natgillin/translations-raw huggingface dataset:
Teknisk institut (opdelt i III — Istituto tecnico industriale — med mere end 50 faglige retninger; ITA — Istituto tecnico agrario; ITC — Istituto tecnico commerciale; ITG — Istituto tecnico per geometri; IFT — Istituto tecnico femminile). Statslige erhvervsuddannelsesinstitutter og et kunstinstitut (IPS — Istituto professionale triennali postObligo) — (under­opdelt i: IPSIA — Istituto professionale per l'industria e l'artigianato — med rundt regnet 200 faglige retninger; IPSA
These upper secondary schools can be classified as follows: the classical secondary school II; the secondary modern school II; primary teacher­training college; the nursery teacher­training school; technical schools (subvided into: ITI — Istituto technico industriale covering more than 50 groups of industrial sub­jects; ITA — Istituto tecnico agrario — for agriculture; ITC — Istituto tecnico commerciale — for commerce; ITG — Istituto tecnico per geometri — for industrial design: ITF — Instituto tecnico feminile — home economics etc. for women); State schools for vocational training and art (IPS — Instituti professionali triennali post­obbligo, subdivided into IPSIA, Instituto professionale per l'industria e l'artigianato with about 200 subjects, mainly craft­based; IPSA — Institu­to professionale di stato per l'agricoltura — for agricultural studies; IDA — Instituto d'arte — for commercial art).
På grundlag af loven af 1969 har der i de senere år været en forstærket tendens til på forsøgsbasis at indføre et dobbelt suppleringsår, således at også dette uddannelseskredsløb omfatter en femårs periode.
Following the 1969 Law, there have been an increasing number of experiments in which the courses have been extended to five years.
Fra alle 305 faglige retninger på sekundærtrin II er der i dag — forudsat at de er femårige — ligeberettiget adgang til alle universitetsfakulteter.
In all 305 subject areas in the current upper secondary schools, passing the final examinations after a five­year course gives unrestricted access to a university course in any faculty.
Nedenstående uddannelsesdiagram giver en oversigt over de mange uddannelsestilbud.
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 diagram indicates the period of compulsory education, the period of training required for the final examinations and the age at which they are taken
Pædagogisk institut hovedskolelærere
Primary teacher-training college Primary school teacher
Regionale erhvervsuddannelsescentre f.eks. maskinarbejder, stenograf, tømrer
HE College HE Finals eg Astronomer, Oceanographer, Sociologist
Akademiske eksaminer f.eks. læge, jurist, filolog Diplom f.eks. statistiker, handelslærer, idrætslærerdiplom
Lawyer, Linguist Diploma eg Statistician, Sports teacher diploma, Teacher of commerce
Den højere uddannelse foregår på universiteter — der findes både stats­ og private universiteter — samt ved nogle specialiserede læreanstalter.
Higher education takes place at the universities and at one or two specialized higher education colleges.
Da universiteterne og lære­anstalterne ikke alene formidler undervisning, men også driver forskning, er de autonome og som sådan ikke under­kastet de for det almene uddannelsessystem gældende regler.
They are autonomous, undertaking research as well as teaching, and they are not subject to the regulations of the general system of education. There are State as well as private universi­ties.
Erhvervsuddannelsen
Vocational training
De kan ved de regionale uddannelsescentre på kurser af som regel to års varighed forberede sig til et erhverv.
They can prepare themselves for a profession or trade in a course at one of the regional centres for vocational training, which usually takes two years.
Knapt 8 % valgte denne mulighed gennem de seneste år.
Barely 8 % have chosen this mmm
De kan indgå et læreforhold') (ca. 5 %).
They can enter into an apprenticeship1 — about 5 %.
De kan også gå direkte over i et erhverv og videreuddanne sig enten på arbejdspladsen eller i større virksomheder søge videreuddannelse på supplerende uddannelsesinstitutio­ ner.
They can start work immediately and possibly receive train­ing at their place of employment — in larger firms and in other training centres.
Godt og vel en tredjedel af dimittenderne fra den lovpligtige skole har gennem de seneste år ikke fået nogen egentlig erhvervsuddannelse.
More than a third of all leavers in recent years have not received a proper vocational training.
Erhvervsuddannelse i det statslige skolesystem (R og i de regionale erhvervsuddannelsescentre er de mmm almindeligste former for uddannelse. Det regionale system Smw mmm i
Vocational training in the State school system and in the regional vocational training centres is _BAR_ the principal method of training.
^^ er endnu under opbygning og arbejder med en større mål­sætning end den af arbejdsministeriet tidligere afstukne og de af regionerne siden 1978 gennemførte undervisnings­planer.
Training procedures and the types of courses offered by the regions since 1978 are more comprehensive than those previously provided by the Ministry of Labour.
De etablerede regionale erhvervsuddannelsescentre fordeler sig således2):
The existing regional centres for vocational training are distributed as follows:2
Mere end to tredjedele af de 1 640 centre har kun en faglig uddannelsesesvej.
More than two-thirds of the 1640 centres provide training for one trade or occupation only.
') Lærlingeuddannelsen I Italien har nærmest karakter af et oplæringsfor­hold.
The apprenticeship in Italy is a form of agreement for training.
2) Samtlige kvantitative oplysninger omfatter ikke landbrugsmæssige foranstaltninger, da det er uhyre vanskeligt at skaffe tal fra denne sektor.
The information given in the table does not include measures taken for agriculture, as it is difficult to obtain figures for this.
merkantile fagretning, medens f.eks. servicefag, turisme osv. kun forekommer sjældent.
Technical and commercial subjects are mainly covered, whereas subjects relating to service industries, tourism etc. are only rarely encountered.
Den geografiske for deling af de enkelte fagretninger er fortsat skæv. Uddanner et erhvervsuddannelsescenter kun i én fagretning, afholdes der gennemsnitligt fire kurser, hvorimod centre med flere faglige retninger afholder knapt fem kurser.
The geographic distribution of the individual subjects is also still uneven.
Styrelsen af de regionale erhvervsuddannelsescentre forestås enten af of fentlige eller private selskaber, men samtlige uddannelses institutioner forvaltes og finansieres i dag af regionerne.
The spon­sors of the regional courses for vocational training include both public and private bodies, but training centres are entirely managed and financed by the regions.
De statslige erhvervsuddannelsesinstitutter (IPS), som blev etableret efter krigen, henvendte sig med deres oprindeligt to- til treårige kurser inden for et stort antal erhverv til samme klientkreds som de regionale erhvervsuddannelses centre.
The State institutions for vocational training (IPS), which were established after the war, originally offered two- to three-year courses in a large number of occupations and they were attended by essentially the same people as the regional centres for vocational training.
Men på grund af, at kurserne ved de statslige erhvervsuddannelsesinstitutter for størstedelens vedkommende blev gjort femårige og ligestillet med andre uddan nelser på sekundærtrin II (studieberettigelse til universiteter og læreanstalter), bliver dimittenderne fra regional systemet forfordelt sammenlignet med statsdimittendeme.
Because courses in the State schools for vocational training were for the most part extended to five years, and hence placed on an equal footing with the secondary level II (university entrance), those who studied in the regional system became at a disadvantage compared with those from the State organi­zations.
Varigheden af uddannelsen inden for hovederhvervsgrupperne inden for det statslige (skole-) og det regionale (skoleeksteme) område (år)
The length of courses for the principal occupations in the state and regional establishments areas (years)
Statslig
State
Maskinbygning Elektroteknik/elektronik Kemoteknik Øvrige industrierhverv Hotel- og restaurationsfaget Turisme og reklame
Engineering construction Electrotechnology, electronics Chemical technology Other industrial occupations Hotel and catering occupations Tourism and publicity Shorthand/typewriting
Dimittenderne fra statens erhvervsuddannelsesinstitutter — også fra de treårige kurser — (ca. 180 000) stiler allesammen mod funktionærstillinger.
Those who gain occupational qualifications, including those who have taken just the three year courses from the State schools for vocational training (about 18000) all try to obtain positions in employment.
Inden vedtagelsen af lov nr. 845 anerkendte myndighederne ikke deltagelse i erhvervsuddannelsescentrenes som regel kun toårige kurser (indtil 1978 under arbejdsministeriets, i dag regionernes ressort) som ansættelsesadgang for dimittenderne (ca. 200 000), af hvem der ikke kræves bestået hovedskoleeksamen.
A leaving certificate from the lower secondary school is not required to enter the two-year courses at the centres for vocational training.
Uddannelse ved erhvervsuddannelsescentrene er heller ikke adgangsgivende til højere uddannelser.
These centres were formerly adminis­tered by the Ministry of Labour, and now by the regional authorities.
Det er derfor ret indlysende, at det hidtil beskrevne system har behov for reformer.
It is not possible to achieve university entrance through the centres for vocational training.
Der blev da også præsenteret et lovforslag i parlamentet, som dog på grund af for tidlig afslutning af parlamentssamlingen ikke kom til behandling.
Both the State colleges for vocational training and the regional vocational training centres train people for the three large groups of occupations, agriculture, industry and the service industries.
Blandt lovforslagets væsentlige punkter skal nævnes: En udvidelse af skolepligten til 15. leveår; standardisering af de eksisterende skolereformer således, at kernefagene for midler samme lærestof, hvortil der eventuelt kan knyttes differentierende faglige lektioner.
However, those trained in the region­al centres for vocational training do not enjoy the same opportunities for employment, so it is therefore obvious that the system described above is sorely in need of reform.
Der planlægges i alt 13 faglige retninger i fem skoleformer; sekundærtrinet skal have en godkendt emvervsforbereredende karakter med målrettet indsats af regionale uddan nelsesforanstaltninger.
This was the purpose of a bill presented to the House of Representatives, which nevertheless could not be com­pleted before the end of the parliamentary session.
At reformen endnu lader vente på sig, belaster i allerhøjeste grad det regionale erhvervsuddannelsesvæsen, idet alle uddannelsespolitiske foranstaltninger er i splid med hinan­den: Således fungerer det regionale uddannelsesvæsen f.eks. som en slags reservoir for alle, der i dag ikke finder nogen vej frem inden for statens erhvervsuddannelsessy­stem.
The most important points of this bill were: Extension of compulsory education up to the 15th year; the existing types of schools were to be simplified, so that main subjects would have the same curricula, to which instruction in vocational subjects could be added. Altogether 13 groups of subjects in five types of schools were envisaged.
Men man forventer, at regionalsystemet tager sig af en funktion som overgangsled mellem skole og arbejde og udgør instrumentet til permanent efter­ og videreuddannelse af arbejdstagerne.
It was recognized that secondary school level should pre­pare young people for a vocation in addition to the regional facilities for vocational training, which were to build on this information.
Den vigtigste nyskabelse i lov nr. 845 af 1978 er omform­ ningen af den primære erhvervsuddannelse til en række af kortere varende moduler (ikke mere end 600 timer), som alt efter tilsigtet kvalifikation og skoleafgangsalder afsluttes med et forskelligt antal prøver.
The main innovation of Law No 845 of 1978 is the transfor­mation of initial vocational training into a number of short courses (not more than 400 hours). An individual may need to pass a number of these according to the qualifications desired and the age of leaving school.
Med den endnu ikke gennem­ førte reform af sekundærtrinet skal statens erhvervsuddan­ nelsesinstitutter endvidere nedlægges.
Further reforms will be needed in secondary education to abolish the State schools for vocational training.
Indtil nu er dette kun sket delvis ved lov nr. 845.
Up to now this has been partly achieved by Law No 845.
Ganske vist foreskriver loven, at institutterne skal underlægges regionernes ressort; dette kan dog tidligst ske efter en reform af sekundærtrinet.
This law in fact provides for the transfer of control of the State schools to the regions, but this can be completed only after the reform of the secondary levels has been carried out.
^~, overgang fra skole til arbejde samt en permanent efter­ og mm videreuddannelse for arbejdstagerne.
Secondly, theabolition of the standard academic year with courses in October and with finals examinations in June.
Derudover skal loven _Jjf under bestemte betingelser muliggøre skift fra statsligt til
Law No 845 has confirmed the principle of short vocational training modules in schools as distinct from general education, and shows the need to use vocational training to prepare for the transition from school to work, and continuing further train­ing for adult employees.
~Π regionalt uddannelsessystem.
It should also, under certain con­ditions, make it possible to transfer between the State and the regional training systems.
Erhvervsuddannelse i erhvervsvirksomheder.
Vocational training in industry and commerce.
Kun få store virksomheder som Fiat, Olivetti, Montedison og Zanussi samt store koncerner, hvori staten er partner, har egne uddannelsessteder. De er organisatorisk underlagt personalevæsenet.
Only a few large undertakings like Fiat, Olivetti, Montedison, Zanussi and the large concerns with State participation have their own training organizations, which come under their personnel departments.
Nogle koncerner har standset denne udvikling, idet de ved uddannelsens begyndelse har bundet medarbejderne kon­traktligt til sig.
Up to 1960 the smaller firms acted as a training ground for the management staff of the larger establishments, but today we see this trend reversed:
Man kan sam­menligne den med et arbejdsforhold, der omfatter 32 timers arbejde og 8 timers undervisning om ugen, og den varer alt efter den indgåede kontrakt fra tre til fem år.
The large undertakings usually function as a base for the initial training and social advancement of skilled workers and managerial staff, who are later often tempted to look for
I dag er denne undervisningsform takket være overenskomster med fagforeningerne ophørt i de store virksomheder og er begrænset til håndværket og handelen.
Apprenticeship in Italy, compared with, for example, the conditions in the Federal Republic of Germany, can only be called a teaching or training agreement.
For ganske nylig har den endvidere mistet enhver form for uddannelsesmæssig betyning, idet regionerne så at sige ikke længere tilbyder den ugentlige 8 timers supplerende undervisning.
It has recently lost any kind of value as a specialized vocational training, because the additional tuition of eight hours a week is now rarely provided by the regions.
Til trods herfor omfattede den i 1978 fortsat 690 000 unge, da de uddannende og oplærende virksomheder kunne regne med betydelige lov- og skattemæssige tilskud.
All the same in 1978, 690000 young people became apprentices because there are considerable legal and tax advantages associated with the system for the firms who train them.
Rammelov 845 af 1978 fastslår formelt, at virksomheden kan gennemføre uddannelsesforanstaltninger lokalt, og virksomhederne har i de seneste år i stigende grad selv internt gennemført eller også støttet sådanne foranstaltninger.
Since Law No 845 of 1978 officially designated the factory or business premises as the place for training, industry has increased its training activities, for which it has been pre­pared to make a larger financial contribution.
Disse foranstaltninger kan være genstand for aftaler mellem virksomhederne og regionerne, hvis virksomhederne selv råder over uddannelsessteder, eller mellem virksomheder og uddannelsesinstanser, der tilbyder praktik.
These meas­ures can be the subject of an agreement between companies and the regions, if the companies have their own training establishments, or can offer appropriate practical training and with the sponsors for training.
I de senere år har man især benyttet sig af den anden mulighed, idet lærlingevæsenet af fagforbundene afvistes som underbetalingsinstrument, medens virksomhederne ofte anså den fastsatte tarif for lærlingelønnen for at være for høj.
This second arrangement has often been taken up recently, because the unions rejected the apprenticeship system, seeing it as a means of employing cheap labour, whilst employers often regarded it as a burden on their resources with added responsibilities.
En vekslen mellem arbejde og regionale uddannelsesforanstaltninger vil derfor formentlig være en tredie mulighed, som i langt større grad end de to andre vil kunne inddrage er hvervsvirksomheder i udviklingen af erhvervsuddannelsen.
An arrangement of practical work alternating with training at regional facilities provides a possible third way, which could bring the employers more into the business of vocational training than the other two.
I alle regioner gennemføres der i dag forsøg med en erhvervsuddannelsesmodel, som helt fra 1975 har været foreslået af ISFOL (Istituto per lo sviluppo delle formazione professionale dei lavoratori — Institut for udvikling af ar bejdstagernes erhvervsuddannelse). Modelforsøget er optaget i lov nr. 845.
Today all regions are conducting experiments with models for vocational training, which were suggested in 1975 by the ISFOL (Istituto per lo sviluppo della formazione professio­nale dei lavoratori — Institute for the development of vo­cational training for workers), and which were permitted by Law No 845.
Erhvervsuddannelse for voksne
Adult vocational training
I Italien erdet vanskeligt at indhente dækkende oplysninger om voksenuddannelsen, da denne kun i forsvindende grad finansieres af de regionale forvaltninger.
It is difficult in Italy to procure exhaustive details about adult education, as this is financed only to a very limited extent by the regional authorities.
Det er umuligt at konstatere deltagerantallet og udgifterne til foranstaltninger på erhvervsområdet.
The numbers taking part and costs of programmes within industry cannot be estab­lished.
Man har foranstaltninger for arbejdsløse og for voksne beskæftigede (som på grund af omstrukturering af virksomheden eller deres tilhørsforhold til grupper med høj løn trues af arbejdsløshed).
There are measures for the unemployed and for adults in employment who are liable to be made redundant because of changes in business or because they are too highly paid.
Der stilles følgende midler til rådighed herfor: ESF-regionalprojekter (Den europæiske Socialfond) beregnet for produktionsbetingede omlægninger.
The following measures are available for this: ESF (European Social Fund) regional projects for the reor­ganization of industry caused by new production methods.
Igennem en toårig periode er der inden for dette program blevet anvendt ca. 89 milliarder LIT til uddan nelsesforanstaltninger for skønsmæssigt 63 000 personer.
An estimated 63000 persons are helped by this programme over a period of two years at a cost of about LIT 89000 million.
Et stort antal private initiativtagere foranstalter betalings­pligtige kortfristede dag­, aften­ og korrespondancekurser uden for de regionalpolitiske rammer.
The large public employers (The I RI and ENI concerns, also EFIM, ENEL ...) and the large private employers (Fiat, Montedison, Olivetti, Pirelli) provide further training for their workforce.
Man har således ikke noget system for voksnes erhvervsuddannelse, således som dette forstås i andre europæiske lande, men kun punktvise enkelttilbud.
The only reliable figures available are for the I RI, which trained 17000 workers over a two­year period.
Årsagen hertil skal søges i den kendsgerning, at virksomheder, der benytter sig af avanceret teknologi, kun modtager så lidt støtte, at de ikke kan tilbyde deres arbejdere den påkrævede supplerende efter­ og videreud­ dannelse.
An estimate for the other concerns gives an approximate figure of 23000 workers, at a cost of about LIT 30000 million over a two­year period.
Men under overenskomstforhandlingerne giver fagforbundene heller ikke erhvervsuddannelsen fornøden præference.
Therefore a total of approximately 40 000 persons are assisted each year.
Erhvervsuddannelse og arbejdsmarked tf) φ > JO φ Det er de regionale erhvervsuddannelsescentres mål at forberede arbejdskraften erhvervsfagligt.
There are also courses for adult workers, which are provided free by public and private organizations in some regions, especially in Lombardy.
Det kan derfor ikke vække undren, at arbejdsmarkedet foretrækker erhvervsud­ dannelsescentrenes dimittender fremfor de ikke uddannede.
Short fee­paying day, evening or correspondence courses are offered by a large number of private sponsors outside the framework of regional policies.
Selv om man endnu ikke har tallene fra Lombardiet, kan man to år efter uddannelsens afslutning opstille følgende:
Furthermore, the unions do not stress sufficiently the impor­tance of vocational training in their wage negotiations.
Dimittender fra erhvervsuddannelsescentrene
Vocational training and the labour market
Beskæftigede Arbejdsløse Søger beskæftigelse første gang Skoleelever ­ studenter Erhvervsløse ­ andre φ
Employed Unemployed Looking for first employment School leavers — students No occupation — others
Medens andelen af beskæftigede på national basis ligger på 24 %, er procentsatsen for dimittender fra erhvervsud­dannelsescentrene 46,5 %.
At a time when 34 % of the population is in employment, the percentage of those leaving the vocational training centres who gain work is 46.5 %.
Ved siden af de positive resultater må man dog ikke glemme nogle negative, f.eks. det store antal af unge, som søger beskæftigelse for første gang (24,2 %) og den lille gruppe af arbejdsløse dimittender (8,4 %).
Apart from the positive results, one or two negative ones should not be overlooked; the high proportion of young people looking for first time employment (24.2 %) and the small group of out of work school leavers (8.4 %).
Den bemærkelsesværdig store erhvervsløshed — 32,6 % i gennemsnit nationalt set — påvirkes ganske tydeligt af syditalienske regioners indfly­delse. Det norditalienske indeks ligger under 14 %, medens det tilsvarende for Syditalien grænser til 50 %.
The noticeably high level of unemployment of 32.6 %, the national average is considerably influenced by the figures from the Southern regions.
I den sam­menhæng vil en sammenligning mellem de enkelte store områder i landet være af særlig interesse.
A comparison between the large areas of the country is particularly interesting.
Arbejdstagernes chancer for at opnå beskæftigelse afhænger af situationen på de regionale arbejdsmarkeder.
The workers' chances of employment depend on the situ­ation in the regional labour markets.
Højest ligger beskæftigelsesgraden i Norditaliens regioner, og den fortsætter med at ligge relativt højt i de midtitalien­ske regioner for derefter at falde til ekstremt lave værdier i Syditalien.
The level of employ­ment is highest in the Northern Italian regions, but falls to extremely low values in Southern Italy.
beskæftigelsesgraden for dimittender fra erhvervsuddannelsescentrene:
The following details from the ISFOL survey show how much these differences affect the level of employment of graduates from the centres of vocational training: