natgillin/translations-raw huggingface dataset:
It covers two cross-classification variables: levels and fields of education with the complementary dimensions of general/vocational/pre-vocational orientation and educational/labour market destination.
Vsebuje dve glavni, navzkrižni spremenljivki: raven in področje izobraževanja, ter dopolnilni merili: naravnanost izobraževanja – splošnoizobraževalno, predpoklicno ali poklicno-strokovno – in vrsto izobraževanja – za nadaljnje izobraževanje ali zaposlitev.
The current version of ISCED 97 (UNESCO-UIS, 2006) distinguishes seven levels of education.
Sedanja različica, ISCED 97 (UNESCO-UIS, 2006), pozna sedem ravni izobraževanja (od ISCED 0 do ISCED 6).
Depending on the level and type of education concerned, there is a need to establish a hierarchical ranking system between main and subsidiary criteria (typical entrance qualification, minimum entrance requirement, minimum age, staff qualification, etc.).
ISCED namreč predvideva, da je mogoče z naštetimi in pomožnimi merili (značilna kvalikacija, ki se zahteva za vpis, minimalni vpisni pogoji, starost, pri kateri se je mogoče vpisati v program, kvalikacije učnega osebja itd.) programe razvrščati po ravneh v urejen sistem. Ravni izobraževanja so:
ISCED 0: Preprimary education
ISCED 0: predšolska ali predprimarna vzgoja
Preprimary education is defined as the initial stage of organised instruction. It is school- or centrebased and is designed for children aged at least 3 years.
Predšolska vzgoja je denirana kot začetno obdobje organizirane vzgoje v šolah ali predšolskih institucijah in je namenjena otrokom od tretjega leta naprej.
ISCED 1: Primary education
ISCED 1: primarno izobraževanje
This level begins between 5 and 7 years of age, is compulsory in all countries and generally lasts from four to six years.
Ta raven izobraževanja se začne pri petih do sedmih letih, je obvezna v vseh državah in navadno traja štiri do šest let.
ISCED 2: Lower secondary education
ISCED 2: nižje sekundarno izobraževanje
It continues the basic programmes of the primary level, although teaching is typically more subjectfocused.
Na tej ravni se nadaljujejo osnovni programi s primarnega izobraževanja, zanjo pa je značilen predmetni pouk.
Usually, the end of this level coincides with the end of compulsory education.
Konec te ravni se navadno ujema s koncem obveznega izobraževanja.
ISCED 3: Upper secondary education
ISCED 3: višje sekundarno izobraževanje
This level generally begins at the end of compulsory education.
Ta raven se navadno začne po končanem obveznem izobraževanju.
The entrance age is typically 15 or 16 years.
Značilna vstopna starost je 15 ali 16 let.
Entrance qualifications (end of compulsory education) and other minimum entry requirements are usually needed.
Navadno je treba za vpis izpolniti pogoje: končano obvezno izobraževanje in druge minimalne vpisne pogoje.
Instruction is often more subject-oriented than at ISCED level 2.
Pouk je pogosto še bolj predmetno naravnan kot na ravni ISCED 2.
The typical duration of ISCED level 3 varies from two to five years.
Značilno trajanje izobraževanja na ravni ISCED 3 je dve do tri leta.
ISCED 4: Post-secondary non-tertiary education
ISCED 4: posekundarno predterciarno izobraževanje
These programmes straddle the boundary between upper secondary and tertiary education.
To so programi za prehod med višjim sekundarnim in terciarnim izobraževanjem.
They serve to broaden the knowledge of ISCED level 3 graduates.
Njihov namen je poglabljanje in širjenje znanja učencev, ki so končali izobraževanje na ravni ISCED 3.
Typical examples are programmes designed to prepare pupils for studies at level 5 or programmes designed to prepare pupils for direct labour market entry.
Značilni zgledi so programi, oblikovani za pripravo učencev na začetek študijskih programov na 5. ravni, ali programi, ki jih pripravljajo za vstop na trg dela.
ISCED 5: Tertiary education (first stage)
ISCED 5: terciarno izobraževanje (prvo obdobje)
Entry to these programmes normally requires the successful completion of ISCED level 3 or 4.
Za vpis v te programe je navadno treba uspešno končati izobraževanje na ravneh ISCED 3 ali 4.
This level includes tertiary programmes with academic orientation (type A) which are largely theoretically based and tertiary programmes with occupation orientation (type B) which are typically shorter than type A programmes and geared for entry into the labour market.
Na to raven spadajo akademski, teoretsko naravnani terciarni programi (tip A), ali strokovni poklicni programi (tip B); ti so navadno krajši kot tip A, namenjeni pa so za vstop na trg dela.
ISCED 6: Tertiary education (second stage)
ISCED 6: terciarno izobraževanje (drugo obdobje)
This level is reserved for tertiary studies that lead to an advanced research qualification (Ph.D. or doctorate).
Ta raven je namenjena terciarnim študijem, ki vodijo do najvišje znanstvene kvalikacije (Ph.D. ali doktorat).
Correlation coefficient: The degree of association between two variables, of which the values may vary within the limits from -1 to +1.
Korelacijski koecient: Stopnja povezanosti med dvema spremenljivkama, katerih vrednosti se lahko razlikujeta v mejah od -1 do +1.
Negative values of the correlation coefficient reflect an inverse relationship between the two variables: the values of one variable decrease as the values of the other variable increase.
Negativne vrednosti korelacijskega koecienta izražajo nasprotno povezanost med spremenljivkama: vrednost ene spremenljivke se zmanjša, vrednost druge se poveča.
For instance, the coefficient of variation between the age of an individual and his remaining life expectancy tends to -1.
Na primer: koecient variacije med starostjo posameznika in pričakovano življenjsko dobo se nagiba k -1.
When the values of two variables increase or decrease more or less simultaneously, the correlation coefficient is positive.
Kadar se vrednosti spremenljivk bolj ali manj sočasno povečata ali zmanjšata, je korelacijski koecient pozitiven.
For instance, there is a positive correlation between the size of an individual and the size of his feet.
Pozitivna je na primer korelacija med posameznikovo velikostjo in velikostjo njegovih nog.
The closer a correlation approaches -1 or +1, the stronger the relationship between the two variables.
Bolj ko se korelacija približa -1 ali +1, močnejša je povezanost med spremenljivkama.
A correlation coefficient with a value of 0 reflects the absence of any relationship between the two variables.
Korelacijski koecient z vrednostjo 0 kaže, da med dvema spremenljivkama ni nikakršne povezanosti.
Gender: The socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women (WHO, 2009)
Spol (gender): Sestava vlog, vedenja, dejavnosti in lastnosti, ki jih določena družba pripisuje moškim ali ženskam (WHO, 2009).
Gender mainstreaming: The (re)organisation, improvement, development and evaluation of policy processes, to ensure that a gender equality perspective is incorporated at all levels and stages of all policies by those normally involved in policy making (Council of Europe, 2007).
Integracija načela enakosti spolov: (Re)organiziranje, napredek, razvoj in spremljanje političnih postopkov, s katerimi se zagotavlja, da vsi tisti, ki so navadno na različnih ravneh vpleteni v odločanje, v vse politične odločitve vnašajo načelo enakosti spolov (Svet Evrope, 2007).
Harassment: Where an unwanted conduct related to the sex of a person occurs with the purpose or effect of violating the dignity of a person and of creating an intimidating, hostile, degrading, humiliating
Nadlegovanje: Neželeno ravnanje, povezano s posameznikovim spolom, ki ima namen ali učinkuje tako, da prizadene osebno dostojanstvo ali ustvarja zastraševalno, sovražno, ponižujoče, sramotilno ali žaljivo
1 or offensive environment ().
1 okolje (
Horizontal segregation: Refers to the phenomenon that women and men are concentrated in different types of vocational training courses or in different fields of study in higher education.
Horizontalno ločevanje: Pojav, ki kaže, da se ženske ali moški združujejo v različnih tipih poklicnega izobraževanja ali na različnih študijskih področjih v visokem šolstvu.
Multilevel regression models: Allow variance in outcome variables to be analysed at multiple hierarchical levels, whereas in simple linear and multiple linear regression all effects are modelled to occur at a single level.
Večnivojski regresijski modeli: Omogočajo, da se variance dobljenih spremenljivk analizirajo na več hierarhičnih ravneh v primerjavi z enostavno linearno ali večlinearno regresijo, kjer so vsi izidi le na eni ravni.
Student data are considered as nested within classes and within schools.
Podatki o učencih se združujejo po razredih ali po šolah.
Such models lie on assumption that the performance of students within the same class or school may be correlated.
Taki modeli predvidevajo, da je uspeh učencev v istem razredu ali na isti šoli soodvisen.
These correlations must be taken into account for correct interpretations.
Za pravilno interpretacijo je treba take korelacije upoštevati.
By means of these models, it is possible to differentiate between the impact of contextual variables depending on whether they relate to schools or the students within them.
Z večnivojskimi modeli je mogoče razlikovati med vplivi okoljskih spremenljivk glede na to, ali so povezane s šolami ali učenci.
At their simplest, such models are used to subdivide the total variance in student performance into a between-school variance and a student variance within schools.
Najpreprosteje povedano, taki modeli se uporabljajo za nadaljnjo razčlenitev skupne variance uspeha učencev na varianci med šolami in učenci na šoli.
Sex: Refers to the biological and physiological characteristics that define men and women (WHO, 2009).
Spol (sex): Biološke in fiziološke značilnosti, ki denirajo moške in ženske (WHO, 2009).
Suppose that, on the basis of a given sample, the estimated population average was 10 and the standard error associated with this sample estimate was two units.
Razlike medspoloma priizobraževalnih dosežkih vajmo, da je na podlagi danega vzorca ocenjeno populacijsko povprečje 10 in da je standardna napaka, povezana s tem vzorcem, ocenjena na dve enoti.
One could then infer with 95 % confidence that the population average must lie between 10 plus and 10 minus two standard deviations, i.e. between 6 and 14.
Iz tega je mogoče s 95-odstotno verjetnostjo sklepati, da mora biti populacijsko povprečje med 10 + 2 in 10 – 2 standardnega odklona, to je med 6 in 14.
Statistical significance: Refers to 95 % confidence level.
Statistična pomembnost: Pomeni 95-odstotno stopnjo zaupanja.
For example, a significant difference means that the difference is statistically significant from zero at 95 % confidence level.
Pomembna razlika na primer pomeni, da se pri 95-odstotni stopnji zaupanja razlika statistično pomembno razlikuje od 0.
Variance: A measure of dispersion, averaging the squared distance of its possible values from the expected value (mean).
Varianca: Mera razpršenosti, ki kaže povprečno vrednost kvadratov odklonov od pričakovane vrednosti (povprečja).
The unit of variance is the square of the unit of the original variable.
Enota variance je kvadrat enote osnovne spremenljivke.
The positive square root of the variance, called the standard deviation, has the same units as the original variable and can be easier to interpret for this reason.
Pozitivni kvadratni koren variance, imenovan standardni odklon, ima iste enote kot osnovna spremenljivka, zato ga je laže interpretirati.
Vertical segregation: Refers to the phenomenon that while women outnumber men amongst higher education graduates, they are slightly underrepresented at doctoral level, and there are even fewer women amongst higher ranking academic staff in universities.
Vertikalno ločevanje: Pojav, ki kaže, da so ženske, čeprav jih diplomira več kot moških, na univerzah slabše zastopane na doktorski ravni in še slabše med akademskim osebjem z najvišjimi nazivi.
Thus, vertical segregation refers to the underrepresentation of women at higher levels of the professional hierarchy.
Torej se vertikalno ločevanje nanaša na premajhno zastopanost žensk na hierarhično višjih poklicnih in strokovnih ravneh.
TABLE OF FIGURES
KAZALO PREGLEDNIC
Figure 2.2: 'Gross' average gender difference (M-F) and 'net' average gender difference, controlling for school year and stream, in scores for reading, mathematics and science for 15 year-old pupils, 2006
Preglednica 2.3: Odstotni delež pojasnjene variance pri bralnih, matematičnih in naravoslovnih dosežkih po spolu, indeks ekonomskega, socialnega in kulturnega položaja ter indeks priseljenskega izvora pri 15-letnikih, 2006
Chapter 3: Legislative and Policy Frameworks for Gender Equality in Education
Vrste zakonodajnih okvirov za enakost spolov v izobraževanju, 2008/09
Figure 3.1: Types of legislative frameworks for gender equality in education, 2008/09
Politike enakosti spolov za spoprijemanje s tradicionalnimi vlogami spolov in stereotipi v primarnem in sekundarnem izobraževanju, 2008/09
Figure 3.2: Gender equality policies aiming to challenge traditional gender roles and stereotypes in primary and secondary education, 2008/09
Integriranje načela enakosti spolov v izobraževanje po evropskih državah, 2008/09
Figure 3.3: Gender mainstreaming in education in European countries, 2008/09
4. poglavje: Enakost spolov in organiziranost šol: kurikulum, usmerjanje in ozračje v šolah
Figure 3.4: Channels for monitoring the implementation of gender equality policies in education, 2008/09
Spolna vzgoja in vzgoja za medsebojne odnose v kurikulumu, 2008/09
Chapter 4: Gender Equality and the Organisation of Schools: Curriculum, Guidance and School Climate
Posebno poklicno svetovanje za spoprijemanje s tradicionalnimi poklicnimi izbirami po Evropi, 2008/09 58
Figure 4.1: Sex education and personal relationships education in the curriculum, 2008/09
Posebne smernice o enakosti spolov za avtorje učnih besedil in učnih gradiv ter potrjevanje in evalviranje učbenikov z vidika spola, 2008/09
Figure 4.2: Specific vocational guidance to challenge traditional career choices available in Europe, 2008/09
5. poglavje: Vzorci izobraževalnih dosežkov po spolu
Chapter 5: Gender Patterns in Educational Attainment
80 % starostne skupine na ravni ISCED 2, 2007
Figure 5.1: Percentage of males and females still at ISCED 1 at the age when at least 80 % of their age group is at ISCED 2, 2007
Odstotni delež fantov in deklet, ki so še vedno na ravni ISCED 2 pri starosti, ko je najmanj
Figure 5.2: Percentage of males and females still at ISCED 2 at the age when at least 80 % of their age group is at ISCED 3, 2007
80 % starostne skupine na ravni ISCED 3, 2007
Figure 5.3: Early school leavers - percentage of the female/male population aged 18-24 with at most lower secondary education and not in further education or training, 2007
Učenci, ki zgodaj opustijo šolanje – odstotni delež ženske oziroma moške populacije, stare 18 do 24 let, z največ nižjo sekundarno šolo, ki jih ni v nadaljnjem izobraževanju ali usposabljanju, 2007
Chapter 6: Co-Education and Single-Sex Settings
6. poglavje: Skupne, dekliške in fantovske šole
Figure 6.1: Existence of public single-sex schools in Europe, ISCED 1, 2 and 3, 2008/09
Dekliške in fantovske šole v Evropi, ISCED 1, 2 in 3, 2008/09
Figure 7.1: Percentage of female teachers in primary and secondary education (ISCED 1, 2 and 3), public and private sectors combined, 2007
Odstotni delež učiteljic v primarnem in sekundarnem izobraževanju (ISCED 1, 2 in 3) v javnem in zasebnem šolstvu, 2007
Figure 7.2: Percentage of female school heads in primary and secondary education (ISCED 1, 2 and 3), public and private sectors combined, 2007
Odstotni delež ravnateljic v primarnem in sekundarnem izobraževanju (ISCED 1, 2 in 3) v javnem in zasebnem šolstvu, 2007
Chapter 8: Gender Equality Policies in Higher Education
Preglednica 8.2:
Figure 8.2: Percentage of female doctoral graduates at ISCED level 6, 2007
Odstotni delež učiteljic in ženskega akademskega osebja med vsemi učitelji in akademskim osebjem na ravneh ISCED 5 in 6, 2007
REFERENCES
POGLAVJE
[Online] Available at: http://www.bmwf.gv.at/unidata [Accessed 19 October 2009].
[Online] Dostopno na: http://www.bmwf.gv.at/unidata [Vpogled 19. oktobra 2009].
[Online] Available at: http://www.eng.uvm.dk/ [Accessed 26 October 2009].
[Online] Dostopno na: http://www.eng.uvm.dk/ [Vpogled 26. oktobra 2009].
Available at: http://www.ond.vlaanderen.be/dbo/nl/doc/08_GenBaSec_HL_def_sv.pdf [Accessed: 22 October 2009].
Dostopno na: http://www.ond.vlaanderen.be/dbo/nl/doc/08_GenBaSec_HL_def_sv.pdf [Vpogled 22. oktobra 2009].
[Online] Available at: http://www.istat.it/ [Accessed 27 October 2009].
[Online] Dostopno na: http://www.istat.it/ [Vpogled 27. oktobra 2009].
[Online] Available at: http://www.skolverket.se/sb/d/1721 [Accessed 27 October 2009].
[Online] Dostopno na: http://www.skolverket.se/sb/d/1721 [Vpogled 27. oktobra 2009].
Available at: http://www.regeringen.se/sb/d/108/a/47912 [Accessed 22 October 2009].
Dostopno na: http://www.regeringen.se/sb/d/108/a/47912 [Vpogled 22. oktobra 2009].
Available at: http://www.regeringen.se/content/1/c6/12/94/34/1994d30d.pdf [Accessed 26 October 2009].
Dostopno na: http://www.regeringen.se/content/1/c6/12/94/34/1994d30d.pdf [Vpogled 26. oktobra 2009].
[Online] Available at: http://www.examinations.ie/ [Accessed 26 May 2009].
[Online] Dostopno na: http://www.examinations.ie/ [Vpogled 26. maja 2009].
[Online] Available at: http://www.destatis.de [Accessed 26 October 2009].
[Online] Dostopno na: http://www.destatis.de [Vpogled 26. oktobra 2009].
[Online] Available at: http://www.svis.smm.lt/ [Accessed 19 May 2009].
[Online] Dostopno na: http://www.svis.smm.lt/ [Vpogled 19. maja 2009].
Available at: http://www.vlir.be/media/docs/Personeelsstatistieken/personeelsstatistieken2008-a.pdf [Accessed 29 June 2009].
Dostopno na: http://www.vlir.be/media/docs/Personeelssta-tistieken/personeelsstatistieken2008-a.pdf [Vpogled 29. junija 2009].
Younger, M. & Warrington, M., 2007. Single-sex classes in co-educational schools. In K. Myers, H. Taylor, S. Adler & D. Leonard, eds. Genderwatch: …still watching. Stoke-On-Trent: Trentham, pp. 144-147. Zaborskis, A., Cirtautien, L. & Žemaitien, N., 2005. Moksleivi patyios Lietuvos mokyklose 19942002 m [Pupils’ sneering at Lithuanian schools in 1994-2002]. Medicina, 41(7), pp. 614-620. Zamfir, C., Mrginean, I., Cace, S., Ilie, S., Surdu, M., Voicu, M., erban, M. & Dan, A., 2002. Indicatori privind comunitile de rromi din România [Indicators as regards roma communities from Romania]. Bucureti: Editura Expert. 134
Razpredelnica 1: Relativno tveganje pri mejnih vrednostih najnižje ravni usposobljenosti (raven 1 ali manj) pri branju, matematiki in naravoslovju, 15-letniki po spolu, 2006
Page 136
BRANJE
1 indicates equal chances for males and females, < 1 females have greater risk, > 1 males have greater risk. Bold indicates significant differences (p < .005). For further information on the PISA survey, see the Glossary.
1 označuje enake možnosti za fante in dekleta, < 1 večje tveganje za dekleta, > 1 večje tveganje za fante. Krepki tisk označuje statistično pomembne razlike (p < ,005).Za nadaljnje informacije o raziskavi PISA glej Pojmovnik. 123
Table 2 (to Figure 2.3): Percentage of explained variance of reading, mathematics and science achievement by gender, index of economic, social and cultural status, index of immigrant background and combined indexes for 15 year-old pupils, 2006
Razpredelnica 2 (k sliki 2.3): Odstotni delež pojasnjene variance uspeha 15- letnikov pri branju, matematiki in naravoslovju po spolu, indeksu ekonomskega, socialnega in kulturnega položaja, indeksu priseljenskega porekla in po kombiniranem indeksu, 2006
Reading
BRANJE B C
Index of economic, social and cultural status
A Spol B Indeks ekonomskega, socialnega in kulturnega položaja C Indeks priseljenskega porekla
Index of immigrant background
D Kombinirani indeks X Država, ki ni posredovala podatkov.
ACKNOWLEDGEMENTS
IZVRŠNA AGENCIJA ZAIZOBRAŽEVANJE,
EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY
AVDIOVIZUALNE VSEBINEIN KULTURO
Authors
Avtorice
Bernadette Forsthuber (Coordination), Anna Horvath, Akvile Motiejunaite
Bernadette Forsthuber (usklajevanje), Anna Horvath, Akvile Motiejunaite
Support to secondary analysis of PISA-data: Christian Monseur, University of Liège
Pregled raziskovalne literature: Gaby Weiner, Center za sociologijo izobraževanja, Univerza v Edinburgu Pomoč pri spremljevalni analizi podatkov PISA: Christian Monseur, Univerza Liège
Layout and graphics
Urejanje in grafika
B.EURYDICE NATIONAL UNITS
B.NACIONALNE ENOTE EURYDICE
Eurydice Vlaanderen / Afdeling Internationale Relaties Ministerie Onderwijs Hendrik Consciencegebouw 7C10 Koning Albert II – laan 15 1210 Brussel Contribution of the Unit: Joint responsibility, coordinated by Nathalie De Bleeckere (staff member of the Division for Strategic Policy Support of the Flemish Ministry of Education and Training)
Eurydice Vlaanderen / Afdeling Internationale Relaties Ministerie Onderwijs Hendrik Consciencegebouw 7C10Koning Albert II – laan 151210 Brussel Prispevek enote: skupna odgovornost; usklajevanje: Nathalie De Bleeckere (članica Oddelka za strateško politiko flamskega Ministrstva za izobraževanje in usposabljanje)
Eurydice Unit SA Archimedes Koidula 13A 10125 Tallinn Contribution of the Unit: expert: Anu Laas (Researcher, Tartu University, Institute of Sociology and Social Policy)
Eurydice Unit SA Archimedes Koidula 13A10125 Tallinn Prispevek enote: strokovnjakinja: Anu Laas (raziskovalka, Univerza Tartu, Inštitut za sociologijo in socialno politiko)
(Office 2168) 15180 Maroussi (Attiki) Contribution of the Unit: Athina Plessa - Papadaki, Evi Zigra, Eirini Giannakoulopoulou, Tina Bakopoulou
(Oce 2168)15180 Maroussi (Attiki)Prispevek enote: Athina Plessa - Papadaki, Evi Zigra, Eirini Giannakoulopoulou, Tina Bakopoulou
26 P.O. Box .1 110 06 Praha 1 Contribution of the Unit: Marcela Máchová; expert: Irena Smetáková (Faculty of Education, Charles University in Prague)
26P.O. Box č.1110 06 Praha 1Prispevek enote: Marcela Máchová; strokovnjakinja: Irena Smetáčková (Fakulteta za izobraževanje, Karlova univerza v Pragi)
Informationsstelle Eurydice Schulamt Austrasse 79 9490 Vaduz Contribution of the Unit: Eva-Maria Schädler; with the support of Barbara Ospelt-Geiger (Office of Education / Schulamt)
Informationsstelle Eurydice Schulamt Austrasse 799490 Vaduz Prispevek enote: Eva-Maria Schädler; s pomočjo Barbare Ospelt-Geiger (Urad za izobraževanje / Schulamt)
Eurydice Unit Ministry of Education, Science and Culture Office of Evaluation and Analysis Sölvhólsgötu 4 150 Reykjavik Contribution of the Unit: Margret Hardardottir
2/701516 Vilnius Prispevek enote: strokovnjaki: Aurelija Novelskaitė; svetovalci: G.Purvaneckienė, E.Uginčienė, A.Šimaitis, M. Briedis
Unità italiana di Eurydice Agenzia Nazionale per lo Sviluppo dell’Autonomia Scolastica (ex INDIRE) Via Buonarroti 10 50122 Firenze Contribution of the Unit: Simona Baggiani; expert: Angela Martini (researcher at the National Institute for the Evaluation of the Education and Training System – INVALSI)
Unità italiana di Eurydice Agenzia Nazionale per lo Sviluppo dell’Autonomia Scolastica (ex INDIRE)Via Buonarroti 1050122 Firenze Prispevek enote: Simona Baggiani; strokovnjakinja: Angela Martini (raziskovalka na Nacionalnem inštitutu za evalvacijo sistema izobraževanja in usposabljanja – INVALSI)
1014 1055 Budapest Contribution of the Unit: Sára Kun-Hatony (coordination); experts: Éva Thun, Judit Kádárné Fülöp
10-141055 Budapest Prispevek enote: Sára Kun-Hatony (usklajevanje); strokovnjakinji: Éva Thun, Judit Kádárné Fülöp
Eurydice Unit Valsts izgltbas attstbas aentra State Education Development Agency Vau street 1 1050 Riga Contribution of the Unit: expert: Evija Caune (lecturer at Latvia University of Agriculture)
Eurydice Unit Valsts izglītības attīstības aģentūra State Education Development Agency Vaļņu street 11050 Riga Prispevek enote: strokovnjak: Evija Caune (predavatelj na latvijski univerzi za kmetijstvo)