natgillin/translations-raw huggingface dataset:
Det, som man mener at vide om forholdene i Amerika, hvor den første del af alternativet er den foretrukne, taler nærmest til fordel for den anden mulig hed, som er mere betegnende for Europa.
Does it not, in particular, call for change — but what changes? — to step up efforts on education, to move away from the emphasis on general education or vocational training and to improve the ways in which it is funded?
En hyper-specialisering frembyder ganske vist lokale og kortsigtede fordele, men den vanskeliggør de omstillinger, som of te er nødvendige; og de multinationale selskaber synes at foretrække mere alsidige medarbejdere frem for hyper-speciali-serede.
These are the questions which we should be trying to answer, hoping that CEDEFOP's research will provide some of the replies.
Afsvækkelsen af den europæiske vækst, særlig udtalt i fremstillingssektoren, er ledsaget af en fortsat stigende produktivitet.
The first question which has to be answered is whether European societies have followed these two paths since the recession.
I en økonomi, der i stigende grad er underkastet vilkårene på verdensmarkedet, er små og mellemstore industrilande tvunget til at udvikle en hyper-produk-tivitet, forske i højteknologi og anvende resultaterne før deres mægtige konkurrenter i Amerika eller Japan.
There is no clear-cut answer: in some countries, the number of young people following the university route has not increased at its previous rate and an increase in the age at which compulsory schooling ends has simply swelled the numbers of pupils in the weaker streams of secondary education.
Nu bagefter kan man imidlertid se, at denne verdensomspændende rystelse har haft meget forskellige virkninger.
With hindsight, however, we can see that the impact of this worldwide crisis differed greatly.
For Japan betød den i sidste ende en vis afdæmpning af den tidligere usædvanligt høje vækstrate.
Japan's exceptional rate of growth prior to the recession ultimately slackened off somewhat.
For De Forenede Stater og de nyligt industrialiserede stater ser rystelsen ud til at resultere i langt større konjunkturudsving.
In the USA, as in the newly industrialized countries, the impact of the recession seemed to end in short-term fluctuations of greater amplitude.
Vesteuropa ser derimod ud til at være indtrådt i en krisetilstand: Vækstraten er brudt, industriapparatet er ramt af omfattende ødelæggelser, ledigheden ser ud til at lægge sig fast på omkring 10%.
Western Europe, in contrast, seemed to be in crisis: its growth rate tailed off, its industrial apparatus underwent wholesale destruction and 10% unemployment appeared to be a permanent fixture.
Vist er der gradsforskelle mellem lande ne, men den mest bemærkelsesværdige forskel finder vi i fire små lande uden for EF (Norge, Sverige, Østrig og Schweiz), hvor ledigheden ligger under 3%.
The extent to which countries were affected obviously differed, most notably in the four small non-EEC economies (Norway, Sweden, Austria
Krav om konkurrencedygtighed
A second question is how this diagnosis can be refined.
Det første spørgsmål, der melder sig, er, om de europæiske samfund efter krisen
This diagnosis in no way eliminates the need for continuing vocational training.
Han har også undervist i Canada, Frankrig og Chile.
1992, and the challenge of social exclusion.
Hans forskning i arbejdsøkonomi har bl.a. omfattet arbejdsløshed, kvinders arbejde og løn, den fleksible løn til un ge, indkomstfordeling, en alternativ teori om arbejdsmarkedet.
In different ways, they call for the educational system to move towards continuing and personalized vocational training: a component of the European social area.
For at klarlægge uddannelsesbehovene fremdrages tre karakteristiske træk for økonomierne i EF: Krav om produktivitet og krav om konkurrencedygtighed, der vil blive skærpet af det store marked i 1992, og udfordrin gen social udelukkelse.
In order to pinpoint training needs, three features common to the economies of the EEC are taken as a starting point: productivity and com petitiveness constraints, which will be aggravated by the single market in is a Professor in the Department of Economic Sciences at the Catholic University of Louvain, Belgium, where he directs the Economy and Society Unit. He has also taught in Canada, France and Chile.
De tilskynder hver på sin måde til en udvikling af ud dannelsessystemet i retning af fortsat te og personcentrerede erhvervs uddannelser: En bestanddel af det sociale Europa.
His research on labour economics has covered in particular unemployment, working women and their wages, the flexibility of wages for young people, the distribution of income and an alternative labour market theory.
Når et land efter årtier med en ledigheds­procent på næppe over 3% er gået ind i en fase, hvor ledigheden gradvis og varigt er stegt til omkring 10%, har dette land oplevet en social forandring, som dette tal, 10%, ikke giver en tilstrækkelig for­klaring på.
(d) This training must also satisfy the de­mand from adults whose professional and emotional lives have been badly af­fected: their retraining will call for new educational methods.
For dette middeltal dækker over det forhold, at for visse befolknings­grupper er muligheden for at komme i beskæftigelse blevet langt mere end 10% ringere. Disse grupper falder i to kate­gorier:
Challenging social exclusion extent of the efforts which firms have already made in this area: are they widespread enough?
■ Disse arbejdspladser kræver i almin­delighed en ikke ubetydelig investering i en særlig uddannelse til løsning af særlige opgaver med et bestemt udstyr i en be­stemt virksomhed og derfor ikke anven­delig i en anden virksomhed kas eller Japans; men en samling lande udgør ikke i sig selv en nation, den har ik­ke samme politiske kapacitet.
When a country, after decades in which unemployment levels rarely exceeded 3%, enters a phase in which this level in­creases progressively and permanently to 10%, it undergoes a social change which is not adequately expressed by this figure of 10%.
Og hvert af landene er afhængigt af verdenshandelen i en grad, der langt overstiger de to kon­kurrerende blokkes.
This average figure conceals the fact that the possibility of finding work has fallen by much more than 10% for some population groups. These groups are of two types:
■ Når beskæftigelsesniveauet således er trykket, udsættes de afskedigede arbejds­tagere for en hård konkurrence fra nyligt uddannede unge, som der er mere end nok af, og som ikke koster så meget.
■ groups entering the labour market, particularly young people, and finding no way in as a result of the general decline in employment;
Denne udelukkelsesmekanisme, herun­der udelukkelsen fra statistikkerne, ude­lukker også problemet fra den politiske scene, og dementerer således Keynes ud­talelse i 1936 om den offentlige mening: »Det er helt sikkert, at offentligheden ik­ke ret meget længere vil finde sig i den le­dighed, som, bortset fra korte mellemrum med højkonjunktur, er en følge, og efter min mening en uundgåelig følge, af indi­vidualismen i den moderne kapitalisme«.
■ Although new technologies are in­creasing the demand for highly skilled personnel, it is not at all certain that they are reducing the proportion of low­skilled jobs (warehouse staff, encoders, etc.) in all areas; it seems, rather, that they are eliminating a large proportion of in­termediary jobs.
Lad os håbe, at denne diagnose er for pes­simistisk, men den understreger det særli­ge krav, der stilles til EF­landenes uddan­nelsessystemer.
■ and/or groups at the bottom of the lad­der, since unemployment, when it becomes prolonged, has a cascade effect on those groups which are less needed by the firms.
Denne hurtige ændring i beskæftigelses­situationen, som udsigten til det store marked i 1992 muligvis vil sætte yderlige­re skub i, udgør en stor udfordring for Eu­ropa: Med et givet omfang af beskæftigel­sen kræver den øgede og nye uddannel­sesbestræbelser.
■ These jobs generally require a rela­tively substantial, although specific, outlay on training: linked to the defini­tion of specific tasks, specific equipment and specific firms and not, therefore, transferable.
Problemet kan ikke løses, så længe ledig­heden holder sig på det nuværende ni­veau.
Overall, the 12 EC Member States repre­sent a market and an economic potential which are at least equivalent to those of the giants of America or Japan; these States are not, however, a nation and do not have the same political capacity.
Men hvis EF iværksatte efter­spørgselsfremmende foranstaltninger, der fik den af 1992­horisonten forventede stigning i beskæftigelsen til at gå fra sølle 1,8 millioner op til en 5 millioner nye ar­bejdspladser, så kunne problemet løses, men kun ved en fælles indsats for ud­dannelse.
Each individual State is dependent on world trade to a far greater extent than its two rival trading blocs. Each European country is thus more fragile, particularly when world trade growth is slower and more irregular: output which is technical­ly of very high quality may quickly become unprofitable and it takes less time to close a firm down than to rebuild a new one.
b. Den skal have et udpræget erhvervs­mæssigt og ret specifikt sigte for at sikre hurtig genbeskæftigelse.
■ If employment levels remain as low as they are, redundant workers will be hard hit by competition with large numbers of more recently trained and less costly young people.
Et højt niveau for befolkningens almene uddannelse — dens evne til at lære nyt — er nok en nødvendig, men ikke en til­strækkelig forudsætning. Denne ustabile beskæftigelsessituation og denne påkræ­vede mobilitet vil nemlig ramme samtlige ansatte i erhvervslivet.
This mechanism of exclusion, including exclusion from the statistics, also raises the problem of the political scene, belying the forecast of public opinion which Keynes made in 1936: 'The world will un­doubtedly not support for very long the condition of unemployment which, leav­ing aside short periods of recovery, is a consequence and, in our opinion, an in­evitable consequence of the in­dividualism of the modern capitalist regime'.
For de »unge dy­namiske lederemner« vil det være en fri­villig mobilitet: internationaliseringen af deres arbejdsmarked vil øge efterspørgs­len efter den bedste og trække deres løn­ninger opad.
This diagnosis — hopefully overly pessimistic — underlines the originality of the demand with which the educa­tional systems of the European countries are faced.
Men for alle dem, der uden at befinde sig nederst på lønstigen dog ik­ke kan anses for unge lederemner vil mo­biliteten først og fremmest være ufrivil­lig.
(a) It implies that training is to be ac­quired after general education, whereas the focus over the last 25 years has been on training within the school context.
Traditionelle skoler kan vise sig uegnede til denne nye udfordring: hvad skal en læ­rer stille op med en klasse, hvor eleverne kun går i skole, fordi skolepligten tvinger dem til det? Elever der ved, at skolen ikke kan skaffe dem et job?
A high standard of general education among the population — a general ability to learn — is undoubtedly necessary, but is not enough on its own.
Og hvordan skal man tilret­telægge en undervisning for de lidt ældre, der kan trække dem ud af en tilværelse i fem til ti år uden reelt fodfæste i ar­bejdslivet?
In the case of 'dynamic young ex­ecutives', such mobility will be in terms of job offers: the international scale of their labour market will intensify the demand
■ Selv om de nye teknologier øger beho­vet for højtkvalificeret personale, selv om det ikke er sikkert, at de over alt nedskæ­rer antallet af lidet kvalificerede job (lagerarbejdere, kodere ...), synes det til gengæld sikkert, at de overflødiggør en
The problem is insoluble a.s long as the rate of underemployment remains. However, if the EC was to implement measures in support of demand, which would increase the number of jobs en­visaged by 1992 from a mere 1.8 million to 5 million, the problem could then be resolved only by concomitant efforts in education.
Over for denne udfordring må det første spørgsmål være at få klarlagt omfanget af dette problem, som alle har en anelse om.
(b) Training must have marked voca­tional aims and be specific enough to en­sure that trainees can rapidly find jobs.
■ En underbeskæftigelse, man havde troet hørte fortiden til, men som nu alle­rede har rådet i tolv år.
This involves an effort which is as substantial as it is new, since tomorrow's jobs will not be the jobs of today and will have to be performed none the less by men and woman scarred by exclusion.
Det var problemer af samme art der meldte sig vedrørende sundhed, pension, ledighed ..., da indfø­relsen af en social sikringsordning bragte en løsning på dem.
European efficiency is incompatible with the permanent exclusion of 10% of its human resources.
Endelig kan en analy­se af de finansielle strømme også give en forestilling om de samlede udgifter til det­te nye led i det økonomiske og sociale fremskridt.
European fairness pales when equality of opportunity becomes devoid of meaning for a substantial number of the young generation.
Nærmere sagt, hvis Europa fortsat skal være en kapitalisme med et menneskeligt ansigt, skal det forny sig ved at skabe en helt ny erhvervsmæssig og almen uddan­nelse, lige som det efter Anden Verdens­krig havde fornyet sig ved at skabe den so­ciale sikring.
This is no more than an initial diagnosis. It needs to be confirmed by gathering in­formation, initially on the numbers of people already engaged in the many new types of training.
Sker de ikke, går glansen af dets to fortrin.
These numbers must also be seen, however, in terms of finance.
Dets effektivitet er ufor­enelig med, at 10% af dets menneskelige ressourcer varigt er lukket ude.
Three major trends affecting the future of EC Member States have been highlighted:
Dets ret­færdighed visner, når lige muligheder er blevet et dødt ord for en væsentlig del af den unge generation.
■ the hyper­productivity needed if developed countries are to move forward;
Tre gange har vi mødt påtrængende be­hov for uddannelse, ikke som en mirakel­medicin, men som nødvendig forudsæt­ning for udvikling.
The traditional school context may not be up to this new challenge: what can a teacher do, faced with a class of pupils who are at school solely because com­pulsory education forces them to be there?
Disse behov er delvis de samme, som dem man i de forudgåen­de 25 år har søgt at dække gennem en ind­sats, som man nu kan befrygte er blevet mindre energisk.
What can pupils do, knowing that attending school will not get them a job?
Men der er også nye be­hov, som kræver en ny udvikling af ud­dannelsessystemet: Erhvervsuddannel­ser ud over grunduddannelsen, som tager sigte på virksomhedernes skiftende be­hov, og som er tilpasset voksne under omskoling, unge, som ikke passer ind i skolesystemet, og de lidt ældre, der er mærket af at være lukket ude.
What can the sons and daughters of im­migrants do, alienated by language, culture and social environment? At the same time, how should we organize teaching for the less young to get them out of a period of five to 10 years during which they have had no real contact with working life?
Vi har gjort opmærksom på tre alvorlige tendenser af afgørende betydning for EF­landenes fremtid:
■ a degree of underemployment thought to be a thing of the past, which has been haunting us again for the last 12 years.
Dette er kun en foreløbig diagnose.
What is the ex­tent of the needs, particularly in certain regions?
Men det er også vigtigt at skaffe sig større viden om de finansielle strømme.
If private ventures have attempted to plug this gap, how have they been supported?
■ En hyper­produktivitet, nødvendig­gjort af industrilandenes udvikling
In the first place, because a measurement of finances may correct the arbitrariness of a simple total of training schemes of very variable length and intensity.
Allerførst fordi et mål i finansielle strøm­me kan korrigere det vilkårlige i en simpel sammentælling af uddannelser af meget forskellig varighed og intensitet.
Then, because it brings the question of finding out who is responsible for organizing and financing these new forms of education into sharp focus: the authorities? the firms? local ventures? people in training?
Dernæst fordi det meget præcist rejser spørgsmå­let om, hvem det påhviler at tilrettelægge og finansiere disse nye former for uddan­nelse: de offentlige myndigheder, virk­
This is the same type of problem which cropped up with health, pensions, unemployment, etc., when social securi­ty was introduced as a solution. Finally, an analysis of finances should give some idea of the total cost of this new method of social and economic progress.
Men i en vurdering af disse udgifter bør der skelnes mellem de direkte udgifter og balancen over de indirekte udgifter, der ofte er af kollektiv art. Vi må ikke glem­me, at når en virksomhed sparer en løn, og den afskedigede arbejder ikke kan fin­de ny beskæftigelse, graves der automa­tisk et hul i nationalregnskabet, sociale bidrag udebliver, skatteprovenuet bliver mindre, der udbetales dagpenge.
At a deeper level, to keep the human face of capitalism in Europe, new and in­novative vocational and human training must be designed, just as social security was an innovation after the Second
I de fle­ste vestlige lande løber summen af disse tre poster, der kan variere indbyrdes, op på et niveau, som ikke er meget forskel­ligt fra land til land: Hullet repræsenterer i gennemsnit omkring 65% af den løn, virksomheden har sparet.
We have looked at three urgent issues in education, not as miraculous remedies, but as conditions necessary for develop­ment.
Omvendt vil en genbeskæftigelse betyde en lettelse af de­ficittet i de offentlige finanser af samme
These urgent issues are not just an extension of the efforts made over the last 25 years which many fear have been relaxed; they call for a new development
■ En hyper­konkurrencedygtighed, som de tolv lande må leve op til på grund af økonomiens internationalisering og de­res relativt beskedne, om ikke lille størrelse
The cost may well be high as a result of the number of people involved and the unavoidably specific nature of such train­ing which needs, in the majority of cases, to be made to measure in response to
tigt at anvende finansielle ressourcer til udvikling af en så arbejdsintensiv aktivitet som uddannelse.
intensive as education.
En mobilisering af menneskelige ressourcer i et uddannelsesprojekt ville måske være et af de mest fornuftige programmer for et nyt opsving i beskæftigelsen.
Mobilizing human resources in an educational pro ject may perhaps be one of the most sensible ways of finding new jobs.
Fællesskabs plan, hvis deres problemer står i nær forbindelse med oprettelsen af det store marked i 1992, så må man for nuftigvis også forvente af EF, at det in teresserer sig for en social fællesramme for dette Europa.
portions vary, add up to a very similar total: the loss accounts on average for 65% of the salary saved by the firm.
Erhvervsuddannelsen er en bestanddel heraf.
In contrast, the deficit in public funds is reduced by the same amount if a new job is found.
Det er vigtigt at indkredse disse nye krav og pege på de mest lovende veje til denne nye sociale sikring.
If vocational training, even if expensive, makes it possible to accelerate this return to work, its social cost is substantially lower than its direct cost.
I en tid og et system, hvor en langt større stigning i produktivitet end i produktion skaber fare for en varig overflødiggørelse af arbejdsfaktoren, er det ikke ufornuf
At a time and in a system where a growth in productivity which is much higher than the growth in output may lead to a permanent labour surplus, it is not unreasonable to use financial resources to develop an activity which is as labour-
Hvis de europæiske landes skæbne i stigende grad afgøres på Det Europæiske
If the fate of the European countries in creasingly lies with the European Com munity and if their problems are closely linked to the creation of the single market in 1992, it is logical to expect the EC to concern itself with the social area of Europe. Vocational training is a component of this social area.
Til fremme af en »uddannelseskultur« Portugal rdet »omskiftelighed« er karak­teristisk for vor tid.
Development of a 'training culture' in Portugal he idea of change is inherent to our times.
Den vedva­rende og fremadskridende tekno­
We are so accustomed to continual technological pro­
Når vi ser tilbage og betragter de ændrin­ger i det daglige, der har fundet sted i lø­bet af de sidste tredive års udvikling, op­fatter vi omskifteligheden som noget na­turligt.
The result is that certain situations which in the past appeared stable and were not subject to discussion, are now being called into question.
Jeg tror, at denne almindeligt acceptere­de opfattelse, som ikke mindst skyldes massemedierne, har medvirket til at ska­be en både individuel og kollektiv op­mærksomhed omkring synspunkter og opfattelser, der tidligere forekom uforan­derlige og indiskutable.
If we consider responsibility for training and the attitude of enterprises to this responsibility, developments in Portugal since the 1950s have been as follows: sectoral departments (Agriculture, Fisheries, Trade and Industry) have full responsibility in the same way as enter­prise organizations and, in some cases, trade unions.
■ Ved periodens begyndelse var skolesy­stemet ansvarligt for uddannelsen, og de unge kom ud pä arbejdsmarkedel med en basisviden inden for et erhverv.
■ Training was first of all provided by the educational system and young people seeking their first jobs had a basic knowledge of the know­how of an oc­cupation.
Virksom­hederne gennemførte også i denne fase en vis uddannelsesaktivitet, men der var dog ikke tale om en struktureret og systema­tisk undervisning, som kunne vurderes objektivt.
Enterprises also provided train­ing at this stage but it did not fit into any
Denne fase var meget interessant, fordi det var i denne periode, at de nye hoved­kræfter inden for uddannelsesområdet markerede sig.
It should be noted that, as far as finance is concerned, the resources to provide this type of training come from the pro­duction sector.
Hvad angår finansieringen er det vigtigt at understrege, at de nødvendige midler til udbygningen af denne type uddannel­se tilvejebragtes inden for den produktive sektor.
During this period there was a great demand for voca­tional training out of school hours, pro­vided at State centres or in association with the management of enterprise organizations.
Hele systemet finansieres således gennem obligatoriske bidrag fra arbejds­givere og arbejdstagere.
This was in the 1970s when Portugal was benefiting from the experience of post­war Europe.
Erhvervsuddannelsen blev taget ud af skolesystemet og i stedet gennemført i statslige erhvervsuddannelsescentre, el­ler den forvaltedes af erhvervenes egne organisationer. Denne udvikling fandt sted i tresserne, hvor Portugal nød godt af erfaringerne fra efterkrigstidens Europa.
■ As a result of the technological evolu­tion, the requirements of the production system are increasingly moving away from the stereotyped pattern of vocations in the traditional sense so that it is becom­ing essential to provide training, not for a profession, but for a specific job.
I denne fase omfattede undervisningen et relativt varieret uddannelsestilbud inden for landbrugs­, industri­, handels­ og ser­vicesektoren, og der var en forholdsvis ri­melig sikkerhed for at finde beskæftigelse efter endt uddannelse.
The accelerated type of vocational train­ing found in France has been used as a guide for training on successive occasions in Portugal, with both State training cen­tres and centres managed by enterprise and trade­union associations (authorized centres) using this model for their ac­tivities.
Arbejdsminister fra juni 1982 til juni 1983.
In June 1982 appointment as Minister for Employment, a position held until June 1983.
For tiden næstformand i Associação Industrial Portuguesa, rådgivende ad­vokatfor virksomheder og bestyrelses­medlem i en række virksomheder.
At present Vice­Chairman of the Associação Industrial Portuguesa, Advogado­Consultor de Empresas (Legal Consultant) and Ad­ministrador de Empresas (Enterprise A dministrator).