natgillin/translations-raw huggingface dataset:
Målgrupper for WSB sus sted fra torsdag kl. 10.30 til lørdag kl. 14.
Target group of WSB operations, processes and procedures in the firm
Et kursusmodul er en didaktisk enhed defineret som et led i det virksomheds­pædagogiske kursus som helhed.
The study materials give participants an opportunity to digest at home and at their own pace the information that makes subject­ and problem­oriented discussions in the social group consisting of fellow students and the course leader effective.
Basis for et element som didaktisk enhed er det universitære kursusarrangement med tre timer pr. semesteruge.
Ten module subjects are offered for each course in each year of study.
Ved hjælp af stu­diematerialet får deltagerne mulighed for hjemme hos sig selv og i deres egen rytme at tilegne sig det informationsniveau, der forudsættes for at kunne føre emne­ og problemorienterede samtaler i en social
• Junior staff selected for management tasks in in­company initial and continuing training. • Trainers. β Personnel planning and personnel development staff. • Heads of corporate training centres. • Heads of in­company initial and continuing training. • Instructors and training officers. • Seminar leaders. • Managers.
Hvad forstår vi ved personlig kompetence?
What do we mean by personality competence ?
Det virksomhedspædagogiske WSB­stu­dium gennemføres i en kombination af fjernundervisning og kompakt­kursus.
The WSB course in in­company training combines distance studies and compact seminars.
hændelser, processer og forlob i virksomheden
leadership development personality of commu nities development communi cation
Deltagerne modtager studiematerialer (elementer og kompendier), som gennem­arbejdes derhjemme.
The participants are given study materials (modules and reading material), on which they work at home.
Emnerne uddybes og suppleres dernæst på 3­dages kom­paktkursus.
The subjects are then considered in greater depth and expanded on at the three­day compact seminars.
Der er mødepligt på kom­paktkurserne: Kun når man har deltaget 100% alle tre kursusdage, opnås påteg­ning i kursusbogen. Som regel finder kur­
Attendance at the compact seminars is compulsory: participants must be present on all three days of the seminars, which usually last from 10.30 a.m. on a Thursday until 2.00 p.m. the following Saturday.
og deltagelse i mindst 32 moduler inden for profilområderne »Virksomhedspædagogikkens almene grundlag« og »Ledelsespædagogik«).
WSB certificates least 32 modules in "General foundations of incompany training methods" and "Management training methods").
Efteruddannelseskursus i virksomhedspædagogik inden for WSB giver mulig hed for at opnå to forskellige certifikater:
The WSB course leads to the award of two certificates:
Et universitetscertifikat i virksomhedspædagogik (som regel efter 2 år og deltagelse i mindst 16 moduler/kompaktkurser inden for profilområdet »Virksomhedspædagogikkens almene grund lag«).
The university certificate in incompany training methods (normally awarded after two years and attendance of at least 16 modules/compact seminars in "General foundations of incompany training methods").
Man kan indtegne sig til efteruddannelseskursus i virksomhedspædagogik side løbende med erhvervsarbejde, når der fremlægges eksamensbevis for erhvervs uddannelse eller erhvervskvalificerende studium, og når man i de sidste tre år (minimum) som hovederhverv har arbejdet inden for uddannelse og efteruddannelse og/eller personaleområdet i en virksom hed.
Diploma in incompany training methods (continuing training diploma) at the University of Duisburg (after attendance of at least 40 modules where participants have the general university entrance certificate or. after they have obtained the certificate in incompany training methods, pass the entrance examination at the University of Duisburg).
Et universitetscertifikat ledelsespædagogik (som regel efter yderligere 2 år
The university certificate in management training methods (normally awarded after a further two years and attendance of at
Ansøgning om optagelse til adgangsprøven indsendes senest 20. ja-
The draft examination regulation and the regulation on the entrance examination are
Diplomprøven som diplomeret virksom hedspædagog forudsætter, at certifikat prøven i virksomhedspædagogik er be stået, og at adgangskriterierne til højere læreanstalter er opfyldt, eller adgangsprøven er bestået.
Anyone who has completed his vocational training or a course of study qualifying him for an occupation and has been employed fulltime in incompany initial and continuing training and/or personnel management for at least three years may enrol for the continuing training course in incompany training methods.
Efteruddannelseskurser virksomhedspædagogik
Continuing training course in incompany training methods
Eksamen: diplomeret virksomhedspædagog III. profilområde: virksomhedspædagogik som handlingsvidenskab + 8 moduler = 40 moduler
Diploma in incompany training methods 3rd special aspect: incompany training methods as behavioural science + 8 modules = 40 modules
Eksamen: certifikat i ledelsespædagogik II. profilområde: i ledelsespædagogik + 16 moduler = 32 moduler
Certificate in management training methods 2nd special aspect: management training methods + 16 modules = 32 modules
Eksamen: certifikat i virksomhedspædagogik
1The continuing training course in incompany training methods (WSB) at the University of Koblenz- rettificate in incompany training methods 1 st special aspect: General foundations of incompany training methods 16 modules
På basis af dette program er der udviklet et efter uddannelseskursus i virksomhedspædagogik på universitetet i Koblenz-Landau.
Landau has been developed on the basis of this concept.
Fra 1990 er kursus blevet gennemført i samarbejde med universitetet i Duisburg.
Since 1990 it has been run in cooperation with the University of Duisburg.
En anden samarbejdsaftale med universitetet i Paris-Dau-phine er netop ved at blive ratificeret af senatet for universitetet i Koblenz-Landau.
A further cooperation agreement with the University of Paris-Dauphine is currently in the process of ratification by the Senate of the University of Koblenz-Landau.
På basis af dette samarbejde med universitetet i Paris-Dau-phine skal vore dimittenders kompetencespektrum udvides i et sådant omfang, at de opnår kvalifikation som europæisk ekspert i virksom hedsrelaterede uddannelses- og personaleaktiviteter. viteter.
By cooperating with the University of Paris-Dauphine. we are widening the range of skills of our graduates with the aim of qualifying them for posts as European experts in incompany training and personnel work.
Efteruddannelse af undervisere ved Bundesinstitut für Berufsbildung ning samt modernisere og forbedre er­hvervsuddannelsen under hensyn til den tekniske, økonomiske og samfundsmæs­sige udvikling.
Continuing training of trainers by the Bundesinstitut für Berufsbildung
vigtige emner: I de enkelte modelforsøg afprøves nye programmer inden for er­hvervsuddannelse og efteruddannelse i virksomheder eller uddannelsesinstitu­tioner (med undtagelse af skoler), hvor undervisere involveres direkte som aktører.
Other key activities of the Institute are directly geared towards trainers, offering them concepts and material for their work:
Til instituttets centrale arbejdsområder hører en kortlægning fra forskellige syns­vinkler af underviseres rolle, opgaver og synspunkter:
■ Design, follow­up and evaluation of Federal government pilot project programmes in various key areas: the individual pilot projects serve to test new concepts in the field of initial and continuing in­company training in the firms or non­school­based training institutions, directly involving trainers as players in this context.
Underviseres kvalifikation be­stemmes bl.a. af, hvor meget de deltager i efteruddannelse, hvil­ket hænger sammen ined, at det er deres opgave at forberede un­ge til arbejdslivets aktuelle krav. Det faglige indhold og de krav, et arbejde stiller, ændres hele ti­den, og dette forudsætter ikke alene, at underviseren er orien­teret om arbejdets indhold, men derudover udvider og tilpasser sit erhvervs­ og arbejdspædago­giske instrumentarium.
is to develop foundations for the initial and further training of skilled blue­ and white­collar workers andjourneymen in industry and commerce, the crafts, agriculture, the liberal professions and public administration and to update and upgrade vocational training in the light of technical, economic and social developments.
1 nærvæ­rende artikel redegøres for, hvorledes Bundesinstitut für Be­rufsbildung bidrager til at løse disse opgaver.
Cooperation with vocational training practitioners constitutes an essential element of our research and development activities.
■ Udvikling af undervisningssystemer og uddannelsesmateriale til brug for ud­dannelse og efteruddannelse i virksomhe­der: Der er indtil dato udarbejdet ca. 800 trykte eller audiovisuelle uddannelses­oplæg først og fremmest beregnet til håndværks­ eller tekniske fag (metal, elektroteknik, bygge og anlæg, snedker etc.).
The training of trainers is essentially determined by their participation in continuing training programmes.
Der er stor interesse for uddannel­sesmateriale inden for ny teknik og handel.
This can be explained by the fact that it is their task to prepare young people for the current demands of working life.
■ Strukturforskningen vedrører perso­ners uddannelses­ og erhvervsforløb samt virksomheders uddannelsesrelaterede adfærd.
However, in the light of the constant changes in job content and demands at the workplace, trainers must not only be oriented towards job content, but also towards the extension and change of their training resources.
Genstand for undersøgelserne er kvalificeringsforanstaltninger og vilkåre­ne for kvalifikationernes anvendelse i virksomheden.
The following article describes the contribution of the Bundesinstitut für Berufsbildung to the solution of these problems.
Arbejdet omfatter i sær­lig grad undervisernes rolle og disses ind­flydelse på kvalificeringsprocesser for ud­dannelsessøgende.
A number of the Institute's key fields of activity are aimed at gaining an insight into the role, activity and attitudes of trainers from different points of view:
Instituttets underviser­relaterede opgaver
Trainer­related tasks of the Bundesinstitut
■ Med hensyn til forskningen vedrøren­de undervisnings­ og indlæringsprocesser ligger hovedvægten på uddannelsen på arbejdspladsen, organisationsformer for uddannelsen i virksomheden (f.eks. kom­bination af uddannelser) samt spørgsmål om bedømmelse og prøver.
■ The development of placement concepts and training aids for in­company initial and continuing training: so far some 800 training aids have been developed in printed or audio­visual form, primarily for industrial and technical occupations (metal­working, electrical, civil engineering, joinery, etc.).
Også i den forbindelse står underviserens arbejde i mange tilfælde ganske naturligt i cen­trum, hvorfor forskningsresultaterne of­te udgør en konkret støtte for under­viserne.
Training aids for new technologies and commerce meet with particular interest.
Dette arbejde skal beskrives nærmere i det følgende, men forinden skal der frem­sættes nogle bemærkninger til belysning af de indledningsvis nævnte forandringer samt udgangspunkterne for underviseres efteruddannelse.
■ Structural research examines the educational/training and occupational careers of individuals and the training behaviour of firms.
Samtidig skal det søges tydeliggjort, på hvilken måde det i Bun­desinstitut udførte forskningsarbejde bi­drager til underviseres efteruddannelse.
The subject of research in this context is training programmes and the conditions of the utilization of skills in the firm including, in particular, research on the role of trainers and their influence on training processes for trainees.
Bundesinstitut für Berufsbildung arbej­der med forskning og udvikling inden for den del af erhvervsuddannelsen, der fin­der sted uden for skolerne.
The Bundesinstitut für Berufsbildung is engaged in research and development in the field of out­of­school vocational training.
Samtidig vare­tager instituttet service­ og vejlednings­funktioner over for forbundsregeringen og virksomhedernes erhvervsuddannel­sespraksis.
At the same time it offers service and advisory functions to the Federal government and in­company vocational training practice.
Forskningsarbejdet udgør grundlaget for, at instituttet kan udføre sine serviceopgaver og den vejledende funktion.
The Institute's research activity provides the basis for the implementation of these services and advisory functions.
Erhvervsuddannelsens rammer ændrer sig
The aim of our activities
Reinhard Selka dipi, sociolog, videnskabelig
Finally, the "training personnel" department's activities known as the "promotion of trainers" cover activities which serve to promote the continuing training of trainers.
Nye krav til undervisere i et foran­dret uddannelsesmiljø
■ Research into training and learning processes: The key areas of research are on­the­job training, organizational forms of in­company training (e.g. training networks) and questions relating to assessment and examinations.
Andre centrale opgaver vedrører under­viserne direkte, idet der udarbejdes pro­grammer og materialer, som de kan dis­ponere over i deres arbejde: medarbejder ved
Here again, trainers' activities are naturally the focal point of interest so that the results often constitute concrete aids for trainers.
■ Koncipering, gennemførelse og eva­luering af forbundsregeringens modelfor­søgsprogrammer vedrørende forskellige
However, for a better understanding of the following, a number of preliminary comments are necessary to elucidate the changes mentioned at the outset and to provide some points of reference on the continuing training of trainers, at the same time
I de senere år er der sket forandringer in­den for mange af erhvervslivets områder, hvilket stiller underviserne over for store opgaver:
Finally, the Institute has a specific "training personnel" department which is chiefly involved in research into questions relating to the activities of the various groups of training personnel and the framework conditions of their work.
Den klare adskillelse mellem uddannel­ses­ og efteruddannelsesafdelinger, der tidligere kunne observeres i mange store virksomheder, forsvinder med andre ord.
CEDEFOP qualification in pedagogics. Thanks to his expertise and in some cases cost­intensive facilities, he is no longer specialized in a specific target group (trainees), but is active in both initial and continuing training.
■ Ændret teknik forskyder faglærtes samt handels­ og kontorfunktionærers opgavespektrum fra mere udførende til egentlige planlægnings­, kontrol­ og vur­deringsopgaver, hvortil der kræves nye, udvidede kvalifikationer.
The separation between initial and continuing training departments which tended to be the rule in most large­scale companies in the past is thus overcome.
Nye tanker vinder indpas i uddannelsen
New concepts are finding their way into the field of training
■ Tekniske og organisatoriske foran­dringer kræver i dag større selvstændig­hed af den faglærte arbejdskraft samt vil­jen til at påtage sig et ansvar. Også det må læres.
Manfred Vollmer highlighting how the research activity of the Bundesinstitut serves the continuing training of trainers.
Individuel indlæringsvej­ledning får derfor voksende betydning frem for den klassiske gruppeunder­visning.
The continuing training of trainers must offer resources to cope with these complex tasks.
over til organisering af indlæringsproces­ser. Ved en konsekvent anvendelse påvir­ker dette uddannelsesafdelingens organi­sationsstrukturer.
In the course of the developments of recent years, in­company vocational training has begun to become more independent of concepts of school­based education or instruction.
Det ses ganske ofte, at uddannelsessegmenter i større omfang flyttes til selve arbejdspladsen, enten ude i fabrikshallen eller på kontoret.
Project­based training, "guide texts", self­organization and problem­solving at the workplace (the Lernstatt approach) stand for this development.
Derved standses udviklingen hen imod en centra­lisering af uddannelsen, der er vokset frem i de sidste årtier.
However they also demonstrate that they are more than simply new methodical or didactic approaches.
Deres opgave er ikke længere kun at formidle praktiske erfaringer på arbejds­pladsen, men tillige at forklare de teore­tiske dele af uddannelsen, der ligger bag.
The implementation of the above­mentioned aims presupposes a changed field of organizational action which must be developed and shaped by the trainer.
Projektuddannelse, vejledende tekster, selvstyre, »lærested« er slagord, der ken­detegner denne udvikling.
A process of adaptation is taking place at the level of the organizational structures of training.
Men de signa­liserer samtidig, at det drejer sig om andet og mere end nye metodiske eller didakti­ske fremgangsmåder.
The context of vocational training is changing
Underviseres efteruddannelse må tilbyde støtte til at klare disse komplekse opgaver.
Two developments can be observed in this context:
Uddannelsens organisationsstruktu­rer tilpasses
New demands on trainers in a chang­ing training world
Undervisernes grundlæggende viden
The trainer's basic knowledge
Der findes to udviklinger:
This also has to be imparted.
■ Undervisere kan kun formidle proces­orienteret viden på baggrund af, at de selv praktiserer den.
■ Trainers can only impart process­oriented knowledge if they themselves are practitioners.
Deres opgave går derfor fra at være indholdsformidlende
Their task is therefore moving away from the imparting of content, towards the organization of learning processes.
■ Specialiseringen inden for teknologi frembringer en ny type uddannelsesper­sonale i virksomheden: den pædagogisk kvalificerede teknologiekspert.
Most of them are designated as "skilled workers responsible for training/with training functions" (see table); as a rule they have not acquired a training qualification and are therefore not responsible fortraining.
Takket være vedkommendes faglige viden og det til dels omkostningsintensive udstyr er han/hun ikke længere specialiseret med henblik på en bestemt målgruppe (af ud­dannelsessøgende), men virker samtidig inden for uddannelse og efteruddannelse.
They have often taken further­reaching specialized certificates (some are, for example, master craftsmen, generally a precondition in the craft sector) and in larger companies the heads of training departments nearly always have a diploma in higher education.
Den praktiske erhvervsuddannelse i det »duale« system foregår først og fremmest på arbejdspladsen.
■ On account of demographic and political developments, present­day trainees are characterized by a variety of previous educational/training routes and tend to be older than before.
De medarbejdere, der i den forbindelse udfører undervisnings­opgaver, er faglært arbejdskraft, der rå
The counselling of individuals with respect to their learning process, as opposed to the classical form of group instruction, is gaining ground.
CEDEFOP dannelse noget fast system.
CEDEFOP presented building on familiar approaches.
Kursusind­hold og ­former kan tilbydes frit, den ene­ste regulering, der findes, er efterspørgs­len på markedet.
The input necessary for explanatory purposes is therefore high and must moreover take account of the different backgrounds of the participants (seminar organizers, initial/continuing training trainers).
og samtidig inspirere til selvstændig vide­reudvikling.
The common pedagogical foundations of these trainers are described in a skeleton curriculum which provides the basis of training programmes.
Bundesinstitut deltager ikke i brugen af kursusmodellerne — bortset fra visse tilfælde, hvor modellerne afprø­ves.
This plan, now considered to be out-of-date, is currently in the course of revision.
En kombina­tion af fagligt og pædagogisk indhold i kursustilbuddene er yderst sjælden.
The guiding principles of these activities are the new demands of working life described above.
der over pædagogiske kundskaber i for­skelligt omfang. De fleste af dem beteg­nes som værende »delegeret til uddannel­se« eller som »faglært arbejdskraft med uddannelsesopgaver« (jf· tabellen), de er som regel ikke i besiddelse af pædagogi­ske certifikater og derfor ikke egentlig an­svarlige for uddannelsen.
The reason for this lies in the structure of continuing training which is geared towards the principles of the market economy: the level of demand for certain courses - mainly from fulltime trainers - is not very high due to the existence of a whole series of sub-markets, i.e. at the level of the individual training occupations, or at least the individual vocational groups.
Ansvaret ligger — alt efter virksomhedens størrelse — hos de undervisere, der står for uddannel­sen, som de enten udfører som hoveder­hverv eller ved siden af andet erhvervsar­bejde.
The high development costs for training programmes can therefore not be financed by private providers so that the development of courses necessarily becomes a public task.
■ Da innovationerne ofte fremkommer på baggrund af resultater af forskningsar­bejde udført af Bundesinstitut eller andre institutioner (jf. Bundesinstituts hoved­opgaver), skal instrumenterne til den praktiske gennemførelse — de udgør jo kernen i al efteruddannelse — som regel først udvikles.
This is where the Bundesinstitut comes into play, for example, in the field of pilot projects or educational technology and in particular in the framework of the development of innovative "promotion of trainer" courses.
I øvrigt samarbejder arbejdsmarkedets parter samt forbunds­ og delstatsregeringer om­kring denne som så mange andre opgaver.
Despite its importance as a "tool" for trainers, it can nevertheless not be a substitute for ongoing continuing training.
Det skyldes, at efteruddannelse er mar­kedsøkonomisk struktureret.
Concepts of promotion of trainer seminars
Kursusmodeller til støtte for undervisere
Continuing training of trainers
■ Der bearbejdes kun emner, der virke­lig er relevante for erhvervsuddannelsen, men alligevel må der ved realiseringen i virksomheden tages hensyn til den mod­stand, der udgår fra organisationer mod forandringer.
■ Although only subjects of particular relevance to vocational training are covered, the resistance to change at the level of the organizations in which they are implemented in company practice must be taken into consideration.
Et alment fænomen i efter­uddannelsen er, at de impulser, der udgår fra efteruddannelse, kun får virkelig praktisk betydning, når efteruddannel­sesdeltageren modtager positive tilkende­givelser og støtte fra sine arbejdskamme­rater.
A phenomenon generally observed in the field of continuing training is that the impetus triggered off by continuing training is of less practical importance, the less it is supported by the working environment of the continuing training participant.
Derfor er det særlig vigtigt at forbe­rede underviserne i efteruddannelsen på den konkrete »back home« situation og give vedkommende praktisk anvendelige instrumenter i hånden.
It is therefore of particular importance to prepare the trainers for the concrete situation "back home" in the course of their continuing training and to offer them practical resources they can actually use.
Selv om denne rammeplan vil få betyd­ning i aktualiseret form, vil den ikke kun­ne være mere end et fælles grundlag for alle underviserne, og selv om dette for un­derviserne kan udgøre en slags redskab, vil det ikke kunne erstatte en vedvarende efteruddannelse.
Like continuing training in general, the continuing training of trainers is not regulated. Course content and forms may be freely designed by the providers, whereby the market has a regulating function.
På denne baggrund er der udviklet faste rammer for efteruddannelsesmaterialer­ne under betegnelsen »kursuspakker«.
For these reasons, a uniform structure, known as the "seminar package", has been devised for continuing training materials.
Underviseres efteruddannelse
Structure of the seminar packages