natgillin/translations-raw huggingface dataset:
■ Tilrettelægge kurser, kollokvier, kon­ferencer osv. som måtte anses for nødven­dige for en gradvis forbedring af arbejds­tagernes faglige niveau.
In Italy, as in other industrialized coun­tries, the whole question of education is underpinned by an increasing awareness of the strategic importance of "intangible" resources and in particular training.
Den offentlige fond til fremme af erhvervsuddan­nelser
Public and private institutions are very aware of this issue and willing to enter into agreements and work together.
■ får eleverne til at tillægge den uddan­nelse de er i gang med større værdi, lærere, industri­ og landbrugsvirksom­heder, erhvervssammenslutninger osv.... og sørge for forvaltningen og udnyttelsen af disse.
The content of the agreement, which is already producing interesting results for both teachers and heads of schools, can be summarized as follows: the Ministry and Confindustria have decided to set up permanent consul­tation procedures "in order to improve the quality of training for young people, in relation to the needs of the working world, by mobilizing their own and their associ­ated central and local structures".
■ gør dem mere bevidste om egne fær­digheder og nødvendigheden af at forbe­dre disse.
Bearing in mind that occupational skills and tech­nologies are constantly being renewed, schools and enterprise will undertake to promote opportunities for cooperation with the business world to achieve these objec­tives.
■ Hertil kommer, at så godt som alle elever efter endt uddannelse finder ansæt­telse.
In our complex society there is an increasing need for new types of part­nership to tackle new problems so that people with different responsibilities and points of view can make their contribution.
En stor del får ansættelse i en virk­somhed, hvor de har været i praktik.
In the Italian training system, the Protocol of Agreement be­tween the Ministry of Education and Confindustria (Confederation of Ital­ian Employers) is a significant exam­ple of this type of "alliance".
I forlængelse af den forbedring af forbin­delserne med egnens erhvervsliv, virk­somheder og institutioner, der var sket med indførelse af FP2­elevers praktik­ophold på virksomhederne, og ud fra øn­sket om at formalisere denne forbindelse og afhjælpe de administrative normerin­ger, foreslog centret, at der oprettedes et organ, der kunne samle de forskellige sek­torer med interesse for den lokale erhvervs­uddannelse ­ offentlige såvel som private ­og som kunne konsolidere centrets relatio­ner til det omgivende miljø. Dette organ, der henhører under "Conseil Comarcal de la Garrotxa", fik juridisk status som of­fentlig fond, hvis opgaver i henhold til vedtægterne er følgende:
Among the various traininginitiatives, includ­ing school and vocational guidance, in­company work experience periods, teaching technologies, the environ­ment and education for Europe, the self­instruction multi­media course for head teachers conducted in over 18 Italian provinces has been very suc­cessful.
Dette organ, der nu har fungeret i fem år, er dels en realitet, for så vidt som det har etableret et polyvalent egnslaboratorium og et udvalg for stipendierog praktikophold i virksomheder og har ydet støtte til afhol­delse af teknologiske kurser på højt niveau i Instituttet; og samtidig er det et projekt, eftersom der endnu er lang vej tilbage, før det har opfyldt sine mål.
The course, entitled "school organization and management" was offered to over 540 heads of upper secondary schools who, helped by a good tutorial team ­ made up of other appropriately prepared head teachers ­a good "paper" guide and nine video cassettes, looked at case­studies of school life and discussed new organi­zational models, taking account of the possibilities offered by business mod­els.
Instituttets vurdering af praktikopholdene i virk­somhederne
This undertaking paves the way for a whole range of possible cooperation links focus­ing on the following training areas in par­ticular:
■ Blandt unge og i samfundet som sådant at fremme forståelsen for nødvendigheden af at erhverve de bedst mulige erhvervs­faglige færdigheder for med succes at leve op til de teknologiske nyskabelser.
Confindustria (Confederation of Italian Employers) has made great efforts to pro­mote this kind of action in recent years along with public industrial organizations such as IRI (Institute for Italian Recon­struction).
Jeg vil gerne understrege, at det er skolens erfaring, at praktikopholdene spiller en større rolle som socialiseringsproces end som faglig læreproces, en side, der, om end den er væsentlig, dog er af mindre betydning for at skabe en god overgang mellem skole og arbejds­ og samfundsliv.
These two top­level associa­tions have now gone a stage further and have signed a "protocol of agreement" with the Minister for Education and the Minister for Universities.
■ Søge bistand, økonomisk støtte og samarbejdsmuligheder med henblik på at opnå de nødvendige midler til at gennem­føre de programmer og mål, som fonden har fastsat.
The aim is to help schools to transfer certain aspects of technical and technological culture into their teaching and therefore to enhance the role of technical teaching as part of the broader cultural development of our time represented by "systematic" knowledge.
■ Give eleverne mulighed for at få kend­skab til arbejdsformer, arbejdstilrette­læggelse og instrumenter og maskiner, som skolen vanskeligt kan give dem ind­blik i.
The protocol of agreement between the ministry of education and confin­dustria: towards an "alli­ance system" for schools
■ Give eleverne mulighed for at få kon­takt med arbejds­ og erhvervslivet og pla­
The agreement reached in July 1990 is undoubtedly a turning point in the history of Italian education. The social divisions
■ Mange af de aktioner, aktiviteter og forsøg, der har fundet sted i centrene i forbindelse med overgangen til arbejdsli­
Committee. Vice­Chairman of the Regional Institute for Educational Research, Development and In­Service Training (IRRSAE) of the Emilia Romagna Region
■ Undersøge hvilke nye specialer der er nødvendige for egnen og behovet for ud­bygning eller ændring af de nuværende uddannelser.
■ school and vocational guidance, ■ innovation in school curricula, ■ technical and vocational education, ■ post­secondary training, ■ training of administrative and teaching staff in the school system, ■ development of educational technolo­gies and research, ■ minimum knowledge of Europe: eco­nomic, social and cultural aspects, ■ minimum knowledge of environmen­tal and development issues, ■ training and work experience in enter­prise.
En autonom status, der skal baseres på overførsel af beføjelser og tillid til centrenes egen forvaltning.
4. the need to take responsibility and face up to consequences in the case of fail ure.
vet og det lokale samarbejde, har været resultatet af nogle læreres og centres ini­tiativer.
Mixed working parties made up of ministerial inspectors, school personnel and representatives from the production world have been set up to deal with each of these topics.
Derer behov foren mere målrettet indsats fra uddannelsesadministrationens side, hvilket dog ikke gælder for "Servei Escola­Treball de la Generalitet de Catalunya", der i de seneste år har gjort en stor indsats på dette område.
"This situation" - Mr. Lombardi continued - "has been brought about by the ponderous nature of the authorities and by mass education in particular. It has led to wide spread shortcomings in the quality of the service offered by schools".
■ En sådan overførsel af ansvarsområder til centrene er ikke på nogen måde ensbe­tydende med, at administrationen skal holde sig tilbage, men indebærer tværti­mod en mulighed for, at den kan anvende flere kræfter på opgaver med koordinering og overvågning af projekter.
It is not enough just to make minororganizational adjustments. Change, if it is to be effective, has to go together with a new outlook making it possible to introduce into schools the new manage ment methods which the "management revolution" has introduced into the business system".
■ Hidtil er lærere blevet uddannet til at undervise i et bestemt fag og dermed slut, men arbejdet i et center er meget mere omfattende.
A number of ventures have already been organized in certain cities in the North of Italy, where the Ministry/Confindustria proposal has been launched.
Det er nødvendigt at omformu­lere lærernes fremtidig rolle; at dømme efter de kurser vedrørende uddannelses­reformen, der afholdes for lærere, ser det ud til, at der er taget højde for dette aspekt, der er uomgængelig nødvendigt for at sen­sibilisere lærerne over for overgangs­ og lokalsamarbejdsproblematikken.
According to Italian entrepreneurs, this does not just apply to the public authorities but also and in particular to schools where management criteria, yardsticks for measuring their activity and productivity, and personnel evaluation techniques have not up to now been introduced.
■ Administrationen bør støtte de centre, der ønsker at arbejde i denne retning, men bør undgå for "homogene" modeller.
None of the four main principles of "scientific business management" have been systematically applied in Italian schools:
Visse erfaringer kan ikke generaliseres, efter­som de er forankret i en lokal virkelighed, der ikke nødvendigvis kan overføres til andre forhold.
In other words, man agement training for head teachers entails a significant innovation, that of envisaging schools as "learningbusinesses"; how ever, convincing public opinion that schools are businesses is not an easy task.
■ Spørgsmålet om overgang og lokal­udvikling vil kun kunne angribes effek­tivt, såfremt der på centret og følgelig i størstedelen af lærerstaben er en global holdning til del lokalsamfund, centrei er beliggende i, og som giver det dets beret­tigelse.
The training project for head teachers from technical as well as vocational and academic schools is undoubtedly one of the more novel initiatives being promoted by the Ministry and Confindustria.
Man kan ikke forvente en positiv indslusning af de unge i arbejds­ og sam­fundslivet, hvis centret ikke selv er tyde­ligt integreret i det omgivende samfund.
This largescale national project for the training of school principals, formulated and organized jointly by a public institution and an association of private entrepreneurs, is the first of its kind.
■ Myndighedernes aktion i et bestemt distrikt, navnlig hvis dette er lille, bør være koordineretellerkoordineres på lokalt plan med henblik på at sikre, at investeringerne bliver til fordel for alle sektorer, uanset hvilken afdeling i adminislrationen aktio­nen henhører under.
1. clear definition of the objective or re sult to be achieved; 2. ways of achieving this objective and the necessary authority and personal responsibility; 3. the possibility of adequate career and financial rewards if successful;
Inden for erhvervs­uddannelsessystemet, der jo er et yderst kompliceret område, hvor mange admini­strationsafdelinger kan intervenere, er en sådan koordinering uomgængelig nødvendig.
The Ministry and Confindustria have consequently chosen to focus the training of head teachers on the following topic: "school organization and management". This topic has been the focus of all 18 of the courses conducted in the 18 Italian provinces selected by the Ministry from the North, Centre and South of Italy.
■ Kun på grundlag af centrenes auto­nomi med hensyn til at tilpasse sig de lokale forhold og på grundlag af de men­neskelige og fysiske ressourcer, centrene råder over, kan disse komme til at spille en afgørende rolle i det lokale samarbejde og
In order to make sure that the initial objectives were achieved in full, very intensive preparatory work to train course coordinators - selected from the most motivated and aware head teachers - and to prepare the "training package", made up of a "guide manual" and nine video cassettes for self-instruction, took place before the
Lederuddannelse for skoleledere efter virksomhedsmodellen
CEDEFOP training systems are, however, moving in a different direction.
Alle skole­ og uddannelsessystemerne stil­ler på den ene eller anden måde spørgs­målstegn ved sig selv og søgeren "positio­nering", som er i bedre overensstemmelse med borgerens nye behov og kravene fra det komplekse samfund, vi lever i.
various schemes were actually put into practice. The course module and the mate rial prepared were tested in a number of Italian towns before being sent out to the various provinces selected for the national training plan.
Men det er en vanskelig opgave, og skolen kan uddannelsens høje prioritet.
This view is still not widely shared or is not seen by schools as an important factor in the same way as teaching and discipline.
Aftalen mel­lem ministeren og Confindustria tager sig netop af dette aspekt af problemet: hvor­dan kan erhvervslivets bidrag udnyttes til modernisering af skolen, og hvordan kan skolefolk tilbydes bedre muligheder for at give nye impulsertil igangsætning afslag­ ikke alene tilfredsstille disse nye krav.
This does not mean that organizational problems are extraneous orunknown: head teachers are well aware of such problems as they have to tackle them and find solutions every day.
I, kraftige indlæringsprocesser.
The main ideas behind the course are examined below.
Ministeriet og Confindustria beslutter at etablere stående konsultationer "for at for­bedre kvalitetsniveauet for de unges ud­dannelse i forhold til arbejdsmarkedets krav ved mobilisering af alle centrale og perifere strukturer og dertil knyttede orga­ner".
Balanced and efficient management of schools requires better innovative and managerial skills on the part of school administrators.
Disse bestræbelser fører til en hel række samarbejdsmuligheder, som isærfokuseres på følgende uddannelsesområder:
In business this is known as risk culture, result culture or industrial culture.
Italien som i andre højt industrialiserede lande vokser bevidstheden om hele uddan­nelsesspørgsmålet og om alle de "immate­rielle" ressourcers strategiske betydning, i særdeleshed uddannelsens.
Schools must compare - largely by analogy - their own operation with the organization of businesses and the ways in which businesses enter and remain in the market. Studying the most efficient business strategies is in any case worthwhile.
Både offent­lige og private institutioner er klar over dette i en sådan grad, at de er meget indstil­let på at komme til enighed og finde funk­tionsdygtige løsninger.
This is the problem: helping schools to study organizational and managerial approaches and to use these approaches to satisfy new de mands for education and training.
Confindustria (den italienske industrisammenslutning) har i de seneste år været en helhjertet initiativ­tager, og det gælder også selve organisa­tionen for offentlige industrivirksomhe­der, IRL Disse to store og betydningsfulde sammenslutninger ­ IRI og CONFIN­DUSTRIA ­ har ønsket at gå længere en­dnu og harundertegnet en "protokolaftale" med ministeren for offentlig undervisning og med universitetsministeren.
Head teachers must therefore be able to provide a proper dynamic balance between the learning-teaching process and the in ternal organization of the school. In this respect, the work of head teachers may be improved if radical changes are made to current regulations so that the best educa tional results can be achieved from the few resources available (funds, facilities, time and manpower).
Målet er at hjælpe skolen med at overføre nogle ele­menter af teknisk og teknologisk kultur til undervisningen og således styrke den tek­niske undervisning inden for det mere brede kulturfænomen, som karakteriserer vor tid, nemlig "systematisering" af viden.
It is these basic considerations which have led to the multi-media refresher training course for head teachers focusing on school organization and management.
I vores komplekse samfund bliver det stadig mere klart, at de nye problemer må løses med nye former f or partner­skabfor at fremme et samvirke mellem forskellige kompetencer og mangfol­dige opfattelser.
In an approach of this type, head teachers are a necessary but not an exclusive "focal point" in the same way as managers in business.
I det italienske ud­dannelsessystem er denne form for "alliance" blevet udmøntet i den be­tydningsfulde protokol mellem mini­steriet og Confindustria (den italien­ske industrisammenslutning).
From a business point of view, it goes without saying that the training of head teachers is an essential factor in en suring greater efficiency and improved quality within the school.
Ud over skole­ og erhvervsvejledning, praktikophold på virksomheden, di­daktisk teknologi, miljø og Europa­undervisning kan der blandt de for­skellige uddannekesinitiativer nævnes et, som har haft særlig succes, nemlig en model for et multimediekursus til selvindlæring, udviklet til 18 italien­ske provinser, der hver har fået et kursus for skoleledere.
If they are to become more professional, school administrators must also learn less bureaucratic attitudes and the ability to use regulations constructively; they must be able to pinpoint significant problems in the life of the school, formulate appropriate and efficient solutions, set specific objectives for themselves and their colleagues and monitor the results achieved.
Kursets tema er organisation og forvaltning af undervisningsinstitutionen og er ble­vet tilbudt 540 ledere af skoler på gym­nasialt niveau.
Everyone knows, however, that in most cases head teachers are teachers who have switched - after success in a competition -from being specialists in a branch of knowledge to being coordinators of other spe cialists.
Disse har med hjælp fra et godt tutorteam ­ uddannet af andre skoleledere, som havde den der­til krævede uddannelse ­ samt en god håndbog og 9 videokassetter under­søgt case­studies fra skolens liv og diskuteret nye organisationsmodeller med virksomhedsmodellens mulighe­der for øje.
Recent studies have portrayed the organization as an organism, an arena and a business: three metaphors which can help to understand the meaning of a complex system.
Protokolaftalen mellem undervisningsministeriet: på vej mod et "alliance­system" for skolen
Paradoxically, they become organizers and resource managers while lacking the train ing and experience needed for these tasks, moving in most cases from a teaching post to a managerial role.
■ skole­ og erhvervsvejledning ■ fornyelse af undervisningsplanerne ■ teknisk­erhvervsfaglig undervisning ■ efteruddannelse efter korte videregå­ende uddannelser og erhvervsuddannelser ■ uddannelse af skolesystemets ledere og undervisere ■ udvikling af uddannelsesteknologier og forskning ■ basisviden om Europa: økonomiske, sociale og kulturelle aspekter ■ basisviden om emnet miljø og udvik­ling ■ virksomhedspraktik som uddannelses­erfaring.
Organizations are seen in some respects as a social construct of collective action, in which individual processes and dynamics co-exist and lead at different times to cooperation, independence and conflict (Friedberg, 1972); organizations are also seen as having "the fundamental dimension of a "political arena" providing a forum for the opposing and necessarily independent power games and strategies of those involved...".
Aftalen, som blev indgået i juli 1990, er banebrydende i den italienske skoles hi­storie.
It is not universally accepted that the or ganizational structure of a business can be superimposed on a school.
Den sociale opsplitning i et "så langt land" har haft negative virkninger, også på skoler og uddannelsesinstitutio­ner. Der er også i Italien brug for en "pagt" eller en række "pagter", som konkretiserer
Opponents still point out that the school does not satisfy some of the basic requirements of an open production system: markets, customers, profit motives, worker mobility and so on.
Om hvert af disse temaer er der oprettet en blandet arbejdsgruppe med deltagelse af
Looking at schools in the past with their monopoly over education and their lack of interest, until recent times, in the ups and downs of demand in the market for train ing and the needs of young people and families, they are not wholly wrong. New
1. klar definition af det mål eller resultat, der skal nås, inspektorer fra ministeriet, skole- og er hvervsfolk.
CEDEFOP mula is based almost entirely on self­in­struction and self­management.
2. mulighed for at nå dette mål og den nødvendige personlige autoritet og ditto ansvar,
is in keeping with the operating needs of the school and includes aspects of autono­mous management and European educa­tional developments.
Hver gruppe har til opgave at uddybe det tildelte tema og organisere pilot-initiativer på området for uddannelse af lærere og skoleledere.
The course uses a guide manual and nine video cassettes on the following topics:
3. mulighed for passende karrieremæssig og økonomisk anerkendelse i tilfælde af godt resultat,
Course content section B: ■ the complexity of the school service; ■ risk management in schools; ■ resources and costs of the school service; ■ communication processes and school leadership; ■ the role of the head teacher.
4. - nødvendighed af at påtage sig ansvar og konsekvenser i tilfælde af dårligt resultat. tat.
■ description of the course, ■ the school as a business, ■ operating processes and the quality of the school service, ■ responsibility and its forms, ■ risk management in the school, ■ the school budget, ■ communication processes, ■ leadership, ■ the head teacher and the organizational culture of the school.
"Denne situation - har ingeniør Lombardi slået fast - er et resultat af de overdimensionerede forvaltninger og i særdeleshed af masseundervisningen. Resultatet af denne situation er, at skolesystemets funktionelle kvalitet generelt er mangelfuld".
The basic "message" is that schools need to develop an efficient planning culture and that this is possible only by bui lding on the culture currently widespread within schools; the head teacher needs, more­over, to be seen as the manager of a range of problem areas.
Ministeriet og Confindustria har valgt at centrere skolelederuddannelsen om følgende tema: "organisation og forvaltning af undervisningsinstitutionen".
The course product needed to be "indus­trialized" in order to make it available to the largest possible number of head teach­ers.
Det gælder alle 18 kurser, som er afviklet i lige så mange italienske provinser, som ministeriet har udvalgt fra Nord-, Mellemog Syditalien.
Work modules incorporating a new phi­losophy of school management have been formulated around the following themes:
Eksperter fra ministeriet og erhvervslivet har arbejdet indgående med dette spørgsmål for at iværksætte denne kursusrække, som ved gennemførelsen viste sig særdeles betydningsfuld. Denne erfaring viser, at for at gennemføre en samlet plan for effektiv organisation af de administrative og tekniske funktioner samt støttefunk
The course methods are based on: ■ the "case­study" method, making it possible to take a real school situation as a starting point; ■ the involvement of the participants, comparing and making the most of their experience; ■ an original concept which makes it possible to take the specifics of organiza­tional analysis of the school as a starting point.
For at sikre, at de mål, der var sat for kurserne, blev nået, blev de forskellige uddannelsesinitiativer meget omhyggeligt
The course for­ section A: ■ the school as a business; ■ school organization and service quality; ■ the formal responsibilities of the head teacher.
Blandt de initiativer, som ministeriet og Confindustria har taget, er det mest originale uden tvivl projektet til uddannelse af ledere af tekniske skoler, erhvervsskoler og gymnasier.
A group of experts from Bologna Univer­sity, the Ministry of Education, Confin­dustria and the National Association of Head Teachers came up with the idea of a multi­media approach to be disseminated widely on a national scale.
Det er det første store nationale projekt for uddannelse af skoleledere, præsenteret og organiseret som et system af en offentlig institution og en sammen slutning af private erhvervsfolk.
As mentioned above, the Ministry of Education chose 18 or so Provincial Directors of Education and, within the local area, a "reference" school.