natgillin/translations-raw huggingface dataset:
De unge kan også tilbydes beskæftigelse, ansættelse med løntilskud i private virksomheder eller uddannelsesprojekter efter lov om kommunal beskæftigelsesindsats (Arbejdsministeriet, 1990 ), som ikke er forbeholdt unge, men retter sig mod både unge og udsatte grupper af ledige.
Young people can also be offered employment, jobs with subsidised pay in private firms or training projects under a law on municipal jobcreation
Vejledningen, især i undervisnings- og beskæftigelsesprojekterne, er ofte integreret i projekternes indhold, men fælles for de mange projekter er vægten på personlig afklaring, bevidsthed om egne muligheder, jobsøgningsmoduler, selvtillidstræning m.v.
The guidance, particularly in the teaching and jobcreation projects, is often integrated into the content of the project, but a feature common to many projects is that the emphasis is on personal clarification, awareness of one's own opportunities, job-application modules, selfconfidence training etc.
En lang række forsøgs- og udviklingsprojekter indenfor dette område har været helhedsorienterede, d.v.s. at de har rettet sig imod de enkelte unges hele livssituation, men oftest med vægt på enten at få del tagerne til at fungere psykologisk og socialt eller at få
A large number of experimental and development projects in this area have been holistically oriented, i.e. they have been aimed at the whole life situation of the individual young person, but generally with the emphasis on either getting the participants to function psychologically and socially or getting them into education, training or work (Bak, 198723) .
2 3 deltagerne i uddannelse eller arbejde (Bak, 1987 ). Disse helhedsorienterede forsøgsprojekter vurderes at have en meget god effekt, både af de projektansvarlige og af de unge selv.
These holistically oriented experimental projects are judged as having a very good effect, both by the project managers and the young people themselves.
En del af projekternes erfaringer indgår da også i de projekter, som nu finder sted under ungdomsydelsesordningen.
Some of the experience from the projects also flows into the projects which are now taking place under the youth benefit scheme.
2 4 visningsministeriet, 1993 ) : Lov om erhvervsgrunduddannelser, som giver kommunerne pligt til at tilrettelægge 2årige erhvervsrettede forberedende uddannelser for unge, som har brug for særlige uddannelsesforanstaltninger inden de evt. begynder en egentlig erhvervsfaglig uddannelse.
Another new law in this area was passed in 1993 (Ministry of Education and Research, 199324): Law on initial vocational training, which places a duty on the municipalities to organise two-year vocationally oriented preparatory training courses for young people who need particular training schemes before they start on an actual vocational training course.
Uddannelser ne er ikke kompetencegivende som de øvrige ungdomsuddannelser, men der er gode muligheder for meritoverførsel.
The training courses do not give vocational qualifications but there are good opportunities for transferring merits.
Disse uddannelser retter sig specielt mod unge med problemer i overgangen fra skole til arbejdsmarked og skal indeholde 20 - 40 ugers undervisning og derudover praktikforløb i virksomheder.
These training courses are aimed in particular at young people with problems in the transition from school to labour market and must contain twenty to forty weeks of instruction and, in addition, work experience periods in firms.
Uddannelserne skal tilrettelægges i samarbejde med lokale uddannelsesinstitutioner, men kommunerne har ansvaret for iværksættelsen.
The training courses must be organised in cooperation with local education and training institutions, but the municipalities are responsible for implementation.
Praktikpladserne i erhvervsgrunduddannelserne må dog ikke spærre for praktikpladsmuligheden for unge i de kompetencegivende erhvervsfaglige uddannelser.
The practical placements in the initial vocational training courses must not, however,
Den kommunale forpligtelse til at give unge aktiv bistand frem for passiv forsørgelse antager således mange, meget forskellige former.
The municipal obligation to give young people active assistance rather than passive welfare thus assumes many, widely differing forms.
Administration af lovgivningen er decentraliseret og der er store lokale variationer, dels i res sourcetildelingen, dels i den konkrete udmøntning af aktive ringstilbudene.
The administration of the legislation is decentralised, and there are major local variants, firstly in the distribution of resources and secondly in the specific formulation of the activation services provided.
Der er ligeledes stor forskel på indhold og omfang, motivations- og engagementselementet samt kontrol funktionen i denne type vejledning for de unge.
There are also great differences in content and extent, the motivation and commitment element and the monitoring function in this type of guidance for young people.
ANDRE FORMER FOR VEJLEDNINGSTILBUD Private vejledningsbureauer er næsten ikke-eksisterende i Danmark, hvilket naturligvis hænger sammen med, at offentlig gratis vejledning findes i så mange former.
Private guidance and counselling agencies are virtually non-existent in Denmark, which is obviously related to the fact that public guidance and counselling is provided free of charge in so many forms.
Enkelte vejledningsfirmaer giver sig dog af med jobsøgningsvejledning for ledige eller konsulenttjeneste overfor virksomheder, som ønsker vejledning af afskedigede medarbejdere.
However, individual counselling firms supply guidance on applying for jobs for the unemployed or consultancy services for firms which require counselling for staff who have been laid off.
Mange private hjælpeorganisationer giver sig af med gratis rådgivning i form af f.eks. kvindekrisecentre, advokatrådgivninger m.v.
Many private help organisations provide free counselling, for example in the form of women's crisis centres, legal advice centres etc.
Et stort socialt udviklingsprogram, igangsat af Socialministeriet, støttede i perioden 1988-91 ca. 300 sociale udviklingsprojekter.
A large social development programme launched by the Ministry of Social Affairs supported some 300 social development projects in the period 1988-1991.
Heraf havde mange et vejledningsindhold, hvoraf dog kun knapt 1/4 omhandlede de allersvageste grupper i samfundet.
Many of these had a content of guidance, but only just under a quarter of them related to the very weakest groups in society.
Mange af disse projekter har måttet slutte aktiviteterne ved programmets udløb (Socialministeriet, 199225 ).
Many of these projects had to cease activities when the programme expired (Ministry of Social Affairs, 199225).
En enkelt type vejledningscenter bør dog omtales her: Ung domsinformationen, som med sine 5 kontorer i København be svarer henvendelser fra ca. 38.000 unge i løbet af et år.
A single type of guidance centre should, however, be discussed here: Youth Information (Ungdomsinformationen), which with its five offices in Copenhagen answers enquiries from some 38,000 young people in the course of a year.
Ungdomsinformationen startede i 1971 som et boligformidlingskontor, men tilbyder nu alle unge information, rådgivning og vejledning i alle spørgsmål, som den enkelte unge henvender sig med. Idag arbejder 15 medarbejdere i ungdom sinformationens virksomhed med - almen information
Youth Information started in 1971 as a housing agency, but now offers all young people information, advice and guidance on all matters on which the individual young person makes enquiries.
- boligformidling og boliginformation - information og vejledning overfor unge arbejdsløse - ungdomsturisme
At present, Youth Information has a staff of fifteen, working on
­ 22 ­ tur­ og fritidstilbud, arbejde, uddannelse, ophold i udlan­det, retsforhold og religiøse forhold m.v.
A study from 1990 on the nature of the enquiries received shows that young people seek guidance on social health matters, sexual problems, opportunities for financial assistance in the national assistance system, problems relating to children, families and living together, legal problems, mental problems, assignment of housing, local cultural and leisure services, work, education and training, trips abroad, legal and religious matters etc.
I 73% af tilfæl­dene kunne spørgsmålet umiddelbart besvares, men i 66% af tilfældene blev de unge endvidere henvist til andre instan­ser.
In 73% of cases the question could be answered immediately, but in 66% of cases the young person was also referred to other organisations.
Ungdomsinformationen samarbejder med de øvrige vejled­ningsinstanser i København, men de unge kan uforpligtende og uden registrering henvende sig et af kontorerne (Youth in­formation Copenhagen, 1992 ).
Youth Information cooperates with the other guidance and counselling organisations in Copenhagen, but young people can apply to one of the offices without obligation and with being registered (Youth Information Copenhagen, 199226).
Ungdomsinformationen bliver iøvrigt meget brugt af udenland­ske unge, der kommer til Danmark på arbejds­ eller studieop­hold.
Youth Information is also used heavily by young foreigners who come to Denmark on working or study trips.
VEJLEDNING SRT MRT > ΠΕ UNGES ØJNE 2.4.1.
GUIDANCE AS SEEN BY YOUNG PEOPLE
Oplevelser og behov i nriffonnelsessystemet Som beskrevet er vejledningssystemet i det danske uddannel­sessystem meget finmasket og byder på en række vejlednings­former.
As described earlier, the guidance system in the Danish education system is very close-meshed and offers a number of types of guidance.
Det vil være næsten umuligt for elever i grundskolen ikke at modtage uddannelses­ og erhvervsvejledning, hvilket dog ikke er ensbetydende med, at de unge oplever at have modtaget vejledning.
It will be almost impossible for pupils in basic school not to receive educational and vocational guidance, which does not, however, mean the same thing as saying that young people experience having received guidance.
I ungdomsuddannelserne er vejledningen mere præget af at være et individuelt tilbud, som kan benyt­tes, men også her indgår kollektiv, obligatorisk vejledning.
In youth education, the guidance bears the hallmark more of an individual service which can be used, but here too there is collective, compulsory guidance.
På de videregående uddannelser er vejledningsaktiviteten udelukkende tilbudsorienteret og bortset fra indslusningsak­tiviteter til et nyt studium skal de unge selv søge vejled­ningen.
In higher education the guidance activity is exclusively provision-oriented, and apart from induction activities for a course of study, the young people themselves have to seek the guidance.
Det er på denne baggrund bemærkelsesværdigt, at kun 41% af de danske unge i Young European­undersøgelsen (CEC, 1991 ) angiver at have modtaget vejledning igennem skolesy­stemet, selvom denne procentandel er en af de højeste for europæiske unge som helhed.
It is remarkable in the light of this situation that only 41% of young Danes in the Young Europeans study (CEC, 199127) state that they have received guidance through the school system,
I en stor vejledningsundersøgelse af Undervisningsministeri­ets vejledningsordninger (PLS­Consult, 19876), konkluderes, at det generelle indtryk er, at folkeskolens elever er godt tilfredse med den modtagne vejledning.
A major guidance study on the guidance schemes of the Ministry of Education and Research (PLS-Consult, 19876), concludes that the general impression is that folkeskole pupils are highly satisfied with the guidance they receive.
60 ­ 70% af de unge angiver, at de fik noget eller meget ud af de vejledningsaf­tiviteter, de deltog i.
60 - 70% of young people state that they got something or a great deal out of the guidance activities in which they took part.
For uddannelses­ og erhvervspraktik­opholdene drejer det sig om 80%, der har oplevet opholdet positivt.
In the case of periods spent in training and practical vocational placements, some 80% found the period to be positive.
Imidlertid har ca. 50% af de unge også negative erfaringer med vejledningen, primært den manglende interesse og manglende viden hos vejlederne.
However, approximately 50% of young people also had negative experiences of the guidance, primarily the lack of interest and lack of knowledge among the counsellors.
Erhvervspraktikken orga­niseres for dårligt og følges for dårligt op, finder mange unge. De unge ønsker mere og tidligere vejledning i folke­
The vocational work experience was not organised well enough or was not followed up sufficiently well according to many young people.
- 23 - skolen og gerne mere praktik.
The young people want more and earlier guidance in the folkeskole and would like more practical experience.
De ønsker en faguddannet vej leder, som de kan tale med både om objektive krav m.h.t. ud dannelse og erhverv og om evt. skoleproblemer, hvilket kan være svært at tale med en klasselærer om (ibid., p. 123).
They want a counsellor with specialist training who they can talk to both on objective requirements with regard to education and training and occupations and on any school problems they have, which can be difficult to talk to a form teacher about (ibid, p. 123).
En undersøgelse fra Odense kommune (Skov, 1989 ) om skoler nes samarbejde med det omgivende samfund og elevernes udskoling, hvor ialt 3300 elever har besvaret spørgeskemaer, vi ser imidlertid, at klasselæreren er en væsentlig person, når der skal drøftes uddannelsesvalg.
A study from the municipality of Odense (Skov, 198928) on cooperation between schools and surrounding society and pupils' schooling, in which a total of 3,300 pupils responded to questionnaires, shows, however, that the form teacher is an essential person when education and training choices are to be discussed.
80% af eleverne i Odense--undersøgelsen har således talt med deres klasselærer, mens kun 50% har talt med en skolevejleder.
80% of the pupils in the Odense study have spoken to their form teacher, whilst only 50% have spoken to a teacher counsellor.
Skolevejlederens be tydning vurderes imidlertid højere af eleverne end klasselærerens i den før nævnte undersøgelse (PLS-Consult, 87 (tabelrapport "folkeskoleelever", p.51)), amend ingen af de 2 vejlederes betydning som samtalepartner vægtes så højt som forældrene.
However, the significance of the teacher counsellor is judged by the pupils to be higher than that of the form teacher in the previously mentioned study (PLS-Consult, 1987* (table report on "folkeskole pupils", p. 51)), although the significance of neither of the two counsellors as a person to talk to is assessed as highly as parents.
Også denne undersøgelse bekræfter, at uddannel ses- og erhvervspraktikken er et meget vigtigt vejledningsinstrument for de unge.-
This study too confirms that the training and vocational practical period is a very important instrument of guidance for the young people.
En forløbsundersøgelse af 500 15-19årige unges uddannelsesog erhvervsvalg, som netop er afsluttet konkluderer, at ca. 40% af de unge oplever skolens hjælp til valgforberedelsen positivt.
A progress study of the educational and vocational choices of 500 15-19 year-olds which has just been completed concludes that around 40% of young people assess the help given by the school in the preparation of choices as
Vurderingen af folkeskolens hjælp falder imidlertid, når de unge befinder sig i en ungdomsuddannelse.
30 positive. However, the assessment of the help given by the folkeskole falls when the young people are in youth education.
En positiv vurdering af hjælpen fra folkeskolen og den efterfølgende skole ses at hænge sammen med graden af "succes" i det valgte uddannelsesforløb : selvvurdering, trivslen, følelsen af at klare sig godt, karakterniveau, højere socialgruppe-
A positive assessment of the assistance from the folkeskole and the follow-on school is seen as being linked to the degree of "success" in the chosen education or training course: self-evaluation, contentment, feeling of coping well, marks attained, higher social-group status etc. (Jørgensen, 199329).
Praktikken i folkeskolen, erhvervserfaringerne fra fritidsjob og andre erfaringsgivende aktiviteter skiller sig ud som det, de unge har haft mest glæde af.
The practical period in the folkeskole, vocational experience from leisure-time jobs and other activities giving experience stand out as what have given the young people most pleasure.
Endvidere prioriteres skolens forældresamtaler meget højt af eleverne.
The pupils also give very high priority to the school's discussions with parents.
De unge i gymnasiet og HF. som indgår i Undervisningsministeriets undersøgelse fra 1987, giver udtryk for at vejledningsbehovet især indtræder sidst i uddannelsesforløbet, hvor information om optagelsesbetingelser til videregående studier presser sig på.
Young people in upper secondary school (gymnasium) and higher preparatory courses (HF). which forms part of the Ministry of Education and Research study from 1987, indicates that the need for guidance in particular occurs last in the course of education, where conditions for admission to higher studies impose themselves.
En gymnasiereform fra 1988 (Undervisningsministeriet, 1987 ) byder imidlertid de unge at orientere sig tidligere nu, fordi fag på forskellige niveau er i gymnasiet giver forskellige adgangsmuligheder til videregående uddannelser.
An upper secondary-school reform from 1988 (Ministry of Education and Research, 198730), however, now offers young people the chance to orient themselves earlier because subjects at various levels in the gymnasium give different opportunities for entry to higher education.
Flere af disse unge nævner, at studie vejledningen i gymnasiet bedre er i stand til at informere om videreuddannelsesmuligheder end vejlederne fra folkesko-
Several of these young people mention that the study guidance provided in the gymnasium is better able to inform them about opportunities in higher education than the counsellors from the folkeskole.
De unge i gymnasiet angiver generelt, at der er for lidt tid til vejledning, og unge med negative erfaringer fra vejledningen kritiserer især vejledernes manglende interesse.
The young people in the gymnasium generally state that there is too little time for guidance, and young people with negative experiences of the guidance criticise the lack of interest of the counsellors in particular.
Mange unge har deltaget i indslusningsaktiviteter med godt udbytte, men alligevel ser det i denne undersøgelse ud som om, at et tillidsforhold til vejlederen ikke opbygges på en sådan måde, at vejledning om private og personlige problemer kan få den vægt, de unge har brug for.
Many young people have taken part in induction activities with great benefit, but it nevertheless appears in this study that a relationship of trust in the counsellor is not built up in such a way that guidance on private and personal problems is as extensive as the young people need.
En nyere undersøgelse af gymnasiet/hf-studievejledningen (GL, 1992 ) påviser, at ca. 50% af de unge i gymnasiet er utilfredse med studievejledningen og at kun 10% oplever, at studievejlederen har spillet en rolle ved valg af uddannelse eller erhverv.
A more recent study of the gymnasium/HF study guidance (GL, 19929) shows that some 50% of the young people in the gymnasium are dissatisfied with the study guidance and that only 10% consider the study guidance to have played a role in their choice of education, training or vocation. On the other
Til gengæld mener langt hovedparten af de ca. 70% i undersøgelsen, der faktisk havde haft samtale med sin vejleder, at vejlederen havde god tid til samtalen.
31 hand, by far the majority of the approximately 70% in the study who did not actually have a discussion with their counsellor feel that the counsellor had plenty of time for the discussion.
I den før nævnte undersøgelse af århusianske elever (Jørgen-
In the previously mentioned study of pupils in Århus (Jørgensen, 1993
2 9 sen, 1993 ) påpeges, at individuelle samtaler er meget vigtige for de unge.
), it is pointed out that individual discussions are very important to young people.
Især i gymnasiet og handelsskolen ønsker de unge hyppige, periodiske og obligatoriske samtaler med en vejleder, der kender dem godt.
In the gymnasium and commercial school in particular, the young people wish to have frequent, periodic and compulsory discussions with a counsellor who knows them well.
Mange elever føler, at der er for lidt tid til den personlige vejledning.
Many pupils feel that there is insufficient time for personal guidance.
På teknisk skole er det især praktikmulighed, besøg m.v. der efterspørges, men generelt opfatter de unge studievejlederen som den person, der bedst kan hjælpe dem med fremtidsplanlægningen frem for faglæreren, selvom hen mod halvdelen af de unge siger, at de ikke har haft personlig samtale med eller kender deres vejleder.
At technical school, the demand is particularly for opportunities for practical work experience, visits etc., but the young people generally regard the study counsellor as the person who is best placed to help them in planning their futures, rather than the specialist teacher, although getting on for half the young people say that have not had a personal discussion with or know their counsellor.
Erhvervsskolernes unge har ikke i samme grad som folkesko lens og gymnasiernes unge været genstand for kvalitative, nyere undersøgelser.
Young people in the vocational schools have been the object of qualitative recent studies to the same extent as young people in folkeskole (primary and lower secondary school) and gymnasium (upper secondary school).
Undervisningsministeriets undersøgelser fra 1987 (PSL-Consult, 19876) påviser, at de unge har stort behov for individuel vejledning og oplever at vejledningsressourcerne er for små og ønsker især opsøgende vejledning.
Ministry of Education and Research studies from 1987 (PLS-Consult, 19876) demonstrate that young people have a great need for individual guidance and consider guidance resources to be insufficient and wish to have searchingout guidance in particular.
Vejledningen opfattes dog som meget målrettet i erhvervsskolen og mange elever angiver at have modtaget praktikpladsvejledning og beskæftigelsesinformation på kollektive møder allerede få måneder inde i deres uddannelsesforløb.
However, the guidance is regarded as highly effective in the vocational school, and many pupils indicate that they have already received guidance on work experience placements and employment information at collective meetings a few months into their course.
Både på handelsskoler og tekniske skoler synes vejledningen at være mest intensiv i uddannelsens første år.
Both at commercial schools and at technical schools, the guidance appears to be most intensive in the first few years of education and training.
Således angiver 95%
The Ministry of Education and
Der er kun foretaget sporadiske undersøgelser af de unges behov for og erfaringer med vejledning i de videregående ud dannelser .
Research report on quality of guidance (Ministry of Education and Research, 1992, p.
Undervisningsministeriets rapport om kvaliteten i vejledningen (Undervisningsministeriet, 1992, p. 54 ) anbefaler, at især vejledningens faglige indhold styrkes.
547) recommends that the technical content of the guidance in particular should be strengthened.
En undersøgelse fra 1989 om studieskift og omvalg konkluderer, at de fleste mindre undersøgelser viser rimelig tilfredshed hos de unge med vejledningen.
A study from 1989 on change of studies and choices concludes that most small-scale studies show reasonable satisfaction with guidance among young people.