natgillin/translations-raw huggingface dataset:
Økonomiske vanskeligheder lettes gennem den før omtalte BVJ-foranstaltning og gennem udligning inden for erhvervsgrenen. Inden for rammerne af BVJ-foranstaltningen er der i øjeblikket strukturelt 135 mio til rådighed, dvs., mindst 4 000 HFL for hver ny lærling. ling.
This marked the end of the second period - covering the 1970s — in which education was seen primarily as a component of social welfare (from time to time the complaint is heard that this approach made education too remote from the culture of the market sector (Ritzen, 1983)).
Der er også tænkt på vilkårene m.h.t. den retlige stilling for lærlingen/arbejdstage
JAN GEURTS Professor at the Catholic University of Nijmegen
M.h.t. hvornår vi går over til de kvalitative aspekter, kan der, hvad angår praktikpladserne i lærlingevæsenet, henvises til bl.a. følgende aftaler: kriterier for kvaliteten af praktikpladserne, skolingsmulighederne for praktiklæremestre forbedres, flere efter uddannelsesmuligheder for konsulenter, og der udarbejdes nye retningslinjer for sammenhængen mellem praktik- og skolekomponenterne.
The first point on which joint responsibility has been defined is that the Government, both sides of industry and educational institutions have undertaken to give all young people in the relevant groups the chance of obtaining an initial vocational qualification at the elementary apprenticeship level or its equivalent.
I en generel styrelsesforordning fra ministeriet for uddannelse og videnskab vil der om kort tid blive formuleret kvalitetskrav m.h.t. prøvetid.
Considerable work is now being done to expand the training opportunities open to school-leavers completing lower vocational education (LBO) or intermediate general secondary education (MAVO) courses.
Kravene vil i hvert fald omfatte: Målsætningerne og hovedlinjerne for indretningen af prøvetid, prøvetidens varighed, tilsynet, arbejdet med prøvetids- og samarbejdsoverenskomster og den unges retlige stilling.
Those who leave school having completed only this first stage of secondary education have had no specific vocational training when they enter the labour market, since LBO is preliminary in nature and MAVO a general secondary course. Around 100 000
Med en sådan struktur er der solide bånd mellem uddannelse og arbejde (jf. bl.a.
In the near future the Ministry of Education and Science is to draw up a policy document on curriculum development in vocational education, taking into account the agreements reached in the course of the open discussion regarding the organization of vocational education.
Boonen, 1984, og m.h.t. generel betragtning af følgerne af adskilte baner »Nu kiezen voor straks«, 1982).
New legislation is in preparation regarding the planning of educational services, in which provision is made for a role for industry.
Fra mange sider kommer der mere specifikke randbemærkninger.
The second route by which training opportunities for LBO and MAVO school-leavers are being expanded involves part-time education.
De drejer sig bl.a. om for lidt opmærksomhed for pigernes stilling og for de små og mellemstore virksomheder.
In the open discussion the three parties agreed to work towards an annual inflow into the elementary apprenticeship scheme of around 50 000 young people, representing a doubling of the 1982/83 figure.
Til sidst vil vi specielt fremdrage tre randbemærkninger:
A clearer role for industry in the organization and planning of vocational
VAN O & W: Beleidsnotitie van uitbreiding naar invoering van het kort­middelbaar beroepsonderwijs, Den Haag, 1983. Fjerde og sidste hovedpunkt drejer sig om erhvervslivets direkte deltagelse i overve­jelserne vedrørende erhvervsuddannelsen.
For the moment no statutory measures are to be taken to achieve an adequate number of work-experience and practical-training places. With regard to practical-training places conditions are being sought under which industry would be prepared to take on more young people as trainees and employees.
Alle parter er enige om, at dette er nødven­digt for gennemførelsen af et fælles ansvar for forbedringen af den kvantitative og kvalitative afstemning af undervisning og arbejde.
Financial obstacles are being reduced by the BVJ grants scheme, mentioned earlier, and by spreading training costs evenly within each branch of industry.
På landsplan får erhvervslivet der­for en plads i Overleg Orgaan Voortgezet Onderwijs (OOVO) (= udvalget om fortsat undervisning) og også, når det drejer sig om erhvervsundervisning i den Centrale Com­missie voor Onderwijs Overleg (CCOO).
Consideration is also being given to such matters as the legal position of the trainee/employee, a redistribution of training capacity and a better use of employer-based training facilities and company training schools. With regard to work-experience places for fulltime
Dette er blevet indgående drøftet üf· bl.a. SVO, 1984).
students investigations are being made both of existing difficulties and those likely to arise in the future.
Et lille flertal gik ind for en parallel model. I denne model er der tale om to selvstændige læreveje.
In the open discus­sion four models were suggested for coordination, a small majority preferring a parallel model comprising two independent learning routes.
En nyere under­søgelse viser, at det er vigtigt at se på forbindelsen mellem de to læreveje efter erhvervssektor (Geurts og Römkes, 1985).
Recent research shows that it is important to consider the relation between the two learning routes by occupational sector (Geurts and Römkes, 1985);
Ved siden af overvejelse på landsplan er der også vist interesse for overvejelser på sek­tor­ og erhvervsgrensplan.
■ technology. A study of information technology in vocational education showed that such technology still has no clear place in the more elementary forms of vocational education (Kanselaar and Bakker, 1984).
Regeringen har derfor opfordret undervisningsvæsenet og erhvervslivet til så hurtigt som muligt at få aftaler i stand på dette plan.
The project plan for extended intermediate vocational education (LMBO), developed in the context of the information technology promotion plan, is intended to bring about a change in this situation (Deetman, 1985, and Riphagen, 1985).
Der peges på den sektorale overvejelsesstruktur, som skildret i »Tweede fase vervolgonderwijs« ( = anden fase fortsat undervisning).
Quality requirements for work­experience schemes within full­time courses of education are shortly to be laid down by the Minister for Education and Science by general administrative order.
I dette notat sondres der mellem fire sektorer: den økonomiske, kommercielle og administrati­ve sektor, den tekniske sektor, den sam­fundsmæssige service­ og sundhedssektor og landbrugssektoren.
They will relate in any event to: the objectives and major features of work­experience schemes; the duration of periods of work experience; methods of supervision; the operation of work­experience and cooperation agreements; and the legal position of the work­experience student.
■ Virksomhedernes uddannelsesvillighed.
ADVISORY COMMITTEE ON THE PROGRESS OF INDUSTRIAL POLICY (WAGNER COMMITTEE): Verslag van de werkzaamheden 2 (Report on activities 2), The Hague, 1983.
Der er for kort tit siden afsluttet en under­søgelse om denne problematik (Hovels, 1985).
The fourth and last point concerns the direct involvement of industry in consultations regarding vocational education.
Af undersøgelsen fremgår det, at offentlig støtte ikke i sig selv fører til en forbedring af faglig uddannelse og beskæf­tigelsesperspektiver.
All parties agree that this is vital to the achievement of joint responsibility for improving qualitative and quantitative coordination between training and work.
Mere generelt peges der på, at forskningen vedrørende den edukative værdi af arbejdet endnu træder sine børnesko i Nederlandene (Van Onna, 1981 og 1983).
At the national level industry is to be represented on the Secondary Education Consultative Committee (OOVO) and, when the subject of vocational education is discussed, on the Central Committee for Consultation in Education (CCOO).
Den såkaldte pro­jektplan LMBO, der er udviklet inden for rammerne af informatik­stimuleringspla­nen, vil bringe forandring i delte (Deetman, 1985 og Riphagen, 1985).
Duration of training in relation to the labour market, Lower House of Parliament, 1981-82 session, 16625 No 42, The Hague, 1982.
En gennemgående anmærkning er, at der endnu er for løs forbindelse mellem erhvervsuddannelses­ og beskæftigelsesmu­lighederne. Hovedårsagen til ungdomsar­bejdsløsheden er jo mangelen på beskæfti­gelsesmulighed.
Regeringsstandpunt over het Open Overleg Wagner (The Government's position on the Wagner Open Discussion), The Hague, September 1984.
Ungdomsarbejdsløshed og mangel på lærepladser: muligheder og grænser for uddannelsespolitisk handling
Youth unemployment and the shortage of training places: scope for and limits to action under the education policy
Har der end gennem rammebetingelser været sat en grænse for uddannelsespolitiske strategier imod ungdomsarbejdsløshed og lærepladsmangel, har uddannelsesadministrationerne dog aldrig været uvirksomme.
Although this situation imposed limits on education policy strategies to combat youth unemployment and the shortage of training places, the education authorities did not remain inactive.
I forbundsstaten og i delstaterne er der truffet afgørelser og udviklet foranstaltninger, der principielt skulle imødegå de unges erhvervsindslusningsproblemer gennem ændrede og supplerende uddannelsestilbud.
The Federal and Land Governments took decisions and developed schemes generally designed to overcome the problems encountered by young people as they began their working lives by changing or supplementing the range of training opportunities available.
Således opstod der på uddannelsessystemets tilbudsside nye institutioner, skete der forandringer og forskydninger mellem skoleformer, uddannelsestrin og uddannelsesforløb.
Thus, on the supply side of the education system, new institutions emerged and changes were made to the various types of school, levels of education and training courses.
Uddannelsessystemets struktur kom i bevægelse.
The structures of the education system were on the move.
I over ti år har unge menneskers vej ud i erhvervslivet været vanskeliggjort på grund af en vedvarende mangel på uddannelsesog arbejdsmuligheder.
For over 10 years a persistent shortage of training and job opportunities in the Federal Republic has hampered young people's efforts to prepare for working life.
De har vanskeligheder med at finde en læreplads, der svarer til deres evner og interesser, der gør det muligt for dem at kvalificere sig til de på grund af krisen på arbejdsmarkedet tendensiøst skærpede krav.
They have difficulty finding training places suited to their abilities and inclinations in which they can learn the skills needed to meet the more exacting demands that are tending to emerge as the labour market crisis continues.
De har vanskeligheder med at finde en arbejdsplads, der på mellemlang sigt åbner overskuelige erhvervsperspektiver og beregnelige rammebetingelser for deres vej ind i voksentilværelsen, de har ofte nok vanskeligheder med at finde en første arbejdsplads.
They have difficulty finding jobs in which they can be sure of earning a living in the medium term and predict the conditions that will prevail as they enter adult life.
Mange er i lang tid uden arbejde (Apel o.a., 1984).
Not infrequently they have difficulty finding a job at all, and many remain unemployed for long periods (Apel et al., 1984).
publikken Tyskland fremherskende form for erhvervsuddannelse i virksomhederne har statens uddannelsespolitik kun begrænset beføjelse til at medvirke ved fastsættelsen af mindstekriterierne og rammebetingelserne og under de enkelte delstaters overhøjhed at organisere den erhvervsskoleundervisning, der løber parallelt med uddannelsen i virksomhederne.
Staying at school longer responsible for education policy towards the new problems can be explained: the Federal Government has only a limited say in the establishment of the minimum criteria and general conditions that govern in-company vocational training, the dominant form in the Federal Republic, and in the organization of the vocational school tuition that accompanies in-company training, this being the responsibility of the individual Länder.
Afgørelsen vedrørende art og antal af tilbudte uddan nelsespladser ligger hos virksomhederne og vogtes skinsygt af erhvervslivets organisationer.
The decision on the number and type of training places offered rests with the employer and is jealously guarded by the industrial and trade associations.
I enkelte brancher og regioner er der indgået aftaler, der skal fordele omkostningerne i forbindelse med erhvervsuddannelsen ligeligt på alle virksomheder, der har gavn heraf (Scharff, 1980). Der er kun tøvende gjort forsøg på at nå frem til en generel omfordeling af uddannelsesomkostningerne på alle virksomheder, og under henvisning til farerne for den i forvejen anspændte situation på lærepladsmarkedet er de hurtigt blevet afværget.
Agreements aimed at distributing the cost of vocational training evenly among all the firms that benefit have been reached in some sectors and regions (Scharff, 1980), but the few faint-hearted attempts that have been made to introduce a system whereby all employers share the cost of training have quickly been rejected on the grounds that the situation in the training place market is already strained.
Med hensyn til uddannelseskrisen har den statslige uddannelsespolitik altså kun set begrænsede muligheder for handling.
The Government's education policy has thus had little scope for action to overcome the training crisis.
»Mig er arbejdstagere i uddannelsesforanstaltninger kærere end i arbejdsløshed« (Braun/Weidacher, 1976).
'I would rather see workers being trained than unemployed' (Braun/Weidacher, 1976).
Denne ofte citerede udtalelse fra 1974 - altså ved begyndelsen af arbejdsmarkeds- og uddannelseskrisen - tilskrives, og dette er betegnende for den daværende situation, forbundsarbejdsministeren og ikke uddannelsesministeren.
This oft quoted statement, made in 1974 and thus at the beginning of the labour market and training crisis, is attributed -and this is indicative of the situation at the time - not to the Federal Education Minister but to the Employment Minister.
Dette er så meget mere overraskende, som problemet manglende uddannelsespladser (»lærepladsmangelen«) startede og blev bredt diskuteret (nemlig fra 1973) endnu inden den hurtige stigning i ungdomsarbejdsløsheden vakte offentlig opmærksomhed i 1974.
This is all the more surprising since the problem of scarce training places emerged in the Federal Republic of Germany to become the subject of a wide-ranging debate (in 1973) even before the sharp rise in youth unemployment began to attract public attention in 1974.
Problematisk forekom endvidere mange uddannelsespolitikere og pædagoger forslaget om at imødegå den stigende ungdomsarbejdsløshed gennem udvidelse af uddannelsen.
Changes in the system due to increased demand for education are most clearly demonstrated by the schools which provide general education.
Det var imod pædagogisk opfattelse at holde de unge længere i skolen af »ikke-pæ-dagogiske« - f.eks. arbejdsmarkedspolitiske - grunde (Petzold, 1981).
On the supply side, there was a long debate on whether and on what conditions pupils of lower-grade secondary schools (Hauptschulen) should be allowed to stay on for a 10th year voluntarily or whether and - in what form — a 10th compulsory year should be introduced to ease the situation in the labour market.
En yderligere hindring for hurtig, dybtgribende handling fra statens side var det endelig, at uddannelsespolitiske afgørelser henhører under de enkelte delstaters beføjelser, og at disse igen er underkastet tvangen til så vidt muligt at afstemme deres politik med alle de andre delstaters, for at der dog kan sikres et mindstemål af ensartethed i Forbundsrepublikkens uddannelsesvæsen.
The objections were that the majority of Hauptschule pupils were already tired of school and that the extra year would result in young people beginning in-company training too late because they would be a year older.
Ændringer i uddannelsessystemet gennem stigende efterspørgsel efter uddannelse kan tydeligt påvises for de almendannende skoler.
Many educators and politicians with an interest in education and training also doubted the wisdom of the proposal that rising unemployment among young people should be combated by raising the school-leaving age.
For en for længelse af skoletiden anførte man de øgede krav til almenuddannelse og den pædagogiske betydning af skolen som beskyttet område netop på de 15-16 åriges alderstrin.
The idea of keeping young people in school longer on 'non-pedagogical' - e.g. labour market policy - grounds ran counter to the pedagogical self-image (Petzold, 1981).
Rapporter skulle for visse elevgruppers vedkommende) den udvidede skolepligt også afvikles på erhvervsskoler og i undtagelsestilfælde endog i virksomhederne.
Instead, the extra year could be (or, for certain categories of young people, had to be) spent in a vocational school or, in exceptional cases, in a firm.
aflagt beretning om en meningsmåling fra »Aktionsgemeinschaft Mikrocomputer an Schulen«, hvorefter 60% af alle højere skoler havde en computer, 90% af alle gymnasier, men kun 24 % af alle hovedskoler (Rolff, 1985).
The efforts being made to ensure young people are better equipped to meet the new challenges of working life by taking greater account of the new technologies are in some ways aggravating the present inequality of educational opportunities for pupils in different types of schools: in 1984 a report on a survey conducted by the Aktionsgemeinschaft Mikrocomputer an Schulen revealed that, while 60% of all secondary schools have a computer, this average figure breaks down into 90% of all grammar schools and only 24% of all Hauptschulen (Rolff, 1985).
Den genoplivede sondring i debatten omkring hovedskoleundervisningsplanernes nyudformning mellem »teoretiske og praktiske begavelser« (Poggeler, 1976) og hovedtendensen i reform overvejelserne: — bort fra det abstraktvidenskabelige til det konkret praktiske — synes hidtil snarere at gå imod erhvervslivets ændrede krav.
The distinction between 'theoretical and practical talents' (Poggeler, 1976) revived during the debate on the adjustment of Hauptschule curricula and the basic trend in the reforms under consideration - out with the abstract and academic and in with the concrete and practical - seem so far to have run counter to the changing requirements of working life.
rende kursus), der havde uddannelse af unge til ufaglært arbejde på programmet (Braun/Gravalas, 1980 b).
While the number of places at specialized vocational schools and in the standard forms of the basic vocational training year remained virtually unchanged from 1975 to 1977, the number of young people undergoing special forms of training (vocational preparation year, occupational proficiency courses) designed to prepare them for unskilled work increased (Braun/Gravelas, 1980 b).
Også erhvervsfagskolerne og det regulære BGJ blev revet med ind i uddannelseskrisen.
The training crisis also affected the specialized vocational schools and the standard basic vocational training year.
Da mange virksomheder afviste i varigheden af uddan nelsen at medregne den uddannelse, der var opnået i BGJ (for så vidt dette ikke - og dette skete kun delvist - alt efter branche eller for hele regioner obligatorisk indførtes som 1. uddannelsesår) eller i erhvervsfagskolen, devalueredes fuldtidserhvervsskolerne til opbevaringsindretninger for lære pladsansøgere uden succes (Westhoff, 1984).
As many employers refused to count the training obtained during the basic vocational training year (except in those sectors and regions where it was made the compulsory first year of training) or in specialized vocational schools towards the specified training period, the fulltime vocational schools became a refuge for those who had failed to find training places (Westhoff, 1984).
Muligheden for klart at udvide til buddet af fuldt kvalificerende uddannelses forløb på erhvervsfagskolerne (Grünewald, 1979) udnyttedes ikke.
The opportunity significantly to widen the range of full-fledged courses at specialized vocational schools (Grünewald, 1979) was not seized.
Tværtimod kunne den udvidede skolepligt også afvikles i virksomhederne.
The extra year of compulsory education could also be spent in a firm.
Ved siden af deltidserhvervsskolesystemet, hvor der som supplement til uddannelsen i virksomheden en eller to dage om ugen meddeles lærlingene teoretiske og almen dannende kundskaber, findes der er hvervsskoler, hvor eleverne fuldtids forberedes på faglige krav og til dels kan tage afsluttende prøver i anerkendte uddannelsesfag.
Howevever, there was a significant shift towards higher school-leaving certificates of general education.
Således har man tiltænkt det skole mæssige grundlæggende erhvervsuddannelsesår (Berufsgrundbildungsjahr = BGJ) den funktion, at det ved formidling af en bred erhvervsmæssig grunduddannelse skal afspecialisere første trin af erhvervsuddannelsen, udvide basis, som den følgende faglige uddannelse kan bygge på.
The percentage of pupils leaving Hauptschulen with or without a certificate dropped sharply between 1976 and 1983 (from 65.6 to 44.2%), while the percentage obtaining intermediate school-leaving certificates rose appreciably (from 26.9 to 34.7%) in the same period, as did the percentage obtaining universityentrance certificates (from 16.2 to 20.5%) (see Table 1).
Således skal et for tidligt erhvervsvalg undgås og modenhed til erhvervsvalg fremmes, over gangen mellem skole og erhvervsliv formes mere glidende gennem intimt samspil mellem de to områder (Holz m.fl., 1974).
Even allowing for shifts among the various types of school-leaving certificate due to demographic change, the tendency for more pupils to go on to higher education that has been observed for some time is continuing.
34,7 °?o) og af unge med studentereksamen uddannelsen i virksomhederne, ville — i
Between them, the shortage of training places and the greater number of higher
Alligevel, betragter man udviklingen i antallet af elever, stod og står fuldtidserhvervsskolerne højt i kurs hos de unge, ofte imidlertid netop kun i mangel af bedre alternativer (se tabel 2).
None the less, if the trend in the numbers of pupils is considered, fulltime vocational schools have been very popular with young people, but often only because there has been no better alternative (see Table 2).
Hver fjerde elev i en erhvervsfagskole nævner i 1983 som grund for hans eller hendes skolegang, at han eller hun ikke havde fået nogen læreplads i en virksomhed, yderligere ca. 40% ville have endnu en afsluttende prøve, kun for hver femte er erhvervsfagskolen en del af den tilstræbte erhvervsuddannelse (Berufsbildungsbericht 1984).
Asked in 1983 why they were attending a specialized vocational school, 25 % of pupils referred to their failure to find an in-company training place, another 40 % or so wanted to obtain 'another school-leaving certificate', and for only 20% was attendance of a specialized vocational school a compulsory part of the vocational training they wanted (Berufsbildungsbericht, 1984).
Der har ikke været grund til at frygte, at besøget i en fuldtids erhvervsskole kunne foranledige en betyde lig del af eleverne til at opgive deres kvalificeringsplaner og således bidrage til en aflastning af lærepladsmarkedet.
The fear that attending a fulltime vocational school might lead a significant number of pupils to abandon their training plans and so help to ease the burden on the training place market was not borne out.
Ønsket om en anerkendt erhvervsuddannelse opretholdes også trods vanskelige forhold.
The desire for recognized vocational training persists even under adverse conditions.
Ven tetiden i erhvervsskolen bliver for et stigende antal unge til en normal station på vejen ud i erhvervslivet.
Queuing for a place at a vocational school is becoming a fact of life for a growing number of young people as they make the transition to working life.