natgillin/translations-raw huggingface dataset:
Statens og arbejdsgivernes rolle er underbelyst ­ men det skyldes den generelle danske tradition for klassesamar­bejde om erhvervsuddannelserne med sta­ten som velvillig understøtter.
Insufficient light has been shed upon the role of the government and employers; but this is due to the general Danish tradition of class cooperation on vocational training, with the government as a sympathetic supporter.
Det tempo­rære i denne situation er søgt fremhævet.
The aim has been to emphasize the temporary element in this situation.
Det danske særpræg kunne sættes i relief ved at fremhæve det italienske eksempel, hvor antagonismen mellem arbejdsmarke­dets parter ­ og fagbevægelsens problem med overhovedet at blive anerkendt som forhandlingspartner ­ har indebåret, at der hverken findes effektiv lovgivning eller overenskomster om erhvervsuddannelser­ne.
The distinctive nature of the Danish situation was brought out by pointing to the example of Italy, where antagonism between the labour-market participants and the problem of the trade unions in gaining recognition at all as participants in negotiation, have meant that neither effective legislation nor agreements on vocational training exist.
Konklusion: forholdet mellem arbejdsmarkedets parter og staten udgør een kompleks forklaringsramme
Conclusion: the relationship between the labour-market participants and the State constitutes a single explanatory framework
Svaret på truslen herom kunne måske inde­bære væsentlige omstruktureringer, såvel i erhvervsuddannelsessystemet som i struktu­ren i dansk fagbevægelse.
Antagonistic or cooperative relations between labour and management.
Men hidtil har de faglærte forbund især plejet partikularistiske interesser.
A 'craft-union' structure is no worse than an industry-wide union structure
For det andet synes jeg, at det ser ud som om industriforbund udvikler en anden form for partikularisme; i denne definerer man end ikke en bestemt andel af de unge som vores ansvar; hovedfokus lægges på de allerede beskæftigedes interesser ­ som kan trues af mere omfattende uddannelsestiltag inden­for ungdomsgruppen!
Secondly, industry unions seem to me to be developing a different kind of sectionalism; in this, not even a particular proportion of the young people is defined as our responsibility, the main focus being upon the interests of those who are already employed — who may be threatened by more comprehensive training-measures
Under alle omstændigheder peger dette frem mod, at modsætnings­ eller samar­bejdsrelationer mellem arbejdsmarkedets parter og omfang og karakter af statens indgreb spiller en nok så væsentlig rolle som de teknisk­økonomiske udviklingstenden­ser for udformningen af ungdomsuddan­nelserne og for formerne for de erhvervede kvalifikationers anvendelse i produktionen.
This indicates, in any case, that antagonistic or cooperative relations between the labour-market participants, and the scope and nature of intervention by the State, play an equally important role, at least, as technological and economic trends in the shaping of youth training courses and the ways in which the acquired qualifications and skills are used in production.
At belyse hvad dette indebærer for spille­rummet for uddannelsespolitik vil være forskningsprojektets opgave.
It will be the task of the research project to elucidate the implications of this for the scope for training policy.
Tim McMullen svarede strukturen til en opdeling i »discipliner«, forstået som universiteternes definition af samme begreb.
Tim McMullen cal basis for further education in the applied sciences. For the pupils in the middle-range of ability, in some systems practical subjects such as wood and metal-working, together with technical drawing, were introduced which had at least an element of vocational preparation.
Erhvervsforberedende uddannelse har altid været omfattet af uddannelsen i almindelighed, i hvert fald for nogle af eleverne.
Vocational preparation has always been present in general education, at least for some pupils.
Men den økonomiske krise og ungdomsarbejdsløsheden har på dramatisk vis understreget nødvendigheden af at inddrage denne forberedelse som en del af, eller Indvirkende faktor på den almene uddannelse, som alle unge får.
But the recession and youth unemployment have dramatically emphasized the need to include it as part of, or an influence on, all young people's general education.
Resultatet var, at alt nyt materiale eller nye fag, som blev indført i skolerne, og som havde mere direkte forbindelse med er hvervsforberedelse, men ikke noget tilsvarende på universitetsniveau, var uden status, næsten uden ressourcer og hørte til de områder, hvor undervisningen blev over ladt til de mindst kvalificerede lærere.
This was further reinforced by both educational administrators and teachers having themselves followed an academic education in school, followed by an academic education in university. Teachers returned direct ly to schools, teaching without experience of any world outside educational administration and schools.
For begavede elever var de naturvidenskabelige og matematiske fag en logisk prioritet for at frembringe de videnskabskvinder og -mænd, som industrien havde brug for, og for at give de unge det videnskabelige og matematiske grundlag for at gå ind i de videregående uddannelser i de anvendte videnskaber.
Many countries introduced careers services, mainly for the more able students, which aimed at making available information on careers in the working world, and the education and training needed for them.
For de mellembegavede elever indførtes der i nogle skolesystemer diverse praktiske fag, såsom bearbejdning af træ og metal, samt teknisk tegning, hvilket i hvert fald havde et element af erhvervsforberedel se i sig.
Thus though vocational preparation was seen as a general objective, the curriculum remained overwhelmingly academic. Most teachers thought and taught only in terms of their specialist subjects, and students thought and learnt in terms of them.
Hvad dette indebærer, er beskrevet nedenfor: andre målsætninger, ændrede undervisningsplaner, nye indlæringsrammer og undervisningsmetoder.
The implications of doing so are de scribed: for changing objectives; changes in curriculum; changes in the context of learning; and changes in teaching methods.
Der anføres nogle eksempler på ændringer i udervisningen, dels for alle elever, dels for specielle målgrupper.
Examples of its insertion into curricula, some for all pupils and others for particular target groups, are given.
Dette blev yderligere forstærket ved, at både skoleadministrationens folk og lærer ne selv havde fået en boglig uddannelse i skolen, efterfulgt af en akademisk uddan nelse på uni versi tetsplan.
Finally, most students and their parents looked at general education as a process leading to a certificate which made it possible to continue with higher education or vocational training and a career.
Lærerne gik direkte over til skolerne og uderviste uden praktiske erfaringer fra en verden uden for uddannelsessystemet.
And because employers used leaving certificates as at least a sieving mechanism in selecting candidates for jobs, their value was enhanced in the eyes of young people leaving school directly for employment.
Derfor var forholdet det, at undervisningen forblev overvejende boglig, selv om er hvervsforberedelse blev betragtet som en ønskelig målsætning.
Any analysis of the curriculum of secondary schools in the post-war period would show clearly that the idea of 'vocational preparation' was present then.
De fleste lærere både tænkte og underviste udelukkende inden for rammerne af deres speciale, og eleverne tænkte og lærte i de samme baner.
The explosion of the secondary school systems in post-war Europe was to tap the 'pool of ability' and power economic expansion.
Endelig betragtede de fleste elever og deres forældre den almene skoleuddannelse som en proces, der førte frem til et eksamensbevis, som gav mulighed for at fortsætte i en videregående uddannelse eller erhvervsuddannelse, og som dannede baggrund for en karriere.
For able pupils the natural sciences and mathematics were given priority, to provide the scientists needed by industry and to give young people the scientific and mathemati-
Der er ting, vi skal være helt klar over fra begyndelsen.
The gradual raising of the school leaving age in many countries since 1945 always posed the problem what to do with those students who were not motivated by academic education.
Det er aldeles forkert at tro, at den erhvervsforberedende uddannelse først for nylig er blevet en del af den almene skoleuddannelse på sekundærtrinnet.
Though this problem existed throughout the period of full employment until the 1970s, it was generally contained except perhaps where high concentrations of such students existed in individual schools.
En hvilken som helst analyse af pensa for sekundærskoler (mellemskoler) i tiden efter anden verdenskrig viser, at tanken om en »erhvervsforberedelse« allerede eksisterede dengang.
A proportion of these students rejected school altogether; some were disruptive; most wanted, and found, casual (and often illegal) employment.
Den voldsomme udvidelse af sekundærskolesystemerne i efterkrigstidens Europa skulle bringe »kvalifikationsreserven« frem i lyset og levere drivkraft til den økonomiske ekspansion.
The major ity were apathetic; they sat it out in school because they knew they would soon leave, and work would be available for them. Many already started out-of-school jobs while at school.
TIM MCMULLEN Medlem af EF-Kommissionens arbejdsgruppe vedrørende handlingsprogrammet »Unges overgang fra skolen til voksentilværelsen og arbejdslivet«.
TiM MCMULLEN member of the European Commission's action programme team on the transition of young people from education to adult and working life.
Men hovedvægten i den almene skoleuddannelse lå trods alt på de boglige fag, idet den generelle målsætning først og fremmest realiseredes inden for dette felt. For så vidt
The result of this was that any new material or subjects introduced into schools which had more direct relevance to vocational preparation but no university equivalent, were without status, often starved of resources, and likely to be taught by the least-well-qualified teachers.
■ de unge skal blive bedre til at læse, skrive og regne tillige med andre færdighe­der i kommunikation, så de kan søge og holde fast ved et arbejde;
done in introducing technology as a new subject in Italy in the first cycle secondary school, and with the introduction of career education in Denmark.
■ de unge skal gøres fortrolige med tanken om en virksomhed i lille målestok, specielt inden for lokalområdet, samt hvilke kvali­fikationer der kræves for at være med i en sådan udvikling;
The main target group in most countries has on the one hand been the young socially disadvantaged (often migrants or immi­grants) who form the bulk of those who have rejected school.
■ de unge skal hjælpes til en positiv hold­ning til og færdigheder i at bruge ny tekno­logi.
Study of the new technologies has in many countries been introduced as an optional subject for the academically motivated at upper secondary level: for instance in the
Erhvervsforberedende uddannelse for alle — eller kun for nogle?
At the level both of policy and practice there is now much greater interest in the idea of vocational
Nyskabelser i stor stil og beregnet for alle
FR of Germany. But in France and the preparation.
Både på politisk og på det praktiske plan er der i dag meget større åbenhed overfor tanken om den elever, er forholdsvis sjældne.
United Kingdom mini­computers are being used in many subjects of the curriculum.
Men det er erhvervsforberende uddannelse. sket ved at indføre teknologi som nyt fag i
It is also interesting that the large­scale tech­nical and vocational education initiative in the United Kingdom which implies a more vocational slant and increased technical content, is aimed at all kinds of pupils.
Målsætninger første klasse på sekundærtrinnet i Italien og ved at indføre erhvervsorientering i Dan­mark.
world; to understand what it is like to work; and what in general is required in terms of personal and interpersonal competencies in adult working life.
Nogle af de målsætninger, som anføres nedenfor, er udtrykkeligt fastslået i løbende forsøg, og mange er underforstået:
■ to make young people aware of the possibilities of activities other than normal paid employment and of the competencies needed for them.
En del af disse elever afviste skolen helt og holdent, nogle var negative, de fleste ønskede, og fandt sig et løst (og mange gange ulovligt) arbejde.
The morale of the apathetic has markedly deteriorated. So has their toler­ance of the irrelevance of school as they see it.
Hovedparten var passiv, de holdt den gående i skolen, fordi de vidste, at de snart skulle forlade den, og at der fandtes arbejde til dem.
At the same time the carrot of academic certification is losing its appeal, particularly for those who are not interested in academic work.
Mange påtog sig allerede regulært erhvervsarbejde, mens de endnu gik i skole.
Thus many who before might have accepted an academic curriculum now reject it, and become apathetic also.
Den største målgruppe i de fleste lande har dels været de socialt dårligt stillede unge (ofte vandrende arbejdstagere eller indvan­drere), som udgør hovedparten af dem, der har en afvisende holdning til skolen, og dels de unge (en ca. 20­40%), som ikke rigtigt kan gøre sig gældende i de boglige fag.
■ to develop in young people the personal and interpersonal competencies needed for the three objectives stated above.
For denne store gruppe er der indført forskellige former for »Arbeitslehre« i Forbundsrepu­blikken Tyskland og Det forenede Kon­gerige.
It is possible to identify five different ways in which vocational preparation has been introduced into the school curriculum:
■ de unge skal gøres bekendt med arbejds­verdenens generelle og specielle aspekter, det skal gøres dem forståeligt, hvad det vil sige at arbejde, og hvad der almindeligvis kræves af personlige og sociale egenskaber i de voksnes arbejdsliv;
■ to make young people aware of the full range of social agencies available, particu­larly if they are unemployed, and to develop their capacity to use them.
■ de unge skal gøres bekendt med de muligheder, der er for aktiviteter ud over en normal betalt beskæftigelse, samt hvilke kvalifikationer der forudsættes i den for­bindelse;
■ by the inclusion of appropriate content and method into normal curriculum sub­jects, e.g. mathematics, mother tongue, social studies, natural sciences, geography.
170erne, da ungdomsarbejdsløsheden bred­te sig, ændrede situationen sig drastisk.
It has thus become necessary to find a curriculum that will motivate these young people.
De passives moral er tydeligt forringet. Det samme kan siges med hensyn til deres overbærenhed med skolens i deres øjne mangel på væsentlighed. Samtidig taber guleroden, som eksamensbeviset jo var, sin tillokkelse, især for dem, som ikke har interesse for kontorarbejde.
Recognition of this by teachers has been an important factor in the rapid introduction of curriculum innovations on these lines.
På denne bag­grund afviser mange, som måske før i tiden ville have accepteret den, en teoretisk undervisning og bliver ligeledes passive.
■ to give young people the self­confi­dence, initiative and flexibility to cope with an uncertain future.
■ de unge skal have mulighed for at udvikle de personlige og sociale egenskaber, som er nødvendige i forbindelse med de tre forudgående målsætninger;
■ to develop literacy and basic numeracy coordinator. This occurs in some German and adequate communication skills, for
Det er med andre ord nødvendigt at finde frem til en undervisningsform, der kan motivere disse unge.
Objectives seeking and holding employment.
■ de unge skal gøres bekendt med, hvad der findes af sociale institutioner, specielt hvis de bliver arbejdsløse, samt lære at benytte sig af dem;
■ to develop an awareness of small­scale enterprise particularly in the local region and the competencies needed to take part in such development.
Alt i alt kan det siges, at der både på politisk og på det praktiske plan i dag er meget større åbenhed over for tanken om den erhvervsforberedende uddannelse.
Some of the objectives listed below are explicity stated in current experiments; and many are implicit:
Der kan sondres mellem fem forskellige måder, som erhvervsforberedelse er indført i skoleundervisningen på:
■ by the introduction of a new subject directly aimed at vocational preparation, for example, technology in Italy, 'Arbeits­lehre' in some German states.
■ de unge skal støttes i at udvikle selvtillid, initiativ og fleksibilitet for at kunne klare en usikker fremtid;
■ to develop an appreciation of, and skill in the use of, new technologies.
■ ved at inkludere en hensigtsmæssigt indhold og metoder i de normale undervis­ningsfag, som f.eks. matematik, moders­mål, samfundslære, naturvidenskabelige fag, geografi, i nogle tilfælde forstærket ved et formaliseret samarbejde mellem lærerne fra de forskellige faggrupper med en koordinator.
■ by the development of a whole curricu­lum in which most subjects are slanted towards vocational preparation ­ for instance the TVEI* courses in the United Kingdom and the one year 'Prepara­tion­for­work' course in Ireland.
Denne fremgangsmåde fin­des i nogle tyske delstater og på et antal skoler i Det forenede Kongerige;
■ to make young people aware of the full range of paid employment available, partic­ularly in the local area; of the nature of that employment, of the personal and interper­sonal competences needed: and of the educational and vocational qualifications required.
■ ved at indføre et nyt fag med direkte sigte på erhvervsforberedelse, f.eks. tekno­logi i Italien, »Arbeitslehre« i nogle tyske delstater;
■ to make young people aware of the general and specific nature of the working
TVEI*­kurserne i Det forenede Kongerige og det 1­årige »Prepa­ration­for­work« kursus i Irland;
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■ ved hjælp af programmer som i det foregående eksempel, bortset fra, at kurset udvikles i samarbejde med et teknisk eller erhvervsuddannelsesinstitut.
■ as for the previous example, except the course is developed with a technical/voca­tional institute.
Dette er ret almindeligt i Det forenede Kongerige;
This is common in the United Kingdom.
¡skolerne er der som regel klasselokaler med borde i rækker overfor et enkelt bord, hvor der sidder en autoritetsperson.
In many cases this is the only learning accommodation in the building, and it bears no resemblance to any situation in normal adult working life.
■ ved ind imellem at tilbyde aktiviteter, som ikke er direkte knyttet til den normale undervisning, f.eks. erhvervspraktik eller arbejdssituationer i skolens regi.
For instance, self­confidence only comes from experience of individual success; ini­tiative through being faced with problems that require initiative to resolve them.
En ændring af metoderne er derfor mindst lige så vigtig som en ændring af indholdet, som i forvejen vil være mere eller mindre afhængigt af skolens miljø.
Changing methods is therefore at least as important as changing content, much of which will in any case depend on the environment of the school.
Ændrede indlæringsrammer er behov for helt andre sociale rammer og et miljø, hvor eleverne er mere selvstændige og har et forhold til lærerne, som mere ligner forholdet mellem en mindre erfaren og en mere erfaren voksen.
Successful initiatives have all used various forms of active learning in which young people learn from doing, from experience and reflection on it, from planning and taking responsibility for their own work.
I en sådan situation er der mulighed for individuelle kontakter.
They vary from setting up a mini­company to cleaning up an area in the community.
Initiativer, der har haft succes, har alle benyttet sig af forskellige former for aktiv indlæring, hvor de unge lærer ved selv at prøve, lærer af erfaringen og ved at reflek­tere over disse erfaringer, ved selv at plan­lægge og tage ansvaret for deres arbejde.
The emphasis on the development of per­sonal and inter­personal competences, vo­cational preparation and the understanding that some of these can only come through experience of adult relationships, has resulted in recognition of the need for a quite different social context: one in which students have more autonomy and have a relationship with teachers more like that of a less­experienced adult with a more­exper­ienced one. This is a situation in which individual contacts are possible.
D Nogle eksempler
D Some examples
Samtidig er den fysiske ramme i mange tilfælde blevet ændret.
■ The use of the environment and community surrounding the school as a resource for 'project' work
I de følgende afsnit skal der gives nogle eksempler herpå.
Some examples are given in the following sections.
■ Observation af og/eller erfaring med at arbejde
■ The observation and/or experience of work
Endvide­re er forholdet sådan, at én autoritetsperson er ansvarlig for en hel gruppe.
At the same time the physical context has often been changed.
Individuelle relationer er vanskelige at opnå, og eleverne ser kun sjældent deres lærere som normale voksne, som de kunne lære af at opføre sig som voksne.
Classrooms have become workrooms with scattered tables, practical workshops of various kinds have been added, and the environment outside the school has become an important work­ing and learning place.
Det spreder sig nu til andre lande. Man er blevet mere opmærksom på de muligheder, som forskellige former for arbejdserfaring giver for at opnå forskellige målsætninger.
Active learning methods often involve individuals or small groups undertaking 'projects'; most of these are 'research' involving finding out about and presenting facets of adult and working life in the community.
■ Udvikling af arbejdssituationer i skolens regi
■ The introduction of 'taster' courses
På grund af, at det giver mulighed for at skabe en lang række forskellige indlærings­
However, the objectives of vocational preparation em­phasize strongly the development of person­al and interpersonal competences, under­standing of the working world, and motiva­
Normale undervisningsfag er defineret ved en fortegnelse over emner, der skal læres. Men målsætningen for den erhvervsforbe­redende uddannelse fremhæver udviklingen af personlige og sociale egenskaber, en forståelse af arbejdsverdenen og motivation som vigtige områder. Disse mål vil ikke kunne nås, med mindre der bringes aktive indlæringsmetoder i anvendelse.
Some countries have organized work exper­ience in industry, commerce, and adminis­tration, for many years: it is provided in Denmark for all young people in compulso­ry education; in the Federal Republic of Germany and the United Kingdom, for less academic pupils only. It is now spreading to other countries.
For ek­sempel skabes selvtillid kun ved en erfaring af personlig succes, initiativ opstår ved, at man bliver stillet over for problemer, der kræver et initiativ for at løse dem.
Most vocational preparation schemes intro­duce young people to various practical skills which may later be developed through voca­tional training or which may in themselves be useful as alternatives to normal paid employment. In educational systems which
■ Indvirkningen på den almene uddannelse
■ The introduction of new technologies
Den generelle indvirkning kan sammenfat­tes som følger:
• changes in the physical context of learn­ing towards more flexible spaces; have not in the past offered practical sub­jects in the curriculum this may take the form of the introduction of woodwork and/or metalwork.
I uddannelsessystemer, som endnu ikke tilbyder praktiske fag i undervisnin­gen, kan dette f.eks. gøres i form af arbejde med træ og/eller metal.
Most countries aim at increasing the know­ledge and understanding of the use of the computer in schools.
• indførelse og udbygning og bedre udnyt­telse af erhvervspraktik;
• changes in the social context of education towards less authoritarian, more adult, relationships between teachers and students;
• udvikling af arbejdssituationer i skolens regi;
The overall impact of the general education of the vocational training can be summed up in the following terms: