natgillin/translations-raw huggingface dataset:
Denne lighed skyldes uden tvivl det forhold, at de to uddannelser inden for service, der medtages i undersøgelsen, er knyttet til tekniske uddannelser i samme virksomhed.
This similarity undoubtedly stems from the fact that the two training programmes studied in the tertiary sector were combined with technical training courses in the same company.
Vi har derfor valgt at placere dem i samme kategori.
45 category.
Tekniske uddannelser:
Technical and tertiary training programmes
I Spanien: uddannelse til planlægning og kvalitetsstyring. I Frankrig: uddannelse til operatører af automatiserede maskiner; uddannelse til vedligeholdelse af automatiserede systemer.
The following technical training programmes were organized: in Spain: training in quality planning and management; in France: training of automated machinery operators; training in automated systems maintenance.
Uddannelser inden for servicesektoren:
The following tertiary training programmes were offered: in Germany: specialization courses for secretaries in economics and management, marketing and human resources; in France: accountancy and secretarial skills.
Disse uddannelser omfatter generelt kvinder på mindst 30 år med flere års anciennitet i virksomheden.
These training programmes generally catered for women aged 30+ with a number of years of in-company service.
Højst 50 kvinder har deltaget i kurserne.
Page 50
Undertiden finder nogle af kurserne sted i en skole (som i Frankrigs tilfælde).
46 parts of the course took place in a school.
Alle de tekniske uddannelser og den franske uddannelse i bogføring afsluttes med et anerkendt bevis.
All the technical training programmes and the French accountancy course led to a recognized diploma.
I Tyskland er anerkendelsen af kvalifikationen udelukkende virksomhedsintern.
In Germany, the qualification was only recognized within the company.
I alle tre lande deltager de offentlige myndigheder i finansieringen af programmerne.
The programmes were co-funded by the public authorities in the three Member States.
Endelig er samtlige uddannelser forbeholdt kvinder.
Finally, these training programmes were all "women-only".
De i evalueringsrapporterne nævnte målsætninger henviser primært til kvalificering/opkvalificering.
The objectives mentioned in the evaluation reports essentially refer to skil ling/reskilling.
For Spaniens vedkommende drejer det sig om teknisk videreuddannelse, om skabelse af en dynamisk arbejdsgruppe på tværs af afdelingerne og om forbedring af de faglige kvalifikationer.
In Spain, the objective was to provide staff with continuation training of a technical nature to create a dynamic and interdepartmental team with a better degree of vocational preparation.
I Frankrig drejer det sig bl.a. om at gøre kvinder egnede til at fremstille kvalitetsprodukter på grundlag af tilvejebringelsen af tværfaglige kvalifikationer.
In France, among others, women were to receive quality production training within the framework of a process of mul ti-skil ling.
- 27 - c) Iværksættelse og aktører
Training programme implementation and players
Der er ofte mange aktører involveret i disse aktioner: virksomhedsledelsen, offentlige myndigheder, fagforeninger, uddannelsesorganer, universiteter, virksomhedsnævn, eksterne organer såsom Association Retravailler og Fonds Assurance Formation de la Coopération Agricole i Frankrig.
47 the "Association Retravailler", promoting the vocational reintegration of women, or the "Fonds Assurance Formation" of the "Coopération Agricole", promoting training in the field of agriculture, in France.
I Frankrig er optagelseskriterierne motivation, dynamik, skolegang, grundlæggende kvalifikationsbevis. I Spanien var kvalitetskontrol på forhånd hovedsagelig et kvindeområde.
In France, the criteria were motivation, dynamism, school education and a basic diploma.
Samtlige kvinder blev optaget på uddannelsen.
All the women were accepted for the training scheme.
For Tysklands vedkommende har vi ingen oplysninger desangående.
No information on this subject is available for Germany.
e) Indhold og metode
Content and method
Med hensyn til Tyskland ved vi blot, at teoretiske og praktiske kurser gives af virksomhedens uddannere i samarbejde med uafhængige erhvervsuddannelsesorganer.
As far as Germany is concerned, all the information we have at our disposal is that the theoretical and practical courses were implemented by the in-company training team in collaboration with independent vocational training agencies.
En teknisk uddannelse: statistik, procentregning, grafik, etablering af kvalitetskriterier.
"human" training: transactional analysis, relational psychology, specifically women's problems.
Personlighedsudvikling: forhandlings- og samarbejdsanalyse, gruppepsykologi, særlige kvindeproblemer.
In France, the training programme was also a combination
I Frankrig var uddannelsen ligeledes både teoretisk og praktisk, men med stærk påvirkning fra den traditionelle skolemodel.
48 of theoretical and practical courses, with however a very strong leaning toward the school model.
I Spanien er de i rapporten omtalte resultater især af kvalitativ karakter: større teknisk viden; ansvarsfølelse; bedre arbejdsklima; selvsikkerhed, selvstændighed; samhørighed;
In Spain, the results mentioned by the report are above all of a qualitative nature: deeper technical know-how; a sense of responsibility; an improvement of the working climate; self-assurance, autonomy; cohesion;
I Tyskland nævnes ligeledes: bedre klima; selvsikkerhed; balance, tolerance kønnene imellem.
In Germany, the following results were observed: a better working climate; confidence; a balance and tolerance between the two sexes.
I ingen af de to tilfælde anføres der præcise tal.
Neither the Spanish nor the German cases quoted precise figures.
For Frankrigs vedkommende indeholder rapporten ud over den kvalitative analyse derimod oplysninger, der viser, at i en af virksomhederne opnåede 22 ud af 24 kvinder beviset for gennemført uddannelse.
In France, in contrast, as well as the qualitative evaluation, we know that in one firm 22 out of 24 women obtained the diploma.
I en anden virksomhed opgav 16 ud af 42 derimod uddannelsen.
However, in another, 16 out of 42 women opted out of the training course.
De, der har evalueret rapporterne, forklarer det nævnte frafald med følgende forhold: vanskeligheden ved at vurdere de efterfølgende erhvervsmuligheder ; uddannelsens længde; manglende ændring af arbejdsvilkårene i uddannelsesperioden; ledelsens pres ; kvindernes modstand mod denne uddannelse, der var blevet påtvunget dem, på trods af at de selv havde opstillet en anden strategi for erhvervsuddannelsesprojekter.
49 difficulties in appreciating career opportunities; the length of the course; no change in working conditions during productive periods; pressure from the management; the resistance of the women themselves to this training programme, imposed upon them despite their attempts to define their own career plans.
Uddannelser til højt kvalificeret arbejde
High-level training programmes
Kun to programmer har til formål at at kvalificere kvinder til overordnede tekniske lederstillinger.
Only two of the programmes were specifically aimed at providing women with a high-level qualification, i.e. offering women access to high-level technical management positions : in Germany: specialization course in installation electronics; in the United Kingdom: bridging course in telecommunications and information technology.
Det drejer sig om to længerevarende uddannelser (henholdsvis 2 1/2 år og 36 uger + universitetskurser) forbeholdt små grupper (5 til 18) af unge kvinder mellem 20 og 25 år.
The two programmes in question were longer-term schemes (2 1/2 and 36 weeks plus universities), reserved for small groups (5-18) of young women aged 20-25.
Der er tale om fuldtidskurser, der afholdes i en skole og undertiden i virksomhedens uddannelsescenter.
The courses, which were full-time programmes, were implemented in a school (college) and sometimes at the company training centre.
I Tyskland støttes uddannelsen økonomisk af arbejdsministeriet, og virksomheden yder de studerende et lån.
In Germany, the training programme was subsidized by the Ministry of Employment and the students received a
I Storbritannien afholder virksomheden lønudgifterne og yder deltagerne et tilskud til leveomkostningerne.
50 loan from the firm. In the U.K., the company paid the trainees' salaries plus a subsistence allowance.
b) Målsætninger
Objectives
For den tyske virksomhed drejer det sig om at afhjælpe en mangel på kvalificeret personale og at kvalificere 1 ud af 50 ansatte kvinder til en lederstilling.
For the German company, the aim was to counteract a shortage of skilled personnel and to lead one out of every 50 female employees to a managerial position.
I Storbritannien er formålet at finde alternative interne rekrutteringskilder i forbindelse med en nedskæring af den mandlige tekniske arbejdsstyrke.
In the United Kingdom, the objective was to find alternative sources of in-company recruitment to contend with a reduction of the technical male workforce.
c) Iværksættelse og aktører
c) graining programme implementation and players
Da der er tale om uddannelser til højt kvalificerede jobs, har universiteterne bidraget til udarbejdelsen af programmerne.
Since the schemes in question were high-level training programmes, universities contributed in their elaboration.
Underviserne er hovedsagelig mandlige lærere med speciale i de pågældende studieområder.
The training teams were essentially comprised of male teaching staff specialized in the various fields of study.
Den tyske rapport giver ingen oplysninger desangående.
The German report does not provide any information on this subject.
I Storbritannien fremgår det derimod, at udvælgelsen er meget streng, idet den foregår på grundlag af: evalueringssamtaler med afdelingscheferne om kandidaternes færdigheder; egnethedstests; evalueringssamtaler om kandidaternes personlige egenskaber med en lokal virksomhedsintern bedømmelseskomité ; afsluttende samtaler med virksomhedsledelsen.
In the U.K., however, the selection process was very rigorous, involving: interviews with the candidates conducted by their heads of department to evaluate their aptitudes; aptitude tests; interviews to evaluate candidates' personal skills conducted by a jury at the local departmental level;
For Tysklands vedkommende råder vi ikke over oplysninger vedrørende antal kvinder, der har henholdsvis gennemført eller opgivet uddannelsen.
No information is available on the number of women who passed or dropped out of the German course.
I Storbritannien kan resultaterne ikke vurderes, da uddannelsesaktionen endnu ikke er afsluttet.
Since the British course has not finished yet, its results cannot be evaluated.
12 kvinder ud af 21 har imidlertid allerede opgivet ...
However 12 out of 21 women have already dropped out of the programme...
PROMOTIONS- OG UDVIKLINGSPROGRAMMER
PROMOTION/DEVELOPMENT PROGRAMMES
De i denne kategori indeholdte uddannelser vedrører aktioner, hvis formål primært er at kvalificere kvinder til management-stillinger :
The training programmes classified under this heading are actions whose main objective is to prepare women for a management job.
I Danmark: Er management noget for mig?
They can be found: in Denmark: "Management, is it for me?"
(DK1); Karrieremuligheder for kvinder i administrative stillinger (DK2).
(DK 1); career opportunities for women in clerical posts (DK 2); in Ireland: "Planning ahead with confidence"; in the United Kingdom: management training for women (UK 1); development course for women (UK 2).
Disse uddannelser ligner de traditionelle virksomhedskurser for ledere.
These training programmes have the traditional characteristics of company seminars for managers.
De er af kort varighed (2 til 7 dage), normalt på et af virksomheden eller et konsulentfirma valgt sted (hotel, uddannelsescenter, ...).
They are short-term courses (2-7 days), generally implemented at a location chosen by the firm or the consultancy agency involved (hotel, training centre, etc.).
Deltagerantallet er af varierende størrelse (10 til 25) og gentages for at nå ud til et større antal kvinder (fra 50 til 200).
The groups vary in size (10-25) and the courses are repeated to reach a higher number of women (50-200).
De deltagende kvinders alder variererer fra tilfælde til tilfælde.
The age of the women participants varies from programme to programme.
I Danmark er der ingen aldersgrænse, men i Storbritannien (UK2) og i Irland er kvinderne under 30 år.
In Denmark, no age bracket is stipulated, whereas in the United Kingdom (UK 2) and Ireland, the target group is composed of the under-30s.
Disse seminarer afsluttes ikke med officielle beviser, men deltagelse i sådanne seminarer anerkendes fra virksomhedernes side. I Danmark anses kurset f.eks. som en uomgængelig nødvendig forudsætning for at blive forfremmet til en lederpost,
Although these seminars do not lead to officially recognized diplomas, participation is recognized by the companies in question; in Denmark, e.g., the course is regarded as indispensable for access to a management post.
3 virksomheder ud af 5 (DK1, UK1 og UK2) afholder de fulde udgifter til disse kurser.
Three out of five companies (DK 1, UK 1 and UK 2) assume the total costs of the training courses themselves.
Det irske projekt støttes med nationale offentlige midler; DK2-projektet er led i et program gennemført af Kommissionen for De Europæiske Fællesskaber.
The Irish project is supported by national public funding; DK 2 is part of a European Commission programme.
Målsætninger
Training objectives
De, der har evalueret rapporterne, fremhæver som hovedmålsætninger kvindernes personlige udvikling og tilvejebringelse af management skiils.
The objectives mentioned by the evaluators include both the personal development of the women and the acquisition of management skills. In Denmark (DK 1), e.g., the aim was
I Danmark er formålet med DK1 således at lokalisere kvindernes ambitioner i forbindelse med udnyttelsen af deres personlige ressourcer til virksomhedens fordel.
to identify the women's ambitions in relation with deployment of their personal resources on behalf of the company.
I DK2-projektet lægges der vægt på at gøre kvinderne i stand til selv at opstille en plan for deres karriere i virksomheden.
In DK 2, the emphasis was on the reduction of personal barriers to the definition of a career plan within the company.
I Storbritannien (UK1) drejer det sig ligeledes om at udvikle sansen for effektivitet og personlig myndighed.
In the U.K. (UK 1), it was also a question of developing women's sense of efficiency and authority.
Ved uddannelsens afslutning bør kvinder være i stand til at analysere organisatoriske og personalemæssige forhold, fastlægge karrierestrategier og etablere udviklingsnetværk ...
At the end of the training programme, the women were to be able to analyse organizational and personal environments, to establish career strategies, to explore development networks, etc.
I evalueringsrapporterne finder man også klare målsætninger for virksomhederne.
The evaluation reports indicate clear-cut objectives on the part of the firms.
I Danmark (DK2) er formålet at fremme kvindernes mobilitet inden for virksomheden.
In Denmark (DK 2), the aim was to increase women's mobility within the organization.
I Irland finder man følgende målsætninger: at fastholde erfaren arbejdskraft efter indgåelse af ægteskab og børnefødsler, planlægge virksomhedens ledelsesstruktur, finde frem til og udnytte lederpotentiellet blandt de ansatte, ...
In Ireland, the following objectives are mentioned: to retain the experienced workforce following marriage and childbirth, to plan management positions within the company, to discover and utilize the management potential of the staff, etc.
I Storbritannien finder man følgende målsætninger: at forfremme kvinder i mellemlederstillinger til overordnede lederstillinger, at udbygge den nuværende lederstabs viden og praktiske kunnen (UK1).
In the U.K., the aims were to promote the advancement of female middle management towards upper management and to develop the skills and practices of current management staff (UK 1).
Iværksættelse og aktører
Training programme implementation and players
Generelt tages initiativet til sådanne programmer i virksomheden, der til gennemførelsen heraf henter bistand fra en serviceafdeling ved en uddannelsesinstitution, såsom afdelingen for arbejdspsykologi ved det danske teknologiske Institut eller Pepperell Unit, der har specialiseret sig i kurser for kvinder.
These programmes are generally initiated by the companies, in liaison with a training agency, e.g. the department of labour psychology of the Danish Institute for Technology or the Pepperell unit, specialized in training courses for women, for the implementation of the courses. Active
Generelt medvirker kvinderne aktivt i beslutningsprocessen på både initiativ-, koordinerings- og undervisningsplan.
54 involvement of women can also generally be observed in the decision-making process, either at the level of initiation, coordination or teaching.
Indhold og metode
Content and methods
I samtlige uddannelser indgår følgende områder: præsentation af sig selv; forhandling/konflikt; kommunikation; autoritet og sensibilitet; arbejdstilrettelæggelse; forvaltning af tid; problemløsning;
The following contents were covered by all the training programmes: personal presentation; negotiation/conflict; communication; authority and awareness; work organization; time management; problem-solving; corporate and management culture;
- virksomheds- og managementkultur;
The methods used were: work in groups; plenary sessions;
Anvendte metoder : gruppearbejde; plenarmøder; konferencenrollespil; individuelt arbejde.
55 lectures; role play; individual activities.
I nogle tilfælde finder der så godt som ingen udvælgelse sted, således kan enhver kvindelig kandidat på det relevante niveau deltage i UK1. Eneste forudsætning: opbakning fra afdelingen; deltagelse afhænger af afdelingschefen.
In some cases selection was virtually inexistent, e.g. in UK 1, participation was open to anyone at the appropriate grade, the only condition being that candidates were sponsored by their corresponding departments; participation was decided by the head of section.
Rekruttering sker hovedsagelig efter mund-til-mund metoden (80-90%).
Recruitment was above of a word-to-mouth nature (80-90 %).
I andre tilfælde er udvælgelsen strengere.
In other cases, the selection procedure was more exacting.
Til UK2 rekrutteres kvinderne efter meget strenge kriterier vedrørende alder, anciennitet, eksamensniveau, personlighedstræk (dynamik, ambition, begejstring, ønske om at udvikle sig selv og deres virksomhedsafdeling ...).
In UK 2, the women were recruited on the basis of very strict criteria relating to age, years of service, diplomas, and personality (high potential, ambitious, enthusiastic, the wish to develop both themselves and their organization, etc.).
200 skriftlige ansøgninger blev behandlet, og de udvalgte ansøgere blev dernæst testet ved samtale.
200 written applications were examined and the short-listed candidates were then selected by interview.
Kun 30 kvinder deltager i kurset i løbet af et år.
Only 30 women are chosen for the course per year.
Det skal bemærkes, at dette kursus, der var organiseret af virksomheden, var åbent for ansatte fra andre virksomheder.
It should be pointed out that this training course, organized by a company, was open to female employees from other firms.
Kun 6 kvinder fra den initiativtagende virksomhed fik adgang til kurset, selv om denne virksomhed hævder at ville tilslutte sig initiativerne vedrørende lige muligheder og vise et "kvindevenligt image".
Although the organizing company confirmed its wish to associate itself with equal opportunities initiatives and portray a woman-friendly image, only 6 women were chosen from its own staff; it has thus "cut its risks" to a maximum, to put it mildly.
I betragtning af kursernes korte varighed findes der ingen oplysninger om, hvor mange der måtte have opgivet kurset.
Given the short duration of these programmes, no data are available on drop-outs.
Da der normalt ikke afholdes eksamen ved disse uddannelsers afslutning er det ligeledes vanskeligt at udtale sig om kursets grad af succes.
Similarly, since there was generally no examination at the end of these schemes, it is difficult to discuss their success.
Samtlige oplysninger i evalueringsrapporterne vedrører kvalitative resultater, såsom: ændring af kvindernes adfærd; mere autoritet; bedre planlægning; forbedring af evnen til at acceptere kritik;
The comments made in the evaluation reports nevertheless all mention qualitative results such as: a change in the women's behaviour; a higher degree of authority; better planning of action; better acceptance of criticism;
Ovenstående evalueringer er naturligvis fuldstændigt subjektive og umulige at måle inden for nærværende undersøgelses rammer.
These evaluations are naturally completely subjective and impossible to gauge within the framework of this research.
INDSLUSNING -UDDANNELSE FØR ANSÆTTELSE
RETRAINING RESELLING
FORFREMMELSE UDVIKLING MANAGEMENT
PROMOTION/DEVELOPMENT/ MANAGEMENT
Arbejdsløse løse
TECHNICAL/ TERTIARY
Højt kvalificerede cerede
TOP LEVEL QUALIFICATION
20 år eller mere
20 + none
Flere år
16­21 none
I virksomheden somheden
+/­ 30 several variable in­coipany
I virksomheden somheden
20­25 in­coipany women 14­100 woien ( 50 woien 5­18 woien in groups of 10­25
Mellem
2­7 days
Udvælgelse gelse
Training centre + college
Streng udvælgelse gelse
Alternance school/ coipany
Udvælgelse (undtagen Spanien)
School/ coipany (not alt­ernance)
2 - 3 år fra 3
PROMOTER
Skiftevis Skiftevis Skole og
Public initiative
Uddannelsescenter og skole skole og virksomhed hed skole og virksomhed hed virksomhed (ingen vekslen)
The coipany + training agency
Virksomheden heden
OBJECTIVE
Initiativ tager
Training/ retraining for woien
Virksomheden og uddanne1sesorganet
To lead woien Personal development to supervisory Hanageient skills + highly In­company nobility technically skilled positions
Bevis anerkendt af virksomheden og skolen
Certificate recognized by the coipany
Anerkendt Bevis Bevis eksamens anerkendt anerkendt bevis af af virk arbejds somheden giverne
Certificate recognized by the coipany + college
Mandlige
Male
Mandlige og kvindelige
Hale ♦ Female
Uddannelsesprogrammernes virkning på virksomhederne er yderst vanskelig at måle på grund af mange faktorer, der har at gøre med de nationale evalueringers modaliteter og med vanskeligheden af at opstille relevante evalueringsindikatorer.
For various reasons - related to the modalities and circumstances of national evaluation and the difficulty in constituting pertinent evaluation indicators - the impact of the training programmes on the organizations is extremely difficult to gauge.
Størstedelen af uddannelsesprogrammerne var under afvikling eller i den afsluttende fase på evalueringstidspunktet.
Most of the training programmes were in the course of implementation or approaching completion at the time of evaluation.
Det var derfor for tidligt at evaluere virkningen på virksomhederne.
It was therefore too early to evaluate their effects on the organization in question.
De franske foranstaltninger, der blev iværksat i 1983, ser ud til at vise, at der går to til tre år efter uddannelsernes afslutning, før man kan registrere en virkning heraf på virksomhederne.
The French examples implemented from 1983 tend to show that the impact of the training programmes only begins to emerge 23 years after the event.
Det er dog muligt at fremsætte nogle hypoteser på grundlag af de iagttagelser, der er anført i rapporterne.
A number of hypotheses can nevertheless be formulated on the basis of the preliminary comments made in the reports.