natgillin/translations-raw huggingface dataset:
Som eksempel herpå kan nævnes et omfattende forsøgs- og udviklingsarbejde inden for voksen undervisning og folkeoplysning med betydelig indholdsmæssig bredde, fx datastuer, daghøjskoler og indvandrerprojekter/kurser.
An example of this is a comprehensive research and development project within adult education and general education with a considerble range of content, such as computer rooms, day-course colleges and immigrant projects or courses.
Disse aktiviteter vil ofte være finansieret via forsøgsmidler (fx under 10-punktsprogrammet, der er et 3-årigt for søgsprogram, der giver sammenlagt 120 mio kr i støtte til nye aktivitetstyper inden for folkeoplysning og almen voksenuddannelse.
These activities will often be financed through funds for research (e.g. under the 10-point programme), which is a 3-year experimental programme providing a total of 120 mill, kr. in aid for new types of activities within general education and general adult education.
Erfaringerne herfra inddrages ved revisioner af lovgivningen inden for den alment kompetencegivende voksenundervisning og fritidsundervisningen).
The practical results from this are included in revision of legislation within general qualificationconferring adult education and leisure learning).
Det er karakteristisk at disse aktiviteters kontinuitet sikres gennem bidrag fra forskellige - og over tid varierende - finansielle allokeringsmekanismer, fx ekstraordinære midler afsat
It is typical that the continuity of these activities should be secured through contributions from different financial allocation mechanisms which vary through time, such as extraordinary funds set aside for employment-type schemes, funds for research and development work in connection with revision of the Law concerning leisure, regular employment funds, etc.
2.2 Efteruddannelsesaktiviteter
2.2 Continuing training activities Continuing training activities in this category embrace two main groups :
- Veletablerede og relativt standardiserede aktiviteter under Undervisningsministeriets direktorat for erhvervsuddannelser rettet mod ansatte i den private og offentlige sektor inden for tekniske og merkantile områder. Disse aktivitetstyper er beskrevet i kapitel 2.2.1.
- Well-established, relatively standardized activities under the Ministry of Education's Directorate for vocational training schemes aimed at employees in the private and public sectors within technical and commercial areas.
- Proaktive efteruddannelsesaktiviteter der iværksættes isoleret eller integreret med andre aktiviteter med henblik på at styrke den generelle erhvervsudvikling i samfundet.
- Pro-active continuing training activities which are implemented individually or integrated with other activities, with a view to strengthening general vocational development within the community.
Denne type aktiviteter er ofte ad-hoc-præget og har karakter af forsøgs- og udviklingsarbejde. Dette indebærer en mangelfuld indholdsmæssig og statistisk beskrivelse af aktiviteterne.
This type of activities is in many instances ad hoc and is of the nature of research and development work, resulting in inadequate description of the activities with regard to content and statistics.
Som et eksempel nævnes her aktiviteter under den såkaldte efteruddannelseslov (lov 271) der er beskrevet i afsnit 2.2.2.
One example is activities under the so-called Law concerning continuing training (efteruddannelseslov, Law 271), described in sub-section 2.2.2.
2.2.1 De kompetencegivende deltidsuddannelser
2.2.1 Open continuing training schemes The continuing training schemes described in this sub-section differ on two fundamental points from the bulk of continuing training activities in Denmark.
1) De foregår overvejende i deltagernes fritid, over en længere periode som deltidsuddannelser sideløbende med deltager nes (fuldtids-)beskæftigelse.
1) They take place mainly in the participants' free time over a considerable period, in the form of part-time
2) De udbydes og finansieres overvejende offentligt, men der opkræves et fast deltagergebyr - eller et deltagergebyr beregnet i forhold til bruttoudgiften pr elev.
33 training courses held concurrently with the participants' (full-time) employment. 2) They are supplied and financed mainly from public sources; but a fixed fee is charged to participants, or a participants' fee calculated according to gross outlay per student.
Formålet med disse efteruddannelsesaktiviteter er at give beskæftigede, oftest med en grundlæggende erhvervsuddannelse inden for tekniske eller merkantile/administrative områder, en egentlig videreuddannelse med henblik på at fastholde og for bedre den enkeltes beskæftigelsesmuligheder.
The purpose of these continuing training activities is to provide employed persons, usually having had basic vocational training within technical or commercial/administrative areas, with actual further training, with a view to securing and improving the employment opportunities of the individual.
Det faglige ind hold er udvalgt efter overordnede samfundsmæssige behov, og alle uddannelserne kan afsluttes med en offentlig anerkendt eksamen.
The specialized content is selected in accordance with overriding national requirements, and all of the training courses can end with a publicly-recognized examination.
Antal fagdeltagere, og antal årselever 1988 på de kompetence givende deltidsuddannelser
Number of special-subject participants and number of year's students in 1988 for different continuing training courses
Handelsskolernes en keltfagsundervisning
HD1ED Correspondent Commercial schools' single subject-instruction
Teknisk Skole enkeltfag
Technical School single subject
24 er organiseret som deltidsuddannelser, og både fungerer som en videregående førstegangsuddannelse (sideløbende med be skæftigelse) og som en supplerende videregående uddannelse.
Total 138,518 22,718 Note 1) It is debatable whether HD and ED-correspondent training should be included here, since these training courses can be regarded as further training courses which, for historical reasons, are organized as part-time training courses and function both as a first-time further training (concurrently with employment) and as supplementary further training.
Uddannelserne er imidlertid medtaget, fordi de indgår som en del af de kompetencegivende deltidsuddannelser i Undervisningsministeriets regi.
However, the training courses have been included because they form part of vocationally-orientated, regulated, continuing training schemes under the Ministry of Education.
2) 'Fagdeltagere' er antallet af kursister, der påbegynder et enkelt fag. Flere kursister deltager ofte i flere fag samtidig, så det deltagende antal personer vil være mindre.
2) 'Special-subject participants' represents the number of persons starting a course in a single subject.
'Årselever' er elever omregnet til fuldtidselever ; denne omregning varierer for de forskellige uddannelser fra 28 fagdeltagere.
35 converted into full-time students; this conversion varies for the different training schemes, between 2 and 8 special-subject participants.
Arselevtallet angiver således den faktiske uddannelsesaktivitet ved den pågældende uddannelse.
The number of year's students thus indicates the capacity for the training activity concerned.
Kilde: Oplysningerne er baseret på finanslovsforslaget 1989 og stammer fra Udkast til bemærkninger til lovforslaget til lov om erhvervsrettet voksenuddannelse, 29. no vember 1988.
Source: The information is based upon the budget estimates for 1988 and originates from the draft commentary on the parliamentary bill for the Law concerning vocationally-orientated adult education, 29 November 1988.
Efteruddannelsesaktiviteterne inden for dette område er helt domineret af efteruddannelser inden for det merkantilt/administrative område, idet ca 90% af aktiviteterne findes her inden for.
The continuing training activities within this area have a complete preponderance - approx. 90% - of continuing training courses within the commercial/administrative sector.
Uddannelsernes institutionelle miljø.
The institutional setting of the training schemes.
Disse uddannelser gen nemføres på de uddannelsesinstitutioner der gennemfører de grundlæggende erhvervsuddannelser (tekniske skoler og handelsskoler), på særlige skoler der udelukkende beskæftiger sig med erhvervsrettede efteruddannelsesaktiviteter, og på videregående uddannelsesinstitutioner (handelshøjskoler).
These training courses are held at the training institutions which hold the basic vocational training courses (technical schools and commercial schools), at special schools which occupy themselves exclusively with vocationally-orientated continuing training activities, and at continuing training institutions (schools of economics and business studies).
Der foregår aktuelt politiske overvejelser om at udvide antal let og typen af uddannelsesinstitutioner, der varetager kompetencegivende deltidsuddannelse til en række af de øvrige vide regående uddannelsesinstitutioner (fx universiteter).
Political deliberations are at present in progress as to whether the number and type should be increased of training institutions which hold these types of continuing training courses for a number of the other further training institutions (universities, for example).
(Forslag til lov om erhvervsrettet voksenuddannelser).
(Parliamentary bill concerning vocationally-orientated adult training schemes).
Uddannelsernes varighed og tilrettelæggelsesform.
Duration and arrangement of the training schemes.
De nuværende kompetencegivende deltidsuddannelser har lidt forskellige til rettelæggelsesformer og varighed inden for et overordnet fælles princip om at deltagelse foregår i fritiden, sideløbende med fuldtidsbeskæftigelse.
The regulated vocationally-orientated continuing training schemes have slightly varying arrangement and duration within an overall common principle that participation shall
Uddannelserne kan gennemføres med 24 timers ugentlig undervisning i 13 år.
The training courses can be held with 24 hours of instruction a week for 13 years.
For den kvantitativt dominerende merkonomuddannelse kan undervisningen typisk foregå 4 timer ugentligt i 3 år.
For the quantitatively predominant 'merkonom' training course, instruction can take place typically for 4 hours weekly over 3 years.
For HD-uddannelserne er det ugentlige undervisningstimetal højere.
For the HD-courses, the number of hours of instruction weekly is higher.
25 teristisk at der til samtlige disse uddannelser forudsættes et hjemmearbejde af mindst samme omfang.
In addition, a typical feature is that all of these courses assume homework of at least the same amount.
Disse aktiviteter er helt overvejende skattefinansierede, og den samlede offentlige nettoudgift til disse uddannelser ud gjorde i 1988 i alt 325 mio kr (jf tabel 2.3).
Financial matters By far the greater proportion of these activities are financed through taxation.
Der opkræves som nævnt i indledningen til dette afsnit, et mindre deltagergebyr på nogle af uddannelserne (for merkonom og teknonomuddannelsen 16% af bruttoomkostningerne ved uddannelsen pr elev og for handelsskolernes enkeltfagsundervisning 250 kr pr fagdeltager).
As mentioned in the introduction to this section, however, participants are charged a small fee for some of the courses (for 'merkonom'- and 'teknonom'-training, 16% of gross expenditure on training per student, and for the commercial schools' single-subject instruction 250 kr per special-subject participant).
Denne deltagerbetaling opkræves hos deltageren, men den enkelte arbejdsgivers interesse i at medarbejderne opkvalificeres løbende, betyder at arbejdsgivere inden for den private sektor ofte refunderer deltagergebyret ved denne type efteruddannelse .
The participant is charged this course fee; but owing to the individual employer's interest in his employees improving their qualifications regularly, the employer within the private sector frequently refunds the course fee for this type of continuing training.
Der pågår aktuelt (foråret 1989) politiske overvejelser om at hæve og harmonisere deltagerbetalingen og indføre 20% deltagerbetaling på alle de nævnte typer uddannelsesaktiviteter, og herved finansiere en aktivitetsudvidelse inden for området som helhed.
Political deliberations are in progress at present (spring of 1989) as to whether payment for courses should be abolished or harmonized with a 20% course fee introduced for all of the abovementioned types of training activities, financing expansion of activity within the sector as a whole.
Uddannelserne foregår som nævnt på de grundlæggende uddannelsesinstitutioner (handelsskoler og tekniske skoler) og på de videregående uddannelsesinstitutioner (primært handelshøjskoler). Ressourceforbruget ved de enkelte uddannelser afspejler således ikke alene forskelle mellem uddannelsernes indhold, fx grad af maskinanvendelse, men også forskelle i uddannelses institutionernes rammebetingelser, fx holdstørrelse.
The courses are being held as mentioned at the basic training institutions (commercial schools and technical schools) and at the advanced training institutions (primarily schools of economics and business administration), and expenditure on the different training schemes therefore reflects differences between the content of the courses - degree of machine-use, for example - but also differences in framework conditions, such as size of classes.
Forskellene i ressourceforbruget afspejler formentlig også ud giftsstrukturen på de grundlæggende og de videregående erhvervs uddannelsesinstitutioner, og forskelle i hvordan fællesomkostningerne fordeles på uddannelsestyper på de institutioner der varetager en række forskellige typer uddannelser, herunder efteruddannelser.
The differences in expenditure probably also reflect the structure of spending at the basic training and the continuing vocational training institutions, and differences in the apportionment of overhead between types of training at the institutions which hold a number of diffferent types of courses, including continuing training courses.
Nedenstående tabel viser således store for skelle mellem udgifterne pr årselev i forskellige uddannelser.
The table below thus displays big differences in expenditure per year's student on different courses.
Direkte omkostninger til kompetencegivende deltidsuddannelser i Undervisningsministrielt regi (Finanslovsforslag 1988)
Direct costs for qualificationconferring part-time training schemes under the Ministry of Education (Budget estimates 1988)
Uddannelse
Course
Årlig udgift* Årlig udgift pr fagdel jer pr årselev kr kr
Annual outl l·-Annual OL it lay Total outlay per special ay -per year' s annually subject par ti-student cipant kr kr mill.kr
Handelsskolernes enkeltfag
Commercial shool single subject
Teknisk Skole, enkeltfag
Technical School ï single subject
Kilde: Oplysningerne er baseret på finanslovsforslaget 1988 og stammer fra Udkast til bemærkninger til lovforslaget til lov om erhvervsrettet voksenuddannelse, 29. no vember 1988.
Source: The information is based upon the budget estimates for 1988 and originates from the draft commentary on the parliamentary bill for the Law concerning vocationally-orientated adult education, 29 November 1988.
*) 'Fagdeltager' og 'Ars-elev' er forklaret i note til tabel 2.2.
1) 'Special-subject participant' and 'Year's student' are explained in table 2.2.
**)Incl deltagerbetaling på ialt 24,6 mio kr.
2.2.2 The Law concerning continuing training Since June 1985 an actual law concerning continuing training (Law 271 of 6 June 1985) has existed.
Lov om efteruddannelse har primært til formål at supplere de øvrige efteruddannelsesaktiviteter - og ikke mindst bidrage til en øget efterspørgselsstyring af uddannelsesinstitutionernes uddannelsesudbud.
The primary purpose of the Law concerning continuing training (Lov om efteruddannelse) is to supplement the other training activities - and, not least, to help towards greater control of the training institutions' supply of training by demand.
Målgruppen for efteruddannelsesaktiviteterne er fastlagt til ikke-akademiske funktionærer, teknikere og andre som er ansat, fortrinsvis i den private sektor, eller som er ledige og ønsker ansættelse i den private sektor.
The target group for the continuing training activities is defined as non-academic salaried employees, technicians and others who are employed primarily in the private sector, or who are unemployed and desire employment in the private sector.
Målgruppen for aktiviteterne omfatter endvidere de selvstændige erhvervsdrivende, iværksættere, medarbejdende ægtefæller og visse grupper af hjemmearbejdende ægtefæller.
The target group for the activities also embraces the self-employed, entrepreneurs, assisting-spouses and certain categories of married couples working from home.
Ved lovens fremsættelse i 1985 forventedes at udbyderne af de egentlige efteruddannelsesaktiviteter primært ville være handelsskoler, tekniske skoler, teknika, handelshøjskoler, men også andre videregående uddannelsesinstitutioner.
When the parliamentary bill was first tabled in 1985, it was expected that the suppliers of the actual continuing training activities would be primarily commercial schools, technical schools, schools of economics and business studies, but also other institutions for continuing education.
I lovforslaget antages endvidere at der i 1986 ville deltage mellem 12.000 og 15.000 i erhvervsrettede voksenuddannelsesaktiviteter som følge af loven - svarende til en halv procent af arbejdsstyrken. bejdsstyrken.
It is also assumed in the bill that between 12,000 and 15,000 persons would in 1986 take part in vocationally-orientated adult training activities as a consequence of the legislation - i.e. equivalent to one-half per cent of the labour force.
Aktiviteterne under lov om efteruddannelse finansieres via dertil afsatte midler på Finansloven.
Finance Activities under the Law concerning continuing training are financed by Budget funds appropriated for this purpose.
Selve gen nemførelsen af kurserne forudsættes i princippet delvis dækket gennem brugerbetaling (efter regler om indtægtsdækket virksomhed), men loven giver derudover adgang til at supplere med tilskud til udviklingsprojekter, til kursusudgifter og voksen uddannelsesstøtte til deltagerne.
Actual execution of the courses is assumed in principle to be covered through payment by users (in accordance with rules concerning activity covered by income); but in addition the Law enables this finance to be supplemented by grants for development projects and for course expenses, and also adult educationaid for the participants.
Der blev i 1986 afsat i alt 125 mio til efteruddannelse, hvoraf de 20 mio forudsattes anvendt til udviklingsprojekter, mens de resterende 105 mio blev afsat til etablering af kurser.
In 1986 a total of 125 mill.kr was set aside for continuing training, 20 mill.kr of which was to be used for development projects, while the remaining 105 mill.kr was appropriated for setting up courses.
Udviklingsprojekter mv (§2 og §6)
Development projects,etc. (Art.2 and Art.6)
Voksenuddannelses støtte (§7)
Supply of courses (Art.4) Adult educationaid (Art.7)
*) Budgettallene er baseret på lovforslagets forventninger om aktiviteternes omfang og indbyrdes fordeling.
Budget figures are based upon expectations regarding the volume of activities and their relative apportionment in the Budget estimates.
**) Denne oversigt er øseret på ansøgninger maj - september 86, og omfatter bevilgede ansøgninger 1986.
*) This summary is based upon applications May - September 1986, covering applications granted in 1986.
Kilde: Lov om efteruddannelse.
Source: Based upon summary of granted activities October 1986.
Oversigt over bevilgede ansøg ninger om tilskud oktober 1986 - december 1987. Under visningsministeriet, juni 1988.
December 1987.
Som det fremgår af tabellen, har der været et væsentligt mindre ressourceforbrug på gennemførelsen af uddannelsesaktiviteter end forudsat, mens ressourceforbruget på udviklings- og for søgsaktiviteterne har været væsentligt større end forudsat ved lovens vedtagelse.
As can be seen from the table, expenditure upon the execution of training activities was much lower than assumed, whereas expenditure on research and development activities was much higher than assumed when the Law was passed.
Af de forbrugte midler på forsøgs- og ud viklingsaktiviteter anvendtes godt halvdelen i 1986 af erhvervs skolerne (primært de tekniske skoler), mens 42% anvendtes af de videregående uddannelsesinstitutioner (heraf halvdelen af universiteter og universitetscentre).
Of the funds spent upon research and development activities, a good half was spent in 1986 by the vocational schools (primarily technical schools), whereas 42% was spent by continuing training institutions (one-half of which were universities and university centres).
De direkte uddannelsesomkostninger i 1987 ifølge efteruddannelsesloven vurderes således at have et omfang på ca 6,5 mio -Jer, hvoraf ca halvdelen brugtes til kursusaktiviteter inden for området teknologifornyelse.
Direct training costs in 1987 under the Law concerning continuing training are thus estimated to have amounted to approx. 6.5 mill.kr, approx. one-half of which was spent on course activities within the sphere of technological innovation.
Derudover brugtes et tilsvarende beløb til direkte støtte til kursusdeltagerne i form af løn kompensation.
In addition, a similar sum was spent on direct aid to course participants in the form of compensation for pay.
Det er ikke muligt ud fra den eksisterende statistik at opgøre det reelle antal deltagere i efteruddannelsesaktiviteter som resultat af lovgivningen.
It is not possible to estimate on the basis of existing statistics the actual number of participants in continuing training activities resulting from the Law.
Det må dog formodes at et årligt deltagerantal på 12.000 - 15.000 som antaget i lovforslaget er stærkt overvurderet.
However, an annua] number of participants of 12-15,000, as assumed in the Budget estimates, is probably greatly overestimated.
Samtidig er der dog en mulighed for at nogle af de kurser der udvikles som følge af loven, siden er gennemført i arbejdsmarkedsuddannelses-regi, fx som led i er hvervsskolernes VTP-aktiviteter .
But at the same time it is possible that some of the courses developed as a result of the Law have since been held under labour-market training - as part of the vocational schools' firm-adapted (VTP-) activities, for example.
( Virksomhedstilp_assede kurser - kurser tilpasset en enkelt virksomheds konkrete og aktuelle træningsbehov - og delvis finansieret af den pågældende virk somhed) .
('Virksomhedstilpassede kurser' - courses adapted to suit the practical current training requirements of an individual firm, partially financed by the firm concerned).
Det må dog sammenfattende vurderes at denne lovgivnings væsentligste bidrag til efteruddannelsesområdet hidtil er sket indirekte, gennem en opkvalificering af uddannelsesinstitutionernes medarbejdere inden for områderne teknologisk fornyelse, eksport og produktivitetsudvikling, og gennem en styrkelse af uddannelsesinstitutionernes efterspørgselsor ientering.
To sum up, however, this Law's most important contribution to the sphere of continuing training must be considered to have been made indirectly hitherto, through upgrading of the qualifications of the training institutions' staffs within the areas technological innovation, export and productivity development, and through a strengthening of the training institutions' demand-orientation.
2.2.3 Øvrige udviklingsaktiviteter
2.2.3 Other development activities
Endelig kan der inden for dette område nævnes statsligt initierede erhvervsudviklingstiltag omfattende fx det Teknologiske Udviklingsprogram (TUP).
Lastly, within this sphere government-initiated development measures for trade and industry can be mentioned, including the Technological Development Programme (TUP), for example.