natgillin/translations-raw huggingface dataset:
Mennesket deltager på alle tidspunkter af sin udvikling i en aktion, der beriger det og inddrager det i en fælles udvikling.
Leaving aside the corporatist reactions of those teachers who seek to perpetuate their scope for action made possible by the inability of families and the refusal of economic circles to perform a social role, (for this corporatism is waging a rearguard action), there are hopes of a growing awareness of the trend towards continuing education and training.
De muligheder, mennesket tilbydes, er som de tilstræbte mål forskelligartede.
In this movement every citizen, to a dif­ferent degree and at different times of life, with differing aims and resources, will in turn be educator and student, trainer and trainee.
Det er en brugsanvisning, tilegnelsen af et greb.
Since general education had rediscovered the virtues of vocational training, however, it seemed logical that compen­satory action should no longer be necessary and that any new action would be superfluous.
Det er en erfaring, der fører til en dybtgri­bende forandring.
As a result, schools made an effort to return to parallel forms of training in a quest for economy and an ef­fort to recover the responsibilities they had lost, and also out of a desire for greater clarity as to the resources deployed.
Det er en rækkefølge af møder, forbindelser og for nogle af frembringelser.
The diplomas being awarded in ever greater numbers are be­ing used to paper the walls of retirement homes.
I så henseende er uddannelsen ganske rig­tigt en af undervisningens former.
In the in­dustrialized world, apart from difference still arising from certain discriminating circumstances, any inequality of oppor­tunity can be regarded as associated with heredity, even though progress in health matters has caused many of those dif­ference to dispappear.
Men den er ikke noget stedbarn, idet den er den eneste del deraf, der kan evalueres kvalitativt og objektivt.
There should no longer be a borderline between trainers inside and outside the family, each one unaware of what the other is doing.
■ En større vekselvirkning mellem fami­lie og erhvervsundervisere under den grundlæggende uddannelse.
■ The role of trainers and educators (now that there is no longer any dif­ference between them!) will be less and less to be in contact with those being taught and more in the nature of perma­nent family counselling, making available to the families specific program­mes and special resources that will help to meet their needs.
Der burde ikke længere bestå no­
It is an ex­perience leading to a profound transfor­mation.
Hvis vi ser bort fra lærerstandens bag­stræveriske korporatistiske reaktioner ud fra ønsket om at bevare de aktionsvilkår,
Education and training must not be a rigidly planned route from nursery school to the working world, imposed on those who do not know by those who say they know.
Der kan ikke være tale om, at dem, der ik­ke ved noget, fra børnehaven til uddan­nelsen på virksomheden omgives af dem, der mener at vide noget.
These concerns, however laudable, bare­ly conceal the radical crisis being ex­perienced in the world of educators.
Integration af erhvervsfaglig ersættelse
Integration of vocational and general education —
- en af fremtidens pædagogiske opgaver og politiske udfordringer
The trade union debate assembly of a complicated electrical circuit,' Frister claimed, but he went on to say that the skilled use of a lathe should not exclude learning subtle distinctions in the use of the German language.
Diskussionen i fagbevægelsen sagde Frister til de tilstedeværende fagforeningsfolk. reningsfolk.
content, general education and voca-· tional training can no longer be segregated'.
ligt at begrunde et entydigt regelsæt for, hvad en persons dannelse omfatter, og ej heller måtte menneskets politisk-sam-fundsrelaterede, økonomiske og tekniske aktiviteter under henvisning til tilpasningstrykket (i erhvervsuddannelsen, forfatterens anmærkning) holdes uden for de områder, som almendannelsen gør krav på.
The translation of these educational and social views into practice was seriously hampered by resistance from conservative secondary-school teachers and employers, who opposed any upgrading or fundamental reform of vocational training.
Når der skal være tale om en virkelig integration, må indhold og undervisnings form i den almene og den erhvervsfaglige uddannelse fuldtud og uindskrænket be tragtes og behandles på lige fod og lige værdigt. »Det at skrive tysk stil berettiger ikke til mere end det at fremstille en kom pliceret elektrisk kontakt« er en anden udtalelse af Frister, men han tilføjede, at den ferme betjening af drejebænken ikke må udelukke undervisningen i at anvende det tyske sprog med alle dets nuancer.
It is almost 20 years since the Federation of German Trade Unions focused on the integration of general and vocational education at the upper secondary level of the education system in its statements on education policy at its 1970 congress on vocational training.
Disse tanker har — om end afsvækket — påvirket det tyske uddannelsesråd (Deutscher Bildungsrat), der i 1974 konkluderede »at almen dannelse og erhvervsfag lig dannelse, for så vidt angår indholdet, ikke længere kan afgrænses mod hinanden«. De første beskedne konsekvenser sås draget heraf, da delstaternes under visningsministre gennemførte en nyordning af gymnasieskolerne.
'General [secondary] education is the vocational training of the dominant, vocational training the general education of the dominated.'
For næsten tyve år siden — i 1970 — fremsatte Den Tyske Landsorganisation DGB (Deutscher Gewerkschaftsbund) på organisationens erhvervsuddannelseskongres kravet om integration af den al mene og erhvervsfaglige uddannelse i gymnasieskolen (11.-13. skoleår i uddan nelsessystemet) som et centralt punkt i de uddannelsespolitiske udtalelser. »Almen (gymnasial, forfatterens anmærkning) uddannelse er den herskende klasses er hvervsuddannelse, erhvervsuddannelse er den beherskede klasses almene uddan nelse« er en udtalelse af Erich Frister, som dengang var formand for Forbundet for Undervisning og Videnskab GEW (Gewerkschaft Erziehung und Wissenschaft) og som i sit hovedindlæg på kongressen gav denne samfundspolitiske karakteristik af det vesttyske uddannelses system.
The political dimension of the integration of general and vocational education — the trade unions' fundamental principle — was the requirement that voca tional training too should qualify the in dividual for equality of opportunity at work and in private life and for social advancement and political participation in the firm, society and the State. Twenty years later these statements are as topical and important as ever.
Den praktiske omsætning af disse pæda-gogisk-videnskabeligt og samfundspolitisk indsigtsfulde forestillinger var udsat for stærk modstand fra de konservative gymnasielærere samt arbejdsgiverne, der gik imod en opvurdering og grundlæggende reform af erhvervsuddannelsen.
As the division of the education system into institutes of secondary (general) and vocational education consolidates — to use Marxist terminology — the class structure of our society, Erich Frister told the assembled trade unionists, the in tegration of general and vocational education is a major challenge for social policy.
Pædagogisk-videnskabelige principper
New arguments: education in risk-taking society
Opdelingen af uddannelsesorganisationen i institutioner til gymnasial (almen) uddannelse og erhvervsfaglig uddannelse befæster — ifølge marxistisk teori — klassestrukturen i vort samfund.
If there is to be real integration, the con tent and learning methods of general and vocational education must be regarded and treated as being equal in rank and im portance from every point of view.
Derfor er integrationen af den almene og er hvervsfaglige uddannelse først og frem mest en samfundspolitisk udfordring,
'The writing of a German essay does not bestow any more rights than the
Alligevel kan der efter tyve år — en relativ kort periode i tysk uddannelses historie — ikke være tale om, at reformideérne har lidt skibbrud.
At that time a new theoretical and pedagogical debate on the anachronistic division between general and vocational education had also developed among educational scientists.
De første skridt er realiseret.
The most prominent advocate of integration was the Münster educationalist Professor Her wig Blankertz.
Målet, for så vidt angår integrationen af erhvervsfaglig og almen uddannelse, ligger imidlertid fortsat langt ude i fremtiden.
His tenet, almost un disputed in the professional world at the time, was that in upper secondary educa tion the truth of the humanistic idea in general education — with its reference to the development of individuality in society and for its benefit — should be com plemented by comprehensive vocational education.
For nærværende er begrundelserne for og nødvendigheden af en vi deregående reform af erhvervsuddannelsen med integration for øje blevet endnu mere aktuelle og påtrængende.
It was impossible according to Blankertz, to set an une quivocal standard of what constituted be ing educated, and man's politico-social, economic and technical activity should not be dismissed from the requirements of general education with a reference to the pressure to adapt [in vocational training].
(1942) er medlem af forretningsudvalget og den daglige ledelsefor Gewerkschaft Erziehung und Wissenschaft (GEW) samt leder af for bundets uddannelsespolitiske afdeling.
born in 1942, is the managing member of the board of the Education and Science Union (GEW) and head of the Education Policy Department.
Fra 1969-1983 var han erhvervslærer og adjunkt ved højere læreanstalter samt mangeårig medarbejder på »Kolleg«skoleforsøget i Nord-rhein- Westfalen.
From 1969 to 1983 he was a voca tional school teacher and university lecturer, and for many years he was involved in the college school experiment in North Rhine-Westphalia.
På samme tid satte den pædagogiske vi denskab en ny uddannelsesteoretisk og pædagogisk diskussion i gang vedrørende den anakronistiske adskillelse af almen og erhvervsfaglig uddannelse. En af de mest prominente repræsentanter var pædagogen fra Münster, Prof. Dr. Herwig Blankertz, hvis teser dengang i fagkredse stod næsten uimodsagte.
Since the debate in the early 1970s one dimension in particular has dramatically gained in importance: the control of technical and economic development to ensure that it is compatible with man, society and the environment.
Hans påstand gik ud på, at sandheden om almendannelsens humanistiske idé, med relation til in dividualitetens udfoldelse i samfundet og til gavn for dette, kunne ophæves i gymnasieskolen gennem en omfattende er hvervsuddannelse.
With the speed of technical progress, the scale and number of technical disasters and ecological risks have also increased: Seveso, Harrisburg, Bhopal, Challenger, Chernobyl, Sandoz-Basle, Piper Alpha, dying seals, etc. — the list of spectacular events known throughout the world reveals no more than the tip of the iceberg.
I den forbindelse var det ingenlunde meningen, at der skulle gives afkald på almendannelse, men denne skulle formuleres på ny. Det var ikke mu
Innumerable medium-scale regional disasters and the everincreasing destruction of the natural foundations of human life and of the ecological balance by air, soil and water pollution, the destruction of the biosphere and the rain forests, forest decline and dying animals,
I forhold til diskussionen i perioden om kring 1970 er det fremfor alt én dimension, der på nærmest dramatisk vis har fået betydning: den humane, sociale og
These ideas, albeit toned down, influenced the German Education Council, which concluded in 1974 'that in terms of
og ofte påvirker den politiske udvikling mere, end hvad vælgere eller regeringer formår. Men fejlagtig adfærd og fejlagtige beslutninger belaster i sidste ende hele samfundet, det er borgerne der betaler enten via højere priser, skatter eller ved at blive udsat for helbredsmæssige risici.
the growing incidence of environmental diseases (e.g. allergies) are a rough indication of the magnitude of the problem: technical and economic activity must be harnessed, controlled and defined by standards appropriate to the environment, society and man.
nen af den økologiske, sociale og humane (etiske) dimension i den teknisk-økono-miske uddannelse, med andre ord udfoldelsen af alle aspekter i de erhvervs- og samfundsrelaterede aktiviteter i uddan nelsesprocessen, er den mest betydningsfulde og samtidig vanskeligste pædagogiske og politiske opgave, som fremtidens uddannelsessystemer står overfor.
This widely held view in professional circles is justified by many other needs, which cannot all be listed here.
Prof. Dr. Wolfgang Klafki, der i sin tid var formand for Det Tyske Selskab for Pædagogisk Videnskab, formulerede no get lignende på pædagogkongressen i 1970: »En af de centrale opgaver i det aktuelle uddannelsesteoretiske arbejde og i fremtidig uddannelsespraksis er ... integrationen af erhvervsuddannelsen i en nykonciperet form for almendannelse.«
The warnings of the limits to growth (Club of Rome) have so far been largely ignored by the public and especially by politicians and leading businessmen.
Det kan ikke nægtes, at en almen uddan nelse uden konkret praktisk relation til arbejdsverdenen gør det yderst vanskeligt for mennesker at engagere sig og tage stilling til udviklingen, som den former sig i dag.
Concepts for making industrial society fit for man and his environment have yet to be im plemented.
økologiske beherskelse af den tekniske og økonomiske udvikling.
solidarity in the representation of in terests and the democratic development of society.
I takt med det hastige tekniske fremskridt er antallet og omfanget af tekniske katastrofer og økologiske risici vokset i foruroligende grad: Seveso, Harrisburg, Bhopal, Challenger, Tschernobyl, Sandoz-Basel, Piper Alpha, sældøden etc. — optællingen af spektakulære begivenheder, som er kendt i hele verden, signaliserer kun toppen af isbjerget.
Besides these social aspects, the compassionate, ethical and in dividual dimension of education must be integrated into the vocational training process.
Utallige mellemstore, regionale katastrofer samt den stadig tiltagende gene relle ødelæggelse af vort naturlige eksistensgrundlag og den økologiske balance gennem forurening af luft, jord og vand, gennem ødelæggelsen af biosfæren og regnskovene, med skovenes og dyrenes udryddelse og et tiltagende antal miljø sygdomme (f.eks. allergier) til følge — alt dette siger noget om problemernes størrelsesorden. Tekniske og økonomiske aktiviteter skal helt klart begrænses, beherskes og defineres i henhold til en økologisk, social og human målestok.
This must include matters relating to the identification of a purpose in life through work and leisure activities, the encouragement of creativity and communication, and human dignity and self-realization.
Denne opfattelse, som er almindeligt accepteret i fagvidenskabelige kredse, be grundes af talrige yderligere nødvendig heder, som ikke alle sammen kan nævnes
Technical development generates ever larger technological systems, whose con trol is by no means assured.
Til de problemer, der skal integreres i ud dannelsesprocessen, hører endvidere arbejdsløsheden, arbejdstagernes rettigheder og opøvelsen af solidarisk adfærd i forbindelse med samfundets interesserepræsentation og demokratiske udvikling.
This need for survival — impressively described by Ulrich Beck in his book Die Risikogesellschaft (The Risk-taking Society), which has attracted a great deal of attention — cannot be satisfied by laws and controls alone, which moreover, remain totally inadequate or have yet to be enforced.
I uddannelsesprocessen skal alle disse forskellige dimensioner integreres og ud foldes teoretisk i den erhvervsfaglige ind læring, men derudover skal de også opleves i praksis, gøres omsættelige og ind øves helt konkret.
An education process of this nature must not only integrate these various dimensions and develop them in theory in voca tional learning: it must above all make it possible for them to be experienced in practice, converted into a concrete form and understood.
Teoretisk og praktisk indlæring skal integreres på samme måde som det kognitive og emotionelle plan skal samles i det hele under indlæringsprocessen.
Theoretical and practical learning must be integrated, just as the cognitive and emotional levels must be brought together in a holistic learning process.
De bedste resultater er hidtil opnået med tværfaglige uddannelses- og undervisningsprojekter, hvor indlæringen oven i købet kan være morsom.
The best results so far have been achieved in interdisciplinary training and instruction projects, in which learning can, moreover, also be fun.
Idéen om at lære med »hoved, hjerte og hånd« (Pestalozzi) skal videreudvikles og udbredes blandt unge og voksne.
The idea of learning with the 'head, heart and hand' (Pestalozzi) must be further developed for young people and adults and become more widespread.
Forestillinger om en human, social og økologisk udformning af industrisamfundet findes den dag i dag kun i form af programerklæringer og på papir.
Organizational implications for schools individual citizen who foots the bill, whether through prices, taxes or poor health.
Den nødvendige omstilling før at kunne overleve — Ulrich Beck har i sin meget omtalte bog »Die Risikogesellschaft« (Risikosamfundet) givet en indtrængende beskrivelse heraf — kan ikke etableres gennem lovgivning og kontrolforanstaltninger alene, helt bortset fra, at disse er aldeles utilstrækkelige eller slet ikke ved taget endnu.
It cannot be denied that a general educa tion devoid of any concrete, practical reference to the world of work does not equip people to cope with these developments competently and with commitment. Equally incapable in this respect is vocational (technical, economic) training which ignores the general consequences of and risks in herent to work and merely prepares the individual to meet the specific requirements of a given job.
Uddannelse er en væsentlig forudsætning for, at mennesker udvikler moralsk, politisk og faglig kompetence til at udforme arbejdet og samfundet demokratisk og menneskeligt. »Uddannelse er magt« — det har Wilhelm Liebknecht sagt for over hundrede år siden.
Another aspect to be considered in the context of integrating general and voca tional education is the organization of schools. Integration will mean the com bination of the currently separate secon dary school and vocational school, in cluding off-the-job training workshops.
Halvstuderthed er vejen til barbari — denne ad varsel hidrører fra Adorno. Integratio-
It must always be possible for students to change their minds, and they must be helped with expert advice.
Den tekniske udvikling fører til stadig større mammutteknologisystemer, hvis kontrol ingenlunde er sikret.
However, in tegrated upper secondary schools should not become mammoth structures, but manageable units specializing in given fields and capable of cooperating with one another.
Det samme gælder for de internationale koncentrationer og ekspansioner, som foretages af erhvervsvirksomheder, henholdsvis koncerner, der ikke er underlagt nogen effektiv samfunds- eller demokratisk kontrol
The upper secondary school should focus on at least three years of vocational training of the 'dual' or in-school type. At the same time, all young people should have the opportunity to obtain a higher school-leaving certificate, including one that entitles them to go on to a university.
Til tanken om integration af almen og er hvervsfaglig uddannelse hører endelig til lige det skoleorganisatoriske område.
Other factors to be taken into account in the education process are unemployment, employees' rights and the need for
In tegrationen kræver en sammenslutning af hidtil adskilte skoleformer — gymna-
Professor Wolfgang Klafki, then chairman of the German Society for Educa tional Science, had something similar to say at a congress of educationalists in 1970: 'One of the main tasks for current work on the theory of education and for practical education in the future is ... the integration of vocational training into a new concept of general education.'
nik udformes for mennesker og mennesket ikke skal tilpasse sig teknikken.
CEDEFOP ty graduates is expected to rise by 58% (compared to 1982).
Reformbestræbelser i For bundsrepublikken Tyskland siet og erhvervsskolerne inklusive virksomhedernes eksterne uddannelsesværksteder.
periment being conducted in North Rhine-Westphalia with the 'college school' model.
De forskellige uddannelser skal udgøre et stort modulsystem og til en vis grad være indbyrdes udskiftelige. Uddan nelsesvalg skal kunne revideres og skal støttes af kvalificeret vejledning.
It is the most ambitious at tempt at reforming upper secondary education, because it integrates all courses at this level and awards all certificates and qualifications — partly in in tegrated form.
Social selektion vil derved blive reduceret.
The Council of Europe has given this school model a special award.
Men alligevel bør integrerede gymnasieskoler ikke fremtræde som mammutsystemer, men være overskuelige enheder for specifikke fag- henholdsvis hovederhvervsområder og med evnen til kooperation i be hold.
Although these 'college schools', of which there are now 24, do not yet come close to the reform objectives, they do represent a considerable step forward in curricular, organizational and social terms and compare well with other European efforts.
Støtte til indlæringssvage og integration af handicappede unge skal være en af de vigtigste opgaver, som en sådan fælles skole for alle unge har.
This predicted trend will, however, require those concerned to demonstrate considerable skills in influencing and guiding those leaving the education system.
En kompetencegivende erhvervsuddannelse på mindst tre år i form af en mesterlære eller i skoleform står i centrum.
When new technologies are introduced, employees are able to per form tasks forming part of integrated jobs only if they have an appropriately wide range of high-level skills.
Samtidig skal alle unge kunne deltage i den prøveforberedende undervisning med bl.a. studentereksamen som afslutning, der giver adgangsberettigelse til universitet el ler højere læreanstalt.
Otherwise new technologies are similarly incapable of precluding Taylorism. Education and creativity are thus essential if technology is to be structured for man rather than man having to adapt to technology.
I Forbundsrepublikken Tyskland findes forskellige integrationsforsøg, af hvilke først og fremmest skal nævnes de nye ordninger inden for metal, el, kemi samt handels- og kontorområdet.
Endeavours towards reform in the Federal Republic
En generel højere kvalificering svarer og så til, hvad arbejdsmarkedsforskningen anser for nødvendigt henholdsvis prognosticerer.
In the Federal Republic one of the first at tempts at integration has come with the reorganization of occupations in the metal-working, electrical, chemical and commercial sectors.
Både Prognos AG's og Institut für Arbeitsmarkt- und Berufsforschung (IAB)'s omfattende undersøgelser vedrørende fremtidens arbejdskraftbehov påpeger en tydelig tendens til højere kvalificerede job samt tværfaglige nøglekvalifikationers tiltagende betydning.
These occupations are based on a new concept of training, which is designed to teach the trainee to plan, undertake and monitor his activities independently, i.e. to teach him the ability to act and organize in dependently, as an individual.
Specialiserede arbejdsområder krymper tendentielt, mens integrerede arbejdsområder vil forøges.
The con tent of vocational training is thus derived from the job, which can be shaped and changed as a result of technological development.
Foruden forskellige reformforsøg i enkel te delstater skal specielt »Kolleg«skolemodellen (en slags HF-model, oversætterens anmærkning) i Nordrhein-Westfalen nævnes.
This new concept also requires new forms of learning, abandoning the normal distinction between subjects and tasks assigned to the various places of learning.