natgillin/translations-raw huggingface dataset:
Videreuddannelseskurserne er åbne for alle personer, der er fyldt 18 år og har afsluttet en tilsvarende erhvervsuddannelse, og som inden for erhvervet udøver eller søger en beskæf- tigelse.
The courses for further education are availableto all persons who have completed their 18th year, have completed a corresponding vocational training, and already have, or are looking for, a position in their occupation.
Efter afsluttet handelsuddannelse har man således mulighed for at frekventere kurser, som fører til højere handelseksamen.
So it is possible, after completion of a commercial training, to attend courses which could lead to the higher examination in commerce.
Faglærte arbejdere i den fagligtekniske sektor kan gennemgå en uddannelse som tekniker og afslutte denne med bygningstekniker-, bygningskonstruktør-, maskintekniker-, elektronikteknikereksamen m.v.
Skilled workers in technology could complete a training in technology with the object of becoming abuilding technician, building constructor, machine tech­ nician, electrical technician etc.
Har man afsluttet en landbrugsuddannelse (»grønt bevis«), har man mulighed for at videreuddanne sig til landbrugstekniker.
Once the agricultural course (green certificate) has been completed there is a possibility of further training up to agricultural technician.
Love og forordninger ω ro anti om uddannelsesplads til alle unge
Laws and regulations ω ro arantee of a training ce for young persons w for Further Education
Under enevælden, der varede til 1849, skete de første skridt henimod en reguleret lærlingeuddannelse.
The first steps towards an organized training system for apprentices were taken under the absolute monarchy, which existed until 1849.
Initiativtagerne var filantropiske sammenslutninger og selskaber.
These were initiated by philanthropic societies and companies, which were influenced by the age of enlightenment, with the aim of helping the socially deprived.
De var påvirkede af oplysningsbevægelserne og bestræbte sig på at hjælpe de sociale tabere.
One example in the 1790s was the sponsoring of a prize for the most efficient plans for training apprentices in manual trades.
I 1800 oprettede man den første søndagsskole for lærlinge.
The first Sunday school for courses of instruction was inaugurated in 1800.
Her modtog de undervisning i almenfagene dansk, regning og skrivning.
There the elementary subjects Danish, arithmetic and literacy were taught.
I de følgende år udvidedes undervisningen med fagligt­tekniske kurser. Men nu som før j­^. var det håndværkslaugene, der sammen med deres medlem­ ^J§ mer, laugsmestrene, varetog lærlingenes faglige uddannel­se.
In the years to follow the curriculum was extended to vocational technical subjects.
3 tt% tf) selv forinden have gennemgået en lærlingeuddannelse. Under monarkiet udvikledes den økonomiske liberalisme, som påvirkedes af de nationaløkonomer, der fremhævede den fri konkurrences betydning for nationalindkomsten (Adam Smith: Wealth of Nations). Og med den økonomiske liberalisme vaktes interessen for politisk demokrati.
It was necessary to have completed an apprentice training before one could become master of a guild.
På det politiske område førte dette til Grundloven af 1849 og oprettelsen af et parlament.
The political result of this was the Law of 1849.
Grundtvig var medlem af den grundlovsgivende forsamling.
Grundtvig was a member of the constitutional assembly.
Han var overbevist om, at den politiske medbestemmelse ville få langt større vægt, der­som den voksne samfundsborger fik større indblik i de offentlige anliggender.
He was convinced that political enfranchisement would carry more weight if the adult citizens had more knowledge of public affairs.
Sammen med Kresten Kold og andre sørgede han for, at der blev oprettet folkehøjskoler.
He, together with Kirsten Kold and others, arranged for public colleges to be established.
Igennem mange år var disse næsten udelukkende forbeholdt landbo­befolkningen.
For many years these were reserved exclusively for rural populations.
Først efter længere tid oprettedes der tilsva­rende institutioner i byerne.
It was only after a long time that corresponding establish­ments were available in towns.
1849 til at indeholde en bestemmelse om ophævelse af
Under the influence of economic liberalism a modification to the Law of 1849 was adopted, which decreed that the monopoly of the guilds should cease.
Derigennem indskrænkedes næringsfriheden. Endelig forankret blev næringsfriheden i Næringsloven af 1857, som trådte i kraft i 1862.
Finally, freedom of trade was ensured by the Trade Law of 1857.
Indenrigsministeret erkendte imidlertid de negative virkninger og forsøgte at udligne dem ved at foranledige hånd værkere og købmænd til at danne håndværks- og handels standsforeninger, der tillige skulle drive tekniskfaglige skoler og handelsskoler.
The Ministry of the Interior recognized these negative effects and tried to compensate for them by urging that craftsmen and merchants should form their own associ­ations, which would at the same time run the technical and commercial training colleges.
I den følgende tid voksede antallet af sådanne skoler i hele landet.
The result was an increase in the number of these colleges over the whole country.
Men der var ingen forpligtelse til at uddanne lærlinge.
There was still, however, no obligation to train apprentices.
Efter at en kommission i 1875 havde påpeget denne kendsgerning, indførtes uddannelsespligten i 1889 ved lov.
After a commission of 1875 had pointed out this fact, a legal obligation for training was introduced in 1889.
Lærlinge loven blev ofte revideret i den følgende tid, indtil man skridt for skridt nåede frem til en uddannelsesordning, der hviler på lærlingeloven af 1956, og som gælder endnu i dag. Det politiske demokrati medførte en lovgivning, som regulerede en lang række samfundsfunktioner.
During the following period the laws for apprentices were revised several times, culminating in the arrangements for training on which the law for apprentices of 1956 is based. This law is valid to this day.
Men arbejdskontrakten mellem virksomhed og arbejdere var ikke reguleret ved lov.
Contracts between firms and their workers were not however covered by legislation.
Derfor sluttede arbejderne sig sammen i fagforbund og fagforeninger, og arbejdsgiveren besvarede dette med oprettelsen af arbejdsgiversammenslutninger.
For this reason workers came together in trade unions and profes­sional associations, and employers countered this with the establishment of employers associations.
En landsomfattende kamp mellem organisationerne medførte i 1899 omfattende strejker og lockouter, som sluttede med »Septemberforliget« af 1899.
A country­wide conflict between these organizations led in 1899 to widespread strikes and lock outs, which ended with the 'September Agreement' of 1899.
Resultaterne af dette indgik senere i rigsdagens lovgivning.
This resulted later in parliamentary legislation.
I løbet af denne udvikling opnåede fagforeningerne også, at medbestemmelsesretten inden for virksomhederne blev reguleret.
In the course of this development, trade unions also achieved legal recognition of their right to a voice in making internal decisions in their firms.
udvidedes i 1937 til at omfatte alle erhvervsuddannelsesområder.
This was, in 1927, extended to all occupations requiring training.
Arbejdsgivere og arbejdstagere er repræsenteret i de statslige kommissioner og udvalg, som er ansvarlige for de tekniskfaglige skoler og handelsskoler.
Employers and representatives of employees are present on the State boards, which are responsible for the affairs of the technical and commercial colleges.
Eleverne har derimod ingen medbestemmelsesret.
On the other hand the students have no voice in these matters.
Uddannelsesordningens udvikling.
Development of the training system.
Gilderne, som enhver selvstændig købmand skulle melde sig ind i, var ansvarlige for handelsuddannelsen.
The guilds were responsible for the commercial training, and every indepen­dent business had to belong to one of them.
Uddannelsen var fast lagt i deres vedtægter.
The organiz­ation of training was laid down in their statutes.
Laugene varetog den håndværksmæssige uddannelse.
Thecraftsmen's guild was competent for the training in crafts.
Laugsmestrene skulle selv være fagligt uddannede.
The guild masters had to be trained in the craft themselves.
Siden 1800 havde der eksisteret søndagsskoler for håndværkslærlinge.
Sunday schools for craft apprentices were available from 1800.
I 1814 indførtes der almindelig undervisningspligt.
In 1814 general compulsory schooling was introduced.
Med næringsfrihedens gennemførelse ophævedes gildernes og laugenes monopol på uddannelse.
The monopoly of training, hitherto held by the guilds, was abolished with the arrival of free trade.
Håndværks- og handels standsforeninger overtog uddannelsen og oprettede aften skoler for lærlinge. Den første lærlingelov af 1889 forpligtede mestrene til at sende lærlingene på henholdsvis handels- eller teknisk-faglige skoler. Lærlingene var forpligtet til at følge undervisningen, og mestrene skulle betale skolepengene.
Craft and business associations took over the training and instituted evening classes for apprentices.
Fra og med 1878 indførtes der statstilskud.
State subsidies have been introduced since 1878.
Siden århundredeskiftet har man haft almene obligatoriske undervisningsplaner og statsligt tilsyn med skolerne.
Since the turn of the century, there have been generally binding plans for instruction and State supervision of the colleges.
Loven om tilsyn med de tekniskfaglige skoler: Der oprette des et statsligt direktorat, som var ansvarlig for den tekniske (faglige) uddannelse.
The Law for the Supervision of Technical Colleges. A State Directorate was introduced, which was responsible for the technical (trade) training.
Handelsskoleloven: Efter forbillede af loven om teknisk-faglige skoler nyregulerede man nu også handelsskoleuddannelsen.
Following the example of the law for technical colleges, commercial training was also recog­nized.
Der etableredes et direktorat til at føre tilsyn med handelsskolerne.
A Directorate for the supervision of the commercial colleges was established.
Læreruddannelsen, undervisningsplaner og eksamensadministration blev underlagt dette direktorat.
The following were subject to its supervision: training of teachers, teaching schedules, and examinations.
Loven sikrede handelsstandsforeningerne indflydelse på skolerne.
This law ensured the influence of the com­mercial associations in the schools.
Der indførtes differentierede uddannelsesforløb og eksaminer.
Different training courses and final examinations were introduced.
Lærlingeloven af 1921: I tyverne etableredes der faglige udvalg, hvor arbejdsgiverorganisationer og fagforeninger ligeberettiget kunne træffe afgørelser i uddannelsesspørgsmål.
The Apprentice Law of 1921. The first trade committees were introduced in the 1920s, in which employers organiz­ations and trade unions with equal status made decisions concerning matters of training.
Lærlingeloven af 1937: Der gennemførtes en lovmæssig forankring af faglige udvalg, og deres kompetence udvide des.
Apprentice Law 1937. Trade committees were legally con­solidated and their authority extended.
Som koordinerende led indførte man et lærlingeråd.
A council of appren­tices was inaugurated as a coordinating body.
Lærlingeloven af 1956: Denne lovs bestemmelser er for størstepartens vedkommende gyldige den dag i dag.
Apprentice Law 1958. The regulations are for the most part still valid today.
Den obligatoriske undervisning af lærlinge må kun foregå om dagen.
Compulsory training of apprentices may only take place during daytime.
Den ugentlige arbejdstid må inklusive skoleundervisningen ikke overskride den overenskomstmæssigt fastlagte arbejdstid.
The weekly working hours, including the teaching time, may not exceed the standard number of working hours as laid down.
Med loven reformeredes også handelsfagskolen. Der skulle oprettes større skoler med fastansatte lærere.
Due to the law, the system of vocational trade colleges was reformed and larger colleges with full time teaching staff had to be established.
Handelsskolernes antal mindskedes fra 180 til rundt regnet 60, de tekniskfaglige skolers antal fra 370 til ca. 60.
The number of commercial colleges was reduced from 180 to about 60, that of the technical colleges from 370 to about 60.
Tidligere havde henholdsvis handelsstands- eller håndværksforeningerne ejet disse skoler. Nu blev de omdannet til selvejende, almennyttige institutioner.
Formerly colleges were owned by the commercial or trade associations — now they were changed into independent institutions for the com­munity.
Styrelsen indsættes som regel af de lokale håndværks- eller handelstandsforeninger.
A management board is usually appointed by the local craft of commercial associations.
Siden 1964 sidder der endvidere en fagforeningsrepræsentant og en repræsentant for den kompetente kommunale myndighed i styrelsen.
Since 1964 a repre­sentative of the trade unions and the relevant community authority have a seat on the management board.
Der findes mindst én skole for hvert godkendt lærlingeomrade.
There is at least one college for every recognized occupation requiring train­ing.
For lærlinge, der bor langt fra skolen, har man oprettet kostafdelinger.
Residential colleges were arranged for the benefit of pupils who lived far away.
Loven om efteruddannelse af 1960: Tilgodeser systematisk efteruddannelse af ufaglærte arbejdere inden for de forskel­lige industrisektorer.
Law for Further Education 1960. This regulated the syste­matic further education for unskilled workers within various branches of industry.
Som nydannelse på erhvervsuddannelsesområdet indførtes i 1970 den såkaldte EFG­uddannelse (erhvervsfaglig grund­uddannelse), som starter med et basisår på de teknisk­fagli­ge skoler eller handelsskoler og giver eleven et indblik i et helt erhvervsområde, inden hun/han træffer endeligt valg af erhverv.
Since 1970 there is a new form of vocational training, the so called 'efg'­training (basic vocational training) which starts with a basic year at a technical or commercial college, and gives pupils an insight into a whole group of occupations. before he has to make a final decision for one or other.
1980 vedtog Folketinget at garantere alle unge en uddannel­sesplads.
In 1980 Parliament decreed that there should be a guarantee of a training place for all young persons.
Indtil videre er den indskrænket til en halvårlig uddannelse, men skal snarest udvides.
For the time being it is restricted to half a year's training, but this is soon to be extended.
Lære, skole
Examination
Staten har ved hjælp af lovgivning afstuk­ket rammerne for styring af erhvervsuddannelsen.
Authorities and responsibilities Through legislation the State has provided the framework for the organization and direction of vocational training.
De for­skellige uddannelsesforløb henhører under forskellige ministeriers samt stats­ og kommunalforvaltningers ressort.
The various areas of training are the responsibility of different ministries, as well as State and community administrations.
De fleste uddannelsesforløb er underlagt undervisningsmi­nisteriet.
Most training systems come under the ministry of education.
De styres ved hjælp af et fint struktureret system på alle niveauer af råd og udvalg.
These are guided and shaped at all levels by a well developed system of councils and committees.
En hovedregel er, at arbejdsgiver­ og arbejdstagerorganisationer er repræsente­rede i alle for uddannelsen ansvarlige udvalg og komiteer.
Participation of both employer and employee organizations is a basic principle for all assemblies concerned with training.
Regeringen nedsatte i 1975 et centralt uddannelsesråd, CUR (Det Centrale Uddannelsesråd) til koordinering og planlæg­ning af hele uddannelsessystemet
In 1975 a Central Council for Training, CUR (Centralt Uddan­nelseråd) was established by the government for the coordi­nation and planning of the whole system.
De forskellige ministeriers kompetence
The responsibilities of the various ministries
Arbejdsministeriet Indenrigsministeriet
Ministry of the Interior
Efter­ og videreuddannelse Sygeplejeerhverv Kommunale organisationer og skoler Sømandsuddannelsen Bibliotekarer, arkitekter og
Ministry of Industry Seaman's training Ministry of Culture Librarians, architects and ar­tists Ministry of Public Services Administration and further edu­ φ
Industriministeriet Ministeriet for kulturelle anliggender Ministeriet for offentlige arbejder ε kunstnere Forvaltning og offentlige servicefunktioner (jernbane, post­ og telegrafvæsenet)
Community organization and colleges cation and training for public enterprises (railway, telephone, telex and postal services) Administration and public ser­vices (railways, post office, telephone)
1) Repræsenteret I lærlingerådet.
Represented in the Apprentice Council.
2) Repræsenteret i lærlingerådet og i fag­ og brancheudvalg.
Represented in the Apprentice Council and in the trade or branch commitees.
Alle uddannelsesforløb omfatter en praktisk faglig samt en skolemæssig undervisning.
All training methods consist of a practical in­company element and a school­based part.
Der findes dog undtagelser, f.eks. skibsmaskinistuddannel­sen, der dog forudsætter en afsluttet faglig­teknisk uddannelse.
There are some exceptions, e.g. the training for a ship's engineer, for which a completed trade technical training is required.
Undervisningsministeriet Direktoratet for erhvervsuddannelserne
Ministry of Schools Directorate of work for vocational training
Styrelser for ι teknisk­faglige skoler
Schools administration I
Faglige udvalg vedrørende erhvervsuddannelse Lærlingeudvalg
Trade committees for vocational education Committees for apprentices
Undervisningsministeriet Direktoratet for erhvervsuddannelserne
Ministry of Schoo Directorate of work for vocational training
Lærlingeuddannelsen fl\
Training of apprentices ï? .— ™ Q
Direktoratet for erhvervsuddannelserne under undervis­ningsministeriet er ansvarlig for lærlingeuddannelsen.
The Directorate for vocational training within the Ministry of Schools is responsible for the training of apprentices.
Det rådgives af følgende organer: Lærlingerådet, der består af en formand, fire repræsentan­ter fra henholdsvis arbejdsgiver­ og arbejdstagerorganisatio­nerne, samt tre repræsentanter fra handelsområdet og end­videre tilforordnede repræsentanter fra bl.a. industri­ og arbejdsministerierne.
It is advised by the following boards: The Council of Appren­tices, consisting of a president, four representatives each of the employers and employees associations from the trades and crafts sector, and three representatives each also from the commercial sector as well as other representatives appointed to it, including those from the Ministries of Industry and Labour.
Lærlingerådet rådgiver undervisnings­ministeriet i spørgsmål vedrørende lærlingeuddannelsen og udøver endvidere administrative funktioner, ligesom det er overordnet instans for lærlingeudvalgene.
The Council of Apprentices advises the Ministry of Schools on matters concerning apprentice training. It also has administrative functions and is the superior office to the apprentice committees.
Skolerådet for de tekniske skoler og uddannelsesrådet for handelsskolerne.
The Council for the Commercial Colleges and the Council for the Tech­
Disse råd repræsenterer skolerne som helhed over for undervisningsministeriet.
Q/ nical Colleges. These represent the colleges as a whole to ■■■ the Ministry of Schools.
I forbindelse med EFG­uddannelsen er deres indflydelse på erhvervsuddannel­sen vokset i de senere år. Lærlingeudvalgene.
Their influence in vocational train­ ^Q ing has increased in latter years which is connected with ■ the 'efg' training.
Disse udvalg oprettes inden for de enkelte brancher og fagområder og sammensættes parite­tisk med repræsentanter fra henholdsvis arbejdsgiver­ og arbejdstagerorganisationerne.
These are established within the individual branches of the occupational sectors, and are manned in equal numbers.
Der findes 34 lærlingeudvalg.
There are 32 apprentice com­mittees and they operate in two ways: They advise their
De arbejder i to retninger: dels rådgiver de de kompetente ministerier og lærlingerådet med hensyn til uddannelsernes indhold og mål, dels fører de tilsyn med de uddannende virksomheder og skoler.
^J relevant ministries and the Council of Apprentices about smx
De selvstændige svendeprøvekommissioner for svendeprø­ven på det teknisk­faglige område (håndværk og industri) sammensættes ligeledes paritetisk.
Independent examining boards for apprentices — senior examinations in the trade (crafts and industry) sector, are also equally bipartisan.
De tekniske skoler og handelsskolerne, der er organiseret som selvstændige institutioner: De skal godkendes af undervisningsministeriet.
Technical and commercial colleges. These are organized as independent institutions, and are subject to the recognition of the Ministry of Education.
I styrelserne sidder repræsentan­ter for de kommunale myndigheder, for arbejdsgiverne og for de lokale arbejdstagerorganisationer.
The local employees organiz­ations, the employers and the community authorities are represented on the board of governors.
Når det gælder spørgsmål om adgangsbetingelser, lærerkvalifikationer, un­dervisningsplaner m.v. er skolerne bundet af de af undervis­ningsministeriet afstukne retningslinier.
Colleges are bound by the guidelines issued by the Ministry of Education in matters concerning the conditions of entry, qualifications of the teaching staff, the planning of lessons and similar matters.
Der består også direkte kontakter mellem skolestyrelserne og undervisnings­ministeriet uden om skolerådene.
Outside the councils there are also direct contacts between the college governors and the Ministry of Edu­cation.
Direktoratet for erhvervsuddannelserne under undervis­ningsministeriet er ligeledes ansvarlig for EFG­uddannel­sen. Erhvervsuddannelsesrådet svarer til lærlingeuddannel­sens lærlingeråd.
The efg­training comes under the authority of the Direc­torate for Vocational Training within the Ministry of Edu­cation.
Rådets formand udnævnes af undervis­ningsministeriet.
The Council of Apprentices corresponds in matters of vocational training to the office for vocational training.
De 16 medlemmer derudover udpeges af arbejdsgiverforeningen, LO, lærerorganisationerne, elevre­præsentanter og de forskellige ministerier.
The 16 members are drawn from (among others) employers associations, trade unions, teachers associations, representatives of the pupils and various ministries.
Dets arbejdsom­råde svarer til lærlingerådets, dog med den forskel, at rådet ikke er overordnet instans for de faglige udvalg.
Its terms of reference corres­pond to those of the Apprentice Council, with the difference that it does not control trade committees.
Tværtimod er der indbygget et yderligere trin i EFG­uddan­nelsen, nemlig: 8 erhvervsuddannelsesudvalg, et for hvert hovedområde.
Moreover a further step has been incorporated in the efg system.
De koordinerer de faglige udvalgs arbejde og er direkte ansvarlige over for undervisningsministeriet.
The eight Committees for Vocational Training, one for each group of occupations, coordinate the work of the trade committees and report directly to the Ministry of Education.
For hvert erhvervsområde gives der et eller flere faglige udvalg, hvis opgaver svarer til lærlingeudvalgenes, dvs. de opretholder direkte kontakt til de uddannende virksomheder, er ansvarlige for godkendelse af disse, de påser, at bestem­melserne om arbejderbeskyttelse overholdes, overvåger virksomhedsuddannelsens kvalitet og struktur og træffer afgørelse om anvendelse af de til erhvervsuddannelsen afsatte økonomiske midler.
There are one or more trade committees for each occupa­tion, whose tasks correspond to those of the apprentice committees, i.e. they are in direct communication with the training establishments, are responsible for their recogni­tion and approval, monitoring the observance of safety regulations for workers, the quality and structure of the in­company training, and decide over the apportioning of funds for vocational training.