natgillin/translations-raw huggingface dataset:
Det centrale element i den tyske erhvervsuddannelse er det duale vekseluddannelsessystem.
Even at the beginning of the 'student boom' in the early 1970s, an analysis of vocational training policy reveals the in ability of those responsible to pursue a foward-looking education policy.
Der er sket væsentlige forandringer i dette system. Herudover er der også sket ændringer inden for
In almost every instance there was a reaction to existing problems, instead of political action being geared to the pro blems forecast for the next 10 to 15 years.
Grafisk fremstilling V: Frankrig: De 16­ til 17­åriges situation, marts 1984
recently that the debate has begun to revert to essential qualitative issues.
D = »Normalt« arbejde, 50 000 (3%) E = Arbejdsløse, 84 000 (5%)
The goal for the year 2000, for instance, is to increase the proportion of a cohort reaching baccalauréat level (theoretically at the age of 17) from 40 to 80%.
A = På skole ') 1 281 000 (77%) Β = Lærlingeuddannelse, 181 000 (11%) C = Overgangsordninger, 65 000 (4%)
This goal is acceptable if we consider the improvements in technical education and the creation of new types of baccalauréats (vocational baccalauréat), which will permit the establishment of new bridges to higher education.
Undervisningsministeriets årlige stati­stikker oplyser ikke alderen på deltagerne i de forskellige undervisningstyper inden for skolesystemet.
In the meantime a great deal still needs to be done, and the transition programmes (non-school and non-apprenticeship) should not be phased out in the coming years: even though the level of education of the 800 000 young people leaving school each year is improving, some 10% of them do not have a qualification.
En ny sammensæt­ning af tallene er nødvendig, men forelig­ger ikke.
We also know that the employment situation is particularly hard for the under-25s.
andre delområder af kvalificeringssyste­met, som er en følge af det duale systems problemer.
Yes, I think it is well known that the UK shares the same problem as Germany, or will share the same problem in the com ing years, of a drop in the number of 16-year-olds coming out of compulsory education.
branchetypiske forskelle.
I will give you one concrete example.
Medens der in­den for bestemte sektorer fortsat bestod stor efterspørgsel, var der virksomheder i andre brancher (f.eks. byggesektoren og visse håndværksgrene), der havde svært ved at få besat deres uddannelsespladser.
For a long time, we have not really been able to produce enough young people from the school system with middle-level qualifications, such as O levels.
Da den del af de unge, der efter studenter­eksamen foretrækker at søge en uddan­nelsesplads på en virksomhed frem for at påbegynde et universitetsstudium, er næ­sten fordoblet i løbet af de sidste fem år, er andre unge med lavere forudgående uddannelse blevet hængende på vejen.
When we have the demographic fall we anticipate that it will not be easy to actually raise the proportion of young people in an age group who get these qualifications, so that just as the demand from employers for these qualified young people is growing, we shall have a very large fall in the numbers available for employment.
Alle disse forandringer i det tyske er­hvervsuddannelsessystem kan udmær­ket analyseres på basis af tidssammenlig­ninger af enkelte skoledimittendårganges uddannelsesveje.
In a few years' time, in order to recruit the same number of nurses as we now recruit, we should need to recruit nearly all the girls who get O levels. This is quite unrealistic because from that group we have at least one quarter who go on to higher education or to take up other jobs, etc.
I en pressemeddelelse af nyere dato hen­vises der til en yderligere fordel ved analy­sen af personstrømmene.
There is also fear that this drop in size of the age group will put a brake on the develop ment of the YTS.
Af denne pres­semeddelelse fremgik det, at der efter fle­re års forløb for første gang igen i 1987 blev tilbudt flere uddannelsespladser, end der var efterspørgsel efter.
We have just achieved the 2-year YTS, which offers a very sound training possibility to young people, but there are trends even now, which can be noticed in the south of England, for young people to choose at the age of 16 not to go into the YTS but to go into employment, or they leave the YTS to take a job before they have finished their training.
Hertil skal fø­jes, at uddannelsespladsmarkedet i de sid­ste to til tre år har været kendetegnet af
This is because you have the conjunction of an upturn in the labour
Allerede ved »elevpukkelens« begyndel­se først i halvfjerdserne viste en analyse af erhvervsuddannelsespolitikken parter­nes manglende evne til at føre en frem­adskuende uddannelsespolitik.
As a Greek I attach a high degree of im portance to this problem, but I am afraid we still have hardly any suitable data or mechanisms to enable us to put all these questions in appropriate terms and then to answer them.
I næsten samtlige tilfælde reageredes der på de fo­religgende problemer i stedet for at rette de politiske foranstaltninger ind efter den forventede udvikling i de kommende ti til femten år.
Continuing training works in Greece. In fact, it is undergoing a real boom, probably for the simple reason that it tends to be geared to the complementary role of ironing out the deficiencies of initial training and of up dating basic knowledge acquired in the past.
Således kan man konstatere, at den uddannelsespolitiske diskussion omkring 1974 i løbet af to år gennemgik et emneskift bort fra spørgsmålene om kvaliteten af virksomhedernes erhverv­suddannelse hen imod løsning af kvalita­tive spørgsmål.
What I would now find interesting as a Greek is whether there is any connection to the basic decision young people have to take at the age of 15 after completing their compulsory education, i.e whether to stay in general education — as 7 5 % do — or to opt for technical training, as the other 25% do.
Det er først i den seneste tid, at der igen er sket en ændring i ret­ning af at diskutere betydningsfulde kva­litative emner. Måske ville nye statistiske
Is there a connection be tween this basic decision and attitudes towards later continuing training schemes?
Den generelle tendens går i retning af en bedre almen skoleuddannelse forud for påbegyndelsen af uddannelsen på en virksomhed.
The se cond is the relationship between the sum of qualifications obtained in initial and continuing training and access to employment.
Man kan ikke gå ud fra, at denne tendens kun er en følge af øgede kvalifikationskrav til beskæftigelsessy­stemet.
Is it easier for people who undergo continuing training to find employment than it is for others?
Forklaringen er mere differentie­ret: For det første består der ikke kun i Tyskland, men også i andre af Fællesska­bets medlemsstater interesse for en høje­re almen skoleuddannelse.
Do they, in other words, derive any benefit from continuing training? Is that why they go in for it, or do they do it just to kill time, as a form of unemployment therapy, as it were?
For det andet er der også tilbøjelighed til, at eleverne forbliver længere inden for skolesyste­met, fordi det er vanskeligt at finde en passende uddannelsesplads.
I should also like to know to what extent continuing training is provided formally or takes place infor-
er utvivlsomt spørgsmål, som i høj grad vil optage de politiske beslutningstagere.
Conclusions training efforts will be largely focused on the workers.
ger den Dem til at fremsætte ud fra et græsk synspunkt?
Training must in any case promote flexibility and mobility.
analyseinstrumenter, som det i dag diskuterede, have været egnet til i højere grad at udvide uddannelsespolitikernes tidshorisont. horisont.
But what impact will the demographic changes actually have on the way in which training is provided in the next five years in all the Community countries?
Derimod vil undervisningssystemets be stræbelser, især siden 1985, øve indflydelse på de tidligere omtalte fænomener, især tendensen til at gå længere i skole og så efter skolepligtens ophør.
mally, and who finances what. In Greece I have the impression, although no research at all has been done on this, that formal continuing training tends to be financed by government agencies and the Commission of the European Com munities, while informal continuing training tends to be financed by the private sector.
Dette mål skulle holde, hvis man betragter forbedringen af den tekniske under visning og indførelsen af nye former for baccalauréat (erhvervsrettede) med mulighed for nye overgangsmuligheder til højere uddannelse.
The analytical model we mentioned at the beginning of this article can in no circumstances be confined to a statistical exercise (and the solution of the problems this exercise entails).
Som græker tillægger jeg spørgsmålet stor interesse. Jeg er imidlertid bange for, at vi endnu ikke råder over egnede oplysninger eller muligheder for at kunne stille alle disse spørgsmål på hensigtsmæssig måde og til at få dem besvaret.
What types of measures and instruments can help establish a training policy that encourages workers to be flexible and mobile at both national and Community level (including groups traditionally unaffected by training)?
I en alder af femten år skal de træffe valget mellem almen el ler erhvervsfaglig uddannelse. 75% be stemmer sig for førstnævnte og 25 % for sidstnævnte.
There has been a spectacular increase in the number of those involved in fulltime education in the Member States in the last 10 years.
Har de, der har deltaget i en videreuddannelse, lettere ved at finde arbejde end andre, vil det sige, at de har haft udbytte af vide reuddannelsen.
Several types of training exist side by side, and the channels opted for by young people are increasingly diversified.
Deltager de i den fortsat te uddannelse af denne grund eller blot for at fordrive tiden, som en slags terapi for arbejdsløse?
However, what is the profile of people leaving compulsory schooling and how does their integration into working life take place?
Det bliver endnu værre af regeringens planer om at tilskynde flere fra denne gruppe til at overgå til højere uddannelse.
(Is the integration problem the same now as it was 10 years ago?)
Alt i alt mener jeg, at det er absolut nød vendigt at foretage en langtidsanalyse for at undersøge den græske ungdoms adfærd. Ved hjælp af en sådan analyse kan man konstatere, om ikke forskellen mellem almen og erhvervsfaglig uddannelse
On the basis of this conclusion, the Centre proposes a more profound study of the flow of people and funds and training objectives, in particular an analysis of the following problem:
sibiliteten og arbejdernes mobilitet på nationalt plan og på fællesskabsplan (herunder de grupper, der sædvanligvis forbliver uden for uddannelsen)?
What is the relationship between the development of the various types of train ing (and their interrelationship) and the requirements of the labour market?
rer). Den skal i højere grad omfatte systematiske kvalitative undersøgelser, der medtager de finansielle strømme, person strømmene samt uddannelsesmål og -systemer.
What impact have the measures taken for young people had in the last 10 years, both on the young people themselves and on the employment system as a whole?
Fuldtidsskolegangen i medlemsstaterne er forlænget betragteligt i løbet af de sidste ti år.
In most Community countries, the number of young people of training age is falling rapidly and the number of workers reaching retirement age will also decline since they are the product of the low birth rates of the inter-war years.
Flere uddannelseslinier består si de om side, og de unges uddannelse bliver mere og mere differentieret. Men:
Some forecasts indicate that about 75% of to day's workers will still be employed in the year 2000.
Hvordan er profilen af de unge, der forlader den tvungne skolegang, og hvordan foregår deres integration i arbejdslivet? (Melder indslusningsproblemet sig på samme måde i dag som for ti år siden?) kunne mildnes en smule.
All in all, I would say that it is essential to carry out a longterm analysis of the at titudes of young Greeks.
Faktisk har vi et ret gammeldags system.
After all, the system in Greece is fairly conservative.
Der kæmpes nu for anerkendelse af de erhvervsfaglige uddannelser.
We are now fighting for the recognition of vocational training certificates.
Dimittenderne fra de tekniske/erhvervsrettede gymnasier og høje re tekniske læreanstalter har fremdeles ingen sikker dokumentation for deres faglige kompetence.
Technical secondary school-leavers and technical college graduates do not as yet have any proof of their vocational competence.
På den ene side dre jer det sig om formalisering af prøverne, og på den anden side har man på det grå arbejdsmarked en faktisk anerkendelse af uformel videreuddannelse.
On the one hand, then, it is a question of formalizing certificates. On the other, there is defacto recognition of informal continuing train ing certificates in the grey labour market.
Denne blanding er i øjeblikket fuldkommen uigennemskinnelig, og det vanskeliggør en hver bestræbelse fra regeringens side.
This mixture is completely incomprehensible at the moment, which makes it difficult for the government to take any rational action.
Jeg kunne virkelig ønske, at disse projekter i tre store EF-medlemsstater kunne få Grækenland til omsider at tænke over sa gen og foretage nogle stikprøver for at se, hvad der sker med bestemte grupper af unge, for at få bedre kendskab til deres adfærd.
I would really like to see these projects in the three large Com munity countries prompting Greece to give some thought to the matter at last and to observe the fate of a random sample of certain groups of young people so as to find out more about their attitudes.
Hvilken virkning har de i løbet af de sidste ti år til fordel for ungdommen gen nemførte uddannelsesforanstaltninger haft dels for de unge selv og dels for det samlede beskæftigelsessystem?
As movements in and out of the labour force are at a low level and as significant technological changes are likely to ac company the new ways in which work is to be organized in the years to come,
Har De i løbet af dette møde haft mulig hed for at samle argumenter, så De kan foreslå et sådant projekt i Deres Land?
This has, moreover, always been the primary objective of the studies already conducted by CEDEFOP on this subject in the past.
I alle tilfælde skal uddan nelse indebære fleksibilitet og mobilitet, men:
Has the discussion provided you with any arguments for proposing a project of this kind in your country?
Jeg synes, at Uwe Grünewalds oversigt er af stor interesse for os.
I also find Uwe Grilnewald's diagram extremely interesting for us.
Hvis man ændrer de nævnte eksamener, så de passer til græske forhold, kunne man overtage modellen.
If the certificates were translated to correspond to Greek circumstances, the model could be adopted.
Men så skal der også findes folk inden for bureaukratiet, der både kan og vil gennemføre den.
But people would have to be found in the bureaucracy who are willing and able to implement it.
Det er et godt udgangspunkt.
The approach is very good.
Og ikke blot til undersøgelse af person strømmene, men også finansieringsstrømmene. Tak.
And not only for studying the flow of people but also the flow of funds.
Nederlandene, Portugal og Det Forenede Kongerige.
Republic of Germany, Greece, Spain, France, Ireland, The Netherlands, Portugal, and the United Kingdom.
Hermed følger bidrag fra Belgien, Danmark, Tyskland, Grækenland, Spanien, Frankrig, Irland, Italien,
CEDEFOP (European Centre for the Development of Vocational Training).
Denne dokumentsamling er en del af CEDEFOP's fortløbende projekter om finansiering af erhvervsuddannelse.
This collection of documents is part of one of CEDEFOP's on-going projects on the financing of vocational train ing.
I forskningen fokuseres der på fire bestemte aspekter, nemlig uddannelsesmiljøet, finansieringsmidler, strømmen af mennesker og offentlige midler.
The research focuses on four par ticular aspects, i.e. the environment of training, financial instruments, the flow of people and the flow of public funds.
Disse rapporter indeholder en fremstilling af sammen hængen mellem politiske, sociale og økonomiske faktorer, som påvirker
As part of the project, national reports have been produced by the
CEDEFOP (Det Europæiske Center for Udvikling af Erhvervsuddannelse) Berlin, ikke offentliggjort, 1984-1985 DA, DE, GR, EN, FR, IT, NL Cost of training. Financing of training. Vocational training.
United Nations Educational, Scientific and Cultural Organization (Unesco).
En serie på fem artikler, hvor man diskuterer forskellige aspekter af plan lægning og økonomi i forbindelse med uddannelse i perioder med økonomiske stramninger.
A series of five articles discussing various aspects of the planning and economics of education during periods of economic austerity.
Ud over en fremstilling af en række perspektiver omkring krisen i uddannelsessektoren fremkaldt af økonomiske kriser inde holder artiklerne en række oplæg om uddannelsesreformer og finansiering me, som bruges til at se på spørgsmål omkring finansiering.
Apart from giving some perspectives on the crisis in education caused by economic crises, ideas are expressed on educational reform and financing periods of recession and the question of possible positive effects resulting from limited educational spending is raised.
Det arbejde, de vigtigste finansieringskilder i forbindelse med voksenuddannelse — staten, virksomheder, frivillige organisationer og familier — udfører behandles særskilt og i relation til markedsfinansiering og bureaukratisk finansiering, (uddrag).
outlines an analytical framework within which to examine financing issues. The activities of the principal financiers of adult education — governments, enterprises, voluntary organizations and households — are considered separately and in relation to market financing and bureaucratic financing, (extract)
I denne undersøgelse bruger man er faringer fra Vesteuropa og USA til at se på, hvordan finansieringsformerne er afgørende for, i hvor vid udstrækning voksne har adgang til en uddan nelse.
This study uses experience in Western Europe and North America to explore some of the ways in which financial arrangements govern the availability of learning opportunities to adults.
Ud fra økonomiske begreber og teknikker afstikkes en analytisk ram
With the help of concepts and techniques from economics, it
Der er her tale om en økonomisk ana­lyse af uddannelse, der gælder helt specifikt for et bestemt erhverv eller fagområde, men ikke et bestemt fir­ma.
McMahon, W. J.: The economics of vocational and technical education: do the benefits outweigh the costs?
Den er derfor ny sammenlignet med Beckers analyse, hvor der kun sondres mellem uddannelse på virk­somheden og generel uddannelse uden at se på de mellemliggende situa­tioner.
balance between vocational and general curricula is efficient.
Det grundlæggende spørgsmål er at få læseplanerne gjort så er­hvervsrettede som muligt.
But there are growth-related criteria for different rates of expansion for each.
Resulta­terne viser, at en passende balance mellem erhvervsrettede emner og al­mene fag giver et effektivt resultat.
Criteria for the most efficient mixture of vocational schooling and on-the-job training are considered, as are the implications for policy and equity of over-expanding separately tracked schools, (author)
Det Europæiske Center for Ud­vikling af Erhvervsuddannelse (CEDEFOP) Luxembourg, Kontoret for De Euro­pæiske Fællesskabers Officielle Publi­kationer, 1986 Financing of training. Government policy. State aid. Private finance. Pu­blic expenditure. Training levy. Sub­sidies. Initial training. Continuing vo­cational training. Target groups. Bi­bliographies.
European Centre for the Development of Vocational Training (CEDEFOP). Luxembourg: Office for Official Publications of the EC, 1986.
ningsmæssige konsekvenser af insti­tutionsbaseret uddannelse, virksom­hedsuddannelse, traditionelle lære­pladser, selvstudier og ny uddannel­sesteknologi.
The bibliographical sections contain references to policy documents, legislation, reviews, reports and surveys, which comment on: the type of financing available; sources of fun- self-instruction and new educational technologies.
Han siger, at en grundig gennemgang af disse konsekvenser er uundværlig i forbindelse med at iden­tificere problemområder og præcisere de politiske valgmuligheder (for­fatteren).
A thorough examination of these implications, he argues, is indispensable for identifying problem areas and clarifying policy options, (author)
Uddannelse indebærer så betydelige udgifter, at det er helt væsentligt at gennemføre en omkostningsanalyse, hvis man ønsker at nå frem til hen­sigtsmæssige beslutninger om forde­ling af knappe ressourcer.
Training involves such major outlays that a cost-effectiveness analysis is essential if the proper decisions are to be made concerning the allocation of scarce resources.
Forfatteren starter med at definere begreber så­som uddannelsens resultater og effek­tivitet og de pengemæssige og psyko­logiske omkostninger, hvorefter han går over til at diskutere de omkost­
The author begins by defining such concepts as the out put and effectiveness of training and its monetary and psychological costs, before discussing in turn the costbenefit implications of institutionbased training, enterprise-based training, traditional apprenticeships,
Indledning ligt har ændret sit statistiske apparat, meddeler kun fortløbende tal indtil 1979, det år, hvor ændringerne om forvaltningen af erhvervsuddannelserne trådte i kraft.
Statistics, constantly being restructured by the National Statistics Institute, provide continous series only up to 1979, after which the changes mentioned above came into effect.
Lovgivningen kan endelig også ændre de finansielle byrder ganske betyde ligt, enten fordi den afviger stærkt fra et sprogsamfund til et andet, eller for di der vedtages radikale ændringer i budgettets gennemførelse.
Financing costs can finally be substantially modified by legislation which may differ substantially between the Communities or may in troduce radical changes to budget allocations.
I Belgien er det for tiden meget van skeligt at opstille en samlet opgørelse over udgifter til erhvervsuddannelsen.
favours savings in the universities in the framework of governmental financial reforms.
Skolerne såvel som erhvervsuddannelsen af voksne forvaltes særskilt af de tre sprogsamfund, det flamske, franske og tyske, som hver for sig op stiller deres budget på en måde, hvor posterne er forskellige fra sprogsamfund til sprogsamfund.
Various options and means to this end are discussed and compared, among them greater autonomy for the universities in the spending of reduced Community grants, a more rational organization of university teaching, educational planning as a function of the direct link between education and employ ment and an increase in tuition fees.
Efter en kort analyse af de studerende ved de belgiske universiteter i de sidste 25 år ses der nærmere på studieudgifterne til en universitetsuddannelse.
Following a brief analysis of the Belgian universities' student population over the past 25 years, an examination is made of the costs of university education.
I undersøgelsen af finansieringen af denne uddannelse skelnes der mellem driftsudgifter og investeringsudgifter. udgifter.
In the study of the funding of this form of education, a distinction is made between current and capital spending.
I denne kongelige anordning fastlæg­ges de nye vilkår for nedsættelse af ar­bejdsgiverbidrag, såfremt arbejdsgi­veren indgår en beskæftigelseskon­trakt med den unge — den pågælden­de uddannelse kan ikke overstige 500 timer pr. år.
security contributions when an em­ployer enters into a training­employ­ment contract, not exceeding 500 hours per annum, with a young person.