natgillin/translations-raw huggingface dataset:
Men også i denne rapport savnes en er kendelse af, hvilken altoverskyggende betydning, der tilkommer et bedre tilbud til de mere modne arbejdstagere.
tional education and training for the mature employed have been constantly diluted or diverted by concern for the young and unemployed.
Op mærksomheden henledes fortsat på det store antal unge, der ikke modtager no gen videregående uddannelse eller voksenundervisning. Rapporten postulerer at
Present measures, both in education and train ing, are muddled and inadequate to the task.
Så vidt jeg ved, er Sir Christopher i gang med at skrive en anden rapport med for slag til en sådan omstrukturering.
Precisely because Britain has trained and educated too few young people in the past it has now many mature adults who lack development but are capable of benefiting from it.
Konklusionerne for så vidt angår tidligere foranstaltninger og den fremtidige po litik skulle være indlysende.
It is often observed that our universities went through their most exciting and productive phase after the Second World War.
Fortidens forsøg på at forbedre efter- og videreud dannelsen for de mere modne arbejdsta gere er til stadighed blevet svækket eller trængt ud af interessen for de unge arbejdsløse.
Mature men and women recommencing their education after serving in the forces or in other demanding work brought experience and skills which greatly enriched undergraduate life and study.
Der næres bekymring i mange kredse over vore uddannelsesfaciliteter.
The success of the Open University shows mature demand.
Den aktuelle reaktion er etableringen af Training and Enterprise Councils, men resultaterne henstår fortsat i det uvisse.
There exists the opportunity to create a mix of the mature and the young in higher education.
universiteter viser kun, hvor stor efter spørgslen er fra voksent hold.
In Britain governments seems to fear that the more resources they provide for train ing the less employers will feel obliged to train.
Der findes gode muligheder her for at etablere en blanding af voksne og unge inden for de videregående uddannelser.
Study of other systems in Europe, notably Germany and the Netherlands, suggests that if government is willing to provide resources and support for initial vocational education then employers will reciprocate with continuing training.
Det ser ligeledes ud til, at jo mere teoretisk og praktisk uddannelse en person har fået på et tidligere tidspunkt, des større er sandsynligheden for, at den pågældende vil kræve uddannelse i fremtiden.
Similarly, the evidence is that the more education and training individuals have had in the past, the more they are likely to demand in the future.
Den erhvervsrettede voksenuddannelse i Nederlandene : Udviklinger og diskussioner en erhvervsrettede voksenuddannelse i Nederlandene er i stærk bevægelse. Dette viser sig
Continuing vocational training in The Netherlands: developments and debates ontinuing vocational training in The Netherlands is in a state of flux: the number of participants
D nait, regionalt og lokalt plan er mange parter med forskellige interesser inddraget i særdeles forskellige arrangementer, som ofte ikke har nogen berøringspunkter.
In The Netherlands, continuing vocational training has tradi­tionally been highly compartmentalized, marked in the public sector by com­plicated, non­uniform and often uncoor­dinated legislation.
Der mangler foreløbig en overordnet lovgivning, men på forskellige delområder er lovgivningen under forberedelse eller allerede under gennemførelse.
Since 1986 the Minister for Education and Science has comprehensive legislative and regulatory framework is still lacking, though legisla­tion covering particular aspects of the field is now being prepared or im­plemented; to what extent future legisla­tion will bring greater coherence into what is currently a fragmented situation remains to be seen. In the private sector too a restructuring of activities and resources is under way.
Den nederlandske voksenuddannelse er gennem- ved en voksende interesse, større finansiel støtte og øgede politiske aktiviteter inden for dette område.
^^^^^^W" n il' """i-ir .-.¿ίιιιι.ι...- is growing, increased funding is being made available and policy­makers are focusing greater attention on the ques­tion.
Og samtidig be finder uddannelsen sig på grund af ny lovgivning i en omstrukturerings- og overgangsperiode.
It is also in the throes of restructur­ing and transition as a result of new legislation.
Dette er ligeledes ken detegnende for den intellektuelle og politiske debat om denne gren af voksenuddannelsen.
First, however, we outline the reference points of the debate, i.e. the radical developments taking place in continuing vocational training (cf. Kraayvanger, et al., 1989).
Den erhvervsrettede voksenuddannelse i Nederlandene er et område, der er lige så broget som vanskeligt tilgængeligt.
The field of continuing vocational train­ing in The Netherlands is a diverse and complex one and the great variety of the schemes often makes it difficult for the outsider to see the wood for the trees.
De talrige bestemmelser får ofte udenforstående til at miste overblikket. På natio-
Many parties with differing interests are involved, at national, regional and local levels, in widely differing and often in­adequately coordinated arrangements. A mm Λ mi
Centrale punkter i den erhvervsrettede voksenuddannelse er den lovbestemte erhvervsundervisning for voksne, uddannelse i forbindelse med jobskabelse og uddannelsesaktiviteter inden for erhvervsorganisationer og -grene.
The core of continuing vocational train­ing comprises mainstream vocational education for adults, training in the framework of employment services and the training actitivies of particular employers and industries.
Dertil kommer informationsvirksomhed og dermed forbundne følgeaktiviteter, dele af den almendannende undervisning, både den lovbestemte og undervisningen ved private ordninger, og uddannelsestilbud i forbindelse med an dre foranstaltninger.
The field is completed by guidance, bridging and supervisory activities, elements of general education in both main­stream/public and commercial/private institutions and the training components of other public schemes.
gående et særdeles opsplittet område, kendetegnet ved en kompliceret, liden uniform og ofte usammenhængende lov givning.
voor Toegepaste Sociale Wetenschappen (ITS), Nijmegen, The Netherlands had responsibility for, and the job of coor­dinating, adult education (except in the areas of personal development and sociocultural work).
Siden regeringsdannelsen i 1986 har ministeren for undervisning og forskning været koordinerende og an svarshavende minister for voksenuddannelse med undtagelse af områderne: oplæring og socialt og kulturelt arbejde.
The main legislative responsibility in the area of continuing vocational training rests with the Ministry for Education and Science and the Ministry for Economic Affairs, which also constitute the major source of funding.
Hvad angår den erhvervsrettede voksenuddannelse, står Ministeriet for Under visning og Forskning og Ministeriet for Sociale Anliggender og Beskæftigelse for den vigtigste lovgivning, og finansielt yder de ligeledes den største del.
Legislation on adult education, both vocational and general, has many interfaces with other areas of public policy, notably employment and labour market policy, economic and technological policy, general cultural policy, equal opportunities policy, policy with respect to minority groups, etc.
Derudover berører lovgivningen for den (erhvervsrettede) voksenuddannelse andre politiske områder som eksempelvis
The diversity of continuing vocational training is reflected in, among other things, the varied nature of the ar­rangements, encompassing providers,
Omstrukturering og ny lovgivning systemet, deltidserhvervsundervisning på mellemniveau og fagspecifik undervis­ning, men ikke videregående undervis­ning.
Restructuring and new legislation ment services, but the apprenticeship system remains outside this planning structure.
Der er ligeledes fremsat forslag om den al­mene voksenundervisning på sekundær­niveau, som vedrører dag/aftenskoler for almen undervisning på sekundærniveau og forberedelseskurser til universitetsud­dannelse.
Proposals have also been formulated on general and academic secondary-level education for adults.
Denne undervisning skal i hen­hold til de pågældende forslag opfylde to funktioner, dvs. frembyde en sekundær mulighed og danne et bindeled.
These envisage a twofold purpose for such provision, namely as 'second-chance' education for those who missed out as youngsters and as a bridge to other forms of education and training.
Planlæg­ningen vedrørende oprettelse af sådanne skoler skal fortsat foregå ifølge den plan­mæssige procedure for videreførende un­dervisning, men den åbne finansiering er­stattes af budget­ eller maksimumsfinan­siering.
Institutional planning for adult secondary education will be in accordance with the procedures laid down for mainstream secondary education, ex cept that institutions will have fixed budgets instead of being funded on an open-ended basis.
Planlægningen af opgaverne fin­der sted i overensstemmelse med det pågældende udkast til bekendtgørelsen til rammeloven om voksenuddannelse.
The planning of activities will be based on the legislation, now in preparation, which is to flesh out the Adult Education Framework Act.
I årevis har man i Nederlandene argu­menteret for en lovgivning, som sigter mod en harmonisering af de forskellige former for voksenuddannelse. I 1985 trådte rammeloven om voksenuddannel­se endelig i kraft.
For many years there have been calls for legislation aimed at harmonizing the various forms of adult education, and in 1985 an Adult Education Framework Act finally came into force.
De vigtigste dele af den­ne lov skal imidlertid fastsættes ved hjælp af en bekendtgørelse, og denne er endnu ikke færdigbehandlet.
Further legislation was needed to flesh out the main components of the Act, however, and this is still under consideration.
I 1987 tråd­te den statslige ordning om basisuddan­nelse imidlertid i kraft, hvormed der er udarbejdet et ensartet planlægnings­, programudformnings­ og finansierings­system for uddannelsesaktiviteter og ­foranstaltninger for voksne med en ringe uddannelse.
A significant advance was nevertheless made in 1987 when the National Basic Education Scheme came into operation, bringing in its wake a uniform planning, policy und funding system for educational activities and services aimed at adults with a low level of education.
I 1987 trådte ordningen ved­rørende den erhvervsrettede basisuddan­nelse for voksne, som sigter mod at reali­sere et arbejdsmarkedsrelevant uddan­nelsestilbud for grupper med ringe ar­bejdsmarkedsmæssige vilkår, ligeledes i kraft.
Another scheme which began operation in 1987 is intended to ensure coherent provision at regional level for employ ment-related training for groups whose labour market position is weak.
Samme år trådte desuden loven om anerkendelse af undervisningsinstitutio­ner i kraft, som for de anerkendte private undervisningsinstitutioners vedkommen­de garanterer for kursernes kvalitet og gennemskueligheden i forbindelse med kontraktmæssige forpligtelser.
Finally, the Recognition of Educational Institutions Act also came into force in 1987; its purpose is to ensure the quality of the courses offered by recognized commercial educational institutions and the clarity of their contractual obligations.
Endvidere skal en ny lovgivning vedrø­rende kontraktmæssige aktiviteter for skoler åbne mulighed for at fremsætte til­bud til erhvervsorganisationer eller pri­vate deltagere mod en omkostningsdæk­kende betaling.
Other new legislation will enable schools and colleges to provide training services (in the framework of their normal activities) to employers and individuals on a contract basis, charging economically realistic fees.
Og endelig er der planer om en ny lovgivning vedrørende videre­gående undervisning på deltid.
Finally, new legislation is also planned for part-time higher education.
Der venter således Nederlandene en dybtgående omstrukturering af plan­lægnings­ og finansieringssystematikken i forbindelse med den (erhvervsrettede) voksenuddannelse.
down of company training schemes and some sections of the apprenticeship system, in the 1980s, due, among other things, to technological innovation, changing markets and workforce restructuring, industry has been forced to renew its efforts in this field.
Det offentligt støtte­de tilbud om voksenuddannelse vil i nær fremtid stort set bestå af foranstaltninger inden for fire områder: bevægelse i de seneste år. Det vedrører ik­ke alene omfanget og de finansielle mid­ler, der er stillet til rådighed, men også de institutionelle rammer for den erhvervs­rettede voksenuddannelse.
In particular there has been an increase in training provision aimed at the permanent core of firms' workforces, but in addition new, often regional, collaborative structures have been set up to promote continuing voca tional training, training funds have been established, and in various industries and firms training agreements have been reached in the course of collective bargaining.
Især uddannel­sesforanstaltninger for den faste kerne af personalet forøges.
Some collective agreements have included declarations of intent or commitments regarding the study of training needs.
Men der opstår også nye, ofte regionale sammenslutninger med henblik på at fremme den erhvervs­rettede voksenuddannelse, der oprettes uddannelsesfonds og inden for diverse er­hvervsgrene og virksomheder har de kol­lektive overenskomster (cao's) i de sene­ste år omfattet aftaler om uddannelsesfo­ranstaltninger.
In any event there is a clear tendency to expand and intensify training, with agreements increasingly being reached on general training measures not aimed solely at young people.
Undertiden indeholder overenskomsterne hensigtserklæringer eller aftaler om gennemførelse af studier om uddannelsesmuligheder.
In some cases agreements have been reached on the conversion of working time into training leave, and there are also schemes involving the use of nonworked shifts for training purposes.
I hvert fald kan der konstateres en tydelig tendens til udvidelse og intensivering af uddannel­sestilbuddet, der træffes i stigende grad aftaler om almene uddannelsesforan­staltninger, som ikke kun vedrører unge.
In a few industries, agreements have been reached on various types of training course.
Til tider er der indgået aftaler om omsæt­telse af arbejdstid til uddannelsesorlov, desuden findes der også bestemmelser om anvendelse af fridage til uddannelse.
The planning and funding system for adult education in The Netherlands, both vocational and non-vocational, is thus due for radical restructuring.
In­den for enkelte erhvervsgrene er der truf­fet aftaler om omskolings­ og efteruddan­elseskurser.
Public ly funded provision will in the near future fall into four broad categories:
■ foranstaltninger vedrørende basisud­dannelse
(i) basic education, (ii) secondary education (general and academic), (iii) vocational education in a narrow sense, (iv) higher education.
Fra 1991 træder den måske mest indgri­bende lovgivning i kraft, nemlig privati­seringen af jobskabelsen, som endnu hen­hører under et generaldirektorat under Ministeriet for Sociale Anliggender og Beskæftigelse.
Perhaps the most radical legislative change is due in 1991, when the Directorate General for Employment Services of the Ministry for Labour and Social Security is to be hived off under the Employment Services Act.
Både den centrale (nationale) og den regionale forvaltning vedrørende jobskabelse består af repræ­sentanter fra følgende tre områder: arbejdsgiver­ og arbejdstagerorganisatio­ner samt myndighederne.
The Act is based on the principle that employment services are the joint responsibility of government, employers and trade unions, and both the national board and the various regional boards comprise representatives of all three.
Det samme er tilfældet for uddannelsespolitikken.
This joint responsibility also extends to training policy.
■ foranstaltninger vedrørende almen undervisning på sekundærniveau og for­beredelseskurser til universitetsud­dannelse
Calls within the Joint Labour Council for collective bargainers to focus greater at tention on the needs of the long-term unemployed have not produced any clear increase in recent years in the number of collective agreements that include provisions aimed at this target group.
■ foranstaltninger vedrørende erhvervs­rettet voksenuddannelse i snæver betyd­ning og
Change in the private sector
Trods den nødvendige interesse hos de centrale myndigheder for de langtidsledi­ges situation har det de seneste år næppe medført nogen væsentlig stigning mht. overenskomstbestemmelser til fordel for denne målgruppe.
In the private sector too the recent past has brought rapid change in the field of continuing vocational training, affecting not only its scale and funding, but also the institutional frameworks in which it is provided.
Og skønt en arbejds­gruppe inden for »Stichting van de Ar­beid« har fremhævet den vanskelige si­tuation for kvinders genindslusning og etniske mindretal, er der næppe endnu truffet foranstaltninger, som tyder på en øget interesse for disse grupper.
These changes have come about partly as a result of the Wagner Committee's proposals (Advisory Com mittee on the Progress of Industrial Policy, 1983a,b) and the agreements reached in 1982, 1984 and 1986 in the Joint Labour Council, the central consultative forum of the employers' organizations and the trade unions.
■ foranstaltninger vedrørende videre­gående uddannelse.
The proposed legislation encompasses the apprenticeship system, part-time in termediate vocational education and specific training, but not higher voca tional education.
Endvidere er der fremsat lovforslag om erhvervsundervisning på kursus, med be­stemmelser om struktur, kvalitet, plan­lægning og den indbyrdes afstemning i forbindelse med de pågældende foran­staltninger og aktiviteter på dette område med undtagelse af aktivitetsplanlægnin­gen, som henhører under rammeloven for voksenuddannelse og jobskabelseslo­ven.
Despite the growth of interest in continuing vocational training, the sums involved remain relatively modest in com parison with other European Community States.
Erhvervsundervisning i kursusform omfatter uddannelser for voksne og helt eller delvis ikke­skolepligtige unge.
OECD figures for 1987 show Dutch spending on employee training at 0.36% of the GNP, as against 0.69% in France, 0.78% in the Federal Republic of Germany, 0.85% in the United Kingdom and 0.92% in Belgium; the equivalent figure for Sweden, a non-EC State, was 1.11%.
Den planlagte lovgivning omfatter lærlinge­
These figures, which have not shifted much in The Netherlands' favour since 1987 (cf.
Også i den private sektor har den er­hvervsrettede voksenuddannelse været i
Ritzen, 1989), can usefully be borne in mind as we look more closely at some of the central issues in the Dutch debate on continuing vocational training.
Skønt interessen for den erhvervsrettede voksenuddannelse er stigende, er der i Nederlandene i forhold til andre EF­sta­ter endnu tale om relativt beskedne bi­drag. Ifølge tal fra OECD blev 0,36% af bruttonationalproduktet i 1987 i Neder­landene anvendt til arbejdstageres er­
Following a sharp decline in interest and activity in the 1970s, reflected in the run
Det er måske nyttigt at holde sig disse tal, som i mellemtiden ikke er blevet gunstigere for Nederlandene üf· Ritzen 1989), for øje, når vi går nærmere ind på nogle centrale emner i den nederlandske diskussion om den erhvervsrettede voksenuddannelse. senuddannelse.
Providing (future) workers with the skills for the external labour market is still predominantly seen as the job of in itial vocational training.
Menneskelige ressourcer tede voksenuddannelse.
Human resources
Skoling, uddannelse og undervisning udgør (ved siden af an dre) centrale strategier for en udvikling af det pågældende potentiale.
In this context, considerations relating to the removal of social inequalities on the labour market also stand in a new light.
I virksomheder (i nedgang) bør produkt-, personaleog uddannelsespolitik derfor være tæt knyttet sammen. Bemærk, at der her er tale om udgangspunkter for politikken, som man langt fra møder overalt i praksis.
Whereas in the 1970s such considerations were primarily based on objectives such as social justice, today the focus is increasingly on the efficient use of available and potential human capital.
Som argument herfor kan anføres, at indførelsen af nye teknologier, i det mindste hvor det drejer sig om bredde- og dybdeinvesteringer, forudsætter andre rytmer i planlægningen og er investeringer på lang sigt.
This reflects not only demographic trends, the scarcity of labour already affecting certain sectors and the fact (as mentioned above) that industry has in the past neglected or abandoned its train ing functions; it also reflects the sentiment that more and better efforts are needed in the area of human resource development if technological and organizational change is to proceed smoothly.
Sådanne investeringer kræver således også i højere grad strategisk planlægning af den uddannelsesmæssige pendant i stedet for tilfældige og kortfristede reaktioner.
In the larger organizations at least, in-service training provision is no longer aimed primarily at the higher and middle levels of technical and commercial/administrative occupations.
Det gælder ikke alene for virksomhedernes uddannelsesbestræbelser, men også for myndighederne og arbejdsmarkedets parter, som skal sørge for, at den (erhvervsfaglige) basisundervisning og den erhvervsrettede voksenuddannelse tilpasses hinanden ind holdsmæssigt og strukturelt for således at give mulighed for livslang uddannelse.
Such endeavours are also aimed in part at improving the employment position of women, ethnic minorities and the disabled: a combination of general (e.g. basic) education and initial and continuing vocational training enables these groups to cope with new technologies, lowers the barriers which prevent their full participation in society and allows them to enter or re-enter employment.
Derfor kommer overvejelser, som vedrører udjævningen af den sociale ulighed på arbejdsmarkedet, ligeledes til at stå i et andet lys.
with a shrinking workforce, therefore need to integrate their product, personnel and training policies.
Var disse overvejelser i halvfjerdserne fortrinsvis baseret på temaer som social retfærdighed, er det i dag blevet mere og mere vigtigt at være sparsommelig med hensyn til de forhåndenværende og potentielle menneskelige res sourcer.
These are principles which are by no means universally applied, however.
Dette er ikke alene af betydning i forbindelse med demografiske udviklinger, den allerede tilstedeværende knaphed med hensyn til arbejdskraft i nogle sektorer og det tidligere omtalte faktum, at erhvervslivet hidtil har modsat sig eller forsømt sine uddannelsesopgaver.
A further argument is that the introduction of new technologies — at least where investment aimed at widening and deepening capital is concerned — is a long-term matter, requiring different planning rhythms: on the education and training side too, therefore, such investment requires more strategic planning in place of ad hoc and short-term responses.
Det har også noget med den opfattelse at gøre, at der nødvendigvis er brug for kvantitative og især kvalitative foranstaltninger inden for området udvikling af men neskelige ressourcer, således at de teknologiske og arbejdsorganisatoriske ændringer kan finde sted uden problemer.
This applies not on ly to industry's own training endeavours but also to the joint activities of govern ment, employers and unions, who have a duty to ensure, among other things, that initial and continuing education and training fit together in terms of content and structure in such a way as to facilitate life-long learning.
At den erhvervsrettede voksenuddannelse ud fra et samfundsmæssigt synspunkt bliver mere og mere væsentlig, er i de sidste årtier blevet alment kendt i vide kredse.
There has been widespread recognition over the last 10 years of the ever-growing importance to society of continuing vocational training.