natgillin/translations-raw huggingface dataset:
■ Der bør på EF­plan foretages en strukturrevision af undervisningsplaner­nes indhold og dermed også af de pæda­gogiske strategier.
If we have untapped resources today, they must be put to use. The result would benefit society as a whole provided that the productivity from those resources is positive.
Med henblik herpå bør der oprettes aktive instanser, der kan ska­be sammenhæng mellem analysen af de kundskaber, der dannes på vore sam­
But, even more important, far more serious damage would be avoided, such as malaise, frustration, lack of responsibility, lack of socialization of the young and the wastage of the human capital they represent.
Når der i dag findes uudnyttede ressour­cer, bør de sættes i arbejde.
This would provide new motivation for the former and encourage the latter to engage in strategic thinking.
Det vil være en vinding for samfundet, forudsat at dis­se ressourcers produktivitet ikke er nega­tiv.
This effort fits neatly withing a framework for Euro­pean promotion and coordination: after serious consideration at Community level, it has to be decided what knowledge is to be dropped from the common­core curriculum, how some components of knowledge are to be 'compacted', what should be added and how.
På denne måde vil man især undgå al­vorligere ulemper som uro, skuffelse, an­svarsfralæggelse, manglende socialise­ring hos ungdommen og spild af den menneskelige kapital, de rummer.
There is no point in making this effort in a single country or giving a single country the responsibility, without any overall coor­dination.
■ De unge skal forberedes til »uvisheds­begrebet« enten i den forstand, at de kon­ceptuelt og psykologisk accepterer det, el­ler i den forstand, at de bedre kan overle­ve under forhold præget af »uvished«, samtidig med at de bevarer kontrollen over deres liv.
This would also be a major op­portunity for establishing, if not joint, then at least convergent, guidelines for a European cultural framework.
Det indre marked: En fælles uddannelsespolitik?
The single market: A common policy on education and training?
og konvergerende punkter i de forskellige landes systemer.
Are there 12 different policies on education and training?
forbindelse med den planlagte gen­nemførelse af det indre marked i 1993 vil der ske dybtgribende æn­
ith the planned introduction of the single market in 1993, there will be a radical
Det er derfor vigtigt at finde ud af, hvor­dan man skal få integreret de af et samlet arbejdsmarked følgende krav i de enkelte medlemsstaters uddannelsessystemer.
W change in relations between the education and training system and the working world.
dringer i forholdene mellem undervis­nings­ og uddannelsessystemer og be­skæftigelsessystemer.
Even so, the adjustments will have to be made in the specific context of national training systems which, as we all know, are the product of centuries-old cultural, social and economic traditions.
Elevernes procentvise for­deling efter alder
The problems generated by the need for information, especially on vocational training, have not yet been solved at national and Community levels.
Redegørelsen om PETRA (Bruxelles, de­cember 1989) indeholder en oversigt over elevernes alder for samtlige medlems­stater.
The basic issue, then, is how to prepare to meet the demands of a 'single labour market' while operating within the education and training structures specific to each Member State.
De hidtidige tolv adskilte arbejdsmarke­der skal gøres til et samlet marked, inden for hvilket arbejdstagere med forskellige kvalifikationer erhvervet gennem for­skellige undervisnings­ og uddannelsessy­stemer principielt skal konkurrere ind­byrdes.
Instead of 12 separate labour markets, the plan is to form one market within which individuals with different qualifications acquired in different systems of education and training will in theory be in competition.
Denne konkurrence, der ikke er ny, antager nu nye karakteristika.
Such competition has always existed, but from now on it will take on a different complexion.
Endelig opdager man, at sammenhængen mellem skoleundervis­ning og grundlæggende erhvervsuddan­nelse er så forskellig, at det også præger efter­ og videreuddannelsen.
Despite this, we shall try to analyse some of the points of divergence and convergence of systems in different countries, drawing on the information available.
Skemaet (s. 9) viser store afvigelser mel­lem medlemsstaterne for deltagelsen i den grundlæggende undervisning/ud­dannelse; ved 15 år svinger den mellem 56og 100%, ved 16år mellem 48 og 94% og ved 18 år endnu mere.
Up to this time, the problem has mainly concerned the unskilled and those with an advanced level of training, and in neither case has the problem of the recognition of qualifications at European level arisen.
Hidtil bestod problemet hovedsageligt for ufaglærte og for personer på højere uddannelsesniveau.
A comparison of systems clearly shows that standardization will not be achieved merely by virtue of a binding decision reached at supranational level.
I alle tilfælde meldte spørgsmålet om fælles anerkendelse af kvalifikationer sig ikke.
The role of each stream of training is too specific, as indeed is the role of each stream within the overall education and training system and the national labour market.
Det er givet, at en fælles uddannelsespoli­tik er vigtig til sikring af arbejdstagernes konkurrenceevne på de nationale og in­ternationale arbejdsmarkeder, men den skal fastsætte en fælles ramme af strate­giske mål, der tager hensyn til de nationa­le særpræg.
The relationship between education and basic vocational training may also differ, with continuing training being assigned a different role in each particular case.
I snæver forstand skal den enkelte fra 1993 prøve på på et internationalt ar­bejdsmarked at »sælge« sine i hjemlandet erhvervede kvalifikationer.
From 1993, at microeconomic level in dividuals will have to try to 'sell' their skill potential acquired in their own country on an international labour market.
I videre for­stand bliver menneskelige ressourcer kvalificeret ud fra nationale markeders mål potentielt stillet over for det fælles in­dre markeds vilkår og mål.
At macroeconomic level, skilled human resources will, depending on the context and objectives of national markets, be confronted by the context and aims of a common market.
Selv om skemaet giver mulighed for sam­menligning af den procentvise deltagelse i grundlæggende undervisning og uddan­nelse, siger det dog intet om de nationale systemers øvrige muligheder:
Petra's interim report (Brussels, December 1989) gives an overview of the percentage of young people in training in all the Member States.
Grundlaget for en sådan fælles politik bør fastsættes ud fra nøje kendskab enten til de nationale forhold og det, de repræ­senterer, eller til det enkelte lands kultu­relle og institutionelle muligheder for at tilpasse sig ændringer af undervisnings­og uddannelsessystemerne, især hvis der foreslås indførelse af udefra kommende modeller.
If, for example, the implementation of a common policy of promoting qualifications for young people assumes particular importance in ensuring that they can compete on domestic and interna tional labour markets, there will have to be a common framework of strategic objectives into which those national diversities will have to fit if the policy is to work.
Tilpasningerne skal imidlertid ske inden for nationale ud­dannelsessystemer, der som bekendt er resultatet af mangeårige kulturelle, socia­le og økonomiske traditioner.
This table shows the wide gaps between Community countries in terms of attendance of education and initial training.
Kan man tale om tolv forskellige undervisnings­ og uddannelsespolitikker?
At the age of 15, the range is 5 6 to 100 % ; at 16, it is 48 to 94%.
Efterfølgende tabeller giver et indtryk af fordelingen på tidspunktet for skoleplig­tens ophør og det første uddannelsesvalg. Tabellerne er udarbejdet på grundlag af PETRA­redegørelsen (bilag B) og omfat­ter skoleåret 1985/1986; for Italien, Por­tugal og Storbritannien dog 1987.
Above all, the common policy must be based on a clear awareness of national situations and the issues underlying those situations, together with a capacity for cultural and institutional adjustment within each country in the face of the pro posed change in their education and training systems, particularly if that pro posal entails importing outside models.
Til trods herfor vil vi på grundlag af det foreliggende oplysningsmateriale prøve på at foretage en analyse af divergerende
A closer look at the table also shows that the age at which compulsory school education ends differs widely from country to country in the Community.
Forskellene er indlysende, og konsekven­serne for de opnåede kvalifikationer bety­
In some countries, this point occurs at 18 (in Belgium and the Federal Republic of Germany young people must undertake
De grafiske fremstillinger viser uddannel­sessystemernes opbygning for fire landes vedkommende samt tilgangen pr. alders­gruppe til de forskellige linjer. Med hen­blik på sammenligning er linjerne slået sammen i tre grupper:
Notes: The figures, especially on part-time training courses, are incomplete, and the percentages are an under estimate of the actual rates. ■ Data relate to school year 1985/86, except for the UK (1986/87) and Italy and Portugal (1987/88). ■ The age above the double line indicates the age at which full­time compulsory schooling ends. ■ The age above the single line indicates the age at which part­time compulsory education/training ends.
■ erhvervsfaglige fuldtidsuddannelser
■ See Annex Β to the Petra interim report for additional information and sources.
■ erhvervsfaglige vekseluddannelser.
part­time vocational training up to the age of 18), while in others the minimum school­leaving age is about 14.
Noter: På grund af ufuldstændige oplysninger, især om deltidskurser, ligger den anførte procentsats under den faktiske deltagelse. ■ Oplysningerne vedrører skoleåret 1985/1986, undtagen UK (1986/1987) og Italien og Portugal (begge 1987/1988). ■ Tallet oven over de dobbelte linjer angiver den alder, i hvilken den obligatoriske heltidsskolegang slutter. ■ Tallet oven over de enkelte linjer angiver den alder, i hvilken den obligatoriske deltidsskolegang slutter. ■ Yderligere oplysninger og kildeangivelse i bilag B.
Finally, this 'still photo' is not enough to understand the way in which young people actually use the three paths or the way in which they combine their training routes.
Den fjerde gruppe viser den procentvise andel af dem, der kommer ud på arbejds­markedet uden anerkendt kvalifikation.
Nor does it show the drop­out rates, i.e. the exclusions generated by the systems.
Men forskelligartetheden indebæ­rer også forskellige finansieringsformer.
Flow analyses on education and training are still rare at European level, largely because of the great discrepancies that still exist among the information systems in Community countries.
De enkelte uddannelsesliniers forholdsvi­se betydning er bestemmende for, om ud­dannelsen finansieres af det offentlige el­ler af den private sektor; kombinationer af de to finansieringsformer forekommer også.
Recent different 'mental attitude' towards fund­ing. The importance attached to each stream determines the share contributed by the public and private sector towards the financing of training, as well as arrangements for joint funding.
I Tyskland er visse strukturerede vide­reuddannelsestilbud medtaget i det sort­hvide diagram, da der ikke er taget hen­syn til dem ved analysen af strømmene.
Nevertheless, final conclusions on youth qualifications cannot be drawn from
I alle tilfælde kan man ikke drage endeli­ge slutninger af disse oplysninger med hensyn til de unges kvalifikationer uden at sætte oplysningerne i relation til vide­reuddannelsen.
CEDEFOP research, however, enables a preliminary comparison to be made of the flows of people in four countries where a good deal of information is available.
Det bør bemærkes, at en første kvalifikation i nogle lande snarere gives som en del af videreuddannelsen end af grunduddannelsen.
Although this table can be used to com­pare the percentages of young people in education and initial training, it does not give a breakdown of the various 'alter­natives' provided in national systems, i.e.:
Bemærk den store forskel i opbygningen af landenes grundlæggende uddannelses­systemer.
■ full­time training,
') I PETRA­Rapporten forstås herved al undervisning der ikke direkte forbereder eleven til noget specielt arbejde.
The diagrams that follow show this breakdown for the age group in which young people normally come to the end of their compulsory education and make their first choice of training streams.
Nogle medlemsstater (Frankrig, Irland, Italien og Nederlandene) har på gymnasietrinnet medreg­net teknisk uddannelse på tredje trin.
The diagrams have been drawn up in the light of the data given in the Petra interim report (Annex B).
En for nylig af CEDEFOP gennemført undersøgelse giver dog mulighed for at foretage en første sammenligning af per­sonstrømmene i fire lande, der råder over ret fyldigt oplysningsmateriale i så hen­seende.
The data are for school year 1985/86, except for Italy, Portugal and the United Kingdom, which refer to 1987/88.
Erhvervsuddannelse 1/1990
1 Petra report: education grouping all types of educational provision not directly intended to prepare young people for a particular occupation.
Fuldtidsuddanelse
Full­time training
Skemaerne viser de bestående overgange mellem grupperne (faktisk summen af strømmene).
■ In the analysis of the flows, 1979/80 has been chosen as the starting year so that we could follow an age group over the 10­year period during which initial training normally occurs.
Eksempelvis viser en sam­menligning mellem Tyskland og Frank­rig, at dimittender med studentereksa­men i Frankrig almindeligvis ikke vælger lærlingeuddannelse efter vekseluddan­nelsessystemet, medens der i Tyskland er en relativ stor procentdel, der vælger den­ne uddannelsesform.
1 Petra report: full­time training which, in addition to all wholly school­based provision, includes sand­wich­type courses, in which young people retain their 'student' status but spend part of their time in a workplace.
') PETRA­Rapporten forstår herunder fuldtidsuddannelser som ud over rene skoleuddannelser også omfatter sandwichkurser, hvori deltagerne har elevstatus, selv om en del af tiden tilbringes på en ar­bejdsplads.
2 Denmark: almost all full­time training courses start at the age of 18 (Petra note).
2) DK — Næsten al fuldtidsuddannelse begynder i attenårsalderen (fra PETRA). ')
3 Portugal: figures not available (Petra note).
Ρ — Ikke relevant (fra PETRA). ■*) UK — Inklusive privat deltidsvidereuddannelse og uddannelse på virksomheder.
4 Includes part­time private­sector further education provision, including employer­based training.
Disse forskelle skal tolkes som led i en an­den uddannelseskultur og en anden ad­færd for beskæftigelsesmarkedets anven­delse af systemernes »resultater«.
■ No figures are available for the UK for the 1980 age group. Since the basic qualification system was substantially modified on the introduction of the Youth Training Scheme, this year was chosen for the presentation.
Deltidsuddannelse
Part­time training
EFS's korttidsuddannelser).
I 14­15
Medlemsstaterne har ingen oplysninger om »reelle grupper« på ti år for en alders­gruppe.
It will be noted that there are con­siderable differences in the construction of initial training systems in individual countries.
Skemaerne viser fiktive grupper opbygget på grundlag af gruppeoplysnin­ger om den analyserede aldersgruppe, ek­strapolering på grundlag af oplysninger om andre aldersgrupper og beregninger ud fra disponible data.
Comparing Block 2 in the UK and the Netherlands, for example, we find that there is no tradition of full­time vocational training schools in the United Kingdom; in practice the functions of such schools are to some extent per­formed by the further training institutes, which have traditionally been regarded
Skemaerne viser også de store forskelle i elevernes brug af de forskellige linjer1).
1 Two categories in the Petra report have been aggregated: as part of the continuing training system.
i) De tre grupper i CEDEFOP's materiale svarer ikke helt til PETRA­nomenklaturen i redegørel­sen, hvilket til dels forklarer forskellene i pro­centsatserne. (Se bilagets omtale af de enkelte gruppers indhold).
apprenticeship, classified as part­time training because only part of the training takes place in a In the Netherlands, on the other hand, training establishment and because the trainee often has employee status; other part­time training courses, covering a wide range of courses: part­time (i.e. so organized that the stu­dent can engage in another activity), and courses lasting less than 12 months (although they may be full­time during the actual training period, as in the case of ESF­funded short courses.
Forudsat at hver gruppe danner grundla­get for en kvalifikationsstruktur efter ni­veau, giver skemaet mulighed for at fast­slå afgangsprocentsatserne, som reelt kan give oplysninger om den erhvervsak­tive befolknings struktur efter niveau.
there are full­time basic training schools, structured in such a way as to train people for different levels of qualifica­tions within the initial training system.
Erhvervsuddannelse 1/1990 /1990
Vocational training 1/1990
Til trods for systemernes forskelligartede opbygning og i brugen deraf kan man alli­gevel finde en række mål, der ser ud til at gå igen i alle landenes politik.
Despite the disparities that will be noted in the architecture of the systems and in the ways young people use it, certain perceptible common objectives appear to exist in every country's policy.
■ 1.1 alle EF­medlemsstater er det den grundlæggende undervisning og ud­dannelses formål at give størstede­len af de unge mulighed for at få en uddannelse, der åbner adgang til er­
Π In all Community countries, the aim of the education and basic training systems is to help the largest number
14% 11% hvervsarbejde og samtidig imøde­kommer erhvervslivets krav.
6% 11% of young people acquire the training they need to enter the working world, while at the same time meeting the needs of the economy.
Herom vidner det af medlemsstaterne ved­tagne handlingsprogram PETRA, der har til formål at give alle, der ønsker det, en erhvervsuddannelse på mindst et, to eller flere år.
Evidence of this is the Member States' acceptance of Petra's recommendation that the aim should be at least one, two or more years of vocational training for all young people who want it.
ningsnedskæring, der foranlediger virk­somhederne til indbyrdes at opbygge nye produktionskredsløb, ikke indebærer fa­re for en ny polarisering, som kunne friste til brug af dels ukvalificeret, dels stærkt specialiseret arbejdskraft.
Π All education and basic training systems offer three routes leading to young people's qualifications: which has induced employers to in­troduce new arrangements for produc­tion circuits might not lead to a new form of polarization, in that there would always be a temptation to use unskilled labour on the one hand and highly specialized manpower on the other.
Inden for erhvervsuddannelsen og da især den tosporede lærlingeuddannelse bestemmer virksomhederne næsten helt uddannelsesindholdene og tilpasser ar­bejdskraften efter sine behov, medens statens indflydelse på uddannelsesind­holdenes fastsættelse mindskes væsent­ligt.
If this happens, the issue of the training of human resources would be entirely dependent on different management strategies and the importance attached to skills under those strategies.
Mange gange er det vanskeligt at fin­de grænserne mellem virksomhedsud­dannelse og produktion.
Skills would in the end be bipolar, with workers being perceived either as a resource or as a con­straint.
Da bliver spørgsmålet om de menneskeli­ge ressourcers kvalifikation helt afhæn­gigt af de forskellige virksomhedsstrate­gier og dermed af den betydning, som de indrømmer denne kvalifikation. I sidste ende vil kvalifikationen befinde sig mel­lem to poler, hvor de ansatte enten opfat­tes som en ressource eller som et nødven­digt onde.
For their part, the unions are no longer able to monitor changes at the workplace and have — so far at least — accepted the cultural hegemony of employers in mat­ters of training, concentrating their ef­forts on wages, social security and employment policies.
I de lande, hvor den obligatoriske skolegang stadig ligger under femten år, kan man konstatere bestræbelser på at forlænge den.
In coun­tries where the minimum school­leaving age is still below 15, there is evidence of efforts to raise the age to 15.
Fagforeningerne har haft svært ved at følge med i virksomhedernes udvikling og har i hvert fald hidtil tilsyneladende accepteret virksomhedernes kulturelle overherredømme på uddannelsesområ­det for hovedsagelig at koncentrere sig om lønkrav, sociale forhold og beskæf­tigelse.
In this context it is clear that any defini­tion of education and training policies will be particularly complex, and may well look to the shorter term, making it difficult to reconcile the various interests that exist: the economy, whose concerns are productivity and competitiveness; the State, which would basically like to see a genuine reduction in employment; and individuals, who would like to be more competitive on the labour market and improve the quality of their lives.
De netop omtalte sammenligningsmo­menter afslører den komplicerede ud­gangssituation, der utvivlsomt vil volde vanskeligheder for gennemførelsen af en fælles undervisnings­ og uddannelsespo­litik.
The comparative data presented show that the starting points vary widely, un­doubtedly posing problems in implemen­ting a common policy on education and training.
Det forekommer imidlertid absolut påkrævet at få fastlagt en sådan politik, da det indre marked i 1993 vil stille alle over for de samme krav, hvorfor det for­ventes af undervisnings­ og uddannelses­systemerne, at de på kohærent måde vil reagere med nye kvalifikationer, selv om reaktionerne ikke overalt bliver de samme.
Nevertheless, it is vital to define this policy, as has already been stated, since the changes that will be brought about by the 1993 'extended market' pose the same challenges to national policies, and since the systems of education and training are required to bring coherent solutions to new needs for qualifications, even if those solutions may not always be the same.
Faren for at komme til at befinde sig i en markedsdomineret situation ligger i en forøgelse af de sociale udelukkelsesfæno­mener og en opdeling af markedet (og de former for underbeskæftigelse, som den­ne opdeling kan udløse), som man ikke må overse.
The risk of such logic prevailing on the market would be an increase in social marginalization and market segmenta­tion (and the forms of under­employment that this segmentation might cause). That risk cannot be ignored.
Indførelsen af en politik for undervisning og uddannelse skulle kunne løse modsætningsforholdene mellem et konkurrencedygtigt marked og eksisten­sen af en skrøbelig social struktur, der ri­sikerer at gå itu, ved gennemførelse af en bred grunddannelse, der er tilgængelig for alle.
The in­troduction of an education/training policy — setting up a broad system of basic training accessible to all — is seen as resolving the conflict between a com­petitive market on the one hand and, on the other, a whole fragile social fabric that might be torn apart.
Den offentlige og associative sek­tors regulerende rolle er meget vigtig for overholdelsen af princippet om lige mu­ligheder for alle.
The public sec­tor and the unions have a vital regulatory role to play in ensuring that the principle of 'equal opportunities for all' is respected.
Det er i undervisnings­og uddannelsessystemernes opbygning og funktion, at kompromiset skal indgås
It is in the architecture and operation of systems of education and training that the compromise must be reached: the involvement of all the people concerned, particularly the two sides of industry, in the search for such a compromise is essential.
Fornyelse af produktionsmodellen:
Renewal of the production paradigm