natgillin/translations-raw huggingface dataset:
Når man ved øget offentlig intervention ønsker at tilbyde alle, der forlader skolen på et tidligt tidspunkt, eller når skolepligten er ophørt, uden at tage en videregående uddannelse, en erhvervsrettet førstegangsuddannelse i form af en vekseluddannelse - hvilket EFs ministerråd agter at realisere inden 1987 (jf. Rådets afgørelse af 11. juni 1983 vedrørende erhvervsuddannelsespolitikken i De europæiske Fællesskaber i 80erne) - kan der opstå en fortrængningseffekt over for ældre arbejdstagere, med mindre disses behov for efteruddannelse, omskoling eller videreuddannelse i forbindelse med den stadig accelererende sam fundsmæssige, arbejdsorganisatoriske og teknologiske udvikling tilgodeses.
If governments are to do more to ensure that all early school-leavers, or schoolleavers who would not receive any further training after completing their compulsory education, have the opportunity of undergoing initial vocational training in alternance form, this being the goal the European Community's Council of Ministers has set for 1987 (see the Council resolution of 11 July 1983 concerning vocational training policies in the Community in the 1980s), older workers may be pushed out of the labour market unless account is taken of their need for continuing training, retraining or in-service training to cope with the growing pace of change in society, the organization of work and technology.
Vekseluddannelsen, der sammenkobler arbejde, erhvervsfaglig og almen uddannelse, er med andre ord ikke alene et instrument, der skal lette unges overgang fra skolen til voksenog arbejdslivet, men samtidig en mulighed for voksne for at vende tilbage til uddannelsessystemet med henblik på vedligeholdelse eller udvidelse af deres kvalifikationer for derved aktivt at kunne reagere på de udfordringer og krav, der stilles i dag.
The link which alternance training forges between work, training and education is thus designed not only to facilitate the transition young people have to make from school to adult and working life but also to enable adults to return to the education and training system so that they may maintain or improve their qualifications and respond actively to changing requirements.
Nogle medlemsstater, navnlig Frankrig og Belgien, anser en sammenkobling af ar bejdserfaring og uddannelse — hvilket en vekseluddannelse jo går ud på - fremfor alt for et tilbud til social og erhvervsmæssig integration af marginaliserede, forfordelte unge.
While all the decision-making bodies in the various Member States are likely to be aware of these links, they have so far paid little heed to them in actual schemes and programmes because education and training still tend to mean measures for young people or special schemes to get them off the streets and minimize their protest.
Andre medlemsstater, som det For enede Kongerige, Nederlandene, og på det sidste også Danmark, benytter vekseluddannelsen først og fremmest med erhvervsog konkurrencepolitiske målsætninger for øje.
After almost a decade of comparative studies by Cedefop of the vocational training of young people against the background of the labour market crisis, it can be said that, although alternance training has found a place, in the education policies of all the Member States, the goals pursued with this concept are still highly disparate owing to the difference in the conditions prevailing in the Member States when it was introduced or to the difference in their political priorities (see in particular Vocational Training, No 12, 1983).
Dette kan blandt andet udledes af de i disse lande førte, delvis højst kontroversielle diskussioner om arten og omfanget af uddannelsesgodtgørelser eller lærlinge lønninger i forbindelse med forskellige for mer for vekseluddannelse.
While some Member States - especially France and Belgium - regard alternance training and the linking of practical experience and training it entails predominantly as a means of integrating marginalized and disadvantaged young people into society and working life, others - like the United Kingdom, the Netherlands and, recently, Denmark - use it largely to achieve objectives pursued under their economic and competition policies.
Det påpeges gang på gang, at uddannelsesgodtgørelser til lærlinge i Forbundsrepublikken Tysk land ligger væsentligt lavere end i de nordlige nabostater (jf. bl.a.
This is evident, for example, from the sometimes impassioned debate in these countries on the nature and level of training allowances or apprentices' wages during alternance training in its various forms.
CEDEFOPs rede gørelse vedrørende »Unges sociale og materielle status ved overgangen fra skole til erhverv«).
It is constantly pointed out in this debate that the training allowances paid to apprentices in the Federal Republic of Germany are far lower than in its northern neighbours (see also the studies by Cedefop on 'The material and social standing of young people during transition from school to working life').
Vekseluddannelsen er tænkt som introduktion til den nødvendige omstrukturering af erhvervsfaglig og almen videreuddannelse.
Conciliation of interests through the joint participation of employers and employees in the organization of alternance training for their mutual benefit
Men denne tanke er endnu langt fra accep
Employers' and employees' organizations should be involved not only in deciding the
De besluttende organer i medlemsstaterne er sikkert klare over disse sammenhænge, men det forekommer, som om dette ikke eller næsten ikke har indvirket på konkrete tiltag og programmer, idet man fortsat ensidigt er fikseret på de unge, hvad angår uddannelsesproblematikken, henholdsvis gør forsøg på ved hjælp af særlige foranstaltninger at få dem væk fra gaderne og reducere deres protester til et minimum.
The close link between the situation of older employees and that of young workers entering the labour market for the first time will by now be apparent. The allowances paid to young people undergoing alternance training - during which their status is
Senest i denne fase fremtræder den nære sammenhæng mellem de ældre arbejdstage res situation og de unge arbejdstagere, som er nype på arbejdsmarkedet.
But we still have some way to go before this view is generally accepted, since political priorities have resulted in almost every programme being geared to the needs of young people, often without regard for the consequences which such preferential treatment is bound to have for older workers.
nyelse af uddannelsens indhold og målsæt­ning til følge, alt på baggrund af udviklin­gen inden for arbejdsverdenen.
active learning essential precondition for participation in in­school processes.
Den abstrakte indlæringsproces bliver på denne måde til en undervisningsform, hvor erkendelserne fra praksis tages med som udgangspunkt, mens lærerne samtidig for­anlediges til at indrette undervisningen på de ændringer, der sker i praksis, samt elevernes konkrete arbejdserfaringer.
The targets of abstract learning processes thus contribute knowledge acquired through practical experience to the process of learning the theory involved and cause their teachers to adjust their teaching to the changes that constantly occur in the outside world and to the trainees' practical experience of work.
Uddannelsesfaciliteternes organisation, samarbejde mellem erhvervsskoler og virksomheder/værkstedsskoler
Organization of places of learning, cooperation between schools and firms or inter­company training centres
Udligning af interesserne ved arbejdsgivernes og arbejdstagernes paritetiske medvirken til vekseluddannelsens almennyttige udformning
The objective of alternance training in the final analysis is to improve the link between education/ places of learning during an education training and work throughout working life.
Arbejdsgiver­ og arbejdstagerrepræsentan­ters medvirken er ønskelig ikke alene ved fastsættelsen af uddannelsesgodtgørelsen, men også til at klarlægge en hel række andre spørgsmål:
level of training allowances but also in clarifying many other questions:
■ antallet af uddannelsespladser og ud­dannelsens kvalitet i virksomhederne
■ the number of training places and the quality of in­company training;
Det skal så vidt muligt undgås, at arbejdsopgaver, som ikke er uddannel­sesrelevante, dominerer.
The participation of both sides of industry is absolutely essential to the success of alternance training.
Medbestemmelse og medvirken af begge parter på en ar­bejdsplads er en vigtig forudsætning for, at vekseluddannelsen kan fungere.
Where this participation does not exist or is un­satisfactory, the practical application of the concept poses major problems.
■ art og omfang af rekrutteringen af før­stegangs uddannelsessøgende, samt overta­gelse af disse i et fast ansættelsesforhold efter uddannelsens afslutning
■ the type and number of trainees to be recruited and their permanent employment after training;
Kontinuerlig overførelse af ændrede behov til uddannelsens indhold og målsætninger
■ involvement in the evaluation and assessment of trainees' performance;
■ medvirken ved udformning, vurdering og bedømmelse af præstationer, som må kræves af unge under uddannelse
Constant reflection of changing requirements in training curricula and objectives
■ art og omfang af ældre arbejdstageres frihed til efteruddannelse, omskoling og videreuddannelse (evt. kvoteringsordning), sammenkobling af deltidsarbejde og del­tidsuddannelse, betalt frihed til uddannelse, sabbatår eller lignende
■ the type and number of older workers to be released for continuing training, retraining and in­service training (possibly under a quota arrangement), the linking of part­time work and part­time training, educational leave, sabbaticals, etc.;
Alle pædagoger ved, at det at skifte uddan­nelsessted inden for en uddannelsesproces i sig selv er en vigtig pædagogisk metode.
■ involvement in joint bodies which lay down training regulations, examination standards and occupational requirements;
Inden for vekseluddannelsen anerkendes de unges eller voksnes reelle arbejds­ og livser­faring de facto som en del af uddannelsen og inddrages i indlærings­ og uddannelses­processen, mens den positive (vekselvirk­ning mellem konkrete og abstrakte situatio­ner samtidig udnyttes.
■ the local and regional integration of training schemes into development and labour market policy strategies, etc.
Virksomheden eller projektet, der skal afstedkomme et bestemt produkt, en vare eller en tjenesteydelse, står i centrum for den konkrete situation.
The linking of education/training and practical experience opens the way to inductive learning, which enables knowledge to be derived from personal experience and does not subordinate practical action to the comprehension of theory, as is usually the case in the traditional, more deductive learning process in school.
Den abstrakte undervisning må naturligvis tage tilsvarende hensyn, men kan samtidig give et indblik i overordnede tekniske, økonomi­ske og sociale sammenhænge, formidle indsigt i tværfaglige uddannelsesindhold etc. Denne undervisning foregår både på (deltids) erhvervsskoler og på virksomhe­derne eller f.eks. branchens specielle skoler.
This provokes a constant feedback leading to the correction/ adjustment and renewal of training curricula and objectives to bring them into line with developments in industry, since teachers are confronted with young people undergoing independent learning processes based on their practical experience, which are often inconsistent with processes of acquiring purely theoretical knowledge.
En nøje indbyrdes tilpasning af uddannel­serne er måske ønskelig, men ikke absolut nødvendig, så længe alle ved, hvad der foregår på det andet uddannelsessted.
Many young people do not, in fact, appreciate the need for theoretical knowledge until they have had practical experience, which therefore becomes an
Men det forekommer vigtigt både med hensyn til den generelle indlæring og den nødvendige interesseudligning, at hverken virksomhe­den eller skolen spiller nogen dominerende rolle i uddannelsen, hvilket bør komme til udtryk i en ligelig fordeling af uddannelses­tiden på virksomhed og skole.
The participation of employers' and employees' organizations is specifically designed to ensure that, while the public authorities retain overall responsibility for training in schools and non­company training centres, on­the­job training and practical experience are appropriately administered and controlled.
Ved at sammenkoble erhvervsfaglig og almen uddannelse med den konkrete ar­bejdserfaring skabes der grundlag for en induktiv indlæringsproces, hvor erkendel­sen udledes af de personlige erfaringer fremfor en teoretisk gennemgang af stoffet, som er fremherskende ved den traditionelt skolerettede, mere deduktive indlæring. Der sker således en kontinuerlig tilbage­kobling med korrektion/tilpasning og for­
However, the interchange of places of learning in alternance training differs from that advocated on purely pedagogical grounds in that the practical experience of work and life gained by young people and adults is recognized from the outset as forming part of their training and is included in the teaching and learning process. Advantage is also taken of the positive interaction between real and abstract situations.
■ medvirken i paritetiske organer til fastsættelse af uddannelsesordninger, ek­samensvilkår og erhvervsfaglige krav
The time spent in training in the firm should, therefore, be roughly the same as that spent in the school or training centre.
det offentlige skolesystem hører den til undtagelserne, selv om vekselvirkningen mellem indlæring og praktisk udførelse kunne udnyttes på meningsfyldt vis.
post-secondary State schools, although the interaction between learning and doing in this form of learning, as in alternance training, could be put to good use.
Måske var det muligt at gennemføre denne form for uddannelse inden for det regulære
The crisis in the State education system is doubtless largely due to its apparent inability, or lack of opportunity, to relate theory directly to practice and to undertake specific projects.
Krisen inden for det offentlige skolesystem tør siges i det væsentlige at være begrundet i, at det ikke forekommer muligt — eller muligheden ikke indrømmes — at relatere uddannelsessystem?
If this was made possible, other important functions now performed by the education system, such as the allocation of status, social reproduction and the setting of standards, would be queried or in some respects counteracted.
stændig gennemførelse af konkrete projekter.
Cost and financing of alternance training
Vekseluddannelsens omkostninger og finansiering uden tvivl, forudsat at undervisningen for uden den fagspecifikke teori og praksis også ville omfatte konkrete projekter, som blev gennemarbejdet »in situ« eller i hvert fald inden for andre rammer end frontalundervisningen - enten af enkeltpersoner eller i grupper.
Could this form of training not be provided by the general education system? It undoubtedly could if the instruction included not only the theory and practice of the specialized subject or subjects but also actual projects undertaken by trainees individually or in groups as a practical exercise or at least in something other than the traditional classroom setting.
I uddannelsessystemet, som vi kender det i dag, sker dette som regel først hen imod afslutningen af det universitære uddannelsesforløb eller i særlige arbejdsgrupper, som ikke egentlig regnes for at høre med ind under den regulære under visning.
As the education system now stands, however, such projects are usually confined to the final stages of university courses or to separate working groups, whose activities do not count directly towards normal tuition.
Denne indlæringsform ved hjælp af projekter kræves gang på gang og praktiseres også på privatskoler og visse eliteskoler, men i
Constant demands are made for such project-based learning, and it is frequently encountered in non-State schools and some élite schools, but it is the exception in
Uddannelsessystemet forholder sig derfor mere ambivalent over for vekseluddannelsen. På den ene side indses nødvendigheden af og det fornuftige i en sammenkobling af indlæring og arbejde, mens man på den anden side ikke vil anerkende de opnåede kvalifikationer og certifikater som ligeværdige, idet det ville være ensbetydende med en devaluering af det formelle skolesystem og dette systems certifikater.
The attitude of the education system towards alternance training, therefore, tends to be ambivalent: on the one hand, it is aware of the need and desirability of linking work and learning; on the other, it refuses to recognize the qualifications and evidence of proficiency thus obtained as being of equal value since this would downgrade the formal school system and the certificates it awards.
Denne aner
But recognition of
Omkostnings- og finansieringsspørgsmålet er nok det centrale problem ved alle former for vekseluddannelse.
The cost and financing question is undoubtedly the key issue in all forms of alternance training.
Indtil for en snes år siden måtte lærlingene betale »lærepenge«.
Not so many years ago trainees were still required to pay fees.
I forbindelse med den enorme uddannelsesekspansion, en samtidig nedvurdering af de traditionelle former for lærlingeuddannelse og mens der var fuld beskæftigelse,
The enormous growth of education, the consequent partial downgrading of traditional forms of initial training and full employment put trainees in a relatively strong position in the labour market. There
. .som danner overgangen til videreførende uddannelser og efteruddannelse for unge og voksne, og ikke nedbryder disse muligheder.
. . . building rather than demolishing the bridges needed to permit a return to higher education and continuing training or alternance adult education.
var lærlingenes position på arbejdsmarkedet forholdsvis stærk. Lærlingenes godt gørelser blev tilpasset de voksnes lønninger.
programmes for adults have been developed in recent years, mostly outside the general education system and geared in a fairly uncoordinated way to specific needs or target groups.
Det forekommer påtrængende nødvendigt at inte grere disse programmer i et sammenhæng ende erhvervsfagligt videreuddannelsessystem, som er mere tilknyttet de regulære uddannelser og samtidig er tilstrækkeligt fleksibelt til at kunne tilpasses arbejdsmar ca. 40 "la i gennemsnit) uden nogen aner kedets vekslende behov.
There would appear to be an urgent need for these programmes to be integrated into a cohesive system of continuing vocational training that is more closely aligned with the general education system and is also able to react flexibly to the changing needs of the labour market.
beskæftigelsesmuligheder realiseres.
training and production can help to develop new markets or to encourage trainees to seize newly emerging opportunities and convert them into paid work.
En sammenkobling af jobskabelsesprogrammer og erhvervsfaglig videreuddannelse samt en sammenkobling af uddannelse og produktion kan være medvirkende til at skabe nye markeder og finde frem til nye behov, hvis dækning kan omsættes i betalt arbejde.
Alternance training can then make an active contribution to job creation if skills are taught with local or regional needs ' or development programmes in mind.
Vekseluddannelsen kan i den for bindelse bidrage aktivt til at skabe ar bejdspladser ved i tilknytning til lokale eller regionale behov og udviklingsprogrammer at tilbyde kvalifikationstiltag med målrettet sigte, mens etableringen af små nye virksomheder, andelsselskaber og/eller lokale selvstændige beskæftigelsesinitiativer sam tidig kunne nyde fremme (jf. Erhvervsuddannelse nr. 16/1984).
The establishment of new small firms, cooperatives and/or independent local employment initiatives might well be encouraged (see also Vocational Training, No 16, 1984).
kendt og kvalificerende erhvervsuddannelse.
on initial and continuing
Bibliografiske henvisninger til CEDEFOP-publikationer Vekseluddannelse/videreuddannelse
Cedefop publications alternance training
(DE, EN FR), DM 13,50, DE-ISBN 92-825-237 64 Tidsskrift Erhvervsuddannelse nr. 4/1980 Vekseluddannelse f or unge.
Youth unemployment and alternance training in the EEC.
En vejledning f or praktikere, 1982, 103 s. (DA, DE, EN, FR, GR, IT, NL) DM 10, ISBN 92-825-2869-3
Conference report, 1981, 224 pp. (DE, EN, FR),
For at opnå dette er det nødvendigt, at arbejdsmarkedets parter medvirker.
It is essential for the two sides of industry to be involved in this process.
De kan bidrage til, at der finder en mere ligelig fordeling af arbejdet sted mellem de arbejdstagergrupper, som trues eller rammes af arbejdsløshed i forskelligt omfang, idet den erhvervsfaglige videreuddannelse ge nindføres som et element i en aktiv beskæftigelses- og arbejdspolitik.
They can use their influence to bring about a more uniform distribution of work among the categories of workers who are affected or threatened by unemployment to varying degrees by ensuring that continuing vocational training again becomes an element of a active employment and labour policy.
De højere skoler og læreanstalter, som på grund af den demografiske udvikling allerede nu råder over eller i en nær fremtid vil have uudnyttede lokaler og personalemæssige ressourcer til disposition, bør i øget omfang stilles til rådighed for nye former for vekseluddannelse for voksne.
Post-secondary schools and universities, which already have premises and personnel to spare, or will have in the near future because of the demographic trend, should open their doors wider to new forms of alternance adult education.
De sociale og materielle forudsætninger for, at ældre persongrupper kan deltage i videreuddannelsestilbud, forekommer imidlertid fortsat at være højst utilstrækkelige uf- side 42, artiklen vidrørende voksenuddannelse).
Many social and physical requirements will have to be satisfied, however, before older people can participate in continuing training (see also the article on adult education on p. 42).
Tidsskrift Erhvervsuddannelse nr. 12/1983 Bildungsurlaub und Arbeitsmarkt in Europa 1983, 217 s. (DE, EN, FR), DM 9,50, DE-ISBN 92-825-3594-0
Vocational Training, No 12, 1983. Educational leave and the labour market in Europe, 1984, 217 pp.
Der skal udvikles nye finansierings- og tilskudssystemer, der omfatter førstegangsog efteruddannelse i form af vekseluddannelse og som måske på længere sigt kan træde i stedet for arbejdsløshedsdagpenge. Det vil sige, at det efterhånden ikke skal være arbejdsløsheden, men en erhvervsuddannelse, der skulle finansieres, både for dem, der forlader skolen på et tidligt tids punkt, og de voksne (se under pkt. 1).
New types of financing or levy systems embracing alternance forms of initial and continuing training should be developed and perhaps even take the place of the unemployment insurance funds in the long term.
Den lovgivende magt skulle tage udfordringen op og skabe de nødvendige rammer for overenskomstmæssige aftaler om sådanne finansieringsordninger, tilpasset de forskel lige fags og branchers hhv. regioners og målgruppers specifikke behov (jf· CEDEFOP flash nr. 5/1985).
Legislation would have to be passed to lay the foundations needed for collective agreements, so that such financing arrangements could be adjusted to the specific needs of occupational groups and sectors or regions and target groups (see Cedefop flash, No 5, 1985).
Vekseluddannelse som et led i skabelsen af nye beskæftigelsesmuligheder
Alternance training as a means of creating new jobs
Vekseluddannelse som del af strategien til ligelig fordeling af arbejdet mellem forskellige persongrupper
Alternance training as part of a strategy for the uniform distribution of work among the various categories of workers
I de senere år er der udviklet et utal af programmer og former for ungdomsuddan
A host of programmes and different forms of training for young people and an equally large number of continuing training