natgillin/translations-raw huggingface dataset:
Der er store forskelle i den beskæftigelsesmæssige status mel­lem forskellige branchers kursister, og dermed i den funktion kurserne opfylder for de ledige, og for de pågældende bran­cher.
Big differences of employment status exist as between the course participants in different trades and industries, and hence in the function of the courses for the unemployed and for the sectors concerned.
Blandt kursister inden for handels­ og kontorområdet der udgør 28% af samtlige kursister, har over to trediedele ikke tilsagn om beskæftigelse efter kursusdeltagelse.
Among course participants in the commercial and clerical sector, representing 28% of all course participants, more than two-thirds have no promise of employment after participating in the course.
Inden for me­talområdet der udgør 42% af samtlige kursister, har 72% til­sagn om beskæftigelse efter kursusdeltagelse.
Within engineering and other metal-using industry, representing 42% of all course participants, 72% have a promise of employment after the course.
Påbegyndte kursister på efteruddannelse af faglærte fordelt på køn og alder, 1987.
Started course participants in continuing skilled workers, by sex and age, 1987.
Kilde: Beregnet på basis af: efteruddannelse af faglærte, Statistik 1987. AMU-Direktoratet.
Source: Calculated on the basis of: Efteruddannelse af faglaerte. Statistik 1987.
Efteruddannelsen af faglærte udbydes inden for 26 forskellige brancher, hvoraf de tre største tegner sig for 82% af samtlige kursister, nemlig jern og metal (42%), handel og kontor (28%) og elektrikerfaget (13%).
Continuing training of skilled workers is offered within 26 different trades and industries, of which the three biggest account for 82% of all course participants, namely engineering and other metal-using industry (42%), commercial and clerical (28%) and the trade of electrician (13%).
Uddannelsernes institutionelle miljø er helt overvejende de erhvervsskoler (handelsskoler og tekniske skoler) hvor den faglige grunduddannelse sker.
The institutional setting for the courses is very predominantly the vocational schools (commercial schools and technical schools) at which the basic vocational training takes place.
Efteruddannelserne er lige som specialarbejderuddannelserne modulopbyggede, men kurserne er som helhed af kortere varighed.
As for semi-skilled worker training, the courses for continuing training are modular in structure; but they are shorter, on the whole.
I 1987 deltog 65% af de deltagende personer i kurser af sammenlagt mindre end 2 ugers varighed = 80 timer.
In 1987, 65% of the participants took part in courses with a total duration of less than 2 weeks = 80 hours.
Efteruddannelse af faglærte finansieres som specialarbejderuddannelsen af AUD-fonden, og styringen af efteruddannelserne sker også her med betydelig indflydelse fra arbejdsmarkedets parter.
Continuing training of skilled workers is financed as is semi-skilled worker training, by the AUD-fund, and control of continuing training is exercised here also with considerable influence from the labour market partners.
Den overordnede styring sker via Uddannelsesudvalget for faglærtes efteruddannelse.
Overall control is exercised through the Training Committee for the Continuing Training of Skilled Workers (Uddannelsesudvalget for faglaertes efteruddannelse).
For de fleste brancher findes et selvstændigt efteruddannelsesudvalg, mens der for nogle branchers vedkommende er fælles udvalg for de grundlæggende erhvervsuddannelser og efteruddannelserne.
For most trades and industries an independent continuing training committee exists, while for a few there is a joint committee for the basic vocational training courses and continuing training courses.
4 9 rige vanskeligt stillede grupper i arbejdsmarkedsuddannelsesregi.
In addition, qualificationconferring activity of limited quality exists.
Disse uddannelser supplerer således de skattefinansierede aktiviteter for ledige omtalt i afsnit 2.1.
These training courses thus supplement the activities for unemployed persons, financed from taxation, which are mentioned in section 2.1.
Det overordnede formål med de erhvervsintroducerende, eller er hvervsforberedende, uddannelser er at forbedre deltagernes mulighed for at vælge uddannelse eller erhverv gennem en bred introduktion til uddannelsessektoren og en række brancher.
The overriding object of introductory vocational, or preparatory vocational, training courses is to make it more possible for the participants to enter into training or employment through a broad introduction to the training sector and a number of trades or industries.
Gennem en smallere introduktion til en enkelt branche kan kurserne også indeholde uddannelsesforberedende undervisning.
Through a narrower introduction to an individual trade or industry, it is possible for the courses also to include instruction preparatory to training.
T foranstaltninger for unge er det primære sigte at motivere deltagerne til at begynde på en af ungdomsuddannelserne.
In youth schemes the primary aim is to motivate the participants to start one of the youth training courses.
De korterevarende uddannelsesforløb inden for AMU eller direkte beskæftigelse er i højere grad sigtet på kurser for lidt ældre arbejdsløse.
The shorter training system within AMU or actual employment is aimed more at courses for slightly older unemployed persons.
Målgruppe og deltagere.
Target group and participants.
De erhvervsintroducerende aktiviteter gennemføres som kurser for unge (ETFU), dvs for personer under 30 år.
The introductory vocational activities are carried out as courses for young persons (EIFU), i.e. for persons under 30 years of age.
Aktiviteterne gennemføres endvidere for ledige over 30 år (ETFL).
The activities are carried out also for unemployed persons over 30 (EIFL).
Herudover gennemføres erhvervsintroducerende kurser for hold, bestående udelukkende af kvinder, og for hold bestående udelukkende af indvandrere.
In addition, introductory vocational courses are held for groups consisting only of women and for groups consisting only of immigrants.
På kurser for indvandrere undervises i dansk sideløbende med den faglige undervisning.
On courses for immigrants, Danish is taught side-by-side with the special-subject instruction.
Kurser for kvinder og for indvandrere gennemføres såvel som ETFU- og ETFL-kurser.
Courses for women and for immigrants are carried out as both EIFU- and EIFL-courses.
Fordelingen på de enkelte aktivitetstyper fremgår af tabel 3.9.
The breakdown as between the different activity types can be seen from table 3.9.
Tabel 3.9 Påbegyndte kursisters fordeling på kursusform og køn. 1987.
Breakdown of started course participants, by course type and sex. 1987.
Samtlige kurser
All courses
Som det fremgår af tabellen er knapt tre fjerdedele af kursisterne kvinder, hvilket blandt andet afspejler at kvinder i højere grad end mænd er ramt af ledighed.
As can be seen from the table, just under three-quarters of the course participants are women - reflecting the fact, among other things, that women experience unemployment more than men.
Kun på kurser for indvandrere er der flere mænd end kvinder, hvilket formentlig kan tilskrives en kombination af adgangsbetingelser om sproglige færdigheder og sociokulturelle forhold i indvandrergruppen .
Only on courses for immigrants are there more men than women - which can presumably be attributed to a combination of conditions of admission regarding language skills and socio-cultural circumstances in the immigrant group.
De erhvervsintroducerende forløb er tilrettelagt med henblik på at give den enkelte kursist en konkret fornemmelse af arbejdets karakter inden for en bestemt branche og samtidig give kendskab til uddannelsesmulighederne inden for disse brancher.
The introductory vocational courses are arranged with a view to giving the individual course participant an actual feeling of working within a particular trade or industry and, at the same time, to providing knowledge of training opportunities within these trades and industries.
Nogle moduler indeholder introduktion til faglige områder, blandt andet bygge- og anlægsbranchen, textil og beklædning, metal samt levnedsmiddel.
Some modules include introduction to special subject areas - for example, building and construction, textiles and clothing, engineering and other metal-using industry, and also foodstuffs.
Andre moduler behandler emner af almen karakter, fx 'jobsøgning og erhvervsuddannelse', 'kvinder, uddannelse og beskæf tigelse' samt 'uddannelse og beskæftigelse'.
Other modules deal with subjects of a general nature, such as 'job seeking and vocational training', 'women, training and employment ' and also 'training and employment'.
Den erhvervsintroducerende undervisning gennemføres i tilknytning til de AMU-centre der gennemfører specialarbejderuddannelserne, eller på særlige El-centre hvor der udelukkende gennemføres erhvervsintroducerende aktiviteter. ter.
Introductory vocational instruction is given in collaboration with the AMU-centres which hold semi-skilled worker training courses, or at special El-centres where only introductory vocational activities are carried out.
Kurserne for indvandrere en ca dobbelt så lange, på grund af den supplerende danskundervisning.
The courses for immigrants are about twice as long, owing to the additional instruction in the Danish language.
De erhvervsintroducerende aktiviteter finansieres normalt gennem AUD-fondens midler, jf indledning en til dette kapitel.
Introductory vocational activities are normally financed through the AUD-fund (cf. introduction to this section).
I de seneste år har det været diskuteret om finansieringen af de erhvervsintroducerende aktiviteter skulle overgå til amter og kommuner.
In the last few years the question has been discussed as to whether the financing of introductory vocational activities should be transferred to county and local authorities.
Ligeledes har der i forbindelse med bestræbelserne på at de centralisere de arbejdsmarkedspolitiske foranstaltninger, været mulighed for at gennemføre El-kurser mod betaling fra kom muner, amtskommuner og A-kasser, ligesom der er gennemført ET-aktiviteter for midler der disponeres af de regionale arbejdsmarkedsnævn.
In conjunction with the efforts to decentralize schemes of labour-market policy, it has likewise been possible to carry out El-courses against payment from county and local authorities and 'Α-kasser' (unemployment benefit schemes), and El-activities have been held which were financed with funds at the disposal of the regional labour-market boards.
Endelig er der for nogle udviklingsprægede El-aktiviteter også bidrag fra EF's sociale fond.
Lastly, for some development-type El-activities there are also contributions from the EC social fund.
El-aktiviteternes styringsmæssige forhold afspejler aktiviteternes bredere arbejdsmarkedspolitiske sigte, idet der i det rådgivende 'Uddannelsesudvalg for erhvervsforberedende Uddannelse' ikke alene er repræsentanter for arbejdsmarkeds parter men også fra amter, kommuner og undervisningsministeriet.
The control-situation regarding El-activities reflects the broader labour market policy-aim of the activities, in that the advisory 'Training committee for preparatory vocational training' (Uddannelsesudvalg for erhvervsforberedende uddannelse) includes representatives not only of the labour market partners, but also from county and local authorities and the Ministry of Education.
3.6 Uddannelsesaktiviteter i AMU-regi med både kompetence givende og ikke-kompetencegivende elementer
3.6 Training activities under the AMU with both qualificationconferring and nonqualification elements
Behovet for uddannelsesaktiviteter der både gav formel er hvervskompetence (specialarbejderuddannelserne) og tog højde for de særlige problemer som ledige uden branchekendskab har, har ført til en række forsøgs- og udviklingsaktiviteter.
The need for training activities which both provided formal occupational qualification (semi-skilled worker training courses) and took account of the special problems of the unemployed without knowledge of a trade, led to a number of research and development activities.
Som resultat heraf, har der siden 1985 blandt andet været gennem ført længerevarende arbejdsmarkedsuddannelser for langtidsledige (LAMU).
As a result of these, since 1985 the so-called LAMU-courses have been held, which are for unemployed persons who have completed the first
Disse kurser er rettet mod ledige der har afsluttet første arbejdstilbud og som ved afslutningen af sidste arbejdstilbud er fyldt 24 år og 3 måneder.
74 job-offer and reached the age 24 years and 3 months on completing their last job-offer.
Uddannelserne tilrettelægges som kompetencegivende forløb med udvidede praktiske øvelser og erhvervsintroducerende moduler med henblik på at sikre deltagernes motivation og støtte til efterfølgende aktiv jobsøgning.
The courses are arranged as qualificationconferring courses supplemented by introductory vocational modules with a view to securing motivation of participants and assistance for the ensuing active job-seeking.
Uddannelserne tilrettelægges med en samlet varighed på 15-26 uger (gennemsnit 20 uger), hvoraf ca 1/5 af tiden bliver anvendt på de erhvervsintroducerende kurser, mens 4/5 af tiden bliver anvendt til kompetencegivende forløb.
The courses are arranged with an aggregate duration of 15-26 weeks (average 20 weeks), of which about one-fifth of the time will be spent on the introductory vocational courses, whereas four-fifths will be spent on qualificationconferring courses.
Endelig skal det nævnes at der også er iværksat uddannelsesaktiviteter for flygtninge i AMU-regi.
Lastly, the fact will be mentioned that activities have also been started for refugees under the AMU.
Disse aktiviteter gennem føres med en gennemsnitlig varighed på 25 uger og omfatter så vel El-undervisning og specialarbejderkurser, udvidede prak-
These activities are carried out with an average duration of 25 weeks and embrace both El-activities, semi-skilled worker courses, extended practical exercises and special language courses.
52 tiske øvelser og supplerende danskundervisning.
Current changes In connection with the budget estimates for 1988, it has been decided to initiate an extraordinary campaign on behalf of the unemployed which will extend over a 4-year period.
Aktiviteterne for flygtninge er budgetteret til at omfatte ca 1.000 kursister årligt.
This campaign concerns particularly training-type
Denne indsats vedrører specielt uddannelsesmæssige for anstaltninger og af de i alt 4,5 mia kr som er afsat til ledighedsbekæmpelse er 1,8 mia kr reserveret til uddannelsesmæssige foranstaltninger.
75 schemes and, out of the total of 4,500m kr which has been appropriated to combat unemployment, 1,800m kr has been reserved for training-type schemes.
Disse foranstaltningers indhold og institutionelle rammer er ikke endeligt fastlagt, men meget tyder aktuelt på at en del af disse uddannelsestilbud rettet mod ledige, vil blive gennem ført ved AMU-centre.
The content and institutional frameworks for these schemes have not yet been finalized; but there are strong indications at present that some of these offers of training for the unemployed will be carried out at AMU-centres.
Blandt andre uddannelsesmiljøer skal specielt nævnes erhvervsskolerne og nogle af de uddannelsesinstitutioner der er beskrevet i kapitel 2.1 som udbydere af aktiviteter særligt tilrettelagt for ledige.
Among other settings for the training, special mention will be made of the vocational schools and some of the training institutions which are described in sub-section 2.1 as suppliers of activities especially for the unemployed.
Det er karakteristisk at de påtænkte uddannelsesaktiviteter for ledige i denne sammenhæng både omfatter erhvervsforberedende og_ kompetencegivende elementer.
It is typical that the contemplated training activities for unemployed persons in this connection embrace both preparatory vocational and qualificationconferring elements.
4 Erhvervs- og arbejdsmarkedsorganisationernes uddannelses aktiviteter
4 Training activities of industry- and labour marketorganizations
De forskellige efteruddannelser der beskrives i dette kapitel, udgør tilsammen 12-15% af den samlede omsætning og er institutionelt forankret hos arbejdsmarkedets parter (lønmodtager- og arbejdsgiverorganisationer), erhvervsorganisationer, eller hos profess ionsorgan isat ioner.
The various continuing training schemes described in this section together represent 12-15% of the total turnover and are established institutionally with the labour market partners (worker- and employer-organizations), trade and industrial organizations or professional organizations.
Som påpeget i den tidligere citerede CEDEFOP-rapport om 'Arbejdsmarkedets parters rolle i ungdoms- og voksenuddannelserne i Danmark', har arbejdsmarkedets parter en betydelig rolle i såvel udvikling, som gennemførelse og styring af efteruddannelserne i Danmark, især inden for LO-området.
As pointed out in the CEDEFOP-report cited earlier concerning 'The role of the labour market partners in youth and adult training in Denmark', the labour market partners have a considerable role in both the development, execution and control of continuing training schemes in Denmark, particularly within the sphere of the Danish Federation of Trade Unions (LO).
Ved siden af arbejdsmarkedets parters indflydelse på de i kapitel 3 nævnte AMU-uddanneiser, er der inden for flere brancheområder - især metalområdet - traditioner for udvikling af uddannelsestiltag rettet mod den pågældende branches ansatte.
Besides the influence exerted by the labour market partners upon the AMU training schemes mentioned in section 3, within several industrial sectors - especially engineering and other metal-using industry - traditions exist for development of training measures for the employees of the sector concerned.
Disse aktiviteter finansieres ofte gennem bidrag fra de involverede arbejdsmarkedsorganisationer og eventuelle virksomheder der indgår i udviklingen af de konkrete uddannelsesprojekter.
These activities are in many instances financed by means of contributions from the labour market organizations involved, and any firms involved in the development of the actual training projects.
Intentionerne i disse projekter er ofte gennem et så dant udviklingsarbejde at stimulere udviklingen i de kompetencegivende uddannelser, efteruddannelser, fx AMU-uddannel-serne som er beskrevet i kapitel 3.
In these projects the intentions are often to stimulate, through development work of this kind, development in the qualificationconferring training schemes, continuing training schemes such as the AMU training schemes described in section 3.
Den institutionelle forankring hos arbejdsmarkedets parter er derfor - i varierende grad - bestemmende for uddannelsernes formål, indhold og målgruppe.
The institutional basis with the labour market partners therefore determines, in varying degrees, the object, content and target group of the training schemes.
T finansiel henseende fungerer nogle af disse aktiviteter (i stigende grad) på markedsbetingelser som alternativer til til bud på det kommercielle kursusmarked, og uddannelsesdeltageisen finansieres overvejende (når man ser bort fra lønmodtagerorganisationernes fagligt-politiske kurser) af deltagernes arbejdsgivere. De fagligt-politiske kurser (FiU) finansieres af fagbevægelsen.
Financially, some of these activities are operating (increasingly) under market conditions as alternatives to offers on the commercial market for courses, and
4.1 Arbejdsgiver- og erhvervsorganisationernes efteruddannelses -aktiviteter "
The union political courses (FiU) are financed by the trade union movement.
Disse aktiviteter udgør 3-4% af samtlige efteruddannelsesaktiviteter, målt i omsætning.
4.1 Employer- and industry-organizations' continuing training activities These activities represent 3-4% of all continuing training activities, measured in turnover.
Formålet med disse uddannelsesaktiviteter er at udbygge samarbejdet mellem ledelse og medarbejdere, og styrke ledelsesfunktionen i medlemsvirksomhederne.
The object of these training activities is to develop co-operation between management and workers, and to strengthen the management function in member-firms.
Målgruppen for disse efteruddannelser er virksomheds indehavere, ledere og funktionærer fx arbejdsledere.
The target group for these continuing training schemes is the owners of firms, managers and whitecollar workers such as foremen.
Uddannelserne dækker emner som virksomhedsledelse, arbejdsledelse, personaleledelse, personaleadministration, produktions- og driftsteknik, markedsføring, økonomi og regnskab. skab.
The training courses cover subjects such as business management, labour management, personnel management, personnel administration, production and industrial management, marketing, finance and accounts.
Uddannelsernes varighed og institutionelle miljø kan strække sig fra halvdagsmøder til internatkurser af flere dages varighed - op til kurser af flere ugers varighed - opdelt i mindre moduler.
The duration and institutional setting of the courses can range from half-day meetings through residential courses lasting several days and up to courses of several weeks' duration, divided into small modules.
Disse uddannelsesaktiviteter vil ofte være ud viklet og planlagt som en del af arbejdsgiver- og erhvervsorganisationernes service over for medlemsvirksomhederne.
These training activities will often be developed and planned as part of the employer- and industry-organizations' service to member-firms.
Udviklingsomkostninger ved disse uddannelsesaktiviteter vil således ofte indgå i organisationernes øvrige generelle driftsomkostninger.
Development costs of these training activities will thus in many instances be included in the other general operating costs of the organizations.
Selve kursusafholdelsen vil imidlertid oftest være brugerfinansieret, således at deltagernes arbejdsgivere dækker omkostninger ved kursusdeltagelsen.
However, the execution itself of the courses will usually be user-financed, so that the participants' employers cover the costs of course participation.
4.2 Lønmodtagerorganisationernes efteruddannelsesaktiviteter
4.2 Continuing training activities of the workers' organizations The worker organizations' continuing training activities have the primary object of qualifying members' representatives within a number of different trade-union political subjects and fields.
Lønmodtagerorganisationernes efteruddannelsesaktiviteter har det primære formål at dygtiggøre medlemmernes repræsentanter inden for en række forskellige fagpolitiske emner og områder.
Some trade-union organizations also work with actual occupationally-qualifying continuing training schemes, with a view to strengthening the position of their members' on the labour market.
Nogle faglige organisationer arbejder herudover med egentlige erhvervskvalificerende efteruddannelser med henblik på at styrke medlemmernes position på arbejdsmarkedet.
The Union of Commercial and Clerical Employees in Denmark (Handels- og Kontorfunktionaerernes Forbund i Danmark, HK) is a trade-union organization for employees in commercial and administrative jobs.
Disse efter uddannelser omfatter såvel ledige som beskæftigede medlemmer. Som eksempel på sådanne aktiviteter kan nævnes:
In connection with the introduction of information technology in these areas of work, HK found it necessary to supplement the continuing training activities offered by the suppliers of computer hardware with courses having a broader content which not
Handels­ og Kontorfunktionærernes Forbund i Danmark er en fag­lig organisation for de ansatte i kommercielle og administra­tive funktioner.
79 only train the users in administrative information processing, but also strengthen members' understanding of, and critical insight into, administrative information processing.
Ud­dannelsen (HK­moduldata) er også oprettet som et kritisk sup­plement til de efteruddannelser der findes i AMU­regi (jf ka­pitel 3) for ansatte inden for edb­området.
The training course (HK-Moduldata) is also set up as a critical supplement to the continuing training courses which exist under AMU (cf. section 3) for employees within the field of edp.