natgillin/translations-raw huggingface dataset:
Det er derfor intet tilfælde, at de første skoler, virkelige virksomhedsskoler, oprettedes af store industriforetagender og af regionale politiske myndigheder, som ansporedes dertil af socialistiske og kristelig-demokratiske fagforeninger.
It was no coincidence that these early schools should have been set up by large industrial concerns in the form of 'company schools', as well as by regional political authorities fired by the ideals of Christian Democrat and Socialist trade unionism.
Familien i videste forstand, for den udgør ud over de mange børn slægtninge fordelt på flere generationer, har udgjort et me get differentieret kommunikationsnet, der videregiver en kapital af evige, uforanderlige sandheder fra tidernes morgen, lidet berørt af skiftende ansigter og af årene, der går.
The family — the extended family, for it included not only the parents and their many children but several generations of relations as well — once formed a highly varied network of communication, transmitting a wealth of unchanging and eternal truths handed down from time immemorial, truths that were little af fected by the succession of generations or the passage of time.
I løbet af et menneskeliv fornemmer man dårligt nok de ændringer, der har med eksistensmulighederne at gøre.
Those truths included the values associated with the means of survival, in a world where change was barely perceptible in a man's lifespan.
Fagskolen placerede sig dermed nederst på skolernes rangstige, der øverst havde den almene undervisning, der førte til universiteter og højere læreanstalter.
It was in the 1960s that equal opportunities to take the educational path of one's choice seemed to have been won.
Den almene undervisning prægedes af traditionelle fag som græsk, latin, matematik, naturvidenskab og økonomi. En elev, der dumpede til eksamen, faldt fra
It was a time of full employment and high wages earned even by unskilled workers, and the children of less well-off families were no longer forced by circumstances to leave school and take a job so that they
Lige muligheder for at deltage i den un dervisning, man ønskede, erhvervedes i tresserne.
The vocational school thus came at the bottom of the school educational ladder.
Fra da af fortsatte over 60% af Belgiens skolesøgende deres skolegang til attenårsalderen.
At the top was general education, leading to the university and to colleges training people for the professions.
Der skulle en første industriel revolution og oprykning fra roden af større og større dele af landbefolkningen til, før man til bød familierne erstatninger, der varetog den grundlæggende undervisning.
Not until the first industrial revolution and the uprooting of ever larger com munities from their villages and land were families first offered substitutes who would take over the educational function.
Kirkerne indledte processen — omend af an dre grunde, og erhvervslivet gjorde re sten ved at vise nye værdier, der i højere grad var knyttet til det enkelte menneske end til grupperne.
The Church had initiated the process for other reasons, but the economic powers-that-be were to do the rest, cultivating new values that had
PolDebaty doktor i pædagogiske videnskaber, lektor i almindelig metodologi ved ICHEC(den katolske handelshøjskole), Bruxelles.
Doctor of pedagogical sciences, Lecturer in general methodology at ICHEC (Catholic Institute for Advanced Commercial Studies), Brussels
Gæsteprofessor ved universiteterne Constantine (Algeriet), Kampala (Uganda), Abidjan (Elfenbenskysten). fenbenskysten).
Visiting Professor with the Universities of Constantlne (Algeria), Kampala (Uganda), Abidjan (Ivory Coast)
volutionære tilbageslag.
could make a contribution, however meagre, to the family income.
Det tager bekla­geligvis tyve år at lave om på skolesy­stemet.
Unfortunately, it takes 20 years to change a school educational system, and the system planned in 1960, when a buoyant economy was expected, was in fact set up in 1980 right in the midst of recession.
I øjeblikket tales der om erhvervsuddan­nelse overalt.
Vocational training, so despised up to now, has at last come into its own.
Manglende uddannelse er forklaringen på alt: Ungdomsarbejdsløs­heden, skoleuddannelsens tabere, margi­naliseringen af flere og flere grupper, mangelen på kvalificeret personale og hvorfor ikke også på den økonomiske krise!
Users and employers on the labour market, however, made no such distinc­tions. When the age of economic reces­sion came, bringing in its wake unemployment for youngsters emerging from the educational system, the non­university higher education establish­ments found themselves vindicated.
Den hidtil så underkendte erhvervsud­dannelse er omsider blevet »sagen«.
'we are engaged in vocational training'; and 'there is no difference between education and training'.
De, der gav erhvervsuddannelse, og navnlig de, der ikke ville være med, vil nu pludse­lig være med på holdet for at deltage i de forskellige strømninger, der kan sam­menfattes som følger:
A professor of history has told us how concerned he was about his former students who had left university with their diplomas but, being unable to make profitable use of all the attainments for which they had worked so hard, were talking about a change of direction, the acquisition of other skills, retraining.
Det er interessant at konstatere industri­landenes nye og samtidige begejstring for erhvervsuddannelse over sekundær­trinet.
'We are engaged in vocational training' It is interesting to note the vogue now be­ing enjoyed by the concept of vocational training in higher education — an in­fatuation common to all industralized nations.
ses afdelinger har professorer og forskere længe vist interesse for den praktiske an­vendelse af deres undervisnings­ og forsk­ningsresultater.
The reason was that the curricula of those parallel forms of education were realistic enough to meet employers' needs for supervisory staff.
Alt, hvad der har med undervisningens metodik at gøre, går i denne retning, for hvis elevernes mål ude­lukkende er det opnåede kvalifikations­bevis, så forbliver evalueringsmetoderne og ­systemerne lige så formelle som selve målene. Den højere uddannelse har frem­deles i høj grad sin eksistensberettigelse på dette plan, men man lægger mærke til dens nye interesse for uddannelsen.
People coming from that stream of education not only possessed much appreciated practical ex­pertise but, even more important, they were able to react more rapidly and more productively to change and transforma­tion than did traditional university graduates.
Er den ved at opdage krisen og dennes øko­nomiske og sociale virkninger på et tids­punkt, hvor opsvinget inden for er­hvervslivet ændrer problemets fysiogno­mi, en ny udvirkning af den tidligere kon­staterede forsinkelse?
A few months ago, all the researchers from European Community countries at a forum convened in Berlin by CEDEFOP made the same observation on the growing interest of universities in job­related training measures.
■ Det skete først gennem institutioner si­deordnet med højere læreanstalters stats­anerkendte uddannelse.
■ It is also true, paradoxically, of agen­cies for social advancement — the workers' education movement — which are closer to basic training systems.
Statsanerkendelse er essentiel, idet den indebærer mange lovfæstede materielle muligheder, hvilket i praksis vil sige bevil­linger.
We use the word 'paradoxically' because it may be surprising that an adult education movement should not have been very much aware of the use its worker students made in their daily work of the education they were receiving.
Men det er det, man har kunnet konstate­re i de programmer, metoder og evalue­ringssystemer, der bruges på aftenkursus, hvor de arbejdere, der hyppigt af økono­miske årsager er afskåret fra et deltage i dagkursus, kommer for omend med for­sinkelse at indhente deres uddannelses­mæssige efterslæb.
This was, however, noticeable in the cur­ricula, methods and evaluation of even­ing courses, the 'last­chance' education to which workers unable, often for financial reasons, to take advantage of the oppor­tunities afforded by 'daytime' schools came to seek recognition of their at­tainments, however belated.
En historieprofessor fortalte, hvor ilde han følte sig berørt, når dimittenderne med deres hårdt erhvervede, men uan­vendelige eksamensbevis talte om om­skoling.
In certain university depart­ments, the teaching and research staff have long been visibly concerned with the results of their teaching and research when it comes to the application of what has been learned.
Men for historikerne er proble­met over tyve år gammelt.
Everything related to educational methodology points in this direction.
Denne forskel gik ikke igen blandt bru­gerne på arbejdsmarkedet, og de med de højere læreanstalter sideordnede institu­tioner tog revanche under den økonomis­ke krise og dennes udløbere i arbejdsløs­hed blandt skoledimittenderne.
If the goal of those who are learning is merely to obtain a diploma and a paper qualification, the evaluation systems and methods will continue to be just as much a matter of form as the goals themselves.
På et møde hos CEDEFOP i Berlin for nogle måneder siden fremsattes denne bemærkning om de højere læreanstalters interesse for de erhvervsorienterede ud­dannelser, af alle de tilstedeværende for­skere fra EF's medlemsstater.
University establishments still find a good deal of their raison d'être at this level, but they are displaying a noticeably fresh interest in training. Can it be that they have become aware of the recession ant its economic and social ef­fects at a time when the terms of the pro­blem are being altered by business
Først i 1978 gennemførtes i Belgien de ti år gamle forordninger om korte, modul­opbyggede kursus med henblik på op­nåelse af præcise mål.
■ The first to go in for vocational train­ing were the establishments parallel to State­recognized university departments.
Samtidig med ind­førelsen af skolepligt til det attende år indførtes der også indhentningskursus på forskudt tid for den højere undervisnings vedkommende, og de voksne fik dermed de samme muligheder som de unge.
State recognition is a vital factor, for in terms of resources it opens up a number of opportunities embodied in laws and regulations. In practice, in other words, it gives access to public money.
Det skyldes, at realismen i programmer­ne for disse former for parallel undervis­ning imødekom virksomhedernes behov for arbejdsledere, hvis kunnen og viden værdsattes, men, og det er det vigtigste, hvis reaktioner på ændringer og foran­dringer viste sig at være hurtigere og me­re produktive, end det var tilfældet for folk med afgangseksamen fra de traditio­nelle højere læreanstalter.
The higher education establishments parallel to the universities found they were being ex­cluded from certain sources of funds by non­recognition. First they were not recognized as being university­level diploma­awarding teaching units, with the right to teaching staff subsidies and student grants.
■ I øjeblikket sker det også på universite­ter og højere læreanstalter. I visse af dis­
Secondly they were not recognized because of the difference of emphasis in their curriculum.
Alle disse »faciliteter« (fritimer med løn, uddannelsesorlov etc), som regeringerne udtænkte for at fremme den undervis­ning, der skulle føre til lige muligheder, fandt kun ringe genklang blandt arbej­derne, selv dem der allerede var tilmeldt et kursus, sikkert fordi virkningerne af
They worked in the field of applied rather than pure science, the latter being regarded as the province of the brain and the intellec­tual, the former as the province of the hands and the manual, even if those hands wielded a pen and were very soon to operate a keyboard.
■ Men paradoksalt nok sker det også hos de institutioner, der står for den sociale oprykning, og som ligger tæt på grundud­dannelsessystemet.
Up to a short time ago, evening courses offered workers handicapped by the lack
CEDEFOP foranstaltningerne var for beskeden i for­hold til den krævede indsats.
The courses adopted the same methods, without allowing for the greater maturity and work experience of adult students.
Som følge af krisen fandt aftenundervis­ning og sociale oprykningskursus et nyt publikum blandt de arbejdssøgende uden beskæftigelse.
They took place in the evening after students had worked all day, and lasted three or four or even more years, depending on the level aimed at.
Aftenundervisningen blev igen til dagundervisning, og program­merne fik modulform med mulighed for opnåelse af delbeviser, hvorved der skab­tes en forbindelse mellem elevernes mål og virksomhedernes forventninger.
The courses made such great demands on the students as to give rise to a suspicion that the interest displayed by employers in those completing them was in their moral qualities rather than in their newly acquired knowledge as testified by their diplomas.
Man genfandt altså erhvervsuddannelsen til forskel fra almenuddannelsen.
In Belgium, regulations were issued per­mitting short, modular courses meeting clear­cut goals, but not until 1978, more than a decade later, were they brought in­to effect.
2) Der er ingen forskel pá undervisning og uddannelse.
The same observation could be made as before: arrangements for young people were transferred wholesale to the education of adults.
Det var en korrektion af beskæftigelses­markedet for at gøre en ende på undervis­ningsresultaternes dårlige tilpasning til virksomhedernes forventninger. Man sagde endog, at disse uddannelsesformer korrigerede den tekniske og erhvervsret­tede uddannelses vildfarelser, som igen indgik i den almindelige undervisning.
None of the 'facilities' devised by suc­cessive lawmakers to promote remedial education and create equality of oppor­tunity — study time credit (paid leave of absence from work for the purpose of study), sabbaticals for education — have made much impact on workers, even those already enrolled in courses, pro­bably because the official measures were not forceful enough to warrant the effort demanded.
■ Naturligt nok har virksomhederne al­tid specielt af tekniske skoler og fagskoler forventet, at de forsynede arbejdsmarke­det med en arbejdskraft, som opfyldte de­res erhvervsmæssige kvalifikationskrav. I modsætning til det, der sker i andre lan­de som f.eks.
At the time of reforming secondary and higher education, in the revision of cur­ricula and, more generally, in the organization of studies, there was a move towads rejecting job­related objectives at the same time as the school­leaving age was being raised.
Tyskland, har de altid ment, at deres rolle på uddannelsesområdet ind­skrænkede sig til, at det unge menneske, der kom fra skolen, blot skulle sættes ind i de arbejdpladsspecifikke forhold og hol­des ajour med virksomhedens metodiske og tekniske udvikling.
This being so, there has been: regarded their role in matters of training as being confined to showing the youngster arriving on the shop­floor fresh from the schoolroom how to do the job and to keeping employees abreast of new techniques and methods introduced in their own workplace.
Det var en ganske anden holdning end på attenhundredtal­lets virksomheder, hvor erhvervsuddan­nelsen tog sin begyndelse, og også en helt anden situation end den nuværende, hvor man oplever, at nogle arbejdsgiver­sammenslutninger i deres forslag til vek­seluddannelser ønsker, at virksomheder­ne deltager ikke blot i uddannelsen af de­res egne fok, men også af unge fra skoler­ne, som skal ud på arbejdsmarkedet.
A very different attitude was adopted by employers in the 19th century, the original providers of technical education. The situation il aslo . very different today when, in proposals for alternance training, certain employers' ferderations would like their member firms to help train not only their own workforce but also school­leavers about to come onto the labour market — a market that obviously includes but is not limited to those firms.
Man får indtrykket af, at korporatismen i undervisnings­ og iværksætterkredse er ved at undergå en forandring omend af forskellige grunde, og at parterne gensi­digt er ved at åbne deres elfenbenstårne for hinanden.
The feeling is that changes are afoot in the corporatism of both teachers and employers, although they may come about for different reasons. Each side is opening the gates of its ivory tower to the other.
■ En generel forlængelse af undervisnin­gens varighed.
■ A general lengthening of the duration of studies.
Hvor to år burde være nok til opnåelse af et eksamensbevis, skal der tre til.
Where two years used to be thought necessary for obtaining a diploma, three are now required.
Men da denne undervisning genopdage­de erhvervsuddannelsen, var det logisk at mene, at det ikke mere var nødvendigt at korrigere den, og at enhver ny aktion ville være overflødig.
Partly because of recession, evening courses and adult education courses found a new target group among the jobless. Evening courses were even turn­ed into daytime courses, and the cur­ricula were overhauled.
Følgelig bestræber sko­lerne sig på i besparelsernes og kompeten­cens navn at tiltage sig de parallelle ud­dannelsesformer, idet de også påberåber sig større klarhed med hensyn til de be­nyttede midler.
Modularization came into fashion, and it became possible to add on partial certificates, creating a bridge between students' aspirations and employers' expectations. There was a return to vocational training, which was distinguished from cultural education.
■ Definitionen af målenes alsidighed.
■ The inclusion of versatility among educational goals.
Eleven skal forberede sig til at skifte ar­bejdsplads, virksomhed og fag.
A student must train to change jobs, move from one employer to another, switch careers.
Altså skal han forberedes til hverken at tilhøre en virksomhed eller et fag.
He must, then, be trained not to belong to a single company nor even to a single trade.
■ Definitionen af »overførsel«.
■ Transferability of skills.
Virksomhederne ser ud til at have for­stået, at det er illusorisk at give undervi­serne mulighed for at forberede de unge arbejdere til at indtræde i deres ukendte verden, hvis ikke virksomhederne etable­rer et »slusekammer«, hvori pædagoger og virksomhedsundervisere snævert samarbejder og benytter de muligheder, som alene virksomhederne har og ken­der.
Employers seem to have realized that they cannot expect educators to be able to train young workers entering an unknown world unless an intermediate space is created in which teachers and company trainers work closely together, drawing on the resources that only in­house trainers possess and are familiar with.
Pædagogerne bekymredes over de­res unge dimittenders arbejdsløshed og indså, at tvetydigheden i de generelle me­toders mål til dels var skyld i den arbejds­løshed, der eksisterer side om side med udækkende behov for arbejdskraft.
Teachers, traumatized by the fact that the youngsters leaving them with diplomas could not find employment, have realized that the ambiguity of objec­tives developed in general terms was one of the reasons for youth unemployment existing side by side with an unsatisfied demand for labour.
Disse i sig selv prisværdige bestræbelser skjuler dårligt den alvorlige krisesitua­tion, der hersker blandt lærerne. Nedgan­gen i befolkningstallet, som er slået igen­nem i børnehaver og underskole, begyn­der nu også at blive følelig i de større klas­ser og truer lærernes traditionelt beskyttede beskæftigelse.
■ Employers, as is natural, have always expected schools — particularly technical and vocational schools — to supply the labour market with school­leavers who could satisfy their needs in terms of vocational qualifications.
Men dårligt nok har denne udvikling vist sin virkning, før et nyt slagord dukker op.
Belgium is unlike other countries such as Germany in that employers have always
Erhvcrvsuddannclsc 1/1989
Vocational training 1/1989
Der er altså ikke længere no­gen forskel på undervisning og uddannel­se, idet enhver rager til sig, hvad han kan.
This means that no differentiation is being made bet­ween education and training anymore, everything being grist to the mill.
get skel mellem uddannerne i og uden for familien, hvor den ene ignorerer den anden.
Latin was used to train the mind for any form of logical thought, curricula no longer feature subjects taught for a limited purpose.
der følger af familiernes uformåenhed og af erhvervslivets afvisning af at indtage en social rolle, kan man regne med, at pu­blikum i højere grad vil få øjnene op for en kontinuerlig uddannelsesproces, hvori den enkelte borger omend i varierende omfang og med forskellige mål og midler skiftevis vil give og modtage undervis­ning og uddannelse.
■ In the same way, working hours — shorter perhaps, but certainly less confin­ing — should always allow time for education and training (including job training) for the lifelong continuation of the work initiated by the family and taken over by the school, in cooperation with the educational world.
■ Uddanneres og underviseres rolle (der er jo ikke længere nogen forskel!) vil i stedse mindre grad foregå i direkte kon­takt med eleverne, men derimod i form af permanent rådgivningsvirksomhed for familierne, som får stillet særlige pro­grammer og midler til rådighed til dæk­ning af deres behov.
In this sense, training is indeed one form of edcuation. It is not, however, the poor relation of education, for it is the only part that can be evaluated qualitatively and objectively.
Denne reaktion, denne tilbagevenden til gamle undervisningsformer i en forældet institutionel ramme forekommer os at være farlig, ikke blot fordi man bør opret­holde smidige muligheder, der hurtigt kan tages i anvendelse til imødekommel­se af uddannelsesbehov, der udspringer af den tekniske udvikling, men også og i særdeleshed fordi uddannelsesfolkene skal følge ændringerne i tilegnelsesfor­merne på den industrialiserede verdens arbejdspladser, der tager sig således ud:
The reactions of the professionals tended to be in favour of parallel training routes focusing on needs. Farmers were made the responsibility of the Ministry of Agriculture, craftsmen the responsibility of the Ministry for Small Firms and Traders, industrial workers the respon­sibility of the trade federations (building industry, metallurgy, transport, textiles, banking, insurance, etc.).
Især skulle fjernundervisningen ved be­nyttelse af de samme massemeddelelses­midler, som bruges til fritids­ og under­holdningsformål, nedbryde grænsen mel­lem arbejde og hvile.
This reaction, we feel, this return to old forms of education in an archaic institu­tional setting, is dangerous, not just because of the value of retaining flexible resources that can be rapidly deployed to meet training needs arising from technological change, but above all because the world of trainers must be open to the changing forms of learning adopted in the working world in our in­dustrialized countries. The characteris­tics of those new forms of learning are probably as follows:
■ På lignende måde skulle den måske kortere, men i hvert fald ikke så bundne arbejdstid til stadighed omfatte en (også erhvervsmæssig) uddannelsestid, som til stadighed fortsætter det først af familien og dernæst af skolen indledte arbejde i samarbejde med denne.
■ A revival in the importance of the family, not the nuclear family but the forms of training were an antidote to the broader family that extends to youth rerouting of technical and vocational education, which had been taken back in­to the fold of general education.
■ Familiens nye betydning, idet den skal opfattes i en videre forstand end den lille kerne, der knytter sig til forplantningen, og også omfatte ungdomsorganisationer, kirker og den livsrammen socialt og kul­turelt nærtstående fritidsverden.
organizations, the church and the world of leisure which is socially and culturally close to the living environment.
Denne familieverden skal på ny indtage en afgø­rende rolle i de unges undervisning og vi­dereuddannelse.
This family world should once again play an essential role in the education of young people and in continuing training.