natgillin/translations-raw huggingface dataset:
Med hensyn til de forskellige erhvervsuddannelser forekommer det ofte, at de til budte speicaluddannelser ikke er dem, der er efterspurgt på arbejdsmarkedet, hvilket bl.a. skyldes manglende samarbejde og gen sidig information mellem erhvervsliv og uddannelsesvæsen.
As far as the actual learning of a profession is concerned difficulties frequently crop up resulting from the low level of the basic education of the handicapped. A speaking illustration: immigrant workers disabled as a result of an accident at work.
En følge heraf er bes kæftigelse/underbeskæftigelse af de pågæl dende i forældede eller lidet tilfredsstillende
In any vocational training for such people, a preparatory, individually tailored programme is required in order to fill in certain basic learning gaps.
dem, så samarbejdsmetoder vinder stadig mere terræn.
Advisory Committee Training and Cedefop.
Hvad endelig uddannelsen angår, vil dens effektivitet afhænge af, om den iværksættes i tide, er fortløbende og fuldstændig.
of its students and on the other their varied psychological, intellectual and physical development which, due to their disability, is restricted or halted altogether.
CEDEFOP mener, at denne integration kun kan ske ved sikring af lige muligheder for handicappede til at finde et passende job, og Centeret vil derfor undersøge, hvorledes det kan yde et bidrag til at forbedre de handicappedes muligheder for uddannelse og erhvervsmæssig rehabilitering.
At the moment, Cedefop, in its 10th year, is researching ways to contribute out efforts in promoting the social and economic integration of the handicapped.
offentliggøre væsentlige værker. Således omhandlede nr. 2/1980 af dette tidsskrift erhvervsuddannelse af handicappede, og tobindsværket fra dokumentationsafdelingen indeholdt et udvalg af den bibliografi, CEDEFOP havde tilvejebragt, samt navne og adresser på de centre og organer, der beskæftiger sig med erhvervsuddannelse og social integration af handicappede, og som samarbejder med EF-Kommissionens gene raldirektorat V og med CEDEFOP.
Handicapped does not mean different: thus the overriding aim of every action taken — including teaching - should be the social integration of the handicapped to the same degree ast the rest of the population.
Netop på grund af den komplekse karakter af erhvervsuddannelse af handicappede havde Centeret begrænset sig til mindre tiltag.
This requires the active participation of those directly involved and their organizations in the determining relevant policies, which from policies for the handicapped are becoming policies with them, and participative activities are gaining more and more ground.
Da CEDEFOP nu har konstateret behovet for videregivelse af information på mellem statsligt niveau, er det gået over til at
In the belief that this can occur only by ensuring for them equal opportunities in the employment market, Cedefop is looking at how to contribute to improving the methods, training and professional establishment of the handicapped.
Et bidrag, der konkret kan omfatte under søgelser, studier, koordinering af tidssvarende programmer samt arbejde i forbindelse med formidling af information om metoder til sammenknytning af arbejdsliv og uddannelse, om politiske foranstaltninger og tiltag til fremme af beskæftigelsen af handicappede som selvstændige eller lønmodtagere.
Thus the 2/1980 edition of this magazine dedicated to the vocational training of the handicapped was brought out and a two-volume publication from the Documentation Service, with a selection from Cedefop's bibliography. It includes the names and addresses of centres and organizations who are engaged in the vocational training and social integration of the handicapped and who work with the
Nu, i sit tiende leveår, undersøger CEDEFOP, på hvilken måde det kan yde et bidrag til bestræbelserne på at fremme den socio-økonomiske integration af handicap pede.
Finally, with regard to training, its effectiveness depends on whether it is complete, offered at the right time and on a continual basis.
Erhvervsuddannelse af voksne
Adult vocational training
Fra uønsket luksus til bitter nødvendighed
From unwanted luxury to dire necessity
J. Michael Adams sesprogram for at erhverve nye kvalifikatio­ner på et nyt beskæftigelsesområde.
J. Michael Adams
Det ser ud til, at denne relative forsømmelse må tilskrives en kombination af, hvad man kunne kalde »praktiske« og »ideologiske« grunde.
In the European Commission's com­munication to the Council concerning 'Vocational training policies in the European Communities in the 1980s',* a number of specific proposals were made with relation to the training of adults.
I en vis forstand mangler der både en klar og almindelig anerkendt opfattelse af, hvad »vedvarende uddannelse« er, og de nødvendige strukturer til at iværksætte den.
When in July 1983, the Council adopted its resolution on this subject,** there was very little specific action in relation to adults.
■ Det er vanskeligt inden for en national ramme nærmere at afgrænse behovene i forbindelse med voksenuddannelse, da man ikke kan tale om uddannelsessystemer på samme måde som i forbindelse med unge, fordi der her ikke er tale om let bestemme­lige grupper bortset fra f.eks. ledige, især langtidsledige.
The consensus on the need for the swift establishment of a framework for broadly­based action in the field of vocational training for adults very much reflects the conclusions of a conference organized by Cedefop in March 1984 on continuing education and training and the labour market,* in which the participants, representing governments, trade unions and employer organizations from the Member States, as well as researchers and experts in this field decided that a piecemeal approach to the training of adults was no longer adequate, and broadly based initiatives, such as those taken with relation to young people in many States during the previous 10 years were now necessary.
Da Rådet i juli 1983 vedtog sin resolution om dette emne**, indeholdt den meget lidt om særli­ge aktioner for voksne.
that for young people, been comparatively neglected in recent years.
Dette skyldes måske delvis, at Rådet på næsten samme tidspunkt vedtog en resolution om erhvervsuddannel­sesforanstaltninger i forbindelse med ind­førelsen af ny informationsteknologi***, og at man derfor ikke fandt en særskilt henvisning til voksenuddannelse påkrævet.
It can be safely said that most people in 1975 recognized that in the latter part of the 20th century, an initial re­training programme is sufficient, and that most workers would be faced either with the need to develop their skills, learn new skills in the same skill area or to undergo a complete training programme in order to learn new skills in a new occupational area.
Det er et interessant spørgsmål, hvorfor uddannelse af voksne, i hvert fald i forhold til uddannelsen af unge, er blevet så relativt forsømt i de senere år.
It is interesting to speculate on why adult training has, at least in comparison with
De fleste mennesker erkendte jo i 1975, at et indledende omsko­lingsprogram ikke ville være tilstrækkeligt i sidste del af det 20. århundrede, og at det for de fleste arbejdere ville blive nødvendigt enten at videreudvikle deres faglige kunnen, lære nyt inden for samme faglige område, eller at gennemgå et fuldstændigt uddannel­
Perhaps this could partly be accounted for by the fact that at almost the same time the Council adopted a resolution concerning vocational training measures relating to new information technologies,*** and it was, therefore, felt unnecessary to deal with adult training separately.
Enigheden om behovet for tilvejebringelse af en ramme for en bredt anlagt aktion vedrørende erhvervsuddannelse for voksne svarer i høj grad til konklusionerne fra en i marts 1984 af CEDEFOP arrangeret konfe­
Yet little more than a year later, the Advisory Commit­tee for Vocational Training in which governments, trade unions and employers participate, meeting in Brussels, almost unanimously said that they regarded a new Community initiative in the field of vocational training for adults as an urgent priority.
■ Mens myndighederne i de fleste med­lemsstater har anerkendt et ansvar for uddannelse af de unge og deres overgang fra skole til arbejdsliv, har de af forskellige, især økonomiske grunde stillet sig tøvende til at anerkende et globalt ansvar i forbin­delse med voksne og således overladt initia­tiverne til virksomheder og enkeltpersoner, i det mindste hvad angår finansiering af uddannelsen.
■ The scale of needs with relation to adult training is relatively difficult to define within a national framework, because one cannot speak of training systems as one can in relation to young people, i.e. there are no easily identifiable groups, except e.g. the unemployed, and particularly the long­term unemployed.
* Den vedvarende uddannelse og arbejdsmarkedet ­ en konferencerapport, CEDEFOP 1985, foreligger på alle fællesskabssprog.
* Continuing education and training and the labour market - a conference report, CEDEFOP 1985 (available in all the Community languages).
■ Selv hvor erhvervsuddannelse af voksne foregår i betydeligt omfang, er det for­holdsvis lidt kendt ­ i forbindelse med en række af CEDEFOPs aktiviteter har man fremhævet, hvor vanskeligt det er at få indsamlet oplysninger om disse forhold.
new programmes of vocational training for adults.*
■ Innovationer i vedvarende uddannelse som svar på udfordringerne fra nye tekno­logier.
Trends in innovation education and training
■ Uddannelsestiltag, især inden for virksomheder, til imødegåelse af truende ledighed.
■ Whereas in most Member States public authorities have accepted a responsibility with relation to the training of young people, and their transition from education to working life, there has for various reasons, particularly financial ones, been an unwillingness to accept any global responsibility with relation to adults, leaving initiatives, therefore, to companies and to individuals, at least with regard to the financing of training.
■ Uddannelsesinnovationer til fordel for ledige, især for ledige i over et år.
■ Even where there is a considerable amount of adult vocational training taking place, relatively little is known about it — a number of Cedefop's activities have underlined this difficulty of collecting information concerning the state of the art.
■ De involverede parter har ofte forskelli­ge mål i forbindelse med erhvervsuddannel­se af voksne, eller de samme personer kan have forskellige mål på forskellige tids­punkter.
Building on the experiences of some of the established international agencies in the field (Unesco, Council of Europe, etc.)
For en arbejdsgiver er det f.eks. naturligt, at det først og fremmest gælder om at skaffe virksomheden muligheder for at overleve og blomstre i den nære fremtid, mens uddannelse i bredere grundfærdighe­der, der ikke er nødvendige på det pågæl­dende tidspunkt, men senere kan vise sig at være af væsentlig betydning, måske først kommer i anden række eller slet ikke tages i betragtning. Fagforeninger derimod kan være mere optaget af spørgsmål vedrørende direkte beskyttelse af deres medlemmers job (og eventuelt uddannelse i forbindelse her­med) end af spørgsmål om uddannelse, som på lang sigt kan vise sig at være nødvendig netop for at nå målet om bevarelse af eksisterende job og skabelse af nye.
Cedefop succeeded, with the help of a series of partners in the Member States in publishing in 1979 a file on innovation in continuing education and training.** This file aimed at providing 'practical assistance for practitioners and policy­makers in continuing education and training in the Member States, by providing relevant information concerning interesting in­novations in other Member States' and contained information on some 400 such innovatory projects.
Rege­ringer på deres side kan ganske vist godt støtte tanken om mere uddannelse og være enige i nødvendigheden heraf, men de er tilbøjelige til at betragte finansieringen af denne uddannelse som noget, der principielt må påhvile enten arbejdsgiverne eller de pågældende personer.
It was at the time recognized to be a unique instrument, but its very existence underlined some of the factors stated above, i.e. information on interesting initiatives while useful, was difficult to use, unless instruments were available to set these within a national framework.
I de konklusioner, der blev uddraget af dette skrift, blev det fremhævet, at udvik­lingen af mere smidige programmer opbyg­get af moduler og med mulighed for fjernundervisning, således at de kan afvik­les på tidspunkter og steder, der passer eleverne, er fælles for de fleste lande.
In 1980 and 1981, Cedefop established in a number of countries working groups with the idea that such groups might become a focal point for the exchange of information on innovatory activities in this field.
Denne udvikling har gjort betydelige fremskridt, men er dog stadig i sin spæde barndom.
This was the idea of an 'Observatoire nationale'.
I en række medlemsstater har man også lagt vægt på forbindelsen mellem uddannelses­projekter og regionaludvikling.
From these groups and a series of national meetings came the material which eventually led to a further Cedefop publication in 1984 on trends in innovation in continuing education and training,** which contained a series of national reports, together with a Community­wide synthesis report, on recent developments in this field, as well as brief descriptions of a selected number of projects.
Arbejds­grupperne i medlemsstaterne sammenfatte­de disse konklusioner i fire hovedpunkter:
These reports concentrated on three priority themes:
Smidige lokalt eller regionalt tilrettelagte tilbud om vedvarende uddannelse, således at der kan reageres hurtigt på lokale og regionale forhold og arbejdsmarkeds­vilkår.
■ innovations in continuing education and training in response to the challenges posed by new technologies;
CEDEFOP offentlig­gjorde senere en samlet rapport om for­handlingerne på denne konference.
■ training initiatives, particularly those within companies, to respond to the threat of unemployment;
Tendenser i innovationerne i den vedvarende uddannelse
■ training innovations to assist the unemployed, particularly those unemployed for more than one year.
Til sådanne problemer på nationalt plan i forbindelse med foranstaltninger til vedva­rende uddannelse kommer et nyt problem på fællesskabsplan, nemlig de meget store vanskeligheder ved at finde et fælles sprog for klart at fastlægge, hvad der tales om. Her viser det sig, at meget af det, der betragtes som »vedvarende uddannelse« eller »uddannelsesprogrammer for voks­ne«, faktisk udelukkende er henvendt til, eller i det mindste hovedsagelig udnyttes af personer under 25 år.
■ The different partners involved tend often to have different objectives in relation to the vocational training of adults, or the same people may have different objectives at different times, e.g. it is natural that an employer's first interest is to enable his/ her company survive and prosper in the immediate future, while training in broader basic skills, which may not be necessary at the time in question, but may at a later date turn out to be essential, may be treated as a second (or even a non­) priority, while trade unions may be more concerned with questions relating to the immediate protection of their members' jobs (and possibly the training implications of these), rather than with training considerations, which may in effect in the long­term be necessary precisely for the achievement of this objective of maintaining existing jobs and creating new ones, while governments although supporting the idea of more training and agreeing about the necessity for it, tend to view the financing of such training as basically a responsibility either for employers, or for the individuals concerned.
Behovet i alle medlemsstater f or fuld aner­kendelse af ny teknologi (anvendelse af datamater i undervisningen, fjernundervis­ning osv.) og dens vigtige rolle ved tilveje­bringelsen af nye kommunikationskanaler og læremidler af særlig betydning for den vedvarende uddannelse.
In October 1980, Cedefop, in cooperation with the European Commission, organized a major conference on 'New perspectives in continuing education and training in the European Communities'.
Arbejdsgrupperne fandt, at der her var en foruroligende mangel på fornyelse og udnyttelse af den nye teknolo­gis muligheder.
A comprehensive report on the procedings of this conference was later published by Cedefop.
I 1980 og 1981 oprettede CEDEFOP i en række lande arbejdsgrupper, der skulle fungere som centre for udveksling af oplys­ninger om nyskabende aktiviteter på dette område.
The conclusions drawn from this work emphasized the fact that the process of developing more flexible programmes, so that their delivery be arranged at a time and place to suit the learner, using distance learning methods and credit unit systems is one which is common to most of the countries, and has made considerable strides, but remains nevertheless in its infancy.
Til grund lå tanken om et »Obser­vatoire nationale«. Det viste sig, at en sådan gruppe for at fungere effektivt skulle have særlige instrukser fra CEDEFOP om, hvil­ken art materiale der skulle indsamles, og hvordan det skulle forelægges.
The relationship of training projects to regional development was one also underlined in a number of Member States.
Behovet for en mere omfattende udveksling af information både inden for og mellem and
* During the period 1976 to 1980, this activity in Cedefop was managed by Mr Michel Blanchere. ** Continuing education and training: file of
somheden mod spørgsmålet om uddannelsesorlov og arbejdsmarkedet og udgav i 1984 en undersøgelse over, i hvor høj grad den eksisterende ordning for uddannelses orlov havde ført til en lettelse af presset på arbejdsmarkedet, og om ordningen kunne have været udnyttet bedre.
Given the changing situation, Cedefop then turned its attention to the question of educational leave and the labour market, and in 1984 published a study focused on the extent to which existing provision for educational leave has lead to an easing of pressure on the labour market, and whether greater advantage could have been taken of such provision.
Resultaterne var ikke opmuntrende, i alle medlemsstater synes den nuværende ordning for uddannelsesorlov kun at have haft ringe eller slet ingen indflydelse på arbejdsmarkedet*.
The findings were not encouraging in that in all Member States the present provision for educational leave appears to be having little or no effect on the labour market.*
CEDEFOP rettede også opmærksomheden mod forbindelserne mellem erhvervsuddan nelse og arbejdsmarkedet.
Cedefop also turned its attention to the relationships of vocational training and the labour market.
Dette resulterede i en række undersøgelser over brugen i medlemsstaterne af uddannelse som arbej dsmarkedsinstrument* *.
This resulted in a series of studies looking at the use of education and training as a labour market instrument in the Member States.**
Behovet i alle medlemsstater f or fuld anerkendelse af ny teknologi...
The need for all Member States to fully recognize the sigmjicance of new technology .
medlemsstater om vedvarende uddannelse, med den økonomiske krise midt i 70'erne.
upon, relevant experience and benefit f rom the results of pilot projects, experimentation and evaluation throughout the Community.
Disse rapoprter vedrørende vedvarende uddannelse og arbejdsmarkedet samt rapporterne om tendenser i innovationerne i den vedvarende uddannelse var de vigtigste arbejdsdokumenter for den konference arrangeret af CEDEFOP i marts 1984, som blev nævnt i begyndelsen af denne artikel, og som bekræftede behovet for initiativer på dette område.
The importance of flexible, locally or regionally-based organizations for the provision of continuing education and training in order to respond swiftly to local and regional circumstances and to labour market conditions.
Betalt uddannelsesorlov og uddannelse som arbej dsmarkedsinstrument
The need for all Member States to fully recognize the significance of new technology (computer-assisted learning, distance learning, etc.) in providing new channels of communication and means of teaching especially relevant to the area of continuing education and training.
Betalt uddannelsesorlov, som var indført i en række delstater i Tyskland, i Frankrig, Belgien og Italien, forelå naturligvis stadig som en mulighed, men arbejderne tøvede i stigende grad med at udnytte denne mulig hed, hvis den medførte fare for deres beskæftigelse i fremtiden og udsigt til for fremmelse.
These reports with relation to continuing education and training and the labour market, as well as the reports on trends in innovation in continuing education and training were the major input documents for the conference organized by Cedefop in March 1984, which was referred to at the beginning of this article, and which confirmed the necessity for initiatives in this field.
Tilmed blev de midler, der kun ne være brugt til disse eller udvidede ordninger, nu overført til det tilsyneladende mere presserende behov for at imødegå ung domsledighed osv.
Participants at the conference emphasized the lack of resources and an overall framework, the unequal access to training which excludes a large part of the working population, and in particular means the needs of the unemployed are not met, and therefore called for national and Community policies which worked towards the improvement and diversification of the range of education and training available to adults.***
CEDEFOP 1984. *** Den vedvarende uddannelse og arbejdsmarkedet -en konferencerapport, CEDEFOP 1985, foreligger på alle féeJlesskabssprog.
Continuing training as a means of preventing unemployment: Denmark, the Netherlands, the Republic of Ireland, the United Kingdom and the Federal Republic of Germany, Cedefop, 1984.
Den bevægelse hen imod større muligheder for den enkelte gennem indførelsen af betalt uddannelsesorlov, der gjorde sig gældende i 1960'erne og de tidlige 70'ere, standsede
The move towards expansion of individual opportunities through the introduction of paid educational leave, which was notable in the 1960s and in the early 1970s came to a halt with the economic crisis of the mid-1970s.
Regionaludvikling og erhvervsuddannelse
Regional development and vocational training
Uddannelsens aktive rolle i forbindelse med bevarelse, fornyelse og skabelse af erhvervsaktiviteter
The active role of training in the creation, preservation and revival of economic activity i?/l)i\\\vv^Ä:
Marie Pierret overdrevne industrialiserings negative virkninger på miljøet bevidste, at komme til at deltage i de beslutninger, der vedrørte deres område, og søgte mere kvalitative former for fremskridt på deres område.
Marie Pierret dustrialization on the environment, leading to a demand for involvement in decisions affecting their local environment and a search for alternative forms of progress that would improve the quality of life.
Da CEDEFOP i 1980 helligede et nummer af sit tidsskrift »Erhvervsuddannelse« emnet regionaludvikling og erhvervsuddannel se3) og afholdt en konference om vok senuddannelsen4), gav det anledning til en model koncentreret om udnyttelsen af alle de store industrisektorer.
Vocational training does not automatically or directly create employment, but research by organizations like Cedefop shows that it may make a considerable contribution to that end.
mere dybtgående overvejelse af, hvorledes strategierne for den økonomiske udvikling og for erhvervsuddannelsen kunne bringes til at harmonere. En analyse af, hvorledes dette skulle gennemføres denne gang på regionalt plan, blev foretaget i 1981 og
A study carried out back in 1978' took French, Italian and British examples to demonstrate that job training, in fact, played an active role in the creation, preservation and revival of economic activity.
De nye metoder til opbygning af erhvervsuddannelsesapparatet
Development and training strategies: the urgent need for coordination
6), endnu var ens tidspunkt undersøgte
In this situation, vocational training was used mainly as a means of adapting the work­force to the immediate needs of the employment market.