natgillin/translations-raw huggingface dataset:
Fra Nederlandeneer oplysningerne delvis givet i punkt 169.
As regards the Netherlands, details relevant to this question were given under the previous heading.
Her skal blot tilføjes, at Undervisningsministeriet har en kontaktperson, som sørger for forvaltningen i marken.
It should be added that the Ministry of Education has a liaison agent handling administration at ground level. In addition, the Ministry of Welfare.
Ministeriet for Velfærd, Sundhed og Kultur har arrangeret tre forsøgsprojekter på området skoleforberedelse.
, Health and Culture has organised three experimental projects on preschool activities.
I England og Wales har 46 lokale uddannelsesmyndigheder (LEA) etableret kontaktgrupper til at styre, evaluere og planlægge en række tjenester og til gensidig information.
46 LEAs in England and Wales have set up liaison groups to monitor, evaluate, and plan a range of services and share information.
Det samme sker i Skotland.
Similar liaison groups have been set up in Scotland.
Hermed opstår der et samarbejde mellem de forskellige partnere, ligesom det er sket på områderne sundhed, undervisning, sociale spørgsmål, lige muligheder, indretning af holdepladser for nomader osv. De fleste (57%) af disse kontaktgrupper omfatter medlemmer fra rejsesamfundene Desuden etableres der en regional koordination f.eks. gennem en regionalisering af de specialtjenester, der arbejder med skolegang for rejsebørn.
Many of the tasks carried out by these groups concern inter-agency cooperation on matters to do with health, education, welfare, equal opportunities, site management etc. The majority (57%) of these liaison groups include Traveller members.
På nationalt plan er det de enkelte undervisningsministerier (for England. Wales, Skotland og Nordirland), som sørger for styringen med støtte fra de tilsynsførende (HMI), som
In addition, regional coordination is also taking shape, for example through the development of regional groups of Traveller Education Services.
63 Om nødvendigt udpegelse af en eller flere statslige myndigheder, der skal have ansvaret for skolegang for børn af sigøjnere og andre ikkebofaste personer
63 designation, if necessary, of a State authority on school provision for Gypsy/Traveller children
De vigtigste instanser, der nævnes i rapporterne, er som regel de nationale og/eller regionale forvaltninger.
The main bodies mentioned in the national reports are generally national and/or regional administrations.
Andre igangværende aktioner
Other actions
Aktioner beregnet på et mangeartet publikum, herunder skolegang for rejsebørn, kan undertiden blive relevante for sigøjnerbørns skolegang.
Actions developed for a wider target group, and particularly in connection with school provision for immigrant children, may in some cases be relevant to school provision for Gypsy children.
F.eks. arbejder man i Danmark i tværkulturelle sammenhænge med et sæt med lærerens bog og elevernes bog. hvor en leg med spørgsmål og svar giver et større kendskab til forskelligartede kulturer.
In Denmark, for example, a teacher's manual and pupil's textbook give children an opportunity to improve their understanding of cultural diversity through a game of questions and answers in an intercultural framework.
Danskundervisning for voksne er til stor gavn for sigøjnerne, bl.a. fordi afviklingen er tilpasset sigøjnernes behov (grupper for kvinder, betingelser for at deltage m.v.).
Danish-languageclasses for adults have been very useful to Gypsies, thanks to the fact that they were adapted to Gypsy requirements (women-only groups, etc.).
Desuden afholdes kurser for unge (30 timer om ugen i 2 år) med frivillig deltagelse, som både giver undervisning i læsning, skrivning og faglig indlæring (f.eks. på områderne elektronik, autoreparation, madlavning, børnepasning osv.)
Unpaid training courses for adolescent immigrants (30 hours per week over 2 years) are also available, and have brought young people improved literacy skills and vocational support (in fields such as electronics, motor repair. catering, childcare...)
I Spanien hænger nogle af foranstaltningerne sammen med resolutionen og dens gennemførelse. Det gælder bl.a. projekter under Socialministeriet som f.eks. kampagnen "Demokratier lighed".
Certain measures taken in Spain are of relevance to the implementation of the Resolution, particularly the projects developed with the Ministry for Social Affairs and the public awareness campaign entided "Democracy is Equality".
Nævneværdig er også den hurtige udvikling af sigøjnernes organisatoriske bevægelse, som på skoleområdet har gjort det muligt at arbejde med formidling, støtte, indbyrdes information, definition af familiernes behov osv.
Mention should also be made of substantial growth in the Gypsy associative movement, which is impacting positively on school provision through its mediating work, support, relaying of information, expressing parental demands etc.
I Frankrig er de generelle aktioner mod analfabetisme direkte rettet mod sigøjnersamfundene.
In France, measures to combat illiteracy in general are direcdy relevant to Gypsy communities.
Desuden skal igangværende aktioner vænne forældrene lil tanken om, at deres børn skal gå i skole.
Programmes have also been developed to increase parental awareness with regard to their children's schooling.
I Irland har man på grundlag af en række rapporter kunnet lægge eller omlægge kursen for aktioner om rejsebørns skolegang.
In Ireland several reports have been compiled defining or updating guidelines with regard to school provision for Traveller children.
Desuden er udviklingen af partnerskaber mellem de forskellige rejsefolks organisationer blevet intensiveret, hvilket også gælder arbejdet med at koordinere aktiviteter under et pilotprojekt med støtte fra Det Europæiske Fællesskab.
Partnership with the different Traveller organisations has also been intensified, as has coordination between
Nederlandene arbejder for tiden på tre projekter, der støttes af Europa-Kommissionen. Indholdet er didaktik, mulighed for samarbejde mellem pædagogiske konsulenter og embedsmænd på jobskabelsesområdet samt et opfølgningssystem for skoleelever, hvormed man kan finde frem til de blokerende omstændigheder.
The Netherlands are currendy working on three projects supported by the European Commission : on didactics, on possibilities for collaboration between pedagogical counsellors and officials in the field of job creation, and on a system of monitoring which will reveal pupils' stumbling blocks.
I Del Forenede Kongerige gennemføres der aktioner, der ikke vat η.τνηΐ i undervisningsministrenes resolution fra 1089.
Certain actions developed in the United Kingdom are not covered under the Resolution adopted by the Ministers in 1989.
Del gælder f.eks. foranstaltninger til skoleforberedel.se. skolelranspotl og indkøb al skoleuniformer, del landsda'kkendc tilsynssystem, erhvei vsiiddanuelse οι·, voksenuiideivisning. Også andre af regeringens generelle aktioner har påvirket vilkårene for rejsehorns skolegang.
These include, for example, measures regarding preschool provision, school transport and the purchase of school uniforms, the national record referencing system, and vocational and adult education.
I hvilken udstrækning har aktionerne bidraget til "at overvinde de største hindringer for rejsebørns adgang til skolen"
8 -1 - to what degree have actions developed contributed to "overcoming the major obstacles to Gypsy and Traveller children's access to schooling"?
"Ser man på forholdet mellem vedvarende analfabetisme, daglig skolegang og elevernes stagnation på underskolestadiet, må man nødvendigvis konstatere, hvor dårligt skolens undervisning er tilpasset rejsebørn, hvadenten de har fast bopæl eller ej" (B(fr)).
"Once we perceive the correlation between persistent illiteracy, daily school attendance, and failure to progress beyond primary level, we cannot but admit how inappropriate basic teaching has been to the needs of Gypsy and Traveller children, sedentary or not" (Bf).
1 Danmark har aktionerne især gavnet børn og unge. For de lidt ældre er chancerne for at komme ud på arbejdsmarkedet derimod blevel reduceret, idel de aktivitetsformer, der findes i nyindvandrede familier, er utilpassede i forhold lil den socioøkonomiske struktur i Danmark.
In Denmark, actions to date have mosdy benefited children and adolescents: older people's opportunities for participation in the job market are reduced, because the types of economic activities to which these recent immigrants are accustomed, are unsuited to the Danish socio-economic context
I Spanien finder man, at der har været et tilfredsstillende feedback på resolutionen Det gælder navnlig undervisningen i underskolen.
In Spain, it is felt that the Resolution has been satisfactorily responded to, mainly at primary level.
I Frankrig er der sket et både kvalitativt og kvantitativt fremskridt siden resolutionens gennemførelse.
In France there has been progress both qualitative and quantitive since the implementation of the Resolution was undertaken.
Sikkert er det, at foranstaltningerne har haft en positiv effekt dér, hvor de er gennemført, men samtidig må det siges, at der stadig er mange steder, hvor de ikke er gennemført.
However, while those measures which have been developed have certainly had a positive effect, many areas remain to be addressed.
Nogle undervisere står stadig alene, men det lykkes for flere og flere børn at beherske det elementære stof helt eller delvis.
Some teachers are still isolated - but an increasing number of children successfully master all or part of the basic curriculum.
Den forestilling, forældrene har om skolen, bliver mere og mere positiv, og det giver bedre vilkår for skolegangen.
Parents' image of the. school is improving, and this is making matters easier.
Den bevidstgørelse, der er skel blandi underviserne, bidrager også til at højne kvaliteten af indslusningen i skolen.
Teachers' increased awareness is also helping to make the children feel more welcome.
For Irlands vedkommende viser både oplysningerne i de foregående afsnit og den samlede rapport, hvor store fremskridt der er gjort i de seneste år.
In Ireland the details given in the preceding sections, and indeed the whole of the report, demonstrate the significant progress made over the last few years.
I Italien er man meget opmærksom på nødvendigheden af at forbedre skoleforholdene for sigøjnerbørnene, men en række parametre skal endnu helt på plads, bl.a. betydningen af regionale love til fordel for sigøjnerbefolkningen, love f.eks. om ret til at leve et nomadeliv og til en anstændig bolig, undervisning og erhvervsuddannelse, sundhed, udvikling af håndværk og handel, indslusning på arbejdsmarkedet o.m.a. Som det er nu, har en halv snes regioner vedtaget love til fordel for sigøjnersamfundene.
In Italy diere is a strong awareness of the need to improve the conditions of school provision for Gypsy children, but a number of parameters must be taken into account, notably the importance of regional pro-Gypsy legislation covering questions such as the right to nomadism and decent living conditions, education
I Nederlandene kau del konstateres, al praktisk laget alle rejsebørn nu er indmeldt i underskolen, og al de llesle af dem fortsætter i mellemskolen eller i en erhvervsuddannelse. Det var ikke tilfældet for lå år siden.
In contrast to the situation a few years ago, practically all Gypsy and Traveller children in the Netherlands now get a primary education, and most go on to start secondary.
I Del Forenede Kongerige har den nationale hjælpefond (Section 210 (¡nmt) gjort det muligt for England og Wales at gennemføre en mængde aktiviteter, som er omtalt i det foregående. Det har betydet en forbedring af skolevilkårene for rejsebørn.
In the United Kingdom, projects supported by the Section 210 grant in England and Wales have made it possible to develop a great many of the activities mentioned in the preceding sections, improving the continuity and quality of education for Traveller children.
En opgørelse over de foranstaltninger, der har haft en positiv effekt, baseret på 190 svar fra 61 lokale uddannelsesmyndigheder(LEA) i England (Wales har en lignende profil) kan opdeles i nedenstående otte kategorier:
61 LEAs in England alone provided 190 responses on strategies which they found particularly successful, falling into 8 broad categories (the overall pattern was similar in Wales) :
• omhyggeligt tilsyn med mødeprocenten og elevens fremgang: aktiviteter for at opnå større mødeprocent, regelmæssig iagttagelse af fremskridt, anvendelse af ministeriets system for kontrol med fremgangen (nævnt 17 gange), • intensivering af netetablering og kontakter: udvikling af forbindelser mellem de involverede tjenester: f.eks. vedrørende sundhed, bolig, sociale spørgsmål samt kontakter uden for den lokale uddannelsesmyndighedsområde - på regionalt og nationalt plan, herunder med forbundene (nævnt 13 gange),
- intensification of home-school links (mentioned 37 times); - staffing strategies : additional staff, peripatetic teachers, opportunities for professional development and inservice training (mentioned 37 times); - strategies for positive images, understanding and support : advice, fostering equal opportunities, school transport, emphasis on pupil success (mentioned 30 times); - support at particular stages of pupils' scholastic development : priority to education in the early years, integration into mainstream classes, supporting pupils' transfer from primary to secondary school (mentioned 26 times); - adapting the curriculum and teaching materials : the use of materials which acknowledge Travellers' way of life and take account of their particular educational needs, including distance learning materials and appropriate teaching styles (mentioned 23 times); - attentive monitoring of pupü attendance and progress : work to maintain and improve attendance, continuous assessment of progress, and promotion of the Department for Education educational record referencing system (mentioned 17 times); - intensification of networking and linkage with other services (such as health, welfare and housing) and also with organisations outside the LEA. regionally or nationally, including voluntary bodies and professional associations (mentioned 13 times); - strategies relating to strong and efficient overall policy and its administration (mentioned 8 times).
I hvilke sektorer bør et vigtigt arbejde prioriteres?
8 - 2 - important work still to be undertaken
"Ud over denne (opsøgende) aktion har man intet foretaget sig, hverken på det strukturelle plan, på det pædagogiske plan eller inden for rekruttering eller uddannelse af undervisere.
"Apart from this (research) action, nothing has been done with regard to structures, pedagogy, or the recruitment and training of teachers.
Dette er uheldigt, så meget mere som behovet findes.
This is detrimental, all the more so in that there i§ a need for these things.
Lokalt tages dette behov kun alvorligt, hvis skoleledelsen og/eller underviserne er motiverede.
At local level, these exist only insofar as the school and/or the teachers happen to be motivated.
I nogle kommunale underskoler, der ligger tæt ved en større koncentration af sigøjnere, tager man ganske vist hensyn til nomadekulturen, men uden egnet undervisningsmateriale og uden hjælp udefra" (B(fr)).
Some public primary schools situated near significant concentrations of Gypsies, do take the fact of nomadism into account, but without appropriate teaching materials oí* outside help" (Bf).
Der er endnu lang vej igen, før sameksistensen blandt elever af forskellige kulturer i samme skole bliver bedre.
A considerable amount remains to be done to improve in-school relations between pupils from different cultures.
forældre all lor ofte bar det indtryk, al man intet lærer i skolen, og al skolen ikke har noget al tilbyde dem, hvorfor de forbliver relativi passive eller apatiske i deres forhold (il skolen. Skolens negative image er ikke visket al lavlen (B(nl)).
Considerable work remains to be done to improve children's and families' image of the school, and to improve scholastic results, in that too often both pupils and parents feel that children learn nothing in the school, and that it has nothing to offer them, and so they remain passive or apathetic towards it.
"Direkte optagelse af sigøjnerbørn i de normale klasser giver en brutal assimilation og kulturchok. De overgangsstrukturer.der er anvendt på Romani­børnene, og en bedre tilpasse! pædagogik, er således også nødvendige, hvis man vil fjerne de hindringer, der ligger i vejen for sigøjnerbørn ι uddannelsessystemet" (li(nl)).
"Placing Manouche children direcdy into mainstream classes leads to violent assimilation and deculturation; transition structures such as those used for Rom children, and a more relaxed approach to teaching, are thus called for in order to overcome the obstacles Manouche children encounter in the school system" (Bd).
Det er yderst vigtigt, at unge sigøjnere bliver undervisere og inddrages i skolegangen for børn fra deres samfund (DK).
It is extremely important for young Gypsies to become teachers and to get involved in school provision for the children of their community (Dk).
I Frankrig skønner man, at der stadig er et stort arbejde at gøre
In France, significant work remains to be done in the following areas :
• for de helt små børn • for en højere mødeprocent • for skolegangen for de 12­16 årige • for overgangen fra skole til arbejdsliv • for udvikling af forskning i pædagogisk og didaktisk materiale • for tilsyn med eleven • for videreuddannelse af undervisere og uddannelse af sigøjnere til instruktører • for at informere underviserne og familierne • for koordinationen (frem for alt) • for indarbejdelse i læseplanerne af en orientering til alle elever om sigøjnernes sprog og kultur, et arbejde der allerede er påbegyndt inden for fjernundervis­ningen.
- infants and toddlers; - improved school attendance; - schooling for 12-16 year olds; - the transition from school to working life; - more research in relation to teaching materials: - pupil monitoring; - inservice teacher training, and training Gypsy monitors; - information for teachers and families: - above all, coordination; - information on Gypsy language and culture for all pupils, as part of the school programme; a start has already been made within the distance learning framework.
I Grækenland forekommer det vigtigt at:
In Greece, it is perceived as important :
• forbedre transporten til skolen for børn, der bor langt væk • forbedre vilkårene ved børns indmeldelse i skolen • udvikle særlige værtsskoler for nomadebørn, og det i en positiv ånd, således at disse skoler ikke blot oprettes i de tilfælde, hvor børnene ikke kan optages i de eksisterende skoler • informere skolelederne med henblik på al forbedre den måde, børnene modtages på • indføre en støtte tilpasset børn under ti år, som ikke kan læse og skrive, så de kan integreres i de normale klasser, og indføre modtageklasser for børn over 10 år, der ikke kan læse og skrive • udvikle former for pædagogisk tilsyn med nomadebørn • anvende uddannede pædagogiske konsulenter til støtte for underviserne • udvikle fremstillingen af egnet undervisningsmateriale bl.a. på sproget • udvikle fjernundervisning ­ ikke mindst for nomadebørn
- to improve transport provision for pupils living at a distance from the school: - to improve the conditions for enrolling children in school: - to develop reception schools for nomadic children, and to do so in a positive spirit so that schools of this type will not be limited to those situations where children are unable to gain admission to mainstream schools; - to provide information to principals, so as to improve conditions under which children are received into the schools; - to provide suitable support for children under the age of 10 who cannot read and write, to enable them to integrate into ordinary classes, and to provide reception classes for children over 10 unable to read and write; - to develop forms of pedagogical follow-up for nomadic children; - to employ trained pedagogical counsellors to give teachers the support they require; - to develop the production of adapted teaching materials, particularly in the field of language; - to develop distance learning, notably for nomadic children; - to develop a vocational training programme for young people: - to intensify information activities; - to designate a coordinator who, in collaboration with all partners, can develop all of these plans in a coherent, articulated manner.
I Irland finder man. at de væsentligste punkler er disse:
In Ireland, the essential points to be addressed are as follows :
• fremskridt mod en virkelig tværkulturel uddannelse for alle i respekt for den enkelles kultur • tilrettelæggelse al en passende skolegang på mellemskolestadiet for rejsefolk • forbedre forholdene omkring indmeldelsen og modeprocenlen • udvikling af den tværkulturelle dimension i undervisernes grunduddannelse og videreuddannelse • udvikling af menneskelige ressourcer på alle niveauer (skole, støttelærere, national koordinator)
- the development of a truly intercultural basis for the education of all, respectful of the cultures of all; - the extension of appropriate second-level education to all Travellers; - improving both enrolment and attendance; - development of the intercultural education dimension of the initial and inservice training of teachers; - development of staffing at all levels (at school, visiting teachers, national education coordinator); - a comprehensive survey of Traveller education, both quantitive and qualitative; - the development of appropriate assessment instruments.
I Italien må man på baggrund af igangværende aktioner betegne det som vigtig at:
In Italy, in the light of action undertaken to date, the following points emerge as important :
• oparbejde en statistisk nøjagtig og officiel viden og indsamle data om sigøjnerbørns skolegang (antal børn, antal indmeldelser, mødeprocent, støtte og øvrige tilbudte tjenester, skoleresultater osv.) • gøre status over nyskabende og udforskende aktiviteter i samarbejde med uddannelsesmyndighederne, lærerseminarierne, universitetet, forbundene osv. • udbrede forskningsresultaterog informere om deres didaktiske følgevirkninger, opmuntre til ændringer samt oprette en databank • tilrettelægge videreuddannelsenaf de undervisningsansvarligeog af underviserne på basis af forskningsresultaterne (uddannelsesinstitutter, universiteter, studiecentre osv.) og på undervisningsministrenes resolution fra 1989, ikke mindst hvad angår pædagogisk materiale og undervisningsmateriale, fjernundervisning og pædagogisk opfølgning, uddannelse og ansættelse af undervisere af sigøjnerherkomst, oprettelse af regionale centre til samling af de forskellige partnere, osv. osv.
- to develop a statistically precise, and official, understanding of the data on school provision for Gypsy children (numbers, enrolment, attendance, availability of support and other services, scholastic success etc.); - to inventory innovative and experimental activities in collaboration with the education authorities, teacher training institutes, the University, associations etc.; - to disseminate research results and their didactic implications, encourage change, develop a data bank: - to develop, for teachers and others involved in education, inservice training firmly based on research findings (from training institutes, the University, study centres etc.) and on the Resolution adopted by the Ministers in 1989, particularly as regards teaching methods and materials, distance learning and pedagogical backup, the training and employment of teachers from the Gypsy community, the setting up of regional centres which can bring together the different partners, etc.
I Nederlandene skal man i de kommende år sørge for. at undervisningen af rejsebørn fortsat får samme opmærksomhed som i dag.
In the Netherlands, care must be taken over the coming years to maintain the current degree of interest in school provision for Gypsy and Traveller children.