natgillin/translations-raw huggingface dataset:
Det gælder her især om at opnå en kombination af en forbedring af overgangen fra skole til arbejdsliv og en decentralisering.
The college is then founded by signing the contract (5) between the promoter(s) and the State represented by GETAP.
forøgede kvalifikationskrav. Eksternalisering vil sige, at uddannelse, som tidligere fandt sted i virksomheden (for det meste "on the job"), nu er overtaget af en erhvervsuddannelse.
tional puiposes a number of agents not traditionally associated with the official education system In addition to lecturers, students, managers and administrators, there is now another group, the promoters.
Disse sektorer ansatte tidligere ofte almenuddannede skoledimittender og uddannede dem in ternt. Desuden er der dels på grund af den teknologiske udvikling, dels de øgede or ganisatoriske og kommercielle krav (eksempelvis i forbindelse med produktkvalitet) tale om strengere kvalifikationskrav.
Furthermore, supervision of these projects - the Colleges - by the authorities varies.
Dette viser sig at lykkes bedst i sektorer, hvor nøden er stor, og hvor der består en nær forbindelse mellem uddannelse og virksomheder (Hovels o.a., 1990; De Bruijn og Nieuwenhuis, 1992).
It is carried out on an individual basis, the result of the independent nature and diversity of the projects and the identity each project is constructing.
Siden 1987 er der blevet oprettet BOOB-organer, hvor undervisningssystemet og erhvervslivet (arbejdsgivere og -tagere) er paritetisk repræsenteret.
Formation of the idea This is integration of an idea with its relationship with the identification of a train ing requirement (4) in the region and/or activity sector.
Arbejdsmarkedets par ter leverer erhvervsprofilerne, som af BOOB-organet omsættes til erhvervsuddannelsesprofiler og uddannelsesmål.
Identification is generally the result of bilateral or multilateral dia logue between the various parties con cerned.
Omstrukturering af den (sekundære) erhvervs undervisning
As a result of the emergence of new social situations, such as decentralisation and participation, and the socioeconomic evolution these colleges are also in harmony with other training partners.
Det vigtigste formål med omstruktureringen er en bedre integrering af de forskel lige uddannelsesmuligheder i en sammen hængende uddannelsesstruktur med kortere og længere uddannelser.
Fulfilment of the College project The college is founded after the contract is signed. This stage is equivalent to materialisation of the project or making it operational.
Der tilstræbes større enheder gennem sammenlægning af MBO-skoler, i stigende grad også fusioner med andre former for erhvervs undervisning (KMBO/BBO).
It is not equivalent to the "application" of a project defined initially and specified in the contract but to gradual construction.
I denne pro ces forsøger man at inddrage erhvervslivet yderligere i den skolemæssige erhvervs uddannelse, både ved oprettelse af nationale organer for erhvervsundervisning (jf. følgende afsnit) og ved dualisering af ud dannelsen (jf. afsnit om dualisering).
In other words, participation of those concerned in the conception and organisation does not end with the found ing of the college but those concerned (promoters) will continue to participate in teaching, administration and financial management, which in each case is differ ent.
På denne måde vil myndighederne gøre er hvervslivet medansvarligt for både den primære erhvervsundervisnings indhold og finansiering.
There is also dialogue with GETAP, although colleges are independent administratively, financially and in respect of teaching.
Siden begyndelsen af firserne har man arbejdet på en stimulering og omstrukturering af erhvervsundervisningen.
From the idea to the project This stage consists of negotiation/agreement between the agents (promoters) in volved in the project.
Dette søges for trinsvis opnået ved at øge erhvervslivets inddragelse i erhvervsundervisningen.
It is primarily a stage when aims, resources, type of or ganisation and, finally, interests are harmonised.
I denne forbindelse spiller rådgivningsudvalg, hvor erhvervslivet er stærkt re præsenteret, en stor rolle.
It involves preparing a project which is submitted to GETAP (Gabinete de Educação Tecnológica, Artística e Profissional), the body which has the role of regulator in implementing this type of education at State level.
Henstillingerne fra et udvalg under ledelse af Wagner fra Shell førte i 1984 til aftaler mellem myndighederne og arbejdsmarkedets parter om en 100% udvidelse af lærlingesystemet og styrkelse af forbindelsen mellem arbejds
Approval in the Portuguese Conselho Permanente de Concertação Social (CPS) of the Social and Economic Agreement signed by the Government and the Social Partners in October 1990 places the problem of the initial training of young people in this new area. The Agreement states:
Rådgivningen om uddannelsesprofiler og uddannelsemål vil finde sted i nye nationale organer, som træffer de vigtigste af gørelser inden for den nye uddannelses struktur.
Training Colleges also provide an opportunity for innovation in participation by those concerned with education project decision-making.
Lærlingesystemet har fra gammel tid haft nationale organer, som har været ansvar lige for uddannelsesindhold, eksaminering og kvalitetskontrol med den praktiske del.
From submission of the project to negotiation with the State.
De nationale organer er ofte selvstændige trepartsinstitutioner med repræsentanter fra arbejdsgivere, -tagere og (i ringe omfang) myndighederne.
This is primarily negotiation between the promoters and the State.
Erhvervslivet har således en meget større indflydelse, mens arbejdstagernes rolle er fastsat eksplicit.
After initially accepting the project, it is negotiated and subjected to a feasibility
Bortset fra det centrale niveau er fagforbundenes indflydelse på erhvervsundervisningen i øvrigt minimal (Van Dijk o.a., 1987).
There are various agents in this case. This type of education aims to use for educa
Indflydelsen på uddannelsen er rent formel eller rettet mod interventionsmuligheder i forbindelse med bekæmpelse af arbejdsløshed; det rent indholdsmæssige lades ude af betragtning. Alligevel betragter de ofte uddannelserne som "deres", hvilket eksempelvis fremgår af det stigende antal kollektive arbejds-
"In the field of education, vocational train ing and entry into the labour market, the CPCS also agrees, to establish the bases for signing a vocational training policy agreement in the first quarter of
CEDEFOP overenskomster, hvor der indgås aftaler om at reservere en del af lønsummen til udvidelse af lærlingesystemet (De Vries og Hovels, 1991 ).
CEDEFOP interacts with others - the economic, po litical, social and demographic systems.
Erhvervslivets formelle beføjelser i de nationale organer betyder ikke, at man i praksis altid har beskæftiget sig aktivt med uddannelsen.
ent levels - and in education, in decentralisation when responsibility and authority are transferred to the nearest local and regional levels.
Interessen er tydeligt konjunkturbestemt. I perioder med lavkonjunktur forsømmes uddannelsen ofte, hvorfor lærepladser forsvinder og uddannelsens indhold ikke tilpasses ændringer i branchen (De Bruijn og Nieuwenhuis, 1992).
Consequently it appears as a form of par ticipation of the social agents in the realisation of education projects within relationships between the education system and the economic and social system.
Først i forbindelse med stigende problemer på arbejdsmarkedet bliver virksomhederne igen opmærksomme på uddannelsen.
The partnership, which ensures that the various social agents participate in the education process, thus appears to be a necessity.
Så kan brancherne, hvor der består en tæt forbindelse mellem ud dannelse og virksomheder, reagere effektivt (MOW, 1992).
The social education partner ship is an instrument of cooperation in one aspect of the relationship between the education system and the economic and social system.
blive truet, hvis udddannelsen ikke finder sted i overensstemmelse med udviklingen i praksis.
These cooperation strategies can only be successful if objective and activity policies relating to the administration and or ganisation of education projects are in line.
Lærlingesystemets model danner udgangspunktet herfor.
The social education partnership thus ap pears as a partnership of social partners with educational objectives.
De første reaktioner på redegørelsen synes at vise, at der skal gøres meget, før dette er gennemført.
These are clearly defined areas in initial training (and in continuing training) where it is planned to consolidate the role of the social partners.
Således frygter man inden for MBO et "angreb" fra virksomhederne og ser den almendannende funktion og gennemgangsmulighederne truet. Samarbejdsnettet mellem MBO-systemet og brancherne (i BOOB-organerne), som med stort besvær er blevet oprettet, skal i mange tilfælde organiseres på ny.
They will make significant contributions to the organisation of projects, including the identification of teaching projects locally, the construction of training and as sessment situations and the investigation of skills.
Det overlades til de enkelte skoler og virksomhederat realisere aftalerne.
Social education part nership - a pattern for the training colleges
Der kan vælges mellem forskellige muligheder for den duale fremgangsmåde. Ganske vist skal duale uddannelsesformer og fuldtidsuddannelser fortsat eksistere side om side og medføre ækvivalente uddannelsesmål.
This is in addition to the existing tripartite structures, with action in relation to initial training, as in the case of the Conselho Consultivo para a Educação Tecnológica Artística e Profissional (GETAP) and the Comissão Nacional de Aprendizagem (which supervises the Apprenticeship sys
Gennemførelsen af disse aftaler vil ligeledes medføre store problemer.
The purpose of the education system is to prepare young people for the different aspects of life, among which is work.
De hidtidige erfaringer giver med sikkerhed ikke grund til optimisme.
The education system does not stand alone but
I løbet af 1992 foretages der under søgelser i så henseende, både på branche niveau og blandt de enkelte virksomheder.
The social education partnership appears in social organisation, in the development of situations such as participation at differ
Set ud fra lærlingesystemet udgør splittelsen af branchestrukturen et væsentligt pro blem.
As a result of their origin Training Col leges form part of a special relationship in the social education context in which education projects are planned.
Mens der nu er en tæt forbindelse mellem brancher og lærlingesystem, navnlig i de tekniske fag, tilstræbes der i de nationale organer af den nye slags en sektoropdelt struktur, hvor de forskellige tekniske uddannelser slås sammen.
This relation ship is assisted by participation of the nontraditional social agents in the official education system, the promoters.
Der tilstræbes en reduktion af de nuværende ca. 30 nationale organer for lærlinge systemet (og 28 BOOB-organer) til maksimalt 12 nationale organer af den nye slags.
Projects are planned after identifying the training re quirements arising from local develop ment and/or sector modernisation policies but not satisfied by existing methods.
Tidligere erfaringer med udbygninger af lærlingesystemet (Van Dijk o.a., 1987) viser, at den direkte inddragelse af virksomhederne i "deres" uddannelse kan
Train ing is therefore an essential factor in development. opment.
Foruden de nationale organer og ud videlse af uddannelserne betragtes dualiseringen af erhvervsuddannelserne som det vigtigste instrument.
In projects there are trends in requirements which, although not pronounced, can lead to new skills, i.e. they do not only respond to training requirements but new skills may be introduced to employers.
Dualisering (udvidelsen af den praktiske del i MBO) var i første instans tænkt som en organisatorisk foranstaltning til at forbedre overgangen fra erhvervsuddannelserne til arbejde både i kvantitativ og kvalitativ henseende.
Local and sectorial social dialogue in a social education partnership assists the colleges; the major lines of action - new courses, new classes, short and medium term college development policies are de fined by the promoters.
Udvidelsen af lærlingesystemet i firserne betød ligeledes en ændring af "lær-
A social education partnership material ises when a college is founded - in the idea,
der først opbygges en sådan struktur, mens de enkelte skoler (og deres erhvervs­netværk) samtidig skal have mere indfly­delse og selvstændighed.
(3) Studies forecasting manpower requirements indicate a serious lack of highly qualified intermediate salaried staff and show that staff at this level are vital for modernising our country. See GEP 1986, "Desenvolvimento dos Recursos Humanos em Portugal. Cenários até 2005".
epladsernes" art. Ligesom i Tyskland er der opstået en mangfoldighed af former, fra særskilte uddannelsessteder til fælles uddannelsesaktiviteter (Frietman, 1990).
The value of participation is clear, first in the enterprise, trade union, culture asso­ciation movement, selecting education/ training as another area of action partici­pating in the planning, organisation and management of education projects.
Ved udbygningen af sådanne fælles ud­dannelsesformer vil dualiseringen sand­syndligvis også (nødvendigvis) tage form.
They constitute an area of negotiation not only between the various parties directly asso­ciated with the project but also with the State.
Karakteristisk er det, at det ikke er de enkelte virksomheder, der har ret til at bestemme over den praktiske del, men en gruppe virksomheder, den regionale bran­che eller en institution.
The relationship between promoters and new agents ­ or rather traditional and non­traditional agents ­ in an education project is complex; each group of agents repre­sents different interests and has different authority, characterised by areas of uncer­tainty and risk depending on the relation­ship of forces; this raises the problem of the autonomy of colleges.
Således kan der bedre garanteres for kvalitetskontrollen og den nationale uniformitet., ligesom konjunkturafhængighed også bedre kan opfanges.
(6) In view of the flexibility underlying Training Colleges, the establishment of the major lines of action is not resolved when a college is started but is of significant importance throughout the project.
Denne diskussion føres næppe mere, men erhvervslivet sætter imidlertid spørgs­målstegn ved muligheden for at gøre de (teoretiske) MBO­uddannelser duale (dog endnu uden at ville være ansvarlig derfor).
The prob­lem is not to reduce the complexity but to make the organisation more complex in the sense of the better distribution of the perception and combination of numerous internal and external factors and the possibi­lity of action at all levels (Melese, 1990;8).
Bemærkelsesværdig er de nuværende aftalers globale karakter, hvor fortolkningen og konkretiseringen af dem for det meste overlades til brancherne og uddannelsesinstitutionerne.
We considered the emergence of new so­cial situations ­ decentralisation, partici­pation ­ and the social education evolution as contexts favourable for the appearance of social education partnerships.
Erhvervsuddannelse 1/1992
( 1 ) This article is based on a survey we carried out on vocational education policy decision­making in relationships between the education system and the social and economic system.
Arbejdsmarkedets parters medvir­ken i den uddannelsespolitiske beslutningsproces.
Taking the industrial sociologist's view, Kern and Schumann ( 1984), on the other hand, have hopes that industrial production will be reprofessionalized and the dual system revitalized as a consequence.
Eksemplificeret ved erhvervsskolerne i Portugal(1)
What arguments are there in fact for and against these extremely different expectations?
Der er i de seneste år sket en udvikling hen imod inddragelse af nye aktører og institutionalisering af dialog og forhand­linger på uddannelsesområdet i Portu­gal.
The dual system of initial vocational training is currently the subject of both considerable admiration and fundamental criticism.
Dette er tilfældet med Det Perma­nente Sociale Samarbejdsråd (CPCS) ­der nu hedder Det Økonomiske og So­ bane vej for nye beslutningsmodeller.
This article summarizes the arguments for and against and puts them to an empirical test.
Der åbnes samtidig mulighed for at udbygge mellemuddan­nelserne, et område, der er stærkt underud­viklet i den portugisiske kvalifikations­struktur (3).
It concludes that the advantages of the dualsystem outweigh its disadvantages.
ciale Råd (CES) ­, for så vidt angår de ganisering af uddannelserne, nye de­økonomiske og sociale politikker, men centrale uddannelsesprojekter med det er ligeledes tilfældet med organer større deltagelse af økonomiske og so­som Det Nationale Uddannelsesråd,for ciale aktører.
It is above all the institutional foundations, i.e. the flexible coordination of individual and social interests through successful cooperation among trade unions, employers and government, that give cause for optimism.
Etableringen af erhvervsskoler skal ho­vedsagelig opfylde tre målsætninger:
chance at the higher level of general education.
Spørgsmålet om aktørernes rolle i fast­læggelsen af den grundlæggende og ef­terfølgende erhvervsuddannelse om­handler i Portugal såvel fastlæggelsen af uddannelsespolitikker som organise­ så vidt angår uddannelsespolitikkerne, og Det Nationale Lærlingeuddannelses­udvalg samt Det Nationale Råd­givningsråd for Teknologi, Kunst og Erhvervsuddannelse, for så vidt angår undersystemerne grundlæggende tek­ nologisk, kunstnerisk og erhvervsfaglig ringen ogforvaltningen afuddannelses­
Two important social side-effects are associated with this: firstly, failure informal ("theoretical") education is not followed by the additional penalty of extremely low wages for unskilled work; this in turn encourages young people with a practical bent to stay on the ball at primary and secondary school with a view to obtaining a good training place; it goes with out saying that this side-effect itself has a favourable economic side-effect (high productivity).
Der udfoldes således store bestræbelser på at inddrage forskellige aktører i fast­læggelsen af sektorbestemte politikker.
The "pilgrims" come to Germany particularly from Anglo-Saxon countries, among them Lerman and Pouncy (1990) and Rose and Wignanek (1990), whereas the "funeral orators" e.g. Beck (1986) and Geissler (1991), are mostly Germans themselves.
■ åbne nye muligheder for uddannelse og personlig og social udvikling for unge. der har afsluttet deres obligatoriske skole­
An ambivalent position is adopted, for example, by Lutz ( 1989), who vehemently defends the philosophy of occupation-based labour
På uddannelsesområdet kan en sådan forbindelserne mellem uddannelsessy­ større medindflydelse for forskellige ak­tører fremme et mere synligt samar­bejde mellem uddannelsessystemet og det sociale og økonomiske system ved at stemet og det økonomiske og sociale system.
Seen from the angle of the researcher who specializes in labour market policy, three questions in particular need to be asked about the vocational training system: does the dual system react flexibly to pronounced (quantitative) fluctuations in the demand for training places or to changes in the demand for skilled workers, or can it be blamed for a high level of unemployment (among young people) or for shortages of skills and so for lower growth rates?
Erhvervsskolerne inddrager som tidligere nævnt nye aktører i forhold til det traditionelle uddannelsessystem.
Does the system produce skills that meet the rapidly changing requirements at work places, or is it largely to blame for a skill mismatch, i.e. structural unemployment?
Erhvervsskolerne etableres på grundlag af et partnerskab mellem arbejdsmarkedets parter og uddannelsessystemet og er såle­des et konkret eksempel på systematiske forbindelser mellem uddannelsessystemet og det økonomiske og sociale system.
Finally, does the dual system contribute to the segmentation or occupational segrega tion of the labour market and so - losses of efficiency aside - to sustained social and economic inequalities of prospects in life due to employment?
Underdirektør i Undervisnings­ministeriets Afdeling for Teknologi, Kunst og Erhvervsuddannelse (GETAP) i Portugal.
However, the dual system also has a qualitative fascination. Unlike the "sequential model" that dominates in Europe - i.e. initial vocational training at school followed by further, onthejob training in a firm (Belgium, France, Italy, the Netherlands, Sweden) - the dual system brings young people into contact with the world of work at an early stage and so widens their horizons in terms of social experi ence.
Undervisningsministeriets repræsentant i Det Nationale Lærlingeuddannelsesudvalg (Com­missão Nacional de Aprendizagem).
In so doing, the dual system social izes not on the lines of mere imitation ("sitting by Nelly") but through the au thoritative relationship between master and pupil.'
Medlem af Kommissionen for De Europæiske Fællesskabers Rådgi­vende Udvalg om PETRA­program­met.
Learning in interaction with a professionally and pedagogically highly com petent mentor not only leads to the rapid development of craftsmanship but above all produces the "extra-functional" skills that are so important for the development of the personality of young people, their ability to communicate and their employability: self-confidence, independence,
Artiklen indledes med en kort redegørelse for erhvervsskolernes uddannelsesmodel, for så vidt angår de væsentligste aspekter forforståelse af sammenhængen med de i denne tekst omtalte mål.
Professor of the Economic Theory of Politics at the Free University of Berlin and Director of the Department for Labour Market Policy and Employ ment at the Scientific Centre for Social Research, Berlin
Erhvervsskolerne (2) repræsenterer en al­ternativ uddannelsesmodel til det formelle
What attracts the "pilgrims" to the land of the dual system (Switzerland and Austria also have a dual system of initial vocational training) is primarily its quantitative flexibility: the dual system appears to of fer almost all young people a vocational training, especially those who fail or, be cause of their social background, have no
CEDEFOP ansvarlig for udviklingen af denne type uddannelsesmodel.
CEDEFOP willingness to learn, discipline and reliability.
gang, og således udvikle en politik, der kan bidrage til gradvis at skabe lige mulig­heder.
How ever much firms may cry out for skilled workers, demand alone does not solve this motivation problem.
Fra forelæggelse af projektet til for­handling med staten
Today's young people are increasingly turning to courses at technical colleges in which they can train to become technicians, engineers, man agement experts and economists (Lutz 1989:11).
Denne fase udgøres af en forhandlings­proces mellem promotorerne og staten.
Are there still apprentices?
■ rationalisere de eksisterende ressour­cer på lokalt og regionalt plan samt dispo­nible ressourcer i forskellige statslige af­delinger (fysiske ressourcer ­ anlæg og udstyr ­ og menneskelige ressourcer).
Are there still apprentices? What are their future prospects if a sober view is taken?2 than the feelings of the admirers they stem from speculative expectations guided -and, no doubt, stimulated - by utopian alternatives, as the following quotations show: "Like the family, work no longer provides security or performs a protective function.
Etterden principielle godkendelse af pro­jektet følger forhandlinger om det pæda­gogiske aspekt og de finansielle gennem­førelsesmuligheder ­ som tidligere nævnt med deltagelse af staten og promotoren (promotorerne) ­ som fører frem til etable­ring af en programkontrakt.
The workload of the work ing community is shrinking, and the or ganizational principles of the employment system are being recast.
Skolen oprettes således på grundlag af undertegnelsen af programkontrakten (5) mellem promotoren (promotorerne) og sta­ten ­ repræsenteret af GETAP.
The transition from the education to the employment system is becoming uncertain and unstable; a grey area of risky underemployment is coming between them.