natgillin/translations-raw huggingface dataset:
Faktisk udgør dualsystemet et differentieret kooperations­
Vocational continuing education and training1
Den erhvervsfaglige efter­ og videreuddannelse omfatter alle
Vocational continuing education and training comprises all the organized processes of teaching, which lead on from either one of the formal training methods (e.g. the dual system) or from an occupational qualification gained by many years of work experience.
%J) formal uddannelse (f.eks. dual­systemet) eller den faglige w kvalifikation, man har opnået gennem mange års arbejds­
It is first and foremost concerned with adaptation to new industrial and occupational developments, especially of a technological nature, as well as creating the possibility for advancement by the acquisition of further qualifications and diplomas at a high­er level (e.g. advance from skilled worker to technician).
\ mm ikke mindst den teknologiske udvikling, og dernæst gennem mm yderligere faglige kvalifikationer og certifikater på højere bi niveau at øge sine avancementsmuligheder pa arbejdsplad­
But occupational retraining which leads to skills in a different occupation is also considered to be an important function of vocational continuing education and training.
Der findes mange tilbud, og mange instanser, institutioner m.v. befatter sig med den erhvervsfaglige efter- og videre­uddannelse.
There are many providers of vocational continuing edu- cation and training.
Dog lader de forskellige erhvervsfaglige videreuddannelsesforanstaltninger sig i det væsentlige gruppere i fire områder:
In general however, vocational continuing education and training activities can be classified into four groups:
Erhvervsfaglig efter- og videreuddannelse i henhold til loven om erhvervsuddannelse.
Vocational continuing training in accordance with the Law for Vocational Training.
Den erhvervsfaglige efter- og videreuddannelse uden for skoleområdet sorterer under for bundsmyndighederne.
The Federal government is respon­sible for those areas of vocational continuing education and training outside of the education system.
Med vedtagelse af loven om erhvervs uddannelse og loven om arbejdsfremmende foranstaltning er har de fastsat bestemmelserne om »erhvervsfaglig efterog videreuddannelse« og »erhvervsfaglig omskoling«.
This arrangement, with the law for vocational training and the law for the promotion of work, affects vocational further training and occupational retraining.
Hvor loven om erhvervsuddannelse indeholder målsætningerne, kravene og eksamensbestemmelserne for erhvervsfaglig efter- og videreuddannelse og omskoling, giver loven om arbejdsfremmende foranstaltninger reglerne for finansiel støtte til videreuddannelsesforanstaltninger.
Whereas the law for vocational training regulates the content, objectives and examinations for the vocational further training as well as for occu­pational retraining, the financial implications of these meas­ures is regulated by the law for the promotion of work.
Finansielt til skudsberettigede er såvel institutioner, der gennemfører, som personer, der deltager i efter- og videreuddannelsesforanstaltninger (institutionel og individuel støtte).
The institutions which carry out further education, and also those who benefit from it, are given financial support.
I perioden fra 1970 til 1978 deltog gennemsnitlig ca. 165 000 personer årligt i efter- og videreuddannelsesforanstaltninger og ca. 29 000 personer årligt i omskolingsforanstaltninger.
From 1970 to 1978 about 165000 people took part each year in further education, and about 29000 took part in retraining activities, of which by far the most received some financial assistance.
Det er især industri- og handelskamrene samt virksomhederne, der befatter sig med omskolingsforanstaltninger, men der findes også specielle omskolingscentre (f.eks. i Essen).
All Chambers of Commerce and Industry make provision for retraining, and there are also special centres set up for this purpose (e.g. in Essen).
Erhvervsfaglig efter- og videreuddannelse i virksomheder og fælles uddannelsessteder uden hjemmel i loven om erhvervsuddannelse.
Vocational continuing education and training in industry and industrial organizations outside the scope of the regulations of the law for vocational training.
Det er især større virksomheder, der uden om den i lov om erhvervsuddannelse forudsete og nærmere bestemte efter- og videreuddannelse sørger for uddannelse af deres personale svarende til deres virksomheders specielle interesser og behov.
Large firms carry out special vocational further educational courses for their employees. These courses are related to their own special situation and needs, and go beyond the legal requirements as laid down in the law for vocational training.
Man påser i særlig grad, at medarbejdernes kvalifikationer tilpasses den teknologiske udvikling på arbejdspladsen eller i virksomhederne (faglig efter- og videreuddannelse i tilpasningsøjemed) og sørger for at uddanne kvalificerede arbejdsledere på alle niveauer (faglig videreuddannelse med henblik på avancement).
The most important of these is the updating of qualifications in line with technological developments at the local work place as well as in the industry as a whole (vocational further edu­cation for adaptation to new technology). Also people are trained to take up more managerial responsibilities at all levels (vocational further education for promotion).
I perioden 1970 til 1976 gennemførtes ca. en trediedel af samtlige erhvervsfaglige efter- og videreuddannelsesforanstaltninger enten på arbejdspladsen eller i virksomheden.
About one third of the measures taken during the years 1970 to 1976 for vocational further education applied to the shop floor.
Den erhvervsfaglige efter- og videreuddannelse af fagfolk og arbejdsledere i små og mellemstore foretagender sker som regel i fælles uddannelsessteder og tilbydes først og frem mest af erhvervslivets uddannelsesinstitutioner.
Vocational further education for technical and man­agement personnel in small and medium sized enterprises is mainly provided at training establishments sponsored by the particular industry.
Virksomhedernes andel i de samlede ydelser til erhvervsfaglig efter- og videreuddannelse udgør mere end 50 % og er således af central betydning.
The number of firms concerned with vocational further education amounts to more than 50 % of the total, and their activities are therefore of considerable importance.
Erhvervsfaglig efter- og videreuddannelse i fagspecialskoler ne.
Vocational continuing education and training in trade schools.
Som institutioner for erhvervsfaglig videreuddannelse er fagspecialskolerne underlagt forbundslandenes uddannel sesordninger.
The trade schools, as places of academic further education, are also subject to the regulations of individual states.
Som skoler forudsætter de principielt, at man har afsluttet en passende erhvervsuddannelse og kræver derudover for det meste faglig kunnen og erfaringer.
For entry to grade schools a completed vocational training or corresponding practical experience at a trade is required, and usually some additional occupational experi­ence is demanded.
Der findes heltids- og deltids-fagspecialskoler (aftenskoler).
There are full time as well as part time schools (evening classes).
Svarende til erhvervslivets mangfoldige og skiftende behov er fagspecialskolevæsenet stærkt differentieret i de enkelte forbundslande, men har dog følgende hovedsektorer fælles: merkantil-, håndværksmæssig-teknisk-, landbrugs-, husholdnings- og mine- og bjergværkslinie.
The trade schools are widely distributed in all the Länder (Federal states) according to the changing needs of the economy, but they generally cover the commercial, craft, technical, agricultural, domestic science and mining sec­tors.
Eksaminerne fra fagspecialskolerne kvalificerer f.eks. eksaminanderne som tekniker, mester, økonoma eller ungdomspædagog.
Examples of the final examinations in trade schools are the qualifications to become a technician, foreman, teacher or housekeeper (in a hotel).
I skoleåret 1978/79 frekventerede i alt 73 121 elever m/k fagspecialskolerne. lerne.
73 121 pupils (male and female) attended a trade school during the school year 1978/79.
Erhvervsfaglig videreuddannelse i henhold til forbundslandenes love om voksenundervisning respektive videreuddannelse.
Vocational continuing education and training in accordance with the laws for adult education or continuing education and training of the individual States.
De fleste forbundslande vedtog i løbet af 70'erne love om voksenuddannelse og videreuddannelse, hvis hovedsigte først og fremmest var at fremme voksnes almen- og politiske dannelse.
In most Federal States laws were passed in the seventies for adult education and continuing educational and training.
De institutioner, som beskæftigede sig med disse videreuddannelsesforanstaltninger, først og frem mest folkeoplysningsskoleme, tilbød også kurser til er hvervsfaglig videreuddannelse om end i mindre udstræk-
These laws were intended first of all to improve adult general and political education. The sponsors of these measures, which were mainly for the general high schools and other institutions,
Derud­over findes der overenskomstmæssigt aftalte ordninger, i henhold til hvilke 14 % eller rundt regnet 2,8 millioner af alle socialforsikringspligtige arbejdstagere ved udgangen af marts måned 1977 ifølge overenskomst havde krav på ud­dannelsesorlov.
Accordingly, by the end of March 1977 14 % i.e. about 2.8 million employees subject to social insurance were entitled to educational paid leave.
Inden for uddannelsessystemet som helhed udgør den er­ hvervsfaglige videreuddannelse et betydningsfuldt og sta­ digt ekspanderende område. Ganske vist har man på grund af de økonomiske konjunktursvingninger ikke kunnet undgå bølgegang inden for visse af denne uddannelses enkeltom­ råder.
Overall, vocational continuing education represents an important and continuously expanding part of the education system as a whole, even though there are fluctuations depending on the economic climate which cannot be predicted.
Øjensynlig har den økonomiske konjunkturtilbage­ gang således også medført et faldende elevantal i fagspeci­ alskolerne.
A recession in the economy for example, causes a reduction in the number of people attending trade schools.
Problemer inden for erhvervsuddannelsen. Også i jr
Problem groups in vocational education and train­ing.
Forbundsrepublikken Tyskland findes der unge mennesker, SJ som ikke får nogen formel erhvervsuddannelse og derfor i .e særlig grad bliver tabere, der i udstrakt grad rammes eller trues af arbejdsløshed.
There are some young people in the Federal Republic of Germany who have not received any formal training for an occupation and are therefore at a disadvantage. They are either unemployed or are threatened by unemployment.
Denne gruppe udgøres i overvejende φ grad af unge uden egentlig afsluttet skolegang, specielt Q) afsluttet hovedskole, endvidere unge udgået fra en hjælpe- O skole, piger og udlændinge.
The majority are young people without any final school qualifi­cations — either from the main or special schools.
For at øge deres chancer til at få en uddannelsesplads indførte man som generelle foranstaltninger et ertivervsfor-φ beredende år og nogle særordninger med hensyn til (J) erhvervsuddannelsens grundskoleår. På det almendannende tmmm
They include girls and foreigners.1The 'Vocational Preparation Year' and special vocational basic school years were devel­oped as a measure to improve their chances of finding a training place.
Ό skoleområde kunne man i de forløbne år øge og forbedre pigernes chancer for uddannelse betydeligt, men inden for erhvervsuddannelsen bliver de fortsat tilsidesat.
The chances of girls getting a good edu­cation have recently been considerably improved, but they still remain at a disadvantage in vocational training.
Tilbuddene om uddannelse kræver ofte en koncentration om få erhvervsuddannelser, hvorfor der kun står mindre kvalificere- de og dårligere betalte erhverv åbne for piger, de har ingen avancementsmuligheder og trues i tiltagende grad af arbejdsløshed.
Because of a concentration on a few occupations caused by too few training facilities, girls have access only to the less qualified and more poorly paid jobs. They lack oppor­tunities for advancement and they are more threatened by unemployment.
Myndighederne i såvel Forbundsrepublikken som enkelte forbundslande har i den seneste tid gennemført målrettede hjælpe- og støtteforanstaltninger, der prøver at tage hensyn til, hvad der specifikt stiller piger dårligere, når det gælder uddannelse.
Recently special measures have been ini­tiated at Federal level as well as by the individual States, to take into accout the specific reasons for the girls being deprived of training.
Hertil regnes specielt de især i den senere tid trufne finansielle tilskudsordninger i forbindelse med ud dannelsestilbud til piger inden for hidtil typiske mandejobs.
A recent example has been the finan­ I ciai assistance given to training for girls in what have ' hitherto been typically male occupations.
Med modelforsøg, som gennemføres i den retning, forsøger man at pejle sig frem til, hvorvidt det, at piger selv vælger »pigejobs«, og drenge foretrækkes ved besættelsen af lære pladser lige netop i mange håndværkererhverv, skyldes objektive hæmninger eller traditionelt betingede fordomme. me.
Trials are attempt­ing to establish how far the choice of occupation is made by the girls themselves, and how far the preference for boys in awarding training places in many of the manual trades is based on objective reasons or on purely traditional preju­dice.
Svarende til situationen i andre lande inden for Det europæiske Fællesskab er udenlandske unges erhvervsmæssige situation i Forbundsrepublikken Tyskland ugunstig.
The work situation for young foreigners in the Federal Republic is unfavourable, as it is in other EEC Member States.
Årsagerne hertil er mangeartede.
The reasons for this are manifold.
Fremfor alt medfører sprogbarrierne store handicaps i den almindelige skoleuddannelse og vanskeliggør adgangen til en erhvervsuddannelse.
Language difficulties are the major reason in the general schools, and also for vocational training.
Og i forvejen er gruppen med ca. 400 000 unge udlændinge udsat for øget risiko med hensyn til uddannelsesplads.
There are about 400 000 young foreigners who are at a serious disadvantage when looking for training places.
Endvidere rammes gruppen hårdere end gruppen af jævnaldrende tyskere af den for tiden rådende mangel på uddannelses pladser.
In view of the scarcity of training facilities which now exists for all, foreigners are harder hit than Germans of the same age group.
Det vil i de kommende år være et vigtigt mål for uddannel sespolitikken at sikre denne gruppe unge erhvervsmæssig
A large proportion have now settled In Germany and it is government policy to integrate them into the workforce.
og social integration, og man arbejder med foranstaltninger til problemets løsning.
The occupational and social integration of these young people presents an important cultural and political objective for the coming years, and work is going on towards a solution of these problems.
I den forbindelse skal det dog under streges, at en forbedring af de unge udlændinges øjeblikkelige situation ikke er gjort med uddannelsespolitiske foran staltninger alene. Hertil knytter sig også løsningen af en lang række økonomiske og sociale problemer.
It must however be stressed that an improvement in the present situation for the young foreigners cannot be achieved by special measures alone, because the solution is linked with so many other economic and social problems.
Vanskelighederne for forfordelte unge og for andre problemgrupper ved at finde en uddannelsesplads har udløst den reaktion, at der i nogle forbundslande tilbydes et såkaldt »erhvervsforberedende år«.
In some of the Federal states a socalled 'Vocational Prep­aration Year' is being offered to ameliorate the difficulties of deprived young people and members of other problem groups in finding training places.
I løbet af dette erhvervsforberedende år skal de unge have mulighed for at orientere sig om erhvervsmuligheder og egne interesser for derigennem at blive motiverede for valget af erhverv.
During the 'Vocational Preparation Year' young people are prepared for subsequent training, by better careers information and related matters of interest, so that they will be motivated to find an occu­pation for themselves.
Dette skulle mindske unges risici for ikke at kunne finde en uddannelsesplads på grund af den siden midten af 70'erne anspændte situation på uddannel sesmarkedet og den deraf følgende arbejdsløshed.
In this way it is hoped to reduce the risks of young people not being able to find training places, and thus becoming unemployed as a result of a difficult situation which has existed since the mid1970s regarding the availability of training facilities.
Det er hvervsforberedende år indgår dog ikke som en del af erhvervsuddannelsen og medregnes ikke i denne.
The 'Vo­cational Preparation Year' is not however a part of any occupational training, nor is it recognized as such.
Træk af den historiske udvikling i erhvervsuddannelsen i skoler og i virksomheder.
A history of vocational training in schools and companies.
Erhvervsuddannelsen i henholdsvis skoler og virksomheder har forskellig oprindelse og er først blevet samlet i et fælles erhvervsud dannelsessystem i løbet af dette århundrede.
School and company­based vocational train­ing have different roots and they were only first brought together into a vocational training system this century.
Oprindelsen til den obligatoriske lærlingeskole var det 16. og 17. århundredes religiøse og håndværksmæssige søndagsskoler.
The occupational training schools originated from the re­ £ ligious and craft Sunday schools of the sixteenth and T? seventeenth centuries.
I løbet af det 19. århundrede opstod almene og faglige videreuddannelsesskoler som umiddelbare forløberefor nutidens obligatoriske lærlingeskole.
During the nineteenth century gen­ Q/ eral and further educational schools were established as mmm the direct forerunners of todays occupational training ^" schools.
Almindelig skole- pligt for lærlinge indførtes dog først, da rigsskolepligtloven af 6. juli 1938 trådte i kraft.
A general compulsory occupational training S" schools system however first came into being with the ^^ implementation of the Reich's Law for Compulsory Educa­tion of 6 July 1938. Q fl)
Erhvervs-3 fortsættelsesskoler er hovedsagelig opstået i efterkrigstiden.
Vocational further edu­ cation colleges are principally a creation of the post war era.
De højere fagskoler etableredes som afleverende skole ti! erhven/shøjskolerne, der oprettedes i 1969 som efterfølge- #ƒ% re for tidligere tiders ingeniørskoler og højere erhvervsfag- ' skoler.
Trade high schools were founded as feeder schools for the trade colleges to which, from 1969 onwards, the col­leges of engineering and commercial colleges were added.
Erhvervsgymnasierne, højere erhvervsskoler og lig nende oprettes og videreudvikledes først i tiden efter den anden verdenskrig.
Trade schools at secondary level II, occupational schools and similar schools were founded and developed after the Second World War.
Begyndelsen til erhvervsuddannelsen i virksomheden ligger helt tilbage til middelalderen.
Company­based vocational training goes back to the Middle Ages and was, up to the first half of the twentieth century, mostly for manual crafts. Although, in individual cases,
Indtil første halvdel af det 20. århundrede var virksomhedsmæssig erhvervsuddannelse i overvejende grad håndværkeruddannelse.
V% T"5 Så) industry was training its own new workers by the beginning "■■ of the nineteenth century, systematic training of appren­mmmm tices was not extensive until the twentieth century.
De fagfolk, man havde behov for, hentede man endnu i lang tid fra håndværksfagene, hvortil kommer, at der for industrisektoren ikke fandtes nogle lovbestemmelser om lærlingeuddannelse, indtil loven om erhvervsuddannelse BBiG blev vedtaget i 1969.
Apart from this, there were no legal regulations for the training of apprentices in industry until the Law for vocational training, BBiG, was passed in 1969.
Uanset dette havde »Det tyske udvalg for teknisk skolevæsen« (DATSCH) siden 1925 udviklet »ordensmidier« for enkelte erhverv.
Nevertheless 'regulations' for some professions had existed since 1925. These were issued by the 'German Committee for Technical Schools' (DATSCH), an employer's organization.
Siden 1930 afholdt kamrene eksaminer for industri lærlinge. Nogle år forinden var man startet med eksaminer for handelslærlinge.
From the late 1920s examinations have been held by Chambers of Commerce and Industry for commercial apprentices and in 1930 examinations were started for industrial apprentices.
I den merkantile sektor forløb udviklingen til dels afvigende.
There were some differences in the way developments recurred in the business sector.
Allerede i middelalderens skrive- og regneskoler havde man haft en supplerende kontoruddannelse.
In the middle ages schools for writing and arithmetic had, even at that time, the sup­plementary function of training for work in the counting house.
Og allerede i det 18. og 19. århundrede spillede fuldtidsskoler — handelsskoler med forskelligartet præg — en relativ stor rolle.
Full­time commercial schools of varying types were already playing a relatively significant role in the eighteenth and nineteenth centuries.
Læreværksteder (i eller mellem virksomheder) opstod i løbet af det 19. århundrede, dog kun i relativt få større virksomheder, fremfor alt hos den preussiske jernbaneadministration.
Training workshops (in factories and separate establish­ments) were set up during the nineteenth century, but only by a few relatively large firms, and particularly by the management of the Prussian railways.
Først omkring 1935 voksede antallet af læreværksteder hurtigt.
It was not until 1935 that a rapid increase in the numbers of training workshops took place.
Der findes i dag rundt regnet 5 000 læreværksteder,
At the present time there are, including the workshops for the manual crafts, which are for the most part separate, as well as the business training centres, about 5 000 training workshops.
Love og forordninger erhvervsuddannelse (BBiG)
Laws and regulations
-•j CT) y om^^j^sfremmende foranstaltninger (AFG)
Law for vocational training (BBiG) 0 tion of employment (AFG) for protection of young sons work. β for the promotion of ing places (APLFG)
Det såkaldte »duale system« har faktisk eksisteret siden oprettelsen af de erhvervsfaglige efteruddannelsesskoler.
The 'dual system' has existed in practice since the foun­dation of schools for occupational advancement.
Men begrebet som sådant blev for denne vigtige gren af erhvervsuddannelsen først lanceret af det tyske udvalg for undervisnings­ og uddannelsesvæsen (1953­1965).
This most important part of the system of vocational training was first introduced by the German Committee for Education and Training (1953-65).
Træk af den historiske udvikling af erhvervsud dannelsens retsgrundlag. Med næringsloven af 1869,
History of legislation in vocational education and
Vigtige bestemmelser for uddannelsen af lærlinge var første gang indeholdt i tillæggene af 1897 og 1908 til næringsloven, i hvilke man foreskrev »almene« bestemmel­ser for ansættelse af lærlinge inden for industri og handel og »særlige« bestemmelser for ansættelse af lærlinge inden for håndværk samt af uddannende håndværksvirksomheder og krævede bevis for dygtighed og kvalifikationer (indeha­ vers mesterbrev).
For the first time important regulations for the training of apprentices were contained in the supplementary laws of the regulations for trade of 1897 and 1908. In these 'general' regulations for the employment of apprentices in commerce and industry, and 'special' regulations for the employment of apprentices in the manual crafts were laid down, and a certificate of competence (master's certificate) was manda- tory for training in manual crafts.