natgillin/translations-raw huggingface dataset:
Dimittender fra en treårig uddannelse i et af 54 uddannelsesfag har adgang til at få kompletteret uddannelsen i et toårs vide­regående studium sideløbende med er­hvervsarbejdet (efter­ og videreud­dannelse).
Most skilled worker training courses are oriented towards students who have successfully completed the eighth year of primary school. These training courses last two, three or four years, depending on the qualifications demanded by the
Ministe­rierne godkender også lærebøgerne.
Vocational training 2/1989
Fagministerierne nedsætter faglige arbejdsgrupper og reagerer ved disses hjælp på forandringer i arbejdsdelingen samt arbejdets karakter og indhold.
Funding by a selection board with advisory functions.
De forelægger forslag til ændringer af erhvervsuddannelsernes organisation og indhold.
Students are admitted to the fouryear courses of training if they pass an en trance examination, the contents of which are stipulated for all types of in termediate school by the Ministries of Education on a uniform basis.
I løbet af erhvervsuddannelsens sidste år indgår virksomhederne arbejdsaftaler med eleverne.
hours. In the initial phase, practical vocational training exclusively takes place in training workshops and similar facilities.
Alle dimittender fra er hvervsmellemskolerne er sikret en beskæftigelse i arbejdsprocessen.
In most training occupations the students are divided into groups.
Direktører, instruktører, pædagoger på internaterne, der hører til erhvervsmellemskolerne, og andre medarbejdere er derimod ansatte i de virksomheder, der har oprettet erhvervsmellemskolerne.)
A group consists of seven to 12 students, guided by an industrial tutor who has a practical vocational qualification, a secondary school leaving certificate (baccalaureate) and an additional certificate in educa tion.
Men de statslige myndigheder påvirker også erhvervsuddannelsen gennem skoleinspektionerne og det såkaldte statslige tilsyn med erhvervsuddannelserne, hvor skoleministerierne og nationaludvalgenes underafdelinger samarbejder.
In the final phase, practical vocational training takes place in industry where the students are divided into minigroups (a maximum of three) and in structed by a carefully selected member of the industrial staff.
Den statslige skoleadministrations regionale udøvende myndighed er nationaludvalgenes respektive underafdelinger, der udgør erhvervsmellemskolernes faglige styrelse og betaler udgifterne til skolernes teoretiske undervisning inklusive lærer lønningerne.
The implementing bodies of the vocational intermediate schools — either organizations appointed by the corresponding economic ministries (usually large enterprises) or the National Com mittees at district level — are responsible for the provision of general and theoretical vocational education, practical vocational training, out-of-school education, the board and lodging of students at boarding schools, as well as funding and equipment for these institutions.
De fører kontrol, foretager skoleinspektion og har det statslige tilsyn med erhvervsuddannelserne.
National Committees set up and administer the vocational intermediate schools oriented towards small-scale enterprises (transport services).
Retningslinjerne for erhvervsuddannelsernes gennemførelse udstikkes af de to republikkers skoleministerier.
The two- and three-year courses end with a final examination before a board, whereas the fouryear courses lead to the upper secondary school leaving certificate (baccalaureate).
Disse myndigheder fastlægger ligeledes uddan nelsesfagenes nomenklatur og bestemmer, hvor erhvervsmellemskolerne skal være beliggende.
These com prehensive examinations in which the knowledge and vocational skills of the students are tested are taken before an ex amination board at the vocational in termediate schools where the students have received their training.
I overensstemmelse med de øvrige implicerede fastsætter de skemaer og undervisningsplaner, der er ens over hele landet for alle uddannelser.
The chairman of the examining board is appointed by the regional body of the State educa tion authority; the other members are chosen by the head of the vocational in termediate school from the teaching staff at the vocational school.
De godkender lærebøger og undervis ningsmidler, og de opstiller kvalifikationskrav til erhvervsmellemskolernes lærere samt fastsætter lærernes arbejdsordninger.
The final ex amination and baccalaureate certificates also testify the acquisition of a vocational qualification.
Ansvaret for den almene og fagteoretiske samt den erhvervspraktiske uddannelse, elevernes udvikling uden for skolen, kost og logi på internat samt deres finansielle og materielle forhold påhviler de organer, der står bag erhvervsmellemskolerne.
General education and theoretical vocational training alternate with practical vocational education in weekly or other blocks.
Dette er enten de af de respektive industriministerier udpegede organisationer (som regel store virksomheder) eller nationaludvalgenes underafdelinger.
Students are admitted to the vocational intermediate schools on the basis of their skills and interests, in conjunction with the needs of society.
Nationaludvalgene opretter og styrer erhvervsmellemskoler, der tager sigte på mindre virksomheder (transport-, servicevirksomheder). cevirksomheder).
These needs are expressed by quotas stipulating the number of students to be admitted for the various training streams.
Skoleministerierne tager sig endvidere af den centrale skoleinspektion og det statslige tilsyn med erhvervsuddannelsen.
These quotas are drawn up by the Ministries of Labour and Social Affairs of the two Republics, together with the State Planning Commission for a five-year period on the basis of the requirements notified by the various specialized ministries.
Centrale kollegier for koordinering af er hvervsuddannelsen har vejledende sta tus, de er sammensatte af repræsentanter for alle implicerede interessegrupper og
The head (Director) of the vocational in termediate school decides on the admission of the student to the course, assisted
Udgifterne til den teoretiske undervis ning, inklusive faglærernes lønninger, af holdes derimod af den statslige skoleadministrations regionale myndigheder (Lærerne er ansatte ved statsadministrationens respektive regionale myndighed.
In the course of the final year of vocational education, the enterprises conclude contracts of employment with the students. All vocational intermediate schoolleavers are certain of an occupation activity within the labour process.
Forskningsinstituttet for Erhvervs- og Fagskolevæsen tager sig af spørgsmål vedrørende erhvervsuddannelserne på fag- og erhvervsmellemskolerne.
In contrast, the costs of theoretical teaching, including the salaries of the teachers of theoretical subjects, are covered by the regional bodies of the State education authorities.
Institut tet udarbejder og forelæger forslag til ud dannelsesprogrammer inden for fag- og erhvervsskolesystemet samt forslag til skemaer og undervisningsplaner for skoleministerierne. Endvidere er instituttet ansvarligt for lærebøgernes udformning.
(The teachers are employees of these regional bodies of the State authorities, whereas the directors, trainers and tutors of the boarding schools — which are an integral part of the intermediate vocational schools — and other staff are employees of the enterprises which established the vocational intermediate schools).
Instituttet følger og evaluerer resultater ne af elevernes erhvervsuddannelse og vurderer, om dimittendernes kompetencegivende kvalifikationer og de faglige krav, der stilles, stemmer overens.
The State bodies nevertheless also influence vocational education via the School In spectorate and the so-called State super vision of vocational education in the context of which the Ministers for Education work in conjunction with the district National Committees.
En vægtig tendens på længere sigt i er hvervsuddannelsessystemet er skoleundervisningens dominans, som muliggøres ved erhvervsuddannelsens centrale styring og de statslige myndigheders i denne sammenhæng traditionelt stærke indflydelse på undervisningen i uddannelsesfagene inden for alle brancher.
In collaboration with the other interested circles, they issue uniform timetables and curricula for all the courses nationwide, approve the textbooks and teaching materials, stipulate the qualification requirements of the teaching staff of the in termediate vocational schools and issue the labour regulations applicable to the staff.
De erhvervsfaglige lærepladser (erhvervsskolerne) fik karakter af mellemskoler. Læreforholdet blev ophævet, og lærlingene fik status som elever.
The Central School Inspectorate and the State Vocational Training Supervisory Board are also responsible to the Ministries of Education.
»Tos Hostevar« ved Prag
Engineering works 'Tos Hostevar' near Prague.
På denne baggrund undersøges det for tiden, om de gennemførte ind greb i uddannelsessystemet på erhvervsmellemskolerne er berettigede, og der foretages delvise korrektioner.
and the assessment of correspondence between the qualifications of those leav­ing the schools and actual on­the­job re­quirements.
Men principielle ændringer i erhvervsuddan nelsens nuværende form på erhvervsmellemskolerne vil nok ikke finde sted.
The specialized ministries set up technical working parties and react with their assistance to changes in the division of labour and the character and content of work; they submit proposals on changes to the organization and contents of vocational training.
En af følgerne har imidlertid været, at elevernes alder ved adgangen til erhvervsmellemskolerne er faldet til 14 år.
However, as a result, the age of students entering the voca­tional intermediate schools dropped to 14.
Alle disse ændringer er ud sat for kritik i dag.
All these changes are now subject to criticism.
Nogle virksomheder påpeger den enorme bredde i de faglige kvalifikationer, som dimittenderne fra er hvervsmellemskolerne er i besiddelse af, men ville foretrække at få arbejdere, der var i stand til at udføre specielle opgaver inden for konkrete produktionsprogrammer.
A number of enterprises refer to the enormously wide range of voca­tional qualifications of vocational in­termediate school­leavers and would welcome workers in a position to ac­complish specific activities in the framework of concrete production pro­grammes.
Dimittendernes mangelfulde ma nuelle færdigheder kritiseres.
They criticize the deficient manual skills of the leavers of these schools.
Indirekte kritiseres den relativ store tidsmæssige andel, som i erhvervsmellemskolerne bruges på elevernes almene uddannelse.
They indirectly find fault with the relatively long periods devoted to general education at the vocational in­termediate schools.
Det er ikke så få af erhvervsmellemskolernes lærere, der er kritiske over for ud dannelsesprogrammernes krav, som efter deres opfattelse ikke svarer til de forud sætninger og den indlæringsevne, som eleverne medbringer.
Many vocational in­termediate school teachers are critical of the standards of the curricula which, they believe, do not correspond to the learning capacity of the students.
Sandsynligvis kan disse divergenser blandt andet føres tilbage til elevernes lavere alder.
These contradictions probably stem from the lower age of intermediate vocational school students.
Erhvervsmellemskolernes ansvarlige organer er ikke indforståede med omfanget af de finansielle og materielle ressourcer, som de skal bruge for at sikre elevernes bredt konciperede erhvervsfaglige uddannelse. De anfører især som argument, at de også
They argue in particular that they contribute to the fulfilment of compulsory schooling in the two initial years of vocational in­termediate schooling, whereas the State authorities bear the total cost of the education of young people of compulsory school age for the other types of in­termediate school.
Ny teknologi, kvalifikationer og erhvervsuddannelse i Ungarn ngarn har været i økonomisk krise siden begyndelsen af 1980'erne. Gælden er blevet for
New technologies, qualifications and vocational training in Hungary economies — a phenomenon which, because of shrinking investment funds and their inefficient utilization, has un­fortunately increased in the 1980s.
U gang, og den teknologiske udvikling har stået stille. For at tage disse udfordringer op har den ungarske regering fremskyndet den økonomiske reformproces (som blev startet i 1968, men blev standset i 1970'erne) med henblik på at etablere en »socialistisk markedsøkonomi«.
Technological progress — the introduc­tion of high technology — has mainly been concentrated on industry and agriculture; certain activities (such as banking, retail trade, the health service) have so far remained unaffected.
Blandt foranstaltningerne i denne forbindelse er der en begrænsning af statens rolle i økonomien, nedskæringer i statstilskud til in dustrien, muligheder for markedskræfterne og konkurrence, legalisering af virksomhedslukninger og arbejdsløshed, fremme af iværksættervirksomhed, her under den private sektor og virksomheder baseret på udenlandsk kapital.
In 1987, there were 64 983 computers (in­cluding 62 893 microcomputers) in the whole of the economy; of a total active population of 4.6 million, only 23 716 worked in computer-related jobs.
I den sammenhæng vil menneskelige ressourcer — som er de eneste enestående res sourcer i et land, der ikke har ret mange råvarer, energiressourcer og med en for ældet teknologisk infrastruktur — skulle spille en meget væsentlig rolle.
Only a dozen CAD/CAM systems were in use and the number of robots did not exceed 100.
Denne omstændighed understreger betydningen af kvalificeret arbejdskraft og uddan nelse såvel som erhvervsuddannelse som et middel til at frembringe denne form for økonomi med denne arbejdskraft.
Electronic machines and equipment accounted for 18.5% (complete elec­tronic systems only 0.9%) of the machines used in the national economy (gross values). The proportion of manual jobs still ran at 60% of all jobs (1984).
Den teknologiske udvikling — indførelse af højteknologi — har hovedsagelig været koncentreret inden for industrien og landbruget.
H ground and there has been a slump in technological development.
Visse områder (f.eks. banker, detailhandel og sundhedssektoren) er endnu ikke blevet berørt. I 1987 var der 64 983 datamater (heraf 62 893 mikrodatamater) i hele økonomien.
To meet the challenges of this situation, the Hungarian Government has accelerated the process of economic reform (launch­ed in 1968, but halted in the 1970s) with the aim of the establishment of a 'socialist market economy'; its measures include a curtailment of the State's role in the economy, a reduction of State subsidies to industry, scope for the forces of the market and competition, the legalization of enterprise shut-downs and unemploy­ment, the promotion of entrepreneurship, including the private sector, and companies based on foreign capital.
Ud af en sam let erhvervsaktiv befolkning på 4,6 mio. mennesker, var der kun 23 716, der arbejdede med opgaver, som havde med edb at gøre.
In this context, human resources — the on­ly outstanding resources in a country poor in materials, energy resources and with an obselete technological infrastruc­ture — are destined to play a key role.
Der var kun en halv snes CAD/CAM-systemer i brug, og der var ikke over 100 robotter.
This fact underlines the importance of qualified manpower and education as well as vocational training as a means of providing the economy with such man­power.
Elektroniske ma skiner og udstyr tegnede sig for 18,5% (komplette elektroniske systemer kun 0,9%) af de maskiner, der blev brugt i den nationale økonomi (bruttoværdier).
Hungary's national economy is only modestly advanced in technology and lags behind the industrialized market
Ma nuelt arbejde tegnede sig stadig for 60% af alle arbejdspladser (1984).
The relationship between technological progress and education, including voca­tional training, is to be considered in the following against this background.
doblet siden 1980, og økonomien har fortsat stagneret. Omstruktureringen, som der er stærkt brug for for at kunne opfylde de stigende krav om konkurrenceevne og fleksibilitet, er ikke kommet i
doubled since 1980 while its national economy has remained in stagnation, its restructuring, badly needed to meet the growing demands for competitiveness and flexibility, has failed to get off the
(1947) er chef for uddannelsesafdelingen. Det Centrale Statistiske Kontor, Budapest, Ungarn
(1947), is Head of the Department for Education, Central Statistical Office, Budapest, Hungary.
(1943) er direktør for Arbejdsforskningsinstituttet, Budapest, Ungarn
(1943), is Director of the Institute for Labour Research, Budapest, Hungary.
Hojere læreanstalt
High school
Erhvervsuddannelsesskole på sekundærtrin med afsluttende eksamen
Vocational secondary school final exam.
Erhvervsuddannelsesskole på sekundærtrin ­ bevis som faglært arbejder
Skilled worker's school skilled worker's cert.
Erhvervsuddannelsesskole på sekundærtrin ­ bevis som faglært arbejder
Vocational secondary school skilled workers cert.
Erhvervsuddannelsessystemet i Ungarn
The vocational training system in Hungary.
Det er på denne baggrund, at man i det følgende vil se på sammenhængen mel­lem teknologiske fremskridt og uddan­nelse, herunder erhvervsuddannelse.
Vocational training: institutions and output
a) erhvervsuddannelsesskoler på sekundærtrinnet (4 eller 5 år)
In the Hungarian State school system (see Figure 1), general compulsory educa tion lasts until the age of 16.
Erhvervsuddannelse: institu­tioner og antal afgangselever se på beslutningsprocessen inden for er­hvervsuddannelse, dvs. i forbindelse med uddannelsesinstitutioner, virksomheder og andre organisationer.
Following primary school (8 years), young people can choose between two major streams of further — secondary or intermediate level — education: general secondary schools and the institutions of secondary or intermediate level vocational training.
Spørgsmålet er, i hvor vid udstrækning dette erhvervsud­dannelsessystem har været udtryk for et givent teknologiniveau, om det har hæm­met eller fremmet teknologiske fremskridt?
In fact approximately 95% (1987) of young people go on to secondary or in termediate level after primary school: a minority of them (about 21% in 1987) in general secondary schools and the majority (about 74%) at the various institutions of secondary-level vocational training.
De mest populære og også mest kontro­versielle er erhvervsuddannelsesskolerne på sekundærtrinnet, som har undergået adskillige »reformer«, siden de blev oprettet i 1961 — senest efter 1985. Disse skoler har en række supplerende, ofte modstridende, funktioner.
ary schools which have undergone several 'reforms' — most recently after 1985 — since their establishment in 1961.
Efter den endelige eksamen1) på sekundærtrin­net og på det seneste (siden 1985 på 5 år) går eleverne ud med et teknikerbevis.
Vocational secondary schools cover training in a large number of skills and occupations (for all sectors of the national economy, including those in the material and nonmaterial spheres2ac cording to a wide variety of curricula (the most recent of which have been introduced since 1985).
Er­hvervsuddannelse på sekundærtrinnet dækker uddannelse inden for en lang række fag og erhverv (inden for alle sek­
41.6% (1986-1987) of students in intermediate-level vocational training attend vocational secondary schools.
I det ungarske statsskolesystem (se figur 1) skal eleverne følge den obligatoriske undervisning, indtil de er 16 år gamle.
In the State school system, secondary or intermediate-level vocational training is based on three major distinct in stitutions:
Faktisk vælger ca. 95% ( 1987) af de unge at gå ind på sekundærtrinnet eller mel­lemniveauet efter grundskolen.
(a) vocational secondary schools (4 or 5 years); (b) skilled workers' schools (3 years); (c) vocational schools (2 or 3 years).
Et min­dretal (ca. 21% i 1987) valgte almen ud­dannelse på sekundærtrinnet, og flertal­let (ca. 74%) de forskellige institutioner inden for erhvervsuddannelse på sekun­dærtrinnet.
Skilled workers' schools are the traditional and equally important institutions of secondary vocational training: they concentrate on providing specialized (theoretical and practical) knowledge for a large number of various skills (mostly
I 1950'erne brød Ungarns erhvervsud­dannelsessystem med en række traditio­ner fra før krigen, som havde rødder tilba­ge i det østrigsk­ungarske monarki.
In the 1950s Hungary's vocational train ing system broke away from its pre-war traditions, dating back to the Austro-Hungarian monarchy.
Der blev opbygget et nyt system med ud­gangspunkt i modellen fra de andre plan­økonomier.
This model sets strict limits for the in fluence of both the suppliers and users of qualified labour on decision-making in the field of vocational training, i. e. relating to training institutions, enter prises and other organizations.
De væsentligste kendetegn var bl.a. et højt institutionaliseringsni­veau, navnlig inden for den grundlæg­gende ungdomsuddannelse, et ønske om at gøre erhvervsuddannelse (eller i hvert fald de vigtigste retninger) til en integre­ret del af det statslige skolesystem samt en betydelig centralisering såvel som do­minerende centraliserede regulativer og centraliserede statsorganer til at drive systemet, hvor udgifterne hovedsagelig skulle afholdes over statsbudgettet.
The ques tion is: to what extent has this vocational training system reflected the given level of technology, has it impeded or — on the contrary — paved the way for technological advance?
Den­ne model lægger stærke begrænsninger på såvel leverandørerne som brugerne af kvalificeret arbejdskraft og har indflydel­
The most popular, and indeed most controversial, are the vocational second
visning (som hovedregel), aftenundervisning og brevkurser. I 1985 var procenttallene 72% for førstnævnte og 28% for de to andre blandt elever, der var gået ud af skolen på sekundærtrinnet.
CEDEFOP complementary training for secondary school-leavers,3in certain skills voca tional secondary training is limited to secondary school graduates4or adults.5 In the State school system in 1985, 40 133 young people passed the final ex amination of vocational secondary schools, 52 345 young people acquired the skilled worker's certificate and 3 368 were graduated from vocational schools, giving a total of 95 846.
Elever, der går ud af skolen efter sekundærtrinnet, har også adgang til erhvervsuddannelsesinstitutioner på sekundærtrinnet eller mellemniveauet.
Over and above the State school system, training courses — providing both initial and further training and recently also retraining — are institutions of importance in the Hungarian vocational train ing system.
I disse til fælde kan de erhverve de samme kvalifikationer på kortere tid.
Training courses are organized by various organizations — primarily by enterprises and training centres, but very often by the institutions of the State school system and sometimes by central State agencies, local authorities or other bodies.
På erhvervsuddannelsesskoler på sekundærtrinnet er det 2 år (i stedet for 4), og på tekniske skoler 12 år (i stedet for 3 år).
These courses provide training for semi-skilled workers, prepare participants for the skilled worker's ex amination, foreman or assistant foreman positions, etc.
Antallet af afgangselever fra sekundærtrinnet blandt eleverne på tekniske skoler var i 1985 3,6%.
They cover practically all the fields of the national economy and society: both the material and nonmaterial spheres.
Erhvervsuddannelsesskoler på sekundærtrinnet tilbyder særlige former for supplerende uddannelse til elever, der er gået ud af skolen på sekundærtrinnet3); inden for visse fagområder er erhvervsuddannelsen på sekundærtrin net begrænset til afgangselever fra sekundærtrinnet4) eller voksne5).
These courses vary in length from only several hours (27.2% last less than 30 hours) to several hundred hours (21.6% last more than 150 hours) and are held partly outside and partly during official working hours.