natgillin/translations-raw huggingface dataset:
Det første er økonomisk. Den Europæiske Union, som er verdens største eksportør, har meget logisk valgt at være åben over for verdensøkonomien: Den skal derfor konstant styrke sin økonomiske konkurrenceevne.
Social exclusion has become widespread in Europe in recent years and there is no need to dwell on the consequences of this situation.
Som det understreges i hvidbogen vækst, konkurrenceevne, beskæftigelse, udgør de menneskelige ressourcer Unionens væsentligste trumf.
Clearly, a special effort has to be made for the most vulnerable sections of the population, particularly in the urban areas hardest hit by unemployment.
Europa skal investere i uddannelse for at højne lønmodtagernes og alle erhvervsaktives generelle uddannelsesniveau via grunduddannelsen og opmuntring til erhvervelse af ny viden hele livet igennem.
This effort depends on initial and continuing training, as well as measures to give young people leaving school with no qualifications a second chance.
Det europæiske samfund skal tage alle forholdsregler over for dette problem. Den sociale udstødelse kan bekæmpes på to fronter Den skal tvinges tilbage ved atter at indpasse de udstødte, og den skal forebygges ved at nedsætte sårbarheden hos dem, den kunne ramme.
If this White Paper has placed so much emphasis on the role of the individual as the main protagonist in that society, through his self-reliance and the thirst for knowledge which will enable him to take charge of his own future, it is only to highlight the role of school in this process.
Det fremstår klart, at der skal gøres en særlig indsats for de mest sårbare befolkningsgrupper, især i de bydele, der er hårdest ramt af arbejdsløsheden.
School has to adapt, but nevertheless remains the irreplaceable instrument of everyone's personal develop ment and social integration.
Denne indsats omfatter grunduddannelse
Much is asked of it because it has such so much to offer.
og livslang uddannelse.
It cannot come about by declaration.
Den omfatter ligeledes udvikling af initiativer, som gør det muligt at give de unge, der har forladt skolesystemet uden afgangsbevis eller færdigheder, en ny chance.
The Commission neither has nor proposes any miracle solution. The White Paper merely offers a basis for thorough consideration and outlines some courses of action.
For alt begynder i skolen. Dér findes det kognitive samfunds rødder.
The scale of the changes in progress nonetheless requires an all-round effort if Europe wishes to make the urgent need to invest more and more efficiently in knowledge something more than a mere slogan.
Når denne hvidbog insisterer på den enkeltes rolle som hovedaktør, takket være ønsket om selvstændighed og om at lære, som sætter ham eller hende i stand til at styre sin fremtid, er det blot for at fremhæve skolens rolle i denne udvikling.
(i) giving priority to quality in education and training has become vital to the EU's competitiveness and to the preservation of its social model; indeed Europe's very identity over the next millennium depends on this;
Skolen skal tilpasse sig, men den forbliver hovedinstrumentet for den personlige udvikling og hver enkelts sociale integration.
(¡ii) social exclusion has reached such intolerable proportions that the rift between those who have knowledge and those who do not, has to be narrowed.
Der kræves meget af skolen, fordi den kan give så meget.
Efforts are being made in all Member States to improve the general level of skills, starting with an effort to give back to school its crucial role in society and to strengthen its role in providing equality of opportunity, in particular between women and men.
Anden del — Opbygning af det kognitive samfund
not. As is shown in the analysis carried out in the first part of this White Paper, the move to the learning society must be centred on the individual.
Opbygningen af det kognitive samfund sker ikke fra den ene dag til den anden.
Let us not forget, however, that to a greater extent than before, promoting the European dimension in education and training has become a necessity for efficiency in the face of internationalization and to avoid the risk of a watered-down European society.
Denne hvidbog skal ikke fremlægge et program med foranstaltninger - Kommissionen ligger ikke inde med nogen mirakelopskrift.
As far as procedures are concerned, the Commission hopes that appropriate fora can be established in 1996 to discuss fully all the issues arising from the establishment of the learning society.
Hvidbogen skal blot vække til efter tanke og skitsere mulighederne.
One such forum could, for instance, be a 'jumbo' Council of Ministers bringing together not only the ministers of educa tion but also those responsible for social affairs and industry.
Omfanget af de forandringer, der sker, kræver imidlertid en indsats, hvis Europa ikke ønsker, at kravet om større og bedre investeringer i kundskaber blot forbliver et slogan.
The Commission notes with interest that there is a shift in the government structures of a number of Member States to bring together the ministries of education with those of research and training, a move which has taken place within the Commission itself.
- Det er blevet væsentligt for Unionens konkurrenceevne og for bevarelse af dens sociale model, at kvaliteten i den almene uddannelse og erhvervsuddannelsen opprioriteres.
As far as the Community is concerned, the Commission is also aware that in view of the financial perspective, additional funding has to be ruled out for the time being.
Det er i særdeleshed her, den europæiske identitet formes til det kommende årtusind.
With reference in particular to Socrates and Leonardo, a plan of action will be submitted in 1996 around the objectives set out in the second part of this White Paper.
— Kravet om almen uddannelse og erhvervsuddannelse stiger stadig; hvad udbuddet angår, hænger det sammen med udviklingen i informationssamfundet. fundet.
Against this background, the second part of this White Paper presents ideas for action to facilitate cooperation between all those concerned or to complement their activities, leaving each to exercise their full responsibilities:
— I dag når fænomenet social udstødelse et sådant omfang, at det ikke længe re kan tolereres, og afstanden mellem dem, der ved, og dem, der ikke ved, skal mindskes,
Member States are responsible for shaping and developing the structure, organization and content of their educational and vocational training sys-
De store principper, der har ligget til grund for disse programmer i 1980'erne, fortsættes i programmer som LEONARDO og SOCRATES. Ud over reformen af strukturfondene - og i særdeleshed målsætning nr. 4 - har det muliggjort udvikling af fællesskabsinitiativer i form af særprogrammer, som for eksempel EMPLOI og ADAPT, der har styrket indsatsen inden for almen uddannelse og erhvervsuddannelse.
• enterprises must have an increasing role in training and must help to disseminate any new skills developed from their experience; individuals must also be able to enjoy permanent access to a whole range of better targeted and more clearly identifiable education and training provision, which complements general knowledge and can be acquired outside formal systems.
Endelig omfatter det fjerde rammeprogram for forskning for første gang finansiering af forskning i almen uddannelse og erhvervsuddan nelse.
In order to promote these ideas and to implement practical action, the Commission has identified five general objectives which are to:
— aktioner, der skal iværksættes på europæisk plan
(iv) develop proficiency in three Community languages;
— samarbejds- og støtteaktioner mellem Unionen og medlemsstaterne.
(v) treat capital investment and investment in training on an equal basis,
Kommissionen påtænker at fremlægge konklusionerne af disse drøftelser og vil stille forslag om retningslinjer for kommende aktioner.
For each of these objectives, this document puts forward guidelines, suggestions and measures which the Community could undertake to complement and support national action.
Hvad angår kompetencer, er overholdelse af subsidiaritetsprincippet af to grunde et væsentligt element i den debat, der skal i gang:
It formulates for each general objective a significant and experimental project (see box in the text) to point the way forward.
På den ene side har traktatens forfattere i art. 126 og 127 omhyggeligt præciseret, at Fællesskabet iværksætter en erhvervsuddannelsespolitik, der støtter og supplerer medlemsstaternes initiativer med fuld respekt for, at ansvaret for undervisningsindholdet og tilrettelæggelsen af erhvervsuddan nelserne ligger hos medlemsstaterne.
This project could initially be started up under the Socrates and Leonardo programmes and subsequently be fully implemented under the structural initiatives, particularly 'Employment' (Youthstart) and 'ADAPT'. As regards European-level support, proposals are grouped by theme rather than area (education, training).
På den anden side skal subsidiaritetsprincippet, i henhold til hvilket beslutningen skal træffes, på det mest hensigtsmæssige niveau præge enhver akti-
The legal reference basis for each of these proposals will be defined if and when a proposal for an appropriate instrument is submitted, depending on the reactions from the Member States, the European Parliament and other parties interested in this White Paper.
on inden for almen uddannelse og erhvervsuddannelse.
I — First general objective: encourage the acquisition of new knowledge
Der er her tale om et princip, som er stadfæstet i traktaten.
Enhancing knowledge — by which we mean individuals' general level of knowledge — ought to be the top priority.
Mere generelt er der også tale om et princip om sund fornuft, i henhold til hvilket kun kompetencer, som enkeltpersoner, familier og mellemliggende politiske myndigheder ikke kan udøve, skal udøves pa det højeste politiske organisationsniveau og derfor fjernt fra nærområdet.
The improvement of information about existing training will be facilitated by setting up in the countries 'Knowledge resource centres' as proposed in the Ciampi report.
I henhold til analysen i første del af denne hvidbog skal vejen mod det kognitive samfund centre res omkring den enkelte i overensstemmelse med subsidiaritetsprincippet, Kommissionen er desuden fuldt ud klar over, at handlingskompetencen i flere medlemsstater hører under regionale eller decentrale instansers område.
Harnessing the knowledge acquired by individuals throughout their life must be based on opening up new methods of recognizing skills, over and above paper qualifications and initial training, starting at national and local level.
For at bevare sin for skelligartethed og rigdommen i sine traditioner og strukturer skal Europa i takt med eventuelle kommende udvidelser blive et relevant interventionsnlveau og sikre det nødvendige samarbejde på disse områder mellem Unionen og medlemsstaterne.
Geographical mobility broadens the individual's horizon, stimulates intellectual agility and raises the general level of learning. It can only reinforce the ability to learn, which is so necessary to develop.
På procedureniveauet ønsker Kommissionen, at der i 1996 etableres hensigtsmæssige fora, som skal debattere alle de problemer, der opstår i forbindelse med opbygningen af det kognitive samfund.
Finally, education and training must draw on the new communication technologies and harness their full potential.
Det kunne for eksempel være kæmpeministerråd med deltagelse af ikke blot undervisningsministrene, men også social- og industriministrene.
In the long run every class should have the necessary equipment allowing young people access to the world of computers.
Kommissionen bemærker desuden med interesse, at regeringsstrukturerne i flere medlemsstater udvikler sig hen imod sammenlægning af undeivisnings-, forsknings- og erhvervsuddannelsesministerierne, hvilket også er sket i kommissærkollegiet. særkollegiet.
This means, in particular, that Europe must adopt new high-quality teaching instruments adapted to its educational and cultural traditions.
På fællesskabsplan er Kommissionen ligeledes bekendt med, at overholdelse af de økonomiske perspektiver ikke for øjeblikket giver mulighed for frigivelse af ny finansiering.
All European countries are attempting to identify 'key skills' and the best ways of acquiring, assessing and certifying them.
Inden for rammerne
What does this entail?
af især SOCRATES og LEONARDO vil der således allerede i 1996 blive frem lagt en handlingsplan for de målsætninger, der defineres i anden del af denne hvidbog,
The underlying idea (involving cooperation between all the European players concerned) is as follows:
Det er i denne ånd, hvidbogens anden del præsenterer de retningslinjer, der skal kunne lette samarbejdet mellem alle aktørerne eller supplere deres initiativer, samtidig med at hver enkelt fuldt ud kan udøve sit ansvar
(i) first, to pinpoint a number of well-defined areas of knowledge of a general or more specialized nature (mathematics, informatics, languages, accountancy, finance, management, etc.);
Deres rolle er derfor væsentlig for fremkomsten af det kognitive samfund. fund.
(ii) second, devise validation systems for each of them;
- Uddannelsesinstitutionerne skal styrkes og deltage aktivt i sammensætningen af samarbejdsnet med de øvrige aktører.
(¡ii) third, introduce new, more flexible, ways of acknowledging skills.
— Virksomhederne skal i stadig højere grad deltage i uddannelsen og bidrage til at udbrede nye kompetencer.
It will awaken a new thirst for education in those not wishing or unable to learn in a conventional teaching setting.
- Den enkelte skal have permanent adgang til en vifte af uddannelses- og erhvervsuddannelsestilbud, som er mere målrettet og veldefineret, og som supplerer den generelle viden, således at den enkelte kan erhverve dem uden for det formelle system.
If we manage to set up this knowledge accreditation system — on a voluntary basis — at European level, we will have taken a huge stride towards the learn ing society.
For at fremme disse retningslinjer og iværksætte konkrete aktioner identificerer Kommissionen fem generelle målsætninger
This document should allow individuals to have their knowledge and know-how recognized as and when they are acquired.
— sikre beherskelse af tre fællesskabssprog
Student mobility will be made easier.
Dette projekt kan i første omgang iværksættes inden for rammerne af de nuværende SOCRATES- og LEONARDO-programmer og efterfølgende inden for rammerne af strukturinitiativer, i særdeleshed EMPLOI (YOUTH START) OG ADAPT Med hensyn til støtteaktioner på europæisk niveau grupperes for slagene pr. emne i stedet for pr. område (almen uddannelse, erhvervsuddannelse).
Mutual academic and vocational recognition will be developed by the generation of the system of 'credit' transfers (European credit transfer system — ECTS) and the application of equivalent methods to vocational training. The aim is to obtain mutual recognition of training modules, giving preference to agreements between education and training establishments and between economic sectors.
Det juridiske referencegrundlag for den enkelte støtteaktion vil blive defineret i forbindelse med fremlæggelsen af forslag, som udarbejdes på grundlag af reaktionerne fra medlemsstaterne, Parlamentet og andre interesserede parter, der er medtaget i denne hvidbog.
The obstacles (administrative, legal and those connected with social protection) acting as a brake on exchanges of students, trainees, teachers and researchers must be removed; the Commission will work out specific proposals on the basis of guidelines in a Green Paper on these matters included in its work programme.
I — Første generelle mål »Tilskynde til tilegnelse af ny viden«
Opening up new avenues for validating skills
At øge mængden af viden, det vil sige den enkeltes generelle videnniveau, har højeste prioritet. Det sker gennem en hel vifte af foranstaltninger, som det påhviler medlemsstaterne at udvikle, og som er blevet analyseret i første del af denne hvidbog.
Generate education and training demand from young people or adults unable or not wishing to enter either a formal system leading to paper qualifications nor to undergo initial vocational training.
Et generelt princip, der er anerkendt af alle, er af afgørende betydning: frem komsten af det kognitive samfund betyder, at der skal tilskyndes til erhvervelse af ny viden.
Render it possible for each individual to have partial skills recognized under a flexible and permanent system (to be used by each individual as desired) for validating knowledge units.
Der skal derfor gøres mest muligt for at tilskynde til at lære.
Identify, assess and reach a common agreement on such knowledge units.
Den forbedrede information om de eksisterende uddannelser skal udbredes gennem oprettelsen af såkaldte videnressource-centre i Unionens medlemsstater, som det foreslås i Ciampi-rapporten.
Encourage individuals to assemble their qualifications themselves, notably through accreditation of such knowledge units.
Endelig skal de nye kommunikationsteknologier stilles til rådighed for almen uddannelse og erhvervsuddannelse: det potentiale, de gemmer på, skal udnyttes. På sigt bør enhver klasse have det nødvendige udstyr, så de unge kan få adgang til informatikken.
Set up European networks of vocational training centres, businesses and vocational sectors making it possible to identify the technical and vocational knowledge in greatest demand, the content of essential 'key skills' and ways to obtaining them.
Derfor stilles der i denne hvidbog forslag om følgende støtteaktioner på europæisk plan.
Determine the best ways of accrediting knowledge (widely used evaluation software packages, evaluators, tests, etc.).
I alle europæiske lande søger man at identificere »nøglekvalifikationer« og at finde de bedste midler til at erhverve, evaluere og bevise dem.
Unify the projects undertaken along these lines within the overall framework of a European accreditation system which will award a European label.
Det foreslås at indlede en europæisk proces, der skal have til formål at sammenholde og udbrede disse definitioner, metoder og praksis. Hvad drejer det sig om?
Devise formats for the personal skills card.
Den grundlæggende idé er via et samarbejde mellem alle relevante europæiske aktører:
Il — Second general objective: bring schools and the business sector closer together
- for det første at identificere et vist antal veldefinerede videnområder, både generelle og mere erhvervsprægede (matematik, informatik, sprog, regnskab, finansiering, ledelse osv.)
Schools and businesses mutually complement one another as places of learning and they should be brought closer together.
- for det andet at udvikle valideringssystemer for hvert enkelt af disse viden områder
This happened in a number of European countries a long time ago.
- for det tredje at tilbyde nye, mere fleksible midler til anerkendelse af kvalifikationer kationer
In others it happened late and gradually, or not at all and the separation of the worlds of learning and production continues.
Med et sådant system, der supplerer de formelle kvalifikationssystemer, kunne man indføre større individuel selvstændighed i opbygningen af kvalifikationer Derved kunne de, der ikke vil eller kan indpasses i et klassisk undervisningssystem, igen få smag for uddannelse.
Building or reinforcing bridges between schools and businesses can do nothing but good, for both sides, and helps underpin equal employment opportunities. With respect to the world of learning in the widest sense, stretching from primary to higher education, training courses must be better matched to employment opportunities.
Hvis det lykkes på frivillig basis at gennemføre dette kvalifikationsanerkendelsessystem i Europa, vil der være taget et stort skridt frem mod det kognitive samfund. fund.
Therefore, bringing schools and the business sector closer together is a priority in which the social partners must play their role and which involves three conditions. ditions.
Det drejer sig om gennem studier og pilotprojekter at tilegne sig de relevante data og overveje anvendelsesformer for et sådant kort.
Firstly, education must be opened up to the world of work.
Målet for dette initiativ er ikke at udvikle og gennem tvinge et enkelt kort i Europa, men at bidrage til udvikling af sådanne værktøjer, så man kan nå frem til at definere fælles standarder, herunder tværfaglige.
Without reducing the point of education solely to the purpose of employment, an understanding of the world of work, a knowledge of enterprises and an insight into the changes which mark production processes are some of the basics which schooling must take into account.
Der vil blive indført en europæisk anerkendelse for tekniske og faglige kvalifikationer (jf. indrammet tekst) på grundlag af et samarbejde mellem videregående institutioner, faglige sammenslutninger, virksomheder osv.).
Training cannot be seen purely as a way of supplying skilled labour to firms; enterprises bear a responsibility, i.e. that of giving a chance — often in the form of a job — to those who were failed by the traditional education systems.
Arbejdsmarkedets parter tilknyttes denne aktion.
Companies need to grasp this more clearly.
Endelig vil der blive ydet støtte til udvikling af alle former for aftaler, på virksomhedsniveau, på brancheniveau, på regionalt plan osv., som tager udgangspunkt i princippet om de personlige kvalifikationskort.
Some have made substantial efforts to reskill their staff, thus enabling them to cope with technological innovation, while others have not, throwing onto the streets workers who clearly could be re-trained.
De studerendes bevægelighed skal lettes: I henhold til Europa-Parlamentets beslutning og Rådets konklusioner (1993) skal alle studerende, der har modta-
This approach is suitable for all qualification levels and is catching on in higher education, following initiatives by engineering or business schools.
get et studielegat i sit eget land, efter ønske kunne benytte det til at følge undervisning pa enhver højere uddannelsesinstitution, de pågældende kan blive optaget pa, i en anden medlemsstat. Kommissionen fremsætter et forslag i den forbindelse.
school, the ESSEC, is now helping to promote it at European level in cooperation with other European higher education establishments such as the London Business School, the Università Bocconi in Milan and the University of Mannheim.
Der oprettes nye studier på »masters«-niveau i samarbejde mellem flere højere uddannelsesinstitutioner ved hjælp af fælles menneskelige og materielle ressourcer.
Apprenticeship/trainee schemes are able to provide young people with both the required knowledge plus experience of life and work within companies.
Studierne skal munde ud i gensidigt anerkendte eksamensbeviser og opfylde det europæiske markeds kvalifikationsbehov.
Promotion of apprentice ship/trainee schemes at European level will provide added-value for both young people and companies.
Den gensidige akademiske og faglige anerkendelse udvikles ved hjælp af et meritoverførselssystem for »værdienheder« (ECTS - European Transfer Credit System), og noget tilsvarende vil blive gjort gældende for erhvervsuddannelser.
Closer links between the worlds of education and work should also make it possible to promote and revamp, both initial and continuing vocational training. This covers all employees.
Pa dette omrade er målet at na til en gensidig anerkendelse af erhveivsuddannelsesmoduler gennem privilegerede aftaler mellem uddannelses- og erhvervsuddannelsesinstitutioner samt mellem faglige brancher.
One thing cannot be denied: Europe needs skilled production workers if it is to remain a major industrial power; it must uphold its great tradition of skilled workmanship while adapting it to new production conditions such as the mastering of new technologies, the importance of maintenance and backup activities, worker empowerment for independent working, team working, involvement in top-quality research, etc.