natgillin/translations-raw huggingface dataset:
Leder af projektet: »The Social Partners and Vocational Education in the EC« (Arbejdsmarkedets parter og erhvervsuddannelse ¡ EF)
JOHN HOUMAN'SØRENSEN Leader of the project: 'The social partners and vocational education in the EC'
• Slutrapport fra PUKKS-projektet udkom september 1983 med titlen: Lærlinge, uddannelse og udbytning, AUC-forlaget.
* The final report from the PUKKS-project was published in September 1983 under the title Laerlinge, uddannelse og udbytning (Apprentices, training and exploitation), AUC-forlaget.
Desværre findes der endnu ingen over sættelser til fremmedsprog. En midtvejsrapport forefindes dog på tysk.
No translations into foreign languages exist yet, unfortunately; but there is an interim report in German.
I 1967 i regeringsposition kunne socialdemokraterne så gen nem føre en ret f or alle 16-18 årige unge til en erhvervs- eller studiekvalificerende ung domsuddannelse - i skolemæssig form*.
In 1967 in the position of government, the Social Democrats were then able to achieve a right for all 16 to 18-year-old youths to a youth training course providing qualification for an occupation or for higher education - in scholastic form.*
Arbejdsmarkedets parter har gang på gang i fællesskab rettet krav om bedre undervisning.
Management and labour have made joint demands for better training.
Hér repræsenterer Danmark en tredie vej: Med start i 1929 inden for metalindustrien blev lærlingeuddannelserne gjort til gen stand for fagbevægelsens organiserede ind flydelse på paritetisk basis omkring uddannelsesregler mv. Det blev formaliseret for alle fag i 1937-lærlingeloven.
Denmark represents a third way here. Starting in 1929 in the metal-working industry, apprentice training courses were made the subject of organized influence by the trade-union movement on a parity basis with regard to training rules, etc.
I 1939 blev den første formaliserede overenskomst om lærlinge/ø« indgået.
This was formalized for all trades in the 1937 Law concerning apprentices, and in 1939 the first formalized agreement on apprentice wages was concluded.
Siden dengang har arbejdsmarkedets parter gang på gang i fællesskab rettet krav om bedre undervisning på de tekniske skoler til staten.
Since that time, the labour-market participants have repeatedly demanded from the government, jointly, better training at the technical schools.
Indtil for få år siden hed det sig, uanset at den del af de styrende organer for lærlingeuddannelserne nu inddrager statsrepræsentanter som tredie part, at: organisationerne bestemmer, staten betaler!
Until a few years ago, regardless of the fact that some of the governing bodies for apprentice training now include government representatives as the third party, it used to be said that the trade unions decide and the government pays!
Fælleseuropæiske tendenser for retningen for lærlingeuddannelsers udvikling attraktivt arbejde, fremfor lærlingeuddannelsernes lave lønninger og tvivlsomme værdi i uddannelsesmæssig henseende.
the political nor the trade-union branch of the Labour movement being able to gain influence over apprentice training.
Eller de unge kunne, med den forbedrede forældreøkonomi og offentlige uddannelsesstøtteordninger, etableret som led i demokratiseringen af adgangen til videregående uddannelser, vælge at studere. Udviklingen gik altså mod en polarisering af arbejdsstyrkens kvalifikationsstruktur.
The Swedish Labour movement was strong enough to win governmental power by itself - and then use the State machinery to carry through its youth-training policy, whereas ultimately the Danish Labour movement never achieved a parliamentary majority and therefore had to rely upon class cooperation and the line of compromise between the trade unions and employers.
Men så simpelt er det ikke. På trods af de omfattende forskelligheder mellem de euro pæiske lande, hvad angår forholdet mellem arbejdsmarkedets parter og stat, og niveau et for andelen af unge, der gennemgår en dual uddannelse på 16-19 års-trinnet, så kan der iagttages nogle fælles tendenser.
A simple model of the way in which the relationsship between the labour-market participants and the government governs the shaping of the vocational training system . . .
Kræfter bag den duale uddannelses renaissance
Over-estimated importance of the social balance of power?
I 1960'ernes slutning skete der således er
Common European tendencies for the direction of development of apprentice training
For en umiddelbar betragtning tegnede der sig så et ret simpelt forklaringsmønster.
A very simple model then appeared, for direct study.
Den tyske model måtte hænge sammen med, at Bismarck-perioden og Nazismen, kun af brudt af Weimarrepublikkens korte periode, havde indebåret, at hverken den politi ske eller den faglige gren af arbejderbevægelsen havde kunnet tiltvinge sig indflydelse på lærlingeuddannelserne.
The German model must be connected with the period under Bismarck, and Nazism - interrupted only briefly by the Weimar Republic - resulting in neither the countries this induced reorganization of apprentice training courses on a broader basis, introduction of general subjects, shorter teaching periods, starting of further studies for apprentices who had completed their training course - in short, an attempt was made to make the dual system more attractive to the young people.
Den svenske arbejderbevægelse var stærk nok til at kraftigt fald i lærlingeantallet i de fleste erobre regeringsmagten alene — og derefter europæiske lande.
This applies to Denmark, for example, with the experimental law concerning EFG (BVT).* The aim was thus to balance the qualification-structure of the labour force.
I nogle lande udløste det bruge statsapparatet til at gennemføre sin ungdomsuddannelsespolitik.
In other countries, nothing happened — resulting in continued deterioration in apprentice training since, owing to the economic boom youths could either find better-paid and/or more attractive work and preferred it to the low wages on the apprentice courses and since these were of dubious value as training.
Mens endelig den danske arbejderbevægelse aldrig nåede parlamentarisk majoritet og derfor måtte forlade sig på klassesamarbejdet og kom promislinjen mellem fagbevægelse og ar bejdsgivere.
Or else the young people could elect to study, owing to the improved financial circumstances of their parents and to public training-support schemes, established as part of the democratization of access to further training course.
En simpel model for hvordan forholdet mellem arbejdsmarkedets parter og staten bestemmer erhvervsuddannelses systemets udforming . . .
The trend was thus towards a polarization of the qualification structure of the labour force.
Det gælder bl.a. Danmark med forsøgsloven om EFG*.
(Vocational training from the perspective of contemporary history.
Der tilstræbtes altså udligning af arbejdsstyrkens kvalifikationsstruktur.
The development of vocational training from the cessation of the guild system in 1846 and up to the 1980s; also, some thoughts on future policy), Gothenburg Studies in Educational Science, 39. Acta Universitas Gothoburgensis, Kungälv
I andre lande skete der ingenting -hvilket indebar et fortsat forfald af lærlingeuddannelserne, da højkonjunkturen indebar at de unge enten kunne finde og foretrak mere vellønnet og/eller mere
It is not as simple as this, however. Despite the comprehensive differences between the European countries with regard to the relationship between the labour-market participants and the government, and the level of the proportion of young people who undergo dual training in the age 16-19 years-stage, some common tendencies can
Mesterlærens principper fik en del steder en renaissance; de unge søgte igen håndværks- og handelsuddannelser med ringe beskæftigelsesmuligheder i faget. Men dels er det vel bedre at være i lære end at gå arbejdsløs, dels viste erfaringen jo, at en gennemført lærlingeuddannelse - uanset hvilken — øgede beskæftigelseschancerne og mindskede arbejdsløshedsrisikoen.
* 'Erhvervs-Faglig Grunduddannelse' (Basic Voca tional Training), 1-year basic training course at school, with normal apprentice-pay (abolished in 1976), divided into eight main vocational areas, with 40% of the teaching-time for general educational subjects, followed by second-part training courses, broadly equivalent to the training for master-tradesman, but now shorter by 1 year.
* Erhvervsfaglig grunduddannelse, 1-àrig basisuddannelse på skole, med normal lærlingeløn (afskaffet 1976), opdelt på 8 hovederhvervsområder, med 40% af under visningstiden afsat til almendannende fag og efterfulgt af 2. deluddannelser, stort set svarende til mesterlæreuddannelsen, men nu afkortet med 1 år.
Thus, at the end of the 1960s there was a sharp drop in the number of apprentices in most European countries, and in some of
af den egentligt defensive grundholdning, så har Lutz' analyse pustet til interessen for at bruge uddannelserne som offensivt re forminstrument.
not simply derived from the employment system: on the contrary, quite wide scope exists for the training system to influence the employment system.
Og det vil jeg være venlig nok til at mene er baggrunden for, at Kommissionen har anbefalet EF-regeringer at antage en målsætning om et tilbud om en mindst to-årig dual uddannelse for alle unge efter skolepligtens ophør.
Under the designation of 'elasticity-argument', this reasoning has been widely adopted among progressive proponents of a vocational training system based upon the principles of dual training - frequently in the Cedefop publications, for example.
Den politiske baggrund for den fornyede interesse for lærlingeuddannelser
The 'elasticity-argument' should be examined more closely
Men den fornyede interesse for erhvervsuddannelser kan også forklares på andre måder.
There can hardly be any doubt that the training system evolved in the past is
uanset hvilken — øgede beskæftigelseschancerne og mindskede
Apprentice training - in no matter what form - increases the chances of employment and reduces the important for the development of the risk of unemployment. employment system; but it seems to be a
En gennemført lærlingeuddannelse arbejdsløshedsrisikoen.
Forces behind the revival of dual training
Ved siden af denne mere defensive og, efter min mening, noget naive argumentation for udbredelsen af det duale uddannelsessystem — at det skulle kunne reducere ungdomsarbejdsløsheden (hvor jeg snarere tror, at det ville omfordele den!) — findes der imidlertid en mere offensiv.
The offensive argument: training as a means of social change bold step to conclude from this that it should be possible to reverse the processes; the conditions of reproduction for both the French and the German systems seem to be well-described in Lutz's study.
Den offensive argumentation: Uddannelse som middel til samfundsændringer ske.
At the same time, however, the French development appears to be irreversible.
Burkart Lutz har - med rette -anvendt denne komparation mellem tek-nisk-økonomisk sammenlignelige virk somheder i Frankrig og Tyskland, til at påpege absurditeten i en teknisk determinisme og til at påpege, at uddannelsessystemet ikke er rent afledt af beskæftigelsessystemet.
Lutz's recommendation can therefore be regarded primarily as a request to the Germans to retain their apprentice training (the world's best!) and a warning of the risk in that only a little scholasticization can set the avalanche rolling.
Tværtimod er der et ganske vidt spillerum for uddannelsessystemets påvirkning af beskæftigelsessystemet.
Despite the really defensive basic attitude, however, Lutz's study has stimulated interest in using the training courses as an offensive instrument of reform, and in my humble opinion this is the background to the Commission's recommending EC governments to aim at an offer of at least two years' dual training for all young people after they have completed their compulsory schooling.
Under be tegnelsen »elasticitets-tesen« har dette ræsonnement fundet vid udbredelse blandt progressive fortalere for et erhvervsuddannelsessystem, baseret på den duale ud dannelses principper, bl.a. hyppigt i CEDE-FOP-publikationer.
The political background to renewed interest in apprentice training courses
Når fagforeningerne interesserer sig for programmer for ungdommens overgang til erhverv, så kan det forstås positivt som engagement i at sikre tilpas stor tilgang af fagkvalificerede til faget, således at arbejdsgiverne ikke prøver at reducere afhængigheden af arbejdernes fagkvalifikationer ved at foretage arbejdsorganisatoriske og/eller tekniske ændringer.
The basis of this is that an efficient, general, dual training system can create a more egalitarian qualification-profile and, moreover, represent a much less hierarchical employment structure, a broader qualification-content in the job functions of the different workers, smaller wage differentials, etc. At the same time, it involves (owing to the form of the employment structure and job functions, because there are many skilled workers in production) teaching potential in production, so that the system tends to reproduce itself.
I denne positive variant indebærer bestemte faglærte gruppers for svar af egne interesser også et forsvar af de unges interesser — både at få et arbejde og at få et rimeligt attraktivt arbejde!
In a more generalized, romanticized form, this appears to be the message in Burkart Lutz's* appraisal of the German apprentice training system, compared with the hierarchical, scholastic French system.
En negativ forklaring er, at man formulerer kvalitative krav til erhvervsuddannelser for at hindre de unge i at optræde som lønkonkurrenter og for at begrænse adgangen til faget — og derfor søger at kontrollere allehånde forsøg med ungdomsbeskæftigelsesprojekter, jobskabelse, alternativ produktion osv.
Burkart Lutz has - right ly — used this comparison between technologically and financially comparable firms in France and Germany in order to point out the absurdity of technological determinism and that the training system is
»Elasticitets-tesen« bør underkastes mere nøje vurdering
Owing to the spread of the economic recession and of youth unemployment, this trend was reversed in the second half of the 1960s.
Den tager sit udgangspunkt i, at et velfungerende og alment udbredt dualt uddannelses system kan skabe en mere egalitær kvalifikationsprofil - og dernæst repræsentere en langt mindre hierarkisk arbejdspladsstruktur, et bredere kvalifikationsindhold i de enkelte arbejderes jobfunktioner, mindre lønforskelle mv., og som, samtidig (pga. den udformning af arbejdspladsstrukturen og jobfunktionerne antager som følge af, at der er mange faglærte i produktionen), også Der er næppe tvivl om, at det historisk udviklede uddannelsessystem har betydning
The principles of apprenticeship underwent revival in some places and young people sought once again craft and commercial training courses, with few opportunities for employment in the occupation.
Arbejdsgivernes fornyede interesse for duale uddannelser er formentlig knyttet til forventninger om at bedre fagkvalificerede unge kunne medføre produktivitetsforhøjelser, øget teknologisk omstillingsevne og øget social omstillingsevne - altså præcist, at de unge vil kunne udkonkurrere ældre, dårligere uddannede og ikke-karriere, men fagforeningsorienterede arbejdere. dere.
On the one hand, however, it is probably better to be under training than to be unemployed and, on the other, experience showed, of course, that having undergone apprentice training - no matter which - increased the chances of employment and reduced the risk of unemployment.
indeholder lærepotentialer i produktionen, således at systemet tenderer til at reproducere sig selv.
Also, the expansion of the upper secondary schools and the further training courses resulted, of course, in rapidly rising percentages of unemployment among young people on longer courses of theoretical training.
Forgrovet og romantiseret synes dette at være budskabet i Burkart Lutz'* vurdering af det tyske lærlingeuddannelsessystem, sammenlignet med det mere hierarkiserede og skoleprægede fran-
In this simple observation, the root cause is certainly to be found of the widespread view that expansion of the dual training courses is the answer to the problem of the social and vocational integration of young people in the community.
Erhvervsuddannelse i dual form er billigere end såvel socialhjælp som gymnasieuddan- for beskæftigelsessystemets udvikling -men det forekommer dristigt derfra at slut te, at det skulle være muligt at vende processerne om; reproduktionsbetingelserne for henholdsvis det franske og det tyske system synes godt beskrevet i Lutz' analyse — men samtidig synes den franske udvikling irreversibel.
Side by side with this more defensive and, in my opinion, rather naive argumentation for expanding the dual training system — to the effect that it should be able to reduce youth unemployment (I myself think that it would, if anything, redistribute it!) - there is, however, a more offensive line of argument.
falde fra; med øgede uddannelses­krav vil det ikke længere kunne betale sig for dem at uddanne.
finances and for the conservation function has the effect that; through changes in work organization and/or technological changes.
Den nye tendens er, at staten overhører dette: Hensynet til statsfinanserne og opbe­varingsfunktionen indebærer at man nelse, i det mindste på længere sigt, fordi den mere sandsynligt fører til beskæftigelse og integration af de unge.
The system hitherto has been* that the skilled trade unions and their employercounterparts have jointly formulated, at national level in the apprentice-training committees, what the government should
Men samtidig betyder kravet om besparelser på de offent­lige finanser at uddannelserne forringes og at den tilsigtede øgede mobilitet og evne til livslang efter­ og videreuddannelse går tabt.
■ capacity for the BVT base-year is expanded, regardless of varying opportunities to complete the training;
For at sikre fortsat tilgang til fagene må staten derfor gennem de tekniske skolers værkstedsundervisning og fagteori sikre en minimums­standard for de teknisk­faglig færdigheder.
■ with more students crammed in and with general cut-backs on budgets, the standard of industrial and trade qualification is being lowered; interests — both in obtaining a job and in provide for the industrial and trade getting reasonably attractive work!
■ udvider kapaciteten på EFG­basisåret, uanset svigtende muligheder for at fuldføre uddannelsen
■ abolition of the wage-allowance (which should have produced more training-posts, but has not done so) is being considered, and the loss here will, of course, result in lower capacity; and, creation, of corporatism in Denmark employment projects, job alternative production, etc.
Danmark — et hurtigt skift af interessekonstellationer?
■ 'suppliers', who train apprentices
I Danmark har disse ­ meget løst og med alle forbehold skitserede kombinationer af interesser — indebåret, at den tidligere skitserede arbejdsdeling mellem arbejds­markedets parter og staten omkring lær­lingeuddannelserne er under opbrud.
The renewed interest shown by employers in dual training courses is presumably connected with expectations that more highly skilled youths could bring increases in productivity, a greater capacity for technological change and also for social additional to own recruitment requirements
Formularen har hidtil været*, at de faglær­te forbund sammen med deres arbejdsgiver­modpart på nationalt plan i lærlingeuddan­nelsesudvalgene i fællesskab formulerede kravene til, hvad staten skulle sikre af lærlingenes teknisk­faglige kvalificering — og fik det imødekommet!
■ finally, the pressure for regionalization of responsibility for the vocational training courses — transfer of costs and responsibility to the county authorities — will mean, of course, that adaptation to the large, regionally-important firms will leave its stamp upon the industrial and school instruction.
Den materielle baggrund for denne alliance er, at urbe/Gfeg/veme/virksomhederne i et fag/en branche kan opdeles i tre:
■ 'selv-providers', who train enough to be able to select from among the trained apprentices and obtain a very well suited labour force;
■ »leverandører«, som uddanner lærlinge ud over eget reproduktionsbehov ­ og tjener på lærlingearbejdskraften,
■ 'consumers', who have use for skilled workers, but cannot train enough economically.
■ »selvforsynere«, som uddanner nok til at kunne selektere blandt de færdig­uddannede, og få en meget veltilpasset arbejdskraft,
Tendencies towards a shift in the balance of power?
■ »aftagere«, som har brug for fagkvalifi­cerede, men ikke selv med økonomisk for­nuft kan uddanne nok.
At the same time, however, the need for economy in public finance means reducing the training courses and loss of the greater mobility and capacity for lifelong further training and continuing training.
Fagbevægelsen er interesseret i alliancen med gruppe 3) af arbejdsgiverne ­ dér er beskæftigelsesmulighederne.
The trade-union movement is interested in alliance with employers in category 3, where the employment opportunities are.
Men stram­mer man kvalitetskravene til virksomheds­oplæringen vil en del af »leverandørerne«
However, if the quality requirements are made more stringent for in-company training, some of the 'suppliers' will drop out; with more stringent training requirements, it will no longer pay them to train apprentices.
* ... og her er den danske fagbevægelses struktur med nogle kvalifikations­ og svendebrevsdefinerede forbund (Trade­union­traditionen), nogle industriforbund (med sável faglærte, tillærte som ufaglærte som medlemmer) og nogle forbund, der er spredt på mange brancher, men primært er karakteriseret ved at være ikke­faglærte (Specialarbejderforbundet i Danmark (SID) og Kvinde­ligt Arbejderforbund (KAD), særdeles vigtig.
* The Danish trade-union system with some unions defined by skill qualifications and the journeyman's certificate ('svendebrev') (trade-union tradition), some industry unions (with both skilled, semi-skilled and unskilled members) and some unions which are dispersed between many industries, but are characterized primarily by being non-skilled (Danish Semi-skilled Workers' Union [SID] and the Women Workers' Union [KAD], is particularly important here.
Modsætnings­ eller samarbejdsrelationer mellem arbejdsmarkedets parter.
The answer to this threat might involve extensive restructuring — in both the vocational training system and the Danish trade union movement.
Danske forhold og det vesteuropæiske perspektiv
within the youth-category!
■ overvejer fjernelse af løntilskud (som skulle have frembragt flere lærepladser, men ikke har gjort det) ­ hvor bortfaldet givetvis vil medføre kapacitetsstab. Og gelsestunge, og alliancen indgås ud fra en enighed om teknisk­kvalifikatoriske behov.
At the same time, with the industrial unions, with the works council as the basic unit, there is a tendency for certain nationally-recognized sets of qualifications to disappear; disappearance of the sectional markets for skilled labour - to the advantage of non-specific qualifications and works-specific (or narrowly industrial) qualifications, respectively.
Derimod har de ufaglærte forbund, specielt SID, udviklet et mere universelt sigte over­for ungdomspolitikken; ­ de ungdomsar­bejdsløse er deres potentielle medlemmer ­og derfor er SID meget direkte engageret i det offentliges social­beskæftigelses­ og industripolitik mv.
Continued governmental support for vocational training policy will - under such conditions - assume, even more than at present, the nature of employment policy, rather than training policy.
En »trade­union« struktur: er ikke værre end en industriforbunds­struktur
Danish conditions and the West European perspective
Disse overvejelser hár primært taget udgangspunkt i danske forhold ­ og lagt uforholdsmæssig stor vægt på fagbevægel­sens betydning.
These considerations are based primarily upon Danish conditions and they have attached disproportionate importance to the significance of the trade-union movement.