natgillin/translations-raw huggingface dataset:
Som led i bestræbelserne på at fremme og lette ibrugtagning af informationsteknologi i produkter og produktionsmetoder, er der over en 4-årig periode fra 1986 afsat i alt 1,5 mia kr på Finansloven i industriministrielt regi.
As part of the efforts to promote and facilitate the application of information technology in products and production methods, over a 4-year period starting in 1986 a total of 1,500 mill.kr has been appropriated on the Budget, under the control of the Ministry for Industry.
Heraf er 8-10% reserveret uddannelsesmæssige formål.
Of this sum, 8-10% is reserved for training purposes.
Disse uddannelsesmidler er ikke tænkt anvendt til direkte uddannelsestiltag, men snarere til analyser af uddannelsesbehov i forbindelse med teknologiske forandringer.
It is not intended that these training funds should be spent on actual training measures, but rather on studies of training requirements connected with technological changes.
Det har været karakteristisk at uddannelsesmæssige tiltag i TUP-sammenhæng har været set, både som forårsaget af teknologiske forandringer og som selvstændige bidrag til teknologiimplementeringen.
It was typical that training measures in the TUP-context should both have been considered to have been induced by technological changes and regarded as independent contributions to the implementation of technology.
2.3 Institutionaliseret central efteruddannelse af offentligt ansatte
2.3 Institutionalized, centralized continuing training of public employees
Som arbejdsgiver for 758.000 medarbejdere eller 29,2% af den samlede arbejdsstyrke agerer den offentlige sektor som arbejdsgiver på linie med de private arbejdsgivere.
As employer of 758,000 people, or 29.2% of the total labour force, the public sector aces as employer in line with private employers.
- gennem centrale efteruddannelsesinstitutioner, der udelukkende retter sig mod efteruddannelse af de offentlige ansatte satte
Public sector development of employees' qualifications takes place in several ways, namely: - through central continuing training institutions devoted exclusively to continuing training of public employees. - through the individual institutions in the public sector holding in-house continuing training courses; - through the public employee participating individually in continuing training in line with employees in the private sector.
For mange af efteruddannelsesaktiviteterne ved de centrale efteruddannelsesinstitutioner er det finansielle grundlag ændret som led i regeringens bestræbelser på at indføre en større om kostningsbevidsthed og markedsstyring gennem indførelse af brugerbetaling.
For many of the continuing training activities at the central continuing training institutions, the financial basis has been changed as part of the Government's efforts to introduce greater cost-awareness and market control through the introduction of payment by users.
Faste årligt regulerede tilskud til efteruddannelsesinstitutionerne bliver gradvis erstattet af tilskud til brugerne, dvs de uddannelsesinstitutioner, styrelser, departementer og kommuner, hvis medarbejdere skal deltage i efteruddannelse.
Permanent, annually-adjusted grants to continuing training institutions are being gradually replaced by grants to users, i.e. the training institutions, managing boards, departments and local authorities whose employees will participate in continuing training.
Denne udvikling er tidligst gennemført for Forvaltningshøjskolen, mens den er kommet senere igang for andre centrale uddannelsesinstitutioner rettet specielt mod offentligt ansatte.
This change was first made for the College of Public Administration (Forvaltningshøjskolen) and subsequently came into operation for other central training institutions intended especially for public employees.
Forvaltningshøjskolen udbyder efteruddannelse for offentligt ansatte inden for en lang række områder med relevans for den offentlige forvalting, såvel for ledere som for ansatte primært i kommunerne og staten.
2.3.1 The College of Public Administration The College offers continuing training for public employees within a large number of different areas relevant to public administration, for both managers and employees primarily in county and local authorities and in central government.
Hovedparten af aktiviteterne er eksamensuddannelser med få timers ugentlig undervisning over 2 semestre, der tegner sig for ca 3/4 af de samlede aktiviteter (målt i kursusdage). T 1986 deltog ca 4.500 personer i For-
The bulk of the activities are training courses leading to an examination, with a few hours of instruction weekly, over two terms, which account for about three-quarters of all activities (measured in course-days).
En undersøgelse3 viser at Forvaltningshøjskolen er den hyppigst anvendte enkeltudbyder af efteruddannelse blandt 10 kursusudbydere - for statsligt personale.
A survey3 shows that the College of Public Administration is the most frequently used single supplier of continuing training among 10 suppliers of courses for public employees; most for manager-categories and slightly less for the universitytrained and for those with office training and training for the Civil Service and local government.
Mest udpræget for chefgrupper, og lidt mindre for de akademisk uddannede og for kontor- og etatsuddannede.
However, the survey concerned does not furnish any information on the proportion of public continuing training provided by the College.
Finansier ingen af Forvaltningshøjskolens aktiviteter har under gået en række ændringer siden 1982, hvor Forvaltningshøjskolen, fra at være en bevillingsfinansieret uddannelsesinstitution under Finansministeriet, overgik til at være en selvejende institution.
Financing of the College of Public Administration's activities has undergone a number of changes since 1982 in which, from being a grant-financed training institution under the Ministry of Finance, the College became a self-owning institution.
Baggrunden var et ønske om en større kommunal finansiering og indflydelse på skolens aktiviteter, men også en mulighed for øget finansiering gennem kursusafgifter.
The reason was a desire for more local authority financing and influence upon the College's activities, but also for more financing from course fees.
Efter regeringsskiftet i 1982 blev der introduceret nye finansieringsmekanismer, hvor kodeordene blev markedsstyring af aktiviteterne og brugerbetaling, og Forvaltningshøjskolen gen nemførte i perioden 1983-1989 en omlægning.
After the change of government in 1982, new financing machinery was introduced, the operative words for which were market control of the activities and payment by users, and the College of Public Administration underwent a rearrangement in the period 1983-89.
Samtidig med en årlig stigning i aktivitetsomfanget på 5-10%, skete en reduktion af de direkte og indirekte offentlige tilskud til ca 40% af de samlede omkostninger (1987).
Together with an annual increase of 5-10% in the volume of activities, a reduction took place of direct and indirect public grants to about 40% of total expenditure (1987).
De øvrige omkostninger finansieres ved deltagerbetaling og gennem aktivitetsudvidelser inden for rekvireret undervisning.
The remaining expenditure was financed through payment by participants and by expansion of activities within the scope of requisitioned instruction.
Det skal dog bemærkes at 'deltagerbetaling' blot betyder at efteruddannelsen finansieres af kursisternes (statslige og kommunale) arbejdsgivere.
It should be noted, however, that 'payment by participants' signifies only that the continuing training is financed by the (central and local government) employers of those who attend the courses.
- at udgangspunktet for finansieringsomlægningen var en isoleret besparelse på finansministeriets budget - og på det statslige bidrag til den kommunale momsfond, der tidligere kanaliserede dele af de offentlige midler til Forvaltningshøjskolen, hvilket er realiseret
46 that the starting-point for the rearrangement in financing was a single saving made on the Finance Ministry's budget - and on the public contribution to the local authority VAT-fund, which previously channelled portions of the public funds to the College of Public Administration; that the reason for the introduction of payment by users was a desire to reduce consumption of the service.
I praksis er der sket en udvidelse af institutionens aktiviteter.
In fact, what has happened is that the institution's activities have expanded.
- at indførelsen af brugerbetaling har været begrundet i et ønske om at øge omkostningsbevidstheden hos både producenter og brugere af uddannelse.
It cannot be decided whether this expansion of activity was due to increased market shares or a general expansion of the market; that the reason for the introduction of payment by users was a desire to increase cost-awareness among both producers and users of the training.
Det antages at der er sket en så dan styrkelse af omkostningsbevidstheden, men samtidig regi streres en stigning i omkostningsniveauet på de enkelte ydelser på en fjerdedel.
It is assumed that this strengthening of cost-awareness has taken place; at the same time, however, an increase of one-quarter in the level of expenditure is recorded for the individual services.
Dette forklares således:
This is explained as follows:
"Når der indføres brugerbetaling, stiger forventningerne til kvaliteten, og da modtageren af ydelse (kursisten) ikke er den samme som betaleren (arbejdsgiveren), er det kvaliteten og ikke prisen, der er konkurrenceparameter"5
"When payment by users is introduced, expectations rise regarding quality, and since the recipient of the service (the course-participant) is not the same person as the payer (the employer), the competition parameter is quality, not price"5
- de enkelte deltagere er mere motiverede end tidligere
- that the introduction of payment by users is motivated by a desire for more market control, enabling the individual user to choose between competing suppliers.
- efteruddannelsen bruges mere målrettet end tidligere af de offentlige arbejdsgivere som led i en samlet uddannelsespolitik litik
To sum up, the financial restructuring for the College of Public Administration is considered to have had the following consequences:
- der opstår 'huller' i efteruddannelsesudbuddet - der skyldes manglende erkendelse af behov for efteruddannelse især for ressourcemæssigt klemte grupper.
- the individual participants are more motivated than before ; - continuing training is now being used more selectively than before by public employers, as part of an overall training policy; - 'holes' are appearing in the supply of continuing training, due to lack of recognition of the need for continuing training particularly for groups who are short of money.
Dette rammer de uddannelsesmæssigt svagere grupper, typisk blandt kontorfunktionærerne. rerne.
This hits the groups who are weaker with regard to training, typically among office-workers.
For medarbejdere i den kommunale og amtskommunale sektor gen nemføres en række forskellige efteruddannelser inden for områder med særlig relevans for denne sektor.
For employees in the local authority and county authority sector, a number of different continuing training schemes are carried out within areas that are particularly relevant to this sector.
- I 1987 deltog knapt 11.000 i kortvarige kurser (gennemsnit 3 dage) på Den kommunale Højskole i Grenå.
In 1987 just under 11,000 took part in short courses (average duration 3 days) at the Local Authority College of Higher Education in Grena.
3/4 af kursisterne var medarbejdere i amter og kommuner og 1/4 folkevalgte po litikere.
Three-quarters of the participants were local authority and county authority employees and one-quarter popularly elected politicians.
Indholdet i kurserne (målt i kursistdage) fordeler sig på administration (28%), ledelse (19%), skole (18%), sociale forhold (13%), miljø (10%) og teknik (6%).
The content of the courses (measured in course participant-days) is divided between administration (28%), management (19%), school (18%), social affairs (13%), environment (10%) and technology (6%).
- De 14 regionale kommuneforeninger gennemfører kurser (eventuelt i samarbejde med Den kommunale Højskole) 30 forskellige steder i landet.
The 14 regional authority associations hold courses (where necessary, in co-operation with the Local Authority College of Higher Education) at 30 different places in the country.
I 1988 var det samlede kursusomfang knapt 800 kurser med sammenlagt 26.000 deltagere, hvoraf 80% var ansatte medarbejdere i amter og kommuner, de resterende folkevalgte politikere.
In 1988 the total number of courses was just under 800 with 26,000 participants, 80% of whom were employees in county and local authorities, the remainder being popularly elected politicians.
- For kommunalt og amtskommunalt ansatte - primært administrative medarbejdere - gennemføres en længerevarende uddannelse der afsluttes med eksamen.
For local authority and county authority employees -primarily administrative staff - an extended training course is held, ending with an examination.
Disse uddannelser (Dansk Kommunal kursus I og II) gennemføres med henholdsvis 250 timer og 150 timers undervisning inden for et år, hvortil kommer hjemmearbejde.
These training courses (Danish council courses I and II) are carried out with 250 and 150 hours of instruction, respectively, v/ithin one year, plus homework.
Kurserne gennemføres inden for udvalgte administrative områder: økonomisk administrativ linie, skatteforvaltning og socialforvaltning.
The courses are held within selected administrative areas, namely financial management, tax management and social administration.
I 1987 gennemførte ca 1.600 kursister DK I og ca 1.500 kursister DK II.
In 1987 about 1,600 course participants took DK I and about 1,500 DK II.
Deltagelse foregår for de ovennævnte efteruddannelser i arbejdstiden, og de direkte uddannelsesomkostninger betales af deltagernes arbejdsgivere.
Courses are attended during working hours for the abovementioned continuing training courses, and the direct training expenses are paid by the participants' employers.
Et andet væsentligt efteruddannelsesområde er efteruddannelsen af erhvervsskolernes lærere der foregår ved SEL's 5 afdelinger - og såvel omfatter fagligt pædagogiske områder som den grund læggende og videregående pædagogiske uddannelse.
2.3.3 National Vocational Teacher Training Institution (SEL) Another very important area of continuing training is the continuing training of vocational school teachers which takes place in SEL's 5 departments and embraces both special-subject areas of teacher training and basic and further training of teachers.
Denne grund uddannelse er obligatorisk for erhvervsskolernes undervisere.
Apart from module-structured basic teacher training with a total duration of approx.
Bortset fra den pædagogiske grunduddannelse, der er modulopbygget af sammenlagt ca 500 timers varighed og gennemføres inden for de to første ansættelsesår, består undervisningen typisk af internatkurser af 1 uges varighed.
500 hours and carried out within the first two years of employment, the instruction consists typically of 1-week residential courses.
SEL's aktiviteter finansieres primært via finansloven, mens en mindre del finansieres via indtægtsdækket virksomhed, herunder brugerne (herunder erhvervsskolerne) mod betaling kan rekvirere efteruddannelse (Undervisningsministeriet, Direktoratet for Erhvervsuddannelserne), hos SEL - eller andre.
SEL's activities are financed primarily through the Budget, but a smaller proportion of them are financed as activities covered by income, including the possibility for users (the vocational schools among them) to requisition continuing training against payment (Ministry of Education, Vocational Training Directorate) from SEL or other institutions.
De indirekte omkostninger, der udløses af at faglærerne deltager i uddannelse i deres arbejdstid, finansieres af den umiddelbare arbejdsgiver, det vil sige den enkelte erhvervsskole og i sidste instans Undervisningsministeriet, Direktoratet for Erhvervs uddannelserne.
The indirect costs of the special-subject teachers participating in training during their working hours are financed by the immediate employer, i.e. the individual vocational school, and ultimately by the Ministry of Education, Directorate for Vocational Training.
Efterudannelsen er ligeledes åben for de ca 15.000 lærere ved de private skoler der udgør 10-15% af samtlige kursister .
60,000 public-employee primary and lower secondary school teachers takes place at the Danish Post-graduate Teacher Training College (Danmarks Laererhøjskole), which has departments in a number of the larger Danish towns. Continuing training is likewise also open to the approx.
Danmarks Lærerhøjskole udbyder tre hovedformer for efter-/vi-dereuddannelse:
15,000 teachers at the private schools who constitute 10-15% of all of the course participants.
1) Egentlige kandidatuddannelser for deltagere med en forudgående seminarieuddannelse som gennemføres på deltidsbasis,
The College offers three main forms of continuing vocational training: 1) Actual post-graduate training courses for participants who have had teacher training, carried out on a part-time basis concurrently with employment.
Den gennemsnitlige studietid er 7 år og ca 1/4 af de studerende gennemfører inden for en 10-års periode.
The average study-time is 7 years and about one-quarter of the students complete it within 10 years.
Beskæftigelsen kan eventuelt være reduceret.
If necessary, employment can be reduced.
Denne uddannelse omfatter årligt ca 2.000 studerende svarende til ca 3% af de ansatte lærere.
This training embraces about 2,000 students annually - equivalent to approx. 3% of employed teachers.
2) De såkaldte årskurser der gennemføres med 36 timer ugentlig undervisning, af et samlet omfang på ca 100-200 timer inden for faglige og pædagogiske emneområder.
2) So-called 'year-courses', with 36 hours of instruction a week and totalling about 100-200 hours, within special-subject and paedagogic areas.
Sammen med øvrige længerevarende uddannelsesforløb omfatter årskurserne ca 15.000 lærere eller andre relevante (fx pædagoger).
Together with other longer training courses, the year-courses embrace about 15,000 teachers or other relevant persons (e.g. educationists).
Det kan derfor skønnes at disse aktiviteter omfatter ca 20% af samtlige ansatte lærere.
It can therefore be estimated that these activities embrace about 20% of the total number of employed teachers. However, the
Efterspørgslen efter efteruddannelse er dog væsentlig højere end antallet af uddannelsespladser, idet knapt halvdelen af ansøgerne ikke optages.
51 demand for continuing training is much higher than the number of available training places, since just under one-half of the applicants are not accepted.
3) De korte kurser omfatter typisk 35 dages efteruddannelse inden for relativt afgrænsede emneområder og omfatter ca 2.500 elever årligt.
3) The short courses typically cover 35 days of continuing training within relatively limited subject-areas and embrace approx. 2,500 students annually.
Disse aktiviteter er hidtil statsligt finansieret via en be villing på den årlige Finanslov, med hensyn til de direkte om kostninger.
These activities have hitherto been government-financed through a grant on the annual Budget, with regard to direct costs.
Deltagelse i lærerhøjskolens efteruddannelsesaktiviteter er således altid gratis for deltagerne.
Participation in the continuing training activities of the Teacher Training College is thus always free of charge for participants.
De indirekte omkostninger, fx løn under uddannelsen (tjenestefritagelse) og en eventuel vikardækning under fraværet, betales af deltagernes arbejdsgivere, dvs kommunerne.
The indirect costs - pay during training (leave of absence) and any costs for substitutes during training-absence - are paid by the participants' employers, i.e. the local or county authority.
Som hovedregel gives tjenestefritagelse med løn ved de korte kurser, mens deltagelse i kan didatuddannelserne sker i fritiden.
As a general rule, leave of absence is granted with pay for short courses, whereas participation in post-graduate courses takes place during free time.
Det anslåes at alene den kommunale udgift i forbindelse med lærernes tjenestefritagelse beløber sig til 3-400 mio kr årligt.
It is estimated that local authority expenditure for teachers' leave of absence alone amounts to 3-400m kr annually.
For de private skoler gælder særlige regler for deltagelse, herunder en statslig refusion af de indirekte omkostninger i form af vikarudgifter.
For private schools, special rules apply to participation, including reimbursement from public funds of indirect costs in the form of fees for substitutes.
Ved siden af disse store egentlige efteruddannelsesinstitutioner for offentligt ansatte gennemføres der efteruddannelsesaktiviteter i tilknytning til en række videregående uddannelses institutioner - hvis grunduddannelser retter sig mod beskæf tigelse i den offentlige sektor fx:
In addition to these large, actual continuing training institutions for public employees, continuing training activities are carried out in conjunction with a number of further training institutions whose basic courses are directed towards employment in the public sector, e.g.:
- efteruddannelse for socialsektorens ansatte/pædagogområdet
- continuing vocational training for nurses - continuing training for social sector-employees/teacher trainers - continuing training for librarians.
- efteruddannelse for bibliotekarer.
3 Labour market training schemes
Som det fremgår af oversigten i kapitel 1 udgør arbejdsmarkeds uddannelserne (AMU) i 1986 mere end en trediedel af de samlede efteruddannelsesaktiviteter (målt i direkte omkostninger).
As can be seen from the table in section 1 , labour market training schemes (AMU) in 1986 constitute more than one-third of the total continuing training activities (measured in direct costs).
Blandt samtlige efteruddannelsesaktiviteter er arbejdsmarkeds uddannelserne de statistisk set mest velbeskrevne, idet der årligt udgives en udførlig statistik.
Of all of the continuing training activities, labour market training schemes are statistically the best described, with detailed statistics issued annually.
I CEDEFOP-regi er arbejdsmarkedsuddannelserne derudover beskrevet i 'Erhvervsuddannelsessystemet i Danmark 1986' og - specielt med hensyn til de styringsmæssige aspekter - i 'Arbejdsmarkedets parters rolle i voksen- og ungdomserhvervsuddannelserne', 1987.
In addition, under CEDEFOP labour market training schemes are described in 'Erhvervsuddannelsessystemet i Danmark 1986' (The vocational training system in Denmark in 1986) and - especially regarding control-aspects in 'Arbejdsmarkedets parters rolle i voksen- og ungdomserhvervsuddannelserne' (Role of the labour market partners in adult and youth vocational training schemes), 1987.
Nærværende beskrivelse bygger i begrænset omfang herpå.
The present description is based upon these to a limited extent.
Arbejdsmarkedsuddannelsernes finansielle forhold fremgår af nedenstående oversigt.
The situation regarding the financing of labour market training schemes is shown in the following chart.
Finansiel kilde
Source of finance
Husholdningerne (Lønmodtagerne) modtagerne)
Financial allocation mechanises
Private virksomheder der
Suppliers of training
Uddannelses udbydere
Courses for young uneapf iioeaploye
Lokale AMU-centre
■"eiploye gaining 3«
Kurser for ledige ( indvandrere og kvinder) (ETFL)
(EIFL)
Kurser for arbejdsledere og teknikere
Qualificationconferring training scheies
Arbejdsmarkedsuddannelserne har som helhed et markeds justerende formål: at imødekomme de aktuelle behov på arbejdsmarkedet.
Labour market training schemes as a whole have a market-adjusting purpose, namely to meet current needs on the labour market.