natgillin/translations-raw huggingface dataset:
Konferencen havde til formål at fore­tage en opgørelse af EF­Kommissio­nens og CEDEFOP's programmer og projekter inden for undervisning, er­hvervsuddannelse og ­forberedelse af unge.
The conference sought to review the progress of EC Commission and CEDEFOP progammes and projects in the field of education, training and vocational preparation of young peo­ple.
Denne udgave af CEDEFOP »Flash« indeholder referater om føl­gende emner, der behandledes i ar­bejdsgrupperne: nye beskæftigelsesudsigter, arbejds­løsheden og lige muligheder; sam­menligninger af den nuværende ud­dannelsessituation i forskellige af Fællesskabets medlemsstater: Tysk­land, Frankrig, Irland og Italien; EF's programmer; mobiliteten i Europa og endelig forelæggelse af fem projekter inden for Fællesskabet.
This issue of CEDEFOP Flash reports on the subjects discussed by the working groups: ■ recent developments in mainstream vocational training (full­time schooling); ■ alternance training and part­time training schemes for young people (company and school) and related developments; ■ new training and employment schemes for marginalized young peo­ple, i.e. drop­outs, long­term unemployment, etc.
Konklusion: Videreuddannelsen kan og skal være nøglen til arbejdskraf­tens udvikling, ikke blot for den enkel­te virksomhed, region eller medlems­stat, men også for Europa.
new prospects for employment, unemployment and equal oppor­tunities; comparison of the current training situation in certain Euro­pean Community countries: France, Ireland, Italy, Germany; European Community programmes; mobility in Europe; and a presentation of five projects in the European Com­munity.
Denne første kongres afholdtes i Ber­lin den 9. og 10. oktober 1986 af Ber­lins senat om økonomi og beskæftigel­se i samarbejde med Bundesinstitut für Berufsbildung (BIBB), Det Euro­pæiske Center for Udvikling af Er­hvervsuddannelse (CEDEFOP) og EAP. Publikationen indeholder del­tagernes og arbejdsgruppeledernes bi­drag.
In conclusion, continuing can and must be the key to the development of human resources, not only in each workplace, region and country, but also in Europe as a whole.
Første Europæiske Kongres om Videreuddannelse; Berlin, 9. og 10. oktober 1986.
First European Congress on Con­tinuing Education and Training, Berlin, 9 and 10 October 1986.
Videreuddan­nelserne i Europa — Deres Bidrag til Fornyelse og Beskæftigelse Berlin, distrib. af Spectrum Commu­nications, 1988, 366 s. Continuing vocational training. Con­ferencereports. EEC countries. Inno­vation. Human resources. Educatio­nal development. Labour mobility. Employment policy. Pilot projects. Training systems. Enterprises. Adult education. Tertiary sector. Long term unemployment. Sweden.
Continuing Education and Train­ing in Europe — Opportunities for Innovation and Employment Berlin, distributed by Spectrum Com­munications, 1988, 366 pp. Continuing vocational training.
Feliner M.: Kommissionens Ar­bejdsprogram til Fremme af For­nyelsen inden for Sekundærun­dervisningen i Det Europæiske Fællesskab. Meddelelse fra Kom­missionen.
9 and 10 October 1986, was organized by the City of Berlin Senate for the Economy and Employment in con­junction with the Federal Institute for Vocational Training (BIBB), the European Centre for the Develop­ment of Vocational Training (CEDEFOP) and the European Business School.
områder, der udledes af det forrige program og samler sig om fællesskabsaktionen i forbindelse med uddannelse af lærerpersonalet, forebyggelse af skolemæssige fiaskoer og analfabetisme samt lige mulighe­der for piger inden for sekundærun­dervisningen.
The main subjects discussed during the two­day congress were: innovation in vocational education and training in Europe; continuing education and training: a growing field in Europe; training and the employment market,
Det indre markeds færdiggørel­se i 1992, vedtagelsen af den Europæ­iske Fælles Akt og Det Europæiske Råds senest i Bruxelles trufne afgørel­ser placerer undervisning og uddan­
This work programme is to be im­plemented by the Commission in cooperation with the Member States over a four­year period, 1989­92.
Uddannelse i Det Europæiske Fællesskab.
Communication from the Com­mission Luxembourg: Office for Official Publications of the European Com­munities COM (88) 545 final, 14. 10.
Perspektiverne på mellemlang sigt.
1988 (see also COM(88) 280 final), 15 pp.
1989­1992 Luxembourg: Kontoret for De Euro­pæiske Fællesskabers Officielle Publi­kationer, KOM(88) 280 endel., 18. maj 1988, 17 s., sprog: DA, DE, EL, EN, ES, FR, IT, NL, PT. ISSN 0254­1491 ISBN 92­77­36100­X EC Commission. Training policy. Educational policy. Training employ­ment relationship. Skill development.
Languages: EN, FR, DE, ES, IT, NL, DA, GR, PT ISBN 92­77­40644­5
INFORMATIONSKILDER udviklet i forbindelse med pilotprojekterne, som er inddelt efter pro grammets fire hovedemneområder (dvs. en snævrere forbindelse mellem skole og den økonomiske verden, bedre studie- og erhvervsvejledning, for anstaltninger til bekæmpelse af, at folk går ud af skolen uden at have fået en eksamen, samt dårligt stillede skoleelever og at forberede lærerne på nye opgaver og roller).
Luxembourg: Office for Of ficial Publications of the European Communities, 1987, COM(87) 705 final, 104 pp. Languages: EN, FR, DE, ES, IT, NL, DA, GR, PT ISBN 92-77-31920-8 (FR) lustrating the responses and ap proaches developed by the pilot pro jects, grouped into the programme's four main theme areas (i.e. closer links between schools and the economic world, improving educa tional and vocational guidance, com bating school failure and disadvantage and preparing teachers for new tasks and roles).
Rapporten in deholder også de vigtigste anbefalinger om politiske foranstaltninger ud ledt på grundlag af erfaringerne med projekterne.
The main policy messages derived from the projects' experience in the form of recommen dations and priorities are included.
I denne rapport gives der et kort over blik over de væsentligste resultater af det 2. program om overgangen fra skole til arbejds- og voksenlivet.
This report takes a close look at four European Community countries — Belgium, France, Ireland and the United Kingdom — and examines the other Member States, the United States and Sweden more concisely.
Den ændrede sociale og økonomiske situation og udfordringerne forbundet med overgangsprocessen sættes i per spektiv, og man illustrerer de initiativer og fremgangsmåder, der er blevet
(1) Research methodology; (2) Analysis of developments cooperation between higher educa tion and industry; (3) Analysis of the institutional framework and personnel (qualifications, experience and functions) in volved in cooperation between higher education and industry; (4) Analysis of the teaching body's future needs with a view to securing positive cooperation with industry; (5) Proposed methods for the future training of staff so that they will be sufficiently qualified to promote bet ter cooperation between higher education and industry.
Afsluttende Kortfattet Rapport om De europæiske Fællesskabers 2. Handlingsprogram (19821987): Unges Overgang fra Skole til Arbejds- og Voksenliv Kommission for De Europæiske Fællesskaber.
Comett — The training needs of staff in the Community's higher education sector engaged in cooperation with industry (Final report prepared by European Research Associated), Commission of the European Communities.
Luxembourg: Kontoret for De Europæiske Fællesskabers Officielle Publikationer, 1987, KOM(87)705 endelig udgave, 104 sider Sprog: EN, FR, DE, ES, IT, NL, DA, GR, PO ISBN 92-77-31920-8 (FR) European Communities.
Luxembourg: Office for Official Publications of the European Com munities, 1988, 422 pp + 18 appendices.
Transition veksling afunge arbejdere, DELTA (forskning om og udvikling af multimedia-undervisningssystemer) og YES for Europa (ungdomsudveksling).
Bibliography. Language: EN ISBN 92-825-8763-0 Training needs analysis. Teaching personnel. Skill analysis.
ses«, blev til på foranledning af dag bladet »Le Monde« i samarbejde med andre store dagblade og EF-Kommis-sionen.
School enterprise relation in
Mødet, der havde titelen »Étudiants, universités, entrepri udvikle, betjene og vedligeholde den nye teknologi og kapitalinvesteringerne.
published in the language in which they were given.
Den største del af rapporten (kapitel 3, 4 og 5) drejer sig derefter om, hvorledes europæiske undervisningsog uddannelsessystemer og institutioner, herunder virksomhedsbaseret uddannelse, er med til at udvikle tek nologiske fornyelser og tilpasse den nuværende og fremtidige arbejdsstyrke til de krav og muligheder, teknolo giske forandringer indebærer, (uddrag)
The following is a list of their titles: technological change — the future of training and work; education, training and the evolution of technology in industry; technological change — job creation and innovations in the world of work; training and new technologies; new technology training and access to jobs, policies for employment; information technology and investment in training; new technology corporate investment and job creation; and how new technologies should be developed.
Før man går over til at diskutere til pasning af undervisningsog uddan nelsessystemer, vil man i denne rapports kapitel 1 give en kort beskrivelse af de væsentligste teknologiske ændringer og nogle af de mere hyppige anvendelsesområder inden for ny tek nologi.
EEC countries. Volume 1 contains a report of this conference which took place in London, 25 to 27 November 1986, which provided the opportunity to under line the importance of human resources as a key factor in internal labour markets as well as in the economic and social development of the Community.
Beskrivelsen efterfølges af en analyse af deres konsekvenser for arbejdsindhold og arbejdstilrettelæggelse inden for industrien og servicesektoren.
Volume 2 contains the main speeches made at the con ference by participants responsible for decision-making on training issues in the Member States and the European Community.
Kommissionen for de Europæiske Fællesskaber, Bruxelles: FAST-programmet, EF-Kommissionen (GD XII/H/2), 1987, bind 1: 240 s., bind 2: 224 s. Sprog: teknologi; kommunikationsfunktionen — et strategisk spørsmål for Europa; fødevaresystemets fremtid; in tegreret udvikling af genanvendelige naturlige ressourcer.
1 and 2 Directorate-General for Science, Research and Development, Commission of the European Com munities.
FAST li-programmet (Prognoser og vurderinger på det videnskabelige og teknologiske område) koncentrerer sit forskningsarbejde om fem områder, der er helt væsentlige for den økonomiske vækst og samfundsmæssige udvikling, nemlig: ændringer i forholdet mellem teknologi, arbejde og be skæftigelse; servicesektoren og ny ship. Skill development. Teaching methods. Institutional framework. Belgium, France, Ireland, United Kingdom. EEC countries. USA. Sweden.
They are: changes in the relationship between technology, work and employment; services activities and new technologies; the technology, employment and work), Sprint (innovation in small firms), EuroTecNet (pilot schemes in the field of new technology), Delta (research and development on multimedia learning systems) and YES (youth exchange scheme for Europe).
Undersøgelsen er opdelt i fem dele og behandler følgende emner: 1. Undersøgelsens metodik.
NB the publication contains many useful addresses.
Uddannelse og ny teknologi.
Student exchange.
Informationsteknologi og investeringer i uddannelse.
School enterprise relationship.
Hvordan skal ny teknologi videreudvikles.
At titude.
Publikationen indeholder de vigtigste taler fra kongressen i Vienne (F) den 18. - 20. maj 1988.
Languages: FR, EN ISBN 92-2-105993-6 ISSN 0255-352 X various levels of responsibility in order to develop, operate and main tain new technologies and capital equipment.
Kongressens hoveddiskussionsemne var: Hvorledes forbereder landene (virksomheder, offentlige instanser og uddannelsesinstitutioner) sig til morgendagens funktioners og er hvervs kvalifikationer?
The bulk of the report (Chapters III, IV, and V) will examine how European education and train ing systems and institutions, in cluding enterprise-based training, are fostering technological innovation and adapting the present and future workforce to the demands and opportunities of technological change (extract).
Selektiv bibliografi nundervisning, er en nær sammen­hæng mellem praktisk arbejde, faglig oplæring og almen uddannelse.
Selective bibliography trainers with experience in the teaching of adults.
End­videre præsenteres 10 regionale pro­jekter for erhvervsmæssig integra­tion, samordnet af den kristelige ar­bejderbevægelse.
The booklet also describes 10 regional vocational in­tegration projects coordinated by the Christian Workers' Movement.
Her skal den kriste­lige arbejderbevægelse sikre forbindelsen til den almene uddannel­se og forberede de unge til erhverv­suddannelsen under pratikantophold i virksomhederne.
The role of the Movement in this context is to create a bridge between general education and vocational training, for which young people are prepared during in­company placements.
Disse aktioner kende­tegnes dels ved, at der indgås en kon­trakt mellem repræsentanter for er­hversliv og uddannelsesvæsen, dels ved, at der under uddannelsen, som varetages af bestemte, tilknyttede ud­dannere med bred erfaring i vokse­
Under these schemes, a contract is signed between represen­tatives of the working world and representatives of education and training. The educational approach, applied closely links work, technical teaching and general education, each imparted by separate but linked
Région bru­ sesform mht. problemerne omkring lavt kvalificerede beskæftigelsesøgen­de i regionen søgtes klarlagt ■ trods målgruppens fælles kende­tegn: ringe kvalifikationer og lang­tidsledighed, så man nærmere på gruppens heterogene karakter: den omfattede langtidsledige kvinder, vandrende arbejdstagere og afskedi­gede minearbejdere.
problems facing poorly educated jobseekers in the region; ■ although the members of the target group have certain features in common, in particular poor educa­tion and long­term unemployment, heterogeneity within the group is con­sidered: the group includes long­term unemployed women, migrants and redundant mineworkers.
Før behandlingen af disse aspekter blev den med denne uddannelsesform mindre fortrolige læser orienteret om dens opståen, udvikling og særegne karakter.
Prior to discussion of all these aspects, the reader who may be less familiar with this form of training is given an indication of the emergence, develop­ment and specific features of linking training courses.
På foranledning af EF og det flamske sprogsamfunds minister for beskæfti­gelse, uddannelse og offentlige arbej­der er der foretaget en kritisk undersø­gelse af disse uddannelsesformer for lavt kvalificerede beskæftigelsessø­gende til belysning af muligheder og begrænsninger.
On behalf of the European Com­munity and the Minister for Employ­ment, Education and Local Authorities of the Flemish Com­munity a critical study was made of 'linking' training courses for poorly educated job­seekers to determine their potential and limits.
Denne kritiske analyse af »kontakt­princippet«, foretaget på grundlag af en evaluering af disse uddannelser i Limburg, omfattede en række punkter: ■ uddannelsernes relevans for ar­bejdsmarkedet blev undersøgt; ■ betydningen af denne uddannel­
This critical analysis of the linking concept, based on an evaluation of these training courses in Limburg, in­volved a number of premises: ■ the courses are considered in terms of their functionality for the labour market; ■ this linking training formula is ex­amined in terms of its relevance to the
Han skelner her mellem den socioøkonomiske variant med begreber som uddannelse, erhvervsrettethed o. lign. og den socio-kulturelle variant med begreberne medbestemmelse, ligestilling og generalisering.
ing education since 1955­60, making a distinction between the socio­economic variant, with concepts such as 'education' and 'occupationally­oriented', and the sociocultural variant, with the concepts of par­ticipation, equalization and globaliza­tion.
I hele re degørelsen går han ind for integration af de to varianter både institutionelt, metodisk, socialt og indholdsmæssigt.
Throughout his paper he also calls for the integration and removal of the barriers between the two poles at institutional, methodological, social and substantive level.
Dernæst ser han på sammenlignelig
He goes on to consider the similarity between the situation in Flanders and in the province of British Columbia,
Efter at have redegjort for »adult education« og udviklingen fra 1970 til 1985 beskriver han den lokale (skolemæssige) uddannelsespyramide og forfægter muligheden for et integreret uddannelsestilbud.
The report analyses these needs and the target group, describing plans for the training programme and the reac­tion and cooperation found among the institutional agencies concerned with an enterprise of this kind.
nisk udstyr og mikro-informatik. I redegørelsen indgår en analyse af disse behov, af målgruppe og udkast til uddannelsesprogram samt omtale af reaktioner og samarbejdstilbud fra de parter, der er interesseret i et så dant projekt.
The role of the future training centre will be to reinforce general education and offer technical skills before placements in the companies con­cerned.
Beskrivelse af to projekter i det flamske sprogsamfund
Description of two projects in the Flemish Community
Uddannelsespakken be står af faglig, almen og social uddan nelse med systematisk integration af de forskellige elementer.
The aim of 'linking' courses is to promote the understanding, skills and motivation of poorly educated job­seekers so that they may go on to various vocational training courses and/or jobs.
I det flamske sprogsamfund findes der (udgangen af 1988) 27 af disse pro jekter.
The training package consists of technical, general and social education, methodologically
Almen voksenuddannelse.
General adult education. Betænkning om prøveforberedende enkeltfagsundervisning pa grundlæggende niveau afgivet af et udvalg nedsat af Undervisningsministeren juli 1985. (Betænkning No 1146). Copenhagen, 1988, 93 pp.
Udvalget peger på, at den almene voksenuddannelse skal være et reelt tilbud til voksne om at supplere og ajourføre deres almene kundskaber og færdigheder, så de kan opnå en kompetence svarende til den, der op nås i det primære skolesystem.
The committee points out that general adult educa tion must really provide adults with the opportunity to extend and update their general knowledge and skills so as to enable them to achieve a level of competence parallel to that achieved within the primary school system.
Samtidig skal undervisningen ud over den rent faglige indlæring stimulere til personlig udvikling og social for ståelse.
It also stressed that alongside purely vocational education there is also a need for education providing a stimulus for personal development and social awareness.
Som led i opfølgningen af folketingsbeslutningen om et 10 punkts pro gram for voksenundervisning og fol keoplysning fra 1984, nedsatte under visningsministeren i 1985 et udvalg vedrørende den prøveforberedende enkeltfagsundervisning på grundlæggende niveau.
In 1985, as part of the follow-up to the Lower House's parliamentary resolution concerning a 10-point pro gramme for adult and general educa tion from 1984, the Minister for Education appointed a committee on basic single-subject teaching in preparation for examinations.
Udvalget fastslår i betænkningen, at samfundet har en forpligtelse til at uddanne ikke blot børn og unge, men også voksne, som har haft et kort skoleforløb.
The committee states in its report that the Community has a duty to educate not only children and young people, but also adults who have had only brief schooling.
Be tænkningen indeholder forslag til en ny almen voksenuddannelse, som skal erstatte den prøveforberedende voksenundervisning på folkeskoleni
The report contains pro posals for a new system of general adult education to replace adult education in preparation for ex aminations primary and lower secon
Forslag til lov om erhvervsuddannelser.
Draft Law on vocational training.
Lovforslag nr. L 38 frem sat den 6. oktober 1988 af undervisnings- og forskningsministeren. Vocational training. Technical training. Planning of training. Training policy. Bills.
Parliamentary bill No L 38 tabled on 6 October 1988 by the Ministers for Education and Research.
Lovforslaget lægger op til en reform af erhvervsuddannelserne, som skal samle lærlinge- og efg-uddannelserne samt de grundlæggende teknikeruddannelser under et fælles regelsæt - er hvervsuddannelsesloven.
This bill proposes reforms in the field of vocational training, combining ap prentice and initial training courses and also the basic technician training courses under common rules em bodied in a Law on vocational train ing.
Grundprincippet i lovforslaget er, at alle disse ungdomsuddannelser skal være vekseluddannelser med både skole ophold og praktikophold.
The underlying principle of the bill is that all youth training courses must be sandwich courses linking schoolbased and on-the-job training.
Eleven skal kunne vælge mellem at starte uddan nelsen på en skole eller i en virksomhed på grundlag af en uddannelsesaftale.
The student must be able to choose between commencing training at school or in a firm on the basis of a training agreement.
Praktikuddannelsen skal både indeholde erhvervsfaglig træning og uddybe, understøtte og supplere den teoretiske og praktiske skoleundervisning.
On-the-job phases of training must not only com prise job-related training, but must also reinforce, support and supplement theoretical and practical schoolbased learning.
Forslaget indebærer endelig, at adgangsbegrænsningen ophæves.
Finally, the bill also proposes the abolition of restrictions on admission.
Forslag til lov om ændring af lov om arbejdstilbud til ledige, af lov om arbejdsformidling og ar­bejdsløshedsforsikring mv. og af lov om en arbejdsmarkedsud­dannelsesfond.
Draft Law on amendment of the Law on job opportunities for the unemployed, the Law on job placement and unemployment in surance, etc., and of the Law on a labour market training fund.
Lovforslag nr. L 65 fremsat den 13. oktober 1988 af ar­bejdsministeren.
Parliamentary bill No L 65 presented by the Minister for Labour on 13 Oc tober 1988.
Arbejdsministeren foreslår i dette lov­forslag, at der skal ske en forstærket indsats mod langvarig ledighed.
unemployed persons will, for example, have an opportunity to receive a business start-up grant after five months of unemployment.
Ind­satsen, der økonomisk beløber sig til 5,2 mia DKR skal finansieres ved hjælp af arbejdsgiverbetaling for før­ste arbejdsløshedsdag og en forhøjelse af lønmodtagernes bidrag til arbejds­
Jobless persons who have not received educa tion leading to a qualification shall moreover be entitled to 2 1/2 years of training prior to their first job offer. Upon completion of their first job, all unemployment persons shall be en titled to two years of training.
Education and markedsuddannelsesfonden.
Education and training. Entrepreneurs.
Alle arbejdsløse, der har afsluttet 1. ar­bejdstilbud, skal have ret til uddannel­sestilbud af 2 års varighed.
The campaign, costing a total of DKR 5 200 million, is to be financed with the aid of an employer's payment for the first day of unemployment and an increase in the wage-earner's con tribution to the labour market train ing fund.
forbedring af uddannelsen.
According to the bill, of the other four sub-reports in the project.
Forfatter­ne finder, at der er behov for en profil­drejning af specialarbejderuddannel­serne bort fra det meget arbejdsplads­og virksomhedsrettede over mod an­dre legitime interesser af mere ar­bejdsmarkeds­ og samfundsmæssig oprindelse.
It finally outlines the authors' own proposals for the improvement of training; they believe that the im age of semi-skilled worker training must be shifted away from highly jobspecific and firm-orientated courses, towards other legitimate interests at the level of the labour market and in the Community at large.