natgillin/translations-raw huggingface dataset:
Eksempel: Portugal, Spanien, som udvik­ler modulsystemer som led i opbygningen af deres nationale erhvervsuddannelses­systemer (grunduddannelse og efter­ og vi­dereuddannelse).
(a) System­wide modules Examples: Portugal, Spain, developing modular systems in setting up their na­tional vocational training systems (initial and continuing training).
Specifikke tilbud til bestemte målgrupper, f.eks. arbejdsløse unge.
(c) Stand­alone modules Example: modules which may exist inde­pendently of the relevant system, "system­free".
Diskussionen er ikke særlig diffentieret.
This debate tends not to be very nuanced.
I Tyskland frygter man, at vekseluddannelsessystemet vil blive bragt ifare som følge af moduler på europæisk plan. Hidtil har man ikke i tilstrækkelig grad taget hensyn til vekselvirkningerne mellem det nationale og det europæiske plan.
In Germany there are concerns of the dual system being called into question by modules in the European context.The interactions between the national and European levels have not yet been given sufficient consid­eration.
Man har fortsat i vidt omfang ladet de indirekte virkninger af en stigende tendens i de europæiske erhvervsuddannelses­systemer til modulkoncepter ude af betragtning.
The indirect effects of an increasing orientation of European voca­tional training systems towards modular approaches remains largely unconsidered.
Der skal tages højde for, at der allerede i dag som følge af eksisterende definitioner ­f.eks. som led i Rådets beslutning 85/368/EØF af 16. juli 1985 om sammenlignelighed af de ved erhvervsuddannelse i medlemsstaterne opnåede kvalifikationer ­på EU­plan har fundet en præjudicering sted i form af enforeløbig afgørelse om fremtidige strukturer.
It should be recalled that definitions have already been adopted at EU level ­ e.g. Council Decision 85/368/EEC of 16 July 1985 con­cerning the comparability of vocational training qualifications between the Member States of the European Community ­ which are a precedent in terms of a preliminary decision on future structures. The following postion is adopted against this background.
På baggrund heraf foretages efterfølgende situationsbeskrivelse.
□ Their high number (an extreme exam­ple: 2 700 modules in 11 occupational fields in Scotland).
Eksempel: Moduler, der kan være uafhæn­gige af nationale uddannelsessystemer, "system­fri ". Eksempel: Transnationale moduler.
For a number of Member States, modules are a first important step towards the crea­tion of a national vocational training sys­tem or a method used to develop an al­ready existing system.
Med udgangspunkt i det tyske erhvervs­uddannelsessystem har moduler følgende generelle karakteristika:
By modules, we mean short­term educa­tional/training units or blocs which are complete in themselves and examinable as such.
For en del af EF­medlemsstaterne udgør moduler et vigtigt første skridt til opret­telse eller videreudvikling af deres natio­nale erhvervsuddannelsessystemer.
"Modules deliver part­qualifications, as opposed to a 'comprehensive compe­tence f or vocational activ­ity', the term combined with the concept of an occupa­tion in Germany".
□ Høj revideringskvote (f.eks. reviderer man i Skotland årligt op til 300 moduler).
The employer knows what mini­mal skills can be expected from a worker. This transparency cannot be created by a modular system.
Ü Indholdenes og kvalifikationsstandar­dernes begrænsede gennemsigtighed.
The introduc­tion of modules is a possible step in this direction.
Ved moduler forstås i sig selv afsluttede og kontrollerbare, tidsmæssigt korte kvalifikationsdele eller ­grupper.
Moreover, to replace the concept of the occupation as a basis for lifelong learn­ing by a modular system would imply a considerable medium­term input from both firms and workers in view of the ensuing permanent pressure to adapt al­ready acquired qualifications such a step would entail.
□ Lille grad af systematisk opbygning med hensyn til den samlede kvalifikation.
The German Vocational Training Act stipu­lates that young people under 18 may only be trained in recognized training occupa­tions.
"For en del af EF­medlems­staterne udgør moduler et vigtigt første skridt til op­rettelse eller videreudvik­ling af deres nationale erhvervsuddannelsessyste­mer. "
Vocational training within the dual sys­tem leads to direct occupational ability and at the same time provides a basis for lifelong learning. This system is to remain the backbone of skilled worker training in the Federal Republic in the future.
Q Som regel ingen fastsat kontrol af uddannelsesstedets og uddannelses­personalets egnethed, som det er tilfældet ifølge den tyske erhvervsuddannelseslov.
"The dual system (...) pro­vides vocational training evidenced by a certificate on the basis of a clearly defined training occupa­tion. (...) This transparency cannot be created by a modular system".
Begrebet modul er i den forbindelse stærkt præget af det britiske uddannel­sessystem.
The concept of an occu­pation shall retain its validity in the fu­ture.
Der kan alt efter uddannelses­system forekomme store variationer fra den ene medlemsstat til den anden.
The development and application of mod­ules in the field of adult vocational train­ing are to be welcomed.
Det spiller her en vigtig rolle, om modulerne er en del af den erhvervsfaglige grund­uddannelse, efter­ og videreuddannelsen eller af begge.
A series of short­ term certifiable courses are already de­livered, especially in the field of upgrad­ing training.
□ Prøver er ikke reglen ved slutningen af et afsluttet modul.
Modularisation and Qualification Reform in the UK: Some Realities
"Moduler formidler dele af en kvalifikation, ingen om­fattende erhvervsmæssig handlingskompetence, som det er tilfældet i Tyskland i forbindelse med erhvervs­konceptet. "
She is a Higher Education Adviser to the Sector Skills Partnership Di vision of the Department for Education and Employment, working on the de velopment of higher level National Vocational Qualifications. tions.
□ Moduler formidler dele af en kvalifi­kation, ingen omfattende erhvervsmæssig handlingskompetence, som det er tilfæl­det i Tyskland i forbindelse med erhvervs­konceptet.
been developed over the last 8 years, following the White Paper "A New Training Initiative" (Manpower Services Commission MSC 1981) and the Review of Voca tional Qualifications (MSC/Department of Education and Science DES 1986).
Af afgørende betydning er følgende: Det duale system, der lægger erhvervs­konceptet til grund, formidler på grund­lag af et klart defineret uddannelsesfag en erhvervskvalificering med eksamen.
The principal thrust of these papers was that vocational education and training was out of touch with the realities of the work place and not providing for the needs of the new post industrial employment en vironment.
Ar­bejdsgiveren ved, hvilken minimums­kvalifikation han kan forvente af arbejds­tageren.
Higher education was included in the criticism, and the general attitude is summed up by the newspaper head line (Clever they may be, but can they work?
Moduler kan ikke tilvejebringe denne gennemsigtighed.
"The Independent" Nov 1993).
Det er glædeligt, at man i EU­medlems­staterne i forstærket grad tager skridt til at opbygge og styrke erhvervsuddan­nelsen.
The new vocational qualifications are radically different to their predecessors.
Anvendelsen af moduler er en mulighed i denne forbindelse.
There are two types.
En opløsning af erhvervskonceptet som grundlag for livslang uddannelse til fordel for moduler vil på mellemlang sigt også være forbundet med større udgifter for virksomheder og arbejdstagere, fordi der herved vil opstå et varigt tilpasningspres i relation til erhvervede kvalifikationer.
The creation of undergraduate degree programmes based on modules or units coincided with a massive expansion in full time student numbers in higher education in the UK, and with the expansion of the university sector to include the former polytechnics.
Erhvervsuddannelsen formidler derimod en bred grundlæggende kvalifikation, som bidrager til at sikre en stor erhvervsmæs­sig mobilitet og anvendelighed i virksom­hederne ­ og på arbejdsmarkedet.
For many universities modularisation was perceived as a means of creating greater flexibility, allowing different subject combinations, and en couraging part time and mixed mode study for the newly expanded student body.
"Et væsentligt grundlag for uddannelsessystemet er erhvervskonceptet.
But, what has been achieved?
Et er­hverv er mere end summen af en række forskellige nyt­tige delkvalifikationer. "
The opportunity to create de gree programmes which met the needs of the expanded student body and prepared them for the turbulent labour mar ket of the 1990s was offered, but was taken up by only a few.
Man skal dog tage hensyn til, at dette sker på medlemsstaternes ansvar i henhold til Maastricht­traktatens artikel 127.
The nature and structure of post-16 qualifications in the UK has undergone radical change in the last decade.
Moduler, der er udarbejdet i fællesskab som led i EU­programmer eller ­initiativer, må hel­ler ikke fremover have en bindende virk­ning for medlemsstaterne.
Many traditional three year undergraduate degrees have become modular and are of fered in a semester rather than a term structure, and a completely new system of reformed vocational qualifications has emerged, with considerable government backing, offering alternative routes into work and into higher education.
Det må fortsat være de nationale ansvarlige myndighe­ders opgave at tage højde for dem, navn­lig at anerkende dem.
The potential for a flexible system of qualifications, responsive to the needs of young people and adults and providing support for those entering, or progress ing in the labour market has never been better.
Europa­Kommis­sionen må derfor fortsat være henvist til sin subsidiære kompetence.
This paper addresses some of the realities of the reforms.
Det er i henhold til erhvervsuddannelses­loven kun muligt at uddanne unge under 18 år i anerkendte uddannelsesfag.
The National Vocational Qualification (NVQ) is a work-based qualification built up of units, and developed from a strongly employment-driven base.
En modulopbygning i form af afsluttede og kontrollerbare, tidsmæssigt korte kvalifi­kationsdele eller ­grupper er derfor hel­ler ikke af juridiske årsager mulig for denne gruppe.
NVQs describe the standards of achievement of work related activities, rather than setting out a teaching syllabus to be followed. Assess ment is based at work and relies on materials produced at work and on the observation of candidates at work.
Man har dog, som alle­rede i dag, mulighed for at anvende modulopbygning som metodisk­didaktisk princip til formidling af indhold som led i eksisterende uddannelsesfag.
The clear relationship with employment was established and is maintained through Lead Bodies, groups of employers represent ing different sectors responsible for providing and updating qualifications in each sector.
Erhvervsuddannelsen i det duale system medfører en umiddelbar erhvervskompe­tence og udgør samtidig grundlaget for livslang uddannelse.
The extent to which the goals of greater flexibility have been achieved in reality, and for the majority, are questionable.
Den vil også i frem­tiden danne rygraden i uddannelsen af faglært arbejdskraft i Forbundsrepublik­ken Tyskland.
Lip service is still paid to the develop ment of employment related skills, for instance, business awareness, self promotion, networking.
Det duale system "(...) for­midler på grundlag af et klart defineret uddannel­sesfag en erhvervskvalifi­cering med eksamen. (...) Moduler kan ikke tilvej­ebringe denne gennemsig­tighed. "
There is still a chronic lack of language and IT integration into the mainstream of all undergraduate programmes.
Et væsentligt grundlag for uddannelses­systemet er erhvervskonceptet.
NVQs are intended for people at work, including young people in junior roles as well as adults in senior and management jobs.
Et erhverv er mere end summen af en række forskel­lige nyttige delkvalifikationer.
In effect it is, or it could aspire to be, a life long learning structure based on work.
Erhvervskonceptet vil også i fremtiden fortsat bestå.
Vocational Qualifications
Det sikrer, at uddannelse er mere end kun opnåelsen af en række delkvalifikationer.
"The extent to which the goals of greater flexibility have been achieved in real ity, and f or the majority, are questionable."
Der er mulighed for supplerende tilbud under uddannelsen (f.eks. sprog­kurser i henhold til § 44 BBiG (erhvervs­uddannelsesloven)), som kan certificeres, og som man frivilligt kan tilmelde sig.
National Vocational Qualifications (NVQs) and their Scottish equivalents SVQs have
Herved kan man målrettet støtte præsta­tionsstærke unge og tilbyde dem supple­rede præstationsincitamenter.
The second type is the General National Vocational Qualification (GNVQ and GSVQ - the Scottish equivalent) first de veloped in 1992.
For indlæringshæmmede eller handicappede unge, som ikke er i stand til at gen nemføre en uddannelse inden for et an erkendt uddannelsesfag, kan modul koncepter være en måde at forbedre deres erhvervsintegration på.
The GNVQ is a highly significant addi­tion to the NVQ framework of qualifica­tions. It provides an initial qualification with strong vocational emphasis and with substantially greater potential for aca­demic links than the purely work­based NVQ.
"For indlærings hæmmede eller handicappede unge, som ikke er i stand til at gennemføre en uddannelse indenfor et anerkendt ud dannelsesfag, kan modul koncepter være en måde at forbedre deres erhvervsintegration på. "
NVQs, and GNVQs are described as be­ing about creating a workforce which is "more versatile, readily adaptable, more highly motivated and productive" (A New Training Initiative 1981). They do not claim to have the wider educational and personal aspirations of higher education.
Inden for den erhvervsmæssige kvalificering af voksne er udviklingen og an vendelsen af moduler et positivt tiltag.
The principles of as­sessing NVQs/SVQs are described in de­tail in the NVQ Guide (NCVQ 1995) and have been reviewed in the recent report of the Beaumont Committee (1995).
Der findes allerede i dag en række korte certificerbare kvalifikationer, navnlig in den for videreuddannelsen med henblik på forfremmelse.
S/he must therefore take an active role in as­sessment and must take responsibility for presenting evidence to an assessor.
I forlængelse af en grunduddannelse udgør disse et vigtigt uddannelsestilbud, som også i fremtiden skal videreudvikles på grundlag af virksomhedernes behov.
As­sessment may include direct observation in the workplace or evidence from simu­lated activities (projects and assign­ments), as well as supplementary evi­dence of knowledge and understanding.
Dette giver de eksisterende lovbestemmelser mulighed for.
This may take the form of oral question­
Sue Otter arbejder for tiden som freelancekonsulent og rådgiverfor de videregående uddannelser ved Sector Skills Partnership Division i ministeriet for uddannelse og beskæftigelse, hvor hun arbejder med udviklingen af højniveau National Vocational Qualifications.
Uptake and Progression in Vocational Qualifications cost of making assessment extremely burdensome for the candidate. There has been continuing suspicion about stand ards of assessment and national comparability and it is possible that some form of standardised external assessment may be introduced to allay concern.
Indførelse af modulsystemer og reform af kvalifikationssystemet i Det Forenede Kongerige: målsætninger og realiteter
While others have remained suspicious of change and have continued to work with the more familiar older qualifications. "
Indførelse af modulsystemer
So, for instance the framework provides upwards progression for people specialising in a work role, or those becoming managers.
Det er ellers altsammen områder, hvor et modulapproach kunne have bidraget til en mere velafbalanceret studieplan, men ikke har gjort det.
Other education qualifications by contrast may have different objectives and may measure their achieve ment in different ways.
Strukturen i de erhvervsuddannelser, der ligger efter skolepligtens ophør (i 16 års-alderen) i Det Forenede Kongerige, har undergået radikale forandringer i det sidste årti.
Some sectors of employment - retailing for instance, have welcomed and used the structure.
Der har således aldrig været bedre muligheder for at etablere et fleksibelt kvalifikationssystem, der imødekommer både unges og voksnes behov og tilgodeser såvel dem, der første gang søger ud på arbejdsmarkedet, som dem, der ønsker at viderekvaliflcere sig på arbejdspladsen.
While others have remained suspicious of change and have continued to work with the more familiar older qualifications.
Denne artikel beskæftiger sig med målsætninger og navnlig realiteter i disse reformer. former.
There is evidence that greater confidence in NVQs is developing, but slowly.
Indførelsen af undergraduate-uddannelser baseret på moduler eller enheder fandt sted samtidig med, at de videregående uddannelser i Det Forenede Kongerige oplevede en massiv stigning i antallet af fuldtidsstuderende, og universitetssektoren udvidedes til at omfatte de tidligere polytekniske læreanstalter.
The cost of assessment is a recurring criticism of the NVQ system and has undoubtedly been a feature in reducing the up take of the qualifications in some sectors of employment.
Mange universiteter betragtede modulopbygningen som en metode til at øge fleksibiliteten ved at åbne mulighed for flere fag kombinationer og give den stærkt øgede studentermasse bedre muligheder for at vælge deltidsstudier og kombinerede studieformer.
It is evident for example that some employing organisations find the occupational standards on which the NVQs are based a useful set of criteria for their own training and development programmes but find the requirements and cost of assessment prohibitive.
Modulapproach blev et af de varmeste debatemner i slutningen af 1980'erne og begyndelsen af 1990'erne, og litteraturen og debatten fra den tid vidner om de radikale ændringer og den tur bulens, der fulgte i deres kølvand.
"The cost of assessment is a recurring criticism of the NVQ system and has undoubtedly.been a feature in reducing the uptake of the qualifications in some sectors of employment."
Men hvad er der reelt opnået?
The Lack of a Syllabus
National Vocational Qualifications (NVQ) og de tilsvarende skotske SVQ er udvik let inden for de sidste 8 år i forlængelse af hvidbogen "A New Training Initiative" (Manpower Services Commission MSC 1981) og Review of Vocational Qualifications (MSC/ministeriet for uddannelse og videnskab (DES) 1986).
Progression, how people move into and through the NVQ structure, poses differ ent problems. The reality is that people do progress, but that a lot are hampered by the systems of assessment - for instance their employers are reluctant to collaborate with the assessment system, or the nature of their work is not quite the same as the qualification structure and this creates a barrier.
Disse dokumenter tog udgangspunkt i den udbredte op fattelse, at erhvervsuddannelsen var ude af trit med erhvervslivets krav og ikke opfyldte behovene på det postindustrielle arbejdsmarked.
One of the important messages about the NVQ at work is the sup port the candidate requires at all stages of the process. For example, there are now several hundred NVQs and each comprises different units and may be of fered at several levels.
Kritikken gjaldt også de højere uddannelser, og den generelle holdning kan sammenfattes i følgende avisoverskrift ("Det kan godt være de er kloge, men kan de arbejde?" The Independent, nov. 1993)·
There may be con siderable choice and flexibility which can be puzzling to adults more used to a for mal structured system of qualifications where there is less choice.
"I hvor højgrad målsætningen om større fleksibilitet er blevet opfyldt i praksis for flertallets vedkommende er et omstridt spørgsmål "
Many qualifications rely on a syllabus which describes a course of study - this includes what will be taught, in what form, how long it should take, how it should be assessed and perhaps also what qualifications students should possess to begin with.
I hvor høj grad målsætningen om større fleksibilitet er blevet opfyldt i praksis for flertallets vedkommende er et omstridt spørgsmål.
They are deliberately intended to free up existing notions of taught courses and set teaching patterns, recognising that people learn in different ways and at differ ent rates, and increasingly in different places.
Der findes fortsat mange strukturer og regler, som absolut ikke opmuntrer til alternative studieformer, men fast holder de traditionelle studiestrukturer og
The existence of standards does not prevent providers from developing a syllabus to meet the needs of their clients/students, but does mean that differ-
De nye erhvervskvalifikationer er radikalt forskellige fra de tidligere. Der er to typer: per:
In practice assessment has proved to be cumbersome and complicated.
ERHVERVSUDDANNELSE NR. 7
VOCATIONAL TRAINING NA. 7
* vælger at studere videre efter skolepligt­ens ophør, et GNVQ­program, og en tred­jedel af alle studerende, der påbegynder en videregående uddannelse, vil i løbet af nogle få år have en GNVQ.
* ent providers, serving different customers might have different models of teach ing and learning and different syllabi.
"National Vocational Quali­fication (NVQ) er et system af anerkendte erhvervs­uddannelsesbeviser, der bygger på arbejdsbaserede kvalifikationer opbygget af enheder og udviklet på et hovedsagelig erhvervsrela­teret grundlag. "
"There has been consider able concern expressed that in testing the ability to do, the NVQ may ignore the ability to understand, the critical cognitive abilities which underpin action (...) the inclusion and specific testing of the knowledge required is now clearly specified in all NVQs." areas.
National Vocational Qualification (NVQ) er et system af anerkendte erhvervsuddannelsesbeviser, der bygger på arbejdsbaserede kvalifikationer opbyg­get af enheder og udviklet på et hoved­sagelig erhvervsrelateret grundlag.
In skilled hands it is a tool for development which appears to make it possible to build on the experience of large and often diverse groups who al though sharing similar goals have often historically preferred to take different routes to achieving them.
NVQ­systemet opererer ikke med faste under­visningsplaner, men beskriver præsta­tionsstandarder for arbejdsrelaterede ak­tiviteter.
In practice the working arrangements set up to develop NVQs have provided an important new means of looking at qualifications and a remarkable level of consensus and sup port has been reached.
Bedømmelsen baseres på det udførte arbejde og foretages i praksis på grundlag af arbejdspræstationer og obser­vation af eksaminanderne i en arbejdssi­tuation.
Representatives of the education sector have played an increasingly active role in this and in developing teaching and learning structures to support people at work.
Bedømmelsen af de nye erhvervs­kvalifikationer er kriterieorienteret og har udelukkende til formål at vurdere, om kandidaten har erhvervet den krævede kompetence eller ej.
There has been considerable concern expressed that in testing the ability to do, the NVQ may ignore the ability to under stand, the critical cognitive abilities which underpin action.
Bedømmelsen er bestået eller dumpet og er ikke gradueret.
Critics have suggested that competence-based systems pay insufficient attention to the assessment of knowledge and understanding.
Principperne for bedømmelse af NVQer/ SVQer er beskrevet detaljeret i NVQ­Gui­den (NCVQ 1995) og er udbygget i Beaumont­Komitéens nylige rapport (1995).
In practice this was a problem in the early quali fications, but the inclusion and specific testing of the knowledge required is now clearly specified in all NVQs.
NVQ­systemet er rettet mod erhvervs­aktive, både unge nyansatte og ældre, erfarne voksne arbejdstagere i overord­nede stillinger.
A further problem has arisen since the NVQs are based on standards of occupational competence developed by bodies comprising representatives of employers.