natgillin/translations-raw huggingface dataset:
Der er tale om, at den nye lovgivning samler de hidtidige to konkurrerende former for lærlingeuddannelse, mesterlæreformen i overensstemmelse med lærlingeloven fra 1956 og EFG-lær-lingeuddannelsen i overensstemmelse med EFG-loven fra 1977, i en ny formel, der lader principper fra dem begge leve videre.
It has already been mentioned that the new legislation amalgamates the two hitherto competing forms of apprentice training (i.e. master training according to the Apprentice Act of 1956 and the EFG apprentice training according to the EFG act of 1977) in a new formula that incorporates principles from both the previous routes.
I foråret 1989 blev der gennemført to nye love, én der handlede om styringen af er hvervsskolerne, de tekniske skoler og handelsskolerne (lov nr. 210 af 5. april 1989), og én der regulerede selve erhvervsuddannelsens struktur og de rådgivende og styrende udvalg og nævn i tilknytning hertil (lov nr. 211 af 5. april 1989).
Two new laws were passed in spring 1989, one concerning the management of vocational colleges, technical schools and business schools (Statute No 210 of 5 April 1989) and the other regulating the actual structure of vocational training and the advisory and management committees and boards concerned (Statute No 211 of 5 April 1989).
Uddannelsesaftaler og uddannelsernes målsætning
Training contracts and training programme objectives
Begge love er imidlertid først trådt i kraft den 1. januar 1991, og der resterer et om fattende arbejde med at implementere re formen. Selve reformarbejdet har sat fokus på, både hvad man opfatter som kritisabelt, og hvad man opfatter som værdi fuldt i systemet, som det har fungeret op til i dag.
However, these measures did not come into force until 1 January 1991, and much has still to be done before their full implementation; the reforms themselves have focussed on both elements open to criticism and those regarded as valuable in the system up to the present time.
Der er altså ikke nogen form tor obligatorisk uddannelseskrav til virksomhedernes uddannelses ansvarlige — og der tindes heller ikke offentlige tilbud om kurser eller lignende for »trainers«.
There are thus no obligatory educational requirements for training managers within firms or any government provision of courses or similar opportunities for trainers.
For oplæring af voksne ufaglærte, der ansættes i virksomheder ne, tindes der heller ingen regler.
Similarly, there are no rules on the training of unskilled adults employed by firms.
Oplæringsprogrammer eller træningsprogrammer for denne gruppe er således overladt til virksomhedernes eget skøn. »Training of trainers« er derfor gennemgående et ureguleret om råde ¡Danmark — og det har heller ikke hidtil været underkastet nogen faglig eller videnskabelig interesse.
Educational or training programmes for this group have accordingly been left to the firms concerned to organize for themselves. The training of trainers is therefore on the whole an unregulated sector in Denmark, which has so far not generated any specific professional or scientific interest.
Ved arbejdet med »training of trainers«-projektet (PETRA, Strand 4) måtte vi der for i Danmark begynde fra bunden.
This meant that Denmark's work on the training of trainers project (PETRA, Strand 4) had to be started off from scratch.
Det fælles centrale punkt for etablering og gennemførelsen af en faglig uddannelse er stadig den enkelte unges etablering af en udddannelsesaftale med en virksomhed.
The common core of the establishment and completion ofacourse of industrial training remains the establishment of a training contract between the individual young person and a firm.
Reglerne for uddannelsesaftaler udformes af de faglige udvalg, paritetiske organer sammensat af lige mange repræsentanter for arbejdsgiverorganisationer og fagforbund inden for et fag.
The rules for training contracts are drawn up by the various trade committees, parity bodies with equal representation of employers' organizations and the trade unions.
Det faglige udvalg skal godkende virksomheder som berettigede til at indgå uddannelses aftaler og ligeledes udforme reglerne for, hvad der skal foregå af oplæring i virksomhedsdelen af erhvervsuddannelsen.
The industrial boards must authorize the firms to enter into training contracts and are also responsible for drafting the rules for the firms' side of the training within the commercial and industrial training programme.
Formelt skal disse uddannelsesregler godkendes af undervisningsministeren.
These training regulations must be formally authorized by the Minister of Education.
Pilotrapporten falder derfor i to dele:
The strengthened position of the industrial boards
Det første år har den danske gruppe der for brugt til at skaffe sig et generelt over blik, mens vi i det andet år efter fælles af tale med vore hollandske og engelske kollegaer vil koncentrere os om forholdene inden for bygge- og anlægssektoren.
Educational or training programmes for The Danish group therefore used the first this group have accordingly been left to the year to obtain a general overview, while in firms concerned to organize for themselves. the second year, following an agreement with our Dutch and British colleagues, we shall concentrate on conditions in the building and construction industry.
1. del beskriver uddannelsen af lærere til erhvervsskoler, arbejdsmarkedsuddannelser og handelsskoler.
Although the industrial boards also have a considerable influence on the scholastic aspect of vocational training, the creation of the amalgamated training plan also includes an obligation on the part of the industrial boards to include additional aims for vocational training as youth training.
2. del er en pilotundersøgelse af oplæring i virksomhederne og de uddannelses ansvarliges baggrund for ledelses- og træningsfunktioner.
In Denmark, therefore, the training of trainers is on the whole an unregulated sector, which has so far not generated any specific professional or analytical interest.
Den begrænsede viden om dette område har gjort en stikprøveagtig undersøgelse nødvendig.
Denmark's work on the training of trainers project (PETRA, Strand 4) thus had to be started off from scratch.
Definition af trænere
A pilot study of training as a part of industrial management's function
Skoledelen af lærlingeuddannelserne er således underlagt en ret nøje lovgivningsmæssig og administrativ regulering. Skønt erhvervsuddannelsesreformen i høj grad betoner betydningen af den praktiske oplæring i virksomhederne — og af samspillet mellem virksomhedsoplæringen og skoleundervisningen — er praktikdelen af uddannelserne kun reguleret i form af en bemyndigelse i loven til de faglige udvalg, som kan — skal — fast lægge regler for oplæringen.
It is our impression that our Dutch (CIBB in s'Hertogenbosch) and UK (IMS in Sussex) partners in the PETRA Strand 4 network have been working on these matters for a considerable time and thus have a tradition of research to build on.
Som nævnt er erhvervsuddannelserne i Danmark opbygget som et dualt system hvor EFG-elever/mesterlærlinge under uddannelsen skiftevis er på skole og i praktik på virksomheden.
As already stated, vocational training in Denmark has been structured as a dual system in which EFG students/trainees alternate between school and practical in firm training.
I PETRA-Rapporten fra 1990 beskrives derfor dels uddannelsen af lærere til erhvervsskoler og arbejdsmarkedsuddannelserne, dels
The PETRA report for 1990
Da uddannelse og oplæring inden for erhvervs- og arbejdsmarkedsuddannel-
The new vocational training reform stipulates that the industrial boards must maintain a division and balance between basic education, general training, special training and the specific trade in order to provide a certain "breadth" or "solidarity" between the related trades and gradual specialization.
Vage regler for praktikoplæringen
Imprecise rules for the training of trainers
Disse regler for praktikdelen har — hidtil — været holdt i meget generelle vendinger, og de omfatter ikke andre krav til den uddannelsesansvarlige (»the trainer«), end at vedkommende selv skal have et svendebrev inden for det fag, den unge skal oplæres i.
Up to now the rules on the training of trainers in Denmark have been very general and required nothing more of trainers than the possession of a certificate of apprentice ship in the trade the apprentice is to be taught.
Der er altså ikke nogen form for obligatorisk uddannelseskrav til virksomheder nes uddannelsesansvarlige — og der findes heller ikke offentlige tilbud om kurser eller lignende for »trainers«.
There are thus no obligatory educational requirements for those responsible for the teaching of trades - or any government provisions of courses or similar opportunities for trainers.
For oplæring af voksne ufaglærte, der an sættes i virksomhederne, findes der (naturligvis) heller ingen reiger.
Nor, of course, are there any rules governing the training of unskilled adult employees.
Erhvcrvsuddannelse 1/1991
Vocational training 1/1991
seme dels foregår på skole, dels på virk­somheden, er det almindeligt at anvende ordet »teacher« for personer tilknyttet skoledelen og ordet »trainer« for de ud­dannelsesansvarlige i virksomheden.
Manfred Vollmer in the firm, it is customary to use the term "teacher" for instructors in schools and "trainer" for those responsible for training at the workplace.
De uddannelsesansvarlige i virksomhe­derne har forskellig grad af tilknytning til oplæringen og tid til rådighed for uddan­nelsesopgaverne.
Personnel responsible for training at the workplace have different levels of concern with and time for the actual training effort.
Den praktiske »træ­ning« vil ofte blive uddelegeret.
Practical instruction is often delegated.
Derfor har vi ud fra ovenstående valgt følgende defi­nition af »trainers«:
On the basis of the above, we have thus chosen the following definition of "trainers":
Interesserede i læreruddannelsen henvi­ses til selve rapporten.
The pilot report is thus divided into two parts:
■ den overordnede uddannelsesansvar­lige (training manager) for planlægning, organisation og administration af oplæring
■ The senior training manager, respon­sible for planning, organization and administration of training.
For at få virksomhedernes uddannelses­praksis belyst så bredt som muligt udvalg­te vi i alt 16 virksomheder fordelt på føl­gende brancher:
Part I describes the training of teachers for vocational schools, education for the labour market, and business schools.
■ egentlige uddannelsesmedarbejdere (dedicated trainers), som anvender stør­stedelen af arbejdstiden på uddannelses­og oplæringsopgaver
■ "Dedicated" trainers who spend most of their working hours devoted to training and educational activities.
■ Professionelle »trænere« (lærere) i er­hvervsuddannelserne og efteruddannel­sen, dvs. lærere på tekniske skoler, han­delsskoler (for EFG­elever/lærlinge og studerende), samt på AMU­centrene for ufaglærte arbejdere.
■ Professional trainers (teachers) in commercial and industrial training and further education, i.e. teachers at technical colleges, business schools (for EFG trainees/apprentices and students), and in the AMU centres for unskilled workers.
Lærerne på skolerne er fuldtidsansatte undervisere.
The teachers at the schools and colleges are full­time instructors.
■ elektronik og metal ■ bygge og anlæg ■ levnedsmiddel ■ detailhandel.
■ The integrated trainer, chiefly con­cerned with the production side, but involved with training and education as an integral part of management responsibility.
■ den umiddelbart uddannelsesansvarli­ge (integrated trainer) hvis hovedarbejds­opgave er knyttet til virksomhedens pro­duktion, men hvor træning og uddannel­se indgår som en del af ledelsesansvaret.
Part II is a pilot study of training in industry and the background of those responsible for training in management and instruction. The lack of information in this sphere made a random sample type of study necessary.
I praksis er der overlapning mellem disse kategorier.
In practice, these categories tend to overlap.
I små virksomheder kan a) og c) være funktioner samlet hos én person.
In small firms the functions of the first and last may be assumed by one person.
I lidt større virksomheder er de ofte ad­skilt.
In larger enterprises they are often separate.
Det er kun i de helt store virksomhe­
Only the largest firms have special training departments or apprentice schools.
I udvælgelsen lagde vi vægt på, at både store og små virksomheder skulle være repæsenteret, samt at de både skulle have EFG­elever/lærlinge, men helst også ufaglært arbejdskraft.
As education and training within the vocational and labour market training schemes take place partly at school, partly
■ Personer i virksomhederne, som er an­svarlige for »træning«, dvs. personer som, umiddelbart og direkte er ansvarlige for: Π den praktiske virksomhedsbaserede oplæring af EFG­elever/lærlinge Π nyansat personale Π yderligere »træning« af faglærte og ufaglærte arbejdere (i eller uden for virk­somheden).
■ In­company personnel who are responsible for training, i.e. directly responsible for: 3 the practical training on the firm's premises of EFG trainees/apprentices: J newly employed personnel: J further training of skilled and unskilled workers (in or outside the firm).
Informationerne blev indsamlet gennem strukturerede interviews med de uddan­nelsesansvarlige på den enkelte virksom­hed.
CEDEFOP adjustment to a personally oriented norm system and limited all­round skills.
Formål med undersøgelsen
Differences between industries
Vi ønskede at afdække: fungere som uddannelsesansvarlig.
We shall concentrate in the following on the results of the pilot study; readers interested in teacher training should refer to the relevant report.
Det er næsten udelukkende faglige kvalifika­tioner, som kræves for at fungere som overordnet eller direkte uddannelsesan­svarlig.
Large firms: All­round, but fixed training, which may seem less meaningful to the trainee and have limited contributory influence.
Den overordnede uddannelses­ansvarlige er ofte bestyreren af virksom­heden, mester o.l. (i større virksomheder er der samtidig også en særlig uddannel­sesafdeling).
Adjustment to the norm, emphasizing the subject, rather than the trainee's needs.
De direkte uddannelsesan­svarlige er ofte afdelingslederne, som de­legerer arbejdet ud til svendene.
In order to obtain the maximum possible information on training practice in industry, we selected a total of 16 industries from the following sectors:
I de stør­re virksomheder kan de overordnede ud­dannelsesansvarlige komme på leder­kurser, men noget direkte kursus om oplæring findes ikke.
The detailed report provides a review of the relationship between training and the training managers'background within each sector.
Der er ved at være en øget opmærksomhed i større virksom­heder omkring de uddannelsesansvarli­ges pædagogiske kvalifikationer og leder­egenskaber, hvilket hænger sammen med større serviceorientering (bank) og fokus på personaleudvikling (elektronik).
In this context we shall restrict ourselves to the more obvious results of the pilot study, in order to pinpoint the differences in these conditions existing in large and small industries and between the various branches.
Der er således store forskelle mellem virk­somhedernes uddannelsestilrettelæggel­se.
This kind of outline summary is subject to reservations.
Set fra eleven/lærlingens side kan det diskuteres, hvilken oplæringsform der er bedst. Den meget formaliserede oplæring kan være en garanti for faglig bredde, som i de små virksomheder kan være vanskelig at opnå.
For example, the smallest firms in the food industry also provide the most varied training.
Små virksomheder: meningsfulde helhe­der med et vist spillerum for selvstændig arbejdstilrettelæggelse, men samtidig til­pasning til et personligt præget normsy­stem og begrænset faglig alsidighed.
■ electronics and metal­working; ■ building and construction; ■ food; ■ the retail trade.
■ hvem der er uddannelsesansvarlig i virksomheden, hvilke forudsætninger den uddannelsesansvarlige har for opga­ven, samt hvilke faktorer der har indfly­delse på forvaltningen af denne ■ indkredse hovedtyper af oplærings­modeller ■ belyse samspillet mellem virksom­hedsdelen og skoledelen i erhvervsuddan­nelserne.
The selection ensured representation of both small and large firms; all the companies selected were to have EFG students/trainees and if possible also an unskilled workforce. The size of the firms ranged from 2 to 22 000 employees.
De direkte uddannelsesansvarlige har ifølge oplysningerne ingen formel oplæ­ringskvalifikation ud over den faglige vi­den og erfaring.
In­company training will naturally always be bound up with the specifie firm ' s market economy interests.
Enkelte har uddannelser og erhvervserfaring som faglærer og in­struktør.
There will therefore only be elements of general training in a firm if this accords with these interests.
Trods disse pædagogiske kvali­fikationer formuleres ønsker for uddan­nelsesansvarlige i fremtiden i retning af det faglige — ønsker om pædagogiske kvalifikationer nævnes ikke.
But seen from this angle, the training may in fact be varied in character, for example, according to the different qualifications of the training managers (education, pro­fessional and personal qualifications, discernment, etc.)
Store virksomheder: alsidig, men fastlagt uddannelse, som kan forekomme eleven mindre meningsfuld og med begrænset medindflydelse.
The information was compiled by means of structured interviews with training managers at the individual firms.
Normtilpasning mere sags­ end personorienteret.
This made it possible to involve the training managers, the "dedicated" trainers and the integrated trainers in the survey, depending on the size of the firm.
Forskelle mellem virksom­hederne
The interview was intended to show:
Den vægt, som der i virksomheden læg­ges på oplæringskvalifikationer (ud over de faglige), ser således ud til at hænge sammen med:
Not surprisingly, the larger the firm, the more formalized its internal training plan tends to be.
Sådanne skematiske opstillinger skal ta­ges med et vist forbehold.
This formalization of training increases with the degree of division of labour in the industry.
F.eks. giver de mindste virksomheder inden for levneds­middelområdet også den mest varierede oplæring.
In a small firm in the retail trade, the trainee will be integrated into all the working functions without the need forapre­established plan ­i.e. without formalized training.
■ Virksomhedens størrelse. I de store virksomheder har de egentlige uddannel­sesmedarbejdere en afstand til den direk­te produktion, som kan give et »over­skud« til vurdering af virksomhedens langsigtede interesser (optimal udvikling af medarbejdere, som ikke kun er styret af kortsigtet ordretilgang).
In a large business chain in the retail trade, there are internal regulations for training trainees and apprentices (an "apprentice book"), but as the various departments in the retail chain have structures corresponding to those of small firms, the division of labour is not particularly prominent in relation to the overall size of the firm.
I selve rapporten er der en redegørelse for forholdet mellem oplæringen og de ud­dannelsesansvarliges baggrund inden for hver branche.
This gives the management and the integrated trainer the opportunity for individual training arrangements and interpretation of the internal regulations.
Her vil vi indskrænke os til de mere overordnede resultater af pilot­undersøgelsen for at se på, hvilke for­skelle der eksisterer omkring disse for­hold i store og små virksomheder og mel­lem brancherne indbyrdes.
In large firms, training is much more formally organized, for example, with fixed rotation, apprentice schools within the firm, etc. ­ a feature found in all sectors.
Det skal un­derstreges, at pilotundersøgelsen på ingen måde er repræsentativ.
There are thus considerable differences between industrial training programmes.
Oplæringen i en virksomhed vil naturlig­vis altid være bundet til virksomhedens markedsøkonomiske interesser.
The responsibility for training may be seen as part of a collective management responsibility.
Der vil derfor kun være elementer af almen ud­dannelse inden for virksomheden, hvis den falder ind under disse interesser.
This means that the direct superior often has direct responsibility for training. There seem tobe no formal internal requirements in firms as to who can function as training manager.
■ Ydre faktorer. Netop ordretilgangen har indflydelse på oplæringen i f.eks. tømrerfaget.
■ who the training manager is (background and qualifications); ■ description of the firm; ■ details of general conditions fortraining in the firm; ■ details of educational practice in the section; ■ training managers' present and future training needs.
De uddannelsesansvarlige kritiserer oplæringen for at have tenden­ser i retning af en »montøruddannelse«, men er nødsaget til at lade oplæringen indrette sig herpå.
as far as the trainee/apprentice is concerned. integrated trainers are often heads of
De uddannelsesansvarlige
Aims of the study
Træningsansvaret kan ses som del af et samlet ledelsesansvar. Det betyder, at den direkte foresatte ofte vil have det di­rekte træningsansvar.
The strictly formalized type may provide a guarantee of all­round training which may be difficult to obtain in smaller firms.
■ Personlige forudsætninger hos de ud­dannelsesansvarlige kan komme til ud­tryk som større eller mindre grad af social kompetence. I de større virksomheder lægges mere vægt på denne dimension ved udvælgelse til leder — og hermed til uddannelsesansvarlig — eller ved uddele­
But if formalization means a prevalence of ■ who is responsible for training in the "duty tasks", without any overall vocational firm, what teaching qualifications they hold cohesion for young trainees, the training and what factors influence the effort loses its significance and administration of training; comprehensiveness. In outline, the socializing effect may be:
Der er ikke overraskende en tendens til, at jo større en virksomhed er, jo mere for­maliseret er den virksomhedsinterne oplæring.
■ the main types of training patterns; departments who delegate the work to the qualified workers.
Denne formalisering af oplæ­ringen tiltager, jo mere udpræget arbejds­delingen i virksomheden er.
In larger firms, senior training managers may attend management courses but there is no such thing as a course in training.
I en lille virk­somhed inden for detailhandel indgår ele­ven integreret i alle arbejdsfunktioner uden en på forhånd lagt plan — dvs. uden formaliseret oplæring.
However, large firms have begun to emphasize the teaching qualifications and management skills of training managers, in accordance with a greater degree of serviceorientation (banks) and to focus on personnel development (electronics).
I en større forret­ningskæde inden for detailhandel findes interne regler for oplæring af elever og lærlinge (en lærlingebog), men da de en­kelte afdelinger i forretningskæden har
One should expect to find the best­formulated awareness of the function of education and training in large firms (with formalized training programmes).
Uddannelsesreglerne for de forskellige brancher lægger formelt op til, at enten skolen eller virksomheden skal bygge på uddannelsen/oplæringen i forri­ge periode.
CEDEFOP of training managers or delegation of training, than in the small firms.
I praksis er det altså vanske­ligt at få de to dele til at hænge sammen.
However, the primary criterion for training qualifications is:
Det er kun i de større virksomheder (bank, elektronik, supermarked), at vi fin­der internt organiserede ledelseskurser samt internt organiseret videreuddannel­se for medarbejdere.
■ Technical proficiency in regard to the total area of work of the training manager, which is naturally associated with the economic interests of the firm. But the concept of what technical proficiency means is determined by the branch of industry concerned.
De mindre virksom­heder betjener sig af faglig videreuddan­nelse fra erhvervsskolerne, leverandør­kurser o.l.
But there are also internal differences within the branches ­ in the retail trade a large chain store business will not employ a skilled worker from a small shop ­ and vice versa.