natgillin/translations-raw huggingface dataset:
støtte overvejelserne af gennemførlighed og muligheder for eventuelle overførsler. Endelig bør man fremme udviklingen af grænseoverskridende net for at forbedre udvekslingen af oplysninger og praksis mellem landene.
Drawing up a relatively complete descrip­tive table of the architecture of the initial vocational education "systems" contain­ing these various streams is not enough to show the interconnections between the various components of this architecture, their respective status, their use, the opera­tion of the system and its relationships with the labour market.
Disse elementer er imid­lertid essentielle, hvis man vil forbedre kendskabet til de nationale systemer og disses økonomiske, sociale og kulturelle forhold samt deres indflydelse på de for­skellige niveauers kvalificeringsprocesser.
These components are essential if we are to find out more about national systems, the economic, so­cial and cultural factors which have shaped them and their impact on the construction of qualifications at the various levels.
Forholdet mellem central­, regional­ og lokalforvaltningerne er af stor betydning forforståelsen af uddannelsessystemernes funktion og udvikling.
The relationship between central, re­gional and local levels is a particularly important factor in understanding the op­eration of training systems and the ways in which this operation is changing.
Her opstår især spørgsmålet om autonomi for institutio­nernes forvaltning, udarbejdelse af uddan­nelsesprogrammer, erhvervs­ og kompe­tencevejledninger samt anerkendelse af kvalifikationsbeviser.
This development raises important questions in the area of margins of autonomy in the management of establishments and in the formulation of training programmes, job and skill description and the recognition of diplomas.
Lokalplanet er et betydningsfuldt sted for møder mellem stat, kommuner, virksomheder og uddan­nelsesinstitutioner på et tidspunkt, hvor partnerskab mellem disse instanser ser ud til at være en uomgængelig nødvendighed.
The local level provides a good forum for the State, local authorities, en­terprises and training establishments to come together at a time when partnerships between these various protagonists are vi­tal.
Som helhed er grunduddannelses­systemerne udformet til at imødekomme erhvervslivets og samfundets kort­, mel­lem­ og langsigtede behov.
In overall terms, the architecture of initial training systems is designed to meet economic and social needs in the short, medium and long term.
Det er me­ningen, at de forskellige uddannelseslinjer skal komplettere hinanden og levere de til behovene svarende uddannelsestyper og ­niveauer under hensyntagen til atjustering af overenstemmelsen mellem uddannelse og beskæftigelse ikke længere er mulig som følge af de indtrådte arbejds­organisatoriske ændringer og udviklingen af de for arbejdets udførelse fornødne kva­lifikationer.
The various strands are therefore supposed to produce, in a complementary way, the various types and levels of training corresponding to these needs, bearing in mind, however, that ad­justments of the match between training and employment are no longer possible because of the changes which have taken place in the organization of labour and the development of the qualifications needed for work.
I alle EF­lande genfindes de samme tekni­ske og erhvervsfaglige hoveduddannelses­typer: Teknisk uddannelse, der nærmest falder ind under skoleundervisning, erhvervsskoler kombineret med praktisk uddannelse på værksted eller virksomhed og lærlingevekseluddannelser.
The main types of technical and voca­tional education are similar in all the EEC Member States: technical education which tends to mirror the way in which the edu­cational system operates and is therefore of a "school" type, vocational training schools which offer practical training in workshops and/or enterprise and learning by alternance.
Uddannel­sernes rolle og status varierer inden for det enkelte land og fra land til land.
Their role and status differ within each country and from country to country.
■ Hvordan tilvejebringes der subsidiaritet mellem disse niveauer i EF­landene på områderne planlægning, forvaltning og kontrol af uddannelserne, og hvilken an­del har arbejdsmarkedets parter deri?
■ How are links nowadays being forged between these levels in the areas of plan­ning, management and supervision of train­ing in the various Member States?
Efterspørgselen ændres til stadighed, hvil­ket kræver, at uddannelsessystemerne hele tiden tilpasser sig. Det er derfor ikke altid muligt at bevare linjernes logiske komple­mentaritet.
Looking at the use of these different types of training, it is evident that training routes of the "school" type are the most wide­spread in some Member States, while oth­ers place more emphasis on routes involv­ing alternance training.
Som følge af efterspørgsels­udviklingen forekommer der en vis "kon­kurrence" mellem uddannelseslinjerne, som i nogen grad hindrer nogle af disse i at spille den rolle, der oprindelig var dem tiltænkt, hvilket fører til systeminterne modsætninger.
These differences, shaped by the cultural, economic and so­cial history of Member States, determine the characteristics of new jobseekers which have to be related to labour markets ­themselves anchored in a social context.
■ Hvordan skabes der komplementaritet mellem EF­landenes uddannelsessys­temers linjer? Hvilke modsætninger kan iagttages på nuværende tidspunkt, og hvilke reguleringsmekanismer tages i brug for at holde styr på disse modsætninger?
■ What innovative methods of organiza­tion based on the initiative and autonomy of establishments already exist at local level making it possible to set up projects mirroring society?
Erhvervsuddannelse 2/1992
Vocational training 2/1992
CEDEFOP undervisning af central betydning for vekseluddannelsernes sammenhæng.
CEDEFOP the strengthening of a culture of networks for the exchange ofinformation and expe­rience among EEC Member States which also introduces a European dimension.
systemernes funktion og på sidstnævntes evne til at imødekomme virksomheder og enkeltpersoners forventninger?
This has already led to some innovations in terms of organization and teaching prac­tices which need to be compared and con­trasted.
■ Hvordan defineres nu til dags sære­genheden af tekniske og erhvervsfaglige uddannelsers rolle og indhold?
Disseminating the results of these pro­grammes and making use of the capital of innovation which they contain are of cru­cial importance.
■ Hvilke metoder og midler benyttes til gennemførelse af en efter­ og videreud­dannelse, der imødekommer undervisernes varierende behov?
They also de­pend on a whole range of partners in­volved at policy­making and general ad­ministrative levels: planners at all levels, specialists in the formulation of pro­grammes and options, educational science researchers.
Hvordan skabes der mulighed for gensidig udveksling mellem skole og virksomhed med henblik herpå?
The key partners in the devel­opment of practices are, however, teachers and trainers, including those trainers who dispense training in a working situation as part of alternance systems.
Men de vigtigste parter i praksisudviklingen er lærere og instruktø­rer, herunder også dem, der står for den del af vekseluddannelserne, der foregår på arbejdspladsen.
In the case of production staff who take on training duties, economic imperatives gen­erally make it difficult for them to attend continuing training and upgrade their teach­ing skills.
Endvidere medfører undervisnings­sektorens lavere lønninger i forhold til erhvervslivets enten personaleafgang fra undervisningen og/eller svigtende tilgang.
Finally, coordination between practical training in enterprise and theoretical train­ing in school is a key factor if alternance is to be made to work.
Erhvervserfaring spiller en afgørende rolle for den socialisering, hvortil også erhvervsuddannelse bidrager.
Professional experience has a crucial role to play in the social integration to which vocational training also contrib­utes.
På den an­den side "afmaterialiseres" arbejdet i sti­gende grad, og man oplever en kvalifi­kationsudvikling, som kræver stadig bre­dere grundlæggende faglig og metodisk kompetence, hvilket nødvendiggør med­tagelse af almendannende undervisnings­momenter i erhvervsuddannelserne, så de kan udvikle de kognitive aspekter og ev­nen til abstrakt tænkning.
Work is becoming less and less manual and qualifications which increasingly re­quire a broader range of initial vocational skills and method abilities are developing and making it necessary to include compo­nents of general education in vocational training with the result that vocational training is having to work on cognitive aspects and abstract reasoning abilities.
Grænserne mel­lem almenundervisning, erhvervsuddan­nelse og faglig erfaring udviskes altså mere og mere, og der søges ny indbyrdes kohæ­rens.
The boundaries between general educa­tion, vocational training and professional experience are becoming more flexible, with each taking ideas from one another and looking for new ways of relating to one another.
Men med uddannelsesvejenes mo­dernisering melder spørgsmålet sig om afgrænsningen mellem undervisning, er­hvervsuddannelse og beskæftigelse og kræ­ver udvikling af opfattelsen af de respek­tive funktionsstrategier.
However, the construction of new routes raises the problems of compartmentalization which have beset education, training and employment and requires new ways of thinking about the ways in which they operate.
Økonomiske krav gør det for øvrigt almin­deligvis vanskeligt for det produktions­personale, der står for uddannelsesarbejdet, at deltage i efter­ og videreuddannelse til vedligeholdelse af deres pædagogiske kva­lifikationer.
■ What methods are being used to inte­grate the theoretical and practical ap­proaches? What methods can be used for and what are the limits on closer links between training and production, bearing in mind that a simple mechanism matching supply and demand is no longer appropri­ate?
Endelig er samordning af virksomhedens praktiske uddannelse og skolens teori­
■ In what way can the specific role of technical and vocational education and its content now be defined?
■ Hvordan opbygges iterative processer, der sørger for sammenhæng mellem teori og praksis?
The development of resources to monitor changes in qualifications, support for ex­perimental approaches which forge closer links between training and industry and the establishment of partnerships between training institutions, enterprise, associa­tions and teachers are essential to the de­velopment of systems in the same way as
Hvilken fremtid har de faglærte?
The future for skilled workers
CEDEFOP: Analyseres ungdommens er produkt", idet intet retsligt middel giver hvervsfaglige grunduddannelse i Tyskland, mulighed for at sikre en tidligere lærlings konstaterer man, at uddannelserne har en kolossal evne til at frembringe kvalificeret arbejdskraft.
CEDEFOP: An analysis of the number of young people who have passed through the initial vocational training systems in Germany reveals the vast capacity of those systems to produce skilled workers.
I betragtning af ungdom mens store forventninger i næsten alle europæiske lande, mener De da, at denne evne vil vedvare?
Given the growing aspirations of young people in almost every country in Europe, do you think that this capacity can be maintained ?
fordele knytter sig til forløbet gymnasium, universitet og beskæftigelse, er langt større end dem, der kan opnås ved at forlade skolen meget tidligt, gå i lære og blive faglært industriarbejder.
volatile product", since there can be no statutory guarantee that a former apprentice can continue to work for the same company.
Vi står altså ved indledningen til en efter min opfattelse irreversibel strukturel mangel på interessenter med høj profil til uddannelse som faglærte industriarbejdere.
Employers, then, invest very heavily in a "volatile product" which is not economically profitable, i.e. sustainable in the long term, unless the market is fairly well balanced, unless future employers supply a sufficient number of young people whom they have trained, and unless there is a structural balance between training and the demand for trained work ers.
Altså foretager virksomhederne en meget stor investering i et "flygtigt pro dukt", og det vil i det lange løb kun være økonomisk rentabelt, hvis markedet er nogenlunde i balance, og hvis de fremtidige arbejdsgivere leverer tilstrækkeligt mange unge, som de har uddannet, og der består strukturel ligevægt mellem uddannelse og behov for uddannede.
The net financial and non-financial benefits of the pay structure achieved via the secondary education-university- employment route are still greater than those achieved via the alternative path: leaving school early, taking up an apprenticeship and becoming a skilled industrial worker. We are therefore facing what I believe will be an irreversible, long-term shortageof high-profile applicants fortraining as skilled shopfloor workers.
B. Lutz: Det tyske duale erhvervsuddannelsessystems effektivitet skyldes den særlige struktur af de arbejdsmarkeder, dette system dækker.
B. Lutz: The dual system in Germany is effective because of the very specific structure of the job markets it supplies.
Der er tale om pro fessionelle arbejdsmarkeder, på hvilke de arbejdssøgende, altså de vordende ansatte, også er dem, som frembringer kvalifikationerne.
These are sectoral labour markets, on which jobseekers - future employees - are at the same time the skill providers.
Markedsteoretisk udtrykt er det en meget speciel situation, og særegenheden bliver tydeligere og mere udpræget, jo dyrere uddannelsen er.
In market theory it is a very unusual situation, a factor that becomes increasingly clear and marked as the training becomes more de manding.
Da industriarbejderfagene traditionelt er de "fineste", som ertilgængelige for "børn affolket", var det hidtil relativt let at opnå denne ligevægt.
Since the jobs done by industrial workers traditionally carry the highest status among those accessible to the "sons of the people", up to now this equilibrium has been fairly easy to achieve.
Derfor indførte industrien - og det er en af tysk industris stærke sider - en ret speciel udvælgelsesmekanisme for "de bedste børn af folket" for at få dem til at vælge erhverv med erhvervsfaglig uddannelse.
Industry - and this is one of the strong points of German industry - has established a fairly unusual selection procedure to screen the "best off spring of the people" and attract them into skilled trades.
Men - og her viser arbejdsmarkedernes store skrøbelighed for denne kvalifikationstype sig - hvis de store industrivirksomheder konstaterer forringelse af uddannelsesvilkårene som følge af ansøgernes kvantitative og kvalitative forringelse, vil de sandsynligvis opgive erhvervsuddannelsen og dække deres behov ved at an sætte allerede uddannede unge.
Today, after 40 years of economic expansion, prosperity and democracy, the "brightest" children go to the more academic schools and then on to university
Hvis det bliver almindelig praksis, vil markederne omgående lukkes; ligesom på finans markederne bryder hele markedsstrukturen sammen, når der opstar uligevægt.
The particular workings and equilibrium of a sectoral labour market pose no problems where training is relatively cheap, as in the craft trades, where net training costs are nil or negative in that expenditure on training is more or less offset, or even more than paid for, by the work that ap prentices do.
Særegenhederne ved et professionelt arbejdsmarkeds funktion og dets ligevægtsbetingelser volder ingen problemer på arbejdsmarkeder, hvor uddannelsen ikke er særlig bekostelig.
Here we see just how fragile the labour markets are as regards this type of skill: if leading industrial firms find that training is suffering from a quantitative and qualitative decline in applicants, they will probably relax their training efforts and meet their needs by taking on young people who are ready-trained.
Det gælder inden for håndværksfagene, hvor nettoudgifterne til uddannelse er lig nul eller negative, fordi lærlingenes bidrag til produktionen til dels udligner dem eller er højere.
If such a practice were to take hold, the job markets would close down immediately -just as in the financial markets when a point of imbalance is reached the entire market structure collapses.
Men som resultat af fyrre års økonomisk vækst, velfærdsstat ogdemokratisering går de "intelligenteste" børn nu i gymnasiet og på højere læreanstalter næsten ligesom middelklassens børn.
And if I speak of the imminent demise of the dual system it is because almost in the same percentage as middle class children.
Der sker derfor på samme tid en kvantitativ (også som følge af det faldende befolkningstal) og kvalitativ strukturel begrænsning af dem, der søger uddannelse som faglært industriarbejder. bejder.
This has at one and the same today I see all the early signs of a rift between the labour markets and the train ing market for skilled industrial workers.
Derimod er nettoudgifterne meget store, når det drejer sig om industriarbejderes erhvervsuddannelse, som trods alt udgør det tyske duale systems hårde kerne.
time brought about a structured quantitative and qualitative decline in those com ing forward to train as skilled workers for industry.
Ud gifterne anslås til ca. 80 000 mark pr. vordende faglært arbejder.
Another reason for the decline in numbers has also been the falling birth rate.
Når jeg taler om det duale systems umiddelbart forestående ende, skyldes det, at jeg nu fornemmer alle de forudgående tegn på et ret snarligt sammenbrud af arbejds- og uddannelsesmarkederne for faglærte industriarbejdere.
On the other hand, with training for industrial workers - which, after all, is the heart of the German dual system - net training costs are very high: they have been put at DM 80,000 per future skilled worker.
Men det vil ikke i væsentlig grad berøre det duale systems øvrige uddannelseslinjer.
Moreover, this expenditure, this investment, is made in an "extremely
I Tyskland har dette fænomen i nogen tid været tilsløret af de sidste store årganges ankomst på arbejdsmarkedet, nemlig de generationer, der fødtes sidst i halvtredserne og i begyndelsen af tresserne, hvor fødselstallet var usædvanligt højt, sarfdsynligvis for sidste gang i tysk historie.
In Germany, for some time this trend has been masked by the arrival of the last peak intakes, corresponding to the generations born in the late 1950s or early 1960s when there was a remarkable baby boom. In all probability, though, this will be the last population boom in German history.
I halvfjerdserne lykkedes det takket være en snedig politik at få mange af disse unge ind i erhvervsuddannelserne.
In the 1970s, due to an astute policy, many of these young people were channelled to wards vocational training.
De lønmæssige for dele, der i form af kontantløn og andre
Today, the number of young people is falling sharply; academic secondary
Den praktiske uddannelsessekvens på højere læreanstalt vil bevare sin tiltrækning for både de unge og for arbejdsgiverne.
The sequence of practical and university education will continue to be very attractive for young people and employers.
Det er den hårde kerne, dvs. industrifagene, der er i fare.
What is at risk is the "hard core", i.e. the industrial trades.
Alle mestre og teknikere, ja endog en meget stor del af Tysk lands ingeniører har fået en arbejder uddannelse.
This is all the more serious in that training for industrial trades has al-
CEDEFOP: Hvad er de fremherskende tendenser, hvordan ser De på det duale system og arbejdsstrukturens fremtid?
All master craftsmen and technicians in the Federal Republic, and even a significant percentage of engineers, began by training for a shopfloor trade.
geniøruddannelse.
as skilled workers in the metallurgical industry.
De benytter med andre ord lærlingeuddannelsen som mellemstation til en længere uddannelse.
I do not know what adjustments will be necessary, whetherthings will have to be changed in terms of job categories, remuneration or working hours in this in dustry to make careers there more attractive for young people (even those holding a university entrance certificate).
Det gælder derfor om at finde ud af, om det lykkes industrien at tiltrække unge med en højere skoleuddannelse ikke blot til ud dannelser, men også til karrierer som fag lærte inden for metalfagene.
CEDEFOP: But in any case we are witnessing a restructuring of working patterns. The shopfloor worker has lost his by applying the kind of scientific knowledge that might be taught at school.
Jeg ved ikke hvilke tilpasninger, der er brug for, om der skal ske en ændring af indplaceringen, aflønningen ellermetalfagenes arbejdstider for at øge disse løbebaners tiltrækningskraft for unge (også med studentereksamen).
If you talk to workers today about a very modern piece of equipment (NC machines, for example), they would explain that to do a good job with this machine you need a clear idea of what is going on inside, for traditional status, and one often has the impression that when we talk about a skilled example to sense the head of the milling machine and feel how it moves through the worker today, what we are thinking about is the skilled worker of 50 years ago.
Det er det eneste, jeg kan sige.
workpiece.
Det jeg forudser, er et brud, og jeg ved overhovedet intet om, hvordan tysk industri og erhvervsuddannelses systemet vil reagere.
What I foresee is a break in the present pattern, but I have no idea how German industry and its education and training system will react.
Man kan forestille sig flere forskellige løsningsmuligheder, herunder en vis tendens til uddannelse på skoler (selv om det ikke forekommer mig videre sandsynligt).
There are a number of possibilities or scenarios, in cluding a certain tendency towards longer education (although I do not think this is very likely).
Det er også muligt, at man i stigende grad vil benytte indvandret arbejdskraft, som får en erhvervsuddannelse og dernæst fastholdes i et ansættelsesforhold, der i højere grad gør de pågældende til en sikker arbejdskraft for virksomheden. somheden.
A second scenario is one in which there is wider recourse to immigrants, giving them training and securing their loyalty by offering them contracts that bind them more closely to the em ployer.
CEDEFOP: I alle tilfælde oplever man allerede nu en fornyelse af arbejds strukturerne.
B. Lutz: I don't think so.
Arbejderen har mistet sin traditionelle status.
I have always been struck by the cultural continuity of skilled shopfloor trades.
Når man nu taler om den faglærte arbejder, får man tit indtryk ket af, at der henvises til den faglærte arbejder for halvtreds år siden.
There have sometimes been changes in practice, with a shift from the physical handling of mate rials to the supervision and control of machines, but the unity and consistency of the trade and skill remain.
Den faglærte arbejder har altid adskilt sig fra håndværkeren, der laver noget med sine hænder: Han har altid haft en meget teknisk opfattelse af de processer, han del tager i, og som han forvalter, behersker og styrer.
The important thing is that this central component - now more central than ever before - of a skilled worker's expertise cannot be learned at school.
Global vision af denne art giver ham en fantastisk evne til hurtigt at drage yderst værdifulde slutninger på grundlag af forskelligartede, utilstrækkelige eller ufuldstændige oplysninger.
It cannot be taught; it has to be created and re-created through practice in doing the job. ALL that training or education can do is to support and encourage this process, but they can not be a substitute.
Denne rationalitet, denne særlige holdning, der var en integrerende del af arbejderkulturen, bliver vigtigere og vigtigere i takt med at mekanisering og automatisering afskaffer den direkte håndtering af værktøj og arbejdsemner.
I would go so far as saying that even the engineering trades would be at risk if their vocational basis -traditional in Germany - were to disappear and if there were to be a move towards putting industrial practice on a more scientific basis.