natgillin/translations-raw huggingface dataset:
■ Jobskabelsesforanstaltninger som foran­staltninger til fremme af erhvervslivet bør sammenknyttes stærkere med uddannelses­og videreudannelsesforanstaltninger for ar­bejdsløse.
We hope that case studies being conducted by the Dublin Foundation in a number of countries on integrated local efforts to conduct compre­hensive work with the long­term unem­ployed, taking into account their residen­tial, work and living environments, will yield some concrete results.
På miljøområdet og det sociale område burde der i øget omfang skabes muligheder for at komme ind.
A series of projects are being compared with each other in order to be able to learn from their positive and negative experiences and assess whether they may be applicable in other towns or communities.
■ Perspektivløse omskolings­ eller foran­staltningskarrierer gennem en række af programmer og foranstaltninger uden kon­krete udsigter til en arbejdsplads skal und­gås. Hvis der ikke kan gives adgang til en arbejdsplads i erhvervslivet eller admini­
■ Continuing education and training must place the emphasis on the attainment of recognized and transferable vocational qualifications or at least lay the foundations for them, and not merely be oriented towards certain specific tasks which can be better imparted by induction or on­the­job training.
■ Sammenkædningen af arbejdsløsheds­initiativer, nærbutikker samt kultur­ og socialarbejde i specielle bydele skal fortrins­
■ The merger of initiatives of unemployed persons, neighbourhood mutual support centres and district cultural and social work should be a main focus of support, which can be given by providing rooms, operating resources and staff.
De ovenfor beskrevne tilstande er en del af realiteten og kan næppe bortdiskuteres.
■ Workers should not be given the oppor­tunity to make a career out of re­training and training schemes not leading toa job.
De understreger dog nødvendigheden af en bedre lovgivningsmæssig og samfundsmæs­sig sikring af denne sektor over for på den ene side den offentlige tjeneste og på den anden side over for det private erhverv.
If no jobs can be created in industry or administration, independent employment initiatives in the socio­economic sector are better than serial training schemes without employment.
Så længe en afklaring ikke er sket, vil det stadige legitimationstryk og den ofte over­drevne konkurrence mellem de enkelte institutioner i den socio­økonomiske sektor og mellem de forskellige programmer og foranstaltninger mod arbejdsløshed, der for det meste organiseres og implementeres af disse, ikke ophøre med at virke negativt på det egentlige arbejde.
■ Mentors and counsellors trained in socio­pedagogics and social psychology should be provided for each training parti­cipant, particularly for those whose health is impaired, so that psycho­social and socio­pedagogic support and counselling
Kvantitativ udbygning og kvalitativ udformning af videreuddannelsen
The approach of the 'community schools', as realized in some parts of the United States, would be suitable for helping to re­integrate many people in these
I den øjeblikkelige arbejdsorganisation og med den fortsat bestande mangel på betalte arbejdspladser som helhed, ved den stigen­de teknologi­ og kapitalintensitet med hen­syn til arbejdspladser både i den primære og sekundære samt i den tertiære erhvervssek­tor, er utilstrækkeligt uddannede samt lidet erhvervserfarne og kvalificerede arbejds­kræfter for tiden næppe konkurrencedyg­tige.
On June 5, 1986 the Ministers for Labour and Social Affairs of the EC Member States met for an initial exchange of views on long­term unemployment. They believe one possible solution, or at least part solution, could be to 'subsidize . . . each job created for the long­term unemployed, if necessary in conjunction with other concomitant measures and vocational training schemes'.'
Forøgelsen af deres formidlingschan­cer gennem egnet videreuddannelse for dem, der aldrig har nydt en omfattende førstegangsuddannelse samt for dem, der i løbet af deres arbejdsliv ikke har kunnet udvide eller udbygge deres kvalifikationer,
The discussion as to whether and to what extent the European Social Fund could play a role was not concluded, as not sufficient data are available on the duration of unemployment in the individual Member States and in the EC as a whole. A request was made for comparable statistics to be submitted as soon^as possible.
udbredelsen af resultaterne af denne under­søgelse.
Education, Training and Labour Market Policy: an international symposium
På vej til EF­aktioner til bekæm­pelse af langtidsarbejdsløshed vis fremmes gennem, at der stilles lokaler, driftsmidler og personale til rådighed.
Gellof Kanselaar and Jules L. Peschar pants represented the worlds of education and training, trade and industry, government and research in the various Community countries.
Disse initiativer bør medføre, at der skabes en selvstændig lobby til repræsentation af de arbejdsløses interesser over for politikerne og institutionerne, der gennemfører pro­grammer og foranstaltninger, og til at gen­nemføre faglig samt indholdsmæssig påli­delig vejledning af de pågældende som supplement til offentlige indretninger på den anden side.
On 28, 29 and 30 April 1986 the Foundation for Educational Research (SVO) held a symposium at Noordwijkerhout in the Netherlands with the aim of promoting 'the European dimension in the field of research on the interrelationships between education, training and labour market policies in the EC Member States'. The 150 partici-
På mødet den 5. juni 1986 har EFs arbejds­og socialministre haft en tankeudveksling om langtidsarbejdsløshed.
GELLOF KANSELAAR born 1942, first trained as a teacher and then, from 1966 to 1972, studied experimental psychology at the University of Utrecht.
De ser en — i det mindste delvis — løsning i, at enhver job­skabelse for langtidsarbejdsløse kunne sub­ventioneres i givet fald i forbindelse med ledsagende foranstaltninger og erhvervsud­dannende foranstaltninger*.
In 1983 he was awarded a doctorate for a thesis on data processing, cognitive complexity and cooperative learning. Since 1972 he has been working at the University of Utrecht and currently holds the post of senior lecturer in the Department of Education.
Om og hvor­vidt den europæiske socialfond derved eventuelt kunne spille en rolle, blev ikke diskuteret til ende, da de forhåndenværen­de data om varigheden af arbejdsløsheden i de enkelte lande og i EF som sådan ikke ville være tilstrækkelige.
His education, research and publications have concerned such areas of cognitive psychology and the theory of education as data process ing, problem-solving, personality differences and cooperative learning.
Det krævedes, at der så snart som muligt skulle forelægges sam­menlignelige statistiske data.
In the past few years he has headed various projects relating to computer assisted instruction, the effect of new technologies on the content of vocational training and the transition from education and training to the labour market.
Disse er kun en række påtrængende til­skyndelser, der bygger på forarbejde fra CEDEFOP, på undersøgelser, der er i gang i stiftelsen i Dublin og på analyser af under­søgelser gennem EF­Kommissionen, OECD eller enkelte fagvidenskabsmænd eller uni­versitetsinstitutter.
The symposium was held under the auspices of the Netherlands Minister for Education and Science, W. Deetman, who delivered the opening address.
Konkrete resultater hå­ber vi på at få fra enkeltundersøgelser, som stiftelsen i Dublin gennemfører i en række lande om integrerede lokale initiativer til omfattende arbejde med langtidsarbejdslø­se i tilknytning til deres bolig­, arbejds­ og livsmiljø.
He emphasized that it was the task of education and training to promote the personal, social and cultural development of all pupils, trainees and students.
En række projekter stilles herved sammenlignende op over for hinanden, for at man kan lære af deres positive og nega­tive erfaringer og bedømme deres eventuelle mulighed for overførsel til andre byer eller samfund.
The rapid changes in the labour market meant that the education and train ing system must become more flexible. A market-oriented education and training system must include more short, functional programmes.
CEDEFOP og stiftelsen i Dublin arbejder sammen med deres evaluering og
This would entail cooperation between the education and training sector and trade and industry.
■ De kommunale skoler og uddannelsesin­stitutioner i øvrigt bør åbne sig for denne målgruppe og understøtte dens kulturelle og sociale arbejde og uddannelsesbestræbel­ser.
He has worked as a researcher in Sweden (Stockholm, 1975) and the USA (Berkeley, 1976/77) and was research coordinator at the International Social Science Council in Vienna (the Vienna Centre) from 1979 to 1981.
Initiativet med »community schools«, som delvis er realiseret i De forenede Stater, ville være egnet til at yde et bidrag til, at mange af disse udrangerede dele af befolk­ningen igen ville blive en fuldgyldig bestanddel af samfundet.
With B. Hovels he was co-author of the research programme on education and employment in 'Twixt the cup and the lip' (SVO, The Hague 1985). He is currently senior lecturer in the Department of Methods and Techniques of the Sociological Institute of the University of Groningen.
Internationalt symposium om under visning, uddannelse og arbejdsmarkedspolitik politik
Research was needed if these questions were to be answered, and for this longitudinal data were primarily needed.
Gellof Kanselaar og Jules L. Peschar
employment must be abandoned.
Den 28., 29. og 30. april 1986 afholdt Instituttet for uddannelsesforskning (SVO) et symposium i Noordwij ker hout i Nederlandene, som »havde til formål at fremme den europæiske dimension i forskningen vedrørende de indbyrdes forbindelser mellem undervisning, uddannelse og arbejdsmarkedspolitik i Fællesskabets medlemslande«. lande«.
Second ary schools must open their doors and participate in the education and training of the employed and unemployed at local level.
GELLOF KANSELAAR (1942) gennemførte først en læreruddannelse, hvorefter han fra 1966 til 1972 studerede eksperimentel psykologi ved universitetet i Utrecht.
at work. The problem could be approached from different angles.
I 1983 fik han doktorgraden med en afhandling om informationsbearbejdning, kognitiv kompleksitet og kooperativ indlæring.
Firstly, individuals took different views of training opportunities and subsequently finding employment in an appropriate occupation.
Siden 1972 har han været ansat ved universitetet i Utrecht, for øjeblikket arbejder han ved instituttet for pædagogik.
People certainly had preferences, which were in fluenced by developments in the labour market.
Hans undervisning, forskning og publikationer ligger inden for forskellige områder af den kognitive psykologi og pædagogik, f.eks. informationsbearbejdning, problemløsning, indi viduelle forskelle, kooperativ indlæring.
Secondly, all manner of changes were being made to school and training curricula in response to new technologies, changing production methods and shifts in patterns of consumption.
I de senere år har han ledet forskellige projekter vedrørende computer-støttet undervisning (computer assisted instruction) og de nye teknologiers indflydelse på erhvervsuddannelsens indhold og på forbindelserne mellem undervisning og arbejdsmarked.
Dr Piehl felt that too much emphasis was placed on economic policy in the Community and too little on education and training policy. He quoted Jean Monnet, who took the view that European unity was more likely to be achieved through education than through the economy.
De 150 deltagere kom fra forskellige EF-lande og repræsenterede undervisning, erhvervsliv, industri, myndigheder og forskningsorganisationer.
Thirdly, the division of labour was resulting in major changes in workers' training qualifications, especially as view on the organization of work changed.
Symposiet afholdtes under den nederland ske undervisningsministers auspicier.
The education system must both create certainty by pro viding good education and teach pupils to cope with uncertainty.
Ministeren, dr. W. Deetman holdt åbningstalen.
Training did not guarantee more employment.
Han fremhævede, at undervisningen har til opgave at fremme alle elevers personlige, sociale og kulturelle udvikling.
Not even industry could forecast precisely what future trends would be and what kind of training would be required.
Som følge af de hurtige forandringer på arbejdsmarkedet må undervisningssystemet gøres mere fleksibelt. sibelt.
Investment in education and training was needed, but who would pay: industry, the public sector or the individual?
Hans doktorafhandling havde titlen »Milieu-School-Beroep« (Groningen, 1975, 1978; tysk oversættelse: »Chancengleichheit«, Luchterhand, Neuwied 1979). Har arbejdet som forsker i Sverige (Stockholm, 1975), USA (Berkeley, 1976/77) og har været forskningskoordinator ved International Social Science Council (Vienna Centre) i Wien (1979—1981).
Fourthly and finally, education and employment did not function in isolation from each other.
Har udgivet publikationer om metodologi, sammenlignende forskning, den sociale lagdeling og undervisning. Har været redaktør af bl.a. »Comparative Research on Education« (med M. Niessen, Budapest/Oxford 1982), »International Comparative Research« (med M. Niessen og Ch.
Apprehension and comprehension: changing patterns in education, training and work ing life
Kourilsky, Oxford 1984; også udgivet på tysk af Campus Verlag, Frankfurt 1984). Han deltog sammen med B. Hovels i forskningsprogrammeringen på området vedrørende undervisning og arbejde i Nederlandene, der udmøntedes i »Tussen wal en schip« (SVO, Den Haag, 1985)*.
The most important are discussed below.
For øjeblikket universitetslektor ved afdelingen for metoder og teknikker under instituttet for sociologi ved universitetet i Groningen.
With Burkart Sellin (CEDEFOP, Berlin) in the chair, the first topic led to a wide-ranging discussion of changing patterns at school, in practical learning situations and
I et markedsorienteret undervisningssystem må der udarbejdes mere målrettede, korte undervisningsprogrammer.
The need for new qualifications and ar rangements in education and training was considered by A. d'Iribarne of LEST in Aix-en-Provence.
I denne sammenhæng er det nødvendigt med samarbejde mellem undervisningssektoren og er hvervslivet.
In introducing Topic I, Dr S. Bruno stressed the uncertainty of the current employment situation.
Voksenundervisning og omskoling vil kunne formindske kløften mellem den regulære undervisning og industriens efterspørgsel.
There was talk of basic know ledge and specialized knowledge, but it was not clear which kind of knowledge was specialized and which was not.
Ministeren udtalte håb om, at et permanent internationalt samarbejde mellem forskere vil kunne give politikerne den nødvendige information.
Qualifications and knowledge could no longer adjust spontaneously. A structured approach was needed.
For nogle måneder siden afholdtes en international konference i Noordwijkerhout i Nederlandene.
Dr Van Wieringen concentrated in his address on coordination in the decision-making processes.
Forskere og politi kere fra Det europæiske Fællesskab behandlede de stadig mere komplicerede spørgsmål vedrørende undervisning og arbejde.
Different goals were set for different groups in education and training.
Dr. E. Piehl, direktør for det Europæiske Center for Udvikling af Erhvervsuddannel-
Dr Tessaring introduced Topic III. What means were there for identifying future needs?
Den strenge opdeling i undervisning (education), uddannelse (training) og arbejde (employment) måtte opgives.
stood out during the practical, in­company phase of the training.
Skoler inden for den sekundære undervisning burde åbne deres døre og på lokalt plan tilbyde arbejdstagere og arbejdsløse undervisning.
This 'creaming off' ­with the adverse implications it might have ­ could not, of course, occur in conven­tional training courses.
Myndighederne skal støtte erhvervsuddannelserne og standardisere og godkende ud dannelserne. Dr. Tessaring indledte emne III.
An important policy issue was the coordination of these sectors within an overall education/training system.
Hvilke muligheder er der for at under søge fremtidens behov?
Various trends in policy could be distinguished:
Under forsæde af Burkart Sellin (CEDEFOP, Berlin) drøftedes under behandlingen af det første emne indgående de ændrede mønstre i skolen, i praktikundervisningen og på arbejdspladsen.
■ centralization and formal arrange­ments: in the Netherlands, for example, occupational profiles would be established by the two sides of industry at national level; for an improvement in both technological and general academic skills.
Problemet kan anskues fra forskellige vinkler.
This had always been far more pronounced in Japan.
For det første ser de enkelte personer forskelligt på mulighederne for at følge en uddannelse og senere at finde arbejde inden for det pågældende område.
At the same time, polarization might well occur: either a worker had been well educated and trained and had a good job or he had little chance of permanent employment, or did straightfor­ward, routine work.
Der er uden tvivl tale om visse præferencer, afhængigt af udvikling en på arbejdsmarkedet.
Training geared to the specific needs of a given firm might simply widen the gap between these two groups.
Ifølge Piehl lægges der i EF for stor vægt på økonomien og for lidt på undervisnings- og uddannelsespolitikken.
In a wide­ranging statement S. Bruno of the University of Rome compared changes in education and employment.
Han citerede J. Monnet, der mente, at det var nemmere at nå frem til europæisk enhed inden for undervisningen end inden for økonomien.
The most ser­ious problem, he felt, was that 'people must be prepared for the unknown'.
Et udvekslingsprogram inden for undervis ningssektoren er under udvikling i EF.
But it was clear that more and better information was not the only requirement: thought must also be given to a better distribution of status, incomes and employment.
Efter disse tre indlæg introduceredes symposiets tre hovedemner.
■ financial intervention: policy­makers were trying to achieve certain education and training objectives by offering financial incentives, the Youth Training Scheme in the United Kingdom being an example.
Efter disse indledende taler afsluttedes dagen med en paneldiskussion.
J. J. Sexton of ESRI in Dublin then gave a detailed review of unemployment trends in the Community countries.
Under den ne blev usikkerhedsmomentet atter bragt på bane.
Long­term un­employment was escalating everywhere, the average being 40 °7o, as against 15 % in other countries.
Undervisningen skal dels give elever ne sikkerhed ved at give dem en så god uddannelse som muligt, og dels skal den lære dem at leve med usikkerheden.
It might be asked, however, whether the statistics on this aspect were sufficiently comparable (see also the discus­sion of Topic III).
Uddannelse garanterer ikke, at der skabes mere arbejde.
What was clear was that patterns differed.
Heller ikke virksomhederne kan nøjagtigt forudsige, hvorledes udviklingen bliver fremover, og hvilke uddannelsesprofiler der er nødvendige.
In some countries (the Netherlands, the United Kingdom, Ireland) most of the long­term unemployed were men, in others (Italy, Belgium, France) women were in the majority.
Opfattelse og forståelse — ændring af mønstre inden for undervisning, uddannelse og arbejdsliv
In some respects, what is actually known about education and employment is rela­tively limited.
For det andet indføres der forskellige ændringer i skole- og undervisningsplaner som svar på de nye teknologier, ændrede pro duktionsmetoder og forskydninger i for brugsmønstrene.
The very fact that responsi­bility for this area is shared by different government departments often means that nothing is done.
For det tredje ændres arbejdstagernes uddannelseskvalifikationer i vid udstrækning af den ny arbejdsdeling, der navnlig skyldes nye opfattelser af arbejdsorganisationen.
In the Netherlands this stalemate was recently overcome to some extent by a programming framework com­missioned by the Foundation for Educa­tional Research (SVO).
For det fjerde fungerer undervisnings- og arbejdssektorerne ikke uafhængigt af hinanden.
The authors, B. Hovels and J. Peschar, outlined the most important areas of research in the Nether­lands.
For begge sektorer gælder det, at der sker visse indre processer, der er afhængige af, hvilken
The research priorities are such that links with research in other countries can easily be forged.
De mange spørgsmål under paneldiskussionen ville blive behandlet de næste tre dage inden for rammerne af de tre hovedemner. ner.
Topic II: 'Managing the gaps between education, training and the labour market'
Overvindelse af kløfter — for bindelserne mellem arbejdsog undervisningssystemer
This must be borne in mind in detailed training programmes.
Kompleksiteten — nye informationskrav med henblik på udformning af politikken.
In one of the new segments of the labour market, that occupied by software techni­cians, these problems were not encoun­tered.
Dr. S. Bruno understregede i sit oplæg til emne I den usikre arbejdssituation for øjeblikket.
The relationships between education, train­ing and employment can be described in various ways.
Der tales om basisviden og specialviden, men det er ikke klart, hvilken viden der er grundlæggende, og hvilken viden der er specialiseret.
The absorption theories and the qualification theories are two examples. In their statements Van Hoof and Van Wieringen (Amsterdam) attempted a sys­tematic definition of these relationships.
Tilpasning af kvalifikationer og viden kan ikke længere ske spontant.
However, employers did not want to become dependent on the government as a result of its financing in­company training.
En struktureret politik er nødvendig.
Another point was the need felt in many quarters for despecialization.
Emne II indledtes af Van Wieringen og Van Hoof.
P. Senker referred to experience in the.
Dr. Van Wieringen kom i sit indlæg ind på koordineringen af beslutningsprocesserne.
United Kingdom, where special in­company training courses were held to overcome the shortage of professionally trained techni­cians.
Undervisning og uddannelse gives til for skellige grupper med forskellige målsætninger. Hvorledes bør dette koordineres?
Experiments conducted in the Netherlands in this respect have been studied by a research group of the Research Institute for Education in the North (RION) in Groning­en.
Van Hoof spurgte, hvilken koncept der skal følges i undervisningen for at ændre situationen: Kan skolen skabe en ny social orden, og kan skolen opbygge en ny øko
F. Maier (Wissenschaftszentrum, Berlin) considered the in­company continuing
Generelt vurderer elever, der er blevet undervist efter dette system, deres uddannelse mere positivt.
take an occupation­oriented course of off­the­job training combined with work experience.
Men arbejdsgi­verne vælger særlig de bedre elever, der har gjort sig bemærket i arbejdet i praktikfasen. Denne effekt — at arbejdsgiverne »skum­mer fløden« — forekommer naturligvis ikke ved de traditionelle uddannelser.
Although there had been the inevitable disputes between the various bod­ies involved ­ government departments, local authorities and industry ­ they were now cooperating productively in many dif­ferent ways.
den industrielle uddannelsessektor inden for erhvervsuddannelserne. Den tredje sek­tor er den »intermediære« uddannelsessek­tor, der vedrører omskoling og efteruddan­nelse, der ofte finansieres af socialministe­riet.
In many discussions on the relationship between education, training and the labour market the dominant view is that education and training must be more closely attuned 'to industry's needs.
Forbindelserne mellem undervisning/uddannelse og arbejdsmar­ked er forskellige for hver af disse sektorer.
P. Banke from Den­mark criticized this reactive approach to education and training.
Et vigtigt politisk spørgsmål er gensidig tilpasning mellem disse sektorer inden for et samlet undervisnings­/uddannelsessystem.
Training should not be the dependent variable but an indepen­dent variable.