natgillin/translations-raw huggingface dataset:
Udviklingen af deltagerantallet inden for lærlingeuddannelsen i perioden 1960 til 1978:
Development of the numbers of participants in apprentice training from 1960 to 1978:
Lavest lå lærlingeantallet i årene 1975 og 1976, da man i 1975 ændrede varigheden af den samlede erhvervsuddannelse på basistrinet til fire år, hvilket bevirkede, at der næsten ikke blev oprettet nogen lærekontrakter.
The number of apprentcies was lowest during the years 1975 and 1976, because in 1975 all vocational education at the lower level was increased to four years duration, and therefore hardly any apprentices were taken on.
Aspiranter ne fortsatte på de tekniskfaglige skolers basistrin.
Instead they remained as pupils in the vocational schools at the lower level.
Efter 1976 steg antallet af lærlinge påny.
After 1976 the numbers of apprentices increased again.
Derudover følger han en med arbejdet sideløbende uddannelse i en praktikbetonet teknisk­faglig skole.
An apprentice receives a prac­tical training at his place of work and he also receives instruction at the trade school for his particular subject.
Loven vedrørende lær­lingevæsenet (Wet op het leerlingwezen) regulerer sammen­hængen mellem uddannelsespraktik og supplerende samt støttende undervisning.
The Law for the apprentice system (wet op het leerlingwezen) regulates the balance between the practical training and supporting tuition.
Loven understreger helt fra begyn­ delsen to sideløbende uddannelsesmål: På den ene side er der tale om en praktiknær uddannelse til et ganske bestemt erhverv, på den anden side skal den uddannelsessøgende samtidig sikres almendannende og erhvervsbetonet under­ visning.
From the very beginning there is a clear emphasis on the two training objectives running in parallel: on the one hand there is practical training for a particular occupation, and on the other general educational know­ledge is to be taught with trade-related tuition.
Almendannende og erhvervsbetonet undervisning finder af organisatoriske grunde sted i en erhvervsuddannende hel­ tidsskole, hvilket derfor giver relation til loven om viderefø­ rende undervisning.
The general educational and trade related tuition must, for practical reasons take place in a fulltime vocational school, to conform with the law for continuation education.
På den anden side samarbejder de tidligere nævnte landsomfattende og de regionale instan­ ser, når det gælder den praktiske uddannelse.
Countrywide and regional authorities cooperate in organiz­ing the training.
Det er i skolen, at eleven forberedes til at virke i samfundet, men uden endnu at overtage et samfundsmæssigt ansvar.
Legally fulltime tuition in the secondary level, and the trade-related tuition within the apprentice system are organized differently.
I loven vedrørende (Λ% lærlingevæsenet lægges hovedvægten derimod på lære­ kontrakten, »i hvilken lærlingen enten selv eller gennem sin
Under the Law for Contin­uation Education 'the school' is the central focus, where the pupil is preparing him or herself for society ('without him­self/herself having social responsibilities'), whereas in the law for the apprentice system, the emphasis is clearly placed on the contract of apprenticeship 'in which the apprentice himself (or herself) or through his legal represen­tative becomes a partner to a contract, in which the trainer or teacher also participates.
Φ res en praktisk uddannelse i en industri­, husholdnings­ eller landbrugsvirksomhed, sideløbende med at han/hun allerede
In this way practical training in industry, domestic science or agriculture is defined and the apprentice takes his or her place in society'.
#■■ de er arbejdstager, for hvem udover lærekontraktens
This means that the apprentices are at the same time, employees.
■■■ bestemmelser også alle overenskomstmæssige rettigheder
Apart from the conditions of the apprentice contract, they are entitled to all the rights and privileges of wage settlements.
■u stelønnen for unge, har dette samspil mellem lærekontrakt og arbejdsmarkedsoverenskomst været genstand for offent­
This interconnection between the apprentice contract and the wage agreements has led to some public discussion.
Lærlingevæsenet består således af to komponenter: Praktik og skole.
The apprentice system is therefore in two parts: the practical part and the school part.
I praktik er det organisatoriske, men ikke indholds­mæssige, overladt arbejdsgiveren at arrangere.
The organization, but not the content of the practical part, Is a matter for the employer.
Skolen, der sørger for den almendannende og erhvervsbetonede under­visning, er organisatorisk underlagt erhvervsuddannelsernes skolevæsen, der falder ind under loven vedrørende viderefø­rende undervisning.
The school, which provides the general educational and trade-related tuition, is administered by the vocational school system, which comes under the law for continuation education.
Lærlingenes interesser varetages end­videre af de landsdækkende og regionale instanser.
Apart from this the apprentice is cared for by the countrywide and regional authorities.
Lær­lingevæsenets to komponenter reguleres lovmæssigt af følgende vigtige bestemmelse: Lærlingen skal på basis af en lærekontrakt tilsikres såvel praktisk uddannelse i et bestemt erhverv som almendannende og erhvervsbetonet undervisning, og disse to komponenter skal stå i forbindelse med hinanden.
Legally both parts of the apprentice system are bound by the important and overriding regulation that the apprentice, on the basis of the contract, must receive not only a training in the practice of a particular occupation, but shall also receive general and trade-related tuition.
Uddannelsen i virksomheden.
In­company apprentice training.
Betragter man lærlinge uddannelsens struktur, bemærker man, at uddannelsen — og specielt den del af uddannelsen, som sker i virksomheden — antager en mere og mere selvstændig karakter.
The increasing inde­pendence of apprentice training, especially that of the in­company element, is illustrated in the unusual organiz­ation of apprentice training.
Kommissionen for uddannelsesspørgsmål under arbejdsfonden foreslog i 1948, at man overdrog den pædagogiske og sociale kontrol med lærlingeuddannelsen til allerede bestående lokale og regionale institutioner under lærlinge væsenet, hvor der sad repræsentanter for erhvervene og arbejdsmarkedets parter.
In 1948 the Commission for Training suggested that the existing local and regional bodies responsible for the apprentice system, in which the trade bodies and the social partners1were represented, should be entrusted with the control of teaching and social aspects of apprentice training.
Tre år senere blev systemet yderligere udbygget.
Three years later this system was developed further.
I dag pålægger loven de landsomfattende og regionale organer at føre såvel indholdsmæssig som pædagogisk og social kontrol med lærlingeuddannelsen i både virksomhed og skole.
Today the country­wide and regional authorities are legally authorized to take over the control of the content, teaching and social activities of the apprentice training, in­company as well as in school.
Modsat dette er uddannelsen i en heltids teknisk skole indholdsmæssigt og ideologisk uafhængig. hængig.
This is at variance with the independence given to full­time vocational schools with regard to content and organization.
Undervisningen i fagskolen.
Teaching in vocational schools.
Undervisningen inden for lærlingevæsenets rammer har fra begyndelsen været knyttet til erhvervsuddannelsen på basistrinet.
Instruction within the apprentice system has always been linked with vocational education at the lower level.
Ganske vist er der aldersmæssig forskel mellem lærlingene og eleverne.
All the same there are differ­ enees of age between apprentices and the other pupils.
Siden 1961 er der blevet oprettet 30 distriktsskoler for lærlinge, hvilket har gjort det muligt at etablere homogene klasser og erstatte de endnu eksisterende aften- og middagskurser med undervisningstilbud, således at lærlingene har kunnet følge en erhvervsledsagende undervisning en dag om ugen.
Thirty area schools for the apprentices have been created since 1961. It has been possible to provide balanced classes for one day a week to replace existing evening or half day courses.
For tiden følger de fleste, der er under primæruddannelse, friviligt en erhvervsbetonet deltidsundervisning.
At the present time nearly all pupils receive training within the framework of their part-time education, ultimately to give them vocational qualifications.
Uddannelser i virksomhederne.
Incompany training (other than apprentices).
Erhvervslivet anvender enten i branchefonde eller som enkeltvirksomheder en del af deres midler til at uddanne unge kommende medarbejdere.
In commerce ^J some of the available funds, either from industrial sectors or ■ ■■
Deres uddannelse er i første række virksomhedsbetonet, men kan også have et samfundsmæssigt betonet indhold, omfatte kortfristede oplæringskurser eller avancementskurser i for bindelse med besættelsen af højere poster i foretagendet.
^ΓΛ from individual firms, are used for the training of recruits. The training is in the first instance confined to the place of work, but it can also cover social education, short courses in special processes or preparation for taking up a higher post.
Når det drejer sig om uddannelse i virksomhederne, kan der være store kvalitative og organisatoriske forskelle.
There are wide variations in the quality and organiz­ation of in­company training.
Store virksomheder har deres egne uddannelsesinstitutioner og -enheder, men også middelstore virksomheder kan have egne mindre uddannelsessektioner.
Large firms have their own training establishments, and some medium­sized firms also have their own, but smaller, training facilities.
For at give en oversigt over denne uddannelsesforms omfang skal følgende tal oplyses for en række hollandske virksomheder:
The following figures for a few Dutch firms are given to provide a survey over the extent of these training ac­tivities:
Under virksom- hedsmæssig uddannelse
Using firm's training facilities
Kilde: R. de Vogel »Uddannelse i hollandske virksomheder«, sammenfattede rapport fra juli 1979.
Source: R. de Vogel: In­Company Training in the Netherlands, Summary report of July 1979.
Disse virksomhedsuddannelser er ikke alle specifikke eller faglige.
This in­company training is not entirely of a specific or specialized nature.
Tallene omfatter også de interne virksomhedsuddannelser, som skal omtales i de følgende underkapitel.
The figures also include further edu­cation and training within firms, which will be discussed in a later section.
Den, der forlader skolen uden afgangseksamen eller en delvis prøve, har mulighed for at følge en deltidsundervisning eller påbegynde en lær­lingeuddannelse.
Anyone who leaves school without passing the final examination or with only a partially completed examination has the option of taking part-time education or entering into an apprenticeship.
Derudover står også uddannelsesvirksom­heden til disse gruppers disposition.
As well as this the young workers' education institutes are available to help.
Ofte drejer det sig om unge, hvem heltidsundervisningen ikke sagde noget eller ikke svarede til deres muligheder og ønsker hvorfor de efter afgang fra skolen påtog sig ufaglært arbejde eller blev arbejdsløse.
Many young people who have not received help appropriate to their needs or capabilities during fulltime education, have taken up some unskilled work on leaving school, or have become unemployed.
Den to­årige deltidsskolepligt, som følger efter den ti­årige heltidsskolepligt, sikrer dog i det mindste disse unge en vis yderligere skolemæssig kvalificering.
The two-year part-time compulsory school, which goes beyong the 10 years of fulltime compulsory education, ensures that these young people receive at least some form of further academic qualification.
Uddannel­sesvirksomhedens målsætning og målgruppernes egenska­ ber virker på én gang til at styrke motiveringen for at lære noget og tillige til at supplere kundskaberne. Men da stadig flere og flere følger de forskellige former for heltidsunder­ visning, er elevtallet i nævnte sektor stadig faldet.
Because of the objectives set by the young workers' educational service, this type of instruction proves to be a strongly motivating and effective form of teaching, but numbers of pupils have gradually decreased owing to the increasing attendance at the different kinds of fulltime tuition.
Uddannelsesvirksomheden har lidt efter lidt udviklet sig til en »skole for problemgrupper« og tilsvarende mistet sam­ fundsmæssigt omdømme.
The young workers' service has, as a result, gradu­ally developed into a 'school for problem groups' and correspondingly lost social prestige.
Foranstaltninger for unge arbejdsløse.
Measures taken for the young unemployed.
I de senere år ramte arbejdsløsheden i Holland ca. 5 % af den ikke selvstændigeerhvervsbefolkning.
In the Nether­lands in recent years 5 % of the working population who are not self-employed, were unemployed.
Blandt de arbejdsløse steg de ungesandel i perioden fra 1970 til 1978 fra 20,6 % til 33,7 %.
The proportion of young people among the unemployed rose during 1970 to 1978 from 20.6% to 33.7%.
Udtrykt i procenter af den ikke selvstændige erhvervsbefolk­ êf\ ning har antallet af unge arbejdsløse under 23 år siden ,^*¿ ligget på 9,1 %. m±
Since then youth unemploy­ment for those under 23 years of age has been 9.1 %.
Alle involverede instanser og grupper er klar over, at erhvervsuddannelse kun kan yde et begrænset bidrag til bekæmpelsen af ungdomsarbejdsløsheden.
All the authorities and bodies concerned with the problem realize that vocational training can make only a limited contribution to the fight against youth unemployment.
En analysering af dette spørgsmål har vist, at der består en nøje sammen­hæng mellem de unges opnåede uddannelsesniveau ogderes indslusningschancer.
An analysis has shown that there is a connection between the level of training achieved and the chances of a young person finding work in the labour market.
Det har bl.a. vist sig, at unge med utilstrækkelig skoleuddannelse og unge, som harafsluttet den almene videreførende undervisning, har langt færre chancer for at få en arbejdsplads end andre unge.
It showed that those young persons with insufficient school education and those that had only completed the general continuation education had less chance of finding work than others.
Også unge fra de kulturelle minoriteter (udenlandske arbejdstagere, efterkommere af folk fra Surinam, Antillerne og Molukkerne) er særlig talrigt repræsenteret blandt den af arbejdsløshed truede ungdom.
Also, young people from minority ethnic groups (foreign workers, descendents from Surinam, the Antilles and Moluc­ca) have a high proportion unemployed.
Endvidere har piger, som kun har afsluttet husholdningsundervisningens basistrin, van­skeligt ved at finde arbejde.
Girls who have completed only the lower level of the domestic science courses have more difficulty in finding work.
I 1976 påbegyndte man de såkaldte »omstillingskurser« (schaltcursussen) for arbejdsløse unge.
In 1976 a start was made with 'switching courses' (schakel­cursussen) for the young unemployed.
Formålet med disse kurser var at tilbyde nogle grupper med et særlig stort behov (dvs. unge uden eksamen eller blot med almindelig skole­gang) supplerende muligheder for at lære noget, således at de kunne forbedre deres chancer på arbejdsmarkedet.
The purpose of these courses was to provide further study for some groups in special need (e.g. young persons with no final education certificates, or only in general education) to improve their chances on the labour market.
Efter afslutningen af kurserne har godt og vel en trediedel af de unge enten fundet en arbejdsplads, fortsætter med efterføl­gende uddannelse i heltidsundervisningen eller startet på en lærlingeuddannelse.
About two-thirds of those taking part had either found employment after completing their courses, or had continued with further training or had taken up an apprenticeship.
I henhold til deres målsætning er disse kurser — hvad angår indhold og varighed — meget fleksible.
The courses are flexible in length and content, according to their aims.
De gennemføres på de teknisk­faglige skoler (dis­triktsskolerne).
The trade colleges (area colleges) are responsible for running them.
Da denne foranstaltning har vist sig at have succes, overvejer man at integrere den permanent i uddan­nelsessystemet.
As this measure turned out to be so successful, consider­ation is being given to incorporating it permanently into the educational system.
Efter- og videreuddannelsen
Continuing education and training
Erhvervsuddannelsen for voksne.
Adult vocational training.
I denne form for deltidsuddannelse deltager også voksne.
In addition to full time schools there are also part-time schools and evening
Efter­ og videreuddannelse i virksomheden.
Adults participate in this type of part-time train­ing.
Ved siden af primæruddannelsen gennemfører virksomhederne også omskolingsforanstaltninger for beskæftigede, der får en ny arbejdsplads i virksomheden eller nyansættes i den­ne.
The socalled 'moeder-mavos' (intermediate level con­tinuing education for mothers) which have been established during the last five years, are a particular example.
Herunder betjener erhvervslivet sig også af eksterne uddannelsesinstitutioner.
Oppor­tunities for apprentice training are also available to adults.
Et tydeligt eksempel herpå er kur­serne for fremtidige arbejdsledere.
Actually about half of all apprentice trainees are 20 years old or over.
Der findes en række private institutioner, der er specielt indrettet til dette formål, og som til dels finansieres ved, at firmaerne betaler kursus­ gebyrer for de arbejdstagere, de sender til disse kurser.
So in this way apprentice training has developed into a form of adult education.
Man råder for tiden ikke over enkeltdata og systematiske materialesamlinger vedrørende opbygningen og organisatio­ nen af disse virksomhedsuddannelser.
Such measures, when they are specifically for training related to an industrial process or for 'rehabilitation' are particularly suitable for adults.
Det er ikke muligt at foretage en klassificering af de foreliggende oplysninger, da man ikke har nogen entydige bedømmelses­ og inddelings­ · kriterier, og da man mangler tilforladelige metoder angåen­ de udviklingen.
There are correspondence courses at different levels for many areas of social life, which are mostly carried out by private establishments, under the authority of the Ministry of Education.
I al almindelighed kan man dog skelne mellem management­uddannelser, erhvervsfaglige uddan­ nelser og virksomhedsbunden skoling.
There is a great demand for such forms of adult education, but unfortunately a large number give up before completion.
Alt efter art og mål­ sætning sker uddannelsen centralt eller på afdelings­ eller direktionsniveau.
For a number of years the authorities have been working towards a more cohesive system; they are not only concerned with making the existing systems more accessible, but also with creating appropriate edu­cation and training establishments.
Ved siden af de eksterne og interne virksomhedsuddannel­
Trials with the socalled 'open college' can also be seen in this connection.
O ser, som erhvervslivet gør brug af, findes der nogle uddan­ nelser, som for visse erhvervsgrene er oprettet og gennem­ ft\ føres branchevis.
This was established to find out more about the need for training among certain adult groups, and to establish curricula and teaching aids which would be suitable for adults.
JjJ rierne.
Courses take from three to 20 months.
Disse brancher råder over branchefonde, hvor de
There are 30 different programmes with an average length of ninemonths.
(/) involverede firmaer yder et bestemt belob af lønsummen til BHM finansiering af uddannelserne.
Ten thousand adults take part in internal company courses, or external courses, every year.
Disse uddannelser er i
Paid leave for education and training.
A\ hovedsagen tilrettelagt med henblik på behovet for ledende
The advisory commission had in the mmm\ _^^ meantime passed unanimously an interim report which lmum\ dealt with the nature, objectives and scope of the educa­ tional leave.
^*I arbejdskraft på det nederste og mellemste niveau i de pågældende virksomheder og hjælper de pågældende arbejdsgivere ved tilrettelægning af ændrede produktions­
In this report, the labour market and the training measures designed to meet the needs of firms were assessed in relation to the creation of an adult educational system.
C metoder og nye teknologier. De landsdækkende uddannel­
An important point in the report was the view expressed that educational leave should be promoted for married women as well.
#lf sesorganer, der er omtalt i forbindelse med lærlingevæse­
A phased introduction has been suggested, starting with those with the lowest level of income and training.
B net, spiller en vigtig rolle her.
Continuing training in industry.
Der er tildels tale om foranstaltninger for folk, der står i fare for at blive arbejdsløse og derfor har behov for kurser for at blive tilpasset erhvervslivet, eller der er tale om foranstalt ninger med henblik på avancement inden for virksomheden.
External training establishments are used by the industry, especially for courses for management trainees.
Disse uddannelser reagerer på udviklingen på abejdsmarke- det og er kortvarige indgreb, som hverken tidsmæssigt eller med hensyn til deres varighed lader sig indpasse i noget bestemt skema.
There are a few private institutions which exist expressly for this pur­pose, and firms pay the fees for their employees to attend.
En arrangør af foranstaltninger for arbejdsløse eller arbejds tagere, som trues af arbejdsløshed, er socialministeriet.
At the present time there is no information about the organization of company training centres.
Niårig skolepligt ideise af erhvervsuddannelsen .tre til fire år istillingskurser«
In general one can differentiate between manage­ment training, specialized trade training and training for a particular activity.
1950 Landsdækkende og regionale organer kontrollerer ngeuddannelsen ' r. lærlingeuddannelsen ærllngevæsenet ¡deckende undervisning ids-skolepligt for erhvervsaktive unge
These courses are mainly directed towards inter­mediate and lower level management, and also help employees to adjust to changing methods of production and new technology. Countrywide training agencies, which were discussed in connection with the apprentice system, play an important part here.
Erhvervsundervisningens opståen og udvikling.
These are for people who are liable to be made redundant, or who need training to adapt to new skills in their jobs, or who need training for advancement in their careers.
Omkring århundredeskiftet havde man den opfattelse, at sammenhængen mellem de enkeltdele, som undervisningsvæsenet bestod af, så vidt muligt burde styrkes.
The origins and development of vocational train­ing. At the turn of the century it was considered that the cooperation between the separate parts of the education system should be preserved as far as possible.
Regeringen nedsatte i 1903 en rådgivende kommission, der skulle udarbejde reformforslag »til forbedring af kombinationen af skolevæsenets enkelte bestanddele«, omfattende både grund skolen samt mellemskolen/realskolen og de højere skoler.
In 1903 the government set up an advisory commission with the task of m^m9
I 1910 arbejdede denne kommission sig frem til tre lovudkast, hvorved mellemskole-/realskoleundervisningen (middelbaar onderwijs), den almene undervisning, som førte frem til studentereksamen (voorbereidend hoger onderwijs) og erhvervsundervisningen (vakonderwijs) skulle reguleres efter hinanden.
In 1910 this commission produced three draft laws under which, one after the other, for the organization of intermediate level education (middelbaar onderwijs) general education leading to university entrance (voorbereidend hoger onderwijs) and vocational education (vakonderwijs) some alternations were suggested for the basic schools (lager) which existed at that time, and for higher education (hoger onderwijs). The commission originally considered the