natgillin/translations-raw huggingface dataset:
S�ledes er det kun f�, heltspecielle l�nmodtagergrupper, der kan regne med, at arbejdsgiveren vil give dem fri til atdeltage i et sejlerkursus, men for deltagelse i kurser inden for edb-omr�det er situationensandsynligvis en ganske anden, n�r uddannelsesforl�bet stemmer overens med virksomhedenspersonaleudviklingskoncept.
Examplesof in-company product training in certain branches of insurance, and the training of dealerswhen a new model of automobile is introduced, show impressive results in terms of economicuse of time to reach almost all target persons in a company or within a dealershipsimultaneously.
Dertil kommer, at der p� grund af de sidste �rtiers afkortelse af arbejdstiden m�ske kunnev�re bedre muligheder for at l�gge uddannelsestiden i fritiden end i den allerede reduceredearbejdstid.
The foreseeable further development of CBT applications indicates that the freeing of furthertraining from the constraints of a fixed time and place is not only possible but is intended byboth providers of training and consumers.
Vi ved imidlertid af erfaring, hvor kontroversielt et s�dant udsagn er forarbejdsmarkedets parter, og det er mit indtryk, at vi ogs� inden for rammerne af dette seminarkun alt for ofte er tilb�jelige til at bev�ge os ind i det kendte farvand, hvor vi finder de
It is obvious that wherever PCs are standardequipment at the workplace, it will not be possible in the medium term to retain the strict
g�ngse, uddannelsespolitiske argumenter, som vi jo allerede kender fra diskussioner mellemarbejdsmarkedets parter p� nationalt eller europ�isk plan.
division between learning and work, any more than that between learning time and workingtime.
Jeg frygter derfor, at vi ved behandlingen af sp�rgsm�let om forholdet mellem uddannelsestidog henholdsvis arbejdstid og fritid kommer til at "k�re i den gammelkendte rille" og ikke vilkomme frem til en fremtidsorienteret l�sning.
At the same time we see that PCs have found their way into many private households and thata whole range of occupational activities can be carried out from home. �Workaholics� nolonger take unfinished work home but do it all at home on a PC, which make access widelypossible via the Internet to CBT applications.
Hvor gyldig er vores skelnen mellem arbejdstid og fritid iforbindelse med fremtidens arbejdspladser?
We should therefore be prepared for a time when, in the wake of information technologyapplications, the traditional boundaries between learning and working become blurred and adividing line between leisure time and working time becomes increasingly difficult to draw.
Det er helt bevidst, at jeg f�rst og fremmest har talt om placering af uddannelsestid medl�nmodtagerne som eksempel for at vise, hvor hurtigt vi ved vurderingen af uddannelsestidkan underl�gge os den kendte, skematiske, uddannelsespolitiske tankegang.
If, then � as I said at the beginning � we allow ourselves to be guided too much by everydaypolitical considerations in our home countries when discussing the theme of �working timeand training time�, we shall be in danger of ending up talking about the usual clashes ofpolitical interests over reductions in working hours, educational leave, etc.
Men allerede n�rvi ser p� den selvst�ndige erhvervsdrivende, der videreuddanner sig, sl�r disse g�ngsekriterier ikke l�ngere til: selv den klart fastlagte skelnen mellem arbejdstid og fritid, der forst�rstedelen af l�nmodtagerne endog er fastlagt ved lov, bliver i dette tilf�lde uden betydning,og p� sp�rgsm�let om, hvorvidt en selvst�ndig erhvervsdrivende agter at deltage i kurset i sinfritid eller i arbejdstiden, vil han/hun sandsynligvis reagere uforst�ende.
We are all, ofcourse, more or less �prisoners of our convictions�, but we should nonetheless beware oftalking about allotting time to work and training if it is evident that this rigid distinction israpidly losing its meaning in the light of current changes in the world of work.
Hvis vi nu fors�ger at fremskrive den traditionelle skelnen mellem arbejdsgiveren, der k�berarbejdskraft, og arbejdstageren, der s�lger arbejdskraft, til fremtidens arbejdspladser, s� kommervi ret hurtigt i tvivl om, hvorvidt de normalt anvendte definitioner vil v�re lige s� gyldige i den�ste �rtier som f�r .
As a result of the expansion in education and training in recent decades, we must realise that itis not enough for individuals to pile up knowledge, skills and abilities if the level of trainingthat they achieve does not match the requirements of the world of work.
Begreber som "ny selvst�ndighed", "v�rkaftaler, der ligner tjenesteaftaler"eller "franchisetager" � og m�ske endog "sort arbejde" � antyder, at den arbejdsretlige skelnenmellem arbejdsgivere og arbejdstagere bliver stadig vanskeligere at foretage i fremtiden.
Although today�syoung people have a higher level of formal education than preceding generations, it hasbecome far more difficult for them to find their place in the world of work.
N�r vi alts� endnu i dag taler om "atypiske besk�ftigelsesforhold", kan det ikke udelukkes (ogdet er m�ske endog sandsynligt), at s�danne erhvervsformer i fremtiden snarere kan blivereglen end undtagelsen.
The expression �level of formal education� used in this context itself suggests that educationand training are not automatically reflected 1:1 in skills, and that individual education andtraining goals cannot therefore necessarily be converted into career expectations.
P� baggrund af den opbl�dning af det skarpe skel mellem arbejdsgivere og arbejdstagere, derallerede er i gang, kan der i det videre forl�b ogs� s�ttes sp�rgsm�lstegn ved, om den normale
It is certainly still the individual worker who acquires the training, but when wespeak of the level of competence of a work team, a department or a company, we are notthinking so much of the sum total of knowledge and experience of the individuals concerned;
skelnen mellem arbejdstid og fritid vil v�re g�ldende i fremtiden, og derfor m� man ogs�stille sp�rgsm�let om placering af uddannelsestid p� en anden m�de.
the level that is actually relevant for commercial success is rather the easy interplay betweenall members of the organisation.
Hvor finder vi oprindelsen til denne skelnen mellemuddannelse og arbejde?
If we enquire into the pattern of skills in a department, we generally learn a great dealabout the level of formal education and training among the individuals (such as the proportionof academics, the number of qualified engineers, etc.), but very little about how the teamworks together and how redundancies are avoided.
Lad os tr�de et par skridt tilbage og se p�, hvad uddannelse egentlig betyder.
And yet it is precisely this interplay between members of a team that is actually the relevantfactor in the achievement of an enterprise�s economic goals.
Jordkloden harbest�et i ca. 4 � mia. �r, og udviklingen af primitive former for liv startede for mindre end 1 mia.�r siden.
It is rather like the pieces in amosaic: every piece has to be made not only for its own sake but also so that all the individualpieces amount to a coherent whole.
Menneskeheden har ganske vist kun spillet en rolle her i de sidste ca. 2� millioner�r, men st�r p� skuldrene af tidligere, s�kaldte intelligente former for liv, hvilket betyder, atder fandtes liv, der kunne l�re for s� vidt som levende v�sener ogs� tidligere befattede sigmed at l�re, hvordan de mest effektivt kunne klare sig i opg�ret med den omgivende verden.
In future, therefore, it will no longer be enough to rely on the initiative of individual workersand their willingness to take further training in order to develop competency; the collectivelearning process will also need to be externally managed in order to ensure that furthertraining activities as a whole meet the overall learning goals of an enterprise.
Set i det lys er uddannelse en lige s� grundl�ggende livsytring som bev�gelse, indtagelse afn�ring eller seksualitet.
This matching process can really only be successful if working and learning grow together andthere is no longer a need to distinguish subjectively between learning and working.
For langt den overvejende del af menneskene skete denne uddannelsei form af socialisering inden for rammerne af familien, udgjorde en integreret del af tilv�relsen,og var sandsynligvis s� selvf�lgelig, at man ikke engang havde brug for en betegnelse for begrebet.
When thisstage has been reached, it will be possible to dismiss with a shake of the head the questionwhether training should take place during working time or leisure time.
Trods videreudviklingen af denne undervisningsform best�r dette grundprincip med integrationaf undervisning og erhvervsvirksomhed endnu i dag i form af l�rlingeuddannelserne.
From organisational learning to education and trainingpolicy
Det er nok ikke tilf�ldigt, at der f�rst for ca. 150 �r siden efter den industrielle revolutionudvikledes et specialiseret, selvst�ndigt erhvervsuddannelsessystem � dvs. et system, der varuafh�ngigt af produktionen � fordi man i k�lvandet p� virkeligg�relsen af den tayloristiskearbejdsdeling ikke l�ngere kunne opretholde den oprindelige integration mellem uddannelseog arbejde.
I am sure that you are familiar with slogans such as �organisational learning� and �knowledgemanagement� and will therefore know why further training is concerned not only with�explicit knowledge� (that is, anything that can be looked up somewhere) but also with �tacitknowledge�.
S� l�nge denne form for arbejdsdeling var det fremherskende princip for strukturenp� arbejdsmarkedet, var de p�dagogiske uddannelsesformer, der opstod p� grundlag heraf,yderst nyttige.
This expression brings us closer to what has already been called �knowledgenetworking�, �experiential knowledge�, �implementation knowledge� and �social skills� in thisseminar.
Det er derfor heller ikke m�rkeligt, at det f�rst var efter midten af det 19. �rhundrede, at def�rste massive, statslige bestr�belser p� at regulere det erhvervsm�ssige uddannelsessystemopstod.
Knowledge of this sort can, however, only be acquired to a limited degree outside the world ofwork, and �soft skills� at work can only be encouraged as intended by enterprises with up-to-date structures, flat hierarchies and decentralised decision-making.
Sandsynligvis var der brug for dem, fordi man � n�r erhvervsuddannelserne blevudl�st af erhvervsaktiviteten � ogs� mistede de styringer, der i den produktionsbundneundervisning havde sikret, at uddannelsens indhold var relevant, og at erhvervsuddannelsenvar af tilstr�kkelig kvalitet.
We realise at this juncture that successful training will in future not only be tied to theindividual but also have implications ultimately for way in which an enterprise is structured,so that this is enabled, as a learning organisation, to respond to ongoing changes incommercial competition.
Det bliver ikke os, men m�ske andre der om 100 �r kan sige i tilbageblik, at fremkomsten afs�rlige institutioner til erhvervsuddannelse egentlig udg�r en epoke i historien, der kun varedenogle f� �rtier, hvor man en overgang havde brug for at adskille uddannelse og arbejde, f�rman igen begyndte at opfatte de to verdener som �n, sammenh�ngende livsverden.
As a consequence, there is concern about the extent of structural unemployment in manycountries of the EU, and there is a growing suspicion that many current problems in labourmarket policy are the result of �friction losses� because we are still concentrating too much onthe individual and are neglecting systemic approaches to finding solutions.
N�r vi s�ledes fors�ger at g� ud fra en holistisk synsvinkel, viser uddannelse sig som enelement�r livsudfoldelse og er derfor en grundl�ggende, integreret bestanddel af alt, hvad viforetager os, og uafh�ngig af, om det nu drejer sig om arbejdstid eller fritid.
If I were to try to sum up, to depict the situation visually, I should use the image of evolution.In the history of evolution, what was crucial at first for the survival and further success of aspecies was how well it adapted to the environment. If the environment changed, throughclimatic variation for example, certain species died out.
P� grund af den i hvert fald i �jeblikket faktisk best�ende afgr�nsning mellem uddannelsesog arbejdssteder m� det i forbindelse med erhvervsuddannelse i stigende grad v�re vigtigtogs� at genopdage mulighederne for at l�re i virksomhederne.
By comparison with the variety ofspecies of all living beings that have lived on Earth to date, the number of species currently inexistence is quite small. Many species such as tortoises and crocodiles have preserved theiroriginal genetic make-up to the present day because their ecological niches have essentiallyremained the same.
Lad mig ved hj�lp af f�lgende eksempel anskueligg�re, at denne strategi p� den ene side ikkekan anvendes til at l�se alle problemer, men p� den anden side is�r f�rer til m�let, n�r dearbejdsorganisatoriske rammebetingelser er til stede.
Dinosaurs and mammoths, on the other hand, died out long ago notbecause they were less well adapted to their environments but because their environmentschanged while their speed of evolution did not keep pace with climatic shifts.
Indtil for f� �rtier siden var der en kulmine i �strig, der p� grund af mere �konomiskeudvindingsmetoder og p� grund af den offentlige eksportfremme i udlandet kom i �konomiskkrise og til sidst m�tte lukke.
This shortcoming benefited the evolution of other species, however, whose adaptation to theirhabitat was determined not only by their genetic make-up but also by the ability to adaptactively to changing living conditions � an ability usually called �learning� which is inevolutionary terms a recent development.
Denne udvikling var til at forudse for b�de virksomhedensledelse og for minearbejderne, og alle bestr�belser p� at udvikle mere effektive udvindingsmetoder var ikke blot uegnet til at standse nedgangen, men forekom dem endog snarere atville fremskynde lukningen, fordi problemets kerne var, at de producerede kulm�ngder ikkel�ngere var �konomisk forsvarlige.
The latest evolutionary �trick� is the tradition ofpassing on to subsequent generations what has been learnt by a given individual � aphenomenon which has so far only been observed in primates.
Et andet, mindre dramatisk eksempel er trykkeribranchen, hvor den traditionelle satsteknik foret par �rtier siden blev afl�st af computerst�ttet lystryk.
ancient skills are still found today in, say, pottery and jewellery-making, and have beenpreserved in many niches of the economy � rather like tortoises and crocodiles.
Enhver medarbejder, der forstod sig p� sit arbejde, kunne se, hvilkeprocestekniske fordele disse nye maskiner medf�rte, og det var lige s� let at se p� arbejdsstedet,at de medarbejdere, der ikke videreuddannede sig inden for de nye teknologiske udfordringer,i en overskuelig fremtid kun i meget begr�nset omfang ville v�re i stand til at bidrage tilvirksomhedens succes.
If a skill is to be preserved in the long term, what matters is not just its static adaptation toeconomic conditions, but also its suitability for survival under changed technological andeconomic circumstances.
Ved siden af de teknisk-�konomiske �ndringer spiller naturligvis ogs� virksomhedensrammebetingelser en afg�rende rolle for motivering af medarbejderne med henblik p� de nyeudfordringer p� arbejdspladsen og for at motivere dem til videreuddannelse.
Seen from that point of view, the skills of a typesetter, a steelsmelter or a miner are �extinct�, at least in these latitudes.
Som f�lge heraf har tidssvarende, virksomhedsrelaterede videreuddannelseskoncepter til form�lat skabe s�danne rammebetingelser, at der opst�r mulighed for uddannelse p� arbejdspladsen.
Like the genetic make-up of a species, it was for a long time only initial vocational trainingthat determined an individual�s career, and there was no need for this to change since thetechnological and economic circumstances were themselves changing only extremely slowly.
Informations- og kommunikationsteknologiens bidrag tilden hurtigere opløsning af den klassiske opdeling mellemuddannelse og arbejde og de andele af vores tid, de har fåettildelt
Today, however, we are living at a time of dramatic change and therefore require conceptswhich will enable us to update the skills we acquire during initial vocational training in orderto keep pace with ongoing changes in the labour market.
Der findes et stort underst�ttelsespotentiale i indsatsen af nye medier i erhvervsundervisningen.Eksempler p� virksomhedsinterne produktopl�ringer for bestemte forsikringsafdelinger elleropl�ring af forhandlere ved lancering af en ny bilmodel viser imponerende resultater medhenblik p� samtidig og tids�konomisk at n� frem til alle m�lpersoner i virksomheden ellerinden for en forhandlerk�de.
Lifelong learning is in essence apromising idea since it allows us to manage continuing updating of skills in a flexible manner.We should therefore take care not to let this concept become fixed in dirigiste, legally bindingprescriptions based on conventional thinking; we should avoid concluding that in drawing upsuch regulations we have done enough to ensure dynamically changing skills in the future.
Denne afstemning kan imidlertid kun gennemf�res i praksis, hvis arbejde og uddannelsevokser sammen, og man heller ikke subjektivt skelner mellem uddannelse og arbejde.
Inparticular, it does not make sense to treat individual timetables as if they exist independentlyof the work or domestic context in which the individual lives.
Derhvor man har n�et denne tilstand, besvarer man ogs� sp�rgsm�let, om man videreuddanner sigi arbejdstiden eller i fritiden, med hovedrysten.
Adding up hours of work, ormonitoring the number of hours spent in training, has limited value. Any individual�s patternof time is tied into that of colleagues at work, or other members of his or her household.
Fra organisationsuddannelse til uddannelsespolitik
First, some comment on the scope of �learning�.
De fleste kender slagord som "organisationsuddannelse" eller "knowledge management" ogved derfor ogs�, hvorfor det i videreuddannelse ikke kun drejer sig om "eksplicit viden" (dvs.det, man kan l�se sig til), men ogs� om "tavs viden", og med dette begreb kommer vi in�rheden af det, der under dette arrangement allerede er omtalt som "vidensnetv�rk","erfaringsviden", "oms�tningsviden" og "social kompetence".
�If all learning were to be represented by an iceberg, then the section above the surface of thewater would be sufficient to cover formal learning, but the submerged two thirds of thestructure would be needed to convey the much greater importance of informallearning�..There is a strong tendency for policy-makers, researchers and practitioners toadmit readily the importance of informal learning and them proceed to develop policy, theoryand practice without further reference to it.� (Coffield 2000, pp. 1-2).
Vi erkender her, at et vellykket uddannelsesarbejde i fremtiden ikke kun kan gennemf�res hosden enkelte, men i sidste ende endda vil f� indflydelse p� virksomhedens organisationsstruktur,s� denne som l�rende organisation er i stand til at modsvare de l�bende �ndringer i den�konomiske konkurrence.
Conversely, working in a challenging but supportiveenvironment means that positive learning is happening all the time, embedded in the job.This may be in the physical nature of the job � for example through interaction withtechnical equipment, or through the social system at work, for example where effectivecoaching or mentoring schemes are in operation, so that the employee receives continualconstructive feedback on their performance.
Ganske vist ved vi i �jeblikket kun relativt lidt om l�rende organisationers metaplan og endnuminde om l�rende regioner eller s�gar l�rende samfund.
There is a general assumption that contemporary workplaces are more demanding, withthe disappearance of enormous factories and long assembly-lines.
Nogle firmaer skifter navn, fordi de bliver lagt sammen med andre tilst�rre organisationsenheder.
There remainmany sectors and workplaces where Taylorist principles apply, in some cases where newtechnologies allow very tight managerial control, and in other cases where skill levels aresimply low.
Andre firmaer indstiller deres aktiviteter og anl�gget tilpasses afefterf�lgeren til den nye virksomhed osv. Men det mest forbl�ffende er: Som helhed bevareromr�det sin funktion som arbejdssted for mennesker.
For example, security guarding is one of the fastest growing employmentsectors at present, and most of the work is by anyone�s definition tedious and low-skilled� as well, often, as demanding very long hours.
Vi kan g� ud fra, at de beskrevne �ndringer styres efter alle den "�konomiske kunsts regler".Men vi st�r kun ved begyndelsen til udviklingen af koncepter, der muligg�r en optimering ogfleksibelg�relse af de menneskelige ressourcer, der r�kker ud over det enkelte individ og denenkelte virksomhed.
As a recent OECD report observes:�Realistically, not everyone will be able to enjoy �skills-rich� work environments; it iseven more important, therefore, that the very wide range of community, voluntary,personal, cultural and family activities are given very high priority.� (OECD 1999 p. 23).
Uddannelse som evolutionært koncept
On the one hand, there is pressure for knowledge and skills to be certificated, givenofficial recognition in one way or another.
Hvis f.eks. den �kologiske omverden havde �ndret sig p� grund af klima�ndringer,udd�de visse arter.
(ii) On the one hand, training policies will only succeed where achievement isrewarded.
M�lt efter mangfoldigheden af de levende v�sener, der indtil videre hareksisteret p� jorden, er det nuv�rende antal af levende arter vel temmelig lavt.
People�s motivation to learn is reduced is there is no evident payback,(though this does not have to be financial reward).
Mange arter,som f.eks. skildpadder eller krokodiller, har klaret sig indtil nu med deres oprindelige, genetiskeopbygning, fordi deres �kologiske nicher i alt v�sentligt er u�ndrede. Men n�r dinosauruserog mammutter for l�ngst er udd�de, skyldes det ikke, at de var mindre godt tilpasset til deres�kologiske milj�, men at deres �kologiske milj� �ndrede sig, og at evolutionen ikke kunnef�lge med klima�ndringernes fart.
On the other hand, tying trainingtoo closely to rewards will make for excessive rigidities, and will increase purelyinstrumental views of learning.
Det er det samme med de erhvervsm�ssige kvalifikationer: Mange erhvervsf�rdigheder, f.eks.bearbejdning af en h�ndkile, der var vigtige i en fjern fortid, er forsvundet lige som dinosauruserne,men ogs� inden for f.eks. pottemagerh�ndv�rket eller smykkefremstilling findes urgamlef�rdigheder, der ligesom skildpadder og krokodiller er bevaret i mange �konomiske nicher.
(c) Trust and norms also enter into the discussion of who should bear the costs of learning,including the time costs. The conventional expectation is that the employer should bearthe costs of job-related training, and the individual those of personal development.However this distinction can become very blurred, especially in a context whereflexibility and �learning to learn� are regarded as key competences.
Set ud fra denne synsvinkel er s�tterens, st�lv�rksarbejderens ogminearbejderens kvalifikationer � i det mindste p� vore breddegrader � "udd�de".
Theindividual triggers a GBP 150 learning grant from the state by paying GBP 25 of theirown money into the account; the hope is that employers will also come to contribute tothese accounts, in a variety of arrangements.
Som den genetiske opbygning af en art har det i lang tid v�ret s�dan, at den f�rste, erhvervs-m�ssige uddannelse har bestemt den enkeltes karriereforl�b, og det var heller ikke n�dvendigtat �ndre dette, fordi de teknisk-�konomiske rammebetingelser kun �ndrede sig langsomt.
One central axis will be the various combinations of time and money which will operatein different contexts. For example, in some capital-intensive industries relatively fewemployees will be given time off work for training, because of the need to make intensiveuse of plant, but funding for learning which takes place in the employee�s own time maybe relatively generous.