natgillin/translations-raw huggingface dataset:
Dette eksempel demonstrerer den alvorlige uoverensstemmelse mellem hastigheden, hvormed den moderne teknologi
The training content, the level of the general technical training of those leav­ing these schools and the technical equip­ment in the schools were not, as a rule,
Samspillet mellem almene og erhvervsuddannelsesskoler samt mellem er hvervsskoler, teknika og højere læreanstalter som elementer i et afrundet system til livslang uddannelse er i praksis blevet dårligt organiseret.
The tendency to standardize all types of full­time vocational schools and to create uniform technical vocational secondary schools with a three­year course, during which the emphasis is on giving those leaving general primary schools (eighth
Forretter til automatiske produktionsanlæg, værktøjsmaskiner, aggregater
Installers of automatic production units, machine tools and sets of machines
Operatør til automatiske og halvautomatiske produktionsanlæg
Operators of automatic and semi­automatic production units
Forskningen omkring diverse udviklingsproblemer, som også kan have stor international betydning, er gennemført og fortsættes i et multilateralt samarbejde mellem grupper af videnskabsmænd og -kvinder fra forskellige Comecon-lande på basis af de planer og programmer, som
■ technical vocational training appropriate to the task of familiarizing young skilled workers with their new pro­duction functions or of generating new occupations.
På de fleste erhvervstèkniske skoler var den erhvervsfaglige uddannelse indrettet på en virksomhed (»modervirksomheden«), det vil sige hele spektret af fag, som denne virksomhed havde brug for.
In most technical vocational schools, skilled workers were trained for the whole range of occupations needed by just one enterprise ('mother enterprise').
CEDEFOP nøgleteknologier i den nærmeste fremtid, foreslås en opdeling af erhvervsuddan­nelsesinstitutionerne i tre trin (øverste trin, mellemtrin, grundtrin).
CEDEFOP leavers who are already holders of a voca­tional qualification in an appropriate oc­cupational field.
Den erhvervstèkniske grunduddannelse finder sted i særlige klasser på almendan­nende skoler, på de tilsvarende linjer i de erhvervstèkniske skoler, på »erhvervs­ og arbejdsskolerne« samt inden for erhvervsuddannelsessystemet på virk­somhederne i form af forskellige kurser.
The trade and work schools train young people who do not want to go on learning after completing their compulsory educa­tion but to go out to work.
De uddannelsessøgende får en kompe­tencegivende uddannelse inden for en af­grænset, traditionel fagprofil, der ikke kræver nogen teoretisk specialuddannel­se, men hvor der også er mulighed for at læse til studentereksamen på almendan­nende aftenskolekurser.
These trade and work schools may be separate educa­tional institutions or attached to technical vocational schools or regional vocational training centres.
Teknisk skole på værk i Kijev for elektron­ og kontrolregnemaskiner vedtages på en konference, der afholdes en gang om året.
Where necessary, special trade and work schools may be established, their main tasks being the vocational training, rehabilitation and social integration of handicapped young people and adults.
Indholdet i den al­mene uddannelse for dimittender fra de »obligatoriske skoler« (9. klasse) tilpasses til det fag, de skal uddannes i.
The technical vocational schools train those leaving compulsory schools (ninth class) and secondary schools. They have two departments:
Strukturel og organisatorisk omdannelse af erhvervsud­dannelsessystemet
Technical vocational school in the Kiev worksforelectronic equipment andcontrols.
Tredje erhvervsuddannelsestrin, dvs. ud­dannelse af højtkvalificeret faglært ar­bejdskraft til særligt komplicerede nøgle­teknologiske fag finder sted på en ny ud­dannelsesinstitution: på det tekniske ly­ceum (øverste erhvervsskoletrin).
■ a department for the those leaving the ninth class, who complete a course of both vocational training and secondary school education.
På uddannelsesinstitutioner af denne art ud­dannes som regel mellemskoledimitten­der, der allerede har en kompetencegi­vende uddannelse på et relevant fag­område.
If certain requirements are satisfied (relating to the teaching staff and technical equipment), this depart­ment can also take the form of the voca­tional section of the general secondary school;
Som et led i den planlagte fremskyndelse af landets socialøkonomiske udvikling skal den erhvervstèkniske skole udvikles dynamisk, fleksibel og i de mest forskelli­ge organisationsformer.
■ a department for general secondary school­leavers, who complete a course of vocational training in more demanding occupations for which the completion of secondary school education is a re­quirement.
■ den vedvarende (livslange) uddannelse ■ den almendannende mellemskole ■ den ervhervstekniske uddannelse ■ uddannelsen på fagskoler og højere læ­reanstalter
The technical vocational training institu­tions must be a permanent feature of a self­contained system of 'life­long' learn­ing, i.e. the general preparation under­taken at the previous stages of the school system must be consolidated and com­plemented by vocational training in these institutions, with the foundations laid for advanced training and skilltraining schemes (up to the highest possible level of qualification) and for the all­round development of the trainee's personality in line with his interests and abilities.
På erhvervs­ og arbejdsskolerne uddan­nes unge, der efter skolepligtens ophør påbegynder et selvstændigt arbejde og ik­ke ønsker at fortsætte skolegangen.
Basic technical vocational training is pro­vided in special classes of general schools, in the appropriate sections of the technical vocational schools, in the 'trade and work schools' and within the system of on­the­job vocational training in the form of various courses.
Disse erhvervs­ og arbejdsskoler kan enten væ­re selvstændige uddannelsesinstitutioner eller være tilsluttet de erhvervstèkniske skoler henholdsvis regionale erhvervsud­dannelsescentre.
Those leaving are awarded a vocational qualification for a narrow, traditional occupational profile that does not require any special theoretical training. A university en­trance certificate can also be obtained by attending general education evening courses.
I 1988 fremlagdes en udviklingsplan for den erhvervstèkniske uddannelse i Sovjetunionen. Planen går ud på en gen­nemgribende omlægning af erhvervsud­dannelsernes organisationsstruktur.
Given the plans to speed up the country's socio­economic development, the technical vocational school must be developed dynamically, flexibly and in a wide range of organizational forms.
Der kunne eventuelt også etableres spe­cielle erhvervs­ og arbejdsskoler, hvis ho­vedopgave skulle være at uddanne, reva­lidere og integrere handicappede unge og voksne i samfundet.
Both departments of the technical voca­tional schools provide broadly­based training in the occupational groups con­cerned, the trainees acquiring a sound general technical and special theoretical grounding.
De erhvervstèkniske uddan­nelsers organisationsstruktur
Technical vocational school­leavers are awarded a skilled worker's diploma.
Den allerstørste betydning tilkommer i så henseende en videreudvikling af uddan­nelsen af faglært arbejdskraft til mere krævende kernefag samt bredt koncipe­rede fagprofiler.
The second level of vocational training, i.e. the training of highly qualified skilled workers for complex, broadly­based oc­cupational profiles requiring special theoretical training and the successful completion, previously or simultaneous­ly, of a course of general education, is provided by the technical vocational schools.
Denne uddannelse vil som hovedregel foregå på basis af en al­men uddannelse på mellemniveau, idet muligheden for at opnå en kompetencegi­vende erhvervsuddannelse samtidig opretholdes for dimittenderne fra »ba­ sis«­grundskoIen (9. klasse).
The general education of those leaving the 'compulsory schools' (ninth class) is attuned to the occupation for which they are being trained.
På de erhvervstèkniske skoler gennemfø­res erhvervsuddannelsen af de obligato­riske skolers (9. klasse) og mellemskoler­nes dimittender. Skolerne har to afde­linger:
This training will be based primarily on a middle­level general education, with the graduates of the 'basic' primary school (ninth class) still having the chance to obtain a vocational qualification.
De erhvervstèkniske uddannelsers orga­nisationsstruktur (arten af uddannelses­institutioner) samt uddannelsesformerne og uddannelsernes varighed skal svare til de aktuelle forhold og progressive æn­dringer i de beskæftigedes erhvervs­ og kvalifikationsstrukturer.
In view of the rapid advance of new technologies, uneven technical develop­ment in various sectors of the economy and the plans to introduce various effec­tive forms of prevocational training and retraining of workers in new key
På baggrund af, at de nye teknologier trænger hurtigt frem, at den tekniske ud­vikling på erhvervslivets forskellige om­råder sker i forskellig takt, og at der er pla­ner om at indføre diverse effektive for­mer for erhvervsintroducerende uddan­nelser og omskoling at arbejdere til nye
The third level of vocational training, i.e. the training of highly qualified skilled workers for particularly complex key technology occupations, is provided by a new type of training establishment: the technical lyceum (highest vocational school level). Training institutions of this type normally train secondary school­
■ Afdelingen for dimittender fra 9. klas­se, der får en kompetencegivende er­
The technical lyceums train highly qualified workers for particularly deman­ding occupations.
hvervsuddannelse og en sideløbende af­sluttet mellemskoleuddannelse. Når for­udsætningerne er til stede (lærere og ma­terielt­teknisk udstyr) kan denne afdeling endvidere fungere som erhvervsskolelin­je for den almendannende mellemskole.
In view of the pace at which science and technology are developing, the number of young people trained at technical lyceums (and technical vocational schools in the case of secondary schoolleavers is to be increased in the future.
På de erhvervstèkniske uddannelsesinsti­tutioner kan der ligeledes organiseres af­tenkurser samt omskolings­, efter­ og vi­dereuddannelseskurser for voksne.
The technical vocational training institutions may also arrange evening courses and retraining and continuing training courses for adults.
Centre af denne art etableres fortrinsvis i nærheden af større innovative produk­tionsvirksomheder, hvor nye teknikker afprøves.
All the educational institutions (and departments) referred to above are in tended to be autonomous.
■ Afdelingen for dimittender fra de al­mendannende mellemskoler, hvor der opnås en kompetencegivende erhvervs­uddannelse inden for mere krævende fag, der forudsætter mellemskolens afgangs­eksamen.
However, they may be amalgamated with other educa tional institutions or set up as training centres for a sector or the whole of in dustry.
En fordel ved kombinerede centre af den­ne art er den høje koncentration af mo­derne produktionsteknik samt den ind­holdsmæssige udformning af uddannel­sen svarende til den reale produktionssi­tuation og virksomhedernes konkrete behov.
They may also be transformed in to 'scientific and educational production centres' (continuing training centres) under an agreement with various in dustrial enterprises and institutions.
På begge afdelingerne tilbydes en bredt baseret uddannelse inden for de relevante erhvervsområder, og dimittenderne op­når en solid almen­teknisk og specialteo­retisk viden.
Most centres of this kind will be installed near fairly large innovative manufacturing enterprises which are trying out new techniques.
Med hensyn til uddannel­sens varighed fastsættes denne blandt an­det på baggrund af arbejdspædagogik­kens profil og niveau på den almendannende skole.
They may consist, for example, of technical vocational-training in stitutions, colleges and universities, the aim being to ensure that engineers, technicians and certified workers work ing as a team are trained to operate automated sectors of production and complex production equipment.
Kun unge med mel­lemskoleeksamen har adgang. Mellem­skoledimittender med tilsvarende er­hvervsintroducerende uddannelse og som er særlig egnede til at løse forskellige tekniske opgaver på ukonventionel måde foretrækkes.
One advantage of these combined centres will be the high level of concentration of modern production technology and the gearing of the training content to the real production situation and the practical needs of the enterprises.
Alle ovennævnte uddannelsesinstitutio­ner (og ­afdelinger) skal efter planerne være selvstyrende, men de kan også sam­mensluttes med andre uddannelsesinsti­tutioner eller etableres som uddannelses­center for en industrigren eller en hel in­dustri.
The possibility of choosing not only an occupation but also an appropriate train ing institution enables the trainee's per sonal interests to be linked to practical needs of society.
Gennem etableringen af et bredt net af uddannelsesinstitutioner skal der samti­dig skabes en mekanisme, der sikrer unge og voksne arbejderes behov for en fortlø­bende forbedring af deres faglige og kul­turelle niveau.
The creation of a broad network of train ing institutions will also mean the in stallation of a mechanism to ensure that the need for the constant updating of young and adult workers' vocational and cultural standards is satisfied.
Man kunne tænke sig, at der til dette formål etableredes aktiesel­skaber (bl.a. sammen med udenlandske firmaer), hvis specielle opgave var at ud­danne, efter­ og videreuddanne arbej­derkadre.
Ap propriate limited liability companies, in some cases as joint ventures with foreign firms, might, e.g. be established with the specific task of providing initial and continuing training for skilled workers.
I betragtning af, at den videnskabelig­tek­niske udvikling skrider hastigt frem, skal antallet af unge, der skal uddannes på de tekniske lyceer (og erhvervstèkniske sko­
A major precondition for continuing, life-long learning is the cohesion of syllabuses at the various levels of train ing, this also being a prerequisite for the accelerated training of highly qualified workers in various qualification categories.
høj i forhold til de potentielle muligheder.
Social expectations and trends in the development of vocational education in Poland tial of productive areas.
Men samtidig bliver der stadig flere bedrifter, hvis ydeevne er sammenlignelig med de højtudviklede landes. Polen har imidlertid sin største rigdom i de menneskelige ressourcer, selv om den korrekte udnyttelse af befolkningens kvalifikationer fremdeles er et problem, der venter på at blive løst.
However, since many agricultural holdings are run by older farmers, Polish agriculture is not as efficient as it might be; there are never theless an increasing number of holdings whose production capacity is comparable to that of highly industrialized nations.
Erhvervsuddannelserne kan derfor betragtes som en drivende kraft.
Vocational education always satisfies — to a certain degree — the demands of society, its economy and culture.
Det polske samfunds kulturelle situation er stærkt differentieret.
This is because it supplies young workers ready to perform different tasks in different posts.
Men samtidig har beboerne i landsbyer og pro vinsbyer — i lighed med befolkningens behov omkring århundredeskiftet — sta dig ikke tilstrækkelig adgang til kultur værdier.
The level of manpower training is of considerable importance for the country, its people, its economy and its culture.
Konsekvenserne heraf afspejler sig i de unge menneskers udvandring fra kulturelt forsømte lokaliteter.
At the same time, people responsible for vocational education and train ing expect society to create adequate framework conditions for the fulfilment of their tasks.
olen hører til de lande, der har det højeste fødselstal.
oland is one of the countries with the highest birth rates.
De demografiske udsving er uregelmæssige, hvil
Since the peaks and slumps of demographic
Selv om vi fra statens side kun har få lang sigtede projekter for de økonomiske udviklingstendenser, kan man alligevel henholde sig til de sociale forventninger med hensyn til undervisningssystemet, herunder erhvervsuddannelserne.
At a time when Polish society is seeking new solutions to stimulate the develop ment and modernization of its economy — in order to reduce its consumption of energy and materials and, as a consequence, to increase productivity rates and living standards — the human factor, i.e. workers representing different specializations and levels of qualification, is beginning to assume a role of particular importance.
Erhvervsuddannelsen imødekommer — i et vist omfang — altid samfundets krav, dets økonomi og kultur.
Polish culture has an international reputation, notably in fields such as music, the theatre, cinema, literature and art.
Det skyldes, at den leverer ung arbejdskraft, der er i stand til at udføre forskellige opgaver i forskellige stillinger.
One consequence of this phenomenon, amongst others, is the departure of young people from cultural ly disadvantaged areas.
Arbejdskraftens ud ket fører til, at befolkningens behov for sundhedspleje, undervisning, uddannelse, arbejdspladser, aldersforsorg og boligbyggeri er periodisk varierende.
growth tend to be irregular, the needs of the population in terms of health care, education and training, employment, old age pensions and housing construction also tend to fluctuate.
Polen er forholdsvis rigt på visse naturrigdomme som sten- og brunkul, svovl, salt og kobber.
Poland is relatively rich in a number of natural resources, e.g. coal and lignite, sulphur, salt, copper, etc.
Selv om industrien moderniseredes i halvfjerdserne, er den nu igen for ældet, og der er behov for en ny modernisering.
Despite its modernization in the 1970s, Polish in dustry has already become obsolete making a new process of modernization necessary.
Landbruget ligger for 80%'s ved kommende på private hænder og råder fremdeles over store arealer, der kan ud nyttes.
80 % of agriculture is privately-owned and there is still a large poten-
(f. 1924) er leder af' Erhvervsuddannelsesinstituttet i Warszawa og næst formand i Komitéen for Pædagogiske Videnskaber i Det Polske Viden skabsakademi erhvervsuddannelsessyste
Stanislav Kaczor, born 19 September 1924, Prof. Dr habil., Director of the Institute for Vocational Education Warsaw, Deputy Chairman of the Committee for Educational Sciences of the Polish Academy of Sciences.
Prof Dr. Kaczor i CEDEFOP ¡færd med atfortælle om met i Polen
Professor Kaczor at CEDEFOP in the process of explaining the Polish vocational training system.
Polens uddannelsessystem og Principperne i dets mål erhvervsuddannelsernes omlægning forud for ret og slet overholdelse af un­dervisningsplanerne.
CEDEFOP tion can therefore be considered as a driv­ing force.
Kontinuitetsprin­cippet kan få betydelig indflydelse på det individuelle i undervisningen.
publications, may be preserved in the future, provided that it is subject to fur­ther clarification and interpretation.
■ Kontinuiteten i undervisningen ■ Kompleksiteten i erhvervsundervis­ningens omlægning.
Although we have few long­term govern­ment projects on economic development trends, one can nevertheless refer to social expectations with respect to the education system, including vocational education, in terms of personality traits. Let us discuss some of them below.
Der­for kan intet bestående uddannelsesni­
If we respect the principle of continuity in educational practice, we may have a chance of overcoming formalism and superficiality in education.
Kompleksitetsprincippet viser os nød­vendigheden af at regne med betydnin­gen af delaktiviteters resultater for op­nåelsen af de endelige mål.
The most im­portant are all the factors which con­tribute to the increase of quality and ef­fectiveness, manifested in the results ob­tained on different levels (for example in the attitudes of school­leavers).
Vi refererer her til nøvendigheden af at bruge løsnin­ger som f.eks. moduler.
At the same time, however, if we do not define these goals with sufficient clarity, we may be faced with difficulties in their practical implementation (in the form of practical tasks) at the level of schools and other educational institutions.
Modulerne kom­bineres på en sådan måde, at der skabes noget nyt, uden at man derfor begrænser mulighederne for at ændre andre af syste­mets dele.
Careful attention is therefore devoted to these problems in Poland.
■ Statens familieforsorg giver sig i Polen udtryk i følgende foranstaltninger: For­skellige former for barselsorlov, bl.a. fler­årig »opdragelsesorlov«, vuggestuer for børn fra 1 — 3 år, gratis førskolesystem (4 — 6 år), folkeskole (7 — 15 år), skoler på sekundærtrinet (med eller uden stu­dentereksamen; 15 — 18/19 år), højere fagskoler (efter studentereksamen; ud­dannelsesvarighed 1 — 2 år) og højere læ­reanstalter (studiernes varighed 4 — 6 år).
— 15 to 18/19­year­olds), specialized col­leges of higher education (one to two years following the upper secondary school leaving certificate), universities (four to six years of study).
Der findes også specialskoler for han­dicappede børn og unge.
There are also special schools for disabled children and youngsters.
En passende formulering af erhvervsud­dannelsernes mål kræver langsigtede prognoser for landets sociale, økonomi­ske og kulturelle udvikling.
Adequate formulation of vocational education goals requires long­term forecasts of the country's social, economic and cultural development.
Det forhold, at der som nævnt savnes information på visse områder, betyder imidlertid ikke, at der ikke foreligger projekter eller under­søgelser på disse områder.
The fact, however, that information is lacking in certain fields, as mentioned above, does not mean that no projects or studies are available in these fields.
I det af Det Polske Videnskabsakademis »Polska 2000«­Forsknings­ og Planlægningsko­mité udarbejdede program vælges der f.eks. klart en »science­consuming« ud­vikling af polsk økonomi.
In the pro­gramme elaborated by the 'Polska 2000' Research and Forecasting Committee of the Polish Academy of Sciences, for ex­ample, a clear­cut option for the 'science­consuming' development of the Polish economy has been presented.
Det ser ud til at være nødvendigt at vælge denne strategi i forbindelse med bestemmelse af tenden­serne for erhvervsuddannelsernes udvik­ling (omlægning).
It seems necessary to adopt this approach in the determination of trends in vocational education development (transforma­tion).
Samtidig er det nød­vendigt at tage hensyn til nogle særlige aspekter ved polsk økonomi (f.eks. bruges der i Polen mere energi til husenes op­varmning end i andre lande, og det vil ta­ge os nogen tid at komme på højde med de såkaldte industrielle teknologier).
At the same time, it is necessary to take into account certain characteristics of the Polish economy (for example in Poland, more energy is needed than in other countries for the heating of houses and it will take some time to catch up with so­called industrialized technology).
Nødvendigheden af ændringer i erhvervsuddannelsernes indhold
Modules are combin­ed in such a way as to create a new quality without entailing the introduction of changes to other elements of the system.
Ved hjælp af de velkendte karakteristika for samfundsmæssig og kulturel udvik­ling kan man drage en række konklusio­ner med hensyn til formuleringen af de fremtidige mål for erhvervsuddannelser­ne.
Utilization of the well­known characteristics of civilizational and cultural development permits certain conclusions on the formulation of pro­spective vocational education goals.
Vi er af den opfattelse, at erhvervsud­dannelsesidealet (menneske — borger — arbejder), som allerede er behandlet i an­dre publikationer, kan bevares i fremti­den, forudsat at det gøres til genstand for yderligere afklaring og fortolkning.
We are of the opinion that the vocational education ideal (human being — citizen ι See 'Bliskie i dalekie cele wychovania' (Short­and long­term educational objectives), Warsaw 1987, pp. 253, 393.