natgillin/translations-raw huggingface dataset:
Også i europæisk sammenhæng ses denne konklusion: I evalueringen af PETRA-programmets ungdomsinitiativer siges således, at netop ungdomsprojekternes åbenhed overfor, at de unge kan tilrettelægge og afprøve nye metoder og fremgangsmåder i overensstemmelse med egne behov, forventninger og problemer er vigtig, specielt "på baggrund af det moderne samfunds eksisterende strukturer, der har tendens til at fremme hæmninger, passivitet, isolering og uselvstændighed, hvoraf følger mangel på initiativ og fornyelse.
The duty of activation is regarded as being something good by most people, but the most poorly "equipped groups" (short period of schooling, longterm unemployment, strained family situation etc.) in particular benefit least from the schemes.
Ungdomsinitiativerne er undtagelsen, fordi de opmuntrer til initiativ, foretagsomhed og ansvarsfølelse (...) De unge forstår, at de har ansvaret for sig selv og hinanden" (PETRA, 1991, p. 4036).
Good guidance is characterised by: individual guidance, where there is time to devise a plan for choices of training and work on the basis of the individual's wishes and background - visible connection between the various guidance and monitoring bodies (Public Employment Service, unemployment insurance funds, UTB training institutions ) guidance and activation provisions with a high degree of participant
Sammenfattende må man sige, at de vejledningsordninger i arbe jdsmarkedsregi, der koncentreres om arbejdsløshedsbekæmpelse, har gode langsigtede virkninger i kraft af, at ordningen øger de lediges selvtillid, motivation for uddannelse eller fortsat jobsøgning og oplevelsen af forbedrede kvalifikationer.
There is thus also a close-meshed guidance network in the labourmarket services around those young people with which they cannot avoid coming into contact, particularly in unemployment, in any case if they wish to make use of the financial assistance built into various schemes.
Den umiddelbare beskæftigelseseffekt er imidlertid til at overskue, især i de kortere uddannelses- eller arbejdstilbud.
But as in the education system forms of guidance, there is criticism here of the quality and scope of the guidance.
Diskussion af udvælgelsen af ungdomsgrupper I den af CEDEFOP udarbejdede 4-celle ramme for analyse af særlige ungdomsgrupper arbejdes med et 3-leddet mobilitetsbegreb (CEDEFOP, 1993, p. 6-154):
Within the four-cell framework devised by CEDEFOP for the analysis of special target groups of young people, a three-part mobility concept was
- den fysiske og geografiske mobilitet blandt unge - kvalifikationsmobilitet, her forstået som opnåelse af færdigheder og kompetencer gennem uddannelse og træning som et led i en social mobilitet og en faglig mobilitet - en personlig åbenhed og omstillingsevne som en del af en interkulturel kompetence, d.v.s. en mere psykologisk og kulturel mobilitet
) : physical and geographical mobility among young people mobility of qualifications, understood here as the attainment of skills and competence through education and training as an element in social mobility and occupational mobility personal openness and ability to re-adjust as part of intercultural competence, i.e. a more psychological and cultural type of mobility
Disse mobilitetsbegreber er indarbejdet i en socio-økonomisk og en rumlig-kulturel ramme, som fokuserer på frivillighed/ufrivillighed i mobiliteten.
These concepts of mobility are incorporated into a socio-economic and spatial-cultural framework which focuses on the voluntariness/involuntariness of mobility.
Analysemodellen forsøger at kategorisere de unge i 4 typer: 1. - de ufrivilligt mobile, d.v.s. de unge som af sociale, etniske, faglige årsager har været nødt til at "flytte sig", geografisk, psykisk, fagligt uden at det egentligt var deres ønske.
The analytical model attempts to classify young people into four types : 1. - the involuntarily mobile, i.e. young people who for social, ethnic, occupational reasons have been compelled to "move" geographically, mentally, occupationally without it actually being their wish to do so.
Disse unge er "modvilligt" mobile og vil ofte være i risiko for social- og økonomisk marginalisering, i hvert fald hvis de ikke "flytter" sig.
These young people are mobile "against their will" and will often be at risk of social and economic marginalisation, at any rate if they do not "move".
2. - de ufrivilligt immobile, som pga. faktisk social, økonomisk og uddannelsesmæssig marginalisering bliver fast låste i deres position.
2. - the involuntarily immobile, who due to actual social, economic and educational marginalisation remain locked into their position.
Det kendte, det sikre betyder, at de ikke føler behov for at flytte sig, især geografisk. I dansk sammenhæng kunne de kaldes "hverdagsmenneskene".
The known, the certain means that they do not need to move, particularly geographically.
4.- de frivilligt mobile, der aktivt og ofte med mange res sourcer udvider deres "operationsfelt" både geografisk, fagligt og socio-kulturelt.
4. - the voluntarily mobile, who actively and often with many resources expand their "field of operation", both geographically, occupationally and socio-culturally.
Det vil ofte være unge med selvtillid, forældreopbakning og god uddannelsesbaggrund.
These will often be young people with selfconfidence, parental backing and a good educational background.
- 33 - overgang fra ungdomsliv til voksenliv eller sagt på en anden måde fra skole og uddannelse til arbejdsliv.
A conscious search has been made here for youth groups which appear to have a difficult transition from youth to adult life or, to put it differently, from school and education to working life.
Arbejdshypotesen har været, at unge, som udviser en "problematisk adfærd" (i hvert fald set ud fra en samfundsmæssig betragtning), i bestemte overgangsfaser i uddannelsessystemet eller i over gangen fra skole til arbejdsliv,må have særlige vejlednings behov.
The working hypothesis has been that young people who exhibit "problem behaviour" (in any case from the point of view of social observation), in particular transitional phases in the education system or in the transition from school to working life must have special guidance needs.
Det har endvidere været udgangspunktet, at disse ung domsgruppers problemer og vejledningsbehov kan give mere ge nerel information om "huller" i det danske vejledningstilbud til alle unge.
Another starting-point has been that the problems and guidance needs of these youth groups can provide more general information on "gaps" in the Danish provision of guidance to all young people.
Her er valgt 2 ungdomsgrupper, som i de senere år har på kaldt sig interesse i Danmark, dels fordi de 2 gruppers an tal er stigende, dels fordi disse ungdomsgruppers problemer antyder en uhensigtsmæssig samfundsudvikling : 1.)
Two youth groups are selected here which in recent years have attracted interest in Denmark, firstly because the numbers of the two groups are increasing and secondly because the problems of these youth groups suggest inappropriate social development: 1.)
En gruppe af unge, som efter grundskolen uden held søger direkte på arbejdsmarkedet med risiko for fastlåsning på sociale overførselsindkomster, uden erhvervskompetencegivende uddannelse, med ringe, arbejdserfaring og risiko for varig udstødning af arbejdsmarkedet. 2.)
A group of young people who after basic schooling immediately search for work unsuccessfully in the labour market, with a risk of being locked into social transfer income, without education and training providing vocational qualifications, with little work experience and with a risk of prolonged rejection from the labour market. 2.)
En gruppe af unge, der ikke går "den lige vej" fra grundskolen gennem ungdoms- eller videreuddannelsesforløb til en erhvervskompetencegivende uddannelse, men præges af frafald, omvalg, studieskift m.v.
A group of young people who do not follow the "straight path" from basic schooling through youth education or further education and training courses to education and training providing vocational qualifications, but are characterised by dropping out, changes of study and options etc.
Denne gruppe kan underinddeles i min. 2 grupper : a) De unge i ungdomsuddannelssessystemet, som falder fra el ler vælger om b) De unge der afslutter en studieforberedende ungdomsuddannelse, påbegynder en videregående uddannelse, men falder fra eller vælger om.
This group can be subdivided into at least two groups : a) Young people in the youth education system, who drop out or change course b) Young people who complete youth education preparing for academic studies, start on higher education but drop out or change course.
Der vil her blive lagt særlig vægt på fra- og omvalget i ungdomsuddannelserne.
Particular emphasis will be put here on opting out of or changing course in youth education.
Undersøgelser af den registrede kriminalitet blandt unge viser et markant fald i ungdomskriminaliteten i de seneste 10­15 år.
Some of the training needs of the young people have been identified in the examination of these other youth groups : young criminals Studies of the registered crime rate among young people shows a marked drop in youth crime over the past ten to fifteen years.
Især unge mænd synes mere disciplinerede, mens kriminaliteten for unge kvinder er faldet i mindre grad.
Young men in particular are more disciplined, whilst crime among young women has fallen to a lesser extent.
Nyere undersøgelser af børn og unges kriminalitet (Kyvs­gaard, 199237) peger på, at der ­ udover et generelt fald ­ er sket en øget kriminalitetsmæssig polarisering, idet der er flere børn, som slet ikke begår kriminalitet, færre som gør det flere gange, men blandt de der begår alvorli­gere kriminalitet, er der blevet relativt flere, som begår megen kriminalitet.
Recent studies of criminal behaviour in children and young people (Kyvsgaard, 199237) points out that - in addition to a general drop - there has been increased polarisation of crime, in that there are more children who do not commit crimes at all, fewer who do so several times, but among those who do commit serious crimes, there have become relatively more who commit a large number of crimes.
Polariseringen ses også i en forvær­ring af de kriminalitetstruedes forhold til forældre og skole, som er blevet markant mere problematisk.
This polarisation is also seen in a worsening of the relationship of those threatened by criminality and their parents and schools, which has become substantially more of a problem.
Kvalitati­ve undersøgelser af årsagerne til unges kriminalitet peger på, at især børn der har en meget svag norm­indlæring i de første år,ofte også i de første skoleår,vil have svært ved at holde sig indenfor skolenormalitetens adfærdskriterier.
Qualitative studies of the causes of criminal behaviour among the young indicate that children who have had very weak learning of norms during the first few years of life, particularly in the first few years of school, will find it particularly hard to stay within the behavioural criteria of school normality.
Denne første stigmatisering kan for nogle børn senere be­tyde et valg af kriminalitet som prestige­givende adfærd.
This first stigmatisation may for some children later mean a choice of crime as behaviour which gives prestige.
Undersøgelserne peger på, at manglende integration i ud­dannelsessystem eller på arbejdsmarked er et af de krimi ­nalitetstruede unges væsentligste karakteristika.
The studies indicate that inadequate integration into the education system or the labour market is one of the major characteristics of young people threatened by criminal behaviour.
Intervi­ews med unge peger på, at hvis de unge gennem uddannelse og arbejde bliver i stand til at erhverve en ny prestige kan de overflødiggøre lovovertrædelser som en vej til so­
Interviews with young people ' suggest that if they become capable through education and work of acquiring new prestige, this can make contraventions of the law unnecessary as a way of attaining social prestige (Zeuner, 199038) .
- 35 - de for sent udviklede og de psykisk syge Udover problemer med almen og faglig specifik uddannelse og arbejdstræning vil disse ungdomsgrupper også ofte have problemer med bolig og familieetablering, deltagelse i samfundsliv og fritidstilbud m.v.
the retarded and mentally ill In addition to problems with general and technical special education and work training, these.youth groups will also have problems with housing and family establishment, participation in social life and leisure services etc.
Vejledningsbehovet om fatter her ikke alene uddannelses- og arbejdsforhold, men også botræning, fritidstræning, stimulering af social in teraktion og selvværd.
The need for guidance here comprises not only education and working conditions, but also home training, leisure training, stimulation of social interaction and self-esteem!
Disse unge vil ofte være i risiko for social og arbejdsmæssig udstødning hvis ikke der til knyttes en professionel vejleder (oftest en kurator) til dem.
These young people will often be at risk of social rejection and rejection at work if a professional counsellor (generally a curator) is not appointed for them.
Imidlertid opleves også her strukturelle problemer, f.eks. har efterskolerne vist sig at være meget velegnede til denne type elever, som imidlertid ikke kan optages på efterskoler efter det fyldte 18. år (Undervisningsministe riet, 199339
However, structural problems are also experienced here, e.g. the continuation schools have proved to be more suitable for pupils of this type, who cannot be admitted to continuation schools after their eighteenth birthdays (Ministry of Education and Research, 199339).
indvandrere og flygtninge Unge indvandrere og flygtninge eller unge 2. generations--indvandrere og -flygtninge har stor risiko for marginalisering både socialt, kulturelt og uddannelsesmæssigt.
immigrants and refugees Young immigrants and refugees or young second-generation immigrants and refugees face a high risk of marginalisation, in social, cultural and educational terms.
I Danmark er arbejdsløsheden for unge indvandrere (16-24 år) 2 til 3 gange højere end for danske unge.
In Denmark, the unemployment rate among young immigrants (aged 16-24) is two to three times higher than for young Danes.
En del af for klaringen er en markant dårligere skolegang, idet 90% af alle 15-24årige indvandrere ikke har en erhvervskompetencegivende uddannelse og en del har end ikke afsluttet grundskoleforløbet, f.eks. har 24% af de 18-20årige tyrkiske mænd forladt 8.-9. klasse, mens dette kun er tilfældet for 1% af de danske unge (Jeppesen, 1988, p. 76 ).
44 training giving vocational qualifications and some have not even completed basic schooling, e.g. 24% of 18-20 year-old Turkish men have left in the eighth to ninth forms, whilst this is only the case for 1% of young Danes (Jeppesen, 1988, p. 7640).
Andre forklaringer og problemer skal findes i den rodløshed og splittethed, som ses hos mange 2.generations-indvandrere, fordi tilknytningen til både den oprindelige og den nye kultur er svag og fordi der ofte er forståelsesproblemer mellem forældre og unge.
Other explanations and problems are to be found in the rootlessness and divided minds seen in many second-generation immigrants, because their ties to both the original and the new culture are weak and because there are often problems of understanding between parents and young people.
Mange analyser af indvandrer/flygtninge-problemer peger på behov for langt større opmærksomhed overfor flygtningebørn i danske skoler, ret til modersmålsundervisning m.v.
Many analyses of immigrant/refugee problems indicate a need for far more attention to be given to children of refugees in Danish schools, the right to be taught in one's mother-tongue etc.
Vej lednings indhold og især metoderne bør udvikles, så vejledningen ikke alene omfatter den individuelle unge, men familien, gruppen og det sociale netværk, som den unge færdes i.
The content of guidance and in particular the methods should be developed, so that the guidance does not only cover the individual young person but the family, group and social network the young person moves in.
Vejledningen vil oftest skulle foregå i regi af socialt hjælpearbejde i boligområder og på mødesteder (Sociologi, 1992, p. 242 ).
The guidance will generally have to be given as part of national assistance work in housing areas and meeting-places (Sociology, 1992, p. 24241).
Dansk Flygtninghjælp har naturligvis et tæt samarbejde med Arbejdsformidlingens erhvervsvejledere, men vejlednings tilbuddene til denne gruppe er iøvrigt afhængig af kommu-
Danish Refugee Aid (Dansk Flygtningehjælp) obviously cooperates closely with the careers advisers of the Public Employment Service, but the guidance provided to this group is also dependent on the political will and priorities of the municipalities.
I Københavns kom mune gives eksempelvis særlige vejledningstilbud til ind vandrere gennem Skole- og Ungdomsvejledningen og gennem Undervisningscenter for Indvandrere (Ungdomsinformationen, 1993, p. 5742).
Selfconfidence training, network formation, e.g. in relation to women in male occupational groups, is a guidance service
- de stille, dygtige piger, som især i de alment gymnasi ale og handelsrelaterede ungdomsuddannelser klarer sig meget godt, men alligevel - og meget bevidst - vælger kortere uddannelsesforløb med mulighed for deltidsarbejde, for også at få plads til mand og børn (Damsholt, 199045). Får de job ?
A closer look could also have been taken at: quiet, capable girls, who particularly in the generally upper-secondary and commercially related youth education courses cope very well but . nevertheless - and quite consciously - choose shorter courses with an opportunity for part-time work, so that they also have scope for a
Bliver de tilfredse ?
Are they satisfied?
Er der plads til det nære liv ?
Is there scope for family life?
Er de internationalt orienterede, selvom de ofte vælger uddannelser, der har et in ternationalt indhold (f.eks. korrespondent) ?
Are they internationally oriented, although they often choose courses which have an international content (e.g. correspondent)?
- de unge i arbejdsløshedskøen, som ikke modtager ungdomsydelsestilbud og som forbliver passive og ikke længere modtager socialhjælp : Hvor bliver de af ?
young people in the unemployment queue, who do not receive youth benefit services and who remain passive and no longer receive national assistance: What becomes of them?
Hvordan er nærer de sig ?
How do they sustain themselves?
Hvad foretager de sig ?
What do they get up to?
- de unge, der er i arbejde, med forskellig uddannelsesbaggrund.
young people who are in work, with varying educational backgrounds.
Får de job i de erhverv de ønskede ?
Do they get jobs in the occupations they wanted?
Hvordan er deres kvalifikationsudvikling, deres faglige og geografiske mobilitet ?
How do their qualifications develop and what is their occupational and geographical mobility like?
Hvilke behov har de for vejledning om kvalifikationsudvikling, jobskifte, mulighed for arbejde i udlandet m.v. ?
What needs do they have for guidance on qualification development, job-changing, opportunities for work abroad etc?
Endelig kunne det formodentlig have været særdeles givende at kigge på de livsformer (sammenhængende værdisæt for livsvilkår), som de unge dels er opvokset med hjemmefra, dels selv ønsker sig, og disses sammenhæng med deres holdninger til arbejde, fritid og fremtid og behovene for vejledning.
Finally it would presumably have been extremely rewarding to look at ways of life (coherent set of values for living conditions), with which the young people have grown up from home and which they themselves wish for, and the connection between these and their attitudes towards work, leisure and future and the needs for guidance.
I hvor høj grad styrer forskellige livsformsbevidstheder f.eks. om behovet for vejledning er meget "hjælp til- valg processerne "-orienterede eller er mere orienterede mod "giv-mig-information, så-klarer-jeg-selv-valget"-orienterede?
To what extent does differing awareness of ways of life determine e.g. whether the need for guidance is highly "help-to-choose-process" oriented or geared more towards "give me information, then I can make the choice myself"?
I det hele taget ville megen information om de unges vejledningsbehov givet kunne findes i analyser af de unges opfattelse af og opvækst i forskellige livsformer.
On the whole, a great deal of information on the guidance needs of young people will obviously be found in analyses of young people's view of and growing-up in different ways of life.
Enkelte helhedsorienterede analyser er påbegyndt, men endnu ikke af sluttede.
Individual holistically oriented analyses have been started
Med udgangspunkt i en antagelse om at ungdomsgrupper, der har særlige problemer i overgangsfaserne fra grundskole til arbejdsmarked eller i- overgangene fra grundskolen til ung domsuddannelse/ungdomsuddannelse til videregående uddannel se, må kunne afdække utilstrækkeligheder i vejledningstilbudene er her valgt 2 ungdomsgrupper, som belyses nærmere:
On the basis of an assumption that youth groups who have special problems in the transitional phases from basic schooling to labour market or in the transitions from basic schooling to youth education/youth education to higher education may be able to uncover inadequacies in the guidance services provided, two target groups have been selected for closer examination:
1. de fastlåste arbejdsløse unge på overførselsindkomster 2. unge i uddannelsessystemet, som falder fra, vælger am el ler dobbeltuddanner sig, med særlig vægt på unge i ung domsuddannelserne .
1. unemployed young people locked into transfer incomes 2. young people in the education system who drop out, change course or double-train themselves, with particular emphasis on young people in the youth education courses.
ARBEJDSLØSE UNGE Arbejdsløsheden for unge er markant højere end ledigheden generelt.
As mentioned in 2.3.2., unemployment among the young is substantially higher than the general unemployment rate.
Næsten halvdelen af de unge på arbejdsmarkedet be røres af ledighed i løbet af et år.
Almost half the young people in the labour market are affected by unemployment in the course of a year.
Gennemsnitligt er hver 5. 15-24årige fuldtidsledig eller i en aktiveringsordning.
On average, one in five 15-25 year-olds are fully unemployed or on an activation scheme.
Af dem, der kun har grundskole, kommer 90% til at opleve en arbejdsløshedsperiode inden deres 26-års fødselsdag.
Of those who have only undergone basic schooling, 90% will experience a period of unemployment before their 26th birthdays.
Der er flere barrierer for de unge.
There are several barriers for young people.
Denne pludselige overgang til voksenløn sammenholdt med de unges erhvervserfaring og erhvervsevne med fører, at mange unge ufaglærte mister deres arbejde ved 18års-dagen.
This sudden transition to adult pay means that many young unskilled people lose their jobs on reaching the age of eighteen.
De unge, som har været på arbejdsmarkedet længe nok til at blive dagpengeberettigede, klarer sig ved efterfølgende arbejdsløshed bedre end de, der straks kommer i det sociale hjælpesystem, forstået således at de hurtigere kommer i arbejde igen.
Young people who have been on the labour market long enough to be entitled to receive daily benefit cope better in subsequent employment than those who enter the national assistance system immediately, in the sense that they find work again sooner.
Hvis den unge har haft stabil beskæftigelse i nogle år, viser flere undersøgelser, at risikoen for at blive langtidsledig er meget lille.
If the young person has had stable employment for a few years, several studies show that the risk of becoming longterm unemployed is very low.