natgillin/translations-raw huggingface dataset:
For at give den nationale erhvervsfaglige grunduddannelsespolitik en europæisk dimension valgtes et europæisk netværk af erh ver vsuddannelsespar tnerskaber, der skal støtte udviklingen af nye uddan­nelsesformer og europæisk kooperation. Netværket danner rammen om sammen­kædningen af nyskabende projekter, der er indledt på nationalt, regionalt eller lo­kalt plan som svar på skiftende behov, og som viser mulige måder at gribe tingene an på som allerede har givet gode resulta­ter, hvorfor de med en vis sandsynlighed vil kunne bidrage til udviklingen af er­hvervsuddannelsessystemerne i andre medlemsstater.
■ at national, regional and local level, partnership to mobilize the collective resources of the public, private and voluntary sectors so as to develop a cooperative or integrated approach to vocational education, training and counselling for young people and to pro­mote a climate for effective partnership between the agencies, including research institutes, concerned;
Da kun få projekter af denne art er be­kendt med uddannelsessystemerne og ­institutionerne i de andre medlemssta­ter, er der skabt en totrins­procedure til etablering af partnerskaber på europæisk plan.
■ at European level, partnership de­signed to develop various forms of trans­
D: Samarbejde inden for erhvervsuddan­nelsesforskningen.
D: cooperation in research on voca­tional training.
I første omgang har Kommissionen an­modet de nationale myndigheder om at udpege passende grunduddannelsespro­jekter, dvs. projekter med relation til de nationale uddannelsespolitiske priorite­ter, som fremgår af Rådets afgørelse af 1. december 1987. I 1988 udpegedes 154 projekter, mens antallet i 1990 er 90 pro­jekter.
First, national authorities were invited by the Commission to nominate suitable initial training projects; i.e. projects which were relevant to the priorities for national training policies set out in the Decision of 1 December 1987.
Dernæst har projekterne fået tilstillet en fortegnelse med oplysninger om alle ud­pegede projekter.
Secondly, projects received a directory with information about the projects so nominated.
Man blev indbudt til at deltage i »kontaktmøder« for eventuelt at finde frem til de rette partnere, og mod­tog endvidere et støttebeløb (indtil 10 000 ECU) for at kunne udvide kontakterne og besøge hinanden.
They were then invited to take part in contact workshops as an op­portunity to identify potential partners, and received some resources (a grant of up to ECU 10 000) to contact and visit them.
Ved udgangen af 1989 var der således på basis af de 154 projekter fra 1988 etableret 134 part­nerskaber.
By the end of 1989 these contacts had resulted in 134 partnerships being formed (involving the 154 1988­projects).
■ uddannelse i tilknytning til den lokale økonomiske udvikling, uddannelse med henblik på selvstændig virksomhed og »mini­firmaer«
■ training linked to local economic development, the use of education for enterprise and 'mini­companies'; national cooperation between training institutions (area A), young people (area B) and research institutes (area D).
En gruppe af nationale koordinatorer, dvs. repræsentanter fra undervisnings­og arbejdsministerierne, er udpeget af de nationale myndigheder for at bistå Kom­missionen med gennemførelsen af PE­TRA­programmet.
A group of national policy coordinators (NPCs), i.e. senior officials from educa­tion and employment ministries, were ap­pointed by national authorities to assist the Commission in the implementation of Petra.
■ på europæisk plan, hvor partnerska­bet skal fremme udviklingen af forskelli­ge former for transnationalt samarbejde mellem erhvervsskoler (område A), unge (område B) og forskningsinstitutter (om­råde D).
The following sections provide a brief overview of the activities on networking areas, training partnerships, and pro­moting youth initiative projects, which sets the context for the account (in Part C below) of research cooperation.
■ udvikling af vekseluddannelse og nye kurser med et væsentligt element af ar­bejdserfaring
■ training to meet the needs of disadvan­taged young people, and disadvantaged areas; and
■ etablering af nye former for er­hvervsskoler og kurser, hvor uddannel­sen formidles på en ny måde og der skabes nye fagprofiler
The Commission has provided for a pro­gramme assistant in each Member State for technical support (in some cases, several assistants, usually part­time).
De følgende afsnit indeholder en kort re­degørelse for aktiviteterne med hensyn til netværket, erhvervsuddannelsespart­nerskaberne og fremme af projekterne til ungdomsinitiativer, på hvilken baggrund forskningssamarbejdet beskrives (i afsnit D).
The network provides a framework for linking in­novative projects which are responding, at national, regional or local level, to changing policy needs, and which can be seen as potential examples of new ap­
D: Samarbejde inden for erhvervsuddannelses­forskningen
1. jointly planning and running courses, producing material, or developing cer­tificates of a European character;
■ udvikling og anvendelse af nye indlæ­ringsmetoder, inklusive brug af ny tekno­logi, samt brug af moduler og individuel uddannelse
Adding such a European dimension to national research efforts, e.g. by setting up research partnerships, will contribute to the achievement of a number of objec­tives. It will help:
■ forbedring af vejledningsforanstalt­ninger
2. adapting the content, methods and certification of existing training, to fit the new European context;
Fra 1988 har næsten 400 projekter mod­taget et mindre engangstilskud (indtil 10 000 ECU) gældende for et år.
3. exchanging or transferring material, teaching methods, students or staff.
■ uddannelse der imødekommer dårligt stillede unges samt mindre udviklede re­gioners behov
■ to create opportunities to improve the design of studies and to assess outcomes of national studies in a European con­text.
■ støtte til uddannelse af piger inden for tekniske og naturvidenskabelige om­råder.
Expertise on the design and im­plementation of research projects and on the analysis and the evaluation of their results, will be pooled in order to improve the quality of the studies and thereby in­crease their value.
Partnerskabernes samarbejdsaktiviteter omfatter hovedsageligt
■ to develop models for transnational cooperation in research on training.
Formålet med at indbefatte forskningen i PETRA­programmet kan sammenlig­nes med, hvad der gælder for de andre ak­tionsområder: at bidrage til en effektivi­sering af erhvervsuddannelsen.
CEDEFOP, the European Centre for the Development of Vocational Training is responsible for the European Communi­ty study visit programme for vocational training specialists.
Forsk­ningen er et af de midler, som staten råder over til at forbedre uddannelsens kvalitet og opnå »mere for pengene«.
In response to the launching of Petra, the national liaison officials responsible for running the study visit programme agreed in January 1989 to include 'youth training aimed at innovation and employment' as a priority theme for study visits in 1990.
Resultater­ne af forskellige former for forskning (f.eks. behovsundersøgelser, gennemfør­lighedsundersøgelser, undersøgelser af praktisk anvendelse, evaluering og ten­denser) både kan og vil spille en vigtig rol­le i den videre udvikling.
This will provide further opportunities for transnational contact in the initial train­ing field, extending those available elsewhere under Petra.
11990 er 18 projekter udvalgt til at delta­ge i en toårig transnational evaluering af ungdomsinitiativerne som fremgangs­måde, idet virkningerne og værdien heraf skal udvikles og undersøges.
Of the 134 partnerships, some 30 (involv­ing over 60 projects) are involved in developing joint training modules; about 15 are developing computer software, to be used in two or more Member States.
Områderne som skal belyses af disse partnerskaber vedrører det bidrag, som ungdomsinitia­tiverne kan yde til: unges bevidsthed om og engagement i »1992«, udviklingen af selvstændige aktiviteter blandt unge
61 partnerships, with projects in all Member States but one, are organizing exchanges of teachers and/or trainers; 33 (over 80 projects) involve exchanges of trainees between training institutions, while 10 involve work experience placements in firms in other countries.
( 1 ) fælles planlægning og gennemførelse samt en forbedring af vejlednings­ og af kurser, fremstilling af materiale eller oplysningsforanstaltninger for unge. udvikling af uddannelsesbeviser af euro­ pæisk tilsnit
Institutes taking part in research partner­ships have opportunities to jointly develop, plan and implement small research actions, to be incorporated into on going studies carried out by each in­stitute.
C: Udveksling af erhvervsud­dannelseseksperter
The 1988­projects have started their partner­ships in August 1989, and their funding will continue, in principle, up to August 1991.
Hovedformålet med PETRA­forsknin­gen er at føje en europæisk dimension til de nationale processer ved at give forsk­ningsinstitutter i medlemsstaterne mulig­hed for at deltage i EF­dækkende under­søgelser af erhvervsuddannelsesrelatere­de emner af transnational betydning.
■ to encourage Member States to work together on identifying research issues and setting priorities within the field of training.
(3) udveksling eller overførelse af mate­riale, indlæringsmetoder, elever eller per­sonale.
Research is one of the means which policy­makers have at their disposal to improve the quality of training and ob­tain better value for money.
Tilføjelsen af en sådan »europæisk di­mension« til den nationale forsknings­indsats, f.eks. ved at oprette forsknings­partnerskaber, vil kunne bidrage til op­nåelsen af en række målsætninger såsom:
The results of different types of research (e.g. needs assessment studies, feasibility studies, im­plementation studies, evaluation and trend studies) can, and do, play an important role in policy development.
■ Muligheden for at forbedre udform­ningen af studier samt vurdere resultater­ne af nationale studier i en europæisk sammenhæng.
One of the most innovative and original developments in the programme are the youth initiative projects, projects where young people themselves play a key role in the planning, organization and im­plementation of activities which con­tribute, in various ways, to their training.
Sagkundskaben vedrørende udformning og gennemførelse af forskningsprojekter samt analyse og evaluering af resultater­ne samles med henblik på at forbedre stu­
The main aim of the Petra research com­ponent is to add a European dimension to national processes, by providing oppor­tunities to research institutes in Member States to participate in Community­wide studies on vocational training issues which are of transnational importance.
CEDEFOP, Det Europæiske Center for Udvikling af Erhvervsuddannelse, er an­svarligt for EF's studiebesøgsprogram for erhvervsuddannelseseksperter.
' 1992' will have major implications for all involved in research.
Da PE­TRA­programmet blev sat i gang enedes de nationale kontaktpersoner for studie­besøgsprogrammet i januar 1989 om at inkludere »Erhvervsuddannelse af unge med sigte på nyskabelse og beskæftigel­se« som et af hovedemnerne for studiebe­søgene i 1990.
It is therefore very important that consultation should take place between those national authorities which are responsible for establishing research priorities.
Derigennem åbnes der yderligere muligheder for transnationale kontakter inden for grunduddannelse ud over de kontakter, som er etableret under PETRA­programmet i anden for­bindelse.
The research strand will assist this cooperation with the aim of avoiding duplication and helping to create a common research framework in the field of vocational training.
Blandt de 134 partnerskaber er ca. 30 (der dækker over 60 projekter) i gang med at udvikle fælles uddannelsesmoduler, ca. 15 udvikler computer software, der skal bruges i to eller flere medlemsstater.
Since 1988 almost 400 projects were offered a small non­renewable grant (up to ECU 10 000), valid for one year.
61 partnerskaber med projekter i alle med­lemsstater på nær én organiserer udveks­ling af lærere og/eller instruktører, mens 33 (med over 80 projekter) bl.a. arbejder med udveksling af elever mellem er­hvervsskoler, og 10 med placering af un­ge under uddannelse i andre landes virk­somheder med henblik på opnåelse af ar­bejdserfaring.
Though these projects are difficult to classify, a broad theme related classifica­tion looks as follows: employment crea­tion (10%), initial training (47%), youth information (36%) and involvement of disadvantaged young people (7%).
Beskrivelsen giver kun et meget forelø­bigt billede af aktiviteter og intentioner.
In 1990, 18 projects have been chosen to take part in a two­year transnational evaluation of the youth initiative ap­proach, developing and studying its im­pact and potential value in different thematic areas.
De på baggrund af projekterne fra 1988 etablerede partnerskaber startede i au­gust 1989, og det er hensigten at de skal modtage økonomisk støtte indtil august 1991.
The themes on which these YIP partnerships will work con­cern the contribution which youth in­itiative projects can make to: young peo­ple's awareness of, and involvement in '1992'; developing enterprise among young people; and improving guidance and information services for young people.
der med ansvar for planlægningen af for­skning i uddannelsesrelaterede emner.
preparing and carrying out cooperative action.
diernes kvalitet og derigennem gøre dem mere værdifulde.
The costs of national projects have to be covered by national­level sources.
■ Udviklingen af modeller til et transna­tionalt samarbejde inden for erhvervsud­dannelsesforskning.
In the third stage (which started November 1989), these institutes had to set up research partnerships. This implied
D­l: Netværket af forskning­spartnerskaber forskningspartnerskaber. Dette indebar, at der skulle identificeres et eller flere in­stitutter, der arbejdede med samme em­ne, og som var interesserede i at planlæg­ge og gennemføre en fælles aktion.
Three main methods are used to achieve these objectives: 1. setting up a network of research partnerships; 2. carrying out Commission initiated state­of­the­art reviews; and 3. actions to enhance con­sultation between national authorities responsible for planning research on training issues.
Institutter, der deltager i forskningspart­nerskaber, har mulighed for i fællesskab at udvikle, planlægge og gennemføre mindre forskningsaktioner, der så vil ind­gå i de respektive institutters egne igang­værende studier.
All Member States have nominated a research institute for this theme.
Målet er at udvikle og forbedre en række effektive samarbejds­modeller, der kan være til nytte for andre forskningsinstitutter og foranledige dem til at etablere deres egne partnerskaber.
Eight partnerships have been agreed so far, in­volving all institutes, except one.
På basis af diskussionerne, der fandt sted under mødet, og som blev fulgt op af bila­terale og multilaterale møder, er det lyk­kedes for næsten alle institutterne at un­derskrive en eller flere aftaler om et forsk­ningspartnerskab.
In the context to the partnership agreements institutes have agreed to cooperate on, inter alia, the following issues:
Aftaler vedrørende emne 2:
The themes of the Petra research component
Se også ovenstående liste over interesseområder, inden for hvilke erhvervsuddannelsespartnerska­berne fungerer).
■ a comparative analysis of the number of young people not entering or dropping out of vocational training and of their reasons for doing so;
1 Reaktioner på nationalt og europæisk plan over for skiftende behov for erhvervsfaglige færdigheder
National and European­level responses to changing needs for vocational skills
Dette emne er vigtigt, idet grunduddan­nelsen i de senere år er blevet mere diffe­rentieret, for så vidt angår kursustilbud­denes art, varighed og niveau.
Research on pre­vocational and special youth training programmes, for those who leave school with low qualifications or without them that they had to indentify one or more in­stitutes, working on the same subject, and interested in planning and implemen­ting joint action.
Ud over den sædvanlige erhvervsuddannelse, der normalt tilbydes efter den obligatoriske skolegang, har de fleste medlemsstater in­troduceret specielle uddannelsesforan­staltninger for unge, ofte såkaldte tabere eller unge med ringe kvalifikationer.
To support the in­stitutes the Research Support Unit published a Research strand institute directory and invited the institutes to a contact workshop, which was held in Rotterdam in November 1989.
Ind­førelsen af moduler i uddannelsespro­grammerne har ligeledes udvidet valgmu­lighederne. Uddannelsesmyndighederne må have et overblik over søgningen og ef­fektiviteten inden for de forskellige tilbud.
As a result of the discussions which started at the workshop, and were fol­lowed up by bilateral and multilateral meetings almost all institutes have suc­ceeded in signing one or more research partnership agreements.
Der er hidtil indgået otte partnerskaber, omfattende alle institutter med én undtagelse.
In the first phase (January­April 1989) research themes were chosen for the launching stage of the research component (see box 1).
Sidstnævnte emne sikrede forbindelsen mellem PETRA­programmets to dele og skabte forudsætningerne for gensidig støtte og kooperation.
The pro­grammes usually have a broad range of objectives and methods, and are flexible in nature and often tailored to the needs of the individual.
■ en sammenlignende analyse af antal­let af unge, der ikke går ind i eller i utide forlader en erhvervsuddannelse, samt år­sagerne hertil
Methods of monitoring participation in vocational training
Det er derfor særdeles vigtigt, at der finder konsultatio­ner sted mellem de nationale myndighe­der, der er ansvarlige for hvilke priorite­ter der skal være gældende inden for forskningen.
The latter choice ensured links between the two strands of the Petra programme and created conditions for mutual sup­port and cooperation.
Medlemsstaterne udpegede 30 forsk­ningsinstitutter til emnerne 2­5.
Eight institutes were nominated for this theme; all of them are involved in the five partnerships concluded until now.
Til opnåelse af disse målsætninger anven­des tre metoder:
Cooperative action will be undertaken on themes such as:
■ en sammenlignende analyse af unges karriereforløb på arbejdsmarkedet efter afslutningen af en erhvervsuddannelse
■ a four­country comparative analysis of the relationships between the characteristics of training systems and the number of drop­outs;
De deltagende institutter modtog alle et
Member States nominated 30 research institutes for themes 2 to 5.
( 1 ) etablering af et netværk af forsknings­mindre tilskud fra Kommissionen. Pen­ gene dækker kun omkostningerne i for­ partnerskaber
■ the development, and implementa­tion, of a common methodology to evaluate pre­vocational training pro­grammes;
■ et projekt vedrørende mulighederne for at tilpasse en statistisk arbejdsmar­kedsmodel, udarbejdet i en medlemsstat, til kravene i andre medlemsstater
This theme is important as, in recent years, initial training has become more diverse in the type, length and level of courses offered.
(2) gennemførelse af undersøgelser af de aktuelle forhold; undersøgelserne iværk­sættes af Kommissionen bindelse med forberedelsen og gennemfø­relsen af samarbejdet.
In addition to mainstream vocational training nor­mally offered at the end of general educa­tion, most Member States have introduc­ed special youth training provision, often for drop­outs or low­achievers.
Udgifterne til na­tionale projekter udredes af nationale kilder.
The in­troduction of modular elements in train­ing programmes has also increased the choices available.
(3) foranstaltninger til at forbedre kon­sultationen mellem nationale myndighe­
Training authorities need to have an overview of the level of participation in, and effectiveness of, the different options.
I tredje fase (der startede i november 1989) skulle institutterne så etablere
Each participating institute received a small grant from the Commission.
■ en studie med deltagelse af fire lande til udvikling af kriterier til vurdering af modellers værdi i forbindelse med prog­
■ an analysis of the features of suc­cessful pre­vocational (youth guarantee) programmes.
I med­lemsstaterne findes alle mulige nye ud­dannelsesprogrammer for lærere/in­struktører.
These institutes will cooperate in a comparative analysis of new guidance needs and provision.
Syv institutter er udpeget til dette emne.
Almost all partnership agreements en­visage a three­stage process.
Tre partnerskaber mellem fem institutter er der allerede indgået aftale om.
In the first stage, information is exchanged on e. g. education and training systems; on cur­rent research projects; on results of studies and of statistical information on participation in education and training.
De fæl­les opgaver omfatter bl.a.:
In the second phase, joint research will be carried out.
■ en sammenlignende analyse af årsa­gerne til, at personer deltager i virksom­hedsinterne uddannelseskurser
This includes the joint use of research instruments; of the same methodology; of the development and application of statistical models; and of similar data analysis methods.
■ en kooperativ undersøgelse i to lande til sammenligning af instruktørers virk­somhedsinterne uddannelsesbehov in­den for en bestemt sektor.
Finally, almost all the partnerships have planned to disseminate the outcomes of their work in the form of a joint publication and/or of a paper presentation at a con­ference.
Aftaler vedrørende emne 5:
Agreements on theme 4
Effekten af nye erhvervsvejlednings­ og ­orienteringsmodeller.
In the first part, they have to give an in­depth analysis and review of the issues being researched, of the outcomes of the study so far and of the added value of the transnational cooperation to the participating national projects.
Personer der vejleder unge er udsat for udfordringer, såsom den hurtige udvik­ling af beskæftigelsesstrukturer samt nødvendigheden af at tage sig af specielle målgrupper — f.eks. drop­outs — og at tilgodese den »europæiske dimension« på det fremtidige arbejdsmarked.
The second part has to include a com­prehensive analysis and assessment of the cooperation process, i.e. a critical evaluation of the way it was planned and implemented; of its successes and failures; of the obstacles which had to be overcome and of the ways results were achieved.
som indtil nu er indgået. Man vil samar­bejde om følgende emner: noser for behov for færdigheder på ar­bejdsmarkedet.
These reviews will be the main information source for identifying the criteria for successful research partner­ship models for the future.
Medlemsstaterne har udpeget tre insti­tutter, hvoraf de to har underskrevet en partnerskabsaftale.
■ a comparative analysis of the reasons why participants take part in in­service training courses;
Disse institutter vil samarbejde om en sammenlignende ana­lyse af nye vejledningsbehov og ­foran­staltninger.
Research on 'training of trainers' programmes
Aftaler vedrørende emne 3:
D­2: State­of­the­art reviews
■ en sammenlignende analyse, omfat­tende fire lande, af relationerne mellem erhvervsuddannelsessystemernes karak­teristika og antallet af drop­outs
■ a cooperative study in two countries to compare the in­service training needs of trainers in a specific sector.
■ udvikling og anvendelse af en fælles metodik til evaluering af erhvervsintro­ducerende uddannelsesprogrammer
Trainers in firms and teachers in training institutes are of key importance in the process of improving the quality of voca­tional training.
■ en analyse af elementerne i vellykke­de erhvervsintroducerende (ungdomsga­ranti­) programmer.
They need to improve their skills in order to be able e.g. to teach about new technological developments; to implement new assessment pro­cedures; and to adapt teaching styles to trainees' needs.
Næsten alle partnerskabsaftaler tager sigte på en tretrinsproces.
In Member States all kinds of new programmes to train the trainers have been devised.