natgillin/translations-raw huggingface dataset:
■ En integrering af teori og praksis i un­dervisningssituationer. Teori og praksis skal have relation til hinanden.
Many articles have been written on this subject, and their conclusions are similar: investing in human resources is vital and trainers can play a major role in the way this investment is implemented.
På den an­den side set er underviserne i sig selv en del af denne investering, og det må man ikke overse.
Kogan Page, Ltd, London.
CEDEFOP, (1990): Training of trainers project, udkast til landestudier om Frankrig, Det Forenede Kongerige, Tyskland og Italien, Berlin.
□ the integration of competencies related to the techniques of the production process and non­technical competencies (or key­qualifications),
■ Integrering af uddannelse med andre forløb i en virksomhed.
J the integration of training with other processes of an organization. Training
En metode til analyse af behovene for uddannelse af uddannere a) Delphi­metoden b) »konsulteringsmetoden«.
A method for the analysis of "training of trainer" needs
udvikles nærmere, er det nødvendigt at præcisere nogle punkter.
The training of trainers
■ Delphi­metoden, hvori en gruppe er­hvervsuddannelseseksperter er blevet spurgt om, »hvilke uddannelsesbehov, der efter deres mening gør sig gældende for undervisere i de tekniske erhvervsud­dannelser«.
Before elaborating on this subject, to which various papers and articles have already been devoted, a number of details must be specified.
For det første betegner »uddanner, un­derviser, docent og lærer« personer, der efter at have gennemført et fagstudium af nogle års varighed får adgang til arbejds­markedet inden for undervisning. Deres opgave er herefter at undervise andre i en del af eller samtlige de kundskaber og færdigheder, de behersker.
In a recent research study, conducted within the framework of the European Community's PETRA programme, an attempt was made to conduct an exhaustive analysis of the training needs of teaching personnel in secondary and technological education in Spain.
■ »Konsulteringsmetoden« bestående i »konsultering« og analyse af de rappor­ter, som 29 voksenuddannere havde udarbejdet efter et kursus. I disse rappor­ter undersøges videreuddannelsesbeho­vene for ovennævnte gruppe undervisere i 700 spanske centre.
■ The Delphi method involved asking a group of vocational training experts the following question: "What do you suppose are the training needs of vocational training teaching staff in the technical and practical sphere?" .
Der tales til stadighed om, at de teknolo­giske og sociale forandringer nødvendig­gør en omstrukturering af arbejdsområ­der ogjobfunktioner i virksomhederne og skaber nye behov med hensyn til efter­ og videreuddannelse af personalet.
One is almost constantly hearing that the process of technological and social change is calling for the restructuring of the tasks and activities of organizations, and, in turn, leading to new needs with respect to the training of personnel.
Samme situation gør sig gældende inden for »ud­dannelsesvirksomhed«.
The same situation is taking place in "educational institutions".
I vort forskningsarbejde refererer vi ude­lukkende til denne gruppe og ikke til an­dre former for undervisere, som der fin­des megen litteratur om, og som i største­delen af tilfældene omhandler virksom­hedsuddannere, voksenundervisere osv., hvilket dog ikke er ensbetydende med, at de ikke har visse punkter til fælles med den førstnævnte gruppe.
Firstly, with reference to the study conducted in Spain, the terms "trainer, educator, lecturer or teacher" are used to describe those persons who, after a number of years in higher education in a given discipline and specialized field, enter the world of work in the field of education. Their task from this point onwards is to impart to others part or all the knowledge they have in their possession.
På grundlag af de med Delphi­metoden indhentede oplysninger opstilledes mel­lemværdierne for hvert enkelt svar, og der blev på ny udarbejdet en rundspørge med henblik på at analysere kongruens­indekset for gruppernes svar.
■ The "surveying" and analysis method involved 29 studies conducted by the same number of trainers following a course they attended on the training needs of this group of teachers in more than 700 Spanish establishments.
De seneste års interesse for at forbedre undervisningens kvalitet er nu også tyde­lig i Spanien og andre lande i Det Euro­pæiske Fællesskab.
With the information obtained using the Delphi method, the mean values given for each reply were calculated and a second survey was carried out to analyse the consistency of the replies.
På grundlag af de herved opnåede infor­mationer og analysen heraf udarbejdedes en rapport, som indeholder mange oplys­ninger om de vigtigste videreuddannel­sesbehov for undervisere på dette uddan­nelsesniveau i Spanien samt forslag til en række måder at afhjælpe behovet på.
In our study (and in the context of this article), our aim was to focus on this group of persons, as opposed to other levels of trainer, to which an abundance of literature has been devoted, primarily incompany or adult trainers, etc., although this does not imply that there may not be certain common denominators in this respect.
Allerede i 1966 stod der i et dokument ud­givet af UNESCO, at »fremskridt på ud­dannelsesområdet er for en stor dels ved­kommende afhængige af undervisernes kompetence såvel som af disses menne­skelige, pædagogiske og faglige egenska­ber«.
The concern to upgrade the quality of education became evident in Spain, as in other Member States of the European Community, some years ago.
I dette dokument peges der altså endnu en gang på den eksisterende sam­menhæng mellem »undervisningens kva­litet og kvalificeringen af lærerne«.
On the other hand, it is an acknowledged fact that teaching staffare one of the factors which influence and determine the quality of education.
Ved hjælp af metode nr. 2 analyseredes og syntetiseredes samtlige svar fra et stort antal undervisere og fra størstedelen af de 700 centre efter kurset, og ved sammen­ligningen af disse med de tidligere svar vi­ste det sig, at der var stor overensstem­melse, hvad angår uddannelsesbehov.
A study was drawn up on the basis of the final information and its analysis. This study offers ample information on the major training needs of teachers at this educational level in Spain and some of the possible corrective measures.
Når vi taler om uddannelse, må vi ikke glemme, at denne må inddeles i to katego­rier.
As early as 1966, a document published by UNESCO stated that "the progress of education largely depends on the training and competence of the teaching staff, as well as their human, pedagogical and professional qualities".
Dels den indledende faglige uddan­nelse, dvs. forberedelsen af den nyuddan­nede til at beklæde en undervisningsstil­ling, for som bekendt påbegynder den ny­uddannede underviser sit arbejde i undervisningslokalerne uden anden for­beredelse end den, som hans »sunde for­nuft« og »gode vilje« udstyrer ham med.
This statement once again highlights the links which exist between "the quality of teaching and the qualification of the teachers imparting that teaching".
Og dels efter­ og videreuddannelse, dvs. »omskoling af den erhvervsaktive«, ved­varende opdatering, specifik uddannelse i en konkret metodeteknik, som sætter underviseren i stand til at fremlægge sit stof på en bedre måde, kommunikations­teorier, som kan forbedre lærerens kon­takt med eleverne, eller udvidelse af hans
With reference to training, one should therefore not forget that it must be divided into two dimensions: on the one hand, initial training, i.e. the preparation of a fresh graduate to enter a teaching job -since, as we all know, a young teacher will invariably begin his work in the classroom without any more preparation than his own common sense or "trial and error" - and. on the other, continuing training, i.e. the
Der findes en del skrifter og artikler ved­rørende dette emne, men før emnet
This information may be very useful for the programming of activities, the initiation of reforms and above all for the establishment of strategies to improve the quality of training.
uddannelse og tekniske og praktiske kundskaber.
CEDEFOP training and may complete the course in two years.
videnskabelige kundskaber med henblik på at føre hans viden om avancerede tek­nologier ajour, osv.
The teachers or trainers in the field of regulated vocational education are graduates of higher education in a given discipline; they may also be persons who have completed vocational education.
Adgang til anden del har elever med af­gangsbevis fra første del samt elever, der har gennemgået en gymnasieuddannelse.
In the framework of this research study, the teachers were teachers of technical subjects (either theory or practice), and their academic backgrounds tended to be studies of higher engineering or technical engineering and in some cases level 2 vocational education.
Den formelle erhvervsuddannelse i Spa­nien opfattes som en undervisning på se­kundærtrinnet, som man får adgang til efter den obligatoriske skolegang.
Regulated vocational education in Spain is conceived as a form of secondary education following on from compulsory basic education.
Her kan de elever optages, der ønsker en er­hvervskvalificerende uddannelse, og som ikke følger den traditionelle gymnasieud­dannelse, der i sig selv kun er rettet mod højere læreanstalter.
This stream caters for students who wish to acquire job-related skills, as opposed to traditional general secondary education which basically only leads to higher education; it is also obligatory for students who have only attended, but not actually passed, basic education.
Det er desuden obli­gatorisk at deltage i en erhvervsuddan­nelse for de elever, der ikke har bestået grundskolens afgangseksamen.
■ to identify the most relevant aspects of the training of trainers;
Efter afslutning af anden del erhverver eleverne et kvalifika­tionsbevis, der kvalificerer dem til med en vis sikkerhed at kunne finde ansættelse i erhvervslivet og akademisk set sidestiller beviset med et studentereksamensbevis.
■ to identify and diagnose the training needs of the vocational education teacher in the technological sphere;
I forhold til Det Europæiske Fællesskab og dettes medlemsstater er det hensigts­mæssigt kort at omtale definitionen på det formelle erhvervsuddannelsessystem i Spanien, sådan som det så ud, da nærvæ­rende undersøgelse gennemførtes, dvs. 1989­1990, da det ellers kan være vanske­ligt at forstå problematikken i forbindelse hermed og navnlig at forstå de uddannel­sesbehov, der gør sig gældende for den omhandlede gruppe lærere, og som sam­menfattes i nærværende artikel.
This cycle does not exclusively involve vocational education, it being considered that at the age of 14, students still require a cultural basis to help them mature and allow them to choose other occupational options at a later stage.
Undervisningen på erhvervsskolerne er ikke udelukkende erhvervsrettet, idet man går ud fra, at elever på 14 år fortsat har behov for et kulturelt grundlag, der giver dem større modenhed, og som sene­re gør det muligt for dem at vælge andre erhvervsretninger.
■ to determine priority areas to be developed both in the framework of initial and continuing training;
En stor del af eleverne kommer i løbet af de sidste kurser i praktik i en virksomhed, men ikke alle, dette afhænger altid af, hvordan centrene ledes.
For readers in other EC Member States, a brief reference to the definition of regulated vocational training in Spain at the time this research study was launched and implemented, i.e. during academic year 1989-90, may be necessary since it may be difficult to follow the contents of this article, above all the training needs of the teachers in question, without this background knowledge.
Indtil den nyligt vedtagne reform træder i kraft, består det spanske uddannelsessy­stem af tre successive trin:
■ to elaborate and devise an action plan to improve training on the basis of the findings of the previously conducted analysis (this will be part of a second project).
De formelle erhvervsuddannelser består af 2 dele:
■ Level 1 (14-16 years of age): two academic years.
De undervisere, der underviser inden for det formelle erhvervsuddannelsessy­stem, har en højere uddannelse inden for deres fagområde.
Until the recently adopted reforms are implemented, the Spanish education system consists of three successive cycles:
■ grundskole (4­14­årige), opdelt i 1. og 2. fase
■ general basic education, divided into stage 1 and stage 2 (4-14 years of age).
■ Første del (14­16­årige). To teoretiske kurser.
■ Level 2, comprising three academic years, is devoted to two subject areas: basic vocational training and technical and practical studies.
Det stof, der undervises i, svarer til tre emneblokke: almendannende fag, anvendt videnskab samt teknologi og tek­nologianvendelse.
As has already been indicated, two types of method were used: a) the Delphi method. b) "surveying" of other studies.
■ gymnasieuddannelser (BUP) (14­17­årige) eller erhvervsuddannelser, 1. og 2. del (14­19­årige)
■ the "Bachillerato Unificado y Polivalente" (BUP) - general secondary education (14-17 years of age) or vocational education, first and second stages (14-19 years of age).
■ Anden del består af tre kurser, der om­fatter to områder: erhvervsfaglig grund­
Level 1 students who pass the examination at the end of this cycle or students from the BUP stream are eligible for access to level 2.
■ højere uddannelser (fra 18 eller 19 år).
■ higher education (commencing at 18 or 19).
Ekspertgruppen i Delphi­metoden bestod af 38 personer fra forskellige arbejdsom­råder.
An example of one of the questions and the corresponding replies proposed for each of the groups was as follows: from different working spheres.
I konsulteringsmetoden arbejde­des der med 29 rapporter, der indeholdt oplysninger indsamlet i 700 centre i så godt som hele Spanien.
The surveying method involved 29 reports with information on 700 establishments from almost all over Spain.
Såfremt De anser den teknisk­videnska­belige uddannelse for utilstrækkelig, kan De da udpege de områder, hvor De me­ner, at der er behov for særlige uddannel­sesaktioner, før underviseren påbegyn­der sit arbejde som underviser?
However, this is not the case for persons with a second-level vocational education certificate.
■ At identificere og diagnosticere ud­dannelsesbehovene for undervisere i tek­nologiske fag inden for erhvervsuddan­nelserne.
"If you consider scientific and technical training inadequate, could you indicate the subjects in which in your opinion specific preliminary training would be necessary before commencement of teaching? Indicate the subjects:
Under hele processen er der fulgt en strin­gent fremgangsmåde vedrørende ind­samling af data og oplysninger.
Procedure A strict procedure was respected in the compilation of data and information throughout the process.
Der ud­formedes til det formål en rundspørge med henblik på bearbejdning af svarene og sammenligning mellem disse.
A questionnaire was drawn up to collect and compare the findings.
■ At få kendskab til de højst prioriterede aktioner, der bør gennemføres i såvel de grundlæggende som de videregående er­hvervsuddannelser.
Greater training needs are perceived both in the field of initial training and in the form of supplementary training for teachers with respect to the programmes to be imparted in the fields of technological education, practical studies and teaching methods.
■ At udarbejde og planlægge en hand­lingsplan til forbedring af uddannelsen med udgangpunkt i de data, der er frem­gået af analysen (denne plan vil indgå som del af et efterfølgende projekt).
50-75% of teachers feel the need for refresher training and consider that this need stems from the pace of technological change and societal expectations.
Angiv hvilke: 3.1. teknologi 3.2. praktiske færdigheder 3.3. udformning 3.4. pædagogik 3.5. psykologi 3.6. sociologi 3.7. tutorvirksomhed 3.8. specialteknologier (frontteknolo­gier) 3.9. organisation og virksomhedsledelse 3.10. sikkerhed og forebyggelse af ulykker 3.11. Andre (angiv hvilke).
3.1 Technology 3.2 Practical studies 3.3 Drawing 3.4 Educational science 3.5 Psychology 3.6 Sociology 3.7 Tutorials 3.8 Specialized technology (high tech) 3.9 Corporate organization and mana gement 3.10 Safety and accident prevention 3.11 Others (please indicate)."
Efter afslutningen af samtlige konsulte­ringer opstilledes en kort statistisk over­sigt med henblik på at finde middelvær­dierne i hvert svar i hver gruppe. Derefter udarbejdedes konklusionerne på hvert svar.
The support of the educational administration fortraining actions is scarce - "little or nothing", in the opinion of the experts and groups consulted, with the exception of the group from the Ministry of Education and Science.
Som tidligere nævnt er der anvendt to metoder:
Analysis of the results
Analyse af resultaterne
Supplementary training.
Kandidater fra de spanske højere lærean­stalter besidder generelt en tilstrækkelig a) Delphi­metoden b) metoden baseret på »konsultering« af andre undersøgelser.
In general it can be stated that graduates from Spanish universities have an adequate
1. område: teknisk­videnskabeligt 2. område: pædagogisk­didaktisk 3. område: centrets organisation og ad­ministration
Difficulties are discerned with respect to teachers being able to engage in refresher training during term-time, in parallel with their normal teaching activities.
uddannelse til at kunne påbegynde deres erhverv som underviser, men det samme gør sig ikke gældende for folk med af­gangseksamen fra det formelle erhvervs­uddannelsessystems 2. del.
The following are considered to be the most effective means of updating training: practical field so that no aspects can be identified which would arouse interest in improving scientific and pedagogical training.
Nærværende analyse peger på nødven­digheden af i forbindelse med planlæg­ningen af uddannelsesaktiviteter at tage højde for, hvilken uddannelsesmodalitet der er mest hensigtsmæssig, samt nød­vendigheden af at udvikle aktioner, der tilgodeser de uddannelsesbehov, vi har lokaliseret som generelle retningslinjer.
The study, above all the "analysis method", conducted with trainers in Spain, may also be useful for other EC countries, for the subsequent planning of training actions which would no doubt lead to an improvement in the quality of teaching.
Der er ingen specielle faktorer, der i sær­lig høj grad motiverer fagfolk til at søge ansættelse som underviser på dette ud­dannelsesniveau; arbejdsdagen og ar­bejdstiden nævnes som den væsentligste motivation for de konsulterede grupper.
■ placements in industry; ■ university placements; ■ courses and seminars in institutions outside the establishment; ■ courses and seminars in the establish­ment.
Der er tilsyneladende ikke tale om særlig stor grad af forfremmelse blandt lærerne i teknisk­praktiske fag, og der er således ingen interesse for at forbedre den pæda­gogisk­videnskabelige uddannelse.
As far as the findings are concerned, it can be stated for all the surveyed groups that there is a major need for scientific and technical training in various areas and disciplines to supplement training received at university and to adapt such training to the needs of the disciplines to be taught.
Uddannelsesadministrationernes støtte til uddannelsesaktioner er ringe eller ik­ke­eksisterende efter de konsulterede gruppers mening med undtagelse af grup­pen fra Ministeriet for Undervisning og Videnskab.
A greater need for further training in the various subject areas proposed is discerned by the group of practical studies teachers.
Det fremgår, at der er større behov for supplerende uddannelse i de opregnede fagområder i gruppen af lærere i prakti­ske fag.
In general, the surveyed persons regard the support given to teachers for retraining purposes by the public administrations as very limited.
Ligeledes føles der behov for uddannelse i forbindelse med ansvarsfulde stillinger på centrene.
The most feasible means of covering training needs are courses, seminars, meetings, etc.
De offentlige administrationers støtte til lærernes omskoling er efter de konsulte­redes mening særdeles ringe.
In the field of pedagogical and didactic training, there is a considerable need for the pedagogical preparation of teachers at this educational level in the various disciplines listed in the study.
De lettest gennemførlige er: ■ kurser og seminarer på centret ■ møder med andre kolleger ■ individuel videreuddannelse på eget initiativ ■ kurser og seminarer på andre institu­tioner.
According to the answers of the surveyed teachers and in the opinion of the group of experts, the institutions which should deal with the training of teachers are universities or specialized training centres.
De former, der lettest lader sig gennemfø­re med henblik på at dække uddannelses­behovene, er kurser, seminarer, møder osv.
There is also a need for training at the level of teachers occupying "managerial posts" in disciplines such as:
De af lærerne mest accepterede modali­teter er: ■ kurser og seminarer på centret eller i andre institutioner ■ ophold på universiteter og virk­somheder.
Initial training before commencement of teaching for the first time and continuing training of teaching staff in the five areas proposed in our survey are considered necessary.
Ifølge undersøgelsens resultater og ligele­des efter ekspertgruppens mening er det de højere læreanstalter eller specialisere­de uddannelsescentre, der skal varetage uddannelsen af lærerne.
Knowledge of psychology would facilitate the teaching activities of the teachers, relations with and knowledge of the students and other types of relations.
Møder med kolleger står generelt ikke i særlig høj kurs.
UNESCO. Hamburg.
Der ønskes en indledende uddannelse som forberedelse til undervisningsvirk­somheden og desuden efter­ og videreud­dannelse af lærerne på de fem områder, som vi nævner i spørgeskemaet.
A final conclusion which can be drawn is that many aspects related to training have been examined, all of which may serve as a basis of analysis for the responsible players in the organization of training programmes forteachers at this educational level both in Spain and other Member States of the EC.
Konkluderende kan vi fastslå, at mange uddannelsesrelaterede aspekter hermed er blevet behandlet, og at de alle kan an­vendes som grundlag for analyse af de
This analysis implies that, as general guidelines, the planning of training activities should include the most adequate models and develop actions which cover the training needs encountered.
Virksomhedsdelen af de danske vekseluddannelser
The commerce and industry element of Danish two-part training
Udforskning af ukendt land!
Exploration of unknown industry
Implementering af en ny erhvervsuddannelsesmodel
Implementation of a new vocational training model
Vekseluddannelsesprincippet som det bærende
Two-part training as a basic principle
Vage regler for praktik oplæringen
Imprecise rules for the training of trainers
I Danmark står man midt i en proces, der skal omlægge de grundlæggende er hvervsuddannelser, og som forventes at ændre på erhvervsuddannelsessystemets evne til at forny sig og give svar på udfordringerne fra de teknologiske og sam fundsmæssige forandringer.
A process is under way in Denmark to reorganize basic vocational training which is expected to alter the capacity of the training system to keep abreast of develop ment and respond to the challenges posed by technological and social changes.
Indledningsvis skal det slås fast, at det danske erhvervsuddannelsessystem be holder vekseluddannelsesprincippet som det bærende.
By way of introduction, it should be emphasized that the basic principle of the Danish system of vocational training is the dual system.