natgillin/translations-raw huggingface dataset:
Og desuden m� de sandsynligvis g�re det medfornyet autonomi (og undertiden med fornyet afh�ngighed): udforme eller udt�nke (hvorlangt?, alt afh�ngigt af arten af forholdet til "moder"-virksomheden), koordinere, planl�gge,overv�ge(s), hellige sig arbejdet..., opfinde, uddanne sig...
If there is a balanced division of labour, the first question is: are all citizens to be trained aspotential managers, if only of themselves?
)Se "Gu�a para la detecci�n de necesidades de formaci�n" i litteraturhenvisningerne sidst i artiklen.
)See �Gu�a para la detecci�n de necesidades de formaci�n�, in the bibliography at the end.
Sker der en omfordeling af den anvendte intelligens i produktionen?
The main question is of course: what is the future of work and training, and of our societies?
Eller er der tale om entilsyneladende autonomi?
This should not be taken as a rhetorical question that looks so far ahead that, whatever onesays, it will have little to do with our everyday practice.
Drejer det sig om en afbalanceret fordeling?
Rather the opposite.
Eller er der tv�rtimodtale om en koncentration af uddannelsesbehovene p� den store virksomhed og enkvalifikationsforringelse p� den lille underordnede arbejdsplads?
It assumesdiscussion � and this is a good forum for it � of the various options for social organisation, ofa citizens� orientation in preference to a vision based on short-termism, of a negotiatedbuilding of society, of the jobs we want to exist in the future and, of course, of the trainingwhich we need if those jobs, that division of labour, and those citizens are to exist.
Hvilken linje skal mennesker, arbejde og uddannelse f�lge?
I believe that this is the role for us here as researchers.
Den f�rste konsekvens, hvis svaret p� sp�rgsm�let om en afbalanceret arbejdsdeling erpositivt: skal alle borgere uddannes til eventuelle managers, eller ledere, selv om de kunbliver det for sig selv?
We are not heading for a new Medieval society, as Umberto Eco has written, in which thecitizens of the world will be transformed, freed from social ties, lacking frames of reference,obliged to be wandering workers, geographically mobile, always available and answerable forthemselves.
Ovenst�ende betragtninger f�r mig til at stille nogle sp�rgsm�l for at indlede en debat,sp�rgsm�l, som jeg finder relevante. Nogle er formuleret generelt, andre mere konkret, menfor at man kan besvare dem klart, kr�ves der en mere generel betragtning af forholdet mellemsamfundsstruktur, forestillinger om arbejde samt uddannelsespolitikker og -behov.
Given a rough outline of the types of persons, of citizens and workers that we want, closelylinked with the public policies needed to achieve these aims, we need to discuss how, whereand why to spend growing public resources, both national and European, on what concerns ushere � that is, if we seek to create potential workers, and above all, citizens (who will also bepotential workers).
Det altoverskyggende sp�rgsm�l er naturligvis: hvordan ser fremtiden ud for arbejde og foruddannelse, og hvordan ser den ud for vores samfund?
This debate on the direction of public policies leads immediately to the need to encourage theprivate policies of enterprises in the same direction, to ensure that public and private policiesconverge.
Og det b�r ikke opfattes som et retorisk sp�rgsm�l, der r�kker s� langt ud i fremtiden, at detikke har meget at g�re med vores daglige praksis. Snarere tv�rtimod.
One obvious example is the organisational policies in enterprises which seek to create greaterinvolvement in work as a prerequisite for exploiting both workers� knowledge and skills, andtheir willingness to work and learn.
Arbejdssociologien giver os et v�ld af kundskaber, af viden, af forskellige erfaringer, som kanv�re afg�rende p� det tidspunkt, hvor man giver arbejdsmarkedets partnere flere valg- ogforhandlingsmuligheder.
A good way of looking at the debate on training in the context of its social relationships hasrecently been incisively described by Jos� Rose as �the singularity of the present situation�.
Fremtiden for arbejde og samfund kan udformes, planl�gges og udt�nkes i dag med mangeflere ressourcer end tidligere.
Good examples of this are given in the work of Dani�le Linhart, 1995.
Faktisksynes det, som om den aktuelle situation er karakteriseret ved, at der p� samme tid er tale omf�lgende: a) en eftersp�rgsel efter overkvalificering ved ans�ttelsen af medarbejdere; s�ledesskulle uddannelse anvendes som udv�lgelseskriterium; men b) der er en "manglendeudnyttelse af kompetencer i udf�relsen af arbejdet", hvilket kan g�re situationen mereutilfredsstillende: h�jt uddannede personer, borgere, som m� arbejde som ufagl�rte arbejdere.Og c) en ny undervurdering ved afl�nningen (13).
The present situation does indeed appear to be characterised by the coexistence of a) a demandfor high skill levels when appointments are made, so that training is used as a form ofselection; b) �underuse of skills in the exercise of work�, which can make the situation lesssatisfying for people who are well-trained but then find themselves working in unskilledpositions; and c) a new undervalution in remuneration (13).
Hvad uddanner vi vores borgere til?
What are we training our citizens for?
Arbejdet, den menneskelige handling, hvis m�l er at omforme virkeligheden p� visse socialebetingelser, spredes og udviskes, aflejres p� skjulte steder i samfundet, bliver socialt ogvidenskabeligt usynligt.
Under certain social conditions, work, the human activity that aims at transforming reality, isstretched and blurred, retreats into the secret corners of society and becomes socially andscientifically invisible.
Madrid: forlaget Complutense, 1999.
Madrid: Tecnos, 1998, p. 213.
Krise i traditionerne for adgang til uddannelse
Crisis in the traditions for admission to training
Af opl�gget til konferencen fremg�r det, at der efterlyses en refleksion og overordnet debatom, hvilken rolle arbejde og uddannelse spiller som mere eller mindre fastl�ste blokke i detmoderne samfundslivs kalender.
It is apparent from the outline of the conference that reflection and an overall debate aresought on the role work and training play as more or less fixed blocks in the calendar ofmodern society.
Det originale i emnet er, at det forsl�r at se p� den tid, dermedg�r til arbejde og uddannelse: tiden er en strukturende faktor, der b�de �bner mulighederog s�tter gr�nser for vor samfundsorganisering.
The original aspect of the topic is that it proposes to look at the time spent onwork and training: time is a structuring factor, which both opens opportunities for, andimposes limits on, our social organisation.
N�r vi skal indrette morgendagens tilv�relse,ville det derfor v�re gavnligt at kende de reelle muligheder for at opstille nye m�l for den tid,vi bruger p� arbejde og uddannelse.
In planning our future it would therefore bebeneficial to know what real opportunities we have work and training and set new goals forthe time we these activities.
Her kan en debat om europ�iske erfaringer, eksperimenter,visioner osv. udg�re en f�rste, betydningsfuld �velse.
A debate on European experience, experiments, visions etc. couldbe a significant exercise here.
Naturligvis kan den efterlyste debat ikke initieres p� noget fuldkomment videnskabeligtniveau, og vi ser da heller ingen mulighed for at unddrage os en vis personlig pr�gning afdette bidrag.
The debate being sought obviously cannot be initiated at a completely scientific level, nor dowe see any prospect of avoiding a certain personal stamp in this contribution.
Det bygger p� et passende kendskab til de sidste �rtiers danske arbejdsmarkedsog uddannelsespolitiske udvikling, en viden der for �vrigt er almindeligt tilg�ngelig i diverseflersprogede rapporter.
It is based on indepth knowledge of the development of Danish labour market and training policy in recentdecades, knowledge which is also generally available in various multilingual reports.
I sin form vil bidraget s�ledes ikke fors�ge at give et dansk helhedssynp� sessionens tema: arbejde og uddannelse i det 21. �rhundredes samfund.
Thecontribution will therefore not attempt to give an overall Danish view on the topic of thesession: work and training in 21st Century society.
Det vil snarereligne et udvalg af debatskabende punktnedslag i den arbejdsmarkeds- og uddannelsespolitiskesituation i dag, og udfra disse forholdsvis tidstypiske eksempler vil vi i et sammenfattendeafsnit fors�ge at kigge ind i fremtiden.
It is intended instead to compare aselection of issues prompting debate in the labour market and training policy situation today,and on the basis of these examples, which are relatively typical of the times, we will attemptto look into the future in a summarising section.
Det fremf�res ofte af udenlandske kolleger, at Danmark er et foregangsland med hensynspecielt til uddannelse.
Foreign colleagues often note that Denmark is a pioneering country, particularly with regardto training.
Vi har i dette bidrag valgt en m�ske lidt uretf�rdig holdning til voredyder, idet vi stort set kun vil beskrive eksempler p� den kritiske udvikling, landet er inde i, idets organisering af uddannelserne.
In this contribution we have chosen to take a perhaps rather unfair view, in that wewill for the most part only be describing negative developments the country has experiencedin organising training programmes.
Igen kan der henvises til eksisterende publikationer, der irigt m�l giver et retf�rdig hovedindtryk.
Reference should again be made to existing publications,which in ample measure give a fair general impression.
Videnssamfundets udfordringer
The challenges of a knowledge-based society
Det danske samfund oplever her ved t�rsklen til det nye �rhundrede en sand eksplosion iuddannelsesaktiviteterne, s�vel i m�ngden af tilbud, som i de kvalitative krav til relevans iforhold til virksomhedernes behov.
Here at the threshold of the new century Danish society is experiencing a veritable explosionin training activities, both in the quantity of provisions and in the qualitative requirements inrelation to the needs of companies.
I firsernes krise�r opfattede �konomerne uddannelse somen vej til at fastholde en h�jt kvalificeret kernearbejdskraft og til at oprethold et let realiserbartpotentiale blandt de ca. femten procent ledige.
In the crisis years of the eighties, economists viewedtraining as a way of holding onto a highly qualified core workforce and at the same time easilydevelop the potential of the up to fifteen percent who were out of work.
I dag er der om ikke mangel, s� i det mindsteknaphed b�de p� emner til nye stillinger i almindelighed, jf. de sm� ungdoms�rgange, og p�folk med tilstr�kkelig erfaring og uddannelsesm�ssig ballast. Virksomhederne k�rer p�
Today there is, if nota shortage, at least a scarcity both of candidates for new positions in general, both of young,due to the small age cohorts of young people and to the lack of people with sufficient
h�jtryk, potentialet er realiseret s� vidt det har v�ret muligt, og ledigheden er nede p� etkritisk niveau, ca. fem procent (14) .
experience and training ballast. Companies are operating at high pressure, the potential hasbeen realised as far as has been possible and unemployment is down to a critical level, aroundfive percent (14).
Knaphedssituationen truer nu opsvinget med inflatoriske tilbagefald, specielt for den s� altafg�rende danske eksport�konomi, men den advarer os ogs�om, at vort uddannelsesniveau p� lidt l�ngere sigt kan blive forringet.
The situation of scarcity is now threatening the upturn with inflationary setbacks, particularly for the all-important Danish export economy; but it is also a warning tous that our level of training in the longer term may be reduced.
Der er alt andet ligemindre r�d til uddannelse under et opsving, hvor markedsandelene skal sikres i et opskruettempo, end under de forhold, vi kendte gennem krise�rene.
All other things being equal,training can be afforded less during an upturn, when market shares have to be secured at afaster pace, than during the conditions we witnessed in the crisis years.
De danske arbejdsmarkeds- og uddannelsesreformer gennem de sidste fem �r viser tydeligt, atder er bekymring for uddannelsesniveauet.
Danish labour market and training reforms over the last five years show clearly that there isconcern over the level of training.
Nogle eksempler vil anskueligg�re de politiskebeslutningstageres vilje til at bryde med traditionel t�nkning i sp�rgsm�let om adgang tiluddannelse.
Some examples will illustrate the willingness of politicaldecision-makers to break with traditional thinking on the question of admission to training.
Ungeindsatsen – pligt til uddannelse
The Youth Initiative: training as a duty
Det er og har i de sidste tyve �r v�ret den herskende opfattelse, at landet producerer for f�fagl�rte, at de unge mangler motivation til at gennemf�re de ca. tolv �rs elevtid, der somminimum kr�ves for at f� en professionsuddannelse eller en adgangsbillet til de h�jerel�reanstalter (15).
The prevailing view is (and has been for the past twenty years) that the country produces toofew skilled workers and that young people lack the motivation to undergo the twelve years orso of studying and training required as a minimum to obtain vocational training or an entryticket to institutes of higher education (15).
Sammenlignet med de europ�iske partnere er der n�ppe grund til den storebekymring, men den danske selvopfattelse tilsiger her en ambition om at videref�re ethistorisk forspring og g�re det bedre end gennemsnittet.
In comparison with Denmark�s European partnersthere is little reason for major concern; but Danish self-perception suggests an ambition tomaintain a historical lead and keep the country above average.
Det har i korthed vist sig, at en nogenlunde konstant andel af de unge ikke benytter sig afderes ret til uddannelse (16).
In brief, it has been found that a fairly constant proportion of young people do not make use oftheir right to training (16).
Sociologer, der har fulgt unders�gelsen af gruppen gennem de sidste snart fyrre �r, betegner disse unge som arbejdersolidariske i den forstand, at dereproducerer faderens eller moderens ideal om at slippe ud af skolen og komme i gang med atbruge h�nderne.
Sociologists who have monitored and studied the group over the past forty years or so describe these young people as showing �worker solidarity�, in the sensethat they reproduce their father�s or mother�s ideal of escaping from school and getting startedin manual jobs.
Denne mulighed foreligger faktisk, for s� vidt der endnu findes mangeufagl�rte stillinger i det industrielle segment, der ellers s� ofte p�st�s at have overlevetmanden med kosten (17).
This possibility actually exists, inasmuch as there are still many unskilled jobsin the industrial segment � which otherwise are so often claimed to have left behind the �manwith the broom� (17).
I sammenst�det mellem den nationale uddannelsesambition og disse
In the collision between national training ambition and these youngpeople it is not the realities that can be used as arguments but merely the sombre long-termprospects which predict excess unemployment for employees without training.
)Arbejdsmarkedsstyrelsens home page (www.ams.dk)
)National Labour Market Authority website: www.ams.dk [cited 18.3.2002]
)J�rgen Hansen: En generation bliver voksen, Danmarks P�dagogiske Institut, 1997
)J�rgen Hansen: En generation bliver voksen, Danish National Institute for Educational Research, 1997
)Man kan f�lge disse statements i en r�kke artikler over de sidste fem �r i Undervisningsministerietstidsskrift Uddannelse.
)These statements can be followed in a number of articles over the last five years in the Ministry of Education journal Uddannelse.
Benyt evt. adgangen til et overblik over artiklerne p� Undervisningsmini-sterietshome page www.uvm.dk.
An overview of the articles can be accessed on the Ministry of Educationwebsite: www.uvm.dk [cited 18.3.2002].
Det er med andre ord fremskrivningerne, der i dag dikterer den politiske h�ndtering af des�kaldt arbejdersolidariske unge, n�r de efter en kortere eller l�ngere periode i besk�ftigelsebliver ledige og dermed r�ber en f�rste svaghed p� arbejdsmarkedet.
In other words it is the projections which today dictate the political handling of �worker-solidarity� young people when, after a period of employment, they become unemployed andreveal their weakness on the labour market.
De bliver ikke l�ngereanvist arbejde for enhver pris, men i stedet s�gt bragt tilbage p� uddannelsessporet, johurtigere desto bedre.
They are no longer assigned work at any price, theaim instead being to return them to the training path � the sooner the better.
Unge under femogtyve �r, der har v�ret i arbejde i et �r eller mere, ogsom ikke allerede har en uddannelse, vil s�ledes med den sidste arbejdsmarkedsreform misteret til fulde dagpenge, hvis de ikke inden ca. et halvt �r p�begynder en kompetencegivendeuddannelse.
Young peoplebelow the age of twenty-five who have worked for one year or more and do not already havetraining, will therefore under the latest labour market reform lose their right to full benefitunless they start training leading to vocational qualifications within six months.
Eneste alternativ er, at de selv meget hurtigt finder ny besk�ftigelse og dermedbliver uafh�ngige af dagpenge og af de pligter, der ligger i den aktuelle aktiveringsordning forunge uden uddannelse: ungeindsatsen.
Their onlyalternative is to find new employment very quickly and thereby become independent of bothbenefit and the duties contained in the current activation scheme for young people withouttraining: the Youth Initiative.
Ungeindsatsener er blevet evalueret og fundet s�rdeles effektiv (18).
The Youth Initiative has been assessed and found to be extremely effective (18).
Med i udfaldet regnesimidlertid ikke kun, n�r en uddannelse p�begyndes, men ogs� n�r den unge kommer ud afledighed, alts� i arbejde igen ved selvhj�lp.
However, theoutcome includes not just the time when training begins but also the time when the youngperson ceases to be unemployed, i.e. enters work again through self-help.
Og det er kun relativt f�, der frivilligt v�lgeruddannelse, for derved overg�r de til statens uddannelsesst�tte, en blanding af offentlig ydelseog l�n, i alt svarende til v�sentligt mindre end de fulde dagpenge, og under halvdelen af enufagl�rt indkomst.
In fact relatively fewchoose training voluntarily, because in doing so they move over to government trainingsupport which is a mixture of a public grant and loan, altogether equivalent to substantiallyless than full benefit, and less than half the income of an unskilled worker.
Ordningen har s�ledes den slagside, at arbejde for enhver pris � selv p�urimelige vilk�r � oftest er en altoverskyggende n�dvendighed for disse unge, der ikke l�ngerebor hjemme, men m�ske har stiftet familie og f�et b�rn i forventning om en stabil indt�gt fraufagl�rt arbejde.
The scheme isconsequently lopsided in the sense that work at any price � even on unreasonable terms � maybe a necessity overshadowing everything else for these young people, who are no longer livingat home and have perhaps started a family in expectation of a stable income from unskilledwork.
Om nogle �r vil der m�ske kunne tales om en signifikant proletarisering afdisse unge.
In a few years it may perhaps be possible to speak of significant pauperisation of theseyoung people.
I politikernes �jne er det interessante ved ordningen, at man udveksler ret med pligt, og for s�vidt er den samfundsm�ssige logik i orden, med den ene, men dog ikke ubetydeligeinkonsistens, at den unge som n�vnt reelt ikke kan g�re brug af sin ret til dagpenge underuddannelse.
The interesting aspect of the scheme in the eyes of the politicians is that right is exchanged forduty; to some extent the social logic is valid, with the sole but not insignificant inconsistencythat the young person, as mentioned, cannot in reality make use of his or her right to benefitduring training.
Han eller hun bliver grundigt snydt, vil nogle kunne h�vde, men her overfor st�rfremskrivningerne med argumentet om, at samfundet g�r den unge en tjeneste ved at insisterep� n�dvendigheden af en kompetecegivende uddannelse.
He or she is thoroughly cheated, some will claim; but this is countered withthe argument that society is doing the young person a favour by insisting on the need fortraining leading to vocational qualifications.
De fleste politikere vil g� s� vidtsom til at h�vde, at samfundet handler ansvarsfuldt overfor de unge, der ikke selv kan findeud af, hvad der er til deres eget bedste.
Most politicians will go so far as to claim thatsociety is acting responsibly towards these young people, who do not know what is in theirown best interests.
Anderledes ser ordningen ud for en sociolog, der snarere opfatter den som en beslagl�ggelseaf halvdelen af den unges liv, nemlig af de ca. tolv �rs samlet uddannelse, der bliver gjort til etkriterium for opn�else af fulde rettigheder p� arbejdsmarkedet. Signalv�rdien er klar: denunge skal ikke regne med samfundets st�tte, hvis han eller hun ikke har gjort sin borgerpligtog f�et en kompetencegivende uddannelse.
The scheme looks different to a sociologist, who would regard it as an attempt to commandeerhalf of the young person�s life, i.e. the twelve or so years of education and training required toattain full rights on the labour market.
Eller sagt lidt mere direkte: n�r man er under
Work is no longer an attractive solution for�worker-solidarity� young people who want to use their hands.
)Ungeindsatsen er blevet evalueret p� landsplan af Danmarks Teknologiske Institut (DTI) i 1997, og p�regionalt niveau (Storstr�ms Amt) af FIFU-Instituttet.
)The Youth Initiative has been evaluated at national level by the Danish Technological Institute (DTI) in1997, and at regional level (Storstr�m County) by the FIFU Institute.
Konklusionerne er de samme.
The same conclusions were drawn.
Ungeindsatsen, og specielt arbejdet med at evaluere den, har �bnet �jnene for en helt andenside af forholdet for gruppen.
The Youth Initiative, and particularly the work of assessing it, has opened our eyes to a totallydifferent aspect of the situation affecting this group.
Det har s�ledes vist sig, at der blandt en kategori af devirksomheder, der ans�tter de unge ufagl�rte, faktisk findes en professionel kultur, der mereeller mindre automatisk f�rer dem tilbage p� uddannelsessporet (19).
It has been found that among a categoryof firms which employ young unskilled people there is actually a professional culture whichmore or less automatically returns them to the training path (19).
Det viser sig videre, atder tilmed er et m�nster for, hvilke typer af virksomheder, der er uddannelsesfremmende.
It was also found that there isa pattern determining which types of companies promote training.
Detdrejer sig s�ledes specielt om mellemstore industrier, der har en kerne af fagl�rt arbejdskraft,typisk uddannede indenfor metal, mekanik, elektronik eller lignende.
These are in particularmedium-sized industrial firms which have a core of skilled labour, typically trained in metals,mechanical engineering, electronics and the like.
Det faglige kollektiv erher st�rkt i den forstand, at det ikke giver slip p� den unge, n�r f�rst han eller hun er integreret i milj�et (20).
The specialised collective is strong here, inthe sense that it does not let go of the young person once he or she has been integrated into theenvironment(20).
Begreber som at f�lge med, at udvikle sig, at f� st�rre ansvar osv. er helt centrale idenne type virksomheder, der har tradition for b�de intern og ekstern efteruddannelse.
Concepts such as keeping track, developing oneself, taking greaterresponsibility etc. are of key significance in companies of this type, which have a tradition ofboth internal and external continuing training.
Det har v�ret sagt hundrede gange f�r og kan ikke siges ofte nok, at "tid til uddannelse" foralle unge, men specielt for de svagest motiverede, er et sp�rgsm�l om timing, om at sl� tilmed et tilbud pr�cis n�r lysten er der.
It has been said hundreds of times before and cannot be said often enough that �time fortraining� for all young people, but particularly for those with the weakest motivation, is aquestion of timing: of providing the training at exactly the time when it is wanted.