natgillin/translations-raw huggingface dataset:
»De uddannelser, jeg har i tankerne, skal sikre vedligeholdelse, konsolidering og ud­bygning af den grundlæggende undervis­ning.
The kind of training I have in mind should be designed to consolidate and develop the skills already obtained by workers in the normal cycle of education.
Uddannelserne skal være beregnet til både unge og voksne arbejdstagere og bør give deltagerne mulighed for at specialisere sig eller til at søge videreuddannelse — eventuelt for at blive omskolet med henblik på at overgå til anden beskæftigelse.
Training must be aimed at both young and adult workers and enable them to specialize, perfect their skills or even retrain for different types of work. This would help workers to escape unemployment or, if they have jobs, to re­tain them.
Det vil for arbejdstagerne være midlet til at undgå ledighed.«
Under this agreement, the young worker works part­time and attends, outside the firm, training linked to his job in the firm.
»Det er ejendommeligt at bemærke, at de unge langtidsledige har et højere uddannels­esniveau end voksne langtidsledige. Dette forhold forklares af flere faktorer:
What is striking is that the young long­ term unemployed tend to have a higher level of training than long­term unemployed adults.
I henhold til disse aftaler arbej­der de unge på halv tid, medens den reste­rende del af tiden bruges til fagskoleuddan­nelse, der er tilpasset det arbejde, der udfø­res på virksomheden.«
Another measure provides for a temporary reduction in employers' social security contributions to encourage them to offer work to the young and long­term un­employed.
■ den generelle nedgang i antallet af ud­budte stillinger;
■ the work experience already acquired by older workers;
»Det skal være en videreuddannelse.
It is continuing training that we need.
Fak­tisk befinder Europa sig i en fase, hvor virk­somhederne undergår konstant modernise­ring, idet der ikke går en dag, uden at der sker noget nyt på det tekniske område.
Com­panies in Europe are in a phase in which they constantly have to modernize and every day sees another technological in­novation.
Der­for er videreuddannelse en nødvendighed, hvis man vil imødekomme den konstante fornyelse af produktionsudstyr.«
This means that we need continuing training to cope with continuous renewal of industrial plant and equipment.'
Hvem skal gennemføre denne uddannelse?
Who will be responsible for arranging training?
■ arbejdsgiverne kræver højere kvalifika­tioner af de unge, de ansætter, end af voks­ne, der skal udføre samme arbejde.«
■ the fact that when employers take on young workers they expect them to have more skills than adults employed for the same job.
»Til gengæld støder de voksne på andre vanskeligheder: Nødvendigheden af at skul­le tilpasse sig nye teknologier, nye redska­ber og nye former for arbejdsorganisation.«
'Changes in business and industry can be seen as a positive trend only if they are ac­companied by social dialogue.
»Disse ændringer på virksomhederne kan kun blive til en positiv udvikling, hvis de gennemføres inden for rammerne af den so­ciale dialog.
When an employer updates its plant and equipment,
»Endelig et sidste eksempel: For at undgå at en potentiel arbejdsgiver renoncerer på at ansætte en arbejdssøgende på grund af alle de administrative formaliteter, der skal op­fyldes, er det endvidere indført, at admini­strationsomkostningerne (rent konkret ud­gifterne til medlemskab af et organ, der klarer de sociale formaliteter) skal betales af statens socialsikringskontor.«
One last example: so that potential employers are not deterred from hiring somebody by all the formalities involved, it has been decided that the National Social Security Office will pay administrative costs (in practice, the cost of affiliation to a social secretariat).'
Hen­holdsvis for at de, der allerede har arbejde, kan beholde det?
But older workers have their own problems: they have to adapt to new tech­
Forbundsrepublikken Tyskland: Nogle eksempler på bilateralt samarbejde
Federal Republic of Germany: Approaches to bilateral cooperation
Dr. Alfred Hardenacke nelsesspørgsmål.
Dr Alfred Hardenâcke tween central industrial organizations and trade union federations, which also covers aspects of vocational training.
I mange tilfælde bidrager de tyske handelskamre i EF-medlemsstater-ne til dette samarbejde.
In many cases, German chambers of foreign trade in the Member States of the Community help to initiate cooperation.
derne i Det rådgivende Udvalg for Erhvervsuddannelse, CEDEFOP, Det Økonomiske og Sociale Udvalg).
Training, CEDEFOP, the Economic and Social Committee).
Den fælles erhvervsuddannelsespolitik inden for EF stimulerer og forstærker med andre ord det bilaterale samarbejde.
The common vocational training policy in the European Com munity thus stimulates and strengthens bilateral cooperation.
Erhvervsuddannelsernes forskelligheder lægger stadig færre hindringer i vejen for at tage beslægtede problemer op til drøftelse selv om de skal løses inden for uensartede strukturer.
The differences be tween the vocational training systems is be coming less of an obstacle to the discussion of similar problems, despite the different structures within which they have to be solved.
En af forudsætningerne for, at det fælles indre marked, arbejdstagernes frie bevægelighed og den frie etableringsret kan frem mes, er samarbejdet på europæisk plan, suppleret ved bilaterale kontakter og kooperationer mellem offentlige og private or ganer og institutioner på alle niveauer.
If further progress is to be made towards the common internal market, the free movement of workers and the freedom of establishment, then cooperation at European level must be complemented by bilateral contacts and joint ventures at all levels, between public and private agencies and institutions.
Net op erhvervsuddannelserne, hvis omfang og kvalitet har afgørende betydning for den en keltes chancer i erhvervslivet og samfundet som helhed, og som også har stor indflydelse på virksomhedernes, nationaløkonomiens og samfundets økonomiske og sociale udvikling, er et område, hvor udvekslingen af erfaringer og udviklingsresultater medlemsstaterne imellem kan fremskynde tilpasningen til fremtidens krav.
As the scale and quality of vocational training are crucial to the individual's prospects in employment and society and have a considerable influence on the economic and social development of enterprises, economies and the Community, it is a field in which exchanges of ex perience and information on results achieved among the Member States may ac celerate adjustments to the needs of the future. ture.
På regionalt plan spiller erhvervsuddannelsen en stadig større rolle inden for EURE-GIO (Kölns amt, Belgien, Nederlandene), Saar-Lor-Lux (Saarland, Lorraine, Luxembourg), men fremfor alt i samarbejdet mel lem fagorganisationer og brancheforeninger på basis af partnerskaber, ikke mindst fordi de tyske brancheforeninger spiller en vigtig lovfæstet rolle i erhvervsuddannelsessystemet.
The approaches to bilateral cooperation between the Federal Republic of Germany and other European Community countries in vocational training are so many and varied that a complete record would require a comprehensive survey of the agencies, or ganizations, training centres and firms in volved: a short article certainly cannot hope to describe them in detail.
Eksemplerne på et bilateralt samarbejde med EF-lande inden for erhvervsuddannelsen er så mangfoldige i Forbundsrepublikken Tyskland, at man kun kan danne sig et overblik ved et omfattende rundspørge hos alle implicerede myndigheder, organisationer, uddannelsesinstitutioner og virksomheder, og det er derfor heller ikke muligt at give en detaljeret fremstilling i nærværende artikel.
At regional level vocational training is playing a growing role in the Euregio (consisting of the administrative district of Cologne, Belgium and the Netherlands) and Saar-Lor-Lux (Saarland, Lorraine and Lu xembourg), but above all through partner ships formed by professional organizations and chambers of trade and industry.
I det følgende skal nævnes nogle samarbejdsområder som forfatteren kender fra sit daglige arbejde.
An ex ample of a joint venture at this level is the pilot project run by the Cologne chamber of crafts, the Irish vocational training author ity Anco and the French Association des Compagnons du Devoir in the preparation of workers for the master craftsman's examination, which included periods of inservice training in the participating countries.
Almindeligvis foregår samarbejdet i form af udveksling af erfaringer og dokumenter vedrørende diverse udviklingsområder af fælles interesse.
In general, cooperation takes the form of an exchange of experience and documents on given areas of development of mutual inter est.
Det dyrkes i forskelligt om fang over for medlemsstaterne, men tiltager i intensitet ikke mindst som følge af de re gelmæssige møder mellem ansvarlige ledere inden for erhvervsuddannelserne på fælles skabsplan (f.eks. møderne mellem general direktørerne for erhvervsuddannelse, mø-
It varies in scale from one Member State to another, but is growing in intensity, not least because of the regular meetings of senior officials with responsibility for vocational training at Community level (e. g. the Directors General for vocational training, the Advisory Committee on Vocational
På centralt plan har der eksisteret et institutionaliseret regeringssamarbejde med Frankrig siden 1971 og med Nederlandene siden 1985 i form af fælles gremier der mø des regelmæssigt.
At national level intergovernmental cooperation in the shape of joint bodies which meet regularly has been institutionalized with France since 1971 and with the Netherlands since 1985.
Med de øvrige medlems stater gennemføres gensidige delegationsbesøg og en udveksling af materialer med uregelmæssige mellemrum.
The Federal Republic and the other Member States ex change delegations and information at varying intervals.
Alle EF-medlems-staterne er omfattet af det udvekslingsprogram for erhvervsuddannelseseksperter (uddannelsesledere, undervisere, forskere som multiplikatorer) som er etableret af forbundsministeren for undervisning og vi denskab, men programmet udnyttes i større eller mindre grad.
The programme established by the Federal Minister for Education and Science for exchanges of vocational training experts (training managers, trainers, vocational training researchers as multipliers) covers all the Member States of the European Community. The advantage taken of this programme still varies, how ever.
Endvidere findes der med støtte fra ministeren for undervisning og vi denskab et udvekslingsprogram for personer under videreuddannelse både i grupper og som enkeltstipendiater og som alle med lemsstaterne kan være med i.
The Federal Minister for Education and Science also provides funds for a pro gramme of exchanges of groups and individuals participating in inservice education and training, which is open to all Member States.
For så vidt an går udvidelsen af det gensidige kendskab til udviklingstendenser inden for erhvervsuddannelserne bør også de nationale institut ter inden for forskning og udvikling inddrages.
The national institutes concerned with research and development work in vocational training should also be involved in efforts to improve each country's aware ness of developments in the others.
Samarbejdet mellem Bundesinstitut für Berufsbildung og ISFOL (Italien), CEREQ (Frankrig), PCBB (Nederlandene), MSC (Storbritannien) og ONEM (Belgien) bliver mere og mere intensivt og spænder fra gen sidig information vedrørende arbejdsprogrammer og forsknings- og udviklingsmaterialer til udveksling af erhvervsuddannelsesforskere.
The growing cooperation between the Federal Institute for Vocational Training with Isfol (Italy), Cereq (France), PCBB (Netherlands), MSC (United Kingdom) and ONEM (Belgium) ranges from the ex change of information on work pro grammes and research and development material to the exchange of vocational training researchers.
Desuden findes på centralt plan mangfoldige kooperationsformer mellem erhvervslivets og fagbevægelsens toporganisationer der også omfatter erhvervsuddan-
Again at national level, there is wideranging cooperation be
Hvad angår de enkelte erhvervsskoler, ud dannelsesvirksomheder og -organisationer etableres som et led i udvekslingsprogram merne med Frankrig, Storbritannien og Ne derlandene flere og flere partnerskaber for unge og unge voksne der sammen med deres undervisere deltager i et mellem erhvervsuddannelsesinstitutionerne aftalt fælles ud dannelses- eller videreuddannelsesprogram på lige fod med de uddannelsessøgende i værtslandet.
At the level of individual training centres and of firms and organizations which provide training greater efforts are being made within the framework of the ex change programmes with France, the United Kingdom and the Netherlands to establish partnerships between training centres so that young people and young adults ac companied by trainers can visit the other country for a period of initial or further training with local trainees.
Erhvervsuddannelsernes for skellige aspekter behandles endvidere i for bindelse med de mange partnerskaber mel-
The partner ships that have been formed over the years are increasingly coming to long-term
mer repræsenterer forbundsregeringen, delstaterne og arbejdsmarkedets parter, gik efter en periode med gensidig information om de nationale erhvervsuddannelsessyste­mer og disses udvikling meget hurtigt over til konkrete projekter: nelsesophold i det andet land.
contractual agreements that provide not only for exchanges of trainees but also for regular meetings and exchanges of ex­perience and information. Aspects of voca­tional training are also considered by the many partnerships that exist between cities and municipalities.
Udvekslin­gens omfang skal fordobles inden for de næste fem år.
The development of Franco­German coop­eration in vocational training serves as an example of how varied contacts and joint activities can be.
Endvidere har den tysk­fran­ske organisation for unge (Deutsch­Franzö­sisches Jugendwerk) udvidet udvekslingen af unge under uddannelse og unge arbejds­tagere betydeligt i de senere år.
After an initial exchange of information on the national training systems and their development the Franco­German Commission of Vocational Training Experts, which was set up in 1971 and is composed on the German side of re­presentatives of the Federal Government, the Federal Länder and the social partners, very soon established a number of practical projects: adults in initial and continuing vocational training was signed.
■ I 1985 gennemførtes et flertrins seminar vedrørende ny teknologis indflydelse på erhvervsuddannelsen med besøg på tyske og franske virksomheder og erhvervsskoler.
With the assistance of a binational secretariat, this agreement en­ables some 900 young people and young adults in groups of about 15 accompanied by their trainers to undergo three to four weeks of joint initial or further training in the other country each year. The number is to be doubled over the next five years.
■ I halvfjerdserne gennemførtes på begge sider af grænsen indbyrdes afstemte model­forsøg med stopprøver under uddannelsen (Contrôle continu) samt efterfølgende eva­luering.
■ In the 1970s coordinated pilot projects involving appraisal of performance during training (contrôle continu) were imple­mented and evaluated in both countries.
■ I 1977 er indgået en regeringsaftale ved­rørende gensidig anerkendelse af uddannel­sesbeviser. På dette grundlag er hidtil kon­stateret 15 ækvivalenter, som begge parter har sat i kraft inden for deres respektive statsområder.
■ In 1985 a multi­phase seminar on the in­fluence of new technologies on vocational training, with visits to German and French firms and training centres, was held.
■ Under konsultationen på topplan den 27. og 28. oktober 1986 i Frankfurt er un­dertegnet en langfristet regeringsaftale ved­rørende en aktionsramme for samarbejdet inden for erhvervsuddannelsen som i frem­tiden vil blive udfyldt med toårs handlings­programmer.
■ In 1977 the two governments signed an agreement on the mutual recognition of final certificates, under which 15 equivalences have so far been established and put into effect in the two countries.
lem byer og kommuner. Det bilaterale sam­arbejdes former og arter inden for erhvervs­uddannelsen afhænger i hvert enkelt tilfæl­de af fælles og gensidige interesser og er der­for ret så forskellige.
As the various forms of bilateral coopera­tion in vocational training depend on com­mon and mutual interests, they differ quite considerably.
I starten findes som re­gel et ønske om at få noget mere at vide om forholdene, udviklingen og forsøgene på at løse aktuelle spørgsmål inden for erhvervs­uddannelsen i det pågældende land for at lære heraf til gavn for ens egen politik.
The first step is usually the expression of a desire to learn more about the state and development of vocational training and approaches to solving problems encountered in the other country so that conclusions can be drawn for dom­estic policy.
Dernæst koncentreres samarbejdet om helt bestemte områder, hvor man mener at et dybere gensidigt kendskab kan være nyttigt for udviklingen i ens eget land, alt imens der efterhånden inddrages stadig flere relevante sagkyndige som på centralt, regionalt eller lokalt plan er ansvarlige for planlægning og gennemførelse af erhvervsuddannelsestil­tag.
Thereafter cooperation norm­ally focuses on quite specific areas in which it is believed a more profound knowledge of the situation in the other country will prove beneficial for developments at home and, depending on the aspect being considered, involves more and more experts with re­sponsibility for the planning and provision of vocational training at central, regional or local level.
■ 11980 er indgået en regeringsaftale ved­rørende udveksling af unge og unge voksne i erhvervsrettet uddannelse og videreud­annelse.
■ In 1980 an intergovernmental agreement on the exchange of young people and young
ge, iværksætte og evaluere fælles aktivite­ter.
quirements of economic, technological and social development are making great de­mands on available resources.
I 1986 gennemførtes et seminar vedrø­rende ny teknologis indflydelse på erhvervs­uddannelsen i Tyskland og Nederlandene med besøg på virksomheder og erhvervs­skoler og en omfattende udveksling af ma­terialer.
technological developments and eliminates the disparity between vocational qualifica­tions available and those needed in the la­bour market calls for new quantitative and qualitative concepts and structures, with continuing training in individual firms and at regional level assuming growing im­portance.
Bundesinstitut für Berufsbildung og PCBB har udvidet samarbejdet inden for helt bestemte områder.
Here again, a bilateral exchange of experience and information is likely to be beneficial.
Endvidere findes bi­laterale kontakter med delstaterne Nord­rhein­Westfalen og Niedersachsen samt mellem erhvervslivets organisationer.
■ If girls and young women are to have equal opportunities and a wider choice of occupations through vocational training, practical measures must be taken to change attitudes in families, among girls them­selves, in the education system and among employers.
Ar­bejdsmarkedets parter inddrages i de enkel­te projekter.
All the Member States face this problem to a greater or lesser extent.
Et bilateralt samarbejde er baseret på gensi­dige interesser og kan derfor kun planlæg­ges i begrænset omfang.
The results achieved through bilateral coop­eration in vocational training have been fa­vourable.
Forbundsregerin­gen og det tyske arbejdsmarkeds parter er åbne over for et udvidet samarbejde med EF­ medlemsstater inden for erhvervsud­dannelsen og villige til at reagere konstruk­tivt på tilsvarende initiativer.
Its impact is particularly benefi­cial where practical issues and joint projects are tackled since they enable vocational training researchers, training experts with multiplier functions, such vocational training practitioners as the principals of training centres, trainers and teachers, and participants in initial and continuing training to increase their knowledge, to be­come familiar with alternative solutions and to take a broader view in developing problem­solving strategies of their own.
Alle medlems­stater gør sig store bestræbelser for hurtigst muligt at tilpasse erhvervsuddannelserne både kvalitativt og kvantitativt, regionalt og sektoralt, indholdsmæssigt og struktu­relt til den økonomiske, teknologiske og so­ciale udvikling, hvilket stiller store krav til de disponible ressourcer.
It is in this respect that the differences be­tween the vocational training systems of the various Member States encourage rather than obstruct cooperation.
■ Målsætningen om, at alle unge, når de forlader folkeskolen, skal kunne kvalificere sig ved hjælp af systematisk erhvervsuddan­nelse i et fag, som er efterspurgt på arbejds­markedet, for på denne måde at undgå eller nedbringe ungdomsarbejdsløsheden og for at stille dygtige unge til rådighed for den private og den offentlige sektor, kan kun opnås med de nationalt disponible ressour­cer. Alene af kvantitative grunde forudsæt­ter dette, at mange medlemsstater fraviger de traditionelt skoledominerede strukturer og inddrager virksomhederne i erhvervsud­dannelsesprocessen.
In 1985 the Netherlands and the Federal Republic set up a joint working group con­sisting of representatives of their Ministries of Education and Science to coordinate cooperation in vocational training. The working group meets regularly to select, ar­range and evaluate joint activities.
Ikke mindst i den for­bindelse kan en udveksling af erfaringer være nyttig for alle parter.
The Federal In­stitute for Vocational Training and the PCBB are cooperating more closely in cer­tain areas of activity.
Med Storbritannien eksisterer regelmæssige regeringskontakter, og der er indledt ud­vekslinger af unge under uddannelse, delta­gere i efteruddannelse samt erhvervslærere.
Regular contact is maintained with the Uni­ted Kingdom at government level, and the first exchanges of trainees, participants in continuing training and vocational training experts have taken place.
I 1985 blev der afholdt et fælles seminar vedrørende ny teknologis indflydelse på er­hvervsuddannelsen .
A joint seminar on the influence of the new technologies on vocational training was held in 1985.
■ Målsætningen om, at erhvervsuddannel­sernes indhold og krav skal tilpasses hurti­gere til den erhvervsstrukturelle og teknolo­giske udvikling, forudsætter mere omfat­tende analyser af denne udvikling og en omsætning til pædagogiske programmer samt flere erhvervsuddannelsestilbud inklu­sive praktikophold på en virksomhed.
■ Handecapped, underprivileged and for­eign young people also have a right to ap­propriate vocational training for which there is a demand on the labour market.
Når udviklingen i medlemsstaterne forløber no­genlunde ens, bør man udveksle den rele­vante dokumentation.
Where disadvantages due to handicaps or to educational, social or economic factors need to be overcome with support measures before or during training, special pro­grammes must be established to ensure that these groups are also able to compete in the employment system.
Med hensyn til Italien byder den tysk­ita­lienske fond Villa Vigoni ved Comosøen gode muligheder for blandt andet at disku­tere spørgsmål af fælles interesse inden for erhvervsuddannelsen ved fælles arrange­menter, hvilket allerede er sket i flere tilfæl­de i 1986 og vil blive fortsat i fremtiden i stigende omfang.
In the Federal Republic's cooperation with Italy the German­Italian Villa Vigoni Foundation on Lake Como will provide a good opportunity for aspects of vocational training of interest to both countries to be discussed in greater depth in the future at meetings like those held on several occa­sions since 1986.
Endvidere findes fælles projekter inden for erhvervsuddannelse af vandrende arbejdstageres børn og unge.
There are also joint pro­jects for the vocational training of migrant workers' children, a similar arrangement existing with Greece.