natgillin/translations-raw huggingface dataset:
■ Med påbegyndelsen af andet år læres der vekselvis tre til fire dage i virksomheden og en til to dage i erhvervsskolen;
■ From the beginning of the second year training is by the alternance method, three to four days being spent in the firm, one to two days at the vocational school.
■ Praksisandelen øges stadig fra andet år til afslutningen af den treårige uddannelse; sidste halvår er et rent praksissemester;
■ The time spent in practical training steadily increases from the second year until the end of the three­year course; the last six months are entirely devoted to practical training.
■ Organisationen af erhvervsskoleunder­visningen skal tilbydes fleksibelt en eller to dage pr. uge eller som »blok« gennem flere måneder.
■ Vocational school instruction is to be provided flexibly on one to two days a week or in an uninterrupted session lasting sev­eral months.
I »bloksystemet« uddannes der i overensstemmelse hermed også i virksom­heden igennem flere måneder uden skole­mæssig afbrydelse.
Where the latter system is adopted, in­company training will similarly continue for several months without a break gj for school attendance.
■ Uddannelsestilbudet koncentreres i før­ste omgang om 23 uddannelseserhverv, hvor der åbenbart er et stort behov: 13 erhverv inden for metal­ og elektroteknik­ gj ken (f.eks. værktøjsmaskintekniker, auto­ 5 mobiltekniker, elektrotekniker), grafikere t­og tekniske tegnere, 2
■ The training provided will be initially H concentrated on 23 training occupations, 2
Studiebegyndere 1981 ­1985*
First-year students, 1981 - 85*
D Råd og uddannelsesforskning ­ stabili­satorer og motorer i reformen opnået betydelige succes'er for erhvervs­uddannelsen med de tekniske erhvervsgym­nasier (TEL), de tekniske uddannelsesan­stalter (TEI) og i den seneste tid det integre­rede gymnasium (EPL).
After years of paralysis in the 1970s, vo cational training in Greece has developed briskly in the last ten years.
Reformen af lær­lingeuddannelsen under OAED må der ønskes en stor virkning i bredden: der ligger der et stort uddannelsespotentiel, som viser sig i ansøgerkvoten med 10:1. Numerus clausus ved universiteter og faghøjskoler er langt mindre alvorlig med 3:1.
The technical vocational lyceums (TEL), the technical colleges (TEI) and, more recently, the integrated lyceums (EPL) have made consider able progress towards overcoming the extremely dominant position of traditional general education, with the general lyceums and the universities as its bastions. // ¿s to be hoped that the reform of the OAED's apprenticeship scheme will have a wide spread impact: its great, but latent, potential is evident from the 10:1 ratio of unsuccessful to successful applicants.
Studieplad­serne (14 universiteter: ca. 90 000; 12 TEI: ca. 30 000) overstiger talmæssigt langt det tilbud, der for tiden i alt er til disposition på erhvervsmæssige uddannelsespladser (279 TEL: ca. 65 000 pladser; 171 TES: ca. 21 000; 38 OAED­lærecentrer: ca. 10 000)*.
University and college places (about 90 000 at 14 universities and 30 000 at 12 TEI) easily outnumber the vocational train ing places available at present (some 65 000 at 279 TEL, 21 000 at 171 TES and 10 000 at 38 OAED apprenticeship centres) *.
Det må ønskes, at TEI ikke køber tilnær­melsen til universiteterne med en voksende afstand til erhvervs­ og arbejdsverdenen.
* Eurydice, op. cit., Table 8.
Det vil være en af de vigtigste opgaver ved den videre gennemførelse af erhvervsud­dannelsesreformen i Grækenland i bety­deligt omfang af udbygge tilbudet af ud­dannelsespladser, at indføre klart beskrev­ne erhvervsbeskrivelser og erhvervsafslut­ninger og at gøre OAED­læren endnu mere attraktiv vedat åbne for videreuddannelses­muligheder.
The reform of the whole education system has also resulted in the establishment of numerous advisory boards for institutes of education — and vocational training — at local, regional and national level, the idea being to forge closer links between such institutes and society. The employers and trade unionists, parents, teachers and experts who sit on these boards say what they believe the aims of educational and vocational training schemes should be.
Effekten er bekendt: Med åbningen af uddannelsesvejen åbner der sig et enormt behov for at indhente uddannelse ad de videregående uddannel­sesveje.
Educational reform Greece', in: Comparative Education Review, Vol. 22, No 1, Chicago, 1978. 3.
Inden for reformen af det samlede uddan­nelsessystem er der indsat talrige råd for uddannelsesinstitutioner på lokalt, regio­nalt og nationalt plan, således i erhvervsud­dannelsen.
The current secondary education research institute (KEME) is being converted into a research and development institute for pedagogy, curricular development, educational technology and teacher training.
Formålet med disse råd er til­knytning af disse uddannelsesinstitutioner til samfundet.
Although a tremendous effort has resulted in the capacities of the tertiary sector almost doubling in the last five years, the proportion of unsuccessful candidates has remained virtually constant at just under two-thirds.
Arbejdsgivere og fagfor­bund, forældre, lærere og fageksperter formulerer i disse råd ud fra deres syns­punkt målene med uddannelses­ og er­ hvervsuddannelsesforanstaltningerne.
The effect is well-known: when access to the various educational channels is facilitated, an enormous demand for courses of further education follows.
For Græken­land og de andre lande i Fællesskabet turde et sådant samarbejde være af stor betydning for videreudviklingen af erhvervsuddannel­sessystemerne.
Striking a reasonable balance between quantity and quality is likely to be one of the most serious problems facing the Greek reformers. formers.
Stavros, Stavrou, »Erhvervsuddannelsen i Græken­land« CEDEFOP (udg.), Berlin (udkommer i marts 1986).
The head of the KEME expressed interest in international cooperation at the first meet ing of the directors of European educational research institutes held by Cedefop in Berlin in May 1985.
Erhvervsuddannelsen i Grækenland er inde i en stormende udvikling efter de sidste ti års stivnen.
Greater attention is to be paid to adult education outside the tertiary sector in Greece in the future.
Over for den overordentlig stærke forrangsstilling, som den traditionelle alme­ne uddannelse har med sine bastioner alment gymnasium og universitet, er der
The traditional schemes run by numerous private organizations and government institutions (the lar gest being the OAED) for the continuing vocational training of employees are to be made transparent, better coordinated, expanded and linked to continuing education schemes.
Det nuværende spanske uddannelsessystem er fastlagt ved rammeloven om uddannelse fra 1970.
The educational system in Spain today is governed by the 1970 General Education Act.
Der er undervisningspligt fra 6. til 16. år.
Education is compulsory from the age of 6 to 16.
De forskellige niveauer er:
The levels of education in the period of compulsory schooling are:
■ Anvendt videnskab i den valgte er­hvervsgren
It is compulsory and free of charge.
■ Kundskaber om og oplæring i særlige praktiske fag.
■ science applied to the chosen vocational sector,
Den giver ret til beviset som teknisk assi­stent, »Técnico Auxiliar«.
■ enrol on a BUP course by having some of his or her subjects 'validated';
Denne eksamen, der benævnes »Selectivi­dad«, kræves ikke for optagelse på univer­sitetsskolerne (for folkeskolelærere, syge­plejersker, agronomer, datamatike­re . . .).
This exa­mination is not required for admission to the university colleges that train young people for careers in teaching, nursing, agricultural engineering, computer techno­logy, etc.
Varighed: 8 år (fra 6. til 13. år).
It lasts for eight years, from the age of 6 to 13.
Ved bestået afgangsprøve får eleven et »Graduado Escolar« (Afgangsbevis), som giver adgang til B.U.P. eller til erhvervsuddannelsen på første trin, FP 1.
Successful completion of primary education is attested by a diploma known as 'Graduado Escolar', which entitles pupils to move on to one of two courses: the general BUP or the vocational FP1 (see below).
Elever, som ikke består afgangsprøven, får et »Certificado Escolar« (grundskolebevis), som kun giver adgang til FP 1.
Pupils who do not obtain this diploma receive a 'Certificado Escolar' — a certificate of schooling — which gives them access to the FPI course only.
Erhvervsfaglig uddannelse efter den almin­delig ordning
FP2 'Formación Profesional de Regimen General' General system of vocational education
Varighed: 2 år efter et særligt forberedelses­kursus.
This course lasts for two years, after a special preparatory course.
NB: Den her beskrevne erhvervsuddannel­se, på spansk »Formación Profesional Reglada«, henhører under undervisnings­og videnskabsministeriet (se tegningen over skolesystemets opbygning).
Secondary education at this level is free of charge in the public sector. It lasts for three years, from 14 to 16 inclusive.
Den må ikke forveksles med den livslange uddannelse, som på spansk benævnes »formación ocu­pacional« og henhører under arbejds­ og socialsikringsministeriet og dets Nationale Institut for beskæftigelse (INEM).
The edu­cation is general, with a common core of subjects plus optional subjects and what are known as 'tecnical/vocational' activities.
Obligatorisk og ­ ved offentlige skoler ­gratis sekundærundervisning. Varighed: 3 år (fra 14. til 16. år).
Note: the 'regulated' vocational education described here, 'formación profesional reg­lada', comes under the Ministry of Educa­tion and Science (see diagram of the Spanish educational system).
Almen undervisning, fællesfag og tilvalgsfag, nogle såkaldte »teknisk­erhvervsfaglige« aktiviteter.
It differs from voca­tional training, known as 'formación ocu­pacional', which comes under the Ministry of Labour and Social Security and its National Institute for Employment, INEM.
Bestået studentereksamen giver adgang til erhvervsuddannelse på andet trin, FP 2, eller til C.O.U. (jf. noten om de igangvæ­rende forsøg med en reform af sekundær­undervisningen).
Pupils who pass the baccalaureate can go on to upper secondary vocational education courses, known as FP2, or to COU (see notes on current experiments in the reform of secondary education).
Undervisningen omfatter ■ uddannelse i virksomheden
This is a three­year course providing: ■ business subjects,
Varighed: 1 år (fra 17. til 18. år).
Lower­level vocational education This lasts for two years, from 14 to 16.
Befolkningstæthed Arbejdsløshed 1985 (skøn)
Unemployment in 1985 (estimated)
Preescolar og bedre tilpasset den samfundsøkonomiske virkelighed«.
Primary, secondary and university edu­cation is now available to adults studying by correspondence (Centro Nacional de Edu­cación Básica a Distancia, CENEBAD; and Instituto Nacional de Bachillerato a Distan­cia, UNED).
FP 2 giver adgang til at erhverve beviset som specialuddannet tekniker, »Técnico especialista«. cialista«.
The FP2 course leads to a diploma as a specialist technician (Técnico Especialista), which entitles the holder to enrol on: the aim being to 'combine education, poly­valence and specialization for a more flexi­ble education that is more consistent with socio­economic realities'.
På dette niveau er der adgang til
■ the COU course, with a view to pursuing university studies (by entrance examina­tion),
— C.O.U. som forberedelse til universitetsstudier (med adgangsprøve),
■ university colleges in the branch in which the FP course specializes.
De elever, der ikke fortsætter med universitetsstudier, kan supplere deres uddannelse med en række erhvervsuddannelsesmoduler, som hver varer et år og giver ret til et afgangsbevis svarende til FP 2.
Pupils not completing their secondary edu­cation may later take adult training modules lasting from six months to a year.
— universitetsskolerne i den valgte gren af FP.
The law provides for a third and higher level of vocational education, but it has never in fact been brought into existence.
Undervisningsministeriets Generaldirektorat for Fremme af Uddannelser samordner EPA, der er inde i en rivende udvikling.
The Education Ministry's General Depart­ment for the Advancement of Education coordinates continuing education for adults, which is rapidly expanding.
Kulturministeriet deltager i dette arbejde gennem sine socialcentre, der dels henhører under Direktoratet for kulturelle Foran staltninger, dels under Generaldirektoratet for Ungdommen.
The Ministry of Culture cooperates with this effort through the social entres set up by its Sub­Directorate General for the Promotion of Culture and its Directorate General for Youth.
Afdelingen for sociale foranstaltninger tager sig især af personer i pensionsalderen og af kvindecentre.
The Department of Social Advance­ment is more specifically concerned with the elderly and with centres for women.
Note om reformen af sekundærundervisningen ningen
Notes on the reform of secondary edu­cation
Reformen vil blive gennemført på forsøgsbasis i skoleåret 1985-86.
A reform is to be introduced in academic year 1985­86 on an experimental basis: there are to be six Baccalaureates, or branches of education,
Landbrugs- og fiskeriministeriet gennem fører EPA-programmer i ugunstigt stillede områder (Mejora Agraria, Mejora Rural y Familiar).
The Ministry of Agriculture and Fisheries is engaged on adult education programmes in disadvantaged areas ('Mejora Agraria', 'Mejora Rural y Familiar').
Rammeloven om uddannelsen fra 1970 åbner adgang for voksne til at gennemføre EGB- og FP-studier, at ajourføre eller supplere deres kundskaber.
Under the 1970 General Education Act, adults may pursue their basic general edu­cation or vocational education in order to refresh or add to their educational attain­ments.
Det vil derfor være nødvendigt at multiplicere omfanget af FPO-aktioner med 100.
This means that the volume of continuing education will have to be muliplied by 100.
Beskæftigelsen, INEM (oprettet i 1978), den såkaldte Formación Profesional Ocupacional.
That decree des cribed the proposed vocational training programmes in more detail: they are to be given by training centres in conjunction
I dette dekret opregnes de programmer for livslang (ocupacional) erhvervsuddannelse, FPO, der skal iværksættes af uddannelsescentre i samarbejde med INEM (beskæftigelsesinstituttet).
The Ministry of Employment and Social Security is implementing a continuing vo cational training policy known as 'Formación Profesional Ocupacional' through its National Institute for Employment, INEM, founded in 1978.
I 1983 offentliggjorde INEM en plan for en ny udformning af erhvervsuddannelsen i Spanien ud fra principperne om decentralisering, regionalisering og medbestemmelse.
In 1983, INEM published a plan for reorganizing vocational training in Spain based on the criteria of decentralization, regionalization and participation.
I denne plan finder man retningslinjerne for den nuværende erhvervsuddannelsespolitik og baggrunden for Den nationale plan for Erhvervsuddannelse og -integration, der har været under gennemførelse siden 1985, og som de følgende sider handler om.
This was a forerunner of current vocational training policy guidelines, especially as they are conceived in the National Plan for Occupational Training and Intregration that cam into effect in September 1985 (described below).
SAMARBEJDSCENTER FOR INEM (ikke fuldstændig liste)
CENTRES COOPERATING WITH THE
Med arbejdsmarkedsparternes og administrationens tilslutning skal aftalen fremme et opsving for spansk økonomi og jobskabelsen, der med over 20% ledige af den erhvervsaktive befolkning har højeste prioritet. ritet.
An Economic and Social Agreement, 1985-86 (AES) was signed in Madrid on 9 October 1984 by the Government, the Confederación Española de Organizaciones Empresariales (Spanish Confederation of Employers' Associations — CEOE), which claims a membership of 1 300 000 providing 75 % of the total number of jobs, the Confederación Española de la Pequeña y Mediana Empresa (Spanish Confederation of Small and Medium-Sized Entreprise — CEPYME) and the Socialist Unión General de Trabajadores (General Workers' Union — UGT).
Instituto Nacional de Empleo INEM C/Condesa de Venadito, 9 28003 Madrid Tel.: 408 24 27 Oplysninger om livslang uddannelse.
Instituto Nacional de Empleo, INEM National Institute for Employment
For at fremme de unges integration i virksomheden gives der i aftalens kapitel VI, artikel 15, tilskyndelser til indgåelse af praktikaftaler og uddannelsesaftaler (nye former for aftaler, vedtaget af CORTES den 2. august 1984, lov nr. 32/1984).
Since it embodies a consensus of both sides of industry as well as the government, this Agreement should help to revitalize the Spanish economy and create new jobs, a vital priority at a time when over 20 % of the working population is unemployed.
Fondo de Promoción de Empleo Glorieta Cuatro Caminos, 6 28020 Madrid Tel.: 441 46 22 Almennyttigt selskab for genbeskæftigelse af arbej dere ramt af strukturomlægning (erhvervsuddannelse, tilskud til selvstændig virksomhed). Decentral struktur, afdelinger i hele landet.
Tel.: 441 46 22 Non-profit-making association for the reintegration of workers made redundant by industrial redevelop ment (vocational training, support for the self-employed), it is decentralized and located throughout
I artikel 16 i samme kapitel, »Erhvervsuddannelse«, foreslår aftaleparterne, at der omgående iværksættes foranstaltninger til tilpasning af erhvervsuddannelsessystemet (FP) til beskæftigelsesmarkedets faktiske behov og til udbygning af den livslange uddannelse (FPO).
28003 Madrid Tel.: 441 06 78 The IESA Foundation is an institute of applied research on economic and social matters, co-funded by the Friedrich Ebert Foundation, the Volkswagen Foundation, UGT, PSCE and - depending on the subjects of research - various government institutions. tions.
Der skal med henblik herpå oprettes et generalråd for Erhvervs uddannelse. I november 1985 behandlede CORTES dette forslag.
28016 Madrid Tel.: 455 26 00, 455 50 00 (ext.
Som trepartsinstitution (regering, fagforbund, arbejdsgivere) skal dette råd samordne de aktioner, der iværksættes af de for skellige nationale og regionale administrationer, af offentlige og private institutioner.
They call for a 'General Council for Vocational Training' to help achieve this aim, a proposal that was debated in Parliament in November 1985.
Undervisnings- og videnskabsministeriet og Arbejds- og socialsikringsministeriet fører
A tripartite body (with representatives of the government, unions and employers), the Council would be responsible for coordinating the work of individual national and
INFOREM: Ugentlige meddelelser fra INEM.
Inforem: monthly publication of the National Institute for Employment (INEM).
La Revista: Meddelelser fra Beskæftigelsesfremmefonden (FPE), udkommer hver anden måned (nr. 1 september/oktober 1985).
La Revista: bimonthly publication of the Fund for the Promotion of Employment (FPE) (No 1, September/October 1985).
Nota Bene: Vigtig liste over officielle publikationer om erhvervsuddannelse, fås fra publikationskontoret i Undervisnings- og videnskabsministeriet. om livslang uddannelse, fås hos publikationskontoret i Arbejds- og Socialsikringsministeriet, der udgiver INEMs publikationer (visse tekster foreligger på fransk eller engelsk) for en stor del er baseret på lokale - private og offentlige - uddannelsestiltag*.
Note: A full bibliography of official publications on (i) vocational training is maintained by the Ministry of Education and Science's publications department, and (ii) continuing training is maintained by the Ministry of Employment and Social Security, which brings out INEM publications (some of these documents are available in French or English).
Uddannelsen er helt vederlagsfri for delta- gere i FPO-kurser
results of this wide-ranging plan, based mainly on the efforts and initiative of local training ventures in the private and public sectors *.
I november 1985, da der blev lagt sidste hånd på Den nationale plan for erhvervs- uddannelse og -integration, var der endnu ikke taget stilling til de nærmere former for kontrol af programmernes gennemførelse.
This massive effort to expand continuing training in every field, but more specifically wherever a demand for it exists on the labour market (new technologies, new pro- ducts or services) will be partly subsidized by the European Social Fund (from 1 Jan- uary 1986).
Og det var endnu for tidligt til et skøn over resultaterne af dette vældige projekt, der
In November 1985, at the time of setting up the national occupational training and inte- gration plan, the facilities for monitoring and implementing schemes had not yet been developed and it was too early to assess the
Fonden for Fremme af Beskæftigelsen, FPE.
Empleo (Fund for the Promotion of Employment — FPE) in the address list.
Udtalelse af arbejds­ og socialforsorgsminister
Statement by Mr Joaquín Almunia Amann
■ At integrere erhvervsuddannelsen i er­hvervsprogrammerne.
■ the coordination of public and private sector efforts in this area, and employment, such as young people, the long­term unemployed, workers in rural areas and the employees of firms undergo­ing restructuring.
Den for hver dag større og større nødven­dighed af at forsyne arbejdstagerne med de kvalifikationer, som arbejdsmarkedet kræ­ver nutildags, har ført til at gribe erhvervs­uddannelsen an på en ny måde.
■ the integration of vocational training with employment programmes.
Derfor vil Arbejds­ og Sociälforsorgsmini­steriet gøre en indsats for at fremme er­hvervsuddannelsen ved at give denne en ny orientering, som bør resultere i to ting, hvad indholdet og udførelsen angår:
The increasingly urgent need to provide the country's workforce with the skills current­ly in demand on the labour market has led the government to institute a new approach to vocational training.
Med dette for øje vedtog ministerrådet d. 30­4­85 grundlaget for Nationalplanen om Uddannelse og Adgang til Erhverv, for således definitivt at kunne integrere er­hvervsuddannelsen i rammen for politik og erhverv og på denne måde imødegå A.E.S. ­ aftalen mellem regeringen, CEOE ­CEFYME og UGT.
The Ministry of Labour and Social Security is accordingly taking steps to strengthen vocational training, approaching it in new directions as regards both content and man­agement, with a view to meeting a twofold challenge:
A.E.S., den økonomiske og sociale over­enskomst mellem regeringen, arbejdsorga­nisationerne CEDE ­ CEFYME og Arbej­dernes Fællesforening UGT, for perioden 1985 ­ 86, påpeger, at de vigtigste aktioner for opnåelsen af en forbedring af erhverv­suddannelsen er følgende:
The Social and Economic Accord for 1985­86 between the government, the employers' associations (CEOE and CEPYME) and the unions represented in the General Union of Workers (UGT) lays down as priorities for the strengthening of vocational training
■ Forbedre og reorientere vores uddannel­sessystemer ved at indføre undervisning om teknologiske innovationer. Disse er uund­værlige inden for nyhederne af produk­tionsprocesser og virksomhedsledelse.
On 30 April 1985 the Cabinet approved the foundations of the national plan for train­ing and employment, the purpose of which is to bring vocational training into the framework of employment policy and thus give effect to the agreement reached between the government and employers' and union organizations in the Economic and Social Accord.
■ At fremme forskningen om arbejdsmar­kedet.
■ more extensive research into the labour market,
■ At inkludere sociale faktorer i erhvervs­aktiviteter og mål.
■ the reform and improvement of our training systems, incorporating into them courses on new technologies, essential if we are to meet the challenge posed by the innovations taking place in both production and management;
■ At koordinere den offentlige og private efterspørgsel på dette område.
This is an appropriate time for the formu­lation of the national plan, since it has to serve a double purpose:
■ Først og fremmest tage sig af de sekto­rer, som har sværest ved at finde arbejde, såsom de unge, de, som i lang tid har været uden arbejde, arbejdstagerne i landbrugs­sektoren, og de som arbejder i virksomhe­der, der er under omformning.
■ the urgent needs of those groups which experience particular difficulties in finding