natgillin/translations-raw huggingface dataset:
By contrast, in the area of engineering, manufacturing and construction, men are markedly dominant; only one out of four graduates is a woman.
Nasprotno pa v tehniki, proizvodnih tehnologijah in gradbeništvu opazno prevladujejo moški; le ena od štirih diplomantov je ženska.
Men are overrepresented in all countries, especially in Germany, Ireland, Cyprus, the Netherlands and Austria, where the proportion of female graduates is less than 20 %.
Moških je več v vseh državah, posebno v Nemčiji, na Irskem, Cipru, Nizozemskem in v Avstriji, kjer je delež diplomantk manj kot 20-odstoten.
The area of science, mathematics and computing is slightly male dominated – approximately 60 % of graduates are men.
V naravoslovju, matematiki in računalništvu moški tudi malo prevladujejo – približno 60 % diplomantov je moških.
It is worth noting, however, that in Bulgaria and Romania, the general pattern is reversed with a majority of female graduates in this field.
Nič ne pomaga, da je v Bolgariji in Romuniji vzorec obrnjen in so ženske med diplomanti v večini.
There are large country variations regarding the gender composition of graduates in the area of services, while the agriculture and veterinary area has about equal distribution of women and men. However, these areas are rather small, producing less than 5 % of total graduates.
Po državah so velike razlike v sestavi diplomantov po spolu pri storitvah, v kmetijstvu in veterinarstvu pa sta deleža žensk in moških približno enako porazdeljena.Vendar sta ti področji sorazmerno slabo zastopani, saj na njih diplomira manj kot 5 % diplomantov.
Policies and projectstargeting horizontal segregation
8.1.1 Politike in projekti, povezani s horizontalnim ločevanjem
Most countries with gender equality policies in higher education have the primary goal of combating horizontal segregation and the gender imbalance in the choice of academic discipline by women and men.
V večini držav, kjer imajo politike enakosti spolov v visokem šolstvu, med cilji na prvo mesto postavljajo odpravljanje horizontalnega ločevanja in po spolu neuravnotežene izbire akademskih disciplin.
Almost all of these policies and projects target girls or women; only a minority of programmes focus on the choices made by boys or men.
Skoraj vse politike in projekti te vrste se nanašajo na dekleta in ženske; le v manjšini programov se pozornost posveča študijski izbiri fantov oziroma moških.
There are two main policy instruments aiming at changing the traditional choices made by women (and sometimes men).
Za spreminjanje tradicionalnega študijskega izbiranja žensk (in včasih moških) sta razvidna dva politična instrumenta.
Firstly, educational or vocational guidance is provided in secondary schools (see Chapter 4).
Prvič, v sekundarnih šolah se organizira izobraževalno in poklicno usmerjanje (glej 4. poglavje).
Secondly, there are awareness-raising projects involving higher education institutions.
Drugič, k projektom za ozaveščanje so povabljene visokošolske institucije.
These projects can be initiated or financially supported by ministries or governments.
Začnejo se na pobudo ministrstev in vlad ali pa te sonancirajo.
In most cases, their aim is to attract more women to the fields of science, mathematics and computing as well as to engineering, manufacturing and construction.
Njihov najpogostejši namen je privabiti več žensk na dve področji: naravoslovje, matematiko in računalništvo ter tehniko, proizvodne tehnologije in gradbeništvo.
The most common practices include the organisation of university open days or the granting of special awards to female students.
Med promocijske dejavnosti spada organiziranje odprtih vrat na univerzah in podeljevanje posebnih nagrad študentkam.
In the Flemish Community of Belgium, the department of Economy, Science and Innovation is currently funding a project aimed at increasing the number of women in engineering studies.
V flamski skupnosti v Belgiji ministrstvo za gospodarstvo, znanost in inovacije prav zdaj sonancira projekt, s katerim naj bi pove- čali število žensk v tehniških študijih. Poiskali naj bi ženske vzornice in izkoreninili spolne stereotipe v tehniki.
This project runs from 2008 until 2010.
Projekti so načrtovani za obdobje med letoma 2008 in 2010.
In the Czech Republic, the National Contact Centre – Women and Science (Ženy a vda) was established in 2001 as a project of the Institute of Sociology of the Academy of Sciences of the Czech Republic, financed by the Ministry of Education, Youth and Sport.
Na Češkem je bil leta 2001 ustanovljen nacionalni klicni center – Ženske in znanost (Ženy a věda) kot projekt Inštituta za sociologijo na češki Akademiji za znanost; projekt financira Ministrstvo za šolstvo, mladino in šport.
The Centre’s mission is to contribute to influencing gender discussion in R & D and to shaping science and human resources policy in the Czech Republic, especially with respect to the position of women in science.
Poslanstvo centra je prispevati k razpravam o vlogi spolov v raziskovalni in razvojni dejavnosti in pri oblikovanju politike v zvezi z znanostjo in človeškimi viri na Češkem. Posebna pozornost je namenjena položaju žensk v znanosti.
Furthermore, under the name 'Barriers' a mentoring system project for female secondary school students was piloted in 2009.
Poleg tega se je leta 2009 začel tudi pilotni projekt za vpeljavo mentorskega sistema za dekleta v sekundarnem izobraževanju.
In Germany, the National Pact for Women in MINT Careers was launched in 2008 as part of the Federal Government’s qualification campaign 'Advancement through Education'.
V Nemčiji je bil leta 2008 sprejet in začet Nacionalni dogovor o ženskah, in sicer kot del kampanje Zvezne vlade z naslovom 'Izobra- ževanje za napredek'.
The aim is to encourage more girls and women to pursue training, university degrees and careers in the areas of mathematics, information science, the natural sciences and technology (MINT).
Njen namen je spodbuditi več deklet za usposabljanje, univerzitetni študij in poklicno pot na področjih, kot so matematika, informacijske znanosti, naravoslovje in tehnologija (MINT).
It includes numerous partners from industry, science, research, politics and the media and operates under the slogan 'Come on, do MINT'.
Pri njej sodelujejo številni partnerji iz industrije, znanosti, raziskovanja, politike in javnih občil, delajo pa pod geslom 'Pridite, izberite si MINT'.
By presenting positive role models, the partners in the Pact are contributing towards reducing the stereotypes associated with these areas of work.
S predstavitvijo pozitivnih vzornic partnerji želijo zmanjšati moč stereotipov na teh področjih.
At the same time, they have agreed to intensify their efforts to make it easier to balance work and family commitments.
Sočasno so se sporazumeli tudi za krepitev ukrepov, s katerimi bi bilo mogoče uravnotežiti poklicno in družinsko življenje.
In France, the Mission for Parity in Higher Education and Research devises an annual plan of specific measures aimed at encouraging more girls to take science subjects.
V Franciji je v Poslanstvu za enakopravnost v visokem šolstvu in raziskovanju načrtovan letni načrt s posebnimi ukrepi za spodbujanje deklet pri izbiri naravoslovnih predmetov.
It monitors the balance between men and women in science careers and ensures that the gender dimension is taken into account in research institutions, programmes and policies in France.
Spremlja ravnotežje med ženskami in moškimi na znanstveni poklicni poti in zagotavlja, da se pri tem v raziskovalnih institucijah ter pri programih in politikah upošteva enakopravnost spolov.
It works with associations of women scientists and, in 2004, it signed a framework convention with three of them to encourage more girls to
Delo poteka v sodelovanju z združenji žensk znanstvenic; leta 2004 je bila s tremi izmed njih sklenjena okvirna konvencija za spodbujanje deklet pri izbiri naravoslovnih študijev in poklicev s teh področij.
Chapter 8: Gender Equality Policiesin Higher Education choose science courses and careers. The website www.elles-en-sciences.org was developed as a result.
8. poglavje: Politike enakosti spolov v visokem šolstvu objavljanje kazalnikov, statističnih podatkov in študij.
In addition, in 2005, the engineering colleges set themselves self-imposed targets under a ‘Convention to promote gender equality’ signed by the Conferences of the grandes écoles and the Minister for Parity and Equality at Work.
Poleg tega so si leta 2005 visoke tehniške šole zadale še en cilj; konference grandesécoles in minister za enakopravnost in enakost pri zaposlovanju so podpisali‘Konvencijo za uveljavljanje enakosti spolov’.
In Ireland, the 'role model' project aimed to encourage more girls to consider studying and working in the nontraditional areas of science, engineering and technology.
Na Irskem želijo s projektom 'vzornice' več deklet spodbuditi k premisleku o študiju in delu na netradicionalnih naravoslovnih, tehniških in tehnoloških področjih.
It was produced by Women in Technology and Science (WITS), a non-governmental network of women professionals who work in the SET sectors, and was funded by the Department of Education and Science.
Projekt so pripravile Ženske v tehnologiji in znanosti, nevladnem omrežju strokovnjakinj, ki delajo na teh področjih, financiralo pa ga je Ministrstvo za šolstvo in znanost.
The project also involved supporting, nationally, six third level colleges in running a role model day as a way of increasing the participation of females in SET courses at third level.
Projekt vsebuje tudi nacionalno podporo šestim visokošolskim institucijam, da so pripravile dneve vzornic; pripomogli naj bi k večjemu vpisu žensk v študijske programe tretje stopnje z naravoslovnih, tehniških in tehnoloških področij.
Furthermore, the Science Foundation Ireland (SFI) launched four programmes to address underrepresentation of women in Irish science and engineering research.
Poleg tega se je Irska znanstvena fundacija (SFI) lotila projekta, ki naj bi se ukvarjal z nizko zastopanostjo žensk na naravoslovnih in tehniških raziskovalnih področjih.
These schemes are intended to encourage and support the development of sustainable mechanisms and practices ensuring that women researchers have an equal opportunity to compete based on their scientific expertise, knowledge and potential.
Gre za načrt spodbujanja in razvijanja trajnih mehanizmov in praks, ki naj bi raziskovalkam zagotavljal enake možnosti, in sicer na podlagi znanstvenih poročil, znanja in zmožnosti.
In Lithuania, the Strategy for Ensuring Equal Opportunity in Science for Men and Women maps out a number of objectives and measures to establish gender equality in the Lithuanian higher education system.
V Litvi je v Strategiji za zagotavljanje enakih možnosti moških in žensk v znanosti točen načrt številnih ukrepov za vzpostavitev ena- kosti spolov v litvanskem visokem šolstvu.
Although the strategy is first and foremost directed towards ensuring gender equity in the Lithuanian science community, the results of the implementation of the strategy are expected to have, in future, a positive impact not only in achieving gender balance in different fields of study but also in creating a genderneutral learning environment for students of both sexes.
Čeprav je strategija namenjena predvsem zagotavljanju enakosti spolov v litvanski znanstveni skupnosti, pričakujejo, da bo v prihodnje pozitivno vplivala tako na ravnotežje med spoloma na različnih študijskih področjih kot na ustvarjanje za oba spola primernega učnega okolja.
In the Netherlands, in the coming years, the Ministry of Education, Culture and Science and Platform Bèta Techniek will invest more money in activities aimed at informing and enthusing girls.
Na Nizozemskem bosta Ministrstvo za šolstvo, kulturo in znanost in ustanova Platform Bèta Techniek vlagali sredstva v dejavnosti, s katerimi naj bi obveščali in navduševali dekleta.
The Platform Bèta Techniek wants targets to be formulated in 2009 for senior secondary vocational education, higher professional education and university education.
Platform Bèta Techniek želi, da bi bile leta 2009 pobude oblikovane za višje poklicne sekundarne šole, visoke strokovne šole in univerze.
In addition, as well as focusing on girls in all sectors in education, attention is also given to boys, particularly in relation to teaching programmes (see Chapter 7).
Poleg spodbujanja deklet za različna študijska področja je projekt namenjen tudi fantom; te spodbuja k izbiri pedagoških študijskih programov (glej 7. poglavje).
In Austria, gender equality is one of the guiding principles for universities implemented in the University Act 2002.
V Avstriji je enakost spolov vodilno načelo, ki ga za univerze določa Zakon o univerzah iz leta 2002.
An important programme in the country is FIT (Frauen in die Technik, 'women in engineering').
Med pomembne programe v državi spada program 'Ženske v tehniki' (Frauen in die Technik, FIT).
The aim of FIT is to inform female students about study options and to encourage interested girls to go for a nontraditional field of study.
Njegov namen je informirati študentke o študijskih možnostih in spodbuditi zanimanje za netradicionalna študijska področja.
FIT is coordinated by the Federal Ministry for Education, Arts and Culture and is implemented in six university towns in Austria.
Usklajuje ga Zvezno ministrstvo za šolstvo, umetnost in kulturo, poteka pa v šestih avstrijskih univerzitetnih mestih.
Female students in engineering or natural sciences visit schools to promote opportunities in engineering and natural sciences to interested female students.
Študentke tehnike in naravoslovnih ved obiskujejo šole in predvsem učenkam prikazujejo možnosti, ki se ponujajo v tehniki in naravoslovju.
These students also have the option to attend 'information days' at universities and to attend trial lectures, workshops or panel discussions, etc.
Študentke lahko sodelujejo tudi na 'informativnih dnevih' na univerzah, pri poskusnih predavanjih, delavnicah ali panelnih razpravah itd.
In Poland, in 2008, a coordinated campaign under the slogan 'Girls, study at technical universities!'
Na Poljskem je leta 2008 potekala usklajena kampanja z geslom 'Dekleta, študirajte na tehniških univerzah!'
(Dziewczyny na politechniki!) was run by the Education Foundation Perspektywy and the Conference of Rectors of Technical Universities to promote engineering and technology programmes among young women.
(Dziewczyny na polite- chniki!); vodili sta jo sklad za izobraževanje Perspektywy in rektorska konferenca tehniških univerz, njen namen pa je bil spodbujati dekleta k študiju tehnike in tehnologije.
As part of 'The Open Day – For Girls Only', 14 technical universities prepared special programmes, including classes in laboratories, debates, meetings with women researchers and female students following degree programmes in engineering and science.
Štirinajst tehniških univerz je pripravilo poseben program 'Dan odprtih vrat – samo za dekleta'; program je zajemal delo v učilnicah in laboratorijih, razprave, srečanja z raziskovalkami in študentkami naravoslovnih in tehniških študijskih programov. Kampanja je bila uspešno ponovljena leta 2009.
In the United Kingdom, there are national initiatives to counter gender imbalance in certain subject areas in the tertiary sector, notably science and engineering.
Tudi v Združenem kraljestvu je precej nacionalnih pobud, ki se spopadajo z neuravnoteženo zastopanostjo spolov na posameznih področjih v terciarnem izobraževanju, predvsem v naravoslovju in tehniki.
One of the best known is Women into Science and Engineering (WISE).
Med najbolj znanimi je projekt Ženske v naravoslovju in tehniki.
The WISE campaign collaborates with a range of partners to encourage girls of school age to value and pursue science, technology, engineering- and construction-related courses in school or college as well as to move on into related careers.
V kampanji sodeluje cela vrsta partnerjev; šoloobvezna dekleta spodbujajo, da bi vzljubila naravoslovje, tehnologijo, tehniko in gradbeništvo in si ta področja izbrala za študij in poklic.
In Norway, attributing extra points for entry into universities and university colleges is an instrument used in relation to fields of study with a gender imbalance.
Na Norveškem se na univerzah in fakultetah za vpis v študijske programe z neuravnoteženim številom deklet in fantov dodeljujejo dodatne točke.
The Ministry has established national centres in mathematics and in science which, together with other partners, have a mandate to encourage and recruit students, especially women, into science subjects.
Ministrstvo je skupaj z drugimi partnerji ustanovilo nacionalne centre za matematiko in naravoslovje, ki so pooblaščeni za spodbujanje in privabljanje študentov, predvsem deklet, v naravoslovne študije.
8.2 Vertical segregation
8.2 Vertikalno ločevanje
There are notable gender differences regarding participation in and graduation from tertiary education (ISCED 5-6).
Podatki o vpisanih študentih in diplomantih v terciarnem izobraževanju (ISCED 5-6) kažejo na opazne razlike med spoloma.
In general, more women than men are enrolled in higher education (see EACEA/Eurydice 2009a, Figures C16 and F6).
Na splošno je v visoko šolstvo vpisan večji delež žensk kot moških (glej EACEA/Eurydice 2009a, preglednici C16 in F6).
The exception is Turkey, where only 43 % of students are women.
Izjema je Turčija, kjer je med študenti le 43 % žensk.
On average in the EU-27, women comprise 55 % of students enrolled at tertiary level; in Iceland the figure rises to 64 %.
V EU-27 je v povprečju med študenti, vpisanimi v terciarno izobraževanje, 55 % žensk; na Islandiji se njihov delež poveča na
In Estonia and Latvia, the proportion of females who graduate is even higher, approximately 70 %.
V Estoniji in Latviji je delež diplomantk še večji, približno 70-odstoten.
The average proportion of women enrolled in tertiary education has been gradually increasing over recent years in the EU-27 (2 % increase from 1998 to 2006).
V EU-27 se je povprečni delež žensk, vpisanih v terciarno izobraževanje, v zadnjih letih postopoma povečeval (med letoma 1998 in 2006 za 2 %).
This pattern is similar in most European countries, with an increase of more than 5 % in the Czech Republic, Malta, Romania and Slovakia.
Vzorec je podoben v vseh evropskih državah; povečanje je bilo več kot 5-odstotno na Češkem, Malti, v Romuniji in na Slovaškem.
Bulgaria and Cyprus were the only countries where female participation rates decreased between 1998 and 2006 (7 % and 4 % respectively).
Le v Bolgariji in na Cipru se je delež žensk v tem obdobju zmanjšal (za 7 % oziroma 4 %).
The proportion of female graduates rose even faster, with an increase of 4 % on average across the EU-27 from 1998 to 2006; in Germany, Hungary and Iceland the increase was more than 8 %.
Še močneje se je v istem obdobju povečal delež diplomantk, v EU-27 v povprečju za 4 %; v Nemčiji, na Madžarskem in Islandiji je bilo povečanje več kot 8-odstotno.
This increase in the proportion of female graduates has not been seen as problematic in the vast majority of countries, primarily since the differences between the participation rates of women and men are not very big in most countries.
Čedalje večji delež diplomantk se v večini držav ni zdel problematičen, saj razlike v deležih po spolu niso bile zelo velike.
Nevertheless, a report by the Higher Education Policy Institute (HEPI), an independent think-tank in the United Kingdom, highlights areas of possible concern for the future, arguing that this trend might have the potential to 'give rise to adverse stereotypes, particularly for men from disadvantaged socioeconomic backgrounds' (HEPI 2009, point 101).
V Združenem kraljestvu pa je poročilo Inštituta za politiko visokega šolstva (Higher Education Policy Institute – HEPI), neodvisne institucije za razmislek, osvetlilo tudi morebitne prihodnje težave; navedene težnje bi namreč lahko povzročile, da bi se 'povečala moč škodljivih stereotipov, posebno za moške iz prikrajšanih socialno-ekonomskih okolij' (HEPI 2009, točka 101).
At the national level, Finland and Sweden are somewhat concerned about this issue.
Na nacionalni ravni sta zaradi tega vprašanja zaskrbljeni tudi Finska in Švedska.
In Sweden, in January 2009, the Delegation for Gender Equality in Higher Education was commissioned with the task of supporting and proposing measures that promote gender equality in higher education.
Na Švedskem je bila januarja 2009 Delegacija za enakost spolov v visokem šolstvu pooblaščena, da predlaga ukrepe za uveljavljanje enakost spolov.
This body has been asked to pay special attention to the issue of genderrelated choice of academic courses as well as to the question of a decline in the proportion of men that apply for university programmes and courses.
Naprošena je bila, naj posebno pozornost posveti vprašanjema o tem, kako si pripadniki posameznega spola izbirajo študijske programe in zakaj se zmanjšuje delež fantov, ki se vpisujejo v univerzitetne študijske programe.
The delegation will report to the Swedish government no later than 1 January 2011.
Delegacija mora švedski vladi poročati najpozneje do 1. januarja 2011.
Nevertheless, despite these overall tendencies, comparing the proportion of women among graduates at ISCED level 5 and ISCED level 6 (i.e. at doctoral level) reveals that women are still slightly underrepresented among doctoral graduates.
Kljub navedenim splošnim težnjam pa primerjava deleža žensk med diplomanti na ravneh ISCED 5 in IS-CED 6 (to je na doktorski ravni) razkriva, da so ženske med diplomanti doktorskega študija slabše zastopane.
As Figure 8.2 shows, the percentage of female doctoral graduates is on average 44 % in the EU-27, and it is 50 % or higher only in Bulgaria, Estonia, Italy, Cyprus, Latvia, Lithuania, Romania, Finland and Iceland.
Preglednica 8.2 kaže, da je delež diplomantk doktorskega študija v povprečju 44-odstoten v EU-27, 50-odstoten ali višji pa le v Bolgariji, Estoniji, Italiji, na Cipru, v Latviji, Litvi, Romuniji, na Finskem in Islandiji.
The proportion of women with a doctorate is below 40 % in the French Community of Belgium, the Czech Republic, Malta and Liechtenstein.
Delež žensk z doktoratom je manj kot 40-odstoten v francoski skupnosti v Belgiji, na Češkem, Malti in v Lihtenštajnu.
Nevertheless, in the case of Cyprus, Malta, Iceland and Liechtenstein, due to the very low absolute number of doctoral graduates, data on the proportion of women have to be interpreted carefully.
Treba pa je upoštevati, da je absolutno število diplomantov doktorskega študija na Cipru, Malti, Islandiji in v Lihtenštajnu zelo majhno, zato je pri interpretaciji deleža žensk v teh državah potrebna previdnost.
In Turkey, interestingly, the proportion of women with doctorates is not much lower (41 %) than that of female graduates at ISCED level 5.
Zanimivo je, da v Turčiji delež žensk z doktoratom (41 %) ni dosti nižji od deleža diplomantk na ravni ISCED 5.
Overall, these percentages have been relatively stable since 2004 but with a slightly increasing tendency.
Gledano v celoti, so navedeni deleži od leta 2004 naprej precej ustaljeni, zdi se, da se le rahlo povečujejo.
In Denmark, Slovenia and Finland, there has been an increase of more than 10 %, while Estonia is the only country where the proportion of women with doctorates has decreased since 2004.
Na Danskem, v Sloveniji in na Finskem so se povečali za več kot 10 %, Estonija pa je edina država, kjer se je po letu 2004 delež žensk med diplomanti doktorskega študija zmanjšal.
Women are even more underrepresented among professors and academic staff in universities.
Ženske so še slabše zastopane med profesorji in akademskim osebjem na univerzah.
As Figure 8.3 shows, the percentage of women among teaching staff at ISCED 56 levels is below 50 % in all countries except Latvia and Lithuania.
Kot prikazuje preglednica 8.3, je njihov delež med učnim osebjem na ravneh ISCED 5 in 6 manj kot 50-odstoten v vseh državah, razen v Latviji in Litvi.