natgillin/translations-raw huggingface dataset:
Fransk skolevæsens organisation tynges af sine forbilleder.
In view of these factors, it is hardly sur prising that the French education and training system should be so rigid and compartmentalized in its operation.
Det er helt klart, at al menundervisningen bygger på forrige år hundredes jesuiterskoler, der ud fra en præstationspædagogik og ønsket om re sultater gav udvalgte elever en uddannelse på højt niveau og med stort kulturelt indhold4).
The lycée professionnel, or vocational school, on the other hand, is derived from the model of apprenticeship in the craft trades, although a clear distinction is made between theoretical teaching and practical instruction in the workshop to signify that greater importance is attached to theory than to practice.
Læren videregav sin viden til eleverne, som ved opremsning eller skriftligt viste, at de havde forstået lektien.
There are divisions of labour both within school establishments, among staff with highly diversified and specialized responsibilities and status, and outside the
Var det ikke tilfældet, fik de straf, så de blev klar over, at de havde handlet forkert og ikke indfriede de stillede forventninger.
The French education system is rather like a multistage 'distillation column', in which pupils regarded as the least gifted are gradually filtered out and relegated.
Undervisning og opdragelse gik altså hånd i hånd, så den enkelte blev klar over sit værd og den plads, som han med rimelighed kunne forvente eller kræve i samfundet. fundet.
As they move up through their school education, children go their separate ways: towards the 'aristocratic' streams of education, those in which academic and scientific subjects are studied; towards the rather less 'aristocratic' streams of 'long-cycle' general education (literary and social subjects) or towards technological and vocational education.
Endelig skelnes der inden for den enkelte skole nøje mellem undervisning og doku­mentation eller rådgivning, uden at glem­me den vigtige administration!
jects are also perceived as disciplines in their own right and are themselves com­partmentalized.
at tilegne sig den viden, der giver bedst mulig adgang til borgerens rettigheder og pligter, i første række lønnet beskæf­tigelse)
■ the need to produce an élite (the political and economic executives needed for the country to be properly ad­ministered);
■ om frembringelse af en elite (til at lede landets politik og erhvervsliv) ■ om skabelse af den til erhvervslivets forskellige behov fornødne kompetence.
■ the need to produce the skills that will meet the various needs of the economy.
Under skolegangen be­væger de sig fra »finere« linjer af viden­skabelig karakter via litterære og sam­fundsmæssige linjer til tekniske og fagret­tede linjer.
It has been estimated that these youngsters current­ly account for a steady 10% of each year's generation.
Disse krav ændrer sig imidlertid som føl­ge af samfundets økonomiske og sociale udvikling. De modsvarer livets og pro­duktionens stedse mere komplicerede ka­rakter og er vanskeligere at imødekomme nu end i en forholdsvis nær fortid (frem­gangsårene efter krigen).
However these needs are undergoing a tranformation on account of economic and social change in society, reflecting in particular the growing complexity of social and working life, posing greater challenges than in the recent past (the post­war period of prosperity).
Fra hver årgang bliver der efter denne sorteringsproces en gruppe »tabere« til­bage, som efter skolepligtens ophør går ud på arbejdsmarkedet uden nogen som helst uddannelse for i større eller mindre grad at indgå i en eller anden »ungdoms­ordning«.
The strongest form of dualism, however, is the division between theoretical teaching and practical work on voca­tional subjects in technological and voca­tional education, to a point at which the French system could be said to be dualistic or splintered.
Disse unge udgør i øjeblikket ca. 10% af en årgang.
This is potentially harmful, for theory should be built up step by step, accompanied by progress in practical work.
Den primære og mest fremtrædende dif­ferentiering ligger i undervisningens sta­tusforskelle, selv om målet er det samme: At undervise en klasse.
This compartmentaliza­tion is reinforced by the lines of demarca­tion between education and the workplace.
Vanskelighederne med demokratiets krav
Difficulties linked to the demands of democracy
Sorteringsprocessen begynder allerede forud for skolegangen i børnehaveklas­serne.
This selection and grading process begins even before the age of compulsory schooling, in pre­school education.
Den fortsætter i endnu mere ud­præget grad i skolen, idet der er nøje sam­menhæng mellem de på primærtrinet og sekundærtrinet opnåede resultater.
It becomes more marked in primary educa­tion: scholastic prowess in secondary education is directly correlated to achievement in primary education.
Inden for fransk undervisning stiger man i anseel­se, jo mere specialiseret man er.
The changing demands on education and training, accentuating its internal contradictions
En kombination af flere af disse handi­caps indebærer som bekendt forøget risi­ko for at børnene ikke kan følge med med deraf følgende førtidig udelukkelse fra skolegangen.
All those concerned with education, both parents and teachers, seem to accept this state of affairs.
Forholdet forværres yderligere af den i øvrigt opsplittede undervisnings discipli­nære udformning.
Despite the criticism levelled at the system, it has remained stable since it fits in well with the way that French society has evolved.
Adskillel­sen forværres yderligere af det skel, der består mellem undervisning og virk­somheder.
The demands traditionally made on education and training basically reflect three needs:
De både antals­ og kvalitetsmæssigt stærkt forøgede krav om en »eliteproduk­tion« lægger vægt på en undervisning, der i modsætning til den førnævnte ikke henvender sig til »masserne«, men til de få: De bedste.
As the classes are administered, it is very difficult for a youngster to aggregate an entire corpus of knowledge: there is no vertical monitoring of a pupil's school career, since each year is a separate entity in teaching terms and each teacher is the sovereign authority in his or her own classroom, a concept that has prevailed over the idea of a 'teaching team'. Sub­
■ om demokrati (give de forskellige be­folkningsgrupper maksimale chancer for
As pointed out, the requirement of democracy assumes in principle that there can be a simple solution to the elementary problems of access to basic knowledge for all, enabling everyone to find his or her place in society and at work: literacy and numeracy.
Det er også vanskeligt at løse, fordi det in­debærer en bedømmelse af knappe finan­sielle, men især menneskelige ressourcer, og samtidig kræver en kundskabsuddyb­ning og ­udvidelse og faktisk forudsætter koncentreret indsats af midler på befolk­ningsgrupper fremkommet ved en for­stærket skole­ og samfundsmæssig ud­
In practice, this requirement comes up against the obstacles generated by the changing pat­terns of a heterogeneous society, especially the growing proportion of children from families who are vulnerable and at risk: precarious, single­parent families, families living in poor housing, families with low incomes because the wage­earners have lost their jobs, families of foreign origin who have
!­ oprindelse og drager den voksende vek­selvirkning i tvivl skelig arbejdskraft i hastesituationer, som man tidligere næsten aldrig opleve­de. Selv om man forudsætter hurtig ud­
that the references required for a decision are very hard to determine, especially in the light of the contradictory constraints imposed on this decision.
■ real­time arbejde via tovejsforbindelse . vikling af simulationsredskaber eller vælgelse.
In general, the introduction of new technology is causing an evolution in the prevailing cognitive processes:
Dette mål strider altså mod de foregående, når der ses bort fra, at der skal findes midler, der kan kombinere en forbedring af de grundlæggende uddan­nelsesniveauer med en udvidelse af eliten.
It is well known that in practice the rate of scholastic failure and the early marginalization that ensues from such failure are correlated with the accumula­tion of disadvantages of this type from which children suffer.
■ arbejde på variabler, der gøres abstrak­te af de mellem informationskilderne og brugerne indkoblede tekniske mellemled
■ complex, heterogenous information from a variety of sources has to be com­bined in the decision­making process, calling into question the increased factors of interdependence;
Skabelse af grundlag for erhvervs­rettet og teknisk undervisning
The contradictory requirement of producing an élite
»ekspertsystemer« lavet af kunstig intel­ligens, kræver disse tilfælde meget vans­kelige beslutninger med store krav til økonomisk og sikkerhedsmæssigt ansvar.
The term 'new technologies' is basically to be understood in the conventional sense of 'new information processing technologies', i.e. computerization and general digital processing of information, the media for its magnetic and optical storage and the systems to read these media, as well as information transmis­sion systems (via cable, optical means or satellite).
■ arbejde inden for sfærer, der præges af uvished, fordi der ikke findes prædeter­minismer, der forhindrer valg
■ work is on variables that have been rendered abstract by the intermediate technical systems interposed between the sources of information and its users;
Men den tekniske udvikling er ikke den eneste årsag til ændringerne i menneskets beskæftigelse.
■ work takes place in an environment in which uncertainty prevails, i.e. in which nothing is predetermined and people can­not avoid making choices;
Udviklingen af virksom­hedernes arbejdsorganisatoriske referen­cemodeller spiller en ikke mindre rolle.
Those cognitive processes lending themselves to formalization and expres­sion in algorithmic form are also likely to be gradually computerized, thus making human intervention even more an excep­tion than before.
Bestræbelserne går i retning af opbyg­ning af virksomheder med selvstændig social identitet ud over de fælles træk 10).
As processes are automated, human beings will increas­ingly be confronted with the dysfunc­tions in complex technical systems.
■ yderligere eksistens af hypervalgsitua­tioner, hvori de for beslutningen nødven­dige holdepunkter er særligt vanskelige at fastsætte som følge af modsatrettede krav til beslutningen.
■ at the same time there are situations in which there are so many possible choices
Der er tilbøjelighed til at kræve større kundskaber på alle tekniske og erhvervs­rettede uddannelsesniveauer.
Essentially, humans will intervene only when the system breaks down, and will
Det kom­mer til udtryk i ønsket om udvidelse af grundlaget, dvs. en udvidelse af både al­men og teknisk viden og en større veksel­virkning mellem disse.
The parallel requirement — to produce an élite that is both greater in number and quality — reinforces the type of educa­tion which, unlike the education for democracy described, is directed not at the mass but at one segment: the best.
For erhvervsud­dannelsernes vedkommende er der tale om en revision på grundlag af solid tek­nisk og erhvervsfaglig viden 8).
The problem of the production of élites is all the harder to solve in that it is such an urgent need, linked as it is with the development of science and technology, the widening of decision­making circles and the internationalization of the economy — quite apart from politics — and the ever­growing risks to com­munities that may arise from whatever decisions are in fact taken.
Hovedudviklingsfaktorerne til forklaring af virksomhedernes større ansættelses­krav er beskrevet andetsteds9).
Since education to produce an élite calls for both a reinforcement and extension of knowledge, resources have to be concentrated on specific groups that have emerged from ever more stringent processes of scholastic and social selec­tion.
Her skal der blot gøres opmærksom på hoved­trækkene.
In other words, this objective is in contradiction to the other objectives, unless ways and means can be devised of combining a general improvement in standards of basic education with an ex­pansion of the élite.
Det må formodes, at let formaliserbare kognitive processer egnet til programme­ring lidt efter lidt vil ske ved edb, så men­neskelig indgriben i den automatiserede proces bliver undtagelsen.
The same demand for a reinforcement of knowledge tends to be formulated at every level of vocational and technical education.
Mennesket udsættes derved for gradvis virkende komplicerede systemer.
It is expressed by the demand for a broader vocational base, i.e. the ex­tension and deeper interpénétration of academic and technical knowledge.
■ Kombination i beslutningsprocesserne af komplicerede informationer, der både er heterogene og af meget forskelligartet
In particular in the reform of vocational education, the changes need to be based on a rethinking of technical and voca­tional education.8
Disse udsigter forudsætter, at de ansatte er i stand til at placere sig korrekt for de rent generelt komplicerede institutions­og beslutningssystemer.
The main factors that may constitute the reasons for the major changes observed in the demands made by employers at the level of recruitment have been discussed elsewhere9so that these changes shall
Sandsynlige hovedretningslinjer for de ændrede uddannelser og lærerfag handlingsteknikken åbner helt nye mu ligheder, som kun er delvis udforsket.
Even if there is a rapid development in simulation tools or expert systems as a result of research on artificial intelligence, these systems will call for very delicate decisions entailing a high degree of responsibility in terms of both finance and safety.
De erfaringer, de har indhøstet med deres ansatte, supplerer især amerikanske universiteters erfaringer på det højere og tek nologiske undervisningsområde.
Technology is not the only source of change in human work. The evolution in the reference models adopted by employers in deciding on the organization they establish plays a no less important role, since the factors tend to be mutually reinforcing creating productions units with their own social identities, irrespective of the features they have in common.10
Anden fase er indførelse af datamater i skolen og som udløber heraf den data matstøttede undervisning.
In other words, a major upheaval is to be ex pected in the collective function of train ing and education and, as a corollary, in the teaching profession.
De oplysninger, man råder over, er ret modstridende.
The information available tends to be con tradictory.
Man får indtrykket af, at begejstringen var for stor i begyndelsen, idet hverken de forhåndenværende datamater eller pro grammer var tilstrækkeligt ydedygtige og smidige til at muliggøre virkelig vekselvirkning mellem eleverne og maskinerne, som også var for vanskelige at bruge.
Once again the impression is conveyed that initial expectations were far too optimistic. Neither the computers nor the languages and software available are sufficiently powerful and flexible for the system to be truly interactive or to allow the variety of access required by users, with their different personalities.
Det er netop den nemme brug og styringen igennem de forskellige lektioner, der i for bindelse med individualiseringen af tempoet skulle udgøre den datamatassisterede undervisnings sandsynligvis største fordel.
With this in mind, it may be considered that some of the most important aspects of the question are the current forms of organization and management in which there is a growing tendency to grant priority to economic, rather than technical goals.
Uden at indlade sig på en polemik og for søge på at retfærdiggøre rigtigheden af holdningen blandt de implicerede parter kan man med rimelighed mene, at lærer faget og den kollektive undervisningsfunktion i relation til de stillede krav med hensyn til resultater og det klientel, der skal uddannes, vil undergå dybtgribende forandringer i lighed med anden økonomisk og erhvervsmæssig aktivitet, som hidtil har nydt godt af omfattende vækst og været beskyttet af begrænset konkurrence.
In an attempt to pinpoint these trends, it would be interesting to apply to educa tion and teaching the matrices developed for the economic and social analysis of current changes in the production system of both the manufacturing and the service industries.
Den kan næppe unddrage sig det økonomiske pres, som i stedse højere grad udøves af budgetmæssige valg og den private sektors konkurrence.
As in the latter case, the challenge is to achieve adaptability and flexibility and to make the services rendered more effective.
De resultater, der nu opnås med datamatstøttet undervisning inden for voksenuddannelsen — både til almene, tekniske og erhvervsrettede fag — viser, at der er gjort betydelige fremskridt.
Such perspectives presuppose that in dividuals shall be capable of fitting into globally complex institutional and decision-making systems.
De viser især, at en af grundene til de vanskeligheder, man stødte på ved denne form for under -
Probable major trends in the future of education and training structures and in the teaching profession
Første fase, som ikke volder større vanskeligheder, er brug af video i undervisningen.
The results achieved with CAT in the field of continuing training, both in general educational subjects and in the acquisition of job skills, demonstrate that great strides have been made.
I Frankrig bruges video især som illustration af det, læreren har fortalt.
They also show that one reason for the setbacks en countered with this form of teaching is once again the myth that the machine can replace the human being.
I modsætning til amerikansk praksis udgør video og bøger ikke en virkelig pædagogisk helhed i undervisningen.
Unless they are strongly motivated, people left alone in front of a machine do not learn.
Den integrerede form kræver, at der rådes over vi deomaskiner, og at pædagogikken og un dervisningsmaterialet laves om.
There is still a need for someone to be physically present, whether that someone is a teacher/monitor or a tutor.
Forskningen med henblik herpå har imidlertid været utilstrækkelig.
The fact remains that substantial investment is still needed in this field.
Med tiden bliver der sikkert tale om en fuldstændig intern og ekstern omlægning af den kollektive organisation i forbindelse med brug af moderne tekniske metoder.
The traditional educational and training technologies are the classroom, blackboard, text books and exercise books, the teacher and the lesson he or she gives, and practical work.
Det siger noget om omfanget af de omvæltninger, som kan ventes inden for den kollektive uddannelsesfunktion og dermed for lærerfaget.
These prospects are even greater in the field of continuing training, in which the leading industrial and service sector groups are pumping a massive volume of investment into attempts to cope with all the problems of retraining and continuous skill upgrading for staff working in the fields of information technology, electronics, banking and in surance.
Omvæltningerne bliver sik kert størst inden for offentlig fransk un dervisning på grund af den førnævnte traditionelle specialisering og op splitning.
The experience they have acquired with groups of shop-floor and of fice workers serves as a complement to the experience of (mainly American) universities in the field of higher and technological education.
Som et forsøg på at indkredse udviklings tendenserne kunne det være interessant på denne funktion at bruge den aflæsningsmetode, der er udviklet til de økonomiske og sociale analyser af de igangværende ændringer af produktionsapparatet for såvel varer som tjenesteydelser.
These techniques are utilized observing the traditional unity of place, i.e. the classroom, although it is possible to dispense with unity of time.
Som for produktionsapparatets vedkommende er det formålet med ændringerne at tilstræbe tilpasning og smidighed i for bindelse med effektivitetsforbedringer for de præsterede ydelser.
The same ap plies to video disks and teaching simulators. The launch of the video disk by Philips was a failure because it was too expensive and limited in performance.
Foruden over gang til moderne tekniske metoder skal det ske ved brug af mere koncentererede strukturer, inden for hvilke specialiseringen ikke er så omfattende.
This in not the case with the interactive compact disk jointly developed by Philips and Sony (CD-I) which combines sound, picture and text as the user wishes — in other words, it is a multimedia package.
Den traditionelle undervisningsteknik udgøres af klasseværelse, tavle, bøger og hæfter, lærer, lektion og øvelser. Databe
The first phase, and the one most com monly embarked upon, has been the in troduction of video methods into the
CEDEFOP dervisningspersonalet efter fagenes ud­vikling.
CEDEFOP apply to simulators in the field of voca­tional education and practical work.
En fysisk menne­skelig tilstedeværelse i form af en instruk­tør eller lærer er altså påkrævet. Der skal fremdeles investeres meget på dette felt.
which the traditional frontiers can be completely abolished.
Nogle læsere vil måske finde det hele no­get abstrakt, og derfor vil vi som afslut­ning belyse emnet med et par spørgsmål, der skal løses.
The teacher and dispenser of knowledge can be anywhere at any time, using the most sophisticated forms of teaching.
Det ses tydeligt, at tendenserne uvæger­ligt fører til fornyet rejsning af spørgsmå­let om forbindelserne mellem den offent­lige og den private undervisningssektor med disses respektive roller og samar­bejdsvilkår.
It is clear that existing movements in­evitably lead to reconsideration of the problem of the links between the public and private sector, their respective roles and conditions for their cooperation.
For eksempel melder der sig spørgsmålet om rollefordelingen, opga­verne og resultaterne mellem deltagerne i uddannelsesplanlægningen.
The problem arises, e.g. of how the roles, costs and results could be shared out amongst those involved in the process of educa­tional engineering.
Og straks aner man bag dette det endnu vanskelige­re spørgsmål om evaluering/tarifering af de immaterielle investeringer.
This question im­mediately implies the delicate matter of intangible investment and its expression in terms of figures.
Ved nærmere eftertanke kommer man frem til forskellige kombinationer af indi­viduel og kollektiv undervisning, og selv­følgelig også til differentierede strukturer og roller inden for undervisningen.
With all these new prospects, the teacher's job can be structured in new ways, with new divisions of labour and new forms of specialization.
Det samme gælder for videoplader og pæ­dagogiske simulatorer. »Philips«­video­plader fik ikke den forventede succes på grund af den høje pris og de begrænsede muligheder.
Telematics shall constitute a further step towards the dissolution of the classroom by introducing interactive distance learn­ing.
Det samme gælder ikke for kompaktplader med indspillemulighed, som i fællesskab er udviklet af Philips og Sony og giver mulighed for brugerbe­stemt kombination af lyd, billede og tekst.
Leaving aside the telephone and Minitel, whose uses are over­restricted, and teleconferencing which is over­ex­pensive, the technology with the greatest potential ils local or wide area network­ing.
Kompaktplader med read only me­mory (CD­ROM) er et betydeligt frem­skridt, der måske kommer til at udgøre det centrale element i en moderniseret uddannelse.
According to the educational aids in question, long­distance transmission may be established by television satellites, RNIS remote networks, or­dinary switched networks combined with host centres or local CD­ROMs.
Det samme bliver måske til­fældet for simulatorer til erhvervsunder­visning og praktiske øvelser.
Local networks of the Ethernet type may also be used.
Nødsages de til at søge private økonomiske bagmænd eller at fakturere deres ydelser til høje priser til gengæld for deres »større pædagogiske effektivitet«?
Will they have to seek private sponsors or charge for their high­cost services as a return for their 'increased educational efficiency'?