natgillin/translations-raw huggingface dataset:
Lærlingene løser med stor succes diverse opgaver fra virksomhedernes videnskabelige og tekniske hen holdsvis rationaliseringsprogrammer, de fremstiller undervisningsmateriale eller bidrager til en forbedring af deres uddannelsesvilkår.
A large part in this is played by the collec­tives, especially the youth brigades in which the trainees are trained, and the workers in these collectives who are responsible for the education and train­ing of the trainees, the 100 000 or so skill­ed worker trainers.
På de 1 340 lærlingekollegier med ca. 120 000 belagte pladser bor for tiden ca. hver tredje lærling. Lærlingen betaler kun 1,10 mark om dagen for kost, logi og service.
As international experience shows, the presence and activities of qualified cadres is the key to the organization of highclass, effective vocational training.
Tilsynet med lærlingene på kollegierne varetages af 6 300 institutionspædagoger, der opnår de pædagogiske kvalifikationer gennem et treårigt specielt fagskolestudium.
This being the case, the first steps were taken to train vocational school teachers in what is now the GDR as early as 1946 and systematically continued in the ensu­ing years to develop into an extensive net­work of university and college institu­tions for the initial and continuing train­ing of vocational teachers by the mid-1950s.
I erhvervsuddannelserne i DDR virker kvalificerede læ rere, institutionspædagoger, ledergrupper og erhvervspædagogiske videnskabsmænd og -kvinder
In this context young people are oriented towards achieving good and very good results in theoretical and practical instruction, making an effective contribution to the fulfilment of the enterprise's plan and ac­tively participating in the FDJ's economic initiatives, creative scientific and technological activities and the in­novators' movement.
For tiden står lærer nes introduktion til nøgleteknologierne, specielt informatikken, i centrum for efter- og videreuddannelsestiltagene.
Trainees' activities reflect the high level of democracy in vocational training in the GDR.
Lærerne til den teoretiske undervisning (erhvervslærere) uddannes i DDR på fem universiteter i 11 forskellige fagretninger.
In the GDR, teachers responsible for theoretical instruction (vocational school teachers) are trained in eleven subjects at five universities.
Studiet er fra første dag indrettet på det fremtidige erhvervspædagogiske arbejde.
From the outset, their studies are geared to their future ac­tivities as specialists in vocational educa­tion.
Uddannelsen varer fire og et halvt år og afsluttes med et diplom (diplomingeniørpædagog, diplomøkonompædagog, diplomagrarpædagog).
The course lasts four and a half years and ends with the award of a diploma (in the teaching of engineering, economics or agronomy).
Dette universitetsdiplom er den typiske kvalifikation, som de 17 200 lærere på erhvervsskolerne er i besiddelse af.
During this period, students acquire a knowledge of Marxism-Leninism, the psychology of
Internationale erfaringer har vist, at kvalificerede kadres disponibilitet og aktivitet udgør nøgleproblemet i udformningen af en kvalificeret, effektiv erhvervsuddannelse.
In the GDR's basic concept of vocational education and vocational training policy the trainee is an active partner of the teacher and has extensive rights and obligations.
På baggrund af denne erkendelse er der allerede i 1946 inden for
He mainly assumes this responsibility through his youth organization, the Free German Youth
Domkirken i Berlin, med fjernsynstårnet i baggrunden
Berlin Cathedral with the television tower.
Den erhvervspædagogiske forskning har leveret og vil fortsat levere det videnskabelige grundlag for erhvervsud dannelsernes udformning rede i 1950 grundlagdes Centralinstituttet for Erhvervsuddannelserne som den centrale forskningsinstitution på området.
also been considered very important in the GDR for the necessary scientific foundations to be laid. As early as 1950 the Central Institute for Vocational Training was established as the central research establishement in this field.
Sammen med universitetslærerne og de videnskabelige medarbejdere, der ud danner erhvervspædagogerne på universiteterne, foretager instituttet undersøgelser vedrørende grundlæggende og fremtidsrettede spørgsmål om erhvervsuddannelsernes udvikling, forbedringer af erhvervspædagogikkens teoretiske
This institute joins with the teachers and research staff who train specialists in vocational education at the universities in carrying out studies on basic and future aspects of the development of vocational training, in perfecting the theoretical basis of the study of vocational education and above all in compiling a wide range of practical guides for teachers, educators and cadres.
Lige fra begyndelsen, da en socialistisk er hvervsuddannelse skulle udvikles, er der i DDR lagt stor vægt på, at skabe det nødvendige videnskabelige grundlag.
Since the development of a Socialist vocational training system first began, it has
Alle grundlag og frem for alt udarbejdelsen af praktikable handlingsvejledninger i alle mulige former for lærere, pædagoger og ledergrupper ude i praksis.
The 1 340 trainees' hostels at present accomodate about one in three or some 120 000 trainees. The daily charge for board and lodging is only 1.10 Marks.
Dette viden skabelige forarbejde har udgjort et væsentligt bidrag til den vellykkede udvikling af erhvervsuddannelsen i DDR og sikrer en kontinuerlig videreudvikling, svarende til de nye, større krav, som det sociale og videnskabeligt-tekniske frem skridt vil medføre.
The care of the trainees in the hostels is the responsibility of 6 300 wardens, who undergo three years of special pedagogical college training.
Uddannelsessystemets struktur ge forudsætninger for læreforholdet var definerede i håndværkspatentet fra 1731.
theless intervened in this field during this period. The crafts patent of 1731 provid­ed a uniform definition of the legal re­quirements of an apprenticeship.
Efter indførelsen af den seksårige skole pligt oprettedes der søndags- og repetitionsskoler for lærlinge i 1774.
Follow­ing the introduction of six year's com­pulsory schooling, the State established the Sunday and 'refresher' schools for ap­prentices in 1774.
Den pro visoriske næringslov, ved hvilken lavene blev ophævet i 1859, pålagde læremestrene pligten til at sørge for, at alle lærlinge gik i skole for at videreuddanne sig.
The provisional trade regulations which dissolved the guilds in 1859 made it the responsibility of appren­tice masters to ensure that every appren­tice attended a school of further education.
Skolepligten begynder i seksårs alderen og varer i ti år.
The structure of the education system
Disse skoler til videreuddannelse blev grundlagt af forskellige foreninger ug or ganisationer, men deres virke var under stærk indflydelse fra staten, der fastlagde retningslinjer for skolernes oprettelse og udarbejdede undervisningsplanerne.
Although apprenticeship training was the responsibility of the guilds up until the mid-19th century, the State never-
Ud gifterne til skolernes drift blev i stigende omfang overtaget af staten.
The schools of further education were founded by a variety of associations and organizations.
På denne må de fik erhvervsuddannelserne den duale udformning, hvor de statslige skolemyndigheder havde ansvaret for lærlingenes teoretiske uddannelse, mens arbejdsgiverne tog sig af uddannelsens praktiske del.
Their activities were nevertheless influenced by the State to a considerable extent: the State issued the directives for the establishment of the schools, drew up the curricula, and to an increasing extent covered the maintenance costs of these schools.
(født 1931) er di rektør for Forskningsinstituttet for Erhvervs- og Fagskolevæsen i Prag. siden 1983 har han været formand for en ekspertgruppe, der arbejder med udvikling af fagskoler på mellemniveau i de socialistiske lande.
The Socialist Republic of Czechoslovakia is a Federal State com­prised of two peoples.
Erhvervsmellemskoler, fagmellemskoler og gymnasier. Alle typerne er socialt lige værdige.
It has a total population of 15 573 000, twothirds of whom live in the Czech Socialist Republic and one third in the Slovak Socialist Republik.
Dels udfører de fælles opgaver, idet de tilbyder eleverne en almen uddan nelse og forbereder dem grundigt og om fattende til en harmonisk integration i samfundslivet, dels har de specifikke op gaver svarende til den pågældende mcllemskoletypes hovedsigte.
An average of more than 220 000 children are born every year; these children are entitled to attend nursery schools once they have reached the age of 3; 93 % of five-year-olds in fact do so.
I den tredje mellemskoletype, gymnasierne, forberedes eleverne først og fremmest til studiet ved en højere læreanstalt.
(born 1931) is the Director of the Research Institute for Vocational and Specialized Education in Prague.
Efter grundskolens afgangsprøve fra 8. klasse fortsætter ca. 60% af eleverne på er hvervsmellemskoler, ca. 24% på fagmellemskoler og ca. 16% på gymnasierne.
Since 1983 he has been chair­man of a group of experts concerned with the development of specialized schools at intermediate level in the Socialist countries.
Situationen ændredes fra grunden af, da de fleste virksomheder i Tjekkoslovakiet blev statsejede og landbruget kollektiviseret, hvilket skete i tiden fra 1945 til 1951.
(born 1932) is α member of the scientific staff of the Research In­stitute for Voca­tional and Spezialized Education in Prague.
Der åbnede sig nu en mulighed for at styre lærlingeuddannelsen centralt in den for alle brancher.
He is currently the Scientific Secretary of this Institute.
I begyndelsen af halvtredserne etableredes centrale institutioner for den almene og erhvervsteoretiske uddannelse samt den praktiske uddannelse og lærlingenes uddannelse uden for skolen.
Centralized bodies responsible not only for the general education and theoretical vocational training of apprentices, but also their practical training and out-of-school ap­prentice education were created in the early 1950s.
De fik betegnelsen er hvervsfaglige lærepladser (erhvervsskoler).
These institutions were named 'specialized apprentice centres' or vocational schools.
Dette program til at uddanne og for me lærlingene videreudvikledes gennem årene.
This concept of ap­prentice education and training was con­stantly developed.
På erhvervsmellemskolerne fik lærlingene en almen uddannelse ud over det, der var nødvendigt for uddannelsesfaget som sådant. Skolerne integreredes med andre ord skridt for skridt i uddan nelsessystemet som helhed.
The intermediate vocational schools which also imparted apprentices a general education over and above the specific needs of the training occupation were gradually integrated in­to the education and training system.
De fik karakter af mellemskole i 1984 og blev derved ligestillet med fagmellemskolerne og gymnasierne.
In 1984 they were given the status of an in­termediate school and since then they have been on an equal footing with the
(født 1932) arbejder som videnskabelig medarbejder ved Forskningsinstituttet for Er hvervs- og Fagskolevæsen i Prag. For tiden er han vi denskabelig sekretær ved instituttet.
There are three types of intermediate school: vocational intermediate schools, specialized intermediate schools and grammar schools; all three types have equal social status.
Skoler for voksne sideløbende med erhvervsarbedje -heltid
Workers' schools part-time full-time
Virksomhedsinstitulter
Business administration institutes
Erhvervsskoler
Vocational schools
På de højere læreanstalter var det tilsvarende tal 29 856 voksne.
777e vocational training system in Czechoslovakia.
De højere læreanstalter er universiteter, tekniske, landbrugs-, handels- og kunst højskoler.
economics and the arts.
Studierne ved disse læreanstalter varer fra fire til seks år.
Higher educa­tion lasts four to six years.
I henhol4 til skoleloven af 1984 er uddan nelsen på erhvervsmellemskolerne den eneste mulighed for at opnå kompetence givende kvalifikationer som faglært arbejder eller funktionær.
type of intermediate school, the grammar school, prepares students above all for higher education.
Det er muligt at koncentrere de erhvervsfaglige uddannelser på er hvervsmellemskolerne, fordi erhvervsstrukturen, inklusive landbrugsstrukturen, i Tjekkoslovakiet kun omfatter statsejede og kooperative virksomheder.
Upon completion of the eight year of primary school, approx­imately 60% of students switch to voca­tional intermediate schools, some 24% to specialized intermediate schools and roughly 16% to grammar schools.
For børn og unge, der af en eller anden grund har brug for særlig omsorg, findes specielle børnehaver, grundskoler og mellemskoler, hvor uddannelsen tilpasses elevernes behov og evner.
There are also special nursery schools, special primary schools and special in­termediate schools for children and young people who for various reasons may require special care.
Undervisningen i grundskolen, mellem skolerne og på de højere læreanstalter er gratis.
education either takes the form of train­ing without any interruption of occupa­tional activity in which the workers have the chance to acquire a vocational qualification they did not have an oppor­tunity to obtain earlier in their careers, or in the form of a 'post­baccalaureate studies', geared towards intermediate school­leavers having passed the upper secondary school certificate.
Lærebøger, skoleartikler og un dervisningsmidler er gratis for eleverne i grundskolen og mellemskolerne.
The specializ­ed economic departments organize various types of specifically targeted courses and training schemes in which
Uddannelsen som faglært arbejder eller funktionær sker inden for alle fag, der er
In the case of the educational institutions, adult
1 skoleåret 1987/88 fandtes der i Tjekkoslovakiet:
Totals of educational establishments in Czechoslovakia, 1987/88
10 374 børnehaver med 6 268 grundskoler med gymnasier med fagmellemskoler med erhvervsmellemskoler med højere læreanstalter med
10 374 nursery schools with 6 268 primary schools with 348 grammar schools with 547 specialized intermediate schools with
659 592 børn 2 062 990 elever 136 242 elever 214 956 elever 411 388 elever 135 136 studerende
Four years of schooling at any of the three in­termediate school types leads to the bac­calaureate.
Voksenuddannelsen er sikret dels ved skoler, dels ved kursusprogrammer inden for de forskellige brancher og samfunds organisationer.
The students thus acquire a secondary school education giving them access to university entrance.
På skolerne sker voksen uddannelsen enten i form af en kompetencegivende faglig uddannelse sideløbende med erhvervsarbejdet eller i form af et »post-abitur-studium«, der er beregnet til mellemskoledimittender, der alle rede har bestået studentereksamen.
In 1987/88, 52% of first­year students of higher education were grammar school­leavers, 20% specialized intermediate school­leavers and 11 % vocational intermediate school­leavers (with four years of school­ing at this level).
I det te post-abitur-studium tilbydes enten en
These youngsters ac­counted for a total of approximately 15 % of all 18­year­olds in Czechoslovakia.
mellemskolernes planer omfatter derfor både almendannende fag — som alt efter uddannelsesfag er forbeholdt mellem 26 og 41% af undervisningstiden — og fa­gundervisning.
workers acquire specific technical knowledge and skills they may require for their jobs.
Til de almendannende fag hører tjekkisk (slovakisk) sprog og lit­teratur, russisk, historie, matematik, fy­sik, kemi, idræt og militærundervisning. Lærerne i disse fag har en universitetsud­dannelse, der gælder for alle typer mel­lemskoler.
at the level of the relevant specialized ministry; this material serves as a basis for the Research Institute for Vocational and Specialized Education to elaborate so-called 'leaver profiles' for individual training occupations, the curricula of the technical subjects and theoretical vocational training.
fastlagt af de to republikkers skolemini­sterier for hele statsområdet.
relevant occupation.
Uddannel­serne er dele af en helhed, der hænger nø­je sammen med erhvervssystematikken og uddannelsesfagenes kvalifikations­ og lønordninger.
In total, there are 49 two-year courses of training catering for 3% of vocational school students, 105 three-year courses where 81% of students are to be found (in 78 training occupations training is extended by four months) and 42 fouryear training courses, opted for by 11 % of students.
For tiden undervises ele­verne på erhvervsmellemkolerne i over 90% af uddannelsesfagene.
Moreover, a total of 95 063 workers were in attendance at intermediate schools as well as going out to work (continuing training), 29 856 workers were studying in this form at the institutes of higher education.
De resteren­de fag kræver enten en speciel uddannel­sesform, eller der behøves ingen systema­tisk uddannelse.
Education at primary and intermediate schools and institutes of higher education is free and accessible under the same conditions to all the country's citizens.
I nogle uddannelser for­beredes eleverne kun til ét erhverv, men i de fleste tilfælde tager uddannelsen sigte på flere beslægtede fag og beskæftigelser.
Text books, school materials and teaching aids are provided free of charge to primary and intermediate school students.
Almen uddannelse og fagteoretisk ud­dannelse veksler med den erhvervsprak­tiske uddannelse i ugentlige eller andre blokke.
Two-year training courses with a reduced timetable and a modified curriculum are offered to students who have not successfully completed the eighth year of primary school.
Eleverne optages på erhvervs­mellemskolerne på baggrund af deres ev­ner og interesse og i overensstemmelse med samfundets behov.
There are a total of 43 such training courses, attended by 5% of the students; they in particular make it possible for students to complete the 10 years of compulsory schooling.
Dette behov fin­der udtryk i det antal elever, der får ad­gang til de forskellige uddannelser.
All the intermediate schools, including the vocational intermediate schools, im part both general academic and vocational education to their students.
Ad­gangstallene beregnes af de to republik­kers arbejds­ og socialministerier og sta­tens planlægningskommission for en femårs periode og på basis af de respekti­ve fagministeriers behovsmeldinger.
The curricula of the vocational intermediate schools therefore include both general academic subjects — for which between 26% and 41 % of teaching time is reserved, depending on the course in question — and specialized/technical subjects.
Det er erhvervsmellemskolens direktør, der afgør, om en elev skal optages på kursus.
General academic subjects include Czech/Slovak language and literature, Russian, history, mathematics, physics, chemistry and physical and defence education.
Han vejledes heri af en optagelseskom­mission.
Teachers of these subjects have a diploma of higher education, valid for all types of intermediate schools.
For at få adgang til de fireårige uddannelser skal eleverne bestå en opta­gelsesprøve, hvis indhold skoleministe­rierne fastlægger ens for alle mellemsko­letyper.
Young people having successfully com pleted three years of training in one of 54 training occupations have the possibility of undergoing complete secondary education in parallel to their working activity (continuing education) in the framework of a two-year extension course.
De fleste erhvervsfaglige uddannelser er beregnet for elever, der har taget afgangs­eksamen fra grundskolens 8. klasse.
Teaching at the vocational intermediate schools follows the curricula issued by the Ministries of Education of the two Republics for each occupation.
Alt efter fagenes forskellige kvalifikations­krav tilbydes der to­, tre­ og fireårige ud­dannelser.
The Ministries also approve the textbooks.
Der findes i alt 49 toårige ud­dannelser, som påbegyndes af 3% af de erhvervsfaglige elever, 105 treårs uddan­nelser, hvor 81 % af eleverne findes (for 78 uddannelsesfags vedkommende for­længes uddannelsestiden med 4 måne­der), og 42 uddannelser på fire år, som vælges af 11 % af eleverne.
The curricula of subjects of general education are drawn up by the Research Institute for Vocational and Specialized Education. Documentation on the contents of vocational subjects is compiled by the technical committees established
Blandt de erhvervsteoretiske fag skal nævnes teknisk tegning, grundlæggende maskinlære, elektroteknik, materialelæ­re, teknologi, økonomi og organisation.
Subjects of vocational theory include e.g. technical drawing, the basics of engineering, electrical engineering, materials technology, technology in general and economic and organizational science.
Lærerne i disse fag har som hovedregel en tilsvarende akademisk uddannelse, sup­pleret med et pædagogisk studium.
The majority of the teachers of these subjects have a corresponding diploma of higher education, plus a certificate in teacher training.
Blandt de erhvervspædagogiske fag er den erhvervspraktiske uddannelse det vigtigste, omfattende mellem 33 og 39% af uddannelsestiden.
Of vocational educa tion subjects, theoretical vocational education is the most important, accounting for 33/39% of teaching
Den erhvervsprak­tiske uddannelses første trin foregår ude­lukkende på uddannelsesværksteder og lignende institutioner.
Since the adoption of the Education Act in 1984, attendance at a vocational in termediate school has been the only route leading to qualification for the job of a skilled worker or employee.
Undervisningen i de fleste uddannelsesfag finder sted i grupper.
These vocational schools train skilled workers, not only for industrial activities, but also for all other sectors of the national economy, including transport, trade, the services and agriculture.
En gruppe består af 7­12 elever og ledes af en pædagogisk medarbejder, der har en praktisk erhvervsuddannelse, studentereksamen og en supplerende pæ­dagogisk uddannelse. I den afsluttende fase foregår den erhvervspraktiske ud­dannelse på en arbejdsplads, hvor elever­ne undervises i små grupper (højst tre ele­ver) af en blandt de ansatte på virksomhe­den omhyggeligt udvalgt instruktør.
Concentration of vocational training in the vocational in termediate schools is made possible by the fact that in Czechoslovakia the struc tures of the economy, including agriculture, are exclusively comprised of State enterprises and cooperatives.
De to­ og treårige uddannelser afsluttes med en afgangsprøve, der aflægges for en kommission, de fireårige uddannelser af­sluttes med studentereksamen.
Training as a skilled worker/employee is offered in occupations uniformly stipulated by the Ministries of Education of both Republics for the entire national territory.
Det er omfattende prøver, hvor der eksamineres i elevernes viden og erhvervsfaglige kun­nen.
The training courses are in tegrated into a system which is closely linked to the occupational system and the qualification and wage regulations governing skilled worker occupations.
Eksamen foregår på erhvervsmel­lemkolerne, hvor eleverne er blevet un­dervist, i nærværelse af en eksamens­kommission.
The vocational intermediate schools current ly prepare students for activity in more than 90% of skilled worker occupations.
Elever, der ikke opnår afgangseksamen fra grundskolens 8. klasse, kan gå ind i to­års uddannelser med reduceret skema og modificeret undervisningsplan.
The remaining occupations either require a specific form of training or do not call for a systematic form of training.
Alt i alt findes 43 sådanne uddannelser, hvor 5% af eleverne undervises. Sigtet er frem for alt at gøre det muligt for eleverne at gen­nemføre den tiårige skolepligt.
Although some training courses prepare young people for a specific occupation, the majority prepare the students for a number of related occupations and activities. tivities.