natgillin/translations-raw huggingface dataset:
Det er karakteristisk, at arbejdsmarkedets parter spiller en overordentlig stor rolle i styringen og udviklingen af begge systemer.
The freedom which the vocational education and train­ing schemes should have as a result of management by objectives and frame­works is not real.
Nedenfor illustreres hovedsagelig strukturen for erhvervsuddannelsessystemet. '
Despite the decisions to establish a de­centralised system:
4) For en detaljeret præsentation af det samlede erhvervs- og arbejdsmarkedsuddannelsessystem i Danmark, se: Nielsen, Søren P., Erhvervsuddannelsessystemet i Dan mark, CEDEFOP monografi, 1995, og Nielsen, Søren P., Erhvervsrettet efter uddannelse i Danmark, FORCE Art. 11.2 rapport, ACIU, 1995.
The explanation most often given for the relatively strong position of young peo­ple in Denmark, Germany and Austria is the form of vocational education and training which exists in these countries, with apprenticeship schemes and a high degree of workplace­linked learning proc­esses.
Det nye styringssystem indebærer, at der permanent på den enkelte skole skal ske en "oversættelse" og omsætning af de
□ where central management should limit itself to fixing objectives and frame­works,
EURGPFEISH TIDSSHRIFT
EUROPEAN JOURNAL
Mini­steriet kodificerer herefter uddannelsen gennem udsendelsen af en mål­ og rammestyret uddannelsesbekendtgørelse til skolerne.
□ where a direct link was created be­tween the number of trainees, the number of school weeks and financing through the "taxi fare" system,
"Det lokale pædagogiske udviklingsarbejde bliver herved et krav for skolerne ­ skolerne er tvun­get til selv at stå for den pæ­dagogiskefornyelse (...)"
J where direct competition was created between the institutions,
For hver skole nedsættes ét eller flere lokale uddannelsesudvalg, som til­sammen skal dække de uddannelser, sko­len udbyder.
□ and where free choice was created for the "users",
centralt fastsatte, overordnede rammer til daglig undervisning på den enkelte skole.
The Ministry of Education in particular has found it difficult to abstain from the tra­ditional detailed control on the input side linked to old procedures and practical forms.
"De paritetisk sammensatte (.. ■) faglige udvalg er trans­missionsledddet mellem identifikation af nye kvali­fikationsbehov og de ud­dannelsesmæssige svar herpå. "
An overall quality action plan was formu­lated in the Ministry of Education in the summer of 1995, in which a number of criteria and indicators of quality are formu­lated, linked to both processes and results.
Som i EUD­systemet er der således struk­turelt indbygget en meget tæt virksom­hedskontakt, som muliggør tilpasning til disses behov og krav.
It will be interesting to monitor the conse­quences of this quality project with regard to further decentralisation of the system.
De paritetisk sammensatte faglige udvalg har på nationalt niveau ansvaret for for­nyelsen af de enkelte uddannelser, og det er i dag relativt ukompliceret at få opret­tet nye eller få gennemført ændringer i eksisterende erhvervsuddannelser.
experience shows that the schools have not acquired sufficient autonomy to de­termine freely for themselves the expendi­ture priorities and to organise teaching.
De fag­lige udvalg er transmissionsledddet mel­lem identifikation af nye kvalifikations­behov og de uddannelsesmæssige svar herpå.
Both the Ministry of Finance and the Min­istry of Education have found it difficult to comply with the requirements ensuing from deregulation.
□ udvikling af adgangsveje til erhvervs­uddannelsessystemet;
New trends in vocational training
Ü udvikling af erhvervsuddannelserne ­ strukturen og de enkelte uddannel­sesforløb.
Professor at the New University of Lisbon, Head of the Depart­ment of Educational Science of the Fac­ulty of Science and Technol­ogy
Med vedtagelsen af Lov om erhvervsuddan­nelser (1991) blev det med indføjelsen af § 67 sikret, at der årligt over finanslo­ven afsættes et rådighedsbeløb til dæk­ning af analyse og prognosearbejde samt forsøgs­ og udviklingsarbejde vedrørende uddannelser, der er om­fattet af loven.
Every country involved in the worldwide network of economic and technological relations is currently experiencing radi­cal changes in its economic, social and cultural organisation.
Projekters transferværdi til­lægges stor betydning; den lokale under­visningsplanlægning må derimod typisk finansieres af skolerne selv.
These changes oblige us to rethink our policies and modes of action in many fields of human activity, but especially in education and vocational training.
Forsøgs­ og udviklingsar­bejdet som motor for den pædagogiske innovation?
groups and in­company training ­ have to be set against a new yardstick, that of training for everyone throughout his or her working life.
Q klarlægning af behov for ændringer i uddannelsernes struktur og indhold gen­nem analyse­ og prognosearbejde o.L,
In other words, training is no longer regarded simply as a stage, or several successive stages, in the acquisi­tion of knowledge, technical ability and the skills needed to perform certain tasks, but has acquired a new dimension ­ that of enabling a person to cope with the various situations arising in the course of his working life in a society in a constant state of change.
"Lokale udviklingsprojek­ter som led i en strategi for pædagogisk fornyelse er af helt afgørende betydning i de nordiske lande ­ og ikke mindst i Danmark. "
The response to these new challenges and demands deriving from the aims of growth, competitiveness and employment supported by the European Union is thus not simply a question of more training nor of better training to meet criteria de­fined for objectives set in another, earlier socio­economic and cultural environment.
□ udvikling af undervisningen på erhvervsskolerne,
Employment is a major concern in all European countries.
Q planlægning, evaluering og rapporte­ring af forsøg, herunder forsøg med hjem­mel i lovgivningens forsøgsbestemmelser.5
Industry is con­strained to modernise if it is to cope with new challenges in terms of competitive­ness and growth resulting from economic globalisation and the information society and the emergence of a new civilisation heavily focused on advances in science and technology.
Lokale udviklingsprojekter som led i en strategi for pædagogisk fornyelse er af helt afgørende betydning i de nordiske lande ­ og ikke mindst i Danmark.
Vocational training is cen­tral to present economic and social development strategy, particularly at Eu­ropean level.
Den filosofi at ansvaret for den indholdsmæssige og pædagogiske udvikling i meget høj grad må baseres på at give skoler og lærere så frie hænder som muligt og bakke det op med statslige midler uden stram styring, har en lang historie i Danmark.
However, the effort and investment de­manded in this connection of all the Member States of the European Union and of all the social partners pre­supposes increasing inno­vation in all areas of voca­tional training, as also the readjustment of concepts, aims and practice in the light of the new relation­ships between training and employment, education and training, qualifications and skills, and information and learning.
Uanset at erhvervsuddannelser i institutionaliseret form er ældre end den grundtvigske tra­dition, så er der ingen tvivl om, at også erhvervsuddannelserne op til i dag er på­virket af "det levende ord" og folkehøj­skoletraditionen, jf. at en del tekniske skoler i tidens løb har heddet håndværker­højskoler.
In this article we describe the current inno­vatory trends in the field of vocational training and of training in the broader sense, as well as the prob­lems that arise, and discuss innovatory practices with reference to two current projects in Portugal.
FoU­programmet havde i 1995 en ramme på DKK 50 mio. Der satses i meget høj grad på kvalitet og nytteværdi af de be­vilgede projekter ­ indholdet skal kunne bruges, give inspiration og flytte erhvervs­uddannelserne konkret.
Because of the need to lend impetus to strategies designed to encourage scien­tific and economic progress and to organi­sational modernisation, training, whether for those already in work or for young people preparing for their first job, is far more important today than it was ten or twenty years ago.
Programmets sty­ring og publiceringsprocedurer er under­støttet gennnem vejledningsmateriale samt bibliografier fra ESA.'' Programmet har et meget stort omfang; årligt gennemføres omkring 200 projekter.
Moreover, the need to restore a degree of equilibrium between employment structures and policies and the adjustments to new kinds of social cohesion that unemployment demands makes it increasingly urgent to devise new programmes and policy orientations for training for specific social groups.
Erhvervsskoleafdelingen. 1995.
I refer par­ticularly to the projects at European level which were completed in 1995 with work on the training of trainers, the quality of vocational training and a comparative guide to training sys­tems, in which we were involved.
Meget tyder på, at FoU som ændrings­strategi vil få en forstærket rolle i ud­viklingen af erhvervsuddannelserne i Dan­mark.
A large number of experiments breaking new ground in the training field have been conducted in every country of Europe in recent years with special emphasis on those supported by Community initiatives, whether at the level of special pro­grammes' or by bodies such as CEDEFOP.
Man er nødt til at skelne mellem selve udviklingsprojekterne og den efterføl­gende formidlingsfase.
Comparative analyses of policies, systems organisation and train­ing quality2 undertaken at European level show some countries to be suffering from instability due to changes in policy direc­tion and in long­established structures.
Hvordan sikrer vi, at resultaterne fra projekterne gøres kendt, således at andre kan lære af dem?
And the development of continuing train­ing which directs it more to adult work­ers shows up faults, errors and inconsist­encies in the training models, as also a
Det andet virkemiddel er forsøgspro­grammet, som har sit grundlag i Lov om erhvervsuddannelser (1991). § 68, der
At the same time, vocational training can now be seen as relevant to each and every person throughout his or her life.
Spredning af erfaringer fra udviklings projekter er en meget mere kompliceret proces, end man umiddelbart antager, den sker ikke automatisk, foregår ikke efter en ret linje, men er snarere indirekte.
EUROPEAN JOURNAL lack of adjustment in that they assume a form of work organisation that is already outmoded or actually disappearing.
Over for denne type problemer kan spredning af færdige standardløsninger falde uheldigt ud, fordi det tager tid, og løsningerne bliver let forældede. En strategi baseret på en læringsmodel vil sandsynligvis være mest effektiv for at sikre en kontinuerlig fornyelse og udvikling af nye, lokalt til passede løsninger over for problemer, som ingen rigtigt kender svaret på i dag.
fications and skills, in the light of which training practices need to be reviewed and assessed.
' gode danske erfaringer med ansvarslæring i erhvervsuddannelserne, vil der nu blive gennemført et fællesnordisk FoU-projekt under Nordisk Ministerråd - med især iv rig deltagelse af norske yrkespædagoger!
The fact that situations differ from one sector, region and country to another and the turmoil on the employment front mean that proposals of a global nature or stand ard models are no longer adequate.
Den danske erhvervspædagogiske innovationsmodel, beskrevet strukturelt ovenfor, er godt på vej til at satse på en sådan læringsmodel for pædagogisk udvikling - eller rettere er måske snarere ved at finde tilbage til rødderne i den historiske tradition herfor.
Train ing now goes beyond what used to be its essential function and its direct link with employment through its ability to provide vocational skills and qualifications, how ever comprehensive or specialised.
Idealtypisk kan man tænke ud fra to hovedmodeller, når vi skal forstå, hvor dan processen foregår - en formidlingsmodel og en læringsmodel.
Critical reflection on these innovative experiments is becoming extremely urgent and calls for considerable effort on the part of all concerned.
Erhvervsuddannelses system og arbejdsmarked
New objectives and trends
Et erhvervsuddannelsessystems kvalitet står og falder med dets evne til at kvalificere de unge - og i stigende omfang de voksne - til at finde relevant beskæftigelse, at videreuddanne sig eller at indgå i et livslangt kontinuum af læring i arbejdsliv og uddannelse.
Training now goes beyond what used to be its essential function and its direct link with employment through its ability to provide vocational skills and qualifications, however comprehensive or special ised.
Formidlingsmodellen går ud på, at man centralt har et givet budskab, som afprøves gennem styrede forsøg og færdige modeller, og hvor resultaterne så implementeres efter forsøgsperioden. Et eksempel herpå er måske det fra Tyskland kendte princip med "Modellversuche" led saget af ''Begleitforschung".
The difficulty in defining standard means for forecasting the need for qualifications as the basis for training provision has led to the use of models for the "dynamic convergence" between the qualifications offered by training systems and those required in specific employment situations.
Problemet er her, at denne form for forsøg ikke giver særligt gode muligheder for lokal til pasning, og at sådanne reformprocesser tager relativt lang tid. Ofte løber man også ind i opposition fra deltagerne.
In other words, one of the new objectives of training is not just to satisfy the requirements of a given job structure but to offer the flexibility necessary to enable people who either have already acquired a wide range of skills and qualifications or have the potential to do so to take responsibility themselves for their work or ganisation and to bring it up to date.
"Danmark er karakteriseret ved at have en relativt høj generel arbejdsløshed for befolkningen som helhed men ungdomsarbejdsløsheden ligger ikke meget over det generelle niveau. " i :
This new dynamic convergence being called for does not render superfluous studies as to what training is needed and what is available, although these will tend to be used more by intermediary bodies such as vocational guidance and job counselling centres which will play an important role in reconciling supply and demand for vocational training programmes.
En vurdering af det danske erhvervs uddannelsessystems kvalitet på effektsiden vil selvfølgelig være forskellig alt efter formålet, men som den bedste indikator for kvaliteten i uddannelsessystemet generelt betragtet kan specielt ungdoms arbejdsløsheden inddrages.
In every sector of social and economic activity, including services, the pace of evolution of processes and work organisation has accelerated, with the result that in every country one can find institutions and firms at varying stages of modernisation existing side by side.
Danmark er karakteriseret ved at have en relativt høj generel arbejdsløshed for befolkningen som helhed, men ungdomsarbejdsløsheden ligger ikke meget over det generelle niveau.
Whether in the interests of greater competitiveness or for social and cultural reasons, Taylorist systems are rapidly being ousted by other models making greater allowance for the human factor.
I de fleste andre EU-lande er ungdomsarbejdsløsheden betydeligt højere end den generelle arbejdsløshed.
The progress being achieved with the aid of new technologies calls for, and indeed presupposes, new forms of work organisation and human resource management, and new job profiles.
Den forklaring, som oftest gives på de unges relativt gode stilling i Danmark, Tyskland og Østrig, er den form for er hvervsuddannelse, der findes i disse lan de, med lærlingeuddannelser og en høj grad af arbejdspladstilknyttede læreprocesser. Dette anses for at forbedre ungdommens position på arbejdsmarkedet på flere måder:
The much-talked-of flexibility in the train ing of individuals capable of understand ing, adapting and responding with initiative to these developments also has a di rect impact on methods of evaluating qualifications and training needs.
Q den nære sammenknytning mellem skole og arbejdsliv giver de unge en mere
For the individual, training is not, there fore, merely an intensive period of learn ing and acquiring a basic education and
EUROPfEÎSH TIDSSHRIFT
EUROPEAN JOURNAL in some academic institutions is being referred to as training science as opposed to educational science.
* * • realistisk opfattelse af de krav, som ar­bejdslivet stiller; have som følge af mål­ og rammestyring, er ikke reel.
technical knowledge and skills of a dif­ferent nature in a school, institutional or other organised context, but a continu­ing process involving intensive personal effort to achieve organisation and equi­librium as part of the process of self­re­alisation.
Trods beslutningerne om at etablere et decentralt system:
Nowadays educational and vo­cational training systems have a markedly anthropocentric component.
Ü praksisnærheden og skole­virksom­hedssamspillet øger de unges motivation til også at lære de fagteoretiske og almene emner i erhvervsuddannelserne;
The European cooperation networks in this field have also helped to spread in­formation concerning innovations and in particular to encourage a different atti­tude to the reorganisation of training ac­tivities, targeted at either young people or adults in or out of work.
□ hvor den centrale styring skulle be­grænse sig til at fastlægge mål og rammer,
When we sought to classify these lines of innovation we found the emphasis to be on:
□ hvor der blev skabt en direkte kobling mellem elevantal, antal skoleuger og fi­nansiering gennem "taxameter"­systemet,
Education and training are thus no longer perceived as successive or parallel proc­esses but instead in terms of social organi­sation as interactive, convergent facilities designed to support and assist the forma­tive process in each individual, founded on a sound and broad base of general cul­ture and the development of both personal and social cognitive abilities.
□ gennem lærlingeforholdet får de unge og arbejdsgiverne kontakt med hinanden, hvilket understøtter den fremtidige rekrut­tering;
Ü New concepts and models for basic training and apprenticeships for young people.
0 hvor der blev skabt direkte konkur­rence mellem institutionerne,
Q New concepts and models for adult training.
□ og hvor der blev skabt frit valg for "brugerne" ­
□ Giving recognition to knowledge and skills.
Ü læringen dels på skole og dels på virk­somhed medfører, at de unge får en di­rekte indlæring i det nye arbejdsliv: de får adgang til at betjene nye maskiner og ny teknologi, og de får praktisk kendskab til nye produktionskoncepter.
Whatever the response to this new con­ception of training and its objectives in today's world by the various institutions and member states of the European Un­ion, a thorough renewal of and innova­tion in the content of training and the methods used is a must.
så viser erfaringerne, at skolerne ikke har OECD har i 1994 analyseret og evalueret fået tilstrækkelig autonomi til selv frit at ungdomsuddannelserne i Danmark, og bestemme udgiftsprioriteringer og at or­det fremgår af eksaminatorernes rapport, ganisere undervisningen. Såvel Finans­"Review of Youth Education Policy in Den­ministeriet som Undervisningsministeriet mark", 28.2.1994, at: har haft svært ved at leve op til de krav, som følger af dereguleringen.
To date, the chief yardstick used in ef­fecting a comparative assessment of Eu­ropean training systems has been their or­ganisation.
Især Undervisningsministeriet har haft svært ved at undlade at foretage den tra­ditionelle detailstyring på input­siden knyttet til gamle procedurer og prak­sisformer. Årsagen er nok, at ministeriet ikke har fået udviklet nye styringsformer, hvormed man kan anvende resultat­ og effektmål som kvalitetsparametre til vur­dering af systemets ydeevne.
However, recent years have shown the effects of reforms in vari­ous countries which despite their differ­ent systems have introduced sandwich­type training or alternating periods of on­the­job training to replace traditional stints of practical work experience, acquisition of a scientific and technical grounding through a series of training modules, tech­nical skill­building methods, and trainee assessment in the context of a vocational project giving them the opportunity to display their cognitive skills, initiative in solving problems and so on.
Mens OECD­eksaminationen generelt gi­ver meget ros til de danske erhvervs­uddannelser, er der dog nogle forbehold over systemets overordnede styrings­principper.
The continuous investment that has been made in the training field is reflected in the large number of innovative experi­ments in every area and, specifically, in theoretical models and practical teaching methods, curricula and the resources employed ­ to use terms similar to those of the school education system.
Undervisningsministeriet er delt op i for mange afdelinger, og der fin­des ikke nogen enkelt myndighed, som har den fulde kontrol med nogen del af ungdomsuddannelsessystemet. Den fri­hed, som erhvervsuddannelserne skulle
A vast bibliography presenting the results par­ticularly of empirical research or pilot projects is now available as a theoretical framework of reference not only for ac­tion but also as a scientific basis for what
Nye tendenser i erhvervsuddannelsen:
The school system continues to exert a strong influence on training, especially basic training for young people.
Underviser ved Universidade Nova, Lissabon. Leder af af delingen for uddannelsesvidenskab - FCT (Fakultetet for Videnskab og Teknologi) to eksempler på innovation i Portugal
Here again, one of the big problems would seem to lie in the preparation of teams of trainers with different functions able to assist with training with such widely diversified objectives, purposes and group or individual strategies.
I vore dage finder der gennemgribende forandringer sted på det økonomiske, sociale og kulturelle område i alle de lande, der deltager i de verdensomspændende økonomiske og teknologiske for bindelser.
• A significant area of innovation in Eu rope which looks extremely promising is that of on-the-job training closely linked to corporate strategies for organisational change and human resource management.
Som følge af disse radikale for andringer er det på mange områder af den menneskelige aktivitet nødvendigt at tage politik og praksis op til nyvurdering - ikke mindst på uddannelsesområdet.
The experience of qualifying firms or those offering in-company training as part of development projects and regional initiatives are examples.
dene - erhvervsmæssig grunduddannelse i skoleregi eller på arbejdsmarkedet, ef ter- og videreuddannelse, uddannelse ret tet mod bestemte grupper, videreuddannelse i virksomhederne - modsvares i dag af en ny referenceramme: livslang uddan nelse for alle.
The biggest problem in encouraging the spread of such innovation would seem to be the inadequate preparation of many of the teachers or trainers, the lack of contact between schools and firms and the non-existence in many countries of an effective partnership between training providers and potential employers.
Det betyder, at erhvervs uddannelsen ikke længere betragtes som en bestemt fase (eller successive faser) for tilegnelse af kundskaber, faglige færdigheder og særlige kompetencer til at udføre bestemte arbejdsfunktioner, men i højere grad som en kontinuert faglig udviklingsproces, der sætter den enkelte i stand til at leve op til kravene i de for skellige arbejdssituationer, han vil blive udsat for i løbet af sit erhvervsaktive liv i et samfund under stadig forandring.
More recently training making use of new information technology has opened up a vast field for experiment with important results which, however, also raise further questions requiring an answer, particularly because in many cases they are not de signed for use in an interpersonal con text.
Beskæftigelsen er et centralt problem i alle de europæiske lande.
Two innovative projects in Portugal