natgillin/translations-raw huggingface dataset:
Indvandrerkontoret har i 1983 udgivet en statistik om indvandrere hvorfra nærværende rapport har hentet den væsentligste del af sine statistiske oplysninger. ninger.
In 1983 the immigration office published a set of statistics on immigrants, from which most of the statistical information in the present report was taken.
Dansk Flygtningehjælp
Danish Refugee Relief Organization
Dansk Flygtningehjælp er en "paraplyorganisation", stiftet i 1956 i forbindelse med modtagelsen af et stort antal ungarske
The Danish Refugee Relief Organization is an "umbrella organization" which was formed in 1956 in connection with the reception of a large number of Hungarian refugees.
Danmark modtager i disse Ar større eller mindre grupper af flygtningen fra bl.a. Vietnam, Polen og sydamerikanske lande.
In the last few years, Denmark has been receiving groups of varying size - from Vietnam, Poland and Latin American countries, for example.
Dansk Flygtningehjælp driver sprog skoler, og dens undervisning er nærmere beskrevet i kapitel 3.2.
The Danish Refugee Relief Organization runs language schools; the instruction given is described in more detail in subsection 3.2.
Mellemfolkeligt Samvirke
International Co-operation Organization
Mellemfolkeligt Samvirke beskæftiger sig med spørgsmål i relation til udviklingslandene, og herunder også med spørgsmål angående indvandrere i Danmark.
The International Co-operation Organization deals with questions relating to developing countries - including matters concerning immigrants in Denmark.
Organisationen har en dokumentationscentral som samler litteratur og indvandrerproblematik i Danmark og som udgiver bibliografier om dette emne.
The Organization has a documentation centre which gathers literature on immigrant problems in Denmark and publishes biographies on this subject.
Indvandrerorganisationer
Immigrant organizations
Der ydes i dag offentlig støtte til de nationale foreninger efter nærmere fastsatte regler.
Public support is given today to the national associations, in accordance with detailed rules.
Der findes tillige overordnede indvandrerorganisationer til varetagelse af fællesinteresser for indvandrere fra forskellige nationer.
In addition, general immigrant organizations exist to take care of common interests for immigrants from different countries.
Således dannedes i 1976 Indvandrernes Fællesråd i Danmark, IFD, som i 198o udgav en rapport: "Indvandrernes for slag til løsning af deres problemer i Danmark".
Thus, in 19 76 the Joint Council of Immigrants in Denmark (Indvandrernes Faellesråd i Danmark, IFD) was formed, which in 19 80 published a report: "Indvandrernes forslag til løsning af deres problemer i Danmark" (Immigrants' recommendations for solution of their problems in Denmark).
Imidlertid synes det forståeligt nok meget vanskeligt at opnå enighed mellem de forskellige indvandrergrupper, og i 1981 tog nogle indvandrergrupper initiativ til dannelse af en anden over ordnet organisation: IND-sam.
However, understandably enough it seems very difficult for the various groups to reach agreement, and in 1981 some immigrant groups took the initiative to form another general organization: IND-sam.
ANALYSE AF FORSKELLIGE OMRADER AF INDVANDRERPROBLEMATIKKEN
ANALYSIS OF DIFFERENT AREAS OF IMMIGRANT PROBLEMS
Denne rapport har som sit centrale emne de unge indvandrere og deres erhvervsuddannelse.
The central topic of this report is young immigrants and their vocational training.
De unge indvandreres muligheder for at gennemføre og senere udnytte en erhvervsuddannelse i arbejdslivet har imidlertid en nøje sammenhæng med en række områder i indvandrerproblematikken:
However, the opportunities for young immigrants to take a course of vocational training and utilize it subsequently in their working life are closely connected with a number of areas of immigrant problems, namely:
- den forudgående folkeskole og overgangen herfra til erhverv eller uddannelse, - vilkår under arbejde og arbejdsløshed, - kulturelle og sociale forhold, herunder familie- og boligforhold, integration i samfundet og specielle kvindeproblemer.
- the preceding primary schooling and the transition from this to a job or training; - conditions during work and unemployment; - cultural and social circumstances, including circumstances of family and housing, integration in the community and special problems of women.
Foruden selve erhvervsuddannelsen, vil alle disse områder af indvandrerproblematikken blive berørt i indeværende kapitel, idet jeg dog meget vel er klar over at behandlingen kun kan foretages på et oversigtsmæssigt plan.
In addition to actual vocational training, all of these areas of immigrant problems will be discussed in this chapter - although I am well aware of the fact that the discussion can be at only a general level.
Problemfelterne er til en vis grad sammenfaldende med dem man generelt møder hvor indvandrere bosætter sig i industrilande, men de har også mere specifikke skandinaviske eller endog helt specielle danske træk.
The problem areas coincide to some extent with those that are encountered generally where immigrants settle in industrial countries; but they also have more specifically Scandinavian or
Dette gælder således udforskningen af dansk som fremmedsprog, et problemfelt som man først for nylig virkelig er begyndt at interessere sig for.
32 even quite special Danish features. Thus, this applies to the study of Danish as a foreign language - a problem area in which interest has begun to be shown only recently.
3.1 Folkeskolen og afslutningen på denne
3.1 Primary school and primary school-leaving
Den danske erfaringsbaggrund hvad angår indvandrere i folkeskole og efterfølgende uddannelse er langt mindre end i mange andre europæiske lande.
The Danish basis of experience regarding immigrants in primary school and subsequent education and training is far smaller than in many other European countries.
Først i de seneste år er problemerne blevet af et sådant omfang at myndighederne er begyndt at rette opmærksomheden imod dem.
Only in the last few years have the problems reached a scale such that the authorities have begun to give attention to them.
Dog har man også før hen i Danmark haft med fremmedsprogede elever at gøre: For børn fra Færøerne og Grønland, som tidligere var dele af Danmark og endnu i dag har en vis tilknytning, er dansk et fremmedsprog.
However, foreign languagespeaking pupils have had to be dealt with in Denmark previously, since Danish is a foreign language for children from the Faroe Islands and Greenland, which used to be parts of Denmark and are still linked to it to some extent today.
Men der er ikke blevet udført større systematiske analyser af de problemer som denne undervisning i dansk som fremmedsprog har medført for lærere og elever.
But no major, systematic studies have been made of the problems which this instruction in Danish as a foreign language has caused for both teachers and pupils.
Ved undersøgelser over indvandrere inden for uddannelses­området benyttes hyppigere betegnelsen "fremmedsprogede" end "indvandrere".
In studies of immigrants within the field of education and training, the term "foreign language-speaking" is used more frequently than "immigrants".
For det andet har man i Danmark haft tradition for en nordisk indvandring fra de sprogligt nært beslægtede nordiske lande, Sverige og Norge, en indvandring som ikke har voldt de store vanske­ligheder i undervisningen.
Secondly, there has been a tradition in Denmark of Scandinavian immigration from the countries which are closely related to Denmark linguistically -Norway and Sweden - which has not created the great difficulties
Statistiske betragtninger
Statistical considerations
Registreringen over fremmedsprogede elever er således ikke sammenfaldende med antallet af unge indvandrere i samme aldersgruppe. Men de fleste elever fra tredjelandene er formentlig registrerede som fremmedsprogede i de nedenstående statistikker.
The records of foreign languagespeaking pupils thus do not match the number of young immigrants within the same age group; but most of the pupils from third countries are probably entered as foreign languagespeaking in the statistics below.
Antallet af fremmedsprogede elever i folkeskolen, opført efter oprindelsesland, fremgår af figur 3.1.
The number of foreign languagespeaking pupils in primary school, by country of origin, can be seen from Fig. 3.1.
Fremmedsprogede elever i folkeskolen, fordelt efter lande 1975­1981.
Foreign language­speaking pupils in primary school, by countries 19 75­81. (From "Statistik om Indvandrere, 19 83)
I alt
Total j
Kilde: Materiale i undervianinosadnisteriet.
Source: Material in the Ministry of Education.
Mulighederne for tilrettelæggelse af en skoleundervisning der tager hensyn til de enkelte etniske gruppers problemer afhænger imidlertid ikke blot af totaltallene af børn, men af fordelingen over landets forskellige kommuner.
However, the possibilities of arranging schooling which takes account of the problems of the different ethnic groups depend not only upon the total numbers of children, but also upon the distribution over the various local­authority areas within the country.
Næsten tre fjerdedele af de fremmedsprogede folkeskole elever er koncentreret i 17 ud af landets 275 kommuner.
Nearly three­quarters of the foreign language­speaking pupils of primary school are concentrated in 17 of the country's 275 boroughs.
I dag er der enkelte storbykvarterer hvor en væsentlig procent del af folkeskoleeleverne er indvandrerbørn fra tredjelandene, således på Nørrebro og Vesterbro i det indre København, hvor mellem 25% og 35% af børnene i dag er indvandrere.
Some city districts exist today in which a substantial percentage of the primary school pupils are immigrant children from third countries ­ at Nørrebro and Vesterbro in the inner city of Copenhagen, for example, where between 25% and 35% of the children today are immigrant. This trend is accentuated
Denne ud vikling accentueres af et stærkt fald i fødselstallet i den danske befolkning i disse år.
35 by a sharp fall in the number of births in the Danish population in recent years.
Den mest almindelige situation i de danske folkeskoler er dog stadig, at der inden for den enkelte skole kun er få elever fra samme etniske gruppe.
However, the most common situation in the Danish primary schools is still the existence of only a few pupils from one and the same ethnic group within the individual school.
Fordeling af fremmedsprogede elever i folkeskolen efter antal i kommunen pr. 1. november 1981.
Distribution of foreign languagespeaking pupils in primary school, by number within the borough as at 1 November 1981. (From "Statistik om Indvandrere", 1983) .
Elever i alt
Total number Pet. of pupils
Kilde: Materiale i undervisningeainisteriet.
It is difficult to foresee what the trend in the primary school will be in the rather longer term.
Endelig kan ankomst og placering af politiske flygtninge ikke forudsiges.
Finally, the arrival and settlement of political refugees cannot be predicted.
Indsats i folkeskolen
Action in the primary school
De danske vedtægter for undervisning af fremmedsprogede elever er blevet tilrettelagt i overensstemmelse med Europarådsresolutionerne først i 1970-erne og med de forhandlinger der gik forud for EF-direktivet om dette emne i 1976.
The Danish regulations for the teaching of foreign languagespeaking pupils were first drawn up in accord with the resolutions of the Council of Europe in the 1970's and with the negotiations that preceded the EC-directive on this subject in 19 76.
I praksis opfylder det danske uddannelsessystem i vidt omfang de internationale krav og henstillinger (2o).
In practice, the Danish educational system largely meets the international requirements and recommendations (20).
Det retslige grundlag er fastlagt i lov nr. 313 af 26. juni 1975 om folkeskolen og herudfra uddybende bekendtgørelse nr. 179 af 8. marts 1976.
The legal basis was laid down in Law No.313 of 26 June 19 75 concerning the primary school and in statutory order No. 179 of 8 March 19 76 setting out the details on this basis.
Det grundlæggende princip i disse bestemmelser er at det gælder om at gøre de fremmedsprogede elever i stand til at følge undervisningen på lige fod med de øvrige elever.
The basic principle in these provisions is that it is important to enable foreign languagespeaking pupils to follow the instruction on an equal footing with the other pupils.
Hovedindsatsen lægges på sprogundervisning i dansk.
The main emphasis is upon instruction in the Danish language.
I starten af 1970-erne oprettedes, med engelsk forbillede, "modtagelsesklasser" i København, hvor også dengang koncentrationen af indvandrere var størst.
At the beginning of the Seventies, "reception classes" were established, on the English model, in Copenhagen - where the greatest concentration of immigrants existed also at that time.
Modtagelsesklasser tilsigter indslusning i det normale skolesystem og er primært beregnet på børn der lige er ankommet til Danmark.
Reception classes are aimed at integration in the normal school 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. Det tilstræbes at lade en del af danskundervisningen i modtagelsesklasserne foretage af tosprogede lærere som behersker de pågældende børns modersmål.
Gradual integration in normal primary school takes place, starting with participation in musical and practical subjects, and endeavouring to have some of the instruction in Danish in the reception classes given by bilingual teachers with command of the mother tongue of the children concerned.
I Odense, Danmarks tredjestørste by, er som led i et EF-projekt i de seneste år gennemført en undersøgelse af 43 børn fra Tyrkiet og Pakistan.
In Odense, Denmark's third largest city, a study of 43 children from Turkey and Pakistan has been carried out in the last few years as part of an EC-project.
Man har fulgt læreprocessen under og efter indslusningsfasen og har undersøgt familiernes oplevelse af kulturmødet.
The teaching process during and after the integration stage has been followed, and the families' reactions to the meeting of the two respective cultures has been studied.
Det er lykkedes lærerne at udvikle velegnede undervisnings midler til at lære eleverne både dansk og deres eget sprog.
The teachers succeeded in developing very suitable instructional media for teaching the pupils both Danish and their own language.
Det danske skolevæsen har fungeret godt i forhold til ind vandrerne, mener EF-Kommissionen i en evaluering af projektet, idet man doo udtrykker at der savnes et pædaaooisk samarbejde mellem Danmark og indvandrernes oprindelseslande.
The Danish school system has worked well in relation to the immigrants, in the opinion of the EC-Commission given in an evaluation of the project; but it is stated that paedagogic co-operation between Denmark and the immigrants' country of origin is lacking.
Den tidligere nævnte bekendtgørelse fra 1976 pålægger kommunerne at tilbyde de fremmedsprogede elever undervisning i deres eget modersmål.
The statutory order of 1976, mentioned earlier, requires local authorities to offer foreign languagespeaking pupils instruction in their mother tongue.
Såfremt mindst tolv elever med samme sprog melder sig, skal kommunen oprette undervisningen. Hvis antallet er mindre, henvises eleverne til undervisning organiseret på amtsbasis.
If at least twelve pupils speaking the same language apply, the local authority must arrange classes; if fewer than twelve apply, the pupils are referred to classes organized on a county-basis.
Undervisningen omfatter 35 ugentlige timer, placeret udenfor elevernes normale skoletid, enten på hverdagseftermiddage eller lørdag formiddag.
From 3 to 5 hours' instruction a week is given, outside the pupils' normal school-hours and either on week-day afternoons or on Saturady morning.
Modersmålsundervisningen har til formål at styrke elevernes modersmål samt give indblik i hjemlandets kultur- og samfunds forhold.
The purpose of the mothertongue instruction is to strengthen the pupils' own language and also to give an insight into the cultural and social situation in their homeland.
Undervisningsministeriet opgjorde i 1980 at 39% af de elever skolerne anser for fremmedsprogede deltog i modersmålsundervisningen.
The Ministry of Education estimated in 19 80 that 39 % of the pupils whom the schools regard as foreign languagespeaking take part in mothertongue classes.
Nogle indvandrergrupper har typisk en høj deltager procent. Det gælder bl.a. den jugoslaviske gruppe i København, hvor en undersøgelse i 1980 viste en deltagelse på 86% (92 ud af ialt 107 elever).
Some immigrant groups typically have a high percentage of participants - the Yugoslav group in Copenhagen, for example, which a study in 19 80 showed to have 86 %-participation (9 2 out of a total of 107 pupils).
Andre indvandrergrupper, f.ex. politiske flygtninge, har en lav deltagerprocent.
Other immigrant groups - political refugees, for example - have a low percentage of participants.
Man har ingen egentlige undersøgelser til forklaring af den lave gennemsnitlige deltagerprocent. Men en række for skellige faktorer vides at spille ind:
No actual studies exist to explain the low average participantpercentage; but a number of different factors are known to be involved, as follows:
- afstandene fra hjem og skole til stedet for modersmålsundervisningen kan være lang, > - tidspunktet for undervisningen (uden for skoletid) kan afskrække, - hjemmets sprog er ikke altid det officielle sprog som der tilbydes undervisning i, - familien ønsker i nogle tilfælde at dens børn skal være "rigtige" danskere og derfor ikke beskæftige sig med hjem landet. Afslutning på folkeskolen
- The place for the mothertongue instruction can be far away from home and school. - The time of the classes (outside school-hours) can be a deterrent. - The language spoken in the home is not in all cases the official language in which instruction is offered. - The family wants its children in some cases to be "proper" Danes and therefore not to be concerned with the homeland.
Forsømmelser i folkeskolen ligger generelt ikke højere for de fremmedsprogede elever end for de øvrige viste en redegørelse fra Undervisningsministeriet i 1981 (24).
In general, non-attendance at primary school is no more frequent for foreign languagespeaking pupils than for the others,as was shown by a report from the Ministry of Education in 1981 (24)
Men for piger nes vedkommende stiger forsømmelsen brat ved puberteten og for drengene ligger der store forsømmelser i 14-16 års alderen, hvor de begynder at have såmeget arbejde at de vanskeligt også kan overkomme skolen.
In the case of the girls, however absence rises steeply at puberty, while for boys non-attendance is frequent at the ages of 14-16 years, when they begin to have so much work that they find it difficult also to cope with school.
I undervisningsministeriets undersøgelse i fire kommuner (refereret i ovennævnte redeaørelse fra 1981) viste det sig at kun 10% af de tyrkiske piger endnu gik i skole, når de var nået til afgangsklassen i folkeskolen, og generelt afsluttede kun ganske få af de unge indvandrere fra tredjelandene folkeskolen med den hertil knyttede afgangsprøve.
In the Ministry of Education survey in four boroughs (reported in the above-mentioned 19 81-report), it was found that only 10 % of the Turkish girls still attended school after they had reached the final, leaving-class in primary school, and usually only very few of the young immigrants from third countries left primary school with its school-leaving certificate.
En surveyundersøgelse om indvandrerelever på vej ud af folkeskolen i Københavns kommune (17) giver i korthed disse resultater:
A survey of immigrant pupils leaving primary school in the borough of Copenhagen (17) shows briefly the following results:
- Skolekundskaberne er generelt ikke væsentligt lavere end for de danske elever, men kundskaberne i dansk lader meget tilbage at ønske.
- In general, their academic knowledge is not much lower than for the Danish pupils; but their knowledge of Danish leaves much to be desired. - A comparison between the different ethnic groups shows the Yugoslavs in the lead with regard to academic performance;the Pakistanis also do well, but the Turks are at a distinctly lower level. - Family background plays a role; there is thus a tendency for the children to produce a better academic performance if one or both parents has had an education.
- Familiebaggrunden spiller en rolle, således er der tendens til, at uddannelse hos én eller begge forældre giver bedre skolepræstation hos børnene.
Young immigrants who have arrived in Denmark after their 14th birthday can be accepted in a special class under statutory order No. 179, 19 76, if it is thought that they cannot derive reasonable benefit from instruction in an ordinary class in primary school.
Undervisningen i disse specielle modtagelsesklasser omfatter dels sprogundervisning i dansk, dels undervisning i folkeskolens almindelige fag på 8.-lo. klassetrin, tilrettelagt under hensyntagen til elevernes særlige forudsætninger.
Instruction in these special reception classes comprises the Danish language and also normal primary-school subjects at the 8th to 10th form-leveIs, arranged with a view to the pupils' special requirements.
Den samlede undervisningstid er fastlagt til mindst 24 og højst 30 ugentlige timer.
The total instruction-time is fixed in the range 24 - 30 hours a week.
Elevtallet i hver klasse (der kan omfatte flere klassetrin) må ikke overstige tolv ved skole årets begyndelse, medmindre klassen undervises af to lærere i fællesskab.
The number of pupils in each class (which can embrace several levels) must not exceed twelve at the start of the school-year, unless the class is taught jointly by two teachers,
Ligesom det er tilfældet generelt over for indvandrerbørn, påhviler det bostadskommunen at tilbyde disse unge indvandrere undervisning i modersmål 35 timer ugentlig.
As is the case generally for immigrant children, the local authority of the area in which they reside is bound to offer these young immigrants mothertongue instruction amounting to 35 hours a week.
3.2 Erhvervsuddannelse
3.2 Vocational training
Langt den største del af de unge indvandrere fra tredj elandene går efter folkeskolen ud til ufaglært arbejde eller arbejdsløshed, og disse unges situation er beskrevet i afsnit 3.3.
By far the majority of young immigrants from third countries go into unskilled work or unemployment after primary school. The situation of these young people is described in subsection 3.3.
Der eksisterer ikke nogen komplette statistikker over hvor mange unge indvandrere der optages ved de forskellige typer af ungdomsuddannelser.
No complete statistics exist regarding the number of young immigrants accepted for the various types of youth training courses.
Generelt kan det siges at de danske erfaringer endnu er ret begrænsede.
In general, it may be said that Danish experience is still very limited.
Meget få af de unge indvandrere fra tredj.elandene fortsætter efter folkeskolen i gymnasiet eller på HF, således som det fremgår af figur 3.3.
Very few of the young immigrants from third countries continue after primary school in the upper secondary school or continuation school, as can be seen from Fig. 3.3.
Andelen af kvindelige indvandrerelever er i mindretal, og fordelingen mellem de to køn i 1980 frem går af figurerne 3.4 og 3.5.
The proportion of female immigrant pupils is in the minority and the distribution between the two sexes in 19 80 can be seen from Figs.
Udenlandske elever pr. 1. oktober 1980, fordelt på niveau og nationalitet.
Foreign pupils as at 1 October 1980, by school standard and nationality. (From "Statistik om indvandrere", 1983)
Kvindelige udenlandske elever pr. 1. oktober 1980, fordelt på niveau og nationalitet. (Fra Statistik om I ndvandrere, 1983).
3.4 Foreign female pupils as at 1 October 1980, by school level and nationality. (From "Statistik om Indvandrere", 19 83) üpper
3. lande Heraf: Jugoslavien Tyrkiet Pakistan
Of which: Yugoslavia Turkey Pakistan
» Kilde: Materiale undervisningsainisteriet.
Source: Material in Ministry of "Education