natgillin/translations-raw huggingface dataset:
Her måtte der ved siden af administrationen og myndighederne i Bruxelles etableres faglige kapaciteter, og der måtte sikres videnskabelig-teknisk støtte.
Its development also received a considerable boost at Community level. After being ignored for some time, a common vocational training policy began to attract greater interest.
Kun således kunne man tage Rom-traktaternes erhvervsuddannelsespolitiske opdrag op.
What do you think led to this rediscovery of vocational training at Community level?
Henimod slutningen af 60erne var er hvervsuddannelsen i mange EF-medlemsstater kommet i bevægelse.
the Commission could perform solely with the advice and support of the various groups involved.
Også på fælles skabsplan tog den et klart skridt fremad. Efter nogen tids upåagtethed begyndte man så igen i øget omfang at interessere sig for en fælles erhvervsuddannelsespolitik.
Appropriate capacities had to be installed to service the administration and the Brussels authorities and provide them with scientific and technical support.
Hvad var efters Deres mening årsagerne til denne genopdagelse af erhvervsuddannelsen på fællesskabsplan?
This was the only way to set about fulfilling the vocational training mandate handed down by the Treaties of Rome.
De europæiske fagforbund spillede en afgørende rolle ved Centerets oprettelse.
The European trade unions played a crucial part in the establishment of the Centre.
De selv, hr. Kempf, har været med i denne udvikling fra begyndelsen.
You yourself, Mr Kempf, followed this development from the start.
Efter de euforiske forventninger i begyndelsen er mange af arbejdstagernes håb i Europa ikke blevet opfyldt.
After the initial euphoria, the workers of Europe found that many of their hopes had remainded unfulfilled.
Fællesskabets fædre havde nævnt den meget vigtige erhvervsuddannelse som det eneste uddannelsesområde i Rom- traktaterne og dermed givet udtryk for, at de forventede en fælles erhvervsuddannelsespolitik.
The only area of education mentioned in1the Treaties of Rome by the founding fathers of the Community was the very important vocational training sector. In other words, they expected a common vocational training policy to be established.
Denne mål sætning blev også taget op i handlingsprogrammer og foranstaltninger inden for Det europæiske økonomiske Fællesskab.
This goal was also taken up by the European Economic Community in various programmes of action and schemes.
Den forblev imidlertid i vid udstrækning papir, skønt de almindelige principper for gen nemførelsen af en fælles erhvervsuddannelsespolitik fra 1983 og også handlingsprogrammerne i tilknytning hertil egentlig inde holdt meget vidtrækkende forestillinger. Det var den første skuffelse på dette om råde.
But, other than writer about it, little was done, although the 1963 'General principles for the implementation of a common vocational training policy' and the subsequent programmes of action in fact contained some very radical ideas.
Efter nogle forgæves anstrengelser er der igen kommet nye overvejelser i gang i slutningen af 60erne. Man var klar over, at
After various unsuccessful attempts, fresh thought was given to the subject in the late 1960s.
Erhvervsuddannelsessystemerne i Europa havde historisk set haft en forskellig udvikling.
The vocational training systems in Europe had evolved differently.
Alligevel blev tanken om et center for erhvervsuddannelse intensivt modtaget af alle fagforbund.
Nevertheless, the idea of a vocational training centre was greeted enthusiastically by all the trade unions.
Denne tanke fandt derefter også tilslutning på arbejdsgiverside, i Det økonomiske og sociale Udvalg og navnlig i middelstanden.
It was also approved by the employers, in the Economic and Social Committee, and particularly by the small and medium-sized firms among them.
Man havde erkendt, at væsentlige forbedringer og reformer var påkrævede inden for erhvervsuddannelsen for at Europa kunne være med i folkenes udvikling, og at arbejdstagerne fik en tilsvarende kvalificerende uddannelse som grundlag for deres erhvervsmæssige eksistens. stens.
It was realized that major improvements and reforms were needed in vocational training if Europe was to keep up with the rest of the world and if the workers were to have the training they needed as a basis for their working lives.
FELIX KEMPF: Ordfører for arbejdstagernes gruppe i CEDEFOPs
FELIX KEMPF spokesman of the Employees' Group on the Cedefop Management Board
Den europæiske faglige Samarbejdsorganisation har fra begyndelsen været stærkt engageret på uddannelsesområdet, navnlig i erhvervsuddannelsen, helt op til nu, hvor den har udarbejdet et nyt memorandum om uddannelses- og erhvervsuddannelsesspørgsmål.
From the outset the European Trade Union Confederation has been very active in education and particularly in vocational training. Only recently it has drawn up a new memorandum on education and vocational training questions.
Uden dens intensive anstrengelser i Bruxelles, ville CEDEFOP sikkert ikke være blevet oprettet.
Without its intensive efforts in Brussels Cedefop would certainly not have been established.
Men det er også rigtigt, at fagforbundene i lande, hvor staten i vid udstrækning er kompetent på uddannelsesområdet, herunder erhvervsuddannelsen, længe har rettet sine krav til staten og i mindre grad selv har taget sig af dette område.
But it is also true to say that in the countries where the government is largely responsible for the whole education sector, including vocational training, the trade unions long directed their demands at the government and did less for this sector themselves.
Jeg tror imidlertid, at det har ændret sig væsentligt i tidens løb.
But I think the situation has changed considerably over the years.
Ar bejdstagernes interesser og anliggender gør det nødvendigt, at også fagforbundene tager sig intensivt af arbejdstagernes kvalificering.
The interests and concerns of the workers make it necessary for the trade unions to take a very serious interest in their trainig.
Fagforbundene må selv være aktive og rede til sammen med de interesserede grupper i samfundet og staten at skabe samarbejdsorganer for at sikre en moderne erhvervsuddannelse for arbejdstagerne, navnlig de unge.
The trade unions must themselves take action and be prepared to join with the social groups concerned and the governments in creating cooperative institutions to ensure an advanced form of vocational training for the workers and especially the younger generation.
Sådanne intensive anstrengelser er nu blevet en del af fagforbundenes samlede politik.
Such intensive efforts have now become an integral part of general trade union policy.
Selvfølgelig kunne man ønske, at dette skete endnu kraftigere på alle planer, end det måske her og der tidligere var tilfældet.
It would, of course, be welcome if this was truer of all levels than has perhaps been the case here and there in the past.
Centerets bestyrelse er en model på samarbejde mellem arbejdsmarkedets parter og regeringerne fra ti lande.
The Centre's Management Board is a model of cooperation between the two sides of industry and the governments of 10 countries.
Kender De lignende samarbejdsmodeller på nationalt plan, eller tror De, at denne erfaring kunne foreslås generelt for erhvervsuddannelsesvæsenet?
Do you know of any similar models of cooperation at national level, or do you think that the Centre could be generally proposed as a model for the vocational training system?
udlændinge; det er endnu ikke lykkedes at integrere dem helt i samfundssystemet.
We have not yet succeeded in integrating them fully into the social system.
Vi må navnlig yde et bidrag til overgangen fra uddannelse til erhverv, for det er en kendsgerning, at antallet af uddannede arbejdsløse stiger i alle lande; de bliver arbejdsløse umiddelbart efter deres er hvervsuddannelse.
Above all, we must make the transition from training to working life easier because the fact is that the number of trained people who become unemployed immediately after their vocational training is rising in every country.
Det er kun nogle eksempler.
These are just a few examples.
Vi må selvfølgelig skole lærerkræfterne og også forberede dem på de nye opgaver inden for teknologien, hvor de jo ikke selv har fået nogen uddannelse.
We must, of course, train the trainers and prepare them for their new tasks in the new technologies, because even they have yet to be trained in these technologies.
Jeg mener, at Centeret overalt på disse områder skal være foregangsmand, at det skal give henvisninger, tilskyndelser, eksempler, også for erhvervsuddannelsens praksis.
I believe the Centre has a pioneering role to play here by giving advice and making suggestions on both the theoretical and the practical aspects of vocational training.
Jeg kunne ønske, at CEDEFOP virkelig bliver et fælles organ for erhvervsuddannelsen i Europa for alle berørte, for så vidt som det ikke allerede er det i dag.
I should like to see Cedefop becoming even more of a meeting place for everyone concerned with vocational training in Europe than it is now.
Ja, bestyrelsen og den særlige opbygning af CEDEFOP kan tjene som eksempel for erhvervsuddannelsen i EF-medlemsstater-ne.
Yes, the Management Board, or the special structure of Cedefop, can serve as a model for cooperation in vocational training in the Member States.
Endvidere kan jeg for Forbundsrepublikken Tyskland sige, at der her er udgået initiativer og forbilleder fra Det europæiske Fællesskab.
What is more, I can say that the Federal Republic has imitated initiatives taken and models constructed by the European Community.
Det rådgivende udvalg, der er nedsat i 1963 på grundlag af Rom-traktaterne og de almindelige principper, blev jo også straks forbillede for nedsættelsen af et lignende erhvervsuddannelsesudvalg i for bundsrepublikken, efter at fagforbundene hidtil kun sporadisk og kun på delområder var inddraget i erhvervsuddannelsessektoren ...
The Advisory Committee set up in 1963 under the Treaties of Rome and the 'General principles' also served as a model for a similar vocational training committee in the Federal Republic, although the trade unions had been consulted no more than sporadically beforehand and only on certain aspects of vocational training . . .
... samarbejdet på europæisk plan blev taget som forbillede for at fremme noget politisk på det nationale område?
Cooperation at European level was taken as a model to advance policy at national level?
Lære af Europa inden for erhvervsuddannelsen?
Was this learning from Europe where vocational training was concerned?
Fiaskoen har altid én fader, succesen flere fædre.
It might be said that failure only ever has one father, while success has many.
Nu har de selv, hr. Kempf, ikke været helt uden andel i - lad mig sige — a vi i n »sp ro cessen. der førte til oprettelse af Centeret.
You yourself, Mr Kempf, were also involved in the process that led to the establishment of the Centre.
Er De som en slags plejefader tilfreds med, hvad der er kommet ud af det?
Are you satisfied with what has become of it?
CEDEFOP har efter et meget vanskeligt opbygningsarbejde, der i fællesskab blev ydet på fremragende vis, præsteret det, som det på baggrund af sit lille antal medarbejdere kunne udføre.
After a very difficult period of initial development, which was, however, accomplished magnificently by the joint efforts of those involved, Cedefop has done what it could with its relatively small staff.
Der er gennemført en lang række analyser, der er givet tilskyndelser og fremsat forslag.
It has carried out numerous analyses, made suggestions and come forward with proposals.
At kun en lille del heraf er blevet omsat til politisk virkelighed, er ikke Centerets skyld, men skyldes manglende politisk beredskab til at drage konsekvenserne af disse erkendelser.
That only a small proportion of these has been translated into policy is not the Centre's fault: it is due to the lack of political will to draw conclusions from the knowledge acquired.
Her, mener jeg, må også i fremtiden tyngdepunktet i Centerets arbejde ligge.
This, I believe, is an area on which the Centre's activities should continue to focus in the future.
De ansvarlige i Europa og på stedet må sørge for, at de unge ikke forbliver uden kvalifikationer, går på gaden uden udsigt til en fremtid i erhvervslivet og en personlig eksistens.
Europe's political leaders and those directly concerned at local level must ensure that young people are not left without adequate training, standing on street corners without any prospect of work and earning a living.
Her venter den unge generation ganske afgjort hjælp og støtte fra samfundet, også hjælp og støtte fra de nationale og europæiske institutioner, og her må Centeret fremdeles yde et selvstændigt bidrag for at henlede opmærksomheden på situationen og energisk tilbyde muligheder for løsning. Det må så være politikernes sag at drage de passende konsekvenser heraf.
The younger generation most certainly expects help and support from society and from the national and European institutions, and here too the Centre must continue to make an independent contribution by drawing attention to the situation and suggesting solutions to the problems.
Man må også omsider nå frem til sammenligne lige afslutningsbeviser på uddannelse i Europa, - en sag, der har optaget alle berørte fra første færd.
It is also high time comparable training certificates were recognized throughout Europe — something that everyone concerned has been trying to achieve from the outset.
Den økonomiske situation er ikke bedret i de sidste år.
The economic situation has not improved in the last few years.
Den er snarere blevet dårligere.
If anything, it has grown worse.
Kravene, der stilles til erhvervsuddannelsen, er mangfoldigere end før.
The demands made on vocational training are even more varied than before.
Dette med fører også nye problemer for erhvervsuddannelsen og også for Det europæiske Centers arbejde.
This naturally raises new problems for vocational training and also for the activities of the European Centre.
Hvor mener De, disse nye opgaver ligger?
Where do you think its new tasks lie?
Når der tales om succesens fædre, burde man også tale om dens mødre.
If we are going to talk about the 'fathers of success', we should not forget its 'mother'.
Her har uden tvivl min kollega Maria Weber, tidl. næstformand for Deutscher Gewerkschaftsbund, haft en ganske afgjort andel i oprettelsen af CEDEFOP.
My colleague Maria Weber, former Vice-President of the German Confederation of Trade Unions, undoubtedly played a crucial part in the establishment of Cedefop.
På hendes initiativ rejstes og gennemførtes i Det økonomi ske og sociale Udvalg spørgsmålet om oprettelse af et europæisk center.
It was on her initiative that the question of the establishment of a European centre was raised and approved in the Economic and Social Committee.
Hun var dengang ordfører og havde også senere som formand, hhv. næstformand for CEDEFOPs bestyrelse en betydelig andel i op bygningen og udviklingen af Centeret og i dets intensive og gode arbejde.
At that time she was rapporteur and later, as chairman and vice-chairman of Cedefop's Management Board, she also played a decisive role in the Centre's development and in the hard and good work it did.
Absolut, og det forholdt sig virkelig således.
That is actually what happened.
Vi havde igen og igen sagt til vor regering: »I Europa sidder grupperne sam men, stiller forslag, drøfter i fællesskab, -det må også være et eksempel for det nationale samarbejde«.
We had repeatedly said to our government: 'In Europe the various groups sit down together, make proposals, deliberate - that is how it should be with cooperation at national level.'
Det førte så til et rådgivende udvalg for ministerierne, be stående af repræsentanter for fagforbund og arbejdsgivere, og i sidste ende til er hvervsuddannelsesloven , erhvervsuddannelsesudvalget og nu til Hauptausschuß des Bundesinstituts für Berufsbildung.
This led to the creation by the ministries of an advisory committee on which the unions and employers are represented and eventually to the passing of the Vocational Training Act and the setting up of the Vocational Training Committee and recently of the Central Committee of the Federal Institute for Vocational Training.
Jeg går derfor ud fra, at det europæiske forbillede på samarbejde, ligesom det var tilfældet i forbundsrepublikken, også i andre med lemsstater har stået fadder ved indførelsen af paritetiske samarbejdsformer i erhvervsuddannelsen, - for så vidt det ikke allerede eksisterede i forvejen.
I, therefore, assume that, where they did not already exist, joint forms of cooperation in vocational training introduced in other Member States were based on the European model, as they were in the Federal Republic.
En af Centerets opgaver af principiel art har jeg allerede nævnt.
I have already mentioned one of the essential tasks of a basic nature to be performed by the Centre.
Jeg tror, at der også her er nye, vigtige opgaveområder for CEDEFOP.
I believe that here too there are major new areas of activity for Cedefop.
Vi må sikre indholdet af erhvervsuddannelsen for fremtiden.
We must safeguard the essence of vocational training for the future.
Vi må nå frem til, at arbejdstagerne behersker anvendelsen af de nye teknologier og er med til at udvikle dem.
We must achieve a situation in which the workers are responsible for the application, control and design of new technologies.
Vore erhvervsmæssige kvalifikationer forældes i dag meget hurtigere end før.
Our occupational qualifications become obsolete far more quickly these days than in the past.
Vi må sikre erhvervsmæssig efteruddannelse for de voksne.
We must make provision for the continuing vocational training of adults.
CEDEFOP ser tilbage på ti års virksomhed, der begyndte på et tidspunkt, hvor der var store udfordringer til erhvervsuddannelsen.
Cedefop can look back on 10 years of work that began at a time of major challenges to vocational training.
Situationen er ikke blevet lettere, men sværere.
The situation has become more difficult, not easier.
Hvorledes bedømmer De Centerets virksomhed i årene, der er gået?
How do you judge the Centre's activities in the last 10 years?
Må jeg som afslutning tilføje endnu en ting. I modsætning til mange andre af Det europæiske Fællesskabs initiativer, hvor man stadig får det indtryk, at der ganske vist tales meget og produceres meget papir, finder mange møder sted, men kun sker lidt, yder Centeret en konkret tjeneste for erhvervsuddannelsens fremtid og hjælper dermed de unge og arbejdstagerne i Fælles skabet.
Let me add this in conclusion: unlike many other initiatives taken by the European Community, where the impression is still that a great deal of talking is done, a great deal of paper is produced and a great many meetings are held without much really being done, the Centre is doing something practical for the future and so helping young people and workers in the Community.
Samtale med Helmut Brumhard formidle et sådant indtryk. Her er vor »Guide« gennem EF-landenes erhvervsuddannelsessystemer f.eks. et bidrag, som jeg anser for et standardværk, der bør videre føres, fordi det kan hjælpe mange.
Interview with Helmut Brumhard training systems of the Community countries, for example, as a standard work and one that should be constantly updated because it can help a great many people.
Til oprettelsen af Centeret knyttede der sig håb af to slags: For det første en slags europæisk refleks af det, der i slutningen af 60erne i nogle medlemsstater fandtes af tro på fremtiden, af uddannelseseufori og reformpolitik. For det andet håbet om, at oprettelsen af et sådant center kunne give den fælles uddannelsespolitik et nyt skub fremad.
The establishment of the Centre was both a kind of European response to the belief in progress, educational euphoria and reform policies in some Member States in the late 1960s and an expression of the hope that it might give added impetus to the common vocational training policy.
Hvad er der blevet af disse håb?
What has come of this hope?
Er de blevet realiseret?
Has it been fulfilled?
Jeg tror, det var rigtigt, at man ikke havde for store forventninger.
I think we were right not to set our sights too high.
Det var det bedste grundlag for senere ikke at blive alt for skuffet over Centerets bidrag.
It was the best way to avoid being too disappointed by the Centre's efforts later.
Jeg mener, at de mange møder og arbejdsmøder, og også møderne i Centerets bestyrelse er afgørende bidrag til forbedring og udbygning af forståelsen og platformen for udviklingen af erhvervsuddannelsen i Europa.
I feel that the many conferences and working sessions and also the regular meetings of the Management Board make a crucial contribution to the improvement of understanding and the extension of the Centre's role as a platform for the development of vocational training in Europe.
Lad os blive ved Centerets bidrag. Herr Brumhard, kan De som repræsentant for de tyske arbejdsgivere nævne et specielt bidrag, som De kan sige om: Det er, hvad vi har ventet, hvad vi har gavn af ligesom de, hvis interesser jeg repræsenterer?
While we are on the subject, Mr Brumhard, is there any specific contribution by the Centre of which you as a representative of the German employers can say: that is what we expected, that is something that will benefit us and those whose interests I represent?
Inden for De europæiske Fællesskaber har allerede Rom-traktaterne fremhævet er hvervsuddannelsens særlige betydning.
The Treaties of Rome underlined the special significance of vocational training in the European Communities.
Denne erkendelse er man faktisk aldrig gået fra.
This has never really been forgotten.
Staternes sammenvoksen, navnlig tanken om fri bevægelighed for deres borgere, har siden lagt pres på for at nå frem til virkelige resultater.
The convergence of the Member States and particularly the idea of the free movement of their citizens then brought pressure to bear on the Community authorities to achieve practical results.
Det europæiske Center er efter min mening i første række grundlagt på denne baggrund.
I believe it was mainly this that led to the establishment of the European Centre.
Det er som institution en milepæl i udviklingen, det har dog først måttet finde sin arbejdsbasis.
As an institution it was a landmark in the development process, but it first had to find a basis for its activities.
De har for nylig udtalt, at det europæiske samarbejde inden for erhvervsuddannelsen ikke simpelt hen kan tilstræbe ensartethed i de nationale uddannelsessystemer.
How did German employers react to the establishment of a Centre of this kind at the time?
Betyder det ikke, at vi må kende mere til naboen, for at vi bedre kan hævde os over for ham eller måske endog bedre afgrænse os?
Did they have reservations, were they sceptical, or were they too inspired by the revival of a European concept?
Hvorledes reagerede de tyske arbejdsgivere dengang på oprettelsen af et sådant center?
You said recently that European cooperation in the area of vocational training policy cannot simply seek to harmonize the national education systems.
Modtog man det snarere noget reserveret, med skepsis, eller var man også optaget af genoplivningen af den europæiske tanke?
Does this not imply that we must know more about our neighbours so that we can stand up to them better or perhaps even cut ourselves off from them?
Centeret har forskellige opgaver.
The Centre has various tasks.
Jeg vil derfor ikke fremhæve et enkelt bidrag.
I should not, therefore, like to single out any one contribution.
Jeg anser de løbende informationsbidrag, tids skriftet »Erhvervsuddannelse« og »CEDEFOP news« for meget vigtige, navnlig fordi jeg går ud fra, at der på denne måde nås ud til et stort publikum, og CEDEFOP dermed i grunden arbejder med på et borgernes Europa, som når alt kommer til alt, ikke blot skal udvikles på grundlag af beslutninger, forordninger og rådsafgørelser.
I consider the constant supply of information, Vocational Training and Cedefop News, very important, particularly because I assume that they reach a large public and that Cedefop is thus involved in the construction of the citizen's Europe, whose continued development will not, after all, depend solely on resolutions, regulations and Council decisions.