natgillin/translations-raw huggingface dataset:
De paritetiske lærlingeudvalg er udløbere af de paritetiske udvalg og det nationale arbe .idsråd (Conseil national du Travail) og er knyttet til de forskellige sektorer i industrien.
These joint apprenticeship committees spring from the joint commissions and the National Labour Council (attached to the different sectors of industry).
De sørger for gennemførelsen af de afsluttende prøver og fastlægger betingelserne for udlevering af bevis for lærlingens erhvervs faglige duelighed.
54 the examinations at the end of the apprenticeship and the conditions for awarding the certificate confirming the professional capacity of the apprentice.
- de bedst egnede institutioner til at give teoretisk og almen undervisning (økonomisk og social) efter indstilling fra undervisnings ministrene, - det højeste antal lærlinge i en given virksomhed, - bedømmelseskriterierne for tvistigheder.
. the most notable establishments for providing theoretical and general (economic and social) training)as advised by the Ministries of National Education;
Kollektive arbejdsoverenskomster indgået i de paritetiske udvalg kan indeholde bestemmelser om, at de finansielle byrder i forbindelse med lærlingeuddannelsen (andre end det paritetiske udvalgs virke, der bæres af staten) fordeles mellem de arbejdsgivere, der kan antage lærlinge i henhold til loven.
Collective agreements concluded within the joint commissions may envisage that the financial costs of apprenticeship (other than the running costs of the joint committee which are assumed by the
D. Det nationale arbejdsråd (Conseil national du Travail) koordinerer arbejdet i forbindelse med lærlinge­uddannelsen og undersøger de problemer, den stiller på nationalt plan.
55 state) are to be divided between the employers who may take on apprentices in accordance with the law.
Det fremsender samtlige udtalelser og forslag angående spørgsmål i forbindelse med lærlingeuddannelsen til arbejdsministeriet.
D. The National Labour Council coordinates apprenticeship activities and studies the problems which it poses at national level.
I det daglige har denne lov fra juli 1983 endnu ikke haft nogen virkning.
In its daily application, the law of July 1983 has not as yet had any effect.
Man regner med, at de første lærlinge af denne nye slags ikke vil anvende industri­virksomheden som uddannelsessted før september 1985.
It is expected that the first new apprentices of this kind will probably only begin to use the industrial enterprise as a training ground in September 1985.
Indtil nu er der blevet dannet 17 paritetiske udvalg, hvoraf 10 (marts 1985) ville kunne fungere, hvis­undervisningsministrene havde udpeget deres repræsentanter, hvilket endnu ikke er sket.
Up to now 17 joint committees have been set up of which ten (in March 1985) would have been able to begin work already if the Ministries of National Education had appointed their representatives which was not the case.
I undervisningskredse oplever man i virkeligheden, at der reklameres kraftigt for at få de unge til at forlænge deres heltidsuddannelse inden for skolens rammer i stedet for at vælge denne form for lærlingeuddannelse i industrien, der foregår dels på skole (teoretiske kurser), dels i en virksomhed (praksis).
56 industrial apprenticeship with its syllabus divided between a school (theoretical instruction) and a firm (practical experience).
KAPITEL IV - Efter den skolepligtige periode
CHAPTER IV - BEYOND THE COMPULSORY EDUCATION STAGE
A. Den højere undervisning
A. Higher Education
Med forlængelsen af skolepligten vil det blive den fælles skæbne for størstedelen af de unge.
With the extension of compulsory education, this will apply to most young people.
På dette tidspunkt er der mulighed for at starte en erhvervsbeskæftigelse svarende til de erhvervsfaglige kvalifikationer, der er opnået inden for skolesystemets rammer.
At the moment, there is one way of entering working life after obtaining the kind of vocational qualification offered in school.
For de unge, der vælger denne løbebane, er der forskellige muligheder for at uddanne sig yderligere ved hjælp af de tilbud, som efteruddannelsessystemet giver. Det ser vi på stntrt.
Several further training opportunités are open to the young people who choose this path within the framework of continuing training.
For de ovrige - den, der ©nsker en uddannelse inden for skolesystemet - byder den hejere undervisning på en yderst komplet vifte af uddannelsesforløb, som i løbet âf to til syv år leder fren til erhvervskvalifikationsbeviser, der giver adgang til arbejdsmarkedet.
As for the other pupils who wish to be trained in a school environment, higher education offers a wide spectrum of training channels which in 2, 3, 4, 5, ... 7 years lead to vocational qualifications which open the door to the labour market.
Det er ikke hensigten med denne monografi at beskrive disse hejere uddannelser, der egentlig er bag efter vor tid» og som man ved hjælp af raffinerede tilpasninger forseger at knytte til den farende innovatoriske gruppe, der normalt kenner fra de hejere uddannelser.
It is not the aim of this monograph to describe higher education which is behind the times.
51 af de opnåede kvalifikationsbeviser, men snarere knyttet til de organiserende myndigheders apanager og ... til det undervisende personales lønskala.
These differences do not bear any relation to the standard of the titles conferred but are rather linked to the endowments of the organizers, ... and to the salary scales of the teaching staff.
Ledighed blandt en del af de unge med højere uddannelse er bestemt noget nyt fra årene "post 1968".
Unemployment amongst higher education graduates first made its ap­pearance in the "post '68" years.
Selv om den næppe fremgår af statistikkerne (3 % for de unge mænd under 25 år, 5 % for de unge kvinders vedkommende) viser den dog en mere og mere tydelig uoverensstemmelse, hvad angår erhvervsprofilerne hos de unge med højere uddannelse i forhold til de modeller, der bygger på virksomhedernes behov.
Even if this develop­ment has scarcely affected the statistics (3 % for young men under 25, 5 % in the case of young women), it does still reveal the increasingly obvious gap between the occupational profiles of the young higher education graduates and the models drawn up on the basis of the needs of enterprises.
Man bør endvidere lægge mærke til, hvorledes de egentlige tal tydeligt kamoufleres ved organiseret anvendelse af visse prekære jobskabelsesforanstaltninger, medens de implicerede selv melder sig til et underkvalificeret forløb, som foretrækkes frem for arbejdsløshed Inden for den højere ikke-universitære uddannelse (med en systematisk forlængelse af uddannelserne, gennemsnitligt tre til fire års uddannelse) var der 109 754 elever (heraf 60 % nederlandsksprogede) i 1982-83.
We should also be aware of the obvious camouflaging of the real figures by the organized use of certain doubtful job creation schemes in which the young people involved are drawn into a circle of underqualification rather than face unemployment. Nonuniversity higher education (with the systematic prolongation of training, three or four years on average) accounted in 1982-83 for 109 754 pupils (60 % Dutchspeaking) .
Universitetsuddannelsen (gennemsnitligt fem ar, maksimalt syv år for læger) havde 96 795 studerende (næsten halvdelen fransksprogede).
University education (average length of studies five years, the maxiumum being seven in the case of medical doctors) accounted for 96 795 students (almost half of them Frenchspeaking).
Det bør bemærkes, at det er nyt, at flertallet er nederlandsksprogede, og at universiteterne indtil for kort tid siden hovedsageligt uddannede fransksprogede.
It should be noted that this majority of Dutch-speakers is new and that, until quite recently, the universities mainly trained French-speakers.
Denne udvikling skyldes især delinqen af de frie universiteter, katolske i Leuven og Louvain-la-Neuve, verdslige i Bruxelles.
This development is in fact the result of the splitting of the free, Catholic universities in LEUVEN and LOUVAIN-LA-NEUVE and of secular universities in Brussels.
Antallet af statslige universiteter eller universitetscentre steg for 25 år siden, hvor de blev regionaliseret,
Regionalization did lead, 25 years ago, to an increase in
52 men de har i 1982 kun 29 % af de studerende.
59 the number of state universities and university centres but in 1982 they only accounted for 29 % of the student population.
Det må også nævnes, at der er flere og flere kvinder inden for universitetsuddannelserne (38 %), især på de humanistiske studier.
It should also be pointed out that more and more women are entering higher education (38 %), particularly the social sciences.
Inden for de ikke­universitære højere uddannelser er kvinderne i flertal inden for de traditionelle kvinderetninger (pædagogik, hospital), men det er ikke længere sjældent af finde dem inden for uddannelser, der leder frem til "mandefag" (ingeniør­, økonom­, mi 1itærskoleuddannelse).
In nonuniversity higher education, women are in a majority in "traditionally female" spheres (teaching, nursing) but it is no longer rare to find them in training schemes leading to "masculine" occupations (engineering, economics, and even military training).
Denne ikke­universitære højere uddannelse synes i øvrigt at udvikle sig hurtigere end universitetsuddannelserne, måske fordi den i højere grad er erhvervsrettet.
This nonuniversity higher education seems, moreover, to be developing more rapidly than university education, perhaps because it is more directly linked with professional qualifications.
Efteruddannelsen udgør i virkeligheden den væsentlige del i denne monografi.
Continuing training is in fact the main subject matter of this monograph.
Hvis man undtager diplomerne eller oftere eksamensbeviserne, som udleveres til unge, der afslutter den erhvervsfaglige undervisning, og som giver dem en bestemt erhvervskvalifikation, kan man sige, at de afsluttende diplomer fra det moderniserede sekundærniveau II er ekvivalente, og at de for at få betydning rent kvalifikationsmæssigt nødvendigvis må styrkes gennem yderligere teoretisk og især praktisk uddannelse.
If one excludes the diplomas or, as is more often the case, the certificates awarded to young people upon completion of vocational education testifying to a specific occupational skill, then the final certifi­cates of the reformed upper secondary level can be regarded as equivalent. If they are to rank alongside the other final qualifications, they will have to be supplemented by further theoretical and, in particular, practical training.
Der er utallige muligheder for at dygtiggøre sig, både for de unge og de lidt ældre.
There are many further training opportunités both for the young and not so young.
Skolerne på sekundærniveau har længe gennemført aftenkurser, søndags­kurser (man arbejdede om lørdagen), det som man kaldte skolerne for chance nummer to.
For a long time now, secondary schools organized courses in the evenings and on Sundays (Saturday was a normal working day). These were called "second chance" schools.
For voksne, der som regel havde arbejdet på virksomhed, fabrik eller kontor mindst otte timer og måske havde tilbagelagt lange og trættende strækninger, var det vanskeligt at deltage i disse kurser, der fandt sted fra kl. 18 eller 19 til 21 eller 22, og fremfor alt at afslutte dem med godt resultat, og det førte til, at arbejdstagerne nærede uvilje mod denne form for uddannelse.
Attendance at, and in particular successful completion of, evening classes (held between 67 p.m. and 9-10 p.m.) by adults who, very frequently, had worked in a firm, factory or office for a minimum of eight hours and perhaps had a long and tiring journey, was difficult and led to workers developing a growing dislike of this kind of training.
Den udviklede pædagogik, de anvendte midler, de fulgte målsætninger lignede i det hele taget dem, der gjaldt for dagkurserne.
The teaching methods, the means and the objectives were identical to those defined for day classes.
Der var altså tale om indhentning og ikke om dygtiggørelse, og endnu mindre om efter uddannelse.
Thus, these turned out to be remedial classes and not further training or, even less, continuing training.
De tilrettelægges af de organiserende myndigheder inden for de fire undervisningsfel ter og understøttes af undervisnings ministerierne på betingelser, der beskrives senere i beretningen.
They are arranged by the organizing bodies of the four education networks and subsidized by the Ministries of National Education under the conditions described later.
Før 1970 var det et tegn på arbejdskapacitet, men også på vilje til at "nå sit mål" samfunds- og erhvervsmæssigt set, hvis man klarede aftenskolen.
Successful completion of evening classes before 1970 was proof of an ability to work but also of a desire to "succeed" both socially and professionnaly.
Den krævede, at eleverne i tre eller fire år gav afkald på familielivets og samfundets glæder i en alder, hvor der som regel er mange heraf.
During a period of three or four years it was required of these students that they give up the pleasures of family life and social life, very often when they were of an age when such pleasures are the most numerous.
Virksomhedernes stigende søgen efter kvalificeret arbejdskraft har bevirket, at de ansvarlige for arbejds giverorganisationerne opfordrer arbejdstagerne til at uddanne sig yderligere, kvalificere sig, benytte sig af de uddannelsesmuligheder, der stilles til deres rådighed Siden 1960 har forskellige lovgivninger (der omtales senere) virket i denne retning.
The development of a situation in which firms were looking for skilled workers led employers' organizations to encourage workers to undergo further training, obtain qualifications and make use of the available training resources. Since 1960 different legislative measures (described later) have been introduced to this end.
Fagforeningerne har medvirket til denne udvikling, idet de har sørget for, at disse arbejdstagere, der i særlig grad gjorde en indsats for at dygtiggøre sig, fik materiel støtte fra det offentlige og fra virksomhederne, der "profiterede" af denne højnelse af arbejdskraftens kvalifikationsniveau.
The trade unions have participated in this movement by ensuring that the workers who attended, in particular, further training were given financial assistance by public authorities and by the firms who "profited" from the higher skill level of their workers. This assistance took the following forms:
- Det var i 1963 den lov, der gav arbejdstagere beskæftiget i virksomhederne større adgang til ONEM's (arbejdsformidlingens) uddannelsescentre, der tidligere var forbeholdt de arbejdsløse.
In 1963 a law extended admission to ONEM training centres to workers employed in firms. These centres had previously been open only to the unemployed.
- Det var i 1969 et cirkulære fra undervisnings ministeren, der gav mulighed for gennemførelse af kortvarige uddannelser i aftenskolerne, der var forskellige fra de traditionelle undervisnings programmer, men forbundet med disse gennem et system med enheder, der kan kapitaliseres.
In 1969 the Ministry of National Education issued a circular allowing schools to organize short training programmes in social advancement separate from the traditional curricula but linked to them by a system of credit units ("unités capitalisables").
- Det var især en række ordninger i tiden 1973-75, der gav arbejdstagere, der fulgte kurser eller praktikophold tilrettelagt af undervisningeministeriet (eller andre organer godkendt af arbejds ministeriet) mulighed for at være fraværende fra deres arbejde inden for bestemte grænser, uden at de mister deres løn.
Between 1973 and 1975, most importantly, regulations were drawn up which allowed workers attending courses or work experience schemes organized by the Ministry of National Education or other bodies approved by the Ministry of Labour and Employment) to absent themselves from their work, subject to certain limits, without suffering a loss of salary.
Den giver arbejdstageren "ret til at følge almen og erhvervsfaglig uddannelse og være fraværende fra arbejdet i et i loven fastsat antal timer, uden at denne derved mister sin løn. Der var først fastsat en aldersgrænse på 40 år for dem, der kunne drage fordel heraf.
It recognizes the worker's "right to attend general and vocational training by absenting himself from work during a number of hours specified by the law without suffering a loss of remuneration".
Denne blev senere ændret til 42 år og derover.
This was later raised to 42 and higher.
Andre forudsætninger skulle opfyldes, for at arbejds tageren kunne drage fordel af timegodtgørelsen. Vedkommende skulle
Other conditions had to be met before a worker could benefit from credited working hours: he must have a fulltime job with one or more employers in the private sector; he must be attached to a firm through his employment or work contract; he must attend the course(s) regularly and sit the examinations.
Bestås den ikke, er der mulighed for at gå et år om,
In the case of failure, he may repeat one year only.
- anvende den bevilgede timegodtgørelse enten til at deltage i kurser, forberede eksamen eller til at holde fri som kompensation for gennemgåede aftenkurser.
he must use the credited working hours to participate in courses, to prepare for examinations or to recuperate, in leave of absence from work, the time spent at evening classes.
Det antal timer (godtgørelsen), man kan være fraværende fra arbejdet i ifølge loven, udgjorde det første år 25 % af de i kursusprogrammet planlagte og effektivt gennemførte.
The number of hours (credit) of absence from work guaranted by law in the first year was equal to 25 % of the number of hours envisaged in the training programme and actually attended.
Denne procentdel steg til 50 % andet år og til 100 % det tredje år.
This percentage was raised to 50 % in the second year and 100 % in the third year.
Disse bestemmelser byggede på de traditionelle aftenkurser.
These figures were based on traditional evening classes. They
Finansieringen af systemet sker således:
During his absence from work the worker is paid a limited and indexed sum of his normal salary.
- Halvdelen gennem staten - den anden halvdel gennem arbejdsgiverne, der er forpligtede til at betale særlige afgifter til statens social sikringskontor (Office National de Sécurité Sociale) .
The system was funded as follows: one half by the state, the other half by the employers who were required to pay special contributions to the National Social Security Office.
Loven om timegodtgørelse var ikke umiddelbart nogen succes, og chancen for, at den skulle blive det, blev efterhånden mindre og mindre.
The success of the law on credited working hours was not immediate and as time passed it became less and less apparent.
I 1973-74 var der ca. 200 000, der kunne drage nytte heraf, knap 12 300 arbejdstagere havde gjort deres ret gældende med hensyn til timegodtgørelse.
In 1973-74 of the 200 000 potential beneficiaries, a mere 12 300 workers exercised their rights to credited working hours.
I 1974-75 nåede dette tal kun op på 17 800, og mon ikke denne stigning udelukkende skyldtes, at loven også omfattede eleverne fra første år.
In 1974-75 their number only rose by 17 800 and this increase was only the result of the law being extended to cover first-year trainees.
Derfor udviste de på budgettet bevilgede beløb til timegodgørelse betydelige summer, som ikke var givet ud, og som staten anvendte til andre erhvervsuddannelsesformài
Consequently, the budgetary appropriations for the credited working hours fund led to the appearance of large sums left unspent which the state then used for other vocational training purposes.
I 1978 undlod man at opkræve den specielle afgift fra virksomhedernes lønmasse.
In 1978 the special tax on the payroll of firms was not collected.
Årsagerne til denne delvise fiasko må findes dels hos dem, der drager fordel af dette system, dels hos arbejds giverne:
The reasons for this semi-failure have to be attributed as much to the beneficiaries as to the employers: the beneficiaries are, in fact, not only the students concerned but equally the organizers of the approved courses.
- De, der drager fordel heraf, er de interesserede elever, men samtidig tilrettelæggerne af godkendte kurser.
the employers were confronted, to a certain extent, with a fait accompli: not only did they have to tolerate the absence of worker-students, they also had to finance a part of the operation.
Men de traditionelle aftenkurser tilfredsstiller mindre og mindre virksomhedernes krav om faglig kunnen og arbejdstagernes dybere motivationer.
In the meantime, the National Labour Council, which brings together all the interested parties, has reviewed a certain number of the provisions of the law and extended it to wider and, perhaps, more motivated groups of workers.
Endvidere har der været en tydelig mangel på koordinering mellem arbejds ministeriet og undervisningsministeriet forud for den noget hastige vedtagelse af denne lov, der fulgte uden forudgående sensibilisering.
At the end of more than thirty meetings spread over a period of one-and-a-half years, the National Labour Council was able in 1979 to present unanimous advice to
- Arbejdsgiverne blev ligesom stillet over for en fuld byrdet kendsgerning ikke kun ved at skulle undvære
4. a joint commission for approving training programmes to enable the initiatives to be diversified;
57 arbejdstagerne/kursusdeltagerne, men også ved at være tvunget til at finansiere en del af dette foretagende
This bill was to lead to the amending law of 22 January 1985, the provisions of which were very similar to the proposals made by the National Labour Council.
Siden da har det nationale arbejdsråd (Conseil national du Travail), hvori alle berørte parter er repræsenterede revideret en række af lovens bestemmelser og bevirket, at den dækker flere og måske mere motiverede arbejdstagergrupper.
67 vocational training in which the programme has been approved by the commission of approval; courses organized by employees' associations; courses organized by youth and adult organizations and by training centres for workers; general training in which the programme has been approved by the approval commission (60 hours minimum).
Efter mere end tredive møder fordelt over halvandet år forelagde det nationale arbejdsråd i 1979 en enstemmig udtalelse for arbejdsministeren.
A joint steering committee is at present engaged in preparing the provisions for the implementation of the law.
Denne udtalelse skulle danne grundlag for et lovforslag til ændring af loven om "timegodtgørelse" i følgende retning:
Examination of the legal texts which define the right of workers to credited working hours and, by extension, to educational leave clearly reveals two things:
Betegnelsen "frihed til uddannelse" træder i stedet for "timegodtgørelse".
The public authorities recognise the status of the Ministries of National Education as trainers in the field of vocational training for workers.
Lovene af 1. juli 1963 og 10. april 1973 om kurser til social fremme sammenlægges, såledesat disse love gælder for alle arbejdstagere, uanset deres alder.
Approval is granted by the Ministry of Labour and Employment who, in addition, manages the contributions paid by the enterprises towards the salaries of the participants.
Et paritetisk sammensat udvalg skal godkende uddannelserne og sikre, at disse bliver af forskellig karakter.
The National Labour Council (equal representation: government, employers and trade unions) who drew up the legal provisions, still regards national bodies as being responsible for implementation whereas vocational training is now recognized as a matter for the three communities.
Dette lovforslag måtte afvente genrejsningsloven af 22. januar 1985 for at føre til et resultat, der lå tæt op ad de forslag, som det nationale arbejdsråd havde forelagt.
Thus, of these figures 35 % Frenchspeaking and 45 % Dutch-speaking participants attended language courses of varying levels which are not strictly speaking vocational training (basic apprenticeship : 53 % Frenchspeaking and 50 % Dutch-speaking).