natgillin/translations-raw huggingface dataset:
På baggrund af den europæiske udvikling hen imod et fælles indre marked i 1992 måtte man håbe, at EF's programmer og aktioner for handicappedes (erhvervsrettede) integration ville kunne give det fremtidige europæiske marked en social dimension ved siden af de økonomiske aspekter.
With regard to the continuing process of European unification by means of the creation of a common domestic market beginning in 1992, it is to be hoped that, mediated via the programs and action of the European Community in the sector of (vocational) integration of disabled per sons» the future European Market will acquire a social di mension above and beyond i t s; economic aspects. The Confe
Også til dette mål havde konferencen ydet sit bidrag.
7 2 rence» she noted» may have contributed to this goal as well. ell.
Dr. Antonio Bagao Félix, statssekretær for beskæftigelse og erhvervsuddannelse, afsluttede konferencen. I sin tale
Conference was concluded by Dr. Antonio Bagao Felix» Portuguese Undersecretary for Employment and Social
66 understregede han, at revalidering altid måtte ses som en integreret proces, der foruden elementer af uddannelse og terapi også burde omfatte aspekter af omverdenens tekniske og sociale forandringer. Ikke alene den handicappede, men også samfundet burde ændre sig.
He pointed out in his final remarks that rehabi litation must always be seen as an integrated process con taining both elements of training and therapy and aspects of the technical and social modification of the environ ment; it is not only the disabled person who must change, but the society in which he lives.
Derudover burde revalideringsprocessen altid ses og organiseres specifikt og individualiseret for hver enkelt handicappet.
Furthermore, the pro cess of rehabilitation must always be viewed specifically and individualized in terms of each and every disabled person.
En vedvarende europæisk erfaringsudveksling både omkring de generelle og de individuelle strategier anså taleren for at være meningsfyldt og nødvendigt.
He regards, he stated, a continuous EEur opean exchange of experience on both general and on individual strategies as meaningful and necessary.
Delvis Beskyttet Beskæftigelse for Handicappede i EF-landene
Semisheltered employment for the disabled in the Member States of the EEC
ES, DA, DE, GR, EN, FR, IT, NL, PT ISBN: 92­826­1542­1 Katalognummer: HX­59­90­087­DA­C Pris i Luxembourg (moms ikke medregnet): ECU 7
CEDEFOP Document Luxembourg: Office for Official Publications of the European Communities 1990 —IV, 82 pp.— 21.0 χ 29.7 cm ES, DA, DE, GR, EN, FR, IT, NL, PT ISBN 92-826-1545-6 Catalogue number: HX-59-90-087-EN-C Price (excluding VAT) in Luxembourg: ECU 7
■vi α > Pris i Luxembourg (moms ikke medregnet): ECU 7
Price (excluding VAT) in Luxembourg: ECU 7
2j Finansiering af 3 Efteruddannelse i o Danmark
c The financing of
Finansiering af Efteruddannelse i Danmark m
The financing of continuing training in Denmark
1. udgave, Berlin 1991
First edition, Berlin 1990
Udgivet af: o
Published by: υ
CEDEFOP — Det Europæiske Center for Udvikling af Erhvervsuddannelse Jean Monnet-Huset, Bundesallee 22, D-W-1000 Berlin 15 Tlf.: (0 30) 88 41 20; Telefax: (0 30) 88 41 22 22; Telex: 184 163 eucen d
CEDEFOP — European Centre for the Development of Vocational Training, Jean Monnet House, Bundesallee 22, D-W-1000 Berlin 15 Tel. (030) 88 41 20 Telex 184 163 eucen d
Efter de undersøgelser, der er gennemført af finansieringen af den grundlæggende uddannelse i Belgien, Danmark, Forbundsrepublikken Tyskland, Frankrig, Irland, Italien, Nederlandene og Det Forenede Kongerige, som offentliggjordes i 1982, samt i Spanien og Portugal i 1988, iværksatte CEDEFOP i 1988 en række undersøgelser af finansieringen af efteruddannelsen (FOCUS II) i Belgien, Danmark, Forbundsrepublikken Tyskland, Grækenland, Spanien, Frankrig, Irland, Italien, Nederlandene, Portugal og Det Forenede Kongerige.
Following the studies conducted on the financing of initial training in Belgium, Denmark, Federal Republic of Germany, France, Ireland, United Kingdom and Netherlands (published in 1982) and in Portugal and Spain in 1988, CEDEFOP launched a series of studies in 1988 on the financing of continuing training (FOCUS II) in Belgium, Denmark, Spain, Federal Republic of Germany, France, Greece, Ireland, Italy, United Kingdom, Netherlands and Portugal.
Analyser af efteruddannelsesområdet er som bekendt komplicerede at gennemføre. Det skyldes især,
Any analysis of continuing training raises complex problems, particularly because: the boundary between initial and continuing training is very difficult to establish.
- at det er ret vanskeligt at fastslå skillelinjen mellem grundlæggende uddannelse og efteruddannelse; f.eks. svarer mange efteruddannelsesforanstaltninger i realiteten til en grundlæggende uddannelse eller for visse elevgruppers vedkommende til en uddannelse, der skal afbøde mangler fra tidligere;
Many continuing vocational training schemes take the form, for example, of initial training or remedial training for certain target groups; the field of continuing training often covers a variety of schemes'connected with the labour market or other schemes within and outside enterprise which are sometimes difficult to apprehend and describe and which, in any case, cannot be brought within an organized system (as in the case of initial training); the word "training" can be understood in different ways. For example, is a seminar informing employees about Community programmes necessarily perceived as training?
- efteruddannelsesområdet svarer hyppigt til beskæftigelsesmarkedsorienterede aktioner eller lignende det være sig på eller uden for virksomhederne, som det kan være vanskeligt at få med eller at karakterisere, og som i intet tilfælde kan ligestilles med et vel organiseret system (som den grundlæggende uddannelse);
The answer is probably no, even though attendance at this seminar entails costs (loss of productivity) which have to be accounted for and it may well be felt that this is training; continuing training schemes are often supported by mixed funding; this type of funding is not always clear. For example, how and where can one account for the free time which people spend on training organized by their firms half of which takes place
- IV - ordet "uddannelse" kan opfattes på forskellig måde.
IV during working hours and half outside working hours?
Vil f.eks. et seminar, der skal informere de ansatte om EF-programmer nødvendigvis altid blive opfattet som uddannelse?
Where and how does one include State-funded schemes which people attend during their free time, sometimes at the "suggestion" of their firms?
Svaret er sikkert benægtende, men det medfører alligevel udgifter (produktionstab) at deltage i seminaret, og de skal bogføres, og man kan godt mene, at det drejer sig om en uddannelse; efteruddannelse gennemføres tit med finansiering fra flere sider; en sådan er ikke altid særlig transparent.
enterprise does not always declare its expenditure on training. For example, firms are hesitant to declare expenditure above certain limits because this might set a precedent for the future; in other cases expenditure on training may be included under the heading "acquisition of materials".
Hvordan skal man f.eks. postere prisen for den fritid, som deltageren bruger på et kursus, som afholdes af arbejdsgiveren og dels foregår i arbejdstiden, dels uden for denne?
Moreover, the expenditure on training which is declared does not always include certain indirect costs - loss of productivity, replacement costs, etc.
Hvor og hvordan skal man opføre de statsfinansierede aktioner, som den ansatte deltager i i sin fritid - undertiden efter tilskyndelse fra arbejdsgiveren?
Overall, however, the studies provide considerable clarification especially as regards the information available in the Member States on this subject, as well as on a number of basic questions which any analysis of continuing training must take into account.
virksomhedernes uddannelsesudgifter posteres måske ikke altid som sådanne, f.eks. fordi virksomheden er bange for, at beløb til uddannelse ud over en vis grænse vil skabe præcedens; i andre tilfælde kan uddannelsesudgifter også optræde under "anskaffelses af udstyr".
The concept of continuing training encompasses different areas in each Member State which are discussed in a whole range of terminology.
For øvrigt omfatter uddannelsesudgifter, der opgives, ikke altid visse indirekte udgifter som produktivitetstab, løn til afløsere osv.
For instance, the boundary between education and vocational training is not clear-cut in most Member States; the same applies to the boundary between initial and continuing training.
Alle disse vanskeligheder og flere andre, som forfatterne til undersøgelsesarbejdet har været udsat for, fortsætter stadig, til trods for at CEDEFOP som led i FOCUS-II-under-søgelserne har prøvet på at skabe større gennemsigtighed.
While there is now a system of information at national and Community level making it possible to collect reliable data on education (even though comparability problems still exist today), the gaps are still too great in vocational training.
FOCUS II bygger på medlemsstaternes disponible oplysningsmateriale, og de forhåndenværende informationsmidler volder en række fremdeles uløste problemer.
If this is true of "organized" and institutionalized vocational training, these gaps become much greater for types of training which are "not explicitly organized" and are closer to on-the-job training whose growing importance cannot be disregarded.
Alligevel belyser alle disse undersøgelser situationen i medlemsstaterne med hensyn til forhåndenværende oplysninger på dette område samt nogle grundlæggende spørgsmål, som alle undersøgelser af efteruddannelserne bør tage hensyn til Disse undersøgelser bør altså snarere betragtes som en grundlæggende information, der viser muligheder for fortsat EF-indsats på området, end som et færdigt og tilstrækkeligt materiale.
The question of information on continuing training cannot be seen, however, solely in terms of a lack of information. Even when such information is available (it should not be forgotten that some Member States already have a considerable volume of information available), problems of comparability and links between sources complicate the task of systematic gathering of reliable and comparable data.
Efteruddannelsesbegrebet dækker forskellige ting, som betegnes på forskellig måde.
An analysis of continuing training can focus on a number of factors:
FOCUS ΙΙ­undersøgelserne udgør et betydningsfuldt (omend ikke udtømmende) informationsgrundlag med hensyn til det, de enkelte medlemsstater betragter som efter­uddannelse.
An analysis of funding instruments provides essential information through which the continuing training schemes which these instruments are intended to support, as well as the people who benefit from them, can be located.
Af hensyn til mulighederne for at foretage sammenligninger er det imidlertid vigtigt, at man inden for EF enes om nogle begreber og definitioner i denne forbindelse.
This approach may, however, raise some basic questions. For instance, in cases where there are statutory obligations, an analysis of funding instruments makes it possible only to pinpoint the continuing training encompassed by these instruments with the result that any activities taking place outside them may be overlooked.
2 ­ Oplysningskilderne
People in training
Medens man både nationalt og inden for EF nu råder over oplysningssystemer, der giver mulighed for indsamling af pålidelige data om undervisningen (selv om der frem­deles er sammenligningsvanskeligheder), så er der stadig væk alt for store mangler, når talen er om erhvervs­uddannelserne.
The same course may be attended by people acquiring their initial training and others attending the course for continuing training purposes. The boundary between a continuing training and an initial training scheme can thus be determined by the particular circumstances of individuals.
Hvis dette har sin rigtighed i forbindelse
However, it makes it possible to include only part of continuing training.
vu - med de organiserede og institutionaliserede erhvervs uddannelser, så er manglerne endnu større for den ikkeorganiserede uddannelse, der består i at lære ved at udføre arbejdet i praksis, en uddannelsesform hvis voksende betydning man ikke kan se bort fra.
The institutions responsible for initial and continuing training traditionally differ from one another. Enterprise and its associated organizations are in any case playing a leading role in the supply of continuing training services.
Imidlertid melder spørgsmålet om information om efter uddannelse sig ikke udelukkende i form af mangel på oplysninger.
The approach of those institutions responsible for continuing training is undoubtedly of help in characterizing the schemes in question.
Selv når oplysninger foreligger (og mange lande råder allerede nu over et omfattende materiale), så er der kompatibilitets- og forbindelsesvanskeligheder med kilderne, som vanskeliggør systematisk indsamling af pålidelige og sammenlignelige data.
It does not, however, encompass the whole of the continuing training field and tends to exclude the movement away from institutionalized training currently taking place in enterprise with the development of "non-formalized training" linked to working situations.
Endelig kan en decentral styring medføre opslitning af oplysningerne og store mangler, hvis der savnes et landsomfattende dataindsamlingsorgan.
An overall picture through which the dynamics of continuing training can be comprehended will have to be based on a combination of these different approaches.
Alle disse spørgsmål har medført problemer såvel med hensyn til mængden af indsamlede oplysninger som med hensyn til deres pålidelighed og sammenlignelighed.
This has not, however, prevented the authors of the studies, as a result of the different information systems in the various Member States, approaching the subject from different starting points which have conditioned the findings of the studies and their interpretation.
Der findes dog i FOCUS II en opstilling over de vigtigste til rådighed stående informationskilder, som udgør et betydningsfuldt grundlæggende oplysningsmateriale for det kommende arbejde.
All the studies provide figures on continuing training expenditure -more detailed for the public sector, less detailed as regards expenditure by enterprise and even less detailed as regards household expenditure.
Analysen af efteruddannelsessektoren kan opbygges omkring forskellige hovedlinjer:
Moreover, none of the studies provide a detailed analysis of the mechanisms and volume of re-financing.
En finansieringsanalyse kan give vigtige oplysninger om de efteruddannelsesaktioner, pengene går til, og om de deltagere, der søger disse uddannelser, Men metoden lider under visse mangler.
It needs to be stressed that the studies must be re-located in their original contexts - initial financing in some cases, final financing in others (France), institutions in others (Denmark) and an integrated approach in others - for an interpretation of their findings.
Hvis f.eks. uddannelsen bygger på lovbestemmelser, vil en finansiel analyse kun give oplysninger om efter uddannelser omfattet heraf, medens man intet får at vide om det, der falder uden for disse bestemmelser.
These differences have affected the nature of the figures and, obviously, their interpretation, despite CEDEFOP's endeavours to formulate a precise specification providing for the collection of information at all levels - which was probably overly ambitious.
På samme kursus kan der være deltagere, der får uddannelsen som grunduddannelse, medens den for andre er efteruddannelse.
This information on training expenditure cannot, however, be interpreted in an isolated way.
Derfor kan spørgsmålet om, hvad der er grundlæggende uddannelse, og hvad der er efteruddannelse, bestemmes af de enkelte deltageres situation.
While it can be seen, for instance, from all the studies that expenditure by enterprise is increasing, this does not provide any indication of the nature and effects of this investment as regards enterprise itself or the people benefiting from it - the type and length of the training, among other things, need to be known as well as its distribution and consequences.
Metoden udgør en uundværlig mulighed for lokalisering af grundlæggende og efterfølgende uddannelser. Men den omfatter på den anden side kun en del af efteruddannelserne.
Any attempt at comparison in these circumstances is very risky and it is difficult to pinpoint the ways in which the various information is inter-related - these inter-relations play an essential role in any interpretation of the figures.
De institutioner, der står for den grundlæggende og den efterfølgende uddannelse, adskiller sig traditionelt fra hinanden.
The questions which we have raised are no more than examples of a more general set of questions which has to be used as a starting point for any attempt to analyse continuing training.
I alle tilfælde kommer man ikke uden om virksomheden og de til denne hørende organisationer som efteruddannelsesformidlere .
We feel, however, that the FOCUS II studies provide a data base which will help to stimulate this overall reflection through the answers which it sketches out.
En betragtning af de institutioner, der giver efteruddannelsen, kan sikkert også bidrage til at karakterisere de pågældende uddannelsesforanstaltninger.
Considerable practical work remains to be carried out at national and Community levels and we hope that this contribution, however modest it may be, is able to provide some pointers.
Men heller ikke denne metode omfatter al efteruddannelse og givetvis ikke den tendens til "afinstitutionalisering", der for tiden kan konstateres på virksomhederne i forbindelse med udviklingen af en ikke-institutionaliseret uddannelse, der hænger sammen med forholdene på arbejdsmarkedet.
Our thanks go to all the authors who have contributed, through their work and their participation in working groups, to progress with the problems surrounding "continuing training" which is, it should be borne in mind, still a very young subject.
XI - når de har modtaget offentlig støtte (som i Spanien).
Department for Adult Education
Det er derfor indlysende, at enhver form for generalisering under disse omstændigheder vil være både fejlagtig og farlig.
THE FINANCING OF CONTINUING TRAINING IN DENMARK - the Danish contribution to CEDEFOP's survey
Indholdsfortegnelse
1 Introduction
2 Offentligt udbudte efteruddannelsesaktiviteter
Difficulties of method National conditions
2.2 Efteruddannelsesaktiviteter 2.2.1 De kompetencegivende deltidsuddannelser 2.2.2 Efteruddannelsesloven 2.2.3 Øvrige udviklingsaktiviteter
2 Continuing training activities supplied by public resources
2.3 Institutionaliseret central efteruddannelse af offentligt ansatte 2.3.1 Forvaltningshøjskolen 2.3.2 Den Kommunale Højskole
Public training activities for unemployed, vulnerable groups on the labour market
3 Arbejdsmarkedsuddannelserne
2.1.1 Schemes for young persons 2.1.2 Expenditure
Specialarbejderuddannelserne Efteruddannelse af faglærte Omskoling Ikke-kompetencegivende AMU-uddannelser
2.2.2 The Law concerning continuing training 2.2.3 Other development activities
Aktuelle ændringer
Current changes
4 Erhvervs- og arbejdsmarkedsorganisationernes uddannelsesaktiviteter
4 Training activities of industry- and labour market-organiζations
Lønmodtagerorganisationernes efteruddannelses aktiviteter
Employer- and industry-organizations' continuing training activities Continuing training activities of the workers' organizations
Dimittendorganisationernes efteruddannelses aktiviteter
Continuing training activities of the 1 dimittend'-organizations
5 Efteruddannelser udbudt på det åbne marked
5 Continuing training courses offered on the open market
6 Virksomhedsintern efteruddannelse
6 In-house continuing training
Intern efteruddannelse i den private sektor .. 60 Intern efteruddannelse i den offentlige sektor 63
In-house continuing training in the private sector In-house ocntinuing training in the public sector
Delarbejdsmarkeder og efteruddannelse Fordeling af efteruddannelse Finansiering af efteruddannelse Konklusion
Partial labour markets and continuing training Distribution of continuing training Financing of continuing training Conclusion
Τ denne rapport er finansiering af efteruddannelse i Danmark beskrevet.
In this report the financing of continuing training in Denmark is described.
Rapporten er udarbejdet for CEDEFOP, EF's Erhvervsuddannelses­ forskningsinstitut i Berlin, og indgår således i en større sammenlignende international analyse.
The report has been drawn up for CEDEFOP, EC's vocational training research-institution in Berlin, and therefore forms part of a larger international comparative analysis.
I CEDEFOP­sam­ menhæng er begrebet 'continuing training', blevet anvendt.
Defining continuing training is difficult.
Det har været en del af opgaven at give en dansk tolkning af dette begreb.
This term has been used in the CEDEFOP-context and part of the problem has been to provide a rendering of the term in Danish.
I kapitel 1 er efteruddannelsesbegrebet søgt afklaret i forhold til gængs sprogbrug og i forhold til tilgængeligt statistisk materiale.
In Section 1 an attempt is made to clarify the concept continuing training in relation to current use of language and to the available statistical material.
Rapporten bygger på tidligere gennemførte analyser og udred­ ninger der er gennemført i ττ/Erhvervspædagogik og inddrager herudover øvrige relevante udredninger gennemført andre ste­ der.
The report is based upon studies and research carried out earlier in the Vocational Teacher Training Department of the Teknologisk Institut (TI) and includes, in addition, other relevant investigations carried out elsewhere.
Rapportens talmateriale er ufyldestgørende og ikke ajourført, men repræsenterer det bedste der findes som belyser hele det berørte område.
The statistical material of the report is incomplete and not up to date; but it does represent the best available which elucidates all of the area concerned.
Talmaterialet repræsenterer således ikke noget nyt i forhold til tidligere udgivne rapporter.
The statistical material thus does not represent anything new compared with reports issued earlier.
Oversigten og struktureringen af uddannelsesaktiviteterne og de finansierings­ og refusion­ sordninger der er knyttet til aktiviteterne, og som oversigt­ ligt er beskrevet og sammenfattet i kapitel 7, repræsenterer en tilvækst til belysning af hele området.
The overview and structuring of the training activities and the arrangements for finance and reimbursement, described generally and summarized in section 7, represent a further addition to elucidation of the whole area.
1 Indledning
Introduction
Nærværende rapport beskæftiger sig overvejende med finansieringen af efteruddannelsesaktiviteter, og ikke mei finansieringen af de grundlæggende erhvervsuddannelser.
1.1 Problem areas of the report This report deals mainly with the financing of continuing training activities, and not with financing of the basic vocational training schemes.
Disse er be skrevet i SEL's rapport: Finansiering af erhvervsuddannelse i Danmark, maj 1984.
The latter are described in the SEL(National Vocational Teacher Training Institution) report: Finansiering af erhvervsuddannelse i Danmark (Financing of vocational training in Denmark), May 1984.
Der er dog et begrænset overlap mellem de to rapporter, idet dele af det offentlige efteruddannelsessystem er beskrevet i begge rapporter.
There is, however, a relatively small overlap between the two reports, since parts of the public continuing training system are described in both reports.
I forhold til en beskrivelse af de grundlæggende erhvervsuddannelser, udgør efteruddannelserne et broget billede.
Compared with a description of basic vocational training schemes, the continuing training schemes offer a varied picture.