IT CY LV LT LU HU MT
Islandija Lihtenštajn Norveška
Belgium Belgium – French Community Belgium – Germanspeaking Community Belgium – Flemish Community Bulgaria Czech Republic Denmark Germany Estonia Greece Spain France Ireland Italy Cyprus Latvia Lithuania Luxembourg Hungary Malta
Belgija Belgija – francoska skupnost Belgija – nemško govoreča skupnost Belgija – flamska skupnost Bolgarija Češka Danska Nemčija Estonija Irska Grčija Španija Francija Italija Ciper Latvija Litva Luksemburg Madžarska Malta
Statistical code
Statistične oznake
International Standard Classification of Education (ISCED 1997)
Mednarodna standardna klasikacija izobraževanja (ISCED 1997)
The International Standard Classification of Education (ISCED) is an instrument suitable for compiling statistics on education internationally.
Mednarodna standardna klasikacija izobraževanja (ISCED 1997) je orodje za zbiranje in prikazovanje mednarodnih statistik o izobraževanju.