natgillin/translations-raw huggingface dataset:
I modsætning til disse nye — individuelle — indlæringsformer har der i årevis eksisteret videreuddannelsestilbud for et massepublikum.
Unlike these new, individualized forms of learning, continuing training courses designed for a mass public have been available for many years.
Regionalradio- og nationale radio- el ler fjernsynsudsendelser bringer indlæringsstoffet direkte ind i dagligstuen.
Trainees thus no longer need to attend an institute of educa tion, and the teacher — once he is on the screen — can speak to millions.
Eleverne behøver med andre ord ikke længere begive sig til et klasselokale i en uddannel-
It is hoped that by the early 1990s distance teaching and courses by satellite spanning several na tional frontiers will be a reality.
Journalist, arbejder hovedsagelig for kvindeprogrammet i Sender Freies Berlin lin
Journalist, specializing in the programmefor women of the Sender Freies Berlin (SFB) ways presuppose that all the learners speak the same language, as Professor Anthony W. Bates (The Open University, United Kingdom) pointed out.
Begge indlæringsformer foranledigede diskussionslederen professor George Wedell (European Institute for the Media, Man chester) til at stille spørgsmålet om disse indlæringssystemers chancer for at overleve. »Mon ikke undervisningsprogrammer af almendannende og erhvervsrettet karakter« — sådan lød spørgsmålet til diskussionsdeltagerne — »der henvender sig til et massepublikum, vil være truet med under gang ligesom dinosaurer, når den nye un dervisningsteknologi i praksis giver alle og enhver mulighed for at blive i sengen og herfra pr. computer, telefon, diverse monitorer og lignende at lære sit stof.« Sheila Innes (The Open College, London) tror på, at masseprogrammerne fortsat vil eksistere, ikke mindst fordi de i underholdningsindustriens tidsalder kan drage mange mennesker ind i en undervisningssituation.
While the language problem might be of secondary importance in a country like Britain, India's experience was food for thought. An educational pro gramme had been broadcast simultaneously in the country's five main languages, no problem technically, but the programme could not be understood by the Indian public in the different regions.
Jo ringere lytternes eller seernes motivation til indlæring er, des vigtigere er disse programmer efter hendes opfattelse.
Production for the various language areas had then been decentralized so that better account could be taken of the differences.
Højtmotiverede mennesker vil sikkert videreuddanne sig på egen hånd ved hjælp af de forskellige
Fur thermore, Professor Bates added, the role played by cultural differences should not be underestimated.
Muligvis spil ler sprogproblemet i et land som Storbritannien kun en underordnet rolle, men erfaringer fra Indien, hvor der via satellit er ud sendt et undervisningsprogram simultant på landets fem hovedsprog, bør få en til at tænke sig om to gange.
The less the listener's or viewer's motivation to learn, the more important these programmes were.
Rent teknisk volder det ingen vanskeligheder, men for det indiske publikum i de forskellige regioner var programmet ikke forståeligt.
Highly motivated people would undoubtedly learn on their own with the various technologies.
Men ifølge professor Bates spiller også kulturelle forskelle en rolle, der ikke må under vurderes.
Their interest in improving their education first had to be aroused.
Landmanden i region X har nu engang ikke altid de samme problemer som landmanden i region Y. Land og jord er forskellige overalt. Professor Bates har den
The media were particularly suitable for this purpose because listening to the radio and watching the television were now normal, everyday activities. tivities.
opfattelse, at der også i et globalt europæisk undervisningsprogram bør tages hen syn til sproglige og kulturelle forskelle.
'But I do not think,' reported Klaas Jan learners, such as apprentices and people Hendricks (NOS Netherlands Television, undergoing practical training, could not Hilversum), 'that India and Europe can be cope with it, however.
se spørgsmål er. TELCOM har allerede gjort erfaringer med udsendelser via satellit.
compared.'
Ifølge hans udsagn opfattes informationerne, men brugerne hører klart til de bedre uddannede. Det er dem, der er i stand til at bruge materialet og bearbejde det.
Europe's cultures, he ex plained, were closer, making for greater willingness to understand one's neighbours.
Men den store målgruppe som lærlinge eller praktikelever kan ikke finde ud af det.
People were simply more inquisitive and more willing to go and have a look at their neighbours.
Deres muligheder og evner bør derfor under alle omstændigheder indkalkuleres i program merne, så informationerne når frem.
The European television channel should therefore allow viewers to choose their own subtitles, by télétex for ex ample.
Efter Pierre Bonjeans opfattelse er dette problem både nationalt og på europæisk plan helt klart vigtigere end de sproglige barrierer.
The programme would then be transmitted in the original language — English, German, French, etc. — and every
Man er simpelthen mere nysgerrig og ind stillet på også at se, hvad der foregår inde hos naboen.
John Duke (Olympus Training User Group) was also in favour of distance courses geared to the target group.
Den europæiske fjernsynskanal skulle derfor gerne give seerne mulighed for selv at vælge en tilsvarende tekst — for eksempel via télétex.
As an example he referred to British Columbia, where viewer could opt for subtitles in his own 10 % of the population took part in such
Ej heller arbejdsbetingelserne er uden risiko ifølge Rath.
Nor, Rath believed, were working conditions devoid of risks.
Ved arbejdsfysiologiske under søgelser er det for længst blevet påvist, at den øgede anvendelse af audiovisuelle me dier har bevirket, at sansernes — især øjnenes — belastning er stærkt tiltagende.
Studies by industrial psychologists had long since shown that the greater the use made of audiovisual media, the greater the strain on the senses, especially sight.
Det rekommanderes, at kun 50 % af arbejdstiden må tilbringes foran skærmen. Når man så lægger sammen, hvad forbrugerne for uden under erhvervsarbejdet udsættes for af audiovisuelle belastninger i studie- og fri tid, fremstår de sundhedsmæssige problemer meget tydeligt. »Jeg er heller ikke sikker på«, sagde Rath til slut, »at forbrugeroplysningen, for eksempel vejledning til gravide kvinder om, hvor mange undervisningsprogrammer de kan klare uden risiko, ikke i sidste ende vil blive offer for kom mercielle interesser.«
It was recommended that only 50 < 7o of the working day be spent looking at a screen. When it was remembered how much more time consumers devoted to audiovisual media outside working hours, in learning and leisure activities, the health problems were obvious. 'Nor am I sure,' Rath concluded, 'that the advice given to such consumers as pregnant women on the amount of time they can devote to educa tion programmes without endangering their health does not, in the final analysis, fall victim to commercial interests.' courses. The explanation was simple. Learners were asked what they wanted, and that was what they got. John Duke suggested a similar approach for the European satellite programme. Local groups should establish the needs, and commercial or public services should meet them. language — Portuguese, German or what ever it might be.
Hendricks mente imidlertid, at forskelligheder mellem nord og syd kunne give visse vanskeligheder.
Hendricks did, however, foresee certain difficulties in the North-South gap.
På baggrund af forskellen i uddannelsesniveau var det nok alligevel nødvendigt at overveje, om nyheder eller informationer fra nord oversat til sydlige sprog som tyrkisk eller græsk nu også ville svare til modtagernes erfaringsgrundlag.
Given the different levels of education, it must surely be considered whether news or information from the North, translated directly into such south ern languages as Turkish and Greek, would really conform to the viewer's experience.
Mod troen på teknikken
Against blind faith in technology
Martin Lam (DELTA-programmet, EF-Kommissionen, Bruxelles) gjorde opmærksom på, at sprogproblemerne inden for Det Europæiske Fællesskab ikke bør undervurderes.
Martin Lam (Delta programme, EC Commission, Brussels) felt the language problems in the European Community should not be underestimated.
Dog skulle de ikke bruges som en undskyldning for fortsat at tackle tingene nationalt.
They should not, on the other hand, be seen as an excuse for continuing to do things at national level.
Han mente ikke, at det var nød vendigt, at hvert land går sine egne veje for så vidt angår hard- og software. For eksempel kan grundkurser i matematik uden problemer sammenstilles og derefter tilpasses de ønskede sprog.
He thought it unnecessary for every country to develop its own hardware and software: basic maths courses, for example, could be compiled and then adapted to the various national languages without dif ficulty.
Kurserne ville fortsat være forståelige, selv om matematikundervisningen er forskellig fra land til land.
The courses would remain comprehensible even if maths were taught dif ferently in the various countries.
Fritz Rath (Den Europæiske Faglige Samarbejdsorganisation) gik i diskussionens sidste fase til angreb mod en forstærket ind sats af al undervisningsteknologi.
The increased use of all educational technologies was roundly condemned by Fritz Rath (European Trade Union Confederation) in the final phase of the discussion.
Han fokuserede navnlig på indlæringens såkaldte individualisering ved hjælp af undervisningsteknologi.
He referred in particular to what was known as the individualization of learning due to educational technologies.
På baggrund af, at anvendelsen af de tekniske muligheder for eksempel via satellit kun var rentabel, såfremt man nåede ud til en masse mennesker, kun ne der vel næppe være tale om en individua
As the technical opportunities offered by satellites, for ex ample, were profitable only if large numbers of people could receive the pro grammes, Rath felt that de-individualiza-tion and cultural levelling were more ap propriate terms than individualization, especially as this 'individualization' was as sociated with the general isolation of the learner: he sat alone before his equipment, without a teacher or fellow-learners.
At den teknologiske udvikling ikke nødvendigvis skal være bestemmende for undervisningssystemer, forsøgte Werner Gerwin (Bundesinstitut für Berufsbildung, Berlin) at forklare med Forbundsrepublikken Tysk land som eksempel.
Taking the Federal Republic as his ex ample, Werner Gerwin (Federal Institute for Vocational Training) attempted to ex plain that technological developments need not necessarily determine education systems.
I de sidste 15 år har in struktører på virksomheder og lærere på
Although television stations had been transmitting educational programmes for the last 15 years, trainers in firms and teachers at vocational schools had taken little or no advantage of them in their teach ing.
Maria Marques (Instituto Portuges de En sino a Distanzia, Lissabon) viste sig at være væsentligt mindre optimistisk med hensyn til de sproglige og kulturelle forskelle. Som eksempel beskrev hun situationen i sit eget land Portugal, som i forhold til Europa kun dækker et lille område.
Far less confidence about linguistic and cultural differences was shown by Maria Marques (Instituto Portuges de Ensino a Distanzia, Lisbon).
Landet er opdelt i tre zoner, og der findes regioner, der er så fattige og forfordelte, at der eksisterer enorme kommunikationsproblemer inden for zonerne.
Portugal — a very small area by European standards — was divided into three zones. They included areas that were so poor and disadvantaged that enormous communication problems were encountered in the zones.
I den forbindelse stillede professor Marques følgende spørgsmål: Hvordan kan materiale, som spredes via sa tellit, tilpasses det niveau, som den enkelte, der ønsker at lære noget, har?
In this context, Professor Marques asked: how can material broadcast by satellite be adapted to the level of the person wanting to learn in the country?
Hvordan kan man forberede vedkommende på tankerækker og konklusioner, der skal drages?
How can he be prepared for chains of thought and conclusions to be drawn from them?
statte undervisningssituationen.
Technological means existed, but they were not being used to meet needs.
Reinhard Zedier (Institut der deutschen Wirtschaft, FR Tyskland) havde forstået hele diskussionen derhen, at undervisnings teknologien peger fremad, men at fremtiden i uddannelsessystemet endnu ikke er begyndt.
The various countries of the European Community should therefore step up their educational activities in this area, especially as lifelong learning was gaining in importance and the need for learning was gaining in importance and the need for to use appropriate programmes only when the need arose and to go through them with the learners.
De teknologiske muligheder findes, men anvendes ikke, så de svarer til behovet.
'Not even satellite television,' Gerwin confidently stated, 'will do any thing to change this.'
Derfor er de enkelte EF-lande nødt til at intensivere deres uddannelsesaktivite ter på dette område, ikke mindst fordi tanken om den livslange uddannelse i Europa vinder mere og mere frem og indlærings- og uddannelsesbehovet bliver større og større.
Although audio visual education programmes could illustrate complex technical or social problems, they were no substitute for the teaching situation.
Zedier understregede, at det vigtigste af alt var udviklingen af en europæisk strategi, der ikke i første række er indrettet efter de eksisterende teknologiske muligheder, men tager sit udgangspunkt i følgende spørgsmål: Hvilke uddannelsesrelevante udfordringer findes for Europa som helhed ud over de specifikke nationale interesser, og hvordan skal et sådant program se ud? »Denne fremgangsmåde«, sagde Zedier til slut, »ville for mig at se være et konkret eksempel på pædagogisk nytænkning«.
Gerwin admitted, however, that large countries with areas where services were poor would have to adopt a different approach because training personnel were not available in sufficient numbers.
erhvervsskoler enten slet ikke eller kun i meget begrænset omfang benyttet fjernsynsselskabernes uddannelsesprogrammer i deres undervisning.
learning and education in Europe growing all the time.
Ved en analyse af fænomenet viste det sig, at tyske instruktø rer og lærere foretrækker en pædagogisk situation, det vil sige, at de ikke ønsker sig er stattet med audiovisuelle undervisningsmaterialer, men kun ønsker at anvende sådan ne programmer punktuelt og bearbejde dem sammen med eleverne. »Ej heller satellitfjernsynet«, sagde Gerwin optimistisk, »vil ændre noget ved det.« Audiovisuelle undervisningsprogrammer kan måske klarlægge komplicerede tekniske eller sociale sammenhænge, men de kan ikke er
It was essential, Zedier emphasized, to develop a European strategy which was not primarily geared to the exist ing technological possibilities but began with the question: what educational challenges does Europe as a whole face outside the specific interests of its individual countries, and what form must a programme that meets these challenges take? 'This ap proach,' Zedier concluded, 'would, in my opinion, be a practical example of the change in pedagogical thinking.'
Samarbejde i Fællesskabet: Deus ex machina veralt i EF-landene opstår uddannelses- og videreuddannelsesprogrammer, der benytter sig af infor
Collaboration at Community level: Deus ex machina nitial and continuing training pro grammes that make use of information and communications technologies are
Der arbejdes med audio- og videokassetter, med computerstøttede indlæringssystemer og med videoplader. Der eksperimenteres med kabelfjernsyn og med satellitteknik — eller man bruger så traditionelle medier som radio og fjernsyn.
They employ audioand video-cassettes, computerassisted learning systems and videodiscs.
Mange af disse initiativer kender ikke til hinandens eksistens, men der er ikke noget de trænger mere til end en ud veksling af erfaringer ud over grænserne.
Many of the people working on these initiatives know nothing about each other and yet need nothing more urgently than an ex change of experience across national frontiers.
CEDEFOP-konferencen »Audiovisuel teknologi og erhvervsuddannelse i Europa — en dobbelt udfordring« har været et vigtigt skridt på vejen for at imødekomme dette behov.
The Cedefop colloquy 'Audiovisual technology and vocational training in Europe: a dual challenge' was an important step towards meeting this need.
Alt for ofte blokeres bestræbelserne af nationale interesser, mens regeringerne ser Fællesskabets tiltag som et indgreb i nationale kom petencer.
ments saw the Community's action as inter ference in their sovereign powers.
Under den afsluttende paneldiskussion ved rørende emnet »Samarbejde på fælles skabsplan« kom det tydeligt frem, at alle implicerede i disse nye udviklinger — arbejdsgiverne og fagbevægelsen, producenterne af hard- og software, videnskab og forskning, beslutningstagerne og praktikerne i erhvervsuddannelsen, nationale regeringer og EF-Kommissionen — har brug for en europæisk dimension.
During the final panel discussion on 'Cooperation at Community level' it became clear how dependent everyone involved in these new developments — employers and trade unions, the producers of hardware and software, scientists and researchers, de cision-makers and practitioners in vocational training, national governments and the EC Commission — is on a European dimension.
De ser det europæiske samarbejde som en slags deus ex machina, et instrument, der kan løse mange af de eksisterende, om end ofte yderst for skelligartede problemer.
They see European cooperation as a kind of Deus ex machina that could be used to solve many of the quite different problems they face.
som dirigent fremlagde repræsentanterne for de forskellige grupperinger deres problemer og krav.
of the various groups explained their problems and requirements.
Heraf fremgik blandt an det, at det europæiske samarbejde på området ikke står på nul, men at det allerede er begyndt.
But it also be came apparent that European cooperation in this area is not a thing of the future: it has already begun.
Fuensanta Candela Castillo fra Generaldirektorat X (information) redegjorde for, hvor meget Fællesskabet satser på at trække på samme hammel med alle sine or ganer og tjenestegrene.
Fuensanta Candela Castillo of Directorate-General X (Information) explained how much all the Community's institutions and services were trying to pull together in this field.
Man bestræber sig på at tilbyde alle implicerede et stadig mere omfattende net af kontakter og erfaringsudvekslinger, inklusive kontakter til nationale administrationer og internationale or ganisationer, offentlige som private.
Every effort was being made to offer all concerned a constantly growing network of contacts for exchanges of experience. They included contacts with national admi nistrations as well as private and public international organizations.
Journalist, arbejder hovedsagelig for kvindeprogrammet Sender Freies Berlin lin
This was the basic premise of the Community's programme of action to promote the audiovisual production industry.
Fru Castillo understregede, at de audiovisuelle medier er et af Kommissionens smertensbørn, idet denne industrisektor har overlevelsesproblemer på grund af den amerikanske og japanske konkurrence og behøver støtte.
It was designed to encourage production and marketing, to stimulate technological innovation in this sector and to help create viable European financing and marketing structures.
Men Kommissionen har det ikke just nemt med forsøget på at skabe en
Initial and continuing training programmes were also included in the plan, although they played no part in the first stage, which expired in 1988.
Kommissionen forsøger at modvirke denne tendens og at sørge for, at navnlig omkostningerne bliver mere acceptable for den europæiske audiovisuelle industri.
The only exception was a course for journalists, in which they not only learnt the basic skills of their craft but also underwent advanced training to enable them to spread the 'European message' better and more widely.
Her er det, at Fællesskabets handlingsprogram til fremme af den audiovisuelle produktionsindustri kommer ind i billedet.
Provision was made, for example, for ex changes of practical training at various televison stations.
Programmet skal fremme produktion og salg, stimulere teknologiske nyskabelser på området og hjælpe til med at etablere solide europæiske finansierings- og salgsstrukturer.
Journalist, specializing in the programme for women of the Sender Freies Berlin (SFB)
Endvidere står uddannelses- og videreuddannelsesforanstaltninger på programmet, dog uden at spille nogen større rolle i første afsnit, der udløber i 1988.
The audiovisual media sector, Mrs Castillo stressed, was one of the Commission's problem children: American and Japanese competition meant that this industry was having difficulty surviving and needed support.
Den eneste undtagelse er et tilbud for journalister, der ikke skal lære deres håndværk, men gennemgår en efteruddannelsespakke, som kvalificerer dem til at sprede det »europæiske budskab« bedre og mere effektivt — for eksempel indgår der praktikophold på udvekslingsbasis hos forskellige fjernsynsstationer.
The Commission was not, however, finding it easy with its infant European policy in this area. All too often, it was op posed by national interests, and govern
tide, at brugerne formulerer deres behov og krav og fremsætter disse over for industrien. strien.
CEDEFOP users to state their needs and demands and put them to the suppliers.
det banksektorens arbejdsgiverorganisationer, der står for uddannelse og videreuddannelse, mens det i andre tilfælde er virksomhedssammenslutninger og bankforeninger, der har ansvaret.
Only quality pays off sector differed from one country to an other.
Ind imellem har det også været de pågældende faglige organisationer, man skulle henvende sig til.
In some the employer's associations in the banking sector were responsible for initial and continuing training, in others certain groups and associations of banks.
Claus E. Bäumler, projektleder for uddannelses- og videreuddannelsessystemer i firmaet Digital Equipment, fremstillede i sit indlæg sin virksomhed både som producent og som bruger af systemerne.
Claus E. Bäumler, Digital Equipment's initial and continuing training project leader, described his company as both a supplier and a user of these systems.
Men den vanskelige organisatoriske fase er overstået.
This difficult organizational phase had been overcome, however.
I dag tilhører foruden Beneluxstaterne også Forbundsrepublikken Tysk land, Det Forenede Kongerige, Italien og Portugal fondet.
Apart from the Benelux countries, the Federal Republic of Germany, the United Kingdom, Italy and Portugal were now members of the Foundation.
Det betyder dog ikke al tid, at alle banker i disse lande automatisk er repræsenterede.
However, this did not automatically mean that all the banks in these countries were represented in the Foundation.
Digital Equipment uddanner årligt 34 000 egne medarbejdere med disse systemer, specielt inden for service, vedligeholdelse og reparation.
Each year Digital Equipment trained 3 000 to 4 000 of its own employees on these systems, especially in the customer service, maintenance and repair sectors.
Uddannelsesprogrammerne varer fra to timer op til fire dage.
The training programmes took between two hours and four days.
I COMETT-programmets første fase har Kommissionen allerede modtaget 485 for slag.
In the first phase of the Comett programme alone the Commission had re ceived 485 proposals.
Projekterne omfatter hyppigt en kom bination af videreuddannelsesaktiviteter på højere læreanstalter og virksomheder og er vidtfavnende for så vidt angår indholdet.
The projects often combined continuing training activities of universities and firms and covered a wide range of subjects.