natgillin/translations-raw huggingface dataset:
Beherskelsen af tre fællesskabssprog som grundlag for erhvervsarbejde vil ikke få nogen stor betydning i de kommende ti år og vil kun i meget begrænset omfang kunne stimuleres gennem efter- og vide reuddannelse i virksomheden.
Current surveys have identified person nel costs for the continuing training par ticipants as the greatest single cost factor, but they do not shed light on whether the time lost is made up through intensification of work, support from fellow employees or the performance of duties outside normal working hours.
"Beherskelsen af tre fælles skabssprog som grundlag for erhvervsarbejde vil ikke få nogen stor betydning i de kommende ti år (...)"
"Proficiency in three Com munity languages as a ba sis for employment will not gain any great significance over the next ten years. "
I de kommende 5-10 ar vil i EU-landene selv den tosprogede arbejdstager, trods den fortsatte tendens til internationalisering og globalisering af de økonomiske aktiviteter, fortsat være undtagelsen og begrænse sig til visse centrale områder i virksomhederne.
Second, we must consider how far instruments can be developed which would improve the transparency for all con cerned of the effects of investment in continuing training, including that in the new, expanding near-the-job forms of continuing training, and of subsequent occupational experience.
Mål 5: Behandle fysisk investering og in vestering i uddannelse på ligefod
Certification of such learning processes would make the results of incompany continuing training marketable and accountable.
Også den vidtgående udelukkelse af de arbejdsløse fra virksomhedernes tilbud vil man kun kunne afhjælpe gennem målrettede foranstaltninger fra f.eks. arbejds direktoratets side (Bundesanstalt für Arbeit).
However desirable this objective may be as a basis of communication for a successful process of integration in Europe, there is a huge gap between policy state ments and actual practice in German en terprises.
Det er interessant at se nærmere på efterog videreuddannelsen i virksomhederne ud fra investeringsmæssige aspekter, men det går ud over rammerne for denne artikel.
In the United Kingdom such a tool, la belled "accreditation of prior learning", was developed to supplement the modular NVQs.
Mest sandsynligt kan de. ganske vist kvantitativt ubetydelige modelprojekter, hvor man efter dansk monster kobler efter- og videreuddannelsen af erhvervsaktive sammen med ansættelsen af arbejdsløse, betragtes som retningsgivende tiltag.
Proficiency in three Community languages as a basis for employment will not gain any great significance over the next ten years, and incompany continuing training will provide only little encouragement in this direction.
For det første synes spørgsmålet om, hvem der rent faktisk foretager "investeringerne" i efter- og videreuddannelsen i virksomhederne, pa ingen måde at være afsluttet i den videnskabelige diskussion.
During the next five to ten years, even bilingual employees will remain the ex ception in the European Union and be confined to certain key corporate areas, despite the ongoing trend towards globalization and internationalization.
Som led i Den Europæiske Socialfonds initiativ ADAPT forsøger man her også at fremme tværnationale netværk.
The concept of lifelong learning developed in the I996 European Commission White Paper must be able to be gauged in terms of the justification of objectives and the attainability of a vocational train ing policy geared to these objectives on the actual design of adult vocational education in major sectors of our society.
ERHVERVSUDDANNELSE NR.8/9
VOCATIONAL TRA« NR. 8/9
Efter- og videreuddannelsen i virksomhederne er ikke kun i Tyskland i kvantitativ henseende et af de vigtigste af disse om råder.
Incompany continuing training is one of the largest of these sectors, and not only in Germany.
Med hensyn til den vigtigste omkostningsfaktor i de aktuelle efter- og videreuddannelsesundersøgelser, nemlig personale omkostningerne for uddannelsesdeltågerne, skelnes der endvidere ikke til strækkeligt mellem, om den virksomhed, der står for efter- og videreuddannelsen, er nødt til at ansætte erstatningspersonale under efter- og videreuddannelsen, eller om den mistede tid indhentes gennem arbejdsintensivering, solidarisk støtte fra kollegernes side eller forlægning af arbejdet til fritiden.
Other objectives reveal interesting ap proaches to the development of educa tion and training policy instruments when they are considered in the specific con text of incompany continuing training.
En undersøgelse af, om Kommissionens mål kan anvendes til at omdanne eller videreudvikle efter- og videreuddannelsen i virksomheden, gør det klart, at lo gikken i forbindelse med udviklingen af virksomhedernes uddannelsesindsats kun vanskeligt kan forenes med generelle uddannelses- og socialpolitiske mål,
"If we consider how far the Commission's objectives lend themselves to revamping or refining incompany continuing training, it be comes clear that it will be difficult to reconcile the ra tionale for designing incompany training pro grammes with overall educational and sociopolitical objectives. "
For det andet skal det overvejes, hvorvidt der kan udvikles redskaber, som gør re sultatet af efter- og videreuddannelsesinvesteringerne mere gennemskueligt for alle berørte parter, også for så vidt angår de nyere former for efter- og videreud dannelse tæt på arbejdspladsen, hvis betydning er stigende, samt erhvervserfaringen i tilslutning dertil.
If we consider how far the Commission's objectives lend themselves to revamping or refining incompany continuing train ing, it becomes clear that it will be difficult to reconcile the rationale for design ing incompany training programmes with overall educational and sociopolitical objectives.
Ved siden af mål, der ikke kommer ind pa deltagernes motivation og derfor snarere er meningsløse på det undersøgte delområde (mål 1), er der målsætninger, der iler langt forud for de faktiske for hold i virksomhederne og endnu langtfra er accepteret, selv ikke i "erhvervseuropæernes" arbejdsrelationer.
Besides objectives which fail to target the motivation of participants and therefore make little sense in the area of investigation (Objective 1), other goals race far
Det er af særdeles stor betydning for de europæiske virksomheders konkurrence evne, at disse udgangspunkter videre udvikles, og at der bidrages til diskussionen om sådanne tiltag og til tværnational dialog om videreudviklingen af efter- og videreuddannelse i virksomheden.
It is vital for the competitiveness of Euro pean enterprises to build on these con cepts and contribute to a discussion of such approaches and to a transnational dialogue on the further development of incompany continuing training.
Hen sigten med denne artikel var at yde et sådant bidrag.
This was the intention of this article.
EHHVERVSUDOnHHELSE HH 8/9
VOCATIONAL TRAINING NR. 8/9
Arbejdsgiverholdninger til arbejdsbaseret uddannelse i Storbritannien
Employers' Approaches to Work­Based Training in Britain is a Senior Research Fellow at the Institute for Employment Studies, based at the I niversity of Sussex, where he co­ordi­nates the Institute's work in ¡be area of public training and development policy.
Jobrelateret uddannelse i Storbritannien menlignet med 15% i 1990.
Training in Britain
Internationale sammen­ligninger
International comparisons
Ifølge Eurostats arbejdsmarkedsoversigt for Storbritannien (UK Labour Force Survey) deltog omkring en fjerdedel al de britiske lønmodtagere i jobrelateret ud­dannelse i den omhandlede 13 tigers pe­riode i foråret 1995.
According to the UK Labour Force Sur­vey. around a quarter of UK employees received of job­related training in the 13 week period to spring 1995.
For de resterende tre fjerdedeles vedkommende havde største­delen deltaget i en form for arbejdsbaseret uddannelse, men i en periode, der la forud for den af undersøgelsen omfattede.
Of those who had not had any training, most had re­ceived some training from their employer, but more than 13 weeks prior to the sur­vey.
Rest­gruppen, ca. en tredjedel af de beskæfti­gede lønmodtagere, gav imidlertid udtryk for. at de aldrig havde modtaget et tilbud om uddannelse, det være sig pa arbejds­pladsen eller eksternt, fra deres nuvæ­rende arbejdsgiver.
However the rest, around a third of all employees, said that they had never been offered training by their current em­ployer either on or off the job.
Det er vanskeligt at foretage internatio­nale sammenligninger pa grund af de forskellige definitioner og teknikker, der anvendes til at male deltagelsen i job­relateret efter­ og videreuddannelse, og pa grund af uddannelsessystemernes forskelligartethed.
International comparisons are difficult due­to the different definitions and techniques used to measure participation in job­re­lated continuing education and training and the different training and education systems.
Af de data. der trods alt foreligger, fremgår det imidlertid, at sandsynligheden for. at ansatte i Det Fo­renede Kongerige deltager i jobrelaterede uddannelsesaktiviteter er større end i de fleste andre El­lande, herunder Frankrig.
However the data that do exist suggest that employees in the UK arc­more likely than those in most EU coun­tries including France.
Tyskland og Italien.
Germany and Italy to take part in work­based learning ac­tivities.
Kun Danmark og Nederlandene udviste højere deltagelses­procenter (DfEE. 1993).
Only Denmark and the Nether­lands had higher participation rates ( DfEE. 1993).
I lobet af de sidste ti ar er procentdelen af ansatte, der deltager i uddannelse pa arbejdspladsen, steget stot.
Over the last ten years, the proportion of employees receiving training has steadily risen.
I figur 1 gen­gives data vedrørende ansatte, som havde deltaget i uddannelse inden for de sidste fire uger.
Figure 1 looks at the data relating to employees who had received training within the last four weeks.
Det fremgår heraf, at ca. 8% deltog i uddannelsesaktiviteter i 198 t sam­
It shows that around 8 per cent had training in 198­4. compared with over 15 per cent in 1990.
Også sammenligninger baseret pa uddan­nelsesudgifter er forbundet med vanske­
While this looks favourable against levels of one or two per cent in countries like Germany
Denne artikel gør status over omfanget af arbejds­baseret uddannelse i Stor­britannien.
Method of training for employees of working age re­ceiving job­related training within the last four weeks ι MUNIINI
Kilde: Labour Koret· Survey, forar.soversigter
Source: Labour Force Survey, spring of each year
I ) I sommeren 199t blev Labour Korte Survey­sporgeskemaet ændret.
11 In the summer of 199 i. the Labour Force Survey questionnaire was changed.
Dette kan have ændret respondenternes made at besvare sporgsmalet om de forudgående iire uger pa. og det kan ligeledes have bevirket et databrud (DfKK. 1996).
This may have altered the way respondent­, answered the lour week question and that there may be a discontinuity in the data series ( DfEE, 1996).
Uddannelsesform
Who provides training?
"Det er i første række ar­bejdsgiverne, der finansie­rer den jobrelaterede ud­dannelse. (...)
"Employers are the main funders of jobrelated training. (...)
Store virk­somheder investerer mere i uddannelse end de små (...)" ligheder.
Larger em ployers are more likely than smaller ones to pro vide training (...)"
Der er indi­cier pa (f.eks.
Employers are the main funders of jobrelated training.
Industriai Society, 1995), at anvendelsen af fjernundervisning og edb­baseret indlæring er i stærk stigning.
Two-thirds of the employ ees receiving training in Spring 1995 had their fees paid by their employer.
Hvem iværksætter uddannelsesaktiviteter?
Under a fifth paid the costs themselves and around 13 per cent relied on the State.
Det er i første række arbejdsgiverne, der finansierer den jobrelaterede uddannelse.
The key test lies in the outcome of education and training, ie the skills and quali ties of the workforce.
To tredjedele af de ansatte, der deltog i uddannelse i foråret 1995. fik udgifterne hertil godtgjort af arbejdsgiveren.
Other data suggest that relative skill deficiencies are not uniform across all occupational groups.
Mindre­end en femtedel afholdt selv udgifterne, og ca 13% fik dem betalt af det offent­lige.
It is at the intermediate and lower skill levels that a shortfall is more apparent.
"Den relativt ringe investe­ring i medarbejderuddan­nelse i fremstillings sekto­ren skyldes ikke manglende behov (...)"
Further more, the problem appears to lie less with new entrants to the workforce, where a higher rate participation in fulltime education in recent years is leading to a higher level of qualification among new entrants to the labour market (DfEE, 1996).
Dette monster gælder dog ikke for alle arbejdsgivere.
However the pattern of training provision is not evenly distributed among all em ployers.
Store virksomheder inve­sterer mere i uddannelse end de små og yder generelt mere støtte til personaleud­dannelse ved at betale udgifterne hertil, udbetale løn i uddannelsesperioden og stille bøger og materialer til rådighed (se f.eks. Metcalf et al.. 1994).
Larger employers are more likely than smaller ones to provide training and, generally, to support employees under taking training by paying fees, giving paid time off and providing books and materials (see for example, Metcalf et al. 1994).
Mindre virk­somheder benytter sig i hojere grad af uformel oplæring på arbejdspladsen og offentlige uddannelsestilbud.
Smaller firms tend to rely more heavily on informal on-the-job training and State provision.
Der ser dog ud til at være store forskelle afhængigt af erhvervssektor med hensyn til niveauet
However, there is evidence to suggest that the level and character of the training provided in small firms varies by industrial sector and that its informality does not necessarily mean that it is inferior in terms of meeting business or em ployees' needs (Abbott, 1993).
Nøgletesten er selvfølgelig selve udbyttet af uddannelserne, dvs. arbejdsstyrkens færdigheder og kvalifikationer. Hvad dette angår, fremgår det af en række sammen­lignende analyser af produktivitet og kva­lifikationer i forskellige produktions­ og servicesektorer, at Storbritannien havde et relativt kvalifikationsunderskud sammen­lignet med f.eks.
The data in Figure 1 show that most train ing is conducted off-the job, although it takes place more often on employers' premises rather than off-site at an educa tion institution or training establishment.
Tyskland (se f.eks. Steedman, 1989. og Frais. 1989).
There is evidence (eg Industrial Society,
På de højere kvalifikations­niveauer (dvs. first degree niveau) kan Det Forenede Kongerige fremvise lige sã gode resultater som de fleste af sine konkur­renter (CERI. 1995).
Dench (1993) found that the majority of non-trainers were small, single-site firms or part of a small organisation.
Det er pa mellem­niveau og lavere niveau, at underskud­det er tydeligst.
Where these sort of workplaces did provide training, they
* * kationsmangler end arbejdsgivere i de offentlige og private servicesektorer.
* * were much less likely to report an increase in their training provision than those be longing to larger firms.
"Der er således meget, der tyder på, at der er et udæk­ket behov for og efterspørg­sel efter uddannelse blandt arbejdstagerne. "
"The relatively low level of training in the production sector is not due to an ab sence of need (...)"
Hvem tilbydes uddannelse og arten af uddannelsesaktiviteterne, og meget tyder ligeledes pa. at disses ufor­melle karakter ikke nødvendigvis indebæ­rer, at de er mindre egnet til at imøde­komme virksomhedens og de ansattes behov (Abbott. 1993).
"(...) there is considerable evidence of an unmet de mand for training among the workforce." jobs. While this was partly due to objective training needs linked to the job and to progression, provision of training was also affected by more subjective and stereotypical considerations of an individual's importance.
"Teoretisk har mænd og kvinder lige adgang til ud­dannelse, men i praksis del­tager mænd mere i uddan­nelse (...)"
"Generally, men and women have equal access to train ing although men tend to get more training (...)"
Det ser imidlertid ud til. at ikke kun virk­somhedens størrelse, men også ejer­forholdene, spiller en rolle for de ansattes uddannelsesmuligheder.
Generally, men and women have equal access to training although men tend to get. more training (in terms of length of the average episode).
I de tilfælde, hvor der rent faktisk investeredes i uddannelse pa denne type arbejdspladser, var der langt mindre sandsynlighed for. at inve­steringerne ville blive øget, end for større virksomheders vedkommende.
Men are more likely than women to have received training in the industrial sectors that pro vide most training and women are more likely than men to have been trained in the occupations where training is most prevalent.
"Der er langt større sand­synlighedfor, at yngre med­arbejdere tilbydes uddan­nelse end deres ældre kol­leger. "
"Younger employees are much more likely than their older colleagues to receive training. "
Pa den enkelte arbejdsplads varierer uddannelsesmulighederne efter stillings­type.
Within the workplace, access to training varies by occupation.
Der er således langt større sandsyn­lighed for. at hojt kvalificerede, tekniske og ledende medarbejdere har deltaget i uddannelsesaktiviteter inden for de sid­ste fire uger (jf. figur 3).
Employees in pro fessional, technical and managerial occupations are far more likely than those manual occupations to have received training in the previous four weeks (see Figure 3).
Ikke alene er uddannelsesmulighederne afhængige af den erhvervsmæssige status, men karak­teren af den tilbudte uddannelse varierer ligeledes, idet vægten for de lavere stillingskategorier i højere grad lægges på kortfristede og jobspecifikke tiltag.
Not only does the availability of training decrease with occupational status, but the nature of the training pro vided also varies, focusing on more shortterm and job specific considerations.
Ifølge Metcalf (1994) havde ansatte i højere stil­linger større mulighed for at fa adgang til uddannelse med henblik på karriere­udvikling og andre ikke­jobspecifikke mal end ansatte i lavere stillinger.
Metcalf (1994) found that people in higher level occupations had more access to training for promotion and other non jobspecific reasons than those in lower-level
Uddannelsesmønstret varierer ligeledes betydeligt afhængigt af erhvervssektor.
Younger employees are much more likely than their older colleagues to receive training.
Af figur 2 fremgår det, at omkring 20% af de ansatte inden før offentlig administration, sundheds­ og undervisningssektoren, del­tog i uddannelse, sammenlignet med kun omkring 10% i fremstillings­ og bygge­ og anlægssektoren.
Figure 4 shows that 20 per cent of employees aged under 20 were pro vided with training.
Også pã området finan­sielle tjenesteydelser og energi­ og vand­forsyning gennemføres der flere uddan­nelsesforanstaltninger end for gennem­snittet.
Employees aged over 40 were less likely than average to re ceive training.
"Deltidsbeskæftigede har langt ringere mulighed for at f d adgang til uddannelse end fuldtidsbeskæftigede. " rede arbejdstagere, hvor procentdelen af dem. der ønskede uddannelse, var større­end den procentdel, der forventede at fa adgang hertil.
Part-time staff are much less likely than fulltime staff to obtain training.
Af en undersøgelse foreta­get af Manufacturing. Science and Finance
For in stance, according to the Labour Force Survey (summer 1995). eight per cent of part-time staff took part in work-related training in the previous four weeks com pared with 14 per cent of full-time.
Deltidsbeskæftigede har langt ringere mulighed for at fa adgang til uddannelse end fuldtidsbeskæftigede.
To meet the requirements of the new regulations, employers have been training managers in control techniques and all employees in the general awareness of health and safety in the workplace (Industrial Society. 1995).
deres medlemmer var interesseret i at deltage i mere uddannelse, end de havde mulighed for.
"Size, sectoral tional reasons occupa provide and only
rddannelsestilbuddene er således kon­centreret om en bestemt del af arbejds­styrken, hovedsagelig yngre, fuldtidsbe­skæftigede i hojt kvalificerede og ledende stillinger.
Training is therefore concentrated on a proportion of the workforce: namely younger, fulltime staff in professional and managerial jobs.
Trods den øgede investering i virksomhedsuddannel.se. der har kunnet registreres i Det Forenede Kongerige i de senere ar. er der stadig mange, der ikke berøres heraf.
Despite the growth in training in the UK in recent years, a large number of people remain unaffected.
Omkring 30­40% af de erhvervsaktive regner ikke med at få ad­gang til yderligere uddannelse, og kun 7% af de 25­arige eller derover deltager i en form for kvalificerende uddannelse.
Some 30 to 40 per cent of working age individuals do not expect to undertake any further education or training and only seven per cent of those over 25 are pursuing a qualification.
Teoretisk har mænd og kvinder lige ad­gang til uddannelse, men i praksis delta­ger mænd mere i uddannelse (for sa vidt angår uddannelsesperiodernes gennem­snitsvarighed).
As an example of the latter, Williams (1996) in a recent survey of the UK travel sector found that updating staff with newproducts and services and training them how to use new equipment was considered to be the single most important reason for providing training.
Der er dog tale om en vis variation i forhold til sektor øg job.
for of the is part of the explanation the different patterns training provision in UK.
Hvorfor investerer ar­bejdsgivere i uddannelse?
Why do employers train?
Af større betyd­ning er de ændrede betin­gelser, som virksomheder­ne arbejder under, og må­den, hvorpå de opfylder kravene med hensyn til nye produkter og tjenesteydel­ser, arbejdsmetoder og an­vendelse af nye teknolo­gier. "
the influence of the changing environment in which employers operate and the terms serv and tech way they respond in of new products and ices, working practices application of new nologies. "
Der er langt større sandsynlighed for. at yngre medarbejdere tilbydes uddannelse­end deres ældre kolleger.
Many of the employers in her study who provided training, or reported an increase in training, had in troduced changes in working practices, organisational structures, the technologies or equipment employed or the products or services provided.
Af figur 4 frem­går det. at 20% af alle ansatte Linder 20 år deltog i uddannelse, medens deltager­frekvensen for ansatte over 40 ar var la­vere end for gennemsnittet.
A common theme underlying their response to these changes was the need to improve quality standards.
Størrelse, sektor­ og stillingsbestemte for­hold er kun en del af forklaringen pa de forskellige uddannelsesmønstre i Det Fo­renede Kongerige.
Size, sectoral and occupational reasons only provide part of the explanation for the different patterns of training provision in the UK.
Af større betydning er de ændrede betingelser, som virksomhe­derne arbejder under, og maden, hvorpå de opfylder kravene med hensyn til nye produkter og tjenesteydelser, arbejdsme­toder og anvendelse af nye teknologier.
Of more importance is the influence of the changing environment in which employers operate and the way they respond in terms of new products and services, working practices and ap plication of new technologies.
Ansatte, der deltager i jobrelateret uddannelse, opstil­let efter alder
Figure i: Employees receiving jobrelated training by age
Et eksempel pa ovennævnte er området sundhed og sikkerhed pa arbejdspladsen.
However it is not just the existence of change which appears to be important, but also the way employers react to that change.
Den mest almindelige form for ekstern uddannelsesaktivitet er sundheds­ og sikkerhedsuddannelse (PAS. 1995).
In particular it depends on whether they adopt a dynamic or a stra tegic approach to training or take a more pragmatic ad hoc attitude.
'kun mand
All .igt-,