natgillin/translations-raw huggingface dataset:
Og er deltagelse i uddannelse ikke ved at blive en obligatorisk forudsætning for, at kvinderne kan nyde godt af de positive aktioner?
And, as far as women are concerned, is training not becoming the obligatory door to be knocked on if they wish to benefit from positive actions?
Alle disse spørgsmål må nødvendigvis stilles i forbindelse med fremtidige positive foranstaltninger!
There are a whole string of questions to be raised with respect to the future of positive actions!
Ligebehandlingspolitikken har fået ny legitimitet
Egual opportunities policy has gained a new sense of legitimacy
På sin vej gennem virksomhederne har ligestillingspolitikken mistet sin ideologiske dimension og iklædt sig den "kåbe", der hedder forvaltning af de menneskelige ressourcer.
By making inroads into the firms via training channels, equal opportunities policy has lost its ideological dimension and donned the attire of human resources management.
Dens teminologi har tilpasset sig terminologien om bedre udnyttelse af potentialerne og optimering af den menneskelige kapital.
Its vocabulary has embraced that of the upgrading of potential and the optimization of human capital.
Ligestillingspolitikken sendes tilbage til de offentlige myndigheder med virksomhedernes stempel og forlener regeringstiltaget med ny troværdighed.
It comes back to the public authorities with the rubber stamp of the enterprise, giving a new degree of credibility to governmental action.
Troværdighed i kvindeoffentligheden: den moderne stat har noteret sig kvindernes ændrede beskæftigelsesadfærd.
91 taken note of the changes which have occurred in female employment.
Den etablerer en service med virksomhedernes mellemkomst.
It is developing a service with the firms as a go-between.
Troværdighed i virksomhedskredse: staten har valgt virksomhederne til uddannelsessted og til privilegeret område for samfundsdebatten om ligestilling mellem kønnene.
Credibility among the firms: the state has decreed the firm as a training location and a privileged area of society's debate on equality of the sexes.
Staten kan ikke siges at have gjort sig skyldig i utaknemmelighed, eftersom den til gengæld for denne overførsel fra makroplanet til det sociale mikroplan har stillet sine eksperter til virksomhedernes disposition, finansieret forhåndsundersøgelser, bidraget til iværksættelsen og deltaget i finansieringen af uddannelserne...
It has not sinned by ingratitude, since in return for this transfer from the macro- to the micro-social level, it has made its network of experts available to the firms, financed preliminary studies, pressed its agents to assist in their implementation, participated in the funding of the training schemes...
Politisk troværdighed: i og med at de positive foranstaltninger skifter "look", retfærdiggøres det, at STATERNE og EF gør dem permanente.
Political credibility: by changing their "look", positive actions justify their perpetuation by the MEMBER STATES and the EEC.
Foranstaltningerne er blevet mere overbevisende!
They have gained in capacity of persuasion!
Kvinderne har fået større faglig synlighed
Women have gained in occupational visibility
De nationale rapporter indicerer, at en af uddannelsesprogrammernes effekter er, at kvindernes plads i virksomheden er blevet mere synlig.
The pointers of the national reports indicate that one of the effects of the training programmes has been to sharpen the visibility of women within the organizations.
Årsagen hertil synes at ligge i de sociale dynamikker, der er igangsat af uddannelsesprogrammerne (kvinderne har sat sig i bevægelse, problemet er kommet i centrum for opmærksomheden, de færdiguddannede kvinder danner grupper, kvindernes strategiske evner udbygges).
The origin of this visibility must, it seems, be sought at the level of the social dynamics generated by the training programmes (the activation of the women, the attention devoted to them/ the establishment of groups of trained women, development of their strategic capacities).
Det kunne se ud til, at den uddannelsesdynamik, der er iværksat med henblik på nogle få kvinder, medfører et bedre kendskab til kvinders beskæftigelse, og at realitetsprincippet således vinder terræn på bekostning af stereotype forestillinger.
It seems that the training dynamics implemented and addressed to a handful of women promotes a better knowledge of female employment, the principle of reality thus gaining ground over stereotyping.
Et tegn på en sådan ændring kan ses i det forhold, at virksomhederne efter eller under disse uddannelsesforløb begynder at analysere deres egen rolle i frembringelsen af forskelle.
An indication of this change would be if the organizations tended to question their role in the production of differences at the end of the training courses.
Der er dog ikke grundlag for at sige, at positive foranstaltninger på sådanne steder vil vokse eksponentielt, eller at de i forskrifterne anførte sociale forandringer overhovedet vil finde sted.
However, there is no reason to believe that positive actions will have an exponential growth at these locations, or that the social change announced by the regulators will take place at this level.
GENERELLE HENSTILLINGER VEDRØRENDE FREMTIDIGE POSITIVE FORANSTALTNINGER
SOME GENERAL RECOMMENDATIONS FOR THE FUTURE OF POSITIVE ACTIONS
Af hensyn til fremtidige positive foranstaltninger vil vi konkludere med nogle henstillinger til de i denne rapport identificerede nøgleaktører.
We shall conclude this report with a number of recommendations for the key actors identified in the report for the future development of positive actions.
For virksomheden drejer det sig om: at udvikle større sensibilitet over for de menneskelige ressourcer ved i virksomheden at indføre nye fleksible former, såsom ad-hoc foranstaltninger til karriereforvaltning, "job-sharing", fleksibel arbejdstid, muligheder for tilbagevenden efter en jobpause, udbygning af forbindelserne til uddannelsesnet, osv; at involvere ledende personale og de øvrige arbejdstagere i aktionen; at nedsætte arbejdsgrupper, indføre nye former for informationsspredning og beslutningstagning; at organisere systematisk informationsformidling i og uden for virksomheden vedrørende alle påtænkte og iværksatte tiltag på området lige muligheder; at omforme de positive foranstaltningers forsøgskarakter og tilfældige præg til en virkelig intern förvaltningspolitik baseret på en bedre udnyttelse af de kvindelige ressourcer.
93 hoc career management measures, job-sharing, flexible working hours, return to work after career breaks, relations with training networks, etc.; the management and all other employees should be involved in the action; work groups, new arrangements for information circulation and decision-making processes should be introduced; systematic information should be organized, both inside and outside the firms, on any measures envisaged and implemented in the field of equal opportunités; positive actions should be transformed from experimental, quota-based approaches into a genuine company internal management policy based on the upgrading of female resources.
For kvinderne drejer det sig om: at blive sig bevidste, at de udgør en virkelig ressource og ikke nødvendigvis den svage del af arbejdsstyrken; at forstå betydningen af uddannelse og at påtage sig at sprede oplysninger herom i og uden for virksomheden og dermed bidrage til at bekæmpe de gamle negative fordomme om kvinders evner; at undgå at overtage mændenes adfærd og i stedet forbedre deres evner til at planlægge deres personlige og faglige udvikling.
Recommendations for women: women should become aware that they constitute genuine resources, not merely the weaker segment of the workforce; women should grasp the importance of training and fulfill their role as multipliers both inside and outside the firms to succeed in counteracting
For fagforeningerne drejer det sig om: at gøre eksempler på forskelsbehandling til genstand for direkte forhandlinger; at opnå mere præcise kontraktfastsatte instrumenter og gå ind i en ny og mere langsigtet udvikling af positive foranstaltninger.
Recommendations for trade unions: problems linked to situations of discrimination should be transferred to points of direct negotation; more precise contractual instruments should be acquired and a new approach to positive actions adopted in the long-term.
Med denne evaluering af emnet "lige muligheder og erhvervsuddannelse" tilstræber CEDEFOP at få bedre kendskab til de af virksomhederne tilrettelagte uddannelsesaktioner for deres kvindelige personale.
In carrying out this evaluation on "Equal Opportunities and Vocational Training", CEDEFOP is endeavouring to learn more about the training schemes organized by companies for their female workforce.
Nedenstående retningslinjer, der er udformet af Centeret, opstiller en generel struktur for arbejdet med dette projekt, der omfatter størstedelen af medlemsstaterne.
The Centre has developed the guidelines following below in order to provide an overall structure for the work to be carried out on this project, which extends to most Member States.
Retningslinjerne specificerer, hvilken type informationer der skal indhentes, samt hvilke effektivitetsindikatorer der skal anvendes for at vurdere uddannelsesaktionernes virkninger.
These guidelines specify the type of information to be collected and also the efficiency indicators to be employed in assessing the impact of company training schemes.
De specificerer derimod ikke en bestemt metode til indhentning af oplysninger, idet alle fremgangsmåder er acceptable, under forudsætning af at de dækker samtlige undersøgelsens aspekter.
It specifies nothing, by contrast, with regard to the data collection methodology, all approaches being acceptable provided that all fields of enquiry are covered.
Man skal bestræbe sig på at kontakte flere personer eller grupper af personer for at indhente de ønskede oplysninger med henblik på at få et godt analysegrundlag: det berørte ledende personale, f.eks.
Several source persons/groups of persons should be approached to ensure a valid basis for the analysis:
personalechefen, den ansvarlige for politikken for lige muligheder, den ansvarlige for uddannelse; uddannerne; fagforenings­ og personalerepræsentanter; tidligere uddannede kvinder og kvinder, der aktuelt deltager i uddannelse; deres mandlige kolleger; deres kvindelige kolleger.
* * * * * the relevant management staff, e.g. the personnel manager, the equal opportunities officer, the training manager; the trainers; trade union and workforce representatives; the women trained or being trained; male colleagues; female colleagues.
Såfremt de nødvendige oplysninger ikke kan opnås på anden måde, er det tilladt at opgive et fiktivt navn på virksomheden og de kontaktede personer.
If the necessary information could not otherwise be obtained, the name of the organization and the relevant persons interviewed may be invented.
Beskrivelse af virksomheden
Description of the organization.
Evaluering af de analytiske data.
Evaluation of the analytical data.
Sideangivelserne henviser til den mindsteplads, der anses for nødvendig til svarene.
The page indications refer to the estimated minimum space envisaged for replies.
Den fuldstændige rapport må fylde 30 sider for hver undersøgelse, idet denne grænse dog kan overskrides en smule.
Since the total report for each case study may number 30 pages, this minimum can be slightly exceeded.
De uddybende punkter under hver undertitel angiver, hvilken type oplysninger der ønskes i det enkelte tilfælde, og kan tilpasses specifikke forhold, der måtte gøre sig gældende for den enkelte virksomhed og dennes uddannelsesforanstaltning.
The indents listed under each sub-heading indicate the type of information sought in each case, and may be adapted in line with the circumstances of each organization and its training scheme,
Beskrivelse af virksomheden
Description of the organization
1.2 Etablering (1/3 side)
99 break-down by sex of the workforce; legal structure.
Virksomhedens forbindelse med det omgivende miljø (økonomisk, socialt, osv.)
Location (1/3 page) address; particularities of the location; relationship between the organization and its environment (economic, social, other).
Organisationsstruktur (multinationalt selskab, brancher, osv.)
The organization (1/3 page) sector of activity/output produced; organizational structure (e.g. multinational, branch structure, etc.);
Beskriv venligst i oversigtsform virksomhedens struktur med dens forskellige afdelinger/tjenestegrene og samspillet mellem disse.
Please draw the structure of the organization with its different staffing components and how they relate to each other.
Beskriv venligst henholdsvis kvindelige og mandlige ansattes position inden for denne struktur.
Please highlight or describe the position of women and men within this structure.
1.7 Kvindelige og mandlige ansattes situation i forhold til ovennævnte problemer og strategier (1/2 side)
100 organizational factors; labour-related factors.
Hvilken type deltidsbeskæftigelse er der tale om?
What is the situation of women and men in relation to these constraints or strategies? (1/2 page)
Bevilger den særlige former for orlov (i bekræftende fald under hvilke omstændigheder)?
Industrial Relations (2/3 page) what is the power distribution within the organization - both formal and informal?; what forms of decision-making are used (e.g. hierarchical, democratic)?; what is the position of the trade unions?
Har personalet i benægtende fald andre børnepasningsfaciliteter til sin rådighed?
Are there other forms of worker representation?; what communications channels are used?
Er der tendens til, at kvinderne ophører med at arbejde, når de stifter familie?
If not, are other child-care facilities readily available to its workforce?
1.11 Erhvervsuddannelsespolitik (1/3 side)
Special characteristics of the workforce (1/3 page) over-representation of certain age groups?; foreign citizens/ethnic minorities; do women tend to leave to raise families?; any other special characteristics?
1.12 Politik for lige muligheder (1/3 side)
Vocational training policy (1/3 page) general training objectives; type of training carried out; break-down by sex of participants; training opportunities for staff on career breaks?
Hvilke andre komponenter indgår i dette program ud over den uddannelsesforanstaltning, som evalueringen drejer sig om?
Equal opportunities policy (1/3 page) does the organization have an equal opportunities policy?; does it have an equal opportunities officer or structure?; is it running a positive action programme?; what, apart from the training course being evaluated, are the other components of this programme?; what are the objectives of this programme?; is it implementing equal opportunities training for men/women?
Beskrivelse af uddannelsesforanstaltningen for kvinder
Description of the training scheme for women
2.2 Kvalifikationer og beskæftigelsesmuligheder (1/2 side)
2.2. skills and career options (1/2 page) trainees' skills at the outset;
Beskæftigelsesmuligheder efter uddannelsen
103 new skills to be acquired career options to be opened.
Hvem har truffet afgørelserne vedrørende kontekst, metoder, pædagogisk materiale og værktøj, og hvordan er disse afgørelser blevet truffet?
Implementation (1/3 page) awareness-raising and information of the workforce; recruitment of trainees: methods and criteria; who made the decisions on the context, methodology, teaching materials and
Finansieringskilder (uddannere, virksomheden, andre bidrag fra den private sektor, bidrag fra den offentlige sektor, Det Europæiske Fællesskab, osv.)
Financing (1/2 page) cost of the scheme (lost labour, salaries/expenses of the trainers, cost of premises, materials, child-care, trainees' bonuses, etc.); source of finance (trainees, the organization itself, other private sector contributions, other public sector contributions, European Community, etc.); are trainees paid for the hours of the course?; do they receive a bonus after completing it?
2.6 Uddannelsens indhold (1 side)
Contents of the course (1 page)
Deltagende uddannelsesorgan/andre rådgivere og eksterne eksperter
The training team (1/2 page) numbers of trainers; sex of trainers; qualifications; position within the organization/within the training body; training body involved/other outside advice
2.8 Deltagerprofil (1/2 side)
105 or expertise; involvement of role models?
2.9 Uddannelsens integrering i virksomheden/familien (1/2 side)
Trainee profile (1/2 page) break-down of trainees by sex; personal profile of trainees; family and social profile; educational and occupational profile; past history in the organization; trainees' skills/talents/experience at the outset ; negotiations within the trainees' families enabling training to take place. 2.9.
Gennemførte ændringer i familiens arbejdsdeling med henblik på at fremme deltagelse i uddannelsen
106 facilitate trainees' participation in the course.
Deltagelsesprocent: var alle de rekrutterede kandidater i stand til at deltage regelmæssigt i uddannelsen?
Success of the training course (1/3 page) participation rate: Were all those recruited to the course able to attend it regularly?
2.11 Resultater for virksomheden (1/2 side)
Results for the organization (1/2 page) did the training course bring about the changes in skills required by the organization?; did it improve output, productivity, quality of service, profitability, etc.?; did it affect the working atmosphere?
Deltagelse i konferencer/seminarer/netværk
Publicity within/outside the organization (1/3 page) internal information; publicity campaign; press coverage; participation in conferences/seminars/ networks; others.
Uddannelsens virkning
Impact of the training scheme
Hvor mange af kursusdeltagerne er blevet forfremmet efter uddannelsen og til hvilke stillinger?
- what new skills were acquired (skills in respect of products, materials, processes, know-how for new occupational fields, etc.)?; - how do these correspond to the targeted skills (see 2.2. above)?
Hvor mange af kursusdeltagerne har tilføjet nye kvalifikationer eller ansvarsområder til deres stilling? Anfør venligst præcise oplysninger.
- how many of the trainees have been promoted since the training course, and to what positions?; - how many of the trainees have taken up different posts? - please explain what posts are involved; - how many of the trainees have added new skills or responsibilities to their existing posts?
Hvor mange af kursusdeltagerne fortsætter i deres tidligere stilling uden nogen ændringer?
Please elaborate; - how many are continuing in their present, unchanged jobs? - how many of the trainees have become involved in new voluntary activities at the workplace, trade unions, etc.?; - how many of them have left the organization to take up job offers elsewhere?
Hvor mange af kursusdeltagerne har engageret sig i nye ulønnede aktiviteter på arbejdspladsen, i fagforeningsarbejde, osv.?
What became of them?; - please estimate what changes have occurred to the trainees' job
Hvad er de blevet?
Page 112
Giv venligst en vurdering af, om kursusdeltagerne møder større udfordringer i deres arbejde efter uddannelsen.
108 satisfaction since the training course. Where relevant, please give some indication of the timing of these developments.
3.1.3 Ændringer relateret til arbejdsvilkårene (1/2 side)
Changes in working conditions (1/2 page)
- løn andre økonomiske kompensationer arbejdsbetingelser status på virksomheden andre aspekter og hvornår er disse ændringer indtruffet?
What changes resulted for the trainees in terms of: salary; other financial rewards; working conditions; status in the organization; any other respects; and when did these changes occur?
3.2.1 Tilvejebragte kvalifikationer (1 side)
New skills acquired (1 page)
Hvilke nye sociale og strategiske kvalifikationer er der tilvejebragt (styrkelse af identiteten, større selvsikkerhed, selvtillid og selvstændighed)?
- what new social and strategic skills were acquired (consolidation of identity, increase in self-awareness, self-confidence and autonomy)?; - did the course help participants to develop a stronger individual identity (e.g. in the arrangement and appearance of the workplace, the application of new organizational methods, etc.)?; - did it help them improve their career
Har uddannelsen hjulpet deltagerne til at udvikle en stærkere personlig identitet (f.eks. med hensyn til tilrettelæggelse og præsentation af jobbet, anvendelse af nye organisationsmetoder, osv.)?
109 awareness and planning?; - did it help them improve their assertiveness and negotiating skills?; - did it help them in their relations with superiors, colleagues and/or subordinates?; - did the course provide participants with a useful support network?; - did the course have any unforeseen consequences in terms of new skills and alliances?; - how long did it take for any of these consequences to become apparent?
Har den bidraget til at forbedre selvsikkerheden og forhandlingsevnen?
Changes in the working atmosphere (1/2 page)
Har den bidraget til at forbedre forholdet til overordnede, kolleger og/eller underordnede?
Please desribe the consequences (short-term/long-term) which the acquisition of these new social and strategic skills has had for: the trainees themselves in the workplace; their female colleagues; their male colleagues; the trainees' relations with their superiors, colleagues and subordinates; their relations with the trade unions or workforce representatives; the organization as a whole; did the changes made to facilitate their
Har uddannelsen fået uforudsete følger i form af nye kvalifikationer og alliancer?
110 participation in the course stay in place following the end of the course?
3.2.2 Forandringer relateret til arbejdsmiljøet (1/2 side)
Changes in family life (1/2 page)
Beskriv venligst følgerne (på kort/mellemlang sigt) af tilvejebringelsen af disse nye sociale og strategiske kvalifikationer for: kursusdeltagerne i forhold til deres arbejde deres kvindelige kolleger deres mandlige kolleger kursusdeltagernes forhold til deres overordnede, deres kolleger og deres underordnede deres forhold til fagforeninger og personalerepræsentanter virksomheden som helhed.
Please describe the consequences (short-term/long-term) which the acquisition of these new social and strategic skills has had for: the trainees themselves in their family lives; the organization and management of their responsibilities at home; their relations with their partners; their relations with the other members of their families; Did the changes made to facilitate their participation in the course stay in place following the end of the course?
3.2.3 Forandringer relateret til familielivet (1/2 side)
Changes in social life (1/2 page)
Beskriv følgerne (på kort/mellemlang sigt) af tilvejebringelsen af de nye sociale og strategiske følger for: kursusdeltagerne i deres familieliv
Please describe the consequences (short-term/long-term) which the acquisition of these new social and strategic skills has had for: the trainees themselves in their social lives; -their relations with friends and
- 65 - tilrettelæggelsen og forvaltningen af deres ansvarsområder i hjemmet deres forhold til ægtefællen/samleveren deres forhold til de øvrige medlemmer af familien
111 acquaintances ; their relations with the local and wider community; their involvement with voluntary and/or public bodies.
Hvordan støttedes og opmuntredes kursusdeltagerne på arbejdet i uddannelsesperioden?
- how were the trainees supported and encouraged at work during their training period?; - did the organization carry out any accompanying measures to sensitize the trainees' colleagues, superiors and subordinates, male or female?;
Hvilken rolle spillede fagforeningerne og/eller personalerepræsentanterne i forhold til deltagerne i uddannelsen?
- What role did the trade unions and/or workforce representatives play vis-à-vis the trainees?;
Omfattede uddannelsen projekter, der skulle gennemføres i virksomheden (revision, evaluering, osv.)?
- did the training course include projects (surveys, evaluations, etc.) to be carried out in the organization?
Hvilke konklusioner, ud over de allerede omtalte, har virksomheden draget af uddannelsen?
- what conclusions, apart from those already mentioned, did the organization draw from the training course?;