natgillin/translations-raw huggingface dataset:
92% af de unge fortsætter efter grundskolen i en ungdomsuddannelse, men frafaldet i ungdomsuddannelserne er foruroligende stort. Ca.
92% of young people continue in youth education after basic school, but the drop-out rate in youth education courses is worryingly high.
15% af en ungdomsårgang påbegynder en ung domsuddannelse uden at gennemføre hverken den eller en anden ungdomsuddannelse (Undervisningsministeriet, 1993, ).
51 course (Ministry of Education and Research, 1993,
Om- og vildveje i uddannelsessystemet består primært af 3 typer : - afbrud fra en igangværende uddannelse før dennes afslutning ning
Detours in the education system consist primarily of three types: discontinuation of a course which is in progress before it is completed completed level of education which does not give vocational qualifications, e.g. completed first year of vocational training or completed first or second year of general upper-secondary education, where the level of education is not utilised double training, where education or training is completed at the same or
En nyere undersøgelse fra Undervisningsministeriet viser, at der i perioden 1982-88 har været 60.000-70.000 frafald, uud nyttede ungdomsuddannelser og dobbeltuddannelser, svarende til en hel ungdomsårgangs studietid (Undervisningsministeri-
A recent study from the Ministry of Eduction shows that in the period 198288 there were 60,000-70,000 drop-outs, nonutilised youth education courses and cases of double training, corresponding to the study time of a whole year of young people (Ministry of Education and Research, 199251).
Fra fald pga. afbrud tegner sig i perioden for langt den største part, nemlig ca. 58%, fordelt med 40% på de videregående ud dannelser, 12% på erhvervsuddannelsesområdet og 4-5% i de alment gymnasiale uddannelser.
Drop outs due to discontinuation account for by far the majority in the period, approx. 58%, comprising 40% in higher education, 12% in the area of vocational education and 4-5% in general upper-secondary education courses.
Sammenlignes de "uhensigtsmæssige" vandringer i uddannelsessystemet med udviklingen i arbejdsløsheden i samme periode ses følgende sammenhænge : - antallet af uudnyttede basisuddannelser på erhvervsuddannelsesområdet varierer med arbejdsløsheden - antallet af afbrud er højest ved den laveste arbejdsløs hed - antallet af dobbeltuddannelser er højest 34 år efter den
If the "inappropriate" migrations in the education system are compared with the development of unemployment over the same period, the following connections are found: the number of nonutilised basic training courses in the vocational training area varies with unemployment the number of discontinuations is highest at the lowest unemployment the number of cases of double training is highest three to four years
Der er i slutningen af 1980erne og begyndelsen af 1990erne iværksat adskillige reformer og ændringer, der bl.a. har haft til formål at begrænse udviklingen af uhensigtsmæssige vandringer til formål.
Various reforms and changes were implemented at the end of the 1980s and the beginning of the 1990s, one of the purposes of which was to limit the development of inappropriate migrations.
Her kan nævnes begrænsninger i de unges ret til uddannelsesstøtte ved omvalg af uddannelse og bortfald ved dobbeltuddannelse, indførelse af praktikpladskompenserende undervisning i erhvervsuddannelserne samt til skudsordninger og medfinansieringsansvar for arbejdsgiverne, inddeling af de lange uddannelser i korte og mere overskue lige dele samt tilbud om videregående uddannelser på del tidsbasis .
Mention may be made here of restrictions on the right of young people to training support when changing course and dropping out of double training, the introduction of instruction compensating for work experience placements in vocational training courses and subsidy schemes and co-financing responsibility for employees, the division of long training courses into shorter and more distinct parts and the provision of higher education courses on a part-time basis.
Det er altså blevet vanskeligere for de unge at vælge om og at gentage uddannelser på samme niveau som tidligere er fuldført, men der er også skabt mere fleksible på- og af stigningsmuligheder, især i de videregående uddannelser.
55 repeat courses at the same level as earlier, but more flexible opportunities for moving up and down have also been created, particularly in higher education.
På nogle uddannelsesområder er kapaciteten imidlertid skåret ned, på andre øget ligesom der er indført deltagerbetaling på de åbne uddannelser.
However, capacity has been cut back in some areas of education, increased in others and payment by participants has been introduced for the open courses.
Spørgsmålet er imidlertid om disse forsøg på reguleringer vil have den tilsigtede effekt, eller om de vanskeligheder, mange unge har med at opnå de ønskede kvalifikationer, stadig vil føre til markante frafald og manglende opnåelse af et erhvervskompetencegivende uddannel sesniveau, især så længe arbejdsløshedsproblemet ikke er løst.
The question, however, is whether these experimental regulations will have the intended effect, or whether the difficulties many young people have in achieving the desired qualifications will still lead to substantial dropouts and inadequate attainment of a level of education and training giving vocational qualifications, particularly if the unemployment problem is not solved.
De reguleringer af uddannelsessystemet i forhold til beskæftigelsessituationen, som blev gennemført i 1970erne og 1980erne, primært styringen af de unges valg gennem adgangsregulering, har nemlig vist sig at have alvorlige ulemper.
The regulations on the education system in relation to the employment situation which were put into effect in the 1970s and 1980s, primarily steering young people's choices through restricted entry, have shown themselves to have serious drawbacks.
Der tales i dele af uddannelsessektoren og det politiske system ligefrem om sammenbrud i systemet (Buksti, 1993, p.
There is even talk in parts of the education sector and the political system of a collapse of the system (Buksti, 1993, p. 1653).
Det er paradoksalt, at mens manglen på uddannelsespladser i nogle dele af systemet (praktikpladser i de er hvervsfaglige ungdomsuddannelser) giver anledning til en meget høj ledighed for nogle unge, så giver den højere arbejdsløshed for nyuddannede i andre fagområder anledning til, at der i andre dele af uddannelsessystemet (især de mellemlange og lange videregående tekniske uddannelser ) er store vanskeligheder med at fylde uddannelseskapaciteten ud.
It is paradoxical that whilst the lack of training places in some parts of the system (work experience places in the vocational youth education courses) gives rise to very high unemployment for some young people, the higher unemployment for newly trained people in other specialist areas leads to major difficulties in filling training capacity in other parts of the education system (particularly the mediumlength and long higher technical education courses).
Kigger man nærmere på ungdomsuddannelsesområdet, vil man se, at ledigheden i november 1991 er størst (13,74%) for de unge, der afsluttede en erhvervsfaglig grunduddannelse (det
If we look more closely at the area of youth education, we will see that unemployment in November 1991 was highest for the young people who completed an initial vocational training course (the one-year school course, which precedes a practical agreement with an employer or provides an opportunity for continuation on a vocational upper-secondary course) and then entering the labour market instead of continuing the training.
16.865 unge vil altså gerne fortsætte deres erhvervsfaglige uddannelse, men har endnu ikke fået mulighed for at tegne en kontrakt med en arbejdsgiver.
56 opportunity to sign a contract with an employer.
I 1991 gennemførtes en lov om skolepraktik for unge uden kontrakt med en arbejdsgiver (Undervisningsministeriet, 1991, ), hvorefter erhvervsskolerne kan forestå praktikpladskompenserende undervisning.
In 1991 a law came into effect on school practical work for young people without a contract with an employer (Ministry of Education and Research, 199154), under which the vocational schools can organise teaching as a substitute for work experience placements.
Eleven kan kun få tilbudt en skolepraktik, hvis eleven bedømmes egnet til at fortsætte den erhvervsfaglige uddannelse, er fagligt mobil, hvilket betyder at eleven skal være villig til at tage uddannelse indenfor et andet, men beslægtet fagområde til det oprindeligt ønskede (fra stenhugger til murer, eller fra tjener til kok), er geografisk mobil, d.v.s. er villig til at flytte til en anden region i Danmark, hvor skolepraktikken tilbydes eller hvor der evt. kan skaffes en kontrakt med en arbejdsgiver, og selv er aktivt søgende en praktikplads.
The pupil can only be offered a school practical period if the pupil is judged suitable to continue with vocational training, is mobile in relation to trade. which means that the pupil must be willing to take training in another, related trade sector than the one originally desired (from stonemason to bricklayer, or from waiter to chef), is geographically mobile, i.e. is willing to move to a different region of Denmark, where the school practical period is offered or where a contract can be obtained with an employer, and is himself or herself actively seeking a work experience placement.
3700 unge deltager i øjeblikket i denne ordning, som der har været megen kritik af,dels fordi den stiller hårde krav til de unges mobilitet, dels fordi den praktikpladskompenserende under visning vurderes meget lavt af arbejdsgiverne med risiko for en opdeling af unge med erhvervsfaglig uddannelse i A-hold (med arbejdsgiveraftale) og B-hold (med "skolepraktik/statsaftale").
3,700 young people are taking part in this scheme at present, which has been heavily criticised, partly because it makes severe demands on the mobility of young people and partly because the instruction compensating for work experience placements is rated very poorly by employers, with a risk of young people with vocational training being divided into an A-squad (with employer agreements) and a B-squad (with "school practical period/state agreement").
En anden mulighed for at de unge kan færdiggøre deres er hvervsfaglige uddannelse er etableret gennem en lov om, at unge kan tage praktikdelen af uddannelsen i udlandet med kontrakt hos en udenlandsk arbejdsgiver (Undervisningsministeriet, 1992 ).
Another way in which young people can complete their vocational training has been established through a law stating that young people can take the practical part of their training abroad with a contract with a foreign employer (Ministry of Education and Research, 199256).
Mange unge, især i handels- og kontorområdet har vist stor interesse for denne mulighed og søgningen efter praktikpladser, især i Tyskland, har været stor.
Many young people, particularly in the commercial and office areas, have shown great interest in this option and work experience places have been greatly sought-after, particularly in Germany.
I skoleåret 1992-93 var ca 130 unge i praktik i udlandet.
In the 1992-1993 school year there were around 130 young people in work experience placements abroad.
En del unge kan således færdiggøre en erhvervsfaglig uddannelse på denne måde, hvortil der gives tilskud til rejse- og op holdsudgifter, men der har desværre også vist sig store ad-
Some young people can thus complete a vocational training course in this way, for which subsidies are given for travel and accommodation costs, but major administrative and bureaucratic problems have unfortunately been encountered in getting the two vocational training systems in the country to interact.
- 47 - ministrative og bureaukratiske problemer med at få 2 landes erhvervsfaglige uddannelsessystemer til at spille sammen.
57 years of education, but also determines dropouts and changes of course in youth education.
Den markant forringede fortsættelsessituation for de unge i det største ungdomsuddannelsesområde, erhvervsuddannelserne, giver sig som nævnt udslag i stor arbejdsløshed , mange uud nyttede uddannelsesår, men præger også fra- og omvalg i ung domsuddannelserne .
If a corresponding link is made between unemployment and the quantity of places in higher education, a corresponding but converse pattern can be seen: unemployment for newly trained people particularly in the technical short and mediumlength higher education courses and the long technical and mathematic higher education courses has grown almost explosively in recent years.
Foretages en tilsvarende sammenkobling mellem ledighed og mængden af uddannelsespladser i de videregående uddannelser, ses et tilsvarende, men omvendt mønster: Ledigheden for nyuddannede især i de tekniske korte og mellemlange videre gående uddannelser og de lange teknisk-matematiske videre gående uddannelser er de senere år vokset næsten eksplosivt.
Whilst newly trained nurses, doctors and dentists who completed their training in 1991, for example, had an unemployment rate of between 1.2 and 3.8%, the unemployment rate for young people who completed higher education courses in the technical areas is markedly different: architects 50.5%, general engineers approx.
Mens eksempelvis nyuddannede sygeplejersker, læger og tandlæger, der afsluttede deres uddannelse i 1991, havde en le dighed på mellem 1,2 og 3,8%, så er ledigheden for unge, der afsluttede videregående- uddannelser i de tekniske områder anderledes markant : arkitekter 50,5%, ingeniører ca. 41,5%, maskinteknikere 26,8% (Undervisningsministeriet, 1993, p.
41.5%, mechanical engineers 26.8% (Ministry of Education and Research, 1993, p. 2456).
Disse alarmerende tal for beskæftigelsesmuligheden for de nyuddannede i dele af undervisningssystemet undgår naturligvis ikke de unges opmærksomhed og må formodes at på virke deres valg.
These alarming figures for employment opportunities for the newly trained in parts of the education system obviously do not go unnoticed by young people and may be assumed to influence their choices.
Således ses af optagelsestallene til de videregående uddannelser i sommeren 1993, at selvom ca. 22.800 unge ud af godt 61.000 ansøgere blev afvist, så var der inden for især ingeniøruddannelserne, de videregående teknikeruddannelser og dele af handelsuddannelserne tilsammen ca. 6000 uudnyttede uddannelsespladser.
It can be seen from the admission figures for higher education courses in the summer of 1993 that although approx. 22,800 young people out of more than 61,000 applicants were rejected, there were a total of approx.
Presset på de humanistiske uddannelser, pædagog- og læreruddannelserne er derimod stort og mellem 30 og 60% af ansøgerne til disse om-
6,000 unused places in particular in the general engineer training courses, higher technician education courses and some of the commercial training courses.
5 3 råder måtte afvises (Buksti, 1993 ).
The pressure on the humanities courses and education and teacher training courses, on the other hand, is great, and between 30 and 60% of applicants to these areas had to be turned down (Buksti, 199353).
Udover de afviste er der naturligvis yderligere et stort antal utilfredse unge, nemlig de, der ved deres optagelse ikke blev optaget til den uddannelse der havde 1. prioritet for dem, men måtte gå igang med 2. eller 3. prioritetsuddannelser.
In addition to those who are turned down, there is obviously also a large number of dissatisfied young people, namely those who at the time of admission were not admitted for the course which was their first priority, but had to start on second or third-priority courses.
Adgangsbegrænsningen er således en del af baggrunden for fra- og omvalg i de videregående uddannelser.
Entry restrictions are thus part of the background to the drop outs and changes of course in higher education.
Frafald og omvalg er i den danske grundskole meget lille, mens frafald og omvalg i ungdomsuddannelserne har antaget stigende - og stort omfang. lait 15% af en ungdomsårgang på begynder, men gennemfører ikke en ungdomsuddannelse.
There are very few dropouts and changes of choice in the Danish basic . school, whilst dropouts in youth education have assumed rising - and large - proportions. A total of 15% of those who embark on youth education do not complete it.
På de videregående uddannelser er det så mange som ca. 40% af de optagne studerende, som enten opgiver videre studium eller
In higher education, as many as approx. 40% of students admitted either give up their studies or change to different areas of training.
Der ses klare sammen hænge mellem udviklingen i arbejdsløshed og antallet af af brud, uudnyttede uddannelser og dobbeltuddannelser.
58 and the number discontinuing their courses, the number of unutilised courses and the number of cases of double training.
Diverse reguleringer ad lovgivningens vej for at tilpasse uddannel ses kapaciteten til arbejdsmarkedets behov har i nogen grad slået fejl og giver i stigende grad vanskeligheder både for systemet som sådan, men i høj grad også for de unge.
Various statutory regulations to adapt training capacity to the needs of the labour market have been to some extent unsuccessful and are causing increasing difficulties both for the system as such and to a great extent also for the young people.
Unge i ungdomsuddannelserne Som nævnt i forrige afsnit er erhvervsuddannelsesområdet det ungdomsuddannelsesområde, der tegner sig for den største "spildtid", næsten 40% af samtlige spildmåneder i perioden 1982-86, som for nyligt er gennemanalyseret af Undervis-
As mentioned in the previous section, the area of vocational training is the area of youth education which is characterised by the greatest "waste of time", almost 40% of all wasted months in the period 1982-86, which was recently analysed by the Ministry of Education and Research (Ministry of Education and Research, 199250), whilst this is found for approx.
5 0 ningsministeriet (Undervisningsministeriet, 1992 ), mens det alment gymnasiale område tegner sig for ca. 7%.
7% in the general upper-secondary area.
I gymnasieområdet skyldes spildtiden overvejende afbrud, mens det i erhvervsuddannelsesområdet primært skyldes uud nyttede basisuddannelser, men også en stor procentdel unge afbryder deres erhvervsuddannelse i løbet af det første år.
In the upper-secondary area the wasted time is predominantly due to discontinued courses, whilst in the area of vocational training it is primarily due to unutilised basic training courses, but a large percentage of young people also discontinue their vocational training during the course of the first year.
Der er imidlertid indenfor erhvervsuddannelsesområdet markante forskelle.
However, there are substantial differences within the area of vocational training.
Således havde handels- og kontorområdet et afbrud svarende til det alment gymnasiale (ca. 7%), mens om rådet tegnede sig for ca. 35% af de uudnyttede basisuddannelser.
The commercial and office sector had a rate of discontinuation equivalent to that in general upper-secondary education (approx. 7%), whilst the area accounted for approx.
Indenfor det tekniske område er afbrudsprocenten højere, eksempelvis på jern/metal med ca. 23%.
Within the technical area, the percentage discontinuing is higher, for example approx. 23% in iron/metals.
Unge, der ikke straks udnyttede basisuddannelsen til fortsat uddannelse, udgør ca. 43% af samtlige unge i dette område.
Young people who do not immediately utilise the basic training for continued training account for approx. 43% of all young people in this area.
At den største frafaidsrisiko ligger i erhvervsuddannelsernes 1. år ses også tydeligt af tallene fra afbrud i 2. dels erhvervsfaglige uddannelser, hvor de unge har tegnet kontrakt med arbejdsgiverne.
It is also clear that the greatest risk of dropouts is in the first year of the vocational training courses from the figures for discontinued training in the second-part vocational training courses, where the young people have signed contracts with the employers.
I perioden 1982-86 var der således her mellem 5% og 8%, der afbrød deres uddannelsesaftale eller lærlingekontrakt .
Over the period 1982-86, between 5% and 8% discontinued their training agreement or apprentice contract.
Bag de mange afbrud ligger - udover de mere strukturelle år sager som belyst i kap. 3.3. - en række af forskellige be grundelser for de enkelte unge.
Behind the many discontinuations there are - in addition to the more structural causes analysed in section 3.3. - a number of different reasons
At de unge faktisk ønsker uddannelse ses bl.a. af en regional undersøgelse i Vejle Amt af de unge, der ikke er i gang med uddannelse i 1991 (Racu, 199157).
The fact that young people actually want training is shown among other things by a regional study in the County of Vejle of the young people
Over halvdelen angiver, at de hellere ville have påbegyndt uddan-
Over half state that they would prefer to have started on training.
Langt den overvejende del ville gerne have været i gang med en anden uddannelse, men der er også en del, der gerne ville have haft et ophold i udlandet.
By far the majority would like to have been in different training, but there are also some who would like to have spent a period abroad.
Årsagerne til afbrud og de omveje, de unge vælger efter af brud, er ikke de samme for de enkelte ungdomsgrupper.
The reasons for discontinuing and the detours the young people choose after discontinuing courses are not the same for the individual groups of youths.
En undersøgelse fra Ribe Amt af de unge, der i 1990 og 1991 påbegyndte en ungdomsuddannelse og allerede havde enten påbegyndt eller afsluttet en tidligere ungdomsuddannelse, viser 1) at skiftet især sker fra handels-/kontoruddannelserne, 2) at skiftet sker til hf (det 2årige gymnasiale niveau for voksne) og at 2/3 af de unge i omvejsgruppen er piger (Uls-
A study from the County of Ribe on young people who began or completed an earlier youth education course in 1990 and 1991 and had already either started or completed a previous youth education course shows 1) that the change takes place particular from the commercial/office training courses, 2) that the change is to HF (the two-year upper secondary level for adults) and that two-thirds of the young people in the detour group are girls (Ulstrup Johansen, 199258).
Positive faktorer spiller dog også ind, nemlig ændrede fremtidsplaner, kendskab og lyst til en anden uddannelse (gælder især handelsskoleelever) .
Positive factors are also involved, however, namely changes of future plans and knowledge of and desire for a different course (this applies particularly to commercialschool pupils).
De unge i Ribe-undersøgelsen er også spurgt, hvorfor de har valgt netop den uddannelse de så har påbegyndt som anden ud dannelse.
The young people in the Ribe study are also asked why they have chosen the training course they have started on as second training.
Her aftegner sig markante forskelle, idet det især er lyst til at komme videre eller tilbage i uddannelsessystemet, der begrunder en start på hf - relativt oftest for dem der kom fra en handels- og kontorerhvervsuddannelse.
Substantial differences are found here, in that it is particularly a desire to move forwards or backwards in the education system that is the reason given for starting on HF - relatively most often for those who came from a commercial and office vocational training course.
Et ønske om bedre beskæftigelses- og karrieremuligheder er stærkest for dem, der kom fra erhvervsskoleområdet, som ofte vælger at påbegynde en anden erhvervsfaglig uddannelse.
A desire for better employment and career opportunities is strongest for those who came from the vocational school area, who often choose to start on a different vocational training course.
Den ne afklaring har fin sammenhæng med forskelle i de forskel lige uddannelsers studie- og erhvervsforberedende karakter.
This explanation is closely connected to differences in the study and the vocationalpreparation character of the various training courses.