natgillin/translations-raw huggingface dataset:
Beskæftigede Arbejdsløse Søger beskæftigelse første gang
Employed Unemployed
1 chancer for beskæftigelse. 2
Looking for first time employment
2 hvervsuddannelseskurset har 52,2 % af de unge med eksa men inden for tertiærområdet fundet beskæftigelse.
This survey also demonstrates that persons who are trained for a commercial or office occupation have the best chances of employment.
Chancen for at få en arbejdsplads afhænger på følgende måde af de erhvervsmæssige kvalifikationer:
The chances of finding employment in relation to the occupational qualifications are illustrated below:
Erhvervsmæssige kvalifikationer
Occupational qualification
Varigt beskæftigede Tidsbegrænset beskæftigede Beskæftigelse med uregelmæssig varighed
Permanent employment Temporary employment Employment of uncertain length
Omkring 1850 nødvendiggjorde handelens opblomstring i Piémont og udvidelsen af kongeriget Italiens forvaltnings­maskineri nye uddannelser ved siden af den klassisk­hu­manistiske uddannelse.
In about 1850 the upsurge of trade in Piedmont and the expansion of the administrative services in the Kingdom of Italy made new training facilities neces­sary, apart from the traditional classical education.
Efter at der allerede i året 1840 i kongeriget Sardiniens underskoler var blevet indført reg­ ning, geografi og historie som erstatning for latin, foreskrev en lov af 1848 femårs kurser ved nogle nationale kollegier omfattende praktisk undervisning i de fag, der ikke undervis­tes i ved universiteterne.
In the Kingdom of Sardinia by 1840 Latin had been replaced in the secondary schools by arithmetic, geography and history, and following a law in 1848. five-year courses for practicial instruction subjects which were not taught at the universi- ties were arranged in some national colleges.
Dette blev den første form for teknisk orienteret undervisning, til dels influeret af undervis­ningsplanerne ved de østrigske realskoler. Disse gjaldt alle­ rede i Lombardiet.
This was the first kind of technically orientated instruction — partly influenced by the curricula of the Austrian secondary mod­ ern schools, which already existed in Lombardy.
Kurserne var ikke adgangsgivende tiluniversiteterne og finansieredes privat.
These \\rn~ courses were privately financed and did not qualify for ff\ university entrance. ****
Med Italiens første lov vedrørende uddannelse overtog sta­ ten i 1859 udgifterne til denne uddannelse.
In 1859 the first Educational Law in Italy transferred the costs of this training to the State.
Den tekniske uddannelse blev nyorganiseret.
Technical training was reorganized.
(f) nelse (højere realskole­uddannelse), som blev lagt ind under undervisningsministeriets ressort.
There was now technical (higher secondary modern) training running in parallel with the classical upper secondary education under aegis of the Ministry of Educa­tion.
Sideløbende hermed ek­ sisterede der endnu en uddannelseslinie, som opdelte sig i en teknisk retning med højere og lavere eksaminer, og en praktisk orienteret retning for handel og håndværk, som begge blev henlagt under minsteriet for landbrug, industri % og handel.
At the same time another training route was esta­blished for a technical branch with intermediate and final examinations and another branch with emphasis on practi­cal work for commerce and the manual crafts, both under the jurisdiction of the Ministry of Agriculture, Industry and Commerce.
I 1923 overtog undervisningsministeriet ansvaret for den samlede tekniske uddannelse.
In 1923 responsibility for all technical training passed to the Ministry of Education.
Arbejderklassens erhvervs­uddannelse, der i hovedsagen var praktisk orienteret, blev henlagt til handelsministeriet.
Vocational training for workers, which was mainly practical, was put under the Ministry of Commerce.
I 1928 overtog undervisningsministeriet yderligere ansvaret for de praktiske uddannelseskurser for arbejdere.
In 1928 practical training courses for the workers then came under the responsibility of the Ministry of Education.
Men trods denne nyorganisering og forenkling forblev forskellen mel­lem den tekniske uddannelse for teknikere og den praktiske uddannelse af arbejdere og håndværkere på lavere niveau uændret.
In spite of this reorganization and simplification, the differ­ences between the technical training for technicians and the practical training at a lower level for workers and the manual crafts remained unchanged.
Under fascismen blev der — nok mere af ideologiske end arbejdspol¡tiske grunde — atter og atter gjort forsøg på ved hjælp af kurser at slå bro over kløften mellem uddannelses­og erhvervsuddannelsesvæsenet, hvilket dog kun blev til ufuldkomne forsøg.
During the Fascist era, new attempts were constantly being made — more for reasons of political dogma than for the good of labour relations, to close the gap between the educational and vocational training systems. This was, however, only partly achieved.
I tiden efter den anden verdenskrig fik begrebet erhvervs­uddannelse endelig en ny betydning.
In the period after the second world war, the concept of vocational training at last assumed a new importance.
Den praktiske uddan­nelse blev suppleret med teoretisk­teknisk indhold.
Practical training went side by side with theoretical/techni­cal education.
De tidli­gere efterkrigsårs høje arbejdsløshedskvote gjorde frem­skyndelse af erhvervsuddannelsen påkrævet og medførte en lovgivning, der lagde erhvervsuddannelsesvæsenet ind under arbejdsministeriets ressort.
The high level of unemployment during the early post war years made the promotion of vocational training necessary, and led to the legislation which put the system of vocational training under the Ministry of Labour.
Talrige firmaer og offent­lige selskaber tilbød faglige kurser, som afholdtes på uddan­nelsescentre — og til dels blev meget højt økonomisk understøttet af staten.
Many firms and public companies offered specialist courses at their vocational training centres, some of which received large state subsidies.
Erhvervsuddannelsesvæsenet vokse­de til en uddannelseslinie, som forløb parallelt med under­visningsministeriets uddannelse.
The system of vocational training has developed in similar ways and is in parallel with the training provided by the Ministry of Education.
Love og forordninger χ nr. 285 vedr. ungdomsarbejdsløshed co
Laws and regulations ω co
^mmelov nr. 845, uddannelsesafta­g uddannelsesforanstaltninger ngdommen righeden af erhvervs­dannelsen i skolen sættes øgsvis til 5 år anneisen uden for skolerne hen­ges til regionerne
tional training system ngth of vocational âining within schools raised to 5 years experiment egions responsible for out of hool educational system
Hvad der også hæmmede udviklingen var, at den italienske industri i de stærkt industrialiserede områder gik ind for høj produktivitet og lav løn samt en forholdsvis ukompliceret teknologi.
IHM low wages with relatively modest technology.
De mere begavede erhvervsaspiranter søgte uden tvivl til disse institutter.
There is no doubt that the most gifted looking for a career attended these colleges.
Yderligere gik skolepligten dengang kun til det 10. leveår.
It must also be remembered that compulsory education at that time was only up to 10 years of age.
(Jj Efter afslutning af primærskolen var der mulighed for over­ ■■—ι gang til sekundærtrinet og siden overgang til gymnasiet. Udvælgelseskriterierne var imidlertid strenge.
After primaryschool came the transition to the secondary level, with
Alle, som ikke opfyldte de stillede krav, kunne blot håbe på ved deres 14. år at få en chance til at træde ind i erhvervslivet. Og det var fremfor alt denne gruppe, som søgte til de mere eller mindre privatorganiserede og af arbejdsministeriet støttede er­hvervsuddannelseskurser.
The rules for selection were however very strict — those who did not pass could only hope to start work at 14 years.
Der aftegnede sig mere og mere et billede af erhvervsuddannelsessystemet som hospitals­stue for denne skolemæssigt set lavt kvalificerede rest­gruppe.
It become evident that this system of vocational training was for those who were academic failures.
På grundlag af lov nr. 25 af 1955 udvidede man lærlingeud­dannelsen med skolekurser (8 ugentlige timer).
Based on the Law No 25 of 1955 the apprenticeship was supplemented by a school course (8 hours weekly), but this did not achieve any substantial improvement in the quality of training.
Dette førte alligevel ikke nogen nævneværdig forbedring af uddannel­sen med sig.
Owing to the lack of a healthy system of training, especially as far as school instruction is concerned, the apprenticeship (which in any case is restricted to small businesses) acts only as a supplement to the lack of general education, and in no way provides a genuine qualification for young people.
I mangel af et sundt uddannelsessystem skal den skolemæssige del af lærlingeuddannelsen (der i forve­jen er begrænset til at foregå i mindre virksomheder) tjene til fuldstændiggørelse af manglerne med hensyn til almen dannelse; den udnyttes på ingen måde til reel erhvervsmæs­sig kvalificering af ungdommen.
The 1960s were an active period for the economy: public planning was introduced, the nationalized industries expanded, and the trade unions improved and experienced a large increase in power.
Inden for erhvervslivet og økonomien var 60'erne meget bevægede år: Man indførte offentlig planlægning, statsindu­strien ekspanderede, fagforeningerne oplevede en forøgelse af deres magt og kvalitet og udviklede interesse for arbejds­organisation og ­kvalitet.
An interest was developed in workers organizations and their effectiveness.
Indtil videre fik dette dog ingen betydning for erhvervsuddannelsen.
However, all this had little bearing on vocational training.
Ganske vist fungerede det af arbejdsministeriet finansielt støttede system af ud­dannelsesinstitutioner allerede gennem flere år, og en forordning i 1961 systematiserede kursernes varighed til henholdsvis to eller tre år.
A system of training establishments financed by the Ministry of Labour had been working for years and a regulation of 1961 stipulated the length of the courses to be two or three years.
Men hverken erhvervsdrivende eller fagforbund anså dette erhvervsuddannelsessystem for at være et egnet instrument til en målrettet aktiv arbejdspo­
Neither employers nor trade unions considered this system of vocational training to be effective for a purposeful and active labour policy.
I året 1962 gennemførtes en reform af den lavere mellemskole, og skolepligten udvidedes til det 14. år. I 1967 etablerede man statslige erhvervsuddannelsesinstitutter inden for det offentlige skolesystem, og uddannelseskurserne varede tre år og kunne efter afsluttet skolepligt, der var hævet fra det 10. til 14. leveår, besøges inden for rammerne af sekundærtrin II.
At these, the training courses lasted for three years and now that the school leaving age had been raised to 14 years, they may be attended within the framework of the upper secondary level.
Derigennem forsøgte man at tilbagesluse erhvervsuddannelsesforanstaltningerne delvis til skolen og altså undervisningsministeriets regi. Arbejdsministeriets udgifter på dette område var i mellemtiden vokset til 90 % af ministeriets udgifter.
It was intended that part of the vocational training pro­grammes would be conducted in schools, and therefore within the compass of the Ministry of Education, because these activities which came within the scope of the Ministry of Labour already accounted for 90 % of its expenditure.
I 1969 blev disse erhvervsuddannelsesinstitutter (IPS — Istituto professionali triennali postobligo) omdannet til femårige grene, der inden for sekundærtrin II fører frem til universitetsniveau.
In 1969 these schools for vocational training (IPS — Istituti professionali triennali post obbligo) were for the most part changed into branches of the upper secondary school system, with five-year courses leading to the qualifications for university entrance.
En yderligere grund til at 60'ernes erhvervsuddannelsesvæsen under arbejdsministeriets ressort ikke oplevede nogen egentlig videreudvikling, skal søges i den endnu ikke gen nemførte regionalreform.
One reason why the vocational training system under the Ministry of Labour in the 1960s never achieved any real progress was because regional reforms had still not been implemented.
Republikken Italiens forfatning af 1948 havde i artiklerne 117 og 118 pålagt regionerne at sørge for »den håndværksmæssige og erhvervsmæssige uddan nelse«.
The constitution of the Italian Republic in 1948 in Articles Nos 117 and 118 had given the regions responsibility for training for the manual crafts and trades.
Men alle regionale kræfter anså det for meningsløst at vedtage en lov, der skulle regulere regionernes beføjelser, endnu inden disse regioner eksisterede politisk og forvaltnings-teknisk.
However it was considered senseless to create a law regu­lating the authority of the regions before they even existed, either politically or in an administrative capacity.
Da regionerne endelig oprettedes efter regionalvalget i 1970, skulle gamle og uløste problemer løses: Der skulle skabes et arbejdsmarkedspolitisk orienteret uddan nelsessystem med midler, der næsten udelukkende skulle tilpasses en hjælpefunktion ved siden af skolen.
When the regions, after the regional elections in 1970, were at last established, the old unsolved problems had to be reconsi­dered. A system of training orientated towards the labour market had to be established as quickly as possible, and initially this consisted almost entirely of relief work supple­mentary to schools activities.
Dertil kom, at arbejdsformidlingen udelukkende fungerede efter kvantitative, formale kriterier og følgelig var meget lidt fleksibel.
In addition to this, the labour market worked exclusively with formal quantitative criteria and was therefore not very flexible.
Den 15. januar 1972 blev beføjelserne for det uden for skolerne liggende erhvervsuddannelsesvæsen definitivt overdraget regionerne, hvorved man søgte at tilgodese erhvervsuddannelsen i de forskellige egne af Italien.
From 15 January 1972 the responsibility for training outside the education system was finally placed with the regions, so that at last measures can be taken to deal with the differing demands for vocational training within the various Italian provinces.
Arbejdsministeriet beholdt følgende beføjelser: Fordeling af FAPL-midlerne (Fondo per l'addestramento professionale dei lavatori = arbejderuddannelsesfonden), som siden 1949 er finansieret med socialforsikrings- og statsmidler efter følgende skema: 75 % går til regionerne, og arbejdsministeriet får 25 % til bestridelse af de opgaver, som ministeriet beholder:
The Ministry of Labour retained the following responsibili­ties: Funds for the FAPL (Fondo per l'addestramento professionale dei lavoratori — funds for workers' vocational training) since 1949, came from social insurance of which 75 % went to the regions whilst the remaining 25% was for the Minis­try of Labour for maintaining relations with the EEC and administering the contributions for social insurance for trainees.
Varetagelse af forbindelserne til Det europæiske økonomiske Fællesskab; Administration af socialforsikringsbidragene for folk under uddannelse; Overtagelse af ansvaret for uddannelse og efter- og vide reuddannelse af lærer- og instruktørpersonalet, fagkonsulenterne samt instruktører til specialopgaver i forbindelse med produktionsomlægninger og nye industrianlæg.
Taking over financial responsibility for training and further training of teaching and training personnel, specialist trade advisers, instructors for special courses connected with changes in production methods or new industrial settlements.
Arbejdsministeriet oprettede et fagligt institut med rådgivende funktioner, nemlig instituttet for arbejdstageres erhvervsuddannelse (ISFOL — Istituto per lo Sviluppo della Formazione Professionale dei Lavoratori), som blev grund lagt ved præsidentdekret nr. 478 af 30. juni 1973 til varetagelse af ministeriets ovenfor nævnte opgaver.
The Ministry of Labour established a trade institute with an advisory capacity to carry out its functions. This was the Institute for Workers' Vocational Training (ISFOL — istituto per lo Sviluppo della Formazione Professionale dei Lavoratori) which was founded by the Presidential Edict No 478 of 30 June 1973.
Man nedlagde de offentligretlige erhvervsuddannelsesinstitutioner (INAPLI, ENALC, INIASA) og overdrog deres beføjelser til regionerne, som ligeledes overtog administrationen af Cassa per il Mezzogiorno.
The legally established institutes concerned with vocational training (INALPI, ENALC, INIASA) were disbanded and their responsibilities were transferred to the regions, which also took over the Cassa per il Mezzogiorno.
Regionerne måtte nu nødvendigvis tage hensyn til følgende: Adskillelsen mellem skole og arbejde måtte ophæves.
The regions now had to consider the following factors: the separation of schools and work had to be removed.
Sekundærtrin II skulle reformeres, men det stødte på vanskeligheder, da beføjelserne i så henseende var fordelt på to ministerier (arbejds­ og undervisningsminis­teriet), og ganske bestemte problemer og krav, som var under udvikling i hele Europa, dukkede også op i Italien:
The following problems and developments com­mon through Europe were also having their effect in Italy: Educational leave for employees.
Så at sige alle overenskomster efter 1973/74 indeholder dette krav og henvender sig fortrinsvis til statens skolevæ­ sen;
This was included in all wage agreements after 1973/74 and is particularly geared towards the school system.
1. juni 1977) har overdraget kompetencen for uddannelses­
Industrial reorganization due to the economic crisis: This was included in the law of July 1977 and expressly defines the financial responsibility of the regions for the retraining of workers but it has not yet been implemented.
hed. Resultaterne har dog ikke stået mål med forventninger­
Youth unemployment: Law No 285 of 1 June 1977 has recognized that the regions are responsible for contracts of training and in general for all training programmes.
¿¿ m samtidig klart og tydeligt skulle skille erhvervsuddannelsens mm og den skolemæssige uddannelses opgaver og give regio­ nerne mulighed for at planlægge uddannelsesforanstalt­ ninger. Denne lov trådte i kraft som lov nr. 845 den 21. de­ cember 1978.
8 hensive law, to align vocational training with the require- ments of employment, to define a precise and clear division between the responsibilities of vocational training and academic education, as well as giving the regions the abilityto plan for vocational training, becomes more and more pressing.
Î afsluttet, idet man endnu savner reform af sekundærtrinene og arbejdsformidlingen som grundforudsætnigner for en samlet reform.
These are a basic prerequisite for reforms as a whole.
De hidtil skete lovgivningsmæssige foran­ staltninger har ikke vist sig tilstrækkelige.
Legislation required to modify the existing procedures is not yet adequate.
Reformforsøgene bør ledsages af forskning og modelforsøg.
Research and trials of model schemes must accompany these efforts for reform.
Undervisningsministeriet er eneansvarlig for den statslige skolemæssige uddannelse for alle erhvervs grupper på sekundærtrin II inden for det almene uddannel sessystem. Ministeriet fastlægger også undervisningsplanerne.
The State training in schools for all groups of trades and occupations within the secondary level II of the general system of education came under the sole responsibility of the Ministry of Education, which also establishes the curri­culum.
Af rådgivende kommissioner findes der på nationalt plan nationalrådet for offentlig undervisning, ligesom der findes tilsvarende kommissioner på regional- og distriktsplan.
At national level there is an advisory board called the National Council for Public Education, and there are corre­sponding committees at provincial and district levels.
Det er den enkelte skoles, dvs. fremfor alt de tekniske institutters og erhvervsuddannelsesinstitutternes (IPS — Istituto professionali triennali postobligo) opgave at gen nemføre undervisning og uddannelse.
The execution of the training is a matter for the individual schools, i.e. predominantly the technical schools and the vocational training schools (IPS-lstituti professionali trien­nali post-obbligo).
Eksaminerne afholdes af eksamenskommissioner, som undervisningsministeriet beskikker.
The examinations are held by trade com­mittees appointed by the Ministry of Education.
Siden 1978 har regionerne haft ansvaret for den regionale uddannelse uden for skolerne.
Regional training outside the education system is carried out in the centres for vocational training and since 1978 this has been the responsibility of the regions.
Gennem forskellige udvalg og kommissioner — det er fremfor alt Consiglio Regionale (regionalrådet) og Giunta Regionale (det regionale udvalg) — regulerer regionerne lovgivningen vedrørende erhvervsuddannelse.
They exercise control through different committees — the most prominent being the Consiglio Regionale (regional council) and the Giunta Regionale (regional committee) as defined by legislation for vocational training. A special regional committee for vocational training (Commissione Regionale per la formazione professionale) supervises the content and development of courses.
Repræsentanter for arbejdsgiverne og fagforeningerne er medlemmer af disse rådgivende organer.
Representatives of the employers and the unions are members of this committee.
Kurser nes gennemførelse påhviler de enkelte erhvervs uddannelsescentre og disses lærerkollegier.
The indivi­dual centres for vocational training and their teaching staffs are responsible for running the courses.
Eksaminerne afholdes af kommissioner, hvis sammensætning er fastsat gennem regionale lovbestemmelser.
Examinations are administered by committees, whose composition is deter­mined by regional legislation.
Med lemmer af kommissioner er i hvert fald også repræsentanter for undervisningsministeriet, arbejdsministeriet og arbejdsmarkedets parter.
Representatives of the Minis­try of Education, the Ministry of Labour and the 'social partners' (employers and workers) are members in every case.
Regionernes lovgivning på dette område er endnu ikke afsluttet.
The Regional legislation has not yet been completed.
Enkelte regioner har med deres lovgivning ikke afventet rammeloven (Lombardia, Veneto, Toscana, Le Marche, Umbria, Lazio), hvorfor de nu må udarbejde lovtillæg.
Some regions have not waited for the State outline legislation, and have made their own laws (Lombardy, Venice, Tuscany, Marken, Umbria, Latium). They will now have to bring their laws up to date.
Andre regioner vedtager først nye love nu.
Other regions have only now started passing new laws.
Efter bekendtgørelsen af lov nr. 845 vil arbejdsministeriet, som før 1978 var ansvarlig for hele erhvervsuddannelseskomplekset inden for erhvervsuddannelsescentrene, fortsat få tillagt nogle uindskrænkede beføjelser, som f.eks. finansiering af erhvervsuddannelsen på Sicilien (denne region har endnu ikke fået overdraget fulde beføjelser), betaling af socialudgifter for lærlinge og vandrende arbejderes1) er hvervsuddannelse (denne kompetence blev flyttet fra uden rigsministeriet til arbejdsministeriet).
Before 1978, the Ministry of Labour was responsible for the whole system of vocational training within the vocational training centres. With the passage of Law No 845, the Ministry retained some of these responsi­bilities with restrictions, e.g. financing of vocational training in Sicily (this region had not full authority), payment of the social costs for apprentices and the vocational training of migratory workers (this responsibility had formerly passed from the Foreign Office to the Ministry of Labour).
Andre rettigheder kan udøves efter høring af det centrale beskæftigelsesudvalg.
Further rights can be exercised regionally after consultation with the central committee for employment.