natgillin/translations-raw huggingface dataset:
Den anden type tvang har karakter af retspleje, idet dommerne kan foranlediges til atp�d�mme uberettiget afskedigelse, hvis den f�lger efter en �ndring af et arbejdsomr�de, derikke ledsages af en uddannelse, som s�tter l�nmodtageren i stand til at ud�ve sit nye hverv,og de kan p� nuv�rende tidspunkt st�tte sig p� en dom fra kassationsretten (Cour de Cassation).
This does not, however, mean that an employer can require its employees to acquire new skillsby making their own arrangements to pursue the necessary training during their leisuretime (30). Trade unions and works councils would necessarily oppose such a suggestion, which would eventually deprive workers of any right of negotiation on an enterprise�s trainingpolicy (31).
S�danne uddannelser, som virksomhederne er ansvarlige for, kan naturligvis kunfinde sted i arbejdstiden.
It can thus be seen that the opportunities for shifting training time to outside working hours are still distinctly limited.
Der er imidlertid grund til at f�ste sig ved disse uddannelsesm�ders forskellighed inden forvirksomheden.
One question remains in relation to the link between working time and training time, namelythe legitimacy of absence from work for the purpose of training.
Underligt nok er der i lov af 1971 hverken fastsat nogen m�ls�tning eller t�rskelfor omfanget af arbejdstimer, der skal anvendes til uddannelse, mens brancheaftalen, som denst�tter sig p�, til geng�ld havde fastsat en t�rskel p� 1 % af samtlige l�nmodtageres arbejdstid(og 2 % af ledernes arbejdstid).
Can the reduction in workingtime justify the abandonment of the principle of training leave, whether individual trainingleave, sabbatical leave, or leave for special purposes?
Udviklingen af erhvervsuddannelser p� arbejdspladsen, is�r ide sm� virksomheder, giver, hvis de medf�rer omkostninger is�r til afl�nning af undervisereeller vejledere, flere eksempler p� tilf�lde, hvor man ikke kan identificere en uddannelsestid,der er adskilt fra arbejdstiden.
This is a real danger, given theconsiderable decline in the funding of individual training leave.
Ikke desto mindre viser de �rlige opg�relser, der foretages afarbejdsministeren, at antallet af praktiktimer i virksomhederne fortsat er h�jt og ikke viger.
Even if these forms of leaveonly concern a minority of employees, they constitute rights for workers, and to call them intoquestion would be a definite step backwards, an abdication on the part of government.
Den samme tendens til enreduktion af tiden bevilget til uddannelse iagttages i iv�rks�ttelsen af "kapital til uddannelsestid",der er indf�rt i Frankrig ved en lov fra 1993.
We certainly have to beware of the temptations which there may be to shift training fromworking time to leisure time.
Det er tilstr�kkeligt i denne forbindelse at huskep�, at denne foranstaltning under visse omst�ndigheder g�r det muligt at tilbagef�re halvdelenaf de midler, der er beregnet til uddannelsesorlov, til uddannelsesplanen, hvilket som enbetydelig konsekvens har medf�rt en meget stor reduktion af uddannelsesvarighederne.
But it would be just as foolish to reject such a shift out of hand �provided that employers continue to accept responsibility for improving the skills of theiremployees, particularly by funding training, abide by the rule that such training should bevoluntary, and recognise the role of representative staff bodies in deciding on the direction andimplementation of their training schemes.
Man forst�r herveden aftale indg�et mellem en arbejdsgiver og en l�nmodtager om, at en uddannelse, hvisp�dagogiske omkostninger afholdes af virksomheden, delvis skal finde sted i l�nmodtagerensfritid. En lov fra 1991 har fastsat rammerne herfor.
However, the increase in leisure time among the active population, because of the generalintroduction of the 35-hour week and an expansion in voluntary parttime working, is not justanother opportunity for employers to find new ways of controlling their employees� trainingtime.
Og man ser rent faktisk, at visse branche- eller virksomhedsaftalerudtrykkeligt har integreret princippet.
It also presents a challenge to government�s proclaimed intention of promoting learningthroughout life.
Til geng�ld for en neds�ttelse af arbejdstiden skal endel af den frigjorte tid anvendes til uddannelse finansieret af virksomheden. Men det er stadigfor tidligt til, at man kan vurdere den reelle anvendelse heraf.
The reasons why the active population seeks training, which vary according to people�soccupational circumstances, the stage they have reached in their careers, their age and theirparticipation in social life, deserve to be examined more closely and better known if their
Er det resultatet af ensociologisk udvikling, man ikke kan modst�?
Its nature and legal safeguards will differ from those of actualwork, although it will remain in the same sphere.
konstaterer: "der er ingen, der er blevet tvunget.
needs and aspirations are to be met.
N. Terrot ansl�r mere optimistisk antallet af personer, som er optaget p� de s�kaldte kurser i"social udvikling", specielt aftenkurser, kurser p� det nationale akademi for kunst ogh�ndv�rksfag (CNAM), p� skoler eller universiteter, p� det regionale fjernundervisningscentereller i centre med forberedelse til administrationens optagelsespr�ver, til ca. 500 000.
Can we, then, rely on the responsibility and perspicacity of the individual so that a demand fortraining is created to which the market will respond by eventually making appropriateprovision?
Hertill�gger han 3-400 000 voksne studerende, der er optaget p� universiteternes ordin�reuddannelsesforl�b (29).
Demand for training does not generally precede supply; on the contrary, it usuallyneeds to be structured and expressed through supply.
Men det kan p� grund af mangel p� pr�cise unders�gelser frygtes, attallene er for h�je.
Central and decentralised governmentthus has a responsibility for organising, selecting and developing � and hence also for funding� training schemes which are submitted to it.
Man m� erkende, at staten eller de regionale r�d i tyve �r har haft en anden prioritet, nemligbek�mpelse af arbejdsl�sheden, og is�r for de unge.
To sum up, among the significant changes which have altered the context of adult educationand training over the last 30 years in France, and which have therefore influenced how theseare perceived, the reduction in working time has not had a noticeable effect until now.
P� dette omr�de har det offentligeuddannelsesudbud, der prim�rt varetages af private organisationer men med offentligfinansiering, v�ret og er fortsat af betydeligt omfang.
But theprospect of an imminent sizeable reduction makes us realise the changes that have taken placein the way in which training time is managed.
Men i dette tilf�lde drejer det sig ikkel�ngere om at tilgodese uddannelsen i fritiden, men det er snarere en besk�ftigelse i en ledigtid, som tilbydes under skin af besk�ftigelsesforanstaltninger.
The idea that training time in itself amounts to areduction in working time is now a thing of the past.
Det er endvidere bem�rkelsesv�rdigt, at enarbejdss�gende kun har tilladelse til at f�lge en uddannelse p� betingelse af, at kurset haropn�et en godkendelse fra de offentlige myndigheders side, der kun tildeles, hvis det f�rer tilans�ttelser, idet han ellers kan risikere at miste sin arbejdsl�shedsunderst�ttelse.
Employers� main concern today is tomake savings in training time, to reduce its impact on working time, to make individualcourses shorter, and perhaps to offer them to more employees.
Selv om de offentlige midler til uddannelse s�ledes koncentreres om den arbejdsl�se befolkning,er der anledning til at tilf�je, at de ikke kommer de personer, der befinder sig midt imellemarbejdsl�shed og besk�ftigelse, der har usikre ans�ttelser og/eller tvungne deltidsans�ttelser,til gode.
But this does lead one to wonder what investment could bemade in non-working time to encourage new developments in adult education and training.These should no longer take place within working hours, even though it is still possible to maketraining within enterprises more efficient and to achieve greater equity in the range of employeeswho benefit from it.
Selvom de anses for at have mere fritid til r�dighed end de andre arbejdstagere, har
But any expansion in training time will not occur spontaneously throughthe interplay of supply and demand in the leisure market.
Begrænsninger for overførsel af uddannelse fra arbejdstidentil fritiden
Allotting time to learning when time itself is limited
Virksomhedernes generelle rationalisering af uddannelsesomkostningerne og hermed is�rstyringen af arbejdstiden, der er forbeholdt uddannelser, antager s�ledes meget forskelligeformer.
In everyday parlance, leisure time is regarded as the counterpart to working time, and whennotions such as training time and learning time arise, we find ourselves facing the associatedquestion of how we can accommodate these extra activities in what is naturally a limitedamount of time.
Og det er ikke alene pauserne, der st�r p� spil, men alt hvad der udg�r det reeltproduktive arbejdsmilj�, forberedelsestiden, tiden, der g�r til afhj�lpning af driftsforstyrrelser,etc. Set fra den vinkel udg�r uddannelse, selvom den er p�lagt af lederne, en ikke-produktivarbejdstid.
Since the day onlyhas 24 hours, and previous facetious efforts to slow down or extend time have met with littlesuccess, the question inevitably arises as to which of these is to suffer in the interest oflearning.
Vi er formodentligt flere, der mener, at uddannelsestiden er en tid medarbejdsfrav�r, men at den er en del af de tider, der skal spares p�.
Furthermore, since the attempts of numerous psychologists to make it possible to learn whilesleeping have not produced convincing results, the question comes down to whether workingtime or leisure time is the right place for learning.
Kan l�sningen best� i en forhandling om et kompromis, i hvilket uddannelsestiden tages fral�nmodtagernes fritid?
At present, the situation looks like this.
Denne hypotese kan under alle omst�ndigheder kun finde anvendelsefor visse uddannelsesm�der og kan ikke overvejes som et generelt princip.
If a person who is not self-employed attends a course,he or she expects the employer to provide support where participation in the course is in theinterest of the enterprise.
If�lge sagens naturkan uddannelser p� arbejdspladsen ikke ber�res. Det forekommer ligeledes meget anf�gteligtat forestille sig, at de korte uddannelser, der har en tvungen karakter, skulle kunne f�lges udenfor arbejdstiden, denne gang af juridiske �rsager.
Under such an arrangement, it will only be a few specialisedoccupational groups who can expect their employers to grant them free time to attend a sailingcourse, while the outcome will probably be totally different in the case of computer courses,because that sort of training accords with the employer�s staff development plans.
Med hensyn til ind�vning af nyansatte tilderes arbejde eller uddannelser beregnet til at ledsage tekniske eller organisatoriske �ndringerkan en l�nmodtagers indvending kun udmunde i en anerkendelse af, at denne uddannelsestidsvarer til en reel arbejdstid i henseende til arbejdsretten, idet l�nmodtageren er forpligtet til atindordne sig herunder.
In practice, however, education and training courses can take so many mixed forms, and canbe interpreted is so many different ways, from �business-related� to �personal interest�, that itis at best very difficult to deduce any hard and fast rules for the granting of free time fortraining.
Til geng�ld svarer i visse virksomheder, is�r i de store, i det mindste en del af de aktioner, derhenh�rer under uddannelsesplanen, til et tilbud til l�nmodtagerne, der opfordres til at meldesig frivilligt.
Moreover, reductions in working hours in recent decades mean that it might be fairer to takelearning time out of leisure time than to encroach on what is already shorter working time.
Det er blandt andet tilf�ldet med de aktioner, der f�lges i forbindelse med kapitaltil uddannelsestid. Man kan ikke med hensyn til disse p� forh�nd helt eller delvis udelukke, staten virksomhedsaftale kan fasts�tte regler, i henhold til hvilke samtlige eller nogle af disseuddannelser finder sted i den tid, der frig�res ved neds�ttelsen af arbejdstiden.
Weknow from experience, however, how contentious such a proposal is in negotiations betweenthe social partners, and I have the impression that we are tending at this seminar to spend toomuch time rehearsing the familiar current arguments about education and training policy,which are already well known from the statements of the social partners at national and European level.
Man kan s�ledes konstatere, at mulighederne for placering afuddannelsestiden uden for arbejdstiden til syvende og sidst er meget begr�nsede.
I fear, therefore, that we shall not arrive at answers for the future if we merely �go over thesame old ground� in talking about the relationship between learning time and working orleisure time.
Hvilken uddannelsespolitik i fritiden?
The distinction between working time and leisure time intomorrow’s world of work
Der er helt sikkert grund til at v�re agtp�givende med hensyn til de fristelser, der kan best� iat henl�gge uddannelsestiden til fritiden.
I chose quite intentionally to begin discussing the question of allotting time to learning withthe example of a person who is not self-employed, in order to show how quickly we fall intoconventional ways of thinking about education and training policy.
Men de erhvervsaktives �gede fritid p� grund af en generalisering af 35 timers ugen samtudbredelsen af valgt deltidsarbejde er ikke alene en ny mulighed for arbejdsgiverne for at finde
We have to realise that the division between working time and leisure time is a relativelymodern invention of our culture, since most of our ancestors unquestionably worked on theland.
)Jean-Marie Luttringer bem�rker, at s�fremt arbejdsgiverne skubber uddannelsestiden uden for den effektivearbejdstid, s� vil de opdage, "at den kendsgerning, at uddannelsen henvises til privatlivets sf�re, fratagerdem retten over uddannelsen, der er en v�sentlig bestanddel i magten til at styre og lede", i N�gocier denouveaux �quilibres entre temps de travail et temps de formation (Forhandling om nye balancer mellemarbejdstid og uddannelsestid) , Pour, nr. 162 - juni 1999, p.198.
If we attempt to project into the future world of work the traditional division between theemployer, who buys working time, and the employee, who sells it, we soon begin to doubtwhether the conventionally used definitions will still apply in coming decades. Concepts suchas �new self-employment�, �service-provider contracts� and �franchises�, even �undeclaredearnings�, mean that it will be increasingly difficult in future to make a legal distinctionbetween employers and employees.
)Jean-Marie Luttringer: "Hvis uddannelsen henl�gges til den private sf�re, kommer den ikke ind under denkollektive forhandling og hermed ikke under fagforeningernes indflydelse.
Given the breakdown in the fixed division between employers and employees that is thusalready taking place, it follows that it is doubtful whether the customary distinction betweenworking time and leisure time will apply in the future either.
Hvis den fortsat knyttes tilarbejdssf�ren, selvom dens omkostning reduceres, forbliver den en genstand for kollektiv forhandling.
As a result, the question ofallotting time to learning must be looked at differently.
Den er ogs� en udfordring for deoffentlige myndigheder, n�r de skilter med intentioner om at fremme den livslange uddannelse.
The origins of the distinction between the world of learningand the world of work
Jeg vil kun bem�rke om dette emne, der er for omfattende til at blivebehandlet her, at uddannelse forekommer at v�re hensigtsm�ssig og �nskv�rdig i forhold tilen aktivitet.
Human beings have only played some part in this evolution for some 2� millionyears but they stand, as it were, on the shoulders of earlier so-called intelligent life forms.
Man glemmer hermed, at �nskerne om erhvervsuddannelse ividt omfang kan r�kke videre end det, de uddannelser, der foreskrives eller tilbydes ivirksomhederne, handler om.
Thissuggests that early life forms were capable of learning to the extent that the creatures thenliving became adept at dealing with the world in particularly effective ways.
Kan man s� forlade sig p�, at ansvar og den individuelle klarsynethed vil udvikle en eftersp�rgselefter uddannelse, som markedet vil tilpasse sig efter, og som vil bevirke, at der fremkommeret tilsvarende udbud?
Seen in that light, learning is as much a fundamental part of living as movement, feeding andsexuality.
De offentligecentrale og decentraliserede myndigheder har s�ledes et ansvar for tilrettel�ggelsen,udv�lgelsen og udviklingen, men ogs� for finansieringen af de uddannelsesaktioner, der kantilbydes.
It was comparatively recently that this type of socialisation proved to be no longer adequate,and that the first true forms of education came into being.
Det er is�r op til dem at fremme de nye uddannelsesm�der, der tager h�jde forproblemer med synkroniseringen af de individuelle tider, som blandt andet er en f�lge af deforskellige og fleksible arbejdstider, idet interessen for og v�rdien af uddannelsesudbuddetikke alene beror p� dets indhold og slutm�l, men ogs� p� adgangsmuligheden, der skal tageh�jde for de tidsm�ssige hindringer.
I am thinking less of the teacherpupil relationship (which ceased to be the exclusive privilege of a minority only 2 or 3hundred years ago) but of atavistic forms of occupational instruction, which originated inagricultural practices and were then taken up in early crafts.
Hvis jeg skal give et sammendrag, s� har neds�ttelsen af arbejdstiden indtil videre ikke spilleten m�rkbar rolle blandt de betydelige �ndringer i voksenuddannelsen i Frankrig gennem 30�r, som derefter har f�et indflydelse p� opfattelsen heraf.
Despite the further development of these forms of instruction, this basic principle ofintegrating instruction and gainful employment has been preserved right up to the present inthe form of apprenticeship training.
Men udsigten til en betydelig neds�ttelse i n�r fremtid f�rer til, at man bliver bevidst om deudviklinger, der er sket i forhold til administration af uddannelsestiden.
It is probably no accident that it is only in the last 150 years, in the wake of the industrialrevolution, that a specialised form of occupational training developed which was independentand divorced from production, when it became impossible to maintain the original integrationof learning and working with the advent of a Tayloristic division of labour.
Ideen om, at uddannelsestiden i sig selv udgjorde en neds�ttelse af arbejdstiden, h�rer nu til fortiden.
For as long as thisdivision of labour remained the main principle governing work, formal training of this natureproved very effective.
Udsigten til en neds�ttelse af arbejdstiden og den m�de, hvorp� den tilrettel�gges i virksomhederne, g�r det imidlertid ikke muligt at overveje betydelige henl�ggelser af uddannelse tilfritiden.
It is therefore not to be wondered at that it was not until the mid-19th century that the statemade any serious attempts to regulate vocational training.
Men den g�r det til geng�ld muligt at stille sp�rgsm�l ved den investering, der kanforetages i den arbejdsledige tid for at fremme en ny udvikling af voksenuddannelsen.
Such attempts were probablynecessary because, as training became separated from productive employment, the factorsensuring the practical relevance of what was taught and the quality of vocational teachingwere also lost.
Denneudvikling burde ikke l�ngere finde sted inden for arbejdstidens rammer, selvom fremskridtstadig er mulige med hensyn til uddannelsernes effektivitet inden for virksomhederne og ogs�
If it is evident that the notion of industrial division of labour is today increasingly incapable ofmeeting the demands of technical and economic developments, and that contemporary waysof organising work aim to restore the link between occupational tasks and areas ofresponsibility, the question arises whether the division between working and learning may notalso be reversed in future, like that between working time and leisure time.
med hensyn til retf�rdighed mellem de l�nmodtagere, der nyder godt af den. Men denneudvidelse af uddannelsestiden sker ikke spontant ved spillet mellem udbud og eftersp�rgsel p�markedet for fritidsaktiviteter.
I do not doubt that formal vocational preparation in schools will continue to be indispensablein future for entry into employment, even though it may have started in the wake of theindustrial revolution simply to �prop up� occupational socialisation.
Det er en politisk udfordring for s�vel de offentlige myndighedersom for arbejdsmarkedets parter.
Indeed, I regard thecurrent efforts by many EU states and the initiatives of the EU Commission to strengthencooperation between employers and educational establishments as pointing the way ahead, sothat learning and work can finally grow back together in future.
Men det har siden offentligg�relsen af Hvidbogen om erhvervsuddannelse (32) af Nicole P�ry,statssekret�r for erhvervsuddannelse, virket som om, dr�ftelserne nu i st�rre omfang rettes moden ny definition af en ret til erhvervsuddannelse, herunder adgang til livslang uddannelse, endtager sp�rgsm�let om synkronisering af uddannelses- og arbejdstiderne blandt de sociale tideri betragtning.
When people look back in 100 years, when we are no longer around, they will perhaps be ableto say that the creation of specialist institutions of vocational training was a historical episodethat lasted no more than a couple of centuries, a period when it was temporarily necessary toseparate the worlds of learning and work, before they were seen once more as a single,cohesive world of living.
)La Formation professionnelle: diagnostics, défis et enjeux (Erhvervsuddannelse: diagnoser og udfordringer),statssekretariatet for kvinders ret til erhvervsuddannelse, marts 1999.
If we thus try to adopt a holistic view, we see learning to be an essential expression of life andhence a fundamental, integral part of all we do, whether we are talking about working time orleisure time.
Om det fremtidige forhold mellem arbejdstidog uddannelsestid
Just such a gradual change in production methods took place in manufacturing, however.When I first visited a factory floor many years ago, I could already see a jumble of machines:many conventional, some semi-automated and a few fully automated, the latter only beingusable at that time for mass production.
Vedrørende placering af uddannelsestid under hensyntagentil de begrænsede, tidsmæssige ressourcer
Alongside technical changes, the manner in which an enterprise is organised also clearly playsa crucial role in raising staff awareness of new challenges at the workplace and in motivatingworkers to pursue further training.
I daglig tale anses fritid og arbejdstid for komplement�re st�rrelser, og n�r der nu dukkerbegreber som undervisnings- eller uddannelsestid op, kan man stille sig det naturligesp�rgsm�l: hvordan kan vi f� plads til disse yderligere tider i vores tidsbudget, der erunderlagt naturlige begr�nsninger.
Consequently, contemporary work-based continuing training schemes aim to create thenecessary conditions for learning at the workplace.
Da mange psykologers fors�g p� at henl�gge l�reprocesserne til s�vnfasen ikke har medf�rtoverbevisende resultater, st�r vi tilbage med sp�rgsm�let om, hvorvidt det er i arbejdstideneller i fritiden, vi finder det rette tidspunkt for uddannelsen.
The contribution of information and communicationstechnology to breaking down the traditional boundariesbetween learning and work, and the time allotted to each
Hvordan ser udgangssituationen s� ud i praksis?
The use of the new media in vocational training can provide considerable support.