natgillin/translations-raw huggingface dataset:
Dette er dog ikke overraskende, idet et konkret fagligt udbytte ikke er tilsigtet med disse kurser.
This is not surprising, since no concrete vocational benefit is intended from these courses.
Tværtimod søges deltagerne forsynet med en række indtryk fra forskellige fagområder, som det så er op til den enkelte at be arbejde. Dette er en proces, som rækker langt ud over kursets afslutning.
The objective is rather to equip partici pants with impressions of various vocational fields, which it is then up to the individual to build upon.
Der synes at være stort behov for at sætte noget i gang hos de unge, som deltager på EIFU-kurserne.
There appears to be a great need to inject some initiative into the young people who take part in EIFU courses.
"Åndeligt talt står de stadig med det ene ben i folkeskolen", siger kursuslederen.
"Mentally, they still have one foot in the school," said the course leader.
De er vant til, at der bliver bestemt for dem.
They are used to having their de cisions made for them.
Når de endelig selv skal træffe en afgørelse, er de vant til, at det bare er "for sjov".
When they have to take a decision for themselves, it is "only for a lark.
Det betyder ikke noget".
It doesn't mean anything."
"De har ikke lært at træffe et valg", siger en af lærerne, "og har ikke lært, at dette valg får kensekvenser for dem selv."
66 to make a choice," said one of the teachers, "and they haven't learnt that this choice will have consequences for them personally."
Økonomisk betyder deltagelsen et løft af forskellig størrelse.
Financially, participation represents a move upwards by various amounts.
De, der før starten på kurset fik bistandshjælp, modtog en så beskeden hjælp, at elevstøtten på 90 eller 130 kr. pr. dag over stiger denne.
Those who were on social assistance before the course commenced were re ceiving such modest support that the students' grant of Dkr 90 or I30 per day exceeded it.
En del af pigerne, som har gået ledige i nogen tid, er glade for at skulle noget på bestemte tider.
A number of the girls who have been unemployed for some time are happy to have some tiling to do at specific times.
Det er lettere at komme op om morgenen.
It is easier to get up in the morning.
Man får mere hold på dagen.
You get a better grip on your day.
"Jeg er mere aktiv om aftenen", siger en af de piger, der har været længst på kurset.
"I am more active in the evening," said one of the girls who had been longest on the course.
En del bor som nævnt hjemme hos forældrene, og det giver tydeligt færre skænderier i hjemmet, at den unge ikke går hjem me hele dagen.
As we have said, some live at home with their parents, and there was clearly much less bickering now that they were not at home all day.
Deltagerne ser det endvidere som positivt, at de har lært nogle nye mennesker at kende på kurset.
Participants also saw it as an advantage that they had got to know new people on the course.
Nogle kendte i forvejen hinanden, hvilket er naturligt blandt jævnaldrende fra mindre byer som Frederiksværk og Hundested.
Some knew each other previously, which is not surprising among people of the saine age from such small towns as Frederiksvaerk and Hundested. ted.
De unge har ingen lang horisont med hensyn til fremtiden.
Young people do not look very far ahead into the future.
Det umiddelbart forestående, at skaffe sig en praktikplads i de sidste 4 uger, optager rigeligt deres kræfter.
The immediate problem of finding a trainee place for the last four weeks takes up a lot of their energy.
Det er meningen, at de selv skal skaffe denne, men slår det fejl, har de tilsagn om hjælp fra centrets side.
It is intended that they should find these places for themselves, but if they do not succeed they have a promise of help from the centre.
Tre af de fire piger, fra hold I, havde skaffet sig en plads, men det var endnu uafklaret for den sidste.
Three of the four girls from Class I have found a place for themselves, taut nothing has yet been settled for the remaining one.
På de andre hold, som ikke var så langt fremme i forløbet, lå intet fast med hensyn til praktikpladser.
In the other classes, which were not so fai' ahead in the process, none as yet had firm trainee places.
Hvad der skulle ske efter kursets afslutning, havde næsten ingen den mindste idé om.
Most of them did not have the slightest idea of what was to happen after the end of the course.
Man var afventende og havde vel ikke for alvor gjort sig sin situation klar.
They adopted a wait-and-see attitude, and had not thought really seriouslyr about their situation.
Derfor havde den ægte håbløshed endnu ikke fået overtaget.
Real hopelessness had therefore not yet got the upper hand.
Der syntes at være en vis forventning om, at "nogen" på et eller andet tidspunkt ville gøre "noget" for dem.
There appeared to be a certain ex pectation that at some time or other "someone" would do "something" for them.
Der var ringe forståelse for det synspunkt, at en uddannelse kunne være en nødvendig forudsætning for en forbedring af ens personlige situation.
There was little understanding of the viewpoint that training might be necessary if one wished to improve one's persona.! situation.
Det skulle i hvert fald være en praktisk uddannelse, ikke en boglig.
This should in any case be practical training, not academic. As one oí' the teachers
Som en af lærerne sagde i en lidt anden sammenhæng: "De har aldrig lært, at man for at få en løn også må yde noget."
67 said in a slightly different context: "They have never learnt that one must do something to earn a wage."
Han tænkte på selve arbejdssituationen, men det dækker også den manglende erkendelse af, at jobmulighederne øges, hvis man er villig til at flytte sig.
He was thinking of the work situation itself, but this also applies to the lack of realization that one's chances of finding a job are increased if one is prepared to be mobile.
Ingen tænkte så ledes på at søge arbejde i det storkøbenhavnske område. "Der er jo heller ingen job at få", lød det fra flere sider.
For example, none had considered looking for work in the Greater Copenhagen area.
Lærerkræfternes karakteristik af kursisternes baggrund kan for muleres således: Næsten alle tilhører den uddannelsesmæssige "restgruppe", som har forladt folkeskolen ved (stort set) før ste givne lejlighed, fordi de var "skoletrætte".
The teachers' description of the students' background may be summarized as follows: educationally speaking, almost all of them belong to the "resi dual group". They left school at (generally) the first opportunity be cause they were "school-weary".
Mange kommer fra hjem med kun én forsørger; arbejdsløshed er en velkendt situation i mange familier; en del af de unge har allerede som 15 årige "en sagsbehandler et eller andet sted i det offentlige system."
Many of them come from homes with only one breadwinner; unemployment is well known in many families; some of the young people are already under "a caseworker from one branch or another of the official system".
Der er egentlig ikke noget i vejen med disse unge men nesker. De er bare så grusomt forsømte, sagde en af lærerne.
There is nothing actually wrong with these young people; they are just so cruelly neglected, said one of the teach ers.
De er aldrig blevet taget alvorligt, og har derfor udviklet en ligegyldig holdning til sig selv og deres omgivelser.
They are never taken seriously, and they have therefore developed an indifferent attitude towards themselves and their environment.
De er uvidende og kender ikke betydningen af at vide noget.
They are uninformed, and do not recognize the importance of doing something about this.
De er umodne - denne karakteristik af den vanskeligt stillede del af ungdommen kunne også være givet for 10 og 20 år siden.
They are immature - this is a characteristic of young people in a difficult position such as this which would also have been current 10 or 20 years ago.
Der er blot den forskel, at den gang kunne arbejdsmarkedet også opsuge denne gruppe, i første omgang måske i nogle jobs som ar bejdsdreng.
But the difference is that then the labour market could ab sorb this group, perhaps at first as odd-job boys.
Her kunne de unge gøre nogle erfaringer, lære hvor dan man opfører sig på en arbejdsplads og udvikle sig menneskeligt.
This gave the young people some experience. They learnt how to behave at a place of work and they developed their personality.
I dag findes der meget få af den type jobs. Derfor må de hente erfaringer andre steder.
There are very few such jobs available today.
Hverken forældrene eller folkeskolen kan i alle tilfælde løse denne opgave.
Neither parents nor schools can resolve this problem in all cases.
EIFU-kurserne synes at være begyndelsen af et re levant svar på denne udfordring, men kursernes varighed sætter en grænse for, hvad der kan udrettes.
EIFU courses appear to be the beginning of an appropriate answer to this challenge, but the duration of the courses limits what can be accomplished.
"Et EIFU-kursus må aldrig stå alene", siger kursuslederen.
"An EIFU course must never stand alone," says the course leader.
Det bør følges op af andre aktiviteter.
It should be followed up by other activities.
En normal erhvervsmæssig beskæftigelse er naturlig vis at foretrække, men da dette ofte ikke er muligt, må de for skellige beskæftigelsesforanstaltninger, fx de kommunale jobskabelsesprojekter, ind i billedet.
Normal vocational employment is of course to be preferred, but since this is not often possible the various employment schemes, for example municipal jobcreation projects, must be brought into the picture.
"Kommunerne har her en vigtig opgave, men desværre har en del af dem været for tilbageholdende med at udnytte den nye jobskabelseslov", udtaler kursuslederen. ren.
"The municipalities have an important task here, but unfortunately some of them have been too cautious in ex ploiting the new Job Creation Act," declared the course leader.
Danseteaterprojektet i København
The dance theatre project in Copenhagen
Blandt de unge arbejdsløse findes en del, som er faldet fra i et uddannelsesforløb eller en beskæftigelse, fordi deres motivation for en fortsættelse ikke har været høj nok.
Some among the young unemployed have given up a training course or employ ment because their motivation for continuing has been insufficient.
I man ge tilfælde er årsagen til frafaldet i højere grad ulysten ved at beskæftige sig med ting, man ikke er personligt engageret i, end manglende evner. De ekstraordinære beskæftigel-
In many cases, the reason for giving up is more an aversion to spending one's time on something towards which one feels no personal commitment than actual lack of ability.
79 ses- eller uddannelsesaktiviteter, som kommunerne almindelig vis kan tilbyde unge langtidsledige, appellere ikke til denne gruppe, hvoraf nogle mener at have kreative evner, som de ønsker at arbejde med.
The special employment and training activities which the municipalities ordinarily offer to the young longterm unem ployed do not appeal to this group, many of whom believe they possess creative talents which they wish to exercise.
I et forsøg på at skabe aktiviteter, der kan tiltrække denne gruppe unge, etablerede Københavns kommune i efteråret 1983 et 5-måneders kursus for 16-24 årige, hvori det centrale ele ment var deltagernes egen kreative udfoldelse.
In an attempt to provide activities attractive to this group, in autumn 1983 the Municipality of Copenhagen established a five-month course for young people aged 16-24, the central element being the participants' per sonal creative development.
Dette Danseteaterprojekt, var endnu inden tilmeldningsfristens udløb over tegnet i en sådan grad, at et nyt og større hold kunne startes op, da det første var sluttet i februar 1984.
This dance theatre project was so over subscribed even before the end of the enrolment period that a new and larger class could be started when the first ended in February 1984.
Danseteaterprojektet drives af Københavns kommunes Ungdomsskole og er finansieret af midler, kommunen i henhold til loven om ekstraordinære kommunale og amtskommunale foranstaltninger imod ungdomsarbejdsløsheden (Lov 488) er forpligtet til at af sætte på sit budget.
The dance theatre project is operated by the Municipality of Copenhagen's Youth School and financed from funds the municipality is required to set aside in its budget under the Special Employment-Promotion Schemes in Municipalities and Counties Act (Law No 488).
På årsbasis koster projektet, når det gen nemføres med to hold á 35 deltagere i hver 5 måneder godt 800.000 kr..
Conducted with two classes each of 35 participants every five months, the project costs a little over Dkr SOO 000 on an annual basis.
Projektet har på fuldtidsbasis tilknyttet en danse- og bevægelsespædagog, en lærer (uddannet folkeskolelærer) og en ad ministrativ medarbejder.
The project employs, on a full-time basis, one dance and movement instructor, one teacher (trained secondary school teacher) and one administrative assistant.
Sidstnævnte blev ansat i henhold til jobskabelsesloven, da projektet besluttedes videreført og flyttet til nye og mere egnede lokaler.
The latter became em ployed under the Job Creation Act when it was decided to carry on and to move the project to new and more suitable premises.
Jobbet blev i øvrigt besat med en af deltagerne i det første kursus.
The job was also filled by one of the participants in the first course.
Endvidere benytter man sig i et vist omfang af timelærere, der enten kan have faste skemalagte timer eller kan rekvireres til et enkeltstående foredrag .
In addition, some use is made of part-time teachers, who may either have fixed timetable periods or be called in for individual periods.
Projektets officielle målsætning er at motivere unge med forskel lig erhvervs- og uddannelseserfaringer eller ønsker til at søge fortsat uddannelse eller finde erhvervsmæssig beskæftigelse.
The official goal of the project is to motivate young people by various forms of vocational and training experience, and by a desire to continue training or to find employment.
80 deres ønsker om en udvikling af deres kreative evner.
69 ject is aimed particularly at young people who find that the traditional projects do not satisfy their desire to develop their creative talents.
Disse unge mener selv at være skabt til et bedre liv end fabrikkens.
These young people believe that they are made for a better life than work in a factory.
Eller som lederen af kommunens beskæftigelsessekretariat sagde: "De lever på en drøm om at blive kunstnere.
Or, as the leader of the municipality's Employment Secretariat said: "They dream of becoming artistes.
Og drømmen spærrer for, at de går i gang med noget realistisk".
And the dream prevents them from getting on with something realistic."
Et pædagogisk sigte med kurset bliver derfor, at lade de unge "leve deres kunstnerdrøm ud", hvilket vil give dem en mere realistisk opfattelse af egne fremtidsmuligheder.
Educationally speaking, the course is therefore intended to permit the young people "to live out their artistic fantasies", and so give them a more realistic idea of their personal potential.
Hovedvægten i kurset er lagt på udvikling af deltagernes kreative evner ved undervisning inden for områderne bevægelse og kommunikation.
The main emphasis of the course is on development of the participants' creative talents by instruction in movement and communication.
Der arbejdes med skabelse af et teaterstykke, hvis opførelse kan opfattes som projektets slutprodukt.
They create a stage performance, which may be viewed as the project's end pro duct.
Alle funktioner såvel på scenen som bag scenen udføres af deltagerne selv.
All functions, both on stage and behind the scenes, are carried out by the participants themselves.
Undervisningen indebærer daglig kropstræning med udgangspunkt i moderne dans samt timer i mime, klovneri og akrobatik, skuespillertræning, folkedans, sminkning/masker og koreografiske opgaver.
Instruction includes daily physical training based on modern dance, and periods of mime, clowning and acrobatics, acting, folk dancing, make-up/masks and choreography.
I forbindelse med produktionen af en færdig teaterforestilling udføres en række praktiske aktiviteter (fremstilling af kulisser, kustumer, lyd- og lysanlæg, plakater osv.), der kan inde bære nogen undervisning.
The production of a finished theatrical performance enables a number of practical activities to be carried out (making scenery and costumes, lighting and sound installations, posters, etc), which may involve some instruction.
Endvidere suppleres den praktiske træ ning med mere teoretisk orienteret undervisning inden for anatomi, ernæring, psykologi, musikteori, teaterhistorie og medielære. lære.
In addition, practical training is supplemented by more theoretical instruction in anatomy, nutrition, psychology, music theory, theatre history and the media.
Endelig anvendes op til en fjerdedel af projekttiden til under visning i samfunds- og arbejdsmarkedsfag samt til jobsøgningstræning og individuel erhvervsvejledning.
Finally, a quarter of the project time is devoted to instruction in social and labour market subjects, jobhunting and individual vocational guidance.
Såvidt muligt placeres alle deltagerne mod kursets slutning i 12 ugers praktik ved teatre, Danmarks Radio etc. Praktikpladsen skal de unge selv fremskaffe.
As far as is possible, at the end of the course all participants are placed in 12 weeks' practical training in theatres, Radio Denmark, etc. The young people are required to find these trainee places themselves.
Inden optagelse på kurset indbydes til en orienterende samtale.
Before acceptance on the course, applicants are invited to a briefing interview.
Da det første kursus var gået i gang, inviteredes de unge, som stod på venteliste, til at besøge kurset.
Once the first course was under way, young people on the waiting list were invited to visit the course.
Ved selvsyn og samtaler med deltagerne kunne de se, hvad kurset indebærer, og om det svarer til forventningerne.
By watching at first hand and talking to the participants, they were able to see what the course contained and whether it met their expectations.
Deltagerne i Danseteaterprojektet adskiller sig på flere punkter markant fra deltagerne i andre projekter for langtidsledige unge.
Participants in the dance theatre project are in many respects markedly different from those in other projects for young longterm unemployed.
Mange af dem har således en relativ god skolebaggrund.
For example, many of them have a relatively good school background.
Der er flere med en studenter- eller HF-eksamen, andre har af brudt et undervisningsforløb i gymnasiet eller på HF-kursus.
Many of them have the equivalent of A levels, and others have broken off a course of instruction at grammar school or in further education.
Der er dog også unge, som "kun" har en 9-10 klasse.
Some, however, are young people who have "only" completed the 9th or 10th school years.
Som helhed er det en gruppe med relativt gode boglige evner, men også med store variationer i den boglige baggrund.
In general, this group has relatively good academic abilities, but academic backgrounds vary greatly.
Dette rejser problemer for den teoretisk orienterede undervisning, som let får et sådant niveau, at den på samme tid "går hen over hovedet" på nogle og er for elementær for andre.
This raises problems in the theo retical part of the tuition, which can easily reach a level that "goes over the head" of some but is at the same time elementary for others.
Det første hold, som startede i september 1983, bestod af 16 kvinder og 4 mænd i alderen 18-22 år.
The first class, which began in September I983, consisted of 16 women and four men aged 18-22.
Knap halvdelen af dette hold har efter kursusafslutningen i februar fortsat kontakt med hinanden, idet de har etableret en dansetrup, som har givet den første opvisning.
Following conclusion of this course in February, nearly half of them have continued in contact with one another; they have established a dance troupe which has given its first display.
Ved besøget på Danseteaterprojektet fik vi lejlighed til at tale med nogle af disse tidligere kursister, som nu indgår i dansetruppen.
When we visited the dance theatre project, we had an opportunity to speak to some of those earlier students who are now members of the dance troupe.
Desuden talte vi med en gruppe af de nuværende deltagere, som på dette tidspunkt var
We also talked to a group of the present participants, who at that time were about six weeks into the course.
Overvægten af kvinder var på dette hold af samme størrelse som på det første.
The preponderance of women in this class more or less matched that in the first class.
Der var 27 kvinder og 8 mænd.
There were 27 women and eight men.
Der er ganske mange, som har erhvervserfaringer fra medhjælperjobs (medhjælp i børnehave, butik, plejehjem, kontor osv.), men også nogle helt uden erhvervserfaringer.
Quite a number of them have had vocational experience in jobs as assistants (in kindergartens, shops, nursing homes, offices, etc), but some of them are completely without employment experience.
Det er meget almindeligt, at man ved starten af kurset har været uden job i ca. 1 år.
It was quite usual for them to have been out of work for about a year before the course began.
Kun et fåtal bor hjemme hos forældrene.
Only a few were living at home with their parents.
De fleste bor i egen lejlighed, evt. sammen med en anden eller i kollektiv.
Most lived in their own flats, perhaps with another person or in a commune.
Der er ikke mange samlevende blandt deltagerne og endnu færre med barn.
Not many of the participants are cohabiting, and even fewer have children. In other
Der er med andre ord tale om en gruppe unge mennesker, som end nu ikke er blevet "lagt i bånd" af diverse familiære og arbejds mæssige forpligtelser.
71 words, this is a group of young people who have not yet become "tied down" by family and job responsibilities.
Tværtimod må deres nuværende situation nok delvis opfattes som et bevidst forsøg på at træde ud af et livsmønster der forekommer dem forudsigeligt og uspændende.
On the contrary, their present situation may probably be seen in part as a conscious attempt to withdraw from a life-style that seems to them predictable and unexciting.
De fleste har tidligere beskæftiget sig med dans og dramatik.
Most of them had an earlier interest in dance and drama.
Omkring 80 pet. af deltagerne er efter kursuslederens angivelse på bistandshjælp. Det vil de fortsat være.
According to the course leader, about 00% of the participants are and will continue to be on social assistance.
Der gives ingen løn eller anden godtgørelse i kursusperioden, og der optjenes ikke timer med henblik på dagpengeberettigelse.
They receive no wage or other re muneration during the period of the course, and they are credited with no hours towards entitlement to unemployment benefit.
Kurset giver således intet direkte økonomisk udbytte for deltagerne.
The course therefore provides no direct financial benefit to participants.
Uden et økonomisk udbytte, må der være andre forhold, som motiverer de unge til at deltage.
In the absence of financial benefit, there must be other factors which motivate young people to participate.
Det er først og fremmest lysten til at danse, til at'arbejde med sin krop.
This is primarily a desire to dance, to work with the body.
For nogle af deltagerne er det et bredere behov for i en periode af beskæftige sig med sig selv.
Some of the participants have a wider need to occupy themselves with themselves alone for a period of time.
De har af forskellige årsager foretaget et brud med deres hidtidige livsførelse, men har kun vage idéer om, hvad de skal sætte i stedet.
For various reasons, they have made a break with their former way of life, but they have only a vague idea of what to put in its place.
"Jeg var blevet træt af at læse.
"I got tired of studying.
Havde behov for at holde en pause og arbejde med fantasien, at tegne, male, bruge kroppen", sagde en af deltagerne.
I needed to take a break and to work using my imagination, to draw, to paint, to use my body," said one of the participants.