natgillin/translations-raw huggingface dataset:
(ft ningen for drenge koncentrerede sig om teknisk tegning, ■ ■■■ træ­ og metalbearbejdning, medens den for pigers vedkom­mende lagde mere vægt på husholdning og merkantile fag.
Instruction for boys concentrated on technical drawing, woodwork and metal working, whereas for girls the emphasis was on domestic science and commercial subjects.
Alle elever skulle lære irsk og engelsk.
All pupils were taught Irish and English.
I 1943 havde man to hovedformer for »erhvervsuddannelse«: Undervisning i efter­ og videreuddannelsesskoler og faglig uddannelse.
In 1943 there were two main types of vocational education; continuation education and technical education.
Den første form omfattede heltidsundervisning inden for bestemte ånds­ og naturvidenskabelige fag, den anden heltids­ eller deltidskurser og aftenkurser i hånd­værks­, industrifaglige, merkantile og husholdningsfag.
The former was concerned with full time tuition in certain literary and natural science subjects — the latter consisted of full­ or part­time courses and evening courses in manual crafts, industrial and commercial subjects, business and domestic science.
Det er vanskeligt at skønne, hvor mange elever der hvert år fik en faglig uddannelse. Der kan dog næppe herske tvivl om, at uddannelsen i forhold til industriens behov ikke var tilstrækkelig.
The number of pupils who received vocational training each year cannot easily be estimated, but there is no doubt that the amount of training was small in relation to industrial needs.
Det fremgår således af undervisningsministe­riets beretning for året 1940, at der i nævnte år kun fuldt ud uddannedes 324 kursister inden for byggefag, maskinbyg­ning, automobilindustri, elektroteknik og anvendt kemi.
The report of the Department of Education shows that for 1939 and 1940, in the building industry, machine manufacture, motor vehicle construction, electrical tech­nology and applied chemistry only 324 participants were fully trained.
Sammenligner man dette tal med det for året 1920 skønnede tal på »kun 250 til 300 unge, som årligt forberedes til beskæftigelse i industrien«, er det indlysende, at den faglige uddannelse med henblik på erhvervsbeskæftigelse i indu­strien i mellemtiden kun havde udviklet sig meget lidt.
If we compare this number with 1920 when 250 to 300 young people were prepared for employment in industry it is clear that there was little development in vocational training for industrial employment.
Kommission for faglig uddannelse (1926) anbefalede opret­telsen af lærlingekommissioner for håndværksfagene.
The Commission on Technical Education (1926) recom­mended the establishment of apprentice committees for skilled trades.
Dis­se skulle sammensættes af repræsentanter for arbejdsgi­verne og arbejdstagerne, undervisningsministeriet og mini­steriet for handel og industri samt have en uafhængig for­mand.
These were to be composed of representa­tives of the employers, the employees, the Department of Education, the Department of Industry and Commerce with an independent chairman.
De skulle udarbejde forskrifter for lærlingeuddannel­sen, udforme den påkrævede faglige uddannelse og beskæftige sig med uddannelse af faglige arbejdere og udarbejde sammenhængende sager.
They were to determine the kinds of vocational training required and to investigate all other matters pertaining to the training of skilled workers.
Følgelig vedtog man i
Corres­pondingly, the law for the training of apprentices was passed in 1931.
1931 loven vedrørende lærlingeuddannelse, der bemyndigede handels- og industriministeren til at nedsætte kommissioner for lærlingeuddannelsen. Disse kommissioner fik beføjelser til at forelægge undervisningsministeren egnede forslag til etablering af egnede uddannelsesforløb.
and Commerce to set up Apprenticeship Committees, who would, in their turn, have the task of submitting suggestions to the Department of Education for the establishment of suitable training courses.
Alt i alt kom kommissionerne frem til den konklusion, at loven af 1931 vedrørende lærlingeuddannelse havde vist sig at være uden virkning.
Later, a Commission set up by the Government in 1943 concluded that the law of 1931 for the training of apprentices was not effective.
Nødvendigheden af ændringer understregedes også af kom missionen vedrørende ungdomsarbejdsløshed (1951), som anbefalede, at man oprettede en nationalkommission for lærlingeuddannelse, udformede uddannelsesprogrammer og virksomme regler til praktisk og teoretisk uddannelse samt eksamination af lærlinge.
The necessity for changes was also underlined by the Commission on Youth Unemployment (1951), which recom­mended that a national committee for apprentice training, training programmes and effective measures for practical and theoretical training and for the examination of appren­tices should be established.
I 1959 vedtog man en ny lærlingelov, der skulle gælde for alle handels- og industri sektorer med undtagelse af landbrug, liberale erhverv og kontorfag.
In 1959 a new law was passed for the training of apprentices which applied to all branches of trade and industry, with the exception of agriculture, the self employed, and office workers.
Efter anordning af handels- og industriministeren oprettede man i 1960 en national instans vedrørende lærlingeuddannelsen, der fik pålagt at føre tilsyn med uddan nelsen af lærlinge.
The National Apprentice ship Board (An Cheard Chomhairle) was established in 1960 by order of the Minister for Industry and Commerce, to supervise the training of apprentices.
Denne instans fik beføjelse til at henlægge bestemte erhvervsgrene under sin ressort, og tilsvarende udvalg blev lovligt bemyndiget til at udstede uddannelses forskrifter for det pågældende erhverv.
This Board was empowered to take certain sectors into its scope, and corresponding committees were given legal powers for issuing training regulations for individual trades.
Ministeriet for industri og handel havde ifølge det nye system ingen umiddelbare beføjelser med hensyn til er hvervsuddannelse til industrien.
In accord­ance with the new system, the Department for Industry and Commerce had no direct powers over vocational training for industry.
Helt anderledes var situationen for landbrugsministeriet, der også efter erhvervsud dannelsesloven af 1930 alene fik beføjelser til at udforme landbrugets teoretiske og praktiske uddannelse, hvorfor landbrugs- og beslægtede fag ikke måtte undervises i de er hvervsfaglige skoler.
The position of the Department of Agriculture was entirely different since, following the law for vocational training of 1930, it had exclusive powers to organize theore­tical and practical agricultural training, which meant that agricultural and related subjects could not be taught in the vocational schools.
Med ikrafttræden af ministerieloven af 1924 oprettedes det nuværende undervis­ningsministerium som regeringsministerium.
The present Depart­ment of Education was established as a Government Minis­try in 1924, when the Ministers and Secretaries Act came into effect.
Det har befø­jelser med hensyn til administration af folke­ og mellemsko­len samt de teknisk­faglige skoler.
It is responsible for the administration of pri­mary, secondary and technical education.
De beføjelser, som folk­eskolemyndigheden, den højere skolemyndighed og afde­lingen for faglig uddannelse havde haft under det hidtidige ministerium for landbrug og faglig uddannelse, blev således sammenlagt under en enkelt administrationsmyndighed.
In this way the previous Board of National Education, the Intermediate Education Board and the Department of Agricultural and Technical Instruction were united into one single adminis­trative body.
Nævnte ministerium for landbrug og faglig uddannelse var etableret i henhold til en lov, som var trådt i kraft i 1899.
Earlier the Department of Agriculture and Technical Instruction had been created by a law that became effective in 1899.
De fleste enhedsskoler oprettedes i slutningen af 60'erne og begyndelsen af 70'erne.
Comprehensive schools were established mainly at the end of the 1960s beginning of the 1970s.
I mellemtiden havde man også Λ\ oprettet fællesskoler for katolikker og protestanter, der i TT fællesskab styres af de religiøse samfund og VEC'erne1).
Since then, the Community schools were also established, which are jointly managed by the religious associations and the Vocational Education Committees (VEC).
Smf Nogle af disse fællesskoler er fremgået af sammenlægnin­ mm gen af eksisterende højere skoler og erhvervsskoler.
Some community schools are the result of an amalgamation of existing Secondary and Vocational Schools.
I fæl­ ^" lesskolemes styrelsesråd sidder der to repræsentanter for fll henholdsvis kirkemyndigheder, VEC'erne og forældrene. JJJj
The Boards of Management for Com- munity Schools consist of two representatives from each of the church authorities, the VEC and the parents.
AnCO har til opgave at fremme uddannelsen inden for alle industrielle færdigheder eller selv gennemføre sådanne uddannelsesforanstaltninger foru­ den at føre tilsyn med lærlingeuddannelsen.
AnCO has the task Q^ apart from the supervision of apprentice training, of pro­moting or providing training for all industrial skills.
Dog henhører landbrug, skovbrug, fiskerierhverv og de liberale erhverv ikke under AnCO's ressort, idet de fortsat er underlagt hhv. landbrugsministeriet eller de liberale erhvervs organisatio­ner.
The only (Λ sectors that do not fall under the AnCO authority are fll agriculture, horticulture, fisheries and the professions for mSm which, as before, the Department of Agriculture or the professional associations are responsible.
Man anså det fremfor alt at være industriens opgave at tage sig af uddannelse, hvorimod AnCO skulle virke koordi­nerende og støttende, hvis det skulle vise sig påkrævet.
Training is the responsibility of industry but AnCO can, if required, help with coordination and provide assistance.
I spidsen for AnCO står et råd, i hvilket der er repræsentanter for arbejdsgiverorganisatio­nerne, fagforeningerne og staten.
AnCO is managed by a council made up of representatives of employers' organiza­tions, trade unions and the government.
Alle vigtige forholdsregler og foranstaltninger skal således godkendes af arbejdsmar­kedets parter, selv om de løbende opgaver og forretninger udføres af fast ansatte direktører.
In this way all important decisions gain the assent of the social partners (employers and employees) but routine matters are handled by fulltime directors.
Formanden for AnCO's råd og to rådsmedlemmer udnævnes af undervisningsminis­teren, hvorimod arbejdsgiver­ og arbejdstagerorganisatio­nerne hver udnævner yderligere fem medlemmer; et råds­medlem kommer fra uddannelsessektoren.
The Chairman of the AnCO Council and two of its members are appointed by the Minister for Labour; five are from employers' organizations, five from trade union workers' organizations and one comes from the educational sector.
Kompetence på lærlingeuddannelsesområdet.
Responsibilities for apprentice training.
Un­dervisningsministeriet er alene ansvarlig for den skolemæs­sige uddannelse af lærlinge, som uddannes i henhold til det traditionelle uddannelsessystem.
The Depart­ment of Education alone is responsible for the academic education of apprentices who are being trained under the traditional system, as well as for examinations.
Ministeriet afholder prøver og eksaminer og udsteder beviser og vidnesbyrd.
In the new system, apart from AnCO, a Curriculum Advisory Committee is responsible.
Skoleud­dannelsen efter det nye lærlingesystem henhører under AnCO samt en rådgivende læseplanskomité (Curriculum Advisory Committee), som består af repræsentanter for arbejdsmarkedets parter og de uddannende organisationer, og som fastlægger undervisningsplanerne.
This is composed of representatives of employers, workers and training organizations, and it decides on the training curriculum.
Erhvervsuddannelseskomiteernes kompetence (Vocational Education Committees).
(Regional Technical Colleges) in its area.
Komiteen an sætter institutionernes lærerstab og administrationspersonale. nale.
It provides the teaching and administrative staff for these establishments.
CERT's kompetence — Komiteen for formidling og ud dannelse af personale i hotel- og restaurationsbranchen.
Responsibilities of CERT.
CERT hører under arbejdsministeriet og ledes af et sagkyndigt råd.
The Committee for the Edu­cation, Recruitment and Training of Hotel and Catering Personnel (CERT), comes under the Department of Labour and is managed by a Council.
Dette består af repræsentanter for de forskellige organisationer og regeringsmyndigheder, som interesserer sig for arbejdet og er ansvarligt for dette, som f.eks. det irske turistråd, arbejdsgiver- og arbejdstagerorganisationer ne og undervisningsministeriet.
This consists of representa­tives of various organizations and government authorities with an interest, including the Irish Tourist Board, employers' and employees' associations and the Depart­ment of Education.
Kompetence inden for den landbrugsfaglige ud dannelse.
Responsibilities for agricultural training. The
ACOT, den landbrugsfalige uddannelsesmyndighed, er ansvarlig for uddannelse og rådgivning i land brugssektoren.
Authority for Agricultural training (ACOT), is responsible for the training and advisory services in the agricultural sector.
ACOT's virksomhed styres af et udvalg bestående af en formand og 15 medlemmer.
ACOT works under the overall control of a Board consisting of a chairman and 15 members.
Landbrugsministeren udpeger tre medlemmer, hvoraf to kommer fra landbrugsforskningsinstituttet.
Three are appointed by the Minister for Agriculture, two of these are from the Agricultu­ral Institute.
Et medlem udpeges af undervisningsministeren. De resterende medlemmer er enten funktionærer i ACOT eller repræsentanter for arbejdsmarkedets parter.
One member is appointed by the Department of Education and the remaining members are ACOT employees or representatives of the 'social partners'.
Den irske regering går ud fra det princip, at industrien så vidt muligt selv burde være ansvarlig for uddannelsen af dens beskæftigede.
The Irish Government believes in the basic prin­ciple that industry should, as far as possible, itself carry the responsibility for training of its workers.
AnCO har derfor lidt efter lidt indført et system af afgifter og tilskud inden for bestemte industrigrene. Der er for tiden tale om syv bran­cher: Tekstilindustrien, beklædning og sko, nærings­ og nydelsesmidler, maskinbygning, kemi. trykkeri og papir samt byggefagene.
Accordingly, AnCO has progressively introduced a system of levies and grants into the designated industries, of which there are now seven: the textile industry, clothing and footwear, food, drink and tobacco, engineering, chemicals, printing and paper and construction.
Disse industrigrene svarer stort set til den forarbejdende industri, dog med undtagelse af de offentlige forsyningsvirksomheder, for hvilke der eksisterer egne uddannelsesordninger.
The industrial sectors coincide roughly with the sectors of the manufacturing industries, with the exception of the public utilities organizations, which have their own training procedures.
che, for et bestemt år indbetale enten 1 % eller 1,25 % af deres lønsum til en særfond.
In accordance with the levy/grant system, firms pay a contribution into a fund, which differs in size according to the type of business, and is either 1 % or 1.25 % of the annual wages bill.
Hvis de overholder de af AnCO fastsatte uddannelsesbetingelser, modtager de indtil 90 % af deres afgifter tilbage som tilskud.
They can get up to 90 % of this contribution back in the form of grants, providing they keep to the AnCO prescribed training procedures.
Dette systems vigtigste resultat er, at der er blevet indført systematisk uddannelse inden for industrien.
The most important result of this system is the introduction of a systematic training routine in industry.
I slutningen af 1977 var der 1 743 uddannelsesledere og 2 285 instruktører i virksomhederne.
At the end of 1977 there were 1743 training managers and 2285 training instructors active in industry.
Til støtte for den virksomhedsinterne uddannelse blev 6 000 lærerkræfter uddannet af en særlig instruktøruddannelses­tjeneste under AnCO.
About 6000 instruc­ tors were trained by the AnCO special instructor training service during the same period.
Undervisningsministeriet beta­ler løn direkte til lærerne og bærer næsten to trediedele af fællesomkostningerne til nybygning af skoler.
The Department of Education pays the salaries to the teachers direct, and carries over 80 % of the total costs for new national school buildings.
Knapt 4 % af i alt 495 000 elever på primærtrinet gik i 1963 i betalingsplig­tige skoler (ikke statsstøttet). Kun 0,5 % af eleverne gik i specialskoler for handicappede.
In 1974 4 % of the total of 54 000 pupils at the primary level attended fee paying (not State­subsidized) schools, and 1.6 % attended special schools or classes for the handicap­ped.
Udover det årlige persontilskud afholder staten også indirek­te størsteparten af disse skolers lærerlønninger.
Apart from teachers' salaries, the State also provides a grant per pupil of IRL 6 to the National Schools.
I 1964 oprettedes der endvidere et tilskudsprogram til skolenybyg­ninger.
In 1964 a programme was also set up for subsidies for new school buildings.
Med oprettelsen af den højere skolemyndighed i året 1878 indførtes der statsstøtte til mellemskolevæsenet.
The state subsidies for the secondary school system were introduced universally in 1878, with the establishment of the Intermediate Education Board for Ireland.
Denne regels vigtigste kendetegn var, at skoletilskuddene rettede sig efter elevantallet og eksamensresultaterne.
The most important part of this regulation was that subsidies for schools were dependent on the attendance of pupils and the examination results.
Siden 1924 omfatter statens tilskud til de højere skoler en pengestøtte i forhold til elevantallet samt betaling af den største del af lærernes lønninger.
After 1924 the State subsidy for the higher schools consisted for the most part of a payment according to the numbers of pupils, and the payment of the greater part of teachers salaries.
Indtil 1967 blev den resterende del af skolernes omkostninger inddækket gennem skolepenge og gaver.
The remaining school costs were covered up to 1967 out of school fees and donations.
Fra og med dette år indførtes der imidlertid ved de fleste højere skoler frihed for at betale skolepenge, dvs. eleverne behøver ikke længere betale skolepenge, og skolernes resterende finansbehov dækkes ved hjælp af supplerende statstilskud.
From this year onward free education was introduced for most of the secondary schools; pupils no longer had to pay any fees and the remaining financial needs of the schools were covered by an additional state subsidy.
Fagskolerne er offentlige institutioner og styres af lokale kommissioner, som går tilbage på en i 1930 vedtaget lov samt ældre traditioner.
Vocational schools are public institutions and are governed by local committees (VECs) which go back to a Law of 1930, as well as older traditions.
Finansieringen sker for 90 %'s vedkommende ved hjælp af statstilskud og kommunale skatter.
financing is now 98 % by State subsidies and local rates.
Undervisningens ind­hold er forskellig alt efter lokale betingelser.
The curriculum differs according to local conditions.
Efter­ og videreuddannelseskurserne følger som regel i tilslutning til folkeskolen og varer to år.
Further îducational courses usually take two years following on from general education.
Primæruddannelse • Bestemmende 1.
=1 O Q. O
uddannelsesinstitutioner og uddannelseskonsulenttjenester var forbundet med store investeringer.
Finance for AnCO. The development of AnCO from an organization with three training centres in 1969 to the present day countrywide network of training institutions and advisory services was achieved only by considerable investment.
Således investerede man f.eks. mere end 3 millioner IRL i året 1978.
In 1978 more than IRL 3 million were invested.
Som i de foregående år blev disse udgifter i overvejende grad dækket gennem statstilskud og for en dels vedkommende finansieret med midler fra Den europæiske Socialfond (i 1978 således 0,5 mio IRL).
These expenses, as in previous years, were paid mostly by State subsidies and partly the European Social Fund (ESF) (1978, IRL 0.5 million).
På den anden side dækkes ca. halvdelen af AnCO's løbende virksomhed med midler fra Den europæiske Socialfond.
On the other hand, almost half the running costs of AnCO are covered by the ESF.
AnCO's udgifter beløb sig i årsregnskabet for 1979 til mere end 28 millioner IRL, hvoraf rundt regnet 11,5 millioner IRL dækkedes gennem indtægter fra Den europæiske Socialfond og resten næsten helt gennem statstilskud.
In 1979 the expenses of AnCO, as shown in the income/expenditure account, amounted to more than IRL 28 million. Of this about 11.5 million were covered by income from the ESF, the rest was almost entirely covered by State subsidies.
Antallet af AnCO-medarbejdere udgjorde i slut ningen af 1979 mere end 1 700.
AnCO employees at the end of 1979 numbered 1700.
Omkostningsforøgelser, som opstår på grund af AnCO's regionale udvidelse (det skal være enhver muligt inden for en omkreds af 30 mil (48 km) at kunne komme til en AnCO-institution), dækkes hovedsageligt ved statstilskud.
The increased costs caused by the regional expansion of AnCO (an AnCO establishment was to be available to everyone within a radius of 30 miles) were mainly covered by the State subsidies.
Imidlertid betales rundt regnet halvdelen af AnCO's nuværende aktiviteter af Den europæiske Socialfond.
The present day AnCO activities are, however, financed to about 50 % by the ESF.
AnCO's samlede omkostninger på indtægts- og udgiftsregnskabet for 1978 beløb sig til lidt mere end 23,3 millioner IRL, hvoraf 9,8 millioner dækkedes af indtægter fra Den europæiske Socialfond.
In 1978 the total AnCO expenditure as shown in the income/expenditure account was slightly above IRL 23.3 million, of which 9.8 million was covered by ESF contributions.
Finansiering af CERT — Komiteen for formidling og uddannelse af personale i hotel- og restaurationsbranchen.
Finance for CERT the Council for Education, Recruit ment and Training for Hotel and Catering and Tourism Industries.
CERT finansieres i overvejende grad af arbejdsministeriet og Den europæiske Socialfond: De samlede udgifter beløb sig i 1978 til mere end 2 millioner IRL.
CERT is mostly financed by the Department of Labour and the European Social Fund (ESF): total expendi­ture in 1978 was more than IRL 2 million.
Det er fremfor alt de enkelte virksomheder, der er ansvarlige for uddannelse og efter- og videreuddannelse af de i virksomhederne beskæftigede.
Finance for incompany training, individual establish­ments are responsible for the training and further training of their own work forces.
Almindeligvis skal virksomhederne derfor også selv bære omkostningerne til denne uddannelse og efter- og videreuddannelse.
The costs therefore must in general be carried by the firm.
Der findes dog en række foranstaltninger, deriblandt finansielle tilskyndelser, til fremme af virksomhedsintern uddannelse:
There are, however, a number of measures, including financial inducements, to promote incompany training:
Der findes afgifts- og tilskudssystemer, i hvilke virksomhederne (med enkelte undtagelser) skal indbetale en foreskreven procentsats (rundt regnet 1 %) af deres løn- og gageomkostninger til en fond, hvorfra de modtager tilskud, hvis de opfylder bestemte af AnCO fastsatte normer og krav.
There are a number of levy/grant systems by which firms (with some exceptions) pay a fixed percentage (about 1 %) of their wages bill into a fund, from which they can receive training subsidies, providing they comply with certain AnCO-established training procedures.
AnCO kan tilbageholde 10 % af fondsmidlerne til administrationsformål og udbetale 90 % som tilskud.
Up to 10 % of the fund may be retained by AnCO for administrative costs and 90 % can be paid out in the form of grants.