natgillin/translations-raw huggingface dataset:
Det forudsættes endvidere, at der skelnes mellem fællesskabsindsatsens forskellige etaper: Dels Rom-traktatens gennemførelse og de derpå følgende år, dels handlingsprogrammerne fra midten af 80'erne og ende lig de til hvidbogen knyttede projekter.
"(...) the European Com­mission has, in the field of vocational education and training, shown much prudence with regard to regulator)' action and directives. It has pre­ferred to devote most of its energy and resources to pilot projects and information. "
Fra Rom-traktatens un dertegnelse til begyndelsen af 80'erne
From the signing of the Treaty of Rome to the early 1980s
I modsætning til Europa-Kommissionens indsats inden for andre områder som er hvervsliv, markedsforhold og frihedsrettigheder er det helt klart, at Kommissionen har været yderst tilbageholdende med forordninger og direktiver på under visnings-og uddannelsesområdet.
It is evident that, in contrast to other fields of sectoral activities which mainly affect the economy ­ the functioning of the market ­ and the public freedoms, the European Commission has, in the field of vocational education and training, shown much prudence with regard to regulatory action and directives.
Den har foretrukket af bruge størsteparten af sin energi og sine midler til forsøgsprojekter og oplysningsarbejde.
It has preferred to devote most of its energy and resources to pilot projects and information.
Kommissionens gentagne gange ønske om, at subsidiaritetsprincippet skal gælde i videst muligt omfang, forklares tydeligt af det forhold, at undervisning og erhvervsuddannelse såvel er et betydningsfuldt område for udkrystallisering af nationale sociale in stitutioner som et sted for økonomisk in strumentering, som den kun kan tilslutte sig, for så vidt angår rationaliteten.
Its re­peated desire to allow the principle of subsidiarity to be applied is explained mainly by the fact that vocational educa­tion and training is an area with a strong concentration of national socio­institu­tional structures rather than an area where economic instruments alone are applied on a rational basis.
Et til bageblik på den førte politik viser klart, at den europæiske opbygning har været styret ud fra to ønsker: Dels ønsket om en socialpolitik, der hviler på en demokratisk opfattelse af lige muligheder, be kæmpelse af marginalisering, opbygning af eliter etc., og en økonomisk politik, der klart tilkendegiver ønsket om at opnå den højst mulige produktivitet i for bindelse med en moderniseret og styrket international konkurrence.
Looking back, the policies pursued seem to be clearly guided by a dual aim ­ a socio­political goal sup­porting the construction of Europe based on a specific idea of democracy ­ equal opportunities, prevention of social exclu­sion, establishment of elites ­ and an eco­nomic goal based on a strongly displayed desire to promote the highest possible level of productive performance in a con­text of renewed and reinforced interna­tional competition.
"Paradoksalt nok kan man til trods for Maastrichttraktatens bredere mål sige, at det andet mål aldrig er kommet klarere til udtryk end i hvidbogen om vækst, konkurrence evne og beskæftigelse fra 1993."
"Looking back, the poli­cies pursued seem to be clearly guided by a dual aim ­ a socio­political goal supporting the construc­tion of Europe based on a specific idea of democ­racy (...) and an economic goal based on a strongly displayed desire to pro­mote the highest possible level of productive per­formance in a context of renewed and reinforced international competi­tion. "
Denne for så vidt vigtige periode for op bygningen af EF's retningslinjer for un dervisning og erhvervsuddannelse over ses tit på grund af sin fjerntliggende og pioneragtige karakter.
This period, even though it may be fun­damental for the development of Euro­pean policy orientation in the field of education and training, tends to be disre­garded because of its distance and its pio­neering nature.
Selv om en række politikere på tidspunktet for Rom-traktatens undertegnelse var sig undervisningens betydning for Europas konsolidering bevidst og derfor ønskede en fælles undervisningspolitik, udformedes traktaterne om EF's oprettelse alligevel så tvetydigt, at folkeretsspecialisterne fik problemer med fortolkningen deraf.
Although at the time the Treaty of Rome was signed, some politi­cal leaders were aware of the importance of education for the consolidation of Eu­rope and wished to create a European education policy, the texts of the treaties establishing the European Community were ambiguous enough to produce dif­ferent interpretations by international ju­rists.
EKSF-traktaten (art. 56) omtaler finansiering af omskoling af arbejds tagere, som må skifte beskæftigelse.
The Euratom Treaty contains the possibility of setting up schools for the training of nu­clear specialists and a university­level in­stitution.
EURATOM-traktaten nævner muligheden for at oprette skoler til uddannelse af atomspecialister og et institut på universitetsniveau (art. 9).
"Somewhat paradoxically, one may say that despite the enlarged objectives proclaimed by the Maastricht Treaty, the second objective has never been more predominant because of the importance attached to technological innovation in the White Paper on growth, competi­tiveness and employment in 1993"
Paradoksalt nok kan man til trods for Maastrichttraktatens bredere mål sige, at det andet mål aldrig er kommet klarere til udtryk end i hvidbogen om vækst, konkurrence evne og beskæftigelse fra 1993.
Some­what paradoxically, one may say that de­spite the enlarged objectives proclaimed by the Maastricht Treaty2, the second ob­jective has never been more predominant because of the importance attached to technological innovation in the White Paper on growth, competitiveness and employment in 1993.
Den be rører nemlig nødvendigheden af tilbundsgående tilpasning af undervisnings- og uddannelsessystemerne, så de kan leve op til de krav, der stilles af den tekniske udvikling, de industrielle forandringer og produktionssystemernes udvikling, for at fremme kvalifikation som konkurrence-og vækstfaktor, for at få tilpasset arbejds tagernes kompetence og for at muliggøre bred adgang til informationsverdenen.
The White Paper declares the necessity of profoundly adapting the educational and training sys­tems so thai they may respond to the chal­lenges of technological change, industrial transformations and developments in the production systems, may promote quali­fication asa factor of competitiveness and growth, and may enable the competence of workers to become· adapted so that there is greater access to the world of in­formation.
Heraf følger en på ny stadfæstet ret til livslang undervisning og uddannelse.
This leads to the re­affirmed right to life­long education and training.
2) Traktat om Den Europæiske Union, undertegnet i Maastricht den 7. februar 1992. EFT nr. C191 af 29.07.1992.
D Treaty un European Union, signed at Maastricht on 7 February 1992, OJ Not:i9l ol »).­ 1992
Vil man stille europæisk undervisningsog erhvervsuddannelsespolitik op over for arbejdsmarkedets og den europæiske opbygnings udfordringer, er det nødven
In practice, if European vocational edu­cation and training policy is judged by its Impact on the labour market and the con­struction of Europe, a distinction should be made between the activities involving ι he school, vocational training, transition
Det er faktisk først mellem 1969 og 1974, at regeringscheferne med Europa-Parlamentets støtte forlanger at få ret til at danne et politisk Fællesskab og der med beslutter at samarbejde på undervis ningsområdet (betænkning af Henri Janne "For en fælles undervisningspolitik", som
Only in the period between 1969 and 19~4 did the Heads of Government, backed by the European Parliament, proclaim the right for Europe to become a political community and. in view of this, decided to make efforts to achieve cooperation in the field of education (report by Henri Janne: 'Set up a Community education
ERHVERVSUDDANNELSEN * ; EUROPfEISH TIDSSHRIFT
EUROPEAN JOURNAL
De øvrige aktioner er rettet mod specielle elevgrupper som unge handicappede og især kvinder.
Other activities were directed towards specific target groups such as disabled youth and girls.
Skolen anses for at di skriminere piger ved ikke at tilbyde dem de samme undervisningsmuligheder som drenge.
With regard to the latter, the school system was considered to be discriminatory because it did not provide the same channels of education it offered the boys.
"Det er faktisk først mellem 1969 og 1974, at regeringscheferne med Europa-Parlamentets støtte forlanger at fã ret til at danne et politisk Fællesskab og dermed beslutter at samarbejde pd undervisningsområdet
"Only in the period be tween 1969 and 1974 did the Heads of Government, backed by the European Parliament, proclaim the right for Europe to be come a political community and, in view of this, decided to make efforts to achieve cooperation in the field of education (...)"
Erhvervsuddannelse kombineret med ordninger til forbedring af overgangen til erhvervsarbejde for at be kæmpe ungdomsledigheden forelagdes i februar 1973).
Vocational training as a part of support measures for transition to work ing life and reduction of youth unem ployment policy" presented in February 1973).
I 1973 fik en kommissær (Ralf Dahrendorf) overdraget forskning, videnskab og undervisning som særligt arbejdsområde, og han forelagde allerede i marts 1974 et udkast til handlingsprogram om undervisningen inden for EF.
In 1973 the portfolio for research, science and education was created and entrusted to Commissioner Ralf DAHRENDORF who in March 1974 presented the outline of an action programme with the title "Education in the European Community".
Heri indrømmes en høj prioritering til indførelsen af en samarbejdsstrategi inden for undervisning og fremme af systematisk informations- og erfaringsudveksling.
This report explicitly states that priority should be given to the establishment of a strategy of cooperation in the field of education and to the promotion of a systematic exchange of information and experience.
I juni samme år nedsattes der et undervisningsudvalg sammensat af re præsentanter for medlemsstaterne og Kommissionen med det formål at udarbejde et handlingsprogram, der gennem førtes i 1976.
In June of the same year an Education Committee consisting of representatives of the Member States and the Commission was sei tip with the aim of preparing an action programme which would start operating in 1976.
Disse programmer taler deres tydelige sprog om hvilke emner, der dengang op tog medlemsstaterne.
These programmes, area by area, are a good indication of the preoccupations of that period.
Derfor kommer Kommissionen medlemsstaterne til hjælp ved at støtte disses for anstaltninger til bekæmpelse af dette nye europæiske efterkrigsfænomen.
The EC Commission therefore began to reinforce the activities undertaken by the Member States to tackle this new phenomenon in post war Europe.
Det er klærede primære mål er en forbedret ind slusning af de unge i samfundet under den herskende arbejdsløshed.
The stated priority objective was - given the situation on the labour market - to prepare youth more effectively for their integration into society.
"Siden vedtagelsen af forordning nr. 1612 af 15. oktober 1968 (...) er der sket en udbygning af skolernes sprogundervisning (...)" med det udtrykkelige formal at fremme integrationen af "(...) indvandrerbørn fra EF-lande (...)
"Following Regulation No. 1612 of 15 October 1968 (...) language pro grammes were developed in the schools (...) measures envisaged for the children of immigrants coming from Community countries had the explicit aim of furthering their integration (...)
De øvrige aktioner er rettet mod specielle elevgrupper som unge handicappede og især kvinder. " af
Other activities were directed towards specific target groups such as disabled youth and girls. "
Det er på dette tidspunkt (februar 1975), at EF opretter CEDEFOP i Berlin med det formål inden for EF at fremme og udvikle grundlæggende og efterfølgende er hvervsuddannelse.
This was the moment in time when the Community set up CEDEFOP in Berlin -in February 1975 - and assigned it the task of strengthening, at Community level, the promotion and development of vocational training and the continuing training of adults.
CEDEFOP skal beskæftige sig med forbindelserne mellem un dervisnings- og erhvervsuddannelsessystemerne og med henblik herpå sammenfatte det nyeste forskningsarbejde på området samt bidrage til samordning og udvikling af forskningen, fremme informations- og erfaringsudveksling og støtte foranstaltninger til fremme af konkret løs ning af erhvervsuddannelsesproblemer.
It was asked to examine the relations between the systems of education and the systems of vocational training and, to this end, to carry out up-to-date re search, contribute to the coordination and development of research, promote exchange of information and experience, and provide support for initiatives aimed at finding a concrete solution for problems in vocational training.
CEDEFOP's bestyrelse sammensættes af fire parter, nemlig repræsentanter for medlemsstaternes regeringer, Kommissionen samt nationale arbejdsgiver- og arbejdstagerorganisationer, for tydeligt at tilkendegive den betydning, der tillægges arbejdsmarkedets parters plads inden for alt, der har med erhvervsuddannelserne at gøre.
The Manage ment Board of CEDEFOP was set up on a quadripartite basis - with representatives of the governments of the Members States. the Commission, national employers' as sociations and trade unions - in order to stress the importance attached to the role of the social partners in all matters relating to vocational training.
CEDEFOP blev oprettet Fællesskabet i februar 1975.
On 13 December 1976 the Council of the Ministers of Education adopted a resolu-
Siden vedtagelsen af forordning nr. 1612 af 15. oktober 1968, der bestemmer, at ethvert barn af en medlemsstats statsborgere, der enten er eller har været beskæftiget inden for en anden medlemsstats territorium, har ret til almen undervisning, lærlingeuddannelse og erhvervsuddan nelse på lige fod med den pågældende medlemsstats egne statsborgere, hvis bar net lovligt opholder sig på medlemsstatens territorium, er der sket en udbygning af skolernes sprogundervisning suppleret med finansiering af ophold for lærerpersonale i det land i hvis sprog, der under vises.
Following Regulation No. 1612 of 15 Oc tober 1968 which stipulated that any child of a national of a Member State who was or had been employed in the territory of another Member State, was to be admitted to general school education, apprenticeship and vocational training under the same conditions as nationals of that State if the child resided on its territory, lan guage programmes were developed in the schools together with financing arrange ments for the stay of teachers in the country of the language taught.
Foranstaltninger for indvandrerbørn fra EF-lande har det udtrykkelige formål af fremme disses integration, idet Fælles skabet var bange for, at der skulle ud vikle sig et rodløst underproletariat, der har mistet sin oprindelige kultur uden derfor at tilegnet sig modtagelseslandets kultur.
The measures envisaged for the children of immigrants coming from Community countries had the explicit aim of furthering their integration, as the Community was apprehensive of the risks inherent in the emergence of an uprooted sub-proletariat which had lost its original culture and had not acquired that of the host country.
Derfor offentliggjorde Kommissionen i 1977 et direktiv om undervisning i modtagelseslandets sprog og i oprindelseslandets sprog og kultur.
That is why, in 1977, the Commission published a directive on special introductory education in the host country language on the language and culture of the country of origin.
90 000 elever fik i 1980 forbedret deres skolemæssige integration ved sådanne foranstaltninger, der tillige inddrog Den Europæiske Social fond og også omfattede modelforsøg med henblik på forbedring af optagelsesmetoderne og undervisningen i det op rindelige sprog.
At the same time, it mobilized the European Social Fund - in 1980 90 000 children benefited from measures to facilitate their entry into school - and es tablished pilot projects lo improve meth
EUROPfEISHÏIDSSHRIFï lingsprojekter, hvilket ikke er noget særligt stort antal.
* * * tion dealing with the development, in the Member States, of pilot projects and studies to promote the training of young jobseekers, and with measures to establish continuous educational and vocational guidance processes and to improve vocational preparation during the compulsory schooling period.
"Den 13. december 1976 vedtager Rådet af under visningsministre en resolution med benblik pá i medlemsstaterne at udvikle modelforsøg og undersøgelser til fremme afunge arbejdssøgendes uddannelse (...)
"On 13 December 1976 the Council of the Ministers of Education adopted a resolution dealing with the development, in the Member States, of pilot projects and studies to promote the training of young job-seekers (...) university of another Member State within the framework of common study pro grammes between two universities; the same type of financing for professors and administrators to stay for some time in other Member States.
I 1981 ændrer Kommissionen sine tjenestegrenes organisation og henlægger undervisningen under socialpolitikken for derved at vise, at EF's undervisningspolitik giver forrang til skole-og erhvervsuddan nelserne i nøje sammenhæng med ungdommens sociale og beskæftigelses mæssige problemer.
"In 1981 the European Commission altered the structure of its services by linking education to social policy (...)
Stadig ud fra ønsket om at skabe et fælles område for alle universiteter og højere læreanstalter - europæiseret elite - op rettede Kommissionen efter gentagne op fordringer fra Europa-Parlamentet i efteråret 1976 Det Europæiske Universitetsinstitut i Firenze.
With the same purpose of creating a "European University Area" - a Europeanized élite - the Commission founded the European University Institute in Florence in 1976 following numerous initiatives launched by the European Parliament.
Instituttet optager kan didater, der driver videregående studier, og har til formål at "bidrage til udviklingen af Europas kulturelle og videnskabelige arv, såvel i sin helhed, som i sine grund læggende bestanddele."
This Institute which receives "post-graduate" students, has the aim of "contributing to the development of the cultural and scientific heritage of Europe within the context of its unity and its diversity".
Dette spørgsmål genoptog Rådet og under visningsministrene forsamlet i Rådet i 1981 og 1982.
In 1981 the European Commission altered the structure of its services by linking education to social policy in order to show that the priority in European educational policy was a general and vocational education which was closely geared to the problems of social policy and youth un employment.
Det resulterede i nedsættelse af en arbejdsgruppe, der skulle undersøge sagen, hvilket er ensbetydende med, at den er henlagt.
Parallel to this, still in 1981. the European Social Fund used more than 40% of its budgetary resources to help some 320 000 young people, subsidizing training programmes and financing new forms of aid to facilitate the recruitment of young people in the firms or to create new jobs in the public services.
"11981 ændrer Kommissionen sine tjenestegrenes organisation og benlægger undervisningen under socialpolitikken (...)
On 24 May 1982 the Council and the Ministers of Education decided to set up a new network of pilot schemes with the aim of strengthening national policy in each one of the Member States during the years 1983 to 1986. supporting a limited number of geographical zones and introducing active interaction processes be tween the schools and off-school areas.
Sideløbende hermed afsætter Den Europæiske Socialfond i 1981 40% af sine bevillinger til støtte af 320 000 unge (...)"
The accent was placed on local cooperation between the schools, post-school establishments, other social institutions, placement agencies, social partners, etc.
Den 24. maj 1982 beslutter Rådet af undervisningsministre at oprette et net for udveksling af erfaringer med model forsøg for derved at støtte den nationale politik i de enkelte medlemsstater i ti den fra 1983 til 1986 med støtte til et begrænset antal geografiske områder og indførelse af metoder til aktiv vekselvirkning mellem skoler og kredse uden for skoleverdenen.
However, even though the academic recognition of degrees and diplomas, periods of learning and study courses was on the agenda since the birth of the Com munity, and despite the efforts of the Council of Europe and UNESCO to pro mote international conventions on equivalence, the question of the reciprocal recognition of degrees and diplomas was only given a cursory examination.
Hovedvægten lægges på lokalt samarbejde mellem skoler, efteruddannelsesinstitutioner, sociale in stitutioner, arbejdsformidling, arbejds markedets parter m.fl.
This problem was re-examined in 1981 and 1982 by the Council of the Ministers of Education meeting in the Education Council, and led to the establishment of a work ing party to study the subject ... which meant an early grave.
Forsøg på at skabe et fælles arbejds marked
Thus, more attention was devoted to measures which would stimulate this mobility (..)"
Universiteter, højere læreanstalter og mobilitet inden for EF
The universities and mobility within the Community
Hovedvægten lægges derfor på aktioner til fremme af denne mobilitet (...)"
The quest for a European labour market ket
Ved udgangen af 70'erne konstaterer man, at international udveksling og mobilitet stadig er meget begrænset til trods for den store stigning i de studerendes antal ved medlemsstaternes universiteter og højere læreanstalter.
"Although the early 1970s saw the emergence and development of continuing training in the Member States, the European Community was not overly Interested in this aspect of the labour market and concentrated its efforts on measures for youth.
På tilsvarende måde finansieres ophold for lærere og ledere. Mellem 1976 og 1982 deltog i alt 450 universiteter og højere læreanstalter fra samtlige medlemsstater i 260 udveks
However, it still pursued the objective of creating a European labour market by applying Articles 52 and 59 of the Treaty of Rome (...)
Medens medlemsstaterne i begyndelsen af 70'erne påbegyndte udbygningen af efter- og videreuddannelsen for voksne, interesserede EF sig kun i ringe omfang for denne side af arbejdsmarkedet og lagde fortsat hovedvægten på ordninger for ungdommen.
Although the early 1970s saw the emergence and development of continuing training in the Member States, the European Community was not overly inter ested in this aspect of the labour market and concentrated its efforts on measures for youth.
Derimod havde EF op mærksomheden rettet mod skabelse af et fælles arbejdsmarked i medfør af Romtrakatens art. 52 og 59, der forpligter Fællesskabet til at lette adgangen til optagelse og udøvelse af selvstændig erhvervsvirksomhed, frihed til etablering på en anden medlemsstats område og fuldstændig fri bevægelighed.
However, it still pursued the objective of creating a European labour market by applying Articles 52 and 59 of the Treaty of Rome, which required it to promote access to non-salaried activities and their exercise, the general freedom of establishment and the total freedom of movement.
EF beskæftigede sig ikke med gensidig anerkendelse af eksamensbeviser, men offentliggjorde dog i 1975 et første direktiv om anerkendelse af lægers kvalifikationsbeviser.
Despite the small interest in the academic recognition of degrees and
Gennem anerkendelsen af disse beviser indførtes der fri etableringsret for læger.
Towards the end of the 1970s, European leaders saw that, despite a substantial rise in the number of university students in the Member States, international exchange and mobility still remained limited.