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

More documents

Recommendations

Info

NAISED JA MEHED HARIDUSELUS WOMEN AND MEN IN EDUCATION pay greater attention to individuals. The share of boys among those, who have discontinued their studies, has also decreased. A simple explanation for that would be that the number of girls among discontinuers cannot decrease at the same rate as the number of boys if absolute figures fall. Otherwise, there would soon be no discontinuers among girls, which is highly unlikely. Consequently, any decrease in the number of discontinuers should generally mean that the decrease is bigger on account of boys. However, it can be assumed that the proportion of boys will remain higher than that of the girls among those who have discontinued their studies. This is also noticeable in the increased share of boys in comparison with the share of girls in 2010. It could be assumed that 55–58% is the expected share of boys among discontinuers in case the number of discontinuers is small. (Figure 5) The situation with grade repeaters is similar to discontinuers. The number of grade repeaters has significantly decreased over years: from 9,423 in 1995 to 2,797 in 2010, representing a decrease by almost 70%. Even though the decrease has been faster than the drop in the number of students, there is a correlation between these figures. The share of boys among all grade repeaters has fallen from 70% to 54%. Figure 6 reveals a pattern similar to Figure 3 which shows a sudden change after the ninth grade. The share of boys among students who repeat grades drops under 50%. This cannot be explained by the fact that boys become better students when growing older. The main reason is the fact that the share of boys in the gymnasium is generally under 50%, because boys, more often than girls, opt for vocational education after the ninth grade. Comparing the share of boys studying in gymnasiums to the share of grade repeaters among boys, we can see that boys constitute around 40% of full-time students in secondary education and a roughly similar percentage among grade repeaters. However, in basic school, where boys comprise 51–53% of students, they constitute generally 70–80% of all grade repeaters. This leads to a conclusion that there is no gender difference in the grade repeater rates in gymnasiums. The young men enrolled in the gymnasium have generally similar levels of motivation and abilities as the girls. This leads to the assumption that less motivated young men with lower abilities continue in vocational education. (Figure 6) Vocational education It was repeatedly indicated in the above analysis that boys are more likely to transfer to vocational education from the general education path. This conclusion can be based on the sex of discontinuers and those who continue in the gymnasium. Table 1 indicates that these two assumptions are true. The number of boys is significantly higher than the number of girls in vocational courses with non-defined basic education which is designed specifically for students who have dropped out of basic school. In recent years, 85–90% of such students have been boys. The share of boys has been significantly larger than the share of girls in previous years as well. The number of boys in vocational courses after basic education is almost twice as high as the number of girls. This also explains the decrease in the number of boys in general education between grades nine and ten. In percentage terms, boys are more likely to opt for vocational education than girls. However, the situation is reversed in vocational courses after secondary education. Namely, this level includes more girls than boys. Girls constitute 60% of students at this level. (Table 1) Studying in vocational education is a step towards choosing a future job. By acquiring vocational qualification in a specific area, people restrict their choices in the labour market. Figure 7 indicates that boys constitute a great majority of students in engineering, manufacturing and construction as well as natural and exact sciences. Social services, business and law as well as health and well-being are less popular. However, the share of young men studying health and well-being specialties is gradually increasing. Massage studies, in particular, have become more popular. Girls constitute a higher share in those fields, which are taught after the upper secondary school level. (Figure 7) MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? MAN’S HOME IS THE WORLD, WOMAN’S WORLD IS HER HOME? 109
NAISED JA MEHED HARIDUSELUS WOMEN AND MEN IN EDUCATION Higher education A review of gender differences in the acquisition of higher education indicates that women are more prevalent than men among Estonian university students – roughly 60% of university students are women. The number of male and female students was relatively equal only 15 years ago. Social processes have made higher education fully accessible to women. There are also increased social expectations and pressures to acquire higher education, which was not so clearly visible earlier. This pressure also applies to men but, as lots of men exit the education path earlier and, it can be seen that they in general also discontinue their studies earlier, the number of male students in universities is lower than the number of female students. In percentage terms, we cannot complain about the share of men acquiring higher education in Estonia. A very large proportion of total Estonian population as well as of males has higher education. However, the centuries-old situation, where men’s level of education was generally higher than that of women, is now changing. We can expect that women in Estonia will be more educated than their husbands in the future. The share of women has been gradually increasing at all levels of higher education: Bachelor’s, Master’s and Doctoral studies. However, the percentage of women has decreased in professional higher education and integrated studies. These forms of education focus more on applied knowledge. Integrated study generally comprises engineering and medical studies. These fields of study tend to be of more interest for men. (Table 2) Figure 8 illustrating the share of men by fields of higher education indicates that there have been no major changes in the past 15 years. The share of men has decreased in most fields, corresponding to increased presence of women in higher education. The largest changes have been detected in the fields of services, health and well-being, social sciences, business and law. The decrease in the share of men has been the largest in these fields. Women have generally preferred to study ‘soft’ specialties. This is also confirmed by the data displayed in Table 2 which indicate that the change in the share of women in applied education curricula has been less significant than in Bachelor’s study. (Figure 8) Summary Currently, the number of women acquiring the highest level of education is larger than the respective number of men. Besides the fact that the share of males among the persons acquiring higher education decreased in the mid-1990s, caused by the addition of new study places, there have been no other major changes in the field of education. Although the educational gap is currently bigger than 15 years ago, it has stood relatively stable during the last 10 years. The lagging behind of men starts at the moment of transition from basic school to the gymnasium and continues at the transition to university education. While there is no difference in the number of young men and women at the transition from the gymnasium to the university, the difference is present at the transition from the basic school to the gymnasium. Evidently, gender gap is to a certain extent inevitable. In the European Union, about 55% of the persons acquiring higher education are women. In Estonia the respective share is 60%. The question is whether Estonia’s corresponding percentage 60% is the rightest one. In the future, it would be necessary to study why the proportion of boys in gymnasiums is by ten percentage points smaller, i.e. why they are unable to compete with girls for places in the gymnasium. 110 MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? MAN’S HOME IS THE WORLD, WOMAN’S WORLD IS HER HOME?
Page 1 and 2:
MEHE KODU ON MAAILM, NAISE MAAILM O
Page 3 and 4:
Koostanud Statistikaameti rahvastik
Page 5 and 6:
SAATESÕNA PREFACE PREFACE Overview
Page 7 and 8:
SOOLISED ERINEVUSED AJAKASUTUSES GE
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
TERVIS JA TÖÖVÕIME HEALTH AND CA
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60: TERVIS JA TÖÖVÕIME HEALTH AND CA
Page 61 and 62: TÖÖ- JA PEREELU ÜHITAMINE RECONC
Page 85 and 86: KULTUURIASUTUSTES KÄIMINE VISITING
Page 101 and 102: NAISED JA MEHED HARIDUSELUS WOMEN A
Page 109: NAISED JA MEHED HARIDUSELUS WOMEN A
Page 113 and 114: HARIDUSE PEEGELDUS TÄISKASVANUEAS
Page 129: MÄRKIDE SELETUS EXPLANATION OF SYM
show all

MEHE KODU ON MAAILM, NAISE MAAILM ON KODU? - Tartu Ãlikool

Create successful ePaper yourself

Delete template?

Save as template?

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