natgillin/translations-raw huggingface dataset:
Atle disse navne og korblnationer forstsrkes yderli8ere af indforelsen af forberedelsen tlI sundhedssektorens hJalpefag (1966) oc kerlafdellngerne (1969) i forblndelse ned opbvsnlngen af en kerisk industrl i Luxerbour8. ved oprettelsen af €tn hoüeluddannel se, ved refornen at landbrugsuddannel sen beviserne agrlcole"), rurale til
The latter could not really be termed vocational education although many pupils in this stream were studying to take up posts with public or private authorities. In 1965, the government, in agreement with the social partners, introduced a new form of vocational education: intermediate education to prepare pupils for junior and middle-level jobs in the public service and private sector.
(i l9?l Institut d'enselgnerent agrlcole, "6tudes Agricoles" oE "dlplOte de ordannelsen af tandhusholdnin8sskolen derfor er tlI üschnlcien Ecole r€na8öre
The lower secondary schools were gradually replaced by intermediate education colleges, some of which were combined with existing vocational education centres.
Centre de folation t6nagäre rurale (f 1963) os flere annekser t,il Luxerbourgs Gentre d'enselgnelent professionnel og endellS i l9?{ til oprettelso af en Ecole de Eestlon et de Gollerce' sol ntdvendiggJordes af den hasti8t voksende ,konortske sektor, og
They then took on the name "intermediate and vocational educational colleges" (1969 Ettelbrück, 1969 Wiltz/ Clervaux/Troisvierges, 1969 Grevenmacher/Remich, 1975 Esch-sur-Alzette, 1968-70 Dudelange).
"ensei8nel€nt skoler store oB teknlskc og volder sor pä en rÄde kroner lellertrlnsuddannelsen Eoyen". Denne udbredelse af alle rullge fagsltoler er sket uden no8en vlrkells satlet plan vanske-l.i8heder red hensyn tll koordinerinB og sanenhanS- og soclale udvalS i l96E krevede det
Other institutions were set up more recently along the same lines of complete ly autonomous intermediate education colleges (1966 Luxembourg and Pétange), or partially autonomous inter mediate education colleges (1977 Mersch parallel to the Rural Domestic School, 1974 Echternach parallel to the grammar school - lycée classique).
Sä en de ol erhvervsuddannelsessyst,eret i lighed led I t9?9 vedtog deputeretkarleret' en lov af karre. af den forskellige harronisering undervisning.
This proliferation of diverse combinations and denominations was increased even more by the introduction of preparatory instruction for paramedical occupations (1966)
videreuddannelsen en sLags hojere teknisk undervisning, integrerer den tekniske undervi sninB, der pä koharent näde erhvervsundervisningen handelsskolen
and of chemical sections (1969) attached to technical and vocational education institutions (prompted by the arrival of the chemical industry in Luxembourg), by the creation of hotel and catering education, by the reform of agricultural education (1971 Institute of Agricultural Education leading to an agricultural education certificate and a diploma as an agricultural technician), the transformation of the Rural Home Management School into a Rural Home Management Training Centre (1963), various additions to the Vocational Education Centre in Luxembourg and, finally, in 1974 by the creation of a Business and Management School.
. og uddannelsen pä nelleutrinnet (herunder de gestion et de connerce og hotelfagskolen
The latter was necessary in order to keep pace with the rapid develop ment of the tertiary economic sector and it more or less crowned intermediate education.
EcoIe forbereder de tolv- til ned at de fär en alnen findes og saltidig der alle arbejdslivet.
This proliferation in vocational and technical institu tions was not guided by an overall concept and this raised serious problems of coordination and coherence.
Strukturerne snidiched ensartede og beviserne sikret, idet der er harnoniserede. nulighed for er oprettelse af uddannel serrilnyeogkoordineringsudvalgnellerskoler,virksorheder
From 1968 on, the Economic and Social Council as well as the professional chambers called for a general reform of the vocational training system.
Larl inBerädgivere fornrdne kontakt oprettet et ssrlict kvalifikationer . sorger for den og karre.
In 1979 an organic bill for secondary technical and vocational education was passed by the Chamber of Deputies.
Der er (corlissariat ä Ia erhvervsuddannelseskontor ned kanrene on alt. da isar efterog f,ornation professionnelle), sol salarbejder hvad der angär erhvervsuddannelserne oE videreuddannelse. dereuddannelse.
This law, which also detailed the organization of continuing vocational training, henceforth defined a system of technical secondary education coherently integrating existing technical, vocational and inter mediate education (including the Business and Management School and the Hotel and Catering School).
Karrene opretter uddannelseskontorer og ogsä andre lnstitutioner der nere og deres e8ine tilbyder uddannel se.
It prepared pupils aged between 12 and 19 for working life whilst at the same time giving them general training.
Undersdgelsens erhvervsuddannelsen son afsnit indsats cll forräl ol laglten,
The structures were standardized, the diplomas harmonized.
indeberer nedlaggelse,
The flexibili-
Selv erhvervsuddannelsen anerkendes so! en vasentlie faktor for produktlviteten og derred sor produktivt investeringsobjekt, sä er den ogsä kendL sot en yderligere orkostnin6sfaktor.
Apprenticeship counsellors and a coordination committee established the necessary links between the schools, enterprises and professional chambers.
Udeiften til erhvervsuddannelsen er gensüand for forhandlinger lige ind er Eiort brin8es ragten.
A Vocational Training Commission became the priority partner for the professional chambers in all vocational training matters, especially continuing vocational training.
politisk pävirkes finanstelL finansiel udtvende ragt af en arbeidstagerne nartstäende sprrgsräl i forblndelse red ra8t, desto lere besvares erhvervsuddannelsen i overenssterrelse led de af de faglige organisaf,ioner anbefalede lOsninger.
C) Section C of this report aims to situate vocational training as an issue within the struggle for power, and more especially for economic power.
0S Jo lere de sale statsliAe tyndiAheder pävirkes af en politisk ragt' der stär arbejSdsgiverorganisationerne sporasräl i forbindelse led ncr, desto lere besvares erhvervsuddannelsen I arbejdsgiverne anbefalede red de af overenssterrelse I osn i n8er .
The modernization of the labour market and its international redeployment led to the disappearance of and changes in existing jobs and the appearance of new ones in "industrialized" countries. This large-scale transformation means that much has to be done both in retraining programmes and in new training schemes for the present and future working populations.
1993) tvinger
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parterne.
the social partners.
Den gkoncruiske krise har visL svagheden ved Kamrenes og Det' okonomiske og soc i,.r! e udvalgs konsulLative sysf,en.
The economic crisis has unmasked the weaknesses of the consultative system of the professional chambers and the Economic and Social Council.
ResLrabelserne pä aL opnä de for landets overleven nodvendige konpronislosninger har styrkec beva8elsen hen imod konsensus , hvirket er konmeL tir udtryk i oprettelsen af to nye süore tresidede instanser: Konjunkturudvalget (lg?S) oc isar Det der
The search for the compromises necessary to guarantee the economic survival of the country have reinforced the process of consensual dynamism by creating two large additional tripartite bodies: the Economic Committee (1975) and more particularly the Tripartite Coordination Committee (1977).
Tresidede Koordineringsudvalg - son fOlge af sin effektivitet sidstnavnte, ned den
The latter, thanks to its efficiency and its speedy deliberation and taking of decisions involving the different partners, has prompted discussion of a Luxembourg model of crisis management.
Lo instanser redskab for brus.
These two bodies have become the favoured politicosocial instruments of the social partners.
Disse og socialt et frertradende og döt har affodt nogle konflikter ned Karrene oB Det okononiske og sociare udvalg, til trods for at redlerrerne af alle disse forskerrige instanser nange gange er Bengangere (:f. oprettelsen af en
This has provoked some conflicts with the professional chambers and the Economic and Social Council although it is very often the same people who sit on these various bodies in their capacity as members or experts (cf. creation of an employment fund to replace the unemployment fund, preparation of the Internal Market 1992).
Forstyrres dialogen nelleo parLerne heraf?
Will this upset the dialogue between the social partners?
Nej, sleL ikke.
Not at all!
I realiteten indeberer funktlonen af de nye instanser, der nedvendigvis beskafLi8er sig ned arbejdsnarkedsproblener og derled ogsä ned erhvervsuddannel.sessporgsläI, kun en fortgelse af landets bestrabelser pä at opnä konsensus.
In reality, the organization of these new bodies, which perforce deal with employment problems, and thus by extension with vocational training, only serves to strengthen the process of consensual dynamism in Luxembourg.
Indenfor dette en nOglepositlon: af alle, oB sol ufonelle ekspertnet, den teknologiske lagts oB denlerepolitisk indLrengen pä beslutningsplan, starke betonede for de reprasentanter cercle consultatlf "anta8onistiske" krefter' ned betydningsfulde politiske oS rkonoriske der säIedes LuxerboUrg er at led hinanden.
It should be borne in mind that Luxembourg is itself a micro-nation, and thus by extension, a micro-society. In addition to its Chamber of Deputies, it has a Council of State which is also an institutional instrument serving the process of consensual dynamism in the Luxembourg society model.
Afsnit der viser hvilke parLers dialog hovedenner, der onfattes af arbejdsnarkedets ou den Srundlaggende og efterfdlgende grupperet i en bestert orden, erhvervsuddanneLse.
D) Section D aims to identify some trends which illustrate the main topics in the social partners' dialogue on initial and continuing vocational training.
Di.sse enner er sä der kan udledes no8le forslag.
These subjects have been grouped in a certain order to facilitate the elaboration of proposals.
I gjeblikket oplever nan säledes en genoplivning af diskussionen oE "professionaliseringen" eIler "afprofessionallseringen" af den grundleggende uddannelse. ser nu ud til, at der er enighed or.8t den grundle8gende erhvervsuddannelse skal kendetegnes af en alrenuddannelse pä bred basis" en senere specialiserinB, €[ teoretisk, t,eknisk og praktisk polyvalens og i en solid forberedelse tiI sarfunds- og erhvervslivet.
There has been a revival of discussions on the professionalization or deprofessionalization of initial training.
Der ser iridlertid ud til forüsat at bestä uenighed red hensyn til indholdet af den alrenuddannelse, der er beregnet til de elever, der lige fra de be8ynder pä den postprirare undervisning uddannes red henblik pä erhverrvelse af en erhvervsfaglig kvalifikation.
It would seem that from now on initial vocational training will be characterized by general broad-based training followed by specialization, varied theoretical, technical and practical instruction and a sound preparation for social and economic life.
Den tekniske sekunder undervisning blr udvikle sin et6n opfattelse af alrendannelsen,son er t,ilpasset de elever, der foIger denne polyvalente uddannelse, det viI sige det store flertal af landets elever.
However, there is continuing disagreement concerning the contents of this general training for pupils who opt, from their entry into post primary education, for training oriented towards the acquisition of a vocational qualification.
Der kan ikke vtre tale ol en andenrangs alren- uddannelseiforholdtilden,dergivesidealneneskoferpäsekundertrinnet.Sidelobendereddenne udvikling skal den Lekniske sekundarundervisning kunne benytte et lererpersonale, der er specialuddannet t,il denne opgave.
Technical secondary education should develop its own concept of general instruction adapted to the pupils who pursue this multiskilled training path, i.e. the large majority of school pupils in Luxembourg.
Denne forberedende alrenuddannelse tiI den grundlaggende erhvervsuddannelse skal indeä i en orienteringsproces (iagttagelse. orienterin8i, beslutning) red det sarlede räI at lede eleven hen imodden den pägcldende udvlkling.
This must not be "poor quality" general instruction in comparison with general secondary education.
Denne erhvervsuddannelse, under hensyntagen til proces runder altsä der er test velegnet for beskeftigelsesrarkedets ud i udarbejdelsen af en
Parallel to this development, technical secondary education must have access to teaching
Luxenbourg t"ypiske nodvendished af at. beherske det og for de vandrende arbejdstageres
staff specially trained for this purpose.
Luxerbourgs tilsvarende er no8eL absorut krav. kunne erhverve en faglig beskeftigelse st uti et eder erhvervsaktive befolkning.
This process leads to the preparation of an orientation profile based on the major professional options on this market: "management" stream, social stream, craft stream and industrial stream.
Iuxerbourgske befolknlngstilvakst at dekke beskaftigelsesfordgelsen ikke er tiLstrakkeLig tiL futdt ud pä landets arbejdsrarked, for specielt alligevel tjenesteydelsessektoren, sä stär det vaksten i den grenseoverskridende inden fast", at til dels ogsä rarked forhold.
It is now generally accepted that even sound initial vocational training cannot guarantee a permanent job given the rapid technological changes which characterize developments on the labour market and, by extension, daytoday life in enterprises.
erhvervsaktive skyldes de netop befolkning pä dette beskrevne spro8lige
Continuing or on-the-job vocational training has become a must.
Det er bevist, at virksonheder og enkeltpersoner er vil verdi, det blevet sige klar over videreuddannelsens ,konoriske nCIdvendigheden afatudvikleogoptirere de trenneskelige
It has to be organized in a manner which causes as little disruption as possible to the productive rhythm of the enterprise and the professional, social and family life of the individual.
Det centrale sprrgsräI i den nuverende debat ser Iangere ud til at vare nodvendigheden af den uddannelse eller videreuddannelsen, [en dennes ressourcer. altsä ikke livslange finansiering.
The introduction of vocational training based on an apprenticeship system of credit modules is gradually becoming more widespread not only in working life but also in initial "school-based" vocational training.
AlIe er overbevist en produktiv or, at den erhvervslassi8e investering i udtrykltets vil videreuddannelseudgorsandebetydning,Een allefordenneuddannelse, sä lidt sor "de andre" ogsä betale sige Iade det vil luligt betale sS ubestridt denne investerin8 tanske neget sol indebarer nuligt,, fordi en ekscraudeift.
The social partners are called on to define as quickly as possible an alternative, vocational channel to the normal school channel which would enable participants to obtain a recognized qualification equivalent to the normal school qualification.
tkonoaiske fordi de har lidt sterkt uddannelser har af flere parter adninistreredes Industriforening, under den fortsatte, kouune,
This qualification would also have to be integrated into the hierarchy of salaries, duties and
I onnodLagerne) eller takket vare onfaLtende sLaLssLgLLc.
The issue of language courses in Luxembourg which are a prerequisite for acquiring a vocational qualification, are increasingly under debate by the social partners.
SpQrrsmäl eI om opret Lel se af falles erhvervsuddannelsesinsti.tuLioner for flere virksonheder stär pä dagsordenen.
The working population in Luxembourg is comprised of nationals and foreigners.
Regeringenhar taget et forste skridt ved at beslut,te at opreLLe et nationaLt center for i erhvervsuddanneLse, sotr n uvsrenderegionale forbindelse erhverv led koordinerinB af de suddan nelses i n s t i tuti oners aktivitet udviklingen et proJekü planerne kan oB bar spille en betydnlnssfuld rolle for af ny teknlk og nye arbeidsletoder.
They must all provide evidence of special language competency in order to obtain professional qualifications, i.e. a command of English, French and German.
Endvidere er at prlvat oprlndelse ved at blive undersO8t, nel.Ilg ot eL nationalt instltut for beskcftiSielse, videreuddannelse og orskoling.
In addition, there are the further constraints imposed by Luxembourg society: a desirable if not essential command of the Luxembourg language; for the immigrant population: a desirable if not essential command of their mother tongue.
Det galder her or at skabe en effektiv rullghed for, at de finanslelle, personalerrssi8e o8l naterielle ridler kan sarvirke under inddragelse af eksisterende erhvervsuddannelsesinstitutioner red forskellia privat, statslis eller halvstaLslis status. Det cenürale sptr8sräI, hvis losnlnB eller rettere leller
These linguistic preconditions to acquiring a professional qualification result in one section of the "Luxembourg" working population not enjoying equal job opportunities.
Igsni nger skal op t,1l 1l forhandlin8lspe r Bsr ä I et üages parter, er ot btr a rbejdsüarkedetserhvervsuddannelsernes sol konsekvent finanslerlnS, irpllcerede fra alle i overensstelrelse rodalitet€'r: bidrag nogle parter fast saüüe orfaLte ned narlere
Bearing in mind that the normal growth of the working population in Luxembourg does not suffice to absorb completely the increase in jobs on the Luxembourg labour market, particularly in the services sector, the growth in the transnational working population on this market is equally the result of the linguistic situation described above.
IanB fä rakke foranstalLninger, solr satter den i sLand tiI at forskellige specialstrukt.urer til at fungere (Tjenestefor differentieret undervisning;Kontor forhandicappedearbejdstagere;
The central theme in the current debate no longer seems to be the need for life long or continuing vocational training but its funding.
: (Beskeftigetses- erhvervsvejtedendeog-introducerendekursus etc. ) eller at stotte oB udI6se private initiatiyer f ond, den der til det foranstaltninger 0rtale fortjener forskellige vekst etc. ).
Everyone is convinced that continuing vocational training is a productive investment in the full sense of the word.
stttte af sararbejde, tkononiske er indfgrt prinare rellel räI staten og de salrenslutninger, der son deres har foranncvnte gruppers indslusning eller Dette sanarbejde grr det muLigt atdrive virketige
But everyone wants to pay as little as possible for this training, i.e. to get "someone else" to pay as much as possible.
de rennesker, internationale der af sociale der i foreta8ender, sarlig srad trues skaffer arbejde til den nat,lonale eller skaffer dlsse rennesker en sig
Other centres were able to survive either because of their multilateral co-management - state, commune, chamber of trades (Federation of Luxembourg Industrialists), chamber of labour (salaried employees) -or because of massive state subsidies.
Pä denne räde udvikler der "socialt " erhvervsliv, bäde interessant og nyttigt
The creation of inter-company vocational training centres is under discussion.
Det soclale virksorheder bygger hvis at at af ud til, et net analysere i alle disse af
Furthermore, it is to play an important role in promoting new technologies and new work methods.
B land t a I .le e di sse mere o eI I ermi ndre gIenne,
The central problem, the financing of vocational training, has still to be resolved by the social partners.
Luxembourgs prob I emer ma man i kkc erhvervsuddannelse i tiden uuiddelbart op til det indre narked i 1993 skal inLegrere to for Luxenbourgs okononis overleven under nere konkurrencenessiSe forhold yderst vigtige dinensioner: a) Udvikline uddannelse af den grundleggendeog efLerfrlgende erhvervs- pä Luxerbolrgs rikroreglonale plan (nord, syd, og vest) red henblik pä bedst lulig udnyttelse af
Of course, each partner will have to contribute according to arrangements still to be settled: a vocational training fund fuelled by a "vocational training" levy imposed on enterprises and individuals (along the lines of the solidarity levy in the case of the employment fund), exemption from levies under certain conditions, training allowances, special bank loans, the right to training credits, training leave, subsidies, grants, etc.
Itst nidte, hver enkel I regions uenneskel iee ressourcer ved af de forskellige erhvervsuddannelsestyBe!' en regionalisering af landets tkonoriske decentraliseringsidelebenderedakt iv i tet.
In this context we should mention the special vocational training problems of some groups in the Luxembourg population: young people without any school vocational qualifications, the physically and mentally handicapped, foreigners, women and older people aged between 50 and 65.
og efterfrlgende idet frertidige b) Integreret udyikllng erhvervsuddannelse pä af af den grundh8gende rakronafionalt plan internationalisering
The Government has taken a number of steps which will enable it to run specialist services (differentiated education service, an office for handicapped workers, courses in vocational orientation and induction) and to support and encourage private initiatives (employment fund, various measures to encourage economic growth).
Beostrate6iske Luxerbourg skal udvikling af af forskelllg orräder, der udtanke oB de nationale europciske art' hvoraf overskrider udvikle sin flere opsüär lande6rens6rne.
Mention should be made of the collaboration between the state and associations aiming to integrate or reintegrate the abovementioned groups into the world of work.
Endvidere er politiske . räd8rlvende strukturer pä arbejdsgirier- oE at at
This collaboration enables companies to work on a truly social basis.
- arbejdstagerside i fard (Luxerbourgs jernindustri led ftrte dannes eIler en "regionalist,isk" strtr
They can provide jobs for people threatened by developments in the national or international economy or offer them basic training.
Isjeblikketerhvervsak t,i ve t alt (lange arbejder beskeftigelsesrassis henseende
Luxembourg is witnessing the development of a truly "social" economy and here it will be interesting
i l..uxenbourg), konsf,at.erer' det v iiuddannel sesnassigihenseende(nangeluxerbourgereuddanneside nedens nodsaLte grundig en af tilstodende unders6gelse europeisk
and useful to be able to analyze the indicators in the national statistics. It seems that all these enterprises draw on a network of humane mutual assistance.
Denne uligevagt anfrrLe retning: der integrerer fortjener Dannelse LuxerbourGis en stor oB disse lande). i den region, at naboregioners erhvervsliv oE erhvervsuddannelser.
The central edifice is the Oeuvre Nationale Grande-Duchesse Charlotte which draws its funds from the "national lottery". It plays the role of a kind of "social bank".
For kunne overleve nä Luxenbourg s6rge for at bevare erhvervslivs dynanik, der beror pä optiral udnyttelse sit af at de tiI for landets renneskeliee ressourcer, hvllket tyingier udvikle en äben dero8rafisk forplantnLnglspolitik udlendinEle, der nedsatLer sig i landet.
The maintenance, organization and development of this social economy with its own training, recruitment and market structures will constitute an important challenge for the social partners as it will play an important role in absorbing the unemployed from these particularly threatened groups, a role which must strengthen the Luxembourg "convivial" model.
ARBEJDSI,IARKEDETSPARTEROG ERHVERVSUI,IDERVINGISNINEDERLANDENE sammendragaf de vigtigste resultater
Moreover, consultative political, trade union and employers' structures are being set up or reactivated at the moment (the Luxembourg iron and steel industry used to have a "regionalist" policy).
VED DET KATOLSKEUNIVERSITETI
These prospects must guide the direction to be taken by the social partners in future.
"I Nederlandene er dgr opstäet et kompliceret trak: navnlig helt klart er og for ved at fä neo-korporative begyndelse er der ogsä siden
Introduction "In the Netherlands there has grown up in the field of vocational education a complex interorganizational network which is quite clearly acquiring neo-corporatist features: particularly since the beginning of the 1980s important positions have been created within the network for employers' and trade union organizations."