natgillin/translations-raw huggingface dataset:
De nederlandske myndigheders INSP (informatikstimu­leringsplan) belyses fra forskellige sider.
The Dutch Government's plan for the promotion of information technology, launched in 1984, is considered from various viewpoints.
I omtalen af informatikteknologien på de gymnasiale trin, vigtigheden af en udvikling af læseplaner og rollen for
In a survey of in­formation technology in secondary schools, the scale of curriculum de­velopment and the role of teachers and
Udtalelsen be­skæftiger sig bl.a. med mulige forbed­ringer på området for undervisning, ud­dannelse og skoling samt samarbejdet mellem universiteter og erhvervsliv, som må forbedres yderligere.
The report deals among other things with possible improvements in education and training and with improved collaboration between the universities and industry.
Udtalelse om, hvordan Det Europæiske Fællesskab kan støtte og fremskynde den teknologiske og økonomiske for­nyelsesproces og samtidig være mere
Report recommending ways in which the EC can promote and accelerate pro­
Temanummer om de nye medier i un­dervisningen i forbindelse med offent­liggørelsen af minister Deetmans notat med udkast til en udviklingspolitik un­der hensyntagen til de mulige følger for undervisningen af anvendelse af infor­matik, audiovisuelle medier og telekom­munikation samt i forbindelse med rapporten »New media and information technology; the coming revolution in education«.
teaching methodology, study of the best ways of using the various media in teaching and learning processes as an area of study in its own right.
Interview med minister Deetman om projekter i begrænset om­fang til indsamling af viden om de nye mediers anvendelsesmuligheder.
Educational technology. Educational research.
Educational dersøgelse over den optimale anvendelse af medier til gennemførelse af ind læringsprocesser som et lødigt didaktisk problemkompleks.
Breimer, H. J., van Hees, E. J. W. M. (eds): Technologie in het onderwijs Lisse, Swets & Zeitlinger, 1985, 172 pp (Contributions to educational research days 1984, 2.), ISBN 90-265-0572-8. Educational technology.
Den ind ledende artikel omhandler bl.a. en definition af undervisningsteknologi.
The introductory contribution in cludes, among other things, a terminology of educational technology.
Der næst behandles udviklingsstadierne i anvendelsen af datamater og audiovisuelle medier i undervisningen.
The stages in the development of the use of computers and audiovisual media in education are then covered.
Rids af situationen, som den kan antages at være i 1990 og i årene derefter.
Projection of the situation in 1990 and subsequent years.
Konsekvenser for informatikstimuleringen efter udløbet af INSP i 1988.
Consequences for the promotion of in formation technology after 1988 when the plan is terminated.
De væsentligste konklusioner m.h.t. aktiviteterne i de nærmeste år.
Principal conclusions regarding future activities.
Erhvervsuddannelse 1/1988 i
Vocational training 1/1988
Trindada, A. Rocha: O video na for mação Lisboa, Instituto Protuguês de Ensino à Distância, Ministério da Educação, upaged 1986 man som allerede nævnt heller ikke får problemer med først at finde kvalificeret personale og derefter sørge for, at dette personale har noget at lave.
This is a fairly comprehensive study which attempts to analyse some of the problems encountered in audiovisual teaching methods and technical details of the different types of equipment currently in use. In the last 20 years there has been continual development of audiovisual equipment, although when introduced the latest equipment has not always been accompanied by any in dication of its application in teaching.
Det er imidlertid også klart, selv for virksomheder, der fremstiller undervisningsmateriale, at der kun sjældent er overensstemmelse mellem formålet med under visningen og undervisningsmaterialets væsentligste indhold.
The modern trainer, aware of its advantages, frequently makes use of audiovisual aids, but there is another group of trainers who, through lack of knowledge, adherence to routine or financial difficulties, very rarely make use of their potentialities.
Derfor vil video programmer ofte i større eller mindre grad ligge ved siden af det, som vi gerne ville have til rådighed i en bestemt un dervisningssammenhæng.
For them it is a new, more or less unknown world with the result that these aids are only occasionally used and then not fully ex ploited.
I denne situation trøster vi os med, at den færdige vi deo måske er af en bedre teknisk kvalitet end den, vi selv ville have kunnet producere med færre penge og mindre erfarent personale.
There is also a third group which integrates these methods into traditional systems, often only for the sake of modernity, but ignores their possibilities and forgets that they are designed to improve the quality of training.
Resumerende kan man sige, at video kan være et effektivt værktøj i undervisningen, men den vil normalt ikke kunne anvendes uden for beredende arbejde fra underviserens side ligesom det undertiden vil være nødvendigt at kombinere anvendelsen af video med andre undervisningsmidler, sådan som det finder sted i den så kaldte multimediaundervisning.
Finally, the author deals with the true role of audiovisual aids in training, the types of system used and their fields of application as training aids.
Når en underviser regelmæssigt anvender video som et didaktisk værktøj, er han nødt til at overveje, om han selv vil fremstille undervisningsmateriale eller nøjes med at bruge det, som andre har udarbejdet.
Summarizing, video can make a major contribution to training, but it should normally not be used without the trainer or even without other aids which constitute what are usually known as multi-resource teaching blocks.
Det er klart, at det sidste ikke medfører betydelige investeringsudgifter og driftsomkostninger, ligesom
Care should be taken to ensure that the production of video films is profitable in relation to training effectiveness, in so far as they achieve their objectives, are suitable for the trainees concerned and the final result is as planned.
På nuværende tidspunkt er vi vidne til nye undervisningsmidler, der tetet) og IEFP at anvende denne metode i kurset »Uddannelse i audiovisuelle un dervisningsmidler«.
The author en umerates the advantages and disadvantages of these training methods and considers that the majority can become established in Portugal, thus facilitating not only the modernization of educa tional methods but, in particular, the development of profitable training.
Båndet indeholder instruktioner, opgaver og vejledning.
the world of education.
Andre vigtige oplysninger er imidlertid også trykt i en brugervejledning »Guia do Participante«.
We are now seeing training aids which are a combination of audiovisual methods and computing; two types of technology which were at one time separate are now being linked.
Ud over øvelserne i brugervejledningen har deltageren også mulighed for at foretage tilføjelser og ændringer, gøre sig forestillinger om det fremtidige arbejde og realistiske er faringer.
We are witnessing the overestimation of the individual student or trainee who trains himself without the assistance of a teacher or trainer; this will, however, encourage self-criticism and self-assessment of progress.
Arbejdet foregår i særligt in drettede lokaler i Laval- laboratoriet.
The development during this decade of educational technology and the creation of multimedia systems which permit interactivity have
Blandt de forskellige typer af individua liseret undervisning har audio vej lednin gen den fordel, at den så ofte som mulig genskaber forbindelsen mellem vejleder og elev, samtidig med at den når ud til et bredt publikum.
Among the various types of one-to-one training systems, the use of a tape recorder has the advantage of re producing as far as possible the relationship between tutor and student and it enables more students to be taught per trainer.
Derfor besluttede De partamento de Tecnologia do Ensino da Universidade Laval (Afdelingen for Un dervisningsteknologi på Laval-Universi-
The Laval University Education Technology Department had this in mind when it decided to use the method for the 'visual aid training course'.
Pædagogikken har siden sin oprindelse og frem til vore dage fulgt den teknologiske udvikling.
We have witnessed a complete change in pupil/ teacher and trainer/trainee relation ships, especially in respect of teaching methods.
Vi er vidner til en fuldstændig forandring af især undervisningsmåden og lærer-elev forholdet.
One of the fundamental aspects of present-day continual training involves as sisted self-training, an interactive method.
Indførelsen af informatikken og elek
This type of technology, like telecommunication, has not yet been developed to any extent in Portugal.
Training admini­ syet til en helt bestemt deltagerkreds.
ISBN 0-946474-31-1 Vocational training.
dede lysbilleder er. For kun en to tre år siden var de et meget populært medium.
Training admi nistration.
Båndede lysbilledprogrammer er meget alsidige, og det er meget nemt at sam­mensætte et program, der omfatter både illustrationer, kommentarer, lyd­effekter og musik, og som er skrædder­
A textbook covering the basic techniques of training from planning and nesses of tape-slide programmers, of fering advice for anyone considering buying such equipment.
Nogle undervisere har på grund af video tilsyneladende glemt, hvor nyttige bån­
Some trainers seem to have forgotten the usefulness of tape-slide units, which were a popular medium two or three years ago, in favour of the video.
En beskrivelse af forskellige indlærings­metoder, som undervisere kan benytte
covery learning, problem solving, audiovisual aids, case study, lectures, and the evaluation of training through participation.
af gruppen.
Group learning.
Den almindelige reaktion på programmerne diskuteres, og om­kostningerne ved udførelsen betragtes.
discussed and the costs of the exercise considered.
Dernæst fremsættes rekommandationer for en fuldtids fjernundervisningsafde­ling i British Gas.
Recommendations for a full-time distance learning unit for British Gas are proposed.
En projektgruppe skulle undersøge computerstøttet undervisning og dens anvendelse inden for British Gas.
The work of a project team set up to ex amine computerbased training and its application within British Gas is ex amined.
Grup­pens arbejde belyses, sammensætning og uddannelseskrav til gruppen diskute­res, efterfulgt af en kort beskrivelse af fire pilotprogrammer, som er udformet
The composition and training requirements of the team are discussed, followed by a brief examination of four pilot programmes designed by the team. Public response to the programmes is
1986, s. 17 (5 sider). ISSN 0748­5743 Computer­assisted instruction. design.
17 (5 pages) ISSN 0748-5743
gode CSU­(computerstøttet undervis­ningssystemer for så vidt angår medar­bejdere og nødvendige ressourcer.
CBT (computer-based training) systems in terms of the staff and resources needed.
En diskussion af, hvad der kræves til
Discusses the requirements for good
Implikationerne for undervis­ningen samt udformning og administra­tive spørgsmål undersøges.
Examines the implication for training, and the design and administrative issues raised.
En beskrivelse af mulighederne, som den nye kommunikationsteknologi in­debærer for uddannelsen.
Describes the possibilities which the new communication technologies have opened up for training.
Denne tekno­logi omfatter interaktiv video, compu­ dervisningssystemer, samt en diskussion af den medieformidlede selvinstruerings
These technologies, which include interactive video,
virksomhedslege.
London: Kogan Page, 1986, 460 pp.
Der findes flere fore­drag vedrørende brugen af computere i denne sammenhæng.
ISBN 0-89397-208-8 Summarizes and critically analyses the games in particular.
En række foredrag/begivenheder fra SAGSET­konferencen i 1984, der dis­kuterer undervisningsmetoders effekti­vitet såsom simulation, lege, og specielt
A series of papers/events at the 1984 Conference of SAGSET. Discusses the effectiveness of teaching methods such as simulation, games, and business
232 s. ISBN 0­9504682­3­1 hardware der er planer om at anvende i den forbindelse.
Society for advancement of games and simulation in education and training (SAGSET) Loughborough: SAGSET, 1985, 232 pp.
En beskrivelse af de planer, som Lloyds Bank har med henblik på brug af inter­aktiv video i uddannelsen, samt hvilken
Describes the plans of Lloyds Bank to use interactive video in its training and the hardware they plan to use.
Medlemmerne af dokumentationsnettet blev også bedt om at levere bibliografiske referencer til nye vigtige publikationer i deres land.
Network members were also invited to furnish bibliographical references to important recent publications in their country.
Der følger her bidrag fra Frankrig.
There follows a contribution from France.
En undersøgelse af integrationsmulig­heder for unge i Frankrig.
An analysis of the procedures for help­ing young people in France to enter working life.
Denne rap­ports indholdsfortegnelse: ■ statistiske opgørelser over de unge, ■ deres situation med hensyn til be­skæftigelse og ledighed, ■ forudsætningerne for deres er­hvervsmæssige integration, ■ regeringsforanstaltninger siden 1975 med henblik på deres integration,
The report contains: ■ statistics on young people; ■ a review of the position of young people with regard to employment and unemployment; ■ the manner of their entry into working life; ■ government measures to promote entry into working life since 1975; ■ the contribution made by social partners, regional action, the role of as­sociations in promoting entry into working life; ■ an economic and social review, com­ments and proposals.
forbindelse med ansættelse, studier ved­rørende erhvervsuddannelse.
Produced under an agreement between cruitment and guidance evaluation, and studies on vocational training.
Forud for hvert kapitel gives en kort be­skrivelse af den nuværende situation. Kapitlerne suppleres med litteraturhen­visninger om publikationer, der er ud­kommet mellem 1982 og 1986.
Each chapter is preceded by an abstract summarizing the topic and followed by a bibliography of publications on that topic that have appeared between 1982 and 1986.
Undersøgelsens bilag indeholder en liste over offentlige og private organer, der har bidraget til dette værk samt en be­skrivelse af ca. 20 specialinstanser for forvaltning af menneskelige ressourcer.
Attached to the research is a list of the public and private agencies contributing towards the project as well as a descrip­tion of some 20 specialist software packages on the management of human resources.
Denne studie, der er gennemført af tid­ligere deltagere i et uddannelsesprogram for uddannere ved Universitetet i Paris VIII i tiden 1980 til 1985, har gjort det muligt at opstille karakteristika for pro­ fessionnelle uddannere.
Research on former students attending the course for trainers at Paris Univers­ity VIII from 1980 to 1985 has thrown light on training practitioners as a social group and on their professional ident­ ity.
Arbejdet er blevet til på grundlag af en analyse af ansøgningspapirer og biogra­fiske interviews.
This report is based on an analysis of enrolment applications followed up by biographical interviews.
Disse individuelle og subjektive informationer er blevet sup­pleret med objektive oplysninger om dette erhvervs ramme og organisation.
The indi­vidual, subjective information is sup­plemented by objective data on the status and organization of the profes­sion.
Erhvervsuddannelse i EF nu på video
Vocational training in the European Community now on video
På videofilm af 20 minutters varighed vises ved hjælp af praktiske eksempler hvorledes uddannelsen foregår i andre EF­stater, og hvorledes erhvervsuddannelser­ne er struktureret og tilrettelagt.
A series of 20­minute videos provide practical examples as to how vocational training is structured, organized and carried out in other EC Member States.
Få idéer til Deres eget arbejde, og benyt Dem af de er­faringer, Deres nabo allerede har høstet.
Take the experience of your neighbours to develop ideas for your own work.
Fra filmrækken, hvor der hele tiden nye film til, fås i øjeblikket følgende kassetter (VHS­system):
The series of video cassettes is being continually extended and currently covers the following titles:
»Erhvervsrettet landene«
'Vocational education in the Nether­lands'
CEDEFOP­video — Et nyt medie til hurtig information, til fremvisning for grupper og til forberedelse af studiebesøg og udvekslings­programmer.
CEDEFOP­video — a new medium provid­ing speedy information, for presentation to groups and for the preparation of study visits and exchange programmes.
»Erhvervsuddannelse i Belgien« Tysk/engelsk/fransk/italiensk/ nederlandsk/spansk
'The vocational training systems in Belgium' Dutch, English, French, German, Italian, Spanish
»Erhvervsuddannelse i Irland« Tysk/engelsk/fransk/italiensk/ nederlandsk
'Vocational training in Ireland' Dutch, English, French, German, Italian
»Erhvervsuddannelse i Storhertug­dømmet Luxembourg« Engelsk/fransk
'Vocational training in the Grand Duchy of Luxembourg' English, French
CEDEFOP har i ti år arbejdet i medlems­staternes og Kommissionens tjeneste in­den for forskning, information, dokumen­tation i forbindelse med beskæftigelse af unge, uddannelse af voksne, sammenlig­nelighed mellem kvalifikationsniveauer og mellem erhvervsuddannelsessystemerne, uddannelse af handicappede osv.
For the last decade, CEDEFOP has promoted and conducted research and has developed an information and docu­mentation service on behalf of the EC­Member States and the EC Commission dealing, amongst others, with youth and work, adult education and training, compa­rison of qualifications and vocational training systems, and training for disad­vantaged groups.
Skriv venligst til os, hvilke videofilm De øn­sker at bestille, og angiv det ønskede sprog.
Please send a written order for the video films you would like to purchase, indicating the language version.
Der bygges bro i den sociale dialog
The social dialogue bridging the divide
Arbejdsmarkedets parter og erhvervsuddannelse Jorge Campinos
Jorge Campinos Social dialogue and continuing training
Arbejdsmarkedets parters rolle i erhvervsuddannelsen Ernst Breit
Michael J. Adams Martina NÍ Cheallaigh book reviews
Erhvervsuddannelse og styring af ændringer
Fons Margot The role of the social partners in vocational training Ernst Breit Vocational training and the management of change
Zygmut Tyszkiewicz Den sociale dialog inden for EF
Zygmut Tyszkiewicz The social dialogue in the European Community
Sekretær i oversættelsestjenesten: Alison Clark
Translation service: Alison Clark
Arbejdsmarkedets parters rolle i erhvervsuddannelsen i Belgien Prof. Dr. Rita Claes
'Trade self­management' — key importance of the social partners for vocational training in Denmark John Houman Sørensen
»Det faglige selvstyre« — de sociale parters centrale betydning for erhvervsuddannelse i Danmark John Houman Sørensen
The role of the social partners in vocational training and further training in the Federal Republic of Germany Dr Wolfgang Streeck, Dr Josef Hilbert
Redaktionen afsluttet ia 1. 1988
The contributions were received on or before 13. 1. 1988
Arbejdsmarkedets parters rolle i erhvervsuddannelsen i Forbundsrepublikken Tyskland Dr. Wolfgang Streeck, Dr. Josef Hilbert Arbejdsmarkedets parters plads i erhvervsuddannelserne i Frankrig Alain d'hibarne. Annick Lemaître Arbejdsmarkedets parters rolle i erhvervsuddannelsen i Italien Paolo Garonna Arbejdsmarkedets parter og erhvervsundervisning i Nederlandene Dr. M. Akkermans, Dr. Β.
The position of the social partners in vocational training in France Alain d'Iribarne, Annick Lemaître The role of the social partners in vocational training in Italy Paolo Garonna The role of the social partners in vocational training in the Netherlands Dr M. Akkermans, Dr Β. Hovels, Dr C. A.M. van Dijk
Eftertryk tilladt med kildeangivelse. dog ikke til kommercielle formål
The views expressed by contributors do not necessarily reflect those of the European Centre for the Development of Vocational Training
jes to enkeltbeskrivelser, der på fællesskabsplan redegør for virksomhe­dernes og arbejdstagernes repræsentan­ters aktion (se litteraturhenvisningerne i afsnittet »Dokumentation«).
CEDEFOP ypà** je* within enterprises and in individual sectors of the economy, in the light of central regulations and the main decision-making echelons; • to formulate proposals on the im provement of social dialogue at these levels, its content and its aims.
tø & ' κ#^ det ene land til det andet, og at man alt ef­ter systemerne og også inden for de enkel­te systemer støder på en lang række vidt forskellige muligheder for dialog mellem parterne i forbindelse med erhvervsud­dannelserne, hvilket gør denne undersø­gelse både vanskelig og kompliceret, især hvis man ønsker at drage konklusioner på fællesskabsplan.
It is no coincidence that the Centre features 'the role of the social partners in vocational training' as a priority in both its three-year programme of work and its programme for 1988.
Det er ikke tilfældigt, at man i Cedefop's arbejdsprogram ser »arbejdsmarkedets parters rolle inden for erhvervsuddannel­serne« opført som en prioritering både i de treårige retningslinjer og i arbejds­programmet for 1988.
In addition to this series of 12 national monographs, there are two reports describing the efforts of employers' representatives and the efforts of work-force representatives at Community level (see bibliography in the 'Documentation' section of this Bulletin).
Ud fra analysen af samarbejds­, samråds­og forhandlingsstrukturerne i den form, de har nu efter gradvis at have udviklet sig mellem arbejdsmarkedets parter og de respektive offentlige institutioner, hvad angår den grundlæggende og efterfølgen­de erhvervsuddannelse (idet der ikke er taget hensyn til den almene undervisning og den højere uddannelse), valgtes føl­gende fremgangsmåde:
Once the 12 national studies have been completed, the Centre's task is to make a horizontal comparison and to arrive at conclusions on what is taking place at the four levels of encounter: the Community, national, regional, the workplace.
I 1987 gennemførtes der i syv af Fælles­skabets medlemsstater undersøgelser af arbejdsmarkedets parters deltagelse i de grundlæggende og efterfølgende er­hvervsuddannelser.
The Centre is by statute a Community in stitution serving as a meeting point for the social partners.
Det drejede sig om følgende lande: Belgien, Danmark, Tysk­land, Frankrig, Italien, Nederlandene og Det Forenede Kongerige.
From the time it was first set up, on 10 February 1975, the spirit of 'social dialogue' has prevailed in all its studies, one-day work groups, seminars and publications.
Undersøgelserne i de fem andre medlems­stater, Grækenland, Spanien, Irland, Lu­xembourg og Portugal afsluttes ved ud­gangen af første halvdel af 1988.
For one thing, we do not regard the work as completed; for another, we know that conclusions de rived from scientific research cannot always be translated into political action.
Til den­ne serie af nationale beskrivelser skal fø­
We realize from experience that there is
• Tilbundsgående analyse af situatio­nen i Fællesskabets medlemsstater, spe­cielt på lokalt og regionalt plan og på virk­somhederne samt inden for de økonomis­ke sektorer; analysen skal bygge på de centrale bestemmelser og de vigtigste be­slutningsniveauer.
Starting with a review of the infrastructure — as it has gradually evolved up to this point — for cooperation, con sultation and negotiation among the social partners and the public sector departments concerned with initial and continuing training (continuing education and university education have not been covered), the approach has then been: • to analyse the situation in each Com munity Member State in depth, more a wide gap between the desirable and the specifically at regional and local level, feasible.