natgillin/translations-raw huggingface dataset:
Samtidig åbnes der for nye uddannelsesmuligheder gennem fjern- og radionundervisning, gennem forbedrede oplysninger om uddannelse og ved at sikre, at kvalifikationer kan erhverves ved hjælpe af mange forskellige midler: og vores skoler og tekniske skoler anvender nye metoder, herunder informationsteknologi, for at give uddannelse og undervisning på den måde og det tidspunkt, arbejdsgiverne har brug for.
At the same time training opportunities are being opened up by use of distance and broadcast learning methods, by improving information about training and by ensuring that qualifications are obtainable by a variety of means: and our schools and colleges of education are using new methods, including information technology, to deliver education and train ing in a form and at a time needed by employers.
Denne udvikling har involveret en betydelig revision af målsætninger og metoder, og har omfattet beslutningstagere, undervisere og forbrugere, hvoraf mange har været nødt til at udvikle deres egne færdigheder og ændre holdning.
These developments have involved considerable rethinking of objectives and methods, involving policy makers, training providers and consumers, many of whom have had to develop their own skills and change attitudes.
Medens de vigtigste ændringer er affødt af den britiske økonomis og kulturs behov, er der mange tegn på, at praksis andre steder i EF har haft større indvirkning på det britiske standpunkt end tidligere.
Whilst our major changes draw most upon the needs of the UK economy and culture, it seems likely that practice elsewhere in the EC has had more impact on UK think ing than previously.
Især har udviklingen inden for un dervisning af unge og finansiering af under-
In particular develop ments in youth training and the financing of training have been informed by major studies of EC practice as well as that in the USA and Japan.
JOHN FULLER, ansvarlig for programkvalitet, Manpower Services Commission og medlem af CEDEFOP's bestyrelse.
JOHN FULLER, Head of Programme Quality, Manpower Services Commission and Member of the Management Board of CEDEFOP
■ Det kvalitetskriterium, der skal opfyldes af nøgleelementer inden for undervisnings­strukturen, f.eks. undervisning af lærere; undervisere; nationale og regionale myndig­heder, der er ansvarlige for undervisnings­standarder.
■ What proven mechanisms exist for the matching of training benefits to the indivi­dual or organization bearing the cost? ■ The quality criteria to be met by key aspects of training infrastructure, e. g. training of trainers; training providers; national and regional bodies responsible for training standards.
■ Registrering, måling og attestering af menneskets præstation, kompetence og po­tentiel.
■ The recording, measurement and certifi­cation of human performance, competence and potential.
■ Strukturering af kvalifikationer således at de afspejler indlæring ved hjælp af alle metoder og midler og muligheden for at give udsigt til yderligere uddannelse eller beskæftigelse.
■ The structuring of qualifications to reflect learning by all methods and routes, and to offer progression to further learning or employment. ■ Mechanisms for ensuring the quality of training delivered
■ Mekanismer til sikring af kvaliteten af den ydede undervisning.
■ The matching of useful training oppor­tunities to the needs of long­term unem­ployed people.
■ Afstemning af nyttige undervisningsmu­ligheder efter langtidslediges behov.
into comparing vocational qualifications. This is by no means an exhaustive list but provides illustration.
Kontakter de, kunne løses billigere og mere effektivt.
country can be tackled more cheaply and effectively.
CEDEFOP befinder sig i en velegnet posi­tion til at påpege og organisere potentielle samarbejdsaktiviteter: arbejdet med sam­menlignelige faglige kvalifikationer, med regional integration af unge, med informa­tionssystemer og med videofilm over de na­tionale systemer ligger tæt på dette ideal.
Cedefop is well placed to point up and organize genuinely collaborative opportunities: the work on comparability of vocational qualifications, on regional integration of young people, on informa­tion systems, and on national systems video comes close to that ideal.
stemer i medlemsstaterne og var for nylig med til at arrangere en større europæisk konference i London.
At regional and local level much work has progressed to establish new structures.
Britiske repræsentan­ter viser stor interesse for det arbejde, der udføres i kommissionsregi med henblik på at sammenligne de faglige kvalifikationer.
The Youth Training Scheme is delivered through 'managing agents', many of them new consortia.
Dette er på ingen måde en udtømmende liste, men giver blot et indtryk.
Networks of agents, and local employer networks are growing.
Det Forenede Kongerige har været tilbøjelig til at betragte det tyske »duale« system som et referencepunkt og har ikke altid været hurtig til at forstå udviklinger i andre lande.
The UK has tended to look to the German 'Dual' system as a point of reference, and has not always been quick to understand developments in other countries.
På nogle områder som f.eks. åben undervis­ning, computerbaseret undervisning og kunstig intelligens er vi først ved at begynde at udforske muligheder for at videregive moderne ekspertise til udlandet.
In some areas such as open learning, computer­based training and artificial intelligence, and in management development, we are only just beginning to explore opportuni­ties for passing on advanced expertise beyond our shores.
På regionalt og lokalt plan er der blevet ud­foldet store bestræbelser for at oprette nye strukturer.
It is difficult in such a fast changing climate to evaluate these processes of cooperation.
Uddannelsesprogrammet for unge forvaltes af såkaldte »managing agents«, hvoraf mange er gået sammen i nye grupper.
They tend to be short­term, specific to an immediate problem, and directed at UK interest.
Net af »agenter« og lokale ar­bejdsgivernet skyder op.
There are few obvious examples of joint collaboration so that a problem of opportunity common to more than one
Endelig kunne det være af interesse at fremhæve blot nogle af de områder, hvor Det Forenede Kongerige kunne drage nytte af et snævrere samarbejde med andre med­lemsstater.
Finally it might be of interest to highlight just some of the areas where the UK might well benefit from closer collaboration with other Member States.
Fælles foranstaltninger i forbindelse med erhvervsuddannelse af forfordelte unge β** ifl
Joint schemes for the vocational training of underprivileged young people
— erfaringer fra et samarbejde mellem Vestberlin og Calabrien
A report on cooperation between West Berlin and Calabria
Som et led i erhvervsuddannelsen af forfor­ bejde inden for
(CEDEFOP) commissioned a study on the feasibility of binational cooperation in the vocational training of underprivileged young people in the European Commu­nity.2The partner proposed for the Berlin pilot project was Enaip, which had wide ex­perience in the vocational training of handi­capped young people and was prepared to set up a training project in the South of Italy comparable to the pilot project in Berlin.
EF i forbindelse med er­ delte unge gennemførtes fra 1982 til 1984 det første binationale udvekslingsprojekt inden for EF (modelfase).
The European Community's first bina­tional exchange project for the vocational training of underprivileged young people took place from 1982 to 1984 (pilot phase).
Den Europæiske Socialfond (ESF) prioriterer fællesskabstil­tag af denne art meget højt og har deltaget i finansieringen af projektet.
The European Social Fund (ESF) has given a high priority to assisting joint measures of this kind and helped to finance the project.
De implicerede uddannelsesinstitutioner var i Berlin et mo­delforsøg til »Uddannelse af unge under ungdomsforsorgen« samt et uddannelses­projekt i Calabrien i ENAIP's regi ') etable­ret i forbindelse med forhistorien til dette samarbejde.
The two training facilities were the 'Training of young people in the youth serviccQ sector' pilot project in Berlin and an Enaip1training project in Calabria, which was set up as preparations were being made for the cooperation.
Forhistorien
Background
Det Europæiske Center for Udvikling af Er­hvervsuddannelse (CEDEFOP) bestilte i 1980 en studie, hvis formål det var at finde frem til muligheder for binationalt samar­ hvervsuddannelse af forfordelte unge2).
In 1980 the European Centre for the Development of Vocational Training
I december 1980 arrangerede CEDEFOP i Berlin det første møde med repræsentanter for de to nationale projekter og de ansvarli­ge nationale myndigheder.
In December 1980 the first meeting of re­presentatives of the two projects and the pertinent national authorities was held in Berlin under CEDEFOP's auspices.
I slutningen af dette møde blev der vedtaget en fælles tysk­italiensk resolution3) og nedsat en tysk­ita­liensk koordinationsgruppe der skulle kon­kretisere muligheder for et samarbejde mel­lem de to nationale erhvervsuddannelsestil­tag og organisere udvekslingsprogrammer for de unge.
At the end of this meeting a joint German­Italian resolution3was adopted and a German­Italian coordination group was set up to pinpoint opportunities for cooperation be­tween the two national vocational training schemes and to organize exchange pro­grammes for the young people concerned.
Indtil alt var klart, inden man nåede frem til en gensidig forståelse, indtil det hele fungerede havde koordinations­gruppen været samlet fem gange skiftevis i Berlin og Calabrien.
Before agreement was reached and the go­ahead could be given, the coordination group met five times, alternating between Berlin and Calabria.
PETER COLLINGRO civilingeniør fra 1976 akademisk råd og lektor ved institut for er­hvervsuddannelses­ og videreuddannelsesforskning ved det tekniske universitet i Berlin, ansvarlig for fagdidak­tik elektroteknik og erhvervsuddannelse af forfordelte grupper fra 1979 til 1984 leder af den videnskabelige del af modelforsøget »Uddannelse af unge under ungdoms­forsorgen« iværksat af senatet i Vestberlin.
Eng., since 1976 lecturer at the Institute for Vocational Training and Research into Continuing Education and Training at the Technical University of Berlin, responsible for methods of teach­ing electrical engineering and the vocational training of underprivileged groups; from 1979 to 1984 headed the academic team studying the 'Training of young people in the youth service sector' pilot project of the West Berlin Senate.
■ Modelforsøget i Berlin
Description of the two vocational training projects ■ The Berlin pilot project
Modelforsøget »Uddannelse af unge under ungdomsforsorgen«, der sorterede under senatoren for skolevæsen, ungdom og sport, var det første af Bundesinstitut für Berufsbildung (BiBB) foranledigede social­pædagogisk orienterede erhvervsuddannel­sestiltag som systematisk gik ind i proble­matikken omkring erhvervsuddannelsen af forfordelte unge under ungdomsforsorgen.
HARALD ZÖLLMER, principal of the Jugendhof Schlachtensee, a sociopedagogical vocational training institution with 120 places for training in seven occupa­tions.
HARALD ZÖLLMER leder af »Jugendhof Schlachtensee«, en socialpædago­gisk erhvervsuddannelsesinstitution med 120 uddannel­sespladser i 7 forskellige fag
The 'Training of young people in the youth services sector' pilot project established by the Berlin Senator for Education, Youth and Sport was the first sociopedagogically oriented vocational training scheme imple­mented on behalf of the Federal Institute for Vocational Training (BiBB) to adopt a
målsætninger.
aims of the projects in the two countries.
Endvidere nævnes i resolu­tionen af 12. december 1980 målsætninger om at fremme de unges integrering i til­værelsen og arbejdslivet, udvide deres ople­velseshorisont, fremme deres selvbevidst­hed og følelse af eget værd ved at inddrage dem i planlægningen og gennemførelsen af et teknisk projekt, nedbryde eksisterende fordomme hos de unge og bidrage til dis­kussionen i begge lande om uddannelsessy­stemernes tilpasning ved at afprøve koope­rationsformer mellem de to erhvervsuddan­nelsessystemer.
According to the resolution of 12 December 1980, the project was also to promote the integration of young people of both sexes into society and employment, to broaden their horizons, to improve their self­confidence and self­esteem through parti­cipation in the planning and implementa­tion of a technical project, to eliminate any prejudices they might have and to con­tribute to the debate on the approximation of the training systems in the two countries by trying out various forms of cooperation.
Modelforsøget omfattede 75 uddannelses­pladser for drenge og piger, der var opvok­set på børnehjem eller havde været under familieforsorgen eller anden myndighed og som ikke havde afsluttet deres skolegang.
The pilot project offered 75 training places to boys and girls who had grown up in homes or were in the care of the family or juvenile court welfare services and had left secondary school without a certificate.
De unge havde samme sociale baggrund som de unge i modelforsø­get i Berlin, dvs. at de kom fra et splittet hjem hhv. fra familier ramt af arbejdsløshed eller de havde været i konflikt med loven og haft vanskeligheder i skolen. — Trods lig­hederne med modelforsøgets målgruppe må der tages højde for forskellen mellem stor­byen på den ene side og provins­ hhv. lands­byen på den anden.
This ensured that in both Berlin and Calabria young Germans and Italians worked and learnt together on specific projects, and they often spent their free time together as well.
De unge kunne vælge mellem fagene plade­og kleinsmed (byggeri) elektroinstallatør, vvs­installatør, anlægsgartner og boligmon­tør.
The work done in the host country was adapted to the level of training and abilities of the visitors, al­though the levels reached by the young Ger­mans and Italians differed in almost all the exchanges because the two projects had started at different times.
Opholdet varede som regel 3­4 uger, og det var ca. halvdelen af de unge og medarbejderne i de nationale uddannelsestiltag der tog til værtslandet. Det vil sige at der både i Berlin og i Calab­rien var tyske og italienske unge der arbej­dede og blev undervist sammen på konkrete projekter, og som ofte også var sammen i deres fritid.
The work was community­oriented (e. g. the design and irrigation of a public park, the redevelopment and renovation of an or­phanage), the workload being so planned that it could be completed during an ex­change visit.6In both Berlin and Calabria the young people and staff gained a wide range of training and work experience.
Det pågældende arbejde i værtslandet var tilpasset de unges uddan­nelsesniveau og ydeevne, om end de tyske og de italienske unges uddannelsesniveau var forskelligt ved næsten alle udvekslinger som følge af, at de nationale projekter var startet på forskellige tidspunkter.
The organizational structure in Italy meant that the young Germans usually had an op­portunity to work in projects involving several occupations, while the young Italians were able to work in one occupa­tion in Berlin and increase their practical knowledge in that occupation.
Det var modelforsøgets opgave foruden praktiske og teoretiske kundskaber i faget at bibringe de unge sociale færdigheder.
The purpose of the pilot project was to give the young people not only practical and theoretical oc­cupational goals but also social learning goals to work towards.
Under hele modelforsøget deltog foruden underviserne også socialpædagoger i arbej­det på uddannelsesværkstederne.
Social pedagogues therefore worked alongside the trainers and teachers in each of the pilot project's training workshops.
Under uddannelsen fremstillede de unge nyttegen­stande hhv. ­produkter projektorienteret og i gruppearbejde, eller de var beskæftigede på byggepladser til uddannelsesformål.
During their training the young people were formed into project groups to make useful objects or products or worked on training building sites.
De arbejdede 4 dage om ugen i praktik og del­tog én dag i undervisningen på den normale erhvervsskole (dualt system).
The trainees spent four days of the week doing practical work and one day at the ap­propriate standard vocational school (dual system).
Uddannelsen varede 3­3'/2 år4).
The training lasted three to three­and­a­half years.4
De pågældende arbejdsopgaver var sam­fundsorienterede (f.eks. formgivning og vanding af et offentligt parkanlæg, sanering og renovering af et vajsenhus etc.) og om­fanget var beregnet efter at de kunne færdiggøres inden for udvekslingsperioden 6).
The 75 training places were shared among the municipalities of Catanzaro, Cosenza, Lamezia­Terme and Reggio­Calabria.
Både i Berlin og i Calabrien har de unge og medarbejderne høstet mange forskellige uddannelses­ og arbejdserfaringer.
The young people had similar social back­grounds to their counterparts in the Berlin pilot project, i. e. they came from broken homes or from families affected by un­employment, or they had fallen foul of the law and had had difficulties at school.
De tyske unge havde på grund af organisationsstruk­turen i Italien som regel lejlighed til at arbej­de på projekter, hvor flere fag var involver­ede, mens de italienske unge i Berlin havde lejlighed til at arbejde inden for ét fag og uddybe deres praktiske kundskaber inden for faget.
Des­pite the similarities with the Berlin target group, the difference between a city and a small town or rural area should not be over­looked.
Ligesom i Berlin fandtes også her social­pædagogisk assistance ved at socialpædago­gisk kvalificeret personale deltog i arbejdet på værkstederne i de forskellige uddannel­sescentre.
As in Berlin, sociopedagogical counselling was provided by suitably qua­lified personnel in the workshops of the va­rious training centres.
De tilbudte uddannelsesfag ligne­de fagene i modelforsøget i Berlin.
The occupations in which a training could be obtained were comparable with those offered by the Berlin pilot project.
Men ud­dannelsen var organiseret på en anden måde end i Berlin.
The training in Calabria was, however, organized differently.
På første uddannelsestrin modtog de unge en polyvalent uddannelse, dvs. at de arbejdede på projekter der gav dem visse kvalifikationer inden for alle til­budte fagområder.
During the first phase the young people were given a polyvalent training, i. e. they worked on projects that taught them skills used in all the occupations offered.
På andet uddannelses­trin specialiserede de unge sig i et af fagene.
During the second phase each young person specialized in one occupation.
På tredje trin gennemførtes etableringen af produktions­ og fagbestemte kooperativer samt den egentlige integrering i et erhverv.
The third phase comprised the establishment of production and occupa­tion cooperatives and actual integration into working life.
Et ledende princip var også her den projekt­orienterede indlæring og fremstillingen af meningsfyldte og nyttige produkter5).
Here again, the basic principle was that learning should be pro­ject­oriented and that worthwhile and use­ful products should be made.5
■ Erhvervsuddannelsesprojektet ENAIP­Calabria målsæt­
■ Enaip's vocational training pro­ject in Calabria
■ Udvekslingsprojektets ning
Object of the exchange project
I ENAIP­Calabria projektet blev 75 forfor­delte unge af begge køn ligeledes integreret i samfundet og arbejdslivet ved hjælp af en erhvervsuddannelse. De 75 uddannelses­pladser var fordelt på uddannelsescentrene i byerne Catanzaro, Cosenza, Lamia­Terme
Enaip's project in Calabria was also desig­ ned to integrate 75 underprivileged young people of both sexes into society and employment through vocational training.
Da de unge og underviserne under udveks­lingen boede under samme tag udviklede der sig i det daglige samvær en stabil social gruppesituation som også havde positive ef­tervirkninger i hjemlandene.
As trainees and trainers lived and took their meals together each day during the ex­changes, a stable social group situation de­veloped, which also had positive effects after their return.
De unge og de­res undervisere lærte hinanden bedre at kende og diskuterede deres problemer mere intensivt end derhjemme. Problemer med at
Trainees and trainers got to know each other better and discussed their problems in greater depth than they had done at home.
komme op om morgenen fandtes for øvrigt (næsten) ikke.
■ the improvement in the knowledge of the institutions involved of the reintegration of underprivileged young people into society and working life.'
■ Der er sket en udvidelse af de implicere­de institutioners erkendelser omkring den sociale og erhvervsmæssige genintegrering af forfordelte unge ').
In view of the positive outcome of the bina­tional exchange project, Enaip's vocational training centres in Calabria and the 'Ju­gendhof vocational training institution (standard institution of the Berlin youth services since the Berlin pilot project) have agreed to make vocational training ex­changes a regular feature, and the ESF will continue to contribute towards the costs.
vende finansierer gæsterne opholdet i part­nerlandet af deres egen lomme og kan der­for vælge logi og levestandard efter eget ønske.
exchange to ensure that theory is taught while the young people are away.
Når gruppen er ankommet til værtslandet arrangeres et møde for underviserne hvor organisationen af udvekslingsforløbet tilret­telægges.
As the ex­change partners now know what their counterparts want and what their training requirements are, only one preparatory meeting a year is needed.
Hovedvægten lægges alt efter de unges uddannelsesniveau på det socialp­ædagogiske eller det erhvervspraktiske ind­hold.
At this meeting agreement is reached on the dates of the ex­changes and the occupational groups that will participate, and new aspects on which exchanges might focus (e. g. 'new tech­nologies') and the possibility of making the scheme trinational are discussed.
Den praktiske indlæring er fortsat projektorienteret. Det sociale program or­ganiseres efter gæsternes ønsker.
Here, un­like the pilot project described above, the visitors pay for their stay in the partner country themselves and are thus able to choose their own accommodation and living standards.
I 1985 og 1986 gennemførtes 2 udvekslinger om året med stor succes.
Several changes have been made since the exchange project described above.
De unge er fortsat meget interesserede, og underviserne bliver mere og mere rutinerede i at klare »udvekslingssi­tuationen«.
It has been agreed with the Senate's education au­thority, for example, that a vocational school teacher should participate in each
Uddannelsesforløbet på »Jugendhof« og ENAIP uddannelsescentrene kan ikke længere tænkes uden udvekslingerne, alle implicerede ser dem som en berigelse af det pædagogiske arbejde.
After the group has arrived in the host country, the trainers meet to decide how the
Samarbejdet mellem tyske og italienske un­dervisere og unge har fungeret udmærket under de forskellige udvekslinger.
Italian trainers and trainees during the va­rious exchanges was good.
Det har været vigtigt for den gensidige forståelse at der hver dag var en tolk til stede i alle fag­grupper, og det har været specielt vigtigt i forbindelse med de daglige planlægnings­møder og samtalerne med kunderne.
An important factor for mutual understanding was the constant presence of an interpreter in each occupational group, this being particularly true of the daily work discussions and dis­cussions with customers.
Både i Italien og i Berlin har de unge og undervi­serne inden udvekslingen fandt sted deltaget i et lynkursus i værtslandets sprog og realia.
In both Italy and Berlin the young people and trainers at­tended a short course on the language and customs of the host country before their de­parture.
På byggepladsen har de unge og underviser­ne foruden med deres grundlæggende ord­forråd gjort sig forståelige ved hjælp af ge­bærder og visuelle demonstrationer.
At the training building sites they frequently added gestures and visual de­monstrations to their basic vocabulary to make themselves understood.