natgillin/translations-raw huggingface dataset:
Multilingualism has become a priority for those developed countries that see themselves operating as knowledge-based, innovative and globally interconnected societies. When pupils enter the labour market with second tongue and mother tongue fluency, this human capital brings measurable economic and socio-cultural benefits to the country of destination, especially when knowledge of their mother language is coupled with knowledge and networks in their countries of origin.
Poročilo Eurydice iz leta 2009 z naslovom „Izobraževanje in vzgoja v zgodnjem otroštvu v Evropi: obravnava družbenih in kulturnih neenakosti“ (Early childhood education and care in Europe: tackling social and cultural inequalities) priporoča izdelavo enotnega sistema, primernega za vse starostne skupine do šestih let, ki celotnemu osebju omogoča kakovostno usposabljanje v učnih in kulturnih pristopih ter vzpostavljanje aktivnih partnerstev s starši iz prikrajšanih in raznolikih okolij: http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/098EN.pdf
Mother tongue tuition can be the cornerstone of a school’s intercultural education and foreign-language curriculum.
Obveščanje in partnerstvo s starši iz prikrajšanih okolij
Native pupils in these schools will have more and better foreign-language learning opportunities and intercultural skills to work and live in their diverse society and abroad.
Starši imajo osrednjo vlogo pri izobraževanju svojih otrok – pri pridobivanju jezika, pomoči pri domačih nalogah in učenju, pri usmerjanju njihovih poklicnih poti in pričakovanj ter kot vzorniki.
It may be too resource-intensive for every school to deliver high-quality bilingual education options for the various language groups in its student body.
Vendar starši z nižjim socialno-ekonomskim statusom, vključno s priseljenci, običajno redkeje sodelujejo pri šolskih dejavnostih.
However there are a variety of cost-effective curricular options that are available for all interested pupils, with or without immigrant backgrounds.
Mednarodne raziskave potrjujejo, da priseljenski starši gojijo visoka upanja glede izobrazbe svojih otrok, a se pri vključevanju v izobraževanje srečujejo s številnimi ovirami.
Such a concrete application of a school’s intercultural education approaches allows for better learning and social bridge-building opportunities.
Te med drugim zajemajo omejena finančna sredstva in pomanjkanje „notranjih“ informacij o izobraževalnem sistemu, občutek nezaželenosti
‘Linguistic diversity in the Portuguese School’ promotes intercultural and multilingual competence and combats segregation by providing bilingual Cape Verdean Creole and Chinese Mandarin pilot schools that are open to both native-speaker immigrant and native Portuguese pupils.
v neznanem šolskem okolju, jezikovne ovire in različna kulturna pričakovanja glede vloge družine v izobraževalnem procesu.
Mother tongue courses (and specifically the mother tongue teacher) can also play an important facilitating role between families and schools.
Šole prav tako lahko veliko vlagajo v programe usmerjanja za priseljenske starše v povezavi z vpisom v šolo, nastanitvijo, aktivnim vključevanjem in dostopom do informacij o prihodnjih izbirah v šolskem sistemu.
Organising the provision of such courses can be part of a school’s proactive outreach to parents in order to mobilise immigrant families and community members.
Ta podpora lahko sega od upravne pomoči, vključno s prevodom informacij o šolskem sistemu za starše in učence, dostopa do tolmačev, osebja, ki skrbi za izpolnjevanje potreb priseljenskih učencev in njihovih družin, do posebnih srečanj za priseljenske družine ali zagotavljanja psihosocialne podpore.
Schools can make educational resources and space available or subsidise programmes offered outside the classroom.
Obiski na domu so pogost in precej koristen način vzpostavitve stika z družinami iz prikrajšanih okolij.
A 2005 evaluation found that the positive impact that these schools have on school performance, self-esteem and identity could be enhanced through a city platform for best practice. The Forum has encouraged greater exchange and partnerships between established and newly-arrived communities and with mainstream schools.
Aktivne strategije obveščanja priseljenskih in prikrajšanih staršev ter prostovoljni programi za nadaljnje izobraževanje odraslih, namenjeni vsem, spodbujajo boljšo prisotnost pri pouku, boljše šolske rezultate ter povečajo udeležbo staršev pri šolskih dogodkih in dejavnostih.
Recent research has observed that taking a mother tongue language course can have a positive effect on a child’s grades and sense of identity and belonging. It also increased parents’ involvement in schooling, even when taking into account their income and education levels.
Poleg tega Agencija za sprejem in integracijo (Reception and Integration Agency) pripravlja informativno knjižico v glavnih jezikih priseljenskega prebivalstva, ki je namenjena staršem prosilcev za azil in beguncev ter mladoletnikom brez spremstva.
Mentors can play a valuable role in coaching and guiding young people through their education.
Od leta 1997 naprej je projekt za izobraževalno usmerjeno delo s starši (Ausbildungsorientierte Elternarbeit – AOE) v Frankfurtu na Majni usposobil 60 „mediatorjev“ iz migrantskih organizacij in šol.
Young professionals from immigration backgrounds could be engaged (on a paid or voluntary basis) as teaching aides to provide additional support to immigrant pupils.
V delavnicah usmerjanja o nemškem sistemu izobraževanja in usposabljanja, ki so potekale v 17 jezikih in se jih je leta 2006 udeležilo 3 450 oseb, so bila obravnavana tudi vprašanja, kot so disleksija, hiperaktivnost, storitve poklicnega svetovanja in večjezičnost.
This can be particularly valuable where ethnic communities are splitting into two distinct groups – the underclass and the emerging middle class elite.
Na Švedskem je treba po potrebi zagotoviti tolmačenje na posebnih uvodnih srečanjih, ki se organizirajo za novo prispele družine, da se jim pojasnijo pravice in temeljne vrednote, povezane s predšolskim in šolskim izobraževanjem.
Upwardly mobile mentors can provide inspiration and guidance to fellow students with lower academic performance.
Starši imajo prav tako pravico do tolmačenja, da lahko sledijo „pogovoru o osebnem razvoju“, ki se odvija dvakrat letno.
The Institute for Multicultural Development (FORUM) and de Baak (the Educational Institute of the VNO-NCW employer’s organisation) facilitate the personal coaching of highly educated young people from immigrant backgrounds in the last stage of their studies.
Namen mednarodne pobude z naslovom „Program za domače poučevanje predšolskih mladostnikov“ (Home Instruction Programme for Preschool Youngsters) je povečanje ozaveščenosti in sposobnosti staršev iz prikrajšanih okolij, tudi priseljencev in etničnih manjšin, z zagotavljanjem inštruktorjev, ki izvirajo iz njihovih skupnosti.
A mentor provides assistance in building their personal competencies and leadership qualities.
Redne ocene v državah, kot sta Nemčija in Nizozemska, kažejo, da so se kognitivne sposobnosti sodelujočih otrok bistveno izboljšale v primerjavi z drugimi otroki.
Recreation activities, for example sporting events and summer camps, can facilitate communication between and among immigrant children and natives.
Številne države so testirale prostovoljne programe za nadaljnje izobraževanje odraslih, da bi ugotovile, ali izpolnjujejo potrebe priseljenskih staršev in pomagajo preoblikovati šolo v skupno središče skupnosti, ki združuje tiste z domačim in priseljenskim ozadjem.
The parents of these children can be encouraged to participate and, if possible, assist in their organisation. Events can also be organised in cooperation with immigrant organisations.
Ti programi, znani tudi kot „široko zasnovana šola“, „skupnostna šola“ ali „šola s celostnimi storitvami“, temeljijo na zamisli, da je treba povečati vključitev staršev.
After-school activities build bridges between participating immigrant and native pupils and the organising schools, parents and immigrant associations.
Če staršem ponudimo brezplačno učenje jezika gostiteljske države in države izvora ter storitve, kot so športne dejavnosti in dostop do interneta, lahko s tem povečamo njihovo zaupanje v šolo, njihova pričakovanja in spodbujanje šolske uspešnosti njihovih otrok.
The Jacobs Foundation in Switzerland supports summer camps for secondlanguage learners from immigrant families.
ProjektRucksack (Nahrbtnik) regionalnega urada RAA Essen v Nemčiji, ki povezuje jezikovno usposabljanje z drugimi izobraževalnimi dejavnostmi v vrtcih in osnovnem izobraževanju, usposablja priseljenske matere za vodenje lokalnih skupin z vrstnicami, ki tako izboljšujejo svoje sposobnosti zagotavljanja podpore svojim otrokom pri učenju.
Various methodologies, such as theatre education, are tested and the outcomes of participants and control groups are evaluated over time with the aim of improving knowledge and disseminating successful approaches.
Kvalitativna ocena projekta, ki so jo dali udeleženci, kaže, da je projekt vnesel in ohranil pozitivne spremembe v odnose med starši in učitelji.
Since 1991, the ‘École Ouverte’ in France opens primary and secondary schools for a wide range of cultural, leisure, foreign language and other learning activities on Wednesdays and Saturdays and during school vacations like summer and winter break.
Izobraževalni projekt za matere in otroke (Mother Child Education Project) obvešča starše turškega porekla, ki živijo v Belgiji, Franciji, Nemčiji, na Nizozemskem in v Švici, o izobraževalnem sistemu v njihovi državi stalnega prebivališča ter jim pomaga, zlasti ženskam, da pridobijo spretnosti in sredstva za sodelovanje v lokalnih družbenih in izobraževalnih dejavnostih.
The programme is open to all pupils living in problem urban areas and from disadvantaged economic and cultural environments, including newcomer immigrant pupils.
Nevladna fundacija z enakim imenom (AÇEV) sodeluje z lokalnimi združenji migrantov in žensk, reprezentativnimi posvetovalnimi telesi in uveljavljenimi združenji civilne družbe.
Qualitative evaluations show the programme is an effective means to fight against neighbourhood conflict and to improve social integration, the school environment and relationships between teachers, parents and local communities.
AÇEV nadzira in usposablja nacionalne inštruktorje, ki organizirajo podporne programe in tečaje v turškem jeziku in jeziku države stalnega prebivališča.
Also in France, since September 2008, the ministry of national education has set up a “school guidance” voluntary option in primary and the first four years of secondary school.
Projekt je bil pozitivno ovrednoten tudi glede uspešnosti in učinkovitosti izvajanja in razširjanja.
These differences are likely to arise where young people have experienced disruption in their education (as is the case with most asylum seekers and refugees) and/or have come from countries where fewer people have access to education and, as a result, do not have the academic qualifications to enter into tertiary education.
Cilj te prostovoljne pobude je seznaniti starše otrok prve in druge generacije s šolskim sistemom, njegovimi cilji in delovanjem, da bi tako lahko bolje sodelovali in pomagali svojim otrokom pri šolskih obveznostih.
Differences also reflect the value that parents attach to higher education.
Program ponuja tudi prostovoljne jezikovne tečaje.
In France, various programmes have been developed to promote diversity in centres of excellence in higher learning.
Večina držav ponuja vsaj nekaj podpore pri poučevanju maternega jezika in kulture z različnimi stopnjami zaveze.
The Institute for the Study of Political Science ‘Sciences-Po’ has admitted hundreds of students (two thirds with a foreign-born parent) through an adapted selection procedure. The ‘Une grande école ?
Ta podpora tradicionalno temelji na „hipotezi soodvisnosti“, po kateri priseljenski učenci ne morejo obvladati novega jezika, dokler se formalno ne naučijo in začnejo kritično razmišljati o jeziku, ki so se ga naučili najprej in ga najverjetneje uporabljajo doma.
Pourquoi pas moi ?’ a three-year-long coaching programme started by ESSEC, a business and management school, has been taken up by thirty elite schools, reaching 3000 students.
Večjezičnost je postala prednostna naloga za tiste razvite države, ki se vidijo kot inovativne in globalno povezane družbe, temelječe na znanju.
Similar individual-level support has been granted in engineering and management programmes by the large French telecom companies through ‘Cercle Passeport Telecoms.’ www.sciences-po.fr / www.pourquoipasmoi.essec.fr / www.passeport-telecoms.com
Kadar učenci vstopijo na trg dela s tekočim obvladovanjem drugega jezika in maternega jezika, ta človeški kapital prinese izmerljive gospodarske in družbeno-kulturne koristi namembni državi, zlasti kadar je znanje njihovega maternega jezika povezano z znanjem in mrežami v njihovih državah izvora.
Young people who have rejected traditional forms of schooling need an alternative to develop their competencies, which they view as attractive and relevant.
Učenci s priseljenskim ozadjem bodo lahko ohranili in razvili to obliko človeškega kapitala in ga nato delili z zainteresiranimi študenti brez priseljenskega ozadja.
Education that comprises needs-based modules and is practical and reliant on modern technologies is much more appealing to young people.
Vsaka šola verjetno ne more ponuditi kakovostne možnosti dvojezičnega izobraževanja za različne jezikovne skupine svojih učencev, saj bi to zahtevalo preveč sredstev.
For instance, ‘second Chance Schools’ are intended to provide new education and training opportunities to young excluded people who lack the skills and qualifications to enter further training or the job market.
Na voljo pa so številne stroškovno učinkovite kurikularne možnosti za vse zainteresirane učence s priseljenskim ozadjem ali brez njega. Raznolik kurikulum se lahko uvede v tuje jezike, ki jih ponujajo osnovne in srednje šole, vključno z nadaljevalnimi tematskimi tečaji.
Immigrants are underrepresented in further education and training and have a high dropout rate.
Priseljenska mladina, izobraževanje in trg dela
Outreach programmes to provide information to immigrants on available courses may be ineffective or non-existent, courses may be ill-adapted to the different educational, cultural and/or linguistic backgrounds of immigrants. Courses may not be structured in a flexible way to ensure that pupils are able to balance family and work commitments.
Projekt „Jezikovna raznolikost v portugalskih šolah“ (Diversidade Lingüística na Escola Portuguesa) spodbuja medkulturno in večjezično kompetenco ter se bori proti segregaciji tako, da uvaja dvojezične pilotne šole, kjer se poučujeta kreolščina Zelenortskih otokov in kitajska mandarinščina, odprte za priseljence, ki so domači govorci, in za domače portugalske učence.
The Danish Ministry of Integration´s campaign, ‘We need all youngsters,’ aims to encourage more young immigrants to begin and complete vocational training.
Tečaji maternega jezika (in zlasti učitelji maternega jezika) imajo lahko tudi pomembno povezovalno vlogo med družinami in šolami.
The campaign includes a task force that assists vocational schools in facilitating initiatives to lower the dropout rate among immigrants and promotes best practice.
Organizacija takih tečajev je lahko del šolske proaktivne podpore staršem, ki je namenjena mobilizaciji priseljenskih družin in članov skupnosti.
Furthermore, the Danish ‘New chance for all’ policy seeks to integrate unemployed people from ethnic minorities into the labour market.
„Forum dopolnilnih šol“ (Supplementary Schools Forum) v Bristolu, Združeno kraljestvo, je sestavljen iz petindvajsetih prostovoljnih šol skupnosti, ki ponujajo dodatne učne ure iz domačega jezika in kulture ter iz glavnih predmetov, kot je angleščina.
It includes compulsory participation in general or vocational education for all young recipients of cash benefits. Special programmes assist young people under 25 who have not completed a youth education programme.
Po oceni iz leta 2005 bi bilo mogoče pozitivni učinek teh šol na šolsko uspešnost, samozavest in identiteto povečati z mestno platformo za najboljšo prakso.
The programmes also provide young people with the qualifications needed to complete vocational training.
Forum je spodbudil večjo izmenjavo in partnerstva med ustaljenimi in novo prispelimi skupnostmi ter z uveljavljenimi šolami.
The PALMS project created a 250-person network of experts and social workers from Italian municipalities to develop integration and labour market insertion pathways for unaccompanied minors that would entitle them to apply for a residence permit upon the age of 18.
Na Švedskem ima učenec, ki je vključen v obvezno šolanje in srednje izobraževanje, pravico do poučevanja maternega jezika, če materni jezik enega ali obeh staršev/skrbnikov ni švedščina, če je jezik dnevna oblika sporazumevanja za učenca ter učenec že ima osnovno znanje in željo po učenju jezika.
Pathways were individually designed for 260 unaccompanied minors, of whom 179 secured an internship, 157 a scholarship and 110 the necessary job at the end of the training.
Poučevanje se izvaja tam, kjer je najmanj pet učencev in en učitelj, kar pomeni, da je to splošna praksa v šolah z visokim odstotkom priseljenskih učencev in v neodvisnih šolah z jezikovnim značajem.
First and second generation pupils can face greater disadvantages than their native peers in getting their first job, because of their families’ socioeconomic status, weaker social networks and insufficient knowledge of the “ins and outs” of the labour market.
Mentorji imajo lahko dragoceno vlogo pri inštruiranju in vodenju mladih pri njihovem izobraževanju.
Encouraging early entry into the labour market
učencem ne ponudimo le akademske podpore, temveč tudi pozitivne vzornike.
In recruitment procedures, employers tend to give greater weight to an immigrant’s in-country work experience than to previous work/education experience abroad or to certificates of participation in host-country language courses.
To je lahko posebej dragoceno, kjer se etnične skupnosti delijo v dve ločeni skupini – nižji razred in nastajajočo elito srednjega razreda.
Profession-based and on-site language trainings are recommended to ensure that host country language tuition for young immigrants does not become excessive and ineffectual.
Mentorji, ki so zelo uspešni, lahko dajejo navdih in nasvete študentom z nižjo šolsko uspešnostjo.
On-the-job programmes can also be useful for those with work/education experience abroad needing additional certification.
Mentorstvo povečuje samozavest priseljenskih učencev in jih povezuje z vzorniki iz nastajajočih priseljenskih elit.
They can also step in to ensure consistently good quality and delivery of the apprenticeships agreed between schools, civil society organisations and various types of employers.
Rekreacijske dejavnosti, npr. športni dogodki in poletni tabori, lahko spodbujajo komunikacijo med priseljenskimi otroki in domačini.
Small and medium enterprises (SMEs) are an especially hard-to-reach employer group.
Starši teh otrok so prav tako lahko povabljeni k sodelovanju in po možnosti k organizaciji teh dogodkov, ki se lahko organizirajo tudi v sodelovanju s priseljenskimi organizacijami.
Early work experience through quality-assured apprenticeships and work/learning programmes proves to be especially significant for immigrant youth labour market outcomes.
Pošolske dejavnosti povezujejo sodelujoče priseljenske in domače učence ter šolske organizatorje, starše in združenja priseljencev.
Austria and Germany have systems of early and well-established apprenticeships of significant durations, which lead to a diploma and an individual employment record. The TIES research project found that second-generation Turkish immigrants in these countries were better equipped to enter the labour market, less affected by discriminatory hiring practices, and better off in terms of employment outcomes than in countries that lack apprentice systems.
Fundacija Jacobs Foundation iz Švice organizira poletne tabore za učence drugega jezika iz priseljenskih družin, na katerih preskušajo različne metodologije, npr. gledališko vzgojo, rezultate udeležencev in kontrolnih skupin pa ocenijo v določenem obdobju z namenom izboljšanja znanja in razširitve uspešnih pristopov.
All trainees receive information on diversity and complete a module on intercultural education.The Step2Work programme in the Netherlands helps non-specialised school leavers enter the labour market by securing and financing a yearlong work placement after which the employer should negotiate a regular work contract.
„Odprta šola“ (École Ouverte) od leta 1991 v Franciji odpira vrata osnovnih in srednjih šol za širok spekter kulturnih, prostočasnih dejavnosti, dejavnosti učenja tujega jezika in drugih dejavnosti ob sredah in sobotah ter med poletnimi in zimskimi šolskimi počitnicami.
During this placement the project provides participants with a preparatory course and ongoing training. The project
Program je dostopen vsem učencem, ki živijo v problematičnih mestnih območjih, ter učencem iz prikrajšanih ekonomskih in kulturnih okolij, vključno z novimi priseljenskimi
Immigrant Youth, Education and the Labour Market met its first year targets with 102 of the 120 participants obtaining a contract and the establishment of a trained group of counsellors and a tested training curriculum.
Priseljenska mladina, izobraževanje in trg dela učenci. Kvalitativne ocene kažejo, da je program učinkovit v boju proti konfliktom v soseščini in za izboljšanje socialne integracije, šolskega okolja ter odnosov med učitelji, starši in lokalnimi skupnostmi.
The project ‘Network for vocational training – training by foreign entrepreneurs’ in Mannheim, Germany, addresses the dual problem of immigrant school leavers unable to find an apprenticeship and of the limited capacity of migrant entrepreneurs to supply them.
Prav tako je v Franciji od septembra 2008 Ministrstvo za šolstvo vzpostavilo „šolsko usmerjanje“ po prostovoljni izbiri v osnovni šoli in prvih štirih letih srednje šole.
The project facilitates the creation of new apprenticeships in the commerce and gastronomy sectors and provides supplemental trainings on intercultural competencies and multilingualism.
V dveh urah nadzora po koncu pouka učitelji učencem pomagajo pri domačih nalogah in poskrbijo za dodatne šolske ure ali športne, kulturne in umetniške dejavnosti.
Government and private companies can adhere to codes of conduct for fulfilling certain criteria concerning respect for diversity in recruitment practices.
Evropska unija priznava terciarno izobraževanje kot pomembno strategijo za spodbujanje inovativnosti, produktivnosti in rasti v družbi znanja.
Legal obligations to promote equality and diversity can be required of the public sector as well as of companies that win public procurement contracts, loans, grants, or other government benefits.
Odstotek mladih priseljencev, ki končajo terciarno izobraževanje, se bistveno razlikuje med skupnostmi priseljencev.
For small and medium enterprises that are especially hard-to-reach, direct government wage supports or fiscal advantage have proven very effective for encouraging the recruitment of individuals who are traditionally disadvantaged on the labour market (young immigrants, the long-term unemployed, those with disabilities, etc.)
Te razlike najverjetneje nastanejo, kjer je bilo izobraževanje mladih prekinjeno (kakor to velja za večino prosilcev za azil in beguncev) in/ali ti prihajajo iz držav, kjer je dostop do izobraževanja omejen, zato ne izpolnjujejo akademskih pogojev za vstop v terciarno izobraževanje.
Under the ‘Plan Rosetta’ in Belgium, employers receive a refund of their contribution to social security if they commit to at least 3% of their workforce consisting of young people, with children of immigrants receiving a double weighting.
Razlike prav tako nastanejo zaradi vrednot, ki jih starši povezujejo z visokim šolstvom.