natgillin/translations-raw huggingface dataset:
Udviklingen fra 1960—1978.
Employed persons, by economic sector in % Development from 1960 to 1978.
Den gennem årtier lave andel af beskæftigede inden for landbruget faldt yderligere efter 1960, men andelen af industribeskæftigede er også faldet støt siden 1960.
The proportion of those employed in agriculture, which has been low for decades, declined still further after 1960, and the proportion of those employed in manufacturing industry has fallen steadily since 1960.
Derimod er andelen af beskæftigede inden for servicefagene steget støt og uafbrudt siden 1960.
The proportion of those in the service industries increased continuously from 1960 onwards.
Den samlede befolkning i 1977 opdelt i mænd og kvinder med deres respektive andel af personer over 14 år samt erhvervsaktive.
Employment structure Total population in 1977 subdivided into men and women with the proportion for each of those over 14 years as well as the total working population.
Trods stigende tendens er andelen af kvindelige erhvervsak­tive i forhold til den samlede befolkning — som i de øvrige EF­lande — lavere end mændenes andel.
The proportion of the female working population to the total population is — in spite of a rising trend — below that of males as it is in other countries of the EEC.
Kilde: Stikprøvetælling af arbejdskraften 1973­•1975—1977, Tab. 11/1, Eurostat 1980.
Source: Labour force sample surveys 1973­75­77, Table 11/1, Eurostat 1980.
I årene 1970—1972 steg arbejdsløshedskvc betinget af konjunkturen, i 1973 og 1974 faldt den kortfristet lidt for siden igen at stige ret betydeligt.
1 The percentage for 1980 is provisional and has been taken from the Eurostat monthly report 4/81 (for 18. 5. 1981).
Arbejdsløsheden 1977 Den samlede befolkning i 1977, opdelt i mænd og kvinder med deres respektive andel af personer over 14 år, erhvervs­aktive samt arbejdsløse.
Unemployment 1977 Total population in 1977, subdivided into men and women, with the corresponding proportions of over 14 year olds, the working population and the unemployed.
Andel arbejdsløse Andel arbejdsløse blandt mandlige og kvindelige erhvervs­aktive (hhv. = 100), status 1977.
Proportion of the unemployed The proportion of the unemployed to the male and female working population (total = 100) as at 1977.
En sammenligning med ovenstående diagram viser, at Stor­britannien ikke er ramt af en udpræget arbejdsløshed blandt kvinder.
Compared to the preceding diagram, female unemployment in the United Kingdom is not particularly marked.
Som det fremgår af efterfølgende diagram, er der kvantitativt ingen nævneværdig forskel mellem mandlige og kvindelige arbejdsløse.
There is no difference worth mentioning between male and female unemploy­ment.
Kilde: Stikprøvetælling af arbejdskraften 1973—1975—1977, Tab. H/1, Eurostat 1980.
Source: Labour force sample surveys 1973­75­77, Table M/1, Eurostat 1980.
Udviklingen i ungdomsarbejdsløsheden ro
Development of youth unemployment ro
Den samlede befolkning indtil 24 år i 1977, opdelt i mænd og kvinder med deres respektive andel personer over 14 år, erhvervsaktive samt arbejdsløse.
Proportion of young persons up to 24 years to the total number of unemployed in the years 1974-78,1st half of the year (May)
Andel unge arbejdsløse Andel unge arbejdsløse blandt mandlige og kvindelige er­hvervsaktive indtil 24 år(hhv. = 100), status 1977.
Proportion of the Young Unemployed Proportion of the unemployed up to 24 years old to the male or female working population (total = 100) in 1977.
Heller ikke blandt de unge ses nogen betydningsfuld forskel, når det gælder mænds og kvinders chance på arbejdsmarkedet.
Amongst young persons there is no significant difference in their chances on the labour market between men and women.
I skæringsåret er kvinderne endog mere begunstigede.
In this year the women in fact fared a little better.
Kilde: Stikprøvetælling af arbejdskraften 1973—1975—1977, Tab. H/6, Eurostat 1980.
Source: Labour force sample surveys 1973­75­77, Table 11/6, Eurostat 1980.
I Storbritannien har man altid anset erhvervsuddannelsen for at være industriens opgave.
Preface In the United Kingdom, vocational training has always been regarded as a matter for industry.
Som følge heraf har man helt op til 1960'eme ikke haft nogen statslig ordning for dette område.
Accordingly up to the 1960s there were scarcely any government regulations in this area.
For at afbøde manglen på faglært arbejds­kraft har staten ganske vist til en vis grad støttet og fremmet videreuddannelsessystemet, men først med loven af 1964 — industriuddannelsesloven (Industriai Training Act) — formulerede staten en egentlig uddannelsespolitik for denne sektor.
The further education system, sponsored by the Government and Local Authorities, was also partly designed to meet the demand for skilled workers but it was not until the Industrial Training Act of 1964 that national vocational training policies were given any expression.
Takket være en ringe intervention fra statens side, er erhvervsuddannelsessystemet særdeles mangfoldigt, og ofte foreligger der ikke selv de mest grund­ læggende statistikker.
Because government intervention has been so limited, the system of vocational training is extremely diverse, and basic statistics are seldom available.
Og der eksisterer så at sige ingen beskrivelser og analyser af virksomhedsintern erhvervsud­ dannelse.
Details of in­company vocational train­ ing and analytical data are almost non­existent.
Φ > Det almene uddannelsessystem φ m Q mi %lr (ft
The general system of education
Hovedskole
8" SL» ω w Q.
Colleges for videreuddannelse
Seondary schooi ile?«
Q) f Sig η Skolepligten starter
Colleges for further education
Skolesystemets opbygning.
Structure of the school system.
Skolesystemet er opbyg­get således:
The school system is composed as follows:1
Primærtrinet Sekundærtrin I Sekundærtrin II Akademisk uddannelse
Primary level Secondary level I Secondary level II Higher and further education
Uensartetheden skyldes især, at hele systemet befinder sig i en grundlæg­ gende omstrukturering.
This diversity is partly because the whole system is in the middle of fundamental changes, and further modifications are likely over the next few years.
25 % af Storbritanniens børn går i forskole fra 2. til 5. år.
About 25 % of the children in the United Kingdom attend a nursery school from 2 to 5 years of age.
I det år, hvor børnene fylder fem år, starter skolepligten, og børnene går i primærskole, indtil de er 11 år gamle.
> Ό C < ö c Throughout the United Kingdom children commence com­pulsory education when they reach 5 years of age.
Med det fyldte 11 år frekventerer alle børn en sekundærskole, der kan være enten et gymnasium (rundt regnet 25 %) eller en hovedskole.*)
The ages at which transfers take place vary from country to country and from one local education authority (LEA) area to another.
Ud fra den opfattelse, at et tosporet sekundærtrin stred mod princippet om lige chancer for alle, opfordrede Labour­rege­ringen i 1965 alle lokale skolemynddigheder (LEAs — Local Education Authorities), som er ansvarlig for skolerne i Stor­britannien, til at oprette enhedsskoler.
LU authorities (LEAs) which were responsible for schools in the United Kingdom, to introduce comprehensive schools.
De forskellige LEAs var frit stillet ved efterkommeisen af denne opfordring og kunne vælge mellem forskellige varianter.
The LEAs are independent bodies, and in implementing these instructions, they were able to consider a number of options.
Enhedsskolerne (Comprehensive Schools) samler alle grene fra sekundær­trin I og II i én skole.
Comprehensive schools were intended to cater for the needs of children of all abilities in one school.
I årene fra 1970 til 1974 standsede den konservative regering denne omlægning, men da en ny Labour­regering tiltrådte, stadfæstede den denne omlæg­ning i Skoleloven af 1976.
The Conservative Government delayed this process from 1970 to 1974, but it was given a new impetus with the Education Act of 1976, passed when a new Labour Government took office.
Den nuværende konservative regering har meddelt, at det forholdsvis lille antal LEAs, der indtil nu ikke har forelagt enheds­skoleplaner, kan fortsætte med den gamle skoleform.
The present Conservative Government has allowed the small number of LEAs that have not so far submitted plans for comprehensive schools to keep to the old school struc­ture.
I en regeringsbetænkning i 1966 vedrørende primærunder­visningen blev det foreslået at indføre en ny skoletype,
In 1966 it was suggested in a government report on primary education that a new type of school should be introduced that would be an intermediate school overlapping parts of
Den alder, ved hvilken eleverne skifter fra en skole til en anden, varierer i betydelig grad; i nogle skoledistrikter sker skiftet i 8­års alderen, i andre i 12­ eller 13­års alderen.
Secondary education runs from age 11 to 18 or 19 years of age. However, in some areas children change schools at age 8, or at age 12 or 13 years.
mellemskolen, som skulle skabe overgang mellem primærog sekundærtrinet.
Alternatives were put forward, e.g. for age groups from 8 to 12 years or from 9 to 13 years.
Man tilskyndede også til at oprette andre former — enten for de 8- til 12-årige eller for de 9- til 13-årige.
Some LEAs have introduced them, but others have decided not to do so for financial as well as educational reasons.
Ved siden af de betalingsfri offentlige skoler har man privatskolernes traditionsrige system (Public Schools).
The traditional system of private schools (referred to as 'preparatory' and 'public' schools) exists alongside the free State schools.
Ikke mindst på grund af skolepengene — der findes ganske vist muligheder for at få en friplads — er det først og fremmest de øverste indtægtsklassers børn, som går i disse skoler.
There are some free places in the public schools sponsored by the local education authorities and/ or the schools themselves.
De udgør ca. 5 til 8 % af en årgang.
These take care of about 5 % to 8 % of the age group each year.
I privatskolerne overgår eleverne først efter otte års primærskolegang til sekundær skolen. Undervisningsministeriet fører også et vist tilsyn med privatskolerne.
In the private school sector, the transition from the primary (preparatory school) to the secondary (public school) level generally takes place after about six years in primary level.
(De kendteste blandt disse skoler er Eton og Harrow).
Private schools (of which Eton and Harrow are the most well known) are subject to some supervision by the Department of Education and Science.
Elevtallet i de forskellige skoletyper i Storbritannien (ca. januar 1978):
Approximate numbers of pupils in the various types of schools in the United Kingdom (January 1978)
Offentlige skoler Førskoletrinet Førskoleklasser i primærskoler Primærtrinet Sekundærtrinet Skoler med optagelsesprøve Skoler uden optagelsesprøve
State schools Nursery schools Preparatory schools (primary level) Secondary level Schools with entrance examination Schools with no entrance examination
I alt (offentlige skoler, untagen specialskoler) Subventionerede og private skoler (primær- og sekundærtrinet) Specialskoler (offentlige og private)
Total (State schools excluding special schools) Subsidized and private schools (Primary and secondary levels) Special schools (State and private)
I alt (samtlige skoler)
Total (all schools)
Universiteterne.
The universities.
Universiteterne er nationale og tilgængelige for studerende fra alle egne af Storbritannien.
The universities are national institu­tions and open to students from all over the United Kingdom.
Der findes 35 universiteter i England og Wales, 8 i Skotland og 2 i Nordirland. Ca.
There are 35 universities in England and Wales, 8 in Scotland and 2 in Northern Ireland.
Universiteterne i Wales, Oxford, Cambridge, Leeds, Glasgow og Manchester har hver over 10 000 immatrikulerede studerende, men derudover findes der en række universiteter med mindre end 3 000 studenter.
The Universities of Wales, Oxford, Cambridge, Leeds and Manchester all have more than 10000 students, but there are also a number of universities with less than 3000 students.
Studenternes optagelse er det enkelte universitets eget ansvar, og universiteterne fastsætter selv deres egne, uafhængige bestemmelser.
Admission of students is the responsibility of the individual university, which issues its own specific require­ments.
I 1976/77 var der mere end 221 000 studerende, for størstedelens vedkommende på treårige kurser. Ca.
In 1976/77 there were more than 221000 students, who for the most part took three-year courses.
Resten fordel te sig på læreruddannelse, land- og skovbrug, veterinærmedicin og arkitektur. Universiteterne er både forskningsinstitutioner og læreanstalter.
The remainder were distributed over educational studies, agriculture and forestry, veterinary science and architecture.
Omtrent 50 000 af de studerende med en akademisk eksamen deltager i forskningsarbejdet og forbereder sig til en højere eksamen, for det meste doktorgraden.
There were more than 50000 postgraduate students in 1976/77 and over half of these were engaged in research leading to a higher academic qualification — usually with the title of Doctor.
De øvrige fortsætter efter embedseksamen på mange forskellige kurser for at tage en højere eksamen, eller de går på etårige lærerkurser.
Other postgraduate students take a variety of courses for higher degrees leading to the qualification Master of Science (MSc) or Master of Business Administration (MBA) or one-year teacher-training courses.
Det åbne universitet (OU — fjernuniversitet).
The Open University.
Det åbne uni­versitet startede med sine kurser i 1971 og besøges nu af mere end 70 000 studerende.
The Open University commenced with courses in 1971, and now has more than 70000 students.
De OU­studerende er for det meste ældre end 21 år og fuldtidsbeskæftigede.
Open University students are mostly over 21 and usually have full­time employment.
Man skal ikke have nogen akademisk kvalifikation for at blive optaget.
No academic qualifications are required for entry.
Det åbne universitet tilbyder kurser, som fører frem til akademiske grader.
The Open University provides part­time courses leading to academic degrees and some post­graduate qualifications.
Undervisningen er for det meste en kombination af fjernsyn, radio, korrespondance­læremate­ rialer og personlig vejledning.
The teaching consists of a combi­nation of television, radio, material sent by post and person­al counselling.
Der tilbydes også erhvervsfor­ beredende kurser af forskellig varighed og kostskoleophold om sommeren.
Vocational education courses of differing lengths and summer residential schools are also offered.
­Q "Q 3 Φ £ φ > ­C φ De 30 videregående tekniske skoler blev oprettet ud fra forskellige colleges i 1966 og skulle med deres fuldtids­ og deltidskurser inden for den akademiske uddannelse være alternativer til universitetsuddannelsen.
The 30 Polytechnics, which were established in 1966 by combining a number of colleges, are intended as an alterna­ tive to university education.
Disse kan enten afsluttes med en akademisk eksamen (Advanced Polytechnics) eller føre til videreuddannelses­eksaminer.
They offer a wide variety of full­time academic courses leading either to degrees or to qualifications at technician levels.
Som noget nyt tilbyder de fleste polytechnics også lærer­ uddannelse. I Skotland findes der 14 institutioner med samme funktioner.
More recently the poly­ technics have become involved in the training of teachers.There are also 14 Central Institutions in Scotland perform­ ing similar functions.
Når man holder sig det britiske skole­systems mangesidethed med alle dets frie overgangsmulig­ heder til næsten alle skoleformer for øje, kan det ikke undre, at hverken skolegangen på en bestemt skole eller varighe­ den af skolegangen er bestemmende for adgangen til bestemte erhverv eller akademiske uddannelser.
It is not surprising, considering the diversity of the English school system and the ease with which students can move between the various kinds of schools, that the attendance at a certain school or the length of time spent at school do not determine the right of entry to particular occupations or to academic studies.
Det afgør alene de beståede eksaminers kvantitet og kvalitet.
Passing examinations determines admission to the next higher type of educational institution.
Alle eksaminer er enkeltfagsprøver, og det står enhver ^^ kandidat frit selv at vælge antal og art.
All examinations are in individual subjects, and each candidate can choose the number and kind of subjects he or she wishes to sit (always providing that the school teaches the subjects within the timetable).
I 1951 indførtes General Certificate of Education­prøverne (GCE), som er åbne for kandidater i alle aldre, det være sig elever eller studenter tilmeldt en eller anden institution eller ej.
Theexaminations of the General Certificate of Education (GCE) were established in 1951, and are open to candidates of all ages, regardless of whether they have applied as pupils or students of any institution or not.
De afholdes af syv indbyrdes uafhængige institutioner, hvoraf de syv er tilknyttet universiteter.
They are carried out by eight boards, which are independent of each other, of which seven are associated with universities.
Nedenstående uddannelsesdiagram giver en oversigt over de mange uddannelsestilbud.
reached are given and also at what stages decisions must be made about further studies, and to what extent these decisions are binding.
Mellem universiteter og højere læreanstalter m.v. (øverst til venstre) og lærlingeuddannelsen (øverst til højre) ses det vidtforgrenede system af erhvervsfaglige skoler.
The diagram indicates the period of compulsory education, the period of training required for the final examinations and the age at which they are taken
Af diagrammet fremgår, på hvilket alderstrin de forskellige uddannelsesmåder frekventeres, hvornår man træffer beslutning med henblik på det videre uddannelsesforløb, og om en sådan beslutning er endegyldig.
This diagram illustrates the various routes which may be followed through the education system.
Man kan af diagrammet endvidere aflæse varigheden af den almene skolepligt samt, i hvilken alder de tilsigtede eksaminer aflægges, og hvad der kræves dertil.
The wide range ol opportunities for vocational training are indicated, varying from the apprenticeship ¡top righti to the college. The ages at which various stages in the educational system are
Efter- og videreuddannelsescolleges GCE-A-level
Universiiy Degree eg. lawyer, doctor, higher education teacher
CGLI-håndværks-bevis, f.eks. gartner, tømrer, frisør ONC, OND, f.eks. købmand, tekniker, hotelfagmand HNC, HND, f.eks. driftsøkonom, hotelmanager, akademiingeniør
Higher Certificates and Diplomas Graduate engineer
Enhedsskole GCE-O-level
Comprehensive school GCEAIevel
Lærlingeuddannelse CGLI-håndværks-bevis Anmærkning i kontrolbogen f.eks. gartner, tømrer, frisør, maskinsmed
Technician level, Higher Certificates and Higher Diplomas e.g. chemist, graduate engineer
Realeksamen Studentereksamen H åndværkereksamen Teknisk eksamen Teknologisk eksamen
CSE GCE-O-Lftve) GCE A Level CGLl Craft Certificate Technician Level, Certificates and Diplomas and Higher Certificates and Higher Diplomas CNAA Degrees
optaget på universiteter og læreanstalter.
Passing these examinations leads to entry to universities, polytech­nics and colleges.
For at blive opta­get på et universitet skal man som minimumskrav have bestået fem GCE­eksaminer, hvoraf mindst to skal være på »A« level.
The minimum requirement for university entrance is usually a pass in five GCE examinations of which two must be at the Advanced level.
Da tilgangen til universiteterne for tiden er stor (hvert universitet træffer selv afgørelsen med hensyn til adgang), må kandidaterne bestå seks til otte eksaminer, hvoraf mindst tre skal bestås med gode karakterer på »A« level. Der tilbydes enormt mange forskellige fag.
At the present time competition to enter the universities (each university decides its own conditions of entry) has forced the require­ ments up to six or eight passes in GCE examinations of which three have to be at Advanced level.
AEB (Asso­ ciated Examining Board — skoleeksamenskommissionen) tilbyder således 136 fag med eksamen på »O« level og 75 med eksamen på »A« level.
There is a wide range of subjects offered; the Associated Examining Board (AEB) offers 136 subjects for '0' levels and 75 for 'A' levels.
Hver enkelt skole kan tilmelde sine kandidater til ethvert GCE­institut.
Every school can register its pupils with any of the GCE boards.
Eksamen er tilrettelagt for 16­årige elever med en til aldersgruppen svarende gen­ nemsnitlig begavelse. Denne eksamen kan aflægges af
It is intended for 16 year­old pupils, with average talents for their age (i.e. in academic ability terms those between the top 20% and bottom 40%).
"fc elever, der har afsluttet fem års sekundærundervisning; antallet af fag kan vælges frit.
The examination is available to pupils who have completed five years in secondary education: the number of subjects is voluntary.
Mange kandidater aflægger GCE­O­level­eksamen i nogle fag og CSE­eksamen i andre.
Many candidates pass the GCE 'O' level examina­tion in some subjects, and the CSE examination in others.
Mange kandidater aflægger begge eksaminer i samme fag.
Some candidates attempt both examinations in the same subject.
Φ σ > o I oktober 1978 besluttede undervisnings­ og videnskabsmi­nisteriet at erstatte de hidtidige to eksamensmuligheder for 16­årige med et enkelt nyt system. Den første eksamen i
In October 1978 the Department of Education and Science proposed the replacement of the two examination systems for 16 year-olds, with one single new system.
\ britannien har efter skolepligtens ophør og med det fyldte JSm
Options after compulsory education, in the United
16. år flere muligheder. Hvis de ikke vælger den klassiske
Kingdom several possibilities are open to young people of 16 years after completing their compulsory education.
\^ vej, det vil sige fortsætter i skolesystemet med henblik på en akademisk uddannelse, kan de fortsætte på en efter­ og videreuddannelsesinstitution. Denne er bredt anlagt og til­ byder de mest forskelligartede erhvervsorienterede kurser.
If they do not stay at school to continue their academic education they can attend a further education college: these are very widely distributed and offer various general educa­tion and vocationally orientated courses.
Disse kurser fører alt efter varighed og indhold frem til eksaminer på forskellige niveauer.
These courses vary in length and content, and lead to examinations at different levels.
Disse efter­ og videreud­ dannelsesinstitutioner er tilgængelige for såvel unge under primæruddannelse som også erhvervsaktive, som søger almen efter­ og videreuddannelse. Skoledimittenderne kan
Further education colleges are available to young people for their initial training and also to employed people for general further education or vocational educa­tion.
1 imidlertid også påbegynde en lærlingeuddannelse
School leavers can also: enter into an apprenticeship' or commence employment at once.
), hvis de da ikke træder direkte ind i arbejdslivet, i hvilket de eventuelt får en uddannelse i virksomheden.
There is no uniform pattern to the nature and extent of training provided by employers in such cases.
I sådanne tilfælde er det vanskeligt at erfare noget om uddannelsen, og den er vanskelig at klassificere.
It is difficult to obtain much information about incompany training, and it is hard to fit it into any classified scheme.
Både uddannelsen i virksomheden og lærlingeuddannelsen er for det meste sammenkoblet med undervisning i en efter­og videreuddannelsesinstitution eller på et JTB­uddannel­sescenter.
1In the United Kingdom the apprenticeship is not as widespread as in some other countries of the EEC.
Oversigt over 16-årige skoledimittenders uddannelse (1977/78):
Survey of the training facilities for 16 year-old school leavers (1977/78)