natgillin/translations-raw huggingface dataset:
Regionsudvalget henleder opmærksomheden på sin udtalelse om Kaleidoscope-programmet (CdR 145/95), hvori det fremhævede, at den kulturelle mangfoldighed ikke kun skyldes de mange forskellige nationale og etniske kulturer, men også mangfoldigheden af sociale kulturer.
It recalls its Opinion on Kaleidoscope (CdR 145/95) which underlined that cultural diversity does not only concern the diversity of national and ethnic cultures but also social cultures and pointed out that immigrant cultures are also European cultures.
EU's uddannelsessystemer indgår i stigende grad i en multikulturel ramme. Det anslås, at omkring 7-9% afalle børn i medlemsstaternes skoler ikke er statsborgere i den pågældende medlemsstat, men den andel af skolebørnene, som i dagligdagen i og uden for skolen har kontakt med personer, der taler et andet sprog end deres eget, vurderes nu til at ligge på omkring 50% (Kommissionens rapport om undervisning af indvandrerbørn).
It notes the increasing multicultural context of education systems within the EU, beyond the total number of non-nationals in Member States' schools (estimated at around 7-9%) the percentage of children whose everyday experience inside and outside schools is affected by contact with speakers of languages other than their own is now estimated to represent around 50% of school children in Member States (Commission Report on the education of migrants' children).
Kulturel og sproglig mangfoldighed i skolerne er nu ved at blive normen, især i visse storbyområder, hvor 50-70% og i nogle tilfælde næsten 100% af børnene har daglig kontakt med personer med en anden sproglig og kulturel baggrund.
Cultural and linguistic diversity within schools is now becoming the norm, in particular in some areas of large cities, where it is in the order of 50-70% and in some cases close to 100%.
Som udgangspunkt for den tværkulturelle uddannelse bør det anerkendes, at Europa er et multikulturelt samfund, og at alle kulturer har deres egen særlige værdi.
The COR points out that intercultural education should take as its starting point the recognition of the multicultural nature of European society and the special value of all cultures.
Den tværkulturelle uddannelse bør således udgøre et princip for og en metode til løsning af problemer, der opstår som følge af den sproglige og kulturelle mangfoldighed.
It should therefore constitute a principle and an approach for tackling problems and conflicts arising from this linguistic and cultural diversity.
Den tværkulturelle uddannelse går imod enhver separatistisk eller assimilationistisk tænkemåde eller praksis.
It is an approach which is opposed to all separatist or assimilationist thinking or practice.
Uddannelsesinstitutionernes anerkendelse af den sproglige og kulturelle mangfoldighed indebærer, at de må bryde med den fejlagtige tankegang, at den eneste legitime kommunikationsform i undervisningssituationen er den, der tager udgangspunkt i det sprog og den kultur, som er fremherskende.
The COR stresses that recognition on the part of education and training establishments of linguistic and cultural diversity means breaking free of the mistaken idea that the dominant linguistic and cultural view which is taught to children is the only legitimate form of communication.
Alle elever og studerende må forstå, at der i et multikulturelt samfund findes en række forskellige sprog og dialekter, som anvendes i forskellige sociale og kulturelle sammenhænge, og som er særdeles berigende.
All pupils and students must understand that a multicultural society contains a variety of languages and dialects which operate in different social and cultural frameworks and that these are extremely enriching.
Regionsudvalget understreger, at den tværkulturelle uddannelse ikke bør begrænses til klasseværelset, og at respekten for kulturelle forskelle bør være en integrerende del af enhver livslang indlæringsproces fra førskoleniveau til voksenundervisning.
The COR stresses that intercultural education should not be confined to the classroom and underlines that respect for cultural difference should be an inherent principle within any lifelong learning activity from pre-school level to adult education.
Det er også vigtigt at inkorporere den tværkulturelle uddannelse i PHARE- og TACIS-programmet for at styrke demokratiseringsprocessen og den sociale samhørighed i de centralog østeuropæiske lande.
The COR stresses that it is also important to incorporate intercultural education within the framework of PHARE and TACIS in order to strengthen the democratization process and social cohesion in the countries of central and eastern Europe.
Regionsudvalget støtter Europarådets program for oprettelse af ambassader for lokalt demokrati i det tidligere Jugoslavien, hvilket vil styrke demokratiseringsprocessen og fremme den tværkulturelle uddannelse, navnlig gennem programmets ordning vedrørende skoler for det civile samfund.
Moreover, it supports the Council of Europe's programme for local democracy embassies in former Yugoslavia, enabling the strengthening of the democratic process and the promotion of intercultural education, in particular through the Schools for Civil Society scheme within the programme.
Bekæmpelse af racisme og fremmedhad via uddannelse
Combating racism and xenophobia through education and training:
Det er vigtigt, at børnene og de unge, fremtidens EU-borgere, indgydes respekt for menneskerettighederne. Holdninger må indpodes i en tidlig alder.
The COR stresses that linguistic and cultural diversity is a source of enrichment and children should be encouraged to regard such diversity, not as a problem, but rather as something to be celebrated and enjoyed.
Der bør imidlertid også gives støtte til tværkulturelle uddannelsesaktiviteter for voksne, eftersom de også i høj grad er med til at påvirke de mindreåriges holdninger.
They should be encouraged to have an awareness of other cultures and an understanding of their differences, without judging their cultures as somehow of lesser or greater value.
Regionsudvalget tilslutter sig Aktion II i SOCRATES-programmets Comenius-kapitel vedrørende fremme af uddannelsens tværkulturelle dimension, da dette kan bidrage til at bekæmpe racisme og fremmedhad.
The Council in its Resolution on the response of educational systems to the problems of racism and xenophobia (October 1995) called on the Member States to promote educational and curricular innovations which contribute to the development of concepts such as peace, democracy, respect and equality between cultures, tolerance, cooperation and encourage the preparation of educational materials designed to foster attitudes and values favourable to understanding and tolerance.
Der bør imidlertid lægges større vægt på at bekæmpe racisme og fremmedhad på alle uddannelsesniveauer og fremme lokal og regional informations- og erfaringsudveksling inden for dette område.
The COR endorses this, however, it underlines the value of exchanging information on best practice through local and regional networks on the incorporation of an intercultural dimension into curricula and materials, within Comenius, in particular concerning history, geography, and literature.
Tværkulturel uddannelse spiller en central rolle i bekæmpelsen afalle former for kulturelle fordomme og kulturel forskelsbehandling, hvad enten de tager udgangspunkt i race, hudfarve, sprog, religion eller en persons nationale, sociale eller etniske oprindelse.
The COR calls on the Commission to support the preparation and production of pedagogical materials for use in schools throughout the Union which would underscore Europe's rich linguistic and cultural diversity and place it firmly in the context of a common European heritage.
Den tværkulturelle uddannelse har som centralt mål at fjerne en sådan diskrimination samt alle former for stereotyp kategorisering i den daglige undervisning.
The COR urges that the pedagogical materials also give priority to the education of children and the training of parents.
Det er derfor vigtigt at undgå, at undervisningen bliver etnocentrisk og fremstiller andre kulturer på en stereotyp måde.
The COR stresses the value of measures within Comenius supporting initial and inservice training for teachers and other educators working in a multicultural environment.
De bør tilskyndes til at være mere bevidste om andre kulturer og sætte sig ind i, hvordan de adskiller sig fra deres egen kultur - uden på nogen måde at tillægge kulturerne mindre eller større værdi.
Moreover, it notes that in some Member States the quota system is considered to be an appropriate way of tackling equality issues, underlining that, in accordance with the principle of subsidiarity, this is a matter for the Member States to decide and should not be imposed at pan-EU level.
I sin resolution om uddannelsessystemernes indsats for at få løst problemerne i forbindelse med racisme og fremmedhad (oktober 1995) opfordrede Rådet medlemsstaterne til at fremme nyskabende elementer i undervisningen og læseplanerne, som kunne bidrage til udviklingen af begreber såsom fred, demokrati, gensidig respekt og lighed mellem kulturer og tolerance samt støtte udarbejdelsen af undervisningsmaterialer, som har til formål at fremme holdninger og værdier, som tager udgangspunkt i forståelse og tolerance.
Moreover, it endorses the Commission's actions supporting intercultural communication through the Youth for Europe III programme (involving intra-community youth exchanges, exchanges with young people from third countries and voluntary service periods) and the Youth Information Action Plan.
Det støtter især Kommissionens nye planer om at udvikle multimediebaseret undervisningsmateriale med en tværkulturel dimension (Kommissionens meddelelse om racisme og fremmedhad).
Promoting integration and social cohesion through education and training:
Regionsudvalget understreger værdien af Comenius-foranstaltninger til støtte for introduktions- og videreuddannelseskurser for undervisere, som arbejder i et multikulturelt miljø.
The COR notes that there is a tendency in some Member States for low levels of achievement and high levels of exclusion for ethnic minority pupils.
Det glæder sig også over Kommissionens nye intentioner om at udstyre lærere med knowhow og erfaring i bekæmpelse af racisme og forskelsbehandling, og det bifalder Kommissionens vilje til at fremme politikker, der forbedrer adgangen til læreruddannelsen for unge, som tilhører indvandrergrupper eller etniske mindretal (Kommissionens meddelelse om racisme og fremmedhad).
It stresses that underachievement results from failure to provide necessary educational services and is in no way a reflection of any lack of ability of particular groups. The COR feels that more focus has to be given therefore to combating failure at school, through preventive action focusing, for instance, on young people of ethnic minority origin who could be excluded from the educational system.
Man bør her forsøge aktiv rekruttering. Regionsudvalget konstaterer endvidere, at kvotering i nogle medlemsstater betragtes som en hensigtsmæssig metode til gennemførelse af ligestilling. Kvoteringsbeslutninger bør imidlertid ikke gennemtvinges på EU-plan.
The COR notes that this is particularly relevant given that a large proportion of the young population of immigrants and ethnic minority origin in particular, leave studies very early, without receiving a basic education or with a poor school record.
I overensstemmelse med nærhedsprincippet må det være op til den enkelte medlemsstat, om den vil gøre brug af kvotering.
It strongly endorses intercultural education to be provided as early as possible starting at pre-school level and continuing throughout people's lives, following a lifelong learning approach.
Regionsudvalget tilslutter sig endvidere Kommissionens indsats til fremme af tværkulturel kommunikation via Ungdom for Europa III-programmet (som omfatter ungdomsudveksling inden for EU, ungdomsudveksling med tredjelande og volontørtjenesteperioder) og handlingsplanen vedrørende information til unge.
Mediators can help establish channels of communication between the school and community and improve contact and collaboration with immigrant families which were considered as important priorities in the recommendations put forward in the DIECEC report. (Development of Intercultural Education by Cooperation between European Cities).
Regionsudvalget støtter kraftigt Rådets opfordring til EU og medlemsstaterne om at sikre, at EU på uddannelsesområdet samarbejder i tilstrækkelig grad med internationale organisationer, navnlig Europarådet, om bekæmpelse af racisme og fremmedhad.
It welcomes the Commission's intention to support inclusion in all initial training curricula of courses aiming to make teachers sensitive to the specific strategies required for successful teaching in multicultural and multilingual settings, specifically through Action 2 and 3 concerning initial and inservice training of Comenius (Report on the education of migrants' children in the European Union).
Integration og social samhørighed kan fremmes gennem uddannelse
It therefore calls for support to be given to teacher/parent associations in order to promote dialogue and for the EU to support the dissemination of good practice on parental involvement in education and training.
I nogle medlemsstater er der en tendens til, at elever fra etniske mindretal klarer sig dårligt i skolen og ofte bliver udstødt.
The Comenius Chapter supports the integration of children into educational systems.
Regionsudvalget mener, at der bør gøres en større indsats for at undgå sådanne nederlag, og at det er nødvendigt at udføre forebyggende arbejde f.eks. med unge fra etniske mindretal, som risikerer at blive udelukket fra uddannelsessystemet.
Projects aim to improve school attendance levels and the quality of education received as well as meet the children's specific educational needs and capacities.
Dette er navnlig relevant i lyset af, at en stor del afunge indvandrere, og navnlig unge, som tilhører et etnisk mindretal, forlader skolen på et meget tidligt tidspunkt uden at have modtaget en grundlæggende uddannelse eller uden at have opnået noget godt resultat.
Projects concern: i) the education of children of migrant workers (including children of third country nationals; accounting 7-9% of school population): actions support the teaching the language of the host country and language and cultures of country of origin.
der sættes ind med tværkulturel uddannelse så tidligt som muligt, lige fra førskoleniveau, og at en sådan uddannelse fortsætter hele livet igennem i overensstemmelse med princippet om livslang uddannelse.
- 6 - ii) the education of children of travellers and Gypsies (2 million Gypsies live within the EU and over half are estimated to be of school age, but only 30-40% of Gypsy children attend school with any regularity): actions focus on primary and secondary education, training for Gypsy mediators and open and distance learning, amongst other matters; iii) the education of children of occupational travellers (children of 600,000 EU citizens): projects concentrate on the use of open and distance learning, school networks, information and guidance for parents and transfrontier regional cooperation, amongst other matters.
Det er vigtigt dels at uddanne kontaktpersoner blandt indvandrerne og de etniske mindretal og dels at uddanne offentligt ansatte, som kan samarbejde med disse samfund. Regionsudvalget betragter de projekter, som støtter uddannelsen af kontaktpersoner blandt sigøjnere, som en udvikling i den rigtige retning.
Action 2 of the Comenius Chapter also supports projects aimed at promoting the intercultural dimension in schooling (as mentioned in point 3.1.3) and the introduction of innovative pedagogical practices through activities involving comparative studies of cultures, facilitating the development of intercultural dialogue and understanding of cultural differences.
Kontaktpersoner kan bidrage til at oprette kommunikationsveje mellem skolen og det pågældende samfund og til at forbedre kontakten og samarbejdet med indvandrerfamilier, som blev betragtet som vigtige prioritetsområder i DIECEC-rapporten (Development of Intercultural education by cooperation between European Cities - udvikling af tværkulturel uddannelse gennem samarbejde mellem europæiske byer).
The COR points out that though linguistic skills are vitally important for increasing mobility and with it job opportunities, awareness and respect for the culture of the host nation are crucial ingredients in improving the mobility of EU citizens and that therefore actions under this heading will also help achieve this goal.
Det er nødvendigt at uddanne lærere til at imødekomme de særlige behov, der næres af børn, som tilhører indvandrergrupper eller etniske mindretal.
The COR therefore welcomes these areas of action within SOCRATES, which concern school education and also welcomes measures concerning the training of people from ethnic minorities under the LEONARDO programme.
Regionsudvalget støtter kraftigt Kommissionens planer om at fremme en udvikling i retning af, at lærerne som led i deres indledende kurser skal bevidstgøres om de særlige strategier, der må lægges for undervisning i et multikulturelt og flersproget miljø.
Moreover, the COR welcomes the new Employment- inclusion strand of the Social Fund Community initiatives which concerns improving access to the labour market and employability of immigrants, ethnic minorities and refugees.
Kommissionen vil navnlig opnå dette gennem Comenius-programmets Aktion 2 og 3 vedrørende introduktions- og videreuddannelseskurser (Kommissionens rapport om undervisning af indvandrerbørn i Den Europæiske Union).
It welcomes in particular the inclusion of travelling and Roma communities within its scope. Moreover, the COR supports the bottom-up approach of its implementation.
Samarbejde mellem lærere og forældre samt kontaktpersoner kunne effektivt understøtte børnenes tilpasning til skolemiljøet samtidig med, at de etniske mindretals særlige behov respekteres.
However, it underlines the need for greater complementarity between these programmes and stresses that all levels of education including pre-school, out-of-school activities and adult education should include an intercultural education component, following a lifelong learning approach.
Herved kunne etniske minoriteter tilskyndes til at engagere sig mere aktivt i deres egen uddannelse.
It maintains that this can help promote integration and social cohesion and calls on the EU to give support to actions in these areas.
For at fremme dialogen bør der derfor ydes støtte til forældrekredse, og EU bør i det hele taget støtte udbredelsen af god praksis, hvad angår forældrenes inddragelse i uddannelse og undervisning.
The COR, moreover stresses the importance of supporting and exchanging information at local and regional level within this field.
Comenius-projektet støtter børns integration i uddannelsessystemer.
The COR underlines the value of out-of-school activities (arts, sports activities and youth club activities) and of alternative adult education in facilitating integration and combating exclusion.
Det har til formål at øge deltagelsen i undervisningen og højne undervisningskvaliteten.
It stresses the need to promote the participation of adult immigrants, in particular young adults and women, in education and training activities and the importance of alternative adult education in enabling not only the development of skills but self-development and participation in social and civic life.
Det omfatter: i) uddannelse af migrantbørn (herunder tredjelandsstatsborgeres børn, som udgør 7-9% af alle skoleelever): aktioner, som fremmer undervisningen i værtslandets sprog og i oprindelseslandets sprog og kultur.
The rapid growth of immigration leads to an increasing number of pupils for whom the host language is not their mother tongue. The COR endorses the recommendations put forward in the DIECEC project advocating language support courses or supervised instruction that minimize content loss in normal classes.
Comenius-kapitlets aktion 2 støtter endvidere projekter, som har til formål at fremme den tværkulturelle dimension i undervisningen (som nævnt under punkt 3.1.3.) og indførelsen af innovativ pædagogisk praksis gennem forskellige aktiviteter, herunder komparative kulturstudier.
With regard to the education of children of third country origin, the COR stresses the need for an understanding not only of the language of their host country but also of the language, culture and heritage of their home country or country of origin.
Herved lettes udviklingen af en tværkulturel dialog og forståelsen af kulturelle forskelle.
It points out that this is particularly relevant for second and third generations should they wish to return to their home country.
Regionsudvalget påpeger, at sproglige færdigheder i høj grad er nødvendige for at øge mobiliteten og dermed jobmulighederne, men at kendskab til og respekt for værtsnationens kultur også er vigtige forudsætninger for EU-borgernes mobilitet.
It underlines that in any event, the preservation of their cultural roots and heritage are important stabilizing factors and important on a psychological level as well as contributing even further to the richness of cultural diversity in the EU.
Regionsudvalget støtter de SOCRATES-aktioner, der har at gøre med skoleuddannelse, og glæder sig over LEONARDO-initiativeme vedrørende undervisningen af personer, som tilhører etniske mindretal. Regionsudvalget glæder sig endvidere over beskæftigelsesdelen af Socialfondens fællesskabsinitiativer, der drejer sig om at lette indvandreres, etniske mindretals og flygtninges adgang til arbejdsmarkedet og forbedre deres erhvervsmæssige kvalifikationer.
It underlines the important role of educational establishments in offering appropriate training and helping to establish a firm place for all mother tongues of EU citizens in the development of the global information society and stresses the need to ensure that the information society remains multilingual in order to safeguard linguistic diversity, as pointed out in its Opinion on the Multilingual information society (CdR 220/96 fin).
Der er imidlertid behov for større komplementaritet mellem disse programmer, og der bør på alle uddannelsesniveauer, inkl. førskoleniveauet, aktiviteter uden for skolen og voksenundervisningen, indgå et tværkulturelt element i overensstemmelse med princippet om livslang uddannelse.
However, the COR calls for support to also be given to the teaching of lesser-used minority or regional languages which, although it is concerned with an intercultural approach, forms part of a separate issue warranting special attention.
Dette kan fremme integrationen og den sociale samhørighed, og Regionsudvalget opfordrer til, at EU støtter aktioner inden for disse områder.
In this regard, it recalls its Opinion on the multilingual information society which called for provisions of the European Charter of regional or minority languages to be respected so as to guarantee the rights of citizens who speak other languages.
Det er endvidere vigtigt at støtte informationsudvekslingen på lokalt og regionalt plan i forbindelse hermed.
It maintains in this respect that the Commission's proposal to raise proficiency in three Community languages as put forward in its White Paper on education and training is restrictive.
Regionsudvalget understreger, at aktiviteter uden for skolen (kunst, sport og ungdomsklub) og alternative voksenuddannelser i høj grad kan fremme integrationen og bidrage til at bekæmpe den sociale udstødelse.
Local and regional experiences in supporting intercultural education and the adaptation of education systems:
Regionsudvalget tilslutter sig DIECEC-projektets opfordring til støttekurser i værtssproget eller klasseundervisning under særlig overvågning, således at undervisningsindholdet så vidt muligt ikke går tabt for eleven.
ELAINE (European Local Authorities Interactive Network for Ethnic Minorities Policies): exchanging experience and information on effective approaches to the integration of immigrants and ethnic minorities; iv) twinning projects: these have a fundamental role to play in promoting greater understanding of cultural diversity and in strengthening intercultural cooperation.