natgillin/translations-raw huggingface dataset:
27% af de i 1984 i erhvervsvejledningen registrerede lære pladsansøgere er gået denne vej, tre fjerde dele af dem er unge kvinder (Berufsbildungsbericht 1985).
Of the applicants for training places registered with the vocational guidance agencies in
Ændring i erhvervsuddannelsen i virksomheden man tager hensyn til demografisk betingede forskydninger mellem de forskellige afsluttende prøver, fortsætter den på lang sigt iagttagne udvikling i retning af stigende besøg i de videreførende skoleformer.
Apart from part-time vocational schools, which supplement in-company training with theoretical instruction and general education on one or two days a week, there are fulltime vocational schools where pupils can prepare to meet the needs of working life and in some cases obtain certificates in recognized occupations in which a training is required.
Over for lærepladsmangel og det stigende antal højere afgangsprøver devalueres hovedskolens afsluttende prøve yderligere, hovedskolen bliver i stigende omfang til en restskole.
The in-school basic vocational training year, for example, is designed to despecialize the first stage of vocational training by providing a broadly based initial training to act as the foundation on which subsequent specialized training can build.
denne retning gik overvejelserne — uddan nelsestiden i virksomhederne blive forkortet, og dermed ville igen uddannelseskapaciteten i virksomhederne blive åbnet for et større antal uddannelsessøgende (Braun/ Grávalas, 1980 a).
This is intended to preclude the premature choice of an occupation, to put the individual in a better position to choose the right occupation and to make the transition from school to work smoother by interlinking aspects of both spheres (Holz et al., 1974).
En forøgelse af pladstilbuddet på erhvervsfagskolerne kunne have en lignende virkning, og derudover kunne der tilbydes fuldstændige uddannelses forløb i anerkendte uddannelsesfag, og således kunne uddannelsespladsmangelen bekæmpes.
If the basic vocational training year became more general and counted towards in-company training, it was argued, less time would be spent in in-company training and companies' capacities could be used to train more young people (Braun/Gravalas, 1980 a).
Virkeligheden så imidlertid anderledes ud:
A similar effect could be achieved if
Tabel 1: Afgangsprøver 1976, 1980 og 1983
Table 1: Certificates obtained by school-leavers in 1976, 1980 and 1983
Afgangsprøvens art
Type of certificate
Afgangsprøver i alt
Total number of school-leavers
Udgjorde unge med studentereksamen i 1981 endnu knap 7% af lære pladsansøgerne, var antallet af dem i 1984 allerede fordoblet til næsten 14%.
Table 2: Pupils attending fulltime vacational training institutions not awarding certificates in a recognized occupation in which training is required (1974 and 1983)
Tabel 2: Elever i fuldtidserhvervsinstitutioner, der ikke forbereder til afgangsprøve i et anerkendt uddannelsesfag (1974 og 1983)
While the average age of applicants for training places in the mid-1970s was about 16, in 1982 one in three and in 1984 one in two applicants registered with the vocational guidance agencies was 18 or older (Berufsbildungsbericht, 1985).
Bundesanstalt für Arbeit's erhvervsforberedende foranstaltninger
Basic vocational training year/ standard form
Erhvervsforberedende grund uddannelse/Normal form
Basic vocational training year/ special form - vocational preparation year
Erhvervsfagskoler* ca. 220 000 ca. 370 000 lait ca. 250 000 ca. 552 000
250 000 approx. 552 000
Den er i mindre grad en række uddannelsestrin, snarere en række ad hoc-afgørelser som reaktion på gentagne gange fejlslagne anstrengelser for at få en læreplads, der svarer til evner og interesser.
* Not included is the number of pupils taking a three-year course at a specialized vocational school, for which no more than an approximate figure can be given.
* Ikke medregnet er antallet af elever i erhvervsfagskoler, der kun kan opgøres tilnærmelsesvis, og som gennemgår et treårigt kursus.
Opportunities for the development of the education policy and the risks involved
Muligheder og farer i den uddan nelsespolitiske udvikling studentereksamen fortsætter deres uddan nelse i en virksomhed - og ikke på et universitet eller en anden højere læreanstalt. stalt.
The need for this seems all the more urgent in view of the increasing numbers of school-leavers with universityentrance certificates who continue their training in companies rather than universities.
Særlige forberedelseskurser kan her have den funktion, at de letter adgangen til den regulære uddannelse. Uddannelses- som socialpolitisk problematisk er det imidlertid, når sådanne kurser ikke fører til nogen erhvervsuddannelse, men faktisk erstatter denne. På denne måde ville en erhvervsmæssig underpriviligering af en bestemt befolkningsgruppe være fast låst (Gravalas/Braun, 1982).
A clear indication of the ability of the school system to overcome the educational disadvantages suffered by large sections of the populations is the fact that girls have caught up in the general education system within a relatively short period.
Går man ud fra, at bestridelsen af fremtidige tekniske, økonomiske og samfundsmæssige udviklinger kræver myndige statsborgere med en god almenuddannelse og med gode faglige kundskaber, kan det slås fast, at skolesystemet har vist sig egnet til i stigende grad at gøre et højt niveau af almendannelse til alment eje for ungdom men.
If it is assumed that mature, well-educated and skilled citizens will be needed to cope with future technical, economic and social developments, it can be said that the school system has shown itself capable of providing a growing number of young people with a high level of general education.
Men risikoen for, at hovedskolerne kobles af denne udvikling, er blevet større.
But the risk of the Hauptschule being excluded from this trend is now greater.
Der er indtil nu ikke fundet nogen opskrift på at revaluere hovedskolerne.
A recipe for upgrading these schools has yet to be found.
Det ville imidlertid være værd at overføre den plan til alle højere skoleformer, der er udviklet for hovedskolen for faget arbejdslære som omfattende forberedelse til arbejde og er hverv.
Worth transferring to all types of secondary school, on the other hand, is the concept of practical training developed for the
Den utilstrækkelige integrering af piger og udenlandske unge i erhvervsuddannelsen i virksomhederne er tegn på eksisterende mangler i erhvervsuddannelsessystemet i Forbundsrepublikken Tyskland. Ej heller kan man overse tendensen til at uddanne store dele af ungdommen i erhverv, hvor der
On the one hand, there are the young people who have worked resolutely to obtain higher certificates of education, either with the aim of improving their prospects of finding a training place in their chosen occupation or with the intention from the outset of studying at a university or technological college, a plan which is then abandoned or postponed in favour of in-company training because of the growing uncertainty of finding employment after graduation.
Så meget alvorligere er så ganske vist de barrierer, som de støder på ved overgangen til erhvervsuddannelsen (Seidenspinner/Burger, 1982).
The route to in-company training in this case consists less of a well-planned sequence of educational steps than of a succession of ad hoc decisions in response to the individual's repeated failure to find a training place suited to his abilities and inclinations.
Også i tilfælde af bedre afgangsprøver end mandlige medansøgeres har pigerne ringere muligheder på lære pladsmarkedet.
Typical stages on this route are: preparatory vocational schemes, vocational preparation year, specialized vocational school, in-company training in other than the chosen occupation — sometimes completed, sometimes not.
De er også underrepræsenteret i det samlede antal lærlinge, og de udgør to tredjedele af de af erhvervsvejledningen registrerede lærepladsansøgere uden succes (Berufsbildungsbericht 1985).
The movements young people make from one such stage to the next have been described as a 'horizontal marshalling yard', and it is estimated that, had the same amount of public money been spent in the same period, the majority of these young people could have been trained in their chosen occupations (Lotz/Pohl, 1983).
Lykkes det ikke at korrigere denne udvikling, må der næres frygt for, at erhvervsuddannelsessystemet selv forringer sin betydning for den grundlæggende uddannelse af de unge til erhvervslivet.
have better schoool-leaving certifcates than male applicants, girls have less chance of finding a training place, they account for a smaller proportion of all trainees and they make up two-thirds of all unsuccessful applicants for training places registered with the vocational guidance agencies (Berufsbildungsbericht, 1985).
Citeret litteratur
Bibliography
Undervisning og uddannelse af unge mellem 16 og 19 år: Problemer og tendenser
Education and training for young people aged 16 to 19: Problems and tendencies
Michael Vorbeck gymnasiet fikseres for ensidigt på to til tre fag.
Michael Vorbeck
Desuden hersker der i Europa uenighed om, hvor længe den almentdannende skole i det hele taget skal vare: 11, 12 eller sågar 13 år.
Opinions also differ in Europe on how long general education should last: 11,12or even 13 years.
Et andet problem udgøres af, at læseplaner ne i næsten alle fag er overlæssede.
Another problem is the overloading of the syllabus in almost every subject.
Er det virkelig en fordel for de unge, at vi propper dem med detailviden?
Does it really help young people to stuff their minds full of detailed knowledge?
Er det ikke bedre, at de senere slår det op i bøger eller henter det ud fra computeren?
Would they not be better left to consult books or the computer at a later stage?
Skal dette bevis udvikle sig til en selvstæn-
In many cases, the final
Trods det, at myndighederne i de 23 lande i Europarådets råd for kulturelt samarbejde har udfoldet mangfoldige bestræbelser, volder undervisningen og uddannelsen for aldersgruppen af de seksten til nittenårige store problemer, som det ikke er let at løse.
Despite the wide-ranging efforts of the authorities in the 23 countries represented on the Council for Cultural Cooperation of the Council of Europe, education and training for 16- to 19-year-olds raise major problems, which are not easy to solve.
De 23 landes undervisningsministre har diskuteret dette på deres konference fra den 7. til den 9. maj 1985 i Bruxelles.
This subject was discussed by the Education Ministers of the 23 countries at their conference in Brussels from 7 to 9 May 1985.
Problematikken
The problems
De, der kun har gennemført folkeskolen, har stadig vanskeligt ved at finde en arbejdsplads i denne tid med voksende arbejdsløs hed.
As unemployment continues to rise, those who have had no more than compulsory education are still having difficulty finding a niche for themselves.
Mange unge mennesker er utilfredse med sig selv og omverdenen, tager afstand fra samfundet og føler sig ikke fuldstændig accepteret.
Many young people are dissatisfied with themselves and their environment and shun society, feeling that it does not take them seriously.
Overalt falder fødselsraten ganske vist, men de gode pladser i erhvervslivet er stadig i vid udstrækning besat af de store fødselsårgange; det vil vare flere år, inden disse årgange går på pension.
Although the birth rate is falling everywhere, most of the good jobs are being done by people born when it was still high, and it will be years before they retire.
Tekniske omvæltninger, fremfor alt de nye informationsteknologier, har bortrationaliseret mange traditionelle arbejdspladser; nye pladser på baggrund af disse teknologier er ganske vist tænkelige, men eksisterer langt fra allerede overalt.
Radical technical changes, especially those wrought by the new information technologies, have rationalized many traditional jobs out of existence. New jobs based on these technologies are conceivable, but have not yet been created everywhere by any means.
De enkelte stater forsøger at give de unge fra 16 til 19 mangfoldige undervisnings- og uddannelsestilbud, men ikke alle finder sig til rette i denne jungle af tilbud, og ikke alle er tilstrækkelig mobile til at udnytte de pågældende tilbud.
The various countries are trying to provide young people in the 16 to 19 age group with a wide range of educational and training opportunities, but many find the resulting maze impenetrable or lack the mobility needed if they are to take advantage of what is available.
Ofte er planlægningen af tilbuddet heller ikke på højde med udviklingen.
The planning of these opportunities often lags behind de velopments.
I mange lande ser forældre og unge stadig den eneste redning i det almentdannende skolevæsen og et studium snarere end i en solid erhvervsuddannelse. nelse.
In many countries parents and young people still feel the answer lies predominantly in general education at school and university rather than in a sound vocational training.
I mange lande i Europa er gymnasiet allerede alt for specialiseret; dimittenderne fra > MICHAEL VORBECK Leder af sektionen Uddannelsesforskning og dokumentation (Europarådet)
MICHAEL VORBECK Head of the section 'Educational Research and Documentation' (Council of Europe)
. . . hersker der i Europa uenighed om, hvor længe den almentdannende skole i det hele taget skal vare: II, 12 eller sågar 13 år.
. . . in Europe opinions differ as to how long general education should last: 11, 12 or even 13 years.
dig uddannelse?
Is this certificate to become a qualification in itself?
Mange foresvæver det for eksempel at forbinde studentereksamen osv. og afsluttet lærlingeuddannelse til en dobbeltuddannelse; men der er kun få eksempler, hvor dette virkelig er lykkedes.
Some people have visions of combining A levels etc. and a completed course of training 'to give a double qualification, but there are few cases in which this has been really successful.
En fuldstændig ophævelse af sondringen mellem almentdannende og erhvervsrettet skolevæsen vil være svær at gennemføre.
It is likely to be difficult completely to abandon the distinction between the general education and vocational training systems.
Ganske vist er der i talrige lande en umiskendelig tendens til at integrere mere er hvervsrettede elementer og en del arbejdserfaring i gymnasiet og til omvendt at berige det erhvervsrettede skolevæsen med mere almendannelse.
The tendency in many countries for higher secondary schools to include more elements of vocational training and some work experience in their curricula and for vocational schools to provide more general education is, of course, unmistakable.
Problemer i det erhvervsrettede skolevæsen varighed.
Problems in the vocational school system ensuring they find training places in the private sector.
Italien stiller forsøgsvis midler til rådighed med henblik på at skabe arbejdspladser for unge i landbruget, i handelen, i håndværket og i servicesektoren og på at udbygge erhvervsuddannelsen.
In France young people can obtain vocational training based on socially worthwhile activities in a cooperative or with the local authority.
Også Ne derlandene yder statslige tilskud til skabelse af arbejdspladser for unge arbejdsløse.
Fulltime employment and training contracts for a set period are also available.
De luxembourgske arbejdsmyndigheder tilbyder unge under 25 arbejdskontrakter, som giver ret til 26 til 52 ugers praktisk uddan nelse med 85 °?o af den garanterede mindsteløn.
The Luxembourg employment authorities offer young people 25 contracts of employment, under which 26 to 52 weeks of practical training can be obtained at 85 % of the guaranteed minimum wage.
Arbejdsløse under 25 kan i Luxembourg desuden ansøge om tidsbegrænset beskæftigelse, for eksempel inden for det offentlige, sociale eller kulturelle område.
Unemployed persons under 25 can also apply for temporary employment in Luxembourg, in the public, social and cultural sectors, for example.
Det ene sted indføres der bestemmelser om flere tekniske fag og mere praktik i gymnasiet, det andet sted lægges der mere vægt på modersmål, fremmedsprog og matematik i det erhvervsrettede skolevæsen.
In some cases, more technical subjects and more practical aspects are included in the curricula of higher secondary schools; in others, greater emphasis is placed on the language of the country, foreign languages and mathematics in the vocational school system.
Mange steder udbygges del tidsundervisningen.
In many places part-time instruction is on the increase.
En lang række lande betragter også forbedringen af vejledningen om undervisnings-, uddannelses- og ar bejdsmuligheder som en af prioriteterne.
Quite a few countries also feel that guidance on education, training and employment opportunities should be improved.
Et interessant tilfælde er Sverige, hvor under visningsmyndighederne alene har fået over draget ansvaret for uddannelsen og beskæftigelsen af de 16- til 18-årige.
An interesting case is Sweden, where sole responsibility for the training and employment of 16- to 18-year-olds has been transferred to the education authorities.
Øgede tilbud om videreuddannelse for de unge, der alle rede har forladt skolen, men pludselig føler et behov for mere undervisning, støder man ligeledes på.
A wider range of continuing training for young people who have already left school but one day feel the need for more education is similarly under discussion.
Finland og Sverige beretter om såkaldte ungdomsgarantiprogrammer, som giver alle unge under 18 ret til undervisning, uddannelse og en eller anden meningsfyldt beskæftigelse.
Finland and Sweden have introduced 'youth guarantee programmes', under which every young person under the age of 18 has a right to education, training or some kind of meaningful employment.
Mange lande udfolder i mellemtiden også bestræbelser på rettidigt -både inden for det almentdannende og det erhvervsrettede skolevæsen — at gøre de unge fortrolige med de nye informationsteknologier, på at lære dem at arbejde med en computer.
In addition, many countries are now endeavouring to familiarize young people with the new information technologies and teach them to use computers — in both the general education and vocational school systems.
Det siger sig selv, at det ikke er gjort med at hjælpe dem, der efter endt skolegang ikke har fået et arbejde; man må også hjælpe dem, der stadig går i skole hele dagen.
Clearly, something must be done not only for those who sit around unemployed after leaving school but also for those who are still at school all day.
Også denne sidstnævnte gruppe har brug for arbejdserfaring eller i det mindste kontakt med arbejdsverdenen for på denne måde at gøre arbejdet lettere for dem, når de senere leder efter et job.
The latter group also need work experience or at least contact with working life to make things easier for themselves later when they look for work.
I denne sammenhæng kan der henvises til følgende bestræbelser:
Efforts to this end are being made in the following countries:
Den økonomiske situation og den ændrede struktur i erhvervslivet (f.eks. faldet i den rene vareproduktion og stigningen i sektoren for tjenesteydelser) har ofte ført til et fald i antallet af uddannelsespladser, som for eksempel i Sverige og i Schweiz.
The economic situation and the structural changes which the economic process is undergoing (e.g. the decline in manufacturing and the growth of the service sector) have led to a drop in the number of training places in many countries, Sweden and Switzerland, for example.
Indholdet af uddannelsen svarer ikke altid til det, der senere kræves i praksis.
What is learnt during training does not always meet subsequent practical requirements.
Mange unge mennesker skifter fra den ene uddannelse til den anden, indtil de endelig mener at have fundet det rigtige.
Many young people change from one course of training to another until they think they have at last made the right choice.
Det volder åbenbart større vanskeligheder for pigerne end for drengene at udnytte uddannelsestilbuddet fuldt ud.
Girls obviously find it more difficult than boys to take full advantage of the range of training available.
Tilsyneladende tiltrækkes de ofte mere af de kortere uddannelser.
Many appear to be attracted to the shorter courses.
De har vanskeligere ved at finde en passende uddannelsesplads, f.eks. som lærling, end drenge.
They have greater difficulty than boys in finding a suitable training place, e.g. as apprentices.
Børn af gæstearbejdere har yderligere vanskeligheder at kæmpe med, efter som deres skoleuddannelse ofte er ringere, og eftersom de sprogligt har svært ved at følge med.
The children of migrant workers face additional problems because their school education is often more limited and their command of the host country's language is not always adequate.
Foranstaltninger i denne retning er blevet truffet i adskillige lande og fortjener især at blive fremhævet blandt de ovenanførte ten denser.
Belgium provides for some of the subjects on the curricula of both technical and specialized schools to be taught not in school but at the actual workplace.
Beskæftigelsesfremmende foranstaltninger for affgangselever
Job creation and work experience schemes have been introduced in several countries and, in view of the above-mentioned tendencies, warrant special attention.
Dog hersker der strid om, hvor dan dette bedst sker.
Job creation schemes for school-leavers
Mange lande henviser til store bestræbelser på at øge antallet af uddannelsespladser (f.eks.
The Belgian authorities, for example, require firms with more than 50 employees to reserve 3 % of jobs for trainees.
Belgien, For bundsrepublikken Tyskland, Luxembourg, Nederlandene og Norge).
This has resulted in places being found for 11 200 young people, 45 % of whom find jobs in the private sector on completing their training.
Reformen af gymnasiet er for talrige undervisningsministre et alvorligt anliggende, selv om der også på dette punkt hersker delte opfattelser af, i hvilken retning disse reformer bedst bør gå. Nogle forsøger inden for det alment
In Finland government assistance schemes are geared to placing young people temporarily with the local authorities or
I Belgien gælder det både i det tekniske og i det erhvervsfaglige skolevæsen, at uddan nelsen i flere fag ikke finder sted på skolen, men konkret på arbejdspladsen.
Almost all the countries agree that theory is not enough and that young people must have earlier and closer contact with the world of work, the reality of employment.
Irland melder, at uddannelsen til sekretær omfatter arbejdserfaring, det være sig i form af enkelte arbejdsdage uden for skolen over en periode på flere uger eller i form af arbejdserfaring gennem flere uger ud i et.
Ireland reports that secretarial trainees gain work experience under either day- or block-release schemes.
Også kurser, som går forud for et fast arbejdsforhold, såkaldte »pre-employment courses«, giver mulighed for arbejdserfaring.
Work experience can also be gained during 'pre-employment courses'.
I Italien kan elever fra de erhvervsorienterede skoler i sommerferien arbejde som praktikanter i industrien og i handelen.
In Italy vocational school pupils can work as trainees in trade and industry during the summer holidays.
På de tekniske skoler i Italien er det åben bart vanskeligere at få arbejdserfaring: der kan eleverne kun lejlighedsvis komme til at nyde godt af nogle (ubetalte) timers prak-
Italy's technical schools evidently find it harder to ensure their pupils gain work experience: only
For eksempel kræver den belgiske arbejdslovgivning, at virksomheder med over 50 ansatte reserverer 3 % af pladserne til unge under uddannelse.
six to ten days in firms shortly before they leave school. Pupils are also required to attend week-long practical courses.
På denne måde kunne der skaffes arbejde til op mod 11 200 unge.
With its Metap project Turkey is trying to persuade employers and vocational schools to cooperate so that the pupils can gain some experience of work in firms.