natgillin/translations-raw huggingface dataset:
Forordningen om reform af den industrielle lærlingeuddannelse medfører også, at de karakterer, lærlingen opnår under arbejdet i lærevirksomheden, fremover skal påføres eksamensbeviset.
The apprentice's report on workshop training will now be included in his school report since the regulations for the reform of the industrial apprentice training were introduced.
Denne angivelse af de ved praktisk arbejde opnåede karakterer frembyder således en nyskabelse inden for erhvervsuddannelsessystemet og gør det muligt at få en nøje oversigt over de samvirkende uddannelsesmåder i skole og virksomhed.
Mention of the grade received for the practical work was another innovation. In this way it will be possible to supervise more precisely the two overlapping systems of vocational training in the school and in-company.
Man nedsatte endvidere et udvalg vedrørende erhvervsud dannelse, en nationalkommission for industriel lærlingeuddannelse (commission nationale de l'apprentissage) med følgende medlemmer: To repræsentanter for undervisnings ministeriet, hvoraf den ene er regeringens befuldmægtigede for de afsluttende lærlingeeksaminer, tre repræsentanter for de institutioner under det erhvervsorienterede sekundære skolevæsen, der tilbyder erhvervspraktik i industrifag, og hvoraf mindst en skal være skoleleder, en repræsentant for handelskamrene, en repræsentant for arbejdskamrene, tre repræsentanter fra de uddannende industrivirksomheder, hvoraf den ene skal være uddannelseskonsulenten for industrisektoren.
A Commission for Vocational Training was created, as a national body, for industrial apprentice vocational training (commission nationale de l'apprentissage industriel). This had as members: two representatives of the Ministry of Education, of which one is the government delegate for the apprentice final examinations; three representatives of the vocational secondary schools which provide practical tuition in various trade subjects including at least one headmaster; one representative each of the Chambers of Commerce and of Labour1; three representatives from com­panies undertaking the industrial training, including the training consultant for the industrial sector.
Det er kommissionens opgave gennem regel mæssige møder at styrke samarbejdet mellem institutioner ne inden for det erhvervsorienterede sekundære skolevæsen samt uddannelsespladserne i virksomhederne og de af virksomhederne oprettede lærlingeværksteder; at overvåge, at alle de i forordningen fastsatte foranstaltninger for det industrielle lærlingeområde gennemføres; at stille forslag til undervisningsministeren med hensyn til forbedring af den institutionelle struktur og organisationen af industri-lærlingevirksomheden; at sørge for harmonisk udvikling af den teoretiske del af ¡ndustri-lærlingevirksomheden; at sørge for, at kriterierne for lærlingenes oprykning i skolesystemet tillempes; og endelig, at forelægge forslag i så henseende for undervisningsministeren.
The Commis­sion has the tasks of consolidating the cooperation between the vocational secondary schools, companies undertaking industrial training and the training workshops set up by the larger industrial enterprises, through regular meetings. It also supervises the implementation of all the measures for the industrial apprenticeships required by the decree, submits suggestions to the Minister of Education for the improvement of the institutional structure, and the organization of the industrial apprentice system.
Hvor der måtte foreligge meningsforskelle eller opstå konflikter mellem de ansvarlige for den virksomhedsmæssige og skolemæssige uddannel se, skal kommissionen påtage sig mæglerrollen.
It ensures the development of the theoretical part of the industrial apprenticeship, supervises the application of criteria for training within the schools submitting new proposals for approval, and acts as mediator in case of differences of opinion or conflict between those responsible for the incompany and theoretical training.
Fra og med 1974 har man haft en ny specialfaggren for smeltehyttedrift.
A new special trade group exists since September 1974 — the foundry group.
Faget smeltehyttedrift indførtes for at give unge, som specielt interesserer sig for metallurgi, de fornødne basiskundskaber, som de senere vil få brug for inden for højovnsdrift, i stålhytten eller valseværket.
This trade group was created to provide young people interested in foundry work with the basic knowledge they
Uddannelsen varer for det meste tre år.
The Chamber of Labour represents the workers.
Uddannelsen i merkantile erhverv.
Training for the commercial occupations.
Nyordningen af det merkantile lærlingevæsen fandt sin endelige form i storhertugens forordning af 15. juni 1979.
The new g > m· ■— .S JO *- > — 2 O regulations for the commercial apprentice system received their final approval with the Grand Ducal Decree on 15 June 1979.
Beskikkelse af konsulenter for lærlinge og deres uddannel­ se; Indførelse af en lærlingebog; Automatisk forlængelse af lærekontrakten, såfremt lær­ linge ikke opfylder kravene med hensyn til oprykning til næste uddannelsesår.
Automatic extension of the contract of apprenticeship if the apprentice is not able to fulfil the requirements for transi­
Lærlingeuddannelsen inden for de merkantile erhverv omfatter kontorarbejde i sekretariats­ og regnskabssektoren samt fagene sælger, lagerforvalter og vinduesdekoratør.
Apprentice training for commercial occupations covers office management and accountancy as well as salesman­ ship, store keeping and window dressing. Training for office occupations is a preparation for an intermediate career in ámm
Kontor­erhvervsuddannelsen forbereder lærlingen til mel­lemkarrieren inden for forvaltning og administration samt merkantile erhverv. Dimittender med den teoretiske del af erhvervskvalifikationsbeviset (CAPT) har mulighed for umid­ delbart efter prøven at fortsætte på den erhvervsorienterede sekundærundervisnings øvre trin.
The holders of the certificate of technical and occupational competence (CATP) for salesmen, store keepers or window dressers can trade as self­employed without further formali­ties as there is no examination equivalent to a master craftsman certificate in the commercial sector.
Uddannelsen inden for hotel­ og restaurations­
Training for hotel and catering trades.
C erhvervet. Kokke­ og tjeneruddannelsen blev, ligesom ud­ mm dannelsen i de industrielle og merkantile erhverv, endeligmm reguleret i storhertugens forordning af 15. juni 1979.
The latest regulations for training chefs and waiters followed the Grand Ducal Decree fo 15 June 1979 in a similar way as that for industry and commerce.
Parallelt med den praktiske uddannelse i en virksomhed foregår den teoretiske undervisning, der for tiden sker i form af en blokundervisning, i tre blokke af hver tre ugers varig­hed.
Theoretical instruction accompanying practical training in the business is in three blocks of instruction, each taking three weeks for each year of training.
Også her vil indehavere af erhvervskvalifikationsbeviset (CATP) uden nogen vanskeligheder kunne nedsætte sig som selvstændige.
Here again, those who hold the certificate of occupational competence can com­mence working as self­employed.
Uddannelsen til landbrugserhverv.
Training for agricultural occupations.
For tiden er den landbrugsfaglige lærlingeuddannelse først og fremmest uddannelse inden for havebrug.
At the present time, agricultural apprentice training is primarily training in horticulture.
Uddannelsen omfatter foru­den den praktiske del parallelt løbende teoretisk undervis­ning i en virksomhed i branchen.
This training consists of practical work ac­companied by theoretical instruction.
Den treårige uddannelse afsluttes med prøven til opnåelse af erhvervskvalifikations­beviset (CATP).
Three years of train­ing are concluded with the certificate of occupational com­petence (CATP).
Reorganiseringen af den erhvervsfaglige efter- og videreuddannelse, der sker inden for rammerne af loven af 21. maj 1979, sætter sig de følgende mål: at give interesserede med en erhvervseksamen mulighed for at udvide deres erhvervs faglige basisuddannelse eller tilpasse denne i takt med den tekniske udvikling og erhvervslivets krav, at hjælpe interesserede, der efter skolepligtens ophør har forladt skolen uden nogen erhvervsmæssig kvalifikation, til inden for rammerne af et intensivt uddannelsesprogram at tilegne sig en erhvervsfaglig basisuddannelse, at give ansatte eller selvstændige erhvervsbeskæftigede mulighed for at forberede sig til de i loven for tiden god kendte diplomer og eksaminer.
The purpose of vocational continuing education and train­ing, which was reorganized with the Law of 21 May 1979 is to give those who have completed their basic vocational training the opportunity of adding to their basic knowledge with training to keep up with technical advances and to adapt themselves to the needs of the economy. It is also to help those who have left school without any occupational qualifications to acquire basic vocational training in an intensive training programme.
Den erhvervsfaglige efter- og videreuddannelse skal i første række fremhjælpe den enkelte individuelt.
Vocational continuing train­ing is intended primarily to assist the advancement of the individual.
Den kan fastlægges med hensyn til indholdet og gennemføres af undervisningsministeriet, kamrene, de kommunale forvaltningsmyndigheder samt private, statsgodkendte institutioner.
Its content is determined and conducted by the Ministry of Education, the Chambers, the community admin­istrative authorities, as well as by private State-recognized establishments.
Et koordineringsudvalg afgiver forslag til undervisningsministeriet med hensyn til organisering af den erhvervsfaglige efter- og videreuddannelse.
A Coordinating Committee makes pro­posals to the Minister of Education for the way adult vo­cational further education should be organized.
I udvalget sidder foruden regeringens kommitterede for erhvervsfaglig uddannelse repræsentanter for undervisningsministeriet, arbejdsministeriet, middelstandsministeriet, ministeriet for landbrug og vinavl, sundhedsministeriet og de kompetente kamre.
This Com­mittee is composed of the government's commissioner for vocational training, and representatives of the Ministry of Education, the Ministry of Labour, the Ministry for the Middle Classes, the Ministry for Agriculture and Viticulture, the Ministry of Health and the relevant Chambers.
Den af staten organiserede erhvervsfaglige efter- og vide reuddannelse sker i særlige efter- og videreuddannelsescentre.
The State-organized vocational further training takes place in special centres for further education.
Her gennemføres der i undervisningsministeriets regi praktiske uddannelseskurser for elever fra complementai re-klasserne, erhvervsvejledende og basiskurser for unge arbejdsløse, uddannelses-, omskolings- og almendannende kurser for arbejdsløse eller af arbejdsløshed truede arbejdstagere og kurser med henblik på genindslusning og om skoling eller tilpasning til en anden arbejdsplads.
In these the Minis­try of Education conducts practical training courses for pupils from the complementary classes; basic training and vocational advisory courses for the young unemployed; training courses, retraining courses or general educational courses for the unemployed or those threatened with redun­dancy, and courses for re-engagement and retraining or adaptation to a new place of work.
Tilbud om skolemæssig uddannelse af uden landske arbejdstageres børn
Facilities for educating the children of foreign workers
I skoleåret 1979/80 var der inden for det erhvervsorienterede sekundærskolevæsen mere end 20 % unge udlændinge.
During the school year 1979/80 in the vocational secondary school system slightly more than 20% of all students were foreign young people.
Det overvejende flertal af disse udenlandske elever taler et romansk sprog, der i primærtrinets modtagelsesklasser (classe d'accueil) giver et nyttigt grundlag for hurtig tilvænning til det franske sprog, men inden for den erhvervsfaglige undervisning, hvor der tales tysk, undertiden medfører betydelige vanskeligheder.
The great majority of the foreign pupils spoke a Roman language, which was a useful basis for quickly learning French, the language used in reception class (classe d'ac­cueil) of primary education. On the other hand there were considerable difficulties in vocational instruction when pupils spoke German.
Regeringen har truffet en række foranstaltninger til løsning af dette sprogproblem: Unge udlændinge, som har levet mindre end 5 år i landet, fritages for en af de to sprogprøver i fransk og tysk, der er obligatoriske for unge udlændinge ved optagelsesprøverne til de forskellige forberedelsesklasser inden for den er hvervsfaglige undervisning; De unge får mulighed for ved alle følgende prøver enten at benytte fransk eller tysk som arbejdssprog; Hvis der kan opnås en klassebelægning på mindst 8 til 10 elever, oprettes der fransktalende klasser.
The government has introduced a number of measures to solve this language problem: Exemption from one of the French or German language tests which are intended for young foreigners who have been living in the country for less than five years.
Klassernes undervisningsplaner giver endvidere spillerum nok til indlæring af det tyske sprog, således at det bliver muligt senere at indsluse de unge i de regulære klasser.
These language tests are normally acceptance tests for the various preparatory classes of the vocational training instruction: The choice of either French of German as the working language for all subsequent examinations; the establishment of French-speaking classes, providing this is possible with classes of at least 8-10 pupils; the curricula of the classes also contains sufficient scope for learning German to enable pupils to join the regular classes later on.
Denne ordning gælder både for dagkurser for unge fra og med 12 år og for aftenkurser for voksne.
This regulation applies to both the day time courses for young people from 12 years upwards, and to the evening classes for adults.
For unge udlændinge, der har levet mindre end 5 år i landet og går i en regulær klasse, har regeringen blandt andet ved de forskellige skoler også indført et særligt tutorsystem inden for rammerne af psykologisk og pædagogisk rådgiv­ningstjeneste.
For young foreigners who have lived less than 5 years in the country and attend regular classes, the government has created a special system of tutoring within the psychologi­cal and educational advisory services of the various schools.
For de unge udlændinge, som ofte står ret hjælpeløse over for de nye og tit mindre imødekommende omgivelser, betyder disse tutorer en slags tillidspersoner, der kan og skal bistå ved integration i skolen og rådgive dem i alle pædagogiske, forvaltningstekniske og personlige spørgsmål.
Young foreigners may find themselves in a some­what helpless situation surrounded by a new and often not very sympathetic environment. So these tutors are intended to act as trustworthy people to whom the youngsters can turn for help in fitting into the school system, and for advice on all questions relating to school, the administration and personal matters.
Love og forordninger ω
Laws and regulations
CD tret for erhvervsfaglig Titering og information (COIP) melov.
Ttre for vocational orientation and formation (COIP) ΜΛ79
Samlet reform en tekniske og erhvervsfaglige lervisning og den permanente r- og videreuddannelse ble for handel og kontor
^ technical and vocational teaching w the permanent further training
Udviklingen af erhvervsuddannelsessystemet er
Law for intermediate schools
JJ ^J snævert forbundet med landets erhvervsstruktur og økonomiske udvikling.
The development of the vocational training sys­tem is closely interwoven with the economic structure and develoment of the country.
Uddannelsessystemet afspejler således også overgangen fra landbrugs- til industriel erhvervsstruktur, og det er næppe tilfældigt, når den erhvervsfaglige uddannelse har vundet betydning siden begyndelsen af dette århundrede, dvs. siden man industrielt begyndte at bryde og forarbejde jernmalm i den sydlige del af storhertugdømmet Luxembourg.
The transition from an agrarian to an industrial economy is also reflected in the educational system. It is certainly not a coincidence that vocational Hl·^ training has increased in importance since the beginning of £ the century when trade declined and the processing of iron ^­. ore in the south of the Grand Duchy of Luxembourg gained Q/ in importance.
Man kan derudover konstatere, at de forskellige tilløb til en reform af den erhvervsfaglige uddannelse for det meste var blevet gennemprøvet i praksis, inden de nedfældedes i faste lovmæssige rammer.
Various reforms that have taken place in mmm vocational training were usually tried out in practice before they were given a clearly defined legal framework.
Landbrugsuddannelsen. Landbrugsuddannelsen fandt sted enten ved den med lov af 23. februar 1884 oprettede »Landbrugsskole Ettelbruck«, der i sin opbygning og undervisningsform ændredes i hhv. 1945 og 1971, eller ved »Landøkonomisk Husholdningsskole« i Mersch, som i 1963
Agricultural training was carried out either at the College for Arable Farming at Ettelbruck, which was created by the Law of 23 February 1884, and the organization and type of teaching was modified in 1945 and 1971; also at the College for Agricultural Management at Mersch, which became the
O ændredes til »Centret for landøkonomisk hus- -^JT holdningsuddannelse«.
'Centre for Agricultural Management Training' in 1963. u^mi These two colleges, one for boys and one for girls, prepared êt%
Begge skoler, den ene for drenge, (J) den anden for piger, skulle forberede deres elever til at kunne lede en landbrugsvirksomhed eller en landbrugshusholdning og gøre dem fortrolige med landbrugets problemer og moderne teknologi.
B2l£ students for farm management and familiarized them withproblems of modern technology in farming.
»Håndværkerskolen Luxembourg« (école d'artisans). Hånd værkerskolen oprettedes med lov af 14. maj 1896 på basis af årelange erfaringer, der var gjort med de kurser, som var blevet organiseret på et faglig sammenslutningsinitiativ.
The College for Manual Crafts in Luxembourg (école d'artis­ans).
Målet var at formidle faglige og kunstneriske kundskaber til unge, der ville optage et erhverv, og indlære dem de praktiske færdigheder, som kunne kvalificere dem til på meningsfyldt og hensigtsmæssig måde at indgå i en privat virksomhed.
Its objective was to provide young people who wanted to take up a trade with some knowledge of the trade or craft as well as to teach them some practical skills which would form the basis of a sound qualification for entry into private business.
Skolen skulle uddanne højt kvalificerede håndværkere til små og middelstore virksomheder.
It was created as a result of the urgent need for manual craftsmen, and was to train highly skilled craftsmen for small and medium­sized enterprises.
Med lov af 3. august 1958 omdannedes håndværkerskolen til »Skolen for kunstindustri og håndværk« (École des arts et métiers, EAM).
The college for manual crafts was changed to the 'College for Arts and Crafts' (École des arts et metiers, EAM) by the law of 3 August 1968.
Den består af tre afdelinger, nemlig afdelingen for kunstindustri, afdelingen for tekniske erhverv og afdelingen for kunsthåndværk og dekorativ kunst.
The college has three departments, one for manual arts, one for technical trades and occupations and another for applied and decorative art.
Ud dannelsen varede mellem to og fire år og sluttede med en afsluttende eksamen.
The training lasts for from two to four years and is concluded with a final examination.
Det med lov af 3. august 1958 oprettede teknikum efterfulgte med ændret struktur de »højere tekniske kurser«, som siden 1916 havde været en del af håndværkerskolen.
This had existed since 1916 as a part of the college for manual workers.
Det var teknikums mål at uddanne faglige kræfter til industrien og forvaltningen.
Its purpose was to train skilled workers for industry and the adminstra­tion.
Uddannelsen varede fire år og omfattede et basisår og tre års faglig uddannelse.
Training took four years and consisted of a preparatory year followed by three years training in a trade.
Eleverne havde adgang fra det fyldte 16. år,
School leavers of 16 years and over were admitted if they had passed the final certificate of the school for applied arts and handicrafts (école des arts et métiers, EAM) or an
Teknikum blev senere afløst af »Højere institut for teknologi« (institut supérieur de technologie).
Later the technical college was replaced by the 'Higher Technological Institute' (institut supérieur de technologie).
Da der i landets sydlige del i begyndelsen af det 20. århundrede udviklede sig en betydelig jern- og stålindustri, opstod der tillige et stort behov for indenlandsk kvalificeret arbejdskraft.
When the important iron and steel industry developed in the southern part of the country at the beginning of the century, a great demand was created for indigenous qualif­ied workers.
For at afskaffe denne mangel besluttede Esch/Alzette kommune og jern- og stålindustriens selskaber i 1914 at undertegne en aftale om oprettelse af erhvervsuddannelseskurser, som begge kontrahenter finansierede med lige store beløb.
The local community of Esch-sur-Alzette, together with the companies of the iron and steel industry, decided to fill this need with an agreement signed in 1914 for the setting up of courses for vocational training. These were financed equally by the partners to the agreement.
Disse kurser skulle give industriens lærlinge en supplerende teoretisk uddannelse sideløbende med den praktiske oplæring i industrivirksomhederne.
Courses were to provide trainees in the industry with a practical incompany training complementary to theoretical instruction.
Loven af 18. juli 1924 skabte den retlige basis for den erhvervsfaglige skole i Esch/Alzette og fastholdt, at skoleundervisningen gennem fagteoretisk undervisning skulle fremme industrilærlingenes intelligens og ved formidling af teoretisk basisviden inden for faget supplere den praktiske uddannelse.
The vocational college at Esch-sur-Alzette received its legal status with the Law of 18 July 1924.
På denne måde blev en ny skoleform etableret, og den var kendetegnet ved, at den garanterede en teoretisk uddannelse af lærlinge, der uddan nedes praktisk i virksomhederne.
In this it was stipulated that there should be practical training for individual apprentices alongside trade-orientated theoreti­cal instruction to develop intelligence and provide a basic theoretical knowledge.
Dette skete ved, at staten og det private erhvervsliv indgik samarbejde.
In this way a new type of school was created for the theoretical training of the apprentices, while practical training took place incompany with the coopera­tion of the State and private industry.
Storhertugens forordning af 4. maj 1925 dannede basis for statens erhvervsfaglige skole og tjente tillige som model for organisationen af en egentlig erhvervsuddannelse.
The Grand Ducal Decree of 4 May 1925 created the basis for the State vocational college and served at the same time as a model for the subsequent organization of training.
Lidt efter lidt fik også lærlinge inden for håndværk adgang, og man oprettede specielle håndværksafdelinger udover de oprindeligt bestående afdelinger.
In due course, apprentices for some manual crafts were admitted and departments for other manual crafts were created as the need arose.