natgillin/translations-raw huggingface dataset:
Selvom virkeligheden s�ledes oftest tager sig anderledes ud, erdet ikke desto mindre principielt slut med friheden til uddannelse for den enkelte borger, n�rf�rst han eller hun er blevet optaget p� arbejdsmarkedet.
Although things may appear to be different, neverthelessfreedom for training for the individual citizen in principle comes to an end once he or she hasbeen admitted to the labour market.
Denne besynderlige lovm�ssighed videref�res med konsekvens i det danske regels�t forledige dagpengeberettigedes ret til uddannelse: de har ingen, formelt set, fordi det villeforhindre dem i at v�re til r�dighed for eventuel besk�ftigelse, teoretisk set fra den ene timetil den anden.
This curious regularity is carried forward consistently in Danish regulations on the right ofunemployed people with benefit entitlement to training in that they do not have any � it wouldprevent them from being available for any employment, which theoretically may turn up atany moment.
(Selvf�lgelig kan de altid tildeles en ret, men det er straks noget helt andet, end
(They can obviously be allocated a right, but that is something quite differentfrom possessing the right).
)Foretaget af Aalborg Universitets Center for Arbejdsmarkedsstyrelsen [ navn, titel], 1999.
)Carried out by the Aalborg University Centre for the National Labour Market Authority, 1999.
Medkrise�renes samlede ledighedsperioder p� op til ti �r for mere end ti pct. af befolkningen, erdet ubegribeligt, at det principielle forbud mod uddannelse har kunnet legitimeres.
total periods of unemployment in the crisis years of up to ten years for more than ten percentof the population, it is incomprehensible that it has been possible for the fundamentalprohibition on training to be legitimised.
Men der erda ogs� sket noget med de seneste �rs arbejdsmarkedspolitiske reformer, selvom adgangen tiluddannelse under ledighed fortsat ikke er en ret, men betinget af en vurdering afvirksomhedernes behov.
But something has also been done with the labourmarket policy reforms of recent years, although admission to training during unemployment isstill not a right but is subject to an assessment of companies� needs.
Forbuddet mod uddannelse under ledighed ber�rer og har i s�rdeleshed ber�rt dekompetencefelter, som ligger udenfor arbejdsformidlingernes synsfelt, eller rettere udenforvirksomhedernes behovstilkendegivelser.
The prohibition on training during unemployment has affected and continues to affect the skillareas outside the field of view of the employment services � more accurately, outside theexpressed need of the companies.
Ledige ville have kunnet tilpasse sig til deninformationsteknologiske udvikling langt tidligere og v�sentligt mere perspektivrigt, hvis dehavde f�et lov til at g� p� selvvalgte kurser p� de regionale handelsskoler.
Unemployed people would have been able to adapt to ITdevelopment far earlier and with substantially better prospects if they had been allowed to goon self-selected courses at regional commercial schools.
De ville havekunnet f�lge med internationaliseringen, s�fremt d�rene havde v�ret �bne til undervisning idet sprog, som l� deres hjerte n�r, eller i det kulturhistoriske aspekt, som de fandt interessant.For tusinder af ledige ville det uden tvivl have v�ret l�sningen simpelthen at lade sig omskoletil en profession, som de selv troede p� og s� besk�ftigelsesperspektiver i. Osv.
They would have been able to keeppace with internationalisation had the doors been open to instruction in the language close totheir heart or within the cultural history aspect they found most interesting. For thousands ofunemployed people the solution would without doubt simply have been to retrain for aprofession which they were attracted to and in which they saw employment prospects.
Det centrale problem efter de seneste arbejdsmarkedsreformer, der s� afgjort planl�gger mereuddannelse ind i ledighedsperioderne end tidligere, er imidlertid fortsat de s�kaldt blindevinkler, de behov, der ikke opdages, fordi de ikke tilkendegives af virksomhederne.
The key problem following the latest labour market reforms, which so emphatically plan onmore training during periods of unemployment than previously, continues to be the �blindspots� which remain undiscovered because they are not expressed by the companies.
Hermangler systemet en samfundsm�ssig ansvarlighed p� linie med den, der ud�ves over forunge, som ikke ved, hvad der er til deres eget bedste.
There isa lack here of social responsibility in line with that exercised in relation to young people, whoare said not to know what is in their own best interest.
Det meget t�tte danske trepartssamarbejde omkring arbejde og uddannelse har vanskeligt ved at l�fte sig over detumiddelbare, det n�re og det allerede kendte.
The very close Danish tripartitecooperation on work and training has difficulty raising itself above the immediate and thealready known.
Den dominerende logik i samarbejdet er yderstproblematisk, for s� vidt den fors�ger at forbinde solidaritet omkring arbejdskraftens adgangtil uddannelse med et arbejdsmarked, der kun kan beskrive sine behov i forhold til alleredeeksisterende kompetencer.
The dominant logic in cooperation is extremely problematic, insofar as it triesto link solidarity concerning admission to training for the labour force to training for thelabour market, which can only describe its needs in relation to existing skills.
Resultatet er ofte en slags gensidig lydh�rhed over for for�ldedeuddannelsesbehov.
The result isoften a kind of mutual preference for obsolete training.
De seneste arbejdsmarkedsreformer indt�nker uddannelse som et muligt element i denhandlingsplan, som den ledige efter reglerne og sammen med arbejdsformidlingen skaliv�rks�tte for at komme tilbage i besk�ftigelse.
The latest labourmarket reforms incorporate training as a possible element in the action planwhich the unemployed person � according to the rules and together with the employmentservice � must implement in order to return to employment.
Det er her bekymrende, at der i s� h�j gradt�nkes bagud i forhold til kompetencebehovene p� arbejdsmarkedet: der er s�ledes eksemplerp�, at personer gennemg�r samme grundl�ggende kursus i computerbrug op til fem gangeunder et ledighedsforl�b. Simpelthen fordi kurserne engang blev erkl�ret relevante forarbejdsmarkedet og derfor blev institutionaliseret som en uddannelse, der passende kunneindg� i en handlingsplan.
It is a matter of concern here thatthere is so much retrospection in relation to needs for labour market skills: there are cases ofpeople going through the same basic computer course up to five times during a period ofunemployment, simply because the courses were once declared to be relevant to the labourmarket and were therefore institutionalised as training that is suitable for inclusion in anaction plan.
Problemet er ikke viljen til opkvalificering af de ledige, men evnen.
The problem is not willingness to upgrade the skills of the unemployed but the ability to doso.
P� grund af r�dighedsbegrebetkan uddannelsesforl�b ikke v�re l�ngerevarende og dermed heller ikke omskolende for denenkelte, hvadenten fagl�rt eller ufagl�rt.
Because of the concept of availability, training courses cannot be prolonged; neither canthey retrain the individual, skilled or unskilled.
Uddannelseselementet i en handlingsplan kan ipraksis kun sigte mod afgr�nsede n�glekompetencer, der kan erhverves inden for overskuelig
Retraining in the real sense of the term, i.e.,reorientation in relation to the labour market, does not exist in Denmark, though the countrydoes have a law on retraining.
tid og i forl�ngelse af allerede dokumenterede f�rdigheder.
in a firm which is replacing its production processes (a typical example being the graphicindustry).
Uddannelsernes samfundsmæssige værdi i det 21. århundrede
The social value of training programmes in the 21st Century
Vi har i det foreg�ende givet nogle kritiske eksempler p�, hvordan uddannelserne har bev�getsig i de seneste �r, og hvordan fors�gene p� politisk styring af kvantitet og kvalitet har gjortdet vanskeligere at v�re uddannelsesinstitution i dag.
We have given some critical examples of how training programmes have developed in recentyears and how attempts at political control of quantity and quality have made it more difficultto get training today.
Der eksisterer ikke som tidligere nogenklar samfundsm�ssig bevidsthed om, hvad ret og pligt er i forhold til at lade sig uddanne,undtagen hos de unge, der nok havde den f�r ungeindsatsen blev opfundet.
There is no clear social awareness today, as there was in the past, ofwhat is a right and what is a duty in relation to training � except among young people, whoprobably had it before the Youth Initiative was invented.
Ungeindsatsen skal s�ledes ses som realiseringen af en samfundsm�ssig autoritet, derfort�ller de unge uden uddannelse, at de ikke kan g�re krav p� behandling som voksne, hvisde bliver ledige.
The Youth Initiative should therefore be regarded as the expression of a social authority whichtells untrained young people that they cannot lay claim to treatment as adults if they becomeunemployed.
De mangler at opfylde en uddannelsespligt, som samfundet meget pludseligtopfandt for fem �r siden, og som paradoksalt nok ikke har tilbagevirkende kraft for detilsvarende voksne, der har v�ret inaktive siden krise�rene og frem til idag.
They are considered to have failed in their training duty, which society suddenlyinvented five years ago. This duty paradoxically does not apply retrospectively to equivalentadults, who have been inactive since the crisis years up to the present day.
Disse har fortsatingen ret til at bruge en ledighedsperiode til uddannelse, de skal nemlig i mods�tning til deunge st� til r�dighed for et eventuelt arbejde, hvadenten det kommer eller ej.
These peoplecontinue to have no right to use a period of unemployment for training. In contrast to youngpeople, they have to be available for any job, whether it comes along or not.
Tid til uddannelse har med ungeindsatsen f�et en meget h�ndfast definition: det er periodenfrem til det fyldte femogtyvende �r.
Time for training has acquired a very firm definition within the Youth Initiative: it is theperiod up to the age of twenty-five.
Hinsides denne t�rskel ligger voksenlivet med en gr�-zone, hvor ret og pligt ikke eksisterer, men hvor vi finder s�kaldte ordninger for enhvert�nkelig m�lgruppe.
Beyond this threshold lies adult life, a grey area in whichright and duty do not exist but where we find �schemes� for every imaginable target group.
Til kategorien af restriktive ordninger, som vi har valgt at hellige os de foreg�ende afsnit,h�rer netop reguleringen af de voksne lediges situation i forhold til dygtigg�relse.
The category of restrictive schemes, which we have chosen to devote ourselves to in theprevious sections, includes regulating the situation of adult unemployed people in relation toqualification.
Grundlageter en logik, der ikke er til at tage fejl af, nemlig den kendsgerning at tid til uddannelse kun kantages p� bekostning af tid til ledighed, der i lovgivningen sidestilles med arbejde.
The basis is an unmistakable logic: time for training can only be taken at theexpense of time for unemployment, which in legislation is equated with work.
Sammelogik finder vi i eksemplet med den vigende tilgang til specialarbejderkurserne: for atufagl�rte i besk�ftigelse kan f� tid til uddannelse skal de ske p� bekostning af tid til arbejde,og her er virksomhederne i stigende grad stopklods.
We find thesame logic operating in the example of declining entry to semiskilled workers� courses:unskilled people in employment can only obtain time for training at the expense of time forwork � and here companies are increasingly an obstacle.
I vort eksempel med folkeh�jskolernefinder vi endnu engang den samme logik: politikerne vedtager, at der ikke er tid til denneuddannelse, fordi den ikke opfylder kriterierne for at erstatte arbejde, og for den sags skyldheller ikke ledighed.
In our example of the folk highschools we find the same logic at work once again.
N�r vi bruger betegnelsen ordninger, er det i fors�get p� at forst� praksis som beroende p� etveludviklet regels�t, hvis motiver ikke n�dvendigvis er nedf�ldet p� papir.
When we use the term schemes, it is in an attempt to understand practice as dependent on awell-developed set of rules, the motives for which are not necessarily set down on paper.
Vi kunne ogs�benytte termen rationale, henholdsvis et offentligt for de ledige og et privat for de besk�ftigede,men forskellen synes minimal.
Wecould also use the term rationale, a public one for the unemployed and a private one for theemployed, but the difference seems minimal.
Alle tre netop gennemg�ede eksempler viser os samfundsskabterestriktioner overfor uddannelse, og de er nok s� foruroligende.
All three examples just examined show usrestrictions created by society in relation to training, and they are quite worrying.
Arbejde er et ideologisk slaveri i
Just what we do not need in the 21st Century.
Nu findes der ogs� snesevis af uddannelsesfremmende ordninger p� alle niveauer, vi har blotikke gjort noget ud af at pr�sentere dem, fordi de reelt ikke g�r livet lettere for debefolkningsgrupper, vi har valgt at besk�ftige os med. Disse udg�r en sammensat population,der g�r ind i n�ste �rhundrede uden umiddelbare perspektiver for en lempeligere behandlingaf uddannelsessystemet. Hvad er det s�, samfundet b�rer med sig ?
These constitute a composite population, which enters the next centurywithout immediate prospects of more suitable treatment on the part of the training system.What is it then that society imposes?
I f�rste omgang er det en uddannelsespligt for de unge, der skal v�re p� arbejdsmarkedet i den�ste fyrre �r.
Firstly, a training duty for those young people who are to be part of the labour market for thenext forty years.
Ordningen er m�ske en rigtig samfundsm�ssig disposition, men resultatet erbeviseligt, at de unge arbejdersolidariske tvinges tilbage i ufagl�rt besk�ftigelse, fordi de ikkehar r�d til at g� ned p� uddannelsesst�tte.
The scheme is perhaps a correct social arrangement, but the result isdemonstrably that the worker-solidarity young people are forced back into unskilledemployment because they cannot afford to take training grants.
Indsatsen kommer for sent eller i hvert fald ikke p�rette tidspunkt.
The Youth Initiative comestoo late for them, or at any rate not at the right time.
Dern�st er der de ufagl�rte, der i de n�ste ti-tyve �r ogs� vil omfatte tilgangen af unge udenuddannelse.
In addition there are the unskilled, who in the next ten to twenty years will include the intakeof young people without training.
Gruppens adgang til uddannelse er vigende, fordi virksomhederne hellereans�tter fagl�rte, der ikke f�rst skal bygges op fra grunden.
The entry into training for this group is declining becausecompanies prefer to employ skilled workers who do not have to be trained from scratch.
De ufagl�rtes uddannelsesniveaufalder st�t, og de vil kunne blive en enorm samfunds�konomisk belastning i l�bet af f� �r.
Thelevel of training of the unskilled is falling steadily; they could become an enormous socioeconomic burden within the course of a few years.
Det samme kan siges om de ledige.
The same can be said about the unemployed.
Vi har i de seneste ti �r set en meget kraftig stigning im�ngden af borgere p� overf�rslesindkomst, og det kan ses som et udtryk for, atf�rtidspensionering eller lign. er den eneste m�de, hvorp� samfundet kan skabe livskvalitet forde ledige, der ikke fik chancen for dygtigg�relse. Denne gruppe vil blive tilf�rt personer fra deufagl�rtes r�kker, jf. ovenfor.
We have seen a very sharp increase in the lastten years in the number of citizens on transitional income, a phenomenon which may beviewed as an indication that early retirement or something similar is the only way in whichsociety can create quality of life for unemployed people who did not have the opportunity toobtain qualifications.
Endelig er der h�jskoleeleverne, der udebliver og med al sandsynlighed finder andre veje tilpersonlig udvikling.
Finally there are the potential folk high school students who remain outside these schools andin all probability find other routes for personal development.
De udg�r et tab af samfundsm�ssigt potentiale, et skud i foden p� depolitikere, der lukkede kassen uden sans for h�jskolernes v�rdi.
They represent a loss of socialpotential, a condemnation of those politicians who closed the till without a sense of the valueof the high schools.
Men hvorfor er det nu s�interessant at fremh�ve dette m�ske trods alt beskedne tab ?
But why is it so interesting to emphasise this loss, which in spite ofeverything is perhaps moderate?
N�r vi skal se ind i n�ste �rhundredes uddannelsesverden, m� vi fors�ge at eksponere nogle afde markante tendenser i vor aktuelle situation.
When we look into the world of training in the next century we must try to expose some of thetendencies apparent today.
Det kan g�res mere eller mindrevidenskabeligt, men ogs� mere eller mindre intuitivt, hvilket vi her vil fors�ge.
This can be done more or less scientifically, but also more or lessintuitively, which we will attempt to do here.
Vi hartidligere v�ret inde p� h�jskolernes dannelsesbegreb og vil nu kort se p� dets potentiale iforhold til at pr�ge det n�ste �rhundredes samfund.
We have previously considered thedevelopmental concept of the folk high schools and will now briefly look at its potential inrelation to the salient features of society in the next century.
B�rns l�ring i den danske folkeskole har meget tilf�lles med den ikke line�re dannelsesproces,vi finder p� h�jskolerne.
Children�s learning in the Danish primary and lower secondary school has much in commonwith the non-linear education process we find in the high schools.
Den er karakteriseret ved uforudsigelighed, n�rmere bestemt ved enblanding af induktiv, deduktiv og abduktiv (22) adf�rd i forhold til videns- og f�rdigheds- tilegnelse.
It is characterised byunpredictability; more specifically, a mixture of inductive, deductive and abductive (22) acquisition of knowledge and skills.
Folkeskolen producerer unge mennesker, der er disponeret for at udvikle det, vi
The primary and lower secondary school produces youngpeople who are predisposed to develop what we call patchwork skills, composite profiles in
kalder patchwork kompetencer, alts� sammensatte profiler i forhold til besk�ftigelse. De kanlidt af hvert, og der er ikke langt til, at de faktisk er specialister p� flere omr�der, alts� dannede ien forstand, som ogs� virksomhederne kan v�rds�tte, selvom der ikke findes nogencertificering af denne type duelighed.
They can do a little of everything and are not far from actually beingspecialists in several areas.
I avisernes stillingsopslag ser vi i dag tydeligt entendens til at s�ge disse profiler, og vi er overbevist om, at fremtiden ligger i patchworkkompetencer, der bevises gennem arbejde, og ikke gennem eksaminer.
In job advertisements inthe press we can already see a tendency for firms to seek such proficiency. We are convincedthat the future lies in patchwork skills that are demonstrated through work, not throughexaminations.
Med tabet af h�jskoletraditionen bliver samfundet sat tilbage i udvikling, tilbage til et nulpunkt,hvor b�rnene pludselig f�r rollen som banebrydere for den ikke line�re l�ringsproces og fordet n�ste �rhundredes sk�ve profiler p� arbejdsmarkedet.
With the loss of the folk high school tradition, society has been set back in development �back to a point where children suddenly become the pioneers of non-linear learning and forthe asymmetrical job profiles of the next century.
Der var noget at holde fast i ogvidereudvikle i h�jskolerne, nemlig en p�stand om, at det samfunds�konomisk kan betale sigat give l�ringen frie rammer og at det pr�vebaserede uddannelsessystem kan overhales indenom, hvis man dyrker den personlige ejerskabsf�lelse til videns- og f�rdighedstilegnelse.
The folk high schools offered a possibilityto hold on to and further develop these capacities, namely a claim that it make socio-economicsense to free up the framework of training and that the test-based training system can bethoroughly overhauled if we encourage people to feel that they own a stake in knowledge andskills.
Tabernei spillet om h�jskolerne er ikke mindst de befolkningsgrupper, der kunne nyde gavn af enopl�sning af det meget restriktive uddannelsesbegreb, af de ordninger vi tidligere analyserede.
The losers in the folk high school game are not least the population groups which mightbenefit from a rejection of too restrictive a training concept and the schemes we analysedpreviously.
Ikke mindst den l�rende organisation, som tidstypisk f�nomen, kan betragtes som et symptomp�, at et pr�vebaseret uddannelsessystem er for tr�gt i forhold til arbejdsmarkedets behov.
Not least, the learning organisation, as a typical phenomenon of our times, can be seen as asymptom that a test-based training system is too sluggish to meet the needs of the labourmarket.
Vihar tidligere v�ret inde p�, at visse typer af virksomheder har en s� st�rk professionel kultur,at selv de mest s�rbare p� arbejdsmarkedet, de unge ufagl�rte, bringes tilbage p� uddannelsessporet.
We have previously noted that certain types of firms have such a strong professionalculture that even the most vulnerable on the labour market, the young unemployed, arereturned to the training path.
I disse virksomheder er der ikke holdningsm�ssige barrierer overfor en l�ringsproces,der tager tid, fordi den skal tage hensyn til den enkelte persons motivation.
In these firms there are no attitude barriers towards a learningprocess, which takes time because it has to take account of the motivation of the individualperson.
Arbejdet er her denst�rrelse, der p� en gang begrunder, formidler og beviser uddannelse, og vi ser derfor i dissevirksomheder et lovende perspektiv med nye m�der at tilgodese de uddannelsest�vende p�arbejdsmarkedet.
Work here is the variable which operates as foundation, mediator and proof of trainingall at once. We therefore see in these firms promising prospects, with new ways of lookingafter the interests of those who are searching for training on the labour market.
Om de ligefrem kan g�res til et arbejdsmarkedspolitisk instrument, s�ledessom det er blevet anbefalet (23), m� tiden vise.
Whether theycan be turned into an instrument of labour market policy, as has been recommended (23), issomething which time will tell.
Vi har med denne artikel villet vise, hvordan arbejde som m�lestok for vore v�rdis�ttelserfastholder samfundet p� et kontrolleret videns- og f�rdighedsniveau.
We have attempted to show with this article how work as a yardstick of our values keepssociety at a controlled level of knowledge and skills.
Selve opm�rksomhedenomkring motiverne bag de mange restriktive ordninger i det danske uddannelsessystem ladermeget tilbage at �nske. De er bestemt en debat v�rd, og t�nk, hvis den kunne �ndre vilk�renefor de ledige, som samfundet ogs� i det n�ste �rhundrede vil st� med, og hvis inaktivitet detm�ske ikke l�ngere har r�d til at betale sig fra!
The real motives beyond the manyrestrictive schemes in the Danish education system have not received the attention theydeserve.
24 ) læring. Gennemgåede temaer (
The OECD’s thematic review on adult learning.The themes under review (24)
Arbejdsministrene i OECD-landene redegjorde for dennemeddelelse i oktober 1997.
The Ministers of Labour of the OECD countries spelt out thismessage in October 1997.
De erkendte, at personer, der ikke har mulighed for at l�re ienhver alder, st�der p� problemer p� arbejdsmarkedet, og de lagde v�gt p� "n�dvendighedenaf, at det g�res muligt for samtlige personer i den erhvervsaktive alder at f� adgang i vidtomfang til de livslange l�ringsmuligheder for at bevare og �ge arbejdstagernes egnethed p�arbejdsmarkedet".
Recognising that people who do not have the opportunity to learn atall ages face difficulties in the labour market, they stressed �the need to ensure that all personsof an age to be gainfully employed have broad lifelong access to learning opportunities inorder to preserve and enhance their employability�.