natgillin/translations-raw huggingface dataset:
Disse kurser benytter ofte andre LEA-bygninger (for det meste skoler).
These adult institutes have their own separate buildings or use existing school facilities.
Men mange andre organisationer tilbyder ligeledes ikkeerhvervsorienteret voksenuddannelse.
Also many other organizations take part in providing non­vocational adult education.
Disse kurser strækker sig fra rent underholdningsbetonede arrangementer til målrettede kurser.
These courses range from pure­ly leisure events to courses with group orientated objec­tives.
Organisationerne inden for den almene voksenuddannelse modtager tilskud på op til 75 % af under visningsomkostningerne fra undervisningsministeriet.
The organizations for general adult education receive subsidies from the Department of Education and Science of up to 75 % of the cost of the tuition.
De resterende 25 % samt forvaltnings- og driftsomkostningerne dækkes gennem kursusgebyrer, tilskud fra LEA, industrien og andre sammenslutninger.
The remaining 25 % as well as the administrative and running costs are covered by fees for courses, subsidies from the LEAs, industry and other bodies.
I sammenhæng med voksenuddannelsen skal man her også nævne det såkaldte Open University.
The Open University must also be mentioned in connection with adult education.
Mellem slutningen af det 16. og begyndelsen af det 19. århundrede voksede befolkningen fra 5 til 14 millioner.
The population rose from 5 to 14 million from the end of the Sixteenth to the beginning of the Nineteenth century.
Lovens bestemmelser var ikke til at leve med, hvorfor de i tidens løb stiltiende blev sat ud af kraft.
The limitations imposed by the law became unbearable and it was therefore in time gradually and quietly ignored.
Men først med den industrielle revolutions begyndelse blev loven endegyldigt ophævet i 1814.
It was not until the beginning of the industrial revolution in 1814 that the law was finally abol­ished.
Bestemmende for tredie fase var den overbevisning, at uddannelsen af arbejdskraften alene var handelens og industriens opgave, hvorfor staten ikke kunne være ansvarlig.
The third phase was imposed by the conviction that the training of workers and employees was solely a task for commerce and industry, and was in no way the responsibil­ ity of the State.
Man bibeholdt denne indstilling i 150 år, indtil man i 1964 vedtog Industrial Training Act (lov om industriuddannelse) og dermed indledte fjerde fase i den britiske erhvervsuddannelsespolitik, som endnu vedvarer.
This attitude persisted for 150 years right up to the passingof the Industrial Training Act of 1964, which heralded the fourth and present phase of the British policy of vocational training.
Også hvad angår det almene uddannelsesvæsen hyldede man gennem størstedelen af det 19. århundrede det princip, at staten ikke skulle blande sig.
During the greater part of the Nineteenth century, the principle of non­intervention by the State applied also to the general system of education.
Ved siden af de såkaldte public schools, dvs. privatskoler, var uddannelsen overladt til skoler, som blev opretholdt og støttet af forskellige almennyttige og religiøse institutioner.
Apart from the 'Public Schools' (i.e. private non­State schools) education was left to schools which were sponsored by various communal and religious foundations.
Den første lov om undervisning blev vedtaget i 1870 og betød med oprettelse af elementærskolen indførelse af skolepligt.
The first educational law was passed in 1870 and brought the introduction of compulsory edu­ cation in the form of the elementary schools.
Dette blev muliggjort gennem flere såkaldte factory acts (fabrikslove), med hvilke man siden 1802 havde forsøgt at regulere de Ibetingelser, under hvilke børn arbjdede.
The conditionsunder which children worked was regulated by a series of Acts (the Factory Acts) from 1802 onwards.
En lov fra 1833 bestemte, at arbejdende børn i alderen fra 9 til 13 år i seks dage om ugen dagligt skulle undervises to timer i læsning, skrivning og regning.
A law in 1833 prescribed that working children aged from 9 to 13 years of age had to receive two hours daily for six days a week, instruction in reading, writing and arithmetic.
I 1844 begrænsedes børns arbejdstid til seks-og-en-halv time om dagen.
In 1844 the working hours for children were restricted to six and a half hours per day.
Endvidere skulle deres skolegang udvides til tre timerom dagen.
They had to attend school every day for a further three hours.
Med lovene i 1874, 1891 og 1901 blev mindstealderen for børns ansættelse hævet fra 10 til 11 og fra 11 til 12 år, samtidig med at uddannelsesforskrifterne blev skærpet.
The Laws of 1874, 1891 and 1901 then raised the minimum age for employment of children, suc­cessively to 10, 11 and 12 years, and the regulations for education and training were tightened up.
Den overdrog ansvaret for skoleundervisningen til byernes myndigheder, de såkaldte LEA.
It transferred the responsibility for education to the urban authorities, Local Education Authorities (LEAs).
Denne lov medførte en betydelig udvidelse af undervisningen på sekundærtrinet. Den blev dog først gjort gældende i 1918.
This Law provided for a considerable expansion of seconda­ry education, which nevertheless did not become compulso­ry until 1918.
Skoleloven af 1918 afskaffede deltidsundervisningen og foreskrev, at finansministeriet skulle betale mindst halv delen af omkostningerne ved skolernes drift, medens de resterende beløb skulle dækkes gennem opkrævning af kommunale grundskatter.
The educational law of 1918 abolished part­time education, and laid down that at least half of the costs of education were to be carried by the Treasury (Ministry of Finance) while the rest was to be covered by the local town rates.
Man afskaffede helt gebyrer for elementærundervisningen.
Fees for elementary education were abol­ished completely.
Skolepligten blev udvidet til 14 år.
Compulsory education was extended to 14 years of age.
I 1944 vedtog man en betydningsfuld lov.
An important law was passed in 1944.
Undervisningskommissionen omdannedes til et ministerium, og den gamle systeminddeling i elementær- og sekundær skoleundervisning opdeltes i tre grene, nemlig primærtrinet, sekundær trinet og det videregående trin.
It changed the Board of Education into a Ministry, and defined three levels of education, namely the primary, secondary and further education.
Det fjerde trin udgjordes af universiteterne, som ikke omfattedes af denne lov, men bevarede deres selvstændighed.
Universities were not included in this legislation and they retained their traditional independent existence.
Love og forordninger o uddannelse.
Laws and regulations
ITB indføres.
Eational Con 5mes Ministr^^eFjucation îience.
e uddannelse (Robert Carr) iv om beskæftigelse og uddannelse C oprettes, 'C og BEC indføres
Imentary School Laws, Introduction of Local Education Authorit al Qualifications (Robert Carr)
De undervisningsforskrifter, som man havde i det 19. århun­drede, viste sig at være utilstrækkelige på grund af industri­ens og handelens voksende behov.
The regulations for education and training which existed in the Nineteenth century proved inadequate in the face of increasing demands of industry and commerce.
Industrien forsøgte at hjælpe sig selv ved at oprette såkaldte mechanics institutes (mekanikerinstitutter), som henimod slutningen af det 18. århundrede først dukkede op i Skotland for hurtigt at brede sig til hele kongeriget.
Industry then took matters into its own hands, and founded the Mechanics Institutes, which first appeared in Scotland at m^ml the end of the Eighteenth century, and then quickly spread ^" out over the whole of the United Kingdom.
Her skulle den støt voksende indu­stris arbejdere få de skrive­ og regnekundskaber, der endnu ikke kunne tilbydes dem gennem et offentligt skolesystem.
Some were *!■ sponsored by workers. They were intended to provide Qj workers with skills of writing and arithmetic to meet the needs of expanding industries.
Mekanikerinstitutterne finansiere­ des for det meste af mæcener, men delvis også af arbejder­ne selv.
In this way vocational training in Great Britain developed partly in parallel with the general system of education.
Ingen af dem modtog midler fra det offentlige.
The mechanics Institutes were financed mostly by benefactors. and partly by the workers themselves: none received any subsidies from public funds.
Der opstod regionale institutforbund, som gik ind for, at kurser­ne kunne afsluttes med eksaminer. Society for Encourage­ment of Arts, Manufactures and Commerce in Great Britain
Regional Unions of Institutes started to form and encouraged the idea of providing evi­dence of successful study by means of examinations.
Andre institutter gennemførte deres egne eksaminer.
Some other Institutes still carried on with their own examinations.
I 1879 overtog det nyoprettede City and Guilds of London (/) Institute for the Advancement of Technical Education (C & ■ ■■ GLI — London Bys og Laugs Institut til den tekniske ■■ uddannelses fremme) de tekniske eksaminer i stedet for ^\ RSA
In 1879 the newly formed City and Guilds of London Institute (CGLl) for the Advancement of Technical Education took over the technical examinations from the RSA which thereafter confined itself to the commercial and clerical subjects.
Med Technical Instruction Aet (teknisk uddannelseslov) af 1889 bemyndigedes de enkelte LEAs til at opkræve afgifter til oprettelse af tekniske skoler, og lidt efter lidt overtog myndighederne ansvaret for de mekaniske institutter og skabte således et videreuddannelsessystem, som endnu findes den dag i dag, skønt det siden 1956 har gennemgået ret væsentlige forandringer.
The authorities gradually became responsible for the Mechanics Institutes, and in this way a system of further education was created which is still recognizable today, in spite of considerable changes which occurred after 1956.
Storbritannien havde således fået et efter­ og videreuddannelsessystem, der snart udvikle­de sig til et system med usædvanlig rækkevidde og stor tilpasningsevne.
Great Britain now had provisions for further education which quickly developed into an unusually wide­ranging and adaptable system.
Mange af de 700 tekniske skoler og han­delsskoler optog snæver og varig kontakt med arbejdsgiver­ne i deres område.
Many of the 700 techni­cal and commercial schools forged close and lasting con­nections with the employers in their respective localities.
Virksomhederne begyndte at stille deres fagfolk til rådighed som gæstelærere og forærede maskiner og arbejdsmaterialer til skolerne.
The firms started to offer their expert staff as visiting lecturers and to donate machinery and materials.
For første gang oprettedes der skoleadministrationsudvalg med repæsentanter fra industrien.
Governing bodies were established for the colleges and industrial representatives began to appear on them.
Rådgivende udvalg hjalp skolerne med planlæg­ningen af kurser og sørgede for, at disse kurser opfyldte deltagernes behov.
Advisory commit­tees helped colleges with the planning of courses and ensured that these fulfilled the users' needs.
Skolerne tilbød interesserede kvinder og mænd i alle alders­klasser at efter­ og videreuddanne sig og gennem deltagelse i erhvervsorienterede kurser at avancere i samklang med deres evner og energi.
The colleges provided opportunities for ambitious men and women of any age to follow further education or vocational courses, and in this way to attain levels which matched their talents and energy.
Der udviklede sig endvidere et vidt­spændende system af deciderede fritidskurser bestående af et net på henved 8 000 aftenskoler.
At the same time a wide range of recreational courses was developed, provided through a network of about 8 000 evening institutes.
Den største del af collegearbejdet foregik oprindeligt på aftenkurser.
Most of the original courses offered by the colleges were in the evenings.
Men efterhånden indførtes der også dagkurser, blokundervisning og faglige modulkurser.
However day­release, block­release and sand­wich courses gradually spread.
Tilsyneladende tilfældigt har Stor­britannien således udviklet en tidlig form for livslang uddan­nelse, som der i dag slås så stærkt til lyd for.
In this way, almost by chance, an early form of life­long education developed in Great Britain, and this is still being developed to this day.
Fra 1925 oprettede man stats lige erhvervsuddannelsesinstitutioner.
needs for skilled workers.
Efter afslutningen af den anden verdenskrig blev de i første række benyttet til genopbygnings- og orienteringsprogrammer, derefter omskolede man tidligere soldater og uddannede handicappede.
After the second World War they were used to rehabilitate ex-soldiers and disabled people and to train them to take part in the post-war recovery.
Fra og med 1970 brugte man nu disse uddannelsesinstitutioner, som man kaldte »skillcentres«, til skoling af arbejdstagere, som var rede til — i statsstøttede programmer — at opgive deres arbejde for at tilegne sig nye kvalifikationer.
From 1970 onwards training was provided in Skillcentres (formerly GTCs) for people who were unemployed or who were pre­pared to give up their jobs to achieve better qualifications, hopefully to gain better jobs later on.
Antallet af »skillcentrer« steg snart til mere end 100 med rundt regnet 18 000 uddan nelsespladser.
The numbers of Skillcentres rose quickly to over 100 with about 18 000 training places.
Efter krigens afslutning oprettede arbejdsministeriet (Ministry of Labour) en Joint Consultive Committee (rådgivende komité) bestående af repræsentanter for arbejdsgiverne og fagforbundene med det formål at indstille og uddanne unge.
After the end of the war the Ministry of Labour set up a Joint Consultative Committee with repre­sentatives of the employers and the trade unions by the Ministry of Labour to develop suggestions for the employ­ment and training of young people.
En rapport fra 1945 anbefalede oprettelsen af National Joint Apprenticeship Councils (Nationale Fællesråd for Lærlingeuddannelsen) inden for hver branche.
The report in 1945 recommended the formation of National Joint Apprentice­ship and Training Councils for each sector.
Stigningen i fødselstallet efter krigen udløste de påkrævede reformer.
The rising birth rate after the war triggered the necessary reforms.
Under ledelse af Robert Carr, der var Parliamentary Secretary (parlamentssekretær) blev der i 1956 udarbejdet en rapport for arbejdsministeriet vedrørende »Training for Skill« (uddannelse med henblik på erhvervskvalifikationer), som skulle blive en af milepælene inden for erhvervs uddannelsen.
In 1956 a report 'Training for Skill' was issued by a Sub-Committee under the chairmanship of Robert Carr, the Parliamentary Secretary to the Ministry of Labour. This report proved to be a milestone for vocational training.
I alt væsentligt anbefalede Carr, at man opret tede et råd til indsamling af fakta om erhvervsuddannelsen, som skulle overbevise industrien og handelen om, at de ubetinget måtte investere i erhvervsuddannelse.
The Carr Committee's recommendations were principally the founding of a council to gather information about vocational training and to con­vince industry and commerce of the overriding need to invest in vocational training.
Efter årelange diskussioner vedtog man i marts 1964 Industrial Training Act (lov vedrørende industriuddannelsen).
After years of discussions the Industrial Training Act was passed in March 1964.
I 1969 fandtes der allerede 27 lovbefalede Industrial Training Boards (ITB's — industriuddannelsesudvalg).
By 1969 27 Statuto­ry Industrial Training Boards (ITBs) had been established.
Ved hjælp af en fritagelsesklausul skulle Levy/Grant-syste-met gøres mindre omfattende, og underskuddet skulle dækkes gennem tilskud fra finansministeriet.
Because of stiff opposition from the industry, the Agricultu- ral, Horticultural and Forestry ITB was unable to collect a levy. The Board was therefore supported by an allocation of funds from the Government's agricultural price support scheme.
Skoleloven af 1944 udgør
1944, with subsequent amendments, provides the legal basis for the school system.
— med forskellige senere tilføjelser — det lovmæssige grundlag for skolevæsenet.
The Department of Education and Science (DES) is responsible for the implementation of the law.
Beføjelserne til gennemførelse af denne lov er tillagt ministeriet for undervisning og viden skab (DES — Department of Education and Science), men reelt har ministeriet kun begrænset myndighed, når det gælder at fremme skolevæsenet og føre tilsyn med dette.
In actual fact, however, this Department has only limited powers for the development and supervision of the education system.
Det befatter sig først og fremmest med de almindelige skolepolitiske bestemmelser, en fordeling af pengemidlerne i store trækog kontrol af bygningerne.
It is mostly concerned with regulations of a general educational and political nature, and the overall distribution of funds and supervision of buildings.
I henhold til loven er de enkelte lokale skolemyndigheder (LEA's — Local Educational Authorities) ansvarlige, når det gælder at træffe afgørelser.
The Local· Education Authorities (LEAs) are responsible under the law for decisions.
Loven pålægger enhver lokal myndighed at ned sætte en skolekommission, hvis medlemmer for mindst halvdelens vedkommende skal vælges blandt og repræsentere myndigheden, og de øvrige udpeges blandt repræsentanter fra de forskellige skoleområder. Denne kommission påligger det:
Each local authority is required by law to appoint an Education Committee of which at least of the members should be elected representatives of the authorities and the rest should be educational experts.
At vedligeholde skole- og college-bygningerne, at sørge for, at skolerne fungerer, at ansætte og aflønne lærere, skoleinspektører og -direktører, at fremskaffe læremidler.
This Committee is responsible for: maintaining the buildings of the schools and colleges; provision and maintenance of furniture and fittings; appointment and payment of teachers and lecturers; provision of teaching materials.
Kommissionen er endvidere ansvarlig for læseplanerne, selv om denne opgave i praksis for det meste varetages af skoledirektørerne.
The Committee is also responsible for the curricula, although in practice this task is usually undertaken by school headmasters.
Skoleordningen og dens indhold henhører i alt væsentligt under de lokale skolemyndigheders ressort.
The control and content of the edu­cational system therefore lies mainly with the LEAs.
Den praktiske gennemførelse af skoleuddannelsen er skolernes opgave.
The practical implementation of education in the schoolroom is a matter for the schools.
Selv om undervisningsministeriet kun i ringe udstrækning befatter sig med at regulere skoleordningen, fastsætte dens indhold og søge den gennemført, har det stor indflydelse på eksaminerne, idet ministeriet bestemmer skoleeksaminernes art, fastlægger deres niveau og beskikker skolernes eksamenskommissioner.
As already mentioned, curricula are established by school headmasters, although most schools have their own man­agement committees, which have some responsibilities concerned with curriculum and administration.
De kongelige inspektører (Her Majesty's Inspectors) er rådgivere for lærerne og for under visningsministeriet.
The part played by the Department of Education and Science in the control, in establishing the content and in the practical implementation of the tuition in schools is relatively small.
De er helt uafhængige af lærerstaben og andre, som er ansat af de lokale uddannelsesforvaltninger.
High standards of education are encouraged by a special group called 'Her Majesty's Inspectors', who give advice to teachers and to the Depart­ment of Education and Science.
De kan føre tilsyn med alle statslige og private undervisningsinstitutioner.
They are quite separate from teaching staff and other LEA employees, and can inspect all State and private education establishments.
Nogle lokale myndigheder har derudover egne inspektører.
Some education authorities have their own inspectors in addition.
Skolerådet (Schools Council) oprettedes i 1964 af undervisningsministeriet med det formål at skulle forske inden for læseplans- og eksamensområderne samt rådgive undervisningsministeriet med hensyn til eksamensordningen.
The Schools Council was founded in 1964 by the Ministry of Education and Science to carry out research into the curri­cula and examinations to advice the Ministry on its examin­ation policy.
Det blev ophævet i maj 1982. Den i 1946 oprettede Nationale stiftelse for pædagogisk forskning (NFER) er de lokale skolemyndigheders og lærer organisationernes uafhængige forskningsinstitut.
(It was abolished in May 1982 The National Foundation for Educational Research (NFER) was founded in 1946 as an independent research institute for the LEAs and teachers associations.
Det driver forskning for private midler, der fremskaffes ved medlemsbidrag og afgifter og fungerer som informationskilde for sine grundlæggere.
It carries out research and assignments with private funds, collected from members' subscriptions, assignments, and it provides information for its members.
Der har siden 1977 endvidere eksisteret en Afdeling til kontrol og udvikling af efter- og videreuddannel sen (FEU — Further Education Curriculum Review and Development Unit).
There also exists the Further Education Curriculum Review and Development Unit (FEU), a body formed in 1977 by the Department of Education and Science.
Det er et af undervisningsministeriet oprettet uafhængigt udvalg.
They enjoy complete academic freedom and are self-administering.
De underviser og uddanner i kraft af kongelige fundatser eller parlamentslove.
The Further Education system is administered in a similar way to the school system.
De har fuld akademisk frihed og selvstyre.
Here again the highest authority is the Department of Education and Science.
Erhvervsuddannelsen.
The control of the content lies mostly with the LEAs.
For efter­ og videreudannelses­området gælder stort set det samme som for skolevæsenet.
The content of the courses is also influenced by the social partners (employers and workers) and especially by the vocationally orientated independent examination bodies.
Her udgør undervisningsministeriet også øverste instans.
The setting up of the curricula and the practical teaching are matters for the colleges themselves.
De enkelte lokale skolemyndigheder er imidlertid i vid udstrækning bemyndiget til at fastsætte og regulere skole­ordningen.
The Secretary of State for Education has less influence on the system of vocational training than in the general school system.
Men arbejdsmarkedets parter har også afgøren­ gm± de indflydelse på uddannelsernes indhold.
The vocationally orientated examination bodies for further education are mostly answerable to the Secretary of State, but their committees consist for the most part of trade experts.
Det sker frem for Q/ alt gennem forslag, der stilles af de erhvervsorienterede é S eksamensudvalg.
The most important examination bodies for further education are those of the City and Guilds of London
Undervisningsplanerne udarbejdes og
Institute (CGLl) and the Royal Society of Arts (RSA) and for J™
Når det gælder eksaminerne udøver undervisningsministeri­ φ φ
Scotland has its own Scottish Technical Edu­ cation Council (SCOTEC) and Scottish Business Education Council (SCOTBEC).
2 et mindre indflydelse på erhvervsuddannelsessystemet end på det almene skolevæsen.
Apprenticeship and in­company training.
Læreforhold ligger næsten helt uden for undervis­ningsministeriets og de lokale uddannelsesmyndigheders ansvarsområder.
Those who CC follow an apprenticeship find themselves almost entirely outside the authority of the Department of Education and Science and the LEAs.