natgillin/translations-raw huggingface dataset:
Loven definerer dog ikke begrebet hverken med hensyn til indhold eller rækkevidde.
Educational freedom is cou­pled with a high degree of autonomy of both educational authorities and teaching institutions.
Landbrugsskoler Middelstandsskoler for håndværk, handel og servicefag
This principle of educational freedom has led to major developments in the private school system.
De fleste af de ovennævnte fagområder har vertikal trede­ ling med fagskoler på basisplan (lager beroepsonderwijs), på mellemplan (middelbaar beroepsonderwijs) og videregå­ ende plan (hoger beroepsonderwijs).
As a result of this social­economic and cultural develop­ ment a system of teaching establishments has evolved that is varied in the level and type of tuition given. Vocational training is a part of this system which cannot be given a precise demarcation.
Socialpædagogiske uddannelser sker dog kun på mellem­ og videregående plan.
Apprenticeships are also linked into this system through their academic content.
Basisplanet: Erhvervsfaglig basisundervisning.
The need for new kinds of schools has arisen in the last 10 years through the movement for emancipation, and through developments in the labour market and in the system of employment.
Denne udvikling er endnu ikke afsluttet.
The response to this demand has been a number of trials with new forms of tuition.
Og man gennemfører for tiden forsøgmed at indføre en skoleform med integreret erhvervsfagligog almendannende undervisning.
The efforts of the women's liberation movement were decisive in the establishment of the so called 'Mother intermediate ,
Nu som før er det sjældent, at kvinder vælger denne retning.
Another new type of school is the 'open school' (see page 409).
Det er frem for alt kvinder, der søger den faglige uddannelse på husholdningsområdet på basisniveau, idet ca. 80 % af alle kvindelige uddannelsessøgende vælger denne fagretning.
Vocational training (beroepsonderwijs) is a collective description of knowledge which is taught in a variety of schools, which prepare pupils for various occupations.
Ca. en trediedel af dimittenderne søger senere ind på husholdningsfagskoler på mellemplan.
The law, however, does not define this concept, either in content or range.
Efterspørgslen efter uddannelsespladser ved byernes have brugsskoler inden for fagretningerne: Anlæg og vedligeholdelse af haver (anlægsgartner) er stadigt stigende.
For most of the sectors named above there is a division into three levels: at vocational training colleges of the lower level (lager beroepsonderwijs), the intermediate level (middelbaar baroepsonderwijs) and the higher level (hoger beroepsonder­wijs).
Det samme gælder også faglig uddannelse inden for fodringsteknik.
Only the intermediate and higher levels apply to sociology and teaching.
De såkaldte »Middelstandsskoler« har gennemgået en stærk udvikling i løbet af de sidste 15 år.
The lower level: basic vocational training.
De kaldes for det meste detailhandelsskoler og er forbeholdt piger og drenge, der ønsker at uddanne sig til virksomhed i detailhandelen.
During the last decade developments in this area have mainly been achieved by paying more attention to general education and to broadening vocational instruction to cover a whole group of occupations.
Det yngste skud på denne stamme af erhvervsfaglige skoler omfatter virksomhed inden for økonomi og administration.
The emphasis in vocational studies is now more concerned with orientation than with specialization.
Skolerne forbereder til overtagelse af lettere administrativ eller kommerciel virksomhed og frekventeres af drenge og piger, der er i besiddelse af tilsvarende teoretiske egen skaber.
This trend is still continuing with trials for 11 different model schemes to see if it will be possible to introduce a kind of school in which vocational and general education can be integrated.
Elever, som ikke kan følge den normale undervisning godt, omfattes med særlig opmærksomhed.
All vocational training schools at the basic level operate four year courses.
Uddannelsesplanen er tilpasset den enkelte elev og omfatter flere praktiske øvelser end den almindelige uddannelsesplan.
The first two years are almost entirely devoted to lessons of a general educational nature.
Denne variant af den erhvervsfaglige uddannelse kaldes individuel erhvervsud dannelse (individueel beroepsonderwijs).
The pupils in this type of vocational training school come from a wide variety of backgrounds, and start with differing talents and capabilities.
Man har gjort gode erfaringer med denne form for erhvervsuddannelse.
In order to cope with this situation, differ­ent curricula are currently being established for the techni­cal schools and the domestic science trade schools of the lower level, based on the new leaving examination grades introduced a few years ago.
Forbindelse fra basis— til mellemplanet.
The courses and examinations are graded into Α, Β and C levels.
Fra og med 1965 oprettede man en forbindelse fra primær til videreførende undervisning.
These measures should also ease the transition to the intermediate level.
Efter at have afsluttet primær skolen deltog alle unge i en form for videreførende undervisning.
The C level course in a subject meets the requirements for entry into the various forms of intermediate vocational training.
Efter at skolepligten i 1975 var blevet udvidet til ti år, var disse elever nu også garanteret mindst fire års videreførende undervisning.
The Β level course is at a somewhat lower grade, but this does not necessarily preclude the progress to continuing training.
Samme år fastsattes den erhvervsfaglige basisundervisnings varighed til fire år.
The A level course may be regarded as an easier version of the Β level.
Formelt har alle elever inden for erhvervsfaglig undervisning således mulig hed for at bestå en eksamen (diploma) inden for deres skolepligtige periode.
Most of the lower level vocational training is undertaken by the technical colleges.
Men selvsagt skal denne formelle mulighed også omsættes i virkelighed.
About 80 % of all the male pupils choose this route but few girls do so.
Fortsat gælder dog, at kun de, der afslutter den erhvervsfag­lige basisuddannelse med eksamen på et bestemt niveau, vil kunne fortsætte undervisningen på mellemplanet.
stage (brugperiode) is followed by a third and fourth year of vocational training, in which a distinction is made between seven departments, i.e. building technology, catering, elec­trical engineering, printing, building services engineering1, mechanical engineering and automotive engineering.
For de fleste undervisningsformer på det erhvervsfaglige mellem­plan eksisterer der adgangsbetingelser, som ikke alle dimit­tender fra basisplanet (lbo) vil kunne opfylde.
Domestic science training. About 80 % of the girls who attend the lower level of vocational training choose dom­estic science.
Følgen heraf er, at såvel nogle af dimittenderne fra basisplanet — som også de, der ikke har bestået eksamen — ingen muligheder har for at fortsætte med heltidsundervisning.
After the transition level of two years, alterna­tives are possible for the third and fourth year, of which the most prominent are nursing, service industries, office work or housekeeping.
Deres eneste mulighed er enten at fortsætte med deltidsundervisning eller også at gå over til lærlingevæsenet.
About one­third of those who pass the finals go on to the domestic science trade college of the intermediate level.
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A% adgang til undervisningen.
taught on a regional basis.
Alle, der har bestået real­
General subjects take up about
J, drifsledelse og handel.
70 % of the time, and pupils have a choice of subjects thereafter.
Undervisningen befatter sig hoved­ mm sageligt med bygning og anvendelse af tekniske konstruk­ mm tioner, metoder og processer.
There is an increasing demand for places in the municipal horticultural colleges which cater for landscape gardening and care of the garden, as well as flower arrang­ing and instruction on fertilizers.
Uddannelsen varer fire år.
The socalled 'middle class colleges' have developed considerably during the last 15 years.
Som regel indskydes der efter ,¿¡2 andet år et praktikår under skolens opsyn. Der findes følgen­
They are usually described as colleges for the retail trade, and are intended as vocational colleges in the lower level for girls and boys who want to prepare themselves for employment in retail businesses.
Ό vandbygning, kemiteknik, metodeteknik og autoteknik.
The most recently established vocational colleges at this level are for commerce and administration.
Ud­ over fagorienterede fag eksamineres der ved den afslutten­ de eksamen også i hollandsk som pligtfag.
These colleges prepare for the more simple activities in commerce or administration, and are attended by boys and girls who have the necessary theoretical ability.
Den uddannel­ sessøgende kan endvidere vælge endnu et fremmedsprog.
It is adapted to individual requirements and is more practical than the usual curriculum.
En ikke ubetydelig del af dimittenderne fortsætter umiddel­ bart i de tekniske uddannelsesinstitutioner på videregående plan.
These variations are called individual vocational education (individueel beroepsonderwijs) and so far results have been very good.
Pædagogisk set er den videregående akademiske undervisning (wetenschappelijk onderwijs) og den videregå­ende erhvervsuddannelse snævert beslægtede.
The link between the primary and the continuing education has been esta­blished since 1965.
Sidstnævn­te faglige målsætninger adskiller sig kun fra den akademi­ske universitets­ og læreanstaltsundervisning ved, at der ikke er forudset videnskabelig virksomhed. Der findes også visse strukturelle forskelligheder.
All young persons have taken part in some form of continuing education after completing pri­mary school.
I den akademiske videre­gående undervisning har man altid bestræbt sig på at samle de forskellige studieforløb i én uddannelsesinstitution (uni­versitet).
Since compulsory education was extended to 10 years there is a guarantee that these pupils will receive at least four years continuing education.
Den videregående erhvervsfaglige uddannelse omfatter derimod en lang række af forskellige skoler.
The length of vocational train­ing at the lower level was fixed at four years at the same
De forskellige fag er således spredt på de mest forskelligartede institutioner.
Heating, ventilating and air conditioning.
En anden strukturel forskel består i, at den videregående erhvervsuddannelse tilbydes kun i de tekniske og socialpædagogiske fag samt i læreruddannelsen.
time. It is therefore possible for all pupils in the lower level of vocational education to obtain a leaving certificate during their compulsory education period.
Deltidsuddannelsen er helt sidestillet med fuldtidsuddannelsen.
However, a number of measures have been introduced to make this a reality so that as many pupils as possible have the chance of making a success of their school education.
Det store elevantal viser, hvor stort behovet er for disse deltidsuddannelser.
These measures recog­nize that tuition must be delivered in a variety of ways if it is to match the talents, interests and needs of individual pupils.
Udover læreruddannelserne henhører også kunst uddannelsen under videregående erhvervsfaglig uddannel se.
It also means that only those who have reached a certain level in the lower level vocational training, i.e. with a final certificate, are able to carry on with vocational training at the intermediate level.
For at kunne blive optaget på en videregående uddannelses institution må den interesserede kunne forelægge et eksamensbevis fra en af de nedennævnte skoleformer:
There are entrance requirements for most kinds of vocational education at the intermediate level, which may not be met by everyone finishing at the lower level.
Skoler inden for den forberedende videnskabelige undervisning (vwo); Skoler for højere almen videreførende undervisning (havo); Skoler på mellemplanet for den tilsvarende erhvervsuddannelse (mbo).
This has led to more interest being taken in vocational education at the intermediate level, in part due to the increasing needs of leavers from the vocational lower level schools (lbo) and of the intermediate level general schools (mavo) for training.
For den tekniske og den landbrugsfaglige erhvervsundervisning stilles der den betingelse, at der ved den afsluttende prøve, ved hvilken eksamensbeviset opnås, er blevet eksamineret i et eller flere af de fag, som er en forudsætning for en uddannelse i den pågældende videregående erhvervsfaglige uddannelsesinstitution.
Training at the intermediate level voca­tional colleges takes two to four years according to occu­pation. All who have a final certificate from a vocational school in the lower level with the right subjects and grades are admitted.
F.eks. skal man kun ne forevise afgangseksamen i fagene matematik og biologi (eller kemi) for at blive optaget i de videregående tekniske fagskoler.
Those who have completed an intermediate general education are given a suitability test to show that they are able to follow vocational education at this level in the subject of their choice.
Den, der forelægger et eksamensbevis fra en er hvervsfaglig uddannelsesinstitution på mellemplanet, må for at kunne fortsætte i en videregående erhvervsfaglig uddannelsesinstitution forelægge en udtalelse fra skolelederen om, at han/hun egner sig for uddannelsen.
The vocational colleges at the intermediate level also prepare students for technical careers or work in middle management in planning, con­struction, supervision, administration, housekeeping and commerce.
Selv om den pågældende opfylder de nævnte betingelser, har han/hun dog intet krav på at blive optaget.
Tuition includes theoretical and practical train­ing as applied to design, construction and manufacturing processes.
Ledelsen af de pågældende videregående erhvervsfaglige uddannelsesinstitutioner kan enten på grund af en særlig prøve eller manglende uddannelsespladser nægte optagelse og selv træffe sit valg blandt dem, der har meldt sig.
The training takes four years, usually with a year of practical training after the second year.
Videregående teknisk-faglig uddannelse: I mere snæver betydning omfatter denne betegnelse kun den erhvervsfaglige undervisning og de fagskoler, som tilbyder samme fagretninger som de tekniske universiteter og læreanstalter (værktøj, maskinteknik, elektroteknik, vej- og vandbygningsvæsen, kemiteknik osv.).
There are courses for electrotechnology, building, road and waterworks construction, chemical systems and automobile technologies.
Der findes 25 sådanne skoler.
Dutch is a compulsory subject in the examin­ations for trade-related subjects, and one foreign language can be taken as a voluntary subject.
Ved alle skoler varer uddannelsen fire år, og tredie år benyttes helt eller delvist til arbejdsophold i inden- og udenlandske virksomheder.
A considerable number of school leavers move on to courses at the technical training institutes at the higher level.
Anden videregående undervisning.
The higher level.
Her er der tale om institutioner, der har til opgave at sørge for den personlige og samfundsmæssige uddannelse af unge, der efter afslutning af skolepligten sluses ind i arbejdsprocessen.
Although vocational training at the higher level is governed by the law for continuation educa­tion it is intended to transfer this kind of vocational training to the higher education level (university level).
Disse institutioners oprindelige opgave bestod i pædagogisk at bistå unge kvindelige fabriksarbejdere ved deres indtræden i samfundet og forberede dem på deres fremtidige opgaver i samfundet.
Academic higher education (wetenschappelijk onderwijs) and voca­tional training at the higher level are closely related with
I 1974 forhøje­ de man antallet til to dage om ugen. 11975 blev skolepligten udvidet til at omfatte ti år.
Art training is classed as vocational education at the higher level, similar to teacher training.
På grund af de forskelligartede pædagogiske opgaver har dette uddannelsessystem en anden udforming end de øvri­ ge skoler.
To enter a technical or agricultural vocational training course at the higher level it is necessary to have a leaving certificate from the intermediate level, and as part of the examinations for this, to have taken one or more subjects relevant to the particular higher level vocational course chosen.
Her findes ingen faste time­ og undervisningspla­ner; programmerne udformes efter kursusdeltagernes indi­viduelle behov og interesser.
There are, for example leaving examinations in mathematics or natural history (or chemistry) for the technical higher level vocational colleges.
Det opfylder således en vigtig opgave med at varetage unge udlændinges og handicappe­ de unges interesser og sørge for deres uddannelse.
Together with the leaving certificate from a vocational education establishment of the inter- ¡ mediate level, applicants must also produce their headmas­
De organisatoriske forskrifter giver tilstrækkeligt spillerum i så henseende.
^Π ter's report. Even if the above conditions have been fulfilled, the applicant does not have the right to admittance.
Det er kun bestemt, at idræt og legemsøvelser, manuel dygtiggørelse, husflidsfærdigheder og almen samtidsorientering skal indgå i programmet.
The management of the vocational education institutions at the higher level can refuse admission, either on the grounds that a further examination is necessary or because of lack of available places.
I de senere år har den opfattelse vundet stadig større udbredelse, at den i dette uddannelsessystem udviklede metodik og det deraf følgende pædagogiske klima også er af betydning for de øvrige skoler.
Since 1972 this part-time education has been made compulsory, and 15 and 16 year old school leavers, both boys and girls, had to attend for part-time tuition one day every week for the two following years.
Det er ganske vist beklage­ ligt, at deltagerne i disse uddannelseskurser ikke kan gen­nemføre erhvervskvalificerede uddannelser.
The young workers' education institutions (vormings­instituten voor werkende jongens) were included in the regulations as one form of these schools.
Man har derfor igennem de senere år prøvet at nå frem til en mere snæver sammenknytning og mulig integration af uddannelsessyste­met med de forskellige former for erhvervsfaglig deltidsun­dervisning på mellemplanet.
In 1974 the number of days was increased to two each week; in 1975 fulltime compulsory education was extended to ten school years, and after that their two-day school was made compul­sory for 16 year old school leavers.
Lærlingeuddannelsen
Apprenticeship
Lærlingevæsenets udvikling.
Development of the apprenticeship system.
Helt frem til efter anden verdenskrig tillagde man inden for det hollandske erhvervs­uddannelsessystem ikke lærlingevæsenet stor betydning til trods for, at denne form for uddannelse fra begyndelsen ansås for at være et alternativ til erhvervsuddannelse på heltidsbasis.
Although an apprenticeship has been viewed as an alterna­tive to fulltime vocational education from the beginning, it was of little importance until the end of the second world war.
Igennem lang tid lå antallet af lærlinge lavere end antallet af elever, som deltog i fuldtids­erhvervsuddan­nelse.
For a long time the number of apprentices was declin­ing compared to participation in fulltime vocational educa­tion.
Men i 1935, da uddannelsen på de teknisk­faglige skoler nedsattes fra tre til to år, besindede man sig atter på lærlingeuddannelsens mål og opgaver.
A reappraisal of the objectives and purposes of the apprentice training began in 1935, when the training at the trade schools was reduced from three to two years.
Fasen med en hur­tigt fremadskridende industrialisering medførte en betydelig udvidelse af lærlingevæsenet.
A considerable extension of the apprentice system took place during the period of rapid industrialization.
Lidt efter lidt udviklede det sig til en uddannelsesform i tilslutning til erhvervsuddannel­sen på heltidsinstitutioner, som mere og mere fik en er­hvervsforberedende og almendannende karakter.
It gradually developed into a form of training which was connected with vocational education in fulltime establishments, and it
Håndvær­ket og de små virksomheder stiller andre krav til erhvervs­uddannelsen end store virksomheder, hvilke sidstnævnte almindeligvis tillægger specialiseringen meget større vægt end de små virksomheder.
The nature of the occupational skills required for manual crafts and small firms are different to those in large firms. In the latter specialization was generally carried much further than in the smaller businesses.
Erhvervsundervisningen på basis­trinet kunne derfor næppe anses for at være mere end en indledende fase til lærlingeuddannelsen i virksomhederne.
For this rea­son, vocational education at the lower level could be no more than a preparation for apprentice in­company training.
Afslutningen på erhvervsuddannelsen på basistrinet danner derfor den minimale aldersgrænse for lærlinge; den øvre aldersgrænse ligger ved 27 år.
The time when the final examinations of vocational educa­tion at the lower level are taken therefore determines the minimum age of apprentices. The upper age limit is 27 years.
Ganske vist kan en 28­årig også gennemgå en lærlingeuddannelse, men han anses ikke officielt for at være lærling.
Even so a 28 year old can also do an apprenticeship, only then he is not officially called an apprentice.
Lærlingeuddannelsens kvantitative betydning.
Availability of apprentice training places. The avail­
Virksomhedernes uddannelsestilbud er ganske tydeligt afhængig af konjunkturerne. Dette kunne tydeligt ses i midten af 60'erne, da man oplevede en tilbagegang inden for byggefagene.
^ ability of training places in industry is clearly dependent on the state of the economy; which became clear, for example, in the 1960s when there was a recession in the building industry.
Ud over disse konjunkturbestemte indvirkninger har man også en strukturel bestemt tilbagegang i udbuddet af uddannelsespladser, f.eks. i metalindustrien og i den metalforarbejdende industri.
Apart from economic influences there has also been a structural decline in the availability of training places, for example in the metal working industry.
Gode oplysninger kan man også hente i forskydningerne i lærlingeantallet inden for de forskellige uddannelsesretninger.
The fluctuations in the number of apprentices in various trade groups are significant.
Fra 1966 til 1967 faldt antallet af lærlinge i industrien kraftigt.
The number of apprentices declined sharply from 1966 to 1967.
Som årsag hertil kunne man nævne industriens strukturelt betingede vigende andel i det samlede arbejdsmarked, en tilbageholdende investeringspolitik samt over gangen fra arbejdsintensive til kapitalintensive produktions metoder.
This was due to man­ ufacturing industry employing a smaller share of the total labour market, indecisive investment policies and a change from labour­intensive to capital­intensive methods of pro­duction.
Ved nyansættelser foretrak man endvidere ansøgere, der kunne godtgøre at have bestået eksamen på mellemplanet.
Furthermore when employing new workers, prefer­ence was given to those who had an intermediate level certificate.
Til gengæld har man siden 70'erne kunnet notere en stigning, når det gælder lærlingeuddannelser inden for service sektoren.
On the other hand, in the service sector apprentice training has increased since the 1970s.
I 1971 indførte man en uddannelse inden for service- og plejesektoren, og i de efterfølgende år kom hertil uddannel sen i økonomi og administration samt detailhandel.
In 1971 a training programme was introduced for the nursing profession and the service industries, and in the following years programmes for the commercial occupations, administration and retail trade
Man har samtidig i løbet af de seneste ti år kunnet konstatere et stigende antal uddannelsessøgende inden for uddan nelsesområder, som har bestået i lang tid (f.eks. frisøruddannelsen, gastronomiske uddannelser).
There has been a general increase in training during the last 10 years in some well established parts of the service sector (e.g. hairdressing and catering).