natgillin/translations-raw huggingface dataset:
Dette skyldes ikke blot samfundsmæssige ændringer (arbejdsløshed og dermed forbundne problemer) og kvalifikationskrav, men også en større inddragelse af arbejdsmarkedets parter og den indflydelse, som de dermed kunne udøve i de nationale, regionale og sektorielle rådgivende organer.
This is the result not only of the changes taking place in the social context (unemployment, changing job requirements) and in the kinds of qualifications needed within the workforce, but also of the growing in volvement of the two sides of industry and the ensuing influence they have been able to exert in consultative fora at national, regional and sectoral levels.
Denne inddragelse og ind flydelse har igen haft følger for den måde, hvorpå denne sektors betydning bedømmes.
This involvement and influence has in turn entailed consequences for the perspective in which the importance of continuing vocational training is viewed.
I den nederlandske diskussion om den er hvervsrettede voksenuddannelse samles opmærksomheden ligeledes om de æn-
Among the topics attracting attention in the Dutch debate on continuing voca tional training are the changes in educational contexts and challenges with which individuals and groups are confronted.
Parallelt til tanken om uddannelsesmæssige investeringer i menneskelige ressourcer defineres forbindelsen mellem under visning og arbejdsmarked fortrinsvis socialøkonomisk.
In parallel with such thinking in terms of educational investment in human capital, the links between education and training and the labour market are defined in largely social and economic terms.
Den erhvervsrettede voksenuddannelse har til opgave at sørge for, at deltagerne kommer i besiddelse af
In this context, the much-used term 'flexibility' is thus concerned more with the flexible, short-term
hovedsageligt fastlagt retningslinjerne for erhvervsundervisningens form og indhold. De gør det til en vis grad endnu.
The role of employers and unions in public policy ing pillars of that strategy, were expressly accorded a major role in decision-making on vocational training.
Arbejdsmarkeds parters medvirken havde længe været marginal, naturligvis med undtagelse af deres medvirken i forbindelse med lærlingesystemet og uddannel sen i virksomheden, som ganske vist kun spillede en beskeden rolle.
Under the influence of the Wagner Com mittee, established by the Dutch Govern ment, which played an important role in airing these ideas, employers' organizations and trade unions have been admitted to important decision-making bodies at national level.
I forbindelse med den økonomiske krise i slutningen af halvfjerdserne og begyndelsen af firserne sker der en gennemgribende ændring i dette forhold.
The work of such bodies also relates to changes in the structure, funding and design of vocational education as outlined in the first part of this paper, and to that extent we have bidden farewell to the government-dominated centralist planning model.
Der er ikke blot tale om demografiske, arbejdsmarkedsrelaterede faktorer og virksomhedernes og institutionernes strategiske planlægning af uddannelse, som igen forudsætter karriereplanlægning.
Changes and innovations in the area of continuing vocational education are not only influenced by considerations relating to successful transactions on in ternal and external labour markets and the relevant functions of training schemes, either at the level of organizations or individuals.
Livslang uddannelse har også en forebyggende funktion mod for tidlig ælde og tager højde for ældre menneskers stigende indflydelse som aktører i samfundet. fundet.
As we have already noted, they are also strongly influenced by the changed role of the government, employers and trade unions and by the change in the processes of negotiation between these parties on the road be tween education and employment.
Desuden bliver de konfigurationer og konstellationer, inden for hvilke voksne modtager almen eller erhvervsrettet undervisning, mere og mere komplekse.
Moreover the configurations and scenarios in which adults learn, for voca tional or other purposes, are growing ever more complex.
Der opstår i stigende grad forbindelser mellem den erhvervsfaglige grunduddannelse, omskoling og efteruddannelse samt uddannelse i virksomhederne og mellem forskellige aktører på erhvervsuddannelsesområdet i almindelighed.
Initial (school- or college-based) training, further and conversion training and training provided by the employer are increasingly interfacing, as are the various actors in the field of voca tional training in general.
Det sidste vedrører ikke alene arbejdsmarkedets parter (det vender vi tilbage til senere), men også de forskellige former for undervisnings- og uddannelsesinstitutioner.
The latter in clude not only the two sides of industry (to which we shall return later), but also the many types of education and training institutions.
Der findes forskellige lovmæssige rammer og en mangfoldighed af fleksible og modulopbyggede undervisningsveje og -projekter.
There are distinct statutory frameworks and a multiplicity of flexible and modularized learning paths and projects to be found in this context.
Smidige tidsplaner og differentierede orienteringer om arbejdsmarkedet har også indflydelse på en anden anvendelse af uddannelse.
Flexible time budgets and differentiated labour market orientations also effect a different consumption of education and training.
For en væsentlig del hænger denne kompleksitet sammen med den samfundsmæssige realitet, for en anden dels vedkommende, den mere institutionelle side, er den imidlertid den negative følge af den hidtil førte politik på området.
To a large degree this complex environment reflects social reality itself; on the more institutional side, however, it represents to some degree the negative consequence of government policy.
Denne organiserede uoverskuelighed er i særdeleshed ne gativ for de mennesker, som har ringe ud dannelsesmæssig erfaring, og som derfor vanskeligt kan orientere sig med hensyn til de forskellige tilbud. Således forstærkes de allerede bestående segmenteringstendenser.
In this situation it is important not only for the government and employers to offer suitable incentives and appropriate and understandable learning paths, but also for the training market to function at the level of the in dividual, which means that training provisions should reach the individual consumer so that the latter can find what he or she needs.
I denne situation er det ikke alene væsentligt, at de pågældende myndigheder, virksomheder og institutioner gør et målrettet forsøg på at anspore folk og tilbyder fornuftige og tilpassede undervisningsveje, men også at den individuelle marketing fungerer, hvilket vil sige, at uddannelsestilbuddet også når ud til den enkelte uddannelsessøgende, eller at denne kan finde et adækvat tilbud.
Accepting the need to gear the provision of training towards the needs of society and in dustry, the employers and unions involved in these structures have been accorded a major role in the development and for mulation of occupational and training profiles and training syllabuses.
Det er tydeligt, at selvstudier får mere betydning i kraft af disse komplekse under visnings- og uddannelsesstrukturer. Det betyder ikke alene, at den enkelte må in vestere mere og mere tid, men at der foru
The view of the relationship between education and employment which still dominates in this connection is one based on more or less exclusive links between training courses, occupations and jobs, in which processes of mutual adjustment play little, if any, part — a view long abandon ed in the research field.
Under indflydelse af Wagner-Udvalget, som var nedsat af regeringen, og som især har givet udtryk for disse idéer, får arbejdsgiverorganisationer og fagforeninger adgang til betydningsfulde beslutningstagende organer på centralt niveau.
In such a complex environment, it is natural that independent and selfdirected learning should gain in importance.
Beslutningstagning vedrører også strukturelle, finansielle og udformningsmæssige ændringer af den erhvervsrettede ud dannelse, sådan som det skitseredes i før ste del af dette indlæg. For så vidt går man bort fra den af staten anvendte cen tralistiske planlægningsmodel.
This implies not only that increasing importance is attached to the amount of time invested by the individual in the learning process, but also that educational investment by the government and industry is complemented by obligations which the individual must meet if optimal results are to be obtained.
Desuden arbejdes der på at etablere rådgivende or ganer mellem undervisning og erhvervslivet i de enkelte sektorer. Ud fra den be tragtning, at der fortrinsvis er tale om en socialøkonomisk forbindelse, kommer arbejdsmarkedets parter til at spille en
Educational consumption has thus become more product-oriented and less processoriented (except for those who are acquainting themselves with the educational field) and, certainly in the case of vocational education, has less to do with individual development and more with a rather more detached familiarization with roles which appear relevant to one's work, personal career and general social utility.
Ændringer og innovationer inden for den erhvervsrettede voksenuddannelse i Ne derlandene skyldes ikke alene overvejelser, som er rettet mod vellykkede transaktioner på interne og eksterne arbejdsmarkeder, og den pågældende funktion, som uddannelsesmæssige arrangementer har, uanset om de er bragt i stand af organisationer eller enkeltpersoner.
Vocational training in The Netherlands traditionally emphasized school- and college-based learning. Policy on the form and content of vocational training was for a long time — and to some extent still is — determined by the government, primarily the Ministry of Education and Science, and the organizations representing teachers, schools and colleges.
De påvirkes, som allerede nævnt, i væsentlig grad af den ændrede rolle, som arbejdsmarkedets parter (stat, arbejdsgivere og fagforeninger) har fået, og af den ændrede for handlingsproces, hvor det bl.a. drejer sig om overgangen fra skole til arbejdsliv.
The role of the employers and unions thus long remained marginal, except of course in relation to the apprenticeship system and company training schemes, whose role was, however, often only modest.
I den nederlandske erhvervsundervisning lagde man traditionelt vægt på de skole mæssige undervisningsveje.
This situation underwent radical change as a result of the slump in the late 1970s and early 1980s, when vocational train ing as a whole began to be regarded as a key social and economic element in a strategy for national development and the two sides of industry, as the underly-
Staten, navnlig Ministeriet for Undervisning og Videnskaber, og undervisningssektoren (centralorganisationerne) har i lang tid
A further development since the start of the 1980s has been the tendency of the central employers' and trade union
henblik på den stigende diversifikation af uddannelsesbehovet, mulighederne for at garantere et undervisningsprodukt af kvalitativ høj værdi og et stort udbytte er staten begyndt at indstille sig på »autonome« skoler og uddannelsesinstitutioner, også hvad angår den erhvervsrettede voksenuddannelse.
tionally offered some counterweight to the power of the employers, is seeking to reduce the scope of its own influence and is unclear as to its own share in the social division of responsibility.
Der skal for disse være en vis margen, således at de kan træffe beslutning om budget, personale- og or ganisationspolitik, professionalisering og efteruddannelse, samarbejde og/eller konkurrence med andre institutioner, fagkombinationer og programmer.
cial resources, staffing and establishment policy, career development and in-service training, cooperation and/or competition with other institutions, curricula and timetables.
Dette forudsætter igen et sagkyndigt management. gement.
This again assumes the creation of expert management.
mæssig situation, hvor der næppe er tra dition for at forankre kvalifikationskomponentet i arbejdsforhold, er fare for en uensartet fordeling af indflydelsen mellem arbejdsmarkedets parter. Dette kan navnlig have negative følger for fagbevægelsen.
The government's declining administrative and financial involvement organizations to urge those involved in sectoral bargaining to include, in collective agreements, provisions covering employment and training in return for the unions refraining from demanding pay increases or indexation.
På grund af den manglende tradition, men også på grund af fortrinsvis ad-ministrativ-bureaukratiske opgaver, som opstår på grund af de nye udviklinger, har kvalifikationsdiskussionen hos arbejdstagerorganisationerne ikke udviklet sig tilstrækkeligt, og de kan således heller ikke udøve en adækvat indflydelse på disse udviklinger.
Not only have such accords helped to increase the number of practical training places within the apprenticeship system (in cluding those for adults), but a growing number of collective agreements have also included provision for updating and conversion courses for workers.
Statens retræte i administrativ og finansiel forstand
The practical effects and results of such agreements are, however, not en couraging.
Arbejdsgiverne, som især betragter undervisningen som et våben i den internationale konkurrence, taler blandt andet for, at erhvervslivet overtager institutioner til erhvervsrettet voksenuddannelse.
No intensive discussion is taking place in The Netherlands on the content of future qualifications.
Ifølge arbejdsgiverne bør lærere, efter at de eksempelvis har udøvet dette erhverv i ti år, være for pligtede til at være i praktik i virksomhederne over en længere periode. Omvendt skulle erhvervslivet kunne levere instruktører til disse institutioner.
There appears to be agree ment on this issue, where the tendency exists to delegate the matter to the two sides of industry or the educational in stitutions.
Virksomhedsinterne uddannelsesforanstaltninger og institutionernes undervisningstilbud skal ikke alene være tilpasset hinanden i praksis, men også i planlægningsfasen.
Major reports often constitute the occasion for more intensive discussions.
Den indholdsmæssige side af de fremtidige kvalifikationer diskuteres ikke heftigt i Nederlandene.
From the employer's side — and employers tend to see education as a weapon in the context of international competition — there are calls for continuing vocational training institutions to be taken over by industry.
Det synes der at være enighed om, eftersom man endnu ikke har rettet dette spørgsmål til arbejdsmarkedets parter og undervisningssektoren.
This could have a positive impact on the range of training provisions, the rental of buildings and machinery, the granting and lending of equipment and contract activities, whereby corresponding in stitutions would run firms' training courses.
Debatten går navnlig på fordelingen af ansvaret og lignende spørgsmål.
Employers believe that it should be compulsory for teachers to participate in a placement in industry, e.g. at intervals of 10 years; conversely, industry could provide the corresponding institutions with the teaching staff.
Ofte giver betydningsfulde rapporter anledning til heftigere diskussioner.
Incompany training courses and the courses provided by educational institutions should be coordinated from the planning stage on wards.
Når staten i øjeblikket reflekterer over dens rolle i ud dannelsespolitikken, drejer det sig for trinsvis om dens egen administrationsfilosofi.
To this end the institutions need greater scope to develop initiatives in cooperation with industry to draw greater benefit from such activities than is possible in the traditional system.
Staten har på bestemte områder indset dens manglende administrationskapacitet, er begyndt at foretage en mere selektiv organisation og har overladt administrationen til andre niveauer.
In the mean time the government has pursued a policy of deregulation in the various sectors of continuing vocational training with a view to enhancing train ing institutions' financial and management autonomy.
Med væsentlig rolle i disse rådgivende organer med hensyn til udvikling og formulering af erhvervsprofiler, uddannelsesprofiler og uddannelsesprogrammer.
The hope is that this will enable training provision to be more flexibly geared to the diverse needs of the labour market.
Med hen syn til forbindelsen mellem undervisning og arbejde er opfattelsen, som går ud fra mere eller mindre eksklusive forbindelser mellem uddannelser, erhverv og funktioner, og som næppe lader gensidige tilpasningsprocesser komme i betragtning, så ledes endnu dominerende — i øvrigt en opfattelse, som man for længe siden er gået bort fra i forskningen.
By making the management and operation of employment services a joint responsibility of government and the two sides of industry, it is hoped that the educational element of labour market training for the unemployed and those threatened with unemployment can be better matched to current needs.
Disse af taler har ikke alene resulteret i et stigende antal praktikpladser inden for lærlingesystemet (også for voksne), men også i et stigende antal overenskomster, som omfatter uddannelsesaftaler om omskoling og efteruddannelse for arbejdstagere.
The government's current reflections on its own role in education policy mainly relate to its management philosophy.
Den praktiske udarbejdelse og resultaterne af disse aftaler er imidlertid ikke opmuntrende.
Recognizing the deficiencies of its management capacity in a number of respects, the government has begun a more selective form of organization and has transferred management respon sibilities to other levels.
Den anvendte politik har ligeledes ført til en deregulering af den er hvervsrettede voksenuddannelse i de forskellige sektorer, som skal øge skoler nes og uddannelsesinstitutionernes for valtningsmæssige og finansielle autonomi.
Against a background of increasingly diverse educational needs and with a view to en suring a high-quality educational product with a high return, the government sets much store by 'autonomous' educational institutions, and this also applies to the field of continuing vocational train ing.
Man forventer dermed at kunne opnå en mere fleksibel tilpasning af uddannel sestilbud til de forskellige behov på arbejdsmarkedet.
Such institutions are intended to have a certain degree of scope in policy matters, so that they can make choices in areas such as the use of available finan
Ved at give statslige, arbejdsgiver- og arbejdstagerorganisationer ansvaret for forvaltninger og gen nemførelsen af jobskabende foranstaltninger håber man også bedre at kunne til passe undervisningsdelen af arbejdsmarkedsuddannelserne for arbejdsløse og mennesker, som trues af arbejdsløshed, til de nutidige krav.
The most far-reaching proposals so far were put forward by the Rauwenhoff Committee (Temporary Advisory Com mittee on Education and the Labour Market) in the report entitled 'Education and the labour market: heading towards an effective path', it submitted to the Minister for Education and Science in mid-1990.
Her vil udvirkningerne være størst på regionalt plan.
One theme of the report is the committee's belief that the various par-
De gennemgribende ændringer i strukturen og udformningen af erhvervsundervisningen og den erhvervsrettede voksenuddannelse kan medføre, at uddannelser ne mister deres traditionelle indadrettethed og den sociale position som pædagogisk provins.
The radical changes taking place in the structure and design of initial and continuing vocational training may help it to lose its traditional introverted orientation and its social position as a 'pedagogical province'.
Det skaber, hvis det lykkes, en større gennemsigtighed til alle sider. Derved bliver arbejdsmarkedets parter også i højere grad deres ansvar bevidst.
If this happens it will make for greater transparency all round, with employers and unions becoming more clearly aware of their responsibility.
På den anden side er disse udviklinger og så forbundet med farer, som har at gøre med en uensartet realisering af de valg muligheder, som af arbejdsmarkedets parter anses for at være væsentlige.
However, such develop ments also involve the risk that options regarded as important by the various par ties concerned will be realized in an unbalanced fashion.
Hovels ( 1990) påpeger, at der i en samfunds
Hovels (1990) points out that in a social situation in which there is little if any tradition of anchoring the qualification component in the labour relations system, there is a danger of an unbalanced distribution of in fluence between the two sides of in dustry, with possible adverse implications notably for the trade unions.
udvalget sig slet ikke om en overens komstmæssig ordning af betalt frihed til uddannelse, hvorved man efter den er hvervsfaglige grunduddannelse ville kun ne omsætte grundtanken om livslang ud dannelse til et arrangement, som var gen sidigt forpligtende for arbejdsgivere og arbejdstagere (jf. Leijnse 1990).
Issues of educational renewal tend to remain in the background. The pragmatic nature of the discussion is reflected in a somewhat one­sided inter­pretation of the essentially complex rela­tions between education, work and the labour market, in which the focus is on the qualifications needed by workers to adjust to changing circumstances.
Også al mendannende komponenter, som bliver mere og mere væsentlige for den er hvervsrettede voksenuddannelse, kunne her have været anvendt som argument.
It is thus hardly surprising that our assess­ment of the ways in which initial and con­tinuing vocational training can an­ticipate technological and organizational changes lags behind that of other Western European countries.
Konklusion mere udbytte deraf, end det er muligt i det traditionelle system.
The Hague, 1983b. Hovels B. Social partners, organizations, in­dividuals and vocational education (Paper given at Cedefop conference held 25­27 June 1990 in Nij­megen).
Den nederlandske debat om den er hvervsrettede voksenuddannelse koncentreres for øjeblikket fortrinsvis om kring administrativ-organisatoriske og fi nansielle aspekter.
qualitative and quantitative shortfalls, with a hard core of long­term unemploy­ment and a hidden reserve of labour among the recipients of disability benefits and women.
Dermed vises der en vis kreativitet, som i nær fremtid ikke vil forfejle sin virkning på organisationen af uddannelsesinstitutioner og finansieringsformer.
This is also evident in the way in which the problem of im­balances in labour supply and demand is defined: in the committee's view, the issue is chiefly one of meeting the de­mand for the workers and skills needed in the context of technological and organizational change.
Sandsynligvis vil der opstå en ny form for institutionel forgrening med hensyn til undervisning — arbejdsmarked, hvor de vigtigste parter vil have den bestemmende myndighed.
Questions of ab­sorption, utilization and distribution are scarcely addressed in the report, apart from the viewpoint of the individual con­sumer of education and training.
Den of fentlige debat drejer sig i langt mindre grad om den indholdsmæssige og didaktiske side af undervisningen.
The idea of dual learning routes, however in­teresting, will not be easy to put into prac­tice, since the availability of training places in industry greatly varies depen­ding on the state of the economy, and notably on the prospective demand for labour.
Undervis ningsreformen foregår snarere i baggrunden i Nederlandene. Diskussionens pragmatiske karakter genspejles desuden i en relativ ensidig interpretation af det i sig selv komplekse forhold mellem undervis ning og arbejde/(arbejdsmarked), hvor tilpasningskvalifikationer træder i forgrunden.
Finally, the committee adopts no stance on the regulation of training leave in collective agreements, which might have offered a way of translating the en­titlement to life­long learning following initial training into mutually binding ar­rangements covering employers and employees (cf.