natgillin/translations-raw huggingface dataset:
LEP: Erhvervsgymnasium IUT: Teknologisk universitetsinstitut BTn: Teknisk studentereksamen DUT: Teknikerdiplom BTS: Højere teknikerbevis CAP: Erhvervsduellghedsbevis BEP: Erhvervsuddannelsesbevis CEP: Erhvervsforberedelsesprøve BT: Teknikereksamen
Vocational Secondary School University Institute of technology Technical Baccalauréat, i.e. University Entrance Examination (Technical) University Diploma of Technology Higher Technical Certificate Vocational Training Certificate Vocational Studies Certificate Vocational Education Certificate Technician Certificate.
Ui S' titude professionnelle) eller til erhvervsuddannelsesbeviset (BEP — Brevet d'enseignement professionnel), som er diplo­mer på niveau V (i den franske terminologi: niveau for arbejder eller funktionær).
Short technical education. Approximately 750000 pupils are involved in the short vocational education, where they prepare for a vocational training certificate (CAP) or a vo­cational studies certificate (BEP), which are both at level V for skilled or unskilled workers.
De, der forbereder sig til CAP, går enten tre år i skole efter klassetrin 5 eller 2 år efter klassetrin 3.
The CAP is prepared in three years after the 5th form, and in some cases in two years after the 3rd form.
Der eksisterer 300 forskellige slags CAP med landsomfattende godkendelse, og der er 43, som alene er godkendt i enkelte departemen­ ter.
There are 300 varieties of national CAP, and 43 of departmental CAP.
Disse uddannelser, som forbereder til industrisektoren eller til sektoren for tjenesteydelser, har ofte vanskeligheder ved helt at tilpasse sig til den teknologiske udvikling.
The courses which concern the industrial sector or the services sector often have some difficulty in adapting to the evol­ ution of technology.
Efter klassetrin 3 går der 2 år til forberedelsen til BEP. Disse klasser forbereder til 61 forskellige specialer, for det meste i sektoren for tjenesteydelser.
The BEP is prepared in 2 years after the 3rd form, and, covering 61 different fields, primarily in the tertiary sector, it provides a more versatile vocational training.
Uddannelserne til CAP og BEP bliver meddelt i de såkaldte faggymnasier (LEP — lycée d'enseignement professionnel).
The CAP and BEP are prepared in vocational education schools (LEP), which are often less well equipped than the secondary schools.
22 % af elever­ ne går i private skoler, hvoraf nogle — som er rent privat­økonomisk drevet — i mindre grad sigter mod arbejdsmarkedet.
22 % of the pupils are in private schools, of which some are profit­making and spend too little time preparing students for entry into the job market.
Mindre end 10 % af de unge, som afslutter den korte tekniske uddannelse, kan gå videre i den lange tekniske uddannelse, som strækker sig over tre år og foregår på de tekniske gymnasier (lycée d'enseignement technique).
Long technical education. Less than 10 % of the pupils from the short programme of technical education manage to return to the long technical education, taught in technical education schools over a period of 3 years.
00 omfatter 58 forskellige specialer.
The technician certificate, the qualification at the end of the long vocational phase, includes 58 different fields.
Den er for tiden i tilbage­ MM φ
It is at present in decline (7400 certificates awarded in 1970; 4200 in 1980), whereas the technical baccalauréat, which is gained at the same level of vocational studies, is progress­ing rapidly (28000 in 1970: 62000 in 1980).
Disse uddannelser på niveau IV (teknikere) er for det meste og i stigende grad uddannelser til den tertiære sektor (servicesektoren).
This training at technician level IV is generally, and increas­ ingly, training the tertiary sector of industry (mainly distri­ bution)
De højere teknologiske uddannelser.
Higher technological education.
Universitetet har i øvrigt en tilbøjelig­hed til at indføre en selektiv rekruttering, som ellers hidtil kun var anvendt af de højere læreanstalter (les grandes écoles).
Access to higher education is usually reserved for holders of the baccalau­réat, but methods of access through equivalent qualifica­tions are on the increase.
Det franske system for højere uddannelser er karak­teriseret ved, at der samtidig findes universiteter og højere læreanstalter (grandes écoles).
Universities, moreover, are tend­ing to adopt a selective system of recruitment, which until now had only been used by the high colleges (grandes écoles).1 The French system of higher education is characterized by the coexistence of universities and 'grandes écoles'.
Universiteterne har længe foretrukket at hellige sig den almene undervisning, forsk­ningen og uddannelsen af lærere.
For a long time the universities have preferred to devote them­selves to general education, research and teacher training.
De højere læreanstalter er oprettet siden det 19. århundrede for at uddanne ingeniører og højere funktionærer til at forestå den industrielle, kom­mercielle og administrative udvikling.
The 'grandes écoles' have been set up since the Nineteenth century to train the engineers and management staff on whom the development of industry, commerce and adminis­tration depends so much.
I de sidste ca. 10 år har universiteterne mere og mere udviklet faglige uddannelser på forskellige niveauer: Studen­tereksamen plus 2 år (niveau III — højere teknisk uddan­nelse, ingeniør) = universitetsdiplom for teknologi (DUT).
For a decade the universities have been increasingly devel­oping their vocational training, and at various levels: bac + 2 (level III: higher technician) = university diploma of tech­
Studentereksamen plus 4 år (niveau II og I — funktionær, ingeniør). Det drejer sig om beherskelse af naturvidenskaber og teknik (MTS), og det fører til et eksamensbevis for specialiserede højere uddannelser (DESS).
1'Grandes écoles' are considered by many to be superior to Universities in their ability to prepare for the most senior positions in the public and private sector in France.
Det primære uddannelsessystem hviler på nogle grundprincipper, som er formuleret i forfatningen eller i skoleloven af 11. juni 1975: »Staten har ansvaret for organisation og finansiering af en offentlig uddannelse, som er ikke-religiøs, som er gratis, og som er obligatorisk til det 16. år.
Efforts at reforming the system have been carried out for several years in order to improve, on the one hand, the quality of the alternating training in school and incompany and the protection of the apprentices, and on the other, the financial advantages agreed by the State for the employers who receive apprentices.
Staten har eneret på at udstede eksamensbeviser.
The efforts have brought about a revival of apprenticeships, which today involve more than 100000 young people from a potential 750000.
Staten understøtter ofte den private undervisning (det drejer sig i så fald om institutioner under kontrakt — »établissements sous contrat«).
It is devalued in the eyes of society, and its effectiveness varies consider­ably according to occupation, type of business and the apprentice teachers who have not usually received any training in how to instruct their pupils.
Lærlingeuddannelsen er en traditionspræget linie, der forbereder de unge til kvalifikation som arbejdere eller funktionærer, og som fører til prøvebeviset CAP (certificat d'aptitude professionnelle).
Although it is a means of training frequently used in sub­jects relating to arts and crafts, and to the retail and catering trade, apprenticeship has only really developed in two industrial fields: building and mechanical engineering.
Den gennemføres på grundlag af en arbejdskontrakt af en særlig type, som for en 2- til 3-årig periode knytter den unge til den virksomhed, der tager imod lærlingen. Virksomheder er forpligtet til at give lærlingen løn og til at give lærlingen fri i mindst 360 timer om året inden for arbejdstiden for at kunne følge en undervisning.
Those leaving the system of initial training, statis­tics from the Ministry of Education reveal that most young people today continue their studies beyond compulsory education and thus acquire increasingly higher levels of training.
Undervisningen meddeles i centre for lærlingeuddannelse (CFA — centre de formation d'apprentis). Det er offentlige eller private institutioner, kontrolleret af det nationale undervisningsministerium og finansieret af virksomhederne (igennem lærlingeskatten) og de offentlige myndigheder i fællesskab.
In the period 1973-78, three major phenomena have been noticed: the number of young people who leave school without finishing a training programme is declining steadily; this decline is almost compensated for by the increase in the number of young people having received training as skilled or unskilled workers (level V); the number of trained higher technicians (bac + 2 = level III) is increasing more rapidly than that of managerial staff and engineers (levels II and I).
Der er også af staten givet finansielle fordele for arbejdsgivere, som tager imod lærlingene til praktisk oplæring. Dette har medført et fremstød for lærlingeuddannelsen, som i dag omfatter mere end 100 000 unge af en aldersklasse på 750 000.
The initial education system is founded on principles enshrined in the constitution or in the Law of 11 July 1975 relating to education: The State is responsible for the organization and the financ­ing of a public system of compulsory education, both free and secular, until the age of 16 years.
Men der er stadig problemer.
The State alone has the right to issue diplomas.
Der mangler en passende uddannelsesvej for dem, der er udelukket fra fuldtidsskolesystemet, og som i samfundets øjne har ringere kvalifikationer.
The administration of the courses and the teaching staff is centralized on a national level by the Ministry of National Education, who controls all levels of initial education and apprenticeship.
Det er også et problem, at virksomhederne og læremestrene ikke har tilstrækkelige forudsætninger for at udøve deres uddannelsesopgave.
Private education is under the educational control of the State, which may often provide subsidies ('establishments under contract').
Der findes under undervisningsministeriet et kontor ved navn CEREQ,
Apprenticeship is a traditional form of preparing pupils for the qualification of skilled or unskilled workman, and at the
som følger bevægelserne fra undervisningssystemet til arbejdslivet.
The training is given in apprentice training centres (CFA).
CEREQ har konstateret, at flertallet af de unge er i gang med fortsat uddannelse, efter at undervisningsplig­ten er afsluttet, og at de som følge heraf når op på højere uddannelsesniveauer.
These are public or private establishments controlled by the Ministry of National Education and financed by apprentice­ship taxes from business concerns and by public authori­ ties.
Igennem perioden 1973­1978 er der gjort tre vigtige iagttagel­ser: — antallet af unge, som forlader skolen uden fortsat uddan­ nelse er stadig aftagende; — denne nedgang bliver næsten opvejet ved forøgelsen af det antal unge, som får en uddannelse til faglært arbej­ der eller funktionær (niveau V); — antallet af højere teknikere (studentereksamen + 2 år = niveau III) forøges hastigere end antallet af funktio­ nærer og ingeniører (niveau II og I).
The apprenticeship tax (0.6 % of the total wage bill of each business) serves to finance the apprenticeship (payments to the apprentice and instalments to the CFA), but also helps to finance the public or private establishments which provide full­time technological education at secondary or higher level.
Strømmen efter afsluttet skolegang efter uddannelsesniveau i.
Fluctuation of those leaving (by level of training) o
Uden uddannelse (niveauerne V.2­VI)
Baccalauréat (level IV) Short technical education (level V) No training (levels V and VI)
Kilde: Undervisningsministeriets statistiske kontor, CEREQ.
Source: Statistical Studies Service of the Ministry of Education.
Videreuddannelsessystemet
The current system of continuing education and training
I løbet af det 19. og 20. århundrede er der opstået forskellig­ artede strømninger og praksis inden for voksenuddannel­sen: Erhvervsuddannelse, folkeoplysning, fagforbundssko­ling, foranstaltninger til fremme for og integration af er­hvervsbeskæftigede (promotion sociale) osv. Mange af forti­dens erfaringer er indgået i det nuværende videreuddannel­sessystem, men en del af dets kendetegn skyldes direkte det indholdsrige samarbejde mellem staten og arbejdsmar­kedets parter og 60'ernes overenskomstpolitik.
During the Nineteenth and Twentieth centuries different purposes and practices developed in adult education: vo­cational training, adult education, trade union education, education to improve the position of working people (promo­tion sociale) and so on. In the present system of continuing education and training many past experiences have been taken into account, characterized by the cooperation between the State and 'social partners' (employers and employees), as well as the collective bargaining developed under the 1960s policy.
Ved en før­ste betragtning synes det erhvervsfaglige videreuddannel­sessystem at være ret så regelbundet og institutionaliseret; men i virkeligheden råder det dog over en fleksibel og decentraliseret organisationsform.
The system of vocational continuing education and training appears at first sight to be over­regi­mented and institutionalized. In actual fact, however, it has a flexible and decentralized organization.
Da det blev udviklet i en tid med økonomisk vækst, kunne systemet i enkelte dele — som f.eks. kravet om frihed til uddannelse — ikke holde stand over for den begyndende krise, men måtte tilpasse sig de nye forhold.
As it was devel­oped during a period of economic growth, there are some parts of the system, for example the right to educational leave, which could not progress as far as originally antici­pated during the current period of economic crisis.
Den erhvervsfaglige videreuddannelse støtter sig til to rets­lige fundamenter Den nationale hovedaftale vedrørende erhvervsuddannelse og erhvervsvidereuddannelse, som ar­bejdsorganisationerne undertegnede den 9. juli 1970, og loven af 16. juli 1971 om erhvervsfaglig videreuddannelse.
Vocational continuing education and training rests on two legal instruments: the National Inter­Trade Agreement for vocational training and continuing training, which was signed by the employers and employees organizations on 9
Medvirkende til den fortsatte stabilisering var ønsket om at bekæmpe konflikterne og den politiske krise fra maj 1968.
July 1970, and the Law of 16 July 1971 for continuing vocational training.
Regeringen indgik som den 3. part i bestræbelserne på at omfordele opgaverne mellem staten og arbejdsmarkedets parter. »Grenelle-protokollen om erhvervsuddannelse« ind gik som led i det nye samarbejde.
In the part that deals with continuing education, it is mainly manual and clerical employees who are covered and it prescribes the rights and opportunities for each group according to their position in the working community, i.e. workers in the private sector or public services, employees threatened with unemployment, those looking for employment, those waiting to be taken on, young people, women, and the disabled.
Udviklingen på dette område støtter sig derfor til de overenskomstmæssige aftaler og til lovgivning, initieret af staten. Således svarer loven af 1971 til overenskomstaftalerne fra 1970, ligesom loven af 1978 svarer til aftalerne fra 1976.
Although the system of continuing education is mainly directed to measures for occupational advancement, it leaves room, within the framework of educational leave, for taking part in socially or culturally orientated courses.
Men loven har karakter af en rammelov, der giver størst mulig plads til udfoldelse af aftaleparternes initiativ.
Parallel with the forms of training established in 1970/71, there continue to be other opportunities for training.
Uddannelse af arbejdstagere i den private sektor.
Training for employees in the private sector.
Virksomhederne har mulighed for enten selv at foranstalte videreuddannelseskurser eller at benytte sig af eksterne uddannelsesinstitutioners tilbud.
Firms can arrange further training courses themselves, or use the facilities of other training establishments.
Loven af 1971 forpligter arbejdsgivere med mindst 10 arbejdstagere til at finansiere uddannelsesforanstaltninger for deres personale. Man ved tog denne bestemmelse for at fremme den virksomhedsinterne uddannelse.
The law of 1971 obliges employers with ten or more employees to finance training for their personnel — a regulation that was intro­duced to stimulate more training within firms.
Det drejer sig for det meste om kurser med fagligt og almendannende indhold, som er knyttet til et bestemt erhverv eller en bestemt funktion og for det meste følger virksomhedsledelsens afstukne mål.
Most com­pany training courses are directly linked with the activités or functions of the firm, although they can be technical or general in nature.
Alle videreuddannelseskurser, der tilbydes arbejdstagerne, skal af virksomhedsledelsen opføres i et program, som skal forelægges bedriftsrådet til godkendelse.
Employers must consult their works councils about all courses of education and training.
Virksomheden udbetaler fortsat løn til deltagerne i sådanne kurser og afholder kursusudgifterne.
The firm is responsible for the cost of courses and for the continued payment of wages.
For at tilskynde arbejdsgivere med 10 eller flere ansatte til at uddanne deres medarbejdere, blev der i 1971 vedtaget en økonomisk for pligtelse hertil.
In order to prompt those employers with 10 or more wage-earners to develop the training of their employees, a system of compulsory expenditure was created in 1971.
Det drejer sig om et minimum på 1,1 % af lønudgifterne. Dette minimum er dog praktisk taget kun aktuelt for de små virksomheder; de store virksomheder bruger langt mere.
It operates by means of a minimum level of expense, fixed today at 1.1 %, which has caused problems for the small business concerns, but the large ones have already been devoting much larger sums to their training policy for a long time.
For de virksomheder, der er omfattet af forpligtelsen, var det i 1980 gennemsnitligt 1,80% af løn summen, som blev anvendt til uddannelse.
Thus, in 1980, business concerns devoted on average 1.8 % of their total wage bill to training expenses.
For de større virksomheders medarbejdere er det hovedsagelig virksomhedsintern uddannelse.
In fact, it is mostly the employees of the medium- and large-sized businesses who benefit from internal training schemes.
Uafhængigt af deltagelsen i kurser, der figurerer i virksomhedens uddannelsesplan, kan alle lønmodtagere (selv i virksomheder med under 10 ansatte) benytte sig af den individuelle ret til frihed til at deltage i uddannelse.
Training leave. Apart from attending the courses on internal training schemes, all wage-earners (even those working in businesses with less than 10 employees) are entitled to training leave.
Denne ret, der er sikret ved lov, giver lønmodtageren ret til at forlade virksomheden i arbejdstiden for at følge en uddan nelse efter eget valg.
This legal right allows a wage-earner to take time off during working hours in order to follow a training course of his choice.
Arbejdsaftalen bliver ikke brudt eller ophævet, fordi lønmodtageren benytter sig af retten til frihed til at følge en uddannelse, og hertil kommer visse supplerende rettigheder (ret til betaling under deltagelse i kurser, rettigheder knyttet til ancienniteten).
During a training leave, the work contract is not broken, and certain rights are maintained (his right to paid hol­idays, his rights linked to seniority).
Loven af 17. juli 1978 har udvidet mulighederne for at opretholde lønindtjeningen under uddannelsen.
The Law of 17 July 1978 has extended the possibilities of maintaining pay during training leave, which were very limited until then.
Den var tid ligere meget begrænset. Virksomheden skal fortsat betale løn, hvis arbejderen deltager på et kursus, som er opført på en fortegnelse, som udkommer hvert år.
It institutes for the business (handed over by the State after a certain length of time) the obli­gation to maintain the salary of a worker on training leave, according to a rate agreed by the State (an annual list).
gennemgå en uddannelse uden for tjenestestedet.
Employees in the public service have opportunities for training and further education arranged by their employer or recognized by them.
Der fin­des særbestemmelser for andre grupper inden for det of­fentlige, f.eks. sygehuspersonale, lærere osv.
There are special regulations for other groups of the public services like hospital staff, teachers etc.
Uafhængige erhvervsdrivende kan ifølge loven inddra­ges i videreuddannelsen på to måder. De kan foranlediges til at oprette uddannelsesforsikringsfonde (fond d'assu­ rance formation, FAF) for uafhængige erhvervsdrivende inden for deres branche. Der tilføres disse fonde midler, som indkræves i henhold til de af brancheforeningerne og handelskamrene afstukne retningslinier. Staten kan yde bistand til disse fonde.
Self­employed workers can, in accordance with the law, take part in further education in two ways; They can be invited to subscribe to a training insurance fund (fond d'assurance formation FAF) for the self employed in their particular trade.
Der findes nu ca. 60 sådanne uddannelsesforsikringsfonde. De fleste er dannet af regio­ nåle håndværkskamre og vedører håndværksvirksomheder.
The self employed may also attend State recognized courses, in which case they are entitled to a lump sum as long as they have been working in their trade for one year before starting the course.
Uddannelse af stillingssøgende.
3 training programme has been recognized by the State.
De personer, som møder særlige vanskeligheder ved at blive erhvervsmæssigt indpasset eller genindsat i arbejdslivet, kan følge kurser, som er godkendt af staten, og som giver dem mulighed for at øge deres chancer for at finde beskæftigelse.
The trainees receive remuneration, the amount of which varies according to their level of employment and former salary.
Under delta- gelsen i disse former for kursus kan deltagerne få en aflønning, hvis størrelse afhænger af deres beskæftigelsessituation og deres tidligere løn.
In the course of the last few years, the quantitative effort to train adult jobseekers has not been in proportion to the increase in unemployment.
I de senere år er uddannel sesvirksomhedens omfang ikke steget i samme takt som arbejdsløsheden: Mellem 1974 og 1979 er antallet af voksne arbejdsløse, som er blevet uddannet, nærmest uændret (ca. 100 000, hvoraf 52 000 hos AFPA).
Between 1974 and 1979, the total number of unemployed trained adults hardly varied (approximately 100000, of which 52000 belong to the AFPA).
Blandt de kurser, der tilbydes de stillingssøgende, er dem, der kaldes ajourførende kurser. Deres formål er at gøre det muligt at få beskæftigelse inden for områder, hvor der for tiden er knaphed på arbejdskraft.
Among the courses suggested to jobseekers are the 'quick I training courses' whose objective is to allow them to take ■■■ jobs for which there is a shortage of labour at present.
Modsætningsvis har der været en meget betydelig indsats for at øge mulighederne for, at de unge i alderen 16 til 25 år kan komme i beskæftigelse.
On the other hand, a considerable effort has been made to promote the integration of young people aged 16-25 years into the job market, and this has been extended to include single women with children.
Der er således siden 1975 udfoldet bestræbelser for at få øget lærlingeuddannelsens omfang, og der er iværksat nye foranstaltninger: en kontrakt om uddannelse under beskæf­tigelse og kurser, der letter adgang til at komme i gang igen med fagligt arbejde. Fra 1977 til 1981 er der gennemført fire kampagner efter hinanden under betegnelsen beskæftigelsespagterne.
Between 1977 and 1981, four successive Agreements for the promotion of employment have offered young people a wide choice of training opportunities, and to businesses the financial advantages of employing young people.
Disse fire kampagner er tilbud til de unge.
In four years, these far-reaching measures have involved a total of 1.6 million young people.