natgillin/translations-raw huggingface dataset:
I Det Forenede Kongerige har man indhentet statistikker til rapporten fra 92 lokale uddannelsesmyndigheder(Local Education Authorities, LEA) i England (i alt har England 109 LEA'er) og 5 i Wales, og undersøgelserne viser, at sigøjnere og andre rejsefolk i alt har 19.644 børn i den skolepligtige alder. For Wales er tallet 757. I Nordirland anslås det at være ca. 700.
In the United Kingdom, statistics for this report were collected from 92 LEA's (Local Educational Authorities) in England (of a total 109 in that country) and 5 in Wales, giving the number of Gypsy and Traveller children of school age at 19,644 for England and 757 for Wales.
Af LEA'ernes oplysninger vedrørende nomader og fastboende ses følgende fordeling:
The following picture of nomadism/sedentarism emerges from data provided by the LEAs :
15% af børnene i underskolealderen og 47% i mellemskole- og gymnasiealderen ikke er tilmeldt nogen uddannelsesinstitution.
It appears that, on the whole, some 15% of children of primary school age and 47% of those of secondary age are not enrolled in school.
Hvad modeprocenten angår, givetdata for 951 elever under en enkelt LEA, der omfatter en undervisningstjeneste tilpasset rejsefolk (Traveller Education Service), følgende oplysninger:
As regards attendance, data on 951 pupils in a LEA with a Traveller Education Service give the following indications :
Modtagelsestrukturer
Reception structures
21 Støtte til skolerne
2 -1 - support for schools
I Tyskland, hvor tilhørsforhold til et etnisk eller kulturelt samfund ellers ikke tillægges betydning ved tilrettelæggelse af aktioner bl.a. i form af støtteforanstaltninger, bliver der taget hensyn til enkelte elevers særlige forhold, f.eks. hvis de er nomader eller udlændinge.
In Germany, ethnic and/or cultural identity are not taken into account in the planning of action, particularly in terms of support measures.
Hensynet går derimod ikke på tilhørsforholdet til en gruppe som foreslået i resolutionen.
These are based on pupils' particular situation (for example their being nomadic, or foreign) rather than on membership of any group designated in the Resolution.
Mobiliteten medfører nogle vanskeligheder i skolegangen, som f.eks. hyppige skoleskift, skiftende pædagogiske metoder, manglende kontinuitet i undervisningen og nye lærere, hvilket betyder, at løsningerne må tilpasses meget forskellige behov.
Mobility gives rise to certain difficulties in connection with schooling, notably frequent transfers from one school to another, having to cope with different approaches to teaching, discontinuity of courses, changing teachers... Varied solutions must therefore be adapted to meet very varied needs.
I nogle af delstaterne er der indført støtteforanstaltninger med bl.a. støtte ved integration af sigøjnerbørn i de almindelige skoler, opstilling af støtteprogrammer samt rådgivning ved planlægning og gennemførelse af efteruddannelsesaktionerfor undervisere.
In some German Lander support measures have been developed, particularly with regard to providing backup to help Gypsy children integrate into mainstream schooling, developing support programmes, and advice in planning and providing inservice teacher training.
På nogle parkeringsområder for beboelsesvogne forsøger man, i samråd med forældrene, at tilbyde sigøjnerbørn undervisning ved særligt uddannede, tyske pædagoger.
On some sites Gypsy children are, in cooperation with their parents, offered tuition by specially trained German teachers.
Imidlertid er fast bopæl ikke ensbetydende med bedre skolegang.
Yet sedentarism is no synonym for improved schooling.
Manglende accept er og bliver det mest mærkbare problem: "blandt vanskelighederne i skolesystemet, er det oftest følelsen af at være udenfor, der nævnes (manglende accept kan antage forskellige former, som f.eks. at eleven får plads bagest i klassen og her er henvist til isolation, eleven drilles af lærere og mobbes af fastboende elever, eleven skal udføre opgaver, som ingen andre vil tage sig af som at feje skolegården, gymnastiksalen, klassen eller endog pudse vinduer, medens de fastboende elever lærer at læse og skrive)" (B(fr)).
Rejection remains a significant factor : "a feeling cf rejection is the most frequendy expressed of all the difficulties associated with the school system. This rejection takes a range of forms : being confined or isolated at the back of the class, being made fun of by teachers and other pupils, being made to perform thankless tasks such as sweeping the playground, gym, or classroom, or polishing windows, while the setded children learn to read and write" (Bf).
"Bortset fra enkelte, hovedsagelig private initiativer uden offentlig støtte - og allerede af ældre dato - var der op til slutningen af firserne ingen særlige, strukturerede bestræbelser for at fremme skolegang for sigøjnere og andre rejsefolk og dermed rette op på det efterslæb i uddannelsessammenhæng, de havde i den flamsktalende del af Belgien (Flanderen og Bruxelles' omegn)" (B(nl)). Siden
"In Dutch-speaking Belgium (Flanders and Brussels Region) up to the late 1980's, with the exception of a few long-established initiatives (usually isolated private projects with no support from the authorities), no specific, structured effort was put into supporting school provision for Gypsy and Traveller children, or helping them to catch up in their learning" (Bd).
krigen har man iværksat enkelte private aktioner for rejsefolk, og forst senere for sigøjnere.
Some private actions aimed at Travellers have been developed since the War. with Gypsies not targeted until recendy.
Det drejede sig om lokale forsøg uden om del officielle skolesystem som f.eks. ¡udslusningsklasser,støtteundervisningm.v.
These have been local experiments outside the mainstream school system: for example introductory classes, tutoring...
Først i slutningen af firserne ser man de første udspil fra myndighedernes side, og på det tidspunkt begynder man så at gennemføre undervisningsministrenes resolution.
Not until the late 1980's did the first signs of encouragement from the authorities come into evidence, and the Resolution adopted by the Ministers of Education was implemented at around the same time.
Lokaler til mere alsidig brug er blevel indrettet, ligesom indslusningsforhoUene er blevet bedre på mange uddannelsessteder med voksende tilgang.
Venues which can be adapted to a number of uses in the interests of improving the conditions under which children enter into the school are planned in more and more locations.
I den franske rapport tales om en kraftig vækst i antallet af "mobile skoleenheder" (lastbiler eller campingvogne), hvormed skolerne kan opsøge eleverne og deres familier som en overgang til de almindelige skoleklasser efter en tilpasningsperiode.
The French report underlines the significant increase in "mobile school probes" (lorries or caravans) enabling the school to come to the children and their families. These are intended as a transitionary measure towards ordinary classes.
Det ses også, at der oprettes en række tilpasnings-, forberedelses- eller övergångsklasser, som med tiden forsvinder (B(nl)), når eleverne med passende hjælp kan spredes i de forskellige klasser.
There is also an increase in the numbers of adaptation classes, or preparatory classes, or transitional classes, though in some cases (Bd) the opposite trend is in evidence, their pupils being dispersed among ordinary classes with additional support as Required.
I Grækenland er der områder med mange sigøjnere. Her har man udviklet specialklasser med særligt uddannede undervisere og støtteundervisning især for de nomader, der kommer til skolen.
In regions of Greece with a high Gypsy population, special classes with trained teachers have been developed, as has support teaching, particularly for nomadic children newly arrived in the school.
I nogle lande arbejder man med en smidigere skemalægning og tilbyder ekstratimer til f.eks. indlæring af sproget eller anden form for individuel støtte.
In some States a flexible approach to school hours may be adopted, with complementary, more individual attention being given for example in language tuition.
Generelt skal skolen kunne modtage alle børn uanset livsstil. Der bør f.eks. tages højde for en nomadetilværelse i den indslusning, skolen kan tilbyde (I).
Overall, the school must accommodate all children, regardless of their lifestyle, and its specificities - nomadism, for example - must be taken into account in the school's approach to receiving them (I).
Tendensen går i retning af aktioner med både diversificering og fleksibilitet, hvor man undgår at udvikle parallelstrukturer med indbygget risiko for opsplitning. Specialklasserne opfattes i stigende grad som övergångsklasser på deltid, som skal supplere andre klasser.
The general trend is towards diversified, flexible support measures, and no longer towards the development of parallel structures with their inherent risk of segregation.
Man bør heller ikke glemme den støtte, som globalt ydes skolerne gennem udviklet koordination og aktioner, der implicerer de forskellige partnere som sigøjnerorganisationerne, familierne, de sociale tjenester osv.
Consideration must also be given to the overall support brought to the schools through the development of coordinating actions, the increased involvement of various partners such as Gypsy organisations, parents, the social services, etc.
En yderligere tilpasninger indlæring af skolens sædvanlige sprog som andet sprog. Det ses i fiere lande.
Another change, in many States, is taking into consideration the fact that the language used in the school may be the pupil's second language.
Den smidighed, der opstår, når initiativet til skolepraksis lægges ud til de lokale myndigheder, som det f.eks. ses i Danmark, kan få en vældig betydning for, om praksis tilpasses til også at modtage sigøjnerbørn.
When school policy can be developed at local level, as it is fór example in Denmark, this brings in a degree of flexibility which may be of vital importance in adapting practice to accommodate Gypsy pupils.
I Danmark tildeles den enkelte skole ekstra bevillinger i forhold til antallet af indvandrerbørn (hvorunder de fleste sigøjnerbørn hører), således at den kan beregne ekstra undervisningstimer med henblik på smidigere undervisning i nogle af hovedfagene og flere åbningsaktiviteter, og således at lærerne kan følge børnene mere individuelt (støtteundervisning).
Also in Denmark, in view of the numbers of immigrant children (and this includes most Gypsies) in every school, a coefficient is used as a basis on which to calculate supplementary funding for extra teaching hours, making it possible to teach certain core subjects in a flexible manner, to develop extracurricular activities, and to provide pupils with more individual attention (tutoring).
I øvrigt kan indvandrerundervisere, som har samme stams som alle øvrige undervisere, alt efter kompetence udvikle smidige og diversificerede aktiviteter, dvs. støttearbejde i flere skoler, kontakt til familierne, tolkeassistance i visse situationer m.v.
Moreover, teachers from the immigrant community, whose status is identical to that of all other teachers, may devise and develop flexible, varied activities in accordance with their own personal skills. These take a range of forms : support teaching, in many schools; contact with pupils' families: acting as interpreters in certain circumstances, etc.
Helsingør kommune har således ansat en
A young Gypsy woman is employed in this capacity, in the Helsingør area.
I Irland har man indfort en hel ordning for at forbedre skolevilkårene lot rcjseboi n:
In Ireland, a range of support provision has been created to improve the conditions of schooling for Traveller children :
• en landsdækkende koordination sikres af en National Education Officer for Travellers, flere steder er der indført en støttetjeneste af undervisere, der kan tage ud til de skoler, der har behov for det, Visiting Teacher Service (der findes i øjeblikket ni af disse støttelærere), 53 børnehaver for rejsebørn støttes af Undervisningsministeriet.
- a National Education Officer for Travellers ensures coordination at national level; - a Visiting Teacher Service operates in several areas, providing support teachers who cover a number of schools with Traveller pupils (there are currendy 9 such teachers); - 53 preschools for Traveller children, funded in full by the Ministry of Education, currendy catering for some 500 children; - special additional assistance teachers for Travellers operate in 161 primary schools, some of which are empowered to provide education to children up to the age of 15, that is, secondary level.
De har ca. 500 børn tilmeldt, 161 underskoler har tilknyttet en støttelærer, som underviser rejsebørn (naturligvis er der også rejsebørn ­ ca. 600 ­ i mange andre skoler), og da nogle af disse skoler kan undervise børn helt op til 15 års alderen, rækker de ind i mellemskolen. De har ca. 2.000 elever,
Some 2,000 Traveller children are currendy attending such schools (obviously there are also Traveller children - approximately 600 of them - in a great number of other schools); - 4 special schools for Travellers catering for some 230 children up to the age of 15 ; approximately 100 Traveller children are enrolled in mainstream secondary schools;
11 uddannelsescentre for unge rejsende har ca. 300 elever på 12­15 år, 29 uddannelsescentre underviser ca. 650 elever på over 15 år.
- 11 junior training centres currently catering for approximately 300 12-15 year olds: - 29 training centres accommodating some 650 pupils over the age of 15.
Dermed er omkring 4.400 elever i undervisning, hvilket ifølge statistikkerne må betyde, at omkring 1.500 børn ikke går i skole.
Some 4,400 pupils are covered by this provision, which, given the statistics on the Traveller population of school age, leaves about 1,500 children out of the school system.
I Italien har man i forbindelse med resolutionens gennemførelse udviklet aktioner på både nationalt, regionalt og lokalt plan. Skolerne får stillet ekstra bevillinger til rådighed, og underviserne udvikler funktioner, hvor de optræder som formidlere mellem institutionerne og sigøjnersamfundet, eller de giver støtte, udleverer bøger til disse elever, hjælper med transport til skolen, sygdomsforebyggelse m.v.
In Italy, support actions have been developed at national, regional and local levels in the context of the implementation of the Resolution : supplementary funding made available to schools, teachers undertaking a mediating role between the school and the Gypsy community, developing support activities, supplying pupils with books, providing school transport, preventative health care measures...
I Nederlandene kan almindelige skoler, hvor der indmeldes rejsebørn, ansøge Undervisningsministeriet om forskellige faciliteter bl.a. ekstra personale.
In the Netherlands, ordinary schools which regularly have Gypsy and Traveller pupils on the rolls are eligible for support measures, notably supplementary personnel, through the Ministry of Education.
På de skoler, hvor der går mere end 4 sigøjnerelever af nederlandsk nationalitet, kan underviserne få efter­ og videreuddannelse.
Teachers in schools with 4 or more Gypsy pupils of Dutch nationality can avail of supplementary training.
I de kommuner, der er udpeget til al modtage sigøjnerbørn af fremmed nationalitet, tildeles ganske særlige faciliteter.
Urban districts designated to receive Gypsies of foreign nationality also have special resources available to them, to facilitate the accommodation of these children.
I Portugal har 14 underskoler modtaget støtte i form af ekstra undervisere og ekstra skriftligt materiale.
In Portugal 14 primary schools have received support in the form of documentation and extra teachers. Moreover.
I Det Forenede Kongerige ydes der finansiel støtte til skoler, der arrangerer særlige støtteprojekter til integrering af rejsebørn. Den samlede støtte (Section 210 Grant) var i 1993 på 9,7 mio. UK£ for England og på 100.000 UK£ for Wales.
In the United Kingdom extra financial support is given to schools which incur additional expenditure through making additional provision to meet the particular educational needs of Traveller pupils.
I England modtager 2.922 skoler denne form for støtte, og i Wales støttes 71 skoler (i England fordelt på 2.074 underskoler og 680 mellem­og gymnasieskoler, i Wales på 51 underskoler og 12 mellem­ og gymnasieskoler).
In 1993 these "Section 210 Grants" amounted to some £9.7 million divided among 2,074 primary and 680 secondary schools in England, and £100,000 between 51 primary and 12 secondary schools in Wales.
Hertil kommer 174 uddannelsessteder, der ligeledes modtager støtte (bl.a. specialskoler), samt andre støtteordninger, der gives til skoleforberedelse og voksenundervisning, støtte fra
To these figures must be added a further 174 schools - most of them special schools - in receipt of grant aiding and other assistance relating to preschool provision and adult education as well as additional funding from the European Community, certain foundations, and special support from the local authorities themselves.
I Nordirland er der 25 underskoler og 10 mellem- og gymnasieskoler, der modtager støtte.
In Northern Ireland 25 primary and 10 secondary schools are in receipt of special support.
Hjælpen omfatter især tilknyttede støttelærere, særligt målrettet undervisningsmateriale, audiovisuelle ressourcer, men også mobile lærere, pædagogiske rådgivere, formidlere af kontakt mellem skole og familie, skoletransport, samfundsopdragende arbejde m.v.
Support mainly takes the form of support teachers attached to the school, special teaching materials, and audio-visual resources, but also includes mobile teachers, pedagogical counsellors, home/school liaison personnel, school transport, educational social work, etc.
I Skotland modtager skolerne samme type støtte.
Schools in Scodand receive similar support.
Den nationale fond (Section 210 Grant), som især er beregnet på skolegang for rejsebørn, giver p.t. alene for England støtte svarende til fuldtidsstillinger for
The national funding scheme - "Section 210 grants" - is essentially earmarked for Gypsy and Traveller pupils, and is currendy supplementing equivalent full-time employment, in England alone, of :
95% af disse stillinger er beregnet på skolegang for rejsebørn.
95% of these posts are in relation to Gypsy and Traveller children.
Bestemmelserne findes også i Wales, og i Nordirland og Skotland er der oprettet specifikke stillinger.
Similar arrangements exist in Wales, and there are also specific posts in Northern Ireland and in Scotland.
Der lægges vægt på mobile lærerkræfter, fordi de giver den mest konkrete og fleksible dækning af skolernes, elevernes og forældrenes stærkt varierende behov.
provide the most effective and flexible response to the widely varying needs of schools, pupils, and parents.
Mange af disse mobile lærere har base uden for skolen, f.eks. i et ressourcecenter, dokumentations- eller erhvervsuddannelsescenter.
Many of these teachers are not attached to any particular school, but rather based in a resource centre which may serve as a venue for documentation and training.
Undertiden gives der særlig støtte bl.a. i form af skolebespisning (DK, E, UK m.fl.).
Additional special support, notably in the form of school meals, has been developed in some countries (Dk, E, UK...).
Der gives endvidere hjælp til undervisningsmidler og til skoletransport, således at grundene til fravær mindskes.
Subsidies are also made available with regard to school supplies and school transport, in order to reduce the reasons for absenteeism.
22 Støtte til lærere, elever og forældre
2 - 2 - support for teachers, pupils, and parents
I Tyskland har man etableret et informationsarbejde blandt forældrene ikke mindst for at gøre dem opmærksom på, at der findes skoler, der er tilpasset til at modtage netop deres børn, egnet undervisningsmateriale og adresser, man kan kontakte.
In Germany a parents' information programme has been developed to increase awareness of schools adapted to the children's arrival, the existence of teaching materials, and contact addresses.
Hertil udgives brochurer og informationsblade, som uddeles til forældrene gennem skolerne, den kommunale forvaltning, implicerede partnere samt gennem kirken.
This information is presented in leaflets and newsletters distributed to parents through schools, administrative institutions, and various other involved bodies as well as the churches.
Skoler og foreninger arrangerer paneldiskussioner, hvor forældrene kan fremsætte ønsker med hensyn til prioriteringer og retningslinjer.
Round table discussions are also organised by the schools and other associations, giving parents an opportunity to express their priorities and orientations.
Rådgivning til elevernes forældre har stor betydning især blandt sigøjnerne, og i nogle tyske delstater er der undervisere beskæftiget med dette arbejde.
Parent counselling is extremely important, and particularly so in the case of Gypsy parents; in some German Lander this is done by teachers.
Der er sket en væsentlig holdningsændring hos underviserne i de seneste år, men den manglende accept findes stadig som begreb og betyder meget (jf. de enkelte landes undersøgelse af undervisernes holdning til sigøjnerbørn).
Significant change in teacher attitudes has been achieved over the past few years, although rejection is still present, and serious (cf. studies done in various States on teachers' attitudesand opinions towards Gypsy children).
Der er derfor al mulig grund til at skærpe informationsaktionerne og støtte motivationen hos underviserne.
It is therefore necessary to strengthen information actions and maintain motivation among teachers.
Man er ved al udvikle nye støtteformer som f.eks. lo luldtidslærere i stedet for én (B(nl)). således at man kan have lo parallelklasser, hvoraf den ene kan forberede til integration i den normale klasse. Den normale klasses personale afiastes hermed, så der bliver overskud til en god ekstrastøtte.
A number of forms of support are currendy being developed. For example, in Dutch-speaking Belgium, two full-time teachers instead of one. making possible an additional preparatory class facilitating integration into mainstream schooling and, by easing the demands made on ordinary classes, enabling these too to . provide improved support.
Motivering af forældrene og deres engagement er genstand for flere og liere aktioner i alle medlemsstaterne.
Actions aimed at increasing parental awareness and involvement are multiplying in every State.
Der er el stort spring mellem familiernes kulturelle værdier og skolens værdinormer, hvortil kommer sigøjneres og andre rejsefolks mangel på skoletradition. Det medfører manglende motivation og ingen forståelse mellem familier og skole.
There is a significant gap between family/cultural values, and those of the school, exacerbated by the absence of a scholastic tradition among Gypsies and Travellers which in turn gives rise to low motivation and a lack of understanding between families and the schools.
Skolen må på sin side opbygge viden om sigøjnersamfundene, for både den og dens lærere kender for lidt til dem.
The school as an institution, and its individual teachers, must also increase their knowledge of the Gypsy communities, which up to now they have understood too litde.
Det synes vigtigt at bygge bro mellem skolen og familien, og der ansættes da også flere og flere skoleformidlere.
Recognition of the importance of building bridges between school and family is leading to a rise in the number of mediators.
Støtteaktioner udføres undertiden gennem en integreret proces.
Support measures are sometimes part of an integrated approach.
Det ses f.eks. i Danmark, hvor Helsingør kommune har oprettet en arbejdsgruppe for samtlige involverede myndigheder, hvorved man råder over de nødvendige ressourcer til at organisere modtagelsen af børnene i skolen.
For example in Denmark, in the Helsingør district, a working group bringing together all the administrational bodies concerned has been set up, with ample leeway to organise children's accommodation in the schools.
I flere år har de prioriterede arbejdsområder været følgende:
For many years its priority work axes have remained as follows :