natgillin/translations-raw huggingface dataset:
I mods�tning hertil oplever vi i dag en tid med dramatiske �ndringer, og vi har derfor brug forkoncepter, der g�r det muligt for os at ajourf�re de kvalifikationer, vi erhvervede i voresoprindelige erhvervsuddannelse, i forhold til de l�bende �ndringer p� arbejdsmarkedet.
(d) Finally, even if we concentrate exclusively on paid work, the family environment is aheavy influence on learning, in at least two ways. First, the physical arrangements of thefamily schedule may influence the time which a worker has available for learning,whether this is at the workplace or at home.
Medden livslange uddannelse har vi et lovende koncept til vores r�dighed, der tillader os at skabeen l�bende og fleksibel tilpasning af vore kvalifikationer. Vi skal ogs� vare os for at lade dettekoncept stivne i stramme forskrifter ud fra et konventionelt udgangspunkt og p� grundlag afen s�dan regulering mene, at vi har gjort nok for at sikre en dynamisk kvalifikationsudviklingi fremtiden.
A study by myself and colleagues of parttime education in Scotland showed how complex these arrangements can be (Schuller etal 1999).
Arbejdstid, uddannelsestid og social kapital
high levels of financial and human capital but low social capital � for instance in a high-statusdual-earning household where both parents were too busy with their careers to provide directsupport for the children.
En agora er en markedsplads, hvor der udveksles s�vel ideer som andre ting.
Putnam argues strongly that there is a continuing and serious decline in social capital in the US.
Sidst i denneartikel er det min hensigt at belyse, i hvilken udstr�kning det er relevant at inddrage begrebet"social kapital" i debatten om arbejdstid og uddannelsestid, og om det er form�lstjenligt atinkludere "social kapital" i en analyse heraf.
His findings are contested, both on measurement and interpretation. As for Europeancountries, Hall (1999) has recently found differently for the UK, but I am not aware of otherstudies covering social capital trends at national level.
F�rst vil jeg dog anstille en r�kke mere pragmatiskebetragtninger over uddannelsesmilj�er.
Whatever the picture is, it is highlyrelevant that Putnam attributes part of the decline to the growth of two-earner households, andthe rise over the past two decades in the amount of time women spend at work.
Disse frems�ttes ud fra det synspunkt, at tid ikkeudelukkende kan betragtes som en kvantitativ enhed, der kan indeles i dage, timer og minutter.
(He is,however, at pains to deny that there is any suggested implication in his analysis that femalelabour market activity should be reduced.)
Beregninger af arbejdstid eller uddannelsestimer har kunbegr�nset v�rdi.
The purpose of training is often considered to be to increase the stock of human capital, atorganisational or national level.
Ethvert menneskes tidsm�nster er t�t forbundet med b�de kollegers ogfamiliemedlemmers tidsm�nster.
We need some framework for considering how social capitalrelates to human capital.
Dette er et helt indlysende faktum, der dog ofte overses iarbejdstids- og uddannelsestidsanalyser.
This is supplied in the table below.
Det er derfor oplagt at inddrage begrebet "socialtid" i Agora � s dagsorden.
The subsequent commentaryrelates the table to the theme of working time and training time.
Uddannelsesmiljøer
Relationships
Frank Coffield har fremsat f�lgende synspunkt:
Membership/participation Trust levels
mindste i traditionel forstand (arbejdstagere i s�danne milj�er kan dog meget vel form� atetablere en vis autonomi p� trods af arbejdsdelingen samt at nedbryde de udstuknerammer).
Focus: The key distinction between human and social capital is that the former focusses onindividual agents, and the latter on relationships between them and the networks they form.
Det kan ligge i arbejdets fysiske natur � for eksempel iarbejdet med det tekniske udstyr eller gennem arbejdspladsens sociale tiltag.
Inthe case of our theme, the inclusion of social capital makes the point that individualstimetables are not discrete entities which exist separately from the rest of the organisation.
Eksempelviskan n�vnes arbejdspladser med effektive og mentorordninger og lignende tiltag, hvorarbejdstageren l�bende modtager konstruktiv respons p� sin arbejdsindsats.
Anemployee may benefit from training leave and increase their own qualifications, but theimpact of this on the organisation�s performance will depend on how their absence and theirlearning is perceived by their own colleagues and immediate workgroup.
Det er den generelle opfattelse, at moderne arbejdspladser er blevet mere kr�vende i taktmed de store fabrikkers og lange samleb�nds forsvinden.
Input/measure: Human capital is measured primarily by levels of qualification achieved.Social capital is far more diffuse, and is measured broadly by levels of active participation incivic life or in other networks.
Det er dog blot en generalisering,der imidlertid st�ttes bredt af de fleste forskningsresultater.
One example of how this might be relevance is the way inwhich network membership provides access to important information and ideas, often in arelatively unstructured way.
Taylors principper anvendesfortsat i mange sektorer og p� mange arbejdspladser, blandt andet hvor ny teknologikr�ver stor ledelsesm�ssig kontrol, eller hvor det faglige niveau pr. definition er lavt.Eksempelvis er besk�ftigelsen inden for vagtsektoren i dag st�rkt stigende, ogst�rstedelen af dette arbejde er pr. definition ensformigt, det faglige niveau lavt, ogarbejdstiden ofte meget lang.
Another is the question of how far organisations activelyencourage their staff to play a part in the life of the surrounding community � in the course ofwhich they may well acquire important skills.
(b) Uddannelsesinitiativer kan tilrettel�gges og struktureres, s� de ikke tager form afuddannelseskurser i traditionel forstand.
Outcomes: The output of human capital is generally measured in terms if enhanced income orproductivity.
Det er ogs� af betydning, i hvilken udstr�kninguddannelse anerkendes og bel�nnes. Dette kan illustreres ved f�lgende problemstilling:
Whilst social capital has been linked to economic performance, it also has wideroutcomes � including the generation of further social capital.
P� den ene side l�gges der stor v�gt p� en eller anden form for officiel anerkendelseaf erhvervet viden og faglige kvalifikationer.
Models: Human capital suggests a direct linear model: investment is made, in time or money,and economic returns follow.
Det betyder, at erfaring kan anerkendesfor mennesker, som har f�et erfaring p� et felt, uden at de n�dvendigvis harkvalifikationerne, hvilket generelt er en fordel.
Social capital has a much less linear approach, and its returnsare less easily definable.
P� den anden side kan anerkendelsesprocessen v�re dyr, og den stadigt stigende jagt p� formelle kvalifikationer f�r etekstra skub.
In this respect, the distinction resembles that between �training�, withits defined and predictable outcomes, and �education� with its much broader focus andvariable outcomes.
(ii) P� den ene side vil uddannelsespolitikken kun b�re resultater, hvis indsats bel�nnes.Folks motivation til at uddanne sig falder, hvis der ikke gives h�ndgribelig bel�nningherfor (bel�nningen beh�ver dog ikke at v�re af �konomisk karakter).
This matrix can be applied in a whole series of contexts to explore different patterns oflearning (and non-learning) and their effects.
P� den andenside vil der opst� udpr�get usmidighed, hvis uddannelse knyttes for t�t til bel�nning,og holdningen til uddannelse vil i stigende grad v�re rent instrumental.
How might it apply to our current concern, therelationship between working time and education time?
Et uddannelsesmilj� er et milj�, hvor der tilskyndes til uddannelse, og hvor uddannelseanerkendes og bel�nnes uden at blive reduceret til en mekanisk handling.
Training is normally thought of asassociated solely with paid work, but in a lifecourse context we need a broader canvas, tocover the portfolio of activities in which people engage at different ages and stages.
Det er hertillid, normer og derfor social kapital kommer ind i billedet.
Many ofthese � notably domestic labour and voluntary work � are not only hugely significant in theirown right, but have major implications for training policy.
Hvis der udvisestilstr�kkelig tillid, vil der ikke v�re et behov for �jeblikkelig bel�nning for at deltagei uddannelse, fordi der vil v�re en forventning om, at bel�nningen kommer p� ettidspunkt.
The skills which people developthrough their non-work activities can contribute very directly to the competences which theyhave to offer in the workplace.
Den bedste motivation findes formentlig i et normativt milj�, det vil sige
The broader canvas which social capital introduces encouragesus to look more closely at the interaction between learning which goes on in relation to work,and learning which happens elsewhere.
(c) Tillid og normer er ogs� aspekter, der indg�r i diskussionen om, hvem der skal afholdeudgifterne til uddannelse, herunder ogs� de tidsm�ssige omkostninger. Der er en almindeligforventning om, at arbejdsgiveren afholder udgifter til jobrelateret uddannelse, og atarbejdstageren afholder udgifter til personlige udviklingskurser.
Secondly, there is the dimension of small enterprises, where time has a particular significance.The employer often has no time for gathering information about training; with a smallworkforce the scope for releasing staff for training is very limited; and cashflow difficultiesoften make for a very short timeframe where investment in human capital is discarded.
Gr�nserne kan dog v�remeget flydende is�r i et milj�, hvor fleksibilitet og "det at l�re at l�re" betragtes somcentrale kompetencer.
Thereis a strong negative association between size of enterprise and amount of formal trainingrecorded.
Der er eksempler p� st�rre initiativer, hvor arbejdsgiveren betalerfor ikke-jobrelateret uddannelse.
If training policy is conceived within an individualised and formalised framework,small firms will always struggle to perform well.
Det �konomiske argument til fordel herfor er blandtandet mindre personaleudskiftning og st�rre engagement fra arbejdstagerens side menogs� en �get velvilje fra arbejdstagernes side til at anvende deres intellektuelle evnermere aktivt, s�vel p� arbejdspladsen som udenfor arbejdspladsen. Jo sn�vrere gr�nserder tr�kkes for, hvad arbejdsgiveren er parat til at vil finansiere, des mindre vil s�dannefordele forekomme.
A broader look at ways in which informationis transmitted and used, notably at the way in which business networks are developed, couldyield many useful insights into the potential for small business development in a knowledgesociety.
P� den anden side kan disse argumenter ikke fremdrages blot til at forkaste enhver sondringmellem arbejdsrelateret uddannelse og anden uddannelse som irrelevant.
Thirdly, it is commonplace to hear the case made for coordinated or intersectoral policymaking.
Sp�rgsm�let omomkostningsfordeling mellem arbejdsgivere, arbejdstagere og staten forbliver yderstrelevant. Som eksempel kan n�vnes det nyligt indf�rte initiativ i Det Forenede Kongerige,Individual Learning Accounts (individuelle uddannelseskonti).
A focus on individual human capital acquisition does not necessarily make this moredifficult, but it can lead to an unhelpful concentration on individual qualifications.
Staten yder arbejdstagerenet uddannelsestilskud p� GBP 150, n�r han/hun selv indbetaler GBP 25 p� kontoen.
I would argue that the value of social capital as an idea is primarily a heuristic one � that is tosay, it opens up new lines of thought.
Deter h�bet, at ogs� arbejdsgiverne med tiden vil bidrage til disse konti gennem forskelligeordninger.
If we are to get beyond some of the more sterile, andvery repetitive, debates on the value or shape of training, we need concepts which will help uslook at a rapidly changing set of circumstances through fresh eyes.
(Initiativet befinder sig endnu i fors�gsfasen, og det tager utvivlsomt nogen tidat p�virke arbejdsgivernes holdninger.)
Here are just four areas in which some quite pragmatic conclusions can be drawn (and furthersuggestions made for the CEDEFOP agenda, if any are needed).
Et centralt punkt er de forskellige muligheder for at kombinere tid og penge i forskelligesammenh�nge.
Definitional debate in the field of education and training is notoriously unproductive.
I andre tilf�lde kan planl�gningen afuddannelse v�re meget fleksibel, hvis der tages h�jde for regelm�ssige eller l�ngereperioder med nedsat arbejdsaktivitet, eksempelvis p� arbejdspladser, hvor en h�j grad afautomatisering eliminerer behovet for kontinuerlig aktivitet fra arbejdstagerens side.
In particular, we need some discussion ofhow use of qualifications as a proxy for training levels can be complemented by broaderapproaches to learning, inside and outside the workplace.
For det andet hars�vel familiens som omgivelsernes normer stor indflydelse p� arbejdstagerens motivation
This will tell us not justhow much time people spend on different forms of learning, but how this time fits (or does
til at uddanne sig.
not fit) with other activities in their lives.
En unders�gelse foretaget i Nordirland har vist, hvorledes traditionellefamilienormer kan virke undertrykkende for ambitioner om at uddanne sig og skabebedre karrieremuligheder (Field & Spence 2000). Politiske tiltag, der ikke tager h�jde fordisse faktorer, vil sandsynligvis ikke have den store virkning. 9.3.
There are already some large data sets on time use(se eg Gershuny 2000), but most of them ignore learning.
1) Fordisocial kapital trues af den m�de, hvorp� arbejdstiden kan fortr�nge menneskers engagement iandre aktiviteter.
Moreover ICT can open up access to networks for individuals,removed from constraints of time and space.
2) Fordi en formindskelse af den sociale kapital ogs� truer effektiv dannelseaf menneskelig kapital (og derfor ogs� generering af effektive uddannelsespolitikker og -aktiviteter).
But this should not happen at the expense of thesocial infrastructure of learning, the contexts and organisations which enable people to learntogether (the Danish folk high schools being an excellent example, see Mork 1999).
3) Fordi uddannelse i sig selv b�r betragtes som en social aktivitet, og den tid, dertilbringes herp�, burde medvirke til at etablere sammenhold, som er v�sentlige for at skabe�konomiske resultater og social sammenh�ng.
Socialcapital emphasises the importance of social communication, and the forming and maintainingof social relationships as a key benefit of learning as an activity.
Nedenst�ende definitioner af begrebet social kapital er medtaget af hensyn til de l�sere, somikke m�tte v�re bekendt hermed.
Part of the role of public policy will be tocontinue efforts to improve equity of distribution, so that learning opportunities do not go somuch to those who have already benefited.
F�lgende citater stammer fra tre socialpolitiske teoretikere,som har medvirket til at �ge interessen for begrebet social kapital blandt politikere p�regeringsplan og mellemstatsligt plan samt blandt akademikere.
We should expect a proliferation of arrangementsin which the stakeholders contribute different levels of time and money in order to sustainhigher levels of learning. There will be an important mapping job to do, identifying goodpractice and analysing the effectiveness of different arrangements.
Hans oprindelige arbejder omhandlede kvaliteten af regeringeni Nord- og Syditalien (Putnam m.fl.
Finally, there is scope for more imaginative and sophisticated work in modelling andmeasuring the costs, but especially the benefits, of lifelong learning.
James Coleman anerkender, at begrebet er mangesidet og kan v�re n�sten diffust. "Socialkapital" defineres p� et funktionelt grundlag.
Social capital offers a wider approach which goes beyond theeconomic returns (but does not ignore them).
Det udg�r ikke en enkelt enhed men en langr�kke forskellige enheder med to f�lleselementer, som relaterer sig til sociale strukturer oggiver akt�rerne st�rre handlekraft � uanset om der er tale om enkeltpersoner eller enheder afakt�rer � inden for strukturen." (1988, side S98).
An outstanding example is the Danish Job rotation scheme,which addresses the wider social context, and is based on building up relationships betweendifferent groups (unemployed, those on training leave, and mentors), with funding fromemployers and social security. Initiatives such as this should be used as case studies todevelop broader approaches to evaluation of training benefits.
Man kan have en h�j grad af�konomisk og menneskelig kapital men lav social kapital. Dette er for eksempel tilf�ldet ifamilier med h�j status og to indkomster, hvor begge for�ldre har for travlt med deresrespektive karrierer til at kunne yde direkte st�tte til deres b�rn.
Coleman, John. Social capital in the creation of human capital.
Hvad ang�r de europ�iske lande, n�ede Hall (1999) i en nyligunders�gelse foretaget i Det Forenede Kongerige til et andet resultat.
Thessaloniki: Cedefop, 1999.
Social og menneskelig kapital
Making democracy work: civic traditions in modern Italy.
En s�dan oversigtfindes i skema 1.
London:Jessica Kingsley, 1999.
For det f�rste er der forholdet mellem betalt og ubetalt arbejde. Uddannelse forbindes normaltudelukkende med betalt arbejde, men betragtet ud fra et helt livsforl�b er det n�dvendigt atanl�gge en bredere synsvinkel for at d�kke alle de aktiviteter, i hvilke mennesket deltager p�forskellige alderstrin og livsetaper.
At a time when there is growing discussion of employment and work against a background ofincreasing globalisation of ideas, reinforced by the spread of new information andcommunications technologies, it is not surprising that Agora VII, organised by Cedefop in Thessaloniki from 7 to 8 October 1999, should have aroused considerable interest.
Mange af disse aktiviteter � is�r husligt og frivilligtarbejde � er som s�dan mindre interessante men har ikke desto mindre stor indflydelse p�udannelsespolitikken.
More than30 experts from various fields and a variety of Member States of the Union � researchers anduniversity lecturers, political decision-makers and representatives of the social partners � wereable to discuss, if not dispute, each other�s ideas.
De kvalifikationer, som udvikles gennem udf�relse af ikkearbejdsrelaterede aktiviteter, kan bidrage direkte til at forme de kvalifikationer, den enkeltekan tilbyde p� arbejdspladsen.
Besides presentation of �official� statementsof all kinds, general, generic and even generous, the purpose was to identify the key factors inan issue of central importance to economic and social development.
Med den bredere indfaldsvinkel begrebet social kapital dannergrundlag for at anl�gge, er det oplagt at se n�rmere p� samspillet mellem uddannelse, derforeg�r i arbejdsrelaterede sammenh�nge, og uddannelse, der foreg�r andetsteds.
Without attempting, atthe end of these discussions, to reach some common standpoint, let alone a consensus, it wasnecessary not only to �inspect the ground�, but also to �mark out the goalposts�, or in otherwords to identify the parameters for subsequent discussions for which this Agora could onlyshow the way.
Der findesmange konkrete eksempler p� positive samspil; � alligevel fokuserer virksomhedernesuddannelsestilbud i �get omfang m�lrettet p� specifikke jobkrav.
Inasmuch, this Agora, like its predecessors, provided confirmation of theessential role of Cedefop as a centre for reflection on the development of vocational trainingpolicies in the Member States of the Union.
For det andet skal der ogs� tages h�jde for de mindre virksomheder, hvor tid har en s�rligbetydning.
Three key issues, which exemplified the complexity of the issue, were put to the participants:
Der er et udpr�get misforhold mellemvirksomhedsst�rrelse og omfang af registret formel videreuddannelse.
(b) Working time and training time inside and outside the enterprise in the context ofmanagement of people and of skills,
I et milj�, hvor derf�res en individualiseret og formaliseret uddannelsespolitik, vil sm� virksomheder n�stenaltid komme til kort.
(c) Working time and training time in the course of life.
For det tredje opfattes det generelt som hensigtsm�ssige at fastl�gge en koordineret ellerintersektorel politik.
Other �times� should be added: the times devoted to family life, to rest, to leisureactivities, etc., even though no clear boundary can be drawn between these different �times�,which often overlap.
Fokus p� individuel erhvervelse af menneskelig kapital vil ikken�dvendigvis besv�rligg�re dette, men det kan medf�re, at der rettes uhensigtsm�ssigt fokusp� individuelle kvalifikationer.
In short, discussion of the relationship between working time andtraining time cannot be confined within the main concepts of classical tragedy, namely unityof time, place and action (�ric Fries Guggenheim).
Indrages derimod den sociale kapital, bliver det lettere at tagehensyn til de mange m�der, hvorp� folk tilbringer deres tid � og hvorledes dette p�virkes afforskellige politikker om tid.
We learn all the time (and not merelyduring training time); we learn everywhere (and not merely at school or a training centre); andwe learn in different ways, at different paces and according to different �schemata�.
For eksempel er det nyttesl�st at fremme livslang uddannelse p�arbejdspladsen, hvis social- eller familiepolitikken g�r det vanskeligt for den enkelte at foreneuddannelseskravene med tilv�relsens �vrige sf�rer.
In otherwords, working time cannot be dissociated from the pattern of other �times�, including that ofsocial care (Jacques Trautmann).
Det er min opfattelse, at v�rdien af begrebet social kapital som id� prim�rt er heuristisk � detvil sige, det baner vejen for en ny tankegang.
One preliminary remark is called for: there is increasingly frequently a difference betweenplaces of training and places of work.
Hvis man skal s�tte sig ud over nogle af de meresterile og meget ensformige debatter om v�rdien af uddannelse eller udformningen heraf, ervi n�dt til at se p� begreber, som g�r det muligt for os at anskue de �ndrede forhold medfriske �jne.
The long-standing sequence, not to say the �traditionalmodel�, of a jump in time and space from the place and period of education and training (orlearning, in the English sense of the term, as Tom Schuller reminded us), to the time and placeof work is becoming less and less clear � and this raises as a matter of urgency the question ofthe compatibility of different �times� (Francesc Falgueras i Ruscalleda).
Her er blot fire omr�der, p� hvilke der kan drages nogle pragmatiske konklusioner (og stillesyderligere forslag til CEDEFOP�s dagsorden, om n�dvendigt).
Although workremains a key element of �social time� (to which it gives a structure, largely in terms ofstatus), a growing intermingling of different �times� can be observed, including, for example,the spread of activities such as voluntary work in the civil society (Tom Schuller).
Omfanget af livslang uddannelse
In short, wemay wonder, as did Christian Kutzner, �where does work stop and leisure time begin�?
Det har vist sig, at definitoriske debatter om uddannelse og videreuddannelse ikke erkonstruktive.
This is no longer the case today, at least in some industries, and this changeis likely to become more widespread.
Det er is�r n�dvendigt at s�tte gang i en debat om, hvorledesvi kan anvende kvalifikationer i stedet for uddannelsesniveau som m�lestok og s�ledesintroducere en bredere indgangsvinkel til uddannelse s�vel p� som uden for arbejdspladsen.
What matters at work now is the ability to cope withuncertainties and unknown risks � that is to say, to handle occupational situations which callfor a strong capacity for innovation, and therefore to be able to transpose what has been learntin one situation to other situations.
Dette inkluderer ogs� oplysninger om, hvorledes folk rent faktisk bruger deres tid og b�romfatte indsamling af sammenlignelige data gennem unders�gelser eller tidsstudier.
As Alain Dumont remarked,�people are less and less sure of where their job will be�.