natgillin/translations-raw huggingface dataset:
The proportion of female teachers and professors is particularly low in the Czech Republic, Germany, Greece, France, Italy, Hungary, Malta, the Netherlands, Austria and Slovenia.
Delež učiteljic in profesoric je posebno nizek na Češkem, v Nemčiji, Grčiji, Franciji, Italiji, na Madžarskem, Malti, Nizozemskem, Avstriji in Sloveniji.
Nevertheless, it has to be noted that in the majority of countries, the percentage of women among academic staff has been slowly increasing since 1998.
Povedati pa je treba, da se v večini držav delež žensk med akademskim osebjem po letu 1998 počasi veča.
There has been more than a 30 % increase in the Netherlands, Austria, Slovakia, Slovenia and the United Kingdom.
Na Nizozemskem, v Avstriji, na Slovaškem, v Sloveniji in Združenem kraljestvu je bilo povečanje več kot 30-odstotno.
The countries in which the relatively low proportion of female teachers in higher education has been fairly stable are Greece, France and Hungary.
Države, v katerih se sorazmerno nizek delež učiteljic v tem obdobju ni dosti spreminjal, so Grčija, Francija in Madžarska.
It has stabilised at a comparatively higher level in Poland and Iceland.
Na precej visoki ravni se je ustalil na Poljskem in Islandiji.
In two countries, namely in the Czech Republic and Estonia (this latter is according to data from 2004) the proportion of women among academic staff has decreased since 1998 (Eurydice calculations based on Eurostat, 2009).
V dveh državah, to je na Češkem in v Estoniji (zadnji podatki so iz leta 2004), se je delež žensk med akademskim osebjem po letu 1998 zmanjševal (izračun narejen v Eurydice na podlagi podatkov Eurostat, 2009).
Figure 8.2: Percentage of female doctoral graduates at ISCED level 6, 2007
Preglednica 8.2: Odstotni delež diplomantk doktorskega študija, raven ISCED 6, 2007
Source: Eurostat (data extracted September 2009).
Vir: Eurostat (podatki povzeti septembra 2009)
Italy and Liechtenstein: Data is from 2006.
Italija in Lihtenštajn: podatki so iz leta 2006.
Figure 8.3: Women teachers/academic staff as percentage of all teachers/academic staff at ISCED levels 5-6, 2007
Preglednica 8.3: Odstotni delež učiteljic in ženskega akademskega osebja med vsemi učitelji in akademskim osebjem na ravneh ISCED 5 in 6, 2007
Figure 8.3 depicts academic staff regardless of academic rank.
Preglednica 8.3 prikazuje akademsko osebje ne glede na akademski naziv.
Data on the seniority of academic staff shows that the proportion of women is much lower in higher academic positions across Europe: 44 % of junior, 36 % of middle-range and only 19 % of senior academic staff were women in the EU-27 in 2007 (European Commission 2009b, p. 75).
Podatki o nazivih kažejo, da je delež žensk povsod po Evropi precej manjši na položajih z višjimi nazivi: med nižjimi nazivi je bilo v EU-27 leta 2007 44 % žensk, med srednjimi 36 %, med najvišjimi pa le 19 % (Evropska komisija 2009b, str. 75).
Most recently available national statistics illustrate this phenomenon referring to national categories of academic ranking.
Najnovejši statistični podatki ta pojav ilustrirajo po nacionalnih nazivnih razvrstitvah akademskega osebja.
In the Flemish Community of Belgium, while the proportion of women among assistant academic personnel is 52 %, among scientific personnel it is only 44 %, and women constitute less than one fifth (19 %) of autonomous academic personnel (zelfstandig academisch personeel, including all professors) (VLIR 2008a, p. 11).
44-odstoten, med avtonomnim akademskim osebjem (zelfstandig academisch personeel, skupaj s profesorji) pa je le petina žensk (19 %) (VLIR 2008a, str. 11).
In Spain, according to data from the 2006/07 academic year, only 36 % of the teaching staff in public universities are women, and the proportion of female professors – the highest and most well-paid position – is only 14 % (IFIIE & Instituto de la Mujer, 2010). In the Netherlands, according to data from 2007, 30 % of lecturers, 17 % of senior lecturers and only 11 % of professors are female in universities (Dutch Ministry of Education, Culture and Science 2009, p. 131).
V Španiji je po podatkih iz študijskega leta 2006/07 le 36 % učnega osebja na javnih univerzah ženskega spola, delež profesoric na najvišjih in najbolje plačanih položajih pa je le 14-odstoten (IFIIE & Instituto de la Mujer, 2010). Na Nizozemskem je po podatkih iz leta 2007 na univerzah 30 % predavateljev, 17 % višjih predavateljev in le 11 % profesorjev ženskega spola (nizozemsko Ministrstvo za šolstvo, kulturo in znanost 2009, str. 131).
In Austria, only 17 % of university professors are female although women represent 40 % of university assistants (winter term 2008) (BMWF, 2009).
V Avstriji je samo 17 % univerzitetnih profesoric, asistentk pa 40 % od vseh (zimski semester leta 2008) (BMWF, 2009).
In the United Kingdom, in the academic year 2007/08, only 14 % of university vice-chancellors and 19 % of professors were women (HESA, 2009).
V Združenem kraljestvu je bilo v študijskem letu 2007/08 samo 14 % prorektorjev in 19 % profesorjev ženskega spola (HESA, 2009).
Thus, the proportion of women among the teaching staff in higher education institutions declines with every step on the academic career ladder.
Torej se delež žensk med učnim osebjem na visokošolskih institucijah z vsako višjo stopnico na akademski poklicni poti zmanjšuje.
Although this can partly be explained by the fact that large groups of women entered universities and chose academic careers only relatively recently, this 'glass ceiling' for women may also be a result of the dominant masculine culture that exists generally in
Čeprav je to delno mogoče pojasniti z dejstvom, da je velika skupina žensk šele nedavno začela akademsko pot, 'stekleni strop' za ženske verjetno povzroča tudi prevladujoča moška kultura, značilna za akademski svet.
Chapter 8: Gender Equality Policiesin Higher Education academia.
Zdi pa se, da je zaradi tega pojava zaskrbljena le manjšina držav.
Policies and projectstargeting vertical segregation
8.2.1 Politike in projekti, povezani z vertikalnim ločevanjem
Policies or projects targeting vertical segregation at tertiary education level exist only in about one third of the analysed countries.
Politike in projekte, povezane z vertikalnim ločevanjem v terciarnem izobraževanju, ima le tretjina obravnavanih držav.
Policy instruments in this case usually involve providing support to female academics.
S političnimi instrumenti v tem primeru navadno pomagajo ženskam.
This support can be financial, with additional resources given to universities to promote the employment of female researchers and teaching staff.
Pomoč je lahko -nančna, univerze prejmejo več sredstev za zaposlovanje raziskovalk in ženskega učnega osebja.
Instruments may include funding formulas that take into account the proportion of female professors or performance contracts that link the achievement of strategic objectives to funding (for more details, see Eurydice, 2008a).
Med instrumenti so lahko formule za financiranje, v katerih se upošteva delež profesoric, ali pogodbe o delu, ki financiranje povezujejo s strateškimi cilji (za podrobnosti glej Eurydice, 2008a).
In addition, career guidance and consultancy can be offered to young female academics.
Poleg tega mladim ženskam, ki začenjajo akademsko pot, lahko ponudijo smernice ali svetovanje.
Finally, countries can also implement policies or provide funding for easing work-life balance with the provision of childcare facilities or with positive discrimination policies encouraging women to return to work after a career break.
Končno, države lahko uveljavljajo politiko ali zagotavljajo sredstva za pomoč pri uravnoteženju poklicnega in družinskega življenja, npr. z zagotovitvijo otroškega varstva, lahko pa vpeljejo pravila pozitivne diskriminacije, ko se ženske po prekinitvi vračajo na delo.
The most comprehensive policy measures can be found in the Flemish Community of Belgium.
Najbolj izčrpne politične ukrepe je mogoče najti v flamski skupnosti v Belgiji.
In general, universities in the Flemish Community of Belgium implement several policies that target gender inequalities from career coaching, to transparent recruitment practices and policies improving work-life balance (promotion of flexible working hours, childcare facilities, and women's return after a career break).
Na splošno univerze v tej belgijski skupnosti uva- jajo različne politične ukrepe; nanašajo se na neenakosti med spoloma pri poklicnem svetovanju, pregledne prakse za privabljanje sodelavcev, uravnoteženje poklicnega in družinskega življenja (prožen delovni čas, varstvo otrok, vračanje na delo po prekinitvi).
Furthermore, in light of women’s underrepresentation in management and higher academic positions, the Minister of Education and Training recommends that female researchers should be encouraged to become members of research councils, faculty councils and appointment commissions.
Še več, ob upoštevanju slabe zastopanosti žensk na vodstvenih in najvišjih akademskih položajih je minister za izobraževanje in usposabljanje priporočil spodbujanje žensk pri vključevanju v znanstvene svete, fakultetne svete in komisije za zaposlovanje.
Another action is the design and implementation of a system of evaluation taking into account the quality of research rather than quantitative indicators.
Z eno od akcij so bila oblikovana in uveljavljena evalvacijska merila, tako da je bolje ovrednotena raziskovalna kakovost kot količinski kazalniki.
Lastly, a new financing system for universities was implemented in 2008, in which financial resources are dependent on an increase of female professors (VLIR, 2008b).
Navsezadnje pa je bil leta 2008 vpeljan nov sistem financiranja – finančna sredstva so odvisna od povečanja števila profesoric (VLIR, 2008b).
As far as specific projects are concerned, in 2008, within the working group of Equal Opportunities of the Flemish Interuniversity Council, national partners developed their own human resources theme.
Omeniti je treba še, da je leta 2008 delovna skupina za enake možnosti flamskega meduniverzitetnega sveta skupaj z nacionalnimi partnerji pripravila svoj lastni projekt, povezan s človeškimi viri.
The resulting 'Equality Guide – HR Instruments for Equal Opportunities at Universities' encompasses a manual to combat inequalities by offering gendersensitive Human Resources Management instruments and to promote equal opportunities in universities’ career and personnel management.
Nastale so 'Smernice za enakost – s človeškimi viri povezani instrumenti za enake možnosti na univerzah'; njihov sestavni del je priročnik za odpravljanje neenakosti s pravili o tem, kako z občutljivostjo za spol upravljati s človeškimi viri in uveljavljati enake možnosti na univerzitetnih poklicnih poteh in pri kadrovanju.
In Germany, in order to increase the proportion of female scientists in leading positions in universities, the Federal Ministry of Education and Research supports targeted projects within the framework of its Gender Mainstreaming Strategy in Science.
V Nemčiji je Zvezno ministrstvo za šolstvo in znanost ob upoštevanju Strategije za integracijo načela enakosti spolov v znanosti podprlo ciljne projekte za povečanje deleža znanstvenic na vodilnih univerzitetnih položajih.
Such projects include the establishment of a 'Center of Excellence Women and Science' (CEWS) which serves as the national coordination, information and counselling agency for scientific and political establishments, institutions, women scientists, and companies.
V okviru projekta je bil ustanovljen 'Center odličnosti ženske v znanosti'; dela kot nacionalna usklajevalna, informacijska in svetovalna agencija za znanstvene in politične organizacije, institucije, znanstvenice in gospodarske družbe. Zvezno ministrstvo pomaga tudi raziskovalnim institucijam, ki za
The Federal Ministry also supports research institutions that offer their employees childcare facilities.
8. poglavje: Politike enakosti spolov v visokem šolstvu otroke svojih zaposlenih zagotavljajo otroško varstvo.
Furthermore, since 2007 under the framework of the 'Women Professors Programme' of the Federal Government and the Länder, funding is only provided to higher education institutions if they present an equal opportunities policy with their application and if this policy is approved. Almost half of all state-run higher education institutions in Germany submitted their equal opportunities policies in the two application rounds, and so far more than 100 of them have been approved.
Poleg tega od leta 2007 naprej Zvezna vlada in dežele (Länder) na podlagi projekta 'Program s profesoricami' dodeljujejo sredstva tistim visokošolskim institucijam, ki sprejmejo svoje ukrepe za enake možnosti; v prijavi jih morajo predstaviti, pred dodelitvijo sredstev morajo biti odobreni.V dveh prijavnih rokih je svojo politiko enakih možnosti predložila polovica državnih visokošolskih institucij, tako da je bilo doslej odobrenih nekaj čez sto prošenj.
In Greece, every higher education institution has to prepare a strategic plan that horizontally regulates areas such as the institutions' mission, staff recruitment, personnel management, research policy and other curricular, infrastructural and organisational aspects.
V Grčiji mora vsaka visokošolska institucija pripraviti strateški načrt, v katerem horizontalno ureja zadeve, kot so poslanstvo institu- cije, zaposlovanje osebja, kadrovanje, raziskovalna politika, kurikularne, infrastrukturne in organizacijske zadeve.
In these areas, one major issue for the higher education institutions to consider is the promotion of equal opportunities and sex equality.
Pomembno je, da se ob vsaki zadevi upoštevajo enake možnosti in enakost spolov.
In Austria, in order to break the so-called ‘glass ceiling’, the responsible Ministry started to take a variety of measures, for example, scholarships for women; financial support for publications; child care facilities at universities; coordination offices for Women and Gender Studies.
V Avstriji je ministrica, odgovorna za visoko šolstvo, začela vpeljevati številne ukrepe za odpravo t. i.‘steklenega stropa’; med njimi so podeljevanje štipendij za ženske, finančna pomoč pri objavah, otroško varstvo za otroke zaposlenih na univerzah, koordinacijske pisarne za ženske in študij spolov.
In addition, legal measures have been implemented such as the Working Committee on Equal Treatment at Universities or the Decree for Affirmative Action Plan in the Sphere of the Federal Ministry, and programmes such as the White Paper for Affirmative Action in Science.
Poleg tega so bili uvedeni tudi ukrepi pravne narave; ustanovljen je bil Delovni odbor za enake možnosti na univerzah, sprejeta je bila Uredba zveznega ministrstva o akcijskem načrtu za zagotavljanje enakopravnosti, vpeljani so bili projekti, kot je Bela knjiga o zagotavljanju enakopravnosti pri zaposlovanju v znanosti.
In 2005, a program was launched to increase the number of female professors at universities ('Excellentia').
Leta 2005 se je začel program za povečanje števila profesoric na univerzah ('Excellentia').
The aim of the program is to double the share of female professors from 13 % (2003) to 26 % in 2010. Universities get
Namen programa je podvojiti delež profesoric s 13 % (2003) na 26 % leta 2010.
Gender Differencesin Educational Outcomes a bonus of 33 000 € for each additional female professor (for new appointments which increase the absolute number as well as the share of women).
Univerze prejmejo 33 000 EUR denarne nagrade za vsako dodatno zaposleno profesorico (za novo imenovanje, ki poveča absolutno število žensk in njihov delež).
In the Netherlands, the Ministry of Education, Culture and Science started the Aspasia Programme, which has been operated by the NWO (Netherlands Organization for Scientific Research) since 2004.
Na Nizozemskem je Ministrstvo za šolstvo, kulturo in znanost vpeljalo program Aspasia, ki ga od leta 2004 naprej operativno vodi
This programme offers subsidies of € 100 000 to University Boards promoting specific female laureates as university teachers or professors.
NWO (Nizozemska organizacija za znanstveno raziskovanje). Program univerzitetnemu svetu ponuja 100 000 EUR subvencije za posebne nagrade univerzitetnim učiteljicam in profesoricam.
In addition, the Ministry provided a subsidy to strengthen the national network of female professors (LNVH) (1).
Ministrstvo zagotavlja še subvencije za krepitev nacionalne mreže profe- soric (LNVH) (1
The LNVH monitors women's representation in scientific and management posts and disseminates the results.
Spremlja zastopanost žensk na znanstvenih in vodstvenih položajih in s podatki seznanja javnost.
In Slovenia, policy measures target both the improvement of the position of women in science and work-life balance.
V Sloveniji so politični ukrepi namenjeni izboljšanju položaja žensk v znanosti ter uravnoteženju poklicnega in družinskega življenja.
For example, the rules about (co)financing basic, applicative and postdoctoral projects take the period of maternity leave into account in the case of project leader applications, e.g. as a factor that influences the publishing record or the age of candidates (there is often an age limit in the case of postdoctoral projects, which is extended to take account of the period of maternity leave).
Pravila o sonanciranju temeljnih, uporabnih in podoktorskih projektov na primer določajo, da se pri prijavi za nosilca projekta upošteva porodniški dopust – npr. kot dejavnik, ki vpliva na seznam objavljenih člankov ali starost kandidatov (za podoktorske projekte je pogosto določena starostna omejitev, ta pa se ob upoštevanju porodniškega dopusta lahko zviša).
In the United Kingdom (England, Wales and Scotland), the Gender Equality Duty and in Northern Ireland the Equality Duty applies to all functions of higher education institutions with respect to both staff and students.
V Združenem kraljestvu (Angliji, Walesu in na Škotskem) se dokument Dolžnosti za enakost spolov, na Severnem Irskem pa
Its aim is to foster an equal gender balance in the areas of management, administration, teaching and research.
Njegov namen je krepiti ravnotežje med spoloma pri vodenju, upravnih nalogah, poučevanju in raziskovanju.
They offer consultancy on gender issues and help women solving genderrelated problems (pregnancy, childcare, scientific career, financial support, sexual harassment, etc).
Ponuja svetovanje o vprašanjih, povezanih s spoloma, pomaga ženskam pri reševanju njihovih problemov (v zvezi nosečnostjo, varstvom otrok, znanstveno poklicno potjo, finančnimi podporami, spolnim nadlegovanjem itd.).
Although they focus on female clients, their service is also open to men.
Čeprav se v glavnem ukvarja z ženskami, so službe na voljo tudi moškim.
In Norway, all higher education institutions are obliged to adopt plans for gender equality.
Na Norveškem morajo vse visokošolske institucije sprejeti načrte za enakost spolov.
In addition, the Committee for Mainstreaming – Women in Science established by the Ministry of Education and Research supports and provides recommendations on measures that can contribute to the mainstreaming of gender equality efforts within higher education institutions as well as within the research sector.
Poleg tega Odbor za integracijo načela enakosti spolov – ženske v znanosti, ki ga je ustanovilo Ministrstvo za šolstvo in raziskovanje, pomaga in pripravlja priporočila za ukrepe, s katerimi naj bi pripomogli pri uveljavljanju načela enakosti spolov na visokošolskih institucijah, pa tudi na raziskovalnem področju.
Furthermore, the government also established an incentive scheme for increasing the proportion of women in senior academic positions within mathematics, natural science and technology.
Vlada je oblikovala tudi spodbujevalno shemo za povečanje deleža žensk na višjih akademskih položajih na matematičnem, naravoslovnem in tehnološkem področju.
The intention is to reward universities and university colleges when they employ women in these positions.
Univerze in fakultete so nagrajene, če na te položaje zaposlijo ženske.
The government will also look into measures to maintain and develop the expertise of women working in male-dominated working environments so that they qualify for higher level positions.
Vlada namerava raziskati tudi ukrepe za ohranjanje in razvoj strokovnega znanja in izkušenj žensk, ki delajo v prevladujočih moških okoljih, zato da se bodo lahko usposobile za višje položaje.
Chapter 8: Gender Equality Policiesin Higher Education
Razlike medspoloma priizobraževalnih dosežkih
To sum up, Figure 8.4 shows which countries address the issues of horizontal and vertical segregation.
Če povzamemo, preglednica 8.4 kaže, katere države se ukvarjajo z vprašanji horizontalnega in vertikalnega ločevanja.
The countries having policies in place for both issues are the Flemish Community of Belgium, Germany, the Netherlands, Austria, Sweden, the United Kingdom and Norway.
Države s politikami o obeh so flamska skupnost v Belgiji, Nemčija, Nizozemska, Avstrija, Švedska, Združeno kraljestvo in Norveška.
BE de
BE de horizontalno ločevanje.
Page 110
POGLAVJE
From the onset of second-wave feminism in the 1970s, different policies and strategies have been proposed to stimulate change in the climate and ethos of schools and in education practices with respect to gender issues (Chapter 1).
Od začetka drugega vala feminizma v sedemdesetih letih prejšnjega stoletja naprej so se v zvezi z vprašanji spolov pojavljale različne politike in strategije; namenjene so bile izboljšanju ozračja in etike v šolah in izobraževalni praksi (1. poglavje).
While many of these were small-scale and piecemeal, taken together with supporting legislation and reforms, they have had considerable impact.
Mnoge od njih so bile po obsegu skromne in nesistematične, skupaj z zakonodajo in reformami pa zelo vplivne.
It could be argued that these strategies and initiatives, often focusing on female educational disadvantage, have significantly altered gender patterns in education over the last 30 years in many countries.
Mogoče je trditi, da so te strategije in pobude, ki so se pogosto osredinjale na prikrajšanost žensk v izobraževanju, v zadnjih 30 letih v mnogih državah pomembno spremenile spolno strukturo izobraževanja.
Nevertheless, gender inequality is still an issue today, although it cannot be regarded any longer as a problem which concerns only girls and women.
Kljub temu je neenakost med spoloma še vedno nerešeno vprašanje; res je le, da ga ne moremo več povezovati le z dekleti in ženskami.
The merit of recent discussions on gender is that the focus has shifted from one which, primarily, questions the stereotyping of women to one which also questions the concept of masculinity.
Zasluga nedavnih razprav o spolih je, da se je pozornost preusmerila: ne postavljajo se več le vprašanja, povezana s težavami žensk, ampak tudi vprašanja o položaju moških.
This study explored whether and how European countries address the issue of gender equality through their education policies.
Študija je proučevala, ali se v evropskih državah ukvarjajo z enakostjo spolov v izobraževanju in kako.
It showed that while most countries have similar concerns, they target different issues and to differing degrees.
Pokazala je, da ima večina držav podobne skrbi, pozornost pa posveča različnim vprašanjem in na različne načine.
This conclusion first summarises the main priorities of gender equality policies in Europe and then outlines the possible directions that policy measures might move towards in order to counterbalance existing inequalities.
V tem sklepu so najprej povzete prednostne naloge politik enakosti spolov po Evropi, nato pa so okvirno opisane mogoče usmeritve za nadaljnje ukrepe, s katerimi bi bilo mogoče neenakosti odpraviti.
Gender equality concerns targeted by European countries
Vprašanja enakosti spolov, opredeljena v evropskih državah
Gender equality has multiple definitions and has been adapted to various contexts.
Za enakost spolov je veliko različnih denicij, ki se prilagajajo različnim okoliščinam.