{"id":57607,"date":"2023-04-19T10:03:45","date_gmt":"2023-04-19T08:03:45","guid":{"rendered":"https:\/\/eskills.org.mt\/skills-intelligence\/il-persistenza-tad-diskrepanzi-bejn-is-sessi-fl-edukazzjoni-u-l-hiliet-oecd-2023\/"},"modified":"2023-04-19T10:03:45","modified_gmt":"2023-04-19T08:03:45","slug":"il-persistenza-tad-diskrepanzi-bejn-is-sessi-fl-edukazzjoni-u-l-hiliet-oecd-2023","status":"publish","type":"skills-intelligence","link":"https:\/\/digitalskills.mdia.gov.mt\/mt\/skills-intelligence\/il-persistenza-tad-diskrepanzi-bejn-is-sessi-fl-edukazzjoni-u-l-hiliet-oecd-2023\/","title":{"rendered":"Il-Persistenza tad-Diskrepanzi bejn is-Sessi fl-Edukazzjoni u l-\u0126iliet (OECD 2023)"},"content":{"rendered":"<p class=\"text-align-justify\">Il-\u0127olqien ta\u2019 dinja aktar inklu\u017civa, \u0121usta u ekwa \u2013 l-essenza tal-i\u017cvilupp sostenibbli \u2013 tfisser <u>li ji\u0121i \u017cgurat li l-ir\u0121iel u n-nisa kollha, is-subien u l-bniet kollha, ikunu jistg\u0127u jg\u0127ixu \u0127ajja b\u2019setg\u0127a u dinjitu\u017ci<\/u> . Wie\u0127ed mill-modi ewlenin biex jintla\u0127aq dan l-g\u0127an huwa edukazzjoni inklu\u017civa u ekwitabbli bejn is-sessi ta\u2019 kwalit\u00e0 tajba li tippermetti lill-ir\u0121iel u lin-nisa ji\u017cviluppaw il-\u0127iliet it-tajba u jsibu opportunitajiet biex ju\u017cawhom b\u2019mod produttiv. L-edukazzjoni tinsab ukoll fil-qalba tal- <strong>G\u0127anijiet ta\u2019 \u017bvilupp Sostenibbli (SDGs)<\/strong> li l-komunit\u00e0 internazzjonali qed tiffissa lilha nnifisha li til\u0127aq sal-2030. G\u0127al dak il-g\u0127an, \u0127afna pajji\u017ci raw evoluzzjoni notevoli matul l-a\u0127\u0127ar g\u0127oxrin sena, f\u2019termini ta\u2019 tnaqqis tad-differenza bejn is-sessi fl-2030. a\u010b\u010bess g\u0127all-edukazzjoni u ri\u017cultati tat-tag\u0127lim bejn il-bniet u s-subien. I\u017cda r-realt\u00e0 tibqa\u2019 aktar kumplessa.      <\/p>\n<article>\n<p class=\"text-align-justify\"><a id=\"p-d1e25-5e803978f6\"><\/a><strong>Ir-Rapport tal-2023 dwar is-Sessi, l-Edukazzjoni u l-\u0126iliet<\/strong> dwar il-persistenza tad-differenzi bejn is-sessi fl-edukazzjoni u l-\u0127iliet jippre\u017centa g\u0127arfien \u0121did dwar il-progress lejn il-parit\u00e0 bejn is-sessi fl-edukazzjoni fir-rigward tal <strong>-a\u010b\u010bess, il-kisba u t-tag\u0127lim<\/strong> , bl-u\u017cu ta\u2019 data mill-a\u0127\u0127ar rawnds tal- <em>Ist\u0127arri\u0121 dwar il-\u0126iliet tal-Adulti<\/em> ( PIAAC), il- <em>Programm g\u0127all-Valutazzjoni Internazzjonali tal-Istudenti<\/em> (PISA), u <em>l-Edukazzjoni f\u2019daqqa t\u2019g\u0127ajn<\/em> (EAG). Ir-rapport jipprova jifhem g\u0127aliex is-subien adoloxxenti huma aktar probabbli mill-bniet, b\u0127ala medja, li jonqsu milli jil\u0127qu livell ba\u017ci ta\u2019 profi\u010bjenza fil-qari, il-matematika u x-xjenza, u g\u0127aliex bniet bi prestazzjoni g\u0127olja ma jkomplux jinvestu fl-i\u017cvilupp ta\u2019 \u0127iliet f\u2019oqsma b\u0127al matematika u xjenza, meta mqabbla ma &#8216;subien ta&#8217; prestazzjoni g\u0127olja. Ir-rapport jiddeskrivi wkoll li minkejja <strong>d-differenzi \u0121enerali bejn is-sessi<\/strong> fil-matematika u x-xjenza huma pjuttost \u017cg\u0127ar, in-nisa \u017cg\u0127a\u017cag\u0127 g\u0127adhom mhumiex rappre\u017centati bi\u017c\u017cejjed fl- <u>oqsma relatati mal-STEM<\/u> wara li j\u0127allu l-iskola. Fl-universit\u00e0, l-ir\u0121iel ji\u017cviluppaw profi\u010bjenza akbar fin-numri min-nisa, probabbilment min\u0127abba dawn l-g\u0127a\u017cliet ta\u2019 karriera differenti \u0127afna li jag\u0127mlu l-ir\u0121iel u n-nisa. I\u017cda huwa nnutat ukoll li l-vanta\u0121\u0121 fil-prestazzjoni tal-litteri\u017cmu li kellhom il-bniet waqt l-edukazzjoni obbligatorja jidher li jonqos jew jisparixxi g\u0127al kollox fl-universit\u00e0.    <\/p>\n<p><a id=\"p-d1e31-5e803978f6\"><\/a>Huwa mag\u0127ruf li <strong>l-edukazzjoni hija kritika g\u0127all-i\u017cvilupp sostenibbli u l-kisba tad-drittijiet ba\u017ci\u010bi tal-bniedem<\/strong> . Issa, aktar minn qatt qabel, l-edukazzjoni g\u0127andha r-responsabbilt\u00e0 li trawwem it-tip it-tajjeb ta\u2019 \u0127iliet, attitudnijiet u m\u0121iba li jwasslu g\u0127al tkabbir sostenibbli u inklu\u017civ. It-tkabbir inklu\u017civ je\u0127tie\u0121 li l-edukazzjoni tkun inklussiva tal-i\u017cvilupp kemm tal-ir\u0121iel kif ukoll tan-nisa. I\u017cda l-ugwaljanza bejn is-sessi fl-edukazzjoni ma tistax tinkiseb mis-settur tal-edukazzjoni wa\u0127du. Je\u0127tie\u0121 sforzi miftiehma minn <strong>\u0121enituri, g\u0127alliema u min i\u0127addem<\/strong> biex isiru aktar konxji tal-pre\u0121udizzji konxji jew inkonxji tag\u0127hom stess sabiex jag\u0127tu lill-bniet u lis-subien opportunitajiet indaqs g\u0127as-su\u010b\u010bess fl-iskola u lil hinn.    <\/p>\n<p class=\"text-align-justify\"><a id=\"p-d1e34-5e803978f6\"><\/a>Dan ir-rapport huwa <strong>kontribut siewi g\u0127all-\u0127idma tal-OECD dwar kwistjonijiet ta&#8217; \u0121eneru<\/strong> , li je\u017camina l-ostakli e\u017cistenti g\u0127all-ugwaljanza bejn is-sessi fl-edukazzjoni u s-suq tax-xog\u0127ol bil-g\u0127an li jittejbu l-politiki u ti\u0121i promossa l-ugwaljanza bejn is-sessi kemm fl-OECD kif ukoll fil-pajji\u017ci msie\u0127ba. Tibda b&#8217;introduzzjoni li tippre\u017centa l-punti ewlenin ewlenin mill-bqija tar-rapport u hija ppre\u017centata permezz tal-istruttura li \u0121ejja: <\/p>\n<\/article>\n<ul>\n<li class=\"text-align-justify\"><strong>It-Taqsima 2<\/strong> turi li d-differenzi bejn is-sessi fil-kisba tal-edukazzjoni sekondarja g\u0127olja kwa\u017ci ng\u0127alqu b\u2019aktar minn <strong>80 % tan-nisa<\/strong> b\u0127ala medja madwar l-OECD itemmu l-edukazzjoni f\u2019dan il-livell. I\u017cda t-taqsima ti\u017cvela wkoll li fil-bi\u010b\u010ba l-kbira tal-pajji\u017ci, dawk li jieqfu mill-iskola kmieni huma prin\u010bipalment ir\u0121iel. <\/li>\n<li class=\"text-align-justify\"><strong>It-Taqsima 3<\/strong> tanalizza d- <strong>differenzi bejn is-sessi<\/strong> fil-prestazzjoni fl-edukazzjoni sekondarja g\u0127olja. Id-diskrepanzi bejn is-sessi fil-\u0127iliet konjittivi tas-subien u l-bniet ta\u2019 madwar 15-il sena huma simili bejn il-pajji\u017ci. <\/li>\n<li class=\"text-align-justify\"><strong>It-Taqsima 4<\/strong> tipposponi li <strong>l-attitudnijiet<\/strong> tal-istudenti (motivazzjoni, interess) fl-istudju ta &#8216;su\u0121\u0121ett partikolari aktar milli l-abbilt\u00e0 tag\u0127hom.  <\/li>\n<li class=\"text-align-justify\"><strong>It-Taqsima 5<\/strong> tipprova tifhem it-tran\u017cizzjoni mill-iskola g\u0127all-edukazzjoni terzjarja u d-differenzi bejn is-sessi f&#8217;livelli og\u0127la ta&#8217; edukazzjoni. Filwaqt li s-sehem ta\u2019 nisa b\u2019edukazzjoni terzjarja \u017cdied b\u2019mod konsistenti f\u2019dawn l-a\u0127\u0127ar de\u010bennji, in-nisa \u017cg\u0127a\u017cag\u0127 huma ferm inqas probabbli minn ir\u0121iel \u017cg\u0127a\u017cag\u0127 li jag\u0127\u017clu <em>x-Xjenza, it-Teknolo\u0121ija, l-In\u0121inerija jew il-Matematika<\/em> ( <strong>STEM<\/strong> ) b\u0127ala oqsma ta\u2019 studju fil-livell ta\u2019 gradwat.   <\/li>\n<li class=\"text-align-justify\"><strong>It-taqsimiet 6 u 7<\/strong> jiddiskutu l- <strong>livelli tal-\u0127iliet tal-istudenti universitarji<\/strong> u dawk tal-adulti aktar tard fil-\u0127ajja.  <\/li>\n<li class=\"text-align-justify\"><strong>It &#8211; Taqsima 8<\/strong> tenfasizza l &#8211; konsegwenzi inevitabbli ta &#8216; dawn l &#8211; i\u017cbilan\u010bi bejn is &#8211; sessi fl &#8211; oqsma ta &#8216; studju u <strong>g\u0127a\u017cliet ta &#8216; karrieri<\/strong> .  <\/li>\n<li class=\"text-align-justify\"><strong>It-Taqsima 9<\/strong> toffri modi u tag\u0127lim ewlieni minn pajji\u017ci differenti li jistg\u0127u jintu\u017caw biex jindirizzaw dawn id-differenzi sistemi\u010bi u perva\u017civi bejn is-sessi b&#8217;mod sistematiku u ppjanat. Is-su\u0121\u0121erimenti ta&#8217; politika f&#8217;dan ir-rapport jistg\u0127u jservu b\u0127ala <strong>sett ta&#8217; g\u0127odda g\u0127al dawk li jfasslu l-politika<\/strong> u l-partijiet interessati li lesti jindirizzaw l-inugwaljanza bejn is-sessi. Issa wasal i\u017c-\u017cmien li ni\u017cguraw li <u>politiki a\u0127jar iwasslu g\u0127al \u0127ajja a\u0127jar<\/u> \u2013 g\u0127all-bniet u s-subien, u g\u0127an-nisa u l-ir\u0121iel.  <\/li>\n<\/ul>\n","protected":false},"author":2,"template":"","class_list":["post-57607","skills-intelligence","type-skills-intelligence","status-publish","has-post-thumbnail","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Il-Persistenza tad-Diskrepanzi bejn is-Sessi fl-Edukazzjoni u l-\u0126iliet (OECD 2023) - Malta Digital Innovation Authority<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/digitalskills.mdia.gov.mt\/skills-intelligence\/the-persistence-of-gender-gaps-in-education-and-skills-oecd-2023\/\" \/>\n<meta property=\"og:locale\" content=\"mt_MT\" \/>\n<meta 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