natgillin/translations-raw huggingface dataset:
80fernes arbejdsgiver- positioner i arbejdstagerorganisationer skabt vigtige dette netvarkfr.
Such was the conclusion of a recent study, carried out at Cedefop's request, concerning the involvement of the two sides of industry in vocational education in this country.
var hovedsagelig begranset ti1 de private notesboger hos aktorerne i den formelle beslutningsproces, ti1 deres reprasentation erhvervsskoler, og ti1 den offentlige debat deres deltagelse i erhvervsundervisningen, lejlighedsvis om aspekter af ved udsendelse stottet af egne politiske neningstilkende- givelser.
This involvement is manifested on several levels and has many facets - too many, indeed, to cover in full in this brief summary, and we therefore limit ourselves to considering those aspects which we feel are needed to give a clear account of the situation in the Netherlands and the developments taking place in it.
1-egges pä skoleuddannel- den for det nederlandske sam- ttbarende om soj1€r",
For a complete picture reference may be made to the full report on the study.
arbejdsmarkedsparternes en indflydelsesrig primare oriente- ring mod deres traditionelle omräder: arbejdsvilkär, tigelse og socialsikring.
Before 1980: domination by the state and the educationists Policy on vocational education in the Netherlands was long a virtual monopoly of the Ministry of Education and Science and the educational establishment in the form of the umbrella bodies representing the various (denominational and other) sectors of the education system.
Selv om der i nogle pä de enkelte virksomheder findes representanter for fagbevegelsen, sä er det forst og fremmest bedriftsräd, der pä virksomheds- niveau varetager funktionen som arbejdstagerreprasentanter.
The two sides of industry - the employers' organizations and the trade unions - played little if any significant part: their role was limited to the hidden agendas of the actors in the formal decision-making processes, their representation (often on an ad hoc basis)
Arbejdsgiver- og arbejdstager- organisationer har altid vieret starkt inddraget i larlingeuddannelsen.,Tilrned bestenmes praktik-elementet i nederlandske system for pr.
in the governing bodies of vocational schools and colleges and their involvement in public debates on aspects of vocational education, underpinned on occasion by the publication of policy statements.
definition af arbejdsgivere denne ,del af det dualistiske erhvervsuddannelse nasten pä niveauet for individuel arbejdstilrettelaggelse.
Major background factors explaining the dominant position of the Ministry and the educational establishment were (1) the stress on full-time schoolbased learning in the Dutch system of vocational education, (2) the traditional denominational divisions in Dutch society which, coupled with the constitutional guarantee of freedom of education, gave great influence to the umbrella bodies, and (3) the coninuing focus of the employers' organizations and trade unions on their traditional concerns with pay and conditions, employment and social security.
Men da erhvervslivet er direkte inddraget i denne del af det nederlandske system for erhvervsundervisning rhar seneste lerlingesystemet indtaget en vigtig plads i de ärs draftelser om erhvervsundervisning.
It should be noted in this last connection that the Dutch trade unions' area of operations is mainly limited to consultations and negotiations at national level and at the level of collective agreements: historically they have been weak at the level of the individual factory or firm.
Som led i bestrabelserne pä genopretning har skonomisk S0 t ernes erhvervsundervisningen siden begyndelse varet et centralt samfundsskonomisk sporgsmä1.
The presence of union representatives in some firms notwithstanding, at this level the main role in employee representation is played by the works councils.
Det betragtes son nsd- vendigt for skonomisk genopretning, bäde at erhvervsun- dervisningen orienteres starkere mod erhvervslivet, og at erhvervslivet inddrages mere i erhvervsundervisningen.
An obvious exception to this pattern of influences has been and remains the apprenticeship system, in which the involvement of both employers' organizations and trade unions has always been considerable.
To begivenheder markerer dette omslag i de traditionelle holdninger: den centrale aftale fra
Moreover the practical on-the-job element in this dual component of the Dutch vocational training system is almost by definition
fagbevagelsens krav om kompensation i forbindelse med foranstaltninger arbejdet. Beskaftigelsesdelen af vedr.
determined by employers at the level of the individual firm.
omfordeling af denne aftale er i de senere är kommet mere og mere ti1 udtryk i uddannelsespolitikken z farst som 1ed i bekempelse af ungdomsledigheden, senere i omskoling, efter- form af (primart og videreuddannelse af voksne henvendt ti1 de erhvervsaktive aldersgrupper
In purely numerical terms the apprenticeship system is not a dominant feature of vocational education in the Netherlands, but its direct links with industry have meant that it has nevertheless played a major part in the discussions of vocational education which have taken place in recent years.
for den hlagner-udvalget kan betragtes som eksponent tiltagende indflydelse i det nederlandske samfund af pä i "brandendett sporgsmäl, b1.a. omräde. Udvalget har med sine teknokratiskrädgivningdetsamfundsdkonomi ske udtalelser givet vigtige impulser til forandringer i holdning og politik vedr.
1980 and after: towards a joint responsibility At the beginning of the 1980s, in the context of endeavours to achieve economic recovery, vocational education was elevated to a central theme of economic and industrial debate, while at the same time the two sides of industry were explicitly accorded a role in the traditional decision-making processes determining the content and structure of vocational education.
I indledt og myndigheder godkendt bred d,raftelse mel1em erhvervsliv, on udvalgets udtalelser og undervisningsorganisationer vedkendte man sig et falles ansvar for erhvervsundervis- tilbud af ningen.
It was accepted that economic recovery depending both on gearing vocational education more closely to industry's needs and involving industry more closely in vocational education.
Til gengald for et tilstrakkeligt praktikpladser fra erhvervslivets side näede man til om storre medbestemmelse for arbejdsmarkedets enighed parter i og om erhvervsundervisningen.
Two events marked this shift in the traditional pattern of relationships: the central agreement between the trade unions and employers' organizations reached in the Joint Industrial Labour Council in 1982 and the publication of the Wagner Committee's recommendations regarding vocational education and consultations between industry, government and educationists.
at styrke larlingesystemet, at tilbyde et tilstrekkeligt antal praktikpladser for elever i heldagsskoler og at gare erhvervsskoler nere markedsorienterede.
The 1982 agreement made recommendations to the p > arties involved in collective bargaining for the replacement of real and/or index-linked pay increases with measures aimed at redistributing employment.
Myndighederne pä afstand: en tilbageholdende, hojst finansielt intervenerende rol1e for myndighederne.
In subsequent years the employment element in this agreement has increasingly been seen in terms of training policy, initially in the context of measures to counter youth unemployment but later extending to all types of training and retraining for adults (geared mainly to the economically active population).
Formel optagelse af arbejdsmarkedsparter i undervis- ningsministerens centrale rädgivende organer for sä det centrale udvalg vidt angär erhvervsundervisning: om undervisningssporgsmä1 (indtil for nylig var kun paraplyorganisationerne reprasenteret heri) og det organ for undervisning pä de gymnasiale rädgivende trin (et nyoprettet organ).
The Wagner Committee may be seen as a manifestation of the increasing technocratic input into official advisory processes concerned with particularly thorny issues in Dutch society, including those arising in the sphere of industry and employment.
: beskeftigelsesspsrgsmä1 (arbejdsurarkedsuddannelser beskeftigelsessporgsmä1 og vil
The Committee's reports gave a major impetus to changes in thinking and policy on industry's involvement in vocational education.
- formidling arbejds- og socialministeriet og regionalt plan blive
Broadly based consultations, initiated and approved by government and involving industry, government and educationists, led to agreement on a joint responsibility for vocational education.
Branche-strukturerede miljo og erhvervsliv me11em undervisnlngs-organer,hvorenafde i
Moves to gear vocational education more closely to industry's needs include strengthening the apprenticeship system, increased provision of work experience placements
fastleggelse af hojst prioriterede opgaver er erhvervsprofiler og efterfolgende udfornning af erhvervsuddannelsgsprofiler i leseplanerne.
for full-time students and greater "market-mindedness" on the part of educational institutions.
CAO-aftal-er politik pä uddannelses- b1.a. ved de enkelte oprettelse af fonde, aftaler om den faglige uddannelse i lerlingesystemeL og omskoling, efter- og videreud- dannelse.
As for the involvement in vocational education of the two sides of industry the main developments since the beginning of the 1980s have been.·
Stsrre selvstendighed for erhvervsskoler, sä de pä kan indgä et samarbejde med det
- a smaller role for government, whose interventions are now mainly financial in nature.
ved at muliggore ogsä lovfastede kontraktaktiviteter.
Interesting developments in this connection include government subsidies in respect of on-the-job training within the apprenticeship system.
I ovrigt har undervisningsninisteren tilbudt at sti1Le undervis- pä gennem- ningsinfrastruktur ti1 rädighed ned henblik forelse af skolingsaftaler indgäet i samräd mellem arbejdsmarkedsparter
- formal access for the two sides of industry to the central bodies advising the Minister of Education and Science on vocational education, namely the Central Consultative Committee on Education (CCOO), which until recently included only representatives of the umbrella bodies, and the Secondary Education Consultative Council (OOVO), a newly established institution.
0vennavnte udviklinger skal konkretiseres de har endnu ikke a1le fundet deres endelige form.
- the organization of sector-by-sector consultations between industry and education through separate bodies, one of the first priorities being the compilation of occupational profiles and their translation into training profiles and syllabuses.
For den institutionelle udformning er b1.a.
- collective agreements aimed at the development of
(i uddannelsespolitik betragtning af den, bäde n.h.t.
The Minister of Education and Science has indicated that public educational facilities may be made available to help implement training agreements reached between the two sides of industry.
indhold og lobetid direkte sammenkobling af skolingsaf- taler med andre dele i
These various developments are still very much underway and have yet to achieve their definitive form.
CAO-pakken, samt under hensyntagen
These issues aside, various institutional conditions have
Bortset fra disse sporgsrnä1 kan det konstateres, at der er skabt en rakke institutionelle forudsetninger for en storre medvirken af arbejdsmarkedsparter i de forskellige segmenter af nederlandsk erhvervsundervisning.
been created for the closer involvement of the two sides of industry in the various sectors of Dutch vocational education.
08 isar hvordan arbejdsmarkedsparternea storre medvirken ved erhvervsundervisningen skal gennemfores.
It remains to be seen what definitive shape these various developments will take, and in particular how effect can be given to the aim of increasing the involvement in vocational education of both sides of industry.
Det er endnu for tidligt ti1 en opgoreLse over det endelige resultat; der til er udviklingen for ung.
At this stage it is still too early to make any final assessment of what is being achieved.
Niveauet for erhvervsgrene og enkelte virksomheder
Sector and firm level As well as developments at national level, the study was also concerned with developments at the level of the individual sector and firm.
Undersogelsen har ikke blot beskeftiget sig ned udviklin- ger pä nationalt, menogsä pä decentralt niveau.
In recent years there have been a number of interesting developments in employer and union involvement in vocational education at sector level.
Pä erhvervsgren-niveau har man i de forlsbne är kunnet interessante iagttage parters udviklinger m.h.t. arbejdsmarkeds- pä erhvervsundervisningen.
Mention has already been made of the training funds established under the terms of collective agreements: these funds are built up from a levy on the wage bill and, in the case of agreements relating to the apprenticeship system, grants from the Ministry of Employment and Social Security.
Disse uddannelses- og skolingsfonde fsdes med en bestemt del af lonsummen og när det gelder aftaler om lerlingesystemet med tilskud fra arbejds- og
The study devotes particular attention to three sectors, namely the engineering industry (including electrical engineering), construction and banking, and by way of illustration we focus below on a number of interesting
Afhengig af erhvervsgrenenes
aspects of training policy in these sectors.
(arbejdsnarkedsstrukturer, sarlige situation uddannelses- den relative nagtposition for de relevante tradition, parter her findes isar fagbevegelse og arbejdsgivere) niveau en mangfoldighed af forner der nu pä for dette uddannelses- og skolingspolitik.
In the engineering industry the central pillars of training policy are the recently established regional institutions which are funded by and operate under the control of the central education and training fund.
I undersogelsen har man varet sarlig opnaerkson pä situationen i netal og e1-ektroteknik, tre brancher: bankvesen.
The traditional link between training and employment contracts within the apprenticeship system has been abandoned, and training contracts now involve not individual firms but the new intermediary bodies, which are run jointly by employers and unions.
Til byggefag og illustration henvj.ser vi ti1 ni en rekke interessante aspekter af uddannelsespolitikke disse tre sektorer.
Training policy in the engineering industry is increasingly concerned not just with initial training but also with further training and retraining.
Berende elenenter for uddannelses- politikken i den netalforarbejdende og elektrotekniske industri er regionale selskaber, der i de er stiftet ned penge seneste är, og som under tilsyn af og fra den o pa centrale
Training policy is also regionalized in the construction industry, through a dense network of regional institutions which bring together groups of employers.
O & O-fondflennernforer en uddannelsespolitik regionalt plan. Selskabernes bestyrelse er
Unlike in the engineering industry these institutions are run solely by the employers.
Paritetisk af uddannelses- sammensat.
Regional organizations operate as a kind of pool on which local employers can draw for the appointment of apprentices.
I somheder,men meddisseregionaleselskaber;dennesammenhang omsäkaldtettintermediare og uddannelsespolitikken inden for den netalforarbejdende i stigende grad ogsä elektrotekniske industri indgär omskoling, efter- og videreuddannelse.
The trade unions and the national training body are involved only in what happens at the so-called training workplace, where apprentices spend six months of their training period, albeit they can also exercise influence through the traditional channel of the longer established regional training committees, which operate largely separately from the new regional institutions.
I modsetning tiL netal- og elektrosektoren ledes de ikke paritart, men kun af arbejdsgivere i
The link between training and employment contracts has been retained in the construction industry, though only for the duration of the training period.
Vi har peget pä, er for ung at udviklingen i Nederlandene nu kan foretages en endelig til, at der allerede opgorelse.
Conclusion As has already been noted, these various developments are still at too early a stage to allow any final assessments to be made.
fnstitutionelt er der skabt en rakke forudset- ninger for en stsrre medindflydelse af arbejdsmarkedets parter pä imidlertid ikke erhvervsundervisningen.
In institutional terms various conditions have been created which will enable the two sides of industry to play a greater part in vocational education, but institutional factors are not the only ones which will shape the economic and industrial dialogue in years to come.
Her komner det i hoj grad an pä det indhold, som politikken for erhvervsundervisning efterhänden vi1 fä i samtalen med hinanden, ned myndigheder og undervisnings- mi1jo.
What matters too is the substance of training policy, determined by the two sides of industry in consultation with one another, with the government and with the world of education.
Indholdsnassigt stär samtalen om erhvervsundervis- udfordringer, hvoraf nogle kan give ning over for store anledning til- starke spandinger i den sociale dialog.
Here too there are major challenges, some of which may prove to be significant sources of tension in the economic and industrial dialogue.
I den samlede rapport om undersogelsen har Vi navner dem her punktvis: de vigEigste.
Detailed in the full report on the study, these
rrdualistiskett forholdet me11en og rent skolenessige former for erhvervsuddannelse; og Virksomhedsspecifik forholdetne11em erhvervsrettetundervisning; nelleur regelfastsattelsen m.h.t. overgangsfaciliteter ordinar erhvervsundervisningog arbejdssystemet; fordeLingssporBsnä1 .
challenges concern: - the fact that thus far the focus has been very much on quantitative aspects of vocational education, with little attention being paid to its qualitative aspects, - the relative autonomy of the education system in its relations with industry and the need to find the right balance between that autonomy and "vocationalism", - the decisions which need to be made in the course of compiling vocational profiles and translating them into training profiles and syllabuses, - the relationship between dual and schoolbased forms of vocational education, - the relationship between general and specific forms of vocational education, - the regulation of the transition from mainstream vocational education to employment, - distribution issues.
Det er k1art, at tru, da der er skabt en institutioneL basis for den sociale dialog om erhvervsundervieningen, hvilket indhoLd man pä lidt er det eporgsnäl, afgorende sigt vi1 lengere give uddannelsespolitikken.
Now that an institutional basis has been created for an economic and industrial dialogue on vocational education, the next step is clearly to develop a substantive approach to training policy in the longer term.
Det er vort indtryk, at dette sporgsurä1 langt fra aLtid er tilstrak- kelig gennemarbejdet ti1, at den sociale dialog kan fores rneningsfuldt.
Our impression is that such an approach is not yet always sufficiently developed to permit a worthwhile dialogue to take place.
1 det fsrste analyseres nodel- der glves en ka- den obllgatorl- for arbeJdsmarke- len for relatlonerne pä arbeJdsnarkedet, rekterlstik af erhvervsuddannelsen efter ske akolegang og endvldere af kanalerne dets parters lndflydelee pä uddannelsesonrädet; dernost folger en nere detatJeret analyee af bank-r üetal- og byggeaelctoren; det sldste afsnlt lndeholder nogle afsluttende betragtnlnger og konkluslonerr son sannenfatter de faktorerrderefterforfatterneanenlngerbestenmendef,orden nuvarende udfornnlng af erhvervsuddanneleen 1 Portugalr oB der opridses Iigel"edesnogletendengerogper-spektlverforfrentlden.
The authors were given the privilege of making direct contact, either through interviews or questionnaires, with the institutions which, apart from the social partners, were the most important in training; this was essential in order to become better acquainted with the current situation.
En af de etore vangkellgheder, ßon rapportens forfattere erhvervsuddannelsen som at harvoretbetragtet som etinstrument,pävlrkeden skononlskeogsoclale stodte Ft, var, helhed lkke tldllgere der var velegnettlfat udvlkllng;denne holdnlnghardog endret slg norkbart I de seneste är.
First, references relating to the principles laid down in the schedule of the Constitution of 1976, and to the way they have actually been followed daily in social relationships.
Derfor stsrst centre denne rapportlagtned devlgtlgstesom ned arbejdsnar- erderved udarbejdelsenafvagtpäden dlrektekontaktforerhverysuddannelsesävel kedetsparterforatfädetbedstekendskab tilsituatio-nen,delsgennenintervlewsrdelsgennemsporgeskenaer.
Reference was made to various focal points to indicate features of the role of the social partners in vocational training. In one case, reference was made to the institutional aspect, or the aspect indicated by considering the fundamental standards and practices which in the Portuguese system form the framework for the roles of the State and the social partners in training.
Naturllgvls bllver der I denne forblndelsehenvisttl1deprlncipper,son blev nedfaldet i Forfatnlngen af 1976, i dens praambel, og der gives en vurderlng af, hvorvldt disse princlpper overholdes I relatlonerne nellen arbejdsnarkedets parter.
When vocational training was introduced in the early Sixties, the State was anxious to obtain the cooperation of employers' and workers' associations in this field, but development was seriously affected by both the political changes in 1974 (when democracy returned to Portugal) and the profound changes which occurred in the organisation of employees' and employers' associations.
Der anlagges flere forskelllge synsvlnkler for at give en karakteristik af de soclale partersrollei erhvervsuddannelsen.
It was only towards the end of the Seventies that the State and the social partners began to pay more attention to vocational training.
Det fsrste aspekt, der behandles, er den lnstitutionelle ramme, dvs.deretsreglerogdengennemfo-relsespraksissom idet portugisiske systen er bestemnende for statens og de sociale partersrollei erhvervsuddannelsen.
Creation of the Institute of Employment and Vocational Training in 1979 was the first important step by the State in acknowledging the importance of vocational training.
Princippet on det solldariske sanfundssystem og princippet on det prlvate lnitiativ har varet de vlgtigste lnsplratloner til den portuglslske nodel.
Introduction of apprenticeship in 1984 and legislation in 1985 making provisions for
ned kollektivlatleke trsk), og pA den anden sldehar, nan fra og ned forfatnlngsendrlngen L 82 forsogt at neddanpe dette aspekt gennen anerkerrdelsen afprlnctppetondetprlvatelnltlatlv,omendmedvisse indskrankninger.
number of training activities held in Portugal, thus contributing not only to the growing interest in vocational training nationally but also to greater participation in the training system by enterprises, trade unions and other entities.
Selvon sanfundsforholdene I Portugal I vtd udstrrknlng er et resultat af en velfardestatenodel ned udpragetetats-styrtng,vtaerden udvlkltng,derharfundetatedpädet-teonräde,klartatman er ved at anlagge et nyt syn pA det prlvate l"nttlatlv og de enkelte borgeres og de forsketr ll-gelntereeeegruppersrolle..
The result of the development of mechanisms to encourage vocational training by allocating public, national and Community funds was that it was not so easy to distinguish the proportion of training activities provided only by private initiative and it became more necessary to resort to private sources to satisfy short term requirements or provide short training courses, both being very difficult to finance through the European Social Fund or the other sources for financing training already quoted.