MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? - Tartu Ãlikool

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KULTUURIASUTUSTES KÄIMINE VISITING OF CULTURAL INSTITUTIONS working hours of couples and single persons based on their habits of visiting cultural institutions again reveals a huge difference in favour of those who visit cultural institutions. Such a difference is the smallest in case of single men (36 minutes per day) and the biggest in case of men in cohabitation (approximately 1 hour and 43 minutes per day). The difference is present but more modest in case of women, being about one hour for single women and an hour and a half per day for women living together with a partner. The reason for a generally higher level of activeness in case of persons living together with a partner probably lies in the fact that cohabiting people have more obligations towards each other and children than single people, which means that they make more efforts to plan their spare time. On the other hand, cohabitation also means greater mutual motivation, which is not necessarily experienced on a daily basis by single people. However, visiting cultural institutions offers couples living together an opportunity to have a good time together, reviving the cohabitation and contributing to the capacity for work in this way. Summary No matter how you compare the people who visit cultural institutions and those who do not, it is clearly noticeable that, as a rule, people who visited either cinema, theatre, concert, museum, cultural monument or attended any other cultural event at least once within the 12 months preceding the survey, tend to work more, i.e. their average number of working hours exceeds those of the people who do not consume culture. In spite of the need to consider statistical error to a certain extent, visiting cultural institutions still refers to a correlation with people’s activeness in work activities. We may only assume the type of direct impact of visiting cultural institutions on personal capacity for work. Perhaps active employees are the ones who love to entertain and broaden their minds from time to time. However, this impact is probably reciprocal, as attending cultural events helps people focus on something else and thus gives an opportunity to leave the routine for a short period and then have a new, refreshed approach to their daily duties. Apparently, people who work intensively need to detach themselves from their work at some point to resume working with the same level of intensity later on. Visiting of cultural institutions is an investment in cultural capital (Khawaja and Mowafi 2006), the positive effect of which is rather diverse. There is a direct connection between visiting cultural institutions and the amount of work performed. This, however, gives to the employers an opportunity to ask – in the course of recruitment – when they last attended a cultural event. Yet, based on such statistics we may also state that employers who want to increase the productivity of their staff should perhaps send their employees to the theatre or concert for a couple of times a year or arrange a tour for them to see some cultural monuments. Related expenses will surely be covered by the amount of work people produce after such a cultural experience. MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? MAN’S HOME IS THE WORLD, WOMAN’S WORLD IS HER HOME? 99
NAISED JA MEHED HARIDUSELUS WOMEN AND MEN IN EDUCATION HARIDUSELUS NAISED SPURDIVAD, MEHED SÖRGIVAD? Rain Leoma Sissejuhatus Sooline lõhe hariduses on tänapäeva lääne ühiskonnas tähtis teema. Kui ajalooliselt oli ligipääs haridusele ja eriti hariduse kõrgematele astmetele paremini kättesaadav just meestele, siis tänapäeva maailmas on see tendents muutunud. Euroopas on naiste osatähtsus kõrghariduses hakanud järjest suurenema ja see tõstatab küsimusi, miks mehed ei suuda naistega konkureerida ja kas selliste trendide jätkudes on oht, et tulevikus on suur hulk mehi vähem haritud kui naised. Naiste aktiivne osalemine hariduse omandamises on väga positiivne, kuid probleem on just meeste vähene hariduselus osalemine võrreldes naistega. Joonis nr 1 näitab meeste osatähtsuse muutumist Eesti tasemehariduses pärast taasiseseisvumist. Jooniselt nähtub, et sooline erinevus ei ole kõikidel tasemetel ühtlane – suhtarvudes järjest rohkem meessoost õpilasi omandab kutseharidust ja naissoost õpilasi kõrgharidust. Siinses artiklis vaadeldakse meeste ja naiste haridusteed ja püütakse juhtida tähelepanu sellele, millal sooline segregatsioon tekib. Samal ajal üritatakse põhjendada ka teatavaid trende ja nende muutusi. Niisiis annab artikkel ülevaate taasiseseisvumisjärgse aja hariduselust. Joonis 1. Meessoost õpilaste osatähtsus tasemehariduses, 1995–2010 Figure 1. Share of male students in formal education, 1995–2010 % 60 Põhiharidus Basic education 55 Keskharidus Secondary education Kutseharidus 50 Vocational education Kõrgharidus 45 Higher education 40 35 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 Alusharidus Inimese haridustee hakkab alati algusest, enamasti alusharidusest ehk lasteaiast. Tavaliselt puututakse just seal esimest korda kokku institutsionaliseeritud haridusega. Alusharidust omandavate laste hulgas pole soolist erinevust märgata. Lapsevanemate otsust, kas laps peaks käima lasteaias, lapse sugu ei mõjuta. Tavaliselt on küll lasteaias poisse igas vanuses veidi rohkem kui tüdrukuid (poisse on umbes 51–52%), mis tuleb pigem sellest, et poisse sünnib tavaliselt natuke rohkem kui tüdrukuid ja seega ongi haridustee alguses ehk lasteaedades poisse rohkem. Vanemas eas hakkab see suhe muutuma ja tüdrukute osatähtsus haridusteel (alusharidus -> põhiharidus -> keskharidus -> kõrgharidus) suureneb. Suurem erinevus tekib, kui toimub üleminek algkooli, ehk esimese klassi laste seas. Nimelt suureneb siis hüppeliselt poiste osatähtsus nende seitsmeaastaste laste seas, kes käivad veel lasteaias. Joonisel nr 2 on näha, kuidas aastatel 2009–2010 oli kolme- kuni kuueaastaste poiste osatähtsus lasteaias umbes 51–52% ja seitsmeaastaste oma 69% ja 74%. Põhjus on selles, et poisid arenevad veidi aeglasemalt ja neid jäetakse lasteaeda natuke kauemaks. Kuigi seaduse järgi ei tehta lapse sool koolikohustuse täitmise puhul vahet, on siiski võimalus kooliminekut aasta võrra edasi lükata, kui see peaks vajalikuks osutuma. Statistika järgi kasutatakse seda võimalust poiste puhul rohkem. 100 MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? MAN’S HOME IS THE WORLD, WOMAN’S WORLD IS HER HOME?
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MEHE KODU ON MAAILM, NAISE MAAILM O
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Koostanud Statistikaameti rahvastik
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SAATESÕNA PREFACE PREFACE Overview
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SOOLISED ERINEVUSED AJAKASUTUSES GE
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