natgillin/translations-raw huggingface dataset:
I Holland, Luxembourg, Storbritannien og Irland forekommer begge systemer sideordnet.
The bottom red line always stands for the end of the compulsory schooling.
Sammenblandinger heraf er allerede opstået eller i færd med at udvikle sig.
Then the levels which lead to further pro­fessional or general qualifications follow.
^i skole) eller på specielle uddannelsescentre.
Further education beyond this stage is not shown in this illustration.
Mureruddannelsen ω
Comparison of systems ω
I alle landene er kravene til murerne imidlertid øget stadigt mere og mere.
Most young people in the Federal Republic of Germany and in Denmark receive their vocational training by apprenticeships.
Man skal i dag således også have kendskab til beton, stål og andre arbejdsmaterialer og nye metoder.
In France, Belgium, Italy and Netherlands apprenticeships only play a minor role.
Alle lande tilbyder ud dannelsen som en lærlingeuddannelse.
Most of the young people receive a full time vocational training in schools or colleges.
I Holland, hvor erhvervsud dannelsen i stor udstrækning foregår i heltidsskoler, kan mureruddannelsen gennemgås og afsluttes som en af de få lærlingeuddannelser.
In the Netherlands, Luxembourg, the United Kingdom and in Ireland both systems evolved or are in process of emerging.
I så at sige alle lande findes der paritetiske organisationer, der sammen med offentlige myndigheder i fællesskab fastlægger uddan nelsens indhold.
Measures taken by Member States to intensify one or other kind of training, which may not, up to now, have played such a big role in their systems, could lead in the future to a much greater similarity of vocational training within the European Community.
Der er endvidere mulighed for at kvalificere sig yderligere.
Two main systems characterize vocational training in the Member States of the European Community.
Murere kan videreuddanne sig til mestre, bygningsteknikere, i enkelte lande endvidere med højere afslutningseksamen som arkitekter eller ingeniører.
The apprenticeship, a form of training which combines practical experience on the shop floor with theoretical learning at schools or other institutions; and full time academic vocational training by attending courses in secondary schools or in special centres within the general system of edu­
CD mere og mere sammen under uddannelsen.
The illustration reflects only qualitative, not quantitative distinctions.
Med små afvigelser varer
EdU Cd tl On and vocational training
Videreuddannelse er i særdeleshed også et instrument, når det gælder om at forbedre situationen for problemgrupper som f.eks. arbejdsledige og kvinder med manglende uddan nelse.
The training period amounts to three, years, with small variations, and starts in all countries after the completion of general compulsory schooling.
Således tilbyder f.eks.
All countries offer apprenticeship training.
Holland specielt kvinder mulig hed for ved hjælp af den såkaldte »Mødre-Mavos« at erhverve sig en almindelig eksamen på mellemstadiet.
In the Nether­lands, most vocational training is full time and school-based training for the building industry is one of the few cases where the apprentice system is used.
Derimod befatter erhvervslivets tilbud om videreuddannelse sig hovedsagelig med at formidle viden og færdigheder med henblik på erhvervsrettet videreuddannelse.
In almost all Member States there are bipartisan organizations which with the public authorities decide on training content.
Alligevel ville det være forkert generelt at tillægge staten eneansvaret for den almendannende videreuddannelse og omskoling og på tilsvarende måde det private erhvervsliv ansvaret for erhvervsmæssig videreuddannelse.
There are also possibilities for higher qualifications — a builder can proceed to become a master-builder, or building techni­cian and in some countries continue to the completion of a university degree.
I intet af de ni lande forekommer der en så skarp opdeling.
The training paths of a mason in the building industry vary in the different Member States of the European Community.
Således tilbydes der fremfor alt i de lande, hvor erhvervsmæssig primæruddannelse og videreuddannelse griber snævert ind i hinanden (f.eks.
The problems, functions, working methods and technology in this profession depend so much on the differing styles of building that the only common denominator can be described as 'in every Member State of the European Community the mason puts bricks on top of or next to each other'.
Irland, Holland og Storbritannien) en mængde statslige videreuddannelsestiltag, der især tilgodeser erhvervs livets praksisbetonede behov.
Everything else differs from country to country, for example, building fire places in Germany and Holland is a specialized profession in itself.
I andre lande (f.eks.
The demands placed on masons in all countries are on the increase.
For bundsrepublikken Tyskland) afholdes og finansieres er hvervsmæssig videreuddannelse i overvejende grad af virksomhederne selv.
Skills are required for concreting, steelwork and new building materials, as well as for new processes. For these reasons theory and practice in the training are becoming more and more interlocked.
Udover videregående erhvervsmæssig kvalificering, der byg φ ger på erhvervsfaglige grundeksaminer (f.eks. mesterkurser) er der endvidere mulighed for inden for rammerne af vide reuddannelsen at erhverve sig erhvervsfaglig grunduddan nelse, f.eks. som i Holland, hvor halvdelen af de uddannel φ sessøgende er voksne.
In the nine countries of the European Community1most variation occurs in the facilities for continuing education and training, being a medley of government and private activities.
Eller i Belgien, hvor man i såkaldte
They are all entirely different in quality and type.
»Sidste-chance-kurser« i løbet af 2, 3 eller 4 år kan bestå c mellemstadierne I og Ils faglige prøver eller erhverve sig c afgangseksamen fra en faglig højskole.
This means taking final examinations from the general educational system which may have been failed or missed in order to improve personal and occupational status.
I Luxembourg åbnes der mulighed for at bestå faglig grundeksamen, selv φ om man ikke er i besiddelse af almendannende eksamen.
Provision is also directed to those in occupations which may be endangered by internal changes, business or technical innovations, now or in the future.
I nogle lande kan man følge den kompetencegivende eller supplerende erhvervsvidereuddannelse og bestå prøverne i statsinstitutioner (f.eks.
In Belgium, on the so called 'Last Chance' courses final vocational examinations (following on vo­ φ cational secondary schools) or a professional university degree can be obtained in 2, 3 or 4 years. In Luxembourg,
Hollands »åbne skoler«, ONEM-cen-trene i Belgien, AnCO-institutioneme i Irland), men også erhvervslivet opretholder uddannelsesinstitutioner, der er statsanerkendte og tildels finansieres af det offentlige.
Ο) there are possibilities for initial vocational training for those who have no general educational qualifications; in Denmark improvement courses of differing lengths are offered to unskilled manual workers.
Størrelsen af statstilskud til erhvervslivets videreuddannelsesinstitutioner varierer fra tilskud til total finansiering under bestemte forudsætninger inklusive økonomisk støtte af en størrelsesorden, der ligger over den pågældende s >
In some countries the qualification for a career or for supplementary further education can be taken in govern­ment institutions (e.g. 'Open Schools' in the Netherlands, ONEM Centres in Belgium, AnCO-Training Centres in Ire­land), but there are also officially recognized commercial
arbejdsløshedspengesats (eksempelvis er dette tilfældet i Frankrig og i Forbundsrepublikken Tyskland).
The financial provisions may include a grant for the participants (e.g. France and the Federal Republic of Germany) which is higher than the going rate for the corresponding un­employment benefit.
I Frankrig bidrager endvidere industrien til finansieringen gennem ud­dannelses­ og videreuddannelsesfonds.
In France, companies make financial contributions to special funds for continuing education and training.
Landene i De europæiske Fællesskaber har allerede delvis sammenfattet deres mangeartede forholdsregler og tilbud af videreuddannelsessystemer (f.eks. Belgien og Frankrig), andre viser tilløb hertil.
The Member States of the European Community have al­ ready partly combined their various measures and offers for continuing education and training into educational systems (e.g. Belgium, France); others are showing inclinations in this direction.
Ë € σ > o φ jn φ Fem spørgsmål til videreuddannelse
Five questions on continuing education and training
Under et symposium, som CEDEFOP foranstalte­ de i december 1980, benyttede vi lejligheden til at forelægge videreuddannelseseksperter fra de ni medlemslande 5 spørgsmål, hvis besvarelse skulle give os mulighed for for første gang at opnå et sammenlignende overblik.
LU questions to the experts on continuing education and train­ing from the nine Member States, the answers to which made a first comparative survey possible.
Besvarel­serne er udtryk for deltagernes vurdering, og der foreligger endnu ikke nogen statistisk underbygning.
The result illus­trated the response of the participants. Statistical data is not yet available.
Spørgsmålene lød:
The questions were:
Tilbydes der i Deres land videreuddannelse, der gør det muligt at indhente og bestå forsømte almendannende afgangsprøver (f.eks. grundskoleafgang, mellem­ og real­skoleeksamen, studentereksamen)?
Are there facilities for continuing education and training in your country for catching up with general education levels (e.g. 'O' or 'A' levels, university entrance) and to what degree do you think advantage is taken of these possibilities?
Inden for hvilke rammer foregår erhvervsmæssig vide­reuddannelse hovedsageligt i Deres land?
In what way is the coordination of continuing education and training usually achieved in your country?
Forestås ud­dannelsestilbuddene i hovedsagen af forskellige skolein­stanser, ledes de af virksomhederne, eller udøves ledel­sesfunktionerne på foranledning af virksomhederne? 4.
Is the emphasis on offers of training by different organizations, is it left to industry, or is it carried out for and on behalf of the industry?
Anvendes der personlige eller statslige pengemidler? Betales den af virksomheder eller institutioner (f.eks. fagforbund, fagforeninger)? 5.
By personal or government contributions, by industry, or by other organizations (e.g. trade unions, professional institutions)?
Videreuddannelse
Continuing education and training
Videreuddannelsestilbud
However the extent to
• hyppig til ret hyppig udnyttelse
• which these are used varies.
Ganske vist udnyttes disse tilbud meget forskelligt: Hvor der i Belgien, Forbundsrepublikken Tysk­land, Irland, Luxembourg, Holland og Storbritannien gøres hyppigt brug af disse muligheder, deltager kun forholdsvis få i sådanne kurser i Danmark, Frankrig og Italien.
Netherlands and the United Kingdom they are often used, the advantage taken of these courses in Denmark, France and Italy is relatively small.
sjælden udnyttelse ja
Seldom used
Videreuddannelsestilbud, der bygger på en erhvervsmæssig grunduddannelse, f.eks. mesterkurser, tilbydes i alle EF­lan­de.
Facilities for continuing education and training, based on vocational initial education, e.g. craft courses, are offered by all the Member States of the European Community.
Skoletilbud forskellige instanser
Opportunities for training in different organizations
• i eller på foranled­ning af virksomheder
By industry or on behalf of industry
1 Forbunds­republikken Tyskland, Frankrig og Holland gennemføres erhvervsmæssig videreuddannelse i hovedsagen af eller på foranledning af virksomhederne.
Federal Republic of Germany, France and the Netherlands most of the continuing education and training is carried out by industry or on behalf of industry.
1 Frankrig, Irland og Stor­britannien er tilbud om erhvervsmæssig uddannelse fordelt på alle parter.
In France, Ireland and the United Kingdom the facilities for continuing education and training are divided between these two possibilities.
gennem private pengemidler gennem statslige pengemidler gennem virksomhederne
By private contributions
I Italien og Luxembourg bekostes erhvervsmæssig vide reuddannelse i hovedsagen af statsmidler, medens udgifter ne i Danmark, Holland og Storbritannien er for virksomhedernes regning.
In Italy and Luxembourg, continuing education and training is mostly financed by government subsidies, whereas in Denmark, the Netherlands and the United Kingdom industry has to carry the costs. In the Federal Republic of Germany,
I Forbundsrepublikken Tyskland, Frankrig og Irland deles staten og virksomhederne om at bære udgifterne til erhvervsmæssig videreuddannelse.
France and Ireland financing is shared by the government and industry. In Belgium the government, industry and
I Belgien overtages finansieringen af stat, virksomheder og institutioner (f.eks. fagforbund, fagforeninger).
• organizations (e.g. professional institutions, trade unions) jointly carry the financial burden.
gennem institutionerne1
Educational leave
I Belgien, Frankrig, Italien og Luxembourg har man legalt krav på uddannelsesorlov.
A legal right to educational leave exists in Belgium, France, Italy and Luxembourg.
Der gøres hyppigt krav på dette i Belgien, mindre hyppigt i Italien og Luxembourg, men sjældent i Frankrig.
Whereas in Belgium this is very often used, in Italy and Luxembourg less often, and in France it is seldom taken up.
I Forbundsrepublikken Tyskland er det lovmæssige krav om orlov i uddannelsesøjemed reguleret på forskellig vis i de enkelte forbundslande.
In the Federal Republic of Germany there are different regulations for the right to educational leave in the individual states (Länder) of the Federal Republic.
De går ikke i detaljer og viser kun tendensen, hvilket især gælder for Belgiens og Frankrigs vedkommende.
It does not enter into details and only shows trends. This applies especially to Belgium and France.
Arbejdsgivernes finansielle medvirken
Employers' financial participation
Foranstaltninger mod ungdomsarbejdsløshed
Measures against youth unemployment
Opløsning af gilder og laug
Dissolution of the Guilds
F IRL UK DK I NL D L efter 1789 1814 Håndværkerloven ophæves 1814 Håndværkerloven ophæves 1857 Næringsfriheden Indføres 1859 1. lov om uddannelse 1861 1. aftenskole med heltids erhvervsundervisning 1869 Næringsloven 1886 Almindelig lovordning for landbrugsuddannelsen
F IRL UK DK I NL D L after 1789 1814 Annulment of the Law Governing Trades 1814 Annulment of the Law Governing Trades 1857 Freedom of Commerce 1859 1st Educational Law 1861 1st Evening school for full time vocational training 1869 Regulations for Trade and Industry 1886 Legal Regulations for Agricultural Training
Lovgivning vedrørende erhvervsskolevæsenet på mellemsta­diet
Laws governing vocational secondary schools
1911 Bestemmelser vedrørende etablering og læseplaner for er­ hvervsuddannelsesskoler 1921 Lov vedrørende fagskoler
1911 Regulations for the Establishment and Curricula of Vocational Schools for Further Education 1921 Law for Trade Schools 1930 Law for Vocational Education 1941 Establishment of the Ministry of Education 1948 Law No 264 Establishment of Vocational Training Programmes
1930 Lov vedrørende erhvervsuddannelser 1941 Oprettelse af et undervisningsministerium 1948 Lov nr. 264 vedrørende erhvervsuddannelser under arbejds­ministeriet 1956 4. lov vedrørende lærlingeuddannelsen 1966 Lov vedrørende erhvervsuddannelser 1967 Lov vedrørende fag­ og lærlingeskoler for lokale områder 1968 Lov vedrørende erhvervsuddannelser 1970 EFG­uddannelserne 1975 Erhvervsundervisningen udvides fra tre til fire år 1978 Rammeoverenskomst vedrørende et basisuddannelsesår inden for erhvervsuddannelserne, vedtaget af kulturministrenes per­manente råd
DK F NL F DK NL D of the Ministry of Labour 1956 4th Law for the Training of Apprentices 1966 Law for Vocational Training 1967 Law for Area Vocational Schools 1968 Law for Vocational Training 1970 efg Training 1975 Extension of vocational education from three to four years 1978 Outline agreement of the Federal and state (Lander) authorities on a basic vocational training year
1964 Lov vedrørende industriuddannelse 1966 Lov vedrørende lærlingeuddannelse 1967 AnCo indføres 1969 Lov vedrørende erhvervsuddannelse 1971 Ny lov vedrørende lærlingeuddannelse 1972 Forordning vedrørende uddanneres kvalifikationer 1976/Kongelig anordning og ministeriel bekendtgø­79 reise vedrørende lærlingeuddannelse
1889 1st Law for the Training of Apprentices 1919 The Astier Law 1921 2nd Law for the Training of Apprentices 1929 Law for the Training of Apprentices 1934 Law for the Training of Apprentices 1937 3rd Law for the Training of Apprentices 1945 New Law for the Training of Apprentices 1950 Supervision of apprentice training by regional and national authorities 1953 Regulation for Trades 1955 Law for the Training of Apprentices 1956 4th Law for the Training of Apprentices 1959 New Law for the Training of Apprentices 1959 Royal and Ministerial Decrees concerning the Training of Apprentices 1964 Law for Industrial Training 1966 Law for the Training of Apprentices 1967 Establishment of AnCO 1969 Law for Vocational Training 1971 New Law for the Training of Apprentices 1972 Regulation concerning the qualifications of Trainers 1976/Royal and Ministerial Decrees concerning the Training 1979 of Apprentices
Arbejdsmarkedsparternes medvirken
Participation of social partners
1976/ Kongelig
1976/ Royal and Ministerial Decrees concerning 79 the training of apprentices
79 lærlingeuddannelse
Employers financial participation
1929 Lov vedrørende lærlingeuddannelse 1964 Lov vedrørende industriuddannelse 1967 Lov vedrørende lærlingeuddannelse, AnCo 1971 Lov vedrørende lærlingeuddannelse 1973 Lov vedrørende timereduktion 1976 Lov til fremme af oprettelsen af uddannelsespladser 1977 Arbejdsgiverfonds til udbetaling af uddannelsesgodtgørelse til uddannelsesvirksomheder
1929 Law for the Training of Apprentices 1964 Law for Industrial Training 1967 Law for the Training of Apprentices, AnCO 1971 Law for the Training of Apprentices 1973 Law concerning Educational leave 1976 Law for the Promotion of Training Places 1977 Employers funds for payment of training subsidies to training institutions
1980 Garanti for arbejdspladser til alle unge 1982 Regeringsforanstaltninger vedrørende uddannelse af unge
1969 Law for the Promotion of Employment 1973 Law for Training and Employment 1976 'Schalt' (Retraining) courses — a measure taken by the Ministry for Social Affairs 1976 Law for the Promotion of Training Places 1977/ Foundation of the Centre for Careers Advice 78 and Information, COIP 1978 Pre-employment courses 1979 Work experience programmes 1978/ Laws for the National Pact for Promotion 79 of Employment 1980 Guaranteed training for all young people 1982 Government Measures for the Training of Young People.
1889 Lov vedrørende tekniske uddannelser 1941 Undervisningsministeriet udgiver almene retningslinier for vide­reuddannelsens læseplaner 1956 Uddannelse med erhvervskompetence 1960 Videreuddannelseslov 1963 Erhvervsuddannelse af voksne inden for ONEM 1968 Lov vedrørende videregående undervisning 1969 3. AnCo­program for videreuddannelse 1969 Lov om arbejdsfremmende foranstaltninger 1970/ Love vedrørende erhvervsmæssige videre­71 uddannelser 1973 Lov vedrørende timereduktion 1978 Rammelov nr. 845 vedrørende økonomisk og social udvikling 1979 Etablering af et regeringskommissariat for videreuddannelse
1889 Law for Technical Training 1941 General guidelines of the Ministry of Education for continuing education 1956 Training for professional qualifications 1960 Law for continuing Education and Training 1963 Adult vocational training within the ONEM 1968 Law for Continuing Education 1969 3rd AnCO programme for continuing training 1969 Law for the Promotion of Employment 1970/ Laws for continuing Education 71 and Training 1973 Law concerning educational leave 1978 Outline Law No 845 for Economic and Social Development 1978 Modifications to the 1971 Law for continuing Education and Training 1979 Government Commissariat for Continuing Education and Training
Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne
Government Social partners Government Social partners Government Social partners Government Social partners Government Social partners Government Social partners Government Social partners Government Social partners Government Social partners
Arbejdsmarkedsparterne Staten
Social partners Government Social partners Government
Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten
Social partners Government
Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne Staten Arbejdsmarkedsparterne o o o
Social partners Government Social partners Government Social partners
Primæruddannelse
Initial Training o
Lære, skole 3. Heltidsskole
Apprenticeship, school-based part 3.
I intet af Det europæiske Fællesskabs ni lande er et enkelt organ eneansvarlig for erhvervsuddannelsen. Ansvarligheden fordeles såvel nationalt som regionalt og lokalt.
None of the Member States of the European Community has a single authority with overall control of vocational training.
Endvidere opdeles ansvarligheden forskellig, alt efter om erhvervsuddannelsen foregår rent skolemæssigt eller i en læreplads.
There are also separate systems of authority for apprenticeship and for school-based vocational education.
Er der tale om ren skolemæssig uddannelse, fordeles ansvaret — fælles for de fleste af landene — på et væsentligt mindre antal instanser end ved vekseluddannelsen.
A common factor is that the responsibility for purely school-based vocational education is distributed among far fewer bodies than that for alternance1forms of training. However all
Dog er sædvanligvis et ministerium altid øverste ansvarlige myndighed for samtlige former for erhvervsud dannelse.
^ kinds of vocational training are usually directed by a 3 Ministry.
Disse ministerier udøver i regelen dog kun deres ansvar med hensyn til mere generelle bestemmelser, f.eks.
These Ministries in general exercise their authority CO only for general regulations, especially those concerning
^^ lignende oversigt viser vi i første omgang niveauet og graden af to instansers — statens og arbejdsmarkedsparternes — ansvar og kompetence.
Their powers for the execution of training and the final examinations and tests are delegated in various ways to agencies at national, regional and local levels.
Der skelnes her kun mellem direkte og indirekte (rådgivende) indflydelse.
The interaction between the various authorities responsible for different functions within the system are often complicated.
Fælles for alle EF-lande gælder, at unge ikke skal betale for deres primære erhvervsuddannelse.
This is explained in the detailed descriptions of each country.
Der er dog forskel på størrelsen af den uddannelsesstøtte, der ydes dem.
In this comparative survey an indication of this complexity is illustrated by considering the levels and degrees of authority exercised by governments on the one hand and the social partners on the other.
I nogle lande retter størrelsen af en sådan uddannelsesstøtte sig endvidere efter det bidrag under deres uddannelse, de yder til produktionen, og den er delvis tarif reguleret.
In doing this we have shown only the differences between direct and indirect (or advisory) influence.
Hvor der er tale om private skoler, modtager disse offentlige tilskud, der dækker størstedelen af deres udgifter.
The amount of grant which they receive for their training does, however, vary.
^^ sig erhvervsuddannelse sker i private skoler, finansieres
Training grants are, in some countries, adapted to the productive contribution that young persons make during their training in the enterprise and are sometimes laid down by collective agreement.
Diagrammet svarer for de ni EF­landes vedkommende på
In the Netherlands, where most of the school­based vocational training is in private hands, finance comes also entirely from public funds.