natgillin/translations-raw huggingface dataset:
Som et led i vekseluddannelsens videre udvikling bør yngre og ældre arbejdstagere mere og mere ud- og videreuddannes i fællesskab, således at fælles projekter og udviklingstiltag kan gennemføres eller nye
As alternance training is developed, greater emphasis should be placed on the initial and continuing of younger and older workers together so that joint ventures and development projects can be implemented and also new jobs created.
Uden kvalifikationer og faglig uddannelse — Hjælp ofrene og lav systemerne om
Without qualifications and skills: help the victims and change the systems
■ Definition af problemet form for undervisning eller uddannelse; skolegang til det femtende år ­ selv med afsliitningsbevis — betrages altså som en helt utilstrækkelig forberedelse til livet i vore dage;
■ Defining the problem as a seen to be totally inadequate preparation for the modern world;
D i de fleste medlemsstater er man i under­visningskredse ­ omend noget sent, og ikke altid med begejstring ­ blevet klar over, at der skal udvikles nye programmer og kur­ser, der er bedre egnet for de mindst bogligt orienterede, såvel for den skolepligtige tid som for tiden efter denne;
Π in most countries, education systems have recognized, admittedly belatedly, and not always with enthusiasm, that they have a responsibility to develop new programmes and courses, which will be of more relevance to the less academically able, both during the compulsory school period, and after it;
D der er truffet mange foranstaltninger til forøgelse af antallet og kvaliteten af uddan­nelsespladserne inden for de vigtigste uddannelsesbaner, altså uddannelse der fører til anerkendt kvalifikation gennem forskellige former for vekseluddannelser, f.eks. med to arbejdsfrie dage om ugen eller hele det første år arbejdsfrit;
D there have been many measures to increase the number, and improve the quality, of training places in the mainstream training provision, that is training leading to a recognized qualification, provided through various types of alternance training, e.g. with two days a week off the job, or the whole of the first year off the job;
Denne artikel refererer i første række til to Cedefop­projekter, der er gennemført i løbet af de sidste ti år, det ene om Unges erhvervsforberedelse, der fandt sted i årene fra 1978 til 1982, og det andet om De unges samfunds­ og erhvervsmæssige integration ­ lokale og regionale foranstaltninger, der indledtes sidst i 1983 og sandsynligvis vil fortsætte indtil begyndelsen af 1986.
This article refers primarily to two Cedefop projects carried out during the last 10 years: the first on 'Vocational preparation of young people', carried out between 1978 and 1982, and the second on 'Social and vocational integration of young people -local and regional initiatives', on which work commenced in late 1983 and will probably continue into early 1986.
Som det fremgår af navnene på projekterne, beskæftigede førstnævnte sig hovedsagelig med tilrettelæggelsen af specialordninger for unge uden arbejde og kvalifikationer, medens det andet mere kommer ind på de systemer, der er brug for til underbygning af sådanne foranstaltninger.
As the titles suggest the first was primarily concerned with a question of how to organize specific programmes aimed at helping young people without employment and without qualifications, while the second is more concerned with the systems which are needed to underpin such programmes and initiatives.
Selvfølgelig kan det diskuteres, om den valgte rækkefølge for arbejdets gennemførelse var den rigtige, men den afspejler i hvert fald medlemssta­ternes indsats.
Whether this was a sensible order for the two activities is obviously a matter of discussion, but to some extent this order does reflect developments in the Member States.
Artiklen kommer også ind på det arbejde, der er gjort fra Fællesskabernes side i denne periode.
The article refers also to the development of Community actions in this field during the period.
D som følge af vildledende, tilfældige eller bydende omstændigheder har der været tendens til, at de unge forbliver længere inden for skoleundervisningen;
D there has been a tendency, which can be seen as the result of voluntary, circumstantially compelling or compulsory reasons, for more young people to stay on in school;
De unges erhvervsforberedelse
D young people in the 15-18 age range have been almost eliminated from the labour market;
To sideløbende aktioner
■ Two parallel actions
Disse to fællesskabsforanstaltninger ud­sprang af to forskellige beslutningsproces­ser med forskellige deltagere på både fæl­lesskabsplan og nationalt plan.
D almost all types of education and training have recognized the basic truth in an 'alternance' type approach, and so curricula have been heavily influenced by the idea of learning about the working world, with visits to companies, work experience, setting up of mini-companies, etc. on the one hand, and the strengthening of the theoretical base in mainly on the job training programmes, on the other.
De viste, at alle implicerede parter (undervisningsmini­sterierne i det ene tilfælde og beskæftigel­ses­ og arbejdsministerierne erhvervsud­dannelsesvæsenet og arbejdsmarkedspar­terne i det andet tilfælde), erkendte, at de relativt ukvalificerede skoledimittenders si­tuation udgjorde og fortsat ville udgøre et alvorligt problem, og at den beskyttelse, der lå i en relativt tilfredsstillende beskæftigel­sessituation, som havde gjort dette problem næsten umærkeligt, nu var bortfaldet.
These two Community-level initiatives, derived from two different decision-making processes with different partners at Community and national level, implied a recognition by all those concerned (Education Ministries on the one hand, and Ministries of Employment/Labour, training organizations and social partners on the other) that the plight of the relatively unskilled and unqualified school-leaver was, and would be, a serious problem, and that the screen provided by a relatively satisfactory labour-market situation, which had made this problem almost invisible, had now been destroyed.
Det almindelige undervisningssystems uegnet­hed med hensyn til at bibringe de unge elementære kvalifikationer og utilstrække­ligheden i såvel kvalitativ som kvantitativ henseende af særforanstaltningerne for unge var let at indse.
The ineffectiveness of the general education system in providing basic skills for many young people as well as the inadequacy of additional measures for young people in both qualitative and quantitative terms was plain to see.
Nu ­ næsten ti år senere ­ skal det dog indrømmes, at der i de fleste medlemsstater er gjort et stort arbejde for at gøre det lettere for de unge at træde ud på arbejdsmarkedet, at mange af de gennemførte programmer har været præget af opfindsomhed, har været af god kvalitet og også givet gode resultater, men også at mange af dem savnede opfindsomhed, var af ringe kvalitet og blev fiaskoer, at overor­dentligt mange unge er blevet hjulpet, at systemerne i en række tilfælde er blevet ændret meget (og meget hurtigere), end man regnede med i 1976, og alligevel består det grundlæggende problem fremdeles, især på grund af tendenserne på ar­bejdsmarkedet og den demografiske udvik­ling. Der kan dog fremsættes nogle generel­le synspunkter, der viser de store forandrin­ger, der er indtrådt, og den ændrede situa­tion i dag i forhold til 1976:
Almost 10 years later, one can at the same time say that much has been done in most of the Member States to try to make easier the entry of young people into the labour market, that many of the programmes that have been created have been imaginative, high quality and successful, that many have also been unimaginative, of low quality and disastrous, that very many young people have been helped, that systems have in some ways been changed more (and more quickly) than one could have expected in 1976, and yet, particularly because of the trends on the labour market and demographic patterns, the basic problem remains.
Hvem taler vi om?
Who are we talking about?
D (til dels) som følge af forholdene på arbejdsmarkedet accepteres det, at alle mel­lem 15 og 18 år bør deltage i en eller anden
The difficulty about defining problem groups is that in so doing we add, almost automatically, one more problem to the difficulties of the group. We are here
Vanskeligheden med at definere målgrup­perne er, at vi ved at gøre det næsten
D (partly) because of the labour market situation, it is accepted that all those in the 15-18 age group should be the subject of education or training measures, i.e. attendance at school to the age of 15, even if accompanied by a certificate achieved, is
uvægerligt føjer endnu et problem til gruppens vanskeligheder. Vi beskæftiger os her i første række med dem, der forlader skolen ved skolepligtens ophør (eller forinden) uden at deltage i et undervisningsprogram på hel- eller deltidsbasis, der fører til aner kendt kvalifikation.
primarily concerned with those who leave school at (or before!) the minimum school-leaving age, and do not enter into general education or a training programme, on a full or part-time basis, which leads to a recognized qualification.
Sidst i halvfjerdserne lå deres antal helt nede på 10 °/o af aldersgruppen f.eks. i Tyskland og helt oppe på 40 °/o f.eks. i Storbritannien.
This figure, it was suggested in the late 1970s, varied from as low as 10 % of the age cohort (e.g. in the Federal Republic of Germany), to as high as 40% (e.g. in the United Kingdom).
Sådanne tal kan selvfølgelig diskuteres, men det faktum, at der i medlemsstaterne findes mange unge mennesker, der befinder sig i denne situation, har udgjort en uafviselig kendsgerning i de sidste ti år.
Such figures can be disputed, but the fact that there are many young people in the Member States in this situation, has been a undeniable truth throughout the past 10 years.
Fællesskabets indsats
Community level action
De afviste den opfattelse, at de unge ikke var motiverede til at arbejde, selv om det var klart, at ingen af de unge havde lyst til at udføre repetitivt arbejde, der ikke førte til noget som helst.
They rejected the view that young people were not motivated to work, young people keen to carry out repetitive tasks in dead-end jobs.
I almindelighed var de unges ønske om at arbejde lige så stærkt som manges traditionelle afsky for undervisning på skolebænken.
In general young people's wish to work was found to be as strong as the distaste of many for traditional schooling.
Brugen af praktiske (hyppigt traditionelle) færdigheder som middel til opmuntring af selvtilliden, evnen til kommunikation og udvikling var en central faktor.
The use of practical (perhaps often traditional) skills as a medium to encourage self-confidence, communication and development was a central factor.
eller internationalt samarbejde.
working at Community or international level.
Metoden (cooperative monitoring), der i et vist omfang også benyttes af Europarådet, inde^ bærer gennemførelse af en ret omfattende udveksling af synspunkter og erfaringer mellem praktikerne. Bagefter og med praktikernes hjælp prøver man på at indsamle eksempler og ideer, der kan være nyttige for andre, hvorefter de struktureres i en form, der er egnet til offentliggørelse og videre udbredelse, så også andre praktikere og planlæggere kan få glæde af resultaterne.
This approach (cooperative monitoring), also to an extent used by the Council of Europe, involves arranging for a fairly extensive exchange of views and experience by practitioners; after this, with their aid, trying to bring together examples and ideas which might be useful to others, and then finally structuring these into a form which could be published and distributed, so that other practitioners, and also policy-makers could use the results.
For så vidt angår det arbejde, der skal udføres i skolerne forud for skolepligtens ophør, har de to resolutioner fra Rådet* givetvis udgjort de vigtigste redskaber på fællesskabsplan.
The results of this working group, which met between 1978 and 1981, were published in 1982.*
Det meget omfattende program har omfattet tredive vejledende modelforsøg, hvoraf mange er gennemført flere forskellige steder.
In as far as the main emphasis is to be placed on action within the schools and before the end of compulsory education, the two Community action programmes adopted by the Education Ministers of the Member States* have obviously been the most important activities.
Koordinering, ledelse og bedømmelse er sket centralt ved Ifaplan-gruppsn, der stod under Kommissionens og undervisningskomiteens generel le tilsyn.
This large programme, in which there have been 30 pilot projects, many of which have taken place in a number of different locations, and which has been coordinated, animated and evaluated by the central Ifaplan team under the overall control and guidance of the European Commission and the Education Committee in Brussels, has probably been the most intensive and extensive international education programme in this, or indeed in any related field, carried out in Europe.
Det har utvivlsomt været det mest in- og ekstensive internationale undervisningsprogram, der har været udført inden for dette eller et dermed beslægtet område i Europa.
Cedefop was closely associated with this programme, particularly at its inception and launching, and in the efforts to establish, it must be admitted not entirely successfully, criteria to make possible a cross-country and cross-cultural evaluation. tion.
CEDEFOP var snævert inddraget i arbejdet, i særdeleshed i begyndelsen og under igangsættelsen og bestræbelserne på at finde frem til - det skal dog indrømmes, ikke helt tilfredsstillende — kriterier for tværstatslig og tværkulturel bedømmelse.
They were presented at conferences in London and Dublin in spring 1982, attended by the respective Ministers for Employment and Labour, and in London with the participation of the European Commissioner then responsible for social affairs, employment and education, Mr Ivor Richard.
CEDEFOPs arbejde på erhvervsforberedelsen
Cedefop's work on vocational preparation
Socialfondens forøgede muligheder
Expansion of the European Social Fund
Medens den europæiske socialfond i begyndelsen og midten af halvfjerdserne var begrænset til at beskæftige sig med er-
Whereas in the early and mid-1970s the European Social Fund was limited in its interventions to vocational training
CEDEFOP gik i gang med problemet i over ensstemmelse med Kommissionens henstilling af 6. juli 1977 ved at prøve på at finde ud af, hvilken type foranstaltninger der burde tages op til overvejelse med henblik på at tilbyde tiltrækkende og nyttige mu ligheder for unge, der allerede var gået ud af skolen.
Cedefop approached this problem, as did the Commission's recommendation of 6 July 1977, in trying to establish what type of measures should be envisaged to provide an attractive and useful alternative to those young people who had already left school.
Man gik praktisk til værks, og derved skabtes der en ny form for fælles
It set out to do this in a practical way, and in so doing created an innovative method for
Arbejdet viste, at selv om undervisnings- og uddannelsessystemerne i medlemsstaterne er vidt forskellige, har problemerne tilbøjelighed til at være de samme.
The exercise showed that even if the training and educational systems in the Member States are very different, the problems tend to be the same.
De unge ukvalificerede arbejdsløses problemer — og hvad der er endnu mere interessant, problemerne for de enkeltpersoner eller grupper, der arbejder på at gennemføre foranstaltninger til hjælp for disse unge, havde tilbøjelighed til at være de samme, hvad enten det var i Birmingham, Vejle, Köln, Berlin, Genova, Dublin, Heerlen eller Olo-ron-Sainte-Marie.
The problems of young unqualified, unemployed young persons, and even more interesting, the difficulties facing the people (or teams of people) trying to establish initiatives to help these young people, tended to be the same, whether this was in Birmingham, Vejle, Cologne, Berlin, Genoa, Dublin, Heerlen or Oloron-Sainte-Marie.
Det grundlæggende mål var at skabe omstændigheder, hvorunder enhver ung kunne opnå tilstrækkelig selvtillid til at tro på sin evne til at kunne udføre et godt stykke arbejde, at hjælpe dem med at finde ud af, hvori dette arbejde består, for derefter at skabe omstændighederne for at gøre det, og dette mål var fælles for samtlige projektledere.
The basic objective of trying to create an environment in which every young person could gain sufficient self-confidence to believe that he/she were capable of doing something well, to help them find out what this thing was, and then to create a situation in which they did it, seemed to be a common aim of all the project organizers.
De afviste den opfattelse, at de unge ikke var motiverede til at arbejde,
They rejected the view that young people were not motivated to work, though it was clear nowhere were
Med henblik på løsning af sådanne spørgsmål oprettedes der i Frankrig ungdomskontorer (missions locales jeunes) og kontaktcentralen for uddannelse og beskæftigelse (contactcentrum onderwijs arbeid - COA) i Nederlandene samt Comtec, medens der i yderligere en række lande gennemførtes lignende, men som regel mindre strukturerede foranstaltninger. staltninger.
order to look at questions such as this the 'Missions locales' were established in France, the 'Contactcentrum Onderwijs Arbeid' (COA - Contact Centre for Education and Employment) in the Netherlands, and the Comtecs, while in other countries similar efforts mostly less structured, have been launched.
Det afspejler endvidere det hævelse af nødvendigheden af at behandle de unges samfundsmæssige og erhvervs forhold, at undervisningssystemerne lægger større vægt på imødekommelse af disse unges behov.
Perhaps the report prepared by Professor Bertrand Schwarz* for the French Prime Minister on 'The social and vocational integration of young people' has presented the most challenging document for the future, with its emphasis on the need for treating the social and vocational integration of young people simultaneously, and of setting up a better coordinated range of opportunities to young people.
Lokale og regionale foranstaltninger til unges samfunds- og erhvervsmæssige integration mæssige integration under ét og af at skabe en bedre samordnet række muligheder for ungdommen.
programmes, its area of activities was, during the late 1970s, extended to vocational preparation programmes for unemployed young people, and then later to programmes for young people, when these programmes followed almost directly the end of education.
For at kunne tilrettelægge effektive programmer for ungdommen er det væsentligt at tage hensyn til dens særlige situation og til de omstændigheder, hvorunder den lever, og til det lokale ar bejdsmarked, der skal danne grundlaget for ungdommens overleven.
The further extension of the European Social Fund following its reform, in late 1983 early 1984, means that very many programmes for young people taking place within the education systems now receive financial support.
Planlægning af effektive programmer skal derfor tage hen syn til de lokale forhold.
This again reflects the fact of a greater interest by education systems in coping with the needs of these young people.
CEDEFOP afholdt i 1984 fire møder i en arbejdsgruppe bestående af repræsentanter for felter, på hvilke man har prøvet på at foretage en sådan koordinering, først og fremmest med henblik på udveksling af synspunkter og erfaringer og dernæst med henblik på sidst i 1985 at udsende en håndbog med nyttige retningslinjer for praktikere og planlæggere.
Cedefop organized during 1984 four meetings of a working group composed of respresentatives of areas in which attempts have been made to achieve this coordination with a view first of all to an exchange of views and experiences, but with the objective of producing in late 1985 a handbook or guidelines, which might be of use to other practitioners and also to policy-makers.
Repræsentanter fra følgende lokaliteter deltog i arbej dsgruppens møder i 1984: La Rochelle og Lorient (F), Cork (Irl), Randers (DK) og Sussex (GB).
Representatives from the following areas participated in the group in 1984: La Rochelle and Lorient in France, Cork in Ireland, Randers in Denmark, Sussex in the United Kingdom.
En foreløbig rapport* om arbejdet forelagdes i december 1984, og i begyndelsen af 1985 sluttede repræsentanter for Limburg (NL) og Oberhausen (D) sig til gruppen.
An interim report* on this work was produced in December 1984, and representatives from south Limburg in the Netherlands and Oberhausen in Germany joined the group in early 1985.
Der afholdtes endnu tre møder i arbejdsgruppen i begyndelsen af 1985 (Berlin, Randers og Chichester), og den endelige rapport er nu ved at være færdig.
Three further meetings of the working group took place in early 1985 (Berlin, Randers and Chichester), and the report is now in the final stages of preparation.
* Offentliggjort i Frankrig og oversat til engelsk og tysk af CEDEFOP, der har offentliggjort disse oversættel-
* Social and vocational integration of young people., interim report to Cedefop, November 1984.
Lige muligheder og erhvervsuddannelse
Equal opportunities and vocational training yesterday's challenges?
Udfordringer i går, udfordringer i dag
The challenges of today
En europæisk problematik udnytter praktisk talt ikke deres ret til uddannelsesorlov.
A European issue only chance that many mothers have to do a job, generally means foregoing any hope of
»Lige muligheder og erhvervsuddannelse« har siden 1977 været navnet på CEDEFOPs handlingsprogram for kvinder.
'Equality of opportunity and vocational training' is the title of a Cedefop action programme for women launched in 1977.
Det arbejde, som Centeret har udfoldet i de forløbne år, har givet anledning til betragtningerne i denne artikel.
In this article, we propose to share with our readers reflections arising from the work on which we have been engaged over the years in which the Centre has been operating.
Grundene hertil må søges i holdninger, der stadig er præget af stereotype forestillinger, og i de fortsat utilpassede tilbud om er hvervsuddannelse.
The reasons for this situation are to be sought in the fact that people's attitudes are still imbued with stereotyped ideas and in the persistent inadequacy of the vocational training available.
I familien, skolen, massemedierne kører man fortsat på de traditionelle forestillinger om arbejdsdeling efter køn.
Families, schools and the media continue to convey traditional concepts as to the sexual division of labour.
I den katastrofale situation, de unge befinder sig i, tager pigerne til takke med de få forhåndenværende tilbud om en »realistisk« uddannelse.
Girls face the same disastrous situation as all young people, but they are content with the few 'realistic' forms of training that are available.
Selv om undersøgelser viser, at pigerne i 7.-8. klasse ofte er interesseret i »utraditionelle« erhverv, så er de ved det endelige valg parat til at acceptere en typisk kvindeuddannelse.
Surveys have shown that girls in the first four years of secondary education often have 'non-conformist' job aspirations, but when the time comes to make a final choice they are prepared to opt for training in a typically female sphere.
Det sker i øvrigt hyppigt, at lærere, forældre, uddannere og erhvervsvejledere selv opfordrer dem til det.
It is also common for teachers, parents, trainers and careers advisers themselves to urge them to do so.
Andre meningsmålinger af voksne i hele EF viser klart, at så godt som alle kvinder ønsker at forlige familie og erhverv.
Other surveys on adults in the Community as a whole show that women are almost unanimous in wanting to combine a family with a career.