natgillin/translations-raw huggingface dataset:
09hvisvikreve.0gedeidesmä og isar invest,eringer mellemstore i forarbejdningssektoren, virksomheder, anvendelse af ny teknologi udvikling bidrage produktionen, produkter skal i hvis forar- af nye produktionsgrene, den videre udvikling af til bejdningsindustrien ( sammenhangendeproduktioo) r vertikaL koncentrationaf produktionen, fremme afeksportsektorenosv.
With the outbreak of the economic crisis in 1974-75, the interruption of the flow of emigrants and the start of a reverse trend with workers returning from Western Europe, the problem arose of finding jobs for various categories of graduates at the end of the seventies.
Def kraves en planlegning af den tekniske erhvervsuddannelse, säledes at antaLLet afuddannedesvarer tiL omfanget af kvalificeret arbejde i produktionsprocessen. Det er med andre ord nOdvendigt, at den tekniske erhvervsuddannelse tilpasses behovene i d,et graskeerhvervsLiv pä nationalt og regionaltplan.
- The number of those completing higher secondary school rose from 2.9% in 1961 to 8.3% in 1981. - The number completing the intermediate cycle rose from 7.9% in 1961 to 18.1% in 1981 - In 1981, 57.1% of the workforce had completed elementary school.
netvark og det b. Traditionen erhvervsuddannelsesmassigenetverk.statsllgkontrolmed uddannelssap- teknisk for paratet.
65 000 were former "gymnasion" students, 415 400 had completed elementary school and 54 000 had not managed to do even that.
fungerendesamarbejde mellemarbejdsmarkedetsfordetnyoprettedesystemaftekniskerhvervs-ogvidereuddannelse.
If we take this definition of technical illiteracy to apply to the new technologies (especially electronics and robotics), then we can say that all of 98% of the working population are technical illiterates.
Ensammenligningafd,engrasketekniskeerhvervsuddan-nelsemed andre lande viLviser ät Grekenland h0rer til de underudviklede lande pä dette omräde. I Grakenland er 2t,5* er erhvervs- I Tyskland 53,6t og 31,5t og af den skolesogende befolkning under teknisk uddannelse og 78r5t under generel uddannelse. de tilsvarende ta1 82,4t og !7,6*, i ltalien 36,4t, i Spanien 38,5t og 51,5t og i Tyrkiet 58,5t.
Looking at the system of basic technical vocational education and at further technical vocational training opportunities, we can see quite clearly that the special skills which will be needed in the future are given a secondary and somewhat marginal role, while the traditional, though outmoded skills are attributed considerable inmportance.
Den tekniskeerhvervsudannelse€rrsom viharset,itoafdellnger,denqrundlaggendetekniskeerhvervs- deLt uddannelse og den tehniske erhvervsrrellede efteruddarnelse.
Naturally, the advent of new technologies is a complex issue which can be described in various ways that go beyond the scope of education pure and simple.
Undervisningsministeriet st & r bag den grundleggende tekniske erhvervsuddannelse og berer den stOrste byrde i denne forbindelse.
A supposedly decisive move by the technical vocational educat ion system in the direction of the skills required by the new technologies would be a mistake if the production system were of a different nature.
Indenfor denne uddannelseskategoriharviimidlertidudannelsescentre'som henh0rerunderseksandre mlnisterier (Arbejdsminlsteriet, S0farts- ministeriet, Industri- og Energiministeriet, Statsmini- steriet, Sundheds- og Socialministeriet og Kommunikatj,ons- ministeriet).
However, one must not overlook the irrefutable fact that in many instances the existence of skilled, managerial staff plays an es sential role in attracting, for example, technologically advanced investment.
Hvad angärefterudd,annelsenf,indesder en Langrakke mi-nisterier,tlenestegrene,instanserogorganisationer,som fit
To qualify earlier comments on "external malfunctioning",
ivarksatter uddannelsesprogrammer.
we would emphasize our conviction that the training system, merely because of its flexibility, should not be reduced to being simply a mechanism for managing youth unemployment.
Organisationer af betydning for den tekniske erhvervsrettede efteruddannelse er OAED(Arbejdsformidlingen),ELKEPA (Grekenlands Center for Produktivitet), EOMECH(Den Graske Organisation af Smä og Mellemstore Forarbejdnings- og händverksvirksomheder), EoT (Den Graske Turistorganisation) m.fl. og for densociokulturelle efteruddannelse: F oL ke op L y s ning KE , I { ETE, (Center for Forskning i Uddannelse og EfteruddanneLse) og PASEGES(Den Greske Sammenslutning af Landbrugskooperativer).
Instead, attempts to integrate or re integrate the unemployed in occupational terms must go hand in hand with attempts to provide the working population with up-to-date and versatile technical and vocational skills.
Der er omräder indenfor samfundsokonomien, säsom kommunikationssektoren og banksektoren, hvor den enkelte virksomhed (almennyttige institution eller bank) udvikler sine egne selvstendige är1ige elIer permanente uddannelsesprogrammer uden nogen indbyrdes koordinering. ,
We have already seen that the cornerstone of government strategy since 1981 has been development of social and worker control in a number of different areas of social and economic life. In the field of education this has taken the form of "participation" by its representatives and institutions, i.e. all social and vocational strata, all bodies representative of political circles and unions.
Efterudd4nnelsessystemetervedattredesinebarnesko.Under denne indledende opbygningsfase er det äfhangigt afenrekkeinstansersinitiativer,som skalimddegä depro-blemer og uddannelsesmessige tomrum, der findes inden foretbestemtomräde.Derforborman vare sarlig opmarksomPä, at der sker en koordinering af, og man fär et generelt overblik over dj-sse initiativer og de grundprincipper, som prager den gradvise opbygnlng af dette nye uddannelsessys- tem.
From the administrative point of view there is, as usual, the danger that the system will be "used" to legalize technical vocational educational policy or shortcomings in information provided to the social partners and in a way taking advantage of "ignorance" on certain educat ional issues.
De europaiskeprincippetom betalt byggerpäsom man begynd- efteruddannelsessystemer frihed til uddannelse' te at anvende i begyndelsen af t970'erne.
From the social partners' side there is clearly a question concerning documentation and knowledge of the subjects under discussion, particularly when these are specialized.
De bygger ligeledes pä proorammer, som skal stOtte unqe arbeidslqse oq omskole dem, sä de kan genindsluses pä arbejdsmarkedet. I ingen af disse lande virker skole-
At the same time, there is also the question of interest in the aims of participation as manifested either in the form of exaggerated or irrelevant claims or in the form of presence merely for its own sake.
Arbejdsgiverpartenharnavnligidesidsteärgennem-'f0rt ef,teruddannelsesprograr$ner hovedsagellg p[ de storevlrksomheder og med en markant interesse for udnyttelsen af EF's stOttemidler.
In terms of cooperation and initiatives by the social partners in the further training and technical vocational training fields in the past few years, the employers' side began to show a marked interest in establishing in-company programmes for training and retraining.
Ptfagforeningssiden,ogisarlndenforarbejder-bevagelacn, har man udvlkLet efteruddannelsesprogranmerforfagllguddannelse,ogman kraverherenratificeringaflto'skonventlon140 om betaltfrihedtiluddannelse.
Ac cording to OAED's statistics on in-house, staff vocational training programmes, the employer, OAED and the European Social Fund (ESF) participate more or less equally.
Det öfflcielle skolesystem har kun haft rlnge tiLknytning tit efteruddannelsessystemet. Kun j. lov nr, L566/1985 om gymnasi e uddanneL seäbnes vlsseperspektiverfor samarbeJde.
Up until 1986, approximately 274 companies had applied for grants to cover training for in all 25 752 persons at a total cost of 8 361 000 000 Drachma.
Mena efteruddannelsesaktiviteterne,f$r1981 udeluk-kendedrejedesigom tekniskogerhvervsmassiguddannelse, t$
599 companies applied for grants in 1988 and the total cost of the programme was 25 billion Drachma.
begyädtemani198L at legge stdrre vegt pä densociokulturelle dimension at efterudannelse, for derefter fra 1984-85 igen at vende sig mod dentekniske,erhvervsnins-sigedimension.
A total of 39 666 persons underwent training and The European Social Fund's contribution to the above expenditure amounted to 7.5 billion Drachma.
Deproblemer,som hele det tekniske erhvervsmassige uddannelsessystem stär overfor i dag, sävel den grundlaggende erhvervsuddannelse som efteruddannelsen,etmang- foldige.
The following branches are participating in the programme; the textiles and clothing industries and parts of the metalworking sector.
For at retning for, i vi her vil en indsats b@r 9er€sr og indre mangler frem: hvilken trakke de ydre
In that the firms are small to medium-sized, the pro grammes can only really be operated in branches where there are sufficient numbers of large companies.
Deydrepanglerdrejersigom den nOdvendige tilpasning af den tekniske erhvervsuddannelse, sä kan kan opfylde slne forpligtelser i henhold til den socio-Okonomiske rolle, den spiller i en krise- og overgangsperiode som den nuvarende.
Cooper ation mechanisms have not yet been developed in the ranks of small and medium-sized companies for the purposes of taking initiatives in the educational field.
Der findes to st6rre problemer, nemlig arbeidsldsheden, isar ungdomsarbejdstdsheden, 09 de teknologiske forandrinqer og qehabiliteringen af mange brancher.
The SMEs prefer to collaborate with the state agencies responsible for vocational training.
De interne mangler giver sig udslag i problemer med systemets strukturr. sä det har vanskeligt ved at im@degä de spOrgsmäI, der opstär pä grund af.arbejdslOsheden og den Okonomiske rehabilitering.
However, the workers are poorly organized at branch level and this hinders initiatives to start branch programmes in the vocational training field.
Udviklingen i efterkrigstidens Ggekenland har imidlertid hele tiden varet praged, af h6je underbeskef-
The benefits derived from the technical vocational education system accrue to the employers, the employees and
med troj, "äbenlys" arbej.dslOshed arbejdsl0shed.
to society in general.
Da denpkonomis- tigelsestal,bädeiperioderogiperiodermed begrensetkekrisebryderudi.L974-75 ogemigratj.onsstr0mmen standser og vender, da arbejderne vender tilbage fra Vesteuropa, opstär problemet med indslusningen pÄ arbeJdsmarkedet af de forskellige gruppör af fardiguddannede i slutningenaf 1970I - erni.
Consequently, the cost involved in operating the system must be borne by the employers ( in the form of production losses, damages etc. while trainees are gaining practical experience in the work place), the workers (time lost during the period spent on theoretical training in a college and thus reductions in earnings) and, finally, the State (the cost of operating the technical vocational education facilities and providing incentives to encourage openings for practical experience).
I begyndelsen af 1980'erne begynder arbejdslosheden, bl.a. 'ftakket vere" den anden nedgangsperiode i L979-82, at true navnllg den ufaglarte arbejdskraft, samtidig med atungdomsarbejdel"osheden antagerforuroligendedimensioner.
Consequently, programming and follow-ups of such training concerns all of the social partners, i.e. the Government, the employers and the employees.
Men endnuidaghar16,51ikkefuldfort(6.skoleär),og4terheltuden skol.egang.
However, cooperation between them should not be merely something which exists on paper, i.e. institutionalized.
Indenforforarbejdningsindustriengalderdet,atafde580 OOO, som udgjordedensamledearbejdsstyrkeovert4är,havde de22000 eksamen frah0jerelareanstalter,5000studeredeeillerstudererpäenhojerelereanstalt,LO7 500havdeenmellemuddannelse,65000havdeeksamen fra3.gymnasieklasse (9.skoleär),415 400 havde folkeskoleeksamen og54000havdeikkeafsluttetfolkeskolen.
In this way, the system can be adjusted to accommodate the current needs of pro duction, national, regional and local programmes for economic development in our country and, finally, the views of representatives of the working classes.
Pä et tidspnkt, hvor vort land sattersom mäI at fjer- karakter, forbedre sin og afhengige ne Okonomrensregionale position med hensyntil den internationale udvikling, nyt grundlag, og skabe en intern teknologisk seringen kan fortsette pä et arbejdsfordeling sä industriali- €rt20t af landets arbejdskraft säledes analfabeter (ifOIge uNEsco's definition) og ca. 80t er tttekniske analfabeterr' (hvor en teknisk analfabeter en person, der ikke er fortrolig med teknologi,dvs.ikkeharnogentftekniskkulturtt,som EF begyndte at kalde det allerede i l97Ll, Hvis vi definerer teknisk analfabetisme i forhold til de nye teknologier (iser elektronik og robotteknologi), er 98t af den erhvervsaktive befolkning i vort land tekniske analfabeter.
In extending the technical vocational education pro grammes, on-the-job training is required and co-responsible for the quality of the technical education given are the education authorities and companies.
Hvis vi sä betragter den grundleggende tekniske erhvervsuddannelse säveI som dentekniske,erhvervsmassige n efteruddannelsg,servilydelig!'atfremtidsfagenehasekundaroqtqmmeliomarqinalplacerinq,mens detraditio- tiI, har en lanqt af den nye tekno- faq, som imidlertid veqt.
But, the quality of the training depends upon the degree of cooperation between these different actors on the stage, even at the lowest level - between the educators in the schools and the educators ( skilled technicians) or em ployers in the centres of production.
Naturligvis nelle st6rre horer fgrtiden er indforelsen logi et kompliceret spdrgsmäI med mange karakteristika,.der rakker langt ud over uddannelsesomrädet.
Practical training and an opportunity to acquire on-the-job experience are considered to be particularly important for manual skills.
En eventuelafg0rendeandringafdentekniske,erhvervsuddannelsemedenprioriteringafdefag,som de nye teknologier krever, ville sIä fej1, hvis man iproduktionssystemetanvenderenandenterminologi.Man bor imidlertid ikhe pverse den ubestridelige kendsgerning, ät en vis grundlaggende specicialviden spiller en främtradende rolle og virFer som ' drivkraft f.eks. i forbindelse med eninvesteringiavanceretteknologi.
If we also bear in mind the lack of infrastructure for supervision of learning in the schools and colleges, practical, on-the-job training takes on even greater importance. And this brings us to another problem.
viL vi gerne under- pä grund af den fleksi- vedr6rende de rrydre mangler" 8t efterudannelsessystemet sioner strege, bilitet, der preger ikke bOr reduceres til en mekanisme
levels of the education system through periods of training in the workplace.
Pä uddannelsesreprasentanters indenfor det sociale omrildet har dette ytret og okonomiske Iiv. sig i forskellige og instangers dvs.
Industrial relations at company level are poorly developed and trade union activities in the workplace have only recently been legalized through the passing of Law No. 1264/82.
deltagelse tt med b este m nelse f , f afal.lefor de samfunds- og erhvervsgrupper og representanter politiskepartlerogfagforeningerne.
Further, legislation on collective agreements favours bargaining at extra-company level.
Der er konstateret tn.tg" planer med ar- partersbidrag,eftersomman ikkeharnogenmed sldannelnstitutionersfunktion.Dertidenenfarefor,atfunktionenformaliseres.
There has to be a close relationship between economic development, the technical vocational education system and employment, not only at national level, but also at local level.
Med hensyntil administrationen er der den gadvanlige risiko for, at institutionen "bruges" til legallsering erhvervemassige uddannelsespolitik, og den tekniske at der gives af for mangelfuld information tiI arbejdsmarked- ets parter, idet man p & den ene eller anden mäde udnytterderes rruvldenhedtt om bestemte uddannelsegsp0rgsmll. sig
This is particularly relevant in the case of the SMEs, because the large production units do everything in their power to take on unskilled workers and then train them on the job, offering not only practical experience, but also a degree of theoretical instruction.
Med hensyn til arbejdsmarkede:ts parter sp0rgsmll vedrOrende disses redegOrelse rejser derfor og vlden et
This is difficult for the SMEs to do, as it involves a high per capita training cost. As a result, improvements -69-
om de pägaldende sporgsmäl, navnlig när det drejer sig om fagspecifikke sporgsmäI.
in the productivity of the SMEs in reality means having a skilled workforce available which understands their needs.
.arbejdsgiver, OAEDomtrentp & Iige og Den Europeiske Sociatfond(EsF) deltager fod, blev der i 1986 forelagt ansogninger fra
There is no doubt about it, however, that at least as far as practical experience for pupils is concerned, cooperation between the education authorities and the SMEs is absolutely essential.
274 virk- somheder med henblik p & uddannelse af 25 751 personermed samledeomkostningerpe8351.000000drachmer. I19E6forelagde599 virksonrhederansogninger medtrenbtikptuddannetseaf39 666 ansattel de sanledeudgifter udgjorde25 mi tLi arder d ra c h mer ESF. ' s andeLbetObsig tiL ?.5 miLLiarderdrachmer.
The tough competition which we have to face today renders improvement in the quality of the workforce not only the duty of the country's education establishments.
Blandt de brancher, der deltager i programmer, er bekladnings- og tekstirindustrien og forskelrige grene af metalindustrien.
More over, this competition is perhaps felt more acutely by the SMEs with small financial resources.
Mange af disse virksomheder er eksportorienterede. virksomhedernes mlndre stOrrelse gor d,et kun muligt at udfore progrErnmer i storre udstrekning, hvisderertaleom brancheromfattendeettirstrakkeligtstortantal store virksomheder.
A fundamental prerequisite in order for our production apparatus to be able to reap the benefits of Greece's accession to the EEC through the opening up of a broader range of outlets for goods via the introduction of the Internal Market (1992) is improvement in our products' competitivity.
Blandt de smä og melremstore virksomheder er d,er endnu ikke oprettet mekanismer forsamarbejdeom uddannelsestiltag.De enkeltesmä ogmelrem-storevirksomhederforetrakkeretsamarbejde med statsligeerhvervsuddannelses ins tanser .
This, however, cannot be achieved solely through modernization of plant, standardization and organized supply of products to the domestic and foreign markets. The work factor also has to be made more efficient.
Med hensyn til arbejdsgiverparten er organisationen pä brancheplan meget los, hvilket forhindrer initiativer
Finally, a fundamental prerequisite for achieving this is a better educated workforce.
til brancheprogrammer for erhvervsuddannelse.
THE ROLE DF THE SOCIAL ASENTE
Den tekniske erhvervsuddannelse kommer i lige h@jgradarbejdsgiverner'arbejdstagerneog. samfundetsom helhed til gode.
IN VOCATIONAL TRAINING.
Derfor afhenger kvaliteten af den teknlske erhvervguddannelse af, i hvilken grad der foregär et samarbejde mellem de forskellige lnstangerr og pl et lavere niveau, mellem larerne pä skolen
Eduardo Megia and Esteban vi 11 arejo hadrid, 1988
Isar praktik og erhvervelse at vere uundverlige faktorer.
IN VOCATIONAL TRAINING.
Arbejdsrelationer pä virksomhedsplan er totalt uudviklede.
Training and the institutionalization of social participation
Af disse oplysninger fremgär det tydeligt,'ät det er nÖdvendigt med engeneraliseringafprincippetom betalt frihed til uddannelse og en specifikation af ILofs konvention 140 med henblik pä graske forhold for at sikre de grundlaggende forudsatninger for en forbedring af arbejdsstyrkens uddannelsesnj-veau.
Until appro;·; i mate 1 y 1984, the activity of the social agents in the field of vocational training was not very extensive.
Der b0r vare en snever sammenhang mellem Okonomisk'
But during the last few years it has advanced rapidly.
udvikling,tekniskerhvervsuddannelseogbeskaftigelse,lkkeblotp & nationalt'men ogs & pä regionaltplan.Jo meresnavpr denne sammenheng er, desto bedre udnyttes landets arbeJdskraft og desto mere forbedres Okonomiens produktivitet og konkurrenceevne.
For example, both companies considered individually and business and union organisations, arB strongly intensifying their leadership roles in training activities.
Detteerafserligbetydningforaeminärevirksom-heder,eftersonde. storeproduktionsenhedersedvanligvisr & der over alLe de n$dvendlge midler til at ansette ufaglcrt arbejdekfaft og uddanne denne ved at give den praktlek erfaring f,oruden en deL teoretlske kundskaber.
As for concerted actions, the advance is slower and based on a ν e ry poor sit u at i οη »
Idag,hvorv5. stlr overfor en sterk konkurrence, plhvller forbedrlngen af arbejdsstyrkens kvalitet ikke udelukkende landets uddannelsesinstanser.
These different lines of activity and presence, show a very unequal degree of institutionalization.
Denne konkurrenceer mllske hlrdest for de mindre virksomheder med deres ringe dkonomiske form & en.
In Spain there is no fully insti­ tutionalized and consolidated "model" for participation by the social agents in vocational training.
pä det indenlandske og udenlandsie marked,ogsäenbedreudnyttelseafarbejdsfaktoren.
Post­obligatory vocational training is taroKen down essentially into two areas,, normally known as "regulated training" and "occu­ pational training".
deres produkter men detkraver
The former is the initial training.
Og en grundlaggende forudsetning for denne udnyttelseenbedreuddannelseafarbejdskraften.
It includes general education, and other initial vocational training subjects.
er
The
Eduardolulegle og
There is an ever-increasing relationship between "regulated train ing" and
Indtllomkring 1984 vararbejdsnarkedetsparterikkeear-ttgtaktlvepäerhvervsuddannelsesomr$det.Men I de seneste är er der gJort store frenskrldt I denne henseende.
In the field of "occupational training" there is a greater trajec­ tory of presence than in "regulated training".
For eksenpel Boc sävel de enkelte vlrksomheder som arbeJdsglverorganlsatlonerne og fagforbundene en stor lndsats for at fä eterre lndflydelee pä erhvervsuddannelserne.
However, the Educa­ tional Administration has legally developed, in a more orderly manner, the presence of social agents intervening in education, and has shown itself disposed to open the programming of the new
HvadangÄr ensamordnlng afdereelndsatsgärdetlmldlertldme-retragt,hvortllkommer atforudsetnlngerneherfortradl-tioneltharveretrlnge.
To make a more systematic examination, we can look, at the basic legal structure.
De forekelllge aktivltetsmsnstre og omfanget af parternes lnvolvering barer ogsä prog af, at lnstltutlonallserlngen af deres deltagelse varlerer storkt fra omräde tilomräde.ISpanlen flndegderlkkenogen futdtformaliseretogkon-sollderetmodel for arbeJdsnarkedetsparters deltagelse 1 erhvervsuddanneI sen.
Leg al b a s es,, Τ he s oei al agent s in " reg υ. 1 a t. eci " vocati onal trai η i ng
Dererflereärsagerhertil,ogenafdem erden ustabili-tet,som for tiden pr@ger selve erhvervsuddannelsen.
"ine bases of the legal ordenances are very explicit and, further more, verv favourable towards leadership from the social agents.
Inden den videre fremstilling viI vi pege pänoglekarakterlsti-sketrakved den spanske model forerhvervsrettetunder-visning.
The Spanish Constitution of 1978 confirmes respect for the autonomy of the social agents and, at the same time, allows for their parti cipation in activities of the Administration.
Den delaferhvervsuddannelsen, der forlober efter den obligatoriske skolegang, kan opdeles i to hovedomräder, nemlig den ftalmeneerhvervsuddannelsett (trFormactdnProfe- sional Regladatt) og den trerhvervsrettede uddannelserr(ttFormacidn Ocupacional!).Den forstnevnteerengrunduddannel-se.Med hensyn tilden anden erdetnusädan,ätden hoved-sageligbestäriengrunduddannelse, men den omfatterogsä videreuddannelse.
It implicitly recog nises the right to vocational training and, explicitly, those rights related to participation by the workers in the company, and to promotion.