natgillin/translations-raw huggingface dataset:
Et af hovedtemaerne i fors taget t i L reformen i ra m m e Loven er netop fpLgende: at omforme reIationerne metIem den centraIe styreLse og det Lokate seLvstyre pä uddanneLsesomrBdet oE fastsette st0tteordninger tit initiativer indenfor ttVirksomhedsuddanneLsenr'.
If the prevailing experience sees the role of the partners as limited to planning and direction on the one hand and on the other to controlling and assessing, there are also a number of experiences carried out within traditional jointly managed training bodies such as the printing «and building sectors.
Uddan- netsesti l"budets tiLpasning tiL uddanneLseseftersp0rg- sten burde sikres af arbejdsmarkedets decentraLe institutionerr (observatO?er, bureauer, arbejdsformidLings- kontorer), som arbejdsmarkedetsparter tager det i.
There are being looked at with growing interest in the hope of expending to other sectors or areas, the modalities of direct management by the social partners.
Dette krav mOdes dogafmodsatvirkendetendenserogmodstand,som foLge at samordnings- og programmeringsbestrabeLser pä hOjereIiggende ptaner og pä grund af f arenf ordubtetterogoverl,apninger,samtdetspi Ld af ressourcer, der foLger med demange og forgrenede initiativer.
In recent renewal of contracts, a number of forms of joint Committee or of Bilateral Bodies having observation and councdlling powers also with regard to matters of training, have been adopted. These cases have been examined in chapter two.
En Lignende tendenser udvideLsen og mangfoLdiggoreLsen af de omräder indenfor uddannetsessystemet, der vedrErer konf rontation/forhandLing/konf Likt.
■3) A third tendency is that towards enrichment towards sectorial, local and territorial diversification of participation in the training system.
Denne udvideLse angär nye emner for koLLektive forhandLinger (der tenkes pä meLtemIederorganisationer), nye beskäft ige Lsesprof i Ler (manag€Fr -vi rksomhedsLederuddanneL- se), nye institutioneLLe midLer, (databanker, tiLsyn med kvaLifikationer og teknoLogi, servicecentre for
In this way the supply of labour tends to adjust to the demand which is radically changed by the modalities, the intensity and the pace of technological change."The training supply tends to place itself closer and closer to the source of innovation... each time that the change in working conditions requires new types of know­how and new multi­discipline structure (Vita)".
tiLfaLde speciatiseres mod specifikkemät: vi rksomhederne).
(framework law) is this: that of re-defining relations between the central and the local authorities in matters of training, and of providing for forms of direct support of " training promoted by firm initiatives" ("formazione di iniziativa aziendale").
I sidstnavnte uddanneIsen, idet den rettes ungdomsbeskeftigeLse, st0tte tiL de smä virksomheder, st0tte tiI Der tegges
The corrispondence between the structure of training supply and the demand should be guaranteed by the labour market's decentralized institutions
5) teknoIogi, etc. fornyet vagt pävi rksomhedsuddanneLsen, og pä deLtageLsen i uddanneLsei vi rksomheden.
(Observatories, Agencies, Labour Exchanges) in which representatives of the social partners participate.
Dette skyLdes säveI teknoIogisk/organisatoriske forhoId som ärbejdsmarkedsforhoLd. pä den ene side er der stdrre efterspOrgseL efter hOje kvaLifikationer hos medarbejdere og Ledere, ofte af rrvirksomhedsorienteret artrr, strukturering af de indre markeder og at karrierefor- L0b' samt behov for f LeksibiLitet i organisationen, ar sidige kvaLifikationer og datamatiserede systemer, hvortiL det i kkeernokmed optering pä arbejdsstedet, idet der ogsä kraves en teoretisk, systematisk uddanneIse pä virksomhedsniveau. pä den anden side er der behovet for strrre kontroI med uddanneLsesforLobet fra virksomhedernes side for at garantere en bedre mä[satning og tiLpasning, og fagtoreningens krav om ikke at vare udetukket fra styringen at dem i kro0konomiskepro- dens tiLstede- cesser varetse og at forstarke og konkretisere i virksomheden.
However, this exigency is not de^ void of countertendencies, of resistence, of contradictory thrusts, in the najne of a quest for coordination and planning from above and in the face of risks of duplication, overlapping,dispersion of resources which multiplication and diversification of initiatives can lead to· f) A parallel trend is that towards the extension and multiplication of the confrontation/negotiations/conflict terrain within the training system. This extension concerns new collective sujects
Der er tOrst og fremmest tre mäder man kansedettepä:A)Fdrstogfremmestforsogetmed kontrakterneom kombineret uddanneIse og beskeftigeLse (cFL).
(managerial and enterprise training) new institutional instruments
Disse har spi t Let en betydetig roL Le med hensyn tit forenkLing af proceduren og LiberaIisering for specifikke aspekter (fordeLing af timer med teoretisk uddanneIse og med teknisk/praktisk uddanneIse, undervisning, dttestation, rammer, hj emsted,osv.samtnedsattetseafbi Latera Le
(Data Banks, Observatoriess for the analysis and control of qualifi cations and technologies, Centres offering services to firms).
fagLige udvaLg osv. Der findes ogsä eksempLer pä pro: jekter vedrOrende CFL pä tokaLt pLan (säsom industriforeningen i Torino og FederLiguria) vedrOrende mindre virksomheder, hvor fagforeningerne er i nddraget.
On the one hand, there is greater demand for higher white collar and managerial (often firm-specific) qualifications.
B) Dernast har fagforeningernes deItageLse og engagement \reret betydeLig i forbindeIse med vi rksomhedsuddannetse som fOtge at omstrukturering og styring af overskydende aF - bejdsstyrke, hviLket har givet sig udsLag i vir,ksom- : hedsoverenskomster, som Fiat- og ItaLteL- og ALfa Romeo oVerenskomsten.
Other reasons are restructuring of the internal labour markets and of the carfers system, the need for flexibility in organization, for multipurpose qualifications and for systems of informatics. Therefore on-the-job coaching is no longer sufficient but instituzionalized training
C) Desuden har nogIe store vi rksomheder deres vi rksomhedsuddanneLsescent resom E Le a - Isvor Fiat, Reiss RomoLi, osv.).
(also of a theoretical nature) at firm level is required.
I nogIe tiL- der varet anmodninger om information og det- disse institutters aktivitet, isar fra meItem- opvurderet 0tivetti, faIde har tageLse i
On the other hand, there is a demand for greater control by the firms over the training processes, in order to guarantee greater targetting and adaptability.
Erhvervsuddannetserne bl.iver et at de omräder, hvor der fOrst og f remmest sker fornyeLse og udfOres fors0g vedrOrende jndustrieLt demokrati.
The agreements on these have played an important part in simplifying and de-regulating the procedures in disciplining the specific aspects of training
Af taLerne met Lem f agf or'eningsorganisationer og virksomheder indenfor den of- f'entLige sektor (IRI, EFIf{, GEPI) indehoLder atIe mere eL Ler mindre omfattende bestemmeIser vedrOrende uddan- neIse.
(hours dedicated to theoretical and technical-practical training, trainers, certification, employment, outlets,the place, the institutions,subsequent placement etc.)£n creating bilateral technical commissions etc..
I nogLe tiLfeLde oprettes paritetiske uddanneLsesudvaLg (GEPI), "der pLanLegges päsammetiduddan-
There are also examples of CFL at local level such as those of the Unione Industriale of Turin and the Federliguria
7) neLses- og informationsseminarert' og der udformes aftater om vedLedning og overgang fra skote tiL arbejde ( I n t e r s i n d - 0 . 0 . S . S . ) .
(Turin's and Liguria's Employers Associations) concerning small to
serviceydeLser til" virksomhederne (isar tit de nye og f ornyende virksomheder ) og i danneIsen af f orskeL L'igenetafsamspi t. mest Ltemuddanne Lse,forskningogunder- visning.
(b) Secondly, tradeunion participation and involvemiat in in-firm training processes has been noticeable in the case of restructuring and shakingout of surplus staff.
6vrigt hAj grad er parter pä forsOgsniveau, betragtes arbejdsmarkedets som en nOdvendig bestanddeL af en rrendogen" ud- vikLing.
(c) Finally, some large enterprises have re-evaluated their own training centres (as is the case of Elea-01ivetti,Isvor-Fiat,
FormodentLig er det endnu for tidLigt at vurdere udfaLd og muIigheder i forsAgsfasen og omsatte dem i rrdefinitive" andringer af tovene.
In other cases "training and information seminars..· promoted jointly" are foreseen. Finally
I arbejdsministerens nyLige forsIag er der dog kIart defineret nogte afgOrende modsetninger meLIem parterne,som kraver yderLigere under- s0geLser og forsOg.
.in other agreements on the matter vocational orientation and t school-to-work/transition have been drawn up (see Intersind-Trade
FOrst og fremmest forbindetsen metIem uddanneLsessystemet og undervisningspotitikken: dvs. pä hviLken mäde kan eLLer bor den grundLiggende erhvervsuddannetse tiLbydes af skoLe/universitet og i hvi Lketomfangerdetnldvendigtmed en serski Lt struktur tiL haLvstatsLige og statsLige institutioner indenfor erhvervsuddanne Lsen?
7) Lastly, training has become a ceitral element in job creation and enterprise creation policies, within strategies of intervention in local systems (local employment initiatives).
Vimener atkunnebemerke vi s-setendenseridebatten,derpegermod en fjernetse af erhvervsuddanneIsen f ra skoIen og indfOreLse af en mere udpraget erhvervsorienteret undervisning pä de hpjere
In these cases training is connected with partners offering packets of services to the firms (especially to new and innovative ones), and creating a network of intervention, involving training, research and education.
er uddanneL- tareanstaLter. SenS centraLe
Equally inevitable in this state of affairs is the emergence of a demand for rationalization, coordination and revision of the legal framework.
Det andet og regionaLe punkt i reformen forgrening koordine- ogde Ltage L sen i decentraLisering uddanne L sen:yder Lige re eLLer log recentraLisering, for seLvstyre e[[er/ og initiativer? For er af betydning at ring af de forskeLLige niveauer og fLere konkurrerende strukturer den n e drAfteLse mener vi, at det unders0getendenserneidefornye Lser og forsAgt der omhandLes i denne rapport: trLiberaLisering at forhand-Lingerne tt dvs. danneLse af nye forhandLingsrammer, idet Love ogadmi ni strati ve bestemmeLser erstattes af for- handLingsregLer, iser pä decentraLt ptan og virksom-hedspLan .
It is probably too soon to assess the outlets and outcomes of this experimental phase, and to codify'them i.i terms of a
Aftaterne vedrOrende CFL fOLger princippet om sti Ltiende samtykke, idet det i tLagger de fagtige/ rädgivende paritetiske organer pä territoriaLt pIan en votdgiftsfunktion udover .den pIanLaggende funktion, istedet for en styrende ladninistrativ funktion.
First of all the link between the training system and education policies: to what extent basic vo cational education, can or must be made available by the school- university system and t· what extent it requires the ad hoc para- scholastic structures of the public or semi-public training organizations?
markedsparterneom uddannetsesaktiviteternepävirksom-hedsptanfordesmä virksomheder ogfordenyevi rksomheder, hvis voksende betydning i industristrukuren anerkendes i stort omfang.
participation in that system: further decentralization and/or recentralization rfo-ordinatirja among the various levels of institutionals autonomy and/or the competitive multiplication of structures and initiatives?
Der er hOstet betydni ngsfu Ld erfaring vedrOrende aftaIer og initiativer med hensyn tiL deLtageLse pä LokaLt pl"an i uddanneIsen i de smä vi rksomheder,detsamme kansigesom nogIe forslg vedrOrende man agere Ltervirksomheds Lederuddannetsei nden for rrenterprise creationI omrtdet.
This report points out some trends in innovation and experimentation carried out that have an important bearing on this question: that is the tendency towards
Det er dog stadig et äbent spOrgsmä1, hvordanogihvitketomfang man arbejdsgivere, de nye og po- de enkeIte arbejdstagere, de kan inddrage de enkgtte tentieL Le arbejdsgivere, arbejdstrse og de unge, der srger beskaftigeLse frrste gang.
"bargained deregulation" aimed at creating new areas for bargaining, that is the substitution of legislative and contractual obligations by specific bargaining procedure geared towards decentralization and plant-level agreements.
Vi L man kunne mobi Lisere ti Lstrekketig ti LskyndeLse (der gär udover det af normerne fastsatte), säLedes at deLtageLsen i uddannetsessystemet kan institutionaLiseres og g0res effek- tiv? Det er kendt, ät dette system i
The agreements concerning CFL which accept the "silence is consent" principle move along these lines and attribute to participation in jointly- managed local technical- consulting organizations an essentially arbitration function
I er "institutionatiseredeI uddannetse og den "impLici- tert uddanneLse eLl-er ttundergrunds-uddanneLsentt, der ogdetusi kre Desuden har gärigennem denproduktivedecentreringarbejdeidesmä underteverandOrfi rmaer.
This tendency seems to us to represent the intersection between parallel processes of thö evolution of the training system and industrial relations: the relaunching of bargaining, the "legification" and simplification of administrative constraints, decentralization and attention to local systems, the bilateral dimension (in agreements and in institutions) and direct relations between the S.P. without public intermediation, the emergence of new subjects such as the cadres' organizations, youth movements etc·.
HaLvfemsernes store udfordringer, ?t te disse skjuLte processer frem og geninstitutionaLisere dem for at give arbejdsmarkedsparternes roLIe en stlrre gennemsIags- kraft og reprEsentat i vi tetogdesudengi veuddanne Lsenstorreeffektivitet.som det er beskrevet i den historiske anatyse har arbejdsmarkedsparternes strategi spittet en afgorende roLLe for en det af uddannetsesprocesserne og arbejdsmarkedsreLationernes undergrunds-
It is well known that the training system in Italy is characterized by a fundamental dualism: that between "explicit" and "institutional" training and implicit or -"submerged"training which is based upon decentralization of production, precarious employment in small subcontracting firms, the learning implicit in the creation (or rather the creative destruction) of firms.
La- burde det vare mutigt at dimension; som faLge der af se denne opgave.
The great challenge of the nineties is to make these
Den BrundLaggende oB,efterfOlgende udvikline og historiske grundlaS.
Head of the Division for Educational Innovations and Research of the Ministry for National Education and Youth Affairs
< len nere oB nere konpl icerede karakter af landeLs adnini st.rat,ive og handelsmessige sLrukturer f or en stor del son organisation og sLabiliserin8l af dets fglgeafdeusse Ivstandighed;
This report is divided into four sections: A. Development and historical foundations of initial and continuing vocational training, B. Present basis and organization of initial and continuing training, C. Assessment of current organization D. Thematic trends and proposals concerning the role of the social partners in the dialogue on initial and continuing vocational training E. Analysis of some economic sectors which reflect future development.
Holland og Belgiens davarende oB sLrategiske beliggenhed.
A) In section A, I shall try to illustrate how multiskilled vocational training emerged in the Grand Duchy of Luxembourg in the late 19th and early 20th centuries.
Vi oplever da den frrste (i denne derokratisering af sekundertrinnet undervisningen pä so! postprinar), forbindelse opfattet en der er denokratisering, ned det pres, resultatet af folgende sidelgbende der forhold poliüiske udoves af forskellise og
These statutes slowly began to emerge from the many vocational training initiatives of the communes and religious communities in lower secondary schools (école primaire supérieure), evening and Sunday schools and in the higher vocational public schools not forgetting the employerbacked, denominational, philanthropic and associative schools.
,konoriske krafter, son er ved aL antage endelig forn:
It ranged from craft, agricultural, industrial, commercial to home
- ot indenfor adninistration og handel vokser behovet for kvalificeret personale starkt, og der oprettes industrl- handelsskoler under gyrnasierne sait en nellenskole (sekundartrin) ued erhvervsafdelinger for piger.
The factors listed below, in addition to the pressure exerted by various political and economic forces who were in the process of becoming more organized, led to the initial democratization of secondary education (understood here as postprimary education): primary education could not meet this demand for obvious reasons; lower seondary education, whilst giving pupils multiskilled general training enabling them to obtain jobs in public and private authorities, could not meet the demand for a more diversified and specialized skilled work force;
nodvendiBe sociale instiLutioner (koltektive overenskonsLer, sygekasser etc. ), sIiftelse af politiske parLier og fagforeninger i lighed ned nange andreeuropaiskelande.I1924 opreLtedes de säkaldte charbres professionnelles (landbru8skanre, händvarkerkaure, handelskalre, funktioner- og arbejdskanre), son
It has played the part of a real economic parliament in Luxembourg supplementing and reinforcing the democratization of economic and political life, whilst at the same time strengthening the role of the political parliament, i.e. the Chamber of Deputies in particular with the introduction of universal suffrage in 1919.
- af narkerer en afgorende fase i. den erhvervsuddannelser, son rundede 1929, der opridser de store trck feLLes styring af Luxembourgs ud i erhvervsuddannel.sesloven i en erhvervsuddannelse, hvls hovedelenenLer gär lgen i den store reforn i 1979.
This process of democratization was not spared violent conflicts on occasion, conflicts borne witness to here by the historical references.
Kanrene suppleredes i 1963 red et ansatte ogsä sent son i l9S7 ved effektiv af erhvervsuddannelserne karner for offentfigt oprettelse af et landbru8skanner.
It gradually led to the emergence of the Luxembourg social model, a model which was mainly characterized by an open political system guarantee ing the political alternance of power.
Systeret har faktisk virket sol Luxerbourgs ,konoriske parlarent, der supplerer og sLyrker derokratiseringen af landets erhvervsliv og politiske llv side ol side ned det politiskeparlarent,deputeretkalleret,hvortiIderil9l9 indftrtes alnindeligtvalg.Denne derokratiseringsproceskonfllkter-det,frer8är af
Political discus sions were based on a consensual modus involving constant interaction between political and civilian circles, between socio-political and socio-cultural milieux and by mutual systematic interpénétration of the state and enterprises thereby avoiding state planning.
Denne pä konsensus byggende dynarik konsollderes yderligrere 1966 ved oprettelse af et Okonorlsk oB socialt udvalg ned delLagelse fra erhvervs- og sanfundsllvet,s vigtiaste parter oB i lg77, ridt i den Okonoriske krise, yed oprettelse af et tresidet koordinerin8sudvalg (staten, arbejdsgiverne og arbejdstagerne), der skal forvalte krlsen.
This consensual dynamism was consolidated even further by the creation in 1966 of an Economic and Social Council (Conseil Economique et Social - CES) which brought together the main partners in economic and social life and by the creation in 1977, a year of economic depression, of a Tripartite Coordination Committee (Comité de Coordination Tripartite) (state, employers, employees) entrusted with the general task of managing the crisis.
Unclct'srrgei seins;r Isni Lf]ska l.vise,grundleggiendeogefterfolgendeerhvervsuddannelse pä grundlag siA af de ved at,Lenhundredtall€Ls begyndelse oprettede nittenhundredt,allets differentieret sluLning oEl institutioner .
Β) Section Β of this report aims to illustrate how this initial and continuing vocational training developed and became more diversified following the creation of the institutions in the late 19th and early 20th centuries.
Erhvervsuddannelserne Et arbejdsdlrektoraL for erhvervsvei ledning
Vocational appren­ticeships were reorganized with the help of the profes­sional chambers.
Lov og ret nazistiske Tysklands luxenbourgske stat. bisLand af kalrene. travail ) skal stä oB fornidling og private fag- og industrl.
A National Labour Office (Office National du Travail) assumed responsibility for vocational guidance and the allocation of apprenticeship places.
skal f6res lerepladser. I 1953 indfertes ved lov offent,llSe skoler for lerlinge indenfor händvsrk, handel Loven besteüoer, af, tilsynet red disse skoler afetf orf lre
1953 saw the introduction of a law which officially created private and public vocational education centres for apprentices in crafts, commerce and industry.
Eedrepr8sent,anterarbejdsrin I s Lerlet,Iererstanden fleresidet,udva lgunderv i sn i ngslini steriet, teriet, fra fra fra händvark, handel og industri hvori skolerne er beliggende.
This committee was made up of a representa­tive of the Ministry of National Education, a representa­tive of the Ministry of Labour, one delegate from the teaching staff, four delegates from the crafts, commerce and industry, and two delegates from the communes hosting these centres.
Progralrerne for den de prakLiske iske del udforres af uddannelse og den fagteoret
A Professional Reorien­tation Committee was set up and attached to vocational
I er I ingeuddannelse fasLsatLes aI delL pägeldendc-: kammer i samräd med Der i nd fOres r€FFe:r-coLclrer I OnmodLagerne .
education institutions in order to guide pupils in their choice of an occupation and to assist those who had suffered setbacks.
Ved uddannelsens afsluLning elrbejdskammere [, son en " lErI i ngebog" .prove,ogderudstedes afholdes der
Apprenticeship training could be run either in an enterprise with parallel theoretical training or in a vocational school with subsequent practical training in the enterprise.
) fagligt duelighedsbevis Clp) .
The length of apprenticeship training was fixed by the competent professional chamber in agreement with the Chamber of Labour (representing salaried employees).
Flere Iandsudvalg oprettes.
An apprenticeship logbook was introduced.
, de I vldt byggeri, teknisk oprettede lekani.k, elektroteknlk og varktrjsfrenstlllins skole (Ecole techniquel til affrsning af Cours üechniqües sup€rleurs, for sä l9l6 angär uddannelsen af t,eknikere
At the end of the apprenticeship the trainees sat a recognized final examination (certificate of vocational aptitude, certificat d'aptitude professionnelle - CAP).
faglart nedfert en voldsol Denne eftersprrgsel erhvervsuddannelserne og af folkeskolen undervisninBr efter dekkes hojere eftersp6rgsel kan hverken eIler af den nogen egentlig sor vist ikke er
The extremely rapid technological evolution and the growing technical nature of trades led the government to introduce in 1958 additional, more "technically-slanted" vocational education: Institut d'Enseignement Technique (Institute of Technical Education) taking in the former Ecole des Arts et Métiers (School of Arts and Trades).
regerin8en i (Enseignerent uddannelse, ren sol alligevel forbereder nange arbejde indenfor den offentlige og private I sanräd ned arbejdsrarkedets parter indf6rte 1965 en ny type erhvervsuddannelse pä relleltrinnet loyen) for elever, der forbereder sig t,iI
It was to provide training for craftsmen (CAP) in craft occupations (joinery, cabinet-making, wrought ironwork, ceramics) and technical occupations (construction, mechanical engineering, electricity and industrial toolmaking).
. oB private sektors lavere oB hojere afdeling (6cole prlrairc stillinger nellelste den offentlige Folkeskolens pä trin.
There was also a technical school (reorgani zation of higher technical courses introduced in 1916) to
afvikles noyen", superieure) d'enseignenenL i t.akt hvoraf ned nogle da beLegnes (Ettelbrück fagskoler og professionnel" opreLtelsen af "colläges er konblneret ned besLäende d'enseignenent noyen et tliltz\Clervaux\Troisvierges
train technicians and engineer-technicians in civil engineering, mechanical engineering and electrotechnology.