natgillin/translations-raw huggingface dataset:
The French Equal Opportunities and Anti-Discrimination Commission published, in 2008, the study ‘The Existence of Stereotypes and Discrimination in School Textbooks’ drafted by the University of Metz.
Francoska Komisija za enake možnosti in nediskriminacijo je leta 2008 objavila študijo‘Stereotipi in diskriminacija v šolskih besedi- lih’, ki jo je zasnovala Univerza v Metzu.
The Ministry of Welfare in Latvia commissioned an analysis of gender-sensitivity in textbooks in 2005 and 2006.
Ministrstvo za blaginjo v Latviji je v letih 2005 in 2006 naročilo podobno analizo o občutljivosti za spol v učbenikih.
Overall, results of such investigations show, in general, a situation which is far from satisfactory.
Gledano v celoti, rezultati raziskovanj kažejo, da je položaj vse prej kot zadovoljiv.
Women and men continue to be treated differently in many school books in European countries.
Ženske in moški so v mnogih šolskih učbenikih in v mnogih državah še naprej obravnavani različno.
Men are still more often represented than women; vocabulary is in contradiction with the principle of gender equality, the main characters are mostly male, women depicted have largely typically female jobs and are generally missing from the political and intellectual arena.
Moški so prikazani večkrat kot ženske; besedišče je v nasprotju z enakostjo spolov, pomembne značilnosti so največkrat moške, upodobljene ženske največkrat opravljajo tipično žensko delo, v politični in intelektualni areni pa največkrat manjkajo.
Textbooks show stereotyped images of men and women and few can be said to tackle stereotypes or balance the representation of men and women, as various research projects have shown.
V učbenikih so stereotipne podobe moških in žensk, le redke pripomorejo k odpravljanju stereotipov ali uravnoteženega prikaza moških in žensk. Vse to so pokazali različni raziskovalni projekti.
Explicit guidance material for developing non-sexist school books and regular evaluation of teaching material could certainly be helpful in eliminating such gender insensibilities.
Tako pomanjkanje občutljivosti za enakost spolov bi bilo gotovo mogoče izboljšati z natančnimi usmerjevalnimi gradivi; pripomogli bi pri razvijanju neseksističnih šolskih knjig in redni evalvaciji učnih gradiv.
School climate – relationships between pupils, teachers and pupils, levels of bullying and harassment – constitutes an important part of the hidden curriculum and, as such, shapes gender relations and the opportunities of girls and boys (see Chapter 1).
Ozračje v šolah – odnosi med učenci, učitelji in učenci, raven ustrahovanja in nadlegovanja – sestavlja pomemben del prikritega kurikuluma; sooblikuje odnose med spoloma in možnosti deklet in fantov (glej 1. poglavje).
Accordingly, as Chapter 3 showed, one priority of gender equality policies in education is to combat gender-based violence and harassment in schools.
Skladno s tem bi moralo biti, kot je bilo prikazano v 3. poglavju, med prednostnimi nalogami politike enakosti spolov spoprijemanje s spolnim nasiljem in nadlegovanjem v šolah.
However, whilst general policies against bullying and violence in schools exist in many countries, these are typically framed in a genderneutral way.
V mnogih državah se sicer vodi splošna politika proti ustrahovanju in nasilju v šolah, značilno pa je, da se vodi na spolno nevtralen način.
Initiatives in this area are often taken at school level, for example by employing social workers or educational counsellors and by developing codes of good conduct.
Pobude za urejanje teh vprašanj pogosto zajemajo le šolsko raven, npr. z zaposlovanjem socialnih delavcev, pedagoških svetovalcev ali s pripravo kodeksov lepega vedenja.
In addition, although countries with antidiscrimination provisions in the field of education have rules against sexual harassment in schools, specific policies or projects targeting gender-based violence are rare.
V državah s protidiskriminacijskimi predpisi v izobraževanju imajo tudi pravila za odpravljanje spolnega nadlegovanja v šolah, posebne politike ali projekti, ki bi se ukvarjali s spolnim nasiljem, pa so zelo redki.
Nevertheless, based on the view that the education system is an appropriate context where attitudes and values can be fostered with the intention of preventing violence and encourage peaceful conflict resolution, some countries pay special attention to tackling gender-based harassment in schools.
V nekaterih državah pa se zavedajo, da je izobraževalni sistem primeren prostor za krepitev vrednot in spodbujanje mirnega reševanja sporov, s tem pa tudi za preprečevanje nasilja, zato so začele posebno pozornost posvečati odpravljanju spolnega nasilja v šolah.
Research projects on school climate and violence – which might form the basis of political concerns – produce mixed results.
Iz raziskovalnih projektov o šolskem ozračju in nasilju – ta je največkrat temelj za politične skrbi – so razvidne različne ugotovitve.
In 2005/06, the Austrian Federal Ministry for Education and Arts commissioned comprehensive studies on the emotional state of school children in years 4 to 12, which showed that girls enjoyed going to school more than boys and were involved in fewer conflicts (especially in lower years) but, at the same time, girls also expressed higher degrees of school phobia (Eder, 2007).
V šolskem letu 2005/06 je avstrijsko Zvezno ministrstvo za šolstvo in umetnost naročilo izčrpno študijo o psihičnem počutju učencev od 4. do 12. razreda, ki je pokazala, da dekleta raje hodijo v šolo kot fantje in se manjkrat zapletejo v spore (posebno v nižjih razredih); hkrati pa je pri dekletih izražena višja stopnja šolskih strahov (Eder, 2007).
In Estonia, a study was made in 2005/06 about adolescents’ understanding of violence and aggression at school.
V Estoniji je bila v šolskem letu 2005/06 opravljena študija o najstniškem razumevanju nasilja in napadalnosti v šolah.
The study showed that girls and boys use different types of violence and talk about violence in different ways, with boys using more physical aggression and girls using verbal abuse and psychological bullying.
Študija je pokazala, da so dekleta in fantje nasilni na različne načine in različno govorijo o nasilju; fantje so večkrat fizično nasilni, dekleta pa uporabljajo besedne žalitve in psihično ustrahovanje.
Physical violence was seen as a part of boys’ culture (Strömpl et al., 2007).
Fizično nasilje je videti kot del fantovske kulture (Strömpl in sod., 2007).
A Lithuanian survey indicates that boys suffer from bullying and are being ridiculed in schools more often than girls (Zaborskis et al., 2005).
Litvanska raziskava razkriva, da fantje trpijo zaradi ustrahovanja in so večkrat zasmehovani kot dekleta. (Zaborskis in sod., 2005).
Very few countries have established the prevention of violence and harassment as an important priority or general principle of the education system. There are a few countries, however, where targeting gender-based violence is a general priority for schools.
Zelo malo držav se je odločilo za preprečevanje nasilja in nadlegovanja kot za pomembno splošno načelo v izobraževalnem sistemu, v nekaterih pa je med splošnimi prednostnimi nalogami ukvarjanje s spolnim nasiljem.
In some cases, for example in France, violence towards girls is specifically mentioned.
V nekaj primerih, npr. v Franciji, posebej omenjajo nasilje nad dekleti.
The Spanish education system includes, within its quality principles, the elimination of any obstacles that restrict full equality for men and women and the development of students’ capacity to acquire the skills to allow them to resolve conflicts peacefully.
Španski izobraževalni sistem med načeli kakovosti vsebuje odpravljanje vsakršnih ovir, ki omejujejo polno enakost moških in žensk in razvoj zmožnosti učencev, da si pridobijo znanje in spretnosti za mirno reševanje sporov.
In France, the priority measures for the 2008/09 school year include that 'in schools, special importance must be given to measures designed to prevent attacks on the physical integrity and dignity of human beings: racist and anti-Semitic violence, violence towards girls and harassment related to sexual orientation, especially homophobia'.
V Franciji med prednostne ukrepe v šolskem letu 2008/09 spada tudi ta: 'v šolah je treba posebno pozornost nameniti ukrepom, oblikovanim za preprečevanje fizičnih napadov na telesno nedotakljivost in dostojanstvo ljudi: rasističnega in antisemitističnega nasilja, nasilja nad dekleti in nadlegovanja zaradi spolne usmerjenosti, predvsem homofobije'.
In the United Kingdom (England), the Equal and Human Rights Commission (EHRC) provides guidance for schools on the Gender Equality Duty.
V Združenem kraljestvu (Angliji) Komisija za človekove pravice (EHRC) šolam pošilja smernice za uveljavljanje predpisa Dolžno- sti za enakost spolov.
It outlines ways in which they can take steps to address sexist and sexual bullying, tackle sexual harassment and challenge attitudes to violence in schools. For example, to address sexist and sexual bullying,
Smernice prikazujejo načine za preprečevanje seksističnega in spolnega ustrahovanja, odpravljanje spolnega nadlegovanja in nagnjenosti k nasilju na šolah.
Gender Differencesin Educational Outcomes schools may decide to adapt their anti-bullying policies to refer explicitly to sexism and to define sexual bullying; work with pupils to develop school policies to promote an atmosphere free of intimidation; or explore gender stereotyping in the curriculum.
Za spoprijemanje s seksističnim in spolnim ustrahovanjem lahko na šolah prilagodijo svojo protiustrahovalno politiko, npr. tako, da se nanaša prav na seksizem in deniranje spolnega nadlegovanja; delajo z učenci za razvijanje šolske politike, s katero se uveljavlja ozračje brez ustrahovanja; proučujejo spolne stereotipe v kurikulumu.
However, most other countries that address the issue of gender-based violence and harassment in education rely on more specific initiatives and projects without having this issue as a general priority.
Večina drugih držav, ki imajo spolno nasilje in nadlegovanje v šoli za pomembno vprašanje, pa se opira na posebne pobude in projekte, čeprav teh vprašanj ne vsebujejo kot prednostnih.
In the French Community of Belgium, since 2001, specific activities have targeted at young people, with a view to preventing violence between young couples.
V francoski skupnosti v Belgiji od leta 2001 naprej za mlade organizirajo posebne dejavnosti, s katerimi naj bi preprečevali nasilje med mladimi pari.
Brochures, posters and CDs have been distributed and a website to raise
Razpošiljajo brošure, posterje in zgoščenke, leta 2008 pa so vpeljali posebne spletne strani za ozaveščanje in preprečevanje nasilja (1
In the Flemish Community of Belgium, under the Federal Act of 11 June 2002 regarding the Protection against Violence, Harassment and Unwanted Sexual Behaviour at Work, schools must have the required personnel management policies in place.
V flamski skupnosti v Belgiji morajo imeti šole po zveznem zakonu, sprejetem 11. junija 2002, o varovanju pred nasiljem, nadle- govanjem in neželenim spolnim vedenjem pri delu posebno personalno politiko.
In addition, the non-profit organization 'Limits' and the Ministry of Education and Training developed a policy for the prevention and combating of violence, harassment and unwanted sexual behaviour at school.
Poleg tega sta tudi neprotna organizacija 'Omejitve' in Ministrstvo za izobraževanje in usposabljanje razvili politiko za preprečevanje in boj proti nasilju, nadlegovanju in neželenem spolnem vedenju v šolah.
In Spain, the Institute for Teacher Education, Educational Research and Innovation (IFIIE) on behalf of the Ministry of Education and in collaboration with the Ministry of Equality, grants the award Irene: la paz empieza en casa ('Irene: Peace Begins at Home') every year.
V Španiji Inštitut za izobraževanje učiteljev, raziskovanje v izobraževanju in inovacije v imenu Ministrstva za šolstvo in v sodelovanju z Ministrstvom za enakost vsako leto podeljuje nagrade 'Irene: mir se začne doma' (Irene: la paz empieza en casa).
In Poland, the project 'Girls and Boys: With No Fear, No Prejudice, No Violence' was financed by the Ministry of Labour and Social Policy and was implemented in 2006 by the 'Towards the Girls' Association.
Nagrada se podeljuje za spodbujanje preprečevalnih ukrepov in uveljavljanje izobraževanja ob upoštevanju enakosti spolov, za mirno reševanje sporov in zavračanje kakršnega koli nasilja.
As a result of the project, a set of scenarios was developed for equality lessons in lower secondary and upper secondary lyceum-type schools which cover issues such as conflicts, managing difficult emotions, communication, stereotypes and peer violence.
Namenjena je šolam in nagrajuje izobraževalne prakse, s katerimi se uveljavlja spoštovanje med moškimi in ženskami ter preprečuje spolno nasilje.
As part of this campaign, the CIG and General Directorate for Innovation and Curricular Development in the Ministry of Education are promoting a competition A minha escola pela não violência ('No Violence in my School') aimed at pupils in the 3rd cycle of compulsory and upper secondary education.
Nizozemsko Ministrstvo za šolstvo, kulturo in znanost je Nacionalni center za napredek šolstva prosilo za ustanovitev Centra za
Chapter 4: Gender Equality and the Organisation of Schools: Curriculum, Guidance and School Climate
4. poglavje: Enakost spolovin organiziranost šol: kurikulum, usmerjanjein ozračje v šolah mentorjem, podpornemu osebju itd.
In the United Kingdom (England), the charity WOMANKIND works with schools to identify sexual bullying in the school environment, define it in school practices, raise awareness across the school and work on strategies to prevent it.
Na Poljskem je leta 2006 Ministrstvo za delo in socialno politiko financiralo projekt 'Dekleta in fantje: brez strahu, brez predsodkov, brez nasilja', izpeljalo pa ga je 'Združenje dekletom nasproti'.
A few policy measures specifically target violence towards girls or women, thus assuming that women are the principal victims of violence.
Na Portugalskem veljavni načrt za enakost med cilji vsebuje integriranje načela enakosti v organiziranost šol, in sicer zato, da bi preprečevali nasilje in v vsakdanjem šolskem življenju zagotavljali integriteto obeh spolov.
France pays specific attention to one particular group: immigrant girls.
Največ gradiva in pobud je namenjenega šolam.
In Spain, the Institute for Women and the IFIIE, as well as the equality bodies in the Autonomous Communities, have published several materials specially dedicated to the prevention of violence against women.
V Združenem kraljestvu (Angliji) dobrodelna ustanovaWOMANKIND šolam pomaga pri prepoznavanju spolnega ustrahovanja v šolskem okolju, deniranju takega ustrahovanja v šolski praksi, pa tudi pri ozaveščanju in pripravi strategij za njihovo preprečevanje.
Such publications stress the importance of questioning traditional meanings ascribed to male and female values and the importance of appraising sexual differences as something positive.
Nekaj političnih ukrepov je namenjenih le odpravljanju nasilja nad dekleti in ženskami, torej ob domnevi, da so žrtve nasilja predvsem ženske.
These publications focus on the analysis of educational practices directly or indirectly related to violent attitudes.
Francija največ pozornosti posveča posebni skupini: priseljenskim dekletom.
In France, the 2006 Convention, under the heading 'Preventing and Combating Sexist Violence', mentions the need to 'provide information on the specific violence suffered by immigrant girls, such as arranged marriages and sexual mutilation'.
V Španiji so Inštitut za ženske in IFIIE ter organi za enakost v avtonomnih skupnostih objavili več gradiv, posvečenih preprečevanju nasilja nad ženskami. Take publikacije poudarjajo pomen prespraševanja tradicionalnih pomenov, ki so pripisani ženskim ali moškim vrednotam, in pomembnost pozitivnega vrednotenja spolnih razlik.
The Convention includes the following measures in order to prevent sexist violence: producing records of bullying or harassment suffered by girls in all educational establishments, incorporating a ban on all sexist behaviour into school rules, developing, from the earliest age, tools to promote mutual respect between the sexes, introducing widespread sex-education sessions, addressing, as a matter of urgency, the issue of mutual respect between the sexes and the prevention of sexist or sexual violence, providing information on specific types of violence suffered by immigrant girls, for example, through arranged marriages and sexual mutilation, stepping up the fight against sexual harassment, and combating all forms of ritual or permanent sexist or sexual hazing.
V Franciji konvencija iz leta 2006 z naslovom 'Preprečevanje in boj proti spolnemu nasilju' omenja, da je potrebno 'ozaveščanje o posebnem nasilju nad priseljenskimi dekleti, to je o navideznih porokah in spolnemu pohabljanju'.V konvenciji so za preprečevanje spolnega nasilja naslednji ukrepi: prijave ustrahovanja ali nadlegovanja deklet v izobraževalnih institucijah, skupaj s prepovedjo vsakršnega seksističnega vedenja v šolskih pravilih, razvoj orodij za vzajemno spoštovanje med spoloma vse od najzgodnejših let, uvedba spolne vzgoje, katere nujno potrebna sestavina mora biti vzajemno spoštovanje med spoloma in preprečevanje seksističnega in spolnega nasilja, ozaveščanje o posebni vrsti nasilja nad priseljenskimi dekleti, namreč navideznih porokah in spolnem pohabljanju, krepitev boja proti spolnemu nadlegovanju in vsem oblikam obrednega ali stalnega seksističnega ali spolnega šikaniranja.
On the other hand, specific initiatives can focus on boys as potential perpetrators of violence, though not necessarily only towards girls.
Po drugi strani se posebne pobude lahko usmerjajo na fante kot verjetne storilce nasilja, čeprav ne nujno nad dekleti.
In the United Kingdom (Scotland), the government has established the initiative 'Better Behaviour – Better Learning', which has opened a national debate as to how teachers can ensure the optimum behaviour of young people to enable them to benefit from their learning in the classroom.
V Združenem kraljestvu (na Škotskem) je vlada s svojo pobudo 'Lepše vedenje – boljše učenje' začela nacionalno razpravo o tem, kako lahko učitelji pripomorejo k optimalnemu vedenju mladih ljudi in jim omogočijo, da pouk izrabijo sebi v prid.
Suggested strategies deal with a range of issues ranging from the prevention of low-level disruption in class to the provision for pupils experiencing severe disaffection and/or social, emotional and behavioural difficulties.
Predlagane strategije se ukvarjajo z mnogimi vprašanji, od preprečevanja preprostih motenj v razredu do pridobivanja izkušenj zaradi resnega nezadovoljstva oziroma socialnih, psihičnih in vedenjskih težav.
Many of these strategies focus on the behaviour of boys.
Mnoge od teh strategij so namenjene fantom.
In conclusion, most policies regarding the hidden curriculum and school climate have the goal of combating gender-based violence in schools.
Skleniti je mogoče, da je med političnimi cilji v zvezi s prikritim kurikulumom in šolskim ozračjem tudi boj proti nasilju v šolah.
Nevertheless, only a small number of countries have this aim as a general priority; most countries rely on individual or more specific initiatives.
Vendar je le majhno število držav ta cilj postavilo kot prednosten; večina držav se zanaša na posamezne ali posebej organizirane pobude.
As far as the framing of such initiatives is concerned, 'gender-based violence and harassment' is usually described in general terms; where the victims of such violence are mentioned specifically, it is usually assumed that girls or women are the primary victims of aggression.
Pri njihovem načrtovanju je 'spolno nasilje in nadlegovanje' navadno navedeno na splošno; kjer so posebej omenjene žrtve nasilja, se največkrat domneva, da so to dekleta in ženske.
However, most countries do not have specific government initiatives for making parents aware of gender equality issues, or when they do, they lack effective channels of dissemination.
Večina držav ne premore posebnih vladnih pobud za ozaveščanje staršev, kjer pa jih imajo, manjkajo učinkovite poti za razširjanje te ideje.
In certain cases, research institutions or non-governmental organisations might initiate specific awareness raising-projects, but these often remain isolated one-off events.
So primeri, ko raziskovalne institucije in nevladne organizacije začnejo posebne projekte za ozaveščanje, pogosto pa se ti strnejo le na posamične, enkratne dogodke.
Alternatively, in other cases, it is completely up to schools to decide whether and how they want to involve and inform parents in gender equality related matters.
Kadar o enakosti spolov ozaveščajo šole, pa je le od njih odvisno, ali bodo k temu pritegnile tudi starše in kako.
Nevertheless, government attention is often seen as essential because teachers themselves may not be aware of gender equality issues and the importance of involving parents in this matter.
Vseeno pa se zdi, da so vladne pobude bistvenega pomena, saj se učitelji sami pomena enakosti spolov ne zavedajo dovolj, prav tako ne, kako pomembno je sodelovanje staršev.
According to a Polish research project, relations between teachers and parents are a major problem in Poland with teachers often unable to establish the effective relations with parents that could support child-rearing.
Poljski raziskovalni projekt je razkril, da so prav odnosi med učitelji in starši glavni problem; učitelji pogosto ne zmorejo vzpostaviti učinkovitih stikov s starši, čeprav bi pri vzgoji lahko veliko pomagali.
In particular, teachers are not trained in gender equality issues, and therefore are not in a position to give parents any meaningful advice in this area (Lalak, 2008).
Natančneje, učitelji za vprašanja enakosti spolov niso dovolj usposobljeni, zato staršem ne znajo smiselno svetovati. (Lalak, 2008).
However, some countries do pay attention to parental involvement in promoting gender equality in education.
Nekatere države pa sodelovanju staršev pri uveljavljanju enakosti spolov v izobraževanju vendarle namenjajo nekaj pozornosti.
In Spain, all measures aimed at improving coexistence at school, and especially those related to gender, include families in information provision, awareness-raising and decision-making activities.
V Španiji je pri vseh ukrepih za izboljšanje sožitja v šolah, predvsem pa pri tistih, ki so povezani z enakostjo spolov, predvideno so- delovanje družin; tako je pri zagotavljanju informacij, ozaveščanju in odločanju.
The Institute for Women and the Confederación Española de Asociaciones de Padres y Madres de Alumnos y Alumnas (Spanish Confederation of Associations of Students Fathers and Mothers) have signed a specific collaboration agreement for the implementation of activities promoting the participation of parents in initiatives aimed at achieving equal opportunities in education.
Inštitut za ženske in Španska zveza združenj očetov in mater učenk in učencev (Confederación Española de Asociaciones de Padres y Madres de Alumnos y Alumnas) sta podpisala poseben sporazum za izvedbo dejavnosti, s katerimi se spodbuja sodelovanje staršev pri pobudah za ustvarjanje enakih možnosti v izobraževanju.
In Portugal, one of the two proposed strategic objectives of the current equality plan is to promote the integration of the gender dimension into the training and professional qualification of the various stakeholders in education and training.
Na Portugalskem je v sedanjem načrtu za enakost spolov eden od dveh strateških ciljev integriranje načela enakosti spolov v uspo- sabljanje in strokovno izpopolnjevanje različnih interesnih skupin, ki se ukvarjajo z izobraževanjem in usposabljanjem.
The goal of 'raising awareness through parents’ associations' is explicitly mentioned as one of the measures.
Med ukrepi je posebej omenjeno 'ozaveščanje prek starševskih združenj’.
In the countries that do have initiatives on parental involvement, a typical practice is for ministries to publish information materials for parents on gender equality.
V državah, kjer želijo uveljaviti sodelovanje staršev, ministrstva navadno objavljajo informativna gradiva o enakosti spolov za starše.