natgillin/translations-raw huggingface dataset:
Erhvervsuddannelsen til voksne best�r af et stort antal fragmenterede bestanddele, i hvilke deaktiviteter, der tilbydes i selve undervisningssystemet, p� arbejdspladsen, i hjemmet ellerinden for andre rammer, er stillet side om side.
The introduction of a strategy giving adults the means to learn calls for a multitude of learningmethods that can be adapted to an almost infinite number of possible combinations ofindividual needs and contexts of learning.
Uddannelserne af skolerelateret, erhvervsrelateret, social og kulturel art er s�dvanligvis isolerede i forhold til hinanden.
It is not enough for the state to provide a limitednumber of �take it or leave it� training courses.
Nogleinstitutionelle bestemmelser tjener ganske vist til at forbinde de erhvervsuddannelser, dertilbydes inden for forskellige rammer (fjernundervisning og fjernundervisningsuniversiteter �"�bne universiteter" � g�r det muligt at blive undervist i hjemmet; de h�jere undervisningsinstitutioner og arbejdsgiverne samarbejder om levering af uddannelserne), men disseeksisterer ikke p� en systematisk m�de.
At the Washington conference, severalparticipants pointed to the interesting case of �brokerage services�, which serve asintermediaries, enabling adults with particular needs and learning styles to find the learningconditions which suit them from among a wide range of learning possibilities, and fromamong support services which are far more varied and much less institutionalised.
Intet tillader, at man kan sige, at der eksisterer en"global" voksenuddannelsesstrategi, der fungerer som grundlag for opfyldelse af samtlige
The need toexpand brokerage services shows the new role of government implicit in a strategy of giving
Erhvervsuddannelser, der for eksempel tilrettel�gges inden for arbejdsmarkedets rammer, opfylder et begr�nset antal m�ls�tninger, for s� vidt ang�r deresm�lbefolkninger.
What steps are being taken or could be taken to ensure that potential learners have easy accessto exhaustive and reliable information and to advice about all the learning possibilities onoffer?
Denne manglende sammenf�jning med de, der tilbydes af andre udbydere,forhindrer enhver global strategi.
Do the current providers of adult learning also offer the support needed to break down thebarriers holding back participation (lack of means of transport, child care, health service)?
Erhvervsuddannelserne, der tilbydes voksne, inden forsociale og kulturelle rammer planl�gges og administreres s�dvanligvis p� samme m�deisoleret fra de erhvervsuddannelser, der er egnede til at blive tilbudt p� arbejdsstedet, endsk�ntder er betydelige undtagelser i den henseende.
Dothe providers and the individuals have the means and incentives to coordinate learningactivities with the necessary logistics?
Endvidere evalueres og valideres de erhvervedekundskaber inden for de forskellige erhvervsuddannelsesrammer i henhold til variablekriterier og af forskellige myndigheder.
To what extent are shortfalls in adult participation dueto providers� insufficient involvement in the process of material support?
N�dvendigheden af �gedem�gleraktiviteter viser den nye rolle, som denne strategi, der skal give de voksne midlerne tilat uddanne sig, medf�rer for regeringen.
What factors inhibit, and what others encourage, compatibility with other activities such as ajob or job-seeking?
Mens ansvaret for at opfylde de voksneserhvervsuddannelsesbehov i h�jeste grad hviler p� de, der fasts�tter reglerne for ogadministrerer erhvervsuddannelsesstrukturerne uden for undervisningssystemet, og p� enkeltpersoner og de husholdninger, som de er del af, er det bydende n�dvendigt, at staten erleverand�r af en sidste udvej, hvis markedet skulle svigte. Man kan stille f�lgende sp�rgsm�l:
When learning opportunities depend on existing institutional arrangements � learningprogrammes for adults, training programmes organised in the context of the labour market,university continuing education programmes � how easy or difficult is it for adults to gainaccess to different possibilities, and to select those which interest them in order to combinethem in a personalised learning project?
Hvilke foranstaltninger er truffet eller kan tr�ffes, for at de potentielle l�rende f�r let adgangtil fuldst�ndige og p�lidelige oplysninger samt til r�dgivning om samtlige tilbudte mulighederfor erhvervsuddannelse?
Are there barriers to the entry of new providers into the adult learning market (these barriersmay include regulations limiting access by certain new providers to public funding; de factorestrictions on recognition of learning; and indirect public subventions for providers whichenable them to offer prices lower than the real cost of provision)?
Sikrer de nuv�rende leverand�rer af voksenuddannelser ogs� den n�dvendige assistance til enbegr�nsning af de barrierer, der bremser for deltagelsen (mangel p� transportmiddel, b�rnepasning,sundhedsservice)?
To what extent are the skills acquired in one particular learning context � througha university continuing education course, for example � recorded in language that isunderstood in other contexts (at the workplace, for instance), and vice versa?
Har leverand�rerne og individerne midler og tilskyndelser til at samordneerhvervsuddannelsesaktiviteterne med den n�dvendige logistik?
What part isplayed by certificated outcomes of learning in decisions on recruitment, promotion and levelsof remuneration?
I hvilket omfang kan manglendedeltagelse fra de voksnes side tilskrives leverand�rer, der ikke er tilstr�kkeligt engagerede idenne materielle assistanceproces?
To what degree are the outcomes of learning acquired in one jurisdiction(state, province, region, etc.) recognised in others?
I hvilket omfang skyldes det utilstr�kkelige ressourcer?
Is the lack of recognition a serious obstacleto learning throughout life?
Hvilke faktorer begr�nser og hvilke tilskynder til erhvervsuddannelse sammen med andreaktiviteter, s�som arbejde eller jobs�gning?
Are there other means (e.g. counselling, Internet information services) of linking the learningprovided in different contexts more closely together?
Er der adgangsbarrierer for nye leverand�rer p� uddannelsesmarkedet for voksne (dissebarrierer kan omfatte bestemmelser, der begr�nser visse nye leverand�rers mulighed foroffentligt tilskud; faktiske begr�nsninger af anerkendelse af uddannelsesresultaterne;indirekte offentligt tilskud til leverand�rer, der g�r det muligt for disse at anvende priser, derer lavere end den reelle uddannelsesomkostning)?
Under this theme it is essential to ask whether the content, pedagogy and mode of provision ofadult learning activities are suited to the learning needs and learning styles of this group ofpopulations, and whether the institutional framework is appropriate. The importance of thequestions posed below will vary according to the group(s) of adults selected for the Thematic Review.
Hvordan evalueres og anerkendes de erhvervede kundskaber inden for forskelligeuddannelsesrammer?
In what sense do the quality, pedagogy and variety of learning opportunities affectparticipation by adults judged to be in greatest need?
I hvilket omfang beskrives de opn�ede kompetencer inden for en givenuddannelsesramme � for eksempel i forbindelse med en videreg�ende universitetsuddannelse� p� et sprog, der forst�s inden for andre rammer (for eksempel p� arbejdspladsen), ogomvendt?
What lessons, bearing in mind the approaches used in teaching and learning, and learningarrangements, can be drawn from the programmes provided in the labour market for particulargroups of adults, such as the long-term unemployed?
Hvilken plads optager uddannelsesresultaterne, n�r de certificeres i beslutningsprocessen om ans�ttelse, forfremmelse og l�nfasts�ttelse?
How could the role of the workplace be strengthened as a key place of learning for the leastwell educated?
I hvilket omfang anerkendesuddannelsesresultater, der opn�s i en jurisdiktion (stat, provins, region�), i en anden?
Are some strategies of management, supervision and team work, and/or use oftechnology, particularly effective at facilitating such learning?
Er det relativt sv�rt for visse voksengrupper at f� adgang til de �nskede oplysninger, eller erderes deltagelse i erhvervsuddannelsesaktiviteter mere kompliceret p� grund af problemer, derhar forbindelse med de ovenfor gennemg�ede punkter?
Under what conditions do learning activities for �leisure� or nonvocational purposes providea useful starting point for learning for more work-oriented purposes or, at least, for improvingaccess to vocational preparation?
Tema 3:Forbedre kvaliteten, pædagogikken og de tilbudte uddannelsesaktivitetersforskelligartethed
Are some learning providers more successful than others at identifying and satisfying theneeds of certain groups of adults?
Det er under dette tema vigtigt, at sp�rge sig selv, om indholdet, p�dagogikken og m�den,hvorp� uddannelsesaktiviteter til voksne tilbydes, er tilpasset denne befolkningsgruppesuddannelsesbehov og l�ringsm�der, og om den institutionelle ramme er hensigtsm�ssig.
How do governments ensure that providers comply with quality standards such as those laiddown by the Information Systems Organisation (ISO) and the Association fran�aise denormalisation (AFNOR)?
Deovenfor stillede sp�rgsm�l kan v�re af st�rre eller mindre betydning alt efter den eller devoksengrupper, der l�gges til grund for den tematiske unders�gelse.
What is the impact of these various quality standards on the abilityand willingness of learning providers to satisfy the various learning needs?
P� hvilken m�de p�virker kvaliteten, p�dagogikken og l�ringsmulighedernes forskelligheddeltagelsen fra de voksnes side, der anses for at v�re mest tr�ngende?
Do the various learning contexts (including the workplace and learning programmes providedunder active labour market policies) meet the needs of the different groups of learners?
Hvordan kan man styrke arbejdsstedets rolle som et centralt uddannelsessted for mindreuddannede personer?
Even though adult education and training may be expanding, they remain structurally andfinancially weak and isolated.
Er visse strategier vedr�rende styring, overv�gning, gruppearbejdeog/eller anvendelse af teknologi s�rligt effektive til at lette erhvervsuddannelsen?
The compartmentalisation of institutional arrangements, whichis so evident from the point of view of the adult learner, can be seen in the lack of coherenceand coordination among the bodies running them.
Ibekr�ftende fald, hvordan er det s� muligt at fremme disse?
This state of affairs has its origins in twotypes of difficulties.
Eksisterer der s�rlige strategier (uddannelse uden tilstedev�relse, s�som distanceuddannelse,undervisningsvejledning og selvstudiegrupper; erhvervsuddannelse baseret p� anvendelse afinformations- og kommunikationsteknologier), der ikke forekommer at v�re anvendt fuldt ud,selvom de anses for effektive?
Existing practices mean that the decision-makers in various fields are not responsible for ashared strategy for adult learning and that learners� views on access to learning opportunitiesare not a criterion in the design and implementation of policies which have an impact on adultlearning.
Hvordan kan man udvikle en st�rre anvendelse heraf?
An important aspect of horizontal coordination is the respective roles played bypublic authorities and private actors.
Under hvilke omst�ndigheder giver l�ringsaktiviteter til "fritid" eller et ikke erhvervsrelateretform�l et nyttigt udgangspunkt for l�ring med et mere arbejdsrelateret form�l eller i detmindste et form�l, der forbedrer adgangsmulighederne til en faglig forberedelse?
A number of different policies directly or indirectlyaffect the incentives which influence learning demand, both among individuals and amongenterprises, and the supply of learning opportunities by the education authorities and theprivate sector.
G�r man sigtilstr�kkeligt umage med at s�ge den mest effektive l�ringsm�de til de forskelligevoksengrupper, og hvordan kan erhvervsuddannelsen bedre forenes med erhvervsaktivitetenog med fritidsbesk�ftigelserne?
The limited range of opportunities, whatever the institutional context, meansthat the articulation between what should be in the public domain and what in the private, hasto be clarified and made more visible.
Har visse leverand�rer af erhvervsuddannelse mere succes end andre med at fastsl� og opfyldevisse voksengruppers behov?
This requires a greater degree of cooperation betweenpublic and private actors than has usually been seen in education and training policy untilnow.
Hvordan sikrer regeringerne sig, at leverand�rerne overholder kvalitetsnormerne, s�som denormer, der er fastsat af den Internationale Standardiseringsorganisation (ISO) eller af denfranske standardiseringsorganisation (AFNOR)?
One of the consequences of the poor coordination of learning policies is that they do notnecessarily reinforce one another and, in certain cases, they can even be counter-productive.Another consequence is that there may be gaps in the provision of education and training:some needs expressed by adults may not fall within the remit of any ministry, nor of anyexisting institution.
Hvilken indflydelse har disse kvalitetsnormerp� uddannelsesleverand�rernes kapacitet og gode vilje til at opfylde de forskellige behov forerhvervsuddannelse?
This compartmentalisation may also mean that governments are not wellprepared to evaluate the whole range of adult learning needs.
Opfylder de forskellige erhvervsuddannelsesrammer (herunder arbejdspladsen, erhvervsuddannelsesprogrammer tilrettelagt i arbejdsmarkedets aktive politikker) de forskellige l�rendegruppers behov?
Another area of difficulty is thedissemination of good practice and the ability of decision-makers and practitioners to drawlessons from the various national experiences.
Hvilke hindringer er der for indf�relse af strategier, der har best�et derespr�ve?
One problem, commonly identified at the Washington conference, concerns the absence of communication between research,innovation and everyday practice.
Uddannelse og erhvervsuddannelse for voksne er fortsat, selvom de har et vist omfang, afdiskret st�rrelse og svage s�vel strukturelt som �konomisk.
Success is often achieved thanks solely to the actions of inspiredindividuals � not to incentives that are part of the system and reward good performance.Furthermore, it is rare for success in one field � training for the unemployed, for instance � toinspire the same type of activities in others.
Adskillelsen af de institutionellesystemer, der er �benlys set fra den voksne l�rendes side, fornemmes i den manglendesammenh�ng og samordning inden for de styrende instanser.
The Washington conference revealed factorsshowing an apparent contradiction between an abundance of innovative practices in adultlearning and of research into what works, and a vagueness in general policy frameworks andin institutions which are not sufficiently developed to meet adult learning needs.
Denne faktiske tilstandudspringer af to typer problemer.
In short,there is still a huge gap between exemplary practices and current practice.
For det andet er der behovet for en horisontal integration: uddannelses- og erhvervsuddannelsespolitikkerne b�r samordnes med de andre politikker, is�r besk�ftigelsespolitikken ogpolitikken vedr�rende sociale anliggender, der p�virker befolkningens arbejde og fritid.
In order to do so, it is necessary to findways of involving very different groups of stakeholders � learners, their families andcommunities; the official education institutions; the embryonic group of private providers oftraining and non-governmental organisations; the public employment service; the employers;the trade unions; and all levels of government, especially local government.
Den eksisterende praksis betyder, at beslutningstagerne inden for forskellige omr�der ikke eransvarlige for en f�lles strategi for voksenuddannelse, og at de l�rendes mening om adgangtil erhvervsuddannelsesmulighederne ikke er et kriterium for evaluering af, udkast til ogiv�rks�ttelse af politikker, der har indflydelse p� de voksnes l�ring.
Since a large partof adult training takes place within enterprises, the participation of employers and trade unionsis extremely important both for policy development and for provision of training programmes.Even if government is in a better position to establish the frameworks for decisions, such asthose required for the issue of qualifications, training providers, employers and trade unionsmust be closely involved in the process of certification and recognition of what is learntthrough training.
Et vigtigt aspekt i denhorisontale samordning hviler p� de offentlige myndigheders og de private akt�rers respektiveroller.
Another field requiring sustained attention is the evaluation of publicpolicies.
Forskellige politikker p�virker direkte eller indirekte de tilskyndelser, der harindflydelse p� eftersp�rgslen efter erhvervsuddannelse for s�vel individet som forvirksomheden og udbuddet af l�ringsmuligheder fra undervisningsmyndighederne samt fraden private sektors side.
The participants at the Washington conference believed that in order to have astrategy adopted, it was essential to demonstrate its effectiveness by improving evaluation ofthe measures put in place by the public authorities and of the results obtained.
Mulighedernes begr�nsede omfang betyder, uanset de institutionellerammer, at delingen af, hvad der skal henh�re under det offentlige og det, der afh�nger af detprivate, b�r g�res klar og mere synlig.
They noted thatmeasurement of a whole range of benefits of adult learning is still underdeveloped in manyfields, such as its contribution to better productivity, earnings and financial security; reducedhealth expenditure on higher age groups; help with children�s education, a more developedcivic sense and a more rewarding social and cultural life.
En af konsekvenserne af den svage samordning af erhvervsuddannelsespolitikkerne er, at deikke n�dvendigvis gensidigt styrker hinanden, og de kan i visse tilf�lde endog v�reproduktive i modsat retning.
Adult learning needs do not necessarily coincide with the concept of learning as it is perceivedby those responsible for compartmentalised policies and institutions.
En anden konsekvens er, at der kan v�re mangler i udbuddet aferhvervsuddannelser: visse behov, som voksne giver udtryk for, henh�rer hverken under enministers kompetenceomr�de, ej heller under nogen eksisterende institutions kompetenceomr�de.Denne adskillelse kan ogs� v�re udtryk for, at regeringerne ikke er godt forberedte til atevaluere samtlige erhvervsuddannelsesbehov for voksne.
Although it is true thatpractitioners charged with putting policies into practice may be uncomfortably aware of themany obstacles encountered by their clients in learning, the mechanism necessary for them tobe heard may not be in place.
Et andet problem stammer fraspredningen af god praksis og beslutningstagernes og de praktiserende parters evner til atdrage konklusionerne af forskellige nationale erfaringer.
Do the decision-makers have means of identifying, andsatisfying, adults� learning needs, and of providing support services such as transport, childcare and health care?
Et problem, der i almindelighed blevfastsl�et under Washington-konferencen, vedr�rer den manglende kommunikation mellemforskning, innovation og hverdagspraksis.
How can adults� needs be evaluated in a spirit of openness, using amethod which will not result in a partial diagnosis of learning needs?
Generelt set forbliver de effektive innovationerisoleret i de institutionelle hierarkier.
How can provision ofsupport services be coordinated more efficiently?
Succesen kommer ofte alene p� grund af inspireredeindividers handling, men ikke p� grund af tilskyndelser, der er indf�rt i systemet, og somkunne bel�nne de gode pr�stationer.
In most cases, adult learning is neither institutionalised nor academic and takes place incontexts other than those within the remit of Ministries of Education and Labour.
Det er endvidere sj�ldent, at succes p� et omr�de � foreksempel erhvervsuddannelse for arbejdsl�se � tilskynder til samme handlingstype p� andreomr�der.
A goodstrategy requires the public authorities to bear in mind all the main contexts in which adultslearn.
Der er p� Washington-konferencen fremkommet oplysninger, der viser et �benlystparadoks mellem en innoverende praksis i overflod for voksenuddannelse samt forskning idet, der fungerer, og de udviskede rammer for den generelle politik og institutionerne, der ikkeer tilstr�kkeligt udviklede til at passe til de voksnes erhvervsuddannelsesbehov.
What obstacles prevent their having a coordinated view of the different fields of action?Are there exemplary practices for combating fragmentation and incoherence in policy?
Kort sagt, s�er kl�ften mellem den enest�ende praksis og den g�ngse praksis stadig dyb.
Whatmethods make it possible to evaluate the impact of existing policies on learning, and tomaximise the complementarity between different schemes and different ministries?
Inden for erhvervsuddannelsespolitikken er den st�rste udfordring behovet for at arbejde medsp�rgsm�let om b�ndene mellem de vertikale og de horisontale dimensioner, der er omtalttidligere.
The social partners play an important role in both providing learning opportunities anddetermining demand for them. What are the most effective approaches to enhancingcoordination between government and the social partners in the development and provision ofpolicy?
Selvom regeringerne er i en bedre position til atindf�re beslutningsrammer, som for eksempel for udstedelse af kvalifikationer, b�rleverand�rerne af erhvervsuddannelse, arbejdsgiverne og fagforeningerne engageres kraftigt iuddannelsesresultaternes certificerings- og anerkendelsesproces.
recognition of the outcomes of learning � might improve links between the various sectors,providing education and training services in a way which will ensure that opportunities aremore accessible to learners and which meet the needs of employers?
Et andet omr�de, der kr�veruafbrudt opm�rksomhed, er evalueringen af de offentlige politikker. Deltagerne i Washington-konferencen fandt, at det - for at vedtage en strategi - er vigtigt at p�vise denneseffektivitet ved at forbedre evalueringen af de midler, der iv�rks�ttes af de offentligemyndigheder, og de opn�ede resultater.
Are there examples ofgood agreements, reached through collective bargaining, concerning different adults� learningneeds, allowing easier participation � e.g., by providing training leave � and providingstronger incentives to learn (e.g., by linking qualifications and skills acquired with wages andsalaries)?
I st�rstedelen af tilf�ldene er voksenuddannelsen hverken institutionaliseret, eller afskolem�ssig art, og den foreg�r under andre rammer end de, der henh�rer underundervisnings- og arbejdsministeriernes kompetenceomr�der.
Do existing evaluations deal with questions relating to policy and coordination programmes?Do they provide a useful diagnosis of the reasons why such and such an approach succeeds orfails?
En god strategi kr�ver, at deoffentlige myndigheder tager alle de vigtigste sammenh�nge, hvori de voksne l�rer, ibetragtning.
Do they fully measure outcomes which go well beyond the objectives of a trainingprogramme but are of benefit to learners?
Hvilke hindringer er der for at have en samordnet vision med hensyn til deforskellige aktionsomr�der?
Is it possible to speed up the process of evaluatinginnovations and applying on a larger scale those that have proved themselves?
Eksisterer der enest�ende fremgangsm�der til bek�mpelse affragmenteringen og politikkens manglende sammenh�ng? Hvilke midler g�r det muligt atvurdere de eksisterende politikkers indflydelse p� erhvervsuddannelsen og maksimere deforskellige aktioners og ministeriers komplementaritet?
How can thepublic authorities and the social partners encourage the systematic introduction of linksbetween the research community, innovators and ordinary practitioners, not only in learningactivities of an academic nature but also in schemes using the new technologies and in othercontexts of learning?