natgillin/translations-raw huggingface dataset:
I dette nummer præsenterede CEDEFOP det arbejde, der var udført om emnet, og der bragtes endvidere en række artikler, der skulle være et forsøg på at analysere væsentlige punkter i forbindelse med uddannelse af uddannere i bredere perspektiv.
In that issue, Cedefop presented the work which has been carried out on this theme, and also a number of articles which attempted to analyse key issues with relation to the training of trainers in a broad perspective.
Det af CEDEFOP i tiden fra 1981 til 1983 udførte arbejde* resulterede i offentliggørelse af en række nationale undersøgelser, der drejede sig om uddannelse af erhvervsuddannelsernes uddannere i medlemsstaterne, samt af en sammenfattende rapport**. Herudover blev der lavet
The work* done by Cedefop during the period 1981 —83 had resulted in publication of a series of national studies dealing with the situation of vocational training personnel in each of the Member States, and a Community-level synthesis report.** In addition three national
I den redaktionelle artikel i det pågældende nummer af Erhvervsuddannelse understregede vi vanskelighederne med at definere begrebet uddanner, de mange uindfriede hensigtserklæringer med hensyn til disse og endelig de mange komplicerede forhold, der er forbundet med at gøre noget ved sagen.
In many ways in the Member States of the Community, one gets the impression that none of these requirements are fulfilled with relation to the development of vocational training, and that in particular, information about, and plans for using, one of the scarcest resources, i.e. skilled trainers, are particularly deficient.
I stedet for at prøve på at sige det samme en gang til, men med andre ord, for i alt væsentligt at komme frem til samme resultat, har vi fundet det fornuftigere at gengive størstedelen af den pågældende artikel:
Yet, it is not easy to find a coherent strategy, at any level, which sets about changing this recognition of a problem into a programme for action, that takes into account the often apparently conflicting interests posed by the needs of the trainees, the professional and career development of the trainers, and the limitations of public resources.
* Under ledelse af Bernard Pasquier.
* Training of teachers and trainers for alternance programmes in the United Kingdom, Berlin 1983.
undervisere i
* This work was managed in Cedefop by Μ.
** Erhvervsuddannelsernes 1983.
Bernard Pasquier. ** Vocational training staff in Denmark, 1983.
Undervisere og lærere Tyskland, 1983.
Trainers and teachers in vocational training in the Federal Republic of Germany, 1983.
Undervisningspersonalel i den grundlæggende erh vervsuddannelse i Frankrig - arbejdsvilkår, kvalifikationer og uddannelsesretninger, 1983.
Teaching personnel in initial vocational training in France - Conditions of service, qualifications, training tracks, 1983.
Erhvervsuddannelsesunderviseren for unge i Irland, 1983.
The vocational trainer of young people in Ireland, 1983.
Uddannelse af undervisere til vekseluddannelser ¡Frankrig, februar 1983.
Teaching staff in Dutch vocational education, 1983.
Undervisningspersonalel i hollandsk erhvervsundervisning, 1983.
The vocational trainer of young people in the United Kingdom, 1983.
Erhvervsuddannelsesunderviseren f or unge i Storbritannien, 1983.
Vocational training personnel in Belgium (situation, training and prospects), 1983.
Erhvervsuddannelsespersonalet dannelse og udsigter), 1983.
Vocational training personnel in Italy (the present situation and future prospectives), 1983.
(nuværende omgås fornuftigt med de forhåndenværende ressourcer.
Professional situation and training of trainers in the Member States of the European Communities — Synthesis report, Berlin 1984.
Uddannelse af undervisere til vekseluddannelsesprogrammer i Nederlandene, Berlin 1983.
Training of trainers for alternance training in France, February 1983.
gration, netop støder på vanskeligheder med at finde tilstrækkeligt kvalificerede og motiverede folk.
trainers have different employers, different career structures and are required to have different types of qualifications.
Det under streger nødvendigheden af langt større mobilitet inden for lærer- og uddannelsesfaget som helhed.
(creative?) condemned anarchy?' relatively rigid and change slowly.
Grænserne for denne mobilitet udgøres ikke blot af kvalifikationer og uddannelse, men også af det før nævnte spørgsmål om status og anseelse.
This means that the systems in which educators and trainers are operating are themselves faced with the need to change, but without those responsible knowing in what direction, or how, to change.
Et andet problem er fleksibiliteten og de mange steder og institutioner, der danner rammen om uddannelsen, uanset hvor snævert den defineres.
project on the training of trainers, discussing these issues results in the danger of talking about everything and nothing.
Følglig har underviserne forskellige arbejdsgivere, forskellige karrierestrukturer, og de er også nødsaget til at have forskellige typer kvalifikationer.
Information about a detailed training of trainers programme is of limited value, unless the reader knows and understands the institutional setting, the status, career expectations and patterns, and the specific tasks of the trainers concerned.
For det første er der det forhold, at mens den økonomiske og samfundsmæssige situation på den ene side skifter ret hurtigt, så er undervisnings- og uddannelsessystemerne - og da ikke mindst førstnævnte — ret træge og udvikler sig kun langsomt.
This must, to a large extent, remain an open question, but there remains the overriding factor that the interests of all parties concerned, i.e. the trainees, industry (as the users of skilled manpower), the trainers themselves and the public authorities, require that maximum use is made of available resources, and there is a widespread agreement that good trainers are the most precious of these limited resources.
Efter denne gennemgang af problemer og vanskeligheder må vi spørge, om vi dermed er dømt til en form for (kreativ?) lovløshed? hed?
And in 1985, are we any further?
Alt dette er ensbetydende med, at vi, når vi begynder at beskæftige os med uddannelsen af underviserne, til sidst kommer til at beskæftige os med hele uddannelsessystemet.
Secondly, there are enormous difficulties with definitions and deciding who is a trainer, and what, if any, are the distinctions between 'teachers' and 'trainers'.
De læsere af den foreliggende udgave, der søger detaljerede oplysninger om uddannelsesprogrammer for undervisere, bør sandsynligvis indstille læsningen, da vi under udarbejdelsen deraf og under arbejdet med CEDEFOPs projekt om uddannelse af undervisere har konstateret, at drøftelse af disse emner indebærer fare for at tale om alt eller intet.
This produces enough problems in one country or language; on a multinational or multilingual basis, it is worse; for example, in English, in schools people 'teach', in industry they 'train', but people also 'train' dogs, while in French 'on forme' pupils, students, trainees, but not dogs! . . .
Oplysninger om et detaljeret uddannelsesprogram for undervisere er af begrænset værdi, medmindre læseren kender og forstår de institutionelle forhold, status, karriereforventningerne og -mønstrene samt de pågældende underviseres særlige opgaver.
This is not a semantic question. There follow questions of professional status, of whether or not similar objectives are being pursued and whether or not the approach to particular target groups is similar.
Der foreligger en tilsyneladende modstrid i situationen i mange medlemsstater, fordi det menes, at der som følge af befolkningsudviklingen findes for mange lærere, navnlig på primærtrinnet og første del af sekundærtrinnet, mens det på den anden side står klart, at mange af de nye program mer, der er blevet iværksat for at fremme de unges erhvervs- og samfundsmæssige inte
There is an apparent contradiction too in the situation in many Member States, in that due to the demographic trends, it is suggested that there is a surplus of teachers, particularly at the primary and lower secondary levels, while on the other hand, it is clear that many of the new programmes which have been launched to assist the social and vocational integration of young people have major difficulties in finding suitably qualified and motivated personnel.
Det må i vidt omfang forblive et ubesvaret spørgsmål, men tilbage står den altoverskyggende faktor, at alle berørte parters interesser, nemlig eleverne, erhvervslivet som bruger al kvalificeret arbejdskraft, underviserne selv og de of fentlige instanser kræver, at der gøres bedst mulig brug af de forhåndenværende, midler og der er udbredt enighed om, at gode undervisere udgør en meget værdifuld del af de begrænsede ressourcer, der er til rådig-
The reader of this Bulletin, who is seeking detailed information about some programmes of training of trainers, should probably not read any further, as we have found in preparing this Bulletin, as in the Cedefop
Dernæst er der enorme vanskeligheder med at definere »underviseren« samt den eventuelle forskel mellem lærere og instruktører. Det volder allerede nok problemer i ét enkelt land og på ét sprog.
Another problem is that of flexibility and the very different locations and structures in which training, no matter how narrowly one defines it, tends to take place. Accordingly,
Når der er tale om mange lande eller mange sprog, bliver det endnu værre.
On the other hand during the past 18 months, there have been some hopeful signs.
Hvis vi ser på engelsk, så er det verbet »teach«, der betegner skolelærerens arbejde, mens »train« bruges om virksomhedsinstruktørens arbejde — men »train« kan også bruges om dressering af en hund!
The reform of the European Social Fund has specifically recognized the importance of the training of trainers and has provided financial support for certain types of programmes in this connection.
På fransk derimod kan verbet »former« bruges om både skoleelever, studerende og lærlinge, men ikke om hunde ... !
There does seem to be more pressure in Member States for action to update trainers.
hed. Det vil kræve muligheder for mobilitet, omskoling og beskæftigelse på andre områder etc.
The difficulties remain, however, in defining and developing new qualifications, and also in training trainers who can help in this process of definition and then impart the necessary skills.
Praktisk arbejdserfaring erfaring
teaching ability on-the-job experience
Svaret må blive, at CEDEFOP stort set som andre internationale institutioner efter at have defineret problemet kom til at stå i den situation, at man ikke var helt klar over, hvordan man skulle gribe sagen an.
having defined the problem, arrived at a situation of not quite knowing what to do about it.
På tidspunktet for denne artikels offentliggørelse vil CEDEFOP imidlertid have afholdt et summemøde på grundlag af foreliggende materiale om emnet, og det er vort håb, at vi vil være i stand til at bistå Kommissionen for De europæiske Fællesskaber med at fastsætte konkrete områder for den fremtidige indsats.
By the time this article will be published, however, Cedefop will have organized a brainstorming session, based on the existing materials available to it, and hopes to have been able to help the European Commission by defining specific areas for future action.
At der fremdeles er masser af nyskabende ideer, fremgår af et arbejdsdokument, som CEDEFOP modtog til summemødet. Det fremgår heraf, at er hvervslivets uddannelsesledere måske burde have en helt ny status, der fuldstændig holder dem uden for virksomhedernes normale ledelsesstruktur og fritager uddannelseslederne fra det finansielle pres, der almindeligvis knytter sig til markedskræfternes spil. Vi kommer til at vente og se!
That there are still many innovatory ideas is illustrated by a working paper Cedefop has received for this meeting which suggests that perhaps the training manager in industry should be given an entirely new status, which takes him outside the line-management structure of a company, and outside the normal financial pressures related to everyday market forces.
På en måde må vi indrømme, at lovløsheden fortsætter, men på den anden side har der i det sidste halvandet års tid vist sig forskel lige tegn, der trods alt vækker håb.
Here the answer must be that Cedefop has rather like other international organizations social awareness
En del af den større helhed indbyrdes forbindelse mellem disse og samarbejder med dem for at udgøre et effektivt redskab for de potentielle brugere - i særdeleshed i betragtning af, at CEDEFOP ligger langt væk fra andre fælles skabsinstitutioner og internationale organer såvel som fra et sådant systems potentielle brugere.
One of a series of instruments information, was how to draw on the existing sources of information and documentation in the Member States, so as to create a mechanism which both links these together, and works with them to provide an effective service to potential users, particularly given the fact Cedefop was located at a distance from other Community and international organizations, and from most of the potential users of such a system. This in turn raised the question: Who are the users or potential users of a documentary information system?
Det medførte så igen spørgsmålet om, hvem der er brugere -eller potentielle brugere af et informationssystem om foreliggende dokumentationsmateriale. materiale.
network, and of acting as a focal point at national level in providing information made available by Cedefop and the other members of the network.
Udover sine øvrige informationsmuligheder (offentliggørelse af næsten alle undersøgel sesrapporter, CEDEFOP News, Bulletinen Erhvervsuddannelse og CEDEFOP Flash) har CEDEFOP anset det for påkrævet at opbygge et bibliotek og et dokumentationssystem, der kan give ajourførte oplysninger om alt det, der foregår inden for erhvervsuddannelserne i medlemsstaterne og på fællesskabsplan.
In addition its other information instruments (publication of the majority of Cedefop's studies, Cedefop news, the review Vocational training and Cedefop flash), Cedefop has found it necessary to develop a library and documentation system, which is able to provide up-to-date information in relation to what is happening in the field of vocational training in the Member States and at Community level.
Artiklen giver en kortfattet oversigt over systemets udvikling og brugen af det.
This article deals (very briefly) with the development of that system, and tries to describe how it can be used.
Der blev hurtigt truffet en principiel beslutning om, at CEDEFOP hverken skulle opbygge et kæmpebibliotek eller et større dokumentations- og informationscentrum i Berlin, men at man i stedet for burde bestræbe sig på at holde organisationen nede på et minimum og koncentrere sig om at oprette et effektivt samarbejdsnet.
A basic decision was made early on, i .e. that Cedefop would not develop an enormous library and documentation and information centre in Berlin, but would try to keep the central unit to a minimum size, and rely on the effectiveness of a cooperative network.
Nettet
The network
I betragtning af CEDEFOPs opgaver som informationscentrum i henhold til forordningen om oprettelse var det derfor nødvendigt at finde ud af, hvordan man kunne udnytte eksisterende informations- og dokumentationskilder i medlemsstaterne for at skabe en mekanisme, der både skaber
One of the advantages of being a relatively small and young organization is that one can sooner, rather than later, face the fact that many other organizations and institutions at international level, but also in the Member States of the Community, have already a great accumulation of experience and information.
Ved samarbejdsnet skal forstås et partnerskab mellem CEDEFOP og en række institutioner i medlemsstaterne. Sidstnævnte institutioner skal dels forsyne CEDEFOP
The question, therefore, given the responsibility of Cedefop, as described in its founding Regulation to act as a centre of
— og efter ønske derom også medlemsstaternes institutioner - med oplysninger, dels optræde som brændpunkt på nationalt plan ved at viderebringe oplysninger fra CEDEFOP og fra nettets øvrige medlemmer.
The choice of partner in the Member States as a member of the network was clearly a crucial decision.
Hovedvægten er lagt på udbredelse af oplysninger om Fællesskabets arbejde på erhvervsuddannelsesområdet, forbindelsen med Eurydice (det fælles informationsnet for udveksling af information og dokumentation om udviklingen i medlemsstaternes undervisningspolitik), Den internationale Arbejdsorganisation i Genève og dennes internationale afdeling for videregående teknisk og faglig uddannelse i Torino.
It was not always an easy task, as apart from the INFFO centre in Paris, there is no organization within Europe, which has a specific responsibility at national level in the field of information on initial vocational training and continuing education and training, with a participation in its management structures of all the various public authorities and ministries involved, as well as the social partners.
Valget af nettets deltagere inden for Fællesskabet var givetvis en betydningsfuld afgørelse.
The choice was made in many cases with the active participation of the responsible public authority in the Member State concerned, and these authorities have,
Valget blev i mange tilfælde truffet med aktiv deltagelse fra de offentlige myndigheders side i de pågældende medlemsstater, og disse myndigheder har i flere tilfælde fortsat det direkte samarbejde med nettet, hvis med lemmer er opført sidst i denne artikel.
What we mean by a cooperative network is a partnership between Cedefop and a number of organizations in the Member States, each of which has the dual responsibility of providing input for Cedefop, and when requested for other members of the
Hvem kan bruge nettet?
Who can use the information network?
Katalogerne engelsk og fransk)*. I 1982 påbegyndtes revisionen af denne tesaurus af Jean Viet, der har udarbejdet en række flersprogede tesauri, især Eudised-tesaurussen om undervisningsudtryk (for Europarådet), som bruges i det tidligere i denne artikel omtalte Eurydice-net.
material in all the Community languages, and to enable effective searches of this material, it was essential to establish a common documentary language, i.e. a multilingual thesaurus.
Ved tesaurussens revision lagdes der vægt på at opnå størst mulig kompatibilitet med ILOs makrotesaurus om arbejdsmarkedsudtryk og med Eudised-tesaurussen samt at tage hensyn til gældende fællesskabspraksis, f.eks. Se-doc-systemet** for klassifikation af bes kæftigelser.
In 1979, a first Cedefop thesaurus on vocational training was published in three languages (English, French and German).* In 1982 work on reviewing this thesaurus was commenced, on behalf of Cedefop, by Mr Jean Viet who was the author of a number of multilingual thesauri and in particular the Eudised thesaurus of educational terms, which was developed by the Council of Europe and is now jointly managed by the European Commission and the Council of Europe and is used by the Eurydice educational network, which has been mentioned above.
Udarbejdelsen af denne tesaurus var en stor opgave for nettet i tiden fra 1982 til 1984, og slutresultatet er en firesproget (tysk, engelsk, fransk og italiensk) tesaurus, der offentliggjordes af CEDEFOP i 1985.
In revising the thesaurus, efforts were made to ensure that there would be a maximum degree of compatibility with the ILO macro-thesaurus of labour market terms and the Eudised thesaurus, and to take into account established Community usage, for example the Sedoc system** of classification of occupations.
På en måde er katalogerne kernen i det opbyggede system.
Ina sense the catalogues are the heart of the system established.
Hver måned leverer medlemmerne af nettet indeksoplysninger med bibliografiske data, ledeord fra CEDEFOPs tesaurus og et resumé af de vigtigste bøger, artikler eller dokumenter, der er offentliggjort i det pågældende land.
Each month the members provide indexations including basic bibliographical data, descriptors from Cedefop's thesaurus, and a summary or abstract, of the most important books, articles and documents, which have been published in their country.
Disse indeksoplysninger føjes til CEDEFOPs egne og indgår i fire kataloger, hvoraf de to mest benyttede er emne- og forfatterkatalogerne. Endvidere findes der kataloger opbygget efter institutioner og medlemsstater.
These indexations are added to those made in Cedefop and are inserted in four catalogues, of which the two most used provide access to the material through subject headings and authors (there are also catalogues by institution and country).
Valget af de publikationer, der optages i kataloget, foretages i første række af nettets nationale medlemmer under iagttagelse af nogle af CEDEFOP fastsatte generelle ret ningslinjer, som f.eks. at indeksoplysningerne skal omfatte hele emnet og alle trin af den grundlæggende og efterfølgende erhvervsundervisning og -uddannelse og i særdeleshed de emner, der er prioriteret i CEDEFOPs treårige retningslinjer for ar bejdet og i de årlige arbejdsprogrammer.
The choice of what publications should be indexed is made primarily by the national network members, taking into consideration some general guidelines laid down by Cedefop, for example the indexations should cover the whole field, and all levels, of initial vocational training and continuing education and training, and in particular should cover the priority themes of Cedefop's three-year guidelines for actions and annual work programmes.
Enhver, der beskæftiger sig med erhvervsuddannelse, kan benytte CEDEFOPs bibliotek, der omfatter omkring 9 000 bøger og 250 tidsskrifter om emnet.
Anybody involved in the field of vocational training may use Cedefop's library, which contains some 9 000 books and 250 reviews related to the field.
De kan også benytte kataloget, der indeholder hen visninger til langt flere publikationer, der alle er katalogiseret på fælles basis.
They can also consult the catalogue, which contains references to many more publications, all classified on a common basis.
Hvis en forespørgsel kræver efterforskningsarbejde ud over de oplysninger, der allerede foreligger hos CEDEFOP eller nettets medlem mer, vil forespørgselens emne (alt efter hvor nøje det er knyttet til prioriteringerne i CEDEFOPs arbejdsprogram) og forespørgerens status (højerestående tjenestemand i et ministerium eller repræsentant for arbejdsmarkedsparterne) sætte CEDEFOP i stand til at afgøre, om man skal bruge sine egne ressourcer eller oplysninger fra nettets medlemmer ved udarbejdelsen af et detaljeret svar.
If the enquiry made requires work, for example a search which goes beyond the information readily available to Cedefop or to members of the network, both the subject of the enquiry (to what extent is it related to the priorities of Cedefop's work programmes?), and the status of the author of the question (is it a senior official in a government department or the social partners?) will help Cedefop to decide whether it will involve its own resources and that of the network members in preparing a detailed answer.
I almindelighed er CEDEFOPs holdning den, at det alene er spørgsmål om kapacitet og ressourcer, der begrænser be svarelserne af de stillede forespørgsler.
In general Cedefop's attitude is that it is simply a question of capacity and resources, which restrict answers to questions posed; the objective is, therefore, an open network.
Hvordan bruges nettet?
How do I use the service?
Det er vigtigt at huske på, at kataloget på en måde erfiktivt, idet mange af de i kataloget opførte publikationer ikke reelt findes på CEDEFOPs bibliotek.
It is important to remember that, in a sense, the catalogue is 'fictitious', i.e. many of the publications which we identify in the catalogue, are not actually in Cedefop's library.