natgillin/translations-raw huggingface dataset:
Grundene til, at den enkelte bruger tid og penge pa at søge uddannelse, er ble vet mere forskelligartede. Det fremgår af en undersøgelse af de publikumskategorier, der pa eget initiativ søger ud dannelse pa de førnævnte institutioner (Correia. 1996: Fond-Harmant. 1996).
"Traditional types of mobility within enterprises are therefore tending to dwindle away as a result of di rect recruitment from the labour market with the re sult that the link between continuing vocational train ing and promotion is disintegrating. "
"Selv om den økonomiske situation og virksomheder nes herredømme over voksenuddannelsen således har bidraget til marginalisering af lønmodtagernes personlige initiativ og de såkaldte uddannelser til forbedring af den enkeltes sociale status, så har sta ten ikke udlignet denne ud vikling under inftydelse af arbejdsløshedspresset og vanskelighederne med de unges indslusning på ar bejdsmarkedet. "
While the economic situation and the control of continuing training by enter prises have therefore played a part in marginalising employee initiative and training of the social advancement type, the* constraints of unemployment and the problems raised by the occupational in tegration of young people have meant that the State has not been able to counter balance this trend.
I tresserne' og halvfjerdserne gjaldt det for det uddannelsessøgende publikum om i løbet af de erhvervsaktive ar at fa en ud dannelse, der muliggjorde betydelig for fremmelse.
"While the economic situation and the control of con tinuing training by enter prises have therefore play ed a part in marginalising employee initiative and training of the social ad vancement type, the con straints of unemployment and the problems raised by the occupational integra tion of young people have meant that the State has not been able to counterbalance this trend."
Det var hovedmålet at opnå et eksamensbevis pa et sa hojt niveau som muligt, idet eksamensbeviset forventedes at give adgang til et højere beskæftigelsestrin. Det typiske' eksempel herpå er teknikeren, der vil forfremmes til ingeniør ved at tage ingeniøreksamen pa voksen-
While continuing vocational training has grown considerably in overall terms since the beginning of the 1970s, it has also undergone far-reaching change.
Det har medfört en betydelig udvikling af statsstottet voksenuddannelse, som imidlertid heller ikke lader megen plads for det personlige initiativ, da det er dens formal at afhjælpe en nodsituation.
Promotion from technician to en gineer after obtaining an engineering di ploma in continuing training was an archetypal example. This 1960s- and 1970sstyle training for career or social advance ment (Terrot, 1983; Thuillier, 1977). predominant twenty years ago. has now taken a back seat.
Sta tens budgetproblemer har endvidere med ført, at de individuelle uddannelser ikke har nydt synderlig fremme.
This type of training was in keeping with the industrial model of the 1960s and 1970s.
* * * beskæftigelsesniveau i forhold til den uddannelse, de har faet.
Individual initiative and the new labour market
Uddannelsen bruges da som middel til bekæmpelse af den deklassering, som de føler, at de er blevet ofre for.
"In practice, we are moving away from rather than to wards the opportunities that lifelong education of fers." be as much as a few- years if it was necessary to combine training with work, was not therefore a deterrent since people were in stable employment and were very likely to be promoted when their training was complete.
"I stedet for at nærme sig de perspektiver, som åbnes gennem den livslange ud dannelse, kommer man faktisk snarere længere væk fra dem."
This model has given way to the more flexible labour market typical of small enterprises and the services sector which is growing rapidly and bringing about newoccupational routes and new uses of train ing.
For nogle lønmodtageres vedkommende skal uddannelsen ikke bruges med det samme.
The horizons of some employees' work ing lives have been greatly foreshortened, in the sense that they can no longer predict how their careers and professional lives will develop in the long term.
De udgor en gruppe med vidt forskellig motivation.
Many people are therefore giving them selves shorter-term objectives.
Nogle føler deres arbejdsplads truet, andre soger beskæftigelse, medens andre igen ønsker at opnå en bedre indplacering pa arbejdspladsen.
The con tinuing training that they attend is structured around these objectives.
For dem alle er uddannelse midlet til op samling af viden, som til sin tid skal om dannes til faglig kompetence.
Once these have been achieved, they set them selves new objectives that may entail a further cycle of training if they feel that this training will allow them to make headway.
Personligt initiativ og nyt arbejdsmarked uddannelseskursus.
While none of these routes or uses of training are new, they seem to have be come much more important over the last ten years.
Disse uddannelses forløb, der havde forfremmelse eller for bedring af den sociale status i tressernes og halvfjerdsernes forstand som mal (Terrot, 1983; Thuillier, 1977), er kommet i mindretal, hvorimod de for tyve år si den dominerede.
The relatively linear paths of long-term social and career advancement have been replaced by a whole range of different paths themselves involving train ing that is more diversified in terms of its length, organisation and content.
De svarede i øvrigt til tresserne og halvfjerdsernes industrielle model. De forskellige former for forvaltning af arbejdskraften byggede på en re lativt stor beskæftigelsesstabilitet og var derfor gunstige bade for de store virksom heders interne forfremmelsesmobilitet og for den eksterne mobilitet pa arbejdsmarkedet.
Between the most stable employees, who benefit most from training organised by enter prises, and groups with major labour market problems who benefit from public funding from the State or Regions, there is now a considerable gap that is occupied by a working population that is very mobile in the labour market but for whom access to continuing vocational training raises genuine problems.
Uddannelsen kunne være af flere års varighed som følge af kombinationen af uddannelses- og arbejdsaktivitet, men det var ingen hindring for deltagerne som følge af beskæftigelsesstabiliteten og de gode forfremmelsesmuligheder efter af sluttet uddannelse.
It is this latter population that is gaining importance within the training that people attend at their own initiative discussed above, while in contrast the population in the most sta ble employment is gradually accounting for less and less of this group.
Denne model har veget pladsen for et mere fleksibelt arbejdsmarked, som er karakteristisk for små virksomheder og for tjenesteydelsessektoren, der er i stærk udvikling, hvilket fører til opdukken af nye karriereforlob og nye anvendelser for uddannelsen.
Other people, often young employees, undergo a succession of disappointing work experiences as a result of constant changes in the content of their work brought about by rapid changes in jobs. Training is then used as a way of looking for and finding a more interesting job.
For visse lønmodtageres vedkommende er der sket en betydelig begrænsning af karriereudsigterne, idet den enkelte ikke mere kan forudse sin karriere og sit erhvervsforløb over en længere periode.
In addition, the constant rise, particularly rapid since the beginning of the 1990s, in the initial educational level of young peo ple leaving the education system has shaken up the requirements needed to enter the various social strata.
Derfor sætter mange sig mere kortfristede mål. Den voksenuddannelse, som de vælger, samler sig om disse mål.
Many young people consequently feel that the job that they are in is not in keeping with their initial training.
Når de så er nået, vælges der nye, hvilket fører til en anden uddannelsescyklus, hvis den anses for at være et formålstjenligt middel til at komme videre.
For them, training is then a way of combatting the feeling that they have been downgraded.
Alle disse former for uddannelsesforløb og -brug er ikke nye, men de har vundet stærkt i betydning igennem den sidste halve snes år.
Examination of the occupational and train ing routes of people who attend training at their own initiative shows that the reasons for attending training are changing.
De relativt retlinjede baner af længere varighed med henblik pa en forbedring af den sociale og faglige sta tus erstattes af flere forskellige baner, der i sig selv indebærer mere differentierede uddannelser med hensyn til varighed, til rettelæggelse og indhold.
The population attending this kind of training reflects the current changes in the labour market and the new roles that train ing can play in helping people to achieve their career plans.
Mellem lønmodtagerne i de sikre stillinger, der bedst kan udnytte de uddannelser, virksomhederne gennemfører, og de dårligst stillede kategorier pa arbejdsmarkedet, der drager fordel af den offentlige finansiering, har der gradvis udviklet sig en betydelig kløft, hvor man finder en aktiv befolknings gruppe, der er meget mobil pa arbejds markedet, men som har store vanskelig heder med at få adgang til voksenuddannelsen.
The different ways in which these people are using training point to the existence of training needs that are not connected with either the immediate needs of enterprises or the needs of groups with major labour market problems and which cannot therefore be satisfied by training organised by en terprises or by programmes to combat unemployment.
Sidstnævnte gruppe far øget betydning for de uddannelser, der søges pa initiativ af de ovenfor beskrevne personer, medens der gradvis bliver færre per soner i sikre stillinger.
These needs have been shaped by changes in the labour market and the development of the role that train ing plays in occupational mobility.
For andres, hyppigt unge lønmodtageres vedkommende er de uklare beskæftigel sesindhold, som hænger sammen med de hurtigt stedfindende forandringer pa virksomhederne, ofte årsag til en række ar bejdsmæssige skuffelser.
These people do not just want to obtain promotion in the enterprise in which they are stably employed but rather to find a bet ter job or a job that they prefer in terms of salary, working conditions, personal interests, etc.
L'ddannelsen er så et forsøg på at søge og finde et mere spændende arbejde.
They also want to be in control of their mobility and its occupational development and the risks and
Det giver mange unge indtrykket af et for lavt
For some employees, training is not of immediate use.
Disse uddannelsers publikum afspejler de øjeblikkelige ændringer på ar bejdsmarkedet og de nye roller, som ud dannelsen kan spille for at give deltagerne mulighed for at gennemføre deres beskæftigelsesprojekter.
Some feel that their jobs are threatened, others are looking for jobs and others would like to be better situated in their professional environment.
Forskelligartetheden af disse personers anvendelse af uddannelsen afslører således eksistensen af uddannelsesbehov, der hverken falder
For all these people, training is a way of accumulating knowledge that they can convert, when the time comes, into oc cupational skills.
Disse behov udspringer af forandringerne på ar bejdsmarkedet og af udviklingen af ud dannelsens rolle for den beskæftigel sesmæssige mobilitet.
*** opportunities of the labour market and to use the resources that are available to them: time, money, the available training supply and possibly public assistance schemes.
Hindringer for den livslange uddannelses udvikling
Obstacles to the develop ment of lifelong education
"Beskæftigelsesvilkårene har igennem de sidste fem ten dr udviklet sig på en så dan måde, at det bliver van skeligere og vanskeligere at gennemføre uddannelse pd eget initiativ."
"Over the last fifteen years, working conditions have changed to such an extent that it has become increasingly difficult to attend training at one's own initia tive. "
Den befolkningsgruppe, der har fulgt bedst med i arbejdsmarkedets udvikling og mere generelt uelgør dette markeds mest mobile gruppe, vokser i omfang, men den har svært ved at få adgang til erhvervsrettet uddannelse pã grund af den måde, hvorpå denne er tilrettelagt på nuværende tids punkt.
The population that has coped best with labour market changes and more generally the population that is most mobile in this market and is accounting for an in creasing proportion of the labour market, faces problems of access to vocational training because of the way in which it is currently organised.
Det skyldes sandsynligvis de på ud dannelsesområdet herskende hindringer for det personlige initiativ.
This is probably be cause there are obstacles to individual initiative in the area of training.
Disse hindringer kan opdeles i mindst tre grupper: beskæftigelsesvilkårene, uddannelses udbuddet og sammenhængen mellem beskæftigelse og uddannelse.
These obstacles are of at least three types: work ing conditions, the training supply and the link between employment and train ing.
Det må frygtes, at en anden forhindring, som er vanskeligere at overvinde, vil bremse den livslange uddannelses udvik ling, nemlig sammenhængen mellem ud dannelse og beskæftigelse.
However, a further obstacle that is more difficult to overcome may well curb the development of lifelong education: the link between employment and training.
Et første aspekt af denne sammenhæng har at gøre med den voksende betydning, der tillægges eksamensbevis og grundlæggende uddannelse for den sociale fremtoning, for virksomhedernes ansættelsespraksis og for karriereudsigterne.
An initial aspect of this link has to do with the increasing importance that is at tached to certificates and initial educa tion in social attitudes, enterprises' re cruitment practices and career prospects.
Eksamensbeviset for den grundlæggende uddan nelse er det afgørende filter for al adgang til en social eller faglig kategori.
An initial education certificate is a necessary filter in any access to a social or occupational category.
Voksen uddannelsen og dennes beviser opfattes derimod kun som en slags "reservehjul" eller "nödlösning", der har mindre værdi og betydning på arbejdsmarkedet.
Continuing train ing and its certificates are seen only as "back-up routes" or "second chances" that are of less value and importance in the labour market.
Den indsats, der betragtes som den mest ef fektive, er især den, der gøres under den grundlæggende uddannelse.
The most efficient investment is considered to be the in vestment in initial education.
"(—) forbindelserne mellem et uddannelses- og et beskæftigelsesniveau, mellem brugen af voksenuddannelse og forfremmelsesmuligbederne, mellem uddannelsesniveauet og mindre risiko for at blive arbejdsløs... har tendens til at udviskes."
"(...) the relationships be tween training levels and employment grades, be tween the use of continuing training and chances of promotion and between training levels and reduced risks of unemployment (...) are tending to become con fused."
Et andet aspekt af sammenhængen mel lem uddannelse og beskæftigelse ligger i forbindelserne mellem et uddannelses- og et beskæftigelsesniveau, mellem brugen af voksenuddannelse og forfremmelsesmulighederne, mellem uddannelses-
Employees are rarely allowed to change their working hours so that they can attend training. Combining the effort required by a job with the effort re quired by training is another major ob stacle even though working hours have become shorter.
Beskæftigelsesvilkårene har igennem de sidste femten år udviklet sig på en sådan måde. at det bliver vanskeligere at gen nemføre uddannelse pá eget initiativ. Det hænger sammen med flere faktorer.
While there may be fewer opportunities for forging a career in an enterprise, it is often the case that training is no longer seen as providing protection against unemployment.
Arbejdspresset er, som det fremgår af foreliggende undersøgelsesresultater, blevet betydeligt storre.
"In the near future there may well be a crisis of con fidence in the usefulness and interest of all forms of training. "
Arbejdstidsordninger med henblik på de ansattes mulighed for deltagelse i uddannelse er blevet sjældnere.
The existing supply of continuing train ing is often unable to offer training schemes matched to a range of occupational routes.
Selv om der er sket en nedsættelse af arbejdstiden, er den indsats, der kræ ves for at uddanne sig, i forbindelse med
There are consequently many obstacles in the way of the development of life long education. They have probably be come worse in recent years.
I de kommende år kan man
Bibliography
De er sikkert taget til i løbet af de sidste årtier.
Nicolas, Dominique and Tremblay, Christian. "Les auditeurs des cours municipaux de la ville de Paris" in De la promotion sociale à la formation tout au long de la vie.
Sociologi-, national økonomi- og socialpsykologi studium i München, siden 1973 forskning ved LSF München
The relationship be tween further training and career progression
- den tyske model, dens styrke og risici som led i livslang uddannelse kommende rekvalificeringsprocesser med de arbejdstagere, der allerede er pa ar bejdsmarkedet.
- the German model, its strengths and risks in the con text of lifelong learning
Livslang uddannelse og erfaringerne i årtierne efter krigen - om målet med denne artikel
Read sociology, eco nomics and social psychology at Munich University.
Elter 1945 var erhvervsmæssig forfremmelse og social opstigning den stærke motor, som hos efterkrigsgenerationerne mobiliserede usædvanlige efter- og videreuddannelsesaktiviteter. der var af helt afgørende betydning for genopbygningen og moderniseringen af de euro pæiske okonomier og samfund.
Lifelong learning and postwar experience -scope of this article ther education and training under such slogans as improved opportunities for the disadvantaged or even equal opportunities for all has obviously been the practice in a number of European countries, but especially France and Germany.
I dag star vi over for lignende usædvanlige omstrukturerings- og rekvalificeringskrav, som - bade tillokkende og foruroligende -kommer til udtryk i konceptet for livslang uddannelse, tiden at det dermed er klart. hvordan man kan honorere de motivationsmæssige og finansielle krav i den torbindelse.
The same is true of the provision of institutional and financial support for broadbased promotion of those in middle-level jobs through further training.
1 denne situation er det hensigtsmæssigt at stille det spørgsmål, hvordan relationen videreførende uddannelse for fremmelse, som var meget gunstig i årtierne efter krigen, har udviklet sig. og hvilken kere der kan drages heraf med henblik pa de nuværende rekvalificeringskrav. krav.
However, the methods adopted to bring about this whole process have varied so greatly that one can justifiably talk of specific national development models for training and ca reer progression emerging increasingly in the first forty years after the war.
Processen med at mobilisere uddannelses aktiviteter pa grundlag af forfremmelsesmuligheder, som blev behandlet under overskriften forbedring af mulighederne for de hidtil dårligt stillede samfundslag (eller endog: lige muligheder for alle), var åbenbart helles for forskellige europæiske lande, navnlig Frankrig og Forbunds republikken Tyskland.
Alter I945 career progression and social advancement were powerful factors motivating voting people of the postwar generations to put enormous effort into acquiring further training, without which the reconstruction and modernisation of the economics of Europe and of society would not have been possible.
Det samme gælder den politiske målsætning om institutionel og finansiel stötte til foranstaltninger, som muliggjorde forfremmelser pa grundlag af uddannelse i ordets brede forstand; en målsætning, som kan sammenfattes med stikordet "fremme af den ikke-selvstændige middelstand". Dog var de konkrete former, hvori denne mobiliseringsproces blev styret og udviklet, særdeles forskellige.
Today once again we find ourselves confronted with a similar need for a massive restructuring of industry and upgrading of quali fications, expressed enticingly but some what dauntingly in the slogan of "Lifelong learning", although without it being made clear how cither the necessary motivation or financing is to be generated.
Man kan endog tale om specifikke udviklingsmodeller i de enkelte lande i forbindelse med relationen uddannelse forfremmelse, som i lobet af de forste fyrre ar efter krigen blev mere og mere entydige.
We shall begin by outlining the principal characteristics of this model for the relationship between education and training and career progression and then discuss the various threats to its continued exist ence.
I de seneste ti ar har de dog efterhånden mistet deres kon turer. Dette gælder navnlig for den klassiske tvske model i denne henseende, som siden midten af 1980erne har vist tegn pa erosion.
We shall conclude with a number of considerations as to how this relation ship might be renewed and revitalised in the context of lifelong learning.
Efter 1945 var erhvervsmæssig forfremmelse den stærke motor, som mobiliserede usædvanlige efterog videreuddannelsesaktiviteter, der var af helt afgørende betydning for genopbygningen og moderniseringen af de europæiske økonomier.
After 1945 career progression and social advancement were powerful factors motivating young people to put enormous effort into acquiring further training, without which the reconstruction and modernisation of the economies of Eu rope would not have been possible.
I dag står vi over for lignende usædvanlige rekvalificeringskrav, som kommer til udtryk i slagordet livslang uddannelse, men som der endnu ikke er fundet noget koncept for.
Today we are confronted with a similar need for a large-scale upgrading of qualifications, expressed in the slogan of "Lifelong learning", but without any conceptual framework.
I lyset heraf analyserer denne artikel - på bag grund af udviklingen i Forbundsrepublikken Tysk land - relationen videreførende uddannelse/forfremmelse med henblik på konklusioner til nutiden.
This article therefore seeks to analyse the relationship be tween further training and career progression with reference to Germany in order to see what lessons can be drawn for the present.
Det forekommer at være nødvendigt med en ny model for denne relation, hvor man i betragtning af afhierarkiserede virksomhedsstrukturer sammenknytter de to centrale mobiliseringsfaktorer i forbindelse med forfremmelse - forbedring og forandring af er hvervssituationen - på en ny måde i "diagonale kar rieremønstre" og understøtter dem ved hjælp af nye efter- og videreuddannelsesforløb.
A new model for this relationship would seem to be needed in which given companies' tendency to de-layer the two central motivating factors career progression and improvement and change in a person's employment situation are newly linked in "diagonal career patterns" and under pinned with new types of training courses.
Det er formalet med denne artikel at behandle disse spørgsmål nærmere pa grundlag af udviklingen i Forbundsrepublikken Tyskland.'
In this article we shall discuss these questions with reference to the Federal Re public of Germany.' concentrating on the connection between the education and training of those already in gainful em ployment and their career progression (intragenerational career progression) which is particularly relevant given the present need to renew and upgrade quali fications.
I det efterfølgende skitseres forst de vigtigste elementer i modellen i forbindelse med relationen uddannelse forfremmelse, derpå forskellige risici for dens fortsatte beståen, som pa nuværende tids punkt begynder at vise sig.
As most of those reading this article will not be German, we shall not go into too much detail, concentrating for simplicity and space on the area that is most inter esting for our purpose, namely technical qualifications covering mainly skilled workers, technicians, master craftsmen and engineers.