natgillin/translations-raw huggingface dataset:
I det forløbne år var der i alt 218 arrangementer (1993: 256) med 230,5 møde­dage.
A total of 218 meetings were organized in 1994 (1993: 256), amounting to a total of 230.5 meeting days.
Heraf fandt 50 af CEDEFOP's arrange­menter ikke sted i Berlin; 9 arrangementer gen­nemførtes af eksterne organisationer i Cente­rets konferencelokaler.
Of these, 50 were meetings organized by the Centre outside Berlin and 9 were meetings convened by external agencies but held in the Centre's conference rooms.
Efter oprettelsesfasen i 1992 var det i 1993 muligt at fremskynde og forbedre det målrettede samarbejde mellem CEDEFOP og Task Force.
After an initial set-up phase in 1992, the year 1993 had been spent expanding, accelerating and improving cooperation between CEDEFOP and the Task
I slutningen af 1994
Force. Consultations were held at the end of +■·
Følgende tal viser udviklingen i CEDEFOP's arbejde i tiden 1990­1994:
The following figures for the period 1990-1994 illustrate the development of CEDEFOP's activities:
1 opført på budgettet
No. of staff posts provided for in the budget1
Inklusive lokalt ansatte Inklusive tre direktionsmedlemmer og elleve oversættere
Including local staff Including the three members of the Directorate and nine translators
Følgende tabel angiver den procentvise fordeling af udgifterne i 1994:
Percentage breakdown of 1994 expenditure
Udgifter i%
Expenditure in%
Udnyttelsesgrad i % for bevillingerne i kapitlet "driftsudgifter"
Utilization rate for appropriations to the chapter "operating expenditure" in %
Inden for denne ramme skal Centret især beskæftige sig med spørgsmålet om tilnærmelse af de erhvervsmæssige uddannelsesniveauer navnlig for at nå frem til gensidig anerkendelse af certifikater og andre kvali­fikationsbeviser på afsluttet erliversuddannelse;
The centre's activity in this respect shall deal in particular with the problem of the approximation of standards of vocational training with a view to the mutual recognition of certificates and other documents attesting completion of vocational training; to provide a forum for all those concerned.
I sin virksomhed tager Centret hensyn til den sammenhæng der består mellem erhvervsuddannelse og andre uddannelsesområder.
In its activities the Centre shall take into account the links which exist between vocational training and the other branches of education.
Liste over bestyrelsesmedlemmer*
List of members of the Management Board*
Regeringsrepræsentanter:
Government representatives:
Tom O'Dwyer, generaldirektør Achilleas Mitsos Ricardo Charters d'Azevedo TASK FORCE Menneskelige Ressourcer, Uddannelse og Ungdomsanliggender
Mr. Tom O'Dwyer, Director-General Mr. Achilleas Mitsos Mr. Ricardo Charters d'Azevedo Mr. Force Human Resources, Education, Training and Youth
Andrew Moore Sammenslutningen af Industri- og Arbejdsgiverorganisationer i De Europæiske Fællesskaber (UNICE)
Mr. Andrew Moore Union of Industries of the European Community (UNICE)
Undersøgelser og periodiske publikationer
Studies and periodicals
Administration og generelle tjenester 2 A-ansatte: Marino Riva (leder)
Administration and general services 2 A posts: Marino Riva (Head)
Supplement til "Kompendium over fagprofiler på niveauet for faglærte arbejdstagere og ansatte" - Den nuværende situation og udviklingstendenser: udbuddet af og efterspørgslen efter faglært arbejdskraft - DA, DE, EN, ES, FR, GR, IT, PT, NL
Supplement to the "Compendium of occupational profiles at the skilled blueand white-collar worker level" - Situations and trends: Supply and demand for skilled workers - DA, DE, EN, ES, FR, GR, IT, NL, PT
Certificering og validering af erhvervskvalifikationer
Certification and Validation of occupational qualifications
Udveksling af erfaringer
Exchange of Experience (Erfahrungsaustausch)
Erhvervsvejledning/Unge
Vocational guidance/Youth (Berufsberatung/Jugend)
Behovet for erhvervsvejledning hos forskellige målgrupper af unge under 28 år i Det Europæiske Fællesskab DA, EN, FR De unge i Danmark og deres vejledningsbehov
Determining the need for vocational counselling among different target groups of young people under 28 years of age in the European Community Young people in Denmark and their need for guidance DA, EN , FR
Erhversuddannelse i regionalt og lokalt regi
Vocational training and the territorial context
Unges vejledningsbehov
Guidance needs of youth
Det Europæiske Center for Udvikling af Erhvervsuddannelse Jean Monnet­Huset, Bundesallee 22, D­10717 Berlin Tlf.: 49­30+88 41 20; Telefax: 49­30+88 41 22 22; Telex: 184 163eucen d
European Centre for the Development of Vocational Training Jean Monnet House, Bundesallee 22, D-10717 Berlin Tel.: 49­30+88 41 20; Telefax: 49­30+88 41 22 22; Telex: 184 163eucen d
De erhvervsforberedende uddannelsers vok­sende indflydelse på den almene uddannelse Tim McMullen
The growing influence of vocational preparation on general education Tim McMullen
Dårligt stillede unge Gérard Sarazin
Disadvantaged young people Gérard Sarazin
Kvalifikationsbeviser, arbejdsmarked og ungdomsstrategier Bernard Vernier
Diplomas, the labour market and young people's strategies Bernard Vernier
Undervisning og arbejde: De unges kreativitet og håb Ettore Gelpi f
Education, work and the young: creativity and hopes Ettore Gelpi
I Danmark I Frankrig I Irland I Italien I Nederlandene I Forbundsrepublikken Tyskland
The changing situation within the education systems: in Belgium in Denmark in France in Ireland in Italy in The Netherlands in the Federal Republic of Germany
Undervisning og uddannelse af unge mellem 16 og 19 år: Problemer og tendenser Michael Vorbeck
Education and training for young people aged 16 to 19: problems and tendencies Michael Vorbeck
Unges uddannelse og erhvervsuddannelse — Fællesskabets rolle Mary Bevan
The education and training of young people / the Community role Mary Bevan
Et stort spring frem er påkrævet Richard Doherty
A great leap is required Richard Doherty
Regelmæssig publikation fra Det europæiske Center for udvikling af Erhvervsuddannelse
Regular publication of the European Centre for the Development of Vocational Training
Denne publikation udkommer tre gange om året på dansk, tysk, engelsk, fransk, italiensk og nederlandsk
This publication appears three times a year in Danish, German, English, French, Italian, and Dutch
Indhold Redaktionelt side 1
Page 1
Erhvervsuddannelserne, arbejdsmarkedets parter og staten John Houman Sørensen
John Houman
De erhvervsforberedende uddannelsers voksende indflydelse på den almene uddannelse
The growing influence of vocational preparation on general education
Leder af oversættelsesarbejdet: Marino Riva
Coordinator of the translation service: Marino Riva
Undervisning og arbejde: De unges kreativitet og håb Ettore Gelpi
Tim McMullen Disadvantaged young people Gérard Sarazin Diplomas, the labour market and young people's strategies .
Redaktionssekretariat: Chantal Cambrelin
Bernard Vernier Education, work and the young: creativity and hopes .... Ettore Gelpi
Rapporter Hvad ændrer sig i uddannelsessystemerne? I Belgien I Danmark I Frankrig I Irland I Italien I Nederlandene
Dossier The changing situation within the education systems: in Belgium
I Forbundsrepublikken Tyskland
29 33 36 40 43 47 in Denmark in France in Ireland in Italy in The Netherlands in the Federal Republic of Germany
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
De artikler, der forekommer i denne bulletin kan frit gengives, dog kun med kildeangivelse.
The views expressed by contributors do not necessarily reflect those of the European Centre for the Development of Vocational Training
Unges uddannelse og erhvervsuddannelse - rolle
The education and training of young people / the Community role
Et stort spring frem er påkrævet Richard Doherty
Mary Bevan A great leap is required Richard Doherty
Erhvervsuddannelse er givetvis ét muligt middel, men ikke en løsning i sig selv.
Young people continue to be a subject for discussion, also for us.
Et middel, som imidlertid skal kombineres med de andre, som den samlede planlægning af de økonomiske og menneskelige ressourcer åbner op for, i lyset, som det blev sagt, af en ny social solidaritet.
On the one hand, the problem exists and, even if a real solution has not been found, the issue must remain a talking point; on the other hand, an unbridled discussion may be looked on as an excuse for inactivity.
Ungdomsspørgsmålet vedbliver man at tale om. Og det gør vi også.
It is true that vocational training is a means to an end, but it is not a solution in itself.
På den ene side har vi pligt til at tale om det, eftersom problemet eksisterer, og det er nødvendigt at tage det op igen, til en reel løsning er fundet; på den anden side kan det, at man fortsætter med at tale om det, tjene som et alibi for passivitet.
It is necessary for vocational training to be interlinked with other measures and activities through a system of planning for the deployment of economic and human resources in order to arrive at new form of social solidarity as already described.
Der er således tale om et reelt og presserende problem.
The problem is therefore both real and urgent.
Og det er i det væsentlige et strukturelt problem, hvorfor nødforanstaltninger af konjunkturel art ikke tjener til at løse det.
It presents itself in essentially structural terms, so much so that emergency measures of an economic nature can do little to provide a solution.
For at forenkle det, kan man sige, at der er to mulige løsninger på problemet: enten skaber man nye arbejdspladser, eller man skaber en ny social solidaritet, som åbner mulighed for en fordeling af det eksisterende arbejde.
Perhaps we may be forgiven for simplifying the situation, but it can be said that there are two ways of reaching a solution: either new jobs are created or new forms of social solidarity are developed which will allow for the redistribution of existing work.
Den tredje mulighed udgøres af en generationskonflikt, en skjult eller åbenlys konflikt, som de voksne indtil nu har ordnet ved, at de har bestemt spillets regler.
Otherwise, we are faced with the generation conflict, either latent or explicit, which exists to the present day, with adults enforcing their own rules of the game.
Det er fremfor alt de voksne, der taler om de unges problemer; en lang række voksne, som på denne måde har fundet et frodigt arbejdsområde, en slags »metaverden«, af hvilken, som det siges af Ettore Gelpi i hans artikel, de unge omgives, idet den påtvinger dem sine regler, præger dem i deres valg og gør dem til genstand for en lovgivning, der hovedsagelig bygger på princippet om bistand.
Above all it is the adults who talk about the problems of young people, and there are a great number of adults who have found a fertile field of work here, a type of 'metaworld' as is described by Ettore Gelpi in his article, which develops around the young people, imposing on them its own rules, conditioning their choice, and establishing a whole panoply of instruments which turn them into a group dependent on the welfare system.
Og det vel vidende, at de unges problemer ikke vil blive løst ved hjælp af love, men gennem en almen bevidsthed om, at der i vores samfund er brug for en bedre fordeling af udbudet af arbejde, eller det, som Sarazin i sin artikel kalder den »nye solidaritet«.
This all happens on the understanding that the problems of young people cannot be solved by way of regulations but rather through common awareness of the fact that our society has a need for a greater distribution of job opportunities, or as Gérard Sarazin terms it in his article, a need for a 'new solidarity'.
Erhvervsuddannelsen bliver således et afgørende middel til at give de unge det instrument, ved hjælp af hvilket de kan forme deres forventninger, medens de opfylder dem, og ved hjælp af hvilket de kan blive integreret i dette informationssamfund, som måske lidt overilet betegnes som post-industrielt.
Vocational training is of decisive importance for the self-realization of young people in the fulfilment of their aspirations and their integration in this information society, which, perhaps somewhat hastily, is already referred to as post-industrial.
Og for at vinde fodfæste på arbejdsmarkedet og i samfundet må de unge fremfor alt beherske den nye teknologiske viden; de må kunne tage aktivt del i den nye teknologiske kultur netop for ikke at blive et offer for den, som den mest brutale form for magt der anvendes af dem, der besidder viden over for dem, der ikke har en sådan viden.
In order to become an integral part of society and the world of work, young people must above all acquire a new technological know-how and must learn to live in a new technological culture if indeed they are not to experience it as the most violent form of oppression as exercised by those who know on those who do not know.
For at noget sådant muliggøres, er det nødvendigt at tage strategierne for den almene uddannelse og for erhvervsuddannelsen op til fornyet overvejelse med henblik på at overvinde de stærke barrierer mellem undervisningssystemet og erhvervsuddannelsessystemet, mellem teori og praksis.
To achieve this, there is a need to re-examine general and vocational training strategies with the aim of overcoming the rigid boundaries between the education and vocational training systems, between knowing and doing.
Analysen af ungdomsarbejdsløshedens sammensætning udviste en høj procentandel af unge uden kvalifikationer og uden erhvervserfaring.
An analysis of the structure of youth unemployment has shown a high percentage of young people without qualifications and without vocational preparation.
Man fortalte så de unge, at deres fremtid på arbejdsmarkedet afhang af en forbedring af deres uddannelsesniveau og erhvervsuddannelse.
Accordingly, the young people are informed that their future career depends on an improvement in their level of education and vocational training.
Og de unge troede på os.
And the young people believe it.
Følgelig har man været vidne til en global opstigning også fra de traditionelt dårligst stillede gruppers side; en opstigning mod undervisningens og erhvervsuddannelsens højeste tinder.
We have therefore experienced a rigorous effort, also on the part of the traditionally disadvantaged groups, to clamber to the highest peaks of education and vocational training.
De eksamensbeviser og certifikater, som de har erhvervet, var der imidlertid gået inflation i; de var formelt af større værdi end de mere beskedne eksamensbeviser, som deres fædre engang havde erhvervet, men reelt havde de kun den samme eller en mindre købekraft.
However, at the end of the day they have found themselves holding diplomas and certificates which are more advanced than those obtained by their fathers but, having been devalued by inflation, have an equal or even lower market value.
Det er de samme konklusioner, der drages i artiklen af Vernier.
These are the conclusions presented in the article of Bernard Vernier.
En ny social solidaritet er måske ikke andet end ædel utopi.
Work itself has a socialization and training function.
Men også utopiske forestillinger kan være nyttige, når problemet synes uløseligt, og man ikke vil give op.
It is in the continuity of this chain 'training-work-training-work' that perhaps a number of answers may be found to the problem of the link between training phases and the progressional dynamics of the world of work and between this world and the dynamics of training.
Det er selvfølgelig indlysende, at problemet ikke kun vedrører de unge af i dag. Der er tale om et vedvarende problem.
However, we must not be deluded into thinking that the problem concerns only young people of today.
At de møjsommeligt må kæmpe sig frem til et erhvervsarbejde, at de taber modet i undervisnings- og erhvervsuddannelsessystemernes forhindringsløb, at de befinder sig uden for række vidde af de mest eftertragtede pladser på arbejdsmarkedet (som jo er besat af de voksne) ... alt det har altid eksisteret.
They have always had to beat their way towards vocational success, to lose themselves in the labyrinth of the education and vocational training systems, to be kept waiting at the doors leading to the more coveted jobs on the labour market (perhaps already occupied by adults) . . . This is nothing new.
Det har eksisteret; men det var ikke et problem, da arbejdsmarkedet gjorde plads, om end i begrænset omfang, for de unge, som blev integreret, idet de ventede på, at det skulle blive deres tur til som voksne at be sætte de mest eftertragtede stillinger i jobhierarkiet. hierarkiet.
But if it did not present a problem when the labour market still offered some vacancies, even if only marginal, which young people could fill and where they could wait to become adult in order in turn to gain access to the more sought-after positions in the job hierarchy, today it is a problem and indeed 'the problem'.
Selve arbejdet har en socialiserende og uddannende funktion.
The young people must await their turn over a longer and longer period.
Men det hele er en ond cirkel, hvor vi vender tilbage til det oprindelige problem: det er nødvedigt, at der er arbejde at få.
They are excluded from the labour market and must join the ever increasing waiting list of job-seekers.
Med dette nummer af tidsskriftet har vi villet give vores bidrag til de mange røster, der vil hæve sig i dette år, som er tilegnet de unge.
They are also kept waiting in the 'parking zones' of the education and training systems, which have been inflated and extended to such a point that soon all young people up to the age of 18 will either be still at school or undergoing vocational
Én betragtning synes imidlertid vigtig: man taler for ofte om »unge«, som om de var en befolkning i befolkningen, en homogen gruppe, i forbindelse med hvilken man tilstræber én og samme løsning på et fælles problem.
There is another aspect which we consider to be of equal importance: frequently 'young people' are referred to as if they were a population within the population, a homogeneous group for which one and the same solution is to be found for a common problem.
Vi ved, at dette ikke er rigtigt, og at der mellem de unge er forskelle, som stadig spiller en meget betydelig rolle i kampen om arbejdspladserne.
We know, however, that this is not the case and that within the group of young people there are a number of differences which continue to play a more than significant role in the battle for jobs.
De unge af den såkaldte »anden generation« af vandrende arbejdstagere, pigerne, de unge, som kommer fra de dårligt stillede sociale lag, de unge handicappede . . . deres situation, deres problemer kan ikke sammenlignes med dem, de »andre unge« har.
Young second generation migrants, young girls, young people in the socially disadvantaged group, the young handicapped ... so many different situations and problems which cannot be compared to those of 'other young people'.
Hvis man ikke tager hensyn til dette forhold, og hvis man ikke tager disse forskelle i undervisnings-, erhvervsuddannelses- og beskæftigelsespolitikken i betragtning, indebærer det i al væsentlighed, at man styrker og øger disse »isolerede grupper«, som derved for tidligt og endegyldigt udskydes af arbejdsmarkedet og samfundet.
If this reality is ignored and if the education, vocational training and employment policies do not give consideration to these differences, the result will be a
Vi er os bevidst, at også vi i sidste ende hører til den »metaverden« af voksne, der beskæftiger sig med de unge.
In this issue of vocational training, we wish to add our opinion to those who have taken the floor in this International Youth Year.
Vi ved også, at der er mange om budet, når det drejer sig om at spå om fortiden, men at der også er mange, der gør noget og derved dag for dag forbereder fremtiden.
We are aware that we too form a part of this 'metaworld' of adults which is concerned with the problems of young people.
De unge, der venter på, at det skal blive deres tur, er stadig oftere at finde enten uden for arbejdsmarkedet eller på den stadig længere liste over dem, der er arbejdssøgende eller arbejdsløse.
We also know that there have been many prophets in the past but that there are nevertheless today a great number of individuals and institutions who act, and in acting prepare the way for the future.
Erhvervsuddannelserne, arbejdsmarkedets parter og staten
Labour market participants and the government
bejde hertil orienterede vi os teoretisk og empirisk i den stærke tyske tradition for erhvervspædagogik, arbejdssociologi og kvalifikationsteori.
fication- and socialization-functions of job-related training courses).* As a preliminary to this, we acquainted ourselves, with theory and empirically, with the strong German tradition in vocational pedagogics, industrial sociology and qualification theory.
Tyskland og Sverige: forskelle i forhold til den danske kompromis-tradition
Germany and Sweden: differences in relation to the Danish tradition of compromise
Jeg skal prøve at give et indtryk af hovedideerne bag et forskningsprojekt om erhvervsuddannelserne, arbejdsmarkedets parter og staten, som jeg af CEDEFOP har fået kontrakt om at udføre etforstudie til.
I shall try to give some idea of the thinking behind a research project on Vocational training courses labour-market participants and the government (Erhvervuddannelseme, arbejdsmarkedets parter og staten), for which lam under contract to Cedefop to carry out a preliminary study.
Det erplanlagt at starte som hovedstudie fra januar 1986 og vil tage form af en komparativ analyse af forholdene i England, Frankrig, Holland, Italien, Vesttyskland og Dan mark.
The main study is scheduled to start in January 1986 and will take the form of a comparative analysis of the situation in the United Kingdom, France, the Netherlands, Italy, Federal Republic of Germany and Denmark.
I begyndelsen så vi op til det tyske lærlingeuddannelsessystem på grund af dets evne til at sikre meget store dele af ungdommen en grundlæggende erhvervskvalifikation.
Initially, we admired the German apprentice training system owing to its ability to provide very large numbers of young people with a basic vocational qualification.
Omvendt anså vi skolemæssiggørelse af erhvervsuddannelserne, som f.eks. skete ved overgangen til den ny gymnasieskole i Sverige fra 1967 og frem, som det rene forfald for arbejderungdommens mulighe der for en gedigen uddannelse.
Conversely, we saw scholasticization of vocational training courses — as happened, for example, in the change-over to the new upper secondary school in Sweden from 1967 onwards - as sheer deterioration of the opportunities for young workers to obtain sound training.
Den teknologiske udvikling anses normalt for hovedårsag til ændringerne i uddannelses- og beskæftigelsesstrukturen.
When we took a closer look at the situation, however, we found that the German system was based upon marked dominance of
I de senere år har der været en kraftig interesse for ny teknologis konsekvenser for kvalifikationskrav og erhvervsuddannelser.
Keen interest has been shown, in recent years, in the implications of new technology for qualification requirements and vocational training courses.
Efter min vurdering har man herved lagt f or lidt vægt på socialt-sam-fundsmæssige forhold.
In my opinion, not enough importance has been attached here to social and community needs.
Således påpege de Burkart Lutz for flere år siden en »elasticitet« mellem teknologi og uddannelsn.
Thus, Burkart Lutz pointed out, several years ago, that an 'elasticity' exists between technology and training.
Den grundlæggende formodning om betydningen af forholdet mellem arbejdsmarkedets parter og staten - og nytten af at studere det komparativt - har jeg fået som leder af et større forskningsprojekt om de danske lærlingeuddannelser i håndværk og industri: »Praktiktilknyttede Uddannelsers Kapacitets-, Kvalifikations- og Socialisationsfunktioner« (»PUKKS«)*. Som forar-
The main conclusion of this article is that this thesis should be examined more closely and be supplemented by systematic study of the significance of the role played by the labour-market participants (employers and employees) and the State or central government in the development of vocational training courses.