natgillin/translations-raw huggingface dataset:
30 landbrugsskoler, der tidligere faldt ind under en lov for sig, er nu underlagt samme lov.
30 agricul­tural schools which had been subject to a separate law are now also subject to this law.
Erhvervsuddannelsesreformen i 1989
The vocational education and training reform of 1989.
Loven om erhvervsuddannelser erstat­ter lærlingeloven (fra 1956) og efg­loven (fra 1977) og danner den over­ordnede ramme for erhvervsuddan­nelserne i Danmark.
The Council is an advisory board and makes recommendations to the Minister of Education. There are 20 voting members, and the Employer's Confederation (DA) and the Confed­eration of Trade Unions (LO) each appoint 8 members.
Fra 1. januar 1991 er det grundlæg­gende erhvervsuddannelsessystem i Danmark ændret drastisk.
Since 1. January 1991 the vocational education and training system in Den­mark has changed dramatically.
Lov­grundlaget for erhvervsuddannelses­reformen består i første række af lov om erhvervsskoler (lov nr. 210,1989)
The statutory basis for the reorganisation of vocational education primarily con­sists of the Law concerning vocational schools (Law 210, 1989) and the Law concerning vocational education and training (Law 211, 1989).
Systemet er kendetegnet ved tre for­hold, der er blevet styrket efter refor­
The Law concerning vocational schools forms the overall framework for management, finance and other
Reformen har ligeledes ændret den måde, hvorpå de grundlæggende er­hvervsuddannelser er organiseret og beføjelserne fordelt mellem staten, arbejdsmarkedets parter og skolerne.
The Trade Committees ­ also with parity of membership ­ perform the central role in relation to curricula at national level.
På nationalt plan er der nedsat erhvervsuddannelsesråd, der har til opgave at behandle generelle emner,
They are now respon­sible for modernising the training part of the courses, for setting the stand­ards of apprentices' final examina­tions and for conducting assessments.
Grundlæggende erhvervsuddannelse: Danmark
Initial vocational training: Dinamarca
Erhvervsuddannelsesrådet Undervisningsministeriet
Employment and training observatories
Skolebestyrelser Lokale uddannelsesudvalg
National Education and Training Council Ministry of Education
Tilsyn med beskæftigelse og uddannelse
School Governing Boards Local Education and Training Committees
Planlægning af erhvervsud­dannelserne
Planning of vocational training
Undervisningsministeriet Erhvervsuddannelsesrådet Faglige udvalg
School Governing Boards Local Education and Training Committees
Skolebestyrelser Lokale erhvervsuddannelses­udvalg
Ministry of Education Vocational Education and Training Council Trade Committees
Faglige udvalg Undervisningsministeriet
Trade Committees Ministry of Education
Lokale uddannelsesudvalg Skoler
Defining vocational training programmes
Fastlæggelse af uddannelses­planer
Local Education and Training Committees Schools
Faglige udvalg Skoler
Trade Committees Schools
Undervisningsministeriet (skoleundervisningen) Arbejdsgivernes Elevrefusion (AER) (tilskud til elevernes løn under skoleophold)
Ministry of Education Employers Reimbursement for Trainees' Wages Companies (Practical Work Part)
Undervisningsministeriet Arbejdsgivernes Elevrefusion (AER) Virksomhederne (den praktiske uddannelse)
Ministry of Education (In­school part) Employers Reimbursement for Trainees' Wages (AER) (subsidizing trainees' wages during school periods)
Information om erhvervsud­dannelse
Information on training
Undervisningsministeriet Rådet for Uddannelses­ og Erhvervsvejledning (RUE)
Ministry of Education National Council for Educational and Vocational Guidance (RUE)
Kommunale skole­, ungdoms­og vejledningsprogrammer Arbejdsformidlingen Skoler valgsmedlemmerne foreslås af de lo­kale arbejdsgiver­ og arbejdstager­organisationer og udpeges af det fag­lige udvalg.
Municipal School Youth and Counselling Scheme Public Employment Service Schools budget, and the board employs the school director.
Repræsentanterne for ar­bejdsmarkedets parter skal udgøre et (paritetisk) flertal i udvalget.
■ Danish PETRA Interim Report 1993 ­ Report on Initial Vocational Training Policy in Denmark.
der vedrører alle former for erhvervs­uddannelse.
At school level Local Education and Training Committees have been set up.
Rådet er et rådgivende organ og udarbejder rekomman­dationer til undervisningsministeren.
The repre­sentatives of the social partners (par­ity applies) must make up a majority in the committee.
Det har 20 stemmeberettigede med­lemmer, heraf udpeger Dansk Arbejds­giverforening (DA) og Landsorgani­sationen i Danmark (LO) hver 8 med­lemmer.
■ Law No. 210, 1989, concerning vocational schools.
6­12 medlemmer med lige repræsen­tation fra arbejdsmarkedets parter og en person, der repræsenterer amts­kommunen, samt en repræsentant fra kommunen.
A school govern­ing board has 6­12 members with equal representation of the social partners with one person representing the county council and another the mu­nicipal council.
Bestyrelsen har det ende­lige ansvar for skolens drift og for det årlige aktivitetsprogram.
The board has the final managerial responsibility for the school, and for the annual programme of activities. It approves the school
Den vedtager skolens budget og ansætter skolens leder.
■ Law No. 211, 1989, concerning vocational education and training.
De faglige udvalg ­ der ligeledes er paritetiske ­ spiller en central rolle i forbindelse med undervisningsplaner på nationalt niveau.
On­the­job Vocational Training in accordance with the Vocational Training Act
De er nu ansvar­lige for at modernisere den praktiske del af uddannelsen, lægge niveauet for lærlingenes afsluttende prøver og gennemføre bedømmelser.
The most important principles of the dual system can be taken from the Vocational Training Act: datory schooling and training at voca­tional schools are in keeping with the school laws in the various Laender.
De har fået stor indflydelse på erh vervsuddannel­sen i skolerne.
■ the State regulates the contents of on­the­job vocational training (con­ducted in enterprises);
Styringssystemet for de lokale erhvervsskoler er ændret.
For the latter, trainees gen­erally attend a (part­time) vocational school one or two days a week.
Undervis­ningsministeriets rolle er reduceret til at formulere den generelle målsæt­ning og regler for indhold og finansie­ring af kurserne, mens al detail­planlægning og udførelse er lagt ud til skolerne.
In no other area of vocational training is the need for those responsible to cooperate and work together quite so apparent as in decisions on recogniz­ing training occupations and drawing up training regulations.
Skolerne har fået stor dispo­sitionsfrihed for så vidt angår plan­lægning og økonomistyring.
■ the "training relationship" between the training enterprise and the young man or woman is regulated in a civil law training contract.
Skoler­nes bestyrelser er tillagt større betyd­ning og har nu det fulde ansvar for skolens drift.
■ autonomous institutions of the economy ­ the chambers ­ supervise on­the­job vocational training and are responsible for conducting the exami­nations for vocational training under the dual system.
En skolebestyrelse har
The Vocational School in the Dual System
På skoleniveau er der etableret lokale erhvervsuddannelsesudvalg.
Voca­tional training is generally conducted by private enterprises and administra­tive organizations.
■ Erhvervsuddannelsessystemet i Danmark. CEDEFOP­monografi.
Trainers are re­sponsible for the on­the­job training in enterprises; vocational school teach­ers take the responsibility in voca­tional schools.
1992 ■ Lov nr. 210, 1989, om erhvervs­skoler ■ Lov nr. 211, 1989, om erhvervs­uddannelser
This "principle of consensus" is one of the essential foundations underly­ing the dual system.
Erhvervsuddannelse 2/1993
Vocational training 2/I993
Erhvervsuddannelsens duale system
Labour offices in the Federal Laender Laender ministries
Erhvervsuddannelse i virksomheden i medfør af erhvervsuddannelses­loven organ for delstaternes kultusministre (Ständige Konferenz der Kultusmini­ster der Länder) træffes fælles beslut­ninger og rammeaftaler for at sikre skolevæsenets nødvendige ensartet­hed.
Federal Labour Office, Nuremberg Institute for Employment Research (IAB Nuremberg) Federal Institute for Vocational Training, Berlin/Bonn Federal Ministry of Education and Science, Bonn Specialized ministries
Det duale systems vigtigste princip­per kan udledes af erhvervsuddannelsesloven:
Enterprises Vocational schools
Cirka to tredjedele af de unge af hver årgang deltager i denne form for erhvervsud­dannelse.
Defining vocational training programmes
På intet andet område inden for erhvervsuddannelsen er det mere ind­lysende, at arbejdsmarkedets parter som ansvarlige for planlægning og gennemførelse samarbejder, end når det gælder anerkendelsen af uddan­nelsesfag og udarbejdelsen af uddannelsesordninger.
Chambers of Industry and Commerce Chambers of Handicrafts Chambers of Agriculture Lawyers' Chambers General Medical Council School supervisory boards for vocational schools Laender committees for vocational training
Erhvervsskolen i det duale system
Chambers of Industry and Commerce
Forbundsregeringen afstikker de ret­lige rammer for erhvervsuddannelsen og sikrer på denne måde en ensartet målestok, men er som regel ikke in­volveret i selve gennemførelsen, der hovedsagelig varetages af private er­hvervsvirksomheder og de offentlige myndigheder.
Chambers of Handicrafts Chambers of Agriculture Lawyers' Chambers General Medical Council School supervisory boards for vocational schools Laender committees for vocational training
Ifølge den tyske grundlov er det del­staterne, der har myndighed over sko­levæsenet, dvs. også erhvervsskolerne.
Enterprises for the on-the-job part of vocational training Educational authorities for the theoretical part of vocational training
I det faste samarbejds­
Information on training
Sagkundskaben i arbejdsgiverforenin­ger og faglige organisationer inddra­ges Således både i forbundsregering­
Careers Information Centres attached to the labour offices Chambers of Industry and Commerce Chambers of Handicrafts
Grundlæggende eri ivervsuddannelse: F Drbundsrepublikken Tyskland Niveau
■ Public spending finances the (vo­cational) school part of the training.
Lokalt lokale arbejdsformidlinger
The Organization of Vocational Training ­ a summary
Tilsyn med beskæftigelse og uddannelse delstatemes arbejdsformidlingscentraler delstatemes ministerier
Formal vocational education and train­ing is fully centralized, but in many cases the specializations established in different areas are based on local or territorial needs.
Planlægning af erhvervsud dannelserne industri- og handelskamre håndværkskamre landbrugskamre advokatkamre lægekamre skoletilsynsmyndigheder for erhvervsskoleområdet delstaternes erhvervsuddannelsesudvalg virksomheder
ondary Education, which is responsi­ble forali the schools established in its region. In prefectures where many schools are operating, besides the Di­rectorate, there are Secondary Educa­tion Offices (supervised by the local Directorate), which are responsible for certain groups of schools.
Fastlæggelse af uddannelses planer industri- og handelskamre håndværkskamre landbrugskamre advokatkamre lægekamre skoletilsynsmyndigheder for erhvervsskoleområdet delstaternes erhvervsuddannelsesudvalg
A.Formal initial training in technical and vocational education within the education system provided mainly by the Ministry of National Education and Religious Affairs (YPEPTH), as well as the Manpower Employment Organization (OAED), supervised by the Ministry of Labour, and different Ministries/National Organizations, providing initial training in particular areas.
Certificering erhvervsskoler industri- og handelskamre håndværkskamre landbrugkamre advokatkamre lægekamre skoletilsynsmyndigheder for erhvervsskoleområdet delstatemes erhvervsuddannelsesudvalg
B.Formal initial training outside the education system provided by the Or­ganization for Vocational Education and Training (OEEK), supervised by YPEPTH.
Finansiering virksomheder det offentlige virksomheder for den praktiske del af erhvervsuddannelsen kultusmyndigheder for den teoretiske del af erhvervsuddannelsen
Each year, the Directorate for Sec­ondary Education Management (in the Ministry) which is responsible for the final approval or disapproval of appli­cations, publishes a catalogue with the approved specializations and the respective schools.
Information om erhvervsud dannelse arbejdsformidlingernes erhvervsinformationscentre industri- og handelskamre håndværkskamre arbejdsformidlingernes erhvervsinformationscentre kultusmyndigheder for den teoretiske del af erhvervsuddannelsen
In each prefecture there is an adminis­trative body, the Directorate for Sec­
Erhvervsuddannelsens finansiering
Initial vocational training: Greece
■ Fra selve uddannelsesvirksom­hederne for så vidt angår uddannelsen i virksomheden; ens beslutningsproces og i udarbejde­lsen af uddannelsesordninger, der fo­retages i Bundesinstitut für Berufs­bildung's regi.
Level vocational specializations in those schools, are taken centrally.
■ fra det offentlige for så vidt angår uddannelsen i (erhvervs)skolerne.
Any deci­sion must be approved by the Ministry of Education before it is applied.
Grundlæggende erhvervsuddannelser specialiseringer i de pågældende sko­ler.
B.Formal initial training outside the education system
Erhvervsuddannelsens organisation ­ en sammenfatning
Employment and training observatories
A. Inden for uddannelsessystemet
OAED is only responsible body for employment.
I hvert præfektur findes et administra­tivt organ, direktoratet for sekundær­uddannelse, med ansvar for alle sko­ler i regionen.
Ministry of National Education and Religous Affairs 2. OAED 3. OEEK 4.
OAED fører tilsyn med lærlinge­skolerne i medfør af lov nr. 1346/83 og disses programmer til fremskaf­felse af uddannelsespladser.
The Organization for Vocational Edu­cation and Training (OEEK) was es­tablished in 1992. Representatives of the social partners participate in its management board.
Ansøgningen videre­sendes til direktoratet og undersøges af det lokale uddannelsesråd.
There are no regional Directorates or Offices established and IEKs directly communicate with OEEK and viceversa.
De an­søgninger, der godkendes af rådet, videresendes til ministeriet.
All decisions are taken cen­trally in OEEK.
Hvert år offentliggør den afdeling, som direk­toraterne for sekundæruddannelsen sorterer under i ministeriet og som er ansvarlig for den endelige godken­delse eller afvisning af ansøgninger, en fortegnelse over de godkendte
Advisory Commit­tees (TSE) have been appointed in each IEK, which propose the estab­lishment of specializations (new or existing in other IEKs) in the schools of their responsiblility.TSEs are com­posed of 3 representatives of OEEK, 3 representatives of the employers and 3 representatives of the employees. Their proposals are examined and ap­proved or rejected by OEEK.
Det centrale organ med ansvar for udarbejdelsen af retningslinjer for er­hvervsuddannelse og beskæftigelse er rådet for erhvervsuddannelse og be­skæftigelse (ESEKA), der er en del af arbejdsministeriet.
Each of the organisations men­tioned in column "Planning of vocational training" is responsible for awarding the certification diplomas to the students or trainees in the schools of its responsibility.
Tilsvarende er der nedsat regionaludvalg for erhvervsud­dannelse og beskæftigelse (PEEKA) i alle regioner.
Each of the bodies mentioned in column "Planning vocational training" is responsible for funding schooling or training in the schools of its responsibility.
PEEKA'erne forelægger deres rapporter og forslag for ESEKA.
In some cases, they are subsidized by ESF.
Endelig er der i hvert præfektur udpe­get lokaludvalg for erhvervsuddan­nelse og beskæftigelse (NEEKA), der undersøger de lokale behov for er­
Each of the bodies mentioned in column "Planning of vocational training" is responsible for provid­ing information on training courses operating in the schools of its responsibility.
Tilsyn med beskæftigelse og uddannelse
The organisation of initial vocational train­ing at regional and local level:
OAED er kun ansvarligt organ for beskæftigelse hvervsuddannelse og beskæftigelse og forelægger deres rapporter og forslag for PEEKA i den region, som præfekturet og det pågældende NEEKA tilhører. De endelige beslutninger vedrørende oprettelsen af lærlingeskoler eller fagspecialiseringer i disse skoler træffes centralt.
Responsibility for setting standards and regulating basic vocational train­ing, as also competence in other edu­cational matters lies with trol by Article 61 of the 1990 Law on the Reform of the Educational Sys­tem.
Alle beslutninger skal godkendes af undervisningsministeriet, inden de gennemføres.
Autonomous communities with full competence in educational mat­ters set up regional departments of both the High Inspectorate and the Technical Inspectorate.
Planlægning af erhvervsuddannelserne
I. Autonomous communities for which the Ministry of Education and Science still has competence in edu­cational matters. II.
B. Formelle grundlæggende er hvervsuddannelser uden for uddan nelsessystemet
Autonomous communities with full competence in educational mat­ters.
Hver institution planlægger erhvervs uddannelsen i de skoler, den er an svarlig for, assisteret af regionale el ler lokale organer.
I. The first group of autonomous communities have an administrative department which manages all mat­ters connected with education.
Fastlæggelse af uddannelsesplaner
In each province there is a provincial directo­rate of the Ministry of Education and Science which serves as an executive arm for government policy and its action programme.
Hver institution, der anføres i rubriken "Planlægning af erhvervsuddannelserne", er ansvarlig for fastsættelsen af programmerne for de skoler, der falder ind under dens ansvarsområde.
A) The Ministry of Education and Science through the Office of the Sec­retary of State for Education, which is responsible inter alia for orderly plan­ning and innovation in educational courses below university level, di­rects the inspectorate, as also the Subsecretariat for Education and Sci­ence which draws up and coordinates the Ministry's budget policy and is responsible for relations with other ministries, the autonomous commu­nities, local businesses and govern­ment bodies.
Programmerne skal godkendes af YPEPTH, inden de gennemføres.
The Subsecretariat is a member of the Conference of Educa­tion Councils of the autonomous com­munities.
Der findes ingen regionale direktorater eller kontorer, hvorfor IEK'erne kommunikerer direkte med OEEK og omvendt.
Alongside these are the provincial vocational training commissions who analyse overall vocational training needs in the provinces and submit for decision at provincial level the guide­lines issued by the General Council for Vocational Training, while peri­odically informing the General Coun­cil of the proposals and reports they have adopted.
Hver institution, der anføres i rubriken "Planlægning af erhvervsuddannelserne", er ansvarlig for udstedelsen af certificeringsdiplomer til de studerende eller elverne i de skoler, der falder ind under dens ansvarsområde.
B) Those autonomous communities who under their constitutive laws have assumed responsibility in educational matters not only for management but also for regulating, setting standards, and implementing policies, namely Andalusia, Catalonia, The Basque Country, Valencia, Navarra, Canary Islands, and Galicia.
Alle beslutninger træffes centralt i OEEK. Rådgivende udvalg (TSE), der er nedsat i alle IEK'er, foreslår oprettelsen af specialiseringer (nye eller sådanne, der allerede findes i andre IEK'er) i de skoler, som de er ansvar lige for.
The Ministry of Labour and Social Security is responsible for the triennal planning of activities having regard to the proposals made by the autono­mous communities who have assumed responsibility for management of the FIP employment training and integra­tion plan, and allocates functions at central government and autonomous community level.
TSE'er er sammensat af tre repræsentanter fra OEEK, tre arbejds giverrepræsentanter og tre arbejdstagerrepræsentanter.
Before the plan is approved it is submitted to the Stand­ing Committee of the General Council for Vocational Training for comments.
Hver institution, der anføres i rubriken "Planlægning af erhvervsuddannelserne", er ansvarlig for finansieringen af den teoretiske eller praktiske undervisning i de skoler, der falder ind under dens ansvarsområde.
The Council of State responsible for schools, on which all the sectors in­volved are represented, participates in and advises on the general planning of education.
I nogle tilfælde modtager de tilskud fra ESF.
It has school councils at provincial, district and local level.
Hver institution, der anføres i rubriken "Planlægning af erhvervsuddannelserne", er ansvarlig for informeringen om erhvervsuddannelseskurser i de skoler, der falder ind under dens an svarsområde.
Each year the National Institute of Employment, or the autonomous com­munities who have assumed responsi­bility for managing the FIP employ­ment training and integration plan, draw up a programme of courses for their area having regard to the objec­tives laid down in the triennial plan.
Forkortelser: OAED: Arbejdsformidlingen OEEK: Organisation for Erhvervsuddannelse YPEPTH: Undervisnings- og kirkeministeriet
Territorial organisation Due to the decentralisation of respon­sibility currently under way in the
Med den igangværende decentralisering af beføjelser på uddannelsesområdet må der skelnes mellem:
The provincial offices of the The network of employment National Institute of Employ­centres run by the National ment define the regional labour Institute of Employment markets, coordinate the analysis analyse the regional labour of the regional labour market markets.
Erhvervsfaglig grund uddannelse i regionalt og lokalt regi:
The regional school councils are consulted in matters connected with the planning of teaching posts.
Técnica) udøves tilsynsfunktionerne af centrale og eksterne organer.
It collates the data resulting from the analysis of regional markets in all the provinces.
I. Autonome regioner, hvis beføjelser er centraliseret i ministeriet for ud dannelse og videnskab.
Autonomous communities who have assumed responsibility for occupational training draw up planning proposals.
II.Autonome regioner med fuldstændige beføjelser på uddannelsesområdet. det.
Autonomous communities with full responsibility in educational matters implement government plans.
I. Disse CC.AA har en administrativ struktur (departementer eller consejerías), derforv alter uddannelsesmæssige anliggender, idet der i hver provins findes et provinsdirektorat, der repræsenterer ministeriet for uddan nelse og videnskab, og gennem hvilke regeringens politik og handlingsprogram gennemføres.
The Ministry of Education and Science is responsible for the general planning of the educational system (regulating levels, degrees, specialist courses and teaching methods). The Council of State for Schools is involved in general planning.
Derudover findes der erhvervsuddan nelsesudvalg på provinsplan; disse foretager en global analyse af erhvervs-uddannelsesbehovene i provinserne, og det er dem, der på provinsniveau gennemfører de af generalrådet for erhvervsuddannelse fastlagte retningslinjer; de aflægger regelmæssigt beretning til gereralrådet om fremsatte forslag og udarbejdede betænkninger.
Provincial and Insular Execu­tive Committees of the National Institute of Employment Official bodies of the autono­mous communities
På lokalt plan er det kommunernes uddannelsesråd, der forvalter uddan nelsesområdet.
The Ministry of Education and Science lays down minimum education levels.
B) og af de autonome regioner (CC.AA),deri deres statutter harovertaget beføjelser på uddannelsesområdet, ikke alene for så vidt angår for valtningen, men også lovgivnings- og gennemførelsesbeføjelser (Junta de Andalucía, Generalidad de Cataluna, CC.AA del País Vasco, Generalidad Valenciana, Comunidad Foral de Navarra, CC.AA de Canarias og Junta de Galicia).
Autonomous communities who have assumed responsibility for management of the FIP employment training and integration plan are responsible for issuing certificates of competence.