natgillin/translations-raw huggingface dataset:
Til yderligere belysning af denne Matthæuseffekt (den som har, skal mere gives) er efteruddannelsesdeltagelse i tabel 7.4 opgjort for grupper med forskellig uddannelsesbaggrund.
To clarify further this 'Matthew-effect' ("to him that hath shall be given"), participation in continuing training is shown in table 7.4 for groups with different training backgrounds.
Tabel 7.4 Deltagelse i efteruddannelse, 1981. Procent
Participation in continuing training, 1981. Per cent
Uddannelsesbaggrund
Training background
Andel der har deltaget i efterudd
Proportion having participated in cont.training
Lærlingeuddannelse
Apprentice training
Kortvarig uddannelse mindre end 1 år
Brief training less than 1 year
Teoretisk uddannelse af 13 års varighed
Theoretical training lasting 13 years
Tekniker-/pædagoguddannelse under 3 års varighed
Technician-/trainer-training of less than 3 years' duration
Videregående teoretisk uddannelse (lærere, journalister)
Continuing theoretical training (teachers, journalists)
Kilde: Opstillet på grundlag af tabel 3.45 i Arbejdstidsundersøgelsen 1982, udgivet af Arbejdsministeriets økonomisk, statistiske konsulent.
Source: Compiled on the basis of table 3.45 in Survey of hours of work 1982, issued by Ministry of Labour finance and statistics consultant.
Det skal imidlertid atter understreges at de ovenstående op lysninger om fordelingen af efteruddannelse kun viser hvor stor en andel inden for en given gruppe, der overhovedet har deltaget i efteruddannelse inden for det pågældende år.
It must be emphasized again, however, that the above information concerning the distribution of continuing training shows only the proportion within any given group which has participated at all in continuing training within the year concerned.
Ovenstående tabel skelner således ikke mellem deltagelse i et 1-dages efteruddannelseskursus og deltagelse i fx 5 timers ugentlig efteruddannelse med omfattende hjemmearbejde gennem et helt år.
The above table thus does not distinguish between participation in a 1-day continuing training course and participation in, for example, 5 hours of continuing training a week plus a lot of home-work, within one year.
Det eneste - og ikke særligt opsigtsvækkende - der derfor kan konkluderes omkring fordelingen af efteruddannelse er derfor, at 80-90% af de i forvejen dårligst uddannede (ingen erhvervs uddannelse) og oftest beskæftiget som ufaglærte arbejdere ikke har deltaget i nogen form for efteruddannelse inden for et år.
Therefore, the only conclusion - not particularly sensational - which can be drawn concerning the distribution of continuing training is that 80-90% of the worst Ρ reviously trained par ticipants (no training ), usually employ ed as unskilled vocational workers, particip ated in some form of con tinuing training within one year.
Til sammenligning gælder dette kun for ca halvdelen af dem med eri forudgående videregående teoretisk uddannelse af 37 års varighed.
7.3 Financing of continuing training As mentioned in section 1, a long tradition exists in Denmark of
7.3 Finansiering af efteruddannelse
- continuing training taking place primarily during working hours, with pay or pay compensation;
Som nævnt i kapitel 1 er der i Danmark en lang tradition for at - efteruddannelse primært foregår i arbejdstiden med løn eller lønkompensation efteruddannelse ofte er finansieret af deltagernes arbejds givere eller gennem skatter/afgifter.
- continuing training frequently being financed by the participants' employers or through taxation/charging of fees.
Til belysning heraf skal tages udgangspunkt i en gennemført surveyundersøgelse fra 1986.
To clarify this, a survey study carried out in 1986 will be used as a basis.
Denne undersøgelse er foretaget blandt en repræsentativt ud valgt stikprøve af den danske befolkning på 4.956 i alderen 16-74 år som kombineret postspørgeskema- og telefoninterviewundersøgelse.
The survey was carried out among a representatively selected random sample of the Danish population, numbering 4956 and aged 16-74 years, as a combined postal questionnaire- and telephone interview-survey.
Til dem der har deltaget i efteruddannelse/kurser, er der yderligere blevet stillet spørgsmål om de finansielle forhold.
Questions concerning financial circumstances were put additionally to those who participated in continuing training or courses.
Nedenstående tabel er opstillet på basis heraf.
The following table is based upon this.
Hvem betaler ophold og kursusafgift særskilt for stillingska­tegorier, 1986. Procent
Payers for board and accommodation and course fees, by job categories, 1986. Per cent
Fag­Funk­lærte tionærer alt
Self-Unski lied Skilled White-emplo yed worke rs workers collar w.
Fagforening A­kasse
Trade union benefit-fund
Andet*
Other *
* Andet indeholder forskellige kombinationer af betalere.
* "Other" covers various combinations of payers. Source: The table was compiled on the basis of Henning Bjerregaard Bach: Deltagelse i efteruddannelse omfang og fordeling (Participation in continuing training - volume and distribution). 1986
Tabellen skal tolkes med varsomhed, idet angivelse af betaler er baseret på respondenternes egen opfattelse af betaler.
The table should be read with caution, since the specification of payers is based upon the respondents' own conception of the payer.
Deltagerne i efteruddannelse vil ikke altid have kendskab til de finansielle forhold og derfor ikke have mulighed for at skelne mellem den umiddelbare betaler og den endelige betaler som resultat af forskellige refusionsordninger.
The participants in continuing training will not always have knowledge of the financial situation and will therefore not be able to distinguish between between the immediate payer and the ultimate payer, owing to various reimbursement-arrangements.
Dette hænger formentlig sammen med at deltagelse i AMU­uddannelser for de beskæftigede i disse
In spite of these reservations, however, table 7.5 can be used to show that:
80 grupper ofte sker på initiativ af arbejdsgiverne.
110 the participants pay for their own board and accommodation and course fees only to a limited extent, except for the self-employed.
For de ledige sker deltagelse på initiativ af A-kasse/fagforening.
This is presumably connected with the fact that participation in AMU-training schemes for the employed in these categories often takes place on the employers' initiative.
For både beskæftigede og ledige med AUD-fonden som den endelige betaler.
For the unemployed, participation takes place on the initiative of the trade-union or benefit fund; for both employed and unemployed with the AUD-Fund as the ultimate payer.
Tilsvarende forskelle i angivelse af de finansielle kilder mellem arbejdere og funktionærer/tjenestemænd ses i besvarelsen af spørgsmålet om, hvem der betaler eventuel løn under kursusdeltagelse.
Corresponding differences in specification of the financial sources as between hourly-paid workers and salaried employees/civil servants can be seen in the replies to the question as to who pays any remuneration payable during course participation.
Hvem betaler løn under uddannelse/kursusdeltagelse for lønmodtagerne, særskilt for stillingskategorier 1986. Procent.
Payers of remuneration during training/course participation for hourly-paid workers, by job category 1986. Per cent
Ufaglærte
Skilled workers
Faglærte
Sal aried workers /civil serv.
* Andet indeholder forskellige kombinationer af betalere.
* "Other" covers various combinations of payers.
Med de tidligere nævnte forbehold for gyldigheden af besvarelserne, kan tabellen tolkes således at 80-90% af deltagerne op når løn eller kursusgodtgørelse under deltagelse i efteruddannelse/kurser .
With the reservations mentioned earlier regarding the validity of the replies, the table can be read as showing that 80-90% of the participants receive remuneration or course compensation during participation in continuing training/courses.
Men også her er der forskelle imellem stillingsgrupperne, idet arbejdsgiveren oftere står som betaler af løn for funktionærer/ tjenestemænd, end for de faglærte og ufaglærte.
Here also, however, differences exist between the job categories, since the employer is more often shown as the payer for salaried employees/civil servants than for skilled and unskilled hourly-paid workers.
Det kan dog overraske at arbejdsgiveren så ofte nævnes som betaler af løn for de faglærte og ufaglærte, idet AUD-fonden som tid ligere nævnt yder lønkompensation.
But it can come as a surprise that the employer is so often mentioned as the payer of remuneration for skilled and unskilled workers since, as mentioned earlier, the AUD-Fund pays wage compensation.
Besvarelsen kan imidlertid dække over
However, the replies may conceal the facts
- at de uddannelser der nævnes, ikke er AMU-uddannelser, men andre uddannelser hvorunder deltageren oppebærer fuld løn at disse medarbejdere oppebærer fuld løn og AUD-godtgørelse udbetales til arbejdsgiveren
- that these employees receive full AUD-compensation is paid to the employer;
- at deltageren ikke kender de finansielle refusionsmekanismer.
- that the participant is unaware of the systems of financial reimbursement.
Faglærte og ikke-faglærte nævner oftere A-kasse og fagforening som betaler af løn/lønkompensation, hvilket formentlig kan tolkes som lønkompensation via AUD-fonden.
Skilled and unskilled workers mention more frequently the unemployment benefit fund and trade union as the payers of wages or wage compensation - which can presumably be interpreted as wage compensation through the AUD-Fund.
Tabel 7.6 afspejler formentlig også at deltagelse i efteruddannelse for funktionærerne er knyttet direkte til et givet ansættelsesforhold, mens deltagelse i efteruddannelse i AMU-systemet for de faglærte og ufaglærte også finder sted under ledighed.
Table 7.6 presumably also reflects the fact that participation in continuing training for salaried workers is directly connected with an existing employment, whereas participation in continuing training within the AMU-system for skilled and unskilled workers also takes place during unemployment.
For funktionærområdet og for de offentlige ansatte er efteruddannelsesmulighederne afhængig af den enkeltes jobfunktion og placering i jobhierarki - og som sådan meget forskellige.
7.4 Conclusion For salaried employees (white-collar workers) and public employees, continuing training opportunities depend upon the individual's job function and position within the job hierarchy - and, as such, are very diverse.
Som hovedregel deltager de privat ansatte funktionærer primært i efteruddannelser overvejende finansieret af deres arbejdsgivere gennem et deltagergebyr.
As a general rule, salaried employees in the private sector participate primarily in continuing training schemes which are financed mainly by their employers, through participants' fees.
De kompetencegivende deltidsuddannelser finansieres dog for godt 80% vedkommende via skat ter.
However, a good 80% of open public training schemes are financed through taxation.
Ved siden af disse efteruddannelser findes efteruddannelsesmulighederne især på det kommercielle uddannelsesmarked, i de faglige organisationer, (herunder dimittendforeningerne) eller som interne uddannelser.
In addition to these continuing training schemes, there are continuing training facilities particularly on the commercial training market, in the professional organizations (including the 'dimittend'-associations), or as in-house courses.
De offentligt ansatte funktionærers efteruddannelse finansieres næsten udelukkende via skatter - gennem arbejdsgiverfinansieret deltagergebyr til de kommercielle kursusudbydere, fag lige foreninger (herunder dimittendforeninger); derudover som deltagergebyr til de særlige offentlige efteruddannelsesinstitutioner der i begrænset men stigende omfang fungerer på markedsvilkår. kedsvilkår.
The continuing training of salaried employees in the public sector is financed very predominantly through taxation -through participants' fees paid to commercial course suppliers, professional associations (including 'dimittend'-associations); also as participants' fees paid to the special public continuing training-institutions, which are operating under market conditions on a limited scale, but increasingly.
For den industrielle del af det faglærte og ufaglærte arbejds marked er arbejdsmarkedsuddannelserne af helt dominerende be tydning.
For the industrial part of the skilled and unskilled labour market, labour-market training schemes are of paramount importance.
Arbejdsmarkedsuddannelsernes finansielle opbygning (skattefinansieret til 1983 - herefter formelt fondsfinansieret - men reelt afgiftsfinansieret), deres administration - som en del af det arbejdsministerielle område - og deres styr ing, hvori arbejdsmarkedets parter har afgørende indflydelse på de kompetencegivende områder, har formentligt medført at de enkelte virksomheder ikke har fundet det nødvendigt at gå ind i udvikling og finansiering af efteruddannelse af deres faglærte og ikke-faglærte medarbejdere i samme omfang som i andre lande.
The financial structure of the labour market training courses (a sort of tax finance until 1983 and thereafter fund-financed {put this was in reality a tax on wage-earning] ) their administration - as part of the Ministry of Labour's sphere - and their control, in which the labour market partners have decisive influence upon the qualificationconferring areas, have probably resulted in the individual firms not finding it necessary to undertake the development and financing of continuing training of their skilled and unskilled workers to the same extent as in other countries.
En medvirkende årsag hertil er at den danske industristruktur (mange mindre virksomheder, få store) gør det mindre hensigtsmæssigt at iværksætte egentlig efteruddannelse på enkelt-virksomhedsniveau.
A contributory cause of this is that the structure of Danish industry (many small firms, few large ones) makes it less appropriate to introduce actual continuing training at the level of the individual firm.
Der findes derfor kun virksomhedsinterne uddannelser på ganske få af de største danske virksomheder - og da ofte i et tæt samspil med de lokale AMU-centre.
Only in-house training courses in very few of the biggest firms therefore exist -and then in close co-operation with the local AMU-centres, in many instances.
For disse virksomheders vedkommende kan AMU-uddannelse således foregå direkte på den pågældende virksomhed med brug af AMU-centrets undervisere og virksomhedens maskinkapacitet.
In the case of these firms, AMU-training can thus take place at the actual firm concerned, using the AMU-centre's teachers and the firm's machine capacity.
Ud fra disse betragtninger kan det finansielle arrangement om kring AMU-uddannelserne således siges at have erstattet opbygningen af en enkelt-virksomhedsbaseret og enkelt-virksomhedsfi-nansieret efteruddannelse for det industrielle områdes vedkommende .
On the basis of these considerations the financial arrangements for the AMU-training schemes can therefore be said to have replaced the structure of one-firm-based and one-firm-financed continuing training, as far as the industrial sector is concerned.
Sammenlignet med et rent virksomhedsbaseret efteruddannelsessystem for faglærte og - især - ufaglærte, har det danske AMU-system to oplagte fordele.
Compared with a purely firm-based continuing training system for skilled and - particularly - unskilled workers, the Danish AMU-system has two clear advantages.
Uddannelserne giver en bred kompetence inden for den pågældende branche der ikke kun retter sig mod en specifik virksomheds produktionsform, og giver samtidig mulighed for en kompetencegivende opkvalificering, ikke kun for de beskæftigede - men også for de ledige. Denne struktur i efteruddannelserne på det industrielle arbejdsmarked
The training courses confer a broad qualification within the industry concerned, which is not directed only towards the form of production of one particular firm and provides, at the same time, an opportunity for qualificationconferring upgrading, not only for the employed, but also for the unemployed.
83 modarbejder herved en polarisering i efteruddannelsesmulighederne (og formentlig også i efteruddannelsesdeltagelsen) mellem de ledige og de beskæftigede i gruppen af faglærte og ufaglærte - i den private industrielle sektor.
This structure in the continuing training schemes in the industrial labour market thereby counteracts any polarization of continuing training opportunities (and presumably also of participation in continuing training) as between the unemployed and the employed in the categories of skilled and unskilled workers, within the private industrial sector.
Finansiering af Efteruddannelse I Danmark
The financing of continuing training in Denmark
Pris i Luxemburg (moms ikke medregnet): ECU 7
Price (excluding VAT) in Luxembourg: ECU 7
S * *, KONTORET FOR DE EUROPÆISKE FÆLLESSKABERS
,«*% OFFICE FOR OFFICIAL PUBLICATIONS * ^9 * OF THE EUROPEAN COMMUNITIES
3 Erhvervsuddannelse
E Equal opportunities and o vocational training o
Evaluering af o_ virksomhedsuddannelses O programmer for kvinder
Evaluation of in-company o. vocational training 2 schemes for women
Lige Muligheder og Erhvervsuddannelse Evaluering af virksomhedsuddannelsesprogrammer for kvinder
Equal opportunities and vocational training Evaluation of in-company vocational training for women Dina Sensi, SEDEP, université de Liège June 1991
Dina Sensi, juni 1991 Følgende har deltaget i redigeringen af denne rapport: Léa Battistoni (ISFOL, Rom), Claude Cattan (ISFOL, Rom); Patricia Fourmy (SEDEP, Liège); Annie Gouzien (CERETEB, Rennes); Annie Junter Loiseau (CERETEB, Rennes); Lotte Valbjørn (ATHENE, København)
With the participation of Lea Battistoni (ISFOL, Rome); Claude Cattan (ISFOL, Rome); Patricia Fourmy (SEDEP, Liège); Annie Gouzien (CERETEB, Rennes); Annie Junter Loiseau (CERETEB, Rennes); Dina Sensi (SEDEP, Liège); Lotte Valbjörn (ATHENE, Copenhagen)
Initiativtager: Maria Pierret (CEDEFOP)
CEDEFOP Project Leader: Maria Pierret α.
1. udgave, Berlin 1991
First edition, Berlin 1992
Udgivet af: CEDEFOP — Det Europæiske Center for Udvikling y af Erhvervsuddannelse Jean Monnet-Huset, Bundesallee 22, D-W-1000 Berlin 15
CEDEFOP — European Centre for the Development of Vocational Training Jean Monnet House, Bundesallee 22, D-W-1000 Berlin 15 Tel. (030) 88 41 20; Fax (030) 88 41 22 22; Telex 184 163 eucen d
STUDIEOBJEKT
CHAPTER V : CONCLUSIONS
De indhentede oplysninger struktureredes omkring fire hovedaspekter : beskrivelse af virksomheden ; beskrivelse af uddannelsesaktionen for kvinder; uddannelsesaktionens virkning; evaluering af de analytiske data.
THE DEFINITION OF POSITIVE ACTION CONDITIONS AT THE LEVEL OF EMERGENCE AND FACILITATING ELEMENTS NEGATIVE FACTORS THE RESULTS ACTUALLY GENERATED BY THE POSITIVE ACTIONS SOME GENERAL RECOMMENDATIONS FOR THE FUTURE OF POSITIVE ACTIONS
UNDERSØGELSENS BEGRÆNSNINGER
THE PURPOSE OF STUDY
Undersøgelsens begrænsninger må nødvendigvis præciseres.
CEDEFOP has been implementing equal opportunities and vocational training actions for many years.
De udvalgte foranstaltningers ikke-udtømmende og ikke-repræsentative karakter.
The following report constitutes a summary of a longterm period evaluation process, commenced in 1989 upon the initiative of Maria Pierret.
De undersøgte virksomheder er udvalgt fuldstændig vilkårligt af dem, der foretager evalueringen.
The objective of this evaluation processwas to collect information on the effectiveness of positive training actions implemented in various companies.
De disponible oplysningers kvalitative karakter og fortolkningens store rolle.
In 1989, a preliminary case study was conducted in four Member States of the European Community, France, Italy, Portugal and Spain, by ISFOL (Rome).
Evalueringen omhandlede først og fremmest kvalitative data. Denne faktor forklarer analysernes hypotetiske karakter, der ikke i væsentlig grad har kunnet be- eller afkræftes med tal.
Various firms were visited in each country.
Evalueringstidspunktet i forhold til den samlede positive uddannelsesforanstaltnings forløb
The purpose of this second stage was to examine a number of positive actions in each Member State in order to evaluate their impact, not only on the situation and integration of women within the company, but also on the organization and functioning of the firm itself.
I størstedelen af tilfældene omhandlede undersøgelsen uddannelsesaktioner under afvikling.
Common evaluation guidelines (see Annex 1) were drawn up in the course of two meetings of the evaluators involved in these activities.
Det var dermed yderst kompliceret at vurdere disse aktioners virkning for deltagerne og for virksomhederne.
With the exception of the Dutch report, all the evaluation reports were available by June 1990 (see the list in Annex 2).
PRÆSENTATION AF RAPPORTEN
RESEARCH METHODOLOGY
Det første fokuserer på karakteren af og de karakteristiske træk ved programmerne for lige muligheder i de forskellige stater og virksomheder.
The information collected was therefore structured under four headings: description of the firm; description of the training scheme for women; impact of the training scheme; evaluation of analytical data.
Det andet indeholder en analyse af de i gennemførelsen af de positive aktioner involverede parter. Det tredje er en beskrivelse af de forskellige iværksatte uddannelsesprogrammer.
Although the type of information to be collected was specified from the outset, selection of the instruments used to obtain this information (questionnaires, interviews, analyses of documentation, etc.) was left to the discretion of the experts.
Det fjerde tilsigter på grundlag af arbejdshypoteser at evaluere uddannelsesaktionernes virkning på virksomhederne og kvindernes situation. Endelig indeholder det sidste kapitel en diskussion af forskellige problematikker, der er lokaliseret i de foregående kapitler.
The persons contacted within the firms were as follows: managerial staff involved in the positive training action (personnel manager, equal opportunities officer, training manager); trainers;
DEN GENERELLE KONTEKST
CHAPTER I THE CONTEXT
I folkeretten er grundlaget for de positive foranstaltninger artikel 4 i konventionen om afskaffelse af alle former for diskrimination imod kvinder, som vedtoges af FN i 1979 og trådte i kraft i 1981.
Under international law, positive actions are based on Art. 4 of the Convention on the elimination of all forms of discrimination against women, which was adopted by the United Nations in 1979 and came into effect in 1981.
I ovennævnte artikel hedder det : "Vedtagelse af de deltagende stater af midlertidige særforanstaltninger med sigte på at fremskynde faktisk ligestilling mellem mænd og kvinder skal ikke betragtes som diskrimination efter definitionen i denne konvention, men må på ingen måde have til følge, at der opretholdes ulige eller særskilte normer, og de pågældende foranstaltninger skal ophæves, når formålet med dem, lige muligheder og ligebehandling, er opnået".
This article stipulates that the adoption by the contracting states of special temporary measures with the aim of accelerating the establishment of genuine equality between men and women is not to be considered as an act of discrimination as defined by the Convention, but should under no circumstances lead to the maintenance of unequal or distinct standards and that such measures should be revoked once the objectives in terms of equal opportunity and treatment have been achieved.
I fællesskabsretten er grundlaget for de positive foranstaltninger artikel 2, stk. 4, i Rådets direktiv af 9. februar 1976 om "ligebehandling med hensyn til adgang til beskæftigelse, erhvervsuddannelse, forfremmelse samt arbejdsvilkår".
Under Community law, positive actions are based on Art. 2, par. 4 of the Council Directive of 9 February 1976 on the "implemention of the principle of equal treatment for men and women as regards access to employment, vocational training and promotion, and working conditions".