natgillin/translations-raw huggingface dataset:
2.7.70 Ovennævnte lov fremmer udviklingen af centre til forbedring af den enkeltes muligheder på arbejdsmarkedet.
The law provided great impetus for the social advancement centres.
Således oprettedes der ni institutter for forbed­ring af den faglige status (instituts de la promotion supérieure du travail -IPST), og i 30 byer oprettedes der centre tilknyttet det nationale konservatorium for kunst og håndværk (CNAM).
For example, nine 'instituts de la promotion supérieure du travail' (IPST — institutes for the advancement of work) were set up and some 30 cities were the location for centres associated with the Conservatoire national des arts et métiers.
Loven stadfæster en social og individuel synsvinkel på uddan­nelse.
The law took a social and individual approach to training.
Uddannelse tilbydes den, der gør sig fortjent til det ved at vise vilje til at deltage i uddannelsesaktiviteter uden for arbejdstiden.
Training was offered to anyone who merited it and wished to take courses outside working hours.
ders holdning er, at de ved at give den enkelte midler til at forbedre sine mulig­heder på arbejdsmarkedet har taget hensyn til princippet om social retfærdighed.
everybody the resources for their betterment, the authorities felt they had responded to the concern for social justice.
Men loven er utilstrækkelig til at opfylde erhvervslivets behov, og efterfølgende tager udviklingen på erhvervsuddannelsesområdet fart.
This law, however, was not enough to meet the needs of the economy, and as a result the growth rate in the provision of training was further increased.
Sideløbende hermed tog uddannelsessystemet højde for erhvervslivets behov for teknikere og mellemledere ved i 1964 at oprette sektioner for uddannelse af ledende teknikere, der udsteder højere teknikerbeviser (BTS), og to år senere tekniske universitetsinstitutter, hvis uddannelser afsluttes med et teknologisk universitetsdiplom (DUT).
In parallel, the educational system was also meeting employers' needs for technicians and intermediate executives by setting up sections for advanced technicians in 1964 and issuing 'brevets de techniciens supérieurs' (BTS — advanced technicians' diplomas) and, two years later, the 'instituts universitaires de technologie' (lUT — university institutes of technology) leading to the 'diplôme universitaire de technologie' (DUT — university diploma in technology).
Disse kortvarige højere uddannel­seslejer - begge af to års varighed - blev en succes og er det stadig.
These shorter tertiary courses, offering a two-year period of study for each diploma, proved successful, and that success continues today.
Det hermed etablerede system suppleredes med en lov af 31. december 1968, der fastsætter bestemmelser om aflønningsordninger for de forskellige erhvervsuddannelsesaktioner.
The structure set up in this manner was supplemented by a Law of 31 December 1968, which appeared to have rounded out the system by defining the arrangements for remuneration applicable to the various vocational training measures.
Fire faktorer har haft indvirkning på denne revision af ordningen:
The factors bringing about this general review of the system came under four headings.
Den afgørende faktor var erhvervslivets tidligere omtalte efterspørgsel efter tekni­kere og mellemledere.
These have already been mentioned: they reflected employers' needs for technicians and middle-ranking executives.
Ifølge en undersøgelse foretaget af arbejdsgiverforeningen inden for metalforarbejdningsindustrien i 1965 var 80% af alle mellemteknikere ikke i besiddelse af et eksamensbevis, der svarede til deres beskæftigelse.
According to a survey by the metallurgical industry's employers' association in 1965, 80% of technicians and engineers did not hold a diploma matching the job they performed.
Det var derfor absolut nødvendigt for virksomhederne, at der skabtes mulighed for efterog videreuddannelse af de ansatte.
It was vital, then, to find ways of training employees.
Den økonomiske vækst i 1960'erne, udviklingen hen imod et forbrugersamfund og den enkeltes ønske om at forbedre sine erhvervsmæssige muligheder for i højere grad at nyde gavn af dette forbrugersamfund var altsammen faktorer, der tilskyn­dede lønmodtagerne til at udnytte enhver mulighed for at uddanne sig.
The growth period of the 1960s, the arrival of the consumer society and aspirations to self-improvement to take fuller advantage of that consumer society were all factors motivating employees to grasp every opportunity they were offered to train.
Det gjaldt navnlig den generation, der er født før krigen, og som altså var mellem 25 og 35 år i 1960'erne.
The aspiration was particularly prominent among the groups born before the war, i. e. those aged 25 and 35 in the 1960s.
Det faglige grunduddannelsessystem viste sig i løbet af 1960'erne at lide af alvor­lige mangler.
The initial education system revealed serious inadequacies in the 1960s.
To tredjedele af en årgang kom ud på arbejdsmarkedet uden et fagligt uddannelsesbevis.
Two thirds of young people entered the working world without any certified training.
Endvidere havde uddannelsessystemet en stærk social slagside, idet mindre end 10% af bonde- og arbejderbørnene fik en højere uddan­nelse, på trods af at arbejdere og bønder på daværende tidspunkt udgjorde halv-
Furthermore, in those years there were great disparities in the educational
Idelen af den erhvervsaktive befolkning.
Fewer than 10% of the children of rural and blue-collar workers, at the time accounting for more than half the working population, went on to higher education.
Omvendt var ca. halvdelen af de stude­rende ved universiteterne og de højere læreanstalter børn af overordnede ledere og liberale erhvervsdrivende, der kun repræsenterede 6% af den erhvervsaktive befolkning.
The children of senior management and professional parents, who accounted for only 6% of the working population, made up almost half of the student body at university and even more in the 'grandes écoles'.
Det var derfor nødvendigt at skabe betingelser for, at de, der havde forladt uddannelsessystemet i utide, kunne få en ny chance. Det var ganske givet disse mangler ved grunduddannelsessystemet, der var hovedårsagen til udvik­lingen af det erhvervsmæssige efter- og videreuddannelsessystem i Frankrig.
A second chance for those who had left the educational system was seen as vital, and undoubtedly this inadequacy of initial vocational education was the main cause of the development of the French continuing training system.
Politiske faktorer var den umiddelbare - men ikke den dybereliggende - årsag til etableringen af et efter- og videreuddannelsessystem, idet de dybereliggende årsager snarere skal findes i de ovennævnte faktorer.
These were on the whole the immediate causes of setting up a continuing training system, rather than the deep-rooted causes which were better expressed by the factors described above.
Grenelle-aftalerne satte en stopper for strejkerne og virksomhedsbesættelserne i maj 1968 og stadfæstede arbejdsmarkedsparternes forpligtelse til at forhandle i de enkelte brancher eller tværfagligt om en række uddannelsesmæssige spørgsmål samt regeringens forpligtelse til at lovgive på visse områder, f.eks. om anerkendelse af fagforenings­aktiviteter på virksomhederne.
Following the events of May 1968, the Grenelle Agreements ended the strikes and workplace sit-ins and embodied the commitment of the two sides of industry to negotiate in individual sectors of industry or at the interindustry level on a number of subjects, together with the government's commitment to legislate in certain fields, for example on recognition of the role of the unions in the workplace.
Erhvervsuddannelse, der ikke på daværende tidspunkt indgik i fagforeningernes krav - med undtagelse af det overordnede personales fagforeninger - sattes på dagsordenen for forhandlingerne, uden at dette dog var udtryk for en veldefineret politisk vilje.
Vocational training, which had not previously been a union claim except in the case of management unions, was placed on the agenda in collective bargaining, although no clearly defined political resolve was expressed.
De forhandlinger, der indledtes efter indgåelsen af Grenelle-aftalerne, resulterede i aftalen af 9. juli 1970, der efterfølgende stadfæstedes i loven af 16. juli 1971.
The negotiations initiated after the Grenelle Agreements in fact led to the agreement of 9 July 1970, later to be embodied in the Law of 16 July 1971.
Disse to lovtekster udgør retsgrundlaget for det franske erhvervsuddannel­sessystem.
These two pieces of legislation are the foundation of the French vocational training system today.
: 20 års erhvervsmæssig efter- og videreuddannelse
Twenty years of continuing vocational training
A) Institutionalisering af erhvervsuddannelsespolitikkerne
(A) The institutionalization of training policies
Det skal understreges, at arbejdsmar­kedets parter spillede en væsentlig rolle i systemets etablering.
An important point is the essential part played by the two sides of industry in creating the system.
Kompetence og fremgangsmåde med hensyn til fastsættelse af bestemmelser på erhvervsuddan­nelsesområdet (afsnit 3.1.2), der var fastsat lige fra begyndelsen, ændredes ikke efterfølgende, og den seneste aftale af 3. juli 1991 er eksemplarisk i så henseende, idet loven overtog hovedparten af aftalepunkterne uden at ændre tekstens gene­relle økonomi eller de heri fastsatte retningslinjer.
The method of embodying agreements reached through collective bargaining in law or regulations, one that was decided upon right from the start, has hardly changed since then. The most recent agreement of 3 July 1991, for instance, is exemplary in this respect since the law takes up the nub of its provisions without disrupting either the general economics of the agreement or the guidelines it lays down.
Det først­nævnte princip kom til udtryk i indførelsen af lønmodtagernes ret til at deltage i uddannelse i arbejdstiden.
The first principle reflects the adoption of the employee's right, not just the opportunity, to be away from the workplace to take training during working hours.
Det sidstnævnte princip kom til udtryk i de beføjelser, der tilkendtes samarbejdsudvalget i uddannelsesspørgsmål, om end denne kompetence kun udøves gennem høring og ikke indebærer beslutningskompe­tence.
The second reflects the responsibility assigned to works' committees for training, even though this is exercised only through consultation and not through the power to make decisions.
Ifølge Jacques Delors, der har givet navn til loven af 1971, var et af målene med etable­ringen af faste rammer for erhvervsmæssig efter- og videreuddannelse at indvirke på grunduddannelsen.
According to Jacques Delors, who gave his name to the 1971 Law, the aim in instituting continuing training was to affect initial training as well.
Den opnåede konsensus mellem arbejdsmarkedets parter og staten betragtedes som den største landvinding på vejen hen imod opfyldelse af denne målsætning.
The consensus that existed between the social partners and the State was regarded as a major step towards achieving this ambition.
Virksomhederne skulle betale en afgift svarende til 0,8% af den årlige lønsum til efter- og videreuddannelse.
A levy amounting to 0.8% of the wage bill had to be set aside each year by employers for the financing of continuing training.
For disse midler kunne virksom­hederne enten selv uddanne de ansatte, indgå uddannelsesaftaler med offentlige eller private uddannelsesinstitutioner, indbetale til en uddannelsesfond eller finan­siere uddannelsescentre, der udbyder kurser for arbejdssøgende.
The employer could spend these amounts on training his own employees, or could negotiate training agreements with public- or private-sector training centres; alternatively, it could contribute towards a 'Fonds d'assurance formation' (training insurance fund) or finance training centres that ran vocational training for job-seekers.
Det er organer, der er oprettet ved kollektive overenskomster eller rammeaftaler mellem arbejdsgiver- og lønmodtagerorganisa­tioner, og som modtager arbejdsgivernes indbetalinger, som de anvender til at finansiere uddannelsesaktioner for ansatte i de virksomheder, der hører ind under deres kompetenceområde.
The funds were agencies set up by a collective convention or outline agreement between employers' and employees' organizations to receive the funds contributed out of the employers' compulsory levy and use them to finance training schemes for the benefit of the employees of those companies, within their field of competence.
Disse finansielle transaktioner gennemførtes under statens kontrol via den nationale gruppe for kontrol med erhvervsuddannelse, der opret­tedes til formålet.
All the financial transactions were conducted under the supervision of the State through the 'Groupe national de contrôle de la formation professionnelle' (national group for the supervision of vocational training), which was set up for the purpose.
Disse to grundlæggende tekster indeholdt således videreuddannelsessystemets centrale aspekter, nemlig: lønmodtagernes ret til videreuddan­nelse, arbejdsgivernes forpligtelse til at deltage i finansieringen, statens økonomiske kontrol og arbejdsmarkedsparternes sociale kontrol (gennem samar­bejdsudvalgene og uddannelsesforsikringsfondene).
The main features of the continuing training system were thus combined in these two founding pieces of legislation: the right of employees to training, the financing of that training by employers, fiscal supervision by the State and social supervision by the social partners (through the works' committees or training insurance funds).
B) Fra livslang uddannelse til arbejdsmarkedsstyring
(B) From permanent education to the management of employment
Udviklingen i den økonomiske situation ændrede denne første tilgang mærkbart, idet oliekrisen i 1974 markerede slutningen på de »tredive glorværdige år«, dvs. de tredive efterkrigsår, der stod i den økonomiske væksts og den fulde beskæfti­gelses tegn.
Developments in the economic situation then considerably modified this approach.
Det, man på daværende tidspunkt kaldte krisen, men som i realiteten var begyndelsen til en gennemgribende ny udvikling i de vestlige økonomier, gav sig udslag i stigende arbejdsløshed, navnlig blandt unge.
In 1974 the first oil crisis marked the end of what had been called the '30 glorious years', in other words the 30 years after the Second World War, a time of economic growth and full employment.
De beskæftigelsesfrem­mende foranstaltninger, der blev truffet til at øge beskæftigelsen blandt unge, insti­tutionaliserede i praksis de offentlige myndigheders intervention og et af staten forvaltet erhvervsuddannelsessystem.
Then came what was at the time called the recession, marking the beginning of a radical change in Western economies. It led to a steep rise in unemployment, particularly among
Først med decentraliseringen, der tilkendte regionerne almenretlig kompetence på erhvervs­uddannelsesområdet og dermed indførte en ny aktør på dette område. Dernæst med statens deltagelse i bekæmpelsen af arbejdsløsheden, navnlig langtidsledig­heden.
The scope of this action by the authorities was extended over the 1980s, first through decentralization, under which regions were in principle given responsibility for training, thus introducing a new operator into what was beginning to become a highly complex training landscape, and later by taking the social approach to unemployment, in particular long-term unemployment which had risen sharply from the mid-1980s.
Staten brugte således i 1986 for første gang siden 1971 flere penge på erhvervsuddannelse end virksomhederne.
In 1986, for example, for the first time since 1971, the State allocated more money to vocational training than did employers.
Den offentlige finansiering (stat + regioner) udgør i dag to tredjedele af de midler, der anvendes på erhvervsmæssig efter- og videreuddannelse (afsnit 3.2.2).
Public-sector financing (State plus regions) today totals about two thirds of the amount spent on continuing training (see 3.2.2).
C) Systemets tilpasning til en moderne økonomi
(C) Adapting the system to a modern economy
Den daværende minister for erhvervsuddannelse satsede stærkt på en tilpasning af det i 1971 indførte system til den moderne økonomis krav.
The then Minister for Vocational Training called for an adaptation of the system that had been set up in 1971 to meet the needs of the changing economy.
De reformer, der indførtes med de tværfaglige aftaler fra september 1982 og oktober 1983 samt med loven om erhvervsuddan­nelse fra januar 1984, lå rent faktisk i direkte forlængelse af de foregående tekster, som de justerede, men på ingen måde ændrede radikalt.
The reforms introduced by the interindustry agreements of September 1982 and October 1983, as well as the Law on vocational training of January 1984, followed along the same lines as previous legislation, which they amended rather than reformed.
- Den tværfaglige landsaftale af 21. september 1982 fastsatte princippet om adskillelse af virksomhedernes finansiering af virksomhedernes egen uddannelsesplan og den individuelle uddannelsesorlov.
The national interindustry agreement of 21 September 1982 laid down the principles that the training plan should be financed separately by the employer and that employees should be entitled to individual training leave.
Fremover sikredes finansieringen af den individuelle uddannelsesorlov af en afgift svarende til 0,1% af lønsummen, som enhver virksomhed med 10 eller flere ansatte skulle indbetale til et godkendt organ, der forvalter finansieringen af uddan­nelsesorlov for de lønmodtagere, der ansøger herom.
Henceforth that training leave would be funded by a levy of 0.1% of the wage bill, which every enterprise employing 10 or more people had to pay to an approved agency. This agency then granted funds for the individual training leave of those employees applying for it.
- Den tværfaglige landsaftale af 26. oktober 1983 indførte tre uddannelses­foranstaltninger for unge i form af vekseluddannelse.
The national interindustry agreement of 26 October 1983 set up three alternance training measures for young people.
Den første, virksom­hedspraktik som forberedelse til erhvervslivet, er en praktisk arbejdserfaring i form af en praktikperiode, de to andre, kvalifikationskontrakten og tilpasningskontrakten, er arbejdskontrakter af en særlig type, som har til formål at fremme de unges indslusning på arbejdsmarkedet, og som sammenknytter arbejde, uddannelse og økonomiske fordele for arbejdsgiveren, bl.a. frita­gelse for betaling af sociale bidrag (afsnit 2.2.55).
The first, the 'Stage d'initiation à la vie professionnelle' (SIVP — period of initiation to working life), placed the young person in a working situation during a practical training period, while the two others — the 'contrat de qualification' (qualification contract) and the 'contrat d'adaptation' (adaptation contract) — were special types of contracts of employment designed to promote the integration of young people into the working world by combining work, training and financial benefits for the employer, in particular exemptions from social security contributions (see 2.2.54).
- Loven af 24. februar 1984 stadfæstede indholdet i de to foregående aftaler og generaliserede dermed de af arbejdsmarkedets parter aftalte foranstalt­ninger.
The Law of 24 February 1984 closely reflected the content of the two preceding agreements, thus broadening the scale of the measures that had been created by the social partners.
Loven fastsatte desuden en forpligtelse til at forhandle om erhvervsuddannelsesspørgsmål på branche, eventuelt virksomhedsniveau.
The law also established the obligation to negotiate on training at the level of individual sectors of industry and, failing such negotiations, at company level.
Resul­taterne af disse forhandlinger, der fandt sted mellem 1984 og 1985, var dog ikke på højde med de offentlige myndigheders forventninger.
The outcome of these negotiations,
alle gav status af erhvervsuddannelsessøgende, uden at denne status var hverken klart defineret eller ensartet.
For instance, there were almost 20 different arrangements for job placements conferring trainee status, with no clear definition of this status and, above all, with no uniformity among measures.
Efter at systemets opbygnings- og udbygningsfase var afsluttet, var det derfor nødvendigt at tage fat på at effektivisere og rationa­lisere det.
Once the initial period of building up and developing the system came to an end, thought had to be given as to how it could be rationalized and made more effective.
Rationaliseringen af systemet iværksattes i 1988 ud fra to grundidéer.
This action was launched in 1988 and was based on two main ideas.
For det første at skabe orden i en række uddannelsesforanstaltninger, der, eftersom de var indført i spredt fægtning i årenes løb, undertiden fastholdtes mod enhver logik.
The first was that some order should be imposed on a set of measures which had been brought into existence over the years and on occasions survived for no good logical reason, or for a logical reason long since forgotten.
Staten foretog derfor en sammenlægning af ordningerne, som dermed rettedes mod mere bredt definerede målgrupper.
The State therefore regrouped the various arrangements for practical placements and centred them on more broadly defined target groups.
Således kunne unge, ud over de veksel­uddannelser, der var indført af arbejdsmarkedets parter, deltage i ordningen vedrørende den enkeltes ret til en kvalificerende uddannelse (afsnit 2.2.73), og voksne arbejdssøgende kunne deltage i indslusnings- og uddannelsesaktionerne (afsnit 2.3.49).
This meant that, in addition to the alternance training set up by the social partners, young people could essentially take advantage of 'crédit-formation' (training entitlement — see 2.2.73) and adult job-seekers could take advantage of integration and training schemes (see 2.3.49).
Målet var dels at gøre markedet og navnlig uddannelsestiIbuddene mere gennemsigtige og dels at føre tilsyn med de udbudte uddannelsers kvalitet gennem øget kontrol med uddannelsesorganerne og gennem fastsættelse af nye krav til disse organer, bl.a. med hensyn til informering af kursisterne og offentligheden.
The aim was twofold: to clarify this market, in particular the provision of training, and to ensure that the quality of training provided was maintained either by more stringent supervision of training agencies or by imposing new obligations on those agencies, more particularly in the field of training information and publicity.
Denne foranstaltning udmøntedes i loven af 4. juli 1990 om kontrol med og krav til erhvervsuddannelsernes kvalitet, der var et første skridt i retning af indførelse af forbrugerrettigheder på uddannel­sesområdet (afsnit 3.1.66).
This action took the tangible form of the Law of 4 July 1990 on the supervision and quality of vocational training, one purpose of which was to lay the foundations for the consumer's right to training (see 3.1.66).
Samme lov fastsatte princippet om ret til en kvalifice­rende uddannelse for enhver beskæftiget person.
The same law stated the principle that every person entering working life is entitled to a qualification, this right being exercised through what is known as crédit-formation.
Tyve år efter indgåelsen af den første tværfaglige aftale om erhvervsuddannelse foretog arbejdsmarkedets parter en revision af aftaleordningen.
Twenty years after the introduction of the first interindustry agreement on the subject of vocational training, the social partners have embarked upon the restructuring of the device of the 'training convention' which they themselves set up.
Et års forhandlinger resul­terede i undertegnelsen af aftalen af 3. juli 1991 om erhvervsmæssig uddannelse og efteruddannelse.
A year's negotiation led to the signature of an agreement on 3 July 1991 on basic and advanced training.