natgillin/translations-raw huggingface dataset:
De mest effektive uddannelsesprocesser er dem, der fungerer i net. Disse net kan være net af institutioner (undervisnings- og uddannelsesinstitutioner, som samarbej der med familier eller virksomheder) eller uformelle vidennet, som synes at udvikle sig hastigt i dag (folkeuniversiteter, samarbejdskredse osv.).
The most efficient education and training approaches are those which operate within a network These networks may be institutional (education and training establishments cooperating with families or firms) or informal networks of knowledge which are rapidly springing up (adult education establishments, education cooperatives, etc.).
Fremme adgang til almen uddannelse og erhvervsuddannelse
(a) Promoting access to education and training
Når den enkelte har erhvervet en vis basisviden, synes to hovedbetingelser at være nødvendige, for at den pågældende skal kunne påtage sig ansvaret for at opbygge sine kvalifikationer:
Once the basics have been secured, two conditions would appear to be necessary if individuals are to be able to exercise responsibility in building up their abilities: adequate information and guidance; access to training along with all the opportunities available for mobility.
* information og tilstrækkelig vejledning
(i) Information and guidance constitute the first condition
* adgang til uddannelse, med alle mobilitetsmuligheder.
The citizen of Europe has better information when choosing a hotel or a restaurant then when choosing a type of training.
I) Information og vejledning er den første betingelse
Being better informed means being in a position to survey training provision.
Den unge, som søger at orientere sig, eller den voksne, der deltager i permanent uddannelse eller erhvervsuddannelse, står over for et væld af tilbud, som præsenteres på Institutionaliseret eller administrativ facon.
It also implies an independent assessment of training, i.e. an assessment made outside the education system.
I dag har alle europæere bedre informationer om hoteller eller restauranter end om uddannelse.
This assessment should be simple, establish a ranking and make clear comparisons, making it possible to establish the real
Det er ligeledes vigtigt at vurdere, hvordan erhvervsuddannelse bidrager til at mindske arbejdsmarkedets opsplitning, fordi kvinderne gennem uddannelsen i højere grad tilskyndes til at vælge erhverv, der traditionelt er mandsdominerede (navnlig teknologiske områder).
It is also important to evaluate how training reduces the segregation in the labour market by encouraging more women to enter traditionally male-dominated occupations.
En sådan evaluering ville fjerne den første hindring for at finde vej i uddannelsessystemet.
Such an assessment process would remove the first obstacle to guidance.
Den anden hindring er problemet med at forudse udviklingen inden for fagene og den kompetence, der vil blive krævet. Hvis dette spørgsmål blev stillet pa europæisk plan, ville det give et bredere sammenligningsperspektiv, som ville kunne bidrage til at besvare det.
The second obstacle to guidance is the problem of knowing how occupations will develop and what skills will be required.
Der er gjort store fremskridt, men det er fortsat den sociale oprindelse, som præger eller endog betinger den enkeltes valg, hvilket kan være til hinder for at stige på den sociale rangstige,
Significant progress has been made, but social origins continue to mark, indeed condition, choices made by individuals which can work against their social advancement.
2) Den anden betingelse er bred og åben adgang i forhold til individuelle evner og behov
(ii) The second condition is broad and open access serving individual aptitudes and needs
* Mobilitet mellem uddannelsesinstitutionerne er en forudsætning for at opfylde denne betingelse.
Fulfilling this condition implies mobility between educational establishments.
Det er blevet kraftigt understreget af medlemsstater ne, at denne mobilitet skal fremmes.
This mobility has markedly increased in the Member States, a trend which is to be encouraged.
Mobiliteten har ligeledes udviklet sig på europæisk plan, og Fællesskabet har i stor udstrækning bidraget hertil, især takket være ERASMUS-programmet.
Mobility has also increased throughout Europe and the Community has made a significant contribution to this process, particularly through the Erasmus programme.
Men det er ikke tilstrækkeligt.
Yet mobility levels remain unsatisfactory.
Der er to væsentlige hindringer for den enkeltes faglige mobilitet, uanset om det drejer sig om arbejdstagere, lønmodtagere, undervisere eller forskere, men også arbejdsløse og uddannelsessøgende, især studerende.
There are two main obstacles to the occupational mobility of people, be they workers — employees, teachers, researchers, unemployed people — or those in training, particularly students.
Først og fremmest er der store vanskeligheder med at sikre reel anerkendelse af viden inden for Unionen.
First of all, there is the major issue of securing genuine recognition of knowledge within the EU.
Den gensidige anerkendelse af eksamensbeviser er sikret for fag, der er omfattet af lovbestemmelser, hvilket bekræftes gen-
Mutual recognition of diplomas is guaranteed for the regulated professions and has been confirmed through Community case-law.
nem Fællesskabets retspraksis. Men den støder stadig på visse begrænsninger for andre fag.
Legal and administrative barriers are the second major obstacle to transnational mobility.
Anerkendelse af eksamensbevisets enkelte bestanddele - den akademiske anerkendelse - er ikke sikret, medmindre Fællesskabet tilskynder dertil via samarbejde mellem de højere uddannelsesinstitutioner og følgelig til gengæld for fællesskabsfinansiering...
Depending on the situation and the Member State concerned, these barniers stem from social protection provisions (particularly as regards pension schemes), right of residence (especially in the case of persons who are legally resident in a Member State but are nationals of a non-EU country) and fiscal regulations (e.g. those applying to study grants or research bursaries).
Som eksempel kan nævnes samarbej det mellem mere end fyrre europæiske oversætter-/tolkeskoler inden for Tradutech, som siden 1986 har sikret underviseres og studerendes mobilitet takket være det europæiske meritoverførselssystem (ECTS) inden for rammer ne af ERASMUS.
The fact that national higher education study grants are not transferable from one country to another is an additional barnier to mobility.
Det er endnu vanskeligere at gennemføre en validering af faglige kvalifikationer, ud over eksamensbeviset, fra én medlemsstat til en anden.
The move towards the learning society means doing away with barriers to the physical mobility of people in Europe in an age when, due to the new communications technologies, instant non-physical mobility is a reality.
Den anden og lige så vigtige hindring er de snærende juridiske og administrative bånd, som spærrer for eller hæmmer tværnational mobilitet.
The conclusions of both the Essen and the Cannes European Councils stressed the need to develop continuing training, as have the authorities in the Member States and the social partners.
Alt afhængig af situation og medlemsstat stammer disse hindringer fra bestemmelser ved rørende social beskyttelse (især i forbindelse med supplerende pensionssystemer), opholdstilladelse - i særdeleshed for indbyggere med tredjelandsnationalitet - og skattesystemerne (for eksempel reglerne for beskatning af studiestøtte eller forskningsbidrag).
Yet there is no sign of much progress in recent years. On the contrary, the bite of the recession, the presence of surplus labour market and the arrival of overqualified young persons on the same labour market have done nothing to spur a training drive by the business sector, particularly for the benefit of the older and less-qualified employees.
At studiestøtte i forbindelse med videregående uddannelser ikke kan overføres fra en medlemsstat til en anden er yderligere en hindring for mobiliteten.
Inequalities in access to training between dif ferent types of companies and groups of employees persist.
Adgangen til uddannelse skal udvikles livet igennem
This also affects women, either because they are under-represented in senior management positions and in technology-intensive sectors, or because of the employment status of many of them (for example part-time workers).
I konklusionerne fra Det Europæiske Råds møder i Essen og Cannes lægges der stor vægt på udvikling af livslang uddannelse.
The overall training effort remains too modest The emergence of the information society and the resulting changes in the content and organization of work nevertheless make it urgent to improve workers' access to training.
Alle offentlige myndigheder medlemsstaterne og alle arbejdsmarkedets parter understregede denne nødvendighed. vendighed.
They also make it necessary to enhance its content which should not stop at mere adaptation to a new job.
Men det ser ikke ud til, at der er gjort særlige fremskridt i den retning i de senere år - tværtimod.
• All the opportunities offered by the information society must be seized
repræsenterede i de teknologisk aktive sektorer, eller endelig fordi de ofte har særlige arbejdsbetingelser (for eksempel deltidsarbejde).
generally in multimedia and in multimedia for education in particular.
Den generelle uddannelsesindsats er stadig for svag.
Europe's weakness does not lie in a lack of creativity.
Fremkomsten af informationssamfundet og de forandringer i arbejdets indhold og tilrettelæggelse, som det medfører, gør det imidlertid nødvendigt snarest at forbedre lønmodtageres adgang til uddannelse.
Far from it But European inventors and industrialists are seriously hampered by the high degree of fragmentation of the market caused by the cultural and linguistic diversity of Europe.
Det er ligeledes nødvendigt at berige uddannelsernes indhold, da man ikke blot kan nøjes med en tilpasning til den nye arbejdsplads.
It is consequently difficult to make local, regional and national investment cost-effective, hence the case for encouraging the preparation of products which can be sold not only in Europe but throughout the world.
Alle muligheder, som informationssamfundet tilbyder, skal udnyttes
The penetration rate of educational multimedia at school is still too slow.
Både uddannelsesinstitutioner og industri er inddraget i dette forhold.
There are several reasons for this.
I dag trænger en kendsgerning sig på: Konkurrencen fra USA er specielt hárd pa multimedieområdet generelt og i særdeleshed inden for uddannelsesmultimedier.
The quality of the products available today is not yet good enough to prompt teachers to use multimedia techniques.
Europas svaghed skyldes ikke manglende kreativitet, tværtimod. Men europæiske skabere og virksomhedsledere står over for en alvorlig hindring i form af en meget stor opsplitning af markedet, som stammer fra den kulturelle og sproglige mangfoldighed i Europa. Det er derfor vanskeligt at forrente de investeringer, der foretages på lokalt, regionalt og nationalt niveau.
The development of multimedia educational software which the European Commission is supporting through the creation of the task force on edu cational multimedia software is, therefore, particularly important.
Derfor bør der tilskyndes til udvikling af produkter, som kan afsættes ikke blot i Europa, men globalt.
Finally, teachers are not, in the main, sufficiently well-versed in the use of edu cational multimedia techniques.
Underviserne bør ligeledes kunne tilpasse de nye teknologier og anvende dem pædagogisk.
The information society also raises another question.
De undervisningsmæssige multimediers fremtrængen i skolerne er stadig for langsom, hvilket der er adskillige grunde til.
The Commission believes that there remains too much inequality in the access to training and to the labour market and that the possibilities offered by the information society must be fully used to reduce them.
Den pædagogiske kvalitet af de produkter, der i dag findes, er endnu ikke tilstrækkelig høj til at kunne tilskynde undervisere til at anvende dem.
Information technology will certainly permit substantial growth in all forms of distance teaching.
Derfor er det vigtigt at udvikle multimedier til undervisningsbrug, hvilket Kommissionen støtter med iværksættelse af den såkaldte multimedieundervisningssoftware task force.
This was a point made by the European Parliament in its July 1993 resolution on open and distance learning, on the basis of the report by Mrs D. Pack.
Desuden råder underviserne ikke altid over udstyr, der er tilstrækkeligt kraftigt og af tilstrækkelig god kvalitet.
The achievements of the Open University, which has for many years developed distance learning on a substantial scale, should also be mentioned in this context.
I informationssamfundet er der også opstået et andet spørgsmål.
This White Paper considers this to be a priority.
Som det blev understreget i udtalelsen fra Unionens Regionskomité om almen uddannelse og erhvervsuddannelse over for de teknologiske og sociale udfordringer (september 1995), er indsatsen at »fremme de lige muligheder for adgang til uddannelse, især deleshed mellem mænd og kvinder, og for at de dårligst stillede grupper (for eksempel personer fra landdistrikter, ældre, etniske minoriteter og indvandrere) ikke bliver andenklassesborgere og får lige adgang til nye teknologier og indlæringsmuligheder«.
There has been a substantial effort in the Member States to set up specialized routes and arrangements for bringing marginalized groups back into the mainstream.
Kommissionen er af den opfattelse, at der stadig findes alt for stor ulighed i adgangen til erhvervsuddannelse og på arbejdsmarkedet, og at de muligheder, der ligger i informationssamfundet, skal udnyttes fuldt ud for at reducere denne ulighed.
The results, particularly in the problems of reintegrating young people, suggest that there is need for 'second chance' arrangements, for which the European Union could provide some support, as proposed in the second part of this White Paper,
I denne forbindelse bør man nævne erfaringerne fra det åbne universitet, som i flere år har medvirket til en omfattende udvikling af fjernundervisning.
In the learning society individuals must be able to have their basic, technical and occupational skills validated, however they were acquired.
Der skal fortsat udvikles særlige adgangskrav, som kan gøre det muligt for marginalbefolkninger eller udstødte enten at følge et normalt studium eller finde et job.
This could be applied to certain fundamental areas of knowledge which can be easily broken down into different levels (languages, maths, management, informatics, law, economics, etc.).
Det anbefales i denne hvidbog, at dette aspekt prioriteres højt i fremtiden. Medlemsstaterne har gjort en stor indsats for at oprette specielle institutioner eller opsamlingsmekanismer.
It could also be applied to technical areas of knowledge which are assessed in companies (accounting, financing, exporting, etc.) and even to occupational areas which cut across a number of different disciplines (sense of order, certain areas of decision-making, etc.).
Resultaterne, og her tænkes især på de berørte unges problemer med atter at blive en del af samfundet, leder nu til nye tanker om, at der kunne oprettes andre formelle institutioner, som kunne give de pågældende en ny chance, og som Den Europæiske Union vil kunne medvirke til at støtte, således som det foreslås i anden del af hvidbogen.
In this way, for instance, someone with no paper qualifications can approach a prospective employer, show that they have accredited drafting, language, word processing and spreadsheet skills, and thus attract interest in the range of skills they have put together, even though they do not have the piece of paper giving them the status of a qualified secretary. There are other examples, such as management and computing.
I det kognitive samfund skal den enkelte kunne få anerkendt sine grund læggende tekniske eller faglige kvalifikationer, hvad enten disse er erhvervet i form af et eksamensbevis, for eksempel i lighed med den praksis, der anvendes til at erhverve et kørekort i Storbritannien (Toefl-testen) eller matematik kundskaber (Kangourou-testene).
An accreditation system of this kind, on a voluntary basis, widely available in Europe and involving universities, chambers of commerce and specific business sectors, would complement the formal qualifications systems and would in no way be a replacement.
Hvis den enkelte ønsker det, skal han have et personligt uddannelseskreditkort, hvorpå opføres den således godskrevne kompetence.
The introduction of new methods of validating skills, as proposed in the second part of this White Paper, would be a step towards the learning society.
Dette kan omfatte grundlæggende viden, som let kan splittes op i niveauer (sprog, matematik, ledelse, informatik, jura, økonomi osv.).
(c) Positioning the individual within a supporting cooperative network
Det kan ligeledes omfatte teknisk kunnen, som evalueres i virksomheden (regnskab, økonomiske teknikker, eksport osv.) og selv mere tværfaglig viden (organisationsforståelse, visse beslutningsværktøjer osv.).
While reliance on a single institution to build up employability is an increasingly unsatisfactory option, people cannot be left to fend for themselves either.
Al erfaring viser, at det er ved at være tilknyttet et netværk af aktører, som samarbejder, at den enkelte får det største uddannelsesmæssige udbytte.
indications are that it is by being positioned in a cooperative network that people will be best served in educational terms.
¡) Samarbejde mellem de berørte institutioner og aktører
(i) Cooperation between institutions and others concerned
I dag skal tilpasning og forbedring af systemerne for almen uddannelse og erhvervsuddannelse styrkes inden for rammerne af partnerskaber: Ingen institution — og i særdeleshed ikke skole eller virksomhed — skal alene kunne udvikle de kompetencer, der er nødvendige for at opnå beskæftigelse.
Adapting and improving education and training systems has to be strengthened through partnerships: no single institution, school or company can claim to be able to develop the skills needed for achieving employability.
de yngre år er det samarbejdet mellem skole og familie, der bedst sikrer erhvervelse af de grundlæggende færdigheder.
In early childhood, it is cooperation between school and family which best secures the acquisition of basic knowledge.
Der skal i denne forbindelse lægges særlig vægt på familiens rolle, især i dårligt stillede hjem.
Special attention must be devoted in this connection to the role of the family, particularly in the disadvantaged areas.
Familierne skal være tæt knyttet til de institutioner, der giver eleverne en ny chance og have adgang til støtteprogrammer.
Families must be closely associated in the operation of 'second chance' institutions and be provided with support programmes.
Senere skal dette samarbejde finde sted mellem undervisningsinstitutioner og virksomheder.
At a later stage, this cooperation takes place between education institutions and enterprises.
I mange medlemsstater udvikles der uddannelser, der omfatter praktikophold, især lærlingeuddannelser, som endnu er dette samarbejdes bedste resultat.
In many Member States on-and-off-the-job training is being developed, particularly apprenticeship, which is still the most effective form of this cooperation.
Der skal tilskyndes til indgåelse af lærlingeforhold på europæisk plan, og det skal gøres muligt at afvikle lærlingetiden i andre medlemsstater.
Apprenticeship should be encouraged at European level and apprenticeship pathways made possible between the Member States.
Med dette for øje foreslås det i anden del af denne hvidbog, at der udvikles et europæisk lærlingeprogram.
In the second part of this White Paper it is accordingly proposed to develop apprenticeshipltraineeship at European level.
Det er generelt ønskværdigt, at der udvikles partnerskaber mellem virksomhe der og uddannelsessteder.
Generally speaking, it is to be hoped that partnerships between companies and education establishments can be established.
Disse partnerskaber udvikles ¡sær med bidrag fra Fællesskabets aktioner (COMETT).
Mention can be made of ECATA (European consortium for advanced training in aeronautics), a transnational project bringing together seven universities from several countries and I I European manufacturers within a partnership to train young engineers, with the training being certified by a diploma.
Ligeledes kan nævnes ECATA, som er et tværnationalt uddannel-
It should be noted that trends in training processes (particularly in the transversal areas: environment, health, consumption) is increasingly accompanied
Samarbejdet mellem uddannelsesinstitutionerne og virksomhederne skal sikre, at virksomhederne accepteres som fuldt berettigede partnere i uddannelses processen.
and sustained by a very broad partnership involving, for instance, local authorities, consumer associations and specialized bodies (tourism, energy, environment).
2) Et netværk, som underviser og lærer
(ii) A network which is teaching-oriented and is itself a learning system
Som Carnoy og Castells understreger i »Sustainable Flexibility: A prospective Study on Work, Family and Society in the Information Age« fra School of Education, Stanford Universitet og Berkeley Universitet, april 1995, drejer det sig både om det samarbejde, der dannes inden for organisationerne, og om samarbejdsnetværk, der udvikler sig mellem organisationer eller i lokalområder.
As stressed by Carnoy and Castells (in 'Sustainable flexibility: a prospective study on work, family and society in the information age' of the School of Education, University of Stanford, Berkeley University, April 1995), this condition applies to cooperation within organizations, cooperation between networks of organizations and cooperation at local level.
Interne samarbejdsnet
• Internal training networks
Man ved nu, at det forbedrer kvaliteten af en virksomheds produktion at lade arbejdstagerne arbejde sammen i hold, der har et specifikt ansvarsområde.
In an enterprise, it is acknowledged that working as a member of a team which has been given responsibility makes it possible to improve the quality of production.
Kvalitetscirkler, udvidelse af jobområdet samt rådgivningsmoder med deltagelse af arbejdstagere og overordnet ledelses- og salgspersonale gør det muligt såvel at lære som at undervise i disse snævre arbejdskollektiver, hvilket alle har glæde af.
Quality circles, job enrichment, plans bringing together workers, production and marketing managers, have all enabled working groups to learn and to teach, bringing benefits to everyone.
Disse samarbejder viser, at denne form for samarbejde har gjort det muligt at overføre automatisk viden til selvstændig kunnen, hvilket vil sige reel viden.
On the basis of occupational experience, such cooperation has made it possible to transform automatic know-how into a capacity for autonomy, i.e. into a genuine form of knowledge.
De udvikles også uden for kvalitetscirklerne.
This is becoming more widespread even outside quality circles.
Et eksempel herpå er en stor, europæisk bilproduktionsvirksomhed, hvor man havde et problem med bobler i malingen på bilernes tag.
One example, concerns a leading European car manufacturer's plant in which a problem of blistering on car roofs was solved by having the workers themselves do the statistical surveys, monitoring and analysis of the problem (FORCE programme).
Dette blev løst ved at overdrage statistisk overvågning, kontrol og analyse af problemet til arbejdstagerne (FORCE-programmet).
This cooperation is beginning to bring about a radical change in the nature of vocational training in enterprises, which is increasingly taking place on the basis of a training plan which the workers themselves and their representatives have been involved in preparing.
Samarbejdet betyder en gennemgående ændring af arten af de erhvervsuddannelsesinitiativer, virksomhederne gennemfører, ofte inden for rammerne af uddannelsesplaner, som arbejdstagerne og deres repræsentanter deltager i udarbejdelsen af.
Teaching methods in teaching establishments should also move in the direction of learning how to cooperate.