natgillin/translations-raw huggingface dataset:
Og EFG-uddannelserne blev kriseramt i 1970'emes lavvækstperiode - det var ikke muligt at fremskaffe et tilstrækkeligt antal praktikpladser til de mange unge, der efter endt basisår søgte praktikplads for at færdiggøre deres uddannelse.
EFG training schemes were reduced in the low-growth period of the 1970s. It was not possible to provide a sufficient number of incompany training places for the many young persons who, on finishing their basic year, applied for an on-the-job place with a company in order to complete education.
60'ernes arbejdskraftmangel blev afløst af 70'ernes beskæftigelseskrise.
The shortage of labour in the 1960s was replaced by the employment crisis of the 1970s.
I 1980'erne er der således to parallelle systemer af erhvervsuddannelser i Danmark: Lærlingeuddannelserne i medfør af Lærlingeloven af 1956, og EFG-uddannelserne i medfør af EFG-loven af 1977.
2.1.17 Consequently, the 1980s witnessed the existence of two parallel systems of voca­tional training in Denmark, namely apprentice training schemes pursuant to the 1956 Apprenticeship Act, and initial training schemes (EFG) under the EFG Law of 1977.
Begge uddannelsestyper er vekseluddannelser. Såvel uddannelsesstrukturen som styrings- og rådgivningsstrukturen er forskellig i de to systemer.
Both systems were based on alternance training.
Hovedforskellen i uddannelsesstrukturen ligger i de to adgangsveje.
The main difference in the training structure is the two admission routes.
Erhvervsuddannelsesreformen 1989
The 1989 vocational training reform
Det er karakteristisk, at mange af de kritikpunkter, der blev rejst i 70'ernes begyndelse, spiller en betydelig rolle også i 80'erne.
2.1.18 Characteristically many of the points of criticism waged at the beginning of the 1970s still played an important role in the 1980s.
I efteråret 1985 bad undervisningsministeren et konsulentfirma om at analysere styringen af erhvervsskolernes virksomhed.
In the autumn of 1985, the Minis­ter of Education contracted a firm of consultants to analyse the management of vocational training activities.
I konsulentfirmaets rapport fra 1986 foreslås bl.a.,
In the consultants' report of 1986, recommendations included:
- at en række opgaver decentraliseres til skolerne,
- that a number of functions should be decentralized to the schools;
- at der indføres mål- og rammestyring,
- that management by objectives should be introduced;
- at de rådgivende organers opgaver nydefineres.
- that the functions of the advisory bodies should be redefined.
2.1.19 I maj 1986 nedsatte undervisningsministeren et udvalg vedrørende revision af de grundlæggende erhvervsuddannelser.
2.1.19 In May 1986, the Minister of Education appointed a committee to reform basic vocational training.
I kommissoriet til udvalget anføres, at der i de kommende år stilles store krav til omstilling af erhvervslivet, og at uddannelsessystemet ikke understøtter erhvervslivet tilstrækkeligt i denne omstilling.
The terms of reference for the committee's work stated that in the coming years there would be a major need for the reorganization of trade and industry, and that the training system was not providing the latter with adequate support in its reorganization.
Arbejdsmarkedets parter blev stærkt repræsenteret i dette udvalg, det såkaldte reformudvalg.
The social partners were strongly represented in the committee, called the Reform Committee.
Det hidtidige erhvervsuddannelsessystem fandtes utilstrækkeligt på følgende punkter:
The vocational training system had been found to have the following inadequacies: it was characterized by being non-transparent to interested parties, schools, and trainees; there was much subdivision into a multitude of training schemes; the system had been split into two parallel streams of apprenticeship and initial training (EFG); it was characterized by great inertia compared to vocational and social developments; tuition was split into specialized and general subjects.
•undervisningen opsplittet i retningsfag og fællesfag.
In June 1987, the committee produced Report No 1112.
Udvalget afgav betænkning nr. 1112 ¡juni 1987.1 betænkningen foreslås det, at der tilvejebringes et system, der omfatter de nuværende lærlingeuddannelser, EFG-uddannelserne og de grundlæggende teknikeruddannelser.
The report recommended that a system be set up to embrace the existing apprentice training schemes, the EFG schemes and the basic technician training schemes.
Det betones endvidere, at uddannelserne på én gang skal have karakter af ungdomsuddannelser, give erhvervsmæssige kvalifikationer samt give grundlag for videreuddannelse.
In addition, it empha­sized that the training schemes should take the form of youth training schemes, and provide vocational qualifications and the basis for further training.
Endelig peges der på, at der er betydelige områder, hvor der er grundlag for at overveje etablering af nye uddannelser.
Lastly, the report pointed to numerous areas providing a basis for the creation of new training schemes.
Der foreligger således 2 sæt af inputs til det politiske system: Forslag til ændring af skolernes styring, baseret på et konsulentfirmas analyser og efterfølgende drøftet med parterne, og forslag til nye erhvervsuddannelser på basis af reform udvalgets betænkning.
2.1.20 Political decisions could thus be based on two sets of proposals, those for chang­ing the management of schools based on the analyses of a consultancy business and proposals formulated by the committee on new vocational training schemes.
Forslaget til lov om erhvervsuddannelser vedtages i Folketinget med et meget bredt flertal den 30. marts 1989 - nøjagtig på 100-årsdagen for den første lærlingelov i Danmark.
2.1.21 The Vocational Training Act was passed by a vast majority in Parliament on 30 March 1989 on the date marking the centennial of the first Apprenticeship Act in Denmark.
Samme dag vedtages Lov om erhvervsskoler.
The legislation on vocational schools was passed on the same day.
Det nærmere indhold i den nye lovgivning vil blive behandlet i de følgende afsnit.
The new legislation in this context will be discussed in greater detail in the following sections.
De nye love har haft virkning fra 1. januar 1991, dog således at de rådgivende organer blev nedsat allerede i efteråret 1990 med henblik på aktiv medvirken i implementeringen af de lovgivningsmæssige rammer.
The new laws have been in force since 1 January 1991, although the counselling bodies were set up as early as the autumn of 1990 with the purpose of making an active contribution to implementing the legislative framework.
Et væsentligt led i det samlede danske system af erhvervsrettede uddannelser er specialarbejderuddannelseme.
2.1.22 The semi-skilled worker training schemes are an essential part of the vocational training system in Denmark.
En meget stor del af arbejderne i industrien har ikke gennemgået en lærlingeuddannelse.
Many industrial workers have not undergone appren­ticeship training.
Under det industrielle opsving i slutningen af 50'erne og den samtidige vandring fra land til by, opstod behov for tillært arbejdskraft i en række industrigrene.
During the industrial upswing at the end of the 1950s and the concomitant migration from country to town, the need arose for trained labour in a number of industrial sectors.
For at imødekomme det akutte behov for industriel arbejdskraft gennemførtes Loven af 18. maj 1960 om uddannelsen af ikke-faglærte arbejdere.
To meet this need, the Act of 18 May 1960 concerning the training of unskilled workers was passed, providing new opportunities for nationwide, systematic train­ing in a number of sectors.
Der blev herved tilvejebragt nye muligheder for landsomfattende systematisk uddannelsesvirksomhed inden for en række brancher.
In 1965, the Executive Order on continuing training of skilled workers introductory vocation was issued, and in 1975, (EIFU courses) courses for unemployed young persons) were introduced to combat increasing unemployment.
I 1965 vedtages bekendtgørelsen om efteruddannelse af faglærte arbejdere, og i 1975 oprettes i takt med de voksende ledighedsproblemer de såkaldte EIFU-kurser for ledige unge, senere i 1979 suppleret med EIFL-kurserfor ledige voksne.
Subsequently, in 1979, they were supplemented by EIFL courses for unemployed adults.
2.1.23 I 1985 vedtog Folketinget en ny revideret lov om arbejdsmarkedsuddannelser.
2.1.23 In 1985, Parliament passed a new, revised act on labourmarket training schemes.
Lovens formål er at afhjælpe omstillings- og tilpasningsproblemer på arbejdsmarkedet ved arbejdsmarkedspolitisk begrundede foranstaltninger.
Its aim was to remedy the problems of reorganization and adaption in the labourmarket by means of measures based upon labourmarket policy.
Undervisningen foregår fortrinsvis på AMU-centrene.
These classes were organized mainly at the AMU centres.
Med lovændringen af 1985 og senere ændringer er der givet AMU-centrene større mulighed for at tilpasse aktiviteterne til det lokale arbejdsmarkeds behov.
The 1985 amendment of the law and subsequent amendments have made it pos­sible for the AMU centres to adapt activities to local labourmarket conditions.
Ud over de traditionelle plankurser er der indført VTP-kurser (virksomhedstilpassede kurser med delvis brugerbetaling) og IDV-kurser (indtægtsdækket virksomhed).
In addition to the traditional syllabus courses, company-adapted courses partly paid for by the user-firm (VTP courses) and income-funded courses (IDV) have been introduced.
Et samlet overblik over erhvervsuddannelsessystemets historiske udvikling er præsenteret i figuren nedenfor.
An overview of the historical development of the vocational education system is presented in the diagram on the next page.
2.2 Undervisning og erhvervsuddannelse
2.2 Education and vocational training
Folkeskolen og overgangen til erhvervsuddannelserne
Basic school education and transition to vocational training
2.2.1 I Danmark er der 9 års undervisningspligt.
2.2.1 Denmark has nine years of compulsory education.
Hertil kommer et tilbud om dels 1 år i børnehaveklasse, dels et 10. skoleår i folkeskolen. Børnene starter i skolen, når de er 6 eller 7 år gamle.
In addition, there is a one-year kindergarten class and a 10th year in primary and lower secondary school.
Forældre har frit skolevalg og kan vælge mellem den kommunale folkeskole, hvor undervisningen er gratis, eller en privat skole, hvor 15% af udgifterne betales af forældrene.
Parents are free to choose the school and to send their children either to municipal primary and lower secondary schools, where education is free, or to a private school where 15% of the fees are paid by the parents.
10% vælger en privat skole.
10% choose a private school.
Skoleundervisningen er udelt, og eleverne forbliver sammen i klassen i alle årene.
2.2.2 At primary school, pupils remain together in the same class for all of the years.
Dog kan de i 8.-10. klasse vælge et udvidet pensum i et antal fag.
In the 8th to 10th years, however, they can choose an extended curriculum in a number of subjects.
Klasselærersystemet er et karakteristisk dansk særkende, hvor klasselæreren følger eleverne gennem hele deres skoleforløb.
The class teacher system is a characteristic of the Danish educational system, where the class teacher accompanies the pupils throughout their schooling.
Der gives en ret omfattende specialundervisning til elever med indlæringsproblemer.
Very comprehensive special education is provided for children with learning problems.
Ved afslutningen af 9. og 10. klasse kan eleverne vælge at afslutte grundskolen med eksamen i de centrale fag.
On finishing the 9th and 10th years, pupils can choose to end their primary and lower secondary schooling with examinations in the most important subjects.
10. klasse indeholder normalt en række utraditionelle fag, ofte af meget praktisk karakter, tilbudt som valgfag.
The 10th year normally includes a number of subjects of a very practical nature which are taken as optional subjects.
Ofte vil der være tilrettelagt tilbud, der kan appellere til skoletrætte elever og lette overgangen til erhvervsuddannelserne.
Facilities are also provided which appeal to pupils who wish to leave school and which facilitate their transition to vocational training.
2.2.3 De overordnede rammer for grundskolen fastsættes i lovgivning fra Undervisningsministeriet, som også fastlægger retningslinjerne for undervisningen i de forskellige fag i vejledende læseplaner.
2.2.3 Pursuant to legislation, the overall framework for primary and lower secondary school education is laid down by the Ministry of Education and Research, which also draws up the guidelines for instruction in various subjects in recommended syllabuses.
Den enkelte skole udarbejder herefter endelig curriculum, som er bindende for den enkelte lærer.
The individual schools then draw up the definitive curriculum, which is binding on the individual teacher.
Inden for disse rammer har lærerne metodefrihed med hensyn til tilrettelæggelse og gennemførelse af undervisningen.
Within this framework, the teacher has freedom of action with regard to the methods used to deliver education.
Skolerne er underlagt kommunerne og ledes af skolebestyrelser.
The schools are under the local authorities and managed by school boards.
2.2.4 Unge mellem 14 og 18 år tilbydes også undervisning på de ca. 200 efterskoler, som er kostskoler med tilbud om almenundervisning, suppleret med kreative fag, praktiske fag og ofte sport.
2.2.4 Young people between 14 and 18 years of age are also offered education at about 200 continuation schools (efterskoler), which are boarding schools offering gener­al education and education in creative subjects, practical subjects and, in many instances, sport.
Opholdet varer normalt et år, og ca. 15.000 unge deltager årligt.
Attendance is normally for a one-year period, and on average 15 000 young persons attend such schools.
Skolernes erhvervsvejledning
Vocational guidance in schools
2.2.5 Uddannelses­ og erhvervsvejledning starter uofficielt i børnehaveklasse ­ 6. klasse som arbejdslivsorientering og fortsætter i et obligatorisk forløb ¡7.­10. klasse med en intensivering i udskolingsfasen.
2.2.5 Unofficially, educational and vocational guidance commences in the infant school and continues to the sixth year as guidance on working life. Vocational guidance is compulsory in the 7th to 10th year, with intensification in the transitional stage from school to adult working life.
Uddannelses­ og erhvervsorientering er et "timeløst" fag, men der er i gennemsnit afsat ca. en halv undervisningstime pr. uge ¡7.­10. klasse til aktiviteter inden for dette område.
Educational and vocational guidance are not subjects in themselves, but on average 30 minutes of class time per week is set aside in the 7th to 10th years for this.
2.2.6 I 7. ­ 10. klasse er det klasselærerens opgave at varetage undervisningen i uddannelses­ og erhvervsemner.
2.2.6 In the 7th to 10th years, instruction in educational and vocational subjects is the class teacher's responsibility.
Den enkelte skole har en skolevejleder, der er konsulent for klasselærerne, vejleder elever og forældre og tager kontakt til virksomheder og uddannelsessteder. Skolevejlederen er en af skolens egne lærere, som har dette område som en del af sit job.
Each school has a careers adviser, who is a consult­ant to the class teachers, providing guidance to pupils and parents as well as liaising with companies and educational and training establishments.
Vejlederen er således både underviser på skolen og rådgiver.
The school's careers adviser is a teacher who holds both posts.
I forløbet fra 7.­10. klasse opbygges et nært kendskab til eleverne.
During the 7th to 10th year, close contact is built up with the individual pupil.
Dette udnyttes i nogle kommuner, idet skolevejlederen også er ungdomsvejleder i sit skoledistrikt frem til de unges 19. år.
In many municipalities, the school's careers adviser is also youth counsellor in his school district for young people up to the age of 19.
2.2.7 Som koordinator i den enkelte kommune er der ansat en skolekonsulent, der bl.a. tager sig af kurserfor elever, lærere og vejledere.
2.2.7 To coordinate courses for pupils, teachers and careers advisers, an educational consultant is employed in each municipality.
Konsulenten har desuden et tæt samarbejde med erhvervslivet og ungdomsuddannelserne.
The consultant also cooperates closely with trade and industry and with youth training schemes.
Det centrale materiale, der udgives af Rådet for Uddannelses­ og Erhvervsvejledning (RUE), omfatter jobguiderog mere udfør lige hæfterom de enkelte uddannelsesområder: erhvervsuddannelserne, de gymnasiale og social­ og sundhedsuddannelserne.
The literature pro­duced by the RUE (Rådet for Uddannelses og Erhvervsvejledning), Council for education and job guidance, includes job guides and more detailed brochures on the different training areas, namely vocational training schemes, upper secondary school schemes, and social welfare and health training schemes.
Desuden et generelt hæfte om det at vælge uddannelse og job med en kortfattet oversigt over de forskellige muligheder.
In addition, it also produces a general brochure on choosing training and jobs, with a brief sum­mary of the various opportunities.
De lokale undervisningsmidler supplerer de centrale og fokuserer mest på det personlige valg og aktiveringsmuligheder i lokalsamfundet.
The local educational media supplement the national sources and focus mainly upon personal choice and opportunities within the local communities.
Ud over disse materialer er der tilbud om studiebesøg på uddannelsessteder, besøg i virksomheder og gæstelærere udefra. Begge hovedorganisationer på arbejdsmarkedet har skolekontaktservice.
2.2.9 In addition to this literature, study visits are offered to education institutions and companies and guest speakers are invited to the schools.
Der afholdes orienterende arrangementer for elever og forældre på hjemskolen med studievejledere fra gymnasier og erhvervsskoler.
Information meetings are held for pupils and parents at the local school, with educational counsellors from upper secondary and vocational schools.
Som individuelt tilbud afholdes der introduk­ tionskurser på erhvervsuddannelser, gymnasiet og øvrige uddannelsessteder; pigepraktik på erhvervsuddannelser inden for utraditionelle områder; erhvervspraktik 1 ­ 2 gange i 9. og 10. klasse; åbent hus­arrangementer på de enkelte uddannelsessteder m.v.
On an individual basis, induction courses are held for vocational training courses, for upper secondary school, and other places of education and training. Practical work experience for girls is provided on vocational training courses in non-tradi­tional fields; practical work experience in industry once or twice in the 9th and 10th years; open-days at the different education and training institutions, etc.
De fleste elever fra afgangsklasserne søger direkte videre på ungdomsuddannelserne, heraf den største del på erhvervsuddannelserne.
2.2.10 Most pupils in the final year apply to go directly into youth training courses, the majority of these being vocational training schemes.
I de fleste amter søger ca. 65% direkte optagelse på en erhvervsuddannelse.
In most counties, about 65% apply for direct admission to a vocational training course.
Som vægtig baggrund for valg af en erhvervsuddannelse nævner skolevejledere især: Kendskab til indholdet af erhvervsuddannelserne, et veltilrettelagt
School careers advisers list the following as important reasons for choosing vocational training: knowledge of the content of vocational training courses, a well-organized, practice-oriented
erhvervspraktikforløb i en virksomhed samt klare signaler fra erhvervslivet om, at man vil modtage og uddanne de unge.
course with a company, a clear signal from trade and industry that they are willing to accept and train the young person.
Omkring 10% af de 16-17-årige påbegynder ikke en kompetencegivende erhvervsuddannelse efter Folkeskolen.
About 10% of the 16 to 17-year-olds do not commence vocational training after finishing school.
Men blandt de 19-årige er der fortsat ca. 33 %, som ikke har fuldført eller er i gang med en erhvervsuddannelse.
Among 19-year-olds, 33% still have not finished or are still in the middle of vocational training.
Den reelle "restgruppe" er således stadig væk ca. 1/3 i Danmark.
The real 'resid­ual group' in Denmark amounts to about one third.
Den samordnede tilmelding
Coordinated admission policy
De senere års reformer inden for ungdomsuddannelserne har skabt et mere klart og fleksibelt system af uddannelsesveje for unge, der forlader grundskolen (9. eller 10. klasse), altså når de er 16 eller 17 år gamle.
2.211 The reforms of recent years in youth training schemes have created a more trans­parent and more flexible system of training paths for young people leaving primary and lower secondary school (9th or 10th year), i.e. when they are 16 or 17 years of age.
I Danmark har de unge 6 forskellige muligheder at vælge imellem, alt efter interesser og evner:
In Denmark, young people have six options from which to choose:
- Erhvervsuddannelserne, der rummer ca. 85 enkeltuddannelser
- vocational training schemes, comprising about 85 individual courses;
- Gymnasiet (sprogligt eller matematisk)
- upper secondary school (languages or natural sciences);
- HF (Højere Forberedelseseksamen)
- HF (higher preparatory examination);
- HHX (Højere HandelseksamenVHTX (Højere Teknisk Eksamen)
- HHX (higher commerce examinationVHTX (highertechnical examination);
- Social- og sundhedsuddannelserne
- social welfare and health training courses;
- Øvrige (etaterne, landbrug, søfart m.v.).
- others (government service, agriculture, merchant navy, etc.).
Hovedvejene for de unges valg af uddannelse efter grundskolen er illustreret i figuren nedenfor.
The diagram shows the main paths pursued by young people after primary and lower secondary school.
Pilen til venstre illustrerer de ca. 10% af en ungdomsårgang (16- eller 17- årige), der går helt ud af uddannelsessystemet efter grundskolen, den såkaldte "restgruppe".
The arrow on the left illustrates the approximate 10% of a youth-year (16 or 17 years of age) who leave the educational system completely after primary and lower secondary school, the 'residual group'.
Til venstre er de erhvervsrettede uddannelser, der er opbygget som vekseluddannelser, og som alle giver erhvervskompetence og direkte uddanner de unge til et fag.
On the left are vocationallyoriented training schemes set up as alternance schemes, all of which confer vocational qualifications and train the young people directly for an occupation.
Til højre i figuren er de gymnasiale uddannelser - gymnasiet HF, HHX og HTX - som alle giver studiekompetence til de videregående uddannelser.
To the right in the diagram are the upper secondary school training courses - upper secondary school, HF, HHX and HTX - all of which confer study qualifications for higher education and training courses.
Uddannelsessystemet i Danmark
Education system in Denmark
Videregående uddannelser
Higher education and training
Erhvervs­uddannelser. EU
Vocational training courses
Soc. & Sund. udd. Sproglig
Languages Mathematics trainin
Grundskolen
Primary and lower secondary school
(1.­9. eller 10. klasse)
(1st-9thand 10th years)
Børnehaveklasse (skoleforberedende klasse)
(Preschool classes) m
HTX = Højere Teknisk Eksamen HHX = Højere Handelseksamen HF = Højere Forberedelseseksamen EU = Erhvervsuddannelserne
HTX = Higher technical examination HHX = Higher commerce examination HF = Higher preparatory examination EU = Vocational training
Der er fri adgang for alle egnede til gymnasiet og HF.
2.2.14 Admission is open to all who meet the requirements for upper secondary school and HF.
Og fra 1992 er der fri adgang for alle egnede til de erhvervsgymnasiale uddannelser.
From 1992 onwards there was free admission for all qualified for upper secondary school vocational training.
Som hovedregel er der fri adgang til erhvervsuddannelserne og altid for de unge, der starter via praktikvejen.
Generally, admission to vocational courses is free, and is so for all young people who commence via the practical work experi­ence path.