natgillin/translations-raw huggingface dataset:
Eksempel 1 beskriver de forskellige kvalitetsproblemer for en uddannelsesinstitution for små og mellemstore virksomheder, VIZO, der tilbyder kurser for ledere, selvstændige erhvervsdrivende, medarbejdere og overordnet personale i små og mellemstore virksomheder og familievirksomheder.
Case 1 describes the aspects of quality concern of a Training Institute for SME (Vizo), providing training to managers, self-employed entrepreneurs, staff members and executives of SMEs and family enterprises.
VIZO's største problem er at få skabt en TQM-kultur (Total Quality Management) inden for organisationen for at kunne følge med udviklingen i behovene på markedet. De vigtigste områder er følgende:
The major concern of VIZO is to install a culture of TQM (Total Quality Management) within the organisation in order to scope with the changing needs of the market.
Eksempel 2 illustrerer de bestræbelser, der gøres fra en offentlig uddannelsesinstitutions side, VDAB (den flamske beskæftigelses- og erhvervsuddannelsestjeneste) for at anvende de ledelsesmæssige retningslinjer, som ISO-standarden opstiller som hjælp og vejledning for kontrollen med uddannelsesprocessen.
Major areas are the quality of the design and the development of new training the quality of the communication with the market and the marketing efforts • the quality of the training provision itself (projectmanagement) • the planning of a system for quality measurement Case 2 shows the efforts of a government training provider, the Vdab (Flemish Employment and Vocational Training Service) is making to apply the management guidelines offered by the ISO standard as guide and instrument for controlling the training process.
Formålet med dette kvalitetsprogram var i realiteten ikke at opnå en ISO-certificering, men at sikre uddannelsens kvalitet.
The aim of this Quality Program was not to actually obtain the ISO-certification, but to guarantee the quality of training.
* et indbygget feedback- og evalueringssystem, som giver deltagerne et større medansvar for indlæringsprocessen;
2 the progress of every student in the training process should be traceable and demonstrable by means of written documents evaluation should include proper and useful information on the result of the training Case 3 illustrates the efforts made to develop computer assisted programs for selfstudy and training other than the classical training suitable for the -average- student.
Eksemplerne 4 til 6 illustrerer forskellige metoder til evaluering af uddannelsesforløb.
The private institute Ckz (Centre for Total Quality Management, Consulting, Training and Information) lists the advantages of such training packages as follows: instruction at an individual pace and adapted to the learning capacity of each student a flexible use at any time and place, according to the production process a built-in feedback and evaluation system which allows the students to take greater responsibility in their learning process the added value of the instructor goes more in-depth Cases 4 to 6 are examples of different approaches to evaluate training.
Eksempel 4: Ehsal Management School benytter sig af et målesystem baseret på kundernes tilfredshed som en form for kvalitetskontrol.
Case 4: Ehsal Management School uses a customer satisfaction measurement-system as a technique for quality control.
Selv om kundens tilfredshed er en rent subjektiv størrelse, kan metoden give informationer, der er relevante for evalueringen af underviserne og uddannelsen. For at kunne fungere som et kvalitetskontrolredskab skal målesystemet omfatte følgende:
Even if customer satisfaction measurement is a result of a subjective feeling and the perception of the customer, it can deliver relevant information for evaluating the trainers and the training.
Eksempel 5: Regeringen for det flamsksprogede samfund har gjort en stor indsats for at iværksætte et uddannelsesprogram, der tager sigte på alle niveauer i forvaltningen, som led i et såkaldt "investeringsprogram for uddannelse".
In order to be workable as an instrument for quality control, the measurement system should involve: the assessment of immediate perception of individual performers (trainers) and individual contributions within the larger framework of the entire cycle the processing of the result (quantification, analysis and interpretation) actions towards adjusting, complementing and updating the existing supply Case 5: the Government of the Flemish Community did a great effort to launch a training program to train all levels of the administrations as part of a so-called Investmentprogram for training.
Eksemplet illustrerer de mange redskaber og kanaler, der anvendes til at evaluere uddannelsen.
The case describes the many instruments and channels used for evaluating the training.
Hovedkonklusionen er, at evaluering blot bygger på deltagernes subjektive opfattelse.
The main conclusion is that evaluation is merely based on the subjective perception of the participants.
Det kan kun lade sig gøre at måle de reelle virkninger for deltagerne, hvis der på forhånd opstilles konkrete mål (for specielle kurser for de enkelte fagministerier og kurser for bestemte målgrupper).
Measuring real effects on the participants is only possible if aims are made explicit in advance (in department-oriented training, and in courses intended for specific target group).
Eksempel 6: I 1994 besluttede myndighederne, at alle lokalforvaltninger skulle udarbejde uddannelsesplaner for alle medarbejdere.
Case 6: In 1994, the authorities charged all local administrations to develop a training plan for all employees as an important instrument of HRM.
I organisationerne er det noget nyt at skulle afdække behov, kontrahere med uddannelsesinstitutioner og evaluere resultatet af et uddannelsesforløb.
In the organisations, detection of needs, contracting suppliers and evaluate the result of training, are very new.
Selv om der var udpeget en uddannelseschef i alle lokalforvaltninger, var det meget få, der reagerede på uddannelsestilbud, eller også var uddannelsestilbuddene ikke relevante for med arbejdernes arbejdsopgaver.
In despite of the fact a training officer was designated in every administration, response to all offers was very small or not relevant for the functioning of the trainee.
Den største flaskehals i kommunikationsprocessen viste sig at være de umiddelbart overordnede i de enkelte afdelinger.
The key bottleneck in the communication process appeared to be the first-line supervisors of the departments.
For at strukturere kommunikationen mellem lokalforvaltningerne (efterspørgslen) og VDAB (udbuddet), udarbejdede VDAB's uddannelsesledere et simpelt skema, som giver mulighed for at registrere alle nødvendige aftaler, der indgås under processen:
In order to structure the communication between the local administrations (the demand) and the VDAB (the supply), VDAB-s trainingmanagers developed a simple sheet that make possible to register all necessary agreements that have to be made during the process: the supervisor of the trainee makes agreements with the trainee on possible topics for a course, the time that can be spent, expected results the supervisor agrees with the VDAB-instructor on objectives and the time available 3 the instructor makes evaluations during the course and at the end (orally with the trainee and registered on the sheet) the supervisor and the trainee make the final evaluation which include new agreements for functioning and further education
Eksempel 7 illustrerer de vigtigste ændringer med hensyn til uddannelsesstrategi og opgaver og funktioner for uddannelsesafdelingen i en større organisation.
Case 7 illustrates the major shilfts in the training strategy and the changing role of the training department in a large organisation.
A TEA er placeret i et miljø i hastig forandring og står derfor over for et voksende behov for meget højt kvalificeret personale.
Being situated in a rapidly changing environment, Atea is confronted with an increasing need for very high qualified personnel.
Hastigheden, omfanget og kompleksiteten af den uddannelse, der er behov for, har betydning for, hvordan uddannelsen organiseres i virksomheden.
Speed, volume and complexity of the needed training have an impact on how training is organised in the company.
Der kan peges på tre væsentlige ændringer i uddannelsesstrategien:
Three major shifts in training strategy can be identified: The training department can-t vuild up an -expert—team with trainers attached to the department.
Medarbejdere med relevant ekspertise gøres ansvarlige for uddannelsen af de øvrige ansatte, idet de dog fortsat er tilknyttet deres oprindelige afdelinger.
Expert-employees, remaining in the operational services are made responsible for training the -non-expert- employees.
Årsprogrammer og traditionelle kurser er blevet forældede.
Year programs and classical courses have become outdated.
Der er behov for individuelle kurser, der gennemføres på det rigtige tidspunkt og er tilpasset den enkeltes behov, og det forudsætter en fuldstændig nyvurdering af uddannelsens tilrettelæggelse.
The need for individual courses, delivered at the right time and adjusted to the individual needs, requires a complete -rethinking- of how to organise training.
Efter- og videreuddannelse bliver i stigende grad et spørgsmål om organisationens egen udvikling.
Continuing training becomes more and more a matter of self-development of the organisation.
Uddannelsesafdelingen skal sørge for, at uddannelsesbudgetterne bruges hensigtsmæssigt.
Training department must see it that fraining budgets are well spent.
Uddannelsesafdelingens rolle ændres fra at være ansvarlig for undervisning til at være formidler af overførslen af viden/erfaring/information.
The role of the training department changes from trainer to facilitator in the field of transfer of knowledge/experience/information.
Kvalitetssikring af erhvervsfaglig efter- og videreuddannelse Resumé af bidraget fra Forbundsrepublikken Tyskland
Case studies on quality assurance in continuing vocational training in the Federal Republic of Germany
I tidens løb har man i overensstemmelse med det meget komplekse erhvervsfaglige efter- og videreuddannelsessystem i Tyskland opereret med flere forskellige former for kvalitetssikring, som hver for sig kun har relevans og berettigelse på et afgrænset område.
In the course of historical development, because of the very nature of the continuing vocational training system in the Federal Republic of Germany, different forms of quality assurance have emerged which are only valid and justified for certain sub-areas.
Den tyske undersøgelse omhandler fire eksempler på kvalitetssikring af efter- og videre uddannelse på forskellige områder:
The German case study deals with four examples of quality assurance in continuing training from different sectors:
"Kvalitetscirkulæret" fra Bundesanstalt für Arbeit, der vedrører tilskudsberettiget efterog videreuddannelse af ledige;
The "quality order" of the Federal Institute for Labour, which relates to the sponsored continuing training of the unemployed;
* udstedelsen af tværinstitutionelle kvalitetsstempler fra sammenslutningen Weiterbildung Hamburg e.V.;
The award of multi-provider quality seals by the "Weiterbildung Hamburg e.V" association;
* certificering af uddannelsesinstitutioner efter EN ISO DIN 9000 ff. fra CERTQUA GmbH;
The certification of training providers under EN ISO DIN 9000 et seq. by CERTQUA GmbH
* forbrugerbeskyttelse: Stiftung Warentest og loven om fjernundervisning.
Consumer protection activities: the Goods Testing Institute and the Distance Learning Protection Act.
Kvalitetscirkulæret for tilskudsberettiget efter- og videreuddannelse for ledige resulterede i en kvalitetsmæssig sanering af uddannelsesmarkedet og en styrkelse af uddannelsesinstitutionernes kvalitetsbevidsthed.
The effect of the "Quality order" for sponsored continuing training for the unemployed was to tidy up the quality aspects of the training provider scene and increase the suppliers' quality awareness.
Skærpede kontrolforanstaltninger på flere områder fra Bundesanstalt fur Arbeit var helt i tråd med uddarmelsesinstitutionernes interesser, men de har til en vis grad også udviklet efterspørgslen efter kvalitet i uddannelsestilbuddet uafhængigt af BA's retningslinjer.
A good deal of tightening of the supervisory activities of the Federal Institute for Labour was entirely in the interests of the training providers who, after all, have partly developed the quality of their services independently of the requirements laid down by the Federal Institute.
Da kvalitetsstandarder først og fremmest er bevis for inputkvaliteten, er deres vigtigste funktion at give arbejdsformidlingskontorerne mulighed for at holde sig orienteret og informeret.
Since quality standards essentially verify input quality, their function is primarily to provide information and guidance to the employment offices.
Det er et åbent spørgsmål, om sådanne standarder i praksis har noget formål i relation til kontrol og udvælgelse.
To what extent they perform supervisory and selection functions in practice is debated.
En skærpelse af kontrollen hos arbejdsformidlingskontorerne har dog afsløret nogle få uddannelsesforanstaltninger med ganske betydelige kvalitetsmangler.
However, an intensification of the supervisory procedure by the employment offices has resulted in the discovery of various measures which suffer from substantial quality defects.
Det er imidlertid et problem i relation til BA's kvalitetscirkulære, at det er overladt det administrative personale at efterprøve de pædagogiske metoder; dette problem er søgt løst ved hjælp af interne kurser for medarbejderne på arbejdsformidlingskontorerne.
One of the problems with the Federal Institute's quality orders lies in the fact that administrative personnel are responsible for examining teaching activities; an attempt has been made to resolve this dilemma by providing internal training to the employees of the employment offices.
Desuden er det principielt problematisk, at kvalitetsstandarderne kun håndhæves ved administrative kontrolforanstaltainger.
It is also regarded as problematical in principle to implement quality standards by means of administrative supervisory machinery alone.
Verein Weiterbildung Hamburg e.V. virker ikke kun som konsulent for sine medlemmer, hvorved den er med til at gøre kvalitetsstandarderne mere ensartede, men har også betydning på grund af sin forbrugerrådgivningsvirksomhed.
Hamburg e.V. lies not only in the advisory service it provides to its members, and hence in the creation of uniform quality standards, but also in its consumer advisory service.
CERTQUA GmbH er etableret i fællesskab af de største tyske erhvervsorganisationer (BDA, DIHT, ZdH) og Wuppertaler Kreises e.V. CERTQUA GmbH og eventuelt andre nye tilsvarende organisationer, der arbejder for certificering af uddannelsesinstitutioner efter EN ISO 9000 ff, bidrager også til at skærpe kvalitetsbevidstheden hos uddannelsesinstitutionerne, og resulterer i, at de institutioner, der ønsker en certificering efter ISO-standarden, indfører kvalitetssikringssystemer.
CERTQUA GMBH is a joint foundation by the leading German industrial associations (the Federal Union of German Employers' Associations, the German Industry and Commerce Day and the Central Association of German Crafts) and Wuppertaler Kreises e.V. The work done by CERTQUA GMBH and possible additional new foundations with the aim of certifying trading providers under EN ISO 9000 et seq. also helps to make the providers more quality-conscious and results in their setting up quality assurance systems if they want to achieve certification under the ISO.
CERTQUA kritiseres for ikke at være et uafhængigt foretagende, hvilket betragtes som et problem af fagbevægelsen.
The criticisms levelled at CERTQUA relate to the question of its independence, which is regarded as a problem by the unions.
Der findes dog allerede på nuværende tidspunkt mange forskellige certificeringsinstitutioner; med det stigende antal ISO-certificeringer på uddannelsesområdet vil der også være andre institutioner, hvoraf nogle allerede er etableret i industrien, der kan tilbyde uddannelsesinstitutionerne certificering.
Pluralism among suppliers of certification, however, already exists today; with the wave of ISO certification in the training sector, it is possible that other suppliers - some of them already established in industry - will offer certification services for training providers.
Helt uafhængigt af dette spørgsmål diskuteres det også, om der på grund af den meget formelle og komplicerede ISO-certificeringsproces kan forventes relevante definitioner af kvalitetssikringsstandarder.
Irrespective of this, the question is also debated as to whether, because of the extensive formalism of the ISO certification procedure, rational definitions of quality assurance standards can be expected.
Det fremgår tydeligt af de forskellige konkrete eksempler, at debatten om kvalitetsstandarder og kvalitetssikringssystemer for erhvervsfaglig efter- og videreuddannelse i Tyskland i de senere år har gjort store fremskridt og har haft en positiv indvirkning på gennemsigtigheden i den erhvervsfaglige efter- og videreuddannelse og på kvalitetsbevidstheden hos alle dem, der deltager i denne form for uddannelse.
The case studies make it clear that the debate about quality standards and quality assurance systems in continuing vocational training in Germany has progressed in recent times and has produced positive effects on the transparency of continuing vocational training and the quality consciousness of those involved in continuing training.
I de nævnte eksempler drejer det sig om foranstaltninger til kvalitetssikring, der forudsætter en aktiv indsats fra aktørerne på erhvervsuddannelsesområdet, og som ikke virker begrænsende for mangfoldigheden og fleksibiliteten i uddannelsestilbuddene.
The cases described are quality assurance measures based on active involvement by the players in vocational training and so not jeopardizing the variety and flexibility of the services available.
Kvalitetsbevidstheden er blevet skærpet både hos mange uddannelsesinstimtioner og hos mange kursusdeltagere.
Quality awareness has become more acute among many training providers and participants in continuing training.
Kvalitetssikring af erhvervsfaglig efter- og videreuddannelse Resumé af bidraget fra Frankrig
Context and description of quality measures in vocational training in France
Problemstillingen omkring kvalitetssikring af erhvervsuddannelse i Frankrig
A.3.1 The context of the quality question in vocational training in France
Det var først i slutningen af 80'erne, man i erhvervsuddannelsessektoren for alvor blev opmærksom på problemet omkring kvalitetssikring.
The quality issue did not really become a major one in vocational training circles until the late 1980s.
Derefter blev det hurtigt et af de vigtigste spørgsmål både for de virksomheder, der er uddannelsesinstitutionernes kunder, for uddannelsesinstitutionerne selv og for de offentlige myndigheder.
It then rapidly became a major preoccupation both for firms who made use of the services provided by the training bodies and to those training bodies themselves and the public authorities.
Problemstillingen giver anledning til nogle generelle overvejelser og undersøgelser og har fået hovedaktørerne til at præcisere deres strategiske målsætninger og deres politik og indføre en række procedurer, som indebærer ændringer af den hidtidige praksis, og som meget vel kan medføre en fuldstændig omstrukturering af uddannelsesudbuddet.
It gives rise to planning and collective efforts, it leads the main players to clarify their strategic orientations and policies, and it results in the setting-up of measures which modify existing practices and potentially carry a powerful capacity for restructuring the available training services.
Den øgede opmærksomhed omkring kvalitetsspørgsmålet hænger sammen med en række væsentlige ændringer på erhvervsuddannelsesområdet i Frankrig: dels den hurtige udvikling af et marked for uddannelsestjenesteydelser, dels det mere kommercielle syn på disse tjenesteydelser og på de kontraktmæssige vilkår for deres levering og endelig de ændrede krav og behov hos de forskellige aktører, som er blevet stadigt mere presset i økonomisk henseende.
This increase in the importance of problems associated with quality can be attributed to a number of fundamental changes which training has undergone in France: on the one hand, the dynamic of the construction of a market for the provision of training services; on the other hand, the ascendency of a commercial logic with regard to the training service and the service contract; finally, the differentiated activity of various poles of players in a context in which economic pressures have become much stronger.
Usikkerheden omkring kvalitetsspørgsmålet stammer helt tilbage fra det efter- og videreuddannelsessystem, der blev indført i forbindelse med loven af 16. juni 1971.
Uncertainty regarding quality goes back to the origins of the continuing training system established under the auspices of the Law of 16 July 1971.
Med denne lov blev virksomhederne tvunget til at deltage i finansieringen af erhvervsuddannelsessystemet, idet de skulle afsætte en vis procentdel af lønsummen til dette formål.
That Law established compulsory participation in the financing of vocational training and required firms to devote a given percentage of their wage bill to it.
Allerede ved lovens forberedelse var man klar over, at etableringen af et stort erhvervsuddannelsesmarked, som til dels blev finansieret via lovfæstede bidrag fra arbejdsgiverne, samtidig med at der ikke var ret mange uddannelsesinstitutioner til at klare efterspørgslen, kunne skabe spændinger.
Even when that Law was at the planning stage, it had been noted that contemplating setting up a broadly based training market, funded by a compulsory contribution from employers, while the operators concerned were few in number, had the potential to generate tension.
Den kendsgerning, at man var nødt til at tilskynde nye aktører til at beskæftige sig med erhvervsuddannelse, fordi man vidste, at arbejdsgivernes finansielle forpligtelse fra 1972 til 1976 skulle stige fra 0,8% til 2,8% af lønsummen, førte til, at man lagde mere vægt på det kvantitative aspekt til dels til skade for en mere harmonisk udvikling af hele erhvervsuddannelsessektoren.
The need to encourage new operators to move into this sector, in the knowledge that the employers' compulsory involvement should have risen from 0.8 % to 2 % of the wage bill between 1972 and 1976, was to result in quantitative targets being given preference at the expense, up to a point, of a more harmonious development of training activity.
Det er grunden til, at de forskellige institutioner, som ønskede at operere på erhvervsuddannelsesmarkedet, kun skulle overholde nogle minimumskrav med hensyn til udøvelsen af deres virksomhed.
It was for this reason that bodies which wished to operate in the training market were subjected only to minimal rules governing the exercise of their activities.
Det drejede sig udelukkende om et krav om registrering af institutionernes ønske om at udøve erhvervsuddannelsesvirksomhed og en efterfølgende redegørelse for de faktiske aktiviteter (undervisningsmæssig og regnskabsmæssig statusopgørelse).
Those rules are restricted to recording their intent to enter the market (declaration of existence) and to the a posteriori description of the activities they carried out (instructional and financial balance sheet).
I dag er erhvervsuddannelsesudbuddet præget af at være meget spredt og opdelt på et stort antal uddannelsesinstitutioner.
Today, the supply of vocational training is characterized by being dispersed or broken up among a large number of training bodies.
Størsteparten af institutionerne har kun erhvervsuddannelsesaktiviteter som en bibeskæftigelse, idet deres hovedbeskæftigelse ligger på et andet område.
For the majority of players, their involvement in it is only a secondary activity, their main concern lying elsewhere.
Kun 15% af de registrerede institutioner henter hovedparten af deres omsætning fra erhvervsuddannelsesaktiviteter.
Only 15 % of bodies earn the majority of their turnover from vocational training.