natgillin/translations-raw huggingface dataset:
Vekslen mellem uddannelse og arbejde eller an den aktivitet var derfor et vitalt element i den nye srrategi.
Al ternation between education and work or other activity was therefore an essential element of the proposed new strategy.
"OECD's "Recurrent Education: a strategy for lifelong learning" (...) definerede "recurrent education" [tilbagevendende uddan nelse] (...) som en strategi, der primært tager sigte på at give den enkelte adgang til uddannelse hele livet igennem, når behovet her for opstår (...)"
In line with OECD's overall mission, re current education had a strong economic connotation.
Helr på linje med OECD's generelle mission havde konceprer Tilbagevendende uddannelse en srærk okonomisk konnorarion, for sã vidr som der hermed blev muligt at samle grundlæggende uddan nelse, voksenuddannelse og arbejds baseret uddannelse inden for en enkelt politisk ramme, der tog sigte pa et fælles sæt af uddannelsesmæssige, okonomiske og sociale mål.
It made it possible to bring initial formal education and adult and on-the-job training together in one single policy framework whose aims related to a common set of educational, economic and social objectives.
En mere fleksibel forbindelse mellem uddannelse og arbejdsliv, som kunne afstemme uddannelsen efter arbejdsmarkedets og den enkeltes reelle behov, ansas for et af hovedmålene.
A more flexible re lationship between education and train ing on the one hand and work on the other, that would enable education and training to be attuned to the real needs of the labour market and of individuals, was seen as one of its main outcomes.
Den underliggende filosofi i "Learning ro Be" kan bedsr karakteriseres som en "ny humanisme", der er forankrer i menneskets medfødte lære lyst, og som gør det muligt at arbejde hen imod et nyt, mere humant samfund i fuld overensstemmelse med de ophøjede ideer, som organisationen bygger på.
The philosophy on which "Learning to Be" is constructed can best be characterised as a "new human ism" that is rooted in man's innate desire to learn and that makes it possible to work towards a new, more humane society, alongside the lofty ideas that had inspired the creation of the Organisation.
Konceprer var i overensstemmelse med UNESCO's generelle politiske og sociokulturelle mission og i særdeleshed med organisationens engagement i at fremme international for ståelse og fred. kulturelt og videnskabeligt fremskridt i menneskehedens tjeneste og inrernarionalisme som en vej ril ar undgå, ar narionalisme endnu en gang skulle blive årsag ril konflikt og krig.
The con cept agreed with UNESCO's general po litical and socio-cultural mission and in particular with its commitment to world understanding and peace, to cultural and scientific advancement for the benefit of humanity and to internationalism as a means to bar nationalism from becoming once more the cause of conflict and war.
Der var tale om et idealistisk og mobiliserende koncept, som kunne vinde tilslutning i alle UNESCOs medlemsstater, industrilande såvel som udviklingslande, lande i Syd og lande i Nord, som repræsenterede et bredt spektrum af politiske regimer.
It brought together the UNESCO member states, developed and developing, South and North, representing a wide range of political regimes, around an idealistic and mobilising concept to which they could all subscribe.
Målene var da også formuleret tilstrækkelig globalt og fleksibelt til. at de var acceptable for lande pa forskellige økonomiske og kulturelle udviklingsstadier og med forskellige politiske regimer.
The aims were indeed for mulated in a sufficiently global and flexible way to be acceptable to countries at different stages of economic and cultural development and with different political regimes.
En sådan politik for tilbagevendende ud dannelse ville kræve en gradvis, men pa lang sigt radikal ændring af uddannelses politikken, saledes at al uddannelse efter grundskolen blev organiseret pa en sa dan made. at det blev muligt ar veksle mellem uddannelse og arbejde og ar vende Tilbage ril formel eller uformel ud dannelse, när behover opstod.
Such a policy of recurrent education would require a gradual, but in the long term radical change of educational policy in favour of organising all postcompulsory education in such a way as to allow for alternations between education/training and work and for effective return to education, formal or informal, when needed.
Rapporten understregede imidlertid, at den tilbage vendende uddannelse ikke alene skulle tage sigte på arbejdslivet, men også skulle bidrage til at forbedre fritidens og pensionisttilværelsens kvalitet.
The report stressed, however, that besides work, also leisure and retirement should be given a place and that recurrent learn ing should also serve to improve their quality.
Hermed ville tilbagevendende uddannelse kunne udbedre nogle af uddannelsessystemets væsentligste mangler og pa samme tid "frembyde et vidtfavnende uddannelses-
Recurrent education would thus remedy some of the main shortcomings of the educational system while at the same time "offer a full-scale educational alternative that would fit the needs of future society" (op.cit. p. 7).
ERHVERVSUDDANNELSE NR 8/9
VOCATIONAL TRAINING NR. 8/9
"De tre internationale organisationers samtidige konceptualisering af livs lang uddannelse først i 1970'erne modsvaredes af et væld af kritiske analyser af det formelle uddannelsessystem. "
"The synchronism of the above three international lifelong learning paradigms in the early 1970s had a parallel in the con temporaneity of a multitude of highly critical publications about formal education. "
Han citerer Einstein for at have sagt, at "det er intet mindre end et mirakel, at de moderne undervisningsmetoder endnu ikke fuldstændig har kvalt den hellige forskertrang".
Its radical message has somewhat ob scured his proposals, some of which are still relevant, such as his concept of educational networks.
De tre internationale organisationers samtidige konceptualisering af livslang uddan nelse først i 1970'erne modsvaredes af et væld af kritiske analyser af det formelle uddannelsessystem. Meget af denne kritik influerede direkte på udformningen af koncepter og politikker for livslang ud dannelse.
But Illich's optimism as to man's desire to learn - an optimism shared, for that matter, by many authors of radical blueprints for education - and as to his ability to meet the right people and create himself the necessary conditions for learning, was widely thought to border on utopia - although in our time of the Internet some of Illich's thinking may appear less unrealistic.
Det formelle uddannelsessystems ringe resultater med at fremme lige uddan nelsesmuligheder var for USA's vedkommende allerede blevet påvist af Coleman.
The system's poor record in promoting equality of educational opportunity had -for the USA - already been demonstrated by Coleman.
Jencks fremkom senere med overbevisende belæg for, at skolen havde langt ringere indflydelse på erhvervsstatus og indkomstniveau end elevernes sociale og økonomiske status og medfødte evner.
Jencks later brought convincing evidence of the weak impact of the school as compared to pupils' SES* and innate aptitude on occupational status and on income.
Hans arbejde er ofte blevet brugt som et argument imod øget investering i uddan nelse og omkostningskrævende uddannelsesreformer (Jencks, 1972).
His work has often been used as an argument against more investment in education and against costly educa tional reforms (Jencks, 1972).
I Europa havde Huséns forskning stort set ført til samme konklusioner, men den bidrog imidlertid også til ar idenrificere de variabler i skolesystemet, som forbedrer uddannelsesresultaterne og tjente således til at begrunde behovet for en uddan nelsesreform (se Husén, 1974).
In Europe, Husén's research had largely yielded the same conclusions, but it had also made it possible to identify the specific school variables that promote educa tional performance and thus helped to justify educational reform, (see Husén, 1974).
Fa kritikere gik så langt som Jencks. som slutter sit værk "Inequality" med følgende mindeværdige påstand (som han ofte er blevet kritiseret for i USA, hvor dette betragtedes som skjult kommunisme): "Hvis vi ønsker at overskride denne traditionelle tænkemåde (at regne med, at skolen bidrager til at skabe økonomisk lighed) må vi indføre politisk kontrol med de økonomiske institutioner, som former vort samfund.
Few critics went as far as Jencks, who concludes his "Inequality" with the memorable statement (that he has often been criticised for in a USA where this was considered as crypto-communism): "If we want to move beyond this tradition (i.e. of counting on the school to contribute to economic equality) we will have to establish political control over the eco nomic institutions that shape our society.
Det er. hvad man i andre lande sædvanligvis kalder socialisme..." (op.cit.. 265).
This is what other countries usually call socialism... ", (op.cit. p. 265).
Det grundlæggende budskab i alle de re levante publikationer var ikke desto min dre, at grunduddannelserne, uanset hvor mange midler der stilledes ril rådighed. og uanser hvor godi de var organiserer, kun i ringe omfang formåede ar opfylde målsærningerne. der være sig fremme af lige muligheder, bibringelse af viden, færdigheder, kompetencer eller erhvervskvalificering.
Nevertheless, the basic message of all relevant publications was that initial educa tion, however well funded and however well organised, had a low capacity to at tain its goals, whether equality of opportunity, teaching knowledge, skills and competences or qualifying for the labour market.
Skolen var også udsat for angreb fra an det hold.
The 1960s and early 1970s had also witnessed much fundamental reform of initial education.
Der væsentligste kritikpunkt var, at skolen som institution prætenderede at have et monopol pa vidensformidling, som den for længst havde mistet.
Many countries passed new legislation and many global proposals for reform were made: the "Rahmengesetz" in the FRG, the "Loi d'Orientation" in France, the "Contourennota" in the Netherlands, the report of the Ottosen Com mittee in Norway and the already men tioned final report of U'68 in Sweden.
Skolen hævdedes endvidere at være et instrument for indoktrinering og undertrykkelse af spontaniteten i hænderne på stater, som
The principle of lifelong education was espoused by all of them - as in England, where it had already figured in the 1944 Education Act.
I 1960'erne og i begyndelsen af 1970'erne blev der gennemfort vidtgående reformer af grunduddannelsessystemet.
The de veloping countries were impressed by the logic of "Learning to Be" that responded
Mange lande indførte nye love. og der blev frem sat mange globale reformforslag: "Rahmengesetz" i Forbundsrepublikken Tysk land, "Loi d'Orientation" i Frankrig. "Contourennota" i Nederlandene, Ottosen-Udvalgets rapport i Norge og den tidligere omtalte L"68-rapport i Sverige. Prin-
It killed children's initiative and innate cu riosity. One of the authors, Paul Good man, called his early relevant analysis "Compulsory Miseducation" (Goodman, 1962. reprint 1972).
* * * cippet om livslang uddannelse optoges i dem alle ­ som i England, hvor det alle­rede havde figureret i lov om uddannelse fra 1944.
EUROPEAN JOURNAL to their demand for a wholly new ap­proach to education in the framework of overall development.
mellemrum op i internationale politiske erklæringer, primært med det formal at etablere en bredere konceptuel ramme for de mange enkeltprogrammer, som rent faktisk er blever iværksat.
liberal" adult education programmes, in particular those that focus on community development;
"(...) de nuværende voksen­uddannelsesprogrammer svarer som helhed ikke til de oprindelige koncepter (...)"
"(...) the present adult edu­cation programmes of all kinds do not on the whole correspond to the original concepts (...)"
□ de frigørende, emancipatoriske og po­litisk progressive mål ­ som ganske vist heller ikke havde vundet udtrykkelig til­slutning i de internationale organisatio­ner og i størstedelen af deres medlems­lande ­ er blevet aflost af mere "realisti­ske" mål, som tager sigte på at bevare og forbedre de eksisterende sociale systemer, men ikke på nogen måde på radikale ændringer;
J the liberating, emancipatory and po­litically progressive aims of lifelong edu­cation ­that were admittedly not explic­itly espoused by the international organi­sations, nor by most of their member countries­ have made way for more "re­alistic" ones that serve to maintain and improve the existing social systems, but are not set on introducing any radical change;
Men i praksis gik det kun langsomt med at omsætte teorierne i uddannelses­politiske tiltag.
But as a matter of fact, little haste was made with the translation into educational policies.
Fra OECD­side rapportere­des det, at konferencen af europæiske undervisningsministre, der blev afholdt i Bern i 1973, tilsluttede sig princippet om livslang uddannelse, en tilslutning, der bekræftedes i Stockholm i 1975.
From the OECD side it is reported that the Conference of European Minis­ters of Education held in Berne in 1973 endorsed the general principle of recur­rent education, an endorsement that was confirmed in Stockholm in 1975.
Men der­efter skete der ikke ret meget, og de frem­skridt, der trods alt opnåedes, var i små­tingsafdelingen og ulige fordelt på de forskellige lande" (Papadopoulos, 1994, s. 115).
But af­ter that little progress was made and what­ever had been achieved "was still of a piecemeal nature, unevenly spread across the countries" (Papadopoulos, 1994, p. 115).
J der er ikke meget tilbage af ideen om "Tilbagevendende" uddannelse.
□ little has become of the idea of "recurrency".
Universi­teterne har ikke grebet chancen til at omstrukturere undervisningen og skabe en reel mulighed for "tilbagevenden" og har heller ikke åbnet doren for et nyt klientel (Kailen, 1980).
The universities have missed the opportunity to reorganise their teach­ing so as to make real "recurrency" pos­sible and to open their doors to new clientèle (Kallen, 1980).
I UNESCO kan der konstateres en lig­nende udvikling.
In UNESCO a similar development can be observed.
På successive general­konferencer erklærede man sin tilslutning til konceptet livslang uddannelse, men det blev hurtigt indskrænket til et par speci­fikke aspekter, alfabetiseringskampagner i udviklingslandene og navnlig stötte til den traditionelle voksenuddannelse (se Lengrand, op.cit., side 125).
Successive General Conferences have endorsed the concept of permanent education, but it has rapidly been reduced to a few specific dimensions, literacy pro­grammes in the developing countries and support to "traditional" adult education in particular (see Lengrand, op.cit. p. 125).
Også andre fundamentale elementer i et livslangt uddannelseskoncept mangler.
Other essential elements of a lifelong learning policy are missing.
Således er retten til uddannelsesorlov med Ion kun udmøntet i nogle få lande og kun på betingelse af, at der er tale om en er­hvervsrettet uddannelse.
Thus legisla­tion on paid educational leave has been passed in only a few countries and it has been made conditional on professional training.
Der er endvidere sket meget lidt med hensyn til harmoni­sering af uddannelsesbeviser, og eksa­mensbeviserne fra det formelle uddannel­sessystem indtager stadig en monopolstil­ling, hvad angår adgangen til kvalificeret beskæftigelse.
Little has been done in terms of the harmonisation of credentials and the diploma from formal education still has a quasi­monopoly in terms of access to qualified employment.
Europarådet er maske den organisation, der i sin generelle strategi er forblevet mest trofast over for den livslange uddannelsesfilosofi. men også i dets pro­grammer har de mere tradirionelle og ela­blerede uddannelsesområder i arenes lob fået overtaget, medens det oprindelige helhedskoncept må siges at være lagt på hylden.
The Council of Europe has in its general approach perhaps remained most faithful to the "éducation permanente" philoso­phy, but in its programmes the more tra­ditional and established sectors of edu­cation have over the years got the upper hand and in its original connotation the concept has in a way been shelved.
Men ligesom Loch Ness­uhyret dukker konceptet livslang uddannelse med jævne
Nevertheless, like the Loch Ness monster, lifelong education and its equivalents regularly make their appearance in in­ternational policy statements primarily to place in a wider perspective and to give broader conceptual backing to the many "piecemeal" programmes that have indeed been promoted.
1990'ernes politiske og økonomiske klima er meget forskelligt fra 1960ernes.
The political and the economic climate of the 1990s is very different from that of the 1960s.
Det er ikke gunstigt for den noget utopisk­ idea­
Admittedly, the general idea has caught on, in policy makers' statements and also in many edu­cation and training programmes.
* * * listiske filosofi, der karakteriserede det oprindelige livslange uddannelseskoncept.
* * changed.
Europarådet. Permanent Education, Strasbourg, 1970
Council of Europe. Permanent Education, Strasbourg, 1970.
Europarådet. Contents and Methods of Adult
Council of Europe.
Europarådet. Permanent Education.
Council of Europe. Permanent Education.
Endelig rapport. Strasbourg. 1978
Final Report. Strasbourg, 1978.
En læsning af paradigmerne i hvidbogen om almen uddannelse og erhvervsuddannelse*: elementer til en debat paradigmer, der fungerer som implicitte postulater, og som er sa meget mere skræmmende, fordi de er implicitte, selv om de spiller en væsentlig rolle for argumentationen.
A discussion of the paradigms of the White Paper on education and training:* a contribution to the debate paradigms of reference which function as postulates, rendered all the more formidable by their implicitness, and play a determining role in the development of the ideas of the White Paper.
Efter vores mening er det kun muligt at ga ind i en egentlig debat om hvidbogen via et epistemologisk analysearbejde. lysearbejde.
This is the only - to a certain extent epistemologica! - approach possible for a valid discussion of the White Paper.
Europa-Kommissionens hvidbøger bør heses meget opmærksomt, ikke mindst fordi de har en hybrid status.
It is well worth reading European Com mission "White Papers" carefully, particularly in view of their hybrid status.
Selv om de generelt præsenteres som et debatoplæg eller et idékatalog, der har til formal at fremme "en bred debat med de involverede parrer..."1, kan de meget hurtigt fa status af referencetekst, som sa igen lynhurtigt kan udvikle sig til en officiel doktrin på grund af savel dokumenters "oprindelsesbetegnelse'' som dets karakter af handlingsorienteret refleksion.
Generally presented as a source of proposals, a platform launching ideas to stimulate a debate - "a wide-ranging debate in volving all those with a key interest."1-their status may become tantamount to the founding texts of an idea which in turn may quickly move in the direction of an official doctrine in view of the "quality" of its origins and its very nature: re flections for action.
Hvidbogen "Undervise og lære.
The White Paper "Teaching and learning - Towards the learning society" is an important document in view of its implications.
På vej mod det kognitive samfund" rummer nogle vigtige implikationer, for så vidt som den med betoningen af en direkte sammenhæng mellem uddannelse og opfyldelse af virksomhedernes behov når til den konklusion, at eksamensbeviset er en arkaisme, for så vidt som det skaber stivhed på arbejds markedet.
Empha sising direct relations be tween training and the needs of firms, it regards paper qualifications as a source of rigidities and therefore archaic.
Ud fra en analyse af de i hvidbogen indeholdte ræsonnementer må forfatteren til nærværende artikel imidlertid udtrykke bekymring over en tendens, som på trods af de erklærede gode hensigter kan risikere at få utilsigtede følger for lønmodtagerne.
On the basis of a critical analysis of the lines of argument in the White Paper, the author ex presses his concern about a movement which could have detrimental effects for wageearners, despite the good intentions shown.
Unddrager de sig hermed forfarrernes in tention?
Is this perhaps incommensurate with the intentions of the authors of these White Papers?
Der er i denne sammenhæng uvæsentligt.
It does not really matter.
Et lærerigr eksempel er i den for bindelse hvidbogen om vækst, konkurrenceevne og beskæftigelse, som offentliggjordes i 1993 med det formal "at give stof til eftertanke og ar fungere som et grundlag for beslutningstagning''^, og hvis rolle i fastlæggelsen af Kommissionens retningslinjer er velkendt. Den fungerer som en veritabel doktrin - eller bibel? -som der stort set ikke kan rettes indvendinger imod.
From this point of view, the White Paper on "Growth, competitiveness, employment", published in 1993. which "sets out to foster debate and to assist decision-making"-, is fairly edifying since its role within the expression of the European Commission's orientations is familiar.
En sadan analyse af hvidbogen er et spændende foretagende, da det giver større indsigt i Kommissionens intellektuelle univers og de vanskeligheder, den slås med i bestræbelserne pa at præstere en effektiv tænkning i forhold til de problemer, som den selv lokaliserer som de største i Den Europæiske Union, nemlig af skaffelse af arbejdslosheden og opretholdelse af den europæiske sociale model inden for rammerne af en aben økonomi.
An analysis of the White Paper in these terms is enthralling since it offers a better insight into the intellectual universe of the Commission and its difficulties in finding an effective conceptual framework on the major problems it presents as being those faced by the European Union: to prevent unemployment and maintain the Euro pean model of reference in a largely open economy.
En epistemologisk analyse peger efter vores mening pa eksistensen af irreduktible modsætninger mellem det postulerede aktionsgrundlag og de mal. der søges opfyldt med aktionen.
This analysis highlights the contradictions - in our view practically irreducible - between the accepted foundations for action and the objectives as signed to that action.
I den hen seende letter hvidbogen arbejdet for læseren, da den klart og rydeligt redegør for opfattelsen af krav og udfordringer. mal og aktionsforslag.
From this point of view, the text of the White Paper largely facilitates the task of the reader since it clearly spells out what the constraints, the challenges, the objectives and the action guideline proposals are considered to be.
"I Hvidbogen 'Tndervi.se og here. Pa vej mod det kognitive samfund".
"White Paper "Teaching and learning - Towards the learning society'.
Kon toret for De Europæiske Fællesskabers Officielle Publikationer. Luxembourg. 199S.
Of fice for Official Publications of the Eu ropean Communities. Luxembourg. 1995.
Hvidbogen om almen uddannelse og er hvervsuddannelse, der bærer et dobbelt stempel, dels fra GD XXII - Uddannelse og Ungdomsanliggender - og dels fra GD V - Beskæftigelse.
The White Paper on education and train ing, a co-production of DG XXII - Educa tion. Training and Youth - and DG V -Employment.
Arbejdsmarkedsrelationer og Sociale Anliggender - skal ses i perspektivet "livslang uddannelse", og det er da også dette aspekt, der interesserer os her.
Industrial Relations and So cial Affairs - is positioned within the per spective of lifelong education and train ing", the angle of interest to us in this article.
Men den udgør pa sin vis også en fokuseret forlængelse af hvidbogen om vækst, og også i dette perspektiv har vi ønsket at læse den.
However, since it is to a certain extent also a focused extension of the White Paper on growth, we proposed to examine the text from this angle.
Vi har i den forbindelse interesseret os for selve grund laget for hvidbogens analyser og hand lingsforslag.
We therefore examined the premises which provide the basis for the development of its analyses and action guideline proposals.
Der ma siges at være tale om den slags trossætninger og reference
These foundations are beliefs and