natgillin/translations-raw huggingface dataset:
Og der skal udvikles efter- og videreuddannelsesforlob, som kvalifikatorisk stotter sådanne diagonale mobilitetsmønstre, som udbygger arbejds tagerens polyvalens til den pågældende nye stilling og i tilfælde af tab af arbejds plads eller virksomhedsskifte pa grund lag af et bevis samtidig sikrer, at denne polyvalente kvalifikation kan anvendes pa arbejdsmarkedet.
There is much to argue that the concept of lifelong learning can only develop its potential positive effects in such a radically different, generalised, revitalised relationship between further training and improvement plus change, for as Jacques Delors has written: "Adult education can only be negotiated training that builds on the goals, needs and strengths of those being trained." (Delors 1991. p.3D
Sådanne diagonale karrieremønstre vil ikke kun kunne an vendes inden for den enkelte virksomhed, men også mellem virksomheder (f.eks. mellem producenter og underleverandorer).
"There would seem to be a need for what have been called "diagonal career patterns" able to replace the traditional vertical path of career advancement in a de-layered structure and at the same time to generalise the positive aspects of improvement and change (in the employment situation). "
* nelse, man har forhandlet sig frem til, og som bygger på uddannelsesdeltagernes mål, behov og kræfter" (Delors 1991, s. 3D.
He was the coordinator of several FORCE projects and is a member of the Expert (¡roup for Euro pean Social Dialogue on Vo cational Training.
revitalisering af relationen mellem efterog videreuddannelse og forbedring plus forandring kan udfolde sine mulige positive virkninger; for, som J. Delors skriver: "Voksenuddannelse kan kun være uddan
In order to have a better understanding of' the subject, it is necessary to first give a brief survey of some trends in industrial relationships and continuing training in Europe.
Tendenser i relationerne mellem arbejdsmarkedets parter og i efteruddannelsen
The sectoral European level seems to be the key area for the implementation of joint vocational training activities; however, up to now, few examples of this are to be found (sec­tor dialogue in the chemical industry, agreements in the railways sector, joint project in the retail sector).
Til nærmere forståelse er det nodvendigt kort at resumere nogle tendenser i rela­tionerne mellem arbejdsmarkedets parter og i efteruddannelsen i Europa.
□ in this context a new type of continu­ing training emerges at company level: closely related to work processes and work problems, integrated in the organi­zational development of the company, mostly non­formal and short­term but continual ­ this type of training goes be­yond the conventional definition of vo­cational training and is often not regarded as "continuing training" by professional vocational training practitioners;
J De udbredte dereguleringsprocesser i samfundet har bevirket en indskrænkning af forhandlingsområder, og navnlig en forskydning til den enkelte virksomhed, mens det kun er rammevilkårene, der fort­sat kan forhandles pa hojere politisk ni­veau.
□ in all Member States of the EU there are agreements between the social part­ners on vocational education and train­ing ­ more or less formal, with sometimes strong and sometimes less strong bind­ing mutual commitments, at different lev­els; they not only cover workers with "regular" jobs but also those in the grow­ing number of "non­typical jobs" (part­time workers, shift workers, etc.);
Livslang læring forudsætter specifikke strukturelle vil­kår og mekanismer inden for uddannelsessystemet, i virksomhedernes organi­sation og erhvervsuddan­nelsens metoder.
Lifelong learning requires specific atti­tudes on the part of the individual and specific structural conditions and mecha­nisms.
Endvidere kan kollektivaftaler bidrage til at forbedre efteruddan­nelsen og adgangen hertil og derved muliggøre livs­lang læring.
The specific attitudes of the indi­vidual have been described as curiosity, courage, confidence and competence.'· The structural conditions and mecha­nisms can be identified and provided at the following levels:
Gennem afta­ler, fælles aktiviteter eller ved at gennemføre offent­lige ordninger spiller ar­bejdsmarkedets parter en afgørende rolle i forbin­delse med udformningen af efteruddannelse.
"Agreements between the social partners (...) not only cover workers with "regu­lar" jobs but also those in the growing number of 'non­typical jobs '. "
Alt dette udgør elementer i en "sy­stematisk model" for efter­uddannelse.
□ in the general and vocational educa­tion and training system.
De relaterer til de forskellige politiske ni­veauer i den sociale dialog: virksomhed ­ branche ­ (na­tionalt) efteruddannelses­system.
□ often negotiations and agreements on continuing training are tripartite, i.e. they include the national or regional govern­ments as the third partner, and are thus integrated in economic and employment policy;
Inden for erhvervsuddannelsen kan fol­gende tendenser identificeres:
□ in the (teaching) materials and meth­ods of vocational education and training.
Nok er livslang læring indtil dato endnu ikke blevet genstand for aftaler arbejds­markedets parter imellem, men en fore­stilling herom ligger til grund for mang­foldige bestræbelser pa. bl.a. gennem kol­lektivaftaler at forbedre efteruddannelsen for virksomheder og arbejdstagere samt adgangen hertil og derigennem muliggøre livslang kering.
Apparently, there is not one right path, but a mix of instruments at all these lev­els is needed to provide the conditions for lifelong learning. However, these in­struments can only be offers which have to be taken up by the persons concerned.
Kollektivaftaler er aftaler mellem arbejdsmarkedets parter i henhold til gældende nationale institutionelle vil­kar (i modsætning til individuelle aftaler mellem arbejdsgiver og arbejdstager).
Examples of agreements and activities of the social partners are to be found at all three levels, but mainly at the level of the vocational education and training system and at the level of company organization.
I det følgende præsenteres nogle eksempler og typiske forsøg, hvor arbejdsmarkedets parter gennem aftaler, fælles aktiviteter eller ved at gennemføre offentlige ord­ninger spiller en afgørende rolle i forbin­delse med efteruddannelsens udformning.
□ in keeping with the growing signifi­cance of vocational education and train­ing for corporate goals in the context of economic modernization, the enterprise level plays a greater role in agreements, but a culture or tradition for negotiations on this subject at this level does not exist in all countries: the best conditions seem to exist in countries with a formal struc­ture for the representation of worker in­terests at company level, e.g. in countries with a works council system; on the whole, the number of formal and non­formal agreements or joint activities of social partners in the company is rising.
Alt dette udgor elementer i en "systema­tisk model" for efteruddannelse.
Level of action: the educa­tion system
De rela­terer til de forskellige politiske niveauer i den sociale dialog: virksomhed ­ økono­misk sektor eller erhvervsbranche ­ (nati­onalt) efteruddannelsessystem.
At European level the framework for the Social Dialogue is to be found in Article 118b of the Single European Act of 1986.
"Social dialog" betyder ­ efter europæisk forstå­else ­ samtaler og forhandlinger mellem arbejdsmarkedets parter, hvis indhold, former, rækkevidde og forbindtlighed er forskellige, alt efter de nationale in­stitutionelle vilkår.
Here, the policy of joint opinions of the confederations of the European social partners has led to more mutual under­
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3 Den voksende betydning af erhvervs­rettet efteruddannelse hænger sammen med erhvervslivets modernisering og for­bedringen af virksomhedernes og (natio­nal )okonomiernes konkurrenceevne.
"The classical example of paid educational leave which has been instigated by the social partners and guaranteed through legislation, is to be found in France. "
"Nok er livslang læring ind­til dato endnu ikke blevet genstand for aftaler ar­bejdsmarkedets parter imellem, men enfore stilling herom ligger til grund for mangfoldige bestræbelser på, bla. gennem kollektiv­aftaler (...), at muliggøre livslang læring." dets parter i Europa har ved fælles ud­talelser gennem deres centrale organisa­tioner hevirket en vis forbedring af den fælles forståelse på tværfagligt niveau, dog indtil dato kun med få de facto fælles aktiviteter eller endog aftaler, som artikel 118 B åhner for. til følge.
"In Denmark too, there are possibilities of getting re lease from work for con tinuing training on the ba sis of collective agreements and legal provisions." nies, have been the subject of agreements at sectoral or company level.
I den seneste tid er der indledt fælles projekter under LEONARDO­programmet. hvilket viser, hvor vigtige Unionens stotteprogrammer er bl.a. for videreudviklingen af relatio­nerne arbejdsmarkedets parter imellem.
Examples for the sectoral regulation of resource endowment or resource use are mainly to be found in the French-speaking and the Mediterranean countries.
Men det ser ud til, at det er på europæisk brancheniveau, at fælles aktiviteter inden for erhvervsuddannelsen bør gennem­føres.
The legal regulation - brought about through the activities of the social partners - on the "training account" in the Federal state of Upper Austria in Austria created an in strument which enables the refund of the individual costs of continuing vocational training.
Der findes fortsat kun meget få eksempler (branchedialog i den kemiske industri, aftaler inden for jernbanerne, fælles projekter i detailhandelen).
Motivation to participate in train ing schemes can also be created through the recognition of qualifications.
□ Pã denne baggrund opstar en ny type efteruddannelse pá virksomhedsniveau med nær tilknytning til arbejdsprocesserne og arbejdsproblemerne, integreret i virk­somhedens organisationsudvikling, som regel ikke formaliseret og kun af kortere varighed, men til gengæld kontinuerlig.
This is why activities of the social partners are also directed towards new ways of validating qualifications which are not acquired in formal education/training measures or are acquired outside the conventional education/training system.
Denne type omfatter mere end de konventionelle definitioner af erhvervs­uddannelse og betragtes af de professio­nelle undervisere inden for erhvervs­uddannelsen som regel slet ikke som "efteruddannelse".
The new system of "competence-based qualifications" in Finland recognizes qualifications acquired through job experience and - in contrast to the UK NVQ system - integrates them in the vocational education and training system and relates them to the qualifications of the regular vocational training system.
Livslang læring ­ individuelle holdninger og strukturelle vilkår
The social partners are actively involved in the implementation of this new system.
Zl I alle EU­medlemsstaterne findes afta­ler mellem arbejdsmarkedets parter om erhvervsuddannelsen ­ mere eller mindre formaliseret, med mere eller mindre stærke gensidige forpligtelser, på forskellige ni­veauer.
"Examples for the sectoral regulation of resource en dowment or resource use are mainly to be found in the French-speaking and the Mediterranean countries. " countries in different forms; it is often constituted or implemented through agreements between the social partners and offers training facilities which respond to individual needs and which do not necessarily have to be selected in keeping with company requirements.
De omfatter ikke kun arbejdsta­gere i "regulære" beskæftigelsesforhold, men også dem i "atypiske beskæfti­gelsesforhold" (deltidsansatte, skifteholds­arbejdere m.v.), hvis antal er stigende.
The classical example of paid educational leave which has been instigated by the social partners and guaranteed through legislation is to be found in France.
Livslang læring forudsætter specifikke holdninger hos folk såvel som specifikke strukturelle vilkår og mekanismer.
Here, the individual has a right to participate in a training scheme - average duration in 1993: 950 hours - however, the financing has to be approved by the funds organizations belonging to the social partners in line with existing priorities and available resources.
Den enkeltes specifikke holdninger er beskre­vet som nysgerrighed, mod, tillid og kom­petence^. De strukturelle vilkår og meka­nismer kan identificeres og leveres pã folgende niveauer:
It has been observed that the share of paid educational leave is extremely small in comparison to the training provided by the enterprise: 0.2% of persons with a right to educational leave actually make use of this right as against 20% who participate in the con tinuing training provided by the compa ny's training plan.
□ Det almene og erhvervsrettede uddan­nelsessystem
This is why an attempt has been made in the last few years to couple paid educational leave more closely with company requirements.
□ Ofte er forhandlinger og aftaler om efteruddannelse tresidede, dvs. at de in­kluderer de nationale eller regionale re­geringer som tredjepart og integreres på denne måde i erhvervs­ og beskæftigel­sespolitikken.
In 1994 the feature "training time capital" (capital temps de formation) was contractually established and legally ensured; through this, under certain conditions, individual educational leave can also be taken within the framework of a company training project, i. e. when company and individual interests coincide.
"(...) aftaler mellem ar­bejdsmarkedets parter (...) omfatter ikke kun arbejds­tagere i 'regulære' beskæf­tigelsesforhold, men også dem i 'atypiske beskæfti­gelsesforhold' (...), hvis an­tal er stigende. "
In Denmark too. there are possibilities of getting re lease from work for continuing training on the basis of collective agreements and legal provisions: through the job rotation model, developed by the social partners and ensured through legislation, the grant ing of educational leave (and other job release possibilities such as parental leave) to employees is linked to the re cruitment of unemployed persons as sub stitutes.
J Erhvervsuddannelsens (pædagogiske) midler og metoder.
"The legal regulation (...) on the "training account" in the Federal state of Upper Austria in Austria created an instrument which enables the refund of the individual costs of continuing vocational training. "
Det er indlysende, at der ikke findes én rigtig vej, men at der kræves en blanding af instrumenter på alle nævnte niveauer for at sikre forudsætningerne for livslang læring.
The financing arrangements for continu ing training have a significant impact on the exploitation of opportunities for life long or job-long learning.
Men disse instrumenter kan altid kun være tilbud. Der findes eksempler på aftaler og aktiviteter arbejdsmarkedets parter imellem på alle tre niveauer, først og fremmest inden for erhvervsuddan­nelsessystemet og virksomhedernes orga­nisation.
In a number of countries, issues related to the provision of resources for the continuing training of employees, for risk groups on the la bour market, or for freely chosen individual qualifications, or related to the di vision of resources between the compa
Q På baggrund af erhvervsuddannelsens voksende betydning for virksomhedernes målsætninger i forbindelse med erhvervs­livets modernisering får virksomheds­niveauet mere vægt, hvad aftaler angår.
In several countries we find the establish ment of a global system of continuing training through the social partners.
Men ikke i alle lande findes der en kultur eller tradition for forhandlinger om em­net på dette niveau ­ de bedste forudsæt­ninger synes at eksistere i lande med for­melle rammer for arbejdstagernes interes­serepræsentation på virksomhedsniveau, f.eks. i lande med et tillidsmandssystem.
In France this developed historically: through agreements between the social partners which were moderated by the State and subsequently incorporated in labour legislation, a system of (outside-the-com-pany) continuing training was built up which includes job-release regulations for individual continuing training and its organization and funding; however, incompany continuing training is not in cluded in this system.
Alt i alt findes der et stigende antal for­melle og uformelle aftaler eller fælles ak­tiviteter mellem ledelsen og de ansatte på virksomhederne.
In Spain a tripartite agreement and a bilateral convention be tween the social partners laid the foundations in 1992 for a continuing training system based on social concertation and the responsibility of the social partners for sectoral and corporate implementation.
På europæisk plan findes der en ramme for den sociale dialog i kraft af dennes forankring i artikel 118 B i Den Europæi­ske Fælles Akt fra 1986. Arbejdsmarke­
Financial support of incompany continuing training from the funds main tained through employer and employee contributions is coupled with the establishment of incompany or joint inter-company training plans.
I flere lande findes der inden for uddan­nelsessystemet frihed til uddannelse un­
This means that the national agreement itself already makes
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"I Danmark findes der mulighed for uddannelses orlov til efteruddannelse på basis af overenskomstmæssige og lovmæssige ordninger." brancheordninger til at fremskaffe eller anvende midler findes hovedsagelig i de frankofone lande og i middelhavslandene.
"The new system of "competence-based qualifications" in Finland recognizes quali fications acquired through job experience (...)." provision for implementation right down to the company level.
Med "uddannelseskontoen'. en fra 1994 gældende lovbestemt ordning, der gen nemføres ved hjælp af aktiviteter ar bejdsmarkedets parter imellem i den østrigske delstat Oberösterreich, er der skabt et instrument, der muliggør refusion af den enkeltes omkostninger i forbindelse med erhvervsrettet efteruddannelse.
A global system of this nature can set up the framework con ditions for the provision of (vocational) lifelong learning opportunities, but the actual implementation will have to takeplace essentially at the company level.
En anerkendelse af kvalifikationer kan ligeledes motivere til at deltage i uddan nelse.
ticipation in incompany continuing train ing develops into a more or less compulsory component of the job.
Derfor omfatter aktiviteter mellem arbejdsmarkedets parter vedrørende nye former for validering også kvalifikationer, der ikke er opnået i formelle uddannelsesforløb og uden for det traditionelle uddannelsessystem.
The workers concerned often experience this as a new climate in the company in which work and continuing training are very closely related to one another, and the possibilities of active participation in company developments are improved.
Arbejdsmarkedets parter deltager aktivt i gennemførelsen af det nye system.
"In Spain a tripartite agree ment and a bilateral con vention between the social partners laid the foundations in 1992 for a continu ing training system. "
Det klassiske eksempel pá uddannelses orlov styret af arbejdsmarkedets parter og sikret ved lov findes i Frankrig.
In the context of incompany organizational development, an expansion of -mostly non-formal - training is to be ob served.
Her har den enkelte ret til at deltage i et kvalificerende uddannelsesforlob - med en gennemsnitlig varighed i 1993 på 950 timer - hvis finansiering imidlertid skal bevilges af arbejdsmarkedets fondsorganisationer, alt efter prioriteringer og for håndenværende midler.
The reason for this is not only the introduction of new technologies but, tt) a growing extent, the development of new forms of company and work organization and the greater emphasis on quality of products and services as an instrument for enhanced competitiveness.
Det viser sig nu. at frihed til uddannelse, når man sammen ligner med virksomhedernes uddannelsestilbud, som kun meget få benytter sig af: 0,2% af de berettigede benytter sig af denne frihed, mens 20% deltager i virksomhedsinterne efteruddannelsesprogrammer.
Thus, in addition to continuing training for ad aptation to technological change and the traditional upgrading training, a new type of continuing training has emerged: it's strategy is oriented to the specific man agement concepts of the enterprise and it is often embedded in an overall con cept of organizational development in the company.
Som folge heraf har der i de senere år været gjort forsøg på at kombinere den individuelle uddannelsesorlov mere direkte med virksomhedernes behov.
Does this mean that lifelong learning - or specific learning while in employment -has now been guaranteed for all em ployed persons?
I 1994 aftaltes og sikredes ved lov en "kapital i tid til uddannelse" ("capital temps de formation").
The selectivity of access to continuing training is apparently not eliminated.
Herefter kan den individuelle frihed til uddannelse under visse forudsætninger også bruges inden for rammerne af et af virksomhedens uddannelsesprojekter - vel at mærke, hvis der er sammenfald mellem virksomhedens og den pågældendes interesser.
The pre-conditions have improved because the newconcepts give ability to learn and will ingness to learn a much broader anchor than they did in the past. Thus the potential for mobility-oriented continuing train ing is greatly enhanced.
I Danmark findes der mulighed for uddannelsesorlov til efteruddannelse på basis af overens komstmæssige og lovmæssige ordninger.
This means that, in future, groups of workers who were neglected in the past now basically have a chance of being included in incompany selection for participation in upgrading and mobility-oriented continuing training.
Som et led i den af arbejdsmarkedets par ter udviklede og i mellemtiden ved lov sikrede job-rotationsmodel kombineres bl.a. frihed til uddannelse (og andre muligheder såsom forældreorlov) for de an satte med. at de pågældende arbejds pladser besættes af ledige som sted fortrædere.
What is important for the improvement of access to continuing training is, whether and in what way the companies link up the broad basic continuing train ing addressed to the staff as a whole with upgrading and mobility-oriented continu ing training activities.
"Med 'uddannelseskontoen' (...) en ordning i den østrig ske delstat Oberösterreich er der skabt et instrument, der muliggør refusion af den enkeltes omkostninger til erhvervsrettet efteruddannelse. "
This is a core problem in ensuring mechanisms for lifelong learning at the level of the enterprise.
Finansieringsvilkårene for efteruddannelsen spiller en stor rolle for, hvorvidt mulighederne for livslang læring eller læring ¡gennem hele arbejdslivet kan udnyttes.
"At the level of the enter prise the need for continu ing training parallel to the work process has steadily gained significance.
I en række lande er spørgsmålet om at fremskaffe midlerne til efteruddannelse af de ansatte arbejdstagere, arbejdsmarkedets risikogrupper eller den frit valgte individuelle efterkvalificering samt midlernes omfordeling virksomhederne imellem genstand for aftaler på branche eller virksomhedsniveau. Eksempler pa
In the context of incompany or ganizational development, an expansion of - mostly non-formal - training is to be observed."
Konstitueringen af et altomfattende efteruddannelsessystem ved arbejdsmarkedets parter findes i flere lande. 1 Frankrig er det vokset historisk frem.
Such corporate strategies are intended to reach all staff members and they set up a continuous process of organizational de velopment which is supported by continu ing training.
Gennem aftaler mellem arbejdsmarkedets parter under statens tilsyn og den efterfølgende integration i arbejdsretten er der etableret et efteruddannelsessystem (uden for virksomhederne), der omfatter ordninger for frihed til individuel efteruddannelse samt dennes organisation og finansiering, mens den virksomhedsinterne efteruddannelse ikke er integreret i systemet.
This implies a change in the nature of incompany continuing training: it becomes more conceptual and its implementation is, in organizational terms, closer and more directly oriented to the workplace.