natgillin/translations-raw huggingface dataset:
Det er altså for de unge, der påbegynder en ny uddannelse efter afbrud af tidligere, ikke alene nederlagsoplevelser i form af barrierer i uddannelsessystemet, men også afklaring
For young people starting on a new training course after discontinuing a previous one it is thus not just experiences of setbacks in the form of barriers in the education system but also clarification and maturity that lie behind the change of course, and many of the pupils in this study also state that the discontinuation or change of course was not wasted time, as it is described in official statistics.
Mange vejledere i uddan nelsessystemet deler de unges synspunkt, om at en vis omvalgsprocent vil være naturlig i en søgen efter den rette uddannelse og beskæftigelse.
Many counsellors in the education system share the young people's point of view, that a certain percentage of changes of course will be natural in the search for the right training and job.
I vejledningen bør omvalg der for ikke i sig selv behandles som et problem, omend det set ud fra et samfundsøkonomisk synspunkt er udgiftskrævende.
Changes of course should therefore not be treated as a problem as such in guidance, although they are costly from the point of view of socioeconomics .
Det har desværre ikke været muligt at finde materiale som klart belyser sammenhængene mellem ungdomskulturerne i de forskellige ungdomsuddannelser og de frafald, der kan regi streres for hvert område. En undersøgelse fra gymnasieområ-
Unfortunately it has not been possible to find material which clearly elucidates the connections between youth cultures in the various youth education courses and the dropouts which can be registered for each area.
5 9 det (Dohn, 1989 ) antyder, at manglende afklaring allerede ved tilmeldingen til uddannelsen spiller ind for de unges motivation til at færdiggøre den påbegyndte uddannelse,ligesom de sociale forhold i skolen (forhold til kammerater, lærere og undervisningsmiljø) samt faglige vanskeligheder kan begrunde et afbrud.
A study from the upper-secondary area (Dohn, 198959) suggests that lack of clarification at the time of application for the training course plays a role in young people's motives for completing the training started, as do social relationships in the school (relationships with fellow students, teachers and the teaching environment) and technical difficulties may be the reason for discontinuation.
I gymnasieundersøgelsen noteres iøvrigt, at der var flere af afbryderne, der kom fra ikke-gymnasiebe-kendte familier end i elevmassen som helhed.
It is also noted in the upper-secondary study that more discontinued their courses who were from families not familiar with the upper-secondary school than in the total group of pupils.
I en mindre interview-undersøgelse af elever fra bygge/anlæg og jern/metal erhvervsfagligt uddannelsesområde peges på, at afbryderne kan deles i 3 grupper : 1) de der ikke kunne få praktikplads som langt den største gruppe, 2) de der var utilfredse med uddannelsesniveauet, som karakteriseres som lidt ældre, kreative, selvaktive elever og 3) de, der af socioøkonomiske årsager falder fra og opgiver.
In a small-scale interview study of pupils from the vocational training areas of building/construction and iron/metals, it is pointed out that those who discontinue their courses can be divided into three groups: 1)
I modsætning til gymnasieeleverne, der oftest selv træffer beslutninger om et ophør, præges mange af eleverne især i den 3. gruppe i erhvervsuddannelserne af et meget stort fravær i løbet af uddannelsen, og for en dels vedkommende bliver de udmeldt af skolens ledelse (Valsted, 199160).
In contrast to the upper-secondary pupils, who generally take decisions on stopping, many of the pupils particularly in the third group of the vocational training courses are distinguished by showing a high level of absence during the course of the training, and in some cases they are removed by the school management (Valsted, 199160).
Det turde være klart, at det store frafald og omvalg i ung domsuddannelserne har både strukturelle, sociokulturelle og vejledningsmæssige årsager.
It ought to be clear that the high rate of dropouts and changes of course in youth education has structural, socio-cultural and guidance-related causes.
Den manglende tilpasning i ud dannelsessystemet til de unges ønsker er der redegjort for, hvor især praktikpladssituationen og optagelsen på den ønskede uddannelse synes at påvirke fortsættelsesmulighederne.
The lack of adjustment in the education system to young people's wishes is accounted for where the work experience placement situation and admission to the desired training course in particular seem to influence the opportunities for continuing.
Manglende målafklaring, viden om faglige krav og fremmedhed overfor de forskellige ungdomsuddannelsers metodik og kultur synes at pege på huller i forberedelsen af de unge i over gangen fra grundskole til ungdomsuddannelse. En mere dybt-
Inadequate clarification of aims, knowledge of trade requirements and lack of familiarity with the methods and culture of the various youth education courses seem to point to gaps in the preparation of young people in the transition from basic schooling to youth education.
- 51 - gående kulturel og strukturel forklaring kan muligvis ligge i enhedsskolens udformning i Danmark.
A deeper cultural and structural explanation may possibly lie in the form taken by the comprehensive school in Denmark.
De unge i Danmark gen nemfører et meget trygt, kontinuerligt forløb i ca. 10-11 år fra børnehaveklasse til 10.klasse.
Young people in Denmark follow a very secure, continuous progression for approx. ten to eleven years from nursery class to tenth form.
Der lægges meget vægt på at oplære eleverne til selvstændiggørelse, kritisk stilling tagen, aktiv medvirken i de demokratiske processer, men det foregår i et trygt rum.
A great deal of emphasis is put on teaching the pupils independence, critical response and active involvement in democratic processes, but it takes place in a secure room.
Som det fremgår af formålsparagraffen for Folkeskolen og bl.a. kan aflæses i en nylig afsluttet undersøgelse om læsefærdighed, lægges der stor vægt på, at leg og indlæring i skolestarten skal gå hånd i hånd, netop for at gøre eleverne trygge (Undervisningsministeriet, 199361 ).
As is apparent from the preamble for the folkeskole and can be discerned, for example, in a recently completed study on reading proficiency, great emphasis is put on the need for play and learning at the start of schooling to go hand in hand, precisely in order to make the pupils secure (Ministry of Education and Research, 199361).
Tryghed og tillid, godt kammeratskab og samarbejde er kerneværdier for den danske folkeskole og sammenholdt med de 10 års skolegang i et normalt uafbrudt forløb er overgangen til ungdomsuddannelserne noget af et kulturchok for mange unge.
Security and confidence, good companionship and cooperation are core values for the Danish folkeskole, and taken together with the ten years of schooling in a normal non-interrupted progression, the transition to youth education courses comes as something of a culture shock for many young people.
Kulturforskelle - både for dem,der vælger at gå i gymnasiet og på handelsskole, men især for de unge der vælger teknisk skole - kan give anledning til opbrud og forvirring.
Cultural differences - both for those who choose to go to upper secondary school (gymnasium) and commercial school (handelsskole), but
Netop i 16-19års alderen, hvor de unge skal til at finde en voksenidentitet og træffe valg om uddannelse og arbejde, vil mange af dem opleve nogle markante skift.
Precisely at the age of 16-19, when young people have to find an adult identity and make choices on education and work, many of them will experience some major changes.
For de unge, der fortsætter i et 3-årigt forløb (almen eller erhvervsgymnasial ungdomsuddannelse) er skiftet fra det 10-årige kontinuerlige grundskoleforløb til et 3-årigt ung domsuddannelsesforløb nok mindst markant.
For young people who continue on a three-year course (general or vocational upper-secondary youth education), the change from the ten-year continuous progression of basic schooling to a three-year youth education course will probably be least substantial.
Kulturforskellene muligvis også. Det drejer sig om et delvist kammeratgruppeskift, et lærerskift og et undervisningsmetodisk skift.
The cultural differences may also be least substantial.
For unge i erhvervsuddannelserne er det nye uddannelsesforløb imidlertid mindre kontinuerligt.
For young people on vocational training courses the new training course is, however, less continuous.
De unge i erhvervsfaglige uddannelser oplever et skift til en anden uddannelseskultur, kammeratskabs- og lærerskift, men oplever herudover allerede efter første år at skulle stå på egne ben, søge praktikplads på arbejdsmarkedet med de mange nederlag der er forbundet med de hyppige afvisninger. Endvidere stilles der store krav om deres geografiske og faglige mobilitet.
The young people on vocational training courses experience a changeover to a different educational culture, a change of classmates and teacher, but also already experience after the first year having to stand on their feet and look for a work experience placement in the labour market, with the many setbacks associated with repeated rejections.
Herefter skal de igen - foruden tilvænning til arbejdspladskulturen - igennem skole og lærerskift, når de påbegynder 2. del af de er hvervsfaglige uddannelser.
After that - as well as accustoming themselves to the workplace culture - they have to go through a change of school and teacher again, when they start the second part of the vocational training courses.
En sammenligning med tilsvarende frafalds- og omstillingsproblemer for andre europæiske unge, der skifter skole og uddannelsestype i 12-års alderen (Italien, England, Belgien), altså endnu inden markante ungdomsidentitetsproblemer optræder, ville måske belyse, om danske unge har særlige overgangsproblemer (transision problems)
A comparison with corresponding drop-out and re-adjustment problems for other young Europeans who change school and type of education at the age of 12 (Italy, Britain, Belgium), i.e. before substantial youth identity problems arise, would perhaps shed light on whether young Danes have special transition problems due to the change from comprehensive school to the various youth education courses.
Mange af de her nævnte fra- og omvalgsproblemer kan helt åbenlyst ikke løses gennem vejledning, men der er ingen tvivl om, at forberedelsesaktiviteterne til overgangen mellem grundskole og ungdomsuddannelse kan forbedres, ligesom gennemførelsesvejledningen kan styrkes.
Many of the opting-out and change of course problems evidently cannot be solved through guidance, but there is no doubt that the activities preparing for the transition from basic school to youth education can be improved and that guidance on its execution can be strengthened.
Som de unge har på peget i adskillige undersøgelser (jf. kap.
As young people have pointed out in various studies (cf.
2.4.), kan vej ledningen forbedres og frafald og omvalg vil givet kunne mindskes gennem - tidligere vejledning i grundskole og mere sammenhængende vejledning mellem uddannelsesinstitutionerne - opsøgende og engageret vejledning, hvor elevernes erfaring inddrages
2.4.), the guidance can be improved and dropouts and changes of course could obviously be reduced through earlier guidance during basic school and more coherent guidance between the educational institutions searchingout and committed guidance, where the experience of pupils is
- inddragelse af fra- og omvalgsproblematikken i vejledningen, da det åbenbart bliver aktuelt for mange unge - øget kendskab blandt vejlederne til de forskellige uddan nelsers undervisningskulturer.
63 brought in greater attention in particular for pupils who are uncertain about their aims and wishes and the development of the ability of all pupils to recognise their own abilities and interests· as a basis on which to make choices introduction of the problems of dropping out and changes of course in the guidance, as they are evidently relevant to many young people increased knowledge among counsellors of the teaching cultures of the various training courses.
Undervisningsministeriet i Danmark har netop i august 1993 igangsat en storstilet kampagne i samtlige ungdomsuddannelser, hvor det indskærpes skolerne at registrere frafaldet for den enkelte unge og sikre at alle, der afbryder en ung domsuddannelse i utide, modtager vejledning.
The Ministry of Education and Research in Denmark launched an ambitious campaign in August 1993 in all the youth education courses, where the schools are urged to record dropouts for the individual young person and ensure that all who discontinue a youth training course prematurely receive guidance.
Undervisnings ministeriet giver også gode råd om, at uddannelsesinstitutionerne skal være opmærksomme på hvordan skolekultur, for ældresamarbejde, pædagogisk udvikling, undervisningsdifferentiering, vejledning og samarbejde især med de kommunale ungdomsvejledninger kan medvirke til at nedbringe frafaldet.
The Ministry of Education and Research also offers the advice that the training institutions must pay attention to how school culture, cooperation with parents, educational development, differentiation of teaching, guidance and cooperation in particular with the municipal youth guidance officers can contribute towards reducing the drop-out rate.
Det er givet, at skærpet opmærksomhed vil tvinge både skoler, vejledere og elever til at overveje og afhjælpe afbrud i en vis udstrækning.
It is obvious that increased attention will force schools, counsellors and pupils to consider and remedy discontinuations to a certain extent.
Det er imidlertid ligeså klart, at strammere økonomi, en overvældende mængde af nye regelsæt indenfor samtlige ungdomsuddannelser, samt lærernes nye tjenestetidsaftaler, som har øget opgavemængden i undervisningssektoren, arbejder imod disse intentioner.
It is equally clear, however, that tighter budgets, an overwhelming quantity of new regulations in all youth education courses and the new service period agreements for teachers, which have increased the number abandoning the teaching sector, are counteracting these intentions.
Mere tid, bedre uddannelser og mere engagement i vejlederpersonalet er hovedkrav både fra elev- og vejlederside og det tilvejebringes ikke alene ved at give gode råd i
More time, better training courses and more commitment among guidance staff are the main requirements from the sides of the pupils and counsellors, and these are not brought about simply by giving good advice!
Unge i erhvervsuddannelserne har den markant største afbrudsprocent og tegner sig også for hovedparten af de uud-
Young people in upper-secondary courses and the commercial and office training courses have a drop-out rate of approx.
Der peges dels på strukturelle årsager (det bratte skift fra enhedsskolen til ungdomsuddannelserne samt praktikpladsmanglen), dels på motivations- og målafklaringsproblemer, udvikling af nye fremtidsønsker og sociokulturelle årsager i form af fremmedhed over for forskellige ungdomsuddannelseskulturer.
64 of work experience placements) and secondly to problems of motivation and the clarification of aims, the development of new wishes for the future and socio-cultural causes in the form of lack of familiarity with various youth education cultures.
Man bør være op mærksom på, at de unge selv ikke altid oplever fra- og om valg som et ubetinget onde, men også som et led i en mod ningsproces.
There should be an awareness that the young people themselves do not experience opting-out and changing of course as being an unconditional evil, but also as an element of a maturation process.
Forbedringer af vejledning gennem tidligere, opsøgende, sammenhængende, engageret vejledning og inddragelse af fra- og omvalgsproblematikken samt opmærksomhed overfor ungdomsuddannelseskulturforskelle vil givet kunne medvirke til at nedbringe det store frafald i ungdomsuddannelserne.
Improvements in guidance through earlier, searching-out, coherent, committed guidance and the involvement of the problems of opting-out and changing course as well as awareness of cultural differences in youth education could obviously contribute towards reducing the high drop-out rate in youth education.
Det sker dog ikke uden at tilføre vejledningsaktiviteterne øgede ressourcer.
This cannot be done, however, without providing increased resources for guidance activities.
ANBEFALINGER VEDR. VEJLEDNINGSTILBUD TIL UNGE I DANMARK
RECOMMENDATIONS REGARDING THE PROVISION OF GUIDANCE FOR YOUNG PEOPLE IN DENMARK
Som det er fremgået af de foregående beskrivelser af de unges socio-økonomiske, kulturelle, uddannelsesmæssige og arbejdsmæssige forhold har unge i Danmark nogle specifikke problemer især i overgangsfaserne fra - grundskole til arbejdsmarked - grundsskole til ungdomsuddannelse - fuldført ungdomsuddannelse til videregående uddannelse - fuldført erhvervsuddannelse eller videregående uddannelse til arbejdsmarked
As has become apparent from the foregoing descriptions of the socioeconomic, cultural, educational and work-related conditions of young people, young people in Denmark have some specific problems, particularly in the transitional phases from basic schooling to the labour market basic schooling to youth education completed youth education to higher education completed vocational training or higher education to the labour market
Hovedårsagen til disse problemer er at finde i strukturelle samfundsmæssige problemer i form af høj arbejdsløshed - især høj ungdomsarbejdsløshed - , mangel på uddannelsespladser i de erhvervsrettede ungdomsuddannelser og adgangsreguleringens manglende tilpasning mellem de unges ønsker og de samfundsmæssigt stipulerede behov for uddannet arbejdskraft.
The main cause of these problems is to be found in structural social problems in the form of high unemployment - particularly high youth unemployment -, shortage of training places in the vocationally oriented youth education courses and the lack of adaptation in admission regulations between the young people's wishes and the needs for trained labour stipulated by society.
Andre mere dybtliggende årsager kan findes dels i uddannel sessystemets opbygning, hvor overgangen fra 10 års ubrudt grunduddannelse til nogle af ungdomsudddannelsernes mere op splittede moduler kan give nogle unge problemer, dels i familie- og arbejdsmarkedsorganiseringen i Danmark, som har medført et næsten "husmorløst" samfund med omsorgsmangel og svage voksenidentifikationsmodeller for nogle unge.
Other more deep-rooted causes may be found firstly in the structure of the education system, where the transition from ten years of uninterrupted basic education to the more fragmented modules of some of the youth education courses can cause problems for some young people, and secondly in family and labourmarket organisation in Denmark, which have brought about an almost "humourless" society with a lack of care and weak adult identification models for some young people.
Denne udvikling i kombination med den øgede sociale polarisering p.g.a. uddannelsespolarisering samt stigningen i antallet af unge, der er på overførselsindkomst og som hænger fast i en social arv, antyder en samfundsudvikling, der ikke har gjort det lettere for unge at komme ubesværet igennem ungdomsårene. ne.
This development, combined with the increased social polarisation due to polarisation of education and a rise in the number of young people who are on transfer income and who are caught in a social legacy, suggests a development of society which has not made it easier for young people to come through the years of youth untroubled.
Symptomerne på disse forhold er også beskrevet i de foregående kapitler med fokus på specielt høj og varig arbejdsløshed blandt unge uden kompetencegivende uddannelse og på de mange om- og fravalg samt dobbeltuddannelser i uddannel sessystemet.
The symptoms of these circumstances also already described in the foregoing sections with the focus on particularly high and protracted unemployment among young people without education and training giving vocational qualifications and on the many young people opting out, changing course and taking double training in the education system.
Det er således klart, at presset på praktikpladser i erhvervsuddannelserne har ført til krav om øget geografisk og faglig mobilitet, ligesom der er åbnet mulighed for at færdiggøre dansk uddannelse v.hj.a. ophold i udlandet.
It is thus clear that the pressure for work experience places in vocational training courses has led to a requirement for increased geographical and trade mobility, and the possibility of completing Danish education through periods spent abroad has opened up.
Lige ledes er skærpede aktivitetskrav til arbejdsløse unge på of fentlig hjælp et incitament til øget social og faglig mobilitet .
Tighter activity requirements to be met by young unemployed people to receive public assistance is likewise an incentive for increased social and trade mobility.
Som det også er fremgået, er der i de senere år taget mange lovgivningsinitiativer til at afhjælpe de unges langtidsledighed og fastlåsthed i det sociale hjælpesystem og til at bibringe de dårligst uddannede unge mindst 2 års erhvervsforberende uddannelses- og erhvervserfaring efter grundskolen.
As has also become apparent, many legislative initiatives have been taken in recent years to remedy young people's unemployment and the situation in which they are locked into the national assistance system and to give the least well educated young people at least two years of vocationalpreparation training and vocational experience after basic schooling.
Et af de seneste initiativer er undervisningsministeriets frafaldskampagne i ungdomsuddannelserne.
One of the most recent initiatives is the campaign on dropouts in youth education conducted by the Ministry of Education and Research.
Man kan håbe på, at de mange politiske initiativer i både undervisnings-, kultur-, indenrigs-, arbejds- og socialministeriernes regi vil føre til udvikling af en samlet ungdomspolitik, så de unges familiemæssige og sociokulturelle vilkår samt de unges egne holdninger til arbejde, uddannelse, fritid og familie kan medtænkes i de strategier, der skal komme de unge til gavn.
It is to be hoped that the many political initiatives under the auspices of the Ministries of Education, Culture, Interior, Labour and Social Affairs will lead to the development of an overall youth policy, so that the family and socio-cultural circumstances of young people and their own attitudes to work, education, leisure and family can be taken into account in the strategies that are to benefit the young people.
KRAV TIL DE NUVÆRENDF VR^TT.TCnNTWRfîTTT.Byin
REQUIREMENTS TO BE MET BY PRESENT GUIDANCE SERVICES
Selvom de strukturelle samfundsmæssige barrierer er alvorlige og skal løses af politiske beslutningstagere og arbejdsmarkedets parter, så står vejledningstilbuddene centralt i bestræbelserne på at hjælpe de unge igennem overgangsfaserne fra skole til arbejdsliv så hensigtsmæssigt som muligt både for de unge og for samfundet.
Although the structural social barriers are serious and have to be solved by political decision-makers and labourmarket parties, guidance services are at the core of efforts to help young people through the transitional phases from school to working life in as appropriate a way as possible, both for the young people and for society.
Det er fremgået (jvf kap 2.), at vejledningssystemet i Danmark som sådan, både i uddannelsessektoren, på arbejdsmarkedet og i de kommunale ordninger er gennemorganiseret.
It has become apparent (cf. section 2) that the guidance system in Denmark as such, both in the education sector, on the labour market and in the municipal schemes is thoroughly organised.