natgillin/translations-raw huggingface dataset:
Også i dette tilfælde er der tale om en meget stor okonomisk indsats, nemlig 33.3 milliarder FFR i 1991. l'ddannelsernes gennemsnitlige varighed er længere end for de fornævnte kursers vedkommende og ligger pa ca. 280 timer.
The finances are huge in this case as well: FF33.3billion in 1994. These training schemes are longer on average than the previous training: some 280 hours.
Alene for de erhvervsrettede voksenuddannelsers vedkommende samler statseller virksomhedsfinansierede kurser hvert ar ca. 6 millioner deltagere. Det samlede antal lønmodtagere er ca. 18 millioner.
Taking continuing vocational training on its own. some six million people there fore attend State- or enterprise-funded training schemes every year out of an active population of some 18 million peopie.
"Sideløbende øgede ledighed
Own-initiative training
Uddannelser på personligt initiativ fra udgan og de med de gen af halvfjerdserne voksende problemer unges indslusning på ar en og medført af statens
"In line with (...) the in crease in unemployment from the end of the 1970s and the growing problems raised by the occupational integration of young people have led to the development of training programmes for young people and adults with labour market problems that are run by the State or the Regions (...) "
Hvordan er situationen for kurser, der på voksnes eget initiativ følges uden for ar bejdstiden eller efter reglerne om person lig uddannelsesorlov?
What is the position with training that adults attend at their own initiative out side of working hours or by taking individual training leave?
Det andet mal. lige muligheder, skal nas ved hjælp af den enkelte lønmodtagers personlige ret til pa eget initiativ at del tage i uddannelse inden for arbejdstiden.
The second objective of equal opportunity is promoted by the individual right of employees to attend training during working time and at their own initiative.
Denne rettighed, der indførtes i 1976. betegnes personlig uddannelsesorlov; den giver de ansatte mulighed for at deltage i uddannelse', uden at arbejdsforholdet af brydes, samtidig med at de bibeholder det meste af lonne-n og får godtgjort ueldannelsesudgifterne. Der indgik flere andre ordninger i dette mal.
This is what is known as Congé Individuel de Formation (CIF - Individual Training Leave) ( 19~6 codicil) which gives employ ees an opportunity to attend training with out breaking their contracts of employ ment, while continuing to receive most of their pay and having their training costs reimbursed.
Hovedsagelig til bud om elen statsfinansierede "uddannelse til forbedring af den sociale status", der i mange tilfælde giver adgang til diplomgivende uddannelser, som deltagerne pa eget initiativ frit kan folge uden for ar bejdstiden.
These include the supply of "social advancement" training which is financed by the State and offers training, often leading to qualifications, that people can freely attend outside working hours and at their own initiative.
Et eksempel herpå er de højere uddannelser, der tilbydes af Conservatoire national des arts et metiers (CNAM) over hele Frankrig.
The higher education offered by the Conservatoire National des Arts et Métiers (National Conservatory of Crafts and Trades) throughout France is a typical ex ample of this training.
Fastsættelsen af malet om lige muligheder skal give dem, der ikke kunne eller ville gennemføre en grund læggende uddannelse, mulighed for at fa en solid erhvervsrettet eller almen uddan nelse.
In practice, the equal opportunity objective means that people who could not or did not want to continue their initial education have an opportunity to return to in-depth voca tional or general education.
I de Heste tilfælde giver disse ud dannelser det samme kvalifikationsbevis som den tilsvarende grundlæggende ud dannelse, et bevis der i princippet skulle give mulighed foren betydelig forbedring af deltagerens erhvervsmæssige og socialestatus.
This training is most often recognised by the award of a certificate identical to those awarded in initial education: people possessing this certificate can in principle make major career and social advances.
Omvendt vidner den sociale op stigning om den afgørende og voksenderolle, som en god grundlæggende uddan nelse betyder for at fa adgang til de forskellige' sociale og erhvervsmæssige kategoriers hierarki.
Social ad vancement training has more to do, how ever, with a recognition of the crucial and growing role that initial education plays in helping people to move up the hierarchy of the various socio-occupational categories. egories.
Voksenuddannnelsens udvikling
The development of continuing voca tional training
Men antallet af voksne, der pa eget initiativ deltog i et kursus, over skred langt antallet af dem. der benyttede sig af den personlige uddannelsesorlov.
The number of adults at tending training at their own initiative is much greater, however, than the number of people taking individual training leave.
Pa nuværende tidspunkt kan antallet an slås til mindst 500 000.
Current estimates place this figure at around 500.000 people.
Selvfølgelig kan det per sonlige initiativ undertiden også spille en rolle i forbindelse med virksomhedsfinansieret uddannelse eller med program mer til ledighedsbekæmpelse. Men kun rent marginalt.
Admittedly, individual initiative may in some cases play a part in training financed by enterprises and the training schemes offered under pro grammes to combat unemployment.
Uddannelser, der sorterer under virksomhedernes personaleforvaltning, har som primært mal at tilpasse de ansatte bedst muligt til en given arbejds plads på den pågældende virksomhed.
The main aim of the training forming part of human re source management in enterprises is to adapt the largest possible number of peo ple to the needs of the enterprise and the jobs that they occupy.
Det er kun i yderst begrænset omfang, at sådan uddannelse tager hensyn til deltagernes personlige erhvervsmæssige lobebane.
This training is not organised to any great extent to meet the needs of people's own career paths.
Det personlige initiativs rolle er vigtigere for de uddannelsers vedkommende, der er en følge af det offentliges beskæftigelsespolitiske foranstaltninger.
In dividual initiative plays a more important role in the training offered under public employment policies.
Men sidst nævnte uddannelser stiller det særlige krav til deltagerne, at de skal være ar bejdsløse.
In order to attend this training, however, people have to be in a particular situation, i.e. unemployed.
Uddannelserne kan kun i isolerede tilfælde og i en nøelsituation supplere beskæftigelsen.
It offers no more than shortterm help for people who are in a crisis situation.
Generelt er de belob, der bruges på voksenuddannelse, steget i betragteligt om fang igennem de sidste tyve ar, men kun i ringe grad for kurser, der søges på del tagernes eget initiativ, idet de er blevet helt sekundære inden for de erhvervsrettede voksenuddannelser som helhed.
In summary, while the resources channelled into continuing training have grown substantially over the last twenty years, little of this increase has gone into own-initiative training which has become very peripheral within continuing voca tional training as a whole.
Voksenuddannelsen har hovedsagelig udvik let sig af to grunde: Dels som resultat af virksomhedernes initiativer, dels som re sultat af det offentliges indslusnings-eller arbejdsloshedsbekæmpelsesforanstalt-n inger.
Continuing training has developed in two main ways: either at the initiative of enterprises and or as a result of public policies to help with occupational integration or to com bat unemployment.
Således er over 160000 (eller ca. 12%) af de immatrikulerede personer ved universiteter og højere læreanstalter immatrikulerede personer voksne, der enten følger traditionelle' universitetsuddannelser eller deltager individuelt i voksenuddannelseskursus.
For instance, over 160,000 of the people registered with universities, i.e. some 12% of overall numbers, are adults attending traditional university courses or are registered at their own initiative for continu ing training schemes.
Conservatoire national des arts et metiers (CNAM), der er den ældste højere uddannelsesinstitution, som tilbyder aftenkursus for voksne, har over 90 000 deltagere i Paris, på omkring halv treds undervisningssteder i provinsen og på specialiserede fagskoler (Pieuchot, 1996).
The Conservatoire National des Arts et Métiers (CNAM), the oldest body offering higher education for adults in the form of evening classes, also accommodates over 90,000 people in Paris, its fifty or so associate centres throughout France and its specialist vo cational institutes (Pieuchot, 1996).
Undervisningsministeriets fagskoler, der er sammensluttet i lokale net (GRETA), tegner sig for en betydelig del af voksen uddannelsen for arbejdere og funktionærer pã virksomhedernes foranledning.
The Ministry of Education's vocational lycées, organised as local networks (known as GRETAs) provide a substantial proportion of adult manual or non-manual worker training at the request of enterprises.
Men i 1993 optog de over 35 000 voksne, der på eget initiativ kom for at söge uddan nelse.
In 1993, however, over 35,000 adults registered for this training at their own initia tive.
Også mange kommuner afholder er hvervsrettede uddannelser.
Many local authorities also organise vocational training.
Eksempelvis har byen Paris igennem årtier afholdt af tenkursus, der omfatter savel erhvervsrettede som kulturelle og kunstneriske fag.
The city of Paris, for instance, has for many years been organising evening classes in a wide range of occupational, cultural and artistic subjects.
Sammenhængen mellem uddannelse, arbejdsmarked og beskæftigelse
The development of continuing training in France outlined above has gone to gether with several very marked changes in the role of training and its links with the labour market and employment.
Seks millioner mennesker pá den ene side mod en halv million pa den anden: Den relative betydning af voksenuddannelse pa eget initiativ i forhold til al voksenuddannelse er beskeden og for nedadgående.
Six million people on one side compared with half a million on the other: own-initiative continuing training accounts for a small and declining proportion of all con tinuing training.
I 1980 udgjorde deltagernes antal henved en fjerdedel af samtlige, medens de nu kun udgør 8% (Berton, 1996).
While it accounted for close on one quarter of trainees in 1980, it now accounts for no more than 8% (Berton, 1996).
Virksomhed og voksenuddannelse
Enterprises and continuing training
Disse 500 000 deltagere adskiller sig ret tydeligt fra det publikum, der deltager i virksomhedernes uddannelse eller i programmer til bekæmpelse af arbejdsledigheden.
There are very clear-cut differences be tween these 500,000 people and people who attend training in their enterprises or under programmes to combat unem
Loven af 1971 tillægger virksomheden en meget væsentlig betydning.
The 1971 law gives enterprises a very important role.
I firserne op-
The term
ERHVERVSUDDANNELSE NR.B/9
EUAOPERN JOURNAL
"(...) voksenuddannelsens nuværende tilrettelæggelse fra virksomhedsside frem mer uddannelsen af de største virksomheders bedst kvalificerede ansatte i de sikreste stillinger ved at udforme kvalifikationer, der er mere specielle end de er almengyldige og anvendelige på arbejdsmarkedet." det."
While this may be overstating the case somewhat, the way in which continuing training is currently organised by enter prises gives priority to training for the most stable and highly qualified employ ees of larger enterprises and gives rise to specific skills rather than general skills that can be put to use in the labour market.
Afslutningsvis kan man med en smule overdrivelse sige. at voksenuddannelsens nuværende tilrettelæggelse fra virksomhedsside fremmer uddannelsen af de störste virksomheders bedst kvalificerede ansatte i de sikreste stillinger ved at ud forme kvalifikationer, der er mere specielle end de er almengyldige og anvende lige på arbejdsmarkedet.
"(...) the way in which con tinuing training is currently organised by enterprises gives priority to training for the most stable and highly qualified employees of larger enterprises and gives rise to specific skills rather than general skills that can be put to use in the labour market. "
Sammenhængen mellem uddannelse, forfremmelse og mobilitet
The link between training, promotion and mobility
Det mest karakteristiske træk pã lang sigt er den gradvise opløsning af forbindelsen mellem uddannelse og opadstigende erhvervsfaglig mobilitet.
The most striking fact in the long term is the gradual disintegration of the link be tween training and upward career mobility.
I begyndelsen af halvfjerdserne opnåede 55% af de ansatte, der var uddannet på en virksomhed, en opadstigenele erhvervsfaglig mobilitet (overgang til højere kvalifikationsniveau, oprykning i ansvarshierarkiet) som resultat af uddannelsen. I 1993 udgor de kun 9% (Podevin. 1995).
At the beginning of the 1970s, 55% of employees who had attended training at the initiative of their enterprise moved up the career ladder (change of occupational grade or greater hierarchical responsibility) following this training.
Det samme kan iagttages for ansatte, der på eget initiativ har deltaget i uddannelse.
The link has also disintegrated for em ployees attending training at their own initiative.
Ved udgangen af tresserne havde 35% af disse lønmodtagere erhvervet opadstigende mobilitet ved uddannelsens afslutning, men i dag er det kun 11%.
At the end of the 1960s, 35% of these employees moved up the career ladder at the end of their training, whereas the figure is now 11%.
Derimod er der flere og flere unge lønmodtagere, der benytter denne uddannelse til at finde ny beskæftigelse eller til at komme i arbejde igen: 17% i dag mod 3 % for femogtyve år siden.
Increasing numbers of young people are, moreover, us ing this training to find a first or another job: 17% now as against 3% twenty-five years ago.
levede man indforeisen af en uddannelse, der var genstand for strammere forvaltning fra virksomhedernes side.
The very rapid growth in the number of precarious jobs (fixed-term contracts, tem porary work) and changes in the structure of employment (employment in in dustry has fallen sharply, whereas service-sector employment has grown) have led to a sharp rise in forced occupational mobility.
Sidst nævnte tilstræbte en gradvis forøgelse af effektiviteten, hvilket også fremgår af udtrykket "uddannelsesinvestering".
Four and a half million employ ees changed jobs between 1988 and 1993, in comparison with three and a half million between 1980 and 1985.
Virksomhedernes indsats omfattede i særdeleshed fastsættelse af konkrete uddan nelsesmål pa grundlag af analyser af ar bejdspladsen, af de af arbejdspladsen kræ vede kvalifikationer og af de ansattes kvalifikationer.
"investment in training" reflects the steps that enterprises have gradually taken to step up efficiency. Enterprises have in particular tried to define precise training objectives based on an analysis of jobs, the skills required by these jobs and the skills that their employees possess.
Den større konkurrence og konkurrenceevnens pres på virksomhederne har ikke blot medført storre udgifter, men også forstærket uddannelsernes økonomiske rolle.
In creased competition and the constraints that competitiveness places on enterprises have consequently not just entailed in creased expenditure but have also given training a much more economic role.
Uddannelsen er lidt efter lidt blevet opfattet som faktor for den industrielle effektivitet ved at mulig gøre arbejdskraftens tilpasning til kvalifikationsudviklingen som følge af ny teknologi, ændringer i produktionstilrettelæggelsen og det bydende kvalitetskrav.
It has gradually been realised that training is a factor in industrial efficiency as it makes it possible to adapt the labour force to the changes in skills brought about by changes in technology, changes in pro duction organisation and the need for quality.
Dette økonomiske formål med uddannelsen, som er ret generelt for industrilandene, bygger hovedsagelig på virksomhedernes indsats i overensstemmelse med den rolle, de fik overdraget ved 1971loven om voksenuddannelse.
This economic role of training, very widespread in industrialised countries, has been left to a large extent to the discretion of enterprises, bearing in mind the continuing vocational training respon sibilities attributed to them by the 1971 law.
Det forer til en udvikling af erhvervsuddannelserne for voksne, der hovedsagelig sigter mod kort fristet tilpasning af virksomhedens ansatte til forholdene på arbejdspladsen og der med mod udvikling af specielle færdig heder og kvalifikationer.
This has led to the development of continuing vocational training schemes focusing chiefly on the shortterm adaptation of employees to job changes in the enterprise and therefore to the develop ment of specific skills and qualifications.
Virksomheder nes uddannelser er blevet kortere og til rettelæggelsen af dem har tilbøjelighed til at eliminere eller marginalisere de ansattes personlige initiativ for i stedet at indfore en af virksomheden kontrolleret og organiseret snæver sammenhæng mellem beskæftigelse og uddannelse.
Training schemes set in motion by enter prises have become shorter and are or ganised in a way that tends to disregard or marginalise employees' individual initiative so that the closest possible links, controlled and organised by the enter prise, can be forged between training and employment.
Endvidere har brancheorganisationerne bidraget til sammensætning af et uddannelsestilbud, der imødekommer disse kortfristede behov.
Employers' and trade union organisations have also organised a supply of training to meet these shortterm needs.
Hvad de mellemfristede behov angår, har de påvirket udbuddet af grundlæggende erhvervsuddannelse.
Measures to meet medium-term needs have been largely in the area of initial vocational training.
Virksomhedernes uddannelsesforvaltning. som i hojere grad afhænger af kortfristede økonomiske in teresser, har ført til, at virksomhederne udelukker enhver form for uddannelse, der tilgodeser mellemsigtede erhvervs projekter eller ikke indgår i dens øjeblikkelige mål. Denne situation udgor et brud med fortiden.
Enterprises have managed training in a more specific way that is more in keeping with shortterm economic interests with the result that any training to meet medium-term career plans or not connected with immediate objectives has been disregarded.
Da 1971loven for femogtyve år siden så dagens lys, var lønmodtagerens og arbejdsgiverens tidsmæssige horisonter tilstrækkeligt sammenfaldende til at muliggøre forhandlinger mellem
Twenty-five years ago, when the 1971 law was being adopted, employees and their employers were working to timescales that were similar enough for them to negotiate how the resources that the enterprise had by law to pay were to be used.
4,5 millioner lønmodtagere skiftede arbejds plads mellem 1988 og 1993 mod 3,5 millioner mellem 1980 og 1985. Det er de yngste aldersgrupper og dem. der tilhorer sektorer under omfattende omstrukturering, der er mest udsatte for denne form for mobilitet.
Paradoxically, the most mobile groups have far fewer opportunities for continu ing training.
29% af lønmodtagerne under 45 år og 38% af det private er hvervslivs lønmodtagere skiftede arbejds plads mellem 1988 og 1993 (fra IXSEE's
Between 1988 and 1993, 42% of employees who continued to work in the same publicsector enterprise received training at the initiative of the enterprise
"Den meget hurtige stigning i antallet afløst ansatte (...) og den ændrede beskæftigelsesstruktur (...) har medført stærk vækst i den tvungne beskæftigelsesmobilitet. (...)
"The very rapid growth in the number of precarious jobs (...) and changes in the structure of employment (...) have led to a sharp rise in forced occupational mobility. (...)
Paradoksalt nok har disse kategorier, som er de mest mobile, ikke nær så god adgang til voksenuddannelse. "
Paradoxically, the most mobile groups have far fewer opportunities for continuing train ing." the types of continuing training that arcmost in keeping with European ap proaches.
Paradoksalt nok har disse kategorier, som er de mest mobile, ikke nær sa god ad gang til voksenuddannelse.
It seems that fewer people arcattending training at their own initiative than in the past.
Mellem 1988 og 1993 deltog 42% af de ansatte, som var forblevet i en af den offentlige sektors bedrifter, i en uddannelse pa virksomhedens initiativ: af dem. der var for blevet i en privat virksomhed 29%, men kun 21% af dem. der skiftede arbejdsplads inden for perioelen.
The systems set up by the public authorities and the social part ners are stagnating or declining and the initiatives launched by the social partners are producing only limited results.
"Virksomhedernes traditionelle mobilitetskanaler har tendens til at forsvinde som følge af ansættelser direkte fra arbejdsmarkedet.
Life long education seems therefore to be based on a double paradox: on the one hand, stable employment promotes train ing and mobility discourages it and, on the other hand, career advances are less often brought about by continuing voca tional training.
Heraf resulterer en løsere sammenhæng mellem er hvervsrettet voksenuddannelse og forfremmelse."
In practice, we are moving away from rather than towards the opportunities that lifelong education of fers.
Samtidig med at voksenuddannelsen generelt har udviklet sig i betydelig grad siden begyndelsen af halvfjerdserne, har den også undergået dybtgribende forandringer.
These changes in the links between mobility, promotion and training can be ex plained largely by changes in the labour market.
Men denne helhedsudvikling er ikke kommet de voksenuddannelser til gode. som umiddelbart stemmer bedst overens med EU's retningslinjer.
The internal labour markets within enterprises that played a key role in promotion, sometimes together with training, are now less important than the external market.
Det ser ud til, at der nu er færre, der pa eget initiativ deltager i en uddannelse, end det tidligere var tilfældet.
Enterprise employees are now having to compete for jobs with jobseekers on the labour market.
De ordninger, der er indført pa foranledning af det offentlige eller af arbejdsmarkedets parter, er enten gået i sta eller befinder sig i tilbagegang, og arbejdsmarkedets parters for anstaltninger bærer kun frugt i begrænset omfang.
Direct entry into employment at the various lev els of the enterprise hierarchy has become more common, especially as initial education is now producing a massive and growing outflow of graduates at all lev els.
Den livslange uddannelse synes at bygge pa to paradokser: Pa den ene side fremmer beskæftigelsesstabiliteten uddannelsen, medens mobiliteten stiller den ugunstigt, og pa den anden side er voksenuddannelsen sjældnere og sjældnere et middel til at komme videre i sin karriere.
Traditional types of mobility within enterprises are therefore tending to dwindle away as a result of direct recruitment from the labour market with the result that the link between continuing vocational training and promotion is disintegrating.
Men efterspørgselen har ændret karakter, for elen skal folge nye karriereforlob.
However, everything is relative.
Virksomhedernes traditionelle mobilitetskanaler har tendens til at forsvinde som følge af ansættelser direkte fra arbejds markedet.
There is an ongoing demand for training from in dividuals during their working lives.
Heraf resulterer en løsere sammenhæng mellem erhvervsrettet voksen uddannelse og forfremmelse'.
Thenature of this demand has changed, how ever, since it is now shaped by new oc cupational routes.
Karriere og uddannelse
Training and unemployment
Uddannelse og arbejdsløshed
Occupational routes and training