natgillin/translations-raw huggingface dataset:
Modtagelsesklasser tilsigter indslusning i det normale skolesystem og er primært beregnet på børn der lige er ankommet til Danmark.
Reception classes are directed towards integration in the normal educational system and are intended primarily for children who have just arrived in Denmark.
Der sker en gradvis indslusning i normal folkeskole, startende med deltagelse i praktiske og musiske fag.
Gradual integration in the normal primary school takes place, commencing with participation in practical and musical subjects.
Det tilstræbes at lade en del af danskundervisningen i mod tagelsesklasserne foretage af tosprogede lærere som behersker de pågældende børns modersmål.
An aim is to have part of the Danish-language instruction in the reception classes given by bilingual teachers who have command of the mother-tongue of the children concerned.
Den tidligere nævnte bekendtgørelse fra 1976 pålægger kommunerne at tilbyde de fremmedsprogede elever undervisning i deres eget modersmål.
The promulgation of 19 76, mentioned earlier, requires local authorities to offer foreign languagespeaking pupils
- 7 - skal kommunen oprette undervisningen.
11 instruction in their own native language.
Hvis antallet er mindre, henvises eleverne til undervisning organiseret på amtsbasis.
If at least twelve with the same language apply, the local authority must arrange classes, and if there are fewer than this number the pupils are referred to classes organized on a county-basis.
Undervisningen omfatter 35 ugentlige timer, placeret uden for elevernes normale skoletid, enten på hverdagseftermiddage eller lørdag formiddag.
The instruction is for 35 hours a week, outside the normal school-hours of the pupils, and either in the afternoon on a normal workday or on Saturday morning,
Modersmålsundervisningen har til formål at styrke elevernes modersmål samt give indblik i hjemlandets kultur- og samfunds forhold.
The purpose of instruction in the mother-tongue is to improve the pupils' use of their native language and give an insight into the cultural and social conditions in their homeland.
Undervisningsministeriet opgjorde i 198o at 39% af de elever skolerne anser for fremmedsprogede deltog i modersmålsundervisningen.
The Ministry of Education reported in 19 80 that 39% of the school pupils whom the schools consider to be foreign languagespeaking took part in mother-tongue classes.
Nogle indvandrergrupper har typisk en høj deltagerprocent. Det gælder bl.a. den jugoslaviske gruppe i København, hvor en undersøgelse i 198o viste en deltagelse på 86% (92 ud af i alt lo7 elever).
Some groups of immigrants typically have a high percentage of participants - for example, the Yugoslav group in Copenhagen, where a survey in 19 80 revealed 86%-participation (92 out of a total of 10 7 pupils).
Andre indvandrergrupper, f.ex. politiske flygtninge, har en lav deltagerprocent.
Other immigrant-groups -political refugees, for example - have a lower percentage of participation.
Afslutning på folkeskolen
Finishing at primary school
Forsømmelser i folkeskolen ligger generelt ikke højere for frem medsprogede elever end for de øvrige.
In general, being remiss in attendance at primary school is no more common among foreign languagespeaking pupils than among the others.
Men for pigerne, specielt de tyrkiske, stiger forsømmelserne brat ved puberteten, og for drengene ligger der store forsømmelser i 14-16 års alderen, hvor de har meget arbejde.
For girls, however - Turkish girls, in particular - absence increases sharply at puberty, and for boys school is missed frequently between the ages of 14 and 16 years, when they have a lot of work.
En surveyundersøgelse om indvandrerelever på vej ud af folkeskolen i Københavns kommune giver i korthed disse resultater:
A survey of immigrant-pupils leaving primary school in the municipality of Copenhagen shows the following results, summarized here:
- Skolekundskaberne er generelt ikke væsentligt lavere end for de danske elever, men kundskaberne i dansk lader meget tilbage at ønske.
- In general, academic knowledge is not much lower than that of the Danish pupils; but knowledge of the Danish language leaves much to be desired.
- En sammenligning mellem de enkelte etniske grupper viser, at jugoslaverne ligger højest med hensyn til skolepræstationer, også pakistanerne klarer sig godt, medens tyrkerne har en klart lavere placering.
- A comparison made between the different ethnic groups shows the Yugoslavs at the top of the list in academic performance; the Pakistanis do well, too, but the Turks are at a distinctly lower level.
- Familiebaggrunden spiller en rolle, således er der tendens til at uddannelse hos én eller begge forældre giver bedre skolepræstation hos børnene.
- Family background plays a role, in that there is a tendency for the children to have a better academic performance if one or both parents have had an education,
Undersøgelsen viser ingen sammenhæng mellem elevens køn og skole kundskaber .
The survey does not reveal any correlation between the sex of the pupil and academic knowledge.
Langt den største del af de unge indvandrere fra tredjelandene går efter folkeskolen ud til ufaglært arbejde eller arbejdsløshed. hed.
The majority by far of young immigrants from third countries take up unskilled work or become unemployed after primary school.
Meget få af de unge indvandrere fra tredjelandene fortsætter efter folkeskolen i gymnasiet eller på HF.
Very few of the young immigrants from third countries continue in the lower or upper secondary school after leaving primary school.
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 young people who do not start training or a job after primary school is to attend the youth school
Ungdomsskolen har store valgmuligheder med hensyn til det indhold og de metoder der til bydes de unge.
The youth school has a wide choice regarding the subject^ and methods offered to the young people.
Generelt er ungdomsskolen praktisk betonet, men kan også have tilbud om forberedelse til folkeskolens afgangsprøver .
In general, the youth school places the emphasis upon practical subjects; but it can also offer preparation for the primary schoolleaving examinations.
Under ungdomsskolen arrangeres der i nogle kommuner specielle kurser med sigte på unge indvandrere.
In some municipalities, special courses for young immigrants are arranged under the youth school.
Dette er tilfældet i København, hvor man i 1977-1978 gennemførte et forsøgsprojekt med støtte fra EF's socialfond og i samarbejde med Mellemfolkeligt Samvirke.
This is the case in Copenhagen, where a pilot project was carried out during 19 77-78, with aid from the EC social welfare fund and in cooperation with Mel femfolkeligt Samvirke(International Cooperation scheme).
Üd fra erfaringerne fra dette projekt etablerede man fra 1979 mere permanente erhvervs- og uddannelsesforberedende kurser under ungdomsskolen for unge indvandrere.
On the basis of the results from this project, after 19 79 more permanent courses of preparation for jobs and training were established under the youth school for young immigrants.
Kurserne henvender sig til udlændinge mellem 16 og 24 år der bliver arbejdsledige for første gang.
The courses are for foreigners between 16 and 2 4 years of age who have become unemployed for the first time.
Eleverne undervises i dansk, samtidsorientering og modersmål i 16 måneder, afhængigt af for kundskaberne.
The students receive instruction in Danish, current affairs and their mother-tongue, for 16 months -depending on the knowledge they already possess.
Efter sådanne kurser får de unge tilbud om at fortsætte i kommunens forskellige projekter for unge arbejdsløse sammen med unge danskere.
Following courses of this kind, the young people are offered an opportunity to continue in the local authority's various projects for young unemployed, together with young Danes.
Grundlæggende erhvervsuddannelse
No record is available of the number of immigrants who have been accepted for basic vocational training in Denmark, or of
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.
14 the number of immigrants who have successfully completed such a course.
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 alternance training which can be designed according to two different models, namely the traditional apprenticeship and a basic vocational training course (bvt), 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.
However, there are a number of trades in which the apprenticeship has been abolished.
Ved mesterlæren starter den unge straks i en læreplads. Ved efg indledes med et års bredere basisuddannelse på skole, hvorefter der fortsættes med vekseluddannelse.
Under apprenticeship, the young person starts in a training post immediately, whereas bvt starts with one year's broader basic education at school, after which the young person continues with alternance training.
Det synes først og fremmest at være i efg at en mindre del af indvandrerne har vundet indpas.
A small proportion of the immigrants seem to have gained admission primarily to bvt.
Det eneste optagelseskrav der stilles ved efg er at den unge - i Danmark eller sit oprindelsesland - har fået en undervisning svarende til ni års skolegang.
The only requirement specified for bvt is that the young person shall have had - in Denmark or in his country of origin - education equivalent to nine years' schooling.
Der kræves ikke nogen afgangsprøve fra folkeskolen.
No primary schoolleaving examination is required.
Derfor er unge indvandrere, i alle fald formelt set, ved optagelsen 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 pã efg, og de må have informationer om erhvervsuddannelsen generelt.
Therefore, in theory at least, the young immigrants are on an equal footing with other young people on admission to bvt; but in order really to have equal treatment, they must be informed that these favourable conditions for admission to bvt exist and they must have information on vocational training in general.
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.
It has been found that the existing information does not always function effectively enough for this special group of young people, and there are special difficulties involved
Der er i 1981 indført forsøg med 78 ugers indslusningskurser for flygtninge til erhvervsfaglig grunduddannelse.
15 in providing the families of the young persons with what is for them meaningful information and guidance on the possibilities for training.
Erfaringerne fra forsøgskurserne var i vid udstrækning positive, selv om der var enighed om at de var for kortvarige.
In addition, however, there are a number of hidden requirements.
Der er ikke senere blevet afsat midler til sådanne indslusningskurser med specielt sigte på erhvervsfaglig grunduddannelse.
Nine years of schooling in Denmark provides a background different from what would have been acquired if this schooling had taken place - partially, at least - in, for example, Turkey or Pakistan.
Af Dansk Flygtningehjælp afholdes kurser med et bredere sigte.
And the instruction given in the vocational schools is designed for pupils with a Danish upbringing.
Den danske lovgivning rummer muligheder for at yde støtte til handicappede unge under erhvervsuddannelse.
No funds have since been set aside for introductory courses of this kind, designed especially for basic vocational training, Courses for wider purposes are held by Dansk Flygtningehjaelp (Danish Aid to Refugees)
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.
Danish legislation provides opportunities for aid to be given to handicapped young persons under basic vocational training - and "handicap" is understood also to include a linguistic handicap in relation to the other students, if the young person concerned does not have Danish as his mother-tongue.
Støtteforanstaltninger kan f.eks. bestå i tolkebistand eller i ekstra danskundervisning, men også i hjælp inden for de forskel lige tekniske fag.
Assistance can consist of, for example, interpreting-service or extra Danish-language lessons, but also help within the various technical disciplines. There seems to be a great need
Indvandrereleverne ønsker at en sådan danskundervisning tidsmæssigt og indholdsmæssigt direkte skal knyttes til de tekniske fag der arbejdes med. Derved vil undervisningen give anledning til at repetere det tekniske fags indhold og til at beskæftige sig dybtgående med den tekniske terminologi der anvendes.
16 among immigrants to have an opportunity to have additional instruction in Danish by choosing Danish as an optional subject in the bvt-base year - as, it should be noted, a foreign language, adapted to suit the quite special academic requirements of the immigrants.
Fra de danske myndigheders side har der været vist interesse for at tilbyde de unge indvandrere i efg-bäsisåret mulighed for at vælge deres hjemlands modersmål som tilvalgsfag.
Immigrant-students want such instruction in the Danish language to be tied directly - in both timing and content -to the technical subjects with which they are working.
Det kunne betragtes som en fortsættelse af tilbuddet i folkeskolen om 35
In this way, the instruction will provide an opportunity to go over the technical subject-matter again and to study in depth the technical terminology used.
Imidlertid viser de hidtidige erfaringer at de fleste unge ind vandrere 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.
However, experience so far shows that most of the young immigrants who start bvt have to make such an effort to familiarize themselves with the Danish training that they simply do not have, at that time, anything left for studying their own mother-tongue and cultural background also.
En stor vanskelighed for indvandrerne i erhvervsuddannelsen er de sprogligt set vanskeligt tilgængelige undervisningsmaterialer.
One great difficulty for immigrants in vocational training is their difficulty, linguistically, in understanding the instructional material.
Dette gælder ikke mindst de skriftlige arbejdsinstruktioner på de tekniske skolers værksteder.
This applies not least to the written work-instructions in the workshops of technical schools.
Selv for dansksprogede elever er der ofte problemer med den præcise forståelse af instruktionen.
Even Danish-speaking students often have problems in
Dertil kommer at mange erhvervslærere er tidligere håndværkere, og deres faglige jargon udgør en ekstra kommunikationsvanskelighed for de fremmedsprogede elever.
17 understanding the instructions correctly. Moreover, many of the vocational teachers were previously skilled tradesmen and their trade-jargon constitutes an additional difficulty in communication for the foreign languagespeaking students.
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 bag grund.
However, the difficulty lies not only in the teachers not being aware of the language used, but also in their lack of experience in dealing with students with 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 required, to provide vocational teachers with the basis necessary for working with immigrant-students in vocational training.
Denne basis skal rumme såvel kognitive som holdningsmæssige aspekter.
This basis includes both cognitive and attitudinal aspects.
I Statens Erhvervspædagogiske Læreruddannelse (SEL) er man op mærksom på problemerne, og de tages op-som led i erhvervslærernes grundlæggende pædagogiske uddannelse.
In the National Vocational Teacher Training Institution (SEL) we are aware of the problems and they are being studied as part of the basic vocational teacher-training course.
Desuden har der været planer om-at tilbyde erhvervslærere korte videreuddannelseskurser i indvandrerproblematik, men undervisningsministeriet 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.
Man har ingen samlede undersøgelser over hvordan det går de unge indvandrere i erhvervsuddannelsen.
No complete studies are available concerning the experience of young immigrants in vocational training.
I Københavns Kommune regner man med at cirka halvdelen af indvandrerne falder fra inden de er nået igennem det første år af efg— basisuddannelsen.
It is estimated that about one-half of the immigrants in Copenhagenmunicipality drop out before completing the first year of the basic vocational training course.
Den økonomiske krise har fået racismen til at blomstre op, så færre arbejdsgivere har lyst til at tage imod indvandrere', og hvis de ikke finder en praktikplads, er de afskåret fra at fuldende deres erhvervsuddannelse.
18 flourish, with the result that fewer employers wish to take on immigrants, and if the immigrants do not find a practical training post they are prevented from completing their vocational training.
De erhvervsrettede voksenuddannelser af interesse i forbindelse med indvandrere falder i flere kategorier.
The adult vocational training courses that are of interest in connection with immigrants fall into several categories.
Dansk Flygtningehjælp modtager de nyankomne flygtninge på sprog skole.
Danish Aid to Refugees (Dansk Flygtningehjaelp) receives the 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.
The refugees are given financial assistance for up to 18 months, after which aid can, if required, be sought under the Law concerning financial aid (bistandsloven), as for Danes in general.
På Flygtningehjælpens sprogskole arbejder man efter en uddannelsesmodel der ser således ud:
At the Danish Aid to Refugees' language school, instruction is given in accordance with a training model as follows:
Progressionen i elevernes kundskaber er meget varierende, og derfor er det forskelligt hvor længe en elev forbliver på hvert af trinene i modellen. Nogle elever kan klare sig med tre måneder, andre er måske et helt år om at nå op til trin III.
The progress made in the students' learning varies greatly; consequently, the time spent by each student in each of the stages in the model varies also, some of the students finding three months sufficient, while others take perhaps a whole year to reach Stage III.
Efter afsluttet kursus bistår Dansk Flytningenhjælp flygtningene via en konsulent, som følger den enkeltes udvikling.
When the course is completed, Aid to Refugees assists the refugees through a consultant, who follows the progress made by the individuals.
EIFL-kurser, erhvervsintroducerende kurser for langtidsledige, afholdes på "El-centre" i tilknytning til specialarbejderskolerne rundt om i landet.
19 visit refugees starting on a basic vocational training course, 2 or 3 times during the basic year.
- 13 - indvandrerne.
There are special EIFL-courses for immigrants.
Normalt er EIFL-kurser af en varighed på seksten uger, men for indvandrerkurserne kommer hertil et afsluttende 4 ugers modul med erhvervspraktik.
EIFL-courses are normally of 16 weeks' duration; but for the immigrant-courses there is, in addition, a final 4-week module of practical job experience.
Kurserne kan have en lidt varierende op bygning, alt efter deltagersammensætning og efter hvor i landet de afholdes, idet de indgående faglige elementer kan tage sigte på lokale erhvervsmuligheder.
The courses may vary somewhat in structure, according to the composition of the participants and the location of the course in the country, since the subjects taught may be directed towards local job opportunities.
Specialarbejderkurser retter sig ikke specielt mod indvandrerne, men er specifikt erhvervsrettede, modulopbyggede kursusrækker for arbejdstagere og arbejdsløse.
Semi-skilled worker courses are not directed especially towards immigrants, but are specifically job-orientated, modular course-series for employees and unemployed persons.
Hvert modul er oftest af en varighed på 13 uger.
Each module is normally of 13 weeks' duration.
For at forbedre indvandrernes erhvervs muligheder foreslår man dem eventuelt af følge sådanne kurser efter endt EIFL-kursus. Indvandrerne støder her tit på sproglige og måske kulturelt betingede vanskeligheder.
Attending such courses on completion of an EIFL-course may be recommended to immigrants, in order to improve their job opportunities.
Der er ikke præcise oplysninger om hvor mange indvandrere der følger disse kurser.
Immigrants often encounter difficulties of a linguistic and possibly cultural nature in these cases.
Det formodes at kurserne anvendes mindre af indvandrerne end af danskerne og at gennemførelsesprocenten for indvandrerne er lave re.
No precise figures are available as to the number of immigrants attending these courses; but it is likely that the courses are used less by immigrants than by Danes and that the percentage of immigrants completing them is lower than the percentage of Danes.
En række andre kursustyper for indvandrere er kommet til de allerseneste år i forbindelse med beskæftigelsesfremmende foranstaltninger, oftest finansieret med en kombination af statslige og amtslige midler.
A number of different types of courses for immigrants have appeared during the last few years, in connection with measures to promote employment and usually financed by a combination of central-government and county-funding.
ARBEJDE OG ARBEJDSLØSHED
WORK AND UNEMPLOYMENT
Indvandrernes vilkår hvad angår arbejde og arbejdsløshed følger i store træk det mønster vi har set i de tidligere afsnit af indeværende rapport: indvandrere fra Norden, EF-lande og Nordamerika har vilkår der ikke adskiller.sig så meget fra den samlede befolknings vilkår, medens vilkårene for indvandrere fra
The circumstances of immigrants with regard to work and unemployment broadly follow the pattern that we have seen in the earlier sections of this report.
14 - tredjelande er markant forskellige herfra.
Immigrants from countries of the Nordic Economic Union, EC member-states and North America have circumstances which do not differ very much from those of the population as a whole,whereas the situation for immigrants from third countries is markedly different.
Antallet af selvstændige og overordnede funktionærer er lille for udlændinge fra tredjelandene. Den største gruppe herfra er ufaglærte arbejdere.
The number of self-employed persons and senior employees is small in the case of foreigners from third countries, the largest group for the latter being unskilled workers.
Arbejdsløsheden i 1981 fordelte sig således på de forskellige grupper:
The breakdown of unemployment as between the different groups in 19 81 was as follows:
I alt
Women 11.8
Mænd
Total 12.1