natgillin/translations-raw huggingface dataset:
Mandlige udenlandske elever pr. 1. oktober 1980, fordelt på niveau og nationalitet.
Foreign male pupils as at 1 October 19 80, by school level and nationality. (From "Statistik om Indvandrere", 1983)
Jugoslavlen Tyrkiet Pakistan
Of which: Yugoslavia Turkey Pakistan
En af mulighederne for de unge, der ikke umiddelbart er kommet i gang med uddannelse eller erhverv efter folkeskolen er ungdomsskolen som organiseres i kommunalt regi.
One possibility for juveniles who do not start their training or job immediately after primary school is the youth school (ungdomsskole), organized under the local authority.
Ungdomsskolen har store valgmuligheder med hensyn til det indhold og de metoder der tilbydes de unge.
The youth school offers a wide variety of options regarding the subject-matter and methods offered to the young persons.
Generelt er ungdomsskolen praktisk betonet, men kan også have tilbud om forberedelse til folkeskolens afgangsprøver.
The emphasis in the youth school is generally upon practical subjects; but preparation for the school-leaving examinations of the primary school can be offered also.
Under ungdomsskolen arrangeres der i nogle kommuner specielle kurser med sigte på unge indvandrere.
Special courses at the youth school for young immigrants are arranged in some local-authority areas.
Dette er tilfældet i København, hvor man i 1977­1978 gennemførte et forsøgsprojekt med støtte fra EF's socialfond og i samarbejde med Mellem­folkeligt Samvirke.
This is so in Copenhagen, where a pilot project was carried out in 1977-78 with aid from the EC social welfare fund and in collaboration with the International Co-operation Organization (Mellemfolkeligt Samvirke).
Ud fra erfaringerne fra dette projekt etablerede man fra 1979 mere permanente erhvervs­ og uddannel­sesforberedende kurser under ungdomsskolen for unge indvandrere.
On the basis of experience with this project, from 19 79 onwards more permanent preparatory courses for jobs and vocational training were established under the youth school for young immigrants.
Kurserne henvender sig til udlændinge mellem 16 οσ 24 år der bliver arbejdsledige for første gang.
The students are taught Danish, current affairs and their mother tongue for 16 months, depending upon their existing knowledge.
Eleverne undervises i dansk, samtidsorientering og modersmål i 1­6 måneder, afhængigt af forkundskaberne. Efter sådanne kurser får de unge tilbud om at fortsætte i kommunens forskellige projekter for unge arbejdsløse sammen med unge danskere.
After courses of this kind, the young persons are offered an opportunity to continue in the various local-authority projects for young unemployed people together with young Danes.
Grundlæggende erhvervsuddannelse
Basic vocational training
Man har ingen oversigt over hvor mange indvandrere der er blevet optaget ved en grundlæggende erhvervsuddannelse i Danmark, og heller ikke over antallet af indvandrere for hvem det er lykkedes at gennemføre en sådan uddannelse.
It is not known how many immigrants have been accepted for basic vocational training in Denmark; nor is it known how many have successfully completed such training.
Den grundlæggende erhvervsuddannelse er en vekseluddannelse, der kan være opbygget efter to forskellige mønstre: dels er der den traditionelle mesterlære, dels en erhvervsfaglig grunduddannelse (efg), indført i 1972 på forsøgsbasis og i 1977 som permanent ordning, men stadig som parallelt sy­stem til mesterlæren.
Basic vocational training is an alternance training which can be structured in two different ways; on the one hand, it is the traditional apprenticeship, and on the other, a basic trade training (efg) which was introduced in 19 72 on an experimental basis and in 19 77 as a permanent arrangement, but still as a parallel system to the apprenticeship.
Der er dog en række fagområder hvor mesterlæren er afskaffet.
The apprenticeship has been abolished in a number of trades, however.
Ved mesterlæren starter den unge straks i en læreplads. Ved efg indledes med et års bredere
In the apprenticeship, the young person commences in a training post immediately, while'efg'starts with one year's more general basic education at school, after which alternance training is continued.
Det synes først og fremmest at være i efg at en mindre del af indvandrerne har vundet indpas.
A small number of immigrants appear to have got primarily into 'efg'.
Det eneste optagelseskrav der stilles ved efg er at den unge - i Danmark eller sit oprindelsesland - har fået en undervisning svarende til ni års skole gang.
The sole requirement for admission to 'efg' is that the young person has had - in Denmark or in his country of origin - instruction equivalent to nine years' schooling.
Der kræves ikke nogen afgangsprøve fra folkeskolen.
No primary school-leaving examination is necessary
Derfor er unge indvandrere, i alle fald formelt set, ved op tagelsen til efg ligestillede med andre unge. Men for at de reelt skal være ligestillede, må de have oplysninger om at der eksisterer disse gunstige betingelser for optagelse på efg, og de må have informationer om erhvervsuddannelsen generelt.
Young immigrants are thus - in theory, at least - on an equal footing with other juveniles for acceptance to 'efg'; but in order to be on a really equal footing, they must be informed that these favourable conditions exist for acceptance for 'efg', and must have information on vocational training in general. The existing information system does not, it has
Det har vist sig at den eksisterende orientering ikke altid fungerer til strækkelig effektivt over for denne specielle gruppe af unge, og særlige vanskeligheder frembyder det at give de unges familier en for dem meningsfyldt orientering om uddannelsesmulighederne.
45 been found, always function effectively enough in relation to this special category of young persons, and special difficulties stand in the way of provision of the young people's families with information on the training opportunities which is meaningful to them.
Men hertil kommer en række skjulte krav: ni års skolegang i Danmark giver en anden baggrund end hvis denne skolegang -i det mindste delvis - har fundet sted i f.eks. Tyrkiet eller Pakistan.
In addition, however, a number of hidden requirements exist.
Og den undervisning der finder sted i erhvervsskolerne er tilrettelagt med henblik på elever med en dansk opvækst.
And the instruction in vocational schools is arranged with a view to pupils with a Danish upbringing.
Unge indvandreres start på efg har voldt vanskeligheder.
Integration courses for 'efg'
Dette gælder ikke mindst de unge fra de politiske flygtninge familier der i de seneste år er blevet modtaget i Danmark.
Difficulties have been encountered with starting young immigrants on basic trade training (efg) - not least the young persons from the political refugee-families which have been received in Denmark in the last few years.
I konsekvens heraf udarbejdede en arbejdsgruppe med repræsentanter for Undervisningsministeriet, Dansk Flygtningehjælp og tre jyske erhvervsskoler (Esbjerg, Vejle, Mommark) i
A study group of representatives of the Ministry of Education,the Danish Refugee Relief Organization and three vocational schools in Jutland (Esbjerg, Vejle, Mommark) therefore drew up in 19 80 a proposal for an integration course for refugees for 'efg'.
Der har i de øvrige europæiske lande vist sig interesse for det danske eksperiment med indslusningskursus til erhvervsuddannelsen.
Interest in the Danish experiment with integration courses for vocational training has been shown in the other European countries.
Derfor er dette eksperiment ret udførligt beskrevet nedenstående.
This experiment is therefore described in considerable detail below.
Forslaget handler primært om indslusning af de unge flygtninge, men kan ligeså vel benyttes over for andre unge indvandrere med en sproglig og kulturel baggrund der er forskellig fra den de øvrige unge møder med ved starten på efg.
The proposal concerns primarily integration of the young refugees, but it can be used equally well for other young immigrants with a language-background or cultural background which is different from that encountered by the other young trainees when they start 'efg'.
Rapporten beskriver et kursusforløb på 40 uger med stor vægt på projekter som gør det muligt at forbinde teori og praksis.
The report describes a course of 40 weeks' duration, with heavy emphasis upon projects that enable theory and practice to be combined.
Et idékatalog giver en lang række forslag til emner som ville være relevante at tage op i projekterne.
An ideas-list suggests a large number of topics which would be relevant for inclusion in the projects.
Familielivet: emner som f.ex. ansvarsforhold, lægevæsen, madlavning, vuggestue. 2. Samfundslivet: emner som f.ex. bankvæsen, bistandslov, folkeskole, skattebetaling, værnepligt. 3.
Family life: topics such as responsibility, medical service, food preparation, day nursery. 2.
Arbejdslivet: emner som f.ex. arbejdsformidling, arbejds plads, lønforhold, tillidsmandsordning. 4.
Working life: topics such as the employment service, jobs, pay, shop-steward system. 4.
Fritidslivet: emner som f.ex. biblioteker, højskoler, sportsliv, teater.
Leisure: topics such as libraries, colleges, sports, theatre. *) "U90"; Danish Educational Planning and Policy in a Social
Rapporten pointerer at formålet med sådanne indslusningskurser skulle være at give lige forudsætninger for danske elever og indvandrere.
The report emphasizes that the object of integration courses of this kind should be to provide a basis of equality for Danish pupils and immigrants.
Samtidig skulle indvandrerne have mulighed for at bevare deres egen personlig-kulturelle baggrund.
At the same time, the immigrants should have an opportunity to retain their own personal and cultural background.
Forud sætningen var et humanistisk-demokratisk menneskesyn, og det beskrevne kursusforløb baseret på en hermeneutisk forståelsesvinkel: eleverne skulle udvikle deres forståelse gennem mødet med virkeligheden.
Vihat was required, the report said, was a humanistic, democratic outlook, and the course described to be based upon an hermeneutic conception in which the pupils should develop their understanding by contact with reality.
Imidlertid slog økonomien ikke til, og ideerne bag det foreslåede indslusningskursus blev således i foråret 1981 afprøvet i form af stærkt forkortede uddannelsesforløb på 78 uger, gennemført i nogle jyske provinsbyer.Finansieringen af disse forsøgskurser skete gennem midler stillet til rådighed af Sekretariatet vedrørende uddannelsesmæssige foranstaltninger mod arbejdsløshed (SVUA).
There were insufficient funds, however, and the ideas behind the proposed integration course were therefore tried out in the spring of 19 81, in the form of a greatly abridged training sequence of 78 weeks' duration, carried out in some provincial towns in Jutland.
De grundlæggende idéer fra det oprindelige forslag blev forsøgt bevaret i så høj grad som muligt, til trods for det forkortede forløb.
These pilot courses were funded with money provided by the Secretariat for training measures to combat unemployment (SVUA).
I forsøgsforløbet benyttede man team-teaching, hvor en sproglærer fra Dansk Flygtningehjælp arbejdede sammen med en lærer inden for et teknisk fag på erhvervsskolen.
On the pilot course, team-teaching was used, in which a language teacher from the Danish Refugee Relief Organization worked together with a teacher in a technical subject at the vocational school.
Erfaringer ne fra forsøgskurserne var i vid udstrækning positive, selv om der var enighed om at de var for kortvarige. En sammenfattende evalueringsrapport fremkom i 1982 (13).
The results of the experimental courses were largely favourable, although it was agreed that they were too short.
Der er ikke senere blevet afsat midler til sådanne indslusningskurser med specielt sigte på efg.
48 of this, kind aimed especially at 'efg*.
Unge flygtninge må forsøge at klare sig med de kurser med bredere sigte som afholdes af Dansk Flygtningehjælp (se senere i dette afsnit).
Young refugees have to try to manage with the less specialized courses that are held by the Danish Refugee Relief Organization (see below in this section).
Den danske lovgivning rummer muligheder for at yde støtte til handicappede unge under erhvervsuddannelse (Lov nr. 289 af 8. juni 1977, §2 stk. 2).
The Danish legislation provides opportunities for support for handicapped young persons who are under vocational training (Law No.289 of 8 June 1977, §2 para.2).
Og med "handicap" forstås også det sproglige handicap man er i besiddelse af i forhold til de øvrige elever, såfremt man ikke har dansk som modersmål.
By "handicap" is also understood the handicap of language in relation to the other pupils, if the pupil concerned does not have Danish as the mother tongue.
Støtteforanstaltninger kan f.ex bestå i tolkebistand eller i ekstra danskundervisning, men også i hjælp inden for de forskellige tekniske fag.
Measures of support can consist of, for example, interpretingassistance, or extra tuition in Danish, but also help in the various technical subjects.
Der synes at være et stort behov blandt indvandrerne for at få mulighed for at følge en supplerende danskundervisning gennem valg af dansk som til valgsfag i efg-basisåret, vel at mærke dansk som fremmed sprog, tilpasset indvandrernes ganske specielle elevforudsætninger. ninger.
There seems to be a great need among immigrants to have an opportunity for extra tuition in Danish , by choosing the language as an optional subject in the 'efg' base-year - Danish as a foreign language, it should be noted, and adapted to suit the very special needs of immigrants as pupils.
Indvandrereleverne .ønsker at en sådan danskundervisning tidsmæssigt og indholdsmæssigt direkte skal knyttes til de tekniske fag der arbejdes med. Derved vil undervisninoen give anledning til at repetere det tekniske fags indhold og til at beskæftige sig dybtgående med den tekniske terminologi der anvendes.
The immigrant pupils wish to have Danish instruction of this kind related directly, in timing and in content, to the technical subjects that are being studied. In this way, the instruction will provide opportunity for repetition of the substance of the technical subject and for studying in depth the technical
Fra de danske myndigheders side har der været vist interesse for at tilbyde de unge indvandrere i efg-basisåret mulighed for at vælge deres hjemlands modersmål som tilvalgsfag.
Interest has been shown by the Danish authorities in offering the young immigrants in the 'efg' base-year an opportunity to choose the language of their homeland as an optional subject.
Det kunne betragtes som en fortsættelse af tilbuddet i folkeskolen om 35 rimers ugentlig modersmålsundervisning.
This could be regarded as an extension of the offer in primary school of 35 hours' mothertongue instruction a week.
Imidlertid viser de hidtidige erfaringer at de fleste unge indvandrere der kommer ind på efg må gøre en så stor anstrengelse for at leve sig ind i den danske uddannelse, at de simpelthen ikke på det tidspunkt har overskud til også at beskæftige sig med deres eget modersmål og deres egen kulturelle baggrund.
Experience so far shows, however,that most of the young immigrants who go into 'efg' have to make such an effort to familiarize themselves with the Danish lessons that they simply do not have,at the time,enough left over also to study their own mother tongue and their own cultural background.
En stor vanskelighed for indvandrerne i erhvervsuddannelsen er de sprogligt set vanskeligt tilgængelige undervisnings materialer.
One great difficulty for immigrants under vocational training is that of access, linguistically speaking, to the instructional materials.
Dette gælder ikke mindst de skriftlige arbejdsinstruktioner på de tekniske skolers værksteder.
This applies not least to the written working instructions in the workshops of the technical schools.
Selv for dansksprogede elever er der ofte problemer med den præcise forståelse af instruktionen.
Even for Danish-speaking pupils, problems often exist in understanding the instructions correctly.
Dertil kommer at mange erhvervslærere er tidligere håndværkere, og deres faglige jargon udgør en ekstra kommunikationsvanskelighed for de fremmedsprogede elever.
Moreover, many vocational teachers are ex-craftsmen and their technical jargon constitutes an additional difficulty of communication for the foreign languagespeaking pupils.
Vanskeligheden ligger imidlertid ikke blot i lærernes manglende bevidsthed over for det anvendte sprog, men også i deres manglende erfaring i at omgås elever med en anderledes kulturel baggrund.
50 consciousness of the language used, but also in their lack of experience in dealing with pupils of a different cultural background.
Således kræves en speciel indsats for at give erhvervslærerne den nødvendige basis for arbejdet med indvandrerelever i erhvervsuddannelsen.
A special effort is thus necessary in order to provide the vocational teachers with the necessary basis for the work with immigrant pupils in vocational training.
Denne basis skal rumme såvel kognitive som holdningsmæssige aspekter.
This basis must include both cognitive and behavioural aspects.
I Statens Erhvervspædagogiske Læreruddannelse (SEL) er man opmærksom på problemerne, og de tages op som led i erhvervslærernes grundlæggende pædagogiske uddannelse.
The staff at the National Vocational Teacher Training Establishment (SEL) are aware of the problems and they are included in the basic training for vocational teachers.
Desuden har der været planer om at tilbyde erhvervslærere korte videreuddannelseskurser i indvandrerproblematik, men undervisnings ministeriet har ikke ladet disse planer realisere.
In addition, there have been plans to offer vocational teachers short further-training courses in immigrant problems; but the Ministry of Education did not allow these plans to be implemented.
Frafald_fra_efg
Droppingout from 'efg'
I foråret 1979 blev der foretaget en undersøgelse af hvordan det var gået 122 indvandrere optaget på efg-uddannelsen inden for hovederhvervsområdet "Jern og Metal" i perioden januar 1977 til januar 1979.
In the spring of 19 79, a study was made of the experiences of 122 immigrants taken into 'efg'-training for the general vocational field of "Ferrous and non-ferrous metals" during the period from January 1977 to January 1979.
Procentsatsen er på højde med den der er gældende for danske elever, men mens de danske elever ofte går ind i efg-uddannelsen fordi de ingen præcise planer har for fremtiden, er gruppen af indvandrere der starter en efg-uddannelse i højeste grad udvalgt: De rekrutteres blandt de bedst uddannede blandt de unge indvandrere og udgør kun en lille del af en indvandrerårgang.
51 recruited from among the best-educated of the young immigrants and forming only a small proportion of a year's immigrantintake.
Set ud fra denne synsvinkel, må frafaldsprocenten betragtes som meget høj.
From this aspect, the drop-out percentage must be considered very high.
Senere skøn tyder på et endnu større fra fald.
Subsequent estimates indicate an even higher drop-out rate.
I Københavns Kommune regner man således med at cirka halvdelen af indvandrerne på efg-skolerne falder fra, inden de er færdige med basisuddannelsen (Samspil nr. 6, 1984).
Thus, in the borough of Copenhagen the drop-out of immigrants from the 'efg'-schools is estimated to be about one-half before completion of the basic training . ('Samspil', No.6, 1984).
Selv om de unge indvandrere kommer igennem efg-basisåret, er vanskelighederne ikke overvundet: Et meget stort problem er herefter at finde en praktikplads.
Even if the young immigrants get through the 'efg' base-year, the difficulties are not yet overcome. One very big problem is then to find an on-the-job training post.
Også for danske elever er det ofte svært, og den økonomiske krise har fået racismen til at blomstre op, så færre arbejdsgivere har lyst til at tage indvandrere i erhvervspraktik, og dermed er de afskåret fra at fuldende deres erhvervsuddannelse.
This is often difficult even for Danish pupils, and the recession has caused racism to flourish, so fewer employers wish to accept immigrants for on-job training and this means that the immigrants have no opportunity to complete their vocational training.
Voksenuddannelse
Adult training
De erhvervsrettede voksenuddannelser der er af interesse i for bindelse med de unge indvandrere, falder i flere kategorier, for det første er der kurser for nyankomne indvandrere, organiseret af Dansk Flygtningehjælp (DF), for det andet kurser under arbejds markedsuddannelserne, herunder erhvervsintroducerende kurser for langtidsledige (EIFL) samt specialarbejderkurser.
The vocationally-orientated adult training schemes that are of interest in relation to young immigrants fall into several categories. Firstly, courses exist for newly-arrived immigrants, organized by the Danish Refugee Relief Organization (DF) and secondly courses under labourmarket training schemes,including vocational induction courses for the long-term unemployed (EIFL) and also courses for training semiskilled workers.
Endelig organiseres der under fritidslovgivningen en række kurser der ikke kan karakteriseres som direkte erhvervsrettede, men som eventuelt kan forbedre indvandrernes chance for at få et ar bejde.
Finally, a number of courses are organized under legislation on leisure activities, which cannot be described as being directly vocation-orientated, but can possibly improve the
Dansk Flygtningehjælp modtager de nyankomne flygtninge på sprogskole.
The Organization accepts newly-arrived refugees at the language school.
Der ydes flygtningene økonomisk hjælp i op til 18 måneder, og herefter kan der eventuelt søges støtte efter bistandsloven som for danskere generelt.
They are aided financially for up to 18 months, after which the refugees can, if necessary, seek assistance under the Law concern social security, just as for Danes in general.
På Flygtningehjælpens sprogskole arbejder man efter en uddannelsesmodel der ser således ud:
At the Refugee Relief Organization's language school the work is done on the basis of a training model as follows:
Trin I Grundkursus Trin II Fortsættelseskursus Trin III Udslusningskursus
Stage I Basic course Stage II Continuation course Stage III Finishing course
Progressionen i elevernes kundskaber er meget varierende, og derfor er det forskelligt hvor længe en elev forbliver på hvert af trinene i modellen.
Progression in the students' knowledge varies widely and the length of time spent by a student at each of the stages in the model therefore varies.
Nogle elever kan klare sig med tre måneder, andre er måske et helt år om at nå op til trin III.
Some students can manage with 3 months, while others will perhaps take a whole year to reach stage III.
På trin I undervises i elementært dansk sproa fire timer daglig.
At stage I instruction is given in elementary Danish language four hours daily.
På trin II har man søgt at tage højde for de vidt forskellige indlæringsforudsætninger deltagerne møder op med ved at til rettelægge en sprogundervisning med forskellige kombinationer af metoder: En værkstedsundervisning med snæver sammenhæncr mellem sprog og handling, en emneorienteret undervisning ud fra konkrete situationer og en traditionel danskundervisning.
An attempt has been made, at stage II, to allow for the wide variation in learning-conditions which the participants encounter when the language instruction is arranged with different combinations of methods,namely workshop instruction with language and action closely linked, topic-orientated instruction on the basis of practical situations and traditional instruction in Danish.
På trin III er der forskellige kursustyper, alt efter hvad eleverne har planer om at foretage sig efter endt sprogkursus.
At stage III there are various types of courses, arranged according to what the students plan to undertake when they have completed the language course.