natgillin/translations-raw huggingface dataset:
Fordelene ved erhvervsrettet undervisning pa high school bliver mindre med tiden. Spansktalende indvandrere far større udbytte af deres erhvervsuddannelse end tarvede og ikke-spanskialende hvide indvandrere (Campbell et al. 1986).
Kulik (1994) con cluded that "80% of the difference in test scores of academic and vocational students at the end of high school is due to the difference in aptitude of the students who enter the programs (p. 47)."
Del faktum, at er hvervsrettet undervisning pa high school giver gode resultater for en aldersgruppe, der ikke har mulighed for at benytte programmer, der skal give en ny chance, viser, at man forst og fremmest bør arbejde pa at holde undervisningsmæssigt dårligt stillede unge i skolen, hvor de kan nyde godt af den almindelige erhv ervsforberedelse.
The keys determinant of learning is the rigor of the courses taken, not the total number of academic courses or the total number of hours spent in a school building during a year. Thus, vocational students learn less mathematics and science than many academic students primarily because they take less demanding academic courses, not because they take fewer academic courses.
e ) Er udbyttet af erhvervsuddannelse afhængigt af, om man får et arbejde, der svarer til uddannelsen?
h ) How many occupationally specific courses should high school students not planning to attend a four-year college take?
-i3 % af dem. der havde arbejde efter at have afsluttet to eller flere erhvervsuddannelseskursus inden for et bestemt omrade, havde pa interviewtidspunktet ( 1985) arbejde, der svarede til uddannelsen (Campbell et al. 198").
Forty-three percent of the employed graduates who completed two or more vocational courses in a specific field had jobs at the time they were interviewed in 1985 that matched his/her field of train ing (Campbell et ai. 1987).
Mangum og Ball (1986) konstaterede ved benyttelse af en tilsvarende procedure til at sammen holde uddannelse og beskæftigelse, at de post-sekundære uddannelsesinstitutioner kun opnåede en anelse bedre resultater.
Using a similar procedure of matching training fields against jobs.
(59) % for sygeplejeskoler og -4" % for militærpersoner, der afsluttede deres tjenestetid. Virksomhedernes uddannelse blev udnyttet bedre: 85 (82) % for virksomhedsuddannelse og 71 % for elevuddannelse.
The proportion of male (female) graduates who had at least one job in a related field was 52 (61) percent for vocationaltechnical institutes, 22 (55) percent for proprietary business colleges, (59) percent for nursing schools, and 47 percent for military trainees who completed their tour of duty. Employer spon
Rumberger og Daymont 1982). der
In high schools the basic
"... man (bør) først og frem mest (...) arbejde på at holde undervisningsmæssigt dårligt stillede unge i skolen, hvor de kan nyde godt af den almindelige erhvervsforberedelse. " inden for det felt, hvortil de var uddan net (langt snævrere defineret) (Bundesinstitut für Berufsbildung 1986).
"Success in developing these skills (generic skills) does not, (...) make one a highly competent worker or ensure a well paid job." lar jobs and which are, therefore, well rewarded by the labor market.
Disse resultater viser, at uddannelsessamarbejde mellem virksomheder og skoler udgør et middel til forbedring af mulighederne for anvisning af en beskæftigelse, der svarer til uddannelsen.
It is un wise to devote one's entire education to learning things that everyone else already knows.
Forbedret karrierevejledning, tilbud om uddannelse inden for ekspanderende fag og højnelse af uddannelsernes kvalitet og relevans er andre midler til forbedring af mulighederne for at opnå en stilling, der svarer til uddannelsen.
One must select a vocation for which one has talent and for which there is market demand and then pursue expertise and excellence within this niche. Expertise and excellence are impossible without specialization. cialization.
g) Medfører skoleuddannelse i er hvervsrettede fag forringelse af resultaterne i de almene fag?
A "one size fits all" upper secondary edu cation is bound to fail the majority of students. dents.
fag for at få den beskæftigelsesspecifikke undervisning.
Students need not complete a full program of four or more vocational courses to benefit from the occupation specific education.
Blandt de dimittender, der ikke gik på college, tjente elever, der kun valgte to erhvervsrettede fag under den højere sekundærundervisning, 36 % mere året efter de havde forladt skolen end dem, der ikke valgte sådanne fag.
Among graduates not attending college, those who took just two vocational courses in upper secondary school earned 36 percent more in the year following graduation than those who took no such courses.
Elever med fire erhvervsrettede fag tjente 16 % mere end dem med kun to, og elever med seks erhvervsrettede fag eller mere tjente 6 % mere end dem med fire (Kang og Bishop 1989).
Those who took 4 vocational courses earned 16 percent more than those who took 2 courses and those who took 6 or more vocational courses earned 6 percent more than those who took 4 such courses (Kang and Bishop 1989).
Disse resultater viser, a) at praktisk talt alle elever, der ikke har konkrete planer om at tage fuldtids collegeuddannelse, bør vælge i hvert fald to (fire ser ud til at være bedst) erhvervsrettede fag inden afgangen fra skolen, og b) at erhvervsfaglige elever bør advares imod at vælge alt for mange erhvervsrettede fag på high school.
These results suggest that (a) just about every student without definite plans to attend college full time should take at least 2 (4 appears to be best) vocational courses before graduating and (b) that vocational students should be counseled against taking an excessive number of vocational courses in high school.
For de fags vedkommende, der kræver over 600 undervisningstimer i klasselokale eller på værk sted for at eleven kan opnå den ønskede færdighed, vil det normalt være påkrævet at gennemgå en teknisk forberedelsesundervisning, der integrerer high schoolundervisning i et post-sekundært program,
For occupations which require more than 600 hours of classroom/shop time to attain desired levels of proficiency, tech-prep programs integrating high school instruction into a post secondary program will generally be necessary.
"... skolerne (bør) ikke ud danne elever til lavtlønnede, lavtkvalificerede stillinger, selv om der er stor sikkerhed for, at eleverne efter afsluttet uddannelse kan få arbejde inden for det på gældende fag."
"A 'one size fits all' upper secondary education is bound to fail the majority of students. "
Behovet for kunnen og viden eksploderer, og nye kvalifikationer dukker op hver eneste dag.
Knowledge is exploding and new skills emerge every day.
Vi er blevet helt afhængige af andres sagkundskab.
We have become completely dependent on the expertise of others.
Som følge af denne afhængighed er vi villige til at betale gode lønninger til dem, der er i besiddelse af de kvalifikationer og den sagkundskab, vi selv mangler.
Because of this dependence, we are willing to pay good wages to people who have skills and expertise that we lack.
Hvor meget, der betales for kvalifikationerne, bestemmes af ud bud og efterspørgsel.
Rewards for specific skills are determined by the law of supply and demand.
Kvalifikationer, der er rigeligt af, honoreres tilsyneladende ikke så godt.
Abundant skills tend to be poorly rewarded.
Kvalifikationer, der er knap hed på, honoreres godt.
Scarce skills tend to be well rewarded.
Bedst honoreres nye kvalifikationer, der kendetegnes ved stigende efterspørgsel.
New skills in growing demand receive the highest compensation.
Ved afslutningen af high school er der forskel på resultaterne hos elever, der har valgt erhvervsrettede fag, og elever, der har valgt almene fag.
Occupational knowledge is cumulative and hierarchical in much the same way that mathematics and science is cumulative and hierarchical.
En stor del af for skellen bestod imidlertid allerede forud for påbegyndelsen af erhvervsuddannelsen (Kulik 1994).
Everyone must start at the bottom of the ladder of occupational knowledge and work their way up.
Elever, der har problemer med de almene fag, vælger ofte erhvervsrettede fag, fordi undervisningen i disse foregår i andre omgivelser og benytter andre undervisningsmetoder.
The spread of information technology and of high performance work systems is forcing workers to learn new skills, but the new skills are generally additions to, not re placements for, old skills.
Kulik (1994) konkluderede, at "80 % af forsk ellen i eksamensresultater mellem elever fra den boglige og den erhvervsrettede uddannelse ved afslutningen af high school skyldes forskellen i egnethed/begavelse hos de elever, der vælger de re spektive uddannelser (side 47)."
While learning a new skill is easier when the worker has good basic, skills, a foundation of job knowledge and occupational skills is more essential.
Afgørende før tilegnelsen er den valgte undervisnings strenghed, men ikke det samlede antal timer i almene fag eller det samlede antal timer, der tilbringes i skole bygningen i løbet af et år.
At some point every individual must start building his/her foundation of occupational skills.
Erhvervsfaglige elever lærer mindre regning og naturvidenskab end mange boglige elever, primært fordi de vælger mindre krævende almene fag, men ikke fordi de vælger færre almene fag.
For the great majority of youth who do not have an uncle will ing to take them on as an apprentice for a well paid occupation, the foundation build ing should begin at least two years before the individual plans to leave school
h) Hvor mange erhvervsrettede fag bør vælges af high school-elever, der ikke ønsker at gå lire år på college?
Most of one's educational career is spent learning generic skills such as reading, writing and arithmetic that are in abundant supply.
Amerikansk erhvervsuddannelse er modulopbygget.
Success in developing these skills does not, however, make one a highly competent worker or ensure a well paid job.
På high schools svarer det grundlæggende modul almindeligvis til et skoleår pá omkring 150 undervisningstimer i klasselokale eller på værksted.
As Emerson tells us: The things taught in colleges and schools are not an education, but a means of education.
Eleverne behøver ikke at afslutte et komplet program på fire eller flere erhvervsrettede
These generic skills are tools for developing the scarcer skills and expertise that determine productivity in particu
Størstedelen af éns uddannelse gælder til egnelse af almene færdigheder som læs ning, skrivning og regning, som der er rigt udbud af. Men udvikling af disse færdigheder gor ingen til en højt kvalificeret arbejdstager og giver ingen garanti for vellønnet beskæftigelse.
At-risk students who dislike and do poorly in academic classes should not be forced or advised to load their schedule up with academic classes during their final years in high school.
Som Emerson siger: Det man lærer på colleges og i skoler er ikke uddannelse i sig selv, men midler til at uddanne sig. Denne almenviden er værktøjet til opdyrkning af mindre udbredte kvalifikationer og sag-
Since they are unlikely to pursue a bachelors degree and are at risk of dropping out of school before graduating, at-risk students should be advised to start building their foundation of occupational skills and knowledge while they are still in school.
med at tilegne sig erhvervsmæssig kun nen øg viden fra bunden og så arbejde sig op.
This short paper summarizes research that received support from many sources.
Delle korte indlæg resumerer forskningsarbejde, der har modtaget stolte Ira mange sider. Blandt andre kan nxvnes: Tilskud lil Cornell's Program on Youth and Work fra Pew Charitable Trust, tilskud til Center on the Educational Quality of the Workforce, autorisation nr. R 11" Q 00011-91. som forvaltes af Office of educational Research and Improvement, t'SA's undervisningsministerium, tilskud lil National Center for Research in Vocational Education ved Ohio Slate University fra ISA's undervisningsministerium, tilskud fra Cornell's Center for Advanced Human Resource Studies og fra et tilskud lil Cornell fra National Association of Siale Directors of Vocational Technical Education Corsortium.
Included in the list are grants to Cornell's Program on Youth and Work from the Pew Charitable Trust, grants to the Center on the Educational Quality of the Workforce, agreement number R117Q00011-91, as administered by the Office of Educational Research and Improvement, U.S. Department of Education, grants to the National Center for Research in Vocational Education at Ohio State University from the U.S. Department of Education, grants from Cornell's Center for Advanced Human Resource Studies and by a grant to Cornell from National Association of State Directors of Vocational Technical Education Consortium.
De i rapporten indeholdte resullater og synspunkler afspejler hverken holdningen eller politikken i Office ol Educational Research and Improvement og i ilet amerikanske undervisningsministerium.
The findings and opinions expressed in this report do not reflect the position or policies of the Office of Educational Research and Improvement or the U.S. Department of Education.
Dokumentet er hverken formell gennem gået eller godkendt af 1LR School's fakultet.
This paper has not undergone formal review or approval of the faculty of the ILR school.
Det har til formal i sin oprindelige form at stille forsknings-, konference- og projektresultater til rådighed for andre, der er interesseret i forvaltning af menneskelige ressourcer, lor at tilskynde til debat og fremsættelse al forslag.
It is intended to make results of research, conferences, and projects available to others interested in human resource management in preliminary form to encourage discussion and suggestions.
ERHVERVSUDDANNELSENH.6
Handicapped, and the Poor."
Europarådets projekt "Livslang uddannelse"
Principal Administrator, Directorate of Education, Culture and Sport, Council of Europe.
Ekspeditionssekretær ved Europarådet Direktoratet for l undervisning, Kultur og Sport
The Council of Europe's "Permanent Education" project
I perioden 1967­1979 undergik to koncep­ter en radikal forandringsproces: redes et forum, en institutionel ramme, som uden at benægte betydningen af de europæiske staters sociopolitiske virkelig­hed og legitimitet åbnede mulighed for at analysere deres problemer i et bredere perspektiv.
In the period 1967 - 1979, the following two concepts went through a radical process of transformation:
Konceptet uddannelsessystem for sa vidt angår mal. placering i forhold til den samfundsmæssige virkelighed, strukturer. metoder og fordeling af de sociale aktørers rolle heri.
The concept of the education system in terms of its objectives, its integration into social realities, its structures, its methods and the distribution of the role of social players within this system.
I 1970 udgav Europarådet en samling bestående af femten studier under titlen "Livslang uddannelse"'. Den er resultatet af et refleksionsarbejde, der siden 1967 er foregået indenfor rammerne af Rådet for Kulturelt Sam­arbejde *).
In 1970, the Council of Europe published a collection of 15 studies entitled "Permanent Education"' as the result of a series of reflections initiated in 1967 within the framework of the Council for Cultural Cooperation*.
11981 publiceredes en tekst under titlen "Bidrag til udvikling af en ny uddannelsespolitik", som genoptager de tre hovedtekster, der var udarbejdet indenfor rammerne af projektet "Livslang uddannelse"~. Dette projekt gennemfortes i perioden 1972­1979 af en styringsgruppe under Bertrand Schwartz' ledelse og afsluttedes formelt i juni 1979 medet syntese­symposium i Siena.
A document entitled "Contribution to the development of a new educational policy" containing the three main texts drawn up within the framework of the "Permanent Education" project was published in 1981 '.
Siden da bar en række projekter ­ hovedsagelig inden for voksenuddan­nelse · på grundlag af principperne og basiskoncepterne i livslang uddan­nelse ­ arbejdet med at omsætte dem til uddannelsesstrategier tilpasset den sociale, økonomiske og kulturelle udvikling i de lande, der har under­legnet Den Europæiske Kulturkonvention.
Since then, a series of projects -principally in the field of adult education - have sought to translate the principles and foundations of the Permanent Education concept into educational strategies adapted to the social, economic and cultural development of the signatory states of the European Cultural Convention**.
Man finder en detaljeret ana­lyse af bele denne approach i værket "Voksenuddannelse ­ et fremtids­orienteret tiltag fra Europarådets side ­ etaperne i et projekt (1960­1993)", redigeret af Gerald Bogard (Les Editions du Conseil de l'Europe, 1994, Strasbourg).
An excellent and detailed study of this overall approach can be found in the 1994 publication: "Adult education, at the Council of Europe - challenging the future (1960-1993) ", edited by Gerald Bogard (Council of Europe Publications, 1994, Strasbourg).
For det forste ma vi huske pa. at Europa­rådet oprettedes i 1949. dvs. i den umid­delbare efterkrigstid.
some reference to the development of educational cooperation in Europe since the Second World War.
"Europa­Kongres­sen" i Haag i 19­18**) fastsatte to hoved­målsætninger for denne organisation, som udtrykte de deltagende regeringers inter­esser og bekymringer, men også spørgs­mål, som optog de politiske, sociale, kul­turelle og økonomiske aktorer, som del­tog uformelt, men hvis deltagelse var af stor politisk betydning.
It should first of all be recalled that the Council of Europe was set up in 1949 in the historical context of the aftermath of the war. The Congress of Europe in The Hague*** of 1948 laid down two fundamental objectives which were an expression of the concerns not only of the at tending governments, but also the major ity of the political, social, cultural and economic players whose presence was informal, yet politically significant.
Det europæiske samarbejdes mal og metoder pa det uddannelsespolitiske omrade.
Council of Europe. Strasbourg, 1981
Redaktionel note
EUROPEAN JOURNAL
Men at en stat er europæisk, er ikke nok til at kvalificere den til at blive medlem, da organisationen også har en anden målsætning, nemlig at fremme forsvaret for og udviklingen af de grundlæggende demokratiske værdier og retsstats­ og menneskeret!ighedsprincipperne. som 1930erne og den anden verdenskrig havde vist ikke var noget selvfølgeligt. men værdier, som til stadighed skulle for­svares og fremmes gennem en energisk øg systematisk indsats ikke alene pá det juridiske plan. men også pa det kulturelle og uddannelsesmæssige.
For those who recall the prospective stud­ies and hypotheses on industrial society of the late 1960s, it will be easy to under­stand that the development of the main trends characterizing all western European societies during this period had a signifi­cant impact on educational policies which widened, rather than denied, the purely national bases of reflections on educa­tional policies.
·) R.idet lor Kulturelt Samarbejde va­relager forvaltningen al Europarådets aktiviteter pi uddannelses­ og kullur området.
It was the combination of these two ob­jectives which gave the Council of Europe its specific historic and political charac­ter in the framework of European coop­eration alongside the other institutions created since (or just before, e.g. the OECD).
Eire ekspertkomitéer ■ tlddannclseskomiléen.
In this context, a form of educational co­operation based on mere reciprocal in­formation gave way to a new concept of cooperation.
Komitéen for Videregående liddannelser og Forsk ning, Kulturki niineen og Komitéen lor bevarelse af Kulturarven bistår del med losningen af de opgaver, iler er fastsal i Den Europæiske Kullur konvention.
"The events of 1968 ­ albeit in extremely varied form from country to country ­expressed ver}· deep imbal­ances between educational systems and a changing so­cial demand, without its content being precisely es­tablished (...)
Rådet for Kulturell Sam­arbejde opretholder tætte arbejds­lorbindelser med fagminister­konferencerne inden for uddannelse, kullur og bevarelse af kulturarven.
The European Cultural Convention, signed in December 1954, remains, forty years on, the legal basis of the organization's action in this field.
Sailan forholder del sig imidlertid ikke, da der er tale om en subtil dialektik; ka­rakteren af de udfordringer, som koncep­tet livslang uddannelse tilsigtede at imø­degå, krævede en mere vidtspændende tilgang, en mere åben tankegang og en analyse af de mest markante tendenser i tiet (eller de) europæiske samfund. En sadan approach krævede, at der etable­
Man)­ designers, decision­makers and edu­cational policy researchers were therefore greatly tempted to find sources of infor­mation for the reforms to be accomplished "elsewhere" than merely within the frame of reference of national traditions.
Del er sammenhængen mellem disse to målsætninger, der giver Europarådet dets
It was against this background that the concept, principles and philosophy of Permanent Education were shaped ­ and for the first time within a European or­ganization:
ERHVERVSUDDANNELSE NR. 6
VOCATIONAL TRAINING NR.
* * * overensstemmelse hermed ikke afviste, men udvidede det nationale grundlag for den uddannelsespolitiske refleksion.
□ by a very widely­based European group of national experts collaborating on an ongoing basis over a period of ten years;
"Projektet "Livslang uddan nelse" opstod i en ny kontekst, hvor udviklingen tog fart - de gyldne tressere. " historiske og politiske særtræk inden for det europæiske samarbejde ved siden af de øvrige institutioner, der efterfølgende blev oprettet (eller for OEEC's vedkommende - det, der nu hedder OECD - lige før).
"(—) the Permanent Educa­tion concept (...) is clearly a product of intergovern­mental European coopera­tion and, to our knowledge, the first example of such an effort."
Det var i denne kontekst, at uddannelses samarbejdet, der hidtil udelukkende havde været baseret på informationsudveksling, erstattedes af et nyt samarbejdskoncept.
□ on the basis of the field analysis of several dozen pilot projects implemented not only in the field of adult education, but in all the sectors of the education sys­tem;
Det er således ikke en tilfældighed, at uddannelse og kultur figurerer i organisationens aktivitetsprogram lige fra begyndelsen af 1950'erne.
It should be recalled that the Permanent Education project was originally ­ i.e. in the late 1960s ­ based on the long­term perspective of the optimistic assumption that the period of economic growth in Europe at the time would continue.
Den Europæiske Kulturkonvention blev undertegnet i de cember 1954 og er også nu, fyrre år efter, retsgrundlaget for organisationens indsats på dette område,
Al­though the social and cultural conse­quences of this growth were profound, triggering imbalances and tensions, there seemed to be no doubt that these phe­nomena were part of a continuous proc­ess of development of the social fabric which would ultimately lead to a better situation and new balances, expressing a generalized "better­being" as the basis of the harmonious development of both col­lective and individual creative potentials.
Begivenhederne i 1968 var, selv om de antog forskellig form i de forskellige lande, udtryk for en radikal ubalance mellem uddannelsessystemerne og den samfundsmæssige efterspørgsel, der undergik en hastig forandring, uden at de indholdsmæssige aspekter var præcist defineret - og uforudsigelighed var i øv rigt et alment anerkendt princip på da værende tidspunkt.
It was not a question of designing supranational reform, but of pooling and if possible consistently processing the achievements, experi­ments, questions and conclusions of the various efforts.
"Begivenhederne i 1968 var, selv om de antog forskellig form i de forskellige lande, udtryk for en radikal ubalance mellem uddannelses systemerne og den samfundsmæssige efterspørgsel, der undergik en hastig forandring, uden at de indholdsmæssige aspekter var præcist defineret (...)"
When the word "break" is used, it con­cerns a past, values and practices inher­ited from tradition and not a conflictual disintegration of the global social system.