natgillin/translations-raw huggingface dataset:
Moduler som udformningsprincip: Moduler kan også anvendes som didak­tisk­metodisk udformningsprincip samt til inddeling af komplekse uddannelses­koncepter.
Modules as structural components: modules can be used as didactic/methodological design components or as instruments to break down complex education and training concepts.
Således udviklede uddannelses­eksperter hos Mannesmann AG i 1995 et modulopbygget, didaktisk kvalificerings­
For instance, in ponents in the provision of training for 1995, training specialists in Mannesmann specific target groups.
EUROPfEISH TIDSSHRIFT bestemte målgrupper giver anledning til diskussion.
EUROPEAN JOURNAL
Anderledes forholder det sig med vurderingen af moduler inden for erhvervsuddannelserne.
* vocational education and training be cause this means that the occupation as a whole gets dissipated and all that remains is an indiscriminate bundle of individual qualifications.
og regeringens motiver til at forkaste en sådan er ganske givetforskellige.
The impact of the modular system in the United Kingdom on educational policy considerations
De ledende erhvervssammenslutninger har sammenfattet deres holdning til "moduler i erhvervsuddannelsen" på følgende måde: "Et væsentligt grundlag for uddannelsessystemet er erhvervskonceptet, som ikke hensigtsmæssigt kan erstattes af et modulkoncept.
The leading organizations of industry have presented their views on "Modules in vocational education and training " in the following statement: "One of the essential foundations of the training system is the concept of the profession which cannot rationally be replaced by a modular con model with its different levels in the United cept.
Videre udvikling
Kingdom.
En impuls til den uddannelsespolitiske diskussion om anvendelsen af moduler indenfor erhvervsuddannelserne er kom met fra Den Europæiske Unions erhvervsuddannelsesprogrammer såvel som andre landes uddannelsessystemer, her især NVQ-modellen i Storbritannien.
In the United Kingdom a modular qualification system consisting of National Vocational Qualifications (NVQs) was developed in the last few years.
I Storbritannien er der i de seneste år blevet ud viklet et modulopbygget kvalificeringssystem på grundlag af National Vocational Qualifications (NVQ).
In this modular system a number of learning units form one level which corresponds to the qualifications required for a closely defined area of activity, e.g. the installa that training is something more than the mere juxtaposition of individual qualifications.
Inden for dette modulsystem udgør et antal uddan nelsesenhederet niveau, som svarer til den kvalifikation, der kræves til et snævert defineret anvendelsesområde, f.eks. til installationen af lagerprogrammerbare styringer.
On the basis of nation-wide, universally applicable and uniform training regulations drawn up with the participation of the companies, the young person acquires a comprehensive professional qualification which ensures professional tion ofprogrammable controls.
Erhvervslivet afviser ganske vist modul opbyggede erhvervsuddannelser.
Further development point out that a distinction must be made between theory and practice in this system.
Men samtidig går det indfor, at fordelene ved modulkoncepterne i øget omfang udnyt des, at uddannelsesdeltageren kan vælge tes.
Very often, ¡he NVQ model is viewed as a system where the trainee can choose between different modules.
Fordelene ved moduler er nemlig en mellem forskellige moduler.
In reality how ever, the trainee has no choice between different blocks.
I praksis kan større fleksibilitet med hensyn til at rea uddannelsesdeltageren dog ikke vælge gere på ændrede erhvervsmæssige krav og mellem forskellige komponenter.
On the contrary, the NVQ system has apre-determined legal definition and the contents of the courses are firmly prescribed.
Moduler - ingen erstatning for erhvervskonceptet
In the Federal Republic of Germany a modular structure of vocational educa
bedre at kunne tage hensyn, til de individuelle forudsætninger såvel som til virksomhedernes behov og muligheder, end det er tilfældet med de komplekse uddannelsesfag.
The advantage of a modular system is that it can react more flexibly to changing professional requirements and individual needs and can give more consideration to the needs and the resources of the companies than is now being done in the case of complex skilled occupations.
De ledende erhvervssammenslutninger i Kuratorium der Deutschen Wirtschaft für Berufsbildung (det tyske erhvervslivs koordingeringsinstans for er hvervsuddannelse) går derfor indfor, at der som led i erhvervsuddannelserne i højere grad udvikles moduler som supple
That is why the confederations in the German Industry and Trade Advisory Board tion and training was interpreted as the for Vocational Education are suggesting
Det skal fremhæ for at være egnede til indlæringshæmves, at erhvervsuddannelseseksperter fra mede og handicappede unge med henblik a rbejdsg ¿versa m mensili tn ingente, fagfor på at forbedre mulighederne for deres er hvervsmæssige integration.
In this context, modular concepts are also considered to be a use ful method for handicapped youth with learning disabilities so that they can im prove their chances of professional integration. gration.
eningerne og forbundsregeringen er en ige i at afvise en modulopbygget kvalificering, der ikke udgør en fuldstændig er hvervsuddannelse. Sammenslutningernes
It should be noted that vocational education experts from the employers' associations, the trade unions and the Federal Government all agree that modular quali fication below the level of complete and compact vocational education is to be rejected.
Modulopbygget uddannelse
Modular Initial and Continuing Education and Training
Studielektor på Westfalen­Kolleg i Dortmund og på Rabel­ Varnhagen­Kolleg i Hagen ­ ud­dannelsesinstitutioner til op­nåelse af berettigelse til stu­dium på højere læreanstalt for erhvervsaktive voksne/ voksne med erhvervserfaring
Director of Studies in the Westfalen-Kolleg in Dortmund and in the Rabel-Varnhagan-Kolleg in Hagen - Institutes for the ac quisition of university en trance qualification for adults in employment or with job experience
Sammenlignende betragtning over uddannelsessystemet i Det Forenede Kongerige og Tyskland mæssigt (summen af alle et fags trin eller segmenter udgør så enkeltfagsafslut­ningen, summen af enkeltfagsafslutninger helhedsafslutningen); m ■'■' ­
A Comparative Survey of the Education System in the United Kingdom and Germany tificate for the individual subject, the ag gregate of all individual certificates leads to the integral certificate);
I en tid, hvor samfundene i Europa afhierarkiserer deres strukturer med hen­blik på fremtidens bevidste borger, og dermed også forbereder sig på at organi­sere produktion og tjenesteydelser på en anden måde ­ stikord som just­in­time, TQM, netværksstrategi, deregulering og nye tiltag i forbindelse med kvalitetskon­trol, kaosmanagement, "ny uoverskuelig­hed", risikosamfund, globalinddelings­koncepter osv. viser dette ­ synes det nye individs interesse at være vakt for mere fleksible undervisnings­ og indlærings­former.
At a time when societies in Europe - think ing in terms of the responsible citizen of the future - are de-hierarchizing their structures and also developing new or ganizational structures for production and services - terms and concepts such as Just in Time, TQM, networking strategy, de regulation and new quality control approaches, chaos management, risk society, global division-of-labour approaches, etc. are evidence of this -, the interest of the new individual in soft forms of teach ing and learning seems to have been aroused.
Men senest her er den gængse didaktik utilstrækkelig.
At this point, at the latest, the conventional didactic or teaching method fails.
Den skal så gå over til individuelle undervisnings­ og indlæringsformer, f.eks. den didaktik, der anvendes i forbindelse med programme­ret undervisning.
It has to shift to individual teaching and learning forms such as the didactics of programmed learning.
Den hidtidige undervisnings­ og ind­læringsform er helhedsuddannelsen.
The teaching and learning form practised to date is that of integral education.
Den gør det muligt for undervisningsdeltage­ren via en lang række fag at foretage en individuel og subjektiv sammenknytning af de forskellige didaktisk udbudte fag­indhold samt supplerende synergieffekter også f.eks. gennem en forskelligartet spe­cialisering.
It enables the student - via a number of subjects - to bring about an individual and subjective linking of different subject con tents offered in various teaching forms and to obtain additional synergy effects by focusing on different fields.
For så vidt udviser systemet med helhedsuddannelse en stor komplek­sitet.
Under these conditions the integral system of education has a high level of complexity.
I et uddannelsessystem, som bygger på berettigelser, udvikles systemet med helhedsuddannelse.
An education system which is based on entitlement de velops the integral system of education.
I et ud­dannelsessystem, som fore­trækker selvudfoldelses­initiativer, udvikles det modulopbyggede system.
An education system which gives priority to self-development initiatives develops the modular system.
For så vidt er moduluddan­nelse og helhedsuddannelse resultatet af principielle samfundsmæssige værdi­forestillinger.
In other words, modular education and training and integral education and training are the outcome of fundamental value conceptions in society.
Begge fore­stillinger kan dog i det mindste på den postsekun­dære uddannelses område (videregående uddannelse, højere erhvervsuddannelse, almen og erhvervsfaglig ef­ter­ og videreuddannelse) og med hensyn til anerken­delse af ikke­erhvervsar­bejde gensidigt berige hi­nanden, hvis alle unge og unge voksne forinden får mulighed for at udøve en erhvervsaktivitet (sam­fundsmæssig forpligtelse til at nedbringe ungdoms­arbejdsløsheden i alle lande i Den Europæiske Union).
Both conceptions can, however, become mutually enriching, at least in the field of post-secondary education (university studies, higher vocational education, general and vocational further education) and in the recognition of non-remunerated work, if all young persons and young adults are given the possibility of access to professional activities (social obligation to reduce youth unemployment in all Member States of the European Union). ion).
□ der (skal) henholdsvis udbydes og af­sluttes få fag;
O a few subjects are offered or have to be completed;
□ fagene kan afsluttes enkeltvis (sum­men af enkeltfagsafslutninger udgør så helhedsafslutningen);
Q the subjects can be examined individually (in this case the integral certificate consists of the total of individual certificates); cates);
Q hvert fag i den forbindelse også er segmenteret eller trindelt hver for sig tids­
J each subject is further subdivided into time segments or levels (the aggregate of all levels and segments leads to the cer
­ også fag­ eller emnerelateret.
I define the mod ule as the smallest (self-) educational or (self-) learning component which can be offered to each student in a different form and size, i.e. also subject-oriented or topic-oriented.
For så vidt kan denne moduldefinition godt opfylde kriterierne for mere fleksible undervis­nings­ og indlæringsformer.
This definition of a mod ule can easily fulfil the criteria of softer teaching and learning forms.
Desuden gi­ver den den enkelte nye udviklingsmu­ligheder (og risici), for: Dynamikken i forbindelse med udarbejdelsen og gen­nemførelsen af individuelle uddannelses­strategier og ­mål samt certifikater via modulsekvenser kan på den ene side have en vis analogi til computerspil. Dvs.: Suc­ces og fiasko, morskab og frustration indtil opnåelse af mindre delmål (moduler) ­
Furthermore, it opens up new design alternatives (and risks) for the individual because: on the one hand, the dynamics of designing and implementing individual educational strategies and objectives and acquiring cer tificates on modular sequences may have a certain similarity to computer games; in other words, success and failure, fun and frustration in the recognition of the achievement of smaller sub-objectives
EURQPŒISH TIDSSHRIFT inden for rammerne af en fastsat, eventuelt valgfri, modulopbygget, praktisk uddannelsessekvens også uden skriftlig dimension - kan ligge tæt op ad hinanden, og der kan hurtigt efter en fiasko opleves en succes, hvis man blot anstrenger sig tilstrækkeligt.
(modules) - within the framework of a pre-set, sometimes freely selectable, modular, practical training sequence, even without written documents - may lie very close to one another, and a success can take place immediately after a failure, if one works hard enough at it.
Det betaler sig således at præstere noget!
Thus, per formance is worth the effort.
"(...) uddannelsessystemet i Det Forenede Kongerige (følger) i højere grad (...) en individualiseringsstrategi (...), mens det tyske system i højere grad under streger de erhvervede kvalifikationers garanti for retlig kontrol "
"(...) the educational system of the United Kingdom has a stronger leaning towards individualization strate gies (...) while the German system puts the accent on the litigable nature of ac quired qualifications."
I begge lande går børnene og de unge i skole indtil det fyldte 16. år, hvor den al mindelige skolepligt ender i England, idet de unge skal forlade skolen ved det fyldte 16. år (med eller uden afgangsbevis), mens skolepligten i Tyskland som regel -som erhvervsskolepligt - varer ved indtil det fyldte 18. år med alle juridiske konsekvenser og pligter (for: man skal opnå et afgangsbevis).
On the other hand, if there is less motivation and targeted planning, it can lead to deeds such as those of "Lucky Jack" (in Grimm's fairytale).
Først derefter - dvs. fra det fyldte 19. år - begynder fasen med efterog videreuddannelse i Tyskland, mens den i England begynder fra det fyldte 16. år med udskrivningen fra skolen.
In other words, the individual gives away an asset with exchange value in return for an asset with a use value which appears to be more compelling at that moment.
På den anden side forleder det imidlertid også i tilfælde af en svagt udviklet motivation og målsætning til handling som i Grimms eventyr Hans im Glück.
In both countries children and adolescents attend school till the age of 16 whereby in England compulsory schooling comes to an end when the young person leaves school at the age of 16 (with or without a final school certificate).
Dvs. at den enkelte giver sin bytteværdi bort for at opnå en momentant vigtigere brugsværdi. værdi.
Only after this, i.e. after the age of 19, does the phase of further education begin in Germany, whereas in England it starts at 16 at the time of leaving school.
Og her begynder spørgsmålet om sam fundets forpligtelse over for ungdommen lige fra overvindelsen af dialektiske tænkemåder til en højere grad af individuel sikkerhed.
This is where the question arises of the social commitment to youth to overcome dialectical notions and to shift to more individual security.
Den enkelte har lov til at - nej, skal også - stille krav. Dette må ikke være omkostningsfrit for samfundet.
The individual may -or rather, must - claim what he is entitled to.
"I det tyske system er så godt som alt reguleret (...) eller afledt af forfatningsprincipper og kan følgelig prøves ved domstolene. "
"In the German system virtually everything is legally regulated (...) or derived from the principles in the constitution and thus liable to be judicially controlled."
Begge tænkemåder findes i de europæiske samfund, idet uddannelsessystemet i Det Forenede Kongerige (i det følgende betegnet det engelske system) i højere grad følger en individualiseringsstrategi (det kan betale sig at præstere noget - jeg må blot ville det), mens det tyske system i højere grad understreger de erhvervede kvalifikationers garanti for retlig kontrol.
Both approaches are to be found in Eu ropean societies, whereby the educational system of the United Kingdom (called the English system in the following) has a stronger leaning towards individualization strategies (a good performance pays - all I need is the will), while the German system puts the accent on the litigable nature of acquired qualifications.
Dvs. at den enkelte har krav i en retligt forankret sammenhæng - og det er sam fundets opgave at udvikle den enkelte differentieret til disse krav.
This means the individual has certain claims in a le galized network of relationships, and so ciety has the task of developing differentiated ways of enabling each individual to secure these claims.
Hvor og hvordan kan en overtagelse af modultanken give impulser til det tyske uddannelsessystem?
Where and how does the adoption of modular approaches give an impetus to new ideas for the German system of education?
I den forbindelse vil jeg gerne sammenligne typiske aspekter ved det engelske og det tyske uddannelsessystem. Jeg har indsamlet erfaringer på området som led i et EU-udvekslingspro-gram samt på baggrund af omfattende litteraturkilder og kontakter.
To answer this question I would like to compare some typical aspects of the English and the German systems of education.
Derudover adskiller skoleforløbet sig også væsentligt indtil afslutningen af den nævnte grunduddannelse.
In addition to this, there are also con siderable differences in school careers up to the end of basic schooling.
I det engelske system foretager man tidligt en nationalt tilrettelagt kontrol - efter tysk forståelse er dette centrale prøver - af alle elevers opnåede præstationsniveau i udelte klasser i stil med enhedsskolen ved det fyldte 7., 11. og 14. år, og de bliver - tilsyneladende uafhængigt af prøveresultatet - i den udelte klasse ved hjælp af undervisningsdifferentiering styret til afgangsprøven (GCSE) ved det fyldte l6. år.
In the English system there is early monitoring in the form of national assessments -according to the German understanding these are central examinations -, where each pupil is assessed at the age of seven, eleven and fourteen, and - apparently in dependent of the results of the tests -, guided to the final school examination (GCSE) through differentiated treatment in a mixed class.
Der findes intet oprykningssystem eller nogen omgængerbestemmelser.
There are no regulations governing promotion or rules for repeating a class.
Derimod bliver eleven i det tyske system med differentierede skoleformer (hovedskole, realskole, gymnasium, enhedsskole) sammen med sine klassekammerater ført til afgangsprøven, der er ens for hele klassen.
In contrast, in the German system with the differentiated types of schools (lower secondary school, in termediate secondary school, upper secondary school, comprehensive school) the pupil - together with his class-mates - is led to a final examination which is the same for all children in the class.
I det tyske system er så godt som alt reguleret og fastsat eller afledt af forfatningsprincipper og kan følgelig prøves ved domstolene.
In the German system virtually everything is legally regulated or derived from the principles in the constitution and thus liable to be judicially controlled.
Dette gælder så vel for indtræden i og overgang til de forskellige former for skoler på sekundær trinnet på grunduddannelsesområdet som for præstationsvurderingen, for elevernes og forældrenes medindflydelse, for beslutninger om, at elever skal gå en klasse om, afgangsprøver osv. Dette princip om ret lig forankring har de efterfølgende institutioner ligeledes (i praksis) underkastet sig.
This applies to access and transition to the different types of secondary schools in the field of basic schooling, to the as sessment of performance, to the participation of children and parents, to the rules for repetition of a class, to the final school certificate, etc. Post-school institutions have also (practically) sub ordinated themselves to this principle of setting up a legal framework for the en tire system.
Dette er et resultat af den enkeltes ret til at stille krav.
This is the outcome of the "entitlement" line of thought.
I sammenligning her med findes denne tænkemåde principielt ikke i England (f.eks. ingen pligt til at gå en klasse om).
In contrast, this way of thinking basically does not
Indtræden i uddannelsessystemet ef ter afslutning af uddannelsen på primærtrin (fra det fyldte 10./11. år) ind til afslutning af grunduddannelsen (Erste Berufsreife, 16. år) i England: Afgangsprøve GCSE (General Certificate of Secondary Education) og
Entrance to the education system af ter the completion of elementary education (after age ten/eleven years) up to completion of basic schooling (first en trance certificate to vocational education, age 16 years) in England: final school
ERHVERVSUDDANNELSE NR. 7
VOCATIONAL TRAINING NR. 1
EURDPFEISR TiDSSHRlFT
EUROPEAN JOURNAL
Derfor findes der også en anden læreretos og en anden læreruddannelse i Tyskland.
• * + exist in the United Kingdom (for instance, no obligation to repeat a class).
Tyskland (...) fo­reskriver en klar adskil­lelse af skolen fra erhvervs­liv og industri, (...) er det i England ikke usædvanligt som led i undervisningen at forberede skoletrætte unge (...) på virksomhedsspeci­fikke arbejdskrav (...)"
Ger­many (...) envisages a clear segregation of the school from industry and com­merce, (...) in England it is not unusual to prepare youngpersons (...) who are tired of school for certain company­specific job re­quirements after consulting the local firms. " quences for the teaching function and teacher training (class room manager, pi­lot for the pupil, administrator of the learning process), whereas in the German system all teachers in all schools lead the pupils collectively to a integral certificate, the quality of which has legal conse­quences for entry into general and voca­tional secondary education ­ which again is constructed as integral education. That is why there are different teacher ethics and a different teacher training practice in Germany.
Almen og erhvervsfaglig uddannelse på sekundærtrinnet og overgangen fra skole til erhverv efter afsluttet grund­uddannelse
Furthermore, in Germany the Humboldt conception of the general­education func­tion of schools in the basic schooling phase up to the first entrance qualifica­tion for vocational education (age 16 years) envisages a clear segregation of the school from industry and commerce; this is only discontinued partially at the end of school through short periods of practi­cal training in an enterprise in order to get some orientation for choice of an oc­cupation.
Efter skolepligtens ophør med det 16. år begynder efter­ og videreud­dannelsen.
After completing compulsory schooling at the age of 16, further educa­tion begins.
Her skilles de unges veje alt efter kvaliteten og kvantiteten af afgangs­beviset (GCSE) i (jf. figur 1: NCVQ's na­tional qualification framework):
Here, depending on the qual­ity and quantity of the final school cer­tificate (GCSE) the paths followed by the pupils are divided into (see Figure 1 ­ Na­tional qualification framework of the NCVQ):
"Mens eleverne i Tyskland (...) indtil afslutningen af sekundærtrinnet snarere får en bred undervisning (...), bliver eleverne i de en­gelske skoler snarere styret i dybden (...) indtil erhver­velsen af den nationale, cen­trale afgangsprøve (...)"
"In Germany (...) up to the end of secondary educa­tion, pupils are given broad instruction (...) but English schools teach nine (...) sub­jects in more depth up to the national (central) final school certificate (GCSE)"
J en toårig akademisk uddannelse på skole: Der formidles et mere dybtgående indblik i 2­3 fag (ca. 18­24 timer pr. uge), idet fagene efter tysk forståelse også kan udgøre fagsegmenter, som efter to år ­ til dels også halvårsvis modulopbygget ­ kan afsluttes som Α­levels.
J Two­year academic education in the school: here, more in­depth instruction is given in two to three subjects (about 18 to 24 hours a week) whereby according to the German interpretation, the subjects are also subject segments which ­ in some cases also modular per term ­ can lead to the Α­Level certificate.