natgillin/translations-raw huggingface dataset:
Rapporten fra ekspertkommissionen »Omkostninger og finansiering inden for er hvervsuddannelsen uden for skolerne« gør det klart, at når det i overvejende grad er virksomhederne, der bærer udgifterne til erhvervsuddannelse, kan dette medføre strukturelle problemer for det duale system.
The report of the official commission 'Costs and financing of vocational training outside of schools' makes it clear that the financing of vocational training mainly by industry can cause problems within the dual system.
Virksomhederne er ikke forpligtede til at uddanne.
Firms are under no obligation to provide for train­ing.
Hvis udgifterne til uddannelse sammenligningsvis ligger højere end udgifterne til stillingsannoncer for fagkræfter, vil der opstå en tendens til under uddannelse, eller firmaet vil gennem virksomhedsspecifik uddannelse bestræbe sig på at begrænse egne lærlinges mobilitet.
If training costs are going to be higher than that of finding a skilled worker, the tendency will be to do less training, or to restrict the mobility of one's own trainees by providing them with training limited to the firm's own needs.
De sidste 10 til 15 års foranstaltninger fra statens side til højnelse af uddannelsens kvalitet har ført til øgede uddannelsesudgifter, og de overenskomstmæssigt fastsatte udgifter til løngodtgørelser under uddannelse er blevet til nogle af de vigtigste poster på omkostningsregnskabet.
The measures taken by the state to raise the quality of training in the last 10-15 years have led to higher training costs, and training subsidies are rising steadily, mainly because of the wages which must be paid to trainees.
Dertil kommer endvidere, at der også består betydelige forskelle med hensyn til såvel uddannelseskvalitet som uddannelsesudgifter, men også når det gælder uddannelse i forskellige virksomheder inden for den samme branche.
To this must be added the considerable differences that exist not only in the quality of training, but also in its cost between separate occupations in the same group.
Følgen er strukturelle og regionale forskelle i udbuddet af lærepladser.
The results are organizational and regional fluctuations in the availability of training places.
Ekspertkommissionen foreslog derfor forbundsregeringen at oprette en erhvervsuddannelsesfond til afhjælpning af de konstaterede systembetingede mangler ved det duale system.
For this reason the official commission of the Federal Government suggested the set­ting up of a vocational training fund to alleviate the difficul­ties which it recognized as being inherent in the dual system.
De hertil påkrævede midler skulle skaffes ved bidrag fra alle arbejdsgivere, også de, som ikke uddannede lærlinge selv.
The funds for this proposal were to be provided by a levy for the most part, or from all employers, including those firms not actually taking part in training.
Ved fordelingen af midlerne til de uddannende virksomheder skulle der tages hensyn til regionale, struktur politiske og kvalitative synspunkter.
The fund would then be distributed to the firms undertaking training according to regional, organizational, political and qualitative considera­tions.
En sådan løsning er dog af forskellige grunde endnu ikke indført.
Such a solution has, however, for a number of reasons not yet been achieved.
I de seneste år har staten påbegyndt at yde støtte og finansiel hjælp til fremme af lærepladsudbuddet i problem regioner.
Recently state support and financial help to provide more employment in problem areas has been initiated.
Sideløbende hermed har man siden 1976 haft loven om fremme af uddannelsespladser (APIFG).
In addition there is an instrument of finance, which up to now has not been used: The Law for Promotion of Work Places of 1976 (APIFG).
Denne finansieringsforanstaltning er imidlertid ikke blevet benyttet.
This law provides for the building up of a fund from subscriptions wherever there is a large discrepancy between the demand and availability of training places.
Virksomheder, der uddanner flere arbejdskræfter, end de egentlig har behov for, kan af denne pulje modtage støtte.
Firms which provide little or no training would be required to contribute to vocational training, and firms that provide more training than they actually need would be given more assistance.
Finansstøtten skal udbetales, hvis den årsrapport, som skal udarbejdes af Forbundsinstituttet for erhvervsuddannelse (BIBB), konstaterer, at tilbuddet af lærepladser i det forløbne ar ikke har oversteget efter spørgslen med mindst 12,5 %, og en væsentlig forbedring af situationen desuden ikke vil kunne forventes at indtræffe i indeværende år.
The finance regulations will be invoked if the annual report on vocational training of the Federal Institute for Vocational Training (BIBB) establishes that, in the past year the availability of training places has not exceeded the demand by at least 12 % and also if a considerable improve­ment in the situation is not to be expected in the current year. (But see footnote on page 184).
Da der imidlertid efter kriterierne i loven om fremme af uddannelsespladser har været tilbudt tilstrækkelige uddan-
This instrument has not been used up to now as, according to the law for the Promotion of Work Places, sufficient facilities are available.
H nelsespladser, har ovenfor nævnte mulighed ikke været benyttet.
Q\ JfL V^ ^" law does not differentiate sufficiently between regions or sectors of the economy.
Denne indvending understreger den kendsgerning, at loven i sin tid ikke er blevet tilstrækkelig differentieret udarbejdet med hensyn til regioner og sektorer.
Industry and commerce have also objected strongly to this law, but it has probably had a positive psychological effect in as much as it has contri­buted towards an increase in the training opportunities.
Man må derudover betænke, at så at sige alle forbunds­ lande i de senere år ad finansiel vej har grebet til forstærke­ de erhvervsforberedende foranstaltninger for unge, som hverken har kunnet finde en uddannelses­ eller arbejds­plads.
It must also be considered that most Federal states have in recent years provided increased finance for measures which help young people who have not been able to find either a training or employment to prepare for an occupation.
Disse foranstaltninger sker også i virksomheder, hvor dette finder sted, mest i samarbejde med arbejdsadministra­ tionen.
This has also provided for work experience schemes — in facto­ries in cooperation with the works management.
Virksomhederne får derfor et tilskud for hver ung, de optager inden for rammerne af et erhvervsforberedende program.
Firms then receive a subsidy for every young person who they take on within the framework of a training programme as a prep­aration for a career.
I mange tilfælde er disse støttebeløb større end de beløb, som skulle ydes i henhold til loven om fremme af uddannel­sespladser.
Such promotional inducements are in many cases higher than the sums that would normally be available under the law for the promotion of work places.
Det må derfor anses for at være usandsynligt, at dette skulle anspore virksomhederne til at give afkald på en sådan finansiel hjælp og af sig selv tilbyde yderligere uddannelsespladser.
It is unlikely that there would be any incentive for businesses to relinquish such financial assistance and to {^ provide extra training facilities themselves, entirely at their mum mm S^" aamm own cost.
Muligvis vil der heller ikke i de kom­mende år blive tale om at lægge de finansielle bestemmel­ser i loven om fremme af uddannelsespladser til grund for de statslige støtteforanstaltninger.
The financing of these state promotional measures will probably in the coming years also not be in accordance withthe Law for the Promotion of Work Places.
Sammenlignet med andre erhvervsuddannelsessystemer ligger den duale uddannelses fordel deri, at den også omfatter uddannelse på arbejdspladsen.
Republic of Germany has both in quantity and quality the most distinctive system of training alternating between the work place and academic institution, within the Member States of the EEC.
Med hensyn til overgangsproblemer ved skift fra uddannelses- til beskæftigelsessystem er denne uddannelse den rene skole mæssige uddannelse klart overlegen, idet sidstnævnte kun »fiktivt« kan »afprøve« og »indøve« situationen: »når det bliver til alvor«, dvs. den virkelige arbejdssituation.
The advantages of the dual system as opposed to other arrangements for vocational training lies in the element of workplace training which produces less transitional problems of moving from an educational to a working environment, than with purely academic training, which can only simulate the real work situation in industry.
Før i tiden var arbejdsfunktionen under selve uddannelsen i vid udstrækning identisk med den efterfølgende erhvervsbeskæftigelse: arbejdskravene forblev over lang sigt uændret de samme.
In the past the range of training activities was to a great extent identical to future career activities and requirements of the work remained the same for long periods of time.
Perspektivet var med andre ord allerede under uddannelsen »en arbejdsplads for livet«.
The idea was for preparation for an entire working life.
Nutidens uddan nelse i det duale system frembyder ikke længere disse fordele i en så ubegrænset form.
These advantages no longer apply to the present day training in the dual system in the same unrestricted way.
Hertil kommer yderligere, at det duale systems sammenkædning med de erhvervs strukturelle realiteter vil kunne medføre regional underforsyning og uddannelsesmæssige kvalitetsforskelle.
Because the dual system is linked to the economic needs of industry the result could be a lack of facilities in some regions and differences in the quality of training.
Til trods herfor bestrider ingen seriøs kritiker og deltager i den uddannelsespolitiske debat betydningen af det at lære på arbejdspladsen.
All the same, no serious critic would dispute the importance of incompany training.
Det vil altid være lettest og mest realistisk at videregive de af den teknologiske udvikling betingede kvalifikationer på det sted, hvor de aktuelt opstår, nemlig på arbejdspladsen, i beskæftigelsessystemet.
It is the easiest way of obtaining a qualification which does justice to the technical developments and has the greatest practical reality in the place where everything actually happens within the system of employment.
Mindst brydningsfuld social integration i arbejdets verden opnås, der som denne integration ikke kun er et mål for uddannelses processen, men også indeholdt i denne.
Social integration into the working world can then take place with the minimum of friction when this integration is not only the objective, but also the substance of the training processes.
Hvis den uddannel sessøgende allerede under sin uddannelse konfronteres med de praktiske kvalifikationskrav, opnår man mest sandsynligt en overensstemmelse mellem de krav, virksomheder ne stiller til de unges arbejdsevne, og resultatet af deres erhvervsuddannelse.
Demands of the business on the working capability of young people are more likely to be achieved, when the trainee has already, during his training, come face to face with the practical needs for quality in his work.
I alt væsentligt har to grunde bidraget til det duale systems høje kvalitet og medført, at det anerkendes ikke kun i tyske erhvervsvirksomheder, men også af inden- og udenlandske uddannelseseksperter:
Two reasons are mainly responsible for the high stability of the dual system and its recognition, not only by industry in the German economy but also by training experts at home and abroad:
Erhvervsuddannelsen sker i henhold til ensartede og for hele Forbundsrepublikken gældende uddannelsesregler og prøvebestemmelser, der garanterer bestemte minimumskvalifikationer for hvert fag.
Vocational training is carried out within the framework of uniform training regulations and examination standards, which apply throughout the whole of the Federal Republic, and ensure certain minimum qualifications for each occupa­tion.
Erhvervsuddannelsen afsluttes med en almen anerkendt prøve (specialarbejder- eller fagmedhjælperbevis).
Vocational training is concluded with a generally accepted final examination (skilled worker certificate or craftsman's certificate).
Den virksomhed, der indstiller den pågældende til prøve, kan ikke kun forlade sig på, at den ny medarbejder er i besiddelse af bestemte minimumskvalifikationer, den har også garanti for, at den pågældende over en længere tidsperiode har indhøstet erfaringer fra arbejdets verden og derfor umiddelbart vil kunne indsættes i arbejdsprocessen.
Any business offering employment can not only be sure of a minimum qualification, but also that the new employee will have gained some experience of his work during a longish period, and can for this reason be immediately employed on productive work.
Men af forskellige grunde er arbejdspladsen som vigtigste læreplads inden for det duale system blevet problematisk.
For various reasons however, the company, as the most important place of learning in the dual system, is causing problems.
De to sidste årtier har medført forandringer, der gør en videreudvikling af det duale uddannelsessystem påkrævet.
The development over the last 10 years has led to changes, which make further development of the dual system necessary.
Stadig flere virksomheder går over til at formidle erhvervs uddannelsen uafhængigt af produktionen.
More and more firms are going over to making a proportion of incompany training independent of the production pro­cess.
Tekniske årsager — f.eks. den stigende værdi af installationerne på arbejdspladsen, mange arbejdspladsers manglende pædagogiske egnethed takket være stærk teknisk integration — men
This is for technical reasons — such as the rising value of equipment at the place of work, the unsuitability of certain work places owing to high technology and rising
#Λ også stigende uddannelsesudgifter for virksomhederne tak­ket være øgede kvalitetskrav vinder i betydning.
■ö c φ costs of training to cover higher standards.
De store fødselsårgange bragte forstyrrelser i arbejdsmarkedets mekanismer, hvilket foranledigede virksomhederne til ikke længere at tilbyde erhvervsuddannelse i virksomheden udelukkende ud fra synspunktet om derigennem at kunne øge sin egen styrke af fagligt kvalificeret personale.
Demographic trends with years of high birth rates, have obliged firms to offer in­company vocational training, which was no longer exclusively directed towards acquiring a skilled work force for themselves.
I dag understreger man ofte socialpolitiske motiver, når man tilby­ der uddannelsespladser.
Today training places are often offered for social­political reasons.
Denne udvikling har medført en
The close connection between in­company vocational training and the system of employ­ment has been weakened as a result of this development.
For den allerede påbegyndte og i langt større grad for fremtidens erhvervsuddannelsespolitik vil målet derfor være at indlære unge sådanne basiskvalifikationer under erhvervsuddannelsen, der vil sikre dem mest muligt mod, at de i løbet af erhvervsuddannelsen i virksomheden indlærte kvalifikationer forældes.
A policy has already been started, and will increase more so in the future, to provide young people with basic qualfifications in vocational training, which will provide them throughout their working lives with the greatest possi­ble protection against becoming out of date.
De unge skal kvalificeres til at kunne klare fagspecifikke arbejdsopgaver, men ikke fikseres specielt på en bestemt arbejdsplads eller virksomhed.
A young person must be able to cope with the specific tasks of his occupation, but must not become tied down to his special place of work or type of work.
En sådan erhvervsuddannelse, der rækker ud over enkelte arbejds­ og uddannelsespladser, vil også i fremtiden først og fremmest skulle støtte sig til private og offentlige virk­somheders beredvillighed til at deltage i uddannelsen.
Such a vocational training, which should reach out beyond the individual's work and training venues, will also in the future have to be based primarily on the willingness of the private and public under­takings to provide such a training.
Det centrale i fremtidens erhvervsuddannelsespolitik vil fortsat være at afstemme og tilpasse Forbundsrepublikkens uddan­nelsesregler med de enkelte forbundslandes undervisnings­planer og bringe skole­ og virksomhedsmæssige uddannel­sesaktiviteter i samklang med hinanden.
The Federal Republic and individual states will have to rationalize training regulations and programmes in order to bring academic and in­company training activities into line with each other.
Videre­ og efteruddannelsesområdet vil i de kommende år få stadig større betydning.
Continuing education and training will gain in importance during the next 10 years.
Dette er ikke mindst påkrævet, fordi en større bredde i den primære erhvervsuddannelse nødven­diggør, at man intensiverer den faglige videre­ og tilpas­ningsuddannelse.
This is necessary first of all because the need to intensify continuing training in com­panies to adapt to new technologies is increased with a more broadly based initial vocational training.
En analyse af nyligt indgåede lærekontrakter med henblik på opdeling efter fag tydeliggør endvidere, at en del af de store fødselsårganges unge, der for tiden er under primær­uddannelse, ikke nødvendigvis vil komme til at udøve det erhverv, som de har lært.
Another rea­son is that even today an analysis of the distribution of occupations among newly completed training contracts shows clearly that at least a part of the basic training now being carried out for the high birth rate years will not lead to employment in the occupations studied.
Begge årsager vil føre til, at erhvervsfaglig efter­ og videreuddannelse såvel fra erhvervs­virksomhedernes som fra uddannelsespolitisk side i kvanti­tativ og kvalitativ henseende vil blive tillagt større værdi.
For both these reasons there will be a need for more and better vocational further education and training as a matter of commercial and educational policy.
Sideløbende med udviklingen på arbejdsmarkedet og de unges vanskelige situation ved overgangen fra skole til erhverv har nabostaternes endnu større problemer med den tidlige overgang fra skole til erhverv bidraget til, at det duale system ikke principielt bliver draget i tvivl.
Concerning changes in the labour market, and the difficult position of young people in transition from school to work, neighbouring countries, where the transition from school to an occupation is more abrupt, have even greater problems. This has contributed to the dual system not being funda­mentally questioned.
Fagforbundene kræver imidlertid et tvungent almendannende 10. skoleår, og at der tilbydes alle skolesøgende et 11. skoleår som basisår for erhvervsuddannelse.
The trade unions are demanding how­ever a 10th school year of general education, and the facility for all school leavers to spend an 11th year as a vocational basic training year.
Endvidere kritiseres de kri­terier, virksomheder lægger til grund for udvælgelsen af ansøgere til optagelse med henblik på en uddannelse og kræver større kontrol med adgangskriterierne.
Apart from this, they criticize the selec­tion procedures which firms use to decide which applicants are acceptable for training, and they are demanding stricter controls over the criteria for acceptance.
Fra arbejdsgiveres side afviser man en udvidelse af skole­pligten og stiller sig skeptisk med hensyn til et basisår for
It sees in the extension of facilities for academic training of skilled workers or craftsmen a danger to the dual system in general, and is opposed to it, even for regions with a weak industrial infrastructure or with
erhvervsuddannelsen.
a large need for skilled workers.
Man anser udvidelsen af skoletilbuddene med hensyn til uddannelse af specialarbejdere eller faglige medhjælpere som en generel fare for dualsystemet og modsætter sig denne udvidelse selv i områder med svag industriel infrastruktur og mangel på arbejdskraft for ikke at skabe præcedens til fare for det virksomhedsinterne uddan nelsesvæsens stærke position.
Employers want to avoid creating precedences which might endanger the strong position of incompany training.
Ifølge arbejdsgivernes opfattelse kan et mere behovsbetonet tilbud om uddannelses pladser kun lade sig gennemføre inden for rammerne af regionale foranstaltninger til fremme af erhvervslivet.
In their opinion the only way of achieving a correct balance between demand and the availability of training places is within the framework of regional economic development.
Trods disse interesse- og holdningsforskelle blandt arbejdsmarkedets parter har nogle forbundslande taget skridt til at indføre et tvungent 10. skoleår.
In spite of these different interests and attitudes of the industrial partners, some Federal states have taken steps towards the introduction of the 10 year compulsory educa­tion.
Således har man indført det i Berlin og Nordrhein-Westfalen.
Berlin and North Rhine Westphalia have already intro­duced it.
Der hersker dog uenighed om, hvorvidt man skal tilbyde et sådant 10. skoleår som et valgfrit henholdsvis almendannende, erhvervsuddannelses-basis- eller erhvervsforberedende år, eller som faglærerforeningerne forlanger, udelukkende tilbyde det som almendannende.
It is questioned whether this 10th school year should be open to choice, either as a basic vocational year or as a preparation for an occupation or, as demanded by the trade unions, exclusively for general education.
Frem til midten af 80'erne skal erhvervsuddannelsens basisår være udbygget så langt, at de fleste unge vil have mulighed for at følge dette tilbud, inden de begynder i en virksomhedsuddannelse.
The Law for Basic Vocational Training should, by the mid-1980s, be so far developed that it will be available to most young people before they start their incompany training.
Dette skulle muliggøre en bred erhvervsmæssig basisuddannelse og føre til større erhvervs mæssig mobilitet.
This is intended to provide for a broadly based vocational training, and as a result a greater occupational mobility.
Denne erhvervsbasisuddannelse efterfølges af en toårig faglig uddannelse (for det meste i virksomhederne). hederne).
Two years vocational training (mostly in-company) will follow on from the vocational basic training year.
Ud fra erkendelsen af den stigende nødvendighed for at planlægge uddannelsen, herunder også erhvervsuddannelsen, udforske de med denne forbundne problemer og vejlede de implicerede, tillægger man erhvervsuddannelsesforskningen stor betydning.
Occupational research is given great importance because of the increasing need for planning training, including voca­tional training, for studying its problems, and of giving advice to those concerned in it.
Den har taget et vældigt opsving siden 60'erne og drives på mange institutioner inklusive universiteternes lærestole for økonomisk pædagogik og erhvervspædagogik.
This has taken an upward trend since the 1960s and is carried out by many establishments including the faculties for economics and occupational teaching at the universi­ties.
Med oprettelsen af Forbundsinstituttet for erhvervsuddannelsesforskning, BBF, og dets efterfølgennstitut Forbunds instituttet for erhvervsuddannelse og med etableringen af Instituttet for arbejdsmarkeds- og erhvervsforskning overtog staten for første gang forskningsopgaverne i forbindelse med erhvervsuddannelse.
Research into vocational training became a state responsi­bility for the first time with the establishment of the Federal Institute for Research into Vocational Training, BBF and the follow-up institute, the Federal Institute for Vocational Training, as well as with the foundation of the Institute for the Labour Market and Research into Occupations.
Forbundsinstituttet for erhvervs uddannelse har blandt andet indledt et samarbejde med Forbundsrepublikkens Statistik med henblik på udviklingen af et datasystem, der skulle gøre det lettere at analysere tilbuddet om uddannelsespladser.
The Federal Institute for Vocational Training works with the Federal Office for Statistics on the development of a data bank which will make it easier to carry out an analysis of available training places.