natgillin/translations-raw huggingface dataset:
Projektet skal dels fjerne de barrierer, der hæmmer indvandreres adgang til arbejdsmarkedet og fører til social udstødelse, dels fungere som et supplement til de kommunale myndigheders indsats for at kvalificere ind vandrere til arbejdsmarkedet. Dette sker ved at etablere et lokalt netværkssamarbejde med de berørte parter: arbejdsgiverorganisationer, fagforeninger, den lokale industri, indvandrerorganisationer og kommunens indvandrergruppe.
The project's purpose is to remove barriers keeping migrants from entering the labour market, which otherwise lead to social exclusion, and to complete the effort made by the municipal authorities in the field of qualifying migrants to the labour market, by entering into local network cooperation together with relevant partners in the field: employers' organizations, trade unions, local industry, migrant organizations and the municipality's migrant group.
Med udgangspunkt i virksomhedernes krav vil man oprette målrettede teoretiske og praktiske kurser.
On the basis of these enterprises' requirements, target ed theoretical and practical training courses will be introduced.
Dette projekt har været i gang siden 1995 med støtte fra EU, stat, amt og kommune og er blevet en succes.
This project has been successfully put into practice since 1995 with EU, national, regional and local funding. • "Bazar West": a EU funded urban pilot project.This is a project for promoting initiatives of entrepreneuring among refugees and immigrants in the area
indgår Århus Kommune, Dansk Flygtningehjælp og en række uddannelsesinstitutioner. stitutioner.
Partners are the Municipality of Aarhus, the Danish Refugee Council, and several educational institutes.
I partnerskabet indgår: et entreprenørfirma, et boligselskab, foreninger for voksenuddannelse, en indvandrerforening, sprog centre, offentlige myndigheder (kommunens arbejdsformidling og social- og sundhedsforvaltning). Erfaringerne fra dette projekt kan bruges i andre dele af Århus (ig af interesserede andre steder i EU.
• an integration course for refugees and immigrants in social and health studies; • an introductory course to prepare refugees and immigrants for the regular teacher training course; • a project for engineers with an immi­grant background; this project consists of three months' vocational guidance and training in job preparation, reshap­ing attitudes and establishing contacts with specific employers with a view to fixed­term contracts;
1 Beskæftigelsesrådgivning og -vejledning for europæiske flygtninge og indvandre
• the "Ind­holder" project: slotting an immigrant into the workforce (focussing specifically on jobs in indus­try and the private sector);
• Et integrationskursus for flygtninge og indvandrere på social- og sundhedsområdet. • Et introduktionskursus, der skal forberede flygtninge og indvandrere til den egentlige læreruddannelse. • Et projekt for ingeniører med indvandrerbaggrund.
• an introductory course for baker and butcher apprentices in preparation for the actual training course; • schemes to set up a preparatory course leading to application and admission to the police college.
Kommentar: For så vidt angår initiativerne i Århus vil vi gøre opmærksom på, at arbejdsmarkednetværket navnlig blev oprettet for at fremhjælpe et samarbejde i den nærmeste fremtid mellem aktører i den offentlige sektor, på uddannelsesinstitutionerne og i de private virksomheder.
Comment: Concerning the Aarhus case, we note that the "Labour market network" was established especially to facilitate coopera­tion between public sector players, educa­tion and training institutes and private companies in the near future.
* Brøndby
* The Broendby local authority policy
Brøndby Kommune har gennemfort følgende planer: re.
The Broendby local authority has intro­duced the following schemes: known as "Aarhus West".
Et projekt finansieret via Horizon, som har til formål at få etableret et regionalt og lokalt netværk vedrørende integration af indvandrere og flygtninge, der trues af arbejdsløshed og udstødelse fra arbejdsmarkedet.
In a closed­down factory, owned by a construction company, stands are established for market trade, small shops, production workshops, education premises (adult education, education in the Danish lan­guage,.. .), café etc.The purpose of the initiative is to create room for refugees and immigrant establishments in self­employed status ­ with municipal eco­nomic support and guidance ­ and to assist with establishments outside the centre after a one­year phase of entre­preneuring apprenticeship.
• Et kursus i dansk, edb og identitet for flygtninge med visse uddannelsesmæssige forudsætninger. • Et kursus for flygtninge med erfaring eller interesse inden for kontorområdet
• a course for refugees with secondar}' or higher education in Danish EDP and identity; • a course for refugees with experience or interest in office and service sector studies;
være udfarende og skabe motivation og etablere direkte kontakt med familierne.
later chances of success (education, the labour market and society).
• Forberedelseskurser for flygtninge med erfaring inden for sygepleje med hen­blik på optagelse på en sygeplejeskole.
In the light of the above, the Farum local authority has opted for a pro-active approach to motivate and to make direct contact with families and as such has appointed a consultant for bilingual children.This consultant:
• tager kontakt med forældre for at disku­tere deres særlige ønsker med hensyn til deres børns integration og mulighe­der i Danmark; • opmuntrer forældre til at sende deres børn i børnehave, så børnene kan lære dansk og forberede sig til skolen;
• a course for refugees interested in find ing work as a bus driver; • a one year preparatory course for refugees aiming at employment as a teaching assistant or admission to the four-year teacher training course; • preparatory courses for refugees with a nursing training aiming at admission to a Danish nursing school; • specially organized vocational training in a workshop or storage depot; • a high school day course for young refugees.
• understreger, at det er forældrenes ansvar, at børnene forstår og taler dansk, når de starter i skolen;
Generally, there is a dissemination of the principles put forward by the Association of the Local Authorities in Denmark: as mentioned above, they are subscribed by many local authorities.
• etablerer kontakt med de relevante myn­digheder med henblik på at fordele de tosprogede børn (som højst må udgøre 20% af børnene i en børnehave);
• contacts parents and discusses their particular wishes regarding their children's integration and opportunities in Denmark; • encourages parents to make use of nursery school facilities for Danish lan guage teaching and preparation; • stresses that parents are responsible for ensuring that children understand and speak Danish before they start school; • liaises with the relevant local authority placement service so as to distribute bilingual children (maximum 20% per nursery school); • follows the child throughout nursery school and school.
Eksempler på lokale strategier i Danmark for uddannelse af flygtninge­ og indvan­drerbørn
Examples of local policies in Denmark concerning education to children of refugees and immigrants
Tosprogede børn, der ikke har de færdig­heder, der kræves i børnehaveklassen, pla­ceres i en "integrationsklasse", der tager særlig sigte på tosprogede børn, og som skal bidrage til at styrke børnenes selvfø­lelse og give dem de nødvendige forudsæt­ninger for at gennemføre skolegangen på samme vilkår som danske elever.
The Farum local authority has introduced special schemes for preschool children and preparation for primary school. Farum has adopted a policy on ethnic minorities which stipulates that the local authority:
Farum Kommune har indført særlige syste­mer for børn i forskolealderen, der skal fun­gere som forberedelse til den egentlige skole­gang.
Bilingual children, lacking the skills needed to be able to follow the nursery school classes successfully, are put into an "integration" class.
Farum har vedtaget en strategi for etni­ske mindretal, ifølge hvilken kommunen:
This special class is exclusively designed for bilingual children and aims at giving the child a positive selfimage as well as preparing and equipping the child to pursue his/her schooling on an equal footing with Danish pupils.
• skal sørge for information om skoler og om de rekreative og kulturelle facilite­ter, kommunen tilbyder; • kun må oprette særlige kurser, såfremt disse tager sigte på at lette mindretals adgang til sådanne faciliteter; • officielt indtager den holdning, at dan­skundervisning er en forudsætning for at forstå og deltage aktivt i undervisnin­gen og er afgørende for børnenes sene­re muligheder for at klare sig (inden for uddannelsesvæsenet, på arbejdsmarke­det og i samfundslivet).
• must provide information on existing primary school, school, recreational and cultural facilities provided by the local authority;
Der er børn på førskoleniveau, der ikke kan dansk, selvom de er født i Danmark.
• may only introduce special courses which aim to give minorities easier access to such facilities;
Det er vigtigt, at indlæringsfærdighederne stimu­leres før den egentlige skolegang begyn­der, så man undgår, at børnene senere kom­mer i specialklasse.
The main objective of the Helsinger Kommune policy is to ensure that all immigrant children attend nursery school, and in the event that this should not be possible, to provide opportunities for additional Danish language teaching and the training of bilingual counsellors.
I Helsingør koncentre­res støtteindsatsen navnlig om det første år.
At preschool level there are bilingual children who do not know Danish even though they were born
Tosprogede lærere, socialarbejdere og socialpædagoger samarbejder med lærere i
• wishes to publicise that Danish lan guage instruction is the key to under standing and playing an active part in schooling and determines children's
• at udvikle et undervisningsprojekt, som lever op til de forventninger, som deltagerne har; projekter, der skal gøre det muligt for bør nene at opfylde de krav, der stilles til dem.
From the very first year of the implemen­tation of the European resolution on edu­cation for gypsies and travellers of 1989, the National Ministry of Education, Sec­ondary Schools Division, decided to launch a project on distance learning.
Man har lavet et skolecaféprojekt for at kunne tilbyde børn med etnisk baggrund ekstra rådgivning og vejledning.
Since the 1991­1992 school year, the Rouen branch of the National Centre for Distance Learn­ing has employed a secondary teacher with the following remit: in Denmark.
Samarbejdet med forældrene spiller en afgørende rolle, og man har oprettet lærer/forældreforeninger for at fremme dialogen.
It is important to stimulate learning abilities before basic schooling as this enables children not to need reception classes later on. In Helsinger, support is focussed on particularly during the first year of schooling.
• at oprette undervisningskartoteker og andre dokumenter, og at arbejde med undervisningens indhold;
Bilingual teachers, social workers and social pedagogues work together in projects with teachers to enable children to meet the standards required.
• at iværksætte passende støtteforanstaltninger, især ved at anvende ny teknologi- gi-
• to analyse the difficulties experienced by young gypsies at secondary level; • to develop a teaching project in response to the expectations of those concerned; • to produce teaching files and other documents, and to work on education content; • to set up appropriate support mecha­nisms, particularly through the use of new technologies.
Målene blev derefter konkretiseret gennem praktisk arbejde: besøg på skoler og uddannelses- og informationscentre for indvandrerbørn, kontakter og diskussioner med sigøjnere og andre ikke-fastboende, herunder både familier og deres organisationer.
These aims were subsequently fleshed out through fieldwork: visiting schools and training and information centres for the education of immigrant children, contacts and exchanges with gypsy and traveller families and organisations.
Denne undersøgelse klarlagde to grund læggende krav:
This research revealed two basic require­ments:
Antallet af sigøjnere i Frankrig er stort, det næststørste - efter Spanien - i EU. De fleste har fransk nationalitet, medens et mindre antal primært kommer fra Central- og Østeuropa.
The gypsy population present in France is significant, the second largest ­ after that of Spain ­ within the European Union.
De unge sigøjnere (12-16 år) går kun i begrænset omfang i skole, dels fordi sigøjnernes kultur mest bygger på en mundtlig tradition, men også fordi deres skolegang er tæt forbundet med deres boligforhold.
School attendance remains rather poor and sporadic among young gypsies (especially among the 12­16 year olds), partly because of the impact of an essen­tially oral culture, but also because atten­dance is closely related to accommodation prospects.
Disse unge sigøjnere vil ikke kunne få en normal, vedvarende skolegang, førend deres boligproblemer bliver løst.
In effect, until their accommo­dation difficulties have been sorted out, these young people will not be able to benefit from regular sustained schooling.
Pilotprojektet i fjernundervisning er kun et af de initiativer, som har til formål at få liere sigøjnere til at gå i skole og indrette under visningen efter deres behov.
The pilot project on distance learning is only one of the actions targeted towards increasing the level of school attendance and more specifically adapting teaching.
Fra det første år, hvor den europæiske erklæring om uddannelse for sigøjnere og andre ikke-fastboende var trådt i kraft, besluttede undervisningsministeriets afdeling for sekundærskoletrinnet at gå i gang med et projekt om fjernundervisning.
• to combat educational failure so that children can acquire a solid grasp of general culture, and feel recognized and a part of society; • to combat exclusion by affirming and highlighting gypsy contributions to European and universal culture.
• Mange forskellige versioner af dette undervisningsforløb er blevet afprøvet i forskellige sigøjnersamfund i forskellige egne af Frankrig.
It incorporates both the official syllabus and insights provided by gypsy families and organizations. • Many experimental versions of this course have been tested among various communities in different regions of France.
Fjernundervisning og brug af undervis ningsmateriale, der tager særligt hensyn til sigøjnerbørnenes evner, deres livsstil og deres kultur bringer mere kontinuitet ind i deres skolegang og involverer forældrene og den ovrige familie mere, end det ellers er tilfældet.
Distance learning, employing materials specifically taking account of gypsy children's skills and the practical realities of their lifestyle and culture, improves scholastic continuity and gets parents, and families in general, more involved.
RAA-centrene er servicecentre for undervisere og har som mål at blive uddannelse scentre, der er åbne for alle. De tilbyder rådgivning til lærere, forældre, foreninger etc. og fungerer som kontaktled mellem dem.
The Regional Employment Centres for the Promotion of Immigrant Children and Adolescents (Regionale Arbeitsstelle zur Förderung ausländischer Kinder und Jugendlicher, RAA) has existed since 1980 constituting a network set up as a collaboration between the Education Ministry and the Ministry of Social Affairs.Thanks to the funding of the Communities, seven new RAA regional offices have been started up in the last three years (there are at present 23 centres in NRW).The offices are run as communal institutions (20 cities and three districts), but the organization of the RAA, the way in which the RAA concepts are put into practice is dependent on the school boards.
Generelt søger RAA-centrene at sikre kompatibilitet mellem aktiviteter i og uden for skolen.
Since 1988, there has been an RAA headquarter, established in Essen, that takes care of central coordination and services.
I de forste år foregik det praktiske arbejde med fjernundervisning først og fremmest på regionalt og nationalt plan.
In the early years, work in the field of distance learning was pursued primarily at regional and national level.
Fra 1992-93 og frem har projekterne i stigende grad fået en europæisk dimension gennem udveksling (af erfaringer, undervisningsmateriale og information) med andre med lemsstater. Der har været møder med italienske og engelske samarbejdspartnere for at iværksætte fælles projekter og for at udvikle et effektivt europæisk netværk.
From 1992-93, projects have been taking on a European dimension through practical exchange (of experience, available materials, information etc.) with other Member States.There have been meetings with Italian and United Kingdom teams with a view to set ting up a joint project and developing an effective European network.
Case study 4: RAA-netværket i Nordrhein-Westfalen, Tyskland
The RAA are service centres for educators.
Herudover kan man få fotokopieret tekster i RAA-centrene og få hjælp med oversættelse af materiale.
In general the RAA wants to ensure both the compatibility of school and out-of-school activities.
Region: Nordrhein-Westfalen (NRW) Aktionstype: Netværk Koordination: RAA Essen Fokus: Integration, arbejdsmar kedet, tværkulturelle strategier, sprogindlæring læring
Main areas of attention are:
Der er tale om et netværk af centre, som uddannelsesministeriet og socialministeriet har etableret i
• parental involvement • vocational guidance/orientation (transi tion from school to work)
ovennævnte opgaver, anses det for nødvendigt, at der oprettes samarbejde mellem de berørte personer.
• intercultural education • community education.
De sørger for gensidig koordinering for at sikre udbredelse af erfaringer (f.eks. i form af workshops). Der er også oprettet RAA-kontorer i andre tyske delstater (f.eks. i Berlin, Brandenburg). denburg).
facilitate the transition from school to professional life. • The RAA gives children advice on edu­cation.
RAA-centrene betragter tværkulturel uddannelse som en indlæringsproces, en holdning der kan indlæres.
• The RAA service mainly consists of the provision of educational materials, liter­ature on education and addresses of cultural organizations.
Hertil kommer, at tværkulturel uddannelse ikke kun hen vender sig til indvandrere, men må være åben for alle. I denne forstand anerkender de personer, som er involveret i organiseringen af RAA-nettet den kulturelle mangfoldighed på uddannelsesområdet.
Furthermore, the RAA offers help with translations and provides photocopying services.
Case study 5: Uddannelsesmateriale til tværkulturel uddannelse på de første klassetrin - Athen, Grækenland for en række forskellige uddannelse sområder (nogle gange i form af seminarer). • I byerne og kredsene arbejder RAA-centrene som kontaktled mellem indvandrere og tyskere og mellem praksis og teori. • RAA-centrene foretager undersøgelser med henblik på at finde 'missing links' i uddannelsessystemet og iværksætter på baggrund heraf supplerende foranstaltninger.
Finally there is the RAA headquarters that does not only take care of the central coor­dination and the service tasks, but also ful­fils other tasks based on the assignment catalogue ("Aufgabenkatalog") presented by the competent ministries, including the publication of the magazine "Mozai'k", the in­service training of educators who con­centrate on out­of­school activities and concept development in the field of inter­cultural education.
For eksempel tilbyder de hjælp til småbørn, som ikke har dagpleje eller børnehaveplads, de organiserer mor-barn-grupper og har oprettet ungdomscentre m.v.
In order to give an accurate follow­up of the tasks described above, cooperation between all the per­sons involved is seen as essential (especial­ly in the schools themselves).
Baggrund
Comment
Endelig er der RAA-hovedkvarteret, som ikke kun tager sig af den centrale koordination og serviceopgaverne, men også udfylder andre opgaver, som er baseret på den opgavekatalog, som er udarbejdet af de kompetente ministerier, herunder udgivelse af bladet 'Mozaïk', videreuddannelse af undervisere, som specialiserer sig i aktiviteter uden for skolen og konceptudvikling inden for tværkulturel uddannelse.
• The RAA does research on educational "missing links" and takes as a result complementary measures. For example, it offers help to infant children who do not have a pre­school playgroup, it organises mother­child groups, it estab­lished a youth centre etc.These com­plementary measures are not part of the standard programme of the RAA, but serve as a stimulus for other institu­tions so that they also start thinking about expanding their programme.
Med henblik på en nøjagtig opfølgning af
Furthermore, intercultural edu­cation is not exclusively intended for immi­grants, but has to be open to everybody.
I Grækenland har rammerne for undervis ningen på de første klassetrin forandret sig
• The RAA gives vocational training to ensure the future of immigrants and to
At sætte spørgsmålstegn ved stereotype forestillinger, som ikke blot har indflydelse på, hvordan eleverne og lærerne forstår verden, men også på hvordan man opfatter viden og den daglige undervisning.
Locality: Athens Coordinator: University of Athens, Department of Preschool Education Type: Project Funding: European Commission (Task Force Human Resources: Education Training and Youth); University of Athens Main area of attention: intercultural approach
Udarbejdelse og afprøvning af materialet. Indledende tests er blevet udført i skoler i Athen.
For this, the form was chosen of a kit as educational support.The educational material consists of a game structured in the form of an educational kit, aimed at pupils aged 9 to 12.
Udbredeke
Its specific aims are:
Projektets vigtigste mål er gennem under visningsmaterialet at få eleverne til at tænke over forskelle og ligheder med andre mennesker, hvad enten de er tæt på eller langt væk; at fremme kommunikationen mellem repræsentanter for forskellige kulturer og hjælpe lærerne med at arbejde med eleverne på dette niveau, så både de og deres elever kan indse, hvor vigtigt samspillet mellem ligheder og forskelle er, et samspil som er afgørende for hvordan skoler fungerer.
Over the last ten years, the primary school scene in Greece has changed considerably, mainly due to the presence of children coming from other countries (European, Asian and African countries, national minorities, recent immigrants from the exsocialist countries).
Det græske undervisningsministerium sørger for, at den pædagogiske værktøjspakke cirkulerer i de græske skoler.
This cultural and linguistic diversity puts to the test an educational system which, until recently, was accustomed to uniformity.
For at nå dette mål valgte man at lave en værktøjskasse med pædagogisk støttemateriale.
Especially, the core of the Greek school system is dominated by an ethnocentric attitude based on the national, linguistic and religious homogeneity as well as on the continuity with antiquity.
Undervisningsmaterialet består af et spil, der har form af en pædagogisk værktøjskasse og som er rettet mod elever fra 9 til 12 år. Målene er mere præcist:
In order to abandon this attitude and take into account the linguistic/cultural diversity which is actually present in Greek primary schools, one is forced to think of ways to recommend to the teachers so that, initially, they acknowledge the situation and, subsequently, they handle this diversity through a perspective of interculturai dynamics.
Case study 6: Projektet vedr. vilkårene for tosprogede i Torino - Italien og tværkulturel uddannelse: • For det første gik projektet i gang med at indsamle oplysninger for bedre at kunne forstå indlæringsprocessen hos tosprogede elever i skolerne.
Case study 6: The action project on bilingualism in Turin - Italy
Region: Torino Aktionstype: Projekt Fokus: Sprogindlæring, tværkulturelt samarbejde, integration
Locality: Turin Type: project Main areas of attention: language learning; intercultural approach; integration