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ЗАБЕЗПЕЧЕННЯ РЕАЛ1ЗАЦП ПРОГРЕСИВНОГО П1ДХОДУ ДО ГЕНДЕРНО1 Р1ВНОСТ1 У СФЕР1 ОСВ1ТИ: ДОСВ1Д ШВЕЦИ
Срмошенко А.М.
Предметом дослдження е державна полiтика та урядовi заходи Швеци щодо гендерноУ pieHOcmi у сферi освти.
Метою досл'дження е аналiз пЮход'ю до забезпечення гендерноУ р!вност!' у сферi освти на р'тш шкльних i дошкльних заклад1в у Швеци.
Методами досл'дження е методи абстракцИ та порiвняльного аналзу.
Результати роботи. Стаття присвячена досл'дженню пдходу до забезпечення гендерноУ р!вност!' у сферi освти (шкЛьний i дошкЛьний рiвень) у Швеци. На сьогодн шведський пдхд до iнтеграци гендерноУ р!вност!' у системi ос&ти е одним iз найбЛьш прогресивних у Свропейському Союзi i охоплюе вС рiвнi починаючи в'д законодавчоУ бази до самих шкЛьних та дошкльних заклад'в, що реал'зують зазначений п'дх'д на практиц.
Галуззю застосування результат'¡в досл'дження е державна полтика у сферi освти.
Висновки. Проведений аналiз дозволив видлити основы характеристики комплексного пдходу до гендерноУ рiвностi в сферi освти в Швеци. Виявлен принципи та методи забезпечення гендерноУ рiвностi на р1вн1 шкльних i дошкльних заклад!в можуть бути прийняти до розгляду пд час реформування системи освти в УкраУн.
Ключов'1 слова: гендерна рiвнiсть, комплексний гендерний пд^д, освта
ОБЕСПЕЧЕНИЕ РЕАЛИЗАЦИИ ПРОГРЕССИВНОГО ПОДХОДА К ГЕНДЕРНОМУ РАВЕНСТВУ В СФЕРЕ ОБРАЗОВАНИЯ: ОПЫТ ШВЕЦИИ
Ермошенко А.Н.
Предметом исследования является государственная политика и правительственные меры Швеции по гендерному равенству в сфере образования.
Целью исследования является анализ подходов к обеспечению гендерного равенства в сфере образования на уровне школьных и дошкольных учреждений в Швеции.
Методами исследования являются методы абстракции и сравнительного анализа.
Результаты работы. Статья посвящена исследованию подхода к обеспечению гендерного равенства в сфере образования (школьный и дошкольный уровень) в Швеции. На сегодня шведский подход к интеграции гендерного равенства в системе образования является одним из самых прогрессивных в Европейском Союзе и охватывает все уровни начиная от законодательной базы до самых школьных и дошкольных учреждений, реализующих указанный подход на практике.
Областью применения результатов исследования является государственная политика в сфере образования.
Выводы. Проведенный анализ позволил выделить основные характеристики комплексного подхода к гендерному равенству в сфере образования в Швеции. Выявленные принципы и методы обеспечения гендерного равенства на уровне школьных и дошкольных учреждений могут быть принять к рассмотрению при реформировании системы образования в Украине.
Ключевые слова: гендерное равенство, комплексный гендерный подход, образование
INSURING PROGRESSIVE APPROACH TO GENDER EQUALITY IN EDUCATION: THE SWEDISH APPROACH
Yermoshenko A.M.
The research question consists of the Swedish government policies and measures concerning gender equality in education.
The purpose of study is to shed light on the government approach to gender equality in education with focus on schools and preschools in Sweden.
Research methods are the abstract and comparative analyses.
Results. The article investigates the approach to gender equality in education (school and pre-school level) in Sweden. Today the Swedish approach for gender mainstreaming in education is one of the most advanced in the EU and covers all levels ranging from legislation to schools and pre-schools that implement this approach in practice.
Scope of application id the government policy in the sphere of education.
Conclusion. The analysis allowed to identify the main characteristics of integrated approach to gender equality in education in Sweden. Recognized principles and methods of gender equality at school and preschool level could be taken into consideration when reforming the education system in Ukraine.
Keywords: gender equality, gender mainstreaming, education
1. Introduction. Characteristics of Swedish society and politics are a broad common understanding regarding basic values of gender equality and equal treatment. Since 1994 gender mainstreaming is a central feature and a main strategy of Swedish gender policies, meaning that decisions in all policy areas and at all levels are to be permeated by a gender equality perspective.
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The overall objective of Sweden's gender equality policy is to ensure that women and men have the same power to shape society and their own lives. The gender equality policy focus is set out in four sub goals (in force from 2005, Government decision 2005/06:155) [6]:
1. Equal distribution of power and influence. Women and men shall have the same rights and opportunities to be active citizens and to shape the conditions for decision-making.
2. Economic equality between the sexes. Women and men shall have the same opportunities and conditions with regard to education and paid work that provide them with the means to achieve lifelong economic independence.
3. Equal distribution of unpaid care and household work. Women and men shall take the same responsibility for household work and have the same opportunities to give and receive care on equal terms.
4. Men's violence against women must stop. Women and men, girls and boys, shall have equal rights and opportunities in terms of physical integrity.
Those four sub goals of gender equality policy are to be followed up by all the responsible government agencies (within the framework of their responsibility), including the ones in the area of education. In other words, the mentioned goals constitute the point of departure for gender mainstreaming in the area of gender equality in education.
2. Literature review. Gender equality as a cross-cutting issue in the area of education is within the attention of many researchers and practitioners: C. Lloyd [5], E. Mezentseva [1], O. Petrenko [7], L. Shtyleva [2] and others.
Overall the gender equality is well accepted to be a guiding principle for ensuring the equal access to education and promoting ant discriminatory practices. But there are still several problems that hinder gender mainstreaming in education.
Among them are the following:
the lack of the gender subject matter in the state educational standards; the insufficient readiness of conceptual and categorical apparatus in gender pedagogics; the controversy between the experimental data and psychic differences between the agents of both sexes, an extent of their display [7].
In order to overcome the mentioned challenges it's important to review the Swedish approach to gender equality in education that helps to shed light on the possible solutions in this area.
3. Theoretical background
Gender equality in education in Sweden is mainstreamed on the basis of a top-down approach meaning that the gender equality policies introduced at the higher level by Parliament and Government are applied in a practical way by schools and preschools at the local level (figure 1).
Figure 1. Top down approach for achieving gender equality in education
The Swedish Parliament and the Government set out the goals and guidelines for the preschool and school through i.a. the Education Act and the Curricula. The mission of the operational authority (The National Agency for Education, Skolverket) is to actively work for the attainment of the goals. The municipalities and schools are the principal organisers in the school system to allocate resources and organise activities so that pupils attain the national goals.
The legislative base of the measures in the area of gender equality in education is promulgated by the Education Act (2010:800) and Discrimination Act (2008:57).
Education Act from 2010 governs all education system in Sweden. It states that gender equality should reach and guide all levels of the Swedish educational system. The law promulgates a better adapted goal-oriented educational system and the responsibilities between the state and municipalities, and promotes more streamlined activities for schools' work in gender equality and equal treatment.
For example, Section 5. Structure of the education stipulates «that the education shall be structured in accordance with basic democratic values and human rights such as the sanctity of human life, the freedom and integrity of individuals, the equal worth of all human beings, equal opportunities and solidarity between human beings. Everyone working within education shall promote human rights and actively counter all forms of degrading treatment. The education shall rest on a disciplinary foundation and proven experience» [9].
The Discrimination act from 2008 contains the prohibition of discrimination based on gender, ethnicity, religion, disability or sexual orientation [3]. The school's duty is to investigate and take measures against harassment and to prevent or prohibit harassment based on discrimination grounds.
Each school should elaborate the equal treatment plan aiming at promoting prevention of discrimination of children and designed in collaboration with children and students. The plan should be followed up annually. Children and students should be included in the work and parents should be informed of the plan's achievements.
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In order to monitor the schools' efforts and represent students who have been discriminated the Swedish Schools Inspectorate [11], the government agency tasked with school inspections, has been created. All students have access to a school doctor, school nurse, psychologist and school welfare officer at no cost. Moreover, the principals of preschools, schools and adult education programmes are responsible for enforcing prohibitions against discrimination and degrading behaviour, and for promoting equal treatment.
When it comes to the developments in the area of gender equality it should be noted that in the budget proposition for 2002 [10], funds were allocated for educating resource persons (gender pedagogues) within the field of equality and gender. The main purpose with the course was to create a more gender equal situation in Swedish schools. The educated resource persons are supposed to work with gender equality issues in the pedagogical practice in order to increase the quality and goal fulfilment within the field of education. The aim was that there should be one educated gender pedagogue in every Swedish community at the end of 2004.
In June 2008, the Government presented a gender equality programme for Swedish schools, representing an investment of 110 million Swedish crowns. The programme included the establishment of a special gender equality committee (Delegation for gender equality in schools, DEJA), further training courses for teachers, and measures both to enhance pupils' health and to attract greater numbers of male teachers (especially for pre-schools) [8].
As mentioned above the Delegation for gender equality in schools, was a government inquiry under the Ministry of Education and Research. DEJA was appointed because the government considered that additional measures must be taken to break traditional gender patterns and the structure manifested by the gender division in the education system.
One of the problems investigated by the DEJA was so-called «boys crisis» that raises growing disparity in school attendance rates, grades and educational honours between girls and boys added with the behavioural problems among the boys [4].
The task of the gender equality committee was to enhance knowledge and awareness of gender equality in schools. The assignment also included analysing gender differences in educational results, evaluating method and means of overcoming traditional gender roles, and recommending appropriate action.
To that the Swedish National Agency for Education (Skolverket) has been tasked with planning and implementing measures to promote gender equality both in compulsory schools and in similar educational forms, in upper secondary schools and in adult education. The National Agency for Higher Education has been given the task of analysing gender differences in specialised study choices in teacher training, the reasons why more men than women choose to break off their studies in this training field, the proportion of men who work as teachers on completion of their training, and factors that influence women's and men's study choices in teacher training.
The recent aim of the National Agency of Education in the area of gender equality included: promoting equal access to education of good quality in a safe environment for all children and students. At the same time it should provide for favourable conditions for children's development and learning and to improve learning outcomes for students.
4. Conclusion. Gender mainstreaming and antidiscrimination measures are of the central attention in the area of education in Sweden. All the authorities that belong to the system of central and local government are responsible for promoting gender equality activities in accordance with the current overall gender equality goals and following the postulates of Education and Discrimination Acts. Schools and preschools are the most important actors in this work as it is them that implement the gender equality measures in practice.
References
1. Mezentseva E. Gendernoe ravenstvo v sfere obrazovaniya. Zhenskiy Fond Razvitiya Organizatsii Ob»edinennykh Natsiy (YuNIFEM), 2007. http://genderbudgets.ru/biblio/RUS_Gender_Equality-Education_UNIFEM.pdf
2. Shtyleva L.V. Faktor pola v obrazovanii: gendernyy podkhod i analiz. M.: „PER SE», 2008. - 316 s.
3. Diskrimineringslag (2008:567), Svensk forfattningssamling 2008:567. : http://www.riksdagen.se/sv/ dokument-lagar/dokument/svensk-forfattningssamling/diskrimineringslag-2008567_sfs-2008-567.
4. Kimmel M. Boys and School: A Background Paper on the «Boy Crisis». - Swedish Governemnt Official Reports. - Stockholm, 2010. - http://www.regeringen.se/contentassets/c9ed520a3fe34b95a08610d41941ee40/ pojkar-och-skolan-ett-bakgrundsdokument-om-pojkkrisen
5. Lloyd. C., Growing up global: The changing transitions to adulthood in developing countries. Washington, DC: National Academies Press. 2005.
6. Makt att forma samhallet och sitt eget liv - nya mal i jamstalldhetspolitiken. Government decision 2005/06:155. : http://riksdagen.se/sv/dokument-lagar/dokument/proposition/makt-att-forma-samhallet-och-sitt-eget-liv—nya_GT03155.
7. Petrenko O. Gender mainstreaming in education and upbringing: the problem of term formation // Theory and methods of educational management. - № 11, 2013. : http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe ?C21COM=2&I21DBN=UJRN&P21DBN=UJRN&IMAGE_FILE_DOWNLOAD=1&Ima ge_file_name=PDF/ttmuo_2013_11_15.pdf
8. Regeringens Jamstalldhetspolitik, Faktablad, Mars 2009. : http://www.regeringen.se/contentassets/1a40ceaea1704c14ab35da66dcd141e1/regeringens-jamstalldhetspolitik.
9. Skollag (2010:800), Svensk forfattningssamling 2010:800. : http://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800.
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10.Swedish Government budget proposal. Budgetpropositionen for 2002 Forslag till statsbudget for budgetaret 2002, reviderad finansplan budgetpolitiska mal, andtrade anslag for budgetaret 2001 skattefragor. : https://www.riksdagen.se/sv/dokument-lagar/dokument/proposition/budgetpropositionen-for-2002_GP031
11.Swedish schools inspectorate official website. : https://www.skolinspektionen.se/en/About-Skolinspektionen/About-the-Swedish-Schools-Inspectorate/
ДАНI ПРО АВТОРА
Срмошенко А.М., д.е.н., професор кафедри фшанав, доцент, Кш'вський нацюнальний торговельно-економiчний ушверситет
вул. Кiото, 19, м. Ки'в, Украша, 02156 e-mail: [email protected]
ДАННЫЕ ОБ АВТОРЕ
Ермошенко А.Н., д.э.н., профессор кафедры финансов, доцент, Киевский национальный торгово-экономический университет
ул. Киото, 19, г. Киев, Украина, 02156 e-mail: [email protected]
DATA ABOUT THE AUTHOR
Yermoshenko Anastasia, Doctor of Economic Sciences, Associate Professor of Finance, Kyiv National University of Trade and Economics
Kioto str., 19, Kyiv, Ukraine, 02156 e-mail: [email protected]
УДК 336.15
ФОРМУВАННЯ ВИДАТК1В БЮДЖЕТУ НА СОЦ1АЛЬНЕ ЗАБЕЗПЕЧЕННЯ
Крикун Т.1.
Предметом досл'дження е теоретичн!' та практичн питання формування видатк/в бюджету на соцальне. забезпечення.
Метою досл'дження е розкриття сутностi видатк/в бюджету на соц/альне забезпечення.
Методи досл'дження. У роботi застосовано сукупнсть наукових метод'т i пдход'т, у тому числ1 системний, структурний, пор1вняльний, факторний методи, що дозволило реал1зувати концептуальну еднсть дослдження.
Результати роботи. Розкрито сутнсть видатюв бюджету в частин фнансування видатюв соцального спрямування. Проанат'зовано розвиток фнансування соцального захисту населення, як системи фнансових вдносин. Розкрито особливостi формування видатюв бюджету на потреби соцального захисту населення в умовах трансформацУУ економки. Визначено, що еволюця суспльного розвитку та ф нансових в дносин привели до виокремлення соц ального захисту населення у вагому фнансову складову, що стала одним ¡з д'евих iнструмент'в стимулювання людського капталу. Основною метою УУ реалзацИ е забезпечення довгостроково'У макроеконом1чно'У та соцально'У стабльност! в держав. Удосконалення системи соцального захисту населення мають супроводжуватися структурними змнами в бюджетно-податковй полiтицi, ¡нституцйним удосконаленням механ1зм1в державного управлння, пдвищенням яксного рвня прогнозування соцально-економ'чного розвитку суспльства на середньострокову перспективу. На даний час важливим е поглиблення теоретико-методолог'чних засад фнансового забезпечення системи соцального захисту населення як складово'У регуляторного механзму ф/нансово'У пол'тики кра'Уни, що надасть змогу посилити взаемозв'язок фнансового регулювання iз динам кою соц ально-економ чного розвитку.
Галузь застосування результат'^ роботи. Бюджет. Видатки бюджету на соцальний захист населення.
Висновки. Однею iз передумов сталого розвитку суспльства е створення ефективно'У системи ф'нансового забезпечення соцального захисту населення, яку доцльно розглядати як процес реал1зацй' регуляторного механзму ф'нансово'У пол1тики кра'Уни, що передбачае формування та використання ф нансових ресурс в на ц л соц ального захисту населення з урахуванням тенденц й соцально-економ'чного розвитку кра'Уни. Ф'нансова спроможнсть та збалансовансть е вагомими складовими системи соцального забезпечення, яка мае комплексний характер та передбачае надання громадянам гарантованого державою м'нмуму соцальних послуг. Забезпечення умов для пдвищення р1вня добробуту населення потребуе формування та реал1зацй' виважено'У та посл'довно'У ф/'нансово-бюджетно'У пол1тики держави. З метою пдвищення р1вня бюджетно'У результативностi в частин ф'нансування галузей соцальноУ сфери необхдним е упорядкування перелiку та клькостi соцальних
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