natgillin/translations-raw huggingface dataset:
The Swedish National Agency for Education distributes grants for gender equality projects, including projects aiming at reducing drop-out rates among boys in upper secondary school.
Raziskovalna skupina je delala z več kot 60 šolami, njena glavna naloga pa je bila prepoznavati in evalvirati strategije, ki pomagajo pri motiviranju fantov.
In the United Kingdom (Scotland), in recent years, there has been a re-balancing of the curriculum to value achievement in the more practical/vocational courses.
V Združenem kraljestvu (na Škotskem) so v Kurikulumu za odličnost predlagane nove poti, po katerih naj poteka pouk, in sicer z upanjem, da bodo spremembe, čeprav le splošne, dolgoročno pozitivno vplivale na uspešnost fantov.
In many cases, curriculum flexibility has helped to prevent pupils, in particular boys, becoming disengaged and disaffected, while still challenging them educationally.
Spodbuja uporabo učne tehnologije, skupinsko učenje, prevzemanje vodilnih vlog, razvijanje sporazumevalnih spretnosti in reševanje problemov.
Austria and the United Kingdom (England) have some genderspecific initiatives to improve reading literacy.
Zelo malo je držav s posebnimi pobudami za odpravljanje visokega osipa fantov.
After the 'PISA shock' in 2000 Austria has been implementing many initiatives that promote reading.
Na Portugalskem je bila nedavno vpeljana možnost za vpis v posebne programe, ki omogočajo pridobitev skupnega spričevala.
Among them, a scientific study which was launched in order to analyse reasons for gender gaps in reading competences.
Poleg rednega izobraževanja ta pobuda pomeni drugo, vzporedno možnost; z njeno vpeljavo se je delež tistih, ki so končali obvezno šolo, povečal, predvsem delež fantov.
On that basis genderspecific concepts for promotion of reading were developed (BMUKK, 2007).
V Združenem kraljestvu (na Škotskem) je bil v zadnjih letih kurikulum uravnotežen tako, da vrednoti tudi bolj praktične, poklicne dosežke.
The report includes practical suggestions for lessons.
Prožnost kurikuluma je velikokrat pripomogla k sproščenosti učencev, posebno fantov, in odpravi nezadovoljstva med poukom.
The United Kingdom (England) 'Reading Champions' (5) initiative aims to find and celebrate positive male role models for reading.
V Avstriji in Združenem kraljestvu (Angliji) so vpeljali nekaj projektov za izboljšanje bralne pismenosti, prilagojenih za posamezni spol.
Schools invite boys and men who are influential with pupils to become Reading Champions.
V Avstriji so po 'šoku PISA' leta 2000 vpeljali precej projektov za izboljšanje bralne pismenosti.
These Champions encourage other boys to get into reading by running their own positive reading activities and promotions.
Med njimi je bila začeta tudi znan- stvena študija, s katero naj bi analizirali vzroke za razlike med spoloma pri bralni pismenosti.
Boys can be nominated for awards, which provides recognition for their achievements and helps keep them motivated.
Na tej podlagi so bile razvite zamisli za to, kako približati branje posameznemu spolu (BMUKK, 2007). Poročilo vsebuje praktične predloge za pouk.
Chapter 5: Gender Patternsin Educational Attainment
5) za cilj postavili poiskati in nagraditi pozitivne moške
The United Kingdom (Wales) recently launched the campaign Read A Million Words Together to help improve literacy in boys aged 9 to 14 by encouraging them to read more both at home and in school.
V Združenem kraljestvu (Walesu) se je nedavno tega začela kampanja Preberi milijon besed; z njo naj bi izboljšali bralno pisme- nost, opogumila pa naj bi fante, stare od 9 do 14 let, da bi več brali, tako doma kot v šoli.
The campaign provides a wider range of curriculum reading materials which appeal to boys’ tastes and encourages male family members to read with boys.
V kampanji je bil na voljo dolg seznam gradiv za branje, prilagojen okusu fantov, z njim pa naj bi spodbudili moške člane družine, da bi brali s fanti.
A copy of a book outlining teaching methods proven to develop boys’ literacy skills has also been sent to every school in Wales.
Na vsako šolo v Walesu je bil poslan tudi izvod knjige, v kateri so bile prikazane učne metode, ki dokazano pripomorejo k boljši pismenosti fantov.
Quite similarly, although to a smaller scale, in the United Kingdom (Scotland), in the early primary years, a number of schools use strategies such as 'story sacks' or 'bags of books' and/or involve fathers in activities designed to tackle stereotyping, raising of literacy levels, improving relationships, social skills and enhancing motivation to learn.
Zelo podobne strategije, le v manjšem obsegu, so začeli uporabljati v Združenem kraljestvu (na Škotskem) v začetnih razredih primarnega izobraževanja; na mnogih šolah so z dejavnostmi, kot so 'vreča z zgodbami' ali 'torba knjig', k branju pritegnili očete. S takimi dejavnostmi naj bi odpravljali stereotipe, izboljšali raven bralne pismenosti, izboljšali medsebojne odnose in socialne spretnosti ter širili motiviranost za učenje.
Such approaches to raising boys’ attainment are, however, not consistently followed through into secondary education (SEED 2006, p. 2).
Tak način izboljševanja fantovskega uspeha pa se, žal, ne nadaljuje v sekundarnem izobraževanju (SEED 2006, str. 2).
Only Austria reported a specific gender initiative for improving mathematics and science teaching:
Le Avstrija je poročala o posebnih, spoloma prilagojenih projektih za boljši pouk matematike in naravoslovja.
As a response to unsatisfactory results in TIMSS, in 1998 Austria launched a project 'Innovations in Mathematics, Science and Technology Teaching' (IMST) (6), which is now in the third project stage.
Avstrija je kot odziv na nezadovoljive rezultate v programu TIMSS leta 1998 vpeljala projekt 'Novosti pri poučevanju matematike, naravoslovja in tehnologije' (IMST) (6
Several countries have specific measures or programmes developed for boys or girls from certain vulnerable groups.
Network), prek katere naj bi izboljševali poučevanje matematike in naravoslovja, širili poglede na učenje in dejavnosti, posebej za dekleta in fante, pa tudi za zmanjšanje razlik med spoloma.
A special concern regarding the overall achievement of boys from some ethnic minority groups is reported in Denmark, the Netherlands, Sweden and the United Kingdom.
Ponujeno je tudi svetovanje in obveščanje o novostih ter začetno in nadaljevalno usposabljanje o enakosti spolov.
As a part of the 2009 Perspective and Action plan on the area of equality, the Danish Ministry of Education launched a research project on why ethnic minority boys perform worse in primary school than ethnic girls and ethnic Danish boys and girls.
Več držav je sprejelo ukrepe ali programe za fante in dekleta iz prikrajšanih skupin. O posebni skrbi za uspeh fantov iz manjšinskih etničnih skupin poročajo Danska, Nizozemska, Švedska in Združeno kraljestvo.
Portugal and Romania have special programmes for Roma girls, while Spain supports girls and women in vulnerable situations, which also includes Roma.
Dansko Ministrstvo za šolstvo je leta 2009 v Načrt pričakovanj in ukrepov za enakost začelo raziskavo o tem, zakaj so fantje iz etničnih manjšin manj uspešni kot dekleta iz teh skupin oziroma kot fantje in dekleta danskega porekla.
In Portugal, the first effective measure against Roma girls' drop-out is the provision of gypsy traveller ethnicity mediators who work in schools and establish interfaces between the community and the school.
Portugalska in Romunija imata posebne programe za romska dekleta, Španija pa pomaga dekletom in ženskam, tudi romskim, v nezavidljivih položajih.
Internet with specialist teachers.
Prav zdaj se izpopolnjuje projekt‘mobilne šole’ (7).
The specialised methodology is applied to all children of itinerant communities (travelling fairs, circuses) which have high and early drop-out rates.
Posebne metode se uporabljajo tudi za otroke potujočih skupnosti (potujoče sejme, cirkuse), za katere je prav tako značilen visok in zgodnji osip.
In Romania, some specific educational programmes have been developed for Roma children, including efforts to encourage the participation in education of Roma girls.
V Romuniji so za romske otroke pripravili nekaj posebnih izobraževalnih programov, prizadevajo pa si tudi, da bi se v šolo vpisalo čim več romskih deklet.
Spain pays special attention to certain female groups, i.e. immigrant women, Roma women or women in a disadvantaged socioeconomic situation.
V Španiji posebno pozornost posvečajo določenim skupinam deklet in žensk, in sicer priseljenskim, romskim in tistim s slabim soci- alno-ekonomskim položajem.
Social and labour guidance courses, training activities, social abilities and selfesteem workshops, specific information and advertising campaigns are directed to those women groups, their families and schools in order to facilitate their continuation in the education system.
Zato, da bi jim pomagali čim dlje ostati v izobraževalnem sistemu, so njim, pa tudi njihovim družinam in šolam, namenjene različne družbene in delovne dejavnosti (tečaji), usposabljanja, delavnice za socializiranje in samospoštovanje, posebne obveščevalne in oglaševalske kampanje.
Gender gaps in attainment increase with educational levels.
Razlike med spoloma pri izobraževalnih dosežkih se po izobraževalnih ravneh večajo.
Although similar proportions of boys and girls attend and complete compulsory education, girls' relative advantages in attainment are emerging with boys falling behind and repeating school years more often than girls in lower secondary school.
Čeprav obvezno šolanje obiskujeta in končata podobna deleža fantov in deklet, se relativna prednost deklet v nižjem sekundarnem izobraževanju povečuje, fantje pa večkrat kot dekleta zaostajajo in ponavljajo razred.
These differences have already become pronounced in lower secondary education in many European countries.
Te razlike so se pokazale že v mnogih evropskih državah.
Boys often constitute approximately 60 % of pupils who repeat years and the male repetition rate is always higher than the female.
Delež fantov, ki ponavljajo razred, je pogosto približno 60-odstoten in je zmeraj višji, kot velja za dekleta.
Girls' achievement lead becomes established in upper secondary attainment: more boys leave school without any qualification, while more girls acquire an upper secondary school certificate that allows continuation of education at tertiary level.
Vodstvo deklet se vzpostavlja tudi pri dosežkih v višjem sekundarnem izobraževanju: več fantov kot deklet šolo opusti brez kakršne koli kvalikacije, več deklet pa si pridobi zaključno spričevalo višjega sekundarnega izobraževanja, kar jim omogoča nadaljevanje izobraževanja na terciarni ravni.
Moreover, girls usually obtain higher grades and higher pass rates in school leaving examinations, which in turn helps them to enter desired university programmes (see Chapter 8).
Poleg tega dekleta navadno dobivajo boljše ocene in se uvrščajo v uspešnejše skupine, kar jim pomaga pri izbiri želenih programov na univerzi (glej 8. poglavje).
Nevertheless, it is important to note that the average patterns of girls' lead over boys conceal important differences among certain groups of boys and girls.
Treba pa je povedati, da povprečni vzorci, po katerih dekleta vodijo pred fanti, prikrivajo pomembne razlike med določenimi skupinami fantov in deklet.
Despite these rather distinct gender patterns in attainment, only a few countries have specific gender policies.
Kljub precej razločnim vzorcem razlik med spoloma pri izobraževalnih dosežkih pa le nekaj držav premore posebne, s spoloma povezane politike.
Most attention and many policy efforts are directed generally towards children from disadvantaged groups.
Največ pozornosti in mnogo političnih prizadevanj se namenja otrokom iz prikrajšanih skupin.
The most common policies tackling gender gaps in attainment concern boys' underachievement.
Iz političnih projektov za odpravljanje razlik med spoloma pri izobraževalnih dosežkih je največkrat razvidna skrb zaradi slabšega uspeha fantov.
In some countries, special programmes have been developed for improving boys' reading skills and girls' achievement in mathematics and science.
V nekaterih državah so pripravili posebne programe za izboljšanje bralnih spretnosti pri fantih in dosežkov iz matematike in naravoslovja pri dekletih.
There are also some specific initiatives for certain vulnerable groups of boys or girls, for example Roma girls.
Je pa tudi nekaj pobud za občutljive skupine obeh spolov, na primer romskih deklet.
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POGLAVJE
Long a domain of private and denominational schools, the concept of single-sex education has been receiving quite a lot of interest in recent years and has been discussed in the media, at least to some extent, in many European countries.
Šole, organizirane le za učence enega spola, so bile dolgo le zasebne in konfesionalne, nedavno tega pa so se zanje spet začeli zanimati v mnogih evropskih državah; o njih je bil govor tudi v javnih občilih.
As mentioned in Chapter 1, the 'new' interpretation of this concept is that it allows girls and boys greater freedom to choose subjects not associated with their gender, it provides space for girls and helps to improve their self-confidence, and it encourages boys to work harder without worrying about their image as a learner.
Že v 1. poglavju je bila omenjena 'nova' interpretacija te zamisli: dekletom in fantom daje več svobode pri izbiri predmetov, ki se navadno ne povezujejo z njihovim spolom, dekletom daje več prostora in jim pomaga pri samozaupanju, fante spodbuja, da delajo več, ne da bi jih skrbela podoba dobrega učenca.
However, research results on the effectiveness of single-sex settings for improving pupil achievement are inconclusive.
Ugotovitve raziskav o učinkovitosti šol za učence enega spola in o tem, ali pripomorejo k boljšemu uspehu, pa niso dokončne in enoznačne.
The initial idea of coeducation, however, was to give equal access to education to both sexes and also to foster gender equality.
Na začetku je bilo skupno izobraževanje utemeljeno z zamislijo, da je treba obema spoloma zagotoviti enak dostop do izobraževanja in da se bo z njegovo uvedbo krepila enakost spolov. Izobraževanje te vrste v evropskih državah nima dolge tradicije.
The current extent of this type of provision is not a long-established tradition in European countries.
Razen v skandinavskih državah je bilo večinoma vpeljano po 2. svetovni vojni, v drugih (npr.
With the exception of the Scandinavian countries, it was introduced in the majority of European countries largely after World War II but, in others (e.g. Greece, Spain, Austria and Portugal), only in the 1970s.
Grčiji, Španiji, Avstriji in na Portugalskem) šele v sedemdesetih letih prejšnjega stoletja.
Although regarded nowadays as a principle of education in most European countries, co-education is, in fact, a tradition dating back only 35 to 60 years depending on the country (Encyclopædia Britannica Online, 2009).
Čeprav se zdaj v večini evropskih držav skupno izobraževanje šteje za načelo, tradicija sega – različno po posameznih državah – le 35 do 60 let nazaj (Encyclopædia Britannica Online, 2009).
This chapter shows where public single-sex settings (whole school or classes) exist and discusses whether these are supported by any official policies.
V tem poglavju je prikazano, kje imajo fantovske in dekliške šole (ali razrede) in ali jih uradna politika podpira.
As shown by Figure 6.1, public single-sex schools exist in only seven European countries and regions.
Kot je prikazano v preglednici 6.1, imajo javne dekliške in fantovske šole le v sedmih evropskih državah in pokrajinah.
The majority of public schools at all levels and in all European countries are co-educational.
Večina javnih šol vseh ravni v evropskih državah je skupnih.
Where public single-sex schools exist, their number varies largely from one country to the next.
Število dekliških ali fantovskih šol se po državah, kjer jih imajo, močno razlikuje.
Co-education is considered an educational principle in the vast majority of countries.
Skupno izobraževanje se v veliki večini držav šteje za izobraževalno načelo.
It is therefore obligatory in most countries to provide public education in mixed institutions.
Zato je organiziranje izobraževanja v mešanih šolah v večini držav obvezno.
In Ireland and the United Kingdom, however, parental demand has to be taken into consideration when decisions are made about changes to provision in a local area.
Na Irskem in v Združenem kraljestvu pa je za reorganiziranje šol na posameznem območju odločilnega pomena mnenje staršev.
Interestingly, in Ireland and the United Kingdom there has been a certain tradition of considering single-sex schools as 'better' schools.
Zanimivo, na Irskem in v Združenem kraljestvu se dekliške in fantovske šole štejejo za 'boljše' šole.
In England, in particular, there is a significant overlap between academically selective and single-sex schools.
Posebno v Angliji se za akademske izbirne šole štejejo prav dekliške in fantovske.
Information not verified at national level.
) Informacije na nacionalni ravni niso bile prevejene.
Figure 6.1: Existence of public single-sex schools in Europe, ISCED 1, 2 and 3, 2008/09
Preglednica 6.1: Dekliške in fantovske šole v Evropi, ISCED 1, 2 in 3, 2008/09
Ireland: Information not verified at national level.
Irska: informacije na nacionalni ravni niso bile preverjene;
Ireland reports on a recent decrease in the number of such schools.
Irska poroča, da se je pred nedavnim število teh šol zmanjšalo.
In Ireland, there has been a steady decrease in the number of primary school children who are educated in single-sex schools.
Na Irskem se število otrok, ki se izobražujejo v dekliških ali fantovskih primarnih šolah, vztrajno zmanjšuje.
In 1975, over 60 % of children were in single-sex primary schools, this decreased to 20 % in 2005.
Leta 1975 jih je bilo več kot 60 %, leta 2005 pa le še 20 %.
A similar pattern has occurred in secondary education. However, a larger proportion of girls than boys attend single-sex secondary schools.
Podobno je tudi v sekundarnem izobraževanju, vendar je delež deklet v dekliških šolah večji kot delež fantov v fantovskih.
In 1980, over 50 % of boys and 60 % of girls attended single-sex schools. In 2005, 30 % of boys and 42 % of girls attended single-sex schools.
Leta 1980 je bilo v fantovskih šolah 50 % fantov, v dekliških pa 60 % deklet, leta 2005 pa 30 % fantov oziroma 42 % deklet.
The explicit policy of Irish education authorities is nowadays to promote coeducation.
Irske izobraževalne oblasti zdaj izrecno uveljavljajo skupno izobraževanje.
This is also mentioned as a concern for Belgium (Flemish Community) and Spain.
Enako velja tudi za Belgijo (am-sko skupnost) in Španijo.
One of its sections, called 'Co-education around the world' refers specifically to policies and strategies undertaken internationally.
Eden izmed razdelkov z naslovom Skupno izobraževanje po svetu' se nanaša na s tem povezane mednarodne politike in strategije.
However, experts’ opinions on single-sex education were divided.
6. poglavje: Skupne, dekliškein fantovske šole kov o takih šolah pa so bila različna.
The Ministry sought to convince the general public of the supremacy of single-sex education over coeducation, which provoked numerous discussions and caused concern in many communities, including parents and teachers.
Ministrstvo je skušalo javnost prepričati, da bi bile dekliške in fantovske šole boljše od skupnih, to pa je vzbudilo številne razprave in v različnih skupnostih, tudi med starši in učitelji, povzročalo skrbi.
The academic community warned that, while girls-only and boys-only schools should exist, this could by no means be a general rule applicable throughout the country.
Akademska skupnost je menila, da ob morebitni vzpostavitvi dekliških in fantovskih šol te nikakor ne bi smele postati splošno pravilo.
The assumption that single-sex lower secondary schools would eliminate violence in pupil-pupil and teacher-pupil interactions met with widespread criticism.
Na obsežne kritike je naletelo tudi mnenje, da bi bilo mogoče s takimi šolami odpraviti nasilje med učenci ter med učitelji in učenci.
For some time, the Ministry’s website included a page devoted to 'Single-Sex Education' which presented its advantages.
Nekaj časa je bila ena od spletnih strani ministrstva posvečena šolam za učence enega spola in prikazovala njihove prednosti.
It contained information about research findings in this area, seminars, publications, etc.
Vse- bovala je tudi informacije o raziskovalnih spoznanjih s tega področja, seminarjih, publikacijah itd.
Since the change of government, the page is no longer available and there is currently no public debate on single-sex education.
Po zamenjavi vlade je bila stran izbrisana, javne razprave o šolah te vrste pa so se končale.
Similar, but smaller-scale interest from education authorities has also been reported for Estonia.
Podobne pobude, le v manjšem obsegu, so znane tudi iz Estonije.
However, most countries report that discussions over the potential benefits of single-sex schools have not led to an increase in such settings.
Večina držav pa poroča, da razprave o morebitnih koristih dekliških in fantovskih šol ni spodbudilo njihovega ustanavljanja.
In some countries, there are schools which are in fact single-sex without the explicit intention of providing this form of education.
V nekaterih državah pravzaprav so šole, v katerih so samo učenci enega spola, niso pa bile ustanovljene s tem namenom.
The fact is related in particular to upper secondary technical or vocational education, which traditionally attracts one sex rather than the other.
Večinoma gre za višje tehniške in poklicne šole, v katere se tradicionalno vpisujejo le učenci enega spola.
This phenomenon is therefore clearly linked to genderstereotyped career choice.
Torej je ta pojav popolnoma jasno povezan s stereotipno, za posamezni spol značilno izbiro poklicne poti.
While public single-sex schools are not very common in most countries, such schools can be found in the private sector in almost all countries.
Kot je bilo rečeno, v večini držav nimajo javnih dekliških in fantovskih šol, skoraj povsod pa so precej pogostejše med zasebnimi šolami.
They may be funded to a large extent by public subsidies or, on the contrary, be completely independent financially.
Lahko so sonancirane iz javnih sredstev ali so, nasprotno, finančno povsem neodvisne.
In most cases they are faith schools (catholic, protestant and muslim).
Večinoma gre za verske šole (katoliške, protestantske in muslimanske).
Only a few countries report that specific pedagogic aims are the main reason for the foundation of such schools.
Le v nekaj državah za ustanovitev takih šol navajajo posebne pedagoške razloge.
However, in most countries this sector is not well-developed.
Kakor koli že, v večini držav to področje ni dobro razvito.
Even though public single-sex schools are rare, single-sex classes within otherwise co-educational schools exist in virtually all European countries.
Čeprav so dekliške in fantovske šole redke, pa imajo skoraj v vseh državah take razrede v sicer skupnih šolah.
Decisions to set up single-sex classes are generally taken at school level.
O vpeljavi razreda z učenci enega spola navadno odloči šola.
The most common subjects, for which single-sex classes have been traditionally provided, are physical education and crafts.
Najpogosteje se pouk za učence enega spola organizira pri športni vzgoji in ročnem delu.
However, such choices are clearly linked to traditions, rather than considerations of challenging traditional gender patterns.
Odločitve te vrste so dosti bolj povezane s tradicijo kot s premislekom, kako tradicionalne razlike med spoloma zmanjševati.
Single-sex classes for sex or health education are organised at the discretion of the school or local education authority in France, Liechtenstein and Sweden.
Šole ali lokalne izobraževalne oblasti v Franciji, Lihtenštajnu in na Švedskem odločajo tudi o tem, ali naj se ločeno organizira pouk spolne in zdravstvene vzgoje ali ne.