natgillin/translations-raw huggingface dataset:
der henviser til, at artikel 14 i charteret om grundlæggende rettigheder fastslår, at børn op til en vis alder, uanset deres baggrund, har en både grundlæggende ret og pligt til at modtage skoleuddannelse, og at denne ligeledes skal være i overensstemmelse med den nationale lovgivning og uddannelseslovgivningen,
whereas school education up to a certain age is a basic right as well as an obligation for children, regardless of the their background, as enshrined in Article 14 of the Charter of Fundamental Rights, requiring also compliance with national education laws,
der henviser til, at indholdet og tilrettelæggelsen af uddannelse og erhvervsuddannelse er nationale ansvarsområder og til, at det er på nationalt eller regional plan, at uddannelsesstrategierne skal udformes og gennemføres,
whereas the content and organisation of education and training are national competences and whereas it is at national or regional level that strategies need to be defined and implemented,
der henviser til, at migration kan tilføre skolerne kulturel og uddannelsesmæssig værdi, men at den i mangel af passende ledsageforanstaltninger kan medføre alvorlige uoverensstemmelser,
whereas migration can enrich schools culturally and educationally, but can, in the absence of suitable accompanying measures, lead to serious divergences,
der henviser til nødvendigheden af, at medlemsstaterne gennemfører reformer af deres uddannelses- og erhvervsuddannelsessystemer; der henviser til, at de må samarbejde om at udvikle de nødvendige politiske instrumenter til håndtering af konsekvenserne af migration,
whereas Member States must reform their national education and training systems; whereas they need to work together to develop the policy instruments necessary to manage the consequences of migration,
der henviser til, at den voksende forskelligartethed i skolernes elevsammensætning, som er en følge af den øgede indvandring, er en udfordring for lærerne i deres arbejde, og at lærerne ikke undervises i, hvordan de bedst håndterer denne nye form for forskelligartethed i undervisningen,
whereas the increasing diversity of the school population, arising from increased migration, is a challenge for the teaching profession, which does not receive training in how to deal adequately with this new form of classroom diversity,
glæder sig over ovennævnte grønbog fra Kommissionen af 3. juli 2008;
Welcomes the abovementioned Commission Green Paper of 3 July 2008;
finder det fornuftigt af Kommissionen at imødegå de konsekvenser, som migration inden for EU, men også indvandring til Unionen har for medlemsstaternes uddannelsessystemer;
Believes that the Commission is right to address the consequences for Member States' educational systems not only of migration within the Union but also of immigration into the Union;
fremhæver, at arbejdstagere inden for EU vil være mindre tilbøjelige til at arbejde i udlandet, hvis deres børns uddannelse dermed risikerer at blive forringet, og at arbejdstagernes frie bevægelighed hænger sammen med tilfredsstillende uddannelsesmuligheder for indvandrerbørn;
Stresses that workers within the Union may be less willing to work abroad if there is a risk that their children will suffer educationally, and that satisfactory education for migrant children is related to freedom of movement of workers;
mener, at der er behov for en større indsats fra EU's side, idet alle medlemsstaterne står over for ensartede udfordringer på dette område; minder om, at andelen af indvandrerbørn i skolerne formentlig vil vokse i fremtiden;
Is of the opinion that greater efforts at EU level are necessary as all Member States face similar challenges in this respect; recalls that the percentage of migrant children in school is likely to rise in the future;
minder om, at oprettelsen af integrerede støttecentre for indvandrere har stor betydning for, at lovlige indvandrere bliver i stand til effektivt at overvinde hindringer for integration med bistand fra professionelle (dvs. spørgsmål vedrørende arbejde, uddannelse, sundhed etc.);
Recalls that the establishment of integrated support centres for legal immigrants are of great importance as they allow immigrants to address effectively all integration obstacles (e.g. work-related subjects, education, health, etc) with the assistance of a professional;
tilskynder til, at medlemsstaterne udvikler en partnerskabsmodel mellem skole og samfund, der vil gøre det muligt for børn, hvis forældre arbejder i udlandet, at benytte de bistands-, støtte- og rådgivningsprogrammer, som lokalsamfundet stiller til rådighed;
Encourages the development in the Member States of a model of partnership between schools and communities enabling children whose parents are working abroad to benefit from programmes of assistance, support and counselling from the community;
pointerer, at indvandrerbørn og voksne indvandrere skal have og skal være villige til at benytte muligheden for at lære værtslandets sprog, hvis deres integration skal lykkes fuldt ud;
Insists that migrant children and adults must have and be willing to take the opportunity to learn the languages of the host country if they are to integrate fully in it;
opfordrer medlemsstaternes regeringer til at sikre børn af lovlige indvandrere uddannelse, herunder undervisning i værtslandets officielle sprog og fremme af deres oprindelige sprog og kultur;
Calls on the Member State governments to ensure education for the children of legal migrants, including the teaching of the official languages of the host country and the promotion of their native languages and cultures;
mener, at det er af afgørende betydning, at forældrene, og særligt mødrene, til indvandrerbørn inddrages i de programmer, der vedrører undervisning i værtslandets officielle sprog, for at sikre, at børnene ikke adskilles fra samfundet, og for at hjælpe dem med at blive integreret i skolen;
Believes it is essential that the parents, and especially the mothers, of migrant children should be involved in the programmes for teaching the official languages of the host country, to ensure that the children are not separated from society and to help them integrate at school;
mener, at bevarelse og fremme af flersprogethed bør være en del af enhver skoles undervisningsgrundlag; pointerer, at sprogundervisning fra førskolealderen bør opprioriteres med det formål at fremme inddragelsen af indvandrere; mener imidlertid, at den tid, der afsættes til modersmålsundervisning inden for rammerne af læseplanen, og tilrettelæggelsen heraf specifikt skal overlades til medlemsstaterne;
Believes that preserving and promoting multilingualism must be a part of every school curriculum; insists that language-learning should be encouraged from pre-school age in order to promote the inclusion of migrants; believes, however, that the place given to teaching in the mother tongue within the curriculum and the organisation thereof must specifically be left to the Member States;
opfordrer i forhold til børn, der flytter til en anden medlemsstat, fordi deres forældre her har fundet beskæftigelse, at de hindringer de møder, når de skal indskrives i skolesystemet på et klasseniveau svarende til det, de tilhørte i deres oprindelsesland, bliver håndteret;
Calls, in respect of children accompanying parents who move to another Member State for employment, for difficulties, in terms of registering in school at a level corresponding to that at which they had been studying in their Member State of origin, to be tackled;
pointerer, at direkte inddragelse af familierne og andre medlemmer af lokalsamfundet er vigtigt, da integration i samfundet er hele samfundets og ikke blot skolernes ansvar; understreger, at offentlige instanser, der yder socialrådgivning til indvandrere, bør tilskyndes til at samarbejde om at give bedre information om uddannelse og erhvervsuddannelse i relation til værtslandets arbejdsmarked;
Insists on the importance for families and other members of the local community to be directly involved as social integration is the responsibility of the entire society not only of schools; underlines the fact that bodies providing social advice for immigrants must be encouraged to cooperate in providing better information on education and vocational training in the context of the labour market of the host country;
anerkender, at civilsamfundet spiller en vigtig rolle med hensyn til at støtte indvandrere, og at det sideløbende med det officielle uddannelsessystem kan yde et meget væsentligt bidrag inden for områder som f.eks. undervisning i værtslandets sprog;
Recognises that civil society plays an important role in supporting migrants and that it can, in parallel to the official education system, make a vital contribution in areas such as teaching the host country's language;
understreger behovet for at integrere indvandrere og sociale grupper, såsom romaer, i samfundet; understreger, at integrationen skal baseres på principperne om lige uddannelsesmuligheder for alle, idet den lige adgang til uddannelse af god kvalitet skal sikres; afviser enhver løsning – uanset om den er midlertidig eller permanent – som bygger på eller vil resultere i adskillelse og ringe uddannelse;
Stresses the need to integrate migrants and social categories such as Roma people, in society; emphasises that integration must be based on the principles of equal opportunities in education, ensuring equal access to quality education; rejects any solutions - whether temporary or permanent - that are based on, or lead to, segregation and poor education;
understreger betydningen af at udvikle de tværkulturelle kommunikationsfærdigheder hos børn, både indvandrerbørn og børn fra værtslandet, og mener, at evnen til at formidle sin egen kultur og forstå andres kulturer og værdier bør udgøre et centralt element i nøglekompetencen "kulturel bevidsthed og udtryksevne";
Underlines the importance of developing inter-cultural communication skills of children, both migrants and those of host countries, and believes that the ability to communicate one's own culture and understand the culture and values of others shall constitute a central element of the key competence: 'cultural awareness and expression';
foreslår, at der bevilges yderligere finansiel og administrativ støtte til sprogkurser for lovlige indvandrere, som skal gennemføres af uddannede undervisere, der også forstår indvandrernes modersmål;
Suggests that additional financial and administrative support for language courses should be provided to legal migrants, by trained staff who also understand the mother tongue of the migrants;
er overbevist om betydningen af, at børn lærer deres modersmål og det sprog, der tales i værtslandet, samt at de lærer at læse og skrive fra førskolealderen;
Insists on the importance of migrant children learning their mother tongue and the languages of their country of residence as well as acquiring reading and writing skills from pre-school age;
anerkender betydningen af at medtage undervisning af indvandrerne på deres eget sprog i skolernes læseplan for at sikre, at de bevarer deres kulturelle arv;
Recognises the importance of introducing into school curricula classes taught to migrants in their native language so as to ensure the preservation of their cultural heritage;
fremhæver betydningen af idræt i uddannelse og erhvervsuddannelse og dens vigtige rolle for integrationen og den sociale inddragelse af personer med en mindre privilegeret baggrund; henstiller, at der i medlemsstaternes socialpolitikker tages nøje hensyn til, at idrætten spiller en vigtig rolle for indvandrersamfund i deres integration;
Stresses the importance of sport in education and training and its important role for the integration and social inclusion of those from less privileged backgrounds; recommends that the social policy of the Member States take full account of the important integrative role of sport for migrant populations;
fremhæver nødvendigheden af at inddrage unge indvandrere i en lang række aktiviteter uden for skoletiden, da dette er en fremragende metode til at integrere dem i skolelivet;
Stresses the need to involve young migrants in a wide range of extracurricular activities, since this is an excellent means of social integration;
understreger, at jo tidligere og jo mere effektivt indvandrerbørn og unge integreres i skolen, desto bedre vil de klare sig i skolen, på en videregående uddannelse og på arbejdsmarkedet; er overbevist om, at tidlig førskoleundervisning styrker disse fremtidsudsigter betydeligt, og opfordrer derfor medlemsstaterne til at styrke indvandrernes deltagelse i førskoleundervisning;
Underlines that the earlier and the more successfully migrant children and young people are integrated into schools the better they will do at school, in further education, and in the labour market; strongly believes that early pre-primary education considerably reinforces such prospects and therefore calls on the Member States to strengthen the participation of migrants in pre-primary education;
anbefaler, at medlemsstaterne undgår dannelsen af ghettolignende skoler eller specialklasser for indvandrerbørn, og at de fremmer en rummelig uddannelsespolitik, inden for rammerne af hvilken børn fordeles i klasser på grundlag af uddannelsestrin og individuelle behov.
Recommends that the Member States avoid creating ghetto-type schools or special classes for migrant children, and that they promote an inclusive educational policy under which children are allocated to classes on the basis of educational level and individual needs;
mener, at der i læseplanerne på skoler, hvor der går indvandrerbørn, i langt højere grad bør tages hensyn til indvandrerbørnenes behov, og at lærerne bør undervises i tværkulturelle færdigheder, således at de bliver i stand til at håndtere mangfoldigheden i skolerne så effektivt som muligt;
Considers that in schools attended by migrant children the curriculum should pay much more attention to their needs, and that the teachers should be trained in intercultural skills to enable them to deal as effectively as possible with diversity in the school;
pointerer, at voksenuddannelse for indvandrere kan fremme integrationen af både voksne indvandrere og deres børn, og fremhæver derfor, at det er nødvendigt at lægge stor vægt på udviklingen af livslang læring for indvandrerforældre;
Insists that adult education for migrants can promote integration of both adult migrants and their children and stresses therefore the need to strongly develop lifelong learning for migrant parents;
er bekymret over, at så mange indvandrerbørn forlader skolen for tidligt, og mener, at der bør gøres en indsats for at sikre, at indvandrerbørn fuldfører deres skolegang;
Is concerned about the high level of early school leaving of the migrant children and believes that efforts shall be made to ensure the completion of the courses by the migrant children;
understreger, at et uddannelsessystem af høj kvalitet skal være åbent for alle;
Stresses that a high-quality education system must be open to everyone;
er overbevist om, at tiltag til forbedring af uddannelsen for indvandrerbørn er til gavn for hele samfundet;
Is convinced that measures to improve the education of migrant children benefit society as a whole;
mener, at læreruddannelsen bør være tværfaglig og forberede lærerne på forskelligartethed, multikulturel undervisning og tosprogede tilgange til uddannelse;
Believes that teacher education should be interdisciplinary and should equip teachers for diversity, and multicultural and multilingual education approaches;
støtter mobilitetsordninger til rekruttering af lærere fra hjemlandene med henblik på at fremme indvandrerbørnenes kontakt med deres hjemlands kultur og civilisation;
Favours mobility schemes under which teachers are recruited from the country of origin so as to facilitate migrant children's contact with the culture and civilisation of their country of origin;
fremhæver, at læreruddannelsens kvalitet bør være målrettet i form af lærermissioner;
Stresses that the quality of teacher education should be focussed in terms of teachers' missions;
understreger navnlig i denne forbindelse betydningen af lærernes mobilitet som en integreret del af læreruddannelsesplanerne; mener, at lærerne bør have mulighed for at tilbringe et eller to semestre på værtsuniversiteter i udlandet;
Underlines in this particular context the importance of the mobility of teachers as an integral part of teacher education programmes; considers that teachers should have the opportunity to spend one or two semesters at host universities abroad;
mener, at skolerne har behov for indvandrerlærere, da de tilbyder deres kolleger et væsentligt erfaringsgrundlag, udgør eksempler på vellykket social integration og kan fremstå som rollemodel for børn i vanskeligheder;
Believes that schools need immigrant teachers as they offer an important experience to their colleagues, represent the success of social integration and could serve as role models for children in difficulty;
understreger betydningen af særlig undervisning for lærere, der specifikt omhandler indvandrerbørns særlige situation, nødvendigheden af at de integreres effektivt i det almene skoleuddannelsessystem, og behovet for at højne deres uddannelsesniveau;
Underlines the importance of special training for teachers that explicitly addresses the special situation of the children of migrants, the necessity of integrating them successfully in mainstream school education systems, and the need to improve their level of educational attainment;
understreger, at det er nødvendigt med rådgivningstjenester, der kan hjælpe indvandrerbørn og unge mennesker med at håndtere kulturchokket og tilpasse sig værtssamfundet;
Emphasises the need for counselling services to help migrant children and young people deal with culture shock and adapt to the host society;
foreslår, at hver enkelt medlemsstat udarbejder uddannelsesplaner, der har til hensigt at øge bevidstheden om menneskerettigheder, og hvori der er lagt vægt på lighed, inddragelse og personlig frihed for at undgå det fremmedhad og den opdeling, der kan synes uundgåelig i forbindelse med indvandrere, og som kan brede sig med foruroligende hast.
Proposes that individual Member States develop educational programmes aimed at improving awareness of human rights issues, with the stress on equality, inclusion and personal freedom, so as to avoid the xenophobia and segregation which might appear inevitable where migrants are concerned and which can spread alarmingly fast;
insisterer på, at alle indvandrere og ikke-indvandrere bør få den samme, ligeværdige behandling; mener, at uddannelsesinstitutionerne og den enkelte lærer bør anse mangfoldighed for normen og behandle alle elever med respekt og give indvandrere den støtte, de har brug for;
Insists that all migrants and non-migrants should have the same equal treatment; believes that school institutions and individual teachers should regard diversity as a normal situation, treat each individual with respect, and give migrants the support they need;
glæder sig over den ikke-formelle uddannelses bidrag til, at unge indvandrere tilegner sig værdifulde færdigheder, der supplerer dem, de har tilegnet sig i skolerne, og opfordrer skolerne til at samarbejde mere intenst med udbyderne af ikke-formelle uddannelser, såsom ungdomsorganisationer;
Appreciates the contribution of non-formal education to providing young migrants with valuable skills which are complementary to the ones acquired in schools and calls upon schools to cooperate more intensively with providers of non-formal education such as youth organisations;
gentager, at forskelsbehandling inden for uddannelsesområdet på grundlag af race og etnisk tilhørsforhold er forbudt i henhold til direktiv 2000/43/EF, og opfordrer til, at enhver form for forskelsbehandling, herunder på grundlag af nationalitet og opholdsstatus, gøres ulovlig på uddannelsesområdet;
Reiterates that discrimination on the grounds of race and ethnicity in the field of education is prohibited by Directive 2000/43/EC, and calls for discrimination on any grounds, including nationality and residence status to be outlawed in the field of education;
erkender, at de gældende bestemmelser i direktiv 77/486/EØF ikke svarer til den nye sociale virkelighed i EU; giver sin fulde opbakning til den høringsproces, som Kommissionen har iværksat;
Recognises that, the current provisions of Directive 77/486/EEC do not correspond to the new social reality of the Union; strongly supports the consultation process launched by the Commission;
fremhæver, at mangfoldigheden i skolerne bør fremmes, og at der bør rettes særlig opmærksomhed mod og ydes særlig støtte til de mest sårbare indvandrergrupper, herunder indvandrerpiger;
Emphasises that diversity in schools should be promoted and that special attention and support should be given to the most vulnerable migrant groups, including migrant girls;
mener, at direktiv 77/486/EØF bør ændres og også bør omfatte uddannelse af børn, der ikke er statsborgere i nogen af medlemsstaterne eller børn, hvis forældre ikke er statsborgere i nogen af EU's medlemsstater;
Believes that the Directive 77/486/EEC must be amended and should cover the education of children who are nationals of non-Member States or children whose parents are non-nationals of Member States;
og Rådets direktiv 2003/109/EF af 25. november 2003 om tredjelandsstatsborgeres status som fastboende udlænding EUT L 16 af 23.1.2004, s. 44.
and Council Directive 2003/109/EC of 25 November 2003 concerning the status of third-country nationals who are long-term residents OJ L 16, 23.1.2004, p.
opfordrer til, at skoler med en høj indvandrerkvotient tildeles de personaleressourcer og undervisningsfaciliteter, der er nødvendige for at håndtere den udfordring, som den forskelligartede elevsammensætning udgør og sætter dem i stand til at yde god undervisning; anmoder Kommissionen og Rådet om at starte en debat medlemsstaterne imellem inden for rammerne af den åbne koordinationsmetode til udveksling af bedste praksis og til at udarbejde en fælles dagsorden, der kan løse problemerne vedrørende uddannelse for indvandrere;
Calls for schools with a high proportion of immigrant children to receive the necessary staff and facilities to cope with the challenge of diverse classes and to enable them to provide good teaching; requests the Commission and the Council to launch a dialogue amongst Member States in the framework of the open method of coordination to exchange best practices and to develop a common agenda to address the shortcomings in the education of immigrants;
opfordrer Kommissionen til regelmæssigt at aflægge beretning om fremskridtene inden for integrationen af indvandrerbørn i medlemsstaternes skolesystemer;
Calls on the Commission to report regularly on the progress made in the integration of migrant children in the school system of the Member States;
er af den opfattelse, at storbyer skal have mulighed for og gøre brug af friheden til at samordne politikker, der er udformet med henblik på fremme af integrationen af indvandrerbørn, med politikker og strategier vedrørende boliger, (børne)pasning, arbejdsmarked, sundhed og velfærd, som alle er områder, der har en dokumenteret indvirkning på indvandrerbørns akademiske resultater og vellykkede integration i samfundet;
Considers that large towns and cities must be given, and must make use of, the freedom to coordinate policy designed to promote the integration of migrant children with policies and strategies regarding housing, (child)care, the employment market, health and welfare, areas which all have a proven impact on the academic results of migrant children and their successful integration within society;
pålægger sin formand at sende denne beslutning til Rådet, Kommissionen, Det Europæiske Økonomiske og Sociale Udvalg og Regionsudvalget samt medlemsstaternes regeringer og parlamenter.
Instructs its President to forward this resolution to the Council, the Commission, the European Economic and Social Committee, the Committee of the Regions and the governments and parliaments of the Member States.