natgillin/translations-raw huggingface dataset:
Denne proces er rettet mod yderligere fusionering af skoler, koncentration om det regionale uddannelsestilbud, forøgelse af undervisningsinstitutionernes autonomi og forbedring af samarbejdet mellem skole og sam fund.
The government paper lists seven ar­eas to be covered in the new legisla­tion:
Der skal komme et differentieret system med kvalitetsovervågning, som i høj grad bør medvirke til en omhyggelig balance i systemet, hvori undervisningsinstitutionerne og øvrige deltagere i vid udstrækning får selv stændighed.
The reform of upper secondary (post16) vocational education, which be­gan in 1987, has involved college mergers (creating larger institutions), a focus on regional training provision, greater autonomy for the colleges and closer collaboration between colleges and the communities they serve.
Der bør udvikles et nyt finansieringssystem. system.
A new funding system is to be developed.
Kommuner forbliver ansvarlige for grunduddannelsen og den højere al mene voksenundervisning (VAVO).
Municipalities will retain responsi­bility for adult basic and general sec­ondary education.
Forholdet mellem kommunerne og ROC (regionale uddannelsescentre) vil blive udformet som en kontrakt.
The relationship between municipalities and the Re­gional Training Centres (ROCs) will take the form of a contract.
Også forbindelsen mellem arbejds formidlingskontoret og ROC skal ændres.
Changes are also planned in the relationship between employment services and the ROCs.
Heri skitseres undervisningsministerens og landbrugs-, naturforvaltningsog fiskeriministerens opfattelser af lovgivningen vedrørende erhvervs undervisningen og voksenuddannelsen. sen.
Among their most important tasks will be the crea­tion of a single national system of post-16 qualifications encompassing both the apprenticeship system and upper secondary vocational education. Industry has is responsible for formu­lating learning targets, which are fi­nalized and adopted by the Ministry of Education and Science.
I fremtiden er der behov for store multi-disciplinære institutioner (de regionale uddannelsescentre).
There will be a need in the future for large multidisciplinary institutions, the Regional Training Centres.
Proces sen med oprettelse af ROC'er vil blive fortsat.
More such Centres are to be established.
Den grundlæggende erhvervsundervisning undergåren omstruktureringsog fornyelsesproces.
The Dutch education system has tra­ditionally combined centrally directed educational policy with decentralized administration and school and college management.
Siden begyndelsen af firserne er arbejdsmarkedets parter blevet mere indblandet i under visning og uddannelse; med hensyn til lærlingesystemet har det altid været tilfældet.
Central government ensures that there are sufficient edu­cational institutions and an acceptable geographical spread, lays down the minimum number of pupils or stu­dents per institution, determines what subjects are taught and specifies the qualifications that teachers must pos­sess.
I sidste instans skal dette resultere i myndighedernes, arbejds markedets parters og borgernes fælles ansvar for et system med "livslang uddannelse", hvoraf opnåelse af en minimal begynderkvalifikation for enhver, som vil ud på arbejdsmarkedet, udgør en del.
The duties of the provincial au­thorities include ensuring that there are sufficient state schools and col­leges in their area (in addition to de­nominational and other institutions which are state-funded but not staterun), while the municipalities are the "proper authorities" for the state schools and colleges.
Denne lovgivning skal træde i kraft den 1. januar 1996. Den nye lovs vigtigste målsætning er skabelsen af en helhed med differentierede undervisningsfaciliteter på erhvervsundervisnings- og voksenuddannelsesområdet, som svarer til den samfundsmæssige og individuelle efterspørgsel efter erhvervs undervisning og voksenuddannelse.
The municipali­ties also enforce the Compulsory Edu­cation Act in relation to both state and non-state schools and provide both sectors with additional resources on an equal basis.
Faciliteterne skal dels bidrage til et
Legislation now in preparation will give schools and col­leges greater and greater autonomy.
Med de private institutioner bør der føres drøftelser om den måde, hvorpå bl.a. de nuværende former for anerkendelse af kavlifikationer kan kon-
The ultimate aim is the creation of a system of lifelong learn­ing, to include minimum initial quali­fications for everything entering the labour market, responsibility for which is shared between government, indus­
Grundlæggende erhvervsuddannelse: Nederlandene
Initial vocational training: Netherlands
Planlægning af erhvervsud dannelserne
Local authorities offer a minimum level of training.
Undervisningsministeriet LLW; Ministeriet og arbejdsmarkedets parter
MBO: Ministry of Education and Science LLW: Ministry and Social Partners
MBO-skole kan definere eller udvide undervisningstilbuddet
MBO college can define or extend the supply of courses
Fastlæggelse af uddannelses planer
Defining vocational training programmes
MBO; Undervisningsministeriet LLW; Ministeriet og arbejdsmarkedets parter
MBO: Ministry of Education and Science LLW: Ministry and Social Partners
Skolen gennemfører prøver
School organizes the examination.
Ministeriet definerer målsætningerne LOB gennemfører disse målsætninger sammen med arbejdsmarkedets parter
Ministry defines target goals. LOB realizes these goals together with the social partners.
MBO: 100% fast beløb finansieret af ministeriet LLW: kontraktbeløb for hver lærling
MBO: 100% lump sum (block grant) provided by Ministry. LLW: contract amount per student.
Landsdækkende center for serviceydelser
Information on training
Information om erhvervsud dannelse
Local employment service.
Regionale arbejdsformidlingskontorer kontorer
Regional Bureaus of Employment
Lokale arbejdsformidlingskontorer torer
Landelijk Diensverlenend Centrum (National Service Centre).
der består af otte repræsentanter for den offentlige administration og otte repræsentanter for fagforeningsforbundene og arbejdsgiverforeningerne, og i hvis regi der findes faglige udvalg efter branche eller erhvervs område.
Organisation of the vocational education and training system in Portugal and its re­gional context
Til gennemførelse af IEFP's aktiviteter på erhvervsuddannelsesområdet findes centralafdelingen for er hvervsuddannelse, som har ansvaret for planlægning og udbredelse af modeller, metoder, programmer og andre pædagogiske strukturer med henblik på optimal udnyttelse af de menneskelige ressourcer i forhold til udviklingen i produktionssystemet, teknologien og erhvervslivet som så dant.
The Directorate General for Employ­ment and Vocational Training is re­sponsible for designing courses and providing technical support and as­sistance in standardisation in the sphere of employment and vocational train­ing.
Med dette lovdekret sikres forbindelsen mellem CIME og DGEFP og samordningen mellem undervisnings ministeriet og arbejds- og socialministeriet med henblik på at skabe over ensstemmelse med hensyn til uddan nelse og kvalifikationer mellem er hvervsuddannelse erhvervet i under visningssystemets regi og arbejds markedsuddannelserne og en sam ordnet repræsentation i fællesskabsinstanserne.
With a view to intensifying the close cooperation between vocational train­ing within the educational system and vocational training given in the con­text of employment, there was created on 5 May 1992 a Permanent Monitor­ing Group coordinated by two repre­sentatives of the Ministry of Educa­tion and the Ministry of Employment and Social Security.
For så vidt angår lærlingeuddannelsen, er der under IEFP oprettet et statsligt lærlingeudvalg (CNA), der har en trepartsstruktur, og hvor for skellige ministerier er repræsenteret.
The Ministry of Education is the gov­ernment department responsible for drawing up national education policy designed to promote the development and modernisation of the Portuguese educational system.
Under arbejds- og socialministeriet oprettedes i 1980 et tværministerielt beskæftigelsesudvalg (CIME) med
It has offices at central and regional level and teach­ing establishments at different levels in accordance with the structure of the educational system.
Undervisningsministeriet (ME) er ansvarligt for fastlæggelsen af den statslige uddannelsespolitik og moderniseringen af det statslige uddan nelsessystem.
On the other hand, when Decree Law No. 95 of 23 May 1992 created the legal regime for certification of voca­tional qualifications for training given in the context of employment or work experience, a Standing Committee on Vocational Qualifications was set up alongside the board of management of the Institute for Employment and Vocational Training.
Det består af centrale og regionale tjenester og uddannelsesinstitutionerpåforskellige niveauer i overensstemmelse med undervisningssystemets struktur.
To assist and develop the activities of the Institute of Employment and Vo­cational Training in the vocational training field the Central Department for Vocational Training designs and publicises training models, method­ologies, programmes and the like de­signed to enhance the potential and make full use of the skills of human resources in the context of an evolv­ing production system, technology and labour market.
Med lovdekret nr. 137/93 af 26. april oprettedes afdelingen for sekundærundervisning, som har ansvaret for planlægning, udarbejdelse af retningslinjer og pædagogisk koordinering af det undersystem i sekundærundervisningen, der omhandler tekniske, kunstneriske og erhvervsfaglige ud dannelser.
Decree Law No. 139 of 26 April 1993 lays down the structure and functions of the Department of Secondary Edu­cation which is responsible for de­signing, directing and coordinating matters concerned with secondary education and designating technologi­cal, arts and vocational subjects to be taught.
Denne afdelings beføjelser udøves via fem koordinationscentre, der svarer til fem regioner.
The tasks of this department are carried out by five coordinating units, one for each of the five regions of the country.
Den nye sekundæruddannelse, der indføres i studieåret 1993/94, er organiseret i kurser af almen karakter, tekniske kurser og kurser i erhvervsuddannelsesskoler, der afholdes i en række uddannelsesinstitutioner rundt om i landet.
The new system of secondary education, which is being generally implemented in the 1993/94 school year, includes general courses, technological courses and courses given by government-funded voca­tional training schools.
Med henblik på strukturering af sam arbejdet mellem erhvervsuddannelsen i undervisningssystemets regi og erhvervsuddannelsen i arbejdsmarkedsregi blev der den 5. maj 1992 oprettet en stående opfølgningsgruppe, der koordineres af en repræsentant for undervisningsministeriet og en repræsentant for arbejds- og socialministeriet.
This law assures a link with the Interministerial Committee for Em­ployment and the Directorate General for Employment and Vocational Train­ing and, through the permanent link­ing of the Ministries of Education and Employment and Social Security, makes for parallelism between train­ing and qualifications obtained through the educational system and training received in the context of employ­ment, as also joint representation on Community bodies.
Arbejds- og socialministeriet (MESS) er ansvarligt for fastlæggelse og gennemførelse af beskæftigelses-, erhvervsuddannelses-, arbejds- og socialsikringspolitikkerne.
The Ministry of Employment and Social Security is the government de­partment responsible for defining and implementing policies concerned with employment and vocational training, work and social security.
DGEFP har ansvaret for planlægning og faglig bistand på områderne beskæftigelse og erhvervsuddannelse. IEFP gennemfører via dets centrale og regionale organer (rådgivende ko mitéer) beskæftigelses- og erhvervs-
Matters of employment and vocational training are dealt with by the Directorate General for Employment and Voca­tional Training and its subsidiary body,
Med indførelsen i henhold til lov dekret nr. 95/92 af 23. maj af ordningen vedrørende certificering af er hvervsuddannelse erhvervet i arbejdsmarkedsregi og ved praktisk arbejds erfaring nedsattes under IEFP's bestyrelse et stående udvalg for cer tificering af erhvervsuddannelser,
The Interministerial Commission for Employment has been working along­side the Ministry for Employment and Social Security since 1980 on propos­als aimed at devising a global policy
Grundlæggende erhvervsuddannelse: Portugal
Initial vocational training: Portugal
Lokalt beskæftigelsescentre uddannelsescentre
Employment centres Education centres
Planlægning af erhvervsud dannelserne
Planning of vocational training
IEFP's regionale delegationer IEFP's rådgivende råd DRE offentlige og private institutio statens forvaltningscentre/IEFP forvaltningseentre med fælles deltagelse/IEFP IEFP's regionale erhvervsuddannelsescentre erhvervsskoler uddannelsescentre
Ministry of Employment and Social Security Ministry of Education Directorate General for Secondary Education Institute of Employment and Vocational Training National Apprenticeship Commission
IEFP ner CNA RAM/DGEFP offentlige og private institutioner RAA/DGEFP arbejdsmarkedets parter
Public and private institutions Social partners
MESS IEFP ME CNA CPC offentlige og private institutioner arbejdsmarkedets parter
Ministry of Employment and Social Security Institute of Employment and Vocational Training Ministry of Education National Apprenticeship Commission Standing Commission on Certification Public and private Institutions Social partners
MESS ME andre ministerier med erhvervs uddannelse som ansvarsområde arbejdsmarkedets parter
Ministry of Employment and Social Security Ministry of Education Other ministries with compe­tence in matters of vocational training; Social partners
Information om erhvervsud dannelse
Information on training
Forkortelser: CIME: CNA: CPC: DGEFP: DRE: DSIOP: IEFP: IF: ME: ME/CIREP: MESS: OEFP: RAA/DREFP: RAM/DREFP: tværministerielt beskæftigelsesudvalg statens lærlingeudvalg stående certificeringsudvalg generaldirektorat for beskæftigelse og erhvervsuddannelse regionale uddannelsesdirektorater direktorat for erhvervsinformation og erhvervsorientering institut for beskæftigelse og erhvervsuddannelse ungdomsinstitut undervisningsministeriet undervisningsministeriet/center for information og PR arbejds- og socialministeriet observationspost for beskæftigelse og erhvervsuddannelse den autonome region Acorerne/regionalt direktorat for beskæftigelse og erhvervsuddannelse den autonome region Madeira/regionalt direktorat for beskæftigelse og erhvervsuddannelse
Institute of Employment and Vocational Training Directorate for Information and Vocational Guidance Services Ministry of Education/Informa­tion and Public Relations Centre Ministry of Employment and Social Security Youth Institute Social partners
skab med en forretningsmæssig aftale med ministeren om at udvikle er hvervsuddannelse og -aktiviteter i sit område.
UK and Industrial Education and occupations will mean that they will be sources of expertise and influ­ence for the TECs and LECs to work with closely.
Et TEC vil normalt have form af et selskab med begrænset ansvar og en direktion under ledelse af erhvervs folk fra den private sektor.
Initial Vocational Train­ing and the territorial context in the identification of training needs and the organisation of training.
Det vil have et bredt mandat, et stort budget og omfattende udøvende myndighed til at forbedre den lokale kvalifikationsbasis og fremme erhvervslivets vækst."
Their responsibilities include training pro­grammes for young people entering the labour force and for the adult un­employed which have hitherto been run by the Employment Department.
Erhvervsuddannelsen i Det Forenede Kongerige sorterer under de fire store administrative enheder arbejdsministeriet, undervisningsministeriet, skotlandsministeriet og uddannelsesog arbejdsformidlingen i Nordirland.
Vocational Training in the UK i s man­aged by the four major government departments - Employment Depart­ment, Department of Education, Scot­tish Office and the Training and Em­ployment Agency in Northern Ireland.
Det er disse myndigheder, der er an svarlige for at træffe beslutninger om erhvervsuddannelsespolitik, indføre nye initiativer og programmer og stille midler til rådighed for aktiviteterne.
These organisations are responsible for deciding upon training policy, in­troducing new initiatives and pro­grammes and for providing funding for these activities.
I "Education and Training for the 21 st Century" har regeringen erklæret, at man agter at lovgive om, at de vide regående uddannelser og gymnasieskolerne i England og Wales fjernes fra de lokale myndigheders ansvarsområde og gøres til selvstyrende en heder, finansieret af det nye Further Education Funding Council for En gland og for Wales.
While training delivery is thus be­coming more localised, the examina­tion and qualification assessment of training is becoming more centralist, through the National Council for Vo­cational Qualifications (NCVQ).
Bag disse ændringer ligger regeringens overbevisning om, at institutioner højst sandsynligt er mere effektive og derved reaktive over for erhvervslivets behov, når de ikke behandles som serviceorganer, der styres af de lokale myndigheder.
Part of this has been achieved with the cooperation of bod­ies such as City and Guilds, the Busi­ness and Technology Education Coun­cil (BTEC) and the professional bod­ies, but the NCVQ is also breaking much new ground.
De centrale Industrial Training Organisations har fortsat en rolle at spille, selv om mange af dem næppe er i besiddelse af den fornødne gennem slagskraft.
There have been other initiatives brought in by the government in re­cent years to encourage the local and regional infrastructure to take more control over its own future and devel­opment.
Deres kontakter til er hvervslivet og faglige organisationer vil gøre dem til kilder for sagkundskab og indflydelse, som TEC'er og LEC'er vil kunne trække på.
In effect this means that responsibility for much of training, and some voca­tional education, has now been passed to the TECs and LECs, which can use national funding to meetlocally identi­fied priorities, with the management of solutions to local needs being in the hands of (admittedly unelected) local leaders of industry.
Ansvarsfordelingen for erhvervs uddannelsen hidrører fra 1989, hvor arbejdsministeren begyndte at oprette et system med 82 Training and Enterprise Councils (TECs) i England og Wales, der var gennemført i 1991.
The localisation of responsibility for training dates from 1989 when the Secretary of State for Employment started to establish a system of 82 Training and Enterprise Councils (TECs) in England and Wales which was completed in 1991.
I Skotland etablerede skotlandsministeren i april 1991 to nye nævn: Scottish Enterprise og Highlands and Islands Enterprise, hvert nævn med ansvar for erhvervsuddannelse, -aktiviteter og ydre miljø, implementeret ved hjælp af et net af 22 lokale Enterprise Companies (LECs), der opstod på samme tid.
In Scotland the Secretary of State for Scotland set up two new enterprise bodies: Scot­tish Enterprise and Highlands and Is­lands Enterprise in April 1991, each with training, enterprise and environ­mental responsibilities implemented through a network of 22 Local Enter­prise Companies (LECs) which were established at the same time.
Midlerne til deres virksomhed stammede fra det tidligere Scottish Development Agency.
Their budgets for enterprise were derived from the previous Scottish Develop­ment Agency.
Heraf fremgår, at disse uddannelser i Nordirland i modsætning til England, Wales og Skotland ikke vil blive unddraget de lokale myndigheders styring.
Their con­tacts with industry, the professions
Grundlæggende erhvervsuddannelse: Det Forenede Kongeri Niveau
Initial vocational training: United Kingdom
Tilsyn med beskæftigelse og uddannelse arbejdsministeriet undervisningsministeriet skotlandsministeriet Industry Training Organisation
Employment Department Department for Education Scottish Office Industry Training Organisations
82 TECs 22 LECs arbejdsministeriet undervisningsministeriet
82 TECs 22 LECs
Planlægning af erhvervsuddannelserne skoler for videregående uddannelser udbydere af erhvervsuddannelse
Planning of vocational training
Fastlæggelse af uddannelsesplaner certificeringsorganer, f.eks.
Defining vocational training programmes
City + Guilds, RSA NCVQ skoler for videregående uddannelser udbydere af erhvervsuddan nelse
Awarding Bodies e.g. City + Guilds, RSA NCVQ
- arbejdsministeriet undervisningsministeriet
Employment Department Department for Education
Finansiering arbejdsministeriet undervisningsministeriet lokale skolemyndigheder 82 TECs 22 LECs
Local Education Authorities 82 TECs 22 LECs
Information om erhvervsuddannelse arbejdsministeriet undervisningsministeriet skotlandsministeriet BACIE
Employment Department Department for Education Scottish Office BACIE
EURQPPEISH TIDSSHRJFT
EUROPEAN JOURNAL
Redaktionsudvalg:
Editorial committee:
CEDEFOP Det Europæiske Center for Udvikling af Erhvervsuddannelse
CEDEFOP European Centre for the Development of Vocational Training
Ansvarlige for udgivelsen: Ernst Piehl, direktør Corrado Politi, vicedirektør Enrique Retuerto de la Torre, vicedirektør
Published under the responsibility of: Ernst Piehl, Director Corrado Politi, Deputy Director Enrique Retuerto de la Torre, Deputy Director
Teknisk redaktion, koordination: Bernd Möhlmann Barbara de Souza fean Monnet­Huset Bundesallee 22 D­10717 Berlin Tlf: 4930+88 41 20 Telex: 184 163 eucen d Fax: 4930+88 41 22 22
Technical production, coordination: Bernd Möhlmann, Barbara de Souza
Ansvarlig for oversættelse: Anna­Grethe Dolberg­Schomburg
Responsible for translation: Colin Mc Cullough fean Monnet House Bundesallee 22 D-ΙΟΊ11 Berlin Tel: 4930+88 41 20 Telex: 184 163 eucen d Fax: 4930+88 41 22 22
Koordinering (oversættelse): Alison Clark
Coordination (translation): Alison Clark
Redaktionen afsluttet: 20.03.1994
The contributions were received on or before 20.03.1994
CEDEFOP er fællesskabsorgan op­rettet ved forordning vedtaget af Rådet for De Europæiske Fælles­skaber den 10. februar 1975.
CEDEFOP is a Community body es­tablished by the Council of Minis­ters' decision of 10.2.1975.
Cen­teret ledes af en firesidet besty­relse med repræsentanter for ar­bejdstager­ og arbejdsgiverorgani­sationerne, medlemsstaternes re­geringer og Europa­Kommissio­
The Centre has a Management Board in which four parties are repre­sented; the employers, the trade unions, the national governments and the European Commission.
CEDEFOP har til opgave at bidrage til udviklingen af erhvervsuddan­nelse i Den Europæiske Union gen­nem sit videnskabelige og prakti­ske arbejde.
CEDEFOP has the task of contribu­ting to the development of vo­cational training in the European Union through its academic and technical activities.
Centeret besvarer spørgsmål fra Europa­Kommissio­nen og de forskellige grupper, som er repræsenteret i dets bestyrelse, og tilvejebringer information, som er relevant og formålstjenlig i eu­ropæisk sammenhæng.
The Centre responds to questions posed by the European Commission and the various groups represented on the Management Board and has the task of producing information which is relevant, concise and de­finitive in a Community perspec­tive.
Centerets arbejdsprogram omfat­ter to hovedområder:
The Work Programme focuses on two main areas:
J kvalifikationsudvikling J erhvervsuddannelsessystemer­nes udvikling.
J trends in qualifications J trends in training systems.
Redaktionsudvalget ønsker at opfordre til spontan indsendelse af artikler.
The Editorial Committee wishes to encourage the spontaneous contribution of articles.
De indsendte udkast vil blive gennemgået af redaktionsudvalget, som forbeholder sig ret til at beslutte, hvorvidt de vil blive offentliggjort.
Articles submitted will be examined by the Editorial Committee which reserves the right to decide on publication.
Udvalget giver forfatterne meddelelse om sin beslutning. Artiklerne (3 til 10 sider à 30 linjer à 60 anslag) skal sendes til tidsskriftets redaktion.
It will inform the authors of its decision.