natgillin/translations-raw huggingface dataset:
Det gælder også for erhvervsuddannelse: Det »prak­tiske« element skal udfylde det abstrakte og teoretiske med et fornuftigt indhold.
Needless to say, mass secondary educa tion, where vocational programmes qualify for university entrance, is beset with problems which, however, may have to be taken as part of the deal if one wants to achieve the parity mentioned above.
■ Den tosidige model, som er den frem­herskende i FR Tyskland med et akade­misk gymnasium for eliten, hvor eleverne forberedes til universitetet, og mesterlæ­resystemet for de øvrige, hvor undervis­ningen er på deltid, og der derudover er praktik i virksomhederne.
I have formulated the issue of general versus vocational education in the following paradoxical way: the best voca tional education in today's rapidly changing society is a solid general education both in terms of breadth and quality.
Interessant nok kan vi inden for de sidste tyve år iagt­tage et stigende sammenfald mellem de tre modeller, i hvert fald i de industrialise­rede lande.
This by no means implies a down-grading of vocational education per se.
I USA har man udøvet et stort pres for at styrke den akademiske del af uddannelsernes indhold, hvilket ikke mindst er sket på foranledning af The Na­tional Commission for Excellence på for­bundsniveau.
On the con trary, it implies an upgrading of its quality, scope and, not least, prestige.
I de østeuropæiske lande har man i stigende grad erkendt, at de ele­ver, der er i gang med en erhvervsuddan­nelse, bør have en bedre almen uddannel­se.
Uniti recently the prevailing philosophical view in the Western world has been that there is a — rather limited — pool of academically talented or 'theoretically oriented' young people who as early as possible during their school career ought to be channelled into the gymnasium (grammar school, lycée) type of school which should take care of their preparation for university and the professions.
I Sverige har man været af den opfat­telse, at de, der følger erhvervsuddannel­serne, skal have en bedre, udvidet undervisning i deres modersmål.
The 'vocationally oriented' should be en couraged to enter 'practical' programmes as early as possible in their school career in order to prepare themselves for the jobs they are heading for.
Ser man på undervisning på sekundær­trinnet, navnlig de højeste klasser, for så vidt angår opbygning og studieordninger inden for et tværnationalt sammenlig­nende perspektiv, kan tre modeller identi­ficeres.
In the late 1960s the next stage, grades ten to twelve, which in Swedish ter minology were referred to as the 'gymnasium school', was completely restructured with the aim of catering to the great majority.
Forud for vedtagelsen af 1962­loven hav­de der været en kraftig debat om det, der blev kaldt »differentiering« såvel organi­satorisk som pædagogisk (Husén, 1962).
It changed from being a university-preparing elite school serving less than 10 % of the age group to a continuation school for some 90 % of young people.
I en bog, der blev offentliggjort i 1961, med titlen »Skolen i et Samfund under Forvandling« gav jeg udtryk for den op­fattelse, at man skulle forsøge at udskyde den organisatoriske differentiering så me­get som muligt og forsøge at holde alle eleverne inden for et fælles program.
If offered more than 20 programmes, most of them vocationally oriented twoyear courses whereas the academic pro grammes covered three years. About one-third of those who continued upper secondary education entered the threeyear academic programmes.
Herigennem ville man kunne formidle de færdigheder, alle borgere har brug for i et demokratisk og teknologisk omskifteligt samfund og give dem et fælles videns­grundlag og grundlæggende værdier.
The in teresting experience is that it has been possible to attract highly able students with good marks in grade nine to the vocational programmes.
Jo længere man udskød differentieringen mellem det »teoretiske« og det »praktis­ke«, jo mindre ville den sociale baggrund
One motivating factor to enter such programmes has been that all students with a twoyear programme and with a certain minimum
■ Topartsmodellen, den traditionelle eu­ropæiske model, hvor akademiske og er­hvervsfaglige uddannelser eksisterer side om side. Elevoptaget varierer betydeligt, for så vidt angår elevernes sociale bag­grund.
Given the changes in working life and in society at large: is formal schooling and vocational training going to be only reactive, i.e. simply adapt to new requirements of society?
Der er stor forskel på prestigen forbundet med de to typer skoler, og der er lille mobilitet skolerne imellem.
Or to what extent can the school become 'proactive', i.e. contribute to making young people ready
På tværs af modellerne og landene er der også tendens til at nedbryde den traditio­nelle institutionalisering med hensyn til sekundærtrinnets skolers beliggenhed og i højere grad flyttte til andre omgivelser tilvejebragt enten af industri og erhvervs­liv eller af lokale institutioner, som f.eks. ungdomsservicecentre og ungdomskoo­pera tiver.
They could, among other things, be participants in huge adult education programmes, either public (as is the case with the adult gymnasia in Sweden) or private (under the auspices of personnel training programmes run by the enterprises themselves). The training provided in a system of recurrent education would aim in the first place at improving vocational com petence.
med fungere som en aktiv ændringsfaktor i sammenhæng med et samfund, der ændrer sig? Disse spørgsmål er i høj grad fundamentale for dem, der i dag beskæfti ger sig med undervisning.
The future of education and training in an age of technological and organizational change — Towards new structures and new teaching careers n most European Community countries, public-sector education and in itial training is subject to conflicting
Følgerne af en sådan opfattelse af en grundlæggende uddannelse bør være en fælles, almen studieordning bestående af en kerne af kommunikationsfærdigheder, kendskab til naturvidenskabelige fag og et grundlæggende kendskab til historie og samfundsforhold.
This pressure has been exerted for several years now in the form of a growing de mand for education from parents (an in crease unrelated to the birth rate), higher standards of training sought by employers and the need to minimize wastage within the educational system, i.e. academic failure.
Tværtimod betyder det en forbedring i kvalitet, omfang og ikke mindst prestige.
Today, however, these establishments and their teaching staff can no longer
Lærerne og de virksomheder, som har an sat de unge mennesker, klagede over, at deres færdigheder inden for grundlæggende discipliner, navnlig skriftlig frem stilling og tekstforståelse, var for ringe.
Education and training establishments and the teachers who work in such establishments are confronted with the
Hovedparten følte sig således ikke til trukket af erhvervsuddannelsesgrenen. Efter mindre end 10 år, da undervisnings ministeren underskrev målsætningerne og retningslinjerne for den næste nationale studieordning i grundskolen, var der et kernepensum, der gjaldt for alle elever indtil 9. klasse.
The education and training system and the professional activities associated with that system cannot avoid the changes generated by the combined impact of technological development in education and train ing and the social demands made on the system in the context of budgetary constraint.
De kunne bl.a. deltage i store voksenuddannelsesprogrammer, enten offentlige (som det gælder for voksengymnasierne i Sverige) eller private (i forbindelse med medarbejderkurser arrangeret af virksomhederne selv). Den uddannelse, der ville blive formidlet i et system med tilbagevendende uddannelse, ville først og fremmest sigte på at forbedre de er hvervsfaglige færdigheder.
In France, the country which serves as an example, the structural characteristics of this collective function and the professions involved in that system are grounds for predicting a profound rethinking that will revolutionize teachers' working con ditions and professional identity, as well as the profiles for their recruit ment and training.
Undervisningens og uddannelsens fremtid i relation til den tekniske og organisatoriske udvikling: Nye strukturer og nye lærerfag masseproduktionsmodeller og anvende den teknik, der er på markedet.
CEDEFOP effective changes shall depend on how the people involved cope with the tension points — indeed the breaking points — and rebuild effective structures for the future.
inden for det franske undervisnings- og uddannelsessystem.
In this article we shall look at the general pattern of change and try to map out its potential effects on the French educational system.
de fleste af Fællesskabets medlemsstater er den grundlæggende offentlige undervisning og uddannelse
European Community countries, remains the same: the continuing high rate of academic failure in school education, and the difficulties encountered by young people entering the labour market in finding jobs quickly that correspond at least in minimal terms in specialist skill and status to the education and training they have received.
Men i dag slipper hverken skoler eller lærere for at tage deres egen funktion og kompetence op til fornyet debat som følge af den tekniske og organisatoriske ud vikling, da de ved, at eleverne under deres
They accuse initial training administrators and teachers of not being able to do their jobs, or at least of being too conservative or lacking in dynamism to make progress and introduce change.
Det skal først nævnes, at systemet var ud sat for stærk kritik, hvilket imidlertid blot gengældtes af krav fra lærernes side.
In any case, the transformations that do take place are likely to be very profound.
Der næst skal der gøres opmærksom på de vigtigste kendetegn ved det franske sy- udsat for modsatrettede pres, der volder vanskeligt løselige problemer.
They will not only change the educa tional infrastructure and the basic professionalism of teachers, but will also break down and then reconstruct their identity.
Udgifterne stiger, og der stilles større og større krav til skolerne, og derfor er der mange af dem, der ikke længere er i stand til at imødekomme samfundets forventninger om at give ungdommen kompetenceelementer til at kunne udøve en erhvervsaktivitet i overensstemmelse med den enkeltes muligheder og erhvervslivets og samfundets behov.
As a result, these transformations shall only be able to be successfully engineered by increasing mastery of the process of change by those at the top who administer the education system.
Dette pres begyndte for flere år siden som følge af husstandenes krav om undervisning ud over den demografiske udvik lings nødvendigheder, virksomhedernes højere krav til uddannelsen samt nødvendigheden af at formindske antallet af skolemæssige fiaskoer.
The result achieved by educational systems, despite the substantial additional resources devoted to education and training, do not seem to match the efforts devoted to them; at the same time teachers are increasingly dissatisfied with their working conditions.
Skoler og lærere står over for de samme problemer, som al anden produktion: Som følge af den stigende efterspørgsel må de indrette sig efter de fremherskende
By being open to change and prepared to adapt the training they pro vide in response to the needs, it is argued, private-sector training agencies are more aware of both educational and technological innovation because they are more market-oriented.
Alain d'Iribarne fremtidige arbejde kommer i berøring med nye arbejdsredskaber, på samme måde som lærerne selv skal bruge nyt pædagogisk og administrativt udstyr i deres arbejde.
Let us first of all consider the main criticism levelled against this system and the reaction of teachers.
Den kollektive undervisnings- og ud-Hvad angår Frankrig, hvorfra eksemdannelsesfunktion og de erhvervs plet er hentet, varsler denne kollektive mæssige aktiviteter, der knytter sig funktions og disse erhvervsaktivite dertil, kan ikke undgå at ændre sig som ledi den tekniske udvikling inden for undervisning og uddannelse og som følge af budgetbetingede samfundskrav. fundskrav.
Finally, by analogy and extrapolation, with what is happening in the sectors producing goods and services we shall describe the general directions along which the educational system is most likely to move.
økonom, forskningsleder pá Laboratoriet for Økonomi og Arbejdssociologi (LEST, Aix-en-Provence).
More specifically, the criticism made of the French public-sector education and.
Leder af det tværdisciplinære forskningsprogram om teknologi, arbejde, be skæftigelse og livsformer (PIRTTEM/CNRS, Paris).
Such accusations are all the more likely training system, just as those of most to have some force in that we are likely to
Utilstrækkelig effektivitet nelsesbehov og elevmaterialets udprægede ændring.
CEDEFOP see the development of major technological innovations, a radical evolution in the standards of education and training demanded by employers and also marked changes in the school population.
Stor utilfredshed ling, hvilket man bør gøre sig klart, når man beskæftiger sig med dette emne.
resignation among those who have entered the teaching profession.
Dernæst forelægges i analogi med udvik lingen inden for produktion af varer og tjenesteydelser hovedtrækkene af de mest sandsynlige ændringer af uddannelsesapparatet.
Finally, they demand better teacher training, both initial and in-service, as well as a substantial increase in their salaries and status.
Over for denne kritik gør lærerpersonalet gældende, at der ikke er nok lærere med deraf følgende overfyldte klasser og for ringelse af deres muligheder og status, at arbejdsgangen er tung, og at de støder mod uovervindelige vanskeligheder på alle områder, så snart de vover sig uden for den slagne landevej og rutinen2).
Profound dissatisfaction clearly by the organization of the French education system and the role it plays in the economy, except that the hierarchy is not as marked in schools. Both systems are characterized by the specialization according to function, differentiation according to status compartmentalization and a high degree of rigidity, as well as by the many functional breakdowns that ensue.3
Den faktiske udvikling af hænger af måden, hvorpå de implicerede parter løser problemerne i forbindelse med opbygning af fremtidens strukturer.
Teachers respond to such criticisms by pointing, with varying degrees of vehemence, to: the shortage of teaching staff, resulting in excessively large classes; a deterioration in their financial and social status; the cumbersome pro cedures by which they are bogged down; and the multitude of constraints they en counter at every level and at every point as soon as they try to break out of the routine mould created for them by the directives they have been imparted.2
Kritikken af de offentlige franske uddan nelser samler sig som i flere andre EF-lan-de om de mange, der ikke fuldfører dem, og om de unges vanskeligheder med hurtigt at finde et arbejde, der blot nogenlunde stemmer overens med deres uddannelse og den dertil knyttede status.
If those demands were to be met, they declare, they would be prepared to evolve in response to clearly identified needs along carefully planned lines.
Samtidig beklager arbejdsgiverne sig over ikke at kunne finde folk med de kvalifikationer, der er brug for.
They point to the many teaching experiments being conducted within individual establish ments on the content of subjects, internal collective organization and collective organization involving partners outside the establishment.
Derfor beskylder de den grundlæggende uddannelses ledere og lærerpersonale for ikke at kunne klare de res opgaver eller for at have svært ved at evaluere og forny som følge af manglen de dynamik eller af konservatisme.
They feel that the criticism often levelled against them of 'corporative immobilism' are unjustified: their claims are a 'buttress' against the danger of a 'sell-out' of initial training to purely commercial interests or — equally serious — the deliberate resolve to set up 'multi-tier' initial training which would undermine one of the basic tenets of democracy.
Det er i alle tilfælde højst sandsynligt, at der bliver tale om dybtgribende ændringer, som ikke blot indebærer strukturelle forandringer og ændringer af lærerpersonalets faglige grundlag, men også en om lægning af deres identitet.
A distinction is made, for instance, between: écoles, primary schools attended by children up to the age of 10; collèges, schools for the first cycle of secondary education; and lycées, for the second cycle of secondary education leading to the baccalaureate. Within secondary education there is a further breakdown between lycées d'enseignements généraux (grammar schools), lycées techniques (technical schools) and lycées d'enseignements professionnels (vocational schools).
Hovedkritikken af uddannelserne og lærerpersonalets reaktion
The main features of the French educational system: establishments, persons involved and how they work
I protest kræver de autonomi, pædagogisk frihed og bedre muligheder for omsider at komme til at arbejde i større over ensstemmelse med deres ønsker og deontologi.
Their demands are autonomy, freedom to choose how they teach, and more resources so that they can at last do their job in a way closer to their aspirations and even their professional ethics.
De bebrejder ledelsen på alle planer, at den befinder sig alt for langt fra virkeligheden, og at den er skyld i dårligt virkende procedurer.
They complain that administrators at every level are out of touch with reality and unaware of all the many ways in which the procedures fail to work in practice.
Endelig kræver de bedre grundlæggende og efterfølgende uddannelse og betydelig forbedring af deres status og aflønning.
As evidence of the deterioration of teachers' status, they cite the lack of interest in teaching as a career among young people.
Disse anklagers betydning stiger i takt med tidens mange tekniske nyskabelser, udviklingen af virksomhedernes uddan
For example, despite high unemployment, there are fewer applicants for teaching posts and there is a high rate of
På disse betingelser er også de rede til at udvikle sig i overensstemmelse med klart definerede og planlagte nødvendigheder,
The main features of the organization of French business and industry, as outlined elsewhere, are mirrored even more
De opnåede resultater står til trods for be tydelige ekstrabevillinger til uddannelsen ikke på højde med indsatsen, og lærerpersonalets utilfredshed med arbejdsvilkårene er voksende.
All these educational establishments — and this is perhaps the essential difference from other Community countries — are closely supervised by central departments of the Ministry of Educa tion. This supervision is exercised
På sekundærtrinet skelnes der mellem almen, teknisk og erhvervsfaglig undervisning.
Instituteurs working in primary education teach all subjects, PEGCs gnerally teach two subjects and teachers who are certifiés and agrégés teach only one subject.
I denne models videreførelse optræder læreren i timerne suverænt over for klassens elever, både pædagogisk og med hensyn til de fastsatte mål.
through rectorats, or rectorates, in the 16 geographical areas in to which France is divided for the purpose of educational administration, known as académies.
I praksis skal han blot stå til regnskab over for »inspektøren«, som fra tid til anden aflægger klassen besøg og giver læreren karakter.
All the many operational departments in the ministry are represented in the rectorates, which coordinate their efforts and report back to the ministry on the results of their work in the fields of management, teaching and statistics.
Erhvervsuddannelserne tager deres for billede i håndværksfagene, og der skelnes nøje mellem teori og praktisk værkstedsundervisning for tydeligt at understrege teoriens betydning.
In the same way, a distinction is made between the schools that teach and enterprises that produce, but distinctions are also made between the roles assigned to education, which is expected to educate, and television, which is expected to in form and entertain.
idet de påberåber sig deres store praktiske erfaring i forbindelse med fagenes ind hold og skolernes interne og eksterne or ganisation.
Considerable constraints are placed on French schools by the models that have been taken as a reference for their organization.
De mener bestemt ikke, som det ofte bebrejdes dem, at disse krav dikteres af »korporativ stivhed«, men tværtimod at de udgør et værn mod faren for at spille den grundlæggende uddannelse i hænderne på merkantile interesser eller, hvad der er lige så alvorligt, bevidst at vil le indføre en klassedelt grundlæggende uddannelse, som vil være en trussel mod et af demokraties grundlag.
Similarly, there is a division of labour bet ween educational establishments whose role it is to teach and educational research establishments which conduct research on the best ways of teaching!
Disse skoler er — måske til forskel fra an dre lande — direkte underlagt Undervisningsministeriet, der regionalt repræsenteres af et »académie«, der ledes af en »recteur«, som koordinerer al aktivitet og står for indberetning af administrative, pædagogiske og statistiske oplysninger til centraladministrationen.
Finally, within schools themselves there are sharp dividing lines between teaching, documentation and guidance jobs, not to mention the obviously important job of administration.
Fransk skolevæsens forbillede
The people who work in education: hierarchy and differentiation
Det franske systems hovedkendetegn : Strukturer, deltagere og funktion
This hierarchical attitude is also to be found in the subjects taught, some of which are held in higher regard than others.
På skolerne og uden for disse deles arbejdet mellem personalekategorier med vidt forskellig kompetence og status alt efter de særlige roller, som de enkelte tillægges eller kræver.
The teacher was the embodiment of knowledge, which he delivered excathedra; the pupils demonstrated their understanding of what they had been taught by reciting the lesson and by doing their homework.
Inden for undervisningen skelnes der nøje mellem almenundervisning, der giver »kultur«, og erhvervsfag lig uddannelse, der fører til et »fag«.
If they failed to do so they were punished, to show them that they had done wrong in not coming up to expected the standard.
På samme måde skelnes der mellem skoler, der underviser, og virksomheder, der pro ducerer, men også mellem de roller, der tillægges undervisningen, der er opdragende, og tv, som informerer og under holder.
This combined transmission of specialist knowledge and educational norms gave each individual an idea of his own worth and the position he was entitled to expect or claim in society.
I det franske skolesystem og dettes placering inden for produktionsapparatet gen finder man i forstærket grad det franske produktionssystems fremherskende kendetegn, idet dog den hierarkiske funktion er noget svagere på skoleområdet: Specialisering efter funktion og differentiering efter status, tillukkethed og stivhed, med alle de deraf følgende funktionsproblemer 3).
To complete the picture, reference should also be made to the other professions working in educational establish ments. These are the persons engaged in the jobs of guidance, documentation, supervision and management, grouped in units known as services; as such, they feel they are treated as slaves to the teaching staff.7
Streng central styring af skolerne
Rigid operation based on segmentation and compartmentalization
Franske skoler opdeles traditionelt efter undervisningstrin og -retning. Der findes:
The first and probably the most marked form of differentiation is in status within the teaching body, even though all teachers have a single role — to teach in the classroom.
Der består også en arbejdsdeling mellem skoler, der underviser, og pædagogiske forskningsinstitutioner, der arbejder på at finde frem til den bedste undervisningsform. ningsform.
In this model, transposed to the presentday situation in the classroom, the teacher has complete authority over his pupils, both educationally and in the goals he sets.