natgillin/translations-raw huggingface dataset:
Form�let medkonferencen var at f�lge op p� det arbejde, der tidligere var udf�rt af Sekretariatet vedr�rendearbejdstagernes efteruddannelse, og supplere arbejdet i Centret for Uddannelse, Forskning og Innovation i undervisningen (CERI) om temaet Bekæmpelse af udelukkelse viavoksenuddannelse.
The aim of theconference was to follow up work previously carried out by the Secretariat for Complementary Training of Workers and to complement the activities of the Centre for Educational Research and Innovation (CERI) on the theme of Combating Exclusion through Adult Education.
En af de vigtigste konklusioner fra denne konference er, at iv�rks�ttelsenaf strategier for livslang erhvervsuddannelse ikke alene kr�ver ressourcer, men ogs� en nyopfattelse af undervisning og erhvervsuddannelse:
One of the fundamental lessons drawn from the conference is that theintroduction of lifelong learning strategies requires not only resources but also a newperception of teaching and learning:
(a) At g�re livslang l�ring til en realitet for alle kr�ver en langfristet handling for at skiftefra en didaktisk strategi, der er baseret p� ydelsen af givne uddannelsesaktiviteter, til en"strategi med ansvarlighed", der g�r det lettere for de voksne at deltage iuddannelsesaktiviteter inden for forskellige rammer;
(a) Making lifelong learning a reality for all requires long-term action so as to move from ateaching strategy based on providing a fixed range of learning activities to a �strategy ofspreading responsibility�, allowing adults to take part more easily in learning activities indiffering contexts;
)Dette dokument, der er forberedt til Agora 7, hviler p� kravspecifikationerne udf�rdiget ved forberedelsenaf denne tematiske unders�gelse.
)This paper, which was prepared for Agora 7, is based on the terms of reference for the preparation of the Thematic Review.
(b) Den didaktiske strategi har med visse begr�nsninger vist sig at v�re effektiv, men �n afdisse begr�nsninger er, at det ikke er lykkedes for den at n� st�rstedelen af de s�rbarevoksne, dvs. de voksne, der ikke har lyst til at l�re, og dem, der har den n�dvendigemotivation, men som p� grund af manglende kompetencer og grundl�ggende videnligeledes er udelukket fra st�rstedelen af de livslange uddannelsesmuligheder.
(b) Within certain limits, the teaching strategy has proved effective, but one of the limitationsis that it has not succeeded in reaching the majority of vulnerable adults, that is, adultswho have no desire to learn, and those who have the desired motivation but are alsoexcluded from most lifelong learning opportunities because they lack basic skills andabilities.
En anden af konklusionerne fra Washington-konferencen er, at en international tematiskunders�gelse kan v�re et nyttigt instrument til at registrere og analysere erfaringskonklusionernevedr�rende voksenuddannelse og til at forst�, hvordan aktionsrammerne og det institutionellemilj� kan blive mere gunstige for denne aktivitetstype.
One of the conclusions of the Washington conference was also that an international thematicreview might be a useful tool for capturing and analysing what could be learnt fromexperience of adult learning, and for understanding how the framework of provision and theinstitutional environment might be more supportive of this type of activity.
En s�dan tematisk unders�gelse erfremover p� OECD�S aktivitetsprogram.
Such a thematicreview is now one of the programme activities of the OECD.
Det er en f�lles aktivitet for Afdelingen for analyseaf besk�ftigelsespolitikker, der henh�rer under Udvalget for besk�ftigelse, arbejde og socialeanliggender (ELSA), og Afdelingen for uddannelse og erhvervsuddannelse, der henh�rerunder Uddannelsesudvalget.
It is a joint activity of the Employment Policy Analysis Division, which reports to the Employment, Labour and Social Affairs Committee (ELSA), and of the Education and Training Division, which reports to the Education Committee.
Men der gives f�rst et kort resum� af, hvad den tematiskeunders�gelse best�r af.
But first, it provides a brief reminder of what a thematic review is.
Præsentation af den tematiske undersøgelse af voksnes læring
Description of the thematic review on adult learning
Form�let med denne aktivitet er at unders�ge, om kvaliteten og m�ngden afl�ringsmuligheder er egnede for voksne.
The purpose of this activity is to examine whether the quality and quantity of learningopportunities for adults are adequate.
Den har ogs� til form�l at unders�ge, hvordan mankan forbedre de voksnes adgang til erhvervsuddannelse.
It also aims to examine how adults� access to learningmight be improved.
Den skal analysere:
It sets out to analyse:
(a) de s�rlige omst�ndigheder ved voksnes deltagelse eller manglende deltagelse ierhvervsuddannelse;
(a) Patterns of participation and non-participation by adults in learning;
(b) diagnoser af problemer, der opst�r p� grund af disse s�rlige omst�ndigheder;
(b) Problems that arise because of these patterns;
(c) de af medlemsstaterne iv�rksatte politikker og anvendte institutionelle bestemmelser forat udvikle l�ringsmulighederne for voksne;
(c) Policy programmes and institutional arrangements that have been used by Membercountries to develop learning opportunities for adults;
(d) de valgmuligheder, der kan betragtes som "god praksis" under diverse institutionelleomst�ndigheder, og den m�de, hvorp� de kan anvendes i videre udstr�kning inden forlandets gr�nser og i andre lande.
(d) Options that can be seen as �good practices� under different institutional circumstancesand the way in which these may be applied more widely within the country andelsewhere.
Dette arbejde kan st�ttes p� de tilg�ngelige resultater fra uddannelsesaktiviteter, der tilbydesvoksne, og de voksnes deltagelse heri.
This work will make use of the available results of learning activities provided for adults, andof their participation in such activities.
Disse oplysninger vil hidr�re fra basisrapporter, som denationale myndigheder i de lande, der deltager i unders�gelsen, skal udf�rdige.
The data will be taken from baseline reports to bedrawn up by the national authorities of the countries taking part in the Review.
Der kanligeledes drages nytte af andre af OECD�S kilder: den internationale unders�gelse af voksnesl�se- og skriveevner; INES-programmet (indikatorer i uddannelsessystemerne), Centret for Uddannelse, Forskning og Innovations arbejder vedr�rende "Bek�mpelse af udelukkelse viavoksenuddannelse"; evaluering af aktive arbejdsmarkedspolitikker samt nylige analyser, is�rkapitlet om erhvervsaktive voksnes erhvervsuddannelse i udgaven fra 1999 af Perspectives de
Other OECDsources will also be used: the International Adult Literacy Survey; Education Indicators; thework of CERI on �Combating Exclusion through Adult Education�, the Evaluation of Active Labour Market Policies, and other recent analyses, in particular the chapter on the training ofemployed adults in the 1999 edition of The Employment Outlook.
Unders�gelsen kan vedr�re en bred vifte af voksne, der str�kker sig fra voksne, der hverkenbehersker sproget eller har den grundl�ggende viden, til pensionister via fagl�rte arbejdstagere,der skal ajourf�re deres kvalifikationer.
The Review may look at a wide sample of adults ranging from those who master neitherlanguage nor basic skills to the retired and to skilled workers who need to update their skills.The Education Committee stated that it was very keen to examine the learning needs of alladults, without distinction, and to explore needs associated with both vocational and nonvocational purposes.
Uddannelsesudvalget har erkl�ret, at det g�r kraftigtind for at unders�ge erhvervsuddannelsesbehovene hos alle voksne uden skelnen, og at det vill�gge v�gt p� behov, der er knyttet til s�vel et erhvervsrelateret som et ikke-erhvervsrelateretform�l. De delegerede i Udvalget for besk�ftigelse, arbejde og sociale anliggender har forderes vedkommende lagt st�rre v�gt p� unders�gelsen af de l�rende voksne, der m�der, ellerrisikerer at m�de, problemer p� arbejdsmarkedet; de voksne, der risikerer udelukkelse.
The members of the Employment Committee, on the other hand, gavegreater weight to looking at adult learners who face, or are in danger of facing, difficulties inthe labour market, i.e. those at risk of exclusion.
Dedelegerede i to udvalg er imidlertid blevet enige om, at uddannelsesbehovene hos videnskabsm�ndog andre h�jt uddannede personer skulle tildeles en lavere prioritet, idet de p�g�ldende ogderes arbejdsgivere er i en position, hvor de er i stand til at im�dekomme disse behov.
The members of these two committeesnonetheless agreed that the training needs of scientists and other highly trained people were oflower priority since they and their employers were well placed to meet their needs.
Ud over de forskellige interesseomr�der, som uddannelses- og arbejdsmarkedsmyndighedernehar givet udtryk for, er der ogs� betydelige forskelle landene imellem med hensyn til denbefolkning, der skal unders�ges.
In addition to the different focuses of interest shown by the authorities concerned witheducation and those concerned with the labour market, there were also significant differencesbetween countries over the population to be studied.
Et land er for eksempel specielt interesseret i arten af demuligheder, der tilbydes voksne arbejdstagere uden s�rlige kvalifikationer; et andet land ikvinder, der kommer ind p� arbejdsmarkedet, eller vender tilbage til det efter at have tilbragtflere �r i hjemmet med b�rnepasning; et tredje i fagl�rte m�nd, der ikke deltager iefteruddannelse; et fjerde i uddannelse af l�st ansatte arbejdstagere; og et femte i langtidsledige.
One country, for example, wasparticularly interested in the nature of the opportunities available to unskilled adult workers;another, in women entering the labour market or returning after spending a number of yearsbringing up one or more children; a third, in skilled men who did not take part in continuingtraining; a fourth, in training for temporary workers; and a fifth, in the long-term unemployed.
Valget af befolkningsgrupper, der skal unders�ges i hvert land, b�r i lige h�j grad baseres p�oplysninger fra uddannelses- og arbejdsmarkedsmyndighederne.
The choice of sub-populations to be examined in each country will have to be based oninformation supplied by both education and labour market authorities.
Valget er kun en mulighed,der overlades til landene, og unders�gelsen foretages prim�rt p� baggrund af samtlige voksneuden nogen form for forh�ndsskelnen.
This choice is only oneoption left up to the countries involved, and the Review will essentially cover all adults, withno other distinction made in advance.
Basisrapporterne vil blive udarbejdet af landene p� ens�dan m�de, at de indeholder oplysninger om de befolkningssegmenter, der i givet fald l�ggestil grund � st�rrelse, status i forhold til aktiviteten, sociale og demografiske egenskaber,behovenes art og omfang � og analyser af �rsagerne til, hvorfor de anvendte befolkningssegmenter svarer til den h�jeste prioritering.
The baseline reports will be drawn up by the countriesin such a way as to provide information on the segments of the population to be selected if theneed arises � size, occupational status, socio-demographic features, nature and scope of needs� and analyses of the reasons why the segments of the population selected are of greatestpriority.
Ni andre lande er i beslutningsfasen.
Nine other countries are still making a decision.
Arbejdet skulle komme til atstr�kke sig over en periode fra 18 m�neder til to �r fra slutningen af 1999.
Thework should take from eighteen months to two years, starting from the end of 1999.
Nedenfor f�lger de temaer, der skal unders�ges.
The themes selected
P� udbudssidenvedr�rer de st�rste udfordringer arten af de disponible erhvervsuddannelsesmuligheder: Hvemleverer dem, til hvilken pris og af hvilken kvalitet?
The interplay between supply anddemand, together with institutional arrangements, determine whether there are sufficientincentives for the providers and users of education and training.
Er l�ringsmulighederne for eksempel tilr�dighed p� tidspunkter af dagen og p� steder, der passer til de voksnes behov, der harerhvervs- og familiem�ssige ansvar?
There is also the importantquestion whether the inadequacies of the market are responsible for the lack of adequatelearning opportunities.
Samspillet mellem udbud og eftersp�rgsel bestemmersammen med de institutionelle bestemmelser, om der er tilstr�kkelige incitamenter tiludbyderne og brugerne af uddannelse og erhvervsuddannelse.
Since a large part of adult learning takes place within enterprises, thetype of training which the latter look for, and the incentives which they have to provideopportunities, are major factors in access to learning.
Der er ogs� det vigtigesp�rgsm�l, om markedets utilstr�kkelighed er ansvarligt for et manglende ad�kvat erhvervsuddannelsesudbud.
From this point of view, the size of anenterprise is an important parameter since learning opportunities are fewer in smallestablishments.
Endelig er der blandt de prim�re sp�rgsm�l sp�rgsm�letom, hvorvidt de forskellige l�rende kategorier alle har de "gode" tilskyndelser til at l�re og de�konomiske midler til at d�kke erhvervsuddannelsesomkostningerne.
The last of the essential questions is whether the different categories of learnerall have �good� incentives to learn and whether they all have the financial means to cover thecosts of learning.
Kan de forskelligekategorier ogs� etablere b�nd mellem de forskellige l�ringsmuligheder, s�ledes at dennel�ring kan anerkendes af markedet og af de andre institutioner?
Can these different categories also establish links between the variouslearning opportunities so that this learning can be recognised by the market and by otherinstitutions?
Set i lyset af det ovenst�ende har det udf�rte arbejde indtil videre p�vist fire storeproblemgrupper, der bremser de voksnes deltagelse i de livslange erhvervsuddannelsesaktiviteter: uoverensstemmelse mellem de voksnes tilskyndelser til og motivationer for atl�re; den komplekse opdeling af de forskellige uddannelsessystemer og den manglendegennemsigtighed i beskrivelsen af resultaterne fra uddannelsesaktiviteterne inden for de forskelligeuddannelsesrammer, det v�re sig institutionaliserede rammer eller ej; uoverensstemmelsenmellem undervisnings- og erhvervsuddannelsesmetoderne; og den manglende samordningmellem de offentlige myndigheders aktioner, der har direkte eller indirekte indflydelse p� denlivslange uddannelse. Disse temaer dr�ftes nu.
In the light of all that has been said above, the work carried out so far has identified fourmajor groups of problems which hinder participation by adults in learning throughout life: theinadequacy of the incentives and motivation to learn offered to adults; the complexity of thelinks between different training schemes and the lack of transparency in the way in which theoutcomes of learning activities are expressed in the various institutional and non-institutionallearning contexts; the inappropriateness of teaching and training methods; and the lack ofcoordination between the actions of the various public authorities which have a direct orindirect impact on learning throughout life.
Den sammenlignende rapport, der afslutter dentematiske unders�gelse, skal behandle de samme temaer og l�gge samtlige segmenter, der ervalgt i alle de nationale basisrapporter, til grund.
The comparative report which will concludethe Thematic Review will deal with the same themes, covering all the segments covered in thewhole range of national baseline reports.
Tema 1:Hvordan kan regeringer, arbejdsmarkedets parter og andre aktører højne devoksnes motivation – herunder de udsattes motivation – samt tilskyndelsernetil at deltage i uddannelsesaktiviteterne?
Non-participation may alsoresult from a lack of motivation due to a social or occupational system which attaches littlevalue to learning or the desire of adults not to repeat the failures that they suffered during theirinitial education.
Det er en temmelig udbredt ide, at mange voksne ikke deltager i l�ringsaktiviteter, fordi deenkeltes og arbejdsgivernes tilskyndelser og motivationer er for svage til, at der kan investeresi erhvervsuddannelse og undervisning.
To what extent can the low levels of participation in the various types of learning provided foradults be explained by the expected poor financial returns � in terms of earnings and/oremployability v. high opportunity costs � or by the considerable uncertainty surrounding suchreturns? What groups of adults are the worst affected by poor incentives?
Tilstedev�relsen af positive "eksternaliteter" p�erhvervsuddannelses- og undervisningsomr�det for voksne er vidt anerkendt.
Are there examplesof policies and practices which influence participation in learning activities by enhancingfinancial returns and reducing the degree of uncertainty?
Markedetsfunktion vil aldrig g�re det muligt at fastholde disse "eksternaliteter" fuldt ud, og �n afkonsekvenserne heraf er, at individerne og virksomhederne ikke investerer tilstr�kkeligt ierhvervsuddannelse og anvender mindre, end udbyttet ville berettige.
What approaches have proved effective in reinforcing incentives and motivation to learnamong the most disadvantaged workers, the long-term unemployed and other adults notregistered with a public employment agency?
I forhold til de storevirksomheder kan de sm� strukturer have st�rre problemer med at drage fuldt udbytte af dereserhvervsuddannelsesinvesteringer, delvis p� grund af en st�rre rotationshastighed blandtarbejdstagerne.
The idea is often put forward that better evaluation and awareness of the results of learningreinforces incentives to learn because they enable individuals to send more legible signals toemployers and training providers about what they already know.
Set fra individernes side er den manglende deltagelse i erhvervsuddannelsesaktiviteter af skolem�ssig art ikke n�dvendigvis et udtryk for manglende vilje eller manglendeindl�ringsevne.
One approach, a skillssurvey, has been used for several years in some countries to recognise the academic abilitiesof people returning to a scheme of formal education.
Den manglende deltagelse kan ogs� skyldes en manglendemotivation, der kan tilskrives et socialt eller fagligt system, som ikke till�gger erhvervsuddannelsen v�rdi, eller de voksnes �nske om ikke at gentage de nederlag, de led undergrunduddannelsen.
To whatextent, and under what conditions, are the skills, abilities and knowledge acquired informallyrecognised in the process of collective bargaining? What are the barriers which prevent theadoption of systems for evaluating and recognising the outcomes of learning acquired in aninformal context?
I hvilket omfang kan de lave deltagelsesniveauer i de forskellige uddannelsestyper, der tilbydesvoksne, forklares ved den svage forventede �konomiske rentabilitet � set ud fra l�n/ anvendelighed og de for�gede omkostninger p� grund af mulighederne � eller ved den store usikkerhed,der hersker i den forbindelse?
What are the most fruitful ways of enhancing the financial incentives to invest in adultlearning for large, small and medium-sized enterprises, and for governments and individuals?What arrangements can improve cooperation between employers and workers in order toincrease the quality, volume and spread of training, and what role can governments play inimproving that cooperation?
Hvilke metoder har bevist, at de styrker tilskyndelserne til og motivationen for at l�re for ded�rligst stillede arbejdstagere, langtidsledige, eller andre voksne, der ikke er registreret i etoffentligt arbejdsformidlingskontor?
Does existing research fully explore all the factors affecting the incentives and motivation ofthe various groups of adults to participate in learning throughout life, and what gaps in theresearch that is needed must be filled as a priority?
Men s�danne metoder beskriver ikke n�dvendigvis de kompetencer ogkvalifikationer, der er n�dvendige p� arbejdspladsen, i det mindste ikke ud over det
Which learning arrangements, training providers and services that could be established are themost effective in satisfying the education and training needs, and all the other related needs, of
Hvilke midler anvendes til at kontrollere kompetencer,kvalifikationer og viden erhvervet uden for de formelle undervisnings- og erhvervsuddannelsessystemer?
Which policies and programmes have succeeded in promoting individuals� personalresponsibility for their own learning needs among disadvantaged adults?
I hvilket omfang og under hvilke betingelser anerkendes kompetencerne,kvalifikationerne og den viden, der er opn�et p� uformel m�de, i den kollektive forhandlingsproces?
Which have beenmost effective at informing the most reticent individuals of learning opportunities and thenon-financial advantages that they might derive from them (personal development, mutualassistance, greater autonomy, participation in civic life and more varied cultural activities, forexample)?
Hvilke barrierer forhindrer indf�relse af systemer til evaluering og anerkendelse afresultater fra erhvervsuddannelse opn�et under uformelle rammer?
Theme 2:An integrated approach to the provision of and participation in adultlearning
Hvilke metoder er mest hensigtsm�ssige til at forbedre de �konomiske tilskyndelser til atinvestere i voksenuddannelse inden for sm� og mellemstore virksomheder, men ogs� fraregeringers og individers side?
Adult learning is made up of a large number of fragmented elements, embracing not only theactivities provided in a learning system in the proper sense but also those at the workplace, athome and in other contexts.
Hvilke dispositioner kan forbedre samarbejdet mellemarbejdsgivere og arbejdstagere med henblik p� at �ge kvaliteten, omfanget og fordelingen aferhvervsuddannelsen, og hvilken rolle kan regeringerne spille for at forbedre dette samarbejde?
Academic, vocational and social and cultural types of learning areusually provided in isolation from one another.
Tillader den eksisterende forskning en korrekt unders�gelse af samtlige faktorer, der harindflydelse p� forskellige voksengruppers tilskyndelse til og motivation for at deltage ilivslange uddannelsesaktiviteter, og hvilke mangler i forskningsbehovene skal der fortrinsvisr�des bod p�?
Admittedly, some institutional arrangementsserve to link the learning activities provided in different contexts (distance learning techniquesand �open universities� provide learning at home; higher education establishments andemployers cooperate in providing training), but these do not exist in any systematic way.There is no justification for saying that there is a �global� strategy of adult learning whichcould serve as a basis for meeting the needs of all adults.
Hvilke rammer for l�ring, uddannelsesleverand�rer eller tjenester til iv�rks�ttelse er de mesteffektive til at opfylde behovene for uddannelse, erhvervsuddannelse og samtlige andre behov,der vedr�rer de d�rligst stillede arbejdstagere, langtidsledige og andre voksne, der ikke erregistreret hos et offentligt arbejdsformidlingskontor, s�ledes at de begynder at l�re?
There are to the best of ourknowledge only isolated cases of programmes which attempt to target the full range oflearning needs of particular groups of adults (in their occupational, family and social roles).Learning organised in the context of the labour market, for example, sets out to achieve alimited number of goals among its target populations.
Hvilke politikker og andre programmer har blandt d�rligt stillede voksne form�et at fremmede enkeltes personlige ansvar for egne erhvervsuddannelsesbehov?
This lack of connection with learningprovided by other bodies prevents the emergence of any global strategy.
Hvilke programmer harv�ret de mest effektive til at informere de mest tilbageholdende individer om l�ringsmulighederog de fordele, udover �konomiske, som de kunne opn� (for eksempel personlig udfoldelse,gensidig hj�lp, st�rre selvst�ndighed, deltagelse i samfundslivet og i mere forskelligartedekulturelle aktiviteter)?
Similarly, learningprovided for adults in the socio-cultural context is usually planned and administeredseparately from training likely to be given at the workplace, although there are notableexceptions in this regard.