natgillin/translations-raw huggingface dataset:
Kommunerne eller staten opretter og finansierer de offentlige skoler.
The State-run schools are created and maintained by the local authorities or by the State.
Privatskolerne (bijzonder onderwijs) er institutioner, som oprettes og drives af kirker eller enkeltper­ soner.
Private schools (bijzonder onder­wijs) are sponsored either by the Churches or individual bodies.
Dette systems mangfoldighed sikres og beskyttes af den iforfatningen forankrede undervisningsfrihed.
The variations in the system are protected by the 'Freedom of Teaching' which is laid down in the constitution.
Denne under­ visningsfrihed blev allerede fastlagt i grundloven (»Grond­ wet«) 1848.
By 1848 this freedom of teaching (or academic freedom) was laid down in the 'Grondwet'.
Og det betød, at oprettelsen af skoler ikke skulle være afhængig af rigsmyndighedernes godkendelse.
This meant that it was not neces­sary to obtain the sanction from the authorities before establishing a school.
C vist kunne man frit oprette private skoler, men man savnede #W materiel sikring.
State funds became necessary for the establishment and maintenance of private schools.
Til oprettelse og drift af private skoler '­Jj måtte der derfor stilles statslige midler til rådighed. £,3 Dette udløste en lang og heftig strid i den samfundsmæssi­ IHM ge og den politiske debat med hensyn til finansiel ligeberet­ _BAR_ _BAR_ tigelse mellem den offentlige og den private grundskole.mma »Skolestriden« sluttede med, at der i grundloven i 1917 blev skabt materielt grundlag for frihed i undervisningen: de offentlige og private grundskoler blev finansielt ligestillede.
A long, tedious and violent quarrel arose in the social and political life of the community about the equal right to finance of the State and private schools at the basic level. This 'School strife' ended in 1917, with the enactment of the basic law to provide the material foundation for the 'Freedom of Teach­ing': State and private schools at the basic level were put on an equal financial footing.
Siden da er denne grundsætning lidt efter lidt også kommet til at gælde for de øvrige uddannelsesinstitutioner.
Since then this principle has gradually established itself for the other educational estab­lishments.
En hvil­ken som helst befolkningsgruppe kan oprette en privatskole, som modtager statstilskud, hvis den opfylder lovens bestemmelser vedrørende oprettelsen og driften af skoler.
Any group in the population may establish a private school, which may receive State subsidies, providing it complies with the legal regulations for the establishing and administering of schools.
Socialministeriets finansiering af efter­ og vide­reuddannelse.
Finance of continuing education and training by the Ministry of Social Affairs.
Man må skelne mellem kurser, der finan­sieres og gennemføres af staten, og kurser, der sikres finansielt af staten, eller kurser, hvis omkostninger helt afholdes af og gennemføres på enkelte firmaers eller er­hvervsgrenes ansvar.
One must differentiate between courses that are financed by the State and carried out by the State; between those which are guaranteed by the State, and those that are entirely paid for by industrial groups or individual firms.
Da udviklingen på arbejdsmarkedet og i erhvervslivet er nøje sammenhængende, er socialmini­steriet ansvarlig for sådanne foranstaltninger.
The Ministry of Social Affairs is responsible for these measures because of their dependence on changes in the labour market and in the economy.
Under uddannelsen er de uddannelsessøgende arbejdstage­re i sociallovenes forstand og får udbedtalt en lønkompen­sation.
During the period of their training employees receive com­pensation for loss of earnings.
I 1978 deltog rundt regnet 2 500 mennesker i en sådan uddannelse, hvormed man i første række bestræbte sig på at gøre arbejdstagerne mere horisontalt mobile.
In 1978 about 2 500 persons commenced training of this kind under the laws for social security.
I henhold til stipendieloven (studiekostenregeling) får delta­gerne deres uddannelsesomkostninger 100 % erstattet.
Primarily the aim is to achieve better mobility through these measures.
Rej­seomkostninger godtgøres i henhold til de af myndigheder­ne fastsatte satser.
In accordance with the law for assistence (studiekostenregeling) the trainees are paid all the costs for training plus travelling expenses in accord­ance with official scales.
Uddannelsestilbuddene er lige så omfat­tende som eksisterende erhverv.
There are as many opportunities for training as there are occupations.
Den har siden også været gyldig i forbindelse med uddannelsesforanstaltninger for arbejdsløse.
The usual provisions for social insurance apply, as the training courses are regarded as a source of income.
— at den pågældende er arbejdsløs, eller at en truende arbejdsløshed ikke kan afværges uden supplerende uddan nelse; — at den pågældende må vise sig at være egnet for den valgte uddannelse; — at den valgte uddannelsesretning frembyder gode beskæftigelsesmuligheder, således at uddannelsen efter al sandsynlighed medfører, at den pågældende finder en arbejdsplads.
This regulation came officially into force in 1978, after it had been applied on a trial basis for some years. Since then the regulations have also been made to apply to training pro­cedures for the unemployed, and in this case the State takes care of their remuneration.
Gennemførelsen af disse foranstaltninger er pålagt arbejdsanvisningskontorerne (gewestelijke arbeidsbureau's), hvem det også påhviler at formidle stillinger.
The most important conditions for these measures are: the person concerned is already unemployed or likely to be made redundant unless he receives additional training; the person concerned must show that he is suitable for the training; the training chosen must provide a good chance of employ­ment; the labour exchanges (gewestelijke arbeidsbureau's) who are primarily responsible for employment services, are also entrusted with this work.
Ændringen på erhvervsuddannelsens basistrin er allerede behandlet.
We have already pointed out the changes that have taken place in the lower level of vocational education.
Samtidig skete der inden for undervis­ningen en vægtforskydning fra det erhvervsuddannende henimod det erhvervsorienterende og ­forberedende.
Simultaneously there was a shift from vocational training to vocationally-orientated education in preparation for employ­ment.
Denne målsætning har bevirket, at undervisningsstoffet er blevet bredere og mere generelt.
As a result of this change in the objectives, the curriculum has been broadened and been made more gener­al.
I modsætning til tidligere tager uddannelsen ikke længere sigte på den egentlige erhvervs­udøvelse, men søger snarere at fremme elevernes personlig­hedsdannelse.
The classes are not so much directed towards the actual practical work of an occupation as they used to be, but are now being developed to cater for the individual personalities of the students.
Trods disse nye mål for den erhvervsmæssi­ ge basisuddannelse kan man alligevel spore en ændringhenimod en lavere vurdering af denne form for videreførende undervisning (lbo).
Moreover, one is aware of a change indirection caused by dissatisfaction with the lowerlevel education, as offered, for example, by the l.b.o.
I begyndelsen af 60'erne var forholdet mellem dem, der søgte erhvervsmæssig basisuddannelse, og dem, der søgte almendannende videreførende undervis­ mm L·· Æ\ ning omtrent 1:1.
At the beginning of the 1960s about the same number entered for vocational education at the lower level as took part in general continuing education.
I 1977 var der sket en forskydning i ­^*^ forholdet 1:2 til fordel for den almendannende videreføren­de undervisning.
By 1977 the proportion had changed to 2:1 in favour of the general continuing edu­cation.
Denne både kvalitative og kvantitative nedgang i tilgangen til erhvervsmæssig basisuddannelse tyder på, at denne undervisningsform efter al sandsynlighed i stigende grad anses for den mindst attraktive af alle muligheder.
This decline in the numbers attending vocational education shows that this type of learning appears to be becoming increasingly unattractive.
De nuværende uddannelsesforhold i tilslutning til den er­hvervsmæssige basisuddannelse.
The present conditions for training following on from the lowerlevel vocational education.
Behovet for egnede ud­dannelsesformer i tilslutning til den erhvervsmæssige basisuddannelse synes i de senere år at være blevet mere og mere tydelig.
In recent years the need for suitable forms of training to follow on from the lowerlevel vocational education has become more and more apparent.
Efter at den erhversmæssige basisuddan­nelse er blevet mere generel, er der opstået et behov for undervisningsmuligheder, som kan gøre uddannnelsen er­hvervsbetonet.
As a result of vocational education in the lower level becoming more general, a need for additional training facilities has arisen, which could help to provide vo­cational education.
Differentieringen af den erhvervsmæssige basisuddannelse (i A­, B­ og C­niveau) nødvendiggjorde en heltidsundervisning, hvis adgangsbetingelser var tilpasset de forudgående uddannelsers forskellige eksamensniveau­er.
As a result of the streaming of classes in the lower level (A-B-C level) the need for fulltime tuition arose, for which the conditions of entry were governed by the preceding level of training.
Udviklingsstadet inden for erhvervsuddannelsesvæsenet.
The level of development in the vocational training system.
Af forskellige grunde er der en stigende efterspørgsel efter uddannelsesmuligheder i tilslutning til den almene viderefø­rende undervisning på mellemplanet (mavo) og den erhvervs­mæssige basisuddannelse (lbo).
There is, for a variety of reasons a growing demand for training to follow on from the intermediate general continu­ing education (mavo) and the vocational education of the lower level (lbo).
En af de væsentligste årsa­ger er udviklingen i beskæftigelsessituationen, der blandt andet har forårsaget ungdomsarbejdsløsheden, som i gan­ske særlig grad truer de såkaldte risikogrupper.
An important reason for this is the reces­sion in the employment market, which has led to youth unemployment, a particular threat to the socalled 'groups at risk'.
En anden vigtig årsag skal søges i generaliseringen af den erhvervs­mæssige basisuddannelse, som har medført, at man efter at have afsluttet denne uddannelse har behov for suppleren­de uddannelse.
Another important reason is due to the general­ization of vocational education in the lower level, which leads to the need for additional training after this level has been completed.
Den erhvervsfaglige undervisning på mellemplanet (mbo) er i sin nuværende form ikke tilgængelig for alle dimittender fra den erhvervsmæssige basisuddannelse; de eksisterende mbo­skoler er ikke af en sådan beskaffen­hed, at alle elever kan afslutte uddannelsen med et godt resultat; det forhåndenværende uddannelsesvæsen er for ensidigt i sin målsætning og vil altid være reservoir for restgrupper som f.eks. de unge, der forlader heltidsskolen i utide; uddannelserne inden for lærlingevæsenets rammer gør det muligt for mange unge at opnå en faglig kvalifikation, men inden man kan påbegynde denne uddannelse, må man først finde en arbejdsplads.
This increased and growing need for train­ing shows that the socalled second cycle of the continuing education has the following deficiencies: vocational instruction in the intermediate level (mbo) in its present form is not available to all those who leave voca­tional lower level education; the existing mbo-schools are not set up so that all students can complete their training successfully; the existing young workers' educational service is too one- sided in its objectives, and is becoming more and more for the failure groups, and for those few who leave the fulltime school prematurely; the apprentice training system makes it possible for many young people to achieve a vocational qualification — but they must first find employment before they can start training.
Ud fra disse overvejelser har man derfor i de seneste år påbegyndt eller forberedt nogle udviklings- og reformprojekter på de 16—18-åriges uddannelsesområde. Disse skulle på kortere eller længere sigt løse nogle af de påviste problemer. mer.
As a result of this some development and projects to reform the tuition for 16-18 years-olds have been started, or are in the course of preparation, aimed at bringing medium and long-term solutions to these problems.
Reform af undervisningen for 16—18-årige.
Reform of tuition for 16-18 year-olds.
Understøttet af fagforbundene opstod der i slutningen af 60'erne en bevægelse blandt organiserede erhvervsaktive unge, som gjorde arbejdsgiverne, undervisningsinstitutionerne og myndighederne opmærksom på manglen af egnede uddannelsestilbud for visse grupper af unge.
At the end of the 1960s a movement arose with the support of the trade unions, employed young people, organizations, employers, teaching institutions and the authorities.
Man understregede med al tydelighed, at det eksisterenede lærlingevæsen og de bestå ende former for deltidsundervisning næppe kunne tilfredsstille denne ungdomsgruppes behov for og krav om en fuldgyldig undervisning.
This drew attention to the lack of suitable facilities for training for certain groups of young people.
Inden for denne bevægelse opstod ideerne til en ny undervisningsform for den erhvervsaktive ungdom. Man kaldte den »participeringsundervisning«.
It was forcefully pointed out that the existing system of apprenticeships as well as the present forms of part-time tuition could hardly do justice to the needs of this group or the demands for a fully efficient system.
Dette kalder man for den »participerede lære«.
A feature of this new type of teaching is that the pupils, as a part of the curriculum take part in out-of-school activities.
Det beror på den kendsgerning, at for at opnå visse læremål må man nødvendigvis samle og erhverve erfaringer uden for den »traditionelle« skole.
It is based on the under­standing that in order to reach certain training objectives it is necessary to acquire some experience from outside the 'traditional' school forum.
Til dannelsen af denne nye undervisningsform måtte uddan nelsesinstitutioner, tekniskfaglige skoler og en ændret lærlingeuddannelse integreres. For at kunne udforme denne nye undervisningsform må man udvikle undervisningsprogrammer, hvor uddannelsesinstitutioner, tekniskfaglige skoler og en reformeret lærlinge uddannelse integreres med en skolemæssig og en skoleekstern komponent.
In order to establish this new form of instruction edu­cational establishments, vocational schools and a reformed training for apprentices were to be integrated in training programmes with an academic and an outside-of-school content.
Formålet med denne participeringsundervisning tilsigter tre ting: Den uddannelsessøgende skal, hvis der ikke kan findes nogen fortsættelsesmulighed, kunne overgå til den under visningsform, han ønsker; der skal gives almendannende og faglig orientering samt erhvervsuddannelse.
Participating instruction was to achieve three aims: to give the trainee the type of instruction he (or she) prefers, if such a transfer has not already taken place; to provide general and vocational orientation; and lastly vocational training.
Indførelsen og efterhånden udvidelsen af deltidsskolepligten var af alt afgørende betydning for den udviklingsstrategi, man valgte.
The introduction and gradual expansion of the part-time compulsory school was of decisive importance. The objec­tive is the part-time compulsory school for all under 18 years of age.
Den nye undervisningsform skulle samtidig indføres generelt og parallelt løbende.
Parallel to this, the new form of tuition was to be introduced generally.
I mellemtiden er det blevet næsten så godt som sikkert, at fuld skolepligt indtil det fyldte 18. år ikke vil blive indført i en overskuelig tid.
In the meantime it is virtually certain that full compulsory education up to the completion of the 18th year will not be introduced in the foreseeable future.
Det betyder, at de 16—18-årige fortsat må have mulighed for at kunne uddanne sig med deltidsundervisning.
This means that the training for the 16-18 year-olds will have to remain as before with part-time tuition.
De seneste års reformbestræbelser på erhvervsuddannelsens mellemplan. De reformer, som for tiden planlægges, henholdsvis afprøves i modelforsøg, omfatter den faglige undervisning på mellemplanet inden for husholdning, socialpædogogik, teknisk, økonomisk og administrativ ledelse.
The efforts for reform in recent years for the intermediate levels of vocational education in the field of sociology, domestic science and commerce (mspo-mhpo).These reforms now being planned or already running in model trials have the following objectives in common: to improve the availability of training by making the condi­tions of entry more variable; to achieve a closer integration between the various training courses to make it easier for pupils to change from one to another; to improve the availability of classes; to extend the objectives so that the needs of the employers can be better served; to introduce new methods of teaching to achieve better academic results, enabling more pupils to succeed at the intermediate level.
Alle reformprojekter havde følgende målsætninger fælles: Adgangen til uddannelserne skulle gøres bedre ved at differentiere adgangsbetingelserne;
As all these projects start from the same points, their objectives are to a large degree identical. On 1 August 1979 25 trials were started for 12 to 18 year olds, to close the last gaps in the secondary level II, and to create and abbreviated intermediate level, which would serve to integrate new methods of teaching.
Der kan hos de forskellige faglige retninger forekomme små vægtforskyd­ninger med hensyn til de enkelte krav, men uddannelsespo­ litikken er ikke forskellig.
Various training programmes will be concluded with final examinations, which will be comparable with the finals of the primary level in the apprentice system.
Som mål for erhvervsudøvelsens startfase nævnes, at ud­dannelsesplanen må skabe forbindelse til den samfunds­mæssige virkelighed, dvs. undervisningsstoffet skal så vidt muligt være målrettet mod udøvelsen af det kommende erhverv.
Pupils must be given the chance of entry into further training activities.
Dertil skal man benytte sig af den participerende indlæringsmetode; eleven skal gennem uddannelsen have adgangsmuligheder til yderligere uddannelser.
The training must in itself, offer the way to the higher levels of the apprentice system and the corresponding vocational education at the intermediate level.
Disse må også give mulighed for at fortsætte på lærlingevæsenets højere trin og den tilsva­rende faglige undervisning på mellemplanet; undervisningen må tilbyde fuldtids­ og deltidsundervisning.
Full­time as well as part­time tuition must be available under the new methods of teaching.
Der skal med andre ord stå to ækvivalente veje åbne for den uddannelsessøgende: den ene er fuldtidsunderisningen, den anden er lærlingevæsenet.
In other words the trainees will have two alternatives of equal value open to them; one in full­time education, the other in the apprentice system.
Fortegnelse over forkortelser vwo
List of abbreviations vwo havo mavo lbo mbo hbo
(lager beroepsonderwijs) — erhvervsuddannelse på nederste trin (middelbaar beroepsonderwijs) — erhvervsuddannelse på mellemtrinet (hoger beroepsonderwijs) — erhvervsuddannelse på øverste trin (hogere burgerschool) — mellem/realskole (Centraal Orgaan van de Regionale Organen) — Centralorgan for de regionale organer (Centraal Orgaan van de Landelijke Opleidings Organen) — Centralorgan for de landsdækkende uddannelsesorganer
(voorbereidend wetenschappelijk onderwijs) — Preparatory scientific education, (hoger algemeen voortgezet onderwijs) — Higher general continuing éducation, (middelbaar algemeen voortgezet onderwijs) — Intermediate general continuing education (lager beroepsonderwijs) — Vocational education at the lower level (middelbaar beroepsonderwijs) — Vocational education at the intermediate level (hoger beroepsonderwijs) — Vocational education at the higher level (Centraal Orgaan van de Regionale Organen) — Central council of the regional agencies (Centraal Orgaan van de Landelijke Opleidings Organen) — Central council of the countrywide training agencies.
55.902.000­110% Fremskrivning til år 2000 58 004 000 = 115%
55 902 000 = 110% Projection for the year 2000: 58004000 = 115%
Befolkningsudviklingen fra 1950—1978 og en fremskrivning til år 2000 Storbritanniens befolkning voksede i perioden 1950 til 1978 med 10 % til 55,5 millioner.
Development of the population from 1950-78 and a projection to the year 2000 The population of the United Kingdom increased from 1950-70 by 10 % to 55.5 million.
Siden er der ikke sket større ændringer.
Since then it has hardly altered at all.
Ifølge fremskrivningen skal befolkningen frem til år 2000 stige med knapt 5 % til rundt regnet 58 millioner indbyggere.
It is expected according to the projection up to the year 2000 to rise by 5 % up to 58 million inhabitants.
Fødsler og dødsfald pr. 1 000 indbyggere Udviklingen i perioden 1960—1978. Med en kun svagt stigende dødsfrekvens faldt fødselsfre­kvensen stærkt i årene 1964—1975, hvorefter den er faldet noget langsommere.
Births/deaths per 1 000 inhabitants Development for the period 1960­78 The birthrate declined sharply from 1964­75 and after that less acutely, with the death rate increasing only slightly.
Som følge deraf er fødselsoverskuddet i 1978 faldet til kun 0,3 %.
In 1978 as a result the excess of births over deaths has declined to only 0.3 %.
År 1960 Fødsler 17,5 Dødsfald 11,5
Year Births Deaths ω
Alderspyramide fra året 1975 og en fremskrivning til år 2000 (Hhv. 30. 6.
Age profile for the year 1975 and a projection to the year 2000 (At 30.
Kilde: Befolkningsstatistik 1978, Tab. 11, Eurostat 1980.
Source: Population statistics 1978, Table 11, Eurostat 1980.
Aldersstruktur og fremskrivning frem til år 2000 I Det forenede Kongerige vil antallet af 5—19­årige ikke falde nævneværdigt frem til år 2000.
The numbers of the 519 years group in the United Kingdom do not decline significantly up to the year 2000.
Denne status anskueliggør kun ind- og udvandringssaldoen. Opadrettede pile markerer en indvandringsgevinst, nedadrettede pile markerer et udvandringstab.
The diagram shows only the overall effect of migratory movements: arrows pointing upwards denote net immigra­tion, those pointing downwards, net emigration.
I Storbritannien har en årelang indvandring siden 1963 ændret sig til en vedvarende udvandring. Først fra og med
There was net immigration into UK for many years until 1963.
1978 har man igen kunnet notere en minimal indvandrings- gevinst.
Follow­ing this, there was a period of emigration up to 1977, and a very small net immigration in 1978.
t Andel erhvervsaktive personer i forhold til befolkningen ι 1975
Proportion of the working population to inhabitants 1975
Andel erhvervsaktive personer i forhold til erhvervsbefolkn ingen 1975
Proportion of the foreign workers to the working population 1975
Indvandringstallet Til venstre: Udvandringstallet begge i relation til flytningerne inden for EF som helhed (= 100).
Right: proportion of immigrants Left: proportion of emigrants compared in each case to the total migrations within the EEC (total = 100).
Uddannelsesudgifter pr. person for aldersgruppen 5- til 24-årige sammenlignet med EF-gennemsnittet.
Educational expenditure per head of the population aged 5 to 24 years compared with the EEC average
Bruttonationalproduktet i Storbritannien svarede i den pågældende periode nogenlunde til EF­gennemsnittet.
The gross domestic product of the United Kingdom during the period under review is roughly the same as the average for the EEC.
Ud­dannelsesudgiftemes let faldende procentuelle andel af bruttonationalproduktet lå i alle tre år lavere end EF­gen­nemsnittet, i 1976 endda betydeligt lavere.
The somewhat declining proportion of expendi­ture on education in relation to the gross domestic product was slightly below the EEC average in all three years; in 1976 in fact it was considerably lower.