natgillin/translations-raw huggingface dataset:
Nedenstående diagram giver et overblik over de forskellige uddannelsestilbud.
This diagram illustrates the various routes which may be followed through the education system.
Det brede udbud af erhvervsfaglige skoler ses mellem de højere læreanstalter (øverst til venstre) og læren (øverst til højre).
The wide range of opportunities for vocational training are indicated varying from the apprenticeship (top right) to the college.
Endvidere fremgår det tydeligt, på hvilke alderstrin de for skellige uddannelsesmåders enkelte trin frekventeres, hvor når der træffes afgørelse med hensyn til det videre uddan nelsesforløb, og hvorvidt sådanne afgørelser er endelige.
The ages at which various stages in the educational system are reached are given and also at what stages decisions must be made about further studies, and to what extent these decisions are binding The diagram indicates the period of compulsory education, the period of training required for the final examinations and the age at which they are taken
Ligeledes kan man aflæse varigheden af den almindelige skolepligt, arten af opnåelige eksaminer samt alder og påkrævet uddannelsesvarighed for at bestå disse.
Trade Training College Academic finals e.g. Biochemist, Plant Engineer, Foodstuffs Engineer
Tertiær erhvervsuddannelse Erhvervseksaminer på tertiært niveau, f.eks. journalist, bibliotekar, teknikumingeniør
Third Grade Vocational Training Trade Finals, third grade eg Journalist, Library Manager. Graduate Engineer
Moderniseret sekundærskole (erhvervsuddannelse) Erhvervseksaminer fra sekundærtrin II, f.eks. bankfunktionær, MTA, tekniker, specialarbejder
Reformed Secondary School (vocational) Trade Finals of the secondary level II e.g. Bank employee. MTA, Technician, Skilled Worker
Sekundærtrin l's traditionelle erhvervsuddannelse fra sekundærtrin I, f.eks. mekaniker, elektriker, specialarbejder')
Traditional Vocational Secondary stage I, Trade finals of secondary ι e.g. Mechanic, Electrician, Skilled Worker*
Lære (kun håndværk) Svend, f.eks. bager, automekaniker, frisør
Apprenticeship (only tor manual crafts) Fully trained or Foreman eg Baker, Auto-mechanic, Hairdresser
Handicappede Uddannelsesniveauet afhængig af handicappets sværhedsgrad
Handicapped Level of training dependent on the degree of incapacity
Efter det fyldte 14.-15. år har man mulighed for gennem kurser til forbedring af mulighederne på arbejdsmarkedet at opnå eventuelt manglende kvalifikationer.
After reaching the age of 14-15 it is possible to acquire all qualifications through courses for social advancement.
I Belgien står et landsomfattende net af erhvervsinstitutio­ner og ­foretagender inden for alle erhvervs­ og handelsgre­ne som garant for erhvervsuddannelsen.
In Belgium, vocational training is provided by a substantial network of vocational etablishments spread over the whole country and covering all areas of trade and commerce.
Ikke desto mindre befinder erhvervsuddannelsessystemet sig for tiden i støbe­skeen takket være konfrontationen med bestræbelser om en dybtgående fornyelse, der i stadig stigende grad søger at ville erstatte specifikt erhvervsbetonede målsætninger med et mangefold af mere almene målsætninger.
In spite of this, the vocational training system is at present in a state of complete upheaval. This is due to deep-seated desires for change and pressures increasingly to replace vocationally related goals by a number of more general educational aims.
Til syvende og sidst tilstræber man fuldstændig eller tilnærmelsesvis fuld­ stændig ligestilling mellem elevernes godkendte eksaminer ved afslutningen af sekundærundervisningen.
Furthermore, the aim is for pupils to achieve at the conclusion of the secondary stage, total or almost complete equality in the level of recognized qualifi­cations.
Dette åbne system, der gør det muligt at skifte fra en uddannelsesgren til en anden, skal give den opvoksende ungdom chance til at påbegynde studier ved højere lærean­ stalter eller universiteter.
This flexible system which allows changes from one branch to another is intended to give all young people the chance of a university education.
Erhvervsuddannelsessystemet
The vocational education system
■■ £■ __ (U ^^m \J ^Q — linge samt store virksomheders interne uddannelser foregår uden for dette system.
Only the training of apprentices for manual crafts and commerce and the internal training in large companies takes place outside this system.
De traditionelle erhvervsfaglige og tekniske undervisningsformer forsvinder dog ikke fuldstæn­ digt, idet der på forskellige trin er fastsat bestemte kvalifika­ tionsmål, f.eks. specialarbejder (ouvrier spécialisé)1), tidli­ gere A4­trin, faglært arbejder (A3), tekniker (A2) og teknikumingeniør (A1).
Thus the traditional ways of training are not disappearing altogether, because in certain stages, qualifi­cations, like that of a skilled worker (ouvrier spécialisé)1 formerly level A4, the specialized worker (A3), the technician (A2) as well as the qualified engineer (A1) are envisaged.
Denne nomenklatur A1­A4 er helt bortfaldet, men der findes næsten helt tilsvarende mulighe­ der i den moderniserede erhvervsuddannelses kortsigtede mål (rénové professionel), 4. år med moderniseret teknisk uddannelse (rénové technique) samt 5. og 6. år omfattende efter­ eller specialuddannelse inden for den moderniserede tekniske uddannelse.
The grading A1-A4 was proposed, but almost the same pos- sibilities exist with the abbreviated revised practical-profes- sional branch (rénové professionel), the first year of the revised vocationalacademic branch (rénové technique) as well as with the 5th and 6th year of the completion or specialization in the revised professional or vocationalacademic branch.
Det nuværende system har endnu ikke fundet sin endelige form, idet staten hidtil kun forestår mindre end 40 % af skolerne, hvilket besværliggør gennemførelsen af statslige moderniseringsplaner.
The present system has not yet reached its ultimate form, as at present less than 40% of the institutions are managed by the state and therefore the introduction of government plans is difficult.
Moderniseringsbevægelsen for sekundærtrin II har også berørt seminarierne, når det gælder speciel pædagogisk vejledning, hvilket et supplerende studieår tager højde for.
The movement for reforms within the upper secondary level has influenced the academic colleges as well, in the form of a specialized type of teacher training, which would require an extra year for study.
Lærere, der skal undervise på sekundærtrin I (die régents), fårs 2 års uddannelse på højere seminarier, hvorimod lærer­ne til sekundærtrin II rekrutteres blandt universitetslicentia­ter eller ­doktorer, der har gennemgået 1 års speciel pæda­gogisk uddannelse inden for deres speciale.
While however, the staff, with qualifications for teaching in the lower secondary level (the régents) were being trained for two years at the socalled teacher training universities for the intermediate level, the staff of the upper secondary level were university graduates or members of the teacher training university staff, who recieve a further year of special teacher training in their own subjects.
Begge grupper findes inden for det tertiære uddannelsessystem.
Both will be included within the range of the third stage of the educational structure.
') Kravene til denne prøve ligger noget under det niveau, der kræves for at få bevis som faglært arbejder I Forbundsrepublikken Tyskland.
1This qualification is a little below the standard of a specialist worker in the Federal Republic of Germany.
Erhvervsuddannelse på tertiærtrinet.
Vocational education in the third level.
De erhvervsfaglige målsætninger går igen for denne uddannelsesektor, idet ethvert diplom på højere niveau, i hvert fald teoretisk, giver sikker adgang til arbejdsmarkedet.
There are also vocational aims within further and higher education, as in theory any degree or diploma from a university or college is certain to smooth the path to employment.
I Belgien skelner man mellem kort- og langtidsstudier i de ikke-videnskabelige læreanstalter samt langtidsstudier ved højere læreanstalter og endelig de egentlige universitets studier.
In Belgium one has to differentiate between short-term and long-term courses of study in the non-technical colleges, the long trem studies in the scientific colleges as well as the actual universities themselves.
På højere læreanstalter og universiteter er studierne opdelt i tre trin: Forprøve eller kandidatgraden (2 år), diplomprøven (licencié, 4 eller 5 år) og endelig doktorgraden (indtil 7 år for medicinere).
Studies at the technical colleges and universities are divided into three stages: The pre-examination or 'candida­ture' (2 years), the Diploma examination (first degree level 4 or 5 years) as well as the Doctorate (up to seven years for medical students).
Til disse forskellige højere læreanstalter bør føjes uddannelsesinstitutioner, som underviser i nogle få, meget specielle erhvervsgrene og sigter mod en ganske bestemt erhvervsuddannelse. Nævnes skal f.eks. fagskolen for uddannelse af officerer til handelsflåden (Ecole de la Marine Marchande) eller fagskolen for den civile luftfart (École d'Aviation Civile) samt det kongelige militærakademi (École Royale Militaire).
One must add to these various colleges and universities, the educational establishments which cater for a few highly specialized professional qualifications and which direct their efforts towards a particular profes­sional training, such as the technical college for merchant marine officers (École de la marine marchande) or the college for civil aviation (École d'aviation civile) as well as the Royal Military Academy (École Royale Militaire).
I denne række af studieretninger bør man skelne mellem studier, der i teori og praksis klart tager sigte på ganske bestemte erhverv, og sådanne, der i al almindelighed forbereder den uddannelsessøgende til eventuelle erhverv elier funktioner.
One has to differentiate in these institutions between courses of studies which provide theoretical and practical training for a clearly defined profession, and those which provide a general preparation for a number of possible professions or activities.
Diplomkandidater fra sidstnævnte studie retninger må, for så vidt deres uddannelse ikke har været koncentreret om og rettet mod et bestemt arbejdsmarkedsområde, belave sig på at møde vanskeligheder, når de søger arbejde.
Holders of a diploma from the latter would have to be prepared for some difficulties when it came to actually finding work if their training was not directed towards one special area of the employment market.
Erhvervsuddannelse tilrettelagt af ministeriet for middelklasserne.
Vocational training measures taken by the Ministry for the Middle Classes.
Almindeligvis foregår erhvervsuddannelsen i Belgien i fuldtids erhvervsfaglige skoler.
In general, vocational edu­cation in Belgium takes place in full time vocational schools.
Undtagelser herfra er kun uddannelsen af håndværks- og industri lærlinge samt den virksomhedsinterne uddannelse, der dog også er stillet over for alternativet om samme erhvervsud dannelse i en fuldtids erhvervsuddannelse i en fuldtids erhvervsfaglig skole.
The only exception is the training of apprentices for the manual crafts, in industry by training in the compa­ny, as opposed to the alternative possibility of training in a fulltime vocational school with the same end result.
Ministeriet for middelklasserne tilrettelægger en grunduddannelse hvad angår »læren« (lærlinge uddannelsen), der består af en almen og en erhvervsfaglig forberedelse til uddannelsen som mester.
The measures for initial training taken by the Ministry for the Middle Classes concern the apprenticeship as a general and vocational preparation up to the Master Craftsman level.
Lærlingeuddannelsen omfatter: en fagteoretisk ud dannelse, der ledes af en mester eller indehaveren af en håndværks- eller erhvervsvirksomhed.
The apprenticeship comprises: Thorough training in the craft by a Master craftsman or the owner of a manual craft or trading business.
Uddannelsen sker i henhold til ensartede, af staten i en standardkontrakt fast lagte pædagogiske, faglige og finansielle bestemmelser for den pågældende lærlingekontrakt.
It is carried out in accordance with a State-approved standard apprentice contract, for teach­ing craftsmanship and financial management.
Uddannelsestiden er som regel fire år.
The training period normally lasts four years.
Unge, der har afsluttet den af loven foreskrevne skolepligt, kan, når de er fyldt mindst 14 år, indgå i et sådant læreforhold.
Young persons who have fulfilled the legal requirements for compulsory education and are at least 14 years old, may sign such an apprentice agreement.
Under uddannelsen får de udbetalt en ensartet gradueret lærlingeløn.
During this training period they receive standard graded apprentice's wages.
I denne periode deltager lærlingen enten i videreuddannelsescentre eller hyppigere inden for normal arbejdstids rammer i almendannende undervisning (modersmål, matematik, merkantile fag). Uddannelsen varer i det første uddannelses år 72 timer og i 2. til 4. år henholdsvis 132 timer og finder sted hver uge.
During this time an apprentice will receive general edu­cational instruction (own language, maths, business sub­jects) which in the first year amount to 72 hours, in the 2nd and 4th years 132 hours each. This takes place weekly, in centres of further education, mostly during normal working hours.
Derudover undervises lærlinge i erhvervsuddannelsescentre hver uge i erhvervsrettende fag.
Concurrently an apprentice receives instruction in vo­cationally related subjects each week in the vocational training centres.
Hertil bruges i første år 72 timer og respektive 124 timer i hvert af de følgende tre år.
For this purpose 72 hours are used in the first year and 124 hours in each of the following years.
Erhvervsuddannelsen i private og offentlige virk­somheder.
Vocational training in private and public establish­ments.
Ved siden af erhvervsuddannelsen i heltids erhvervsfaglige skoler findes også den af virksomhederne til eget behov foranstaltede virksomhedsinterne erhvervsud­dannelse.
Alongside the vocational training in the full time vocational school, there is also the internal company train­ing carried out by industry for its own purposes.
Der er her tale om mangfoldige foranstaltninger af højst forskelligartet kvalitet og målsætning. De omfatter såvel grund­, supplerende­ og videreuddannelse med hoved­vægt på de to sidste.
This embraces a large number of differing systems which are very diverse both in their quality and their objectives, and comprise the areas of basic training, upgrading training and continuing training with an emphasis on the last two acti­ vities.
Helt fra industrialderens begyndelse blev dette behov for kvalificeret personale dækket med den traditionelle »training on the job«, for det meste suppleret op med deltidsundervisning.
From the beginning of the industrial revolutiononwards, this need for qualified workers was fulfilled by the traditional training 'on­the­job', often supplemented by part­time tuition.
Men de mange forskellige tilbud om uddannelse gør det vanskeligt at beskrive de af privat­ foretagender og offentlige virksomheder arrangerede ud­ dannelser.
The great diversity of the options for training makes it difficult to describe the training under­ taken by private and public industries.
3 > Den erhvervsfaglige videreuddannelse
Vocational continuing education and training Measures taken for Adult Education by the Minis­
Erhvervsfaglig videreuddannelse for voksne tilret­ telagt af uddannelsesministerierne (for det neder­ landske og det franske sprogområde).
O tries (Flemish and French speaking areas).
Aftenkurser og kurser til »social fremme« er deltidsformen for den erhvervsrettede sekundærundervisning.
The evening classes and training provided under the 'social advance­ment' programme represent the part­time forms of vocation­al secondary teaching.
De tilbydes grupper af voksne, der for det meste allerede er erhvervsaktive, og arrangeres af stat, provinser, kommuner og frie — for størstedelens ved­kommende konfessionelle — uddannelsesinstitutioner.
They are intended for the older groups of participants, who are often already earning their living, and are carried out by the State, provinces, municipal­ities and the free, mostly religious places of learning.
Denne deltidsform for erhvervsrettet undervisning formidler lærestof af almen og erhvervsrettet art på sekundærtrinene I og II samt højere niveau.
This part­time method of vocational teaching provides for tuition in the general and vocational secondary stages I and II subjects and up to university level.
Nederlandsk sprogområde (1977/78)
Flemish language area (1977/78)
Sekundærtrin 1 Sekundærtrin II Højere niveau
Secondary stage 1 Secondary stage II University level
I Belgien deltager rundt regnet 200 000 personer i 490 etablissementer, der hører under forskellige ansvarlige orga­ner, i skoler, uddannelsescentre og enkelte universiteter, som støttes af foranstaltninger til »social fremme«.
In Belgium about 20000 persons take part in the facilities of the Ministry of Education subsidized 'social advancement' programme in 490 different establishments of sponsors, in schools, colleges and some universities.
Nedenstående tabel viser statens, provinsernes, kommuner­nes og private etablissementers medvirken ved kurserne til »social fremme«:
The participation of the state, provinces, municipalities and private insti­tutions in the carrying out of these courses for 'social advancement' is shown in the following table: s
Regioner/ Sprogområde
Regional/language area
Der findes et meget stort antal private institutioner.
The high proportion of private institutions is remarkable.
I Bel­gien går hveranden — i det nederlandske sprogområde endog to af hver tre — elever i privatskoler, der for det meste er konfessionelle (katolske).
As one out of two pupils in the Flemish language area, and one out of three in the French­speaking areas attend a catholic school, it is easy to see the importance of the catholic church in the formation of objectives for children and adolescent education.
Den erhvervsrettede sekundærundervisnings deltidsform: kurserne til »forbedring af mulighederne på arbejdsmarke det« henvender sig fremfor alt til voksne (dvs. de over 18-årige).
The part-time structure of the vocational secondary level education, and the courses of the 'social advancement' programme are directed to adults (i.e. those over 18 years).
Undervisningen tilbyder således en anden uddannelsesmåde til en personkreds, som ikke tidligere havde mulighed for at bestå disse eksaminer.
This tuition represents a second educational path for a group of people who have been unable to obtain qualifica­tions earlier.
Lærerkræfterne ved dagkurser med fuld timeplan og en supplerende (reduceret) timeplan på aftenkurser udøver ofte en dobbeltfunktion.
The teaching staff of the day courses often pursue a double function with a full time curriculum plus the additional (reduced) curriculum for the evening courses.
Undervisningens indhold, adgangsbetingelserne til prøver og eksaminer, lære- og studiemetodikken, undervisnings- og faglokalerne er ofte de samme, selv om nogle skoler eller uddannelsesinstitutioner i stor udstrækning bestræber sig på at tilpasse målsætningen og det praktiske mål samt metodikken til de forskellige mål grupper.
The subjects taught, regulations for examination entries and final tests, methods of teaching and learning, class and practice rooms all remain the same, although some schools and training colleges try very hard to adapt their course objectives and methods to the requirements of individual groups.
Nedenstående tabel giver et overblik over antallet af deltagere i samtlige erhvervsuddannelsesforanstaltninger inden for denne deltidsform (både fagteoretiske og fagtekniske) inddelt efter alder:
The following table provides a summary of the numbers of participants at all the vocational education (theoretical and practical) functions of this part time arrangement divided into age groups.
18 år og yngre 1923 år 24 - 28 år 29-33 år 34 - 38 år 39 år og ældre
18 years and younger 19 - 23 years 24 - 28 years 29 - 33 years 34 - 38 years 39 years and over
Forklaringer: Deltagernes mindstealder er teoretisk set 18 år, men som det fremgår af tabellen er en række elever yngre end 18 år.
Theoretically the lowest age of the participants is 18 years. In practice however, as can be seen from the table, there are a number of pupils younger than 18.
Disse elever deltager således i undervisningen på dagkurser (inklusive de af ministeriet for middelklasserne oprettede læreforhold) eller aftenkurser.
This means, that these pupils either attend classes in day courses (including instruction arranged by the Ministry for the Middle Classes) or evening classes.
Det kan således oplyses, at de i loven om lønkompensation1) som deltidsform af den erhvervsrettede sekundærundervisning benævnte »kurser til forbedring af mulig hederne på arbejdsmarkedet« må henregnes under et system til erhvervsmæssig videreuddannelse af voksne.
It must therefore be noted, that the part-time structure of the vocational secondary education, which was described by the Law for Educational leave1as 'courses for social advancement' should belong to a system for adult vocational continuing education and training.
Hvor foranstaltningerne varer fra to til fire år, taler man om længerevarende uddannelse.
Continuing vocational education and training for
Bekendtgørelserne ny­fortolkede den af lovgiverne i loven af 31. juli 1969 udtrykte hensigt og beskæftigede sig i modsæt­ ning til en længerevarende uddannelse med en kortereva­ rende uddannelse, hvis målsætninger i hovedtræk er følgen­ de: formidling af nye teknologier, tilegnelse af specielle erhvervskundskaber, aktualisering af kundskabsniveauet.
These circulars set out anew the intentions of the legislature in the law of 31 July 1969, and as opposed to the long­term training, set apart the short­term training for which the objectives are narrower: Teaching of new technology, learning special occupational skills and current affairs.
Der er her tale om nye foranstaltninger.
Here we are dealing with new measures.
Man udviklede et system af meritoverførende enheder, i hvilket eleven gen­ nem supplerende videreuddannelse lidt efter lidt kan er­ hverve sig de samme kvalifikationer som en specialarbejder (brevet/ouvrier spécialisé) eller en faglært arbejder (diplôme/ ouvrier qualifié).
A system of units which were accredited and cumulative was developed, and these could also be used by the student to obtain the final qualifications as a skilled worker (brevet/ouvrier spécialisé) or qualified worker (di­plôme/ouvrier qualifié) — in other words also through sup­ plementary further education and training.
Ό forskellige meget korte opbygningskurser efter hinanden.
These circulars restricted the establishment of short-term training facilities.
Alligevel må det antages, at den nye formulering af måisæt­ ningeme for denne deltidsform af erhvervsrettet sekundær­ undervisning med kurser til forbedring af mulighederne på arbejdsmarkedet sammen med de nye lovbestemmelser om uddannelsesorlov til erhvervsaktive vil have en positiv virk­ ning og bidrage til et nyt opsving for de kortvarige uddannel­ser i de nærmeste år.
The numbers of students are difficult to estimate because many participants sign on for several courses at the same time or for different very short courses one after the other. All the same it must be assumed that the revised objectives of this form of part-time vocational secondary teaching in the 'social advancement' course, together with the new legal regulations for educational leave for employees will have a positive effect and provide a new impetus in the coming years for short-term training.