natgillin/translations-raw huggingface dataset:
Endvidere uddelegerer de repræ­sentanter til skolernes ledelse.
They also send representa­tives to the college governing boards.
Lære. skole m S
S =5 m o. o en X
Finansieringen sker ved hjælp af offentlige midler.
The costs are paid for out of public funds.
Dog danner privatskolerne en undtagelse, idet de opkræver skolepenge.
The private schools are the one exception, as they require fees.
Indenrigsministeriets tilskud til by­ og landkommuners almendannende skolevæsen.
Subsidies provided by the Ministry of the Interior are given to towns and communities for general educational use.
De almendannende skoler (folkeskolen) drives af by­ og landkommunerne.
The general schools (elementary schools) are run by the towns and the communities.
En reform i 1976 nyregulerede systemet for det offentlige tilskud til by­ og landkommuner.
Following a reform in 1976, the system of State subsidies to the towns and communities was revised.
Tilskuddene ydes nu efter»objektive kriterier«, som f.eks. længden af gade­ og vejnet, aldersstruktur m.v.
Now the subsidies depend on Objective criteria', for example, the length of the roadway system, the age structure etc.
Tilskuddene til folkeskolen beregnes ud fra antal børn mel­ lem 7 og 16 år.
The subsidies for the primary schools are assessed accord- ing to the number of children between the ages of 7 and 16.
Direkte statsudgifter til forskellige uddannelsesinstitutioner fra forskellige ministeriers budgetter, fremfor alt fra under­ visningsministeriets budget.
Direct State expenditure for various educational and vo­cational educational establishments from the budgets of different Ministries, especially that of the Ministry of Edu- cation.
På undervisningsministeriets budget skelnes der mellem:
Distinctions are drawn between the following in thebudget of the Ministry of Education.
Løbende udgifter Tilskud Byggeudgifter Udgifter til køb af fast ejendom Tilskud til byggeudgifter
DKR 5 218 Million (66.6 %) DKR 3 408 Million (37.0 %) DKR 493 Million (6.3 %) DKR 4 Million (0.04%) DKR 100 Million (1.06%)
Handelsskoler og teknisk­faglige skoler er private, selvejen­de institutioner.
The commercial and technical colleges are private, indepen­dent organizations.
Dog betaler staten siden nyordningen i 1956 næsten alle udgifter, og skolegangen er gratis.
Since the reforms of 1956 however, nearly all the costs are carried by the state, and attendance is free.
Staten dækker samtlige udgifter til universiteter, seminarier og højere læreanstalter.
The costs of universities, colleges, seminaries and technical colleges are all borne by the State.
Kurser for ikke­faglærte arbejdere og efteruddannelseskur­ser for faglærte arbejdere behandles finansielt på samme måde.
Courses for unskilled workers and further training courses for skilled workers are treated in the same way financially.
Staten bærer samtlige udgifter i forbindelse med forberedelse af kurserne og 85 % af udgifterne til deres gennemførelse.
The State takes over entirely the costs of preparing the courses, and pays 85% of their running costs.
Teknisk­faglige lærlinge og handelslærlinge modtager fra uddannelsesvirksomheden en overenskomstmæssig fast­lagt lærlingeløn. EFG­elever får ingen løn i basisåret, men er derefter ligestillet med lærlingene.
Trade and commercial apprentices receive an apprentices' remuneration from their training establishment, which is in accordance with a legally established rate, efg pupils receive no remuneration during the basic year, after which they are on equal footing with apprentices.
Siden 1977 får arbejdsgiverne deres udgifter til lærlingeløn til lærlinge eller EFG­elever helt eller delvis erstattet.
Since 1977 employers have been reimbursed the whole or part of the wages for apprentices and efg students.
Mid­lerne hertil kommer fra en pulje, hvortil alle arbejdsgivere — også de, der ikke uddanner lærlinge — indbetaler.
This is achieved by sharing the cost among all employers, even those who do not train apprentices.
Deltagere i uddannelsesforanstaltninger inden for statslig og kommunal forvaltning oppebærer ligeledes en godt­gørelse.
The participants in training courses for the state or com­munity administration also receive a remuneration.
Deltagere i videre­ og efteruddannelseskurser for arbejdstagere får udbetalt lønkompensation samt rejse­ og forplejningsomkostninger.
Partici­pants in courses for further or continuing education for those in employment receive compensation for their loss of earnings, as well as for their travelling expenses and susten­ance.
Studerende modtager stipendier eller studielån, som staten kautionerer for efter ganske bestemte regler.
Students receive a grant or a student loan, which, subject to certain rules is underwritten by the state.
Perspektivplanlægning for økonomi og erhvervs uddannelse.
Advance planning for the economy and vocational training.
Der findes to rapporter vedrørende økonomisk planlægning for årene 1970-1985 (inden for den offentlige sektor) og for årene 1972-1987 (inden for den offentlige og den private sektor).
There are two reports on the economic advance planning for the years 1970 to 1985 (public sector) and 1982 to 1987 (public and private sector).
Helt centralt konkluderer den første rapport, at den usædvanligt stærke stigning i statens forbrug har bidraget til skævheden i dansk økonomi, og at den offentlige sektor derfor om muligt bør begrænses.
The key feature of the first report is that the unusually rapid increase in public expenditure has strongly contributed to the imbalance of the Danish economy and for this reason the expansion of the public sector should be restricted as far as possible.
Den anden rapport konkluderer, at det må være muligt at genoprette ligevægt i økonomien og samtidig bevare en høj beskæftigelsesgrad.
The second report is based on the assumption that it will be possible to restore the balance of the economy and thereby achieve a high level of employment.
Byggeriet skal fremover ikke ske i sam me omfang som hidtil.
The precondition for this is that public expenditure would have to be curtailed.
Virksomhedernes konkurrenceevne skal styrkes og sparekvoten øges.
House building should continue at a lower level than before.
Fordyrelsen af olie og af olieprodukter gør ganske vist perspektivplanlægningens optimistiske prognoser ret så tvivlsomme. Der opstar en række konsekvenser for uddan nelsen, som givetvis må medføre indgreb, når det gælder frit valg af erhverv.
The increase in prices for oil and oil products however makes this optimistic forecast for future planning some­what questionable.
Med loven af juni 1976 gennemførtes således almindelig adgangsbegrænsning til universiteter og højere læreanstalter.
For these reasons a general restriction of admission to universities and high schools was introduced with the law of June 1976.
I afsnittet om arbejdsmarkedspolitik tales der om, at udvik lingen på arbejdsmarkedet selvsagt er af stor betydning for den økonomiske udvikling, men menneskelige og sociale hensyn må fortsat have forrang.
In the section dealing with the policies of the labour market it states that, although the trends in the labour market may be most important for economic develop­ment, human and social aspects have to take precedence.
Arbejdsmarkedspolitikken burde skabe en rimelig ligevægt mellem begge interesser.
The policies should be able to achieve an acceptable bal­ance between these two interests.
Om uddannelsespolitikken hedder det: Efter at der i mange år har været mangel på arbejdskraft inden for erhverv med en lang uddannelsesvarighed, kan man nu konstatere en modsat tendens: Der uddannes nu mere kvalificeret arbejdskraft, end der er behov for.
Regarding training policy, the following was said: After there has been for many years a shortage of workers in those professions requiring a long training time, a tendency can now be seen in the opposite direction. More qualified workers are being trained than are required.
En sådan overkvalifikation bør undgås, idet lange uddannelsesperioder betyder tabte arbejdsår.
Such overqualification should be avoided, because long training times mean lost years of employ­ment.
På den anden side vil man dog tilbyde næste generation det størst mulige udbud af uddannelsesmuligheder for på langt sigt at kunne afskaffe de store niveauforskelle.
On the other hand the future generation should be given as many and as varied training opportunities as resources will allow, so that in the long term the large variations between levels disappear.
Det vil sige: Samfundet skal give den enkelte mulighed for at udfolde sig efter evne.
This means that society should give to everyone the possibility of developing according to his talents.
Dette skal ikke kun gælde produktive begavelser, men også sådanne evner, der skal bruges til at skabe social kontakt og højne livskvaliteten.
This not only applies to the productive capabilities, but also to those talents that are necessary to create social contacts and improve the quality of life.
Arbejdsmarkeds-, uddannel ses- og socialpolitik skal i fællesskab arbejde på at stille meningsfyldte arbejdspladser til rådighed for alle, også til de mindre begavede.
Labour market, training and social policies must be coordi­nated to provide sensible work opportunities for all, includ­ing the less gifted ones.
Med dette formål må uddannelsessystemet ændres skridt for skridt.
For this purpose the training system needs to be recognized step by step.
Dette lader sig ikke praktisere uden midlertidige reguleringer, især af tilgangen til de højere uddannelser.
This is not possible without some temporary restrictions, especially with the admission to the higher training courses.
Der findes ingen sikre behovsprognoser for de enkelte uddannelseserhverv, idet der må forventes store struktur ændringer både inden for økonomien og på arbejdsmarke det.
There are no reliable forecasts of the demand for the individual occupations, because major changes in the struc­ture of the economy and in the labour market are to be expected.
Dette gælder også for den offentlige sektor.
This applies to the public sector as well.
Heraf følger: Ethvert uddannelsesforløb bør for fremtiden anlæg ges mere bredt end hidtil.
The conclusion is that each person's training should be on a broader basis than previously.
Der skal formidles større selv stændighed til den enkelte for derigennem at opnå større mulighed for at kunne orientere sig i samfundet.
It must give greater indepen­dence to the individual and teach him to find his place in society.
På den måde skabes der også et bedre grundlag for erhvervsmæssig efteruddannelse, som må tillægges en stadig voksende betydning.
This would at the same time provide a better basis for vocational and further education, which will become more and more important.
En opstilling over de samlede indkomster i 1977 er indeholdt i en rapport af Axel Mossin1) om dansk økonomis struktur­ problemer, udgivet af Københavns Universitet.
The report of Axel Mossin1concerning the problems of the
Indkomster 1977
Danish economy contains a schedule of the total income for the year 1977, which was published by the Copenhagen University:
Axel Mossins konklusion er, at den sektor, der omfatter pengeinstitutter, handel og forsikring, er for stor i forhold til den sektor, der er beskæftiget med fremstillingsvirksomhed (industri og håndværk) og landbrug.
Axel Mossin concludes from this that the banking, commer­cial and insurance sectors are too dominant as compared with the productive sector (industry and crafts).
Hans opfattelse er, at det ville løse det væsentlige strukturproblem, hvis der kunne blive overført ressourcer fra den førstnævnte sektor til den anden sektor.
According to his opinion, the most pressing problems could be solved, if it was possible to move resources from one sector to another.
Den officielle politik, der føres af regeringen med tilslutning fra Folketinget, sigter mod at holde betalingsbalanceunder­skuddet i skak ved løntilbageholdenhed.
The official policy of the Government, which is supported by Parliament, is geared to stemming the deficit by controlling wages and salaries.
Axel Mossin gør gældende, at disse metoder ikke er tilstrækkeligt virknings­fulde. Han erkender imidlertid, at det vil volde store vanske­ligheder på den ene side at favorisere de erhvervssektorer, der kan frembringe eksportoverskud, og samtidig beskatte andre stærkt eller på anden måde hæmme dem i deres udvikling.
Axel Mossin does not think this is sufficiently effective — but he does concede that is will be difficult to promote those sectors of the economy that could provide a surplus of exports, and to tax others more heavily, or to impede their development in other ways.
Der findes ikke traditioner for en sådan selektiv påvirkning af erhvervssektorerne, og man har ikke admini­strative organer eller lovgivning, der kan muliggøre sådanne indgreb.
There is no tradition for such a selective interference with the economy, no administrative organization to enforce it, and no corres­ponding legislation.
Som et instrument blandt andre kan det dog bidrage til en sådan løsning.
It can, however, be a useful instrument together with others in contributing to a solution.
Hvis der f.eks. blev fundet politiske løsninger, der ville favorisere en erhvervssektor på bekostning af en anden, ville dette uvægerligt føre til, at man også måtte styre tilbuddet af arbejdskraft, f.eks. gennem omskolingsforanstaltninger.
If, for example, a political solution could be found to promote one part of the company and to hold back another the direction of the work force by retraining in the same way, for example would become inevitable.
Til uddannelsespolitikkens vigtigste opgaver hører bekæm­pelse af ungdomsarbejdsløsheden og reducering af rest­gruppen uden uddannelse.
The fight against youth unemployment is one of the most important tasks of the training policy, as is the reduction of the residual group which has no training.
Det kan ventes, at der også i de kommende år vil blive stillet midler til rådighed herfor.
It is to be expected that in the coming years the necessary funds for this will be made available.
Undervisningsministeriet nedsatte i maj 1975 et centralt uddannelsesråd (CUR), der skulle udarbejde et diskussionsoplæg for planlægning af uddannelse de næste 15 år.
In May 1975 the Ministry of Education initiated a Council for Training (CUR) which has to work out a basis for discussion for the planning of training for the next 15 years.
Rådets rapport på 600 sider blev offentliggjort i foråret 1978.
The report of this Council, 600 pages in length, was pub­lished in Spring 1978.
Fra rapportens resumé skal her kun nævnes de punkter, der befatter sig med undervisnings- og uddannelsesområderne efter afslutningen af den almene undervisningspligt, altså årgangstrinnene 10 til 13.
Points taken from the summary relating to education and training after the completion of compulsory schooling, i.e. the age groups 10 to 13, are reproduced here.
Efter rådets opfattelse skulle man planlægge således, at der senest frem til år 1990 var åbnet mulighed for alle unge til at få en uddannelse.
According to the Council, this was to be so arranged, that by 1990 at the latest all young persons would be given a training.
Denne mulighed skulle også stå åben for de unge, der på grund af erhvervsarbejde eller af andre årsager havde opgivet deres uddannelse og nu ønskede at genoptage denne.
This was also to be made available to young persons who, because they were employed, or for other reasons, had interrupted their training and would like to take it up again.
Inden år 1990 skal restgruppen være afskaffet.
By 1990 the residual group was to be entirely eliminated.
Overgangen fra folkeskole til erhvervsuddannelse skal ske kontinuerligt.
The transition from the elementary schools to the vo­cational training was to be smooth.
Derfor må undervisningen i de øverste folkeskoleklasser — både hvad indhold og metoder angår — i stadig stigende grad tilpasses den efterfølgende uddan nelse.
For this reason the content and methods of teaching in the top classes of the schools and in the further training establishments had to be brought closer together.
Adgangen til uddannelse må principielt ikke gøres afhængig af karakterer og eksaminer.
The acceptance for a training course may on principle not be dependent on school reports or examinations.
Unge skal ikke straks efter at have afsluttet skolegangen tvinges til at specialisere sig og bør også under senere studier have valgmuligheder. Fremfor alt tjener EFG-uddannelsen — der lidt efter lidt helt skal erstattet den traditionelle lærlingeuddannelse — dette formål.
Young people may not be forced to specialize immediately after leaving school, and in their later studies they must always have the possibility of making a second choice, efg-training, in particular, follows this objective, and step by step it is intended to replace the traditional apprentice training entirely.
EFG-uddannelsen har den fordel, at den i begyndelsen er bredere anlagt end lærlingeuddannelsen. Den giver en bedre almen uddannelse, og eleven er først tvunget til at vælge et erhverv, når han/hun har lært de forskellige mulig heder inden for et erhvervsområde at kende.
The efg-training offers the advantage that it is broader based in the beginning than the apprentice training, that it provides a better general education, and it does not force the student to a final decision for a career until he has become acquainted with the various possibili­ties within a whole group of occupations.
Uddannelsen er endvidere lagt sådan til rette, at det senere vil være lettere at skifte erhverv, hvad der kan være af betydning på grund af de forestående strukturændringer.
Also the type of training is such, that it makes a change in occupation later on easier, which in view of the expected organizational changes could become very important.
Gymnasiet og højere forberedelseskursus (HF = sekundær uddannelsestrin) skal ifølge CUR-rapporten bibeholdes.
Secondary school (gymnasium) and higher preparatory course (hf = second educational path) are to be retained according to the CUR report.
Rapporten blev ikke affattet i enighed. Et mindretal i rådet gik ind for et fuldt integreret uddannelsessystem.
The report, however, was not accepted entirely — inside the council there was a minority group which was in favour of a full integrated training system.
Efter denne gruppes opfattelse skal man ikke længere have separate gymnasier, HF- og EFG-uddannelsessystemer, men derimod en 12-årig enhedsskole med en for alle påfølgende 3-årig specialiseret erhvervsuddannelse.
According to this group, there should be no separate secondary schools (gymnasium), or hf or efg-training courses, but a comprehensive 12-year school period, followed by a three-year special ized vocational training available to all.
Dimittenderne ville derefter være kvalificeret til et fuldtlønnet er hverv.
The candidates would then be fully qualified to earn a full wage in an occupation.
Videregående uddannelser skulle først kunne påbegyndes efter flere erhvervsaktive år og ikke give nogen fordel med hensyn til indkomsten.
Further training would then only commence after some years in the occupation and would not bring any advantages in income.
OECD's uddannelseskomité (Educational Committee) fandt CUR-rapporten så interessant, at den nedsatte en sagkyndig kommission, der skulle følge rådets fortsatte virksomhed og resultater.
The training committee of the OECD (Education Committee) found the CUR report so interesting that it arranged for an evaluation group to observe the council's further activities and their results.
OECD's sagkyndige nåede frem til følgende konklusioner: Unge, der har afsluttet deres 9-årige undervisningspligt, er i dag stillet over for et forvirrende udbud af uddannelses muligheder.
This group of the OECD came to the following conclusions: There exists today a confusing array of training oppor­tunities for young persons who have just completed their nine years of compulsory education.
Man må især have opmærksomheden henvendt på de grupper af unge, der har svært ved at finde sig til rette i uddannelsessystemet og beslutte sig for en uddannelse.
Special attention should be paid to those groups of young people who find it
EFG­uddannelsen, mener udvalget, er en interessant model, som det kan anbefales andre lande at afprøve. I en regeringsudtalelse i november 1979 bebudede statsmi­ nisteren for den socialdemokratiske mindretalsregering, at man ville skabe en garanti for uddannelsespladser for alle unge.
The Prime Minister of the Social Democratic minority Government announced in a declaration of November 1979, that a guarantee of training places for all young people would be provided, initially with 6 months training, but would be extended during the coming years.
Kommende regeringer er også bundet af denne vedtagelse.
Future govern­ments would also be bound by this programme.
Størst er problemerne, når det gælder uddannelsen af de 16­19­årige.
The main problems lie with the training of the 16-19 age group.
Vil man nå målet: uddannelsespladser til alle, må man gøre erhvervsuddannelsen lige så attraktiv som gymnasieundervisningen, idet man kun kan bibeholde det stærkt differentierede erhvervsuddannelsessystem ved til­svarende efterspørgsel.
If one is to achieve the objective of finding training places for all, the vocational training must be made at least as attractive as the secondary school education, because the very differ­ent system of vocational training can only be maintained if there is a corresponding demand for it.
De store centralskoler for erhvervsuddannelse rejser også problemer.
The large centralized vocational colleges also bring their problems with them.
På den ene side har de medført, at uddannelsen er blevet kvalitetsmæssigt stærkt forbedret, men på den anden side er afstandene til skolerne blevet væsentligt større.
On the one hand they have led to a great improvement in the quality of the training — on the other hand travel to colleges has become greater.
Gymnasier findes der næsten alle steder, men er­hvervsuddannelsens teknisk­faglige skoler og handelsskoler er ofte svære at nå.
There are secondary schools nearly everywhere, but the commercial and technical colleges for vocational training are often more difficult to reach.
Man kommer alså til at afveje, om man igen skulle oprette mindre skoleenheder med en mindre specialisering, dog uden forringelse af uddannelsens stan­dard, således at alle skoledimittender har tilstrækkelige valgmuligheder i umiddelbar nærhed af deres bopæl.
One therefore has to weigh up if there should be somewhat smaller schools with less specializ­ation without lowering the standard of training, so that all school leavers really would have sufficient choice within easy reach of their homes.
Fortegnelse over forkortelser
List of abbreviations: efg
Befolkning Økononi Uddannelse og erhvervsuddannelse Det almene uddannelsessystem Erhvervsuddannelsessystemet Skoler og erhvervsuddannelse Det duale system Erhvervsfaglig efter- og videreuddannelse Problemgrupper Historisk udvikling Erhvervsuddannelse på skole og i virksomhed Retsgrundlaget for erhvervsuddannelsen
Population Economy Education and vocational training The general system of education The system of vocational education Vocational schools The dual system Vocational continuing education and training Problem groups Historical development Academic and incompany vocational training Legal basis for vocational education and training Legislation Responsible authorities Finance Vocational schools Industry Places for training outside industry Suggestions for reforms and State promotion Trends List of abbreviations
Befolkningsudviklingen 1950­1978/2000
Development of the population 1950-78/2000
Fremskrivning til år 2000 55 944 000 = 112%
Projection for the year 2000: 55 944 000 = 112 %
Befolkningsudviklingen i årene 1950­1978 og en fremskriv­ning til år 2000 Forbundsrepublikken Tysklands befolkning voksede fra knapt 50 millioner i 1950 til 61,3 millioner i slutningen af 1978.
Development of the population from 1950-78 and a projection to the year 2000 The population of the Federal Republic of Germany increased from just 50 million at the end of 1950 to 61.3 million by the end of 1968.