natgillin/translations-raw huggingface dataset:
For bedømmelsen af det øjeblikkelige udviklingsstadie i det græske uddannelses­og erhvervsuddannelsessystem er et kort tilbageblik på de uddannelsespolitiske afgø­relser i de sidste tyve år påkrævet.
Before the current state of the Greek education and vocational training system can be assessed, a brief review of the edu­cational policy decisions of the last 25 years is necessary.
I begyn­delsen af 60erne forsøgte den daværende ministerpæsident Papandreous (den nuvæ­rende ministerpræsidents far) regering i vidt omfang at reformere det græske uddannel­sesvæsen.
In the early 1960s the govern­ment of the then Prime Minister, Papan­dreou (father of the present Prime Minis­ter), attempted a comprehensive reform of the Greek education system.
Disse bestræbelser fulgte så at sige den internationale udvikling. I alle industristater var der i 60erne bestræbelser i gang for at reformere uddannelsessystemet.
In this it was, as it were, following the international trend, since all the industrialized countries were trying to reform their education systems in the 1960s.
Situationen i Grækenland var dog meget vanskeligere end i de øvrige lande.
However, Greece faced a far more difficult situation than the other coun­tries.
Pligtsko­len omfattede kun 6 år.
Compulsory education was restricted to six years.
Videregående uddannelse var ensbetydende med gymna­sial almenuddannelse, hvis afslutning kun kunne være et universitetsstudium.
Subsequent education meant a general education at a grammar school, which could only be followed by a univer­sity course.
Er­hvervsuddannelse spillede i grækernes op­fattelse af uddannelse praktisk taget ingen rolle.
Vocational training played vir­tually no part in the Greek concept of education.
Den tjente kun som forberedelse til lavere beskæftigelser. For forberedelsen til førende positioner eller til opnåelse af en samfundsmæssig status havde den praktisk taget ingen værdi.
It was intended solely to prepare young people for low­grade occupations, and very little importance was attached to it as a means of preparing for managerial positions or achieving a social status.
Denne vurdering af den erhvervsmæssige uddannelse turde også i dag være fremherskende i vide kredse af den græske befolkning, selv om de vekslende regeringer i de sidste ti år har bestræbt sig på en op vurdering af erhvervsuddannelsen.
This view of vocational training is probably still held by large sections of the Greek popula­tion, although successive governments have been trying to improve its standing for the past 10 years.
der), som arbejdsministeren havde ansvaret for, blev der endnu ikke talt inden for rammerne af 77­reformen.
The educational reform undertaken by Papandreou senior in the first half of the 1960s failed.
Den af Papandreou senior i første halvdel af 60erne førte uddannelsespolitik blev en fia­
Most resources were absorbed by the extension of compulsory
I disse indretninger fandt unge, der ville studere, men som i konkurrencen om de relativt få studiepladser ved universiteterne ikke havde haft heldet med sig, en praksis­nær studielignende uddannelse.
In his report to the OECD the author described the state of the reform of the Greek education system in 1979 in the following terms: work continues on the foundations of the structure while the upper floor is already being made habitable.
D Erhvervsskolerne — intet alternativ til gymnasiet
D Vocational schools — no alternative to the lyceum
Til den grafiske fremstilling og de deri indeholdte tal er nogle forklaringer påkræ­vet:
■ The difference between the numbers of pupils entering and leaving primary schools is due to demographic factors and to increased remigration.
Den yderst pragmatiske fremgangsmåde og det totale afkald på en finansplanlægning på mellemlang sigt, der ledsagede uddannelses­reformen, vanskeliggjorde dengang en hel­hedsvurdering af reformforanstaltninger­ne, navnlig en vurdering af forholdet mel­lem erhvervsmæssig og almen uddannelse.
renunciation of medium­term financial planning to accompany the reform of the education system made it difficult at that time to undertake a holistic assessment of the reform measures and, in particular, of the relationship between vocational training and general education.
■ Differencen i talopgivelserne for begyn­dere og dimittender fra grundskolen skyldes demografiske forhold, men også den øgede tilbagevandring.
■ The difference between the number of pupils leaving primary schools and the number entering grammar schools is due to the belated enrolment of past primary school leavers wanting to complete their compulsory education, now increased to nine years.
Til støtte ved omsætningen af reformmåle­ne havde den græske regering oprettet et centralt Curriculum­ og Lærebogsinstitut (KEME), der tog sig af opbygningen af en uddannelsesstatistik og en planlægning på mellemlang sigt, gennemførelse af model­forsøg og udarbejdelse af moderne curricu­la.
To help it achieve the reform objectives, the Greek government had established a central Curricula and Textbook Institute (KEME), which set about developing education statis­tics and medium­term plans, implementing pilot projects and drawing up modern cur­ricula.
■ Differencen mellem grundskoledimit­tenderne og de elever, der går videre i gymnasiet, skyldes tidligere grundskoledi­mittenders forsinkede indtræden, som vil opfylde den nu forlængede skolepligt.
■ Pupils completing their secondary edu­cation without obtaining a certificate are able to prepare for the lyceum certificate at post­lyceum centres.
■ Elever, der har forladt sekundærtrinnet uden afslutning, tilbydes i postgymnasiale centrer forberedelse til senere aflæggelse af afgangsprøven fra gymnasiet.
■ The training of apprentices, which is supervised by the Institute for the Employ­ment of the Potential Labour Force (OAED), does not usually figure in descrip­tions of the Greek education system.
Erhvervsskolerne, der er blevet stærkt udbygget i henhold til lov nr. 576/1977, skulle udvikle et eget profil og være et alternativ til gymnasiet. De har ikke nået dette mål.
The vocational schools, which were greatly increased under Law 576/77, were intended to develop their own profile and to become the alternative to the lyceum.
Deres andel i det samlede antal af de i det øverste sekundærtrin indskrevne elever er i samme grad taget af 1980/81: 8,6%; 1984/85: 4,8%) som de tekniske erhvervsgymnasier er vokset (1980/81: 16,9%; 1984/85: 20,8%).
Their share of all pupils enrolled at upper second­ary level has decreased (1980/81: 8.6 %; 1984/85: 4.8 %) as the technical­vocational lyceums have grown (1980/81: 16.9 %; 1984/85: 20.8 %).
Åbenbart erden ringe andel af almendannende fag (20%) over for de erhvervspraktiske og erhvervs­teoretiske fag for lidet attraktiv for den græske offentlighed, der stadig er stærkt fikseret på almenuddannelsen.
Evidently, the small pro­portion of general subjects (20 %) com­pared to practical and theoretical voca­tional subjects is not considered sufficiently attractive by a Greek public that still sets great store by a general education.
Desuden kvalificerer disse skoler »kun« til en er­hvervspraktisk orienteret virksomhed.
In addition, these schools 'only' provide train­ing for a practical vocational activity.
Den samlede udvikling turde være årsag til, at den græske regering for kort tid siden har lettet »omstigningen« til et teknisk er­hvervsgymnasium.
The overall trend probably explains why the Greek government recently decided to facilitate transfers to a technical vocational lyceum.
Dimittender fra de tek­niske erhvervsskoler kan uden prøve opta­ges i anden klasse på disse gymnasier.
Pupils graduating from technical vocational schools may enrol for the second year of these lyceums without taking an examination.
■ Lærlingeuddannelsen, som der føres til­syn med af anstalten for beskæftigelse af arbejdstagerstyrken (OAED) behandles sædvanligvis ikke i fremstillinger af det græske uddannelsessystem.
The 1979 report* described vocational guidance and preparation for the selection of an occupation as still being totally inad­equate.
Den blev af hensyn til fuldstændigheden optaget i over­sigten, da immervæk ca. 10 000 græske unge gennemgår denne uddannelse.
The training of primary school (1st to 6th years) and grammar school (7th to 9th years) teachers did not include any prep­aration for the teaching of economics or technical subjects.
Til erhvervsorientering og erhvervsvalgs­forberedelse hed det i beretningen fra 1979*, at de endnu var absolut utilstrække­lige.
They had no knowledge of the occupational and labour market and were not equipped to provide practical vocational guidance.
Grundskolelærne (klasserne 1 til 6) og gymnasielærerne (klasserne 7 til 9) savnede i uddannelsen enhver forberedelse til formid­ling af tekniske og økonomiske discipliner.
Teachers at schools providing a general education received some kind of preparation for these tasks in crash courses lasting a few days.
Der var mangel på kendskab til erhvervs­ og arbejdsmarkedet og forudsætninger for en praksisnær erhvervsorientering.
■ In addition to the technical vocational schools there are similarly structured spe­cialized vocational schools for the tourist industry, hotel trade, agriculture, the armed forces, etc.
I korte kurser af få dages varighed uddannedes lærerne i de almendannende skoler mere dårligt end rigtigt til disse opgaver.
These schools have been excluded for fear of complicating the issue.
De tekniske erhvervsskoler tilbyder på 14 erhvervsområder (f.eks. elektroteknik, håndværk, byggeri) en uddannelse i 32 overvejende tekniske håndværksfag (und­tagelser: kontor, turisme, husholdning).
The technical vocational schools provide training in 32 predominantly technical craft occupations (exceptions: office work, the tourist industry, domestic science) in 14 occupational fields (e. g. electrical engin­eering, crafts, construction).
■ Ved siden af de tekniske skoler er der lignende strukturerede erhvervsfagskoler for turisme, hotelvæsen, landbrug, militær mm., som dog ikke blev medtaget af hensyn til fremstillingens overskuelighed.
■ Many young Greeks are studying at foreign universities.
D Konkurrerende gymnasier ­kamp om ligeberettigelse
It is estimated that some 7 000 young people go abroad each year to study.
Erhvervsuddannelse i Græken­land 1985/86 ­ i reformens tiende år
Vocational training in Greece in 1985/86 — the 10th year of the reform
■ Talrige græske unge studerer i udlandet.
D Rival lyceums — a struggle for equality
D Erhvervsorientering — fremskridt
D Vocational guidance — progress
Den vel mest forbavsende udvikling har i de sidste år fundet sted inden for de tekniske erhvervsgymnasier (TEL).
Probably the most surprising development in recent years has been that of the technical vocational lyceums (TEL).
De har inden for det første årti efter deres oprettelse kunnet vinde godt en femtedel af alle gymnasieele­ver for sig.
Within ten years of inception they have been able to attract over a fifth of all lyceum pupils.
Flere uddannelsespolitiske afgø­relser i de sidste fem år har styrket TEL:
A number of educational policy decisions in the last five years have helped the TEL:
Lovene fra 1976 og 1977 om reform af det græske uddannelses­ og erhvervsuddannel­sesvæsen indledte en strukturel, organi­satorisk og indholdsmæssig ombygning af det græske uddannelsesvæsen, der endnu ikke er afsluttet.
The laws passed in 1976 and 1977 on the reform of the Greek education and vo­cational training systems initiated changes in the structure, organization and substance of Greek education, which are still under way.
Endnu i 1985 vedtoges der vigtige nye love for uddannelsesområdet.
In 1985 further laws of importance to the education sector were enacted.
I det græske uddannelsesvæsen er altså »end­nu altflydende«.
In the Greek education system, then, 'everything is still in a state offlux'.The following can therefore be regarded as no more than an outline of vocational training in Greece in early 1986 as seen by a foreign observer.
Følgende skitse kan derfor kun være en tilstandsbeskrivelse af er­hvervsuddannelsen i Grækenland ved års­skiftet 1985/86, set med en udenlandsk betragters øjne.
The description of the various factes of the Greek vocational training system is pre­ceded by the following chart illustrating the whole education system.
I erhvervsorienteringen og erhvervsvalgfor­beredelsen er der i de sidste år opnået anselige fremskridt.
In vocational guidance and preparation for the selection of an occupation considerable progress has been made in recent years.
Medens der indtil 1981 kun fandt en time erhvervsorientering sted i tredje klasse i gymnasiet, er undervisningen siden blevet udvidet til alle gymnasieklasser inklusive de ældste klasser.
Having been confined to just one lesson in the third year at grammar schools until 1981, vocational guidance is now provided in all years at grammar schools and the first two years at lyceums.
Læreruddan­nelsen er udvidet fra nogle få timer til fem måneders forberedelse.
Teacher training has been increased from a few hours to five months of preparation.
Disse foranstalt­ninger omfatter ikke de unge, der forlader skolen uden afsluttende eksamen før niende klasse eller i årene derefter.
These measures do not, however, benefit young people leaving school before the ninth year without a certificate or in the years thereafter.
Siden 1983 har OAED derfor under pres fra den stigende ungdomsarbejdsløshed gennemført ti ugers kurser for femten­ til attenårige, der tjener
Since 1983, owing partly to the pressure of grow­ing youth unemployment, the OAED has consequently held 10­week courses to pre­pare 15­ to 19­year­olds for an occupation.
■ Forbedringen af den horisontale mobili­tet mellem gymnasierne og det øgede tilbud af efter­gymnasiale kurser har forbedret TEL­elevernes adgangsmuligheder til uni­versitetet.
Given these opportunities, the education offered by the TEL has become more attractive:
Opbygning af det græske uddannelsesvæsen*
Structure of the Greek education system'
Erhvervsgymnasierne tilbyder økonomi og forvaltning, landbrug, socialtjenester og handelsskibsfart.
■ To gain admission to a technical college (TEI, formerly KATEE), the applicant must have a lyceum­leaving certificate and pass the entrance examination.
Teknisk erhvervsgymnasium (TEL)
Technical vocational lyceums (TEL)
Integreret gymnasium (EPL)
Integrated lyceums (EPL)
Tekniske uddan­nelsesanstalter TEI før 1983 KATEE
Technical colleges TEI
Lærlingeuddannelse i virksomhed og skole OAED­lære
Apprenticeships in companies and schools; OAED apprenticeships
Optagelsesprøver
Entrance examinations
Optagne elever i tsd.: 102
Enrolm. ('000): 102
Optagelsesprøver er bortfaldet
Entrance examinations abolished
Trods denne ret positive udvikling af TEL synes den græske regering ikke at have været tilfreds med udviklingen i ligestil­lingen mellem almen­ og erhvervsuddannel­se.
Despite the very favourable evolution of the TEL, the Greek government does not seem to have been satisfied with the trend towards the acceptance of general edu­cation and vocational training as equals.
I 1984 skabte den en nye tredje type, det integrerede gymnasium (EPL). Det drejer sig om en enhedsskole på sekundærtrin II, der tilbyder almen og erhvervsuddannelse integreret.
In 1984 it created a new, third type the inte­grated lyceum (EPL), a comprehensive upper secondary school with an integrated curriculum of general education and vo­cational training.
Det interessante ved dette kon­cept er, at det også omfatter praktisk er­hvervsuddannelse, hvad det tekniske er­hvervsgymnasium hidtil ikke har præste­ret.
What is interesting about this concept is that it also uncludes practical vocational training, which the technical vocational lyceums have not so far man­aged.
Det integrerede gymnasium skal bl.a. bidrage til at bekæmpe de traditionelt rod­fæstede fordomme om praktisk­manuelt arbejdes mindre værd*).
Among other things, it is hoped that the integrated lyceum will help to overcome the prejudices rooted in tradition that classify practical manual work as infer­ior *.
Dimittender: ca. 126 000 (skønsmæssigt)
School­leavers: abt. 126 000 (estimated)
Dimittender: ca. 149 000 (skønsmæssigt)
149 000 (estimated)
Adgang til studium skal også kunne nås via de erhvervsbetonede fag.
The aim is thus that pupils should also be able to gain access to universities on the basis of their knowledge of vocational subjects.
Grundskole
Primary school
»Det integrerede gymnasium skal
In principle, the integrated lyceum paves the way to the same forms of further education and training as the other lyceums.
* Talangivelser fra: St. Stavrou, smstds., s. 37 ff (manuskript) gælder for 1983.
■ a democratic school, i. e. anti­authori­tarian;
■ være en dynamisk skole med kraft til at udvikle nye studieområder, indføre nye fag grundlag); ingen erhvervsafslulning.
■ an open school, i. e. related to life and the social environment; weaving, applied art and information tech­nology.
tekniske gymnasier tilbyder: Maskinbyg­ning, elektroteknik, byggeri, kemi/metal­lurgi, spinderi/vævning, anvendt kunst, informatik.
The vocational lyceums provide training in economics and administration, agriculture, social services and merchant shipping.
traktivt: ■ Der formidles en bred erhvervsmæssig grunduddannelse (erhvervsteoretiske
■ They provide a wide­ranging basic vo­ cational training (elementary theory; no final vocational certificate).
7 håndværksfag (f.eks. keramiker, guld/ sølvsmed, byggefagfolk) og og udfolde aktiviteter, der imødekommer samfundets krav og elevernes uddannelses­krav«.
■ a dynamic school, with the strength to develop new areas of study, to introduce new subjects and to evolve activities which meet society's needs and the pupils' edu­cational requirements'.
forvaltningssagkyndige til landbruget.
ing must be questioned.
OAED driver 38 »lærecentre« i hele landet, som der er knyttet en række uddannelses­virksomheder til
for which there is evidently considerable demand: 13 occupations in the metal­work­ing and electrical engineering sectors (e. g. machine tool operator, motor mechanic, electrical engineer), commercial artists ana technical draughtsmen, 7 craft occupations (e. g. potter, gold/silversmith, building specialists) and agricultural adminis­trators.
14 integrerede gymnasier har i 1984/85 indledt deres arbejde med knap 4 500 ele­ver.
In 1984/85 14 integrated lyceums opened their doors to just under 4 500 pupils.
Det må afventes, om den nye skoleform yderligere trænger det traditionelle almen­dannende gymnasiums forrangsstilling til­bage, og om de erhvervsmæssige kvalifika­tioner, som det integrerede gymnasium for­midler, kan forbedre dimittendernes mulig­heder på arbejdsmarkedet.
It remains to be seen whether this new type of school continues to erode the dominant position of the traditional general grammar school and whether the vocational training it provides is able to improve the prospects of school­leavers in the labour market.
erhvervsgymnasium formelt åbnet en blind­gade for dimittenderne fra den hidtidige OAED­lære.
The OAED maintains 38 'apprenticeship centres' throughout the country, each hav­ing assigned to it a number of firms for practical training.
Tre års læretid bliver for tiden ikke engang ligestillet med et års gymnasium.
D A long overdue reform — the OAED's apprenticeship scheme
Til uddannelsen optages dimittender fra gymnasiet i alderen mellem 16 og 19 år.
The intake of these centres consists of grammar school leavers between the ages of 16 and 19.
Uddannelsespladserne stilles til rådighed i regionerne efter en årlig analyse af arbejds­markedet.
The number of training places is decided annually after an analysis of re­gional labour markets.
I de sidste år har der været mellem 2 500 og 3 500 om året.
In the last few years it has varied between 2 500 and 3 500 a year.
D En forlængst nødvendig reform — OAED's lærlingeuddannelse
At present, a three­year apprenticeship is not even considered equivalent to one year at a lyceum.
Desuden savnes der inden for arbejdsmar­kedet og i samme grad for virksomheder og unge den nødvendige oversigt over de for­skellige erhvervsområder, som der kan opnås adgang til
The Greek reformers are obviously finding it as difficult to have vocational training accepted as equivalent to general education as their counterparts in other European countries, including the Federal Republic of Germany.
Den stigende ungdomsarbejdsløshed, men også de forbedrede uddannelsesvilkår har slagagtigt gjort lærlingeuddannelsen mere attraktiv.
Rising youth unemployment and the improvement in training conditions have suddenly made an apprenticeship far more attractive.
Efterspørgslen skal i det sidste år have overgået tilbudet i nogle fagretninger med det tidobbelte (!)*.
Demand is said to have exceeded supply tenfold in some subject areas last year *.
■ i OAED­læren ■ i de tekniske erhvervsskoler ■ i det tekniske erhvervsgymnasium ■ i det integrerede gymnasium.
■ through an OAED apprenticeship, ■ in the technical vocational school, ■ in the technical vocational lyceum, and ■ in the integrated lyceums.
D Den tertiære sektor og erhvervsmæssig videreuddannelse ­ et område for fremti­dige aktiviteter
D The tertiary sector and continuing vo­cational training — an area for future action
Fra 50erne findes der i Grækenland en lærlingeuddannelse, der dog aldrig har nået den anseelse og den betydning på arbejds­markedet som lærlingeuddannelsen i det tysksprogede område.
As long as this imbalance between supply and demand continues, weaknesses in the planning of supply (geared to the current labour market situation) will hardly come to light.
Det var kvaliteten og rammebetingelserne heller ikke egnede til: Ved siden af en fuld erhvervsmæssig arbejdsuge i virksomheden måtte de unge fire aftener i ugen gennemgå i alt 14 timers erhvervsskoleundervisning, uden tvivl en meget stor belastning, der ikke ubetinget var fremmende for indlæringen.
Trained apprentices find jobs easily because of the serious shortage of skilled labour that exists despite high youth unem­ployment.
Anstalten for beskæftigelse (OAED) er ansvarlig for planerne og for »lærecentrene« (erhvervs­skoler med læreværksteder).
The point of introducing an entrance qualification (grammar school leaving certificate) for apprenticeship train­
De i 1973 grundlagte ingeniørskoler, KATEE, er i forbindelse med reformen i de sidste år (lov nr. 1404/1983) gjort u\faghøj­skoler (teknologiske uddannelsesanstalter, TEI ) og udvidet til forvaltnings­ og servi­cesektoren.
The schools of engineering, KATEE, which were introduced in 1973 have been pro­
Så længe der eksisterer et sådant misforhold mellem tilbud og efterspørgsel, afsløres næppe svaghederne ved tilbudsplanlæg­ningen (orientering efter den aktuelle arbejdsmarkedssituation).
There has been an apprenticeship scheme in Greece since 1950, but it has never enjoyed the same reputation or achieved the same significance in the labour market as the training of apprentices in the German­speaking countries.
Dimittenderne fra lærlingeuddannelsen forefinder et gun­stigt arbejdsmarked på grund af den trods ungdomsarbejdsløshed store mangel på kvalificerede fagkræfter.
Nor was this likely in view of the quality of the training and the conditions under which it was provided: in addition to working the whole week, apprentices were required to attend a vo­cational school on four evenings for a total of 14 hours of instruction, undoubtedly a very great strain that was hardly conducive to learning.
Der må sættes spørgsmålstegn ved det hensigtsmæssige i at indføre en optagelsesbetingelse (gymnasie­afslutning) for lærlingeuddannelsen.
The Institute for Employment (OAED) is responsible for curricula and the 'apprenticeship centres' (vocational schools with training workshops).
I 1984/85 har den græske regering også reformeret denne ikke ubetydende gren af erhvervsuddannelsessystemet. En række anbefalinger, der allerede udtaltes i OECD­beretningen fra 1980 er taget op:
In 1984/85 the Greek Government also reformed this not insignificant branch of the vocational training system, implement­ing a number of recommendations that had already been made in the OECD's 1980 report:
■ Første år i erhvervsuddannelsen skal helt gennemføres i OAED's lærecentre;
■ The whole of the first year of vocational training is to be spent at one of the OÀED's apprenticeship centres.