natgillin/translations-raw huggingface dataset:
Det siger sig selv, at der herved kan være store lokale for skelle på omfanget og kvaliteten af denne orientering.
14 be wide local differences in the extent and quality of this orientation.
Mange unge oplever ikke klasselærerens vejledning som egentlig vejledning.
Many young people do not regard the guidance given by the form teacher as actual guidance.
Rollen som lærer og som vejleder vil ofte -på godt og ondt - flyde sammen for eleverne, for forældrene og også ofte for klasselæreren selv.
The role as teacher and as counsellor will often - for good or ill - merge together for the pupils, for the parents and often also for the form teachers themselves.
Ordningens fordel er, at klasselæreren har meget grundigt kendskab til eleven og hans miljø, og at der gennem mange år er etableret et til lidsforhold mellem elev, klasselærer og forældre.
The advantage of the scheme is that the form teacher has a very thorough knowledge of the pupil and his environment, and that a relationship of trust has been established over many years between the pupil, form teacher and parents.
Den individuelle rådgivning kan derfor være meget personlig relevant for eleven.
The individual counselling may therefore be very personally relevant to the pupil.
Ulempen er tilsvarende, at klasselærerens res sourcer til at holde sig a'jour inden for området er ringe og at mange klasselærere ikke føler sig dygtige nok til op-
The corresponding drawback is that the form teacher's resources for keeping up to date in the area are small and that many form teachers do not feel up to the task (Ministry of Education and Research, 1992, p. 317) .
Skolevejlederen (teacher counsellor) på den enkelte skole, som er klasselærerens og de øvrige læreres rådgiver inden for bl.a. - tilrettelæggelse af uddannelses- og erhvervsorienterings-undervi sningen - planlægning af elevernes praktikophold - gennemførelse af forældrearrangementer Desuden vil skolevejlederen ofte gennemføre kollektiv vej ledning og kan deltage i de individuelle samtaler med eleverne.
The teacher counsellor at the individual school, who is the form teacher's and the other teachers' adviser e.g. on organisation of educational and vocational orientation teaching planning of practical work experience placements for the pupils holding of events for parents The teacher counsellor will often give collective guidance and can take part in the individual discussions with pupils.
På mange skoler vil skolevejlederen samtidigt være lærer for de ældste klasser og han er derfor en person, som de unge kender.
At many schools the teacher counsellor will at the same time be a teacher in the top forms, and he is therefore a person whom the young people know.
Skolevejlederen er typisk en mand (80% mænd mod 20% kvinder).
The teacher counsellor is typically a man (80% men against 20% women).
Til støtte for sit vejlederarbejde kan skolevejlederen trække på den kommunale skolekonsulent (careers advisor), som dog oftest vil være en person, de unge ikke har direkte kontakt med.
To support his guidance work, the teacher counsellor can refer to the municipal careers adviser, who will, however, generally be a person with whom the young people do not have any direct contact.
Kuratoren (curator), som er vejleder for elever med generel le indlærings- eller adfærdsproblemer.
The curator. who is the pupils' guide on general learning and behavioural problems.
Kuratorerne fungerer som personlige rådgivere for den enkelte elev, oftest i samarbejde med den kommunale psykologisk-pædagogiske rådgivning og ungdomsvejledningen.
The curators act as personal advisers for the individual pupils, generally in cooperation with the municipal psychological/educational counselling service and youth guidance service.
Herudover er der i skolevæsenet rådgivning og vejledning om sundhedsforhold via skolelæge og sundhedsplejerske, der er knyttet til hver enkelt skole samt psykologisk bistand til børn og unge og deres familier igennem den kommunale psyko-logisk-pædagogiske rådgivning, der ofte vil have til huse på den største kommuneskole.
In addition, there is counselling and guidance in the school system on health matters via the school doctor and the nurse who is attached to each individual school and psychological assistance for children and young people and their families through the municipal psychological/educational
Ungdomsvejlederen (youth guidance officer) fungerer uden for folkeskolens regi, men i samarbejde med den kommunale skole forvaltning.
The youth guidance officer acts outside the bounds of the folkeskole, but in cooperation with the municipal school administration.
Ungdomsvejlederen har til opgave at vejlede og informere de 16-19årige, som ikke enten er i arbejde eller tilknyttet en ungdomsuddannelsesinstitution.
The task of the youth guidance officer is to guide and inform 16-19 year-olds who are not either in work or connected to a youth education institution.
Ungdomsvejlederen er ofte rekrutteret fra skolevejledergruppen og i mindre kommuner vil han somme tider varetage begge funktioner samtidigt.
The youth guidance officer is often recruited from the group of teacher counsellors, and in smaller municipalities he will sometimes fulfil both roles simultaneously.
Ungdomsvejlederen modtager information fra de lokale folkeskoler og ungdomsuddannelsesinstitutioner om de unge, som ikke er i en tilfredsstillende uddannelses- eller arbejdssituation.
The youth guidance officer receives information from the local folkeskoler (primary and lower secondary schools) and youth education institutions on the young people who are not in a satisfactory educational or work situation.
Ungdomsvejlederen har pligt til at opsøge og vejlede de unge i "restgruppen" og har bl.a. tæt kontakt til sagsbehandlerne i den kommunale socialforvaltning.
The youth guidance officer has a duty to visit and guide the young people in the "residual group", and among other things maintains close contact with the administrative staff in the municipal social administration.
Ungdomsvejlederen har pligt til at tilbyde den unge vejledning om
The youth guidance officer has a duty to offer the young person guidance on employment and education up to the age of 19 (or two years after the end of basic schooling), but in many municipalities followup has been extended to the age of 21.
Ungdomsvejlederen forestår i mange kommuner et ungdomsteam bestående af sagsbehandlere, AF-vejledere, ledere af beskæftigelsesprojekter og måske repræsentanter fra arbejdsmarkedets lokale organisationer, hvorved koordineringen og ind satsen for især de arbejdsløse unge kan fremmes.
The youth guidance officer in many municipalities heads a youth team consisting of administrative officers, Public Employment Service guidance officers, heads of employment projects and perhaps representatives from the local organisations of the labour market, in which the coordination and effort for unemployed young people in particular can be fostered.
Ligeledes følger ungdomsvejlederen de daghøjskoler, beskæftigelsesprojekter, jobsøgningskurser, produktionsskoler m.v., som mange unge i det sociale system sluses ind i (Mariegaard, 1988, p. 77 ).
The youth guidance officer also monitors the day high schools, employment projects, job-application courses, production schools etc., into which many young people in the social welfare system are brought (Mariegaard, 1988, p. 77s).
Ungdomsvejlederen vil oftest blive inddraget i placeringen af de unge i de forskellige former for alternativ uddannelse og beskæftigelse.
The youth guidance officer will generally be involved in placing young people in various forms of alternative education and employment.
I nogle kommuner har ungdomsvejledningen igangsat forebyggende arbejde ved, at alle arbejdsløse 16 -21årige skal deltage i et 2-ugers introduktions- og vejledningskursus umiddelbart efter, at en uddannelse er afbrudt eller arbejdsløshed indtræffer.
16 introduction and guidance course immediately after an education course has finished or unemployment occurs. Such courses will often put great emphasis
Sådanne kurser vil ofte lægge stor vægt på personlig udvikling og selvforståelse (Plant, 1993, p. 255).
5 on personal development and self-understanding (Plant, 1993, p. 25
Vej ledning i ungdomsii < irt«TinPjlserne Ligesom i folkeskolen foregår der i ungdomsuddannelserne både kollektiv og individuel vejledning.
As in the folkeskole, both collective and individual guidance is given in youth education.
Vejledning og information om uddannelse- og beskæftigelsesmuligheder har dog indtil for nylig ikke været integreret i læseplanen for ung domsuddannelserne .
Guidance and information on educational and employment opportunities until recently have not, however, been integrated into the curriculum for youth education.
Vejledningsopgaverne i ungdomsuddannelserne har mange lig hedspunkter med vejledningen i folkeskolen hvad angår vej ledningens indhold og metoder.
The guidance tasks in youth education have many features in common with guidance in the folkeskole with regard to the content and methods of the guidance.
Dog er vejlederne i ungdomsuddannelserne eneansvarlige for vejledningen, idet der i mange ungdomsuddannelser ikke er et klasselærerprincip.
However, the guidance offices in youth education have sole responsibility for guidance, since there is no form teacher principle in many youth education courses.
Vej lederopgaverne i ungdomsuddannelserne adskiller sig fra folkeskolens ved at være rettet mod både de potentielle elever og de elever, der modtager undervisningen på institutionen.
The tasks of guidance officers in youth education differ from those in the folkeskole in being aimed at both the potential pupils and the pupils who receive instruction at the institution.
HF OG ENKELTFAG Nye bekendtgørelser i 1991 og 1993 har strammet vejlednings-
New statutory orders in 1991 and 1993 have tightened up the guidance obligations in general upper secondary school (gymnasium) education.
- 12 - forpligtelserne op i de alment gymnasiale uddannelser. Kursister på hf har igennem mange år skullet tilbydes en ind- og udslusningssamtale, og dette anbefales nu også for gymnasi et.
Those attending HF (Higher Preparatory Examination) courses have had to be offered an interview on entering and leaving for many years, and this is now also recommended for the gymnasium.
Desuden omfatter den kollektive vejledning orientering om studievaner, valgfag, uddannelsesmuligheder, SU, arbejdsmarkedets organisering, beskæftigelsesforhold, jobsøgning, bevidstgørelse om det kønsopdelte arbejdsmarked og vejledning i opstilling af en personlig handlingsplan.
In addition, the collective guidance covers orientation on study habits, optional subjects, educational opportunities, national assistance, labourmarket organisation, employment conditions, job-seeking, awareness of the gender-divided labour market and guidance on drawing up a personal plan of action.
Den kollektive vejledning er ikke integreret i undervisningen, men skal placeres i undervisningstiden.
Collective guidance is not integrated into teaching, but has to be fitted into teaching time.
De unge har mulighed for at træffe studievejlederen i og efter den normale skoletid for individuelle samtaler og kommer ofte med ønske om at få uddybet emnerne fra den kollektive vejledning.
The young people have an opportunity to meet the study counsellor in and after notmal school hours for individual discussions and often come with requests to examine the topics from collective guidance in more depth.
Eleverne i ungdomsuddannelserne er fra folkeskolen vant til at have en klasselærer, som de er fortrolige med, og vejlederen vil ofte forventes at overtage denne funktion, som det imidlertid tidsmæssigt kan være vanskeligt at opfylde.
17 counsellor will often be expected to take over this function, which they, however, find it difficult to comply with in terms of time. (Ministry of
(Undervisningsministeriet, 1992, p. 37 ), (Plant, 1993, p. 33 ).
), (Plant, 1993, p. 332
Der er stor forskel på anvendelsen af studievejledningen i gymnasiet/hf og enkeltfagskurserne, hvor elevmassen gennem gående er ældre med andre typer af problemer.
There is a great difference in the use of study guidance in the gymnasium/HF and the single-subject courses, where the mass of pupils are usually older with different kinds of problems.
Mens elever i gymnasiet og hf lægger vægt på fremadrettede drøftelser om uddannelse og erhvervsvalg, så er enkeltfagskursister koncentrerede om her og nu-problemer, f.eks. optagelse til og gennemførelse af uddannelsen.
Whilst pupils in the gymnasium and HF put the emphasis on forward-looking discussions on education and choice of occupation, those on single-subject courses concentrate on here-and-now problems, e.g. admission to and completion of courses.
En undersøgelse af studievejledningen i gymnasiet fra 1992 (GL, 1992, p. 17-199) viser, at ikke alle elever bruger studievejledningen.
A study on study guidance in the gymnasium from 1992 (GL, 1992, p. 17-199) shows that not all pupils use the study guidance.
Således er klærede 31%, at de ikke havde talt med vejlederen og 47% havde ikke deltaget i særlige arrangementer vedrørende vej ledningen i skoleåret 1991 -92.
31% declared that they had not spoken to the counsellor and 47% had not taken part in special events concerning guidance in the 1991-92 school year.
Den kollektive vejledning må dog alle elever formodes at have deltaget i.
However, all pupils may be assumed to have taken part in collective guidance.
Den store vejledningsundersøgelse fra 1987 (PLS-Consult, 19876) påviser, at studieorienterende møder med vejledning i klassen eller gæstelærere og især virksomhedsbesøg er aktiviteter, som en stor del af eleverne får noget ud af.
The major guidance study from 1987 (PLS-Consult, 19876) demonstrates that studyorientation meetings with guidance in the classroom or guest teachers and in particular visits to firms are activities from which a large proportion of pupils gain something.
De personlige samtaler med vejlederne giver øjensynligt mest udbytte for de uddan nelsesfremmede elever (PLS, 1987, tabelrapport: Erhvervsvejledning i gymnasiet og HF, p. 55 ).
The personal talks with counsellors evidently yield most for pupils alien to education (PLS, 1987, table report: Vocational guidance in upper secondary school and HF courses, p. 556).
ERHVERVSUDDANNELSERNE
VOCATIONAL TRAINING AND EDUCATION
Ligesom gymnasievejlederne er erhvervsskolernes vejledere lærere, der har mellem 1/2 og 2/3 af sin tid besat med undervisning.
Like the upper secondary school counsellors, the counsellors at the vocational schools are teachers who spend between a half and two-thirds of their time on teaching.
Uddannelses- og erhvervsvejlederne i erhvervsskolerne vil ofte være tilknyttet et bestemt erhvervsområde
The educational and vocational guidance officers in the vocational schools will often be linked to a particular vocational area or a particular level of teaching.
Også på erhvervsskolerne er nye målorienterede bekendtgørel­ser strammet meget op, og der lægges nu mere vægt på den in­dividuelle vejledning og kvalificeringen af den enkelte un­ges valg af uddannelse og beskæftigelse.
New target-oriented statutory orders have also been considerably tightened up on the vocational schools, and more emphasis is now put on individual guidance and the qualification of the individual young person's choice of education and employment.
På handelsskolerne vil uddannelses­ og erhvervsvejlederen ­ligesom i gymnasiet ­ ofte samtidig være lærer for de unge.
At the commercial schools, the educational and vocational counsellor - as in the gymnasium - will often at the same time be the young people's teacher.
Uddannelses­ og erhvervsvejlederens opgaver i den kollektive vejledning er ligesom i gymnasiet orientering om valgfag, niveauinddeling, fortsatte uddannelsesmuligheder, arbejds­marked m.v.
The tasks of the educational and vocational counsellor in collective guidance, as in the gymnasium, are orientation on optional subjects, division into levels, continued educational opportunities, the labour market etc.
Desuden deltager vejlederen ofte i praktikplads­søgningsvejledning og jobsøgningsteknik.
In addition, the counsellor often takes part in guidance on searching for work experience placements and job application techniques.
Den individuelle vejledning handler i høj grad om elevernes indplacering på sprogniveau og om praktikpladssøgningen, som for mange ele­ver er altafgørende for deres fortsatte uddannelsesmulighe­der.
The individual guidance is concerned to a high degree with the placement of pupils at the level of language and on searching for work experience places, which for many pupils is of decisive significance to their continued educational opportunities.
På erhvervsskolerne har der i de senere år været gennemført adskillige vejledningsforsøg med bl.a. gruppevejledning, in­tegrering af vejledningen i undervisningen og bearbejdning af elevernes fremtidsforestillinger.
Several guidance experiments have been conducted in recent years at the vocational schools, involving for instance group guidance, integration of guidance into teaching and dealing with pupils' ideas of the future.
En større bevidstgørel­se af eleverne synes at øge behovet for individuel vejled­ning (Undervisningsministeriet, 1990, p.37 ).
Greater awareness among the pupils appears to have increased the need for individual guidance (Ministry of Education and Research, 1990, p. 3711).
De tekniske skolers uddannelses­ og erhvervsvejledere er li­gesom handelsskolens ansvarlige for gennemførelsen af den kollektive og individuelle vejledning, men ofte vil også faglærerne her bistå eleverne ved praktikpladssøgningen i det fag de har valgt.
The educational and vocational counsellors of the technical schools, like those in the commercial schools, are responsible for carrying out collective and individual guidance, but the specialist teachers will often also assist the pupils in searching for work experience placements in the trade they have chosen.
Også på teknisk skole møder de unge vejlederen i forbindelse med valgfag, jobsøgning, praktik­pladssøgning, videreuddannelsesmuligheder m.v..
Young people at technical school also meet the counsellor in connection with optional subjects, job-seeking, searching for work experience placements, further education and training opportunities and so on.
Vejledningen er klart mest intensiv det første år, og siden 1991, hvor en ny reform af bl.a. erhvervsuddannelsernes 1. år trådte i kraft, er vejledningen også blevet integreret i undervisnin­
The guidance is clearly most intensive in the first year, and since 1991, when a new reform, among other things of the first year of vocational education came into force, guidance has also been integrated into teaching.
Det første halve år er, især på tekniske skoler, nu tilrettelagt som et intro­duktionsforløb til de faglige uddannelser, hvor de unge ofte
The first half year, particularly at technical schools, is now organised as an introductory course to the specialised training, where the young people can often choose to concern themselves with one or more main vocational areas
- 14 - kan vælge at beskæftige sig med eet eller flere hovederhvervsområder og introduceres bredt til de øvrige.
19 and be given a broad introduction to the others.
Vejledning i og afprøvning af uddannelses- og erhvervsmulighederne for den enkelte unge er styrket væsentligt, således at den enkelte unge kan foretage kvalificeret valg af er hvervsønske.
Guidance in and the trying-out of educational and vocational opportunities for the individual young person have been greatly strengthened, so that the individual young person can make a qualified choice of desired occupation.
Imidlertid forhindrer praktikpladsmanglen, som i juli 1993 havde et omfang på ca. 16.800 elever på er hvervsskolerne, der ikke havde opnået den ønskede plads, of te at eleverne faktisk kommer videre i det ønskede uddannel-
However, the shortage of work experience placements, which at 1 July 1993 stood at around 16,800 pupils at vocational schools who had not obtained the desired placement, often prevents the pupils from actually making further progress in the desired course of education (Ministry of Education and Research, July 199313).
1 3 sesforløb (Undervisningsministeriet, juli 1993 ).
It may be mentioned for comparison that in February 1990 there were approx.
Til sammenligning kan nævnes, at der i februar 1990 var ca. 8.000 elever, der søgte lære- og praktikplads (Sørensen, 1990 ).
8,000 pupils looking for course and work experience places (Sørensen, 199014).
Der er derfor stort pres på vejlederne i erhvervsskolerne både fra eleverne, skolen og forældrene for at forbedre praktikpladssituationen.
There is therefore great pressure on the counsellors in the vocational schools, from the pupils, the school and from the parents, to improve the work experience placement situation.
Samtidigt bruges vejlederne på er hvervsskolerne meget til udadvendte aktiviteter i forbindelse med information til nye elever (i perioder 50% af vejlednings tiden) , og der klages da også i stigende grad over for lidt tid til individuel vejledning både fra de unges og fra vejledernes side.
At the same time, the counsellors at the vocational schools are used a great deal for outside activities in connection with information to new pupils (in periods 50% of the guidance time), and there are also increasing complaints about too little time for individual guidance from both the young people and the counsellors.
En stikprøveundersøgelse af vejledningen på tolv erhvervsskoler fra 1992 viser, at vejlederne anvender ca. 30 -50% af deres tid til individuelle samtaler.
A random-sample study of the guidance at twelve vocational schools in 1992 shows that the counsellors spend approximately 30-50% of their time on individual discussions.
Ifølge vejlederne bruger især 2 grupper af unge vejledningen : dels gruppen af svage eller truede unge (fagligt svage unge, unge med meget fravær etc.), der ofte henvises af lærerne eller ledelsen til vejledningen - en gruppe, der ifølge vejlederne bør prioriteres højt især m.h.t. hjælp til personlige og sociale problemer, dels gruppen af målrettede, dygtige elever, der -ofte på baggrund af kollektiv vejledning - selv søger uddybet information om arbejdsmarked og uddannelse.
According to the counsellors, two groups of young people in particular use the guidance : firstly the group of weak or threatened young people (occupationally weak young people, young people who are absent a great deal), who are often referred to the counsellor by the teachers or management - a group which according to the counsellors should be given high priority particularly with regard to help on personal and social problems, and secondly the group of ambitious, capable pupils who, often against the background of collective guidance, themselves seek more in-depth information on the labour market and education and training.
Der bruges ifølge vejlederne mest tid på gruppen af svage elever, men det er generelt vejledernes oplevelse at arbejdsmængden er vokset betydeligt.
According to the counsellors, most time is spent on the group of weak pupils, but it is generally the counsellors' experience that the volume of work has risen substantially.
Flere elever er mere vejledningskrævende, og de mange uddannelsesændringer betyder mindre tid til in dividuel vejledning (Wieclaw, 1992 ).
More pupils now demand guidance, and the many changes that have taken place in education mean less time on individual guidance (Wieclaw, 199215).
Da især de tekniske skoler har en større andel af elever fra uddannelsesfremmede miljøer og elever med specialpædagogiske behov, er denne ud vikling meget betænkelig.
As the technical schools in particular have a larger proportion of pupils from groups alien to education and pupils with
Vejledning i de videregående nrfHannelser Vejledningen ved de videregående institutioner er delt i to niveauer : et centralt niveau med base i 5 af universiteterne og et decentralt niveau på de enkelte fag og de øvrige
Guidance in higher education