natgillin/translations-raw huggingface dataset:
Virksomheden fungerer imidlertid i henhold til egne m�ls�tninger: erobringer af markeder,eliminering af konkurrence, minimering af risici og omkostninger, maksimering af profit, derikke systematisk er i fase med borgernes hensigter og m�ls�tninger.
The enterprise, however, operates in accordance with its own rules: its aim is to conquermarkets, eliminate competitors, minimise the risks and costs and maximise profits. This is notalways aligned with the citizen�s goals and objectives.
Arbejdsmarkedets stigende fleksibilitet, der ledsages af en st�rre smidighed iarbejdsrelationerne (og af en st�rre professionel mobilitet i besk�ftigelsesbestemmelserne)har ved afslutningen p� sidste �rhundrede �ndret virksomhedens funktion og tilrettel�ggelsenaf produktionen i dybden: de former, der for ikke s� l�nge siden blev betragtet som "atypiske"(deltidsarbejde, vikararbejde, midlertidigt arbejde, osv.) er nu blevet en v�sentlig faktor iarbejdsmarkedets funktion.
The growing flexibility of the jobs market, together with greater flexibility in workingrelations (and greater occupational mobility in employment status) have, at the end of thiscentury, profoundly changed the way the enterprise operates and how it organises itsproduction. Arrangements which not so long ago were regarded as �untypical� (part-timeemployment, temporary work, etc.) have now become an essential factor in the workings ofthe labour market.
Denne situation er ikke uden konsekvens for uddannelsens stillingog placering i virksomhedernes interne strategier.
This situation inevitably affects the role and position of training in anenterprise�s internal strategies.
Der gives en stadig st�rre plads tilkompetencer (til deres opn�else, opretholdelse, udvikling) i mods�tning til alene de formellekvalifikationer, der i mange tilf�lde dannede grundlaget for, om end ikke berettigede,arbejdernes status i virksomheden og samfundet.
Growing importance is being attached to competences (theiracquisition, maintenance and development) as opposed to purely formal qualifications, whichin very many cases used to underlie and even legitimise the socio-occupational status ofworkers within the enterprise and society.
Problemstillingen med kompetencerne er endnu mere centreret mod individet, der s�ledes sersig "gjort ansvarlig", og i h�jere grad l�gger v�gt p� de dueligheder (tekniske, sociale ogrelationelle), der er erhvervet p� arbejdspladsen.
The issue of skills is focused more on the individual, who has thus acquired greater�responsibility�, taking more account of the abilities (technical, social and in human relations)acquired in the workplace.
Ved sp�rgsm�let om forholdet mellem "arbejdstid" og "uddannelsestid" underforst�sn�dvendigvis i det mindste en vis afh�ngighed, hvis der ikke er tale om en underkastelse afdet andet under det f�rste, s�ledes at forst� at det andet er placeret i forhold til det f�rste.
The question of the relations between �working time� and �training time� necessarily impliesnot so much that the latter is conditional on the former in that training precedes work, butrather that there is a measure of dependence between them.
Davirksomhedens m�l er profit og arbejdstiden �n af produktionsfaktorerne, siger det sig selv, atuddannelse og den "tid", der anvendes herp�, kun kan berettiges ved deres bidrag til enforbedring af virksomhedens ydelser ved at give arbejderne de kompetencer, der kr�ves afproduktionsbehovene: denne "sn�vre" og "utilitaristiske" opfattelse af uddannelse, der for�vrigt er vidt udbredt, st�r i mods�tning til en bredere og mere autonom indfaldsvinkel, derg�r uddannelse til et omr�de med personlig udvikling for arbejderne, og som f�lgelig ikke kandefineres alene ved (virksomhedens) kortsigtede produktionsbehov. I visse medlemsstater(bl.a.
Since profit is the goal of theenterprise and working time is one of the production factors, clearly training, and the �time�devoted to training, is justified only by its contribution towards improving the performance ofthe enterprise by giving its workers the skills to meet production needs.
Der kan sp�rges om, og dersp�rges i �vrigt meget ofte i forhandlinger om oml�gning og tilrettel�ggelse af arbejdstiden,om "uddannelsestiden" indg�r eller ej i denne tilrettel�ggelse, dvs. om den er fuldt indlemmetheri og anerkendt.
and adaptation of working time, is whether �training time� is or is not part of this adaptation,in other words whether or not it is fully integrated and recognised.
Der er ikke kun tale om et "kvantitativt" sp�rgsm�l (med f�rre"arbejdstimer" kan det v�re fristende for visse at reducere tiden til uddannelse eller under alleomst�ndigheder at begr�nse denne endnu mere til alene virksomhedens behov).
This is not just a�quantitative� question (if fewer hours are �worked� some people might be tempted to reducethe time devoted to training, or in any case to confine it even more narrowly to the needs ofthe enterprise itself).
Sp�rgsm�leter ogs� af strukturel art i det omfang, hvor den stigende nuancering af arbejdstiden (forskudtearbejdstider, skiftende arbejdstider, osv.) og �ndringer i selve arbejdets tilrettel�ggelse g�rtilrettel�ggelsen af uddannelse i virksomheden mere kompleks.
The question is also structural in nature, in that the growing adaptation ofworking times (staggered working hours, shift rotas, etc.) and changes to the organisation ofwork itself makes the organisation of training within the workplace even more complex.
Det er emnet for det andetm�de i denne Agora VII.
Thiswill be the subject of the second session of Agora VII:
Møde 2: Arbejdstid og uddannelsestid i og uden forvirksomheden, forvaltning af mandskab og kompetencer
Session II – Working time and training time inside and outside the enterprise;Management of people and of skills
Hvor og hvorn�r opn�r man kompetencerne, hvor og hvorn�r opn�r man de centralekvalifikationer?
Where and when does one acquire competences, where and when does one acquire the keyqualifications?
Hvilke genveje eksisterer der mellem de to? (Alain Dumont).
What bridges exist between the two? [Alain Dumont]
Har virksomheden et ansvar i uddannelse af mennesket og borgeren, der r�kker videre endarbejderens uddannelse?
Does the employer have some responsibility for the training of a man and citizen over andabove his training as a worker?
I hvilket omfang skal uddannelse af arbejderne ske uden forarbejdstiden? (Jacques Trautmann)
To what extent should workers be trained outside workinghours? [Jacques Trautmann]
I hvilket omfang er arbejde dannende? (Vincent Merle).
In what measure is labour formative? [Vincent Merle]
Opdelingsm�der for arbejdstid og uddannelsestid: vekseluddannelse, tilbagevendendeuddannelse, videreuddannelse, voksenuddannelse, forbedring af den sociale stilling, etc.
Means of linking working time and time for training: alternance training, recurrent training,lifelong learning, adult education, social advancement, etc.
Hvilke roller har henholdsvis virksomhederne og uddannelsesinstitutionerne (skoler, centrefor videreuddannelse, etc.)
What are the roles respectively of education and training institutions (schools, continuingtraining centres, etc.) and of enterprises in the education and training process?
Viden, kompetencer og centrale kvalifikationer erhverves imidlertid ikke l�ngere i dag p� etenkeltst�ende tidspunkt forud for arbejdslivet, der selv, som vi har n�vnt, tiere og tiere erm�rket af afbrydelser og brud.
Nevertheless, knowledge, skills and key qualifications today are no longer acquired in a singlestage preceding working life which, as we have already stated, is more and more oftendisrupted and deviated.
De erhverves i l�bet af tre store etaper, der understregeruddannelsesaktiviteten:
They are acquired in three major stages in the training activity:
(a) grunduddannelsen;
• initial training;
(b) efteruddannelsen ved integration p� arbejdsmarkedet;
• complementary training at the time of entering the working world;
Videreuddannelsen, der, efter hvad alle synes at v�re enige om, erblevet en uundg�elig n�dvendighed set over for de teknologiske udviklinger, bliver for oftevraget.
This is why it is important to validate what has been acquired and to modularisevocational training, as well as to organise, through vocational guidance, personal andoccupational paths that combine periods of work and periods of training.
Møde 3: Arbejdstid og uddannelsestid i løbet af livet
Session III – Working time and training time in the course of life
Medf�rer neds�ttelsen af arbejdstiden en l�ngere uddannelsestid?
Does working time reduction imply an augmentation of education and training time?
Godkendelse af opn�ede resultater, nuancering af erhvervsuddannelserne og erhvervsvejledning,tilrettel�ggelse af personlige og faglige forl�b, der omfatter arbejdsperioder og uddannelsesperioder (Mar�a Helena Andr� / Joana Agudo).
The new routes for vocational education and training (Assessing and recognising priorlearning, modularising vocational education and training, as well as organising, throughvocational guidance, personal and occupational paths that combine periods of work andperiods of training). [Maria Helena André/Joanna Agudo]
Voksenuddannelse og arbejde (Paul B�langer).
The training of adults and work [Paul Bélanger]
Fra permanent uddannelse til faglig videreuddannelse (Lucie Tanguy).
From permanent education to continuing vocational training [Lucie Tanguy]
Indledning af Ole Vig Jensen, undervisningsminister. K�benhavn: Undervisningsministeriet, 1995. Internet: www.uvm.dk/gammel/10punkt.htm [19.7.1999]
10-punktsplan om tilbagevendende uddannelse [Introduction by Ole Vig Jensen, Danish Minister of Education] Copenhagen: Undervisningsministeriet, 1995.
[Virksomhedens rolle i den livslangeuddannelse] Luxembourg: De europ�iske f�llesskabers tidende, 1998. (Cedefop Panorama Series, 5086). Internet: www2.trainingvillage.gr/download/agora/Themes/agora02/A2_Brochure_EN.pdf [22.11.2001]
Luxembourg: Office for the Official Publications of the European Communities, 1998.
En l�sning af paradigmerne i hvidbogen om almen uddannelse ogerhvervsuddannelse: elementer til en debat.
A discussion of the paradigms of the White Paper on Education and Training: a contribution to the debate.
Europæisk tidsskrift "Erhvervsuddannelse", majdecember 1996, p. 23. Internet: http://www2.trainingvillage.gr/download/journal/bull-8-9/8-9-95-da.pdf [15.3.2002]
Vocational Training European Journal. May-December 1996, No 8/9, p. 23-31.
Arbejds- og uddannelsespladsen i det moderne samfund, Juan Jos� Castillo,Universidad Complutense de Madrid (Spanien)
The status of work and training in contemporary society, Juan Jos� Castillo,University Complutense of Madrid (Spain)
Mellem retten til uddannelse og pligten til at uddanne sig � Findes der entredje vej, J�rgen M�rk, Kongsbak consulting (Danmark)
Between the right to education and training and the obligation of training �Is there a third option, J�rgen M�rk, Kongsbak consulting (Denmark)
Arbejdstid og uddannelsestid i og uden for virksomheden,forvaltning af mandskab og kompetencer
Working and training time inside and outside the enterprise;management of people and skills
Generel diskussion om "Arbejdstid og uddannelsestid i og uden forvirksomheden: forvaltning af mandskab og kompetencer"
General discussion on �Working and training time inside and outside theenterprise; management of people and skills�
Har virksomheden et ansvar for uddannelsen af mennesket og borgeren, derr�kker videre end arbejderens uddannelse? Saul Meghnagi, Istituto Superiore per la Formazione (Italien)
Does the employer have a responsibility for the training of a person over andabove his/her training as a worker?: Saul Meghnagi, Istituto Superiore per la Formazione (Italy)
Arbejdstid � uddannelsestid Jacques Trautmann, Universit� Louis Pasteur de Strasbourg (Frankrig)
Working time � training time: Jacques Trautmann, Louis Pasteur Universityof Strasbourg (France)
Skolernes/erhvervsuddannelsescentrenes og virksomhedernes respektiveroller i uddannelsesprocessen, Klaus Schedler, Wirtschaftskammer�sterreich, Wien (�strig)
What are the respective roles of education and training institutions (schools,continuing training centres, etc.) and of enterprises in the education andtraining process? Klaus Schedler, Austrian Federal Economic Chamber,Vienna (Austria)
Debat om foranstaltningerne
Debate on the contributions/interventions
Arbejdstid og uddannelsestid i løbet af livet
Working and training time in the course of life
I hvilken udstr�kning er arbejdet uddannende, Vincent Merle,kabinetsdirekt�r for Nicole P�ry, Statssekretariatet for kvinders rettighederog erhvervsuddannelse (Frankrig)
To what extend is labour formative?: Vincent Merle, Principal privatesecretary of Nicole P�ry, the Secretary of State for the rights of women andvocational training (France)
Arbejdstid, uddannelsestid og social kapital: med livets varighed somperspektiv, Tom Schuller, Birkbeck College, University of London (Det Forenede Kongerige)
Working time, education time and social capital: a life course perspective,Tom Schuller, Birkbeck College, University of London (United Kingdom)
F�rste sammenfatning af debatterne ved Andr� Kirchberger, fhv. kontorchefi Europa-Kommissionen (Cedefop)
First synthesis of the debates by Andr� Kirchberger former Unit Director atthe European Commission (Cedefop)
Generel diskussion om "Arbejdstid og uddannelsestid i l�bet af livet"
General discussion on �Working and training time in the course of life�
Forord .........................................................................................................................................1 Dagsorden form � det ..................................................................................................................7 Indholdsfortegnelse.....................................................................................................................9
Agenda of the meeting................................................................................................................7
I hvilken grad er arbejde ogs� uddannelse?Johan van Rens................................................................................................................11
To what extent is work also training?Johan van Rens................................................................................................................11
Arbejds- og uddannelsesstedet i nutidens samfund Juan José Castillo............................................................................................................25
The Place of work and education in contemporary society Juan José Castillo............................................................................................................25
Krise i traditionerne for adgang til uddannelse Jørgen Mørk.....................................................................................................................35
Crisis in the traditions for admission to training Jørgen Mørk.....................................................................................................................35
OECD�s tematiske unders�gelse af voksnes l�ring. Gennemg�ede temaer Patrick Werquin...............................................................................................................47
The OECD�s thematic review on adult learning.
Uddannelseskontekster Saul Meghnagi.................................................................................................................59
The contexts of training Saul Meghnagi.................................................................................................................59
Erhvervsuddannelse i forbindelse med neds�ttelse af arbejdstiden Jacques Trautman............................................................................................................69
Training in the context of reduced working hours Jacques Trautmann.........................................................................................................67
Om det fremtidige forhold mellem arbejdstid og uddannelsestid Klaus Schedler..................................................................................................................79
The future of the relationship between working time and learning time Klaus Schedler..................................................................................................................75
Arbejdstid, uddannelsestid og social kapital Tom Schuller....................................................................................................................89
Working time, education time and social capital Tom Schuller....................................................................................................................85
I hvilken grad er arbejde også uddannelse (
To what extent is work also training (
Som de fleste af Dem allerede ved, er Cedefop det europ�iske referencecenter forerhvervsuddannelse.
As most of you already know, Cedefop is the European reference centre for vocationaleducation and training.
Ideen om et referencecenter realiseres naturligvis efterh�nden.
This idea of reference centre is of course developing gradually.
Da Cedefop i 1995 flyttede fra Berlin til Thessaloniki, havde vi en debat om, hvordan Cedefop kunne forny sine aktiviteterog starte p� ny.
When, in 1995, Cedefop hadto move from Berlin to Thessaloniki, we had a debate on how Cedefop could renew itsactivity and restart.
Vi kom til det resultat, at den bedste m�de ville v�re at uddybe Centeretsaktiviteter og udvikle et referencecenter, som ikke konkurrerer med Kommissionen eller andrepolitiske beslutningstagere. Vi understregede is�r, at vi ville levere vel funderede argumentertil b�de politiske beslutningstagere, praktikere og selvf�lgelig forskere.
We decided the best way was to deepen our activities and developourselves as a reference centre, not as competition to the Commission or to otherpolicy-makers.
Cedefop's prim�re opgave er at tilvejebringe dokumentation og unders�gelsesdata, at bidragetil forskningsudvikling og -koordinering, udnytte og udbrede information, tilskynde til ensamordnet behandling af erhvervsuddannelsessp�rgsm�l og naturligvis v�re m�dested for deimplicerede parter.
Cedefop's primary task is to compile documentation and analyse data, to help develop andcoordinate research, to exploit and disseminate information, to encourage a consulted approachto vocational education and training and, of course, to provide a forum for all concerned.
Agora Thessaloniki er et udvekslingssted, hvor der bygges bro mellem interesserede parterinden for erhvervsrettet uddannelse.
The Agora Thessaloniki is a place for exchange, a bridge for stakeholders in vocationaleducation and training.
Vi har udarbejdet dette projekt for at give forskere,politiske beslutningstagere og praktikere mulighed for at m�des.
We developed this project to bring researchers, policy-makers andpractitioners together.
Vi har udviklet det for at se,hvordan vi mere generelt kan bygge broer, fordi vi er kommet til det resultat, at forholdetmellem politik og forskning underg�r en betydelig forandring.
We developed it to see how we could build bridges more generallybecause we concluded the relationship between policy and research is changing considerably.
Man kan ikke sige, at politiske beslutningstagere bare laver politik og �nsker at f� svar fraforskerne.
You cannot say that policy-makers just develop policy and want answers from researchers.They have to argue and provide intelligent solutions to problems.
Politikerne bliver n�dt til at argumentere og levere intelligente l�sninger p�problemer.
For their part, researchershave to look practically at what can be done with their research to provide arguments andelements for policy-makers and practitioners.
Forskerne bliver for deres vedkommende n�dt til at se praktisk p�, hvordan deresforskning kan levere argumenter og elementer til politiske beslutningstagere og praktikere.
The stakeholders of this Agora are therefore practitioners, employers and their associations,workers and unions, governments and, of course, researchers.
De interesserede parter i denne Agora er derfor praktikere, arbejdsgivere og arbejdsgiversammenslutninger, arbejdstagere og fagforbund, regeringer og selvf�lgelig forskere.
The aim of the Agora is to create a forum for open multilateral discussion bringing togetherconflicting views and promoting general understanding between different parties.
Form�let med Agora er at oprette et forum for en �ben, flersidet debat, at samle modsattesynspunkter og fremme forst�elsen mellem de forskellige parter.
All the subjects covered are important, not immediately in policy at this moment but they willgradually grow in importance. So, in that sense, the Agora Thessaloniki is a preface to furtherarguments and ideas to be developed at Cedefop.
Cedefop�s direkt�r siden 1. oktober 1994.
Director of Cedefop since 1 October 1994.
(a) Sp�rgsm�let om lavt kvalificerede p� arbejdsmarkedet indtager en vigtig plads i vortarbejdsprogram n�ste �r.
(a) The question of low skilled on the labour market will be quite dominant in our workprogramme next year.
(b) Godkendelse af ikke-formel l�ring er et vigtigt emne i mange medlemsstater. Der er storinteresse for dette projekt.
(b) Accrediting non-formal learning is important in many Member States and is underlined.There is much interest in this project.
(c) Rapportering om humankapital i virksomhedernes regnskaber er ogs� et vanskeligt emne.
(c) Also a difficult subject: reporting on human capital in statements by enterprises.
Denne Agora behandler alts� emnet tid, forholdet mellem den tid, der anvendes p� hhv. arbejdeog uddannelse.
So, this Agora concerns the issue of time, the relationship between working time and trainingtime.
Agora VI behandlede emnet humankapital, men for at akkumulere humankapitalhar vi brug for tid, og vi behandler derfor sp�rgsm�let social tid p� denne Agora VII.
The sixth Agora addressed the issue of human capital, but to accumulate human capitalwe need time, and so this seventh Agora will address the issue of social time.
Jeg har set de indl�g, der er blevet sendt rundt.
I went through the contributions that were sent around.
Da jeg ikke selv er i stand til at besvare demange vanskelige sp�rgsm�l, vil jeg fremf�re nogle overvejseler, som �ric Fries Guggenheimhar gjort sig.
As I am not capable of answering allthese difficult questions, I will present some considerations put together by �ric Fries Guggenheim.
Sp�rgsm�let om tid er i almindelighed vanskeligt.
More generally the question of time is a difficult one.
I Amsterdam, i fagforbundenes museum ide tidligere diamantarbejderes forbunds bygning, hvor de tre nederlandske forbunds historie ersamlet, er der et gammelt bestyrelseslokale.
In Amsterdam, in the trade unionmuseum which brings together the history of the three Dutch confederations and is located inthe building of the former diamond workers union, there is an old board room.
P� v�ggene er der malerier, der viser dagensinddeling i tre: arbejde, hvile og fritid, s�vn. For arkitekter og kunstnere dengang var det enenkelt m�de at betragte tingene p�.
On the wallsare paintings representing the three parts of the day: working, recuperation and leisure, andsleeping.
Bygningen er fra begyndelsen af dette �rhundrede, ogideen om en grov inddeling i tre trejdedele har �ndret sig betydeligt siden da.
Thisbuilding dates back to the beginning of this century, and the idea of a rough division betweenone third, one third, and one third, has changed considerably since then.
Hvad er så tid?
So what is time?
Hvad er tid ?
What is time ?
Deres
What is time ?
Deres program i program i dag dag
Your schedule today