natgillin/translations-raw huggingface dataset:
Undervisnings- og uddannelsessystemer ne i de tolv medlemslande er alle forskellige af historiske og kulturelle grunde.
The systems of education and training in the 12 Member States are all different, the reasons for which are historical and cultural.
let ud fra de oplysninger, der på nuværende tidspunkt findes.
In the Middle Ages education was provided mainly by the church and practical training by the system of ap prenticeships.
For det tredje, og ikke mindst, vil der være ét indre marked fra 1992 og fremefter.
Thirdly, and not least important, there will be the single market from 1992.
Det, vi har oplevet indtil videre med hensyn til vandring fra et land til et andet, er kun en brøkdel af, hvad der kan forventes i årene fremover.
What we have experienced up to now in the matter of migration from one country to another is only a fraction of what can be expected in the years ahead.
For at folk kan tage deres uddannelse med sig, vil der blive større behov end nu for, at disse færdigheder vil være lette at genkende uden for det land, hvor de har fået deres uddannelse.
For people to be able to take their skills with them there will be a greater need than now exists for those skills to be readily recognized outside the country in which the training has been received.
Uddannelse inde holder derfor en dimension, der berører hele EF.
Training therefore has a Com munity dimension.
under uddannelse?
How many are there now?
Hvilke muligheder er der for unge mennesker, der går ud af skolen, for at uddanne sig inden for disse og andre fag?
How many are being trained? What opportunities are there for young people leaving school to train for these or any other occupations?
Er der nok uddannelsespladser, eller i nogle tilfælde for mange?
Are there enough training places or, in some cases, too many?
Hvad koster de forskellige uddannelser og un dervisningsmetoder?
What do various types and methods of training cost?
Hvor meget betaler de uddannelsessøgende eller deres familier selv; hvor meget betaler arbejdsgiverne, regeringerne eller lignende organer?
How much of the cost is borne by the trainees themselves or their house holds and how much by employers, governments or similar bodies?
Det er blot nogle af de spørgsmål, plan læggerne, som har til opgave at sørge for, at de nuværende og fremtidige ressourcer til uddannelse bruges bedst muligt til for del for såvel de personer, der uddannes, som hele EF's økonomi fremover, står overfor.
These are just some of the questions facing plan ners whose task it is to see that present and future resources available for train ing are used to the best possible advantage both of the people being trained and of the Community's economy in future years.
Nogle af ovenstående spørgsmål kan be svares mere eller mindre for nogle er hvervs vedkommende i nogle EF-lande.
Some of the foregoing questions can be answered, with more or less certainty, for some occupations in some Member States of the Community.
Der er dog ingen ansvarlig myndighed i nogen medlemsstat, der kan hævde, at de kan besvare alle de vigtige spørgsmål om kring erhvervsuddannelse i deres eget land.
The responsible authorities in no Member State, however, can honestly claim to be able to answer all the important questions about vocational training in their own country.
Hvorfor prøver vi så at gøre det for EF, som medlemsstaterne ikke selv kan gøre?
So why do we attempt to do for the Com munity what the Member States cannot do for themselves?
Det er der tre grunde til.
There are three reasons.
For det før ste mener vi, at en veluddannet arbejdsstyrke i hele EF vil være en af løsningerne på, at EF fortsat kan opnå gode resultater i konkurrencen med andre dele af verden.
In the first place we believe that a well-trained labour force throughout the Community will be one of the keys to its enduring success in the future in competition with other parts of the world.
For det andet håber vi, at vi ved at forsøge at måle erhvervsuddannelse på EF-ni-veau vil kunne tilskynde de enkelte med lemsstater til selv at gøre mere på dette felt og at lære af hinanden, hvilket ikke er
Secondly, we hope that by attempting to measure vocational training at the level of the Community we shall encourage in dividual Member States to do more of this for themselves and to learn from one
Ekspeditionssekretær, De Europæiske Fællesskabers Statistiske Kontor /Eurostat)
Principal ad ministrator in the Statistical Office of the European Communities (Eurostat)
Kommissionen og Rådet for De Europæiske Fællesskaber har allerede iværksat en række politiske foranstaltninger for at fremme erhvervsuddannelse, og der kan forventes flere tiltag på dette felt i tiden indtil 1992 og også senere.
The Commission and Council of the European Communities have already pursued a number of policies encouraging vocational training and more can be expected between now and 1992 and also thereafter.
Det er kun naturligt, at Kommissionen ønsker at vide, hvor effektivt dens politiske for anstaltninger er, således at de, om nød vendigt, kan ændres eller tilpasses til de behov, der opstår, når forholdene ændrer sig.
It is only natural that the Commission wants to know the effectiveness of its policies so that they can be modified if necessary or adapted to the needs of changing circumstances.
Disse politiske foranstaltningers ef fektivitet kan i begrænset omfang beskrives med ord, men for at være overbevi-
Tö a limited extent the effectiveness of policies can be described in words but to be convincing it is necessary more often than not to use figures.
1 middelalderen blev uddannelse og un dervisning hovedsagelig tilvejebragt af kirken, og uddannelse i praktiske færdigheder gennem en mesterlære.
Do not be put off, as some people are, if we call these figures 'statistics'; they are really just numbers, the religious establishments and as largescale industries developed, firms took on the role of master craftsmen in teaching apprentices.
Efterhånden som der blev tale om en stigende specialisering, kom der yderligere uddannelses- eller eksamensordninger til; disse blev etableret af faglige organisatio-
The result of all the different rates of progress is that it is now very difficult to compare the systemsand results of vocational training across the length and breadth of the Community.
ne fra de forskellige lande.
unavoidable.
Vor målsætning er at be grænse disse uundgåelige forskelle mest muligt via statistikerens kunst, således at en redegørelse for forskelle i forhold til standarden kan reduceres til et minimum.
Our aim is to reduce these unavoidable differences as far as the statisticians' art permits, so that explanations of divergences from the standard can be reduced to the minimum.
Denne proces kaldes til tider »harmonisering« — et andet ord, der undertiden gør folk utrygge, men man kan være forvisset om, at vi kun beskæftiger os med harmonisering af information, ikke med harmonisering af den egentlige un dervisning.
This process is sometimes called 'harmonization' — another word that sometimes leads to apprehension, but be sure that we are only concerned with harmonization of information, not with harmonization of the actual training.
I vore bestræbelser på at udarbejde et EF-system til at måle erhvervsuddannelse med statistikker, som kan forstås i alle medlemsstater, ønsker vi ikke at påvirke den form for uddannelse, der formidles og modtages.
In setting out to produce a Community system of measuring vocational training by statistics that can be understood in all Member States, we do not seek to in fluence the nature of the training given and received.
Det er op til medlemsstater ne og de forskellige organer, der er an svarlige for deres uddannelsessystemer, at gøre dette.
That is the prerogative of Member States themselves and the various bodies responsible for their train ing systems.
Dette punkt kan ikke under streges nok, fordi der på nuværende tidspunkt er nogen, der er bekymret for, at man ved at udarbejde tal ud fra et fælles grundlag, kan antyde, at disse tal på en el ler anden måde er bedre end tal for de en kelte lande, som kan variere.
Too much emphasis cannot be placed on this point, because at the present time there are fears in some quarters that producing figures on a com mon basis can imply that the latter is somehow more desirable than a national basis, which may be different.
Vi skal hele tiden huske på, hvad formålet med det fælles beregningsgrundlag er, nemlig at oplysninger om erhvervsuddannelse kan forstås og sammenlignes i de tolv med lemsstater, uden at det er nødvendigt at læse tolv sæt definitioner for de enkelte lande på ni sprog og prøve at finde ud af, hvorledes tallene påvirkes af forskellige definitioner.
What has to be kept firmly in mind is the purpose of the common basis: it is that data on vocational training can be understood and compared in the 12 Member States without the need for reading 12 sets of national definitions in 9 languages and try ing to ponder what effects on the figures are caused by differences in the definitions.
For flere år siden blev De Europæiske Fællesskabers Statistiske Kontor, som ligger i Luxembourg og normalt kaldes Eurostat, klar over, at der var et betyde ligt hul i det statistiske materiale om ud dannelser.
Several years ago the Statistical Office of the European Communities, which is located in Luxembourg and is commonly known as Eurostat, realized that there existed a major lacuna in training statistics.
I løbet af en årrække var der blevet udarbejdet et system med statistisk materiale om uddannelse i EF, omfattende grundskolen og højere uddannelser, men dette materiale dækkede ikke i til strækkelig grad erhvervsuddannelse, hvoraf en stor del finder sted uden for de institutioner, det statistiske materiale om traditionelle uddannelser dækker.
A system of education statistics for the Community had been built up over a number of years covering regular school and higher education, but it did not properly cover vocational training, much of which takes place outside the establishments to which the regular education statistics refer.
Finansieringsformerne varierer selv sagt fra medlemsstat til medlemsstat, og »regeringen« kan i den sammenhæng så ledes omfatte centraladministrationen, amter og kommuner, alt efter hvilket eksempel der er tale om.
course, among Member States and so 'government' in this context has to in clude central, regional and local govern ment according to the case.
Allerede fra begyndelsen blev man klar over, at det ville være vanskeligere at få talmateriale om privat finansierede uddannelser, finansieret af arbejdsgivere eller andre, og man koncentrerede sig derfor i første omgang om den offentlige sektor.
It was realized at the outset that privately funded training, by employers or others, would be a more difficult field in which to obtain figures, so efforts were concentrated on the public sector in the first place.
Man formulerede definitioner og udformede spørgeskemaer og gik derefter i gang med en under søgelse.
Definitions and questionnaires were drawn up and an inquiry was launched.
Statistikerne fra nogle af med lemslandene havde sværere ved at få de nødvendige oplysninger, end de havde forudset.
Some of the Member States' statisticians had more difficulty in finding the necessary data than they had foreseen.
Samtidig med at de fleste lande var i stand til at beregne, hvor mange of fentlige midler, der i alt gik til uddannelse uden for det almindelige skole- og højere uddannelsessystem, var der nogen der havde svært ved nøjagtigt at finde frem til, hvad der var blevet brugt, specielt på lokalt plan.
Whilst m'ost countries could compute the total of public finance going into training outside the regular school and higher education system, some had difficulty in tracing exactly what was being spent, especially at local government level.
Endvidere var strømmen af midler fra det centrale plan til lavere ni veauer eller halvoffentlige eller eksterne organer ikke modsvaret af en tilsvarende informationsstrøm i modsat retning om de personer, der blev uddannet.
Furthermore, the flows of funds from central to lower levels of government or to quasi-governmental or external bodies, were in some cases not matched by a corresponding flow of information in the opposite direction about the people being trained.
Arbejdsgruppen var således, da tallene forelå,
Thus when the figures became available the Working Party reluctantly concluded that for numbers of trainees the data were too incomplete to be useful.
Lad os nu imidlertid gå ud fra, at vort arbejde vil resultere i, at man kan nå frem til en præcis sammenligning af alle talle
Let us not suppose, however, that our ef forts will lead to a perfect degree of com parability between all the figures of the various countries.
Det første skridt i retning af at udarbejde statistikker om erhvervsuddannelse tog
The first step towards producing vocational training statistics was taken by Eurostat in the late 1970s.
CEDEFOP ker, som kan sammenlignes for alle ud dannelsesniveauer fra undervisning i bør nehaveklasser til videregående studier ef ter kandidateksamen.
The first step towards answering this question was to ask two independent consultants experienced in the matter to put forward their proposals.
Det spørgsmål, der derefter skal stilles er: Hvilken del af dette omfattende område, der kaldes »undervisning« skal betragtes som erhvervsuddannelse? dannelse?
Their opinions were different and when the subject was considered by Eurostat's Working Party there was no consensus.
nødt til at konkludere, at der, for så vidt angik antallet af uddannelsessøgende, ikke var tale om et anvendeligt datagrundlag.
Education and training form a continuum in which any attempt to strike a boundary between one and the other is likely to be arbitrary.
Tallene vedrørende udgifterne var gode nok til at kunne offentliggøres, men vanskelighederne med at spore alle elementer for at være sikker på, at de kunne sammenlignes var for store, og efter fire år måtte man opgive det.
In fact, one member of the Working Group went as far as to suggest that we should not attempt to do so.
bl.a. omfatter en kompromisdefinition af erhvervsuddannelse til statistiske formål.
equally understood throughout the Com munity.
Det er ikke en definition, der er udarbejdet til juridiske eller nationale formål, hvor medlemsstaternes frihed til at gøre, hvad de vil, ikke er påvirket.
It is not a definition for legal or national purposes, where Member States' freedom of action is unaffected.
Retningslinjerne omfatter også metoder til at klassificere undervisning og kvalifikationer efter ty pe (grundlæggende uddannelse, vide reuddannelse, osv.) efter niveau og område.
The framework also includes means of classifying training and qualifications by type (initial training, continued training, etc.), by level and by field.
Retningslinjerne udformes, således at de dækker såvel uddannelse inden for som uden for det almindelige skole- og uddannelsessystem og tænkes anvendt som grundlag for regelmæssig udarbejdelse af statistikker og til særlige undersøgelser og rapporter for at give indsigt og skabe fælles forståelse.
It is drawn up to cover both training within and outside the regular school and higher education system and is intended to provide a basis for the regular compilation of statistics and for special studies and reports to en sure transparency and common understanding.
Man kunne have forudset det te, men på grund af uvidenhed, blev man ikke klar over det, før de første resultater blev analyseret og diskuteret.
It might have been foreseen but, through ignorance, did not become apparent until the first results were analysed and discussed.
Fejlen be står i, at nogle former for uddannelse, som foregår uden for det almindelige skole- og universitetssystem i nogle med lemslande, sker inden for dette system i andre medlemslande. Man ville derfor al drig kunne nå frem til statistisk materiale, som kunne sammenlignes fra land til land.
It is that some forms of train ing which take place outside the regular school and university system in some Member States are carried out within that system in other Member States; hence statistics comparable between countries could never by achieved.
Endvidere kan man i visse lande finde den samme type uddannelse, både i og uden for det almindelige skole- og højere uddannelsessystem.
Furthermore, in some countries the same type of training can be found both within and outside the regular school and higher education system.
Talmateriale om ud dannelser uden for dette system kan således aldrig være af interesse, når det be tragtes isoleret. Kun når det kombineres med materiale om uddannelse inden for systemet, kan vi forvente at få en rimelig sammenhæng i materialet.
Thus figures for train ing outside that system can never in isolation be of interest; only when they are combined with those of training within the system can we expect to achieve a reasonable degree of coherence.
I 1987 udarbejdede man et sæt prøve spørgeskemaer, som blev sendt til de relevante myndigheder i nogle få udvalgte medlemsstater i en forsøgsordning.
In 1987 a set of experimental question naires was prepared and submitted to the relevant authorities in a few selected Member States as a trial.
Da disse myndigheder havde udfyldt spørgeskemaerne efter bedste evne, blev re sultaterne analyseret, og her pegedes der på, at der er behov for ændringer i såvel retningslinjerne som i de enkelte spørge skemaer.
When they had filled up the questionnaires as best they could, the results were analysed, which pointed to the need for changes both in the framework and in the individual questionnaires.
Næste skridt bliver så at prøve igen, når spørgeskemaerne er blevet re videret.
The next step is to try again after making some revisions.
På det tidspunkt indgik Eurostat og CEDEFOP i et snævrere samarbejde.
At this stage closer cooperation between Eurostat and CEDEFOP began.
CEDEFOP og CEDEFOP's konsulenter havde igennem længere tid set på finansiering af erhvervsuddannelse, og deres undersøgelser havde resulteret i et sæt in formative monografier.
CEDEFOP and its consultants had been studying the financing of vocational training for a considerable time and their studies had led to a set of informative monographs.
Der var imidlertid stadig en række problemer, der skulle løses, og CEDEFOP's arbejde gav ikke direkte anledning til, at der blev udarbejdet egentlige og sammenlignelige data.
There were still some pro blems to be tackled, however, and CEDEFOP's enterprise did not lead directly to the production of regular and comparable data.
Ved at kombinere CEDEFOP's medar bejderes og ekspertens større viden om området erhvervsuddannelse med Eurostat's arbejdsgruppes større indsigt i pro blemerne med at udarbejde statistikker forventede og forventer man stadig, at problemerne med at måle erhvervsuddannelse vil blive løst.
By uniting CEDEFOP's staffs and consultants' greater knowledge of the subject of vocational training with Eurostat's Working Party's greater familiarity with the pro blems of compiling statistics, it was and is expected that the difficulties of measuring vocational training will be overcome.
Vi har således endnu ikke nået det punkt, hvor vi kan måle erhvervsuddannelse i forbindelse med f.eks., hvor mange der benytter sig af erhvervsuddannelse eller resultaterne eller udgifterne — på en ens artet måde, som kan forstås fra Danmark til Portugal eller fra Irland til Grækenland.
Accordingly, a joint CEDEFOP/Euro-stat study group was set up on an ad hoc basis. In 1986 this group produced a pro visional framework for vocational train ing statistics which includes a com promise definition of vocational training for statistical purposes.
Vi kan dog sige, at vi har gjort visse fremskridt, og med støtte fra EF-institutionerne, medlemsstaternes re geringer og arbejdsmarkedets parter vil arbejdet forsætte.
Note specially the object of this definition — to provide a common base for numerical information on vocational training that can be
Således blev der midlertidigt nedsat en fælles arbejdsgruppe sammensat af re præsentanter for CEDEFOP og Eurostat.
It will take more time, possibly some years, as well as more ef fort before that desirable objective can be reached.
11986 udarbejdede denne gruppe et sæt foreløbige retningslinjer om statistisk materiale om erhvervsuddannelse, som
However, we can claim to have made some progress and with the support of the Community institutions, the Member States' governments and the social partners the efforts will continue.
Hvis vi stadig kun taler om offentligt fi nansierede uddannelser, var det næste skridt at se på, hvilke data om uddannelse, der kunne udledes af det statistiske materiale om det almindelige skole- og højere uddannelsessystem.
Still restricting ourselves to publicly financed training, the next step was to see what data on training could be extracted from the statistics of education in the regular school and higher education system.
Der har siden 1970 eksisteret rimeligt detaljerede og sammenhængende statistikker inden for dette område for alle medlemsstater og de fleste lande uden for EF som følge af et samarbejde mellem UNESCO's med lemsstater. UNESCO udarbejdede efter ti års arbejde The International Standard Classification of Education (ISCED), som gør det muligt at udarbejde statistik
Reasonably comprehensive and coherent statistics in this field, covering all Member States and most countries outside the Community, exist from about 1970 onwards as a result of collaboration between the Member States of Unesco.
Har befolkningen ændret holdning til uddan nelsen og statens politik?
ver the 25 years following the Se cond World War, economic development in western coun
Og kræves der navnlig ikke ændringer i uddannelsesbestræbelserne, i deres sigte på almen ud dannelse eller erhvervsuddannelse, i de res finansieringsmåder og i bekræftende fald hvilke? Disse spørgsmål ville vi gerne forsøge at få klarlagt, og vi skønner, at CEDEFOP's undersøgelser vil kunne bidrage dertil.
O fort; in particular, an increase in the number of young people going on to the most advanced types of training offered by the universities and/or colleges; and, in secondary education, a shift away from the less intensive educational cycles, often called 'vocational', towards the longer and more technical cycles.
Krav om produktivitet en meget stærk udvidelse af undervisningen.
tries went hand in hand with a very marked growth in education.
Denne berigelse af de menneskelige ressourcer så ud til at være et nødvendigt supplement til en stadig mere kapitalintensiv produktion.
Enriching human capital in this way seemed to be an adjunct to increased capital intensity in the production process.
Borgerne betragtede også uddannelse som en investering eller som et forbrug, der i stigende grad var ret tet mod tjenesteydelser.
Individuals also regarded education as an investment or as a consumer durable since it was moving more in the direction of the services.
Og for samfundet måtte den stadig mere almindelige fortsættelse af uddannelsen efter grund skole og senere efter de gymnasiale trin føre til en gradvis nedbringelse af de ulige muligheder mht. uddannelse og dermed også mht. beskæftigelse og indkomst.
Society saw the growing trend to pursue studies beyond primary and then secondary education as a way of offset ting the inequality of opportunities for training and thus for employment and income.
Andet spørgsmål kunne være, om denne diagnose kan præciseres.
Has this change in the economic fabric of the EC Member States had repercussions for the development of education in all its forms and in particular on vocational training?
Har virksomhederne med henblik på udvikling af de høj teknologiske sektorer brug for unge med en meget specialiseret uddannelse eller tværtimod for kandidater med en bredere uddannelse på et højt videnskabeligt ni veau?
Has it changed peoples' at titudes towards education and altered State policies?