natgillin/translations-raw huggingface dataset:
Når det er sagt, må man konstatere, at det er de unge, der er hårdest ramt af arbejdsløs heden, hvilket skal sættes i relation til en utilstrækkelig grundlæggende uddannelse, manglende erhvervserfaring, et socialt sikkerhedsnet som ofte kun omfatter dem, der har arbejde, og en hurtig urbanisering uden udsigt til indslusning på arbejdsmarkedet, da der mangler produktionsvirksomheder.
The young, however, are manifestly those hardest hit by unemployment because of the inadequacy of their basic training, lack of work experience, the fact that only those already in employment are protected and the rapid urbanization unmatched by the industrial growth that would offer prospects of work.
Når arbejdsløsheden stiger generelt, stiger de unges uforholdsmæssigt meget, og i hver aldersgruppe er kvinderne dobbelt så udsat te som mændene.
As unemployment rises in general, there is a disproportionate increase in youth unemployment. In every age group, women are twice as vulnerable as men.
Møder
Encounters
I landsbyen Marinaleda i Andalusien har jeg mødt unge og voksne, som i samarbejde med borgmesteren, Sanchez Gordillo, havde ændret en landsby, der intet havde, til et levende kultur-, produktions-, forskningsog kreativitetscenter.
In a village in Marinaleda in Andalusia, I have met youngsters and adults who, working with their mayor, Sanchez Gordillo, have transformed a village lacking all amenities into a centre alive with culture, work, research and creative leisure.
Disse unge og disse voksne reagerede imod at være kørt ud på et sidespor, mod mangelen på arbejde og mod afstanden til kulturcentrene.
They were reacting against marginalization, the absence of work and their remoteness from centres of cultural life.
Deres motivering gav sig udslag i anlæggelse af parker, opbygning af kooperative virksomheder og kulturhuse samt i genindførelse af særlige festdage.
This motivation led them to create gardens, cooperatives and arts centres and revive old festivals.
Jeg har i fiere år deltaget i sammenkomster for vandrende arbejdstagere i Paris, hvor unge og voksne, som ofte lever under vanskelige forhold, mødes for at finde svar og gøre en indsats i Frankrig og i deres hjemlande.
I should like to describe instances of young people's motivations and aims as I have encountered them in the course of my work and experience in various countries.
Der er en levende verden af unge, som giver udtryk for bekymring og skaber problemer for de voksnes samfund.
For some years now I have been attending meetings in Paris where young and adult migrant workers, many of whom live under tough conditions, come together to look for solutions and launch remedial action in France and their countries of origin.
Derfor tages der initiativer med henblik på de unge, nogle gode, andre udsigtsløse lige fra starten.
On occasional weekends in the course of the year these young workers undertake to study, listen, carry out research and pool their cultural experience. They raise many
De unge er blevet et arbejdsområde for de voksne; en metaverden udvikler sig om kring dem, og den betyder ofte kontrol, institutionalisering og tilpasning for de unge, som kun beder om lov til at deltage i produktion, kulturliv og uddannelse.
I am a tutor at evening classes at the University of Paris, at which I teach a group of post-graduates rounding off their university career, some of whom are unemployed while others are already working as community leaders and educators.
Den oprindelige betydning af mange initiativer med henblik på de unge udviskes hurtigt, og indsatsen bliver en rutinesag både for de voksne og for de unge.
I have been very impressed by the strength of their motivation and their desire to learn and identify with the educational experiment on which they are engaged.
Indsatsen for de unge er ofte en ventil, der skal forhindre, at den ene part har samvittighedsnag og at den anden part eksploderer; den skal med andre ord garantere en vis social fred.
I have the feeling that, faced with difficulties, disillusionment and lack of prospects, they see the experience of education and culture as a unique occasion for identifying with a practical situation.
Man anmoder ikke disse unge om at deltage i produktionen og i samfunds- og kulturlivet.
They are very open to experiments being conducted throughout the world (and theirs is not mere idle curiosity).
Jeg vil gerne delagtiggøre andre i de unges motivering og mål, således som jeg har lært dem at kende under mit arbejde i forskellige lande.
There is a living world of young people who express their concerns and challenge adult society with their problems.
Jeg underviser om aftenen på universitetet i Paris.
This is the reason for the development of schemes directed towards the young, some of them successful and others doomed to failure from the very start.
Det drejer sig om en gruppe studerende i sidste del af undervisnings forløbet, dels unge som supplerer deres universitetskursus, dels arbejdsløse og dels instruktører og undervisere, som allerede har arbejde.
Youth has become a field of work for adults; an alternative world has been growing up around them, and that world often brings with it controls, institutionalization and conditioning for the young, whose only wish is to be part of the real world of work, culture and education.
Jeg er imponeret over det høje motivationsniveau, over ønsket om kundskaber og over den iver, hvormed de samler undervisningserfaring.
The original purpose of many youth schemes is rapidly dispelled and the activity becomes routine for both adults and youngsters.
Det er mit indtryk, at undervisnings- og kulturerfaring på bag grund af vanskelighederne, desillusioneringen og mangelen på fremtidsudsigter bliver en af de sjældne lejligheder til at gå ind i en konkret situation.
Youth schemes are frequently a safety valve to salve the conscience of adults and defuse potential explosion among the young, thus ensuring a measure of social peace.
De er meget åbne over for de eksperimenter, der foregår ude i verden (og det er ikke blot interesse for det fremmedartede).
The young people are not expected to take part in the working, social and cultural world.
Jeg befandt mig en dag i en indonesisk landsby på et fagligt kursus i syning og tilskæring for unge piger.
In an Indonesian village, I visited a vocational course in dressmaking and cutting for girls.
Jeg var meget imponeret over den overvældende nysgerrighed for, hvad der foregik rent kulturelt uden for landsbyerne og landet.
I was very impressed by their overwhelming desire to learn about everything that was happening outside their village and country.
De talte javansk og indonesisk og kunne tillige ud trykke sig på engelsk.
They knew Javanese and Indonesian and could express themselves in English.
De havde gerne set, at jeg var blevet for at undervise dem i sprog og informere dem om de forskellige eksperimenter på det kulturelle område i andre lande.
They would have liked me to stay on to teach them languages and tell them about the diversity of cultures in other countries.
Også i dette tilfælde bemærkede jeg, at problemet ikke er at motivere til at lære noget, men at mangedoble mulighederne for uddannelse og foretage en omfordeling. ling.
Here again, I realized that the problem is not how to motivate people to learn but how to create more opportunities for training and new forms of sharing.
Deres bidrag til samfundet havde svært ved at træde klart frem, fordi det ofte er falske kriterier
Young people often see their experience of the current crisis as a starting point for building a new world.
De er ofte med rette blevet klar over, at den undervisning og det arbejde, der tilbydes dem, ikke har megen betydning målt med fremtidens målestok.
Often rightly, they feel that the education and work they are offered are of no great relevance to the future.
Undervisningsinstitutionen og de uddannelsesstrukturer, der er knyttet til produktionen, har svært ved at leve op til alt det nye inden for økonomi og teknologi samt i samfundet.
It is hard for the educational system and job-linked training agencies to question their own role in the face of economic, technological and social change.
Derfor afviser de — hvad de voksne ofte ikke forstår — nogle former for undervisning og arbejde, men herfra stammer også de unges glødende interesse for en meningsfuld undervisning og et meningsfuldt arbejde.
This is the reason for young people's rejection - often misunderstood by adults - of certain forms of education and work, but it is also the reason why the young are so passionately in favour of education and work that is meaningful.
Man kan vurdere denne interesse og denne glød ud fra den tid, der investeres i aktiviteter, som der ikke med det samme kan tjenes penge på.
Their interest and enthusiasm can be gauged by the time invested in activities on which no immediate return can be perceived. Joblessness among substanti
Mangelen på arbejde til store dele af ungdommen skaber en ny kultur med nye værdier, hvad angår arbejdstid og ikke-arbejdstid.
On occasional week-ends, these young workers al sections of the younger generation creates undertake to study, listen, carry out research and a new culture and new values with regard to pool their cultural experience. working and non-working time.
Disse unge arbejdstagere sætter sig i nogle weekender ind i, lytter til, udforsker og oplever sammen kulturelle eksperimenter.
I have known young people who have committed suicide, through drugs or in other ways.
blokerer os som kreative mennesker, produ­center og forbrugere både individuelt og kollektivt.
New cultural adventures will be the response to several aspects of the crisis that hamper us as creators, producers and consumers at individual and communi­ty level.
Det ville være interessant at gøre sig den ulejlighed at afdække tendenserne inden for undervisning og arbejde, som de udtrykkes af institutionen og som de udtrykkes af de unge.
It would be interesting to conduct the exercise of trying to list trends in the field of education and work as expressed by the establishment and by young people.
D Tendenser i institutionerne
D Establishment trends
■ med rette og med urette er de forskellige former for undervisningspolitik i færd med at fremhæve den kvalitative dimension i undervisningen og undertiden reducere den kvantitative dimension, idet den manglende effektivitet i flere undervisningsstrukturer med rette fremhæves, og idet der med urette føres politik i overensstemmelse med Mal­thus' teorier, hvilket ofte betales af de dårligst stillede;
■ rightly or wrongly, educational policies today stress the quality of education and on occasions minimize its quantitative dimen­sion by (very properly) pointing out the ineffectiveness of many places of education and by (improperly) engaging in Malthusian policies, often at the expense of the most deprived;
■ der er en tendens til at skabe forbindel­Kravet om overholdelse af menneskerettighederne og af kvindens rettigheder er ledesnoren for mange ser mellem undervisnings­ og produktions­af de unges aktioner i vest, øst og syd. strukturerne i den grundlæggende uddan­nelse på overgangen mellem undervisning
A demand that the rights of men and women be respected is the key­note of action taken by young people in the west, east and south.
Udvikling og kultur og arbejde og til en vis grad i mandens og kvindens erhvervsaktive perioder; og livsform, og de vender sig imod de forskellige former for spild og ødelæggelse af ressourcer; de søger, de famler sig frem, de bestræber sig på at finde nye måder at organisere samfundet og produktionen på lokalt, nationalt og internationalt.
■ relationships between places of educa­tion and places of work tend to develop at the time of school education, the transition between education and work and, to a certain extent, during the working lives of men and women;
De ville gerne have en undervisning, der kan hjælpe dem i denne søgen og med disse projekter, men her er der vist ikke sket nogen egentlig forandring i uddannelsen af de unge.
■ the concept of lifelong education is starting to take shape with the greater continuity of education and better rela­tionships between school and adult educa­tion, between formal and informal educa­tion.
■ tanken om vedvarende uddannelse er ved at tage form gennem en kontinuitet i undervisningsaktiviteten med bedre forbin­delser mellem den grundlæggende uddan­nelse og den vedvarende uddannelse, mel­lem den formelle og ikke­formelle undervis­ning.
their part, they may well embark upon alternative lifestyles and modes of produc­tion and protest against all the ways in which resources are wasted and destroyed.
Undervisningssystemet synes at tage til takke med disse ændringer, som gør det muligt for undervisningen yderligere at
In their concern they experiment and reach out tentatively for new ways of organizing society and production at local, national and international level.They would like the kind of education that would help them in their search and plans, but it is perhaps in this very respect that no real change has taken place in systems for the training and education of the young.
I udviklingens tredje tiår (1980­1990) stil­ler de unge spørgsmål vedrørende underud­vikling, blokeringer, manglende interesse for en opskrivning af de menneskelige res­sourcer og vedrørende spild af naturens ressourcer.
In this third decade of development (1980— 1990), young people are concerned with questions of under­development, con­straints, the lack of interest in making the most of human recources, the despoilment of natural resources.
Fra 60'ernes voluntarisme til 80'ernes determinisme: de unge er i almin­delighed modstandere af disse to retninger.
The young have gene­rally opposed both approaches, the volun­tarism of the 1960s and the determinism of the 1980s.
Kravet om overholdelse af menneskerettig­hederne og af kvindens rettigheder i ordets videste forstand er ledesnoren for mange af de unges aktioner i vest, øst og syd.
A demand for respect for the rights of men and women in the broadest sense is the keynote of action taken by many young people in the west, east and south.
I hvilken grad kan undervisnings­ og produktions­strukturerne realisere disse rettigheder?
How much concern is there in places of education and production to establish those rights?
Måske er en af forudsætningerne også indførelsen af nye former for undervisning, kreativitet og produktion.
Here again, one of the conditions may also be the provision of fresh scope for education, creativity and work.
Kulturstatistikkerne er ret opmuntrende, for så vidt angår de unges deltagelse i kulturelle aktiviteter og i frembringelse af kultur.
Statistics in the cultural domain are fairly encouraging with regard to young people's involvement in cultural activities and cultu­ral production.
Det at skabe kultur er måske et af svarene på den øjeblikkelige krise. I virke­ligheden er der snarere krise i vore hoveder end i erhvervslivet. Denne krise og denne mangel på tillid har naturligvis alvorlige følger for de materielle levevilkår.
Cultural creativity is per­haps one of the responses to today's crisis, which may exist more in our own minds than in economic reality.
De voks­ne er ikke i stand til at ændre de ekstraor­dinære midler, vi får takket være ændrin­gerne og den videnskabelige og tekniske udvikling til nye levevilkår for alle.
Despi­te all the extraordinary resources made available to us by scientific and technical change and development, the adult world is incapable of bringing about better living conditions.
Der sker store ændringer i produktionen, som forvirrer dem, der er beskæftiget her, og de unge, som venter.
They protest against the many ways in which resources are wasted and destroyed.
Man sørger ofte for udligning, men man forsøger sjældent at opbygge nye produktionssystemer med hen­blik på, at alle skal kunne nyde godt af fremskridt og den igangværende udvikling inden for videnskab og teknologi.
Major changes are taking place in produc­tion, disrupting the lives of both established workers and young people waiting for work.
De unge opfordrer samfundene til at vise mere mod og prøve nye former for forvaltning. Selv kaster de sig ofte ud i alternativ produktion
Retraining is often provided, but there are few attempts to build up new production systems in which the benefits of current progress and advances in science and technology are enjoyed by all.
. . . de vender sig imod de forskellige former f or spild og ødelæggelse af ressourcer.
Young people would like society to be bold and introduce new forms of management. For
Frembringelse af kultur kan hjælpe til at forberede sig selv og andre på nye forbin­delser, en ny fordeling af tid og midler samt nye ideer om vore egentlige motiver.
Cultural creativity may help us to prepare ourselves and others for new relationships,
Men resultatet synes for øjeblikket at være magert navnlig for de unge, der har lidt nederlag i skolen, i erhvervslivet og derfor også i samfundet.
The educational system seems to be satisfied with these changes, which are closing the gap between education and social and wor­king life.
Det egentlige problem er den manglende betydning, undervisningsin­stitutionen i sin nuværende form har for produktionen.
But for the time being the record of achievement seems to be fairly unremar­kable, especially in the case of young people exposed to failure at school, in their work and, as a result, in society.
Og modsat den store betyd­ning undervisning har for nutidens og frem­tidens erhvervsliv.
The basic problem is that the educational establish­ment as it exists today bears little relation to the working world, despite the great import­ance of education to working life now and in the future.
D Tendenser blandt de unge til at komme ind på arbejdsmarkedet, og de er meget hårde over for undervisnings­forsøg, som fremfor alt skal give undervi­serne løn og kun rent formelt og foreløbigt skal beskæftige de unge en tid.
Above all the young look to education for a response to their search for identity in the working world.
De unge kæmper for en opskrivning af de menne­skelige ressourcer og er interesserede i en undervisning, som giver mulighed herfor.
They are very critical of training experiments whose main functions are to provide an income for trainers and to keep young people occupied for a time, if only superficially and temporarily.
De værdsætter muligheden for at komme ind i produktionen højt, de har brug for at forske, producere, skabe, opfinde og mani­festere sig, de bryder sig ikke om at blive skubbet til side af undervisnings­ og pro­duktionssystemer, der er ude af stand til at lade dem deltage.
The young are struggling to optimize the use of human resources and would be interested in an education that works towards this end.
■ Individuel og kollektiv selvuddannelse interesserer de unge stærkt, fordi de er klare over, at den uddannelse, de har brug for, ofte ikke tilbydes af institutionerne.
They are very appreciative of opportunities to enter the working world.
De aktiviteter, der foregår i ikke­arbejdstiden, er ofte forsøg med selvuddannelse fagligt og kulturelt;
They need to research, produce, create, invent and express themselves and they suffer from the way they are so often rejected by the worlds of work and education, which are unable to give them the opportunity to participate.
Nye emner for forskning og nye muligheder for en indsats os.
and quantity of young people's education is denied us by censure, taboo and routine.
F.eks. kunne de mekanismer, der skaber og uddanner den herskende klasse, afdæk­ke de mekanismer, der udvælger, forkaster eller påfører de unge fra de øvrige sociale grupper nederlag.
The methods whereby the leaders of the future are created and trained might shed light on the mechanisms whereby young people from other social groups are selected or rejected and why they fail.
Uddannelsen af de unge i fængslerne og i åbne eller lukkede institu­tioner overses, fordi man ofte i de forskel­lige lande er bange for at oplyse om på den ene side stigningen i ungdomskriminalite­ten« (den er stadigt stigende i alle lande) og på den anden side de ikke altid lige heldige resultater af denne undervisning.
Little is known either about the training of young people in prisons and approved schools, perhaps out of a fear of letting other countries know about the increase in juvenile crime (although the steady rise in such crime is a feature of every country) and the paucity of educational content in much of the training given there.
Den manglende interesse for de unge med gen­nemsnitskvalifikationer, som begiver sig ud i eller arbejder i de forskellige produktions­sektorer, afspejler den forsinkede forståelse for undervisningen i hele produktionen.
The lack of interest in young people moving towards or working in medium­skill sectors of produc­tion reflects a slowness to appreciate the importance of education to working life as a whole, and it may lead to new forms of un­employment in the relatively near future.
■ en øget interesse for en undervisning af mere internationalt tilsnit tager form i undervisningsinstitutionerne (krav om ud­videlse af programmerne) og gennem en ikke­formel undervisning i form af uden­landsrejser og interesse for andre kultu­rer.
■ the young are keenly interested in indi­vidual and collective self­training because they realize that the training they need is seldom offered by institutions. Activities conducted in non­working time often serve as experience in vocational and cultural self­education;
Kritikere vil hævde, at de unges verden også består af personer uden håb, afhængige af massekommunikationsmidlerne og uden in­itiativ.
The critics may say that the world of youth has its own quota of people without hope, media addicts and people without initiative.
Også det bør man gøre sig klart.
We must be aware of these realities.
Dog vil de voksnes glødende interesse for at deltage i de unges håb og fiaskoer ikke forvanske virkeligheden, den vil måske bi­drage til at ændre den.
Never­theless, a passionate desire among adults to share in young people's hopes and disappo­intments will clarify the realities and may well help to change them.
Følgende tre kategorier er ikke undersøgt nærmere: uddannelse af de unge, som hører til den herskende klasse (og uddannelse af fremtidens ledere), uddannelse af de unge i fængslerne og uddannelse af unge, der hverken er over­ eller underkvalificerede.
There are three categories of young people whose education and training have been the subject of very little research: those in the provileged classes (and the leaders of the future), those in prison, and those with middle­of­the­road skills and qualifica­tions.
Ændringerne i uddannelsessystemerne
The changing situation within the education systems
»Rapporterne« i dette nummer af tidsskriftet giver et hurtigt overblik over undervisningssystemerne. ningssystemerne.
The 'dossier' of this issue of Vocational Training provides a brief survey of the various education systems.
Det er vores antagelse, at afstanden mellem uddannehessystemet og erhvervsuddannelsessystemet bliver mindre og mindre.
We have come to the conclusion that the gulf between the education systems and the systems of vocational training is gradually closing.
1 øvrigt siger det sig selv, at choket fra tresserne, de år, der har givet stødet til den krise, vi stadig gennemlever, har givet anledning til, at målsætningerne og strategierne for uddannelsessystemerne og må derne at »undervise« på et blevet genstand for fornyet behandling.
Furthermore, it is difficult to believe that the shock of the early 1970s, in which we experienced the birth of the crisis which is still with us, has not led to a change of attitudes regarding the objectives, strategies and 'teaching methods' of the various education systems.
Skolen kan, hvis den opfattes som et af de privilegerede elementer i forbindelse med videreudviklingen og bevarelsen af samfundsordenen, ikke fortsat være indifferent over for ændringerne i samfundet.
Taken to be a phase essentially devoted to the reproduction and conservation of the foundation of society, the school system cannot remain indifferent towards the changes occurring in this society.