natgillin/translations-raw huggingface dataset:
Uddan nelsestilbudets tilpasning til uddannelsesefterspørgslen burde sikres af arbejdsmarkedets decentrale institutioner (observatører, bureauer, arbejdsformidlingskontorer), som arbejdsmarkedets parter tager del i.
It has still to be seen how and to what extent this will involve single en trepreneurs, new and potential en trepreneurs, and individual workers, young people in search of a first job; and the unemployed.
Dette krav mødes dog af mod satvirkende tendenser og modstand, som følge at samordnings- og programmeringsbestræbelser på højereliggende planer og på grund af faren for dubletter og overlapninger, samt det spild af ressourcer, der følger med de mange og forgrenede initiativer.
It remains to be seen what happens where the industrial relations mechanisms are wanting, or there is no training activity, and if it is possible to devise incentives powerful enough (not necessarily coercive and binding legislation) to institutionalize and render effective participation in the training system.
• Der lægges fornyet vægt på virksom hedsuddannelsen, og på deltagelsen i ud dannelse i virksomheden.
• Vocational training has become one of the privileged grounds for innovation and experimentation in industrial democracy.
Dette skyldes såvel teknologisk/organisatoriske for hold som arbejdsmarkedsforhold.
The Protocols stipulated be tween the trade unions' confederations and the public-sector companies (IRI, EFIM, GEPI) all contain more or less ample provisions.
På den anden side er der behovet for større kontrol med uddannelsesforløbet fra virksomhedernes side for at garantere en bedre målsætning og til pasning, og fagforeningens krav om ikke at være udelukket fra styringen af de
Finally, in other agreements on the matter vocational orientation and school-to-work transition have been drawn up.
• En tredie tendens går i retning aï for grening og differentiering (sektorvis, lo kal og territorial) af deltagelsen i uddan nelsessystemet.
It is well known that the training system in Italy is characterized by a fundamental dualism: that between 'explicit' and 'in stitutional' training and implicit or 'submerged'trainingwhich is based upon decentralization of production, precarious employment in small subcontracting firms, the learning implicit in the creation (or rather the creative destruction) of firms.
Konsekvensen af denne tendens er, at tilbudet tilpasser sig en ef terspørgsel, der er ændret på grund af de • En lignende tendens er udvidelsen og mikroøkonomiske processer og at for teknologiske forandringer. »Uddannelse mangfoldiggørelsen af de områder inden stærke og konkretisere dens tilstedevæ stilbudet knytter sig stadig tættere til de for uddannelsessystemet, der vedrører relse i virksomheden.
Even industrial relations have their own 'implicit' or submerged dimension which often proceeds hand in hand with submerged training processes.
steder, hvor fornyelserne opstår ... hver gang de ændrede arbejdsvilkår nødvendiggør ny viden og flerfaglig erkendelse (Vita)«.
• Lastly, training has become a central element in job creation and enterprise creation policies, within strategies of in tervention in local systems (local employment initiatives).
Med den nødvendige fastsættelse af mål for uddannelsesforløbene, reducerer man mulighederne for en standardisering, mindsker udgangsmodellernes værdi, fremhæver friheden til planlægning, den enkeltes rolle (arbejder og virk somheder), deltagelsen på lokalt plan, vekselvirkningen mellem det offentlige og det private, og mellem institutioner og markedet.
In these cases training is connected with partners offering packets of services to the firms (especially to new and innovative ones), and creating a network of intervention, involving training, research and education. In all these in itiatives at a still largely experimental phase, the involvement of the social part ners is seen as a necessary component of what has been called an 'endogenous development model' (Fua).
Et af hovedtemaerne i forsla
Trends and innovations in a phase of
Der er først og fremmest tre måder man kan se dette på: A) Først og fremmest for søget med kontrakterne om kombineret uddannelse og beskæftigelse (CFL).
It is probably too soon to assess the outlets and outcomes of this experimental phase, and to codify them in terms of a 'definitive' re-definition of the legal framework.
Disse har spillet en betydelig rolle med hen syn til forenkling af proceduren og liberalisering for specifikke aspekter (fordeling af timer med teoretisk uddannelse og med teknisk/praktisk uddannelse, undervisning, attestation, rammer, hjemsted, osv. samt nedsættelse af bilaterale faglige ud valg osv. Der findes også eksempler på konfrontation/forhandling/konflikt.
This report points out some trends in innovation and experimentation carried out that have an important bearing on this question: that is the tendency towards 'bargained de-regulation' aimed at creating new areas for bargaining, that is the substitution of legislative and contractual obligations by specific bargaining procedure geared towards decentralization and plant-level agreements.
Denne udvidelse angår nye emner for kollektive forhandlinger (der tænkes på mellemlederorganisationer), nye beskæfl tigelsesprofller (manager, -virksomhedslederuddannelse), nye institutionelle midler, (databanker, tilsyn med kvalifikationer og teknologi, servicecentre for virksomhederne).
Equally inevitable in this state of af system and industrial relations: the relaunching of bargaining, the 'legifica- fairs is the emergence of a demand for ra tionalization, coordination and revision tion' and simplification of administrative constraints, decentralization and atten of the legal framework.
I sidstnævnte tilfælde specialiseres uddannelsen, idet den rettes mod specifikke mål: ungdomsbeskæftigelse, støtte til de små virksomheder, støtte til teknologi, etc.
The social part ners too have supported this demand that tion to local systems, the bilateral dimen has recently taken the form of proposals sion (in agreements and in institutions) and direct relations between the social
Erhvervsuddannelse 2/19
for reform of the laws governing voca
Arbejdsmarkedets parter og erhvervsundervisning i Nederlandene
The role of the social partners in vocational training in the Netherlands
Nederlandene er der på er­hvervsundervisningsområde opstået et kompliceret tværor­
The social partners and vocational training in the Netherlands ing 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.
En fuldstændig oversigt fin­des i rapporten om undersøgelsen.
For a complete picture reference may be made to the full report on the study.
Selv om der i nogle virksomheder findes repræsentanter for fagbevægelsen, så er det først og frem­mest bedriftsråd, der på virksomheds­niveau varetager funktionen som arbejdstagerrepræsentanter.
The presence of union representatives in some firms not­withstanding, at this level the main role in employee representation is played by the works councils.
Myndighedernes og undervis­ningsmiljøets dominans
The leading role played by the state in the field of education
Lærlingeuddannelsen som undtagelse ganisatorisk netværk, som helt klart er ved at få neo­korporative træk: navnlig siden 80'ernes begyndelse er der også for arbejdsgiver­ og arbejdstagerorganisatio­ner skabt vigtige positioner i dette net­værk«.
'In the Netherlands there has grown up in the field of vocational education a com­plex inter­organizational network which is quite clearly acquiring neo­corporatist features: particularly since the beginning of the 1980s important positions have been created within the network for employers' and trade union organi­zations.'
Således lyder konklusionen i en for nylig afsluttet, af CEDEFOP bestilt undersøgelse over arbejdsmarkeds­parternes indflydelse på erhvervsunder­visningen i Nederlandene.
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.
Denne indflydelse kommer til udtryk på flere niveauer; den har for mange facetter til, at de alle kan belyses i et kort sammen­drag. Her begrænser vi os derfor til en kort gengivelse af de aspekter, som man i hvert fald må kende for at forstå situa­
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 consider­
En klar undtagelse fra dette rids af indfly­delsen på den nederlandske erhvervs­undervisning udgjorde og udgør stadig lærlingeuddannelsen.
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.
Arbejdsgiver­ og arbejdstagerorganisationer har altid væ­ret stærkt inddraget i lærlingeuddannel­sen. Tilmed bestemmes praktik­elemen­tet i det duale system næsten pr. defini­tion af arbejdsgivere på niveauet for indi­viduel arbejdstilrettelæggelse.
Moreover the practical on­the­job element in this dual system is almost by definition determined by employers at the level of the individual firm.
I Nederlandene har undervisningsmini­steriet og »undervisningsmiljøet« — de såkaldte paraplyorganisationer — i lang tid næsten monopoliseret politikken for erhvervsundervisning. Arbej dsmarkeds­parter — her forstået som arbejdsgiver­og arbejdstagerorganisationer — spillede ingen eller næsten ingen rolle af betyd­ning.
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.
Deres rolle var hovedsagelig be­grænset til de private notesbøger hos ak­tørerne i den formelle beslutningsproces, til deres repræsentation — ofte på ad hoc­basis — i bestyrelser for erhvervsskoler, og til deres deltagelse i den offentlige de­bat om aspekter af erhvervsundervisnin­gen, lejlighedsvis støttet ved udsendelse af egne politiske menigstilkendegivelser.
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 decision­making processes, their representation (often on an ad hoc basis) 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.
Kvantitativt indtager lærlingesystemet ikke nogen dominerende plads i den ne­derlandske erhvervsuddannelse. Men da erhvervslivet er direkte inddraget, har lærlingesystemet indtaget en vigtig plads i de seneste års drøftelser om erhvervsun­dervisning.
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.
(1946), docent tilknyttet faggruppen administration og politik ved det katolske univer­sitet i Nijmegen.
(1946), lecturer with the Depart­ment of Ad­ministration and Policy of the Catholic Univer­sity of Nijmegen
Omslaget i begyndelsen af 80'erne mod et fælles ansvar
1980 and after: towards a joint responsibility
(1949) og
(1949) and
(1945), forskere tilknyttet emne­gruppen under­visning, arbejds­marked og beskæftigelse ved instituttet for anvendt sam­funds videnskab (ITS) i Nijmegen.
(1945), researchers with the working group 'Education, labour market and occupations' of the Institute of Applied Social Sciences in Nijmegen
For at forstå sidstnævnte punkt rig­tigt må det tilføjes, at fagbevægelsens ar­bejdsområde hovedsagelig er begrænset til drøftelser og forhandlinger på natio­nalt og på erhvervsgrenniveau.
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 social debate, while at the same time the two sides of industry were explicitly accorded a role in the traditional deci­sion­making processes determining the content and structure of vocational education.
Historisk set indtager den nederlandske fagbevæ­gelse en svag position på de enkelte virks­
It was accepted that economic recovery depended both on gearing voca­tional education more closely to in­dustry's needs and involving industry more closely in vocational education.
Som led i bestræbelserne på økonomisk genopretning har erhvervsundervisnin­gen siden 80'ernes begyndelse været et centralt samfundsøkonomisk spørgsmål. Samtidig har arbejdsmarkedsparterne udtrykkeligt fået tildelt en rolle i den tra­ditionelle beslutningsproces for erhvervs­undervisningens udformning og indhold.
Major background factors explaining the dominant position of the Ministry and the educational establishment were (1) the stress on full­time 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 continuing focus of the employers' organizations and trade unions on their traditional concerns with pay and conditions, employment and social security.
Det betragtes som nødvendigt for økono­misk genopretning, både at erhvervs­undervisningen orienteres stærkere mod erhvervslivet, og at erhvervslivet inddra­ges mere i erhvervsundervisningen.
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 the
• Trepartsrepræsentation i beskæftigelsesspørgsmål: beskæftigelsesspørgsmål (arbejdsmarkedsuddannelser og -formidling) under arbejds- og socialministeriet vil nu på både nationalt og regionalt plan blive administreret af et trepartsor gan (myndigheder, arbejdsgivere og ar bejdstagere).
Two events marked this shift in the traditional pattern of relationships: the cen tral 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 regard ing vocational education and consultations between industry, government and educationalists.
Tidligere havde arbejdsmarkedets parter her kun en rådgivende rolle.
Greater participation of the social partnes
• Branche-strukturerede drøftelser mellem undervisningsmiljø og erhvervsliv i særlige organer, hvor en af de højst prioriterede opgaver er fastlæggelse af er hvervsprofiler og efterfølgende udformning af erhvervsuddannelsesprofiler i læseplanerne. seplanerne.
Moves to gear vocational education more closely to industry's needs include strengthening the apprenticeship system, increased provision of work experience placements for fulltime students and greater 'market-mindedness' on the part of educational institutions.
Erhvervsundervisningens stærkere orientering mod erhvervslivet kommer især til udtryk i bestræbelserne på at styrke lærlingesystemet, at tilbyde et til strækkeligt antal praktikpladser for elever i heldagsskoler og at gøre erhvervsskoler mere markedsorienterede. Hvad angår erhvervslivet, hhv. arbejdsmar kedsparternes inddragelse i erhvervsundervisningen har de vigtigste tendenser siden 80'ernes begyndelse været:
As for the in manpower (i.e. training and placement) services of the Ministry of Employment and Social Security, which are to be run at both national and regional level by bodies comprising representatives of government, employers and unions (formerly the two sides of industry had only an advisory function); • 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; • collective agreements aimed at the development of training policy at in dustrial-sector level through the establishment of training funds,
To begivenheder markerer dette omslag i de traditionelle holdninger: den centrale aftale fra 1982 mellem arbejdsgiver- og arbejdstagerorganisationer i deres fælles organ »Stichting van de Arbeid«, og Wagner-udvalgets udtalelser om er hvervsundervisning og drøftelserne her om mellem erhvervsliv, myndigheder og undervisningsorganisationer.
The 1982 agreement made recommendations to the parties involved in collective bargaining for the replacement of real and/or index-linked pay increases with measures aimed at redistributing employment.
I den centrale aftale fra 1982 henstilles det til CAO-parterne') at indsende lønaftaler hhv. fagbevægelsens krav om kompensation i forbindelse med foranstaltninger vedrørende omfordeling af arbejdet.
In subsequent years the employment element in this agreement has in creasingly been seen in terms of training policy, initially in the context of measures to counter youth unemploy- volvement in vocational education of the agreements on craft training within the two sides of industry, the main apprenticeship system and further train ing and retraining for adults; • greater autonomy for educational in stitutions, enabling them to collaborate with industry at the local and regional level inter alia through contract work of various kinds.
Beskæftigelsesdelen af denne aftale er i de senere år kommet mere og mere til udtryk i uddannelsespolitikken: først som led i bekæmpelse af ungdomsledigheden, se nere i form af omskoling, efter- og videreuddannelse af voksne (primært hen vendt til de erhvervsaktive aldersgrupper). grupper).
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.
• CAO-aftaler med henblik på en selv stændig uddannelsespolitik på de enkelte erhvervsgrenes plan: bl.a. ved oprettelse af fonde, aftaler om den faglige uddannelse i lærlingesystemet og omskoling, efterog videreuddannelse.
Institutional structures developments since the beginning of the 1980s have been: ment but later extending to all types of training and retraining for adults (geared mainly to the economically active population).
• Større selvstændighed for erhvervsskoler, så de på lokalt/regionalt plan kan indgå et samarbejde med det (regionale) erhvervsliv, bl.a. ved at muliggøre — og så lovfæstede — kontraktaktiviteter.
These various developments are still very much underway and have yet to achieve their definitive form.
I øvrigt har undervisningsministeren til budt at stille undervisningsinfrastruktur til rådighed med henblik på gennemførelse af skolingsaftaler indgået i samråd mellem arbejdsmarkedsparter.
Outstanding issues of an institutional nature include the stability of training policies established through collective bargaining (given the linkages in terms of both content and duration between the training and other components of collective agreements and the dilution which may occur between the level of the collective agreement and that of the individual firm), the need to achieve meaningful dialogue between the worlds of industry and education despite their differing sectoral divisions, the position and representation of the education professionals in consultations with industry, the schools' and colleges' weak tradition of collaboration with in dustry at the local and regional level and the relatively weak position of the tradeunion movement at the level of the in dividual firm.
• Myndighederne på afstand: en tilbageholdende, højst finansielt intervenerende rolle for myndighederne.
These issues aside, various institutional conditions have been created for the closer involvement of the two sides of in dustry in the various sectors of Dutch vocational education.
Interessant i denne forbindelse er bl.a. myndighedernes tilskud til lære- og praktik pladser i lærlingeuddannelsen.
It remains to be seen what definitive shape these various developments will take, and in particular
Wagner-udvalget kan betragtes som eksponent for den tiltagende indflydelse i det nederlandske samfund af teknokratisk rådgivning i »brændende« spørgsmål, bl.a. på det samfundsøkonomiske område.
• a smaller role for government, whose interventions are now mainly financial in nature.
Udvalget har med sine udtalelser givet vigtige impulser til forandringer i holdning og politik vedr. erhvervslivets inddragelse i erhvervsundervisningen. I en af regeringen indledt og godkendt bred drøftelse mellem erhvervsliv, myndigheder og undervisningsorganisationer om udvalgets udtalelser vedkendte man sig et fælles ansvar for erhvervsundervisnin-
Interesting developments in this connection include government subsidies in respect of on-the-job training within the apprenticeship system; • formal access for the two sides of in dustry to the central bodies advising the Minister of Education and Science on vocational education, namely the Cen tral Consultative Committee on Education (CCOO), which until recently in cluded only representatives of the umbrella bodies, and the Secondary Education Consultative Council (OOVO), a newly established institution; • the tripartite organization of the
Ovennævnte udviklinger skal konkretiseres yderligere, de har endnu ikke alle fundet deres endelige form.
The Committee's reports gave a major impetus to changes in think ing and policy on industry's involvement in vocational education.
• Formel optagelse af arbejdsmarkedsparter i undervisningsministerens centrale rådgivende organer for så vidt angår er hvervsundervisning: det centrale udvalg om undervisningsspørgsmål (indtil for nylig var kun paraplyorganisationerne repræsenteret heri) og det rådgivende or gan for undervisning på de gymnasiale trin (et nyoprettet organ).
Broadly based consultations, initiated and approved by government and involving industry, government and educationalists, ted to agreement on a joint responsibility for vocational education.
Det er endnu for tidligt til en opgørelse over det endelige resultat; dertil er udviklingen for ung.
training but also with further training and retraining.
tutionelt er der skabt en række forudsætninger for en større medindflydelse af ar bejdsmarkedets parter på erhvervsundervisningen. Det er imidlertid ikke den in stitutionelle udformning, der alene vil være bestemmende for den sociale dialogs skæbne i de kommende år.
how effect can be given to the aim of in creasing the involvement in vocational education of both sides of industry.
Et nærmere blik på tre erhvervsgrene
In-depth study of three in dustrial sectors
• Vi nævner her den indtil nu dominerende interesse for erhvervsuddannelsens kvantitative aspekter over for den ringe interesse for de kvalitative aspekter;
Training policy is also regionalized in the construction industry, through a dense network of regional institutions which bring together groups of employers.
Undersøgelsen har ikke blot beskæftiget sig med udviklinger på nationalt, man og så på decentralt niveau.
Unlike the engineering industry these in stitutions are run solely by the employers.
På erhvervsgren-niveau har man i de for løbne år kunnet iagttage interessante ud viklinger m.h.t. arbejdsmarkedsparters medindflydelse på erhvervsundervisningen. ningen.
Regional organizations operate as a kind of pool on which local employers can draw for the appointment of apprentices.
• valgsituationer på vejen fra fastlæggelse af erhvervsprofiler over erhvervsuddannelsesprofiler til udvikling af læseplaner; planer; uddannelses- og arbejdsaftaler i lærlinge systemet er opgivet, og uddannelsesaftaler indgås ikke mere med de enkelte virk somheder, men med disse regionale sel skaber; vi taler i denne sammenhæng om såkaldte »intermediære forbund«.
The trade unions and the national training body are involved only in what happens at the so-called training work-place, 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.