求翻译（关于青年就业的论文）

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Sweden also differs in terms of the sharpdemarcation between education and job training within labour market policy andthe standard education system. In Sweden, training measures within theframework of labour market policy have become increasingly separated from thestandard education system. The fundamental concept has been that trainingprovided with labour market policy funding should eliminate temporarybottlenecks and short-term competence shortages in the labour market andconcentrate on qualifications that can be acquired over a maximum trainingperiod of about one year. Added to this is a perception that standard training,for reasons of fairness, should not be offered within the framework of labourmarket policy. It would be unfair and create a number of incentive problems inthe training area if large numbers of unemployed were to have their vocationaltraining funded by activity assistance while others must apply for standardstudent funding. In the other countries, particularly Denmark, entirelydifferent assessments have been made. The premise has rather been that acompleted upper secondary school education should be seen as a right. Inaddition, they have pointed to an efficiency gain from the distribution policy standpoint:those who are furthest from the education system and at greatest risk ofbecoming stuck in a socially marginalised situation have obtained both aneducation and a livelihood at an acceptable level.

There have been several outcome assessmentsof labour market policy youth measures. Many Swedish assessments paint a negativepicture of the results of the measures in terms of jobs and income generation,although the picture is somewhat brighter with respect to（关于；至于） the number who embark onstandard training after completing a youth programme (see Carling and Larsson2005). Corresponding studies on the effects of youth measures in Denmarkprovide a slightly more positive picture, especially regarding transition toregular studies (see Jensen et al. 2003).  The importance of breaking lengthy periods of unemployment, notleast in order to reduce the risk of stigmatisation, is also emphasised.ANorwegian outcome assessment of the youth guarantee also paints a more positivepicture (see Hardoy et al. 2006). Above all it is stressed that the goal of activating the long-termunemployed has been achieved.Outcomes in terms of work for the long-term unemployed aftercompleting programme participation also suggest a positive trend. Transition toregular studies, on the other hand, is not very common, although this mayindeed not have been expected considering the orientation of the Norwegianyouth guarantee.

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关键词：distribution Increasingly unemployment Assessments Considering education measures standard training between

瑞典也不同方面的sharpdemarcation之间的教育和就业的劳动力市场政策和标准的教育系统内部培训。在瑞典，培养措施在劳动力市场政策框架已经成为标准的教育体系日益分离。的基本概念是，trainingprovided与劳动力市场政策的资金应该消除temporarybottlenecks和资格，可以获取在一个约一年最大trainingperiod劳动力市场集中的短期能力不足。加上这是一种看法认为，标准的训练，为了公平，不应在劳动力市场政策框架提供的。这将是不公平的，创造一些激励问题在训练区，如果大量的失业者有他们的职业培训资助活动援助则必须申请standardstudent资金。在其他国家，特别是丹麦，截然不同的评估已经做了。的前提下而被认为acompleted高级中等学校教育应该被看作是一种权利。此外，他们还指出，从分配政策立场的一种效率增益：那些最远的教育系统和最大的风险成为停留在社会边缘化的形势已经得到教育和生活在一个可接受的水平。
有几个结果assessmentsof劳动力市场政策的青年的措施。瑞典的评估negativepicture油漆的工作和收入方面的措施的结果，虽然画面更明亮的尊重（关于；至于）人数走标准的训练完成后青年计划（见联赛和larsson2005）。在denmarkprovide稍微更积极的图片青春措施效果的相应的研究，特别是关于过渡常规研究（延森等人。2003。打破长期失业方面的重要性，以减少风险的耻辱，也是青年保证emphasised.anorwegian结果评价也描绘了一个更positivepicture（见哈朵等人。2006。首先需要强调的是目标激活长termunemployed已经实现。对长期失业后计划参与工作的结果也表明，积极的趋势。过渡的常规研究，另一方面，是不是很常见，但说到不被预期的考虑的norwegianyouth保证定位。

瑞典在劳动力市场政策和标准化的教育体系的基础上关于教育和工作技能培训也划了一条清晰的分割线。在瑞士，劳动力市场框架下的培训与传统的教育标准渐行渐远。基本观念就是劳动力市场提供的就业应该突破暂时的瓶颈而应该集中于可以再长期技能获得的培训。有一种观念认为基于公平的角度，这种培训应该取消。这会造成不公平也会造成激励不明问题，当大部分人可以免费获得通常大多数人需要花费很多才获得的培训。再一些其他的国家，特别是丹麦，采取的完全不同的手段。其前提是完成高年级的高中课程是必须的。他们还指出了一种基于这种分工的效率提高：就是那些通常游走于教育边缘的人能够有计划获得所需的教育程度。