natgillin/translations-raw huggingface dataset:
Især metaplanmetoden, feedback, morgen- og afskedsrunder er integreret i deltagernes daglige arbejde.
The principle of management by objec­tives and frameworks signifies that flex­ible adaptation of and innovation in train­ing courses in relation to specialised and local needs are combined locally with optimisation of the commitment of re­sources at the individual school.
Ved videreuddannelsens afslutning havde de fleste allerede selv anvendt flere af metoderne.
To sum up, the Danish youth education and training system can be characterised as still showing the marks of two main traditions: the Latin school, in the form of a modern three­year optional upper secondary school (gymnasium), and ap­prenticeship in the form of a vocational training system based on the principle of the dual system.
Også af de oplevede arbejds- eller socialformer over førtes som regel flere til ens eget arbejdsfelt: for det meste gruppearbejde og partnerarbejde.
There is also a plethora of "free schools" which also offer voca­tionally oriented instruction.
Dette er et glædeligt resultat - i betragtning af, at det i erhvervs uddannelsen ofte sker, at underviser-
There is a tradition in Denmark of great diversity in the system of education and training, based on a Grundtvigian free­school tra­dition, which means that the users are assured of free choices and that thè mar­ket mechanism regulates the allocation of public resources, depending on how the students "vote with their feet".
Samarbejde: Problemer og påvirkningsmuligheder
4) For a detailed presentation of the complete vocational and labour­mar­ket training systems in Denmark, see: Nielsen, Søren P., Erhvervsuddan­nelsessystemet i Danmark (The voca­tional education and training system in Denmark). CEDEFOP monograph, 1995, and Nielsen, Soren P., Erhvervs­rettet efteruddannelse i Danmark (Vocationally oriented continuing training in Denmark), FORCE Art. 11.2 report, AC1U, 1995.
Uddannelse, erhvervserfaring, faglig selvforståelse, arbejdsområde vægtninger, der forbinder eller adskiller, f.eks. fælles målsætninger eller forskelligartede pædagogiske positioner
For historical reasons, training schemes for semi­skilled workers and the continu­ing training of skilled workers and tech­nicians come under the Ministry of La­bour (the labour­market training or AMU system).
Bunk, G.: Formidling af kompetence i den erhvervs mæssige uddannelse i Forbundsrepublikken Tysk land.
Another major structural element to en­sure innovation in training courses is the increasing role which the labour-market parties have acquired at all levels of the system.
I: Det europæiske tidsskrift "Erhvervsuddannelse", nr. 1/1994, s. 9-15.
The bodies setting objectives and frameworks at the central level are the labour-market parties, which have respon­sibility for technical innovation, the prac­tical parts of the training courses and also considerably increased influence on the school parts of the training courses.
Erhvervspædagogisk innovation i Danmark
It is possible to apply for subsidies for projects which serve to
Projektleder og forsker, Danmarks Erhvervspædagogiske Lærerudda n nelse (DEL), København komparationer mellem europæiske og nordiske lande.
"The systematic R & D effort is controlled centrally by two means in particular (...) "analysis and forecasting work and research and de­velopment work relating to education and training courses covered by the (Vo­cational Education and Training) Act" (and) the ex­perimental programme (...)"
Dette må uden tvivl ses i sammenhæng med, at erhvervsuddannelsesforskning i andre vesteuropæiske lande er konstitueret som et selvstændigt og væsentligt forskningsområde med egne universitetsinstitutter, professorater, doktorgrader og Ph.d.-studerende.
□ clarify the needs for changes in the structure and content of training courses through analysis and forecasting work etc.,
Denne artikel har ambition om at præsentere rammerne for samt metoder til pædagogisk innovation inden for erhvervs uddannelserne i Danmark.
It is accordingly characteristic of the area of AMU training that the control of the content and provision of AMU courses is entirely dealt with by the labour­market parties ­ which is quite uncommon in the European context.
Der sættes fokus på erhvervsuddannelsessystemets pædagogiske fornyelsesevne og især på den infrastruktur, der er bygget op for at slippe de pædagogiske kræfter fri.
This takes place in an expanded system of councils and com­mittees which all have joint representa­tion of the two parties: a top­level train­ing council, a large number of continu­ing training committees for the various sectors ­ and at the individual AMU cen­tres boards and local training committees.
Denne afgrænsning betyder, at der ikke vil blive gennemgået konkrete eksempler på innovative projekter inden for denne artikels rammer.
As in the VET system, very close contact with firms is thus built into the structure, allowing adaptation to the needs and re­quirements of the firms.
Sådan er det ikke i de nordiske lande, hvor de semi-akademiske erhvervslæreruddannelsesinstitutioner stort set har haft området for sig selv, og hvor afgrænsningen mellem forskning og forsøgs- og udviklingsarbejde ikke har spillet den store rolle.
□ planning, evaluation and reporting of experiments, including experiments pur­suant to the provisions on experimenta­tion in legislation.5
Men sondringen er bestemt ikke uproblematisk, og i det hele taget er der et udtalt behov for egentlig erhvervsuddannelsesforskning i alle nordiske lande.
"Local development projects as an element in a strategy for pedagogical renewal are decisively im­portant in the Nordic coun­tries ­ and not least in Den­mark. "
Argumentationsgangen i fremstillingen er følgende: først gives en bred introduktion til den særlige nordiske tradition for pædagogisk udviklingsarbejde, dernæst præsenteres nogle basale strukturer og funktioner i de danske erhvervsuddannelser, og endelig vurderes i kritisk belysning, hvorledes og i hvilken grad den danske model for pædagogisk innovation påvirker fornyelsen og udviklingen af uddan nelserne.
The ability of the Danish system to make effective provision for newly developed job functions in trade and industry and to convert the needs for change noted into practical instruction ­ in terms of content and teaching methods ­ has been greatly improved with the transition to management by objectives and frame­works.
Erhvervspædagogikkens udformning i Norden
The R & D programme had a budget of DKK 50 million in 1995.
Denne artikel har ambition om at præsentere rammerne for samt metoder til pædagogisk innovation in den for erhvervsuddannelserne i Danmark.
A very great com­mitment is made to the quality and use­fulness of the approved projects ­ the content has to be capable of being uti­lised, provide inspiration and move the vocational training courses in practical terms.
Der sæt tes fokus på erhvervsuddan nelsessystemets pædagogiske fornyelsesevne og især på den infrastruktur, der er bygget op for at slippe de pædagogiske kræfter fri.
The control and procedures for publication of the programme are sup­ported through guidance material and bibliographies from the ESA."
I slutningen af artiklen nævnes nogle af de kritiske bemærkninger i OECD-eksaminatorernes rapport fra 1994.
The pro­gramme is very large: around 200 projects are carried out annually.
Det skal imidlertid igen understreges, at især i den danske tradition er det et særkende, at den pædagogiske innovation i høj grad foregår gennem FoU-arbejde lo kalt i institutionerne i modsætning til an dre europæiske lande, hvor vægtningen af scientific approaches er klart tungere.112'
However, this is also systematically sup­ported by the large quantity of peda­gogical research and development work which for several years has con­tributed towards changing the pedagogi­cal approach from being managed in de­tail and dominated by skills training to making a commitment to the development of new forms of instruction which are geared towards teaching the participants problem­solving, work organisation, checking their own work etc.
Der er således tale om et meget bredt begreb.
De­cember 1994.
1) For en oversigt over det nordiske FoU-felt ¡nel. de centrale institutioner pä omradet, se: Nielsen, Søren P., Kortlægning af nordiske yrkespædagogiske FoU-miljøer, TemaNord 1994: 659, Nordisk Ministerråd. I denne kortlægning dominerer "udviklingslinjen". viklingslinjen".
Training Act (1991), which allows ex­periments involving deviations from the current VET Act, and which indicates the frameworks for experiments with educa­tional activities.
2) En tilsvarende kortlægning baseret på krav til institutionernes forskningsmæssige videnskabelighed er blevet foretaget af Kämäräinen, Pekka, Identification of Cooperation Potentials in Vocational Education and Training Research in the Nordic Countries, CEDEFOP, 1995.
2nd expanded edition. Vo­cational Schools Department 1995.
I den nordiske tradition spiller pædagogisk FoU-arbejde en meget væsentlig rolle for udviklingen af erhvervsuddannelserne.
The systematic R & D effort is controlled centrally by two means in particular.
Men hvad forstås ved "FoU"? FoU begrebet kan have to betydninger: 1) "forskning, forsøg og udvikling", og 2) "forsøg og udvikling".
It was ensured through the insertion of Sec­tion 67 into the Vocational Education and Training Act (1991) that a sum is set aside annually under the Finance Act to cover "analysis and forecasting work and research and development work relating to education and train­ing courses covered by the Act".
Denne distinktion mellem forskning og FoU - og i det hele taget mellem scientific research, applied research og FoU - er vigtig ikke mindst ved
The schools (and the trade committees) can seek funds centrally for pedagogical de­
* rende skole- og virksomhedsophold.
Ü development of the vocational train ing courses - structure and the individual training courses.
Arbejdsmarkedets parter spiller gennem det såkaldt faglige selvstyre en dominerende rolle i udviklingen af de faglige uddannelser.
"Two main models can be adopted when trying to understand how the process takes place - a mediation model and a learning model "
idet virksomhederne her påtager sig en uddannelsesopgave, styret af skolens kursusplan og underlagt en uddannelseslogik; således skal svenske virksomheder stille uddannede instruktører til rådighed på arbejdspladsen.
The two programmes make possible a conscious and systematic effort on pedagogical innovation through experimental and development work in a decentralised, schoolbased interaction with the central level.
"Begrebet erhvervspædagogik omfatter i en nordisk sammenhæng såvel bredere erhverv suddannelsesproblematikker som pædagogiske problemstillinger og læreruddannelser.
An interesting example of this is the theoretical and experimental work of the Nor wegian Ivar Bjørgen on responsibility learning, which has had a great impact in Denmark but has made less of a mark in Norway7 > 8 However, on the basis of the favourable experience of responsibility learning in vocational training courses in Denmark, a joint Nordic R & D project is now to be conducted under the Nordic Council of Ministers - with the particularly eager participation of Norwegian specialists in vocational teaching methods! ods!
Der er således tale om et meget bredt begreb."
Experimental and development work as a driving force behind pedagogical innovation?
"I den nordiske tradition spiller pædagogisk FoU-arbejde en meget væsentlig rolle for udviklingen af erhvervsuddannelserne. "
Two main models can be adopted when trying to understand how the process takes place - a mediation model and a learning model.
Skole-virksomhedssamspillet, læring i arbejdslivet og arbejdsmarkedets parters rolle i erhvervsuddannelserne er derfor i Danmark væsentlige opgaveområder for den erhvervspædagogiske innovationsindsats.
The mediation model assumes that there is a given message centrally, which is tested through controlled experiments and finished models, the results being implemented after the experimental period.
I Danmark er der kun én uddannelsesinstitution for erhvervsskolelærere, Danmarks Erhvervspædagogiske Lærer uddannelse (DEL).
An example of this is perhaps the principle of "Modellversuche" known from Germany, accompanied by "Begleitforschung".
DEL er ikke organiseret som en højere uddannelsesinstitution med egen forskningsret, men har i stedet oprettet egen forskningsafdeling, som bedriver kontraktforskning.
The problem here is that this form of experimentation does not provide particularly good opportunities for local adaptation, and that reform processes of this kind take a relatively long time.
DEL's mange erhvervspædagogiske FoU-aktiviteter støttes dog også af offentlige midler gennem den årlige finanslovsbevilling.
Op position is often also encountered from the participants.
Den arbejdspladsforlagte del af erhvervs uddannelsen er i Sverige betydeligt min dre end i andre lande, incl. de nordiske lande -15% af uddannelsestiden i forhold til mellem 60-75% i Danmark.
Local development projects as an element in a strategy for pedagogical renewal are of decisive importance in the Nordic countries - and not least in Denmark.
I den lærlingeuddannelse, der finder sted i mange lande, sker en stor del af uddannelsen på en enkelt arbejdsplads.
The idea that responsibility for content-related and pedagogical development to a very great extent must be based on giving schools and teachers as free a hand as possible and backing them up with state funds without rigid control has a long tradition in Denmark.
I sådanne duale systemer får eleverne/lærlingene hele deres erhvervsuddannelse på samme arbejdsplads, hvilket indebærer, at de del tager i produktionen, underlagt en produktionslogik, og de får et dybtgående kendskab til og færdigheder i at bemestre lige netop denne virksomheds aktuelle kompetencebehov og sociale miljø, men næppe nogen større indsigt i branchens fremtidige udvikling.
Regardless of the fact that vocational training courses in an institutionalised form are older than the Grundtvigian tradition, there is no doubt that vocational training courses to date have also been affected by "the living word" and the tradition of folk high schools; it should be noted that some technical schools over the years have been known as craftsmen's high schools.
"Det danske erhvervsuddannelsessystem (EUD) kan karakteriseres som et kulturelt brohoved mellem de europæiske duale lærlingesystemer og de nordiske landes skolebaserede modeller. "
"Denmark is characterised by having relatively high general unemployment for the population as a whole, but youth unemployment is not far above the general level"
Erhvervsuddannelses systemet i Danmark
Ministry of Education, ESA, 1994.
"Skole-virksomheds sam spillet, læring i arbejdslivet og arbejdsmarkedets par ters rolle i erhvervsuddan nelserne er (...) i Danmark væsentlige opgaveområder for den erhvervspædagogiske innovationsindsats."
There is a great deal to suggest that R & D as a strategy for change will acquire a strengthened role in the development of vocational training courses in Denmark.
Skoledelen i de danske vekseluddannelser søger at udligne dette.
There are both opportunities and some problems related to this model.
Selvom der er store strukturelle forskelle mellem de nordiske erhvervsuddannelsessystemer, er der også mange indholdsmæssige lighedspunkter.
It is necessary to differentiate between the actual development projects and the subsequent phase of mediation.
Docent i yrkesdidaktik Lennart Nilsson, Høgskolen i Akershus, Oslo, har argumenteret for, at der findes en genuin nordisk model for erhvervsfaglig undervisning, som er fælles for de 5 nordiske lande.
How can we ensure that the results of the projects are made known, so that others can learn from them?
Modellen indeholder 3 dele: a) en praktisk del: arbejdsteknik, b) en erhvervsteoretisk del: fagteori, og c) en almendannende del: almene emner.
The learning model is based on the fact that the primary aim of the development projects is to acquire experience with new solutions and forms of work.
De tre dele er ligeberettigede dele af den samlede erhvervsprofil, som er kvalificeringsmålet for undervisningen.
There obviously has to be agreement on the need for changes, but there is openness here towards different solutions within some overall frameworks.
Men van skelighederne består i at udvikle pædagogikken, så elementerne kan indlæres i en helhed.
The learning will of ten be concerned more with the procedure followed than the practical solution, and it will often be selective.
I Danmark er man ifølge Lennart Nilsson kommet længst med reelle forsøg på at gennemføre en helhedsorienteret erhvervsfaglig undervisning, som ud fra den lærendes synsvinkel rummer en nær indholdsmæssig integration mellem den praktiske del, den fagteoretiske del og den almendannende del i den nordiske model. del.
It will be possible for an effective spread to be en sured between establishment of contact networks between the experiments and other potentially interested groupings. Networks of this kind must provide scope for the exchange of experience between the local and central level, but what is most important is the direct contact be tween local groupings at the local level.
Der er to hovedtyper af erhvervsuddan nelser i Danmark, baseret på lovgivning fra hhv. Undervisningsministeriet og Arbejdsministeriet.
8) For a broad introduction to responsibility learning and new learning processes in vocational education and training courses in the nineties, in theory and practice, and based among others on the Norwegian AFEL project and the Australian PEEL project, see also: Læreprocesser i 90'erne -Ansvar for egen læring?
Undervisningsministeriet er ansvarligt for det ordinære erhvervs uddannelsessystem for unge (og fra 1992 også for voksne); dette system er organiseret som et dualt lærlingeuddannelsessystem.
(Learning processes in the nineties - Responsibility for your own learning?)
Erhvervsuddannelserne udbydes af 58 tekniske skoler og 5o handelsskoler, der også udbyder erhvervsgymnasiale uddannelser af 3 års varighed.
Conference report, SEL, June 1995.
I Danmark er EUD-systemet siden 1991 blevet kraftigt decentraliseret.
Disseminating experience from develop ment projects is a far more complex process than is immediately assumed.
De grund læggende erhvervsuddannelser er organiseret som vekseluddannelser med alterne-
It does not take place automatically and does not proceed in a straight line, but is rather indirect.
"Der er i Danmark en tra dition for en markant mangfoldighed i uddan nelsessystemet, baseret på en grundtvigsk friskole-tradition, der betyder, at brugerne sikres frie valg, og at markedsmekanismen regulerer allokeringen af offentlige ressourcer, afhængig af hvordan eleverne 'stemmer med fødderne'."
□ proximity to practice and the interac­tion of school and firm increase the moti­vation of young people to learn the theo­retical and general subjects in VET courses as well; courses that we are confronted to a greater extent with problems to which no­one re­ally has clear answers.
Med erhvervsuddannelsesreformen af 1991 blev innovationspotentialet for strukturel, indholdsmæssig og pædagogisk udvikling dynamiseret.
The dissemination of ready­made standard solutions may prove unfortunate with regard to prob­lems of this type, because it takes time and the solutions easily become outdated.
Dette bæres af især tre elementer i EUD-reformen: decentraliseringen og den øgede markedsstyring, partsstyringen og opprioriteringen af den pædagogiske FoU-indsats i samspillet mellem de decentrale enheder (erhvervsskolerne) og det centrale niveau.
A strategy based on a learning model will probably be most effective to ensure con­tinuous renewal and the development of new, locally adapted solutions to prob­lems to which no­one really knows the answer today.
"Med erhvervsuddannelsesreformen af 1991 blev innovationspotentialet for strukturel, indholdsmæssig og pædagogisk udvikling dynamiseret. "
The Danish model for pedagogical inno­vation in VET, described in structural terms above, is well on the way towards being dedicated to a learning model of this kind for pedagogical development ­or to be accurate is perhaps closer to find­ing its way back to its roots in the histori­cal tradition.
Mål- og rammestyringsprincippet lægger op til, at man lokalt for ener en fleksibel tilpasning og fornyelse af uddannelserne i forhold til faglige og lokale behov med en optimering af ressourceindsatsen på den enkelte skole.
Q learning partly at school and partly in a firm means that young people learn about the new world of work directly; they gain access to the operation of new machines and new technology and ac­quire practical knowledge of new produc­tion concepts.
(...) "i 1991 indførtes målog rammestyring på såvel det uddannelsesmæssige som det økonomiskadministrative område," (...)
The vocational education and training system and the labour market
Sammenfattende kan man karakterisere det danske ungdomsuddannelsessystem som fortsat præget af to hovedtraditioner: Latinskolen i form af et moderne 3-årigt tilvalgsgymnasium og mesterlæren i form af et erhvervsuddannelsessystem baseret på et vekseluddannelsesprincip (dualt system).
The OECD analysed and evaluated youth education and training in Denmark in 1994, and the examiners' report, "Review of Youth Education Policy in Denmark", dated 28 Feb.
Den centrale regelstyring er begrænset til mål og øvrige rammer for indhold på af gørende, generelle områder.
"Danish Youth Education is well organ­ised and well provided for.
Formålet har blandt andet været at opnå en frisættelse af kreativiteten og dynamikken på det lokale niveau med henblik på at sikre en hurtigere fornyelse af uddannelserne, bedre muligheder for tilpasning til elev erne samt høj produktivitet.
It leads very many young people to marketable quali­fications and fulfilling education.
Fornyelsen og den pædagogiske innovation er således en integreret del af målsætningen i uddannelsessystemet, hvorfor det er af gørende, at spillerummet for kreativitet og dynamik lokalt ikke begrænses gennem nye centrale krav til skolerne.
It is well differentiated to cater for many and var­ied needs, it seeks comprehensive provi­sion and coverage, and it offers wide rang­ing opportunities to many people."
"Formålet har blandt andet været at opnå enfrisættelse af kreativiteten og dynamikken på det lokale niveau med henblik på at sikre en hurtigere fornyelse af ud dannelserne, bedre mulig heder for tilpasning til elev erne samt høj produktivitet. "
An assessment of the quality of the Dan­ish VET system on the effect side will ob­viously differ depending on the purpose, but youth unemployment in particular can be taken as the best indicator of the qual­ity of the education and training system looked at generally.
Af historiske årsager er specialarbejderuddannelser samt efteruddannelsen af fag lærte arbejdere og teknikere underlagt Arbejdsministeriet (AMU-systemet).
Denmark is charac­terised by having relatively high general unemployment for the population as a whole, but youth unemployment is not far above the general level.
Et stort antal korte, specialiserede og modulært opbyggede kurser udbydes af de 24 AMU-centre, hvis aktiviteter styres af Arbedsmarkeds-styrelsen (AMS).
In most other EU countries, youth unemployment is substan­tially higher than general unemployment.
Et andet væsentligt strukturelt element til sikring af fornyelse af uddannelserne er den øgede rolle, som arbejdsmarkedets parter har fået på alle niveauer i systemet.
While the OECD examination in general commends Danish vocational education and training highly, there are some reser­vations regarding the overall principles of control in the system.
De mål- og rammesættende organer på centralt niveau er arbejdsmarkedets parter, der har ansvaret for den faglige fornyelse, for uddannelsernes praktikdele og en væsentligt øget indflydelse også på uddannelsernes skoledele.
The Ministry of Education is divided into two many de­partments, and there is no single author­ity which has full control over any part of the youth education system.