natgillin/translations-raw huggingface dataset:
Da dette studie har haft en stram tidshorisont (1.april 1.oktober 1993) er der her ikke tale om et egentligt forsk-
3. - illustrate shortcomings and lack of coherence in the present provision of guidance compared with young people's needs and put
Nærværende danske rapport er alene baseret på i forvejen tilgængelige rapporter, analyser og statistik.
October 1993), it is not an actual research project. The present Danish report is based solely on reports, analyses and statistics already available.
I udvælgelsen af informationskilder er der lagt vægt på dette studies praktiske udgangspunkt.
In the selection of sources, emphasis has been given to the practical starting point of this study.
Da det har været målet at beskrive de unge, deres situation og behov så nært på den virkelighed de unge selv oplever som muligt, er især kvalitative undersøgelser inddraget, men også relevant statistisk materiale indgår.
As it has been the aim to describe the young people, their situation and their needs as closely as possible to the reality of the young people themselves, qualitative analyses have been included in particular, but relevant statistics also form part of the material.
Derimod er teoretiske - omend forståelsesmæssigt vigtige - analyser af ungdomsbegrebet, ungdomspsykologi, ungdomskulturer og unges adfærd udeladt.
Although they are important for an understanding of young people, theoretical analyses of youth, youth psychology, youth cultures and young people's behaviour have been omitted.
Det har været intentionen at beskrive de unge, deres muligheder og behov så konkret som muligt i et forsøg på at give et øjebliks-billede fra det danske samfund, hvor vilkårene for unge ændrer sig hastigt i takt med den øvrige samfundsudvikling.
It has been the intention to describe young people, their opportunities and their needs as factually as possible in an attempt to give a snapshot of Danish society in general.
CEDEFOPs oplæg til studiet omfattede de unge mellem 15 og 28 år.
The CEDEFOP introduction to this study covered young people in the age group 15-28.
Der er imidlertid i langt det meste danske materiale fokuseret på de 15-24/25årige og i særlig grad på de 16-19årige, når det drejer sig om uddannelsesområdet.
However, most of the Danish material focuses on 15-24-year-olds and - as far as education and training is concerned - particularly on 16-19-year-olds.
- de ufrivilligt mobile - de frivilligt mobile - de ufrivilligt immobile - de frivilligt immobile Mobilitetsbegrebet dækker her både fysisk/geografisk mobilitet samt social/kvalifikationsmobilitet og udvikling af en interkulturel åbenhed overfor forandring i livsvilkår (CEDEFOP, 1993 ).
The analytical framework of understanding behind this study has been a four-cell model devised by Lynne Chisholm and Gesa Chômé, where culturalspatial (geographical) mobility/immobility crossed with social-economic inclusion/exlusion has formed the framework for the typology of four groups of young people : - the involuntarily mobile - the voluntarily mobile - the involuntarily immobile - the voluntarily immobile The definition of mobility covers physical/geographic mobility, social and qualification mobility and the development of an intercultural awareness of changes in living conditions (CEDEFOP, 1993,"·).
Så igangsættende denne forståelsesramme end har været, har den samtidig været vanskeligt at passe det tilgængelige danske materiale ind i.
However activating the framework of understanding has been, it has at the same time been difficult to make the Danish material fit into it.
En af årsagerne er muligvis det danske informationsmateriales fragmentariske karakter, idet der ikke i Danmark eksisterer eet samlet, sammenhængende forum for ungdomsforskning med repetitive analyser af unges vilkår og holdninger.
One of the reasons for this may be the fragmentary character of the Danish material, as there is no single collected, coherent forum in Denmark for youth research with repetitive analyses of young people's conditions and attitudes.
Nærværende rapport om udvalgte unge i Danmark og deres vej-
In several sector
- 3 - ledningsbehov indeholder følgende kapitler : - Kapitel 2 beskriver vejledningstilbuddene til de unge, dels i uddannelsesforløbets forskellige faser, dels i arbejdsmarkedsforanstaltninger og de kommunale beskæftigelsesordninger.
research areas both quantitative and qualitative analyses of the behaviour and attitudes of young people have been made. However, as material for this study they suffer from differences in terminology, research methods and approach.
Vægten er lagt på beskrivelse af personer og tilbud, som de unge typisk vil opleve dem.
The present report about young people in Denmark and their needs for guidance and counselling contains the following chapters:
I kapitel 2 be skrives også kort de alternative vejledningsordninger, som dog ikke er særligt udbredte i Danmark.
- Chapter 2 describes the provision of guidance for young Danes, partly in the different phases of education and training and partly in labourmarket schemes and jobcreation programmes in the municipalities.
Ligeledes gives plads til en gennemgang af de unges egne formuleringer om den vejledning, de har modtaget og den vejledning de ønsker. sker.
Emphasis is put on the description of guidance personnel and opportunities as young people will typically experience them.
- Kapitel 3 er en nærmere gennemgang af 2 udvalgte ungdomsgrupper, nemlig de marginaliserede unge på sociale over førselsindkomster uden erhvervskompetencegivende uddannel se og de unge i ungdomsuddannelserne , som påbegynder men ikke fuldfører det ønskede uddannelsesforløb.
- Chapter 3 is a more specific description of two selected groups of young people, namely marginalised young people on social transfer income who do not have a qualifying vocational education and young people in youth education and training, who start but do not complete the education course.
Hypotesen bag udvælgelsen af netop disse ungdomsgrupper er dels at problematiske forløb især i overgangsfaserne fra eet ud dannelsesforløb til et andet eller fra skole til arbejdsmarked (frafald, omvalg, studieskift m.v.) må antyde vej lednings "huller" eller uopfyldte behov, dels at den store gruppe af "normale" frivilligt immobile unge må indeholde uerkendte mobilitetspotentialer og -ønsker.
The hypotheses behind the selection of these specific groups of young people is firstly that life sequences with problems - particularly in the transition phases from one part of the education system to another or from education and training to the labour market (dropping-out, change of study etc) - will indicate gaps in the provision of guidance or unfulfilled needs, and secondly that the large group of ordinary voluntarily immobile young people must contain unrecognized potential and wishes for mobility.
I dette kapitel diskuteres undersøgelsens forståelsesramme og det pointeres, at andre sårbare ungdomsgrupper ligeså vel kun ne være udvalgt for nærmere beskrivelse.
In this chapter the framework of understanding of the study is discussed and it is pointed out that other groups of vulnerable young people could just as easily have been chosen.
- Kapitel 4 er et forsøg på at sammenfatte de unges vejledningsbehov, som de udkrystalliseres af en gennemgang af det valgte informationsmateriale, dels i kraft af de unges egne formuleringer, dels ved forskeranalyser af de unges adfærd og holdninger.
- Chapter 4 is an attempt to summarise young Danes' needs for vocational guidance as they emerge through the chosen information material, partly through young people's own statements and partly through analysis by researchers of young people's behaviour and attitudes.
Dette danske bidrag til undersøgelsen er ikke kun begrænset af manglen på en sammenhængende ungdomsforskning i Danmark, men afgrænses også af det faktum, at visioner og ønsker for forbedring af vejledningen skulle være realistiske i forhold til de eksisterende vejledningstilbuds strukturer og traditioner.
This Danish contribution to the study is not only limited by the lack of a coherent strategy for youth research in Denmark, but also by the fact that visions and wishes for the improvement of guidance and counselling should be possible within the structures and traditions of the existing guidance services.
Denne analyse tager ikke stilling til, hvilke forbedringer der skal igang sættes på nationalt initiativ og hvilke på EFs initiativ.
The analysis of young people's needs and the recommendations are
Rapportens synspunkter er ikke nødvendigvis samfaldende med officielle danske synspunkter.
The views expressed in the report may not be identical with official Danish views.
En række vejledningsengagerede personer fra vejlednings- og ungdomsforskningsmiljøerne har som sådan - og ikke som officielle nationale repræsentanter - gennemlæst og kommenteret rapportens draft-udgave og jeg siger tak til
A group of very committed persons from the areas of guidance and youth research have as such - and not as official national representatives - read and commented on the draft version of the report, and I am very grateful to
Undervisningsministeriet, Folkeskoleaf-delingen/Ungdomsvejledningen for værdifulde kommentarer.
Scheme for their valuable comments.
VEJLEDNING I DANMARK : TILBUD OG ANVENDELSE
VOCATIONAL GUIDANCE SERVICES IN DENMARK: ACCESS AND USE
Uddannelses- og erhvervsvejledning i Danmark er organisatorisk placeret i såvel Arbejdsministeriets som Undervisnings ministeriets regi og udøves af erhvervsvejledere i tilknytning til de offentlige arbejdsformidlingskontorer, af vejle dere i tilknytning til de enkelte uddannelsesinstitutioner samt i den kommunale ungdomsvejledningsservice.
Educational and vocational guidance in Denmark is organisationally placed under both the Ministry of Labour and the Ministry of Education and Research and is exercised by vocational counsellors in association with the Public Employment Service offices, by counsellors in association with the individual educational institutions and in the municipal youth guidance service.
Udover vej ledning i disse 2 ministeriers arbejdsområde udøves der vej ledning i tilknytning til de kommunale, sociale forvaltninger, i kriminalforsorgen, i forsvaret, i landbruget samt i en række mere alternative - ikke offentligt regulerede -former.
In addition to guidance in the areas of responsibility of these two ministries, guidance is provided in association with the municipal, social administrative bodies, in the criminal welfare service, in the armed forces, in agriculture and in a number of other alternative - not publicly regulated - forms.
Endvidere deltager arbejdsmarkedets parter i stigende grad i informations- og vejledningsaktiviteterne, især gennem fagforeninger og A-kasser.
The labourmarket parties are also taking part to an increasing extent in the information and guidance activities, especially through trade unions and unemployment insurance funds (A-kasser).
I omfang er vejledningen indenfor Undervisningsministeriets område langt den mest om fattende .
In terms of size, guidance within the scope of the Ministry of Education and Research is by far the most extensive.
Vejledning i Danmark har en lang historisk tradition, begyndende i offentligt regi i Arbejdsministeriet i 1917 med etablering af erhvervsvejledning og tests for lærlinge.
Guidance in Denmark has a long historical tradition, beginning in the public sector in the Ministry of Labour in 1917 with the establishment of vocational guidance and tests for apprentices.
I 1953 blev erhvervsvejledning indført i folkeskolen og på gymnasierne.
In 1953 vocational guidance was introduced into the folkeskole (primary and lower secondary school) and the gymnasium (upper secondary school).
I slutningen af 1960erne etableredes vejledning indenfor de øvrige uddannelsessektorer : i erhvervsuddannelserne, de videregående uddannelser samt voksenuddannelserne på det gymnasiale niveau.
At the end of the 1960s guidance was established within other education sectors: in the vocational training courses, higher education and adult education at upper-secondary school level.
Vejlednings- og informationsaktiviteter overfor unge 16-25 årige ledige blev styrket, da Folketinget i 1977-78 vedtog den første samlede lovgivning om ungdomsbeskæftigelsesområdet. I 1981 blev R.U.E.
Guidance and information activities for young 16-25 year-old unemployed people was strengthened when the Folketing (Danish Parliament) in 1977-78 adopted the first collective legislation in the area of youth employment.
(Rådet for Uddannelses- og Erhvervsvejledning) etableret med det formål at udvikle og samordne vejledningsindsatsen på nationalt plan, udarbejde landsdækkende informationsmateriale om uddannelse og erhverv samt iværksætte efteruddannelse af vejledere i tværsektorielt regi.
(Rådet for Uddannelses- og Erhvervsvejledning - Council for Educational and Vocational Guidance) was established with the purpose of developing and coordinating the guidance effort at national level, preparing nationwide information material on education and occupations and implementing the continuing training of counsellors in a trans-sectoral arrangement.
I 1985 udvidedes samord ningsaktiviteterne til også at omfatte det regionale niveau (de 14 amter).
In 1985, the coordinating activities were expanded so that they also covered the regional level (the fourteen counties).
Siden har især vejledning indenfor voksenuddannelserne og aktivitetstilbuddene for unge arbejdsløse været et indsatsområde i Danmark ligesom i mange andre EF-lande (Plant, 19935).
Since that time, guidance within the adult education courses and the provision of activities for young unemployed people has been an area of effort in Denmark as in many other EC countries (Plant,
Vejleder-
Page 15
Nedenstående figur giver en oversigt over de forskellige vejledningsinstanser, vejledertyper, -antal, målgruppe og
Thousands of counsellors are today working in the Danish education and labourmarket systems in association with primary/lower secondary schools, technical schools and commercial schools, universities, youth guidance services, Public Employment Service offices, jobcreation projects etc.
3 administrativt tilhørsforhold (Plant, 1992, p. 5
The table below gives an overview of the various guidance bodies, types of and numbers of counsellors, target group and where they belong administratively (Plant, 1992, p. 53
Det overordnede mål for vejledningen i Danmark - formuleret i 1981-loven - om uddannelses- og erhvervsvejledning, lyder således :
The overriding aim of the guidance in Denmark, formulated in the 1981 Act on Educational and Vocational Guidance, reads as follows:
Den vægt, der her lægges på individets personlige valg, er grundlaget for langt de fleste danske vejlederes holdning til deres praksis, men fra århundredets begyndelse har vejledningskoncepterne naturligvis ændret sig betydeligt:
The emphasis put here on the individual's personal choices is the basis for the attitude of by far the majority of Danish counsellors towards their practical work, but since the beginning of the century guidance concepts have obviously changed significantly:
De fleste af de offentlige undersøgelser, der er blevet sat i værk i de senere år, har da også som delmål haft at under søge vejledningens effektivitet og kvalitet (PLS-consult, c
One of the aims of most of the public studies that have been conducted in recent years has also been to study the effectiveness and quality of
1987 ), og (Undervisningsministeriet, 1992 ), specielt m.h.p. at minimere ungdomsarbejdsløsheden og det store fra fald i uddannelsessektoren.
7 guidance (PLS-Consult, 1987 and Ministry of Education and Research, 1992
En lang række ændringer i uddannelsessystemet, på arbejdsmarkedet og i samfundsudviklingen generelt har sat fokus på vejledningens rolle og gjort selve vejledningsprocessen mere kompleks.
), particularly with regard to minimising youth unemployment and the high drop-out rate in the education sector.
I Danmark er nogle af de væsentligste ændringer, at pigerne er kommet ud på arbejdsmarkedet på lige fod med drengene og at samfundsudviklingen har gjort det nødvendigt for flere og flere at få en uddannelse udover grundskoleniveau.
A large number of changes in the education system, in the labour market and in the development of society in general have put the focus on the role of guidance and have made the guidance process itself more complex.
Uddannelsessystemet har på alle niveauer gennemgået væsentlige ændringer og bl.a. er valgmuligheder, flexible af- og påstigningsmuligheder og kompleksiteten i uddannel serne øget gevaldigt i de seneste 15 år. Endvidere er mulig-
In Denmark some of the major changes are that girls have entered the labour market on an equal footing with boys and that the development of society has made it necessary for more and more to obtain education beyond the level of basic
- 8 - hederne for ad gang til og gennemførelse af uddaneiserne blevet strammet betydeligt, både ved hjælp af reelle be grænsninger samt ved hjælp af mere præcise krav om studieaktivitet og gennemførelse i forbindelse med uddannelsesstøtteordningerne.
In addition, the opportunities for entry to and completion of education and training courses have been significantly cut back, both through real restrictions and by means of more precise requirements on study activities and execution in connection with the education support schemes.
Nye grupper af unge fra uddannelsesfremmede miljøer er kommet ind i uddannelsessystemet med et øget be hov for information og "gennemførelses" vejledning.
New groups of young people from environments alien to education have entered the education system with an increased need for information and "execution" guidance.
Integrationen af flygtninge og indvandrere har ligeledes medvirket til, at personlig, individuel vejledning har fået større vægt.
The integration of refugees and immigrants has also contributed towards personal, individual guidance having been given greater emphasis.
Ungdomsarbejdsløsheden, de mange frafald og omvalg i uddannelsessystemet har øget presset på vejledningen i arbejdsformidlingen og kommunerne og har dermed intensiveret den politiske interesse for vejledningens funktion.
Youth unemployment, the many dropouts and changes of course in the education system have increased the pressure on guidance in the Public Employment Service and the municipalities, and in so doing have intensified the political interest in the function of guidance.
Alt i alt er vejledningsprocessen blevet mere kompleks, behovet for vejledning er steget og bevågenheden overfor vejledningsserviceniveauet er øget.
All in all, the guidance process has become more complex, the need for guidance has risen and the favour in which the level of the guidance service is held has increased.
For en nærmere redegørelse for vejledningens historiske ud vikling, vejledningstilbuddenes struktur, indhold, sammen hæng og ressourcer samt vejledernes uddannelse og opgaver i
For a more detailed account of the historical development of guidance, the structure, content, context and resources of guidance services provided and
Danmark henvises til Plant, 1993 og Plant, 1992 og Under visningsministeriet, 1992 .
3 the training and tasks of counsellors in Denmark see Plant, 1993 and Plant and Ministry of Education and Research, 19927.
En sammenligning med andre vej ledningssystemer i EF kan findes i Watts, 1993
A comparison with other guidance systems in the EC can be found in Watts, 19931.
VEJT.KnNTNR I UODANNCT-fiEfiSYSTEMBT
GUIDANCE IN THE EDUCATION SYSTEM
Vejledning i folkeskolen og den kommunale ungdomsvej-
Guidance in basic general education and the Youth Guidance Scheme
I folkeskolens ældste klasser modtager den unge principielt 3 former for vejledning: a) Uddannelses- og erhvervsorientering i form af klasseun dervisning, som er obligatorisk i 7., 8. og 9. klasse og normalt fortsættes i 10. klasse.
In the oldest classes of folkeskole (primary and lower secondary school), the young person in principle receives three forms of guidance: a) Education and vocational orientation in the form of class instruction, which is compulsory in the seventh, eighth and ninth forms and is normally continued in the tenth form.
Undervisningen foregår ofte i samtids- eller danskundervisningen eller i "klassens time".
The instruction is often given in contemporary studies or Danish classes or in the "form period".
Emnerne for undervisningen vil bl.a. være:
The subjects covered in the teaching that is given will include: options in the eighth to tenth forms
- 9 - b) Individuel vejledning, som skal gøre den enkelte elev i stand til at overskue egne ønsker og evner for uddannel ses- og beskæftigelsesmuligheder.
13 different education, training and employment opportunities after the ninth and tenth forms organisation of vocational and working life, functions of work, economics, environment, cooperation, employment conditions, labourmarket parties etc. topics such as development of technology, the roles of the sexes and education etc. visits to or by educational institutions and firms b) Individual guidance, which must make individual pupils capable of gaining an overview of their wishes and abilities for educational and employment opportunities.
I denne vejledning vil forældrene ofte blive inddraget.
The parents will often be involved in this guidance.
c) Kollektiv vejledning med gennemgang af materialer og in formation om valgmulighederne i skolesystemet og alternative måder at opfølge undervisningspligten på.
c) Collective guidance with an examination of materials and information on options in the school system and alternative ways of complying with the duty of education.
Især i de største klasser lægges vægt på uddannelses- og beskæfti gelsesmulighederne efter grundskolen med vægt på ungdomsuddannelserne .
Emphasis is put, particularly in the highest forms, on education and employment opportunities after basic schooling with the emphasis on youth education.
En specielt tilrettelagt uddannelses- og erhvervspraktik finder ofte sted i 9. og 10. klasse.
A specially arranged educational and vocational practical course is often held in the ninth and tenth forms.
En sådan praktik er ikke lovbefalet, men så godt som alle kommuner/amter tilbyder praktikforløb af min. 1 uges varighed for alle elever.
This practical course is not a statutory requirement, but virtually all municipalities/counties offer practical courses lasting at least one week for all pupils.
Ofte er praktikforløbet et tilbud om en uge på een eller flere uddannelsesinstitutioner samt en uges erhvervspraktik i en virksomhed i 9. klasse.
The practical course is often provided for a week at one or more education and training institutions and one week of vocational work experience in a firm in the ninth form.
Praktikforløb - somme tider af længere varighed - vil også ofte indgå i 10. klasse-aktiviteterne.
Practical courses - sometimes of long duration - will often also be included in the activities of the tenth form.
Både elever, forældre og vejledere vurderer normalt denne form for uddannelses- og erhvervsvejledning meget højt.
Pupils, parents and counsellors normally all rate this form of educational and vocational guidance very highly.
De personer, som vejleder den unge i folkeskolen er følgende: (Undervisningsministeriet, 1992, p. 26 ).
(Ministry of Education and Research, 1992, p. 26
Klasselæreren (form teacher) er en central figur igennem hele folkeskoleforløbet.
The form teacher is a key figure throughout the folkeskole.
Klasselæreren har ansvar for den in dividuelle rådgivning og vejledning af eleverne, orientering til forældrene samt undervisning i emner der ligger uden for de egentlige fag, f.eks. færdselslære, seksualoplysning og således også uddannelses- og erhvervsorientering.
The form teacher is responsible for the individual counselling and guidance of pupils, orientation for the parents and teaching on subjects which lie outside the individual subjects, e.g. road safety, sex education and thus also educational and vocational orientation.
Disse om råder forudsættes integreret i den almindelige undervisning.
These areas are assumed to be integrated into the general teaching.