natgillin/translations-raw huggingface dataset:
Denne simple erfaring er ikke taget i betragtning iungeindsatsen, hvorimod det ser ud, som om en gruppe af virksomheder ikke blot kender tilkunsten at motivere, men ogs� dyrker den bevidst.
This simpleexperience is not taken into account in the Youth Initiative, whereas it appears that a certaintype of company not only knows the art of motivating but also consciously cultivates it.
De har tid til at afvente den unges udviklinggennem det daglige arbejde, og motivationen hentes ikke fra et regels�t, men fra oplevelsen affaglige krav fra det n�re milj�, fra kollektivet, som den unge er en del af.
Theyhave the time to wait for the young person�s development through daily work; motivation isnot taken from a set of rules but from the experience of the technical requirements from theimmediate environment, the collective, which the young person is part of.
Selvom der i dissevirksomheder m�ske ikke ligefrem kan tales om l�rende organisationer, s� er resultat p�bundlinjen det samme: uddannelse gennem arbejde.
Although thesecompanies cannot be referred to outright as learning organisations, the bottom-line result isthe same: training through work.
Virksomheder kan noget, som det offentligearbejdsmarkedspolitiske system ikke kan, og man har da ogs� anbefalet i h�jere grad atudnytte dette potentiale ved simpelthen at subsidiere de uddannelsesfremmende virksomheder.
Companies can achieve something which the public labourmarket policy system cannot. It has in fact been recommended that greater use should be madeof this potential by simply subsidising companies which promote training.
Folkehøjskolen – begrænset ret til uddannelse
The folk high school: a limited right to training
For blot fem �r siden ville den unge ledige m�ske have valgt et ophold p� �n af landets godthundrede folkeh�jskoler.
Just five years ago the young unemployed person may perhaps have chosen to spend a periodat one of the country�s more than one hundred folk high schools.
Her er i korthed tale om en ret enest�ende dansk (nordisk)uddannelsesform, hvor elever i alle aldre og med alle foruds�tninger tilbringer op til seks
This, briefly, is a fairlyunique Danish (Nordic) form of education where students of all ages and with all kinds ofbackgrounds spend up to six months in a residential school to develop their personality anddemocratic convictions.
)I sin unders�gelse giver FIFU-Instituttet ikke konkrete navne p� de uddannelsesfremmende, hhv. deuddannelsesh�mmende virksomheder. Som medforfatter af evalueringsrapporten kan jeg imidlertid givenogle eksempler p� de brancher, vi unders�gte. Til den f�rste kategori h�rer et stort glasv�rk, enelektronikindustri, en metalindustri, og en enkelt f�devarek�de.
)In its study, the FIFU Institute does not specifically name the companies which promote and inhibit training.As co-author of the evaluation report, however, I can give some examples of the sectors we studied.
Blandt eksempler p� uddannelsesh�m-mende virksomheder finder vi en biscuit fabrik, en sukkerfabrik, en turistindustri, en r�kke hoteller ogrestauranter, samt (andre) f�devarek�der.
Among examples of companies inhibiting training, we find a biscuit factory, a sugar factory, atourism business, a number of hotels and restaurants and (other) grocery chains.
Her er med andre ord ikke tale om en komplet scanning af deterhvervsm�ssige landskab i Danmark.
In other words, this is not acomplete survey of the commercial landscape in Denmark.
Det er de f�rreste danskere,der ikke har v�ret p� et h�jskoleophold, blandt andet af den grund, at et l�ngerevarendeophold giver merit i forhold til optagelse p� en videreg�ende uddannelse.
Very few Danes have not spent a period at a folk high school, partly because aprolonged period of residence gives credit towards admission to higher education.
Danske politikere,specielt i landkommunerne, vurderes grundigt p� deres tilh�r til h�jskolebev�gelsen, oglandet har da ogs� en tradition for at v�lge en tidligere h�jskoleelev som undervisningsminister.
Danishpoliticians, particularly in the rural municipalities, are thoroughly assessed for theircommitment to the folk high school movement, and the country has a tradition of choosing aformer high-school student as Minister of Education.
En sidste karakteristik ligger i det grundvigske kristensyn, der n�rmest er indbegrebet affolkeh�jskolen.
A last feature is in the Grundtvigian Christian view, of which the folk high school is theclearest manifestation.
Pr�sten, digteren og politikeren Grundtvig var foregangsmand foretableringen, for over halvanden hundrede �r siden, af de f�rste beskedne h�jskoler forlandalmuen, som skulle f� nyt liv og demokratisk duelighed gennem oplysning.L�ringsbegrebet blev knyttet til ligev�rdig dialog, til respekt for den enkelte og for dendanske sag i forhold til de truende stormagter sydfra.
The clergyman, poet and politician Grundtvig was a pioneer, over ahundred and fifty years ago, of the first modest high schools for the peasantry, who were to begiven a new life and democratic aptitude through adult education. The concept of learning waslinked to dialogue on equal terms, respect for the individual and commitment to the Danishcause in relation to the threatening major powers from the south.
Resultatet blev en slags sindelagsskole,der udviklede sig p� egne pr�misser, med hold b�de i historien og nu�et, snart reaktion�r,snart revolution�r, men altid med fingeren p� pulsen og i opposition til de autorit�reundervisningsformer.
The result was a kind ofschool of national sentiment, which developed on its own terms; immersed both in history andin the present; reactionary and revolutionary by turns; but always with its finger on the pulseand in opposition to authoritarian forms of teaching.
Indtil for blot fem �r siden var det almindelig praksis, at kommune og stat tilsammen ydede etn�sten hundrede procent tilskud til borgeres h�jskoleophold.
Until just five years ago it was common practice for local and national government together topay an almost hundred percent grant towards periods of residence at folk high schools.
Med arbejdsmarkedsreformen i1995 og senere stramninger p�hviler det nu deltagerne selv at betale en s� stor andel afudgifterne, at elevtallet er faldet drastisk p� h�jskolerne.
Sincethe labour market reform in 1995 and later cutbacks it is now the responsibility of theparticipants themselves to pay a large share of the expenses; the number of students at thehigh schools has fallen sharply as a result.
H�jskolernes egenart var kommet ikonflikt med et af arbejdsmarkedspolitikkens tidstypiske begreber: "kompetencegivendeuddannelse".
The special nature of the high schools has comeinto conflict with one of the typical concepts of contemporary labour market policy: �trainingleading to vocational qualifications�.
Som allerede n�vnt er h�jskolerne ikke eksamensforberedende, de vil n�rmestdet stik modsatte af offentlig kontrol med den enkeltes duelighed, nemlig at udvikle enpersonlig m�lestok for dannelse.
As already mentioned, the high schools do not preparestudents for examinations; they aim at almost the direct opposite of public testing ofindividual abilities, namely at developing a personal yardstick for development.
Konflikten er aldrig blevet l�st af den grund, at de to parterikke taler samme sprog og m�ske heller ikke �nsker en forst�else.
The conflicthas never been resolved because the two parties do not speak the same language and perhapsdo not desire reconciliation.
Lad os pr�ve i korthed atsammenfatte sagens kerne.
Let us try briefly to summarise the essence of the case.
For dem handlerdet naturligvis om at im�dekomme virksomhedernes krav til arbejdskraftens duelighed, ogden kan kun defineres via en eller anden form for pr�ve.
For them training is obviously a matter ofmeeting the needs of companies for proficiency in their workforce and this can only bedefined through some form of test.
En s�kaldt kompetencegivende uddannelse er s�ledes intet mindre end en uddannelse, dergiver resultater, som arbejdsgiver- og arbejdstagerorganisationer sammen med det offentligefinder egnet til selvsamme betegnelse.
�Training leading to vocational qualifications� is therefore nothing less than training whichproduces those results which employer and employee organisations, together with thegovernment, regard as suitable.
H�jskolerne har i regelen alle tre interessenterrepr�senteret i deres bestyrelse og kunne for s� vidt let f� en accept af deres kurser som
The high schools generally have all three interested partiesrepresented on their boards and to this extent could easily gain acceptance of their courses asleading to vocational qualifications if they simply allowed a leaving test to be set. But very
Ledige, hvadenten det drejer sig om unge eller �ldre, kan ikke l�ngere f�fuldt tilskud til et h�jskolekursus, og s�fremt de har ret til dagpenge, kan de slet ikke f�tilladelse til et ophold uden at miste retten, medmindre kurset er kompetencegivende.
Unemployed people, whether they are young or old, canno longer obtain grants for high school courses; if they are entitled to benefit, they cannotobtain permission for a period of residence at all without losing their entitlement unless thecourse leads to a vocational qualification.
Hellerikke besk�ftigede, der �nsker at benytte sig af den offentligt finansierede uddannelsesorlov,kan f� accept af et h�jskoleophold, dog stadig med undtagelse af de kurser, der f�rer til en pr�ve.
Neither can employed people, who wish to makeuse of publicly financed training leave, have a high school period of residence accepted �again with the exception of courses leading to a test.
Arbejdsmarkedsreformen har begr�nset retten til h�jskoleophold i et fors�g p� at kanaliserede s�gende uden om en uddannelse, der ikke p� kort sigt er oms�ttelig p� arbejdsmarkedet. Ien historisk periode med sm� ungdoms�rgange, h�j besk�ftigelse og f�lgelig knaphed p� dekompetencer, som virksomhederne efterlyser, er der ikke tid til personlig udvikling.
The labour market reform has limited the right to a period of residence in a high school in anattempt to channel job seekers away from training which in the short term is not marketable inthe labour market.
Menkrise�rene har l�rt de unge, at det betaler sig at starte voksenlivet med et �r eller to tilpersonlig modning, f�r de vigtige valg tr�ffes, og det er ikke mindst her, h�jskolerne har haftog for s� vidt fortsat har deres berettigelse.
But the crisis years have taught young people that it pays to start theiradult lives with one or two years for personal maturing, before making important choices, andit is not least here that the high schools have had, and for the time being continue to have,their justification.
Selv om de unge er nok s� meget lydighedsn�gterei forhold til arbejdsmarkedspolitikken, kommer det ikke h�jskolerne til gavn, s�l�nge det erbilligere at rejse jorden rundt i et �r, end at betale sig fra et seks m�neders kursus.
Although the young people continue to reject labour market policy, this nolonger operates in favour of the high schools so long as it is cheaper to travel around the worldfor a year than to pay for a six-month course.
Uddannelsespolitisk er det nedsl�ende at se, hvor lidt der skal til for at v�lte et nationaltklenodie som folkeh�jskolen.
From the point of view of training policy it is depressing to see how little it takes to bringdown a national treasure like the folk high school.
Den er ikke baseret p� undervisningsplaner, men p� eleverness�gen efter viden og personlig udvikling, og n�r elevgrundlaget svinder, falder h�jskolen letfra hinanden.
As it is not based on curricula but on thestudents� search for knowledge and personal development, a smaller student base may easilycause the high school to fall apart.
Kvantitet og dermed ogs� kvalitativ mangfoldighed er en foruds�tning for enikke line�r dannelsesproces.
Quantity and consequently also qualitative diversity areessential for a non-linear process of development.
Arbejdsmarkedsreformen har med et p� papiret lille snit iadgangs- og tilskudsreglerne form�et at f� h�jskolerne til selv, gennem deres aktuelle krise, atbevise berettigelsen af reformens indgreb.
In reality it is precisely the labour marketreform that has managed, with what on paper is a small adjustment to the rules on admissionand grants, to cause the high school crisis it claims to be healing.
Specialarbejderuddannelserne – markedsstyret adgang tiluddannelse
Training programmes for unskilled and semi-skilledworkers: market-controlled admission to training
Vi bliver konstant mindet om behovet for at matche uddannelse med arbejde, ikke blot i deunges f�rste integration p� arbejdsmarkedet, men ogs� mere kontinuert i forhold tilerhvervsaktive i alle aldre.
We are constantly reminded of the need to match training to work, not just when young peopleare first integrated into the labour market but also more continually in relation to those ingainful employment of all ages.
Tilbagevendende uddannelse er blevet en n�dvendighed, og etcentralt interessefelt er i denne forbindelse virksomhedernes fors�g p� at realisere begrebetden l�rende organisation.
Recurring training has become a necessity, and a key area ofinterest in this connection is the attempts of companies to put the concept of the learningorganisation into practice.
Matchningen bliver her gjort til et indre anliggende, fjernet fra deoffentlige styringsinstrumenter, men dog stadig i vidt omfang spillende p� de ressourcer, somuddannelsesinstitutionerne stiller til r�dighed.
The matching is done in relation to an inner concern, removed frompublic instrument of control, but still to a large extent acting on the resources which thetraining institutions make available.
Det er s�ledes kendetegnende for situationen i dag, at den afg�rende matchning af s�vel deunges som de �ldres kompetencem�ssige foruds�tninger er blevet umulig foruddannelsesinstitutionerne.
It is characteristic of the situation today that it has become impossible for training institutionsdecisively to match the backgrounds of both young and older people with skills.
Vi st�r derfor overfor en redefinering af en af hj�rnestenene idansk uddannelsestradition: specialarbejderuddannelserne.
We thereforeface a redefinition of one of the cornerstones of Danish training tradition: trainingprogrammes for unskilled and semiskilled workers.
I de sidste fyrre �r har derepr�senteret en national succes, nemlig et modulopbygget uddannelsessystem for ufagl�rte,et system, der d�kker behovene for nye kompetencer i virksomhederne og sikrer, at alle
Over the last forty years they haverepresented a national success, a training system with a modular structure for the unskilled
perioder med vigende ordrebeholdning kan udnyttes til dygtigg�relse af de ansatte for detoffentliges regning.
which covers the needs for new skills and ensures that all periods of declining order books canbe utilised to improve the qualifications of employees at government expense.
Efter en r�kke lov�ndringer fra 1995 til idag er specialarbejderuddannelserne nu helt ogaldeles eftersp�rgselsbestemte, og det vil overordnet sige, at de er afh�ngige af konkreteordrer fra virksomheder, der selv har p�taget sig at styre matchningen og i den forbindelse�nsker en offentlig uddannelsesydelse.
After a number of legislative changes between 1995 and the present, training programmes forsemi-skilled workers are now entirely driven by demand. This broadly means that they dependon specific orders from companies which have undertaken to control the matching process andin this connection require a government training allowance.
For at forst�, hvor vidtr�kkende denne �ndring er, m�vi kort ber�re den styringsm�ssige struktur omkring specialarbejderuddannelserne.
In order to understand how farreaching this change is we must briefly touch on the administrative structure relating totraining programmes for unskilled and semiskilled workers.
Specialarbejderuddannelserne er i mods�tning til, hvad man kunne tro, ikke en offentligtstyret forretning: staten er formelt kun sekretariat for det samarbejde mellem arbejdsgiver- ogarbejdstagerorganisationer, der ligger til grund for specialarbejderuddannelserne. F�nomeneter typisk dansk.
The training programmes for unskilled/semi-skilled workers are not, despite what might bethought, a government-controlled provision: the government formally only acts as thesecretariat for cooperation between employer and employee organisations, which underlie thetraining programmes for semiskilled workers.
Planl�gning ned til mindste detalje, men bestemt ikke ud i det bl�.
So everything was planned down to the smallest detail and certainly not at random.
Den store forskel p� dengangog nu er, at man indtil den seneste reform af specialarbejderuddannelserne foretog en summariskplanl�gning p� regionalt niveau, baseret p� virksomhedskontakter og p� meldinger frarepr�sentative akt�rer p� arbejdsmarkedet.
The greatdifference between then and now is that until the latest reform of the training programmes forsemi-skilled workers, broad planning was undertaken at regional level, based on contacts withcompanies and reports from representative players in the labour market.
Det resulterede i, at specialarbejderskolerneforberedte sig p� at modtage et bestemt antal kursister, der kunne fordeles nogenlunde j�vntover �ret med et tilsvarende udbud af uddannelsesspecialer og med den n�dvendige l�rerstab.Det v�sentligste var imidlertid, at virksomheder og arbejdstagerorganisationer f�lte ansvaroverfor deres behovstilkendegivelser og derfor i vid udstr�kning s�gte at indfri forventningenom at sende medarbejdere p� kurser, om at opfylde deres pligt i forhold til selve den parit�reinstitution.
This resulted in thesemi-skilled worker schools preparing to receive a particular number of trainees who could bedivided fairly evenly over the year, with an appropriate provision of training specialities andwith the necessary teaching staff. However, the essential feature was that companies andemployee organisations felt responsible for their expressions of need; thus, to a large extentthey attempted to meet expectations to send employees on courses in order to fulfil theirobligation to the joint institution.
I dag udl�ses der kun finansiering p� grundlagt af konkrete ordrer direkte fra virksomhedernetil specialarbejderskolen.
Today financing is only triggered on the basis of specific orders directly from the companiesto the semiskilled worker school.
Man skulle tro, at det kom ud p� det samme, men planl�gnings-horisonten er dramatisk forkortet, og kravene til underviser- og kursusberedskab er blevettilsvarende problematiske.
It might be thought that this comes down to the same thingbut the planning timeframe has now been drastically shortened and the requirements forteacher and course preparation have become problematic.
Specialarbejderskolerne kan af gode grunde ikke l�ngere planl�ggesig ud af situationen, men det er stadig deres eneste overlevelsesmulighed at foregribeuddannelsesbehovene, nu ved at knytte endnu t�ttere b�nd til de regionale virksomheder.
The semiskilled training schools,for good reasons, cannot make their own plans independently of the situation; their onlyraison-d��tre is to anticipate training needs, which they achieve today by forging even closerlinks with regional companies.
Detsker med held i nogle tilf�lde, men tendensen er tab af kursister.
This is happening successfully in some cases but the trend istowards trainees being lost.
If�lge en helt aktuel unders�gelse foretaget af Aalborg Universitets Center (AUC) (21) g�rvirksomhederne s�ledes i stigende grad efter at erstatte ufagl�rte med fagl�rte medarbejdere i stillinger som specialarbejdere.
According to a recent survey undertaken by Aalborg University Centre (21), companies areincreasingly aiming at replacing unskilled and semiskilled workers with skilled workers inpositions traditionally occupied by the former.
Derved sikrer de sig alt andet lige et kompetecem�ssigt l�ftog en l�nm�ssig fordel, men samtidig har det naturligvis alvorlige konsekvenser for deforsm�ede ufagl�rte.
All other things being equal they thus ensurefor themselves a boost in skills and a pay advantage. But this obviously has seriousconsequences for the rejected unskilled workers.
Deres specialarbejderuddannelser oplever vigende interesse fravirksomhederne, som sidder med n�glen til de ansattes tilmelding.
Training programmes for unskilled and semiskilled workers are now meeting with declining interest from the companies, who hold the keyto the enrolment of employees.
Vi har tidligere v�ret indep� profetierne om de ufagl�rtes fremtidige over-arbejdsl�shed, og et faldendeuddannelsesniveau i denne befolkningsgruppe kan kun virke yderligere fremskyndende p�udviklingen.
We have previously discussed the prophecies about the futureexcess unemployment of unskilled workers; a declining level of training in this populationgroup can only speed up this trend.
Hvis virksomhedernes vigende interesse for specialarbejderuddannelsernevitterlig er udtryk for en forretningsm�ssig strategi, s� er nedt�llingen for alvor begyndt forde ufagl�rte.
If waning company interest in the unskilled and semiskilled worker training programmes is really an expression of a business strategy, then thecountdown has truly started for the unskilled.
Det interessante ved spillet om specialarbejderuddannelserne er, at vi kan f�lge en historiskperiodes afslutning.
What is interesting about developments in the semiskilled worker training programmes is thatthey show us the end of a historical period.
Hvor ufagl�rte tidligere kunne konkurrere p� relationen kompetence-produktivitet-l�n, er den f�rste faktor nu i mange virksomheder blevet s� altafg�rende, at manif�lge den refererede unders�gelse frav�lger de personer, der skal bygges op fra grunden.Oms�tteligheden af et specialarbejderkursus er uden tvivl for omkostningskr�vende i tid forden enkelte virksomhed, specielt under et kraftigt opsving, hvor der stilles ekstreme krav tilfaglig professionalisme, og hvor fagl�rt arbejdskraft tilsyneladende er et realistisk alternativ.De traditionelle specialarbejdere er s�ledes ved at miste deres uddannelsessystem, fordi deikke selv er herrer over det, men afh�nger af virksomhedernes konkrete behovstilkendegivelser.
Whereas the unskilled could previously competein terms of the skill-productivity-pay ratio, the first of these factors has now become sodecisive in many companies that people who have to be trained from scratch are notconsidered. Worker training programmes are without doubt too time consuming for theindividual company, particularly during a strong upturn which makes strong demands fortechnical professionalism and where skilled labour is evidently a realistic alternative.Traditional semiskilled workers are therefore about to lose their training system, as it is notunder their own control but depends on the companies� specific expressions of need.
Ledighed – principielt forbud mod uddannelse
Unemployment: a prohibition on training
I sammenst�det mellem begreberne arbejde og uddannelse, oplever vi noget, der n�rmestligner en naturlov for vor samfundsorganisering.
In the collision between the concepts of work and training, we experience something which isalmost a natural law for our social organisation.
Hvor det i regelen er velset, at enudannelsess�gende har arbejdsperioder ind imellem studierne, er det fuldst�ndig ut�nkeligt,at han eller hun efter ans�ttelse i en virksomhed kan g�re krav p� sidel�bende uddannelse iarbejdstiden.
Whereas someone seeking training iswelcome to have periods of work in between his or her studies, it is completely unthinkablethat, once employed in a firm, the same person can demand parallel training during workingtime.
En medarbejder kan opn� ret hertil, s�fremt arbejdsgiveren giver sin tilladelse,men det vil naturligvis kun ske, hvis der vurderes at v�re et uddannelsesbehov, jf.specialarbejderuddannelserne.
An employee can attain a right to this if the firm sees a training need (cf. the semiskilled worker training programmes).