natgillin/translations-raw huggingface dataset:
For elever, der starter uddannelsen via skolevejen, er der adgangsbegrænsning i ganske få fag.
For trainees who commence training via the academic path, admission is limited in just a few subjects.
Valget af skole er frit.
The choice of school is free.
Pilene på tværs af visse uddannelser betyder, at der er meritoverførselsmulighed, så man efter et år kan skifte uddannelse uden at spilde tid.
2.2.15 The arrow across some of the training courses signifies full freedom for meritbased transfer, so that after one year it is possible to change course without losing time.
Det bliver også muligt at bevæge sig på tværs af de gymnasiale uddannelser og helt eller delvis at få godskrevet den undervisning, man allerede har gennemgået på gymnasiet, HF, HHX eller HTX.
It is possible also to move across the upper secondary courses and be cred­ited fully or partially with the training already received in the upper secondary school, HF, HHX or HTX.
Som noget nyt er der nu fælles tilmelding til alle ungdomsuddannelserne.
2.2.16 A new feature is standard enrolment for all youth training courses.
Tilmeldingsskemaerog vejledning udsendes fra Undervisningsministeriet i februar måned til alle skoler med elever i 9. og 10. klasse.
Enrolment forms and guidance on youth training courses are sent out by the Ministry of Edu­cation in February to all schools with pupils in the 9th and 10th years.
Eleverne skal bruge det samme skema, uanset uddannelsesretning.
Pupils are obliged to use the same form whatever educational path they pursue.
De forskellige uddannelser stilles herved orienteringsmæssigt lige, og hensigten er at give eleverne en afbalanceret oversigt over valgmulighederne.
The various courses are treated equally and the aim is to give the pupils a balanced survey of their opportunities.
Eleverne kan tilmelde sig op til tre forskellige uddannelser og to forskellige skoler for hver uddannelse.
Pupils may enrol for up to three different educational paths and two different schools for each course.
Ansøgningsfristen er 15. marts.
The deadline for submission of applications is 15 March.
Eleverne får besked direkte fra den skole, de har søgt optagelse på, omkring den 20. maj.
The pupils are informed of the result directly from the school to which they apply around 20 May.
Fristen gælder dog kun, når skemaet benyttes - ellers er der fri tilmelding.
This time limit only applies when the form is used otherwise registration is open.
Erhvervsuddannelsernes omfang
Scope of vocational training
I løbet af 1980'erne er det sket en stigning i antallet af personer, der har påbegyndt en ungdomsuddannelse i forhold til størrelsen af ungdomsårgangene.
2.2.17 In the course of the 1980s, there was an overall increase in the number of young persons starting a training course compared with the size of the class years.
Det faktiske antal unge 15-19-årige og udviklingen i perioden 1980-2010 er vist i nedenstående figur.
The actual number of persons between 15 to 19 years of age and the trends in the period 1980-2010 are shown in the following diagram.
Kilde: Danmarks Statistik
PRO 1980 1985 1990 1995 Source: Central Bureau of Statistics
Antal påbegyndte på ungdomsuddannelser i % af en ungdomsårgang
Number of young people starting training courses as a percentage of class years
Ungdomsuddannelser ι an —
Youth training courses, total -
Gymnasiale udd anneiser
Upper secondary school courses
Den således opgjorte dækningsgrad er steget fra 104 i 1980 til 115 i 1989.
The degree of overlap increased from 104 in 1980 to 115 in 1989.
Når procenten er over 100, skyldes det, at en del unge erfaringsmæssigt starter på flere af de nævnte uddannelser i løbet af en årrække.
Where the percentage exceeds 100, this is due to the fact that some young people start several of these courses over a period of several years.
Der tilstræbes fri adgang til ungdomsuddannelserne, men der er stadig pladsproblemer.
There is free admis­sion to youth training schemes, but there are problems with capacity.
2.2.19 Søgningsmønsteret fremgår af nedenstående tal for 1989 og 1990.
2.2.19 The table below shows the pattern of applications for 1989 and 1990.
Optagne til ungdomsuddannelserne i 1990
Admissions to youth training courses in 1989 and 1990
Kilde: Undervisningsministeriets Nyhedsbrev, 20. august 1990.
Source: Ministry of Education Newsletter, 20 August 1990.
I 1990 blev der optaget 75.155 elever ud af 80.581 ansøgere.
In 1990, 75 155 pupils were admitted from a total of 80 581 applications.
900 flere blev optaget på HF og 500 flere på gymnasiet, mens erhvervsuddannelserne tilsammen mistede knap 1.400 elever.
An additional 900 were admitted to HF and 500 to upper secondary school, repre­senting an overall reduction of 1 400 students in vocational training schemes.
På EFG­området blev ca. 4.000 ansøgere ikke optaget, især unge dersøgte ind på de grafiske fag, servicefag og levnedsmiddelfag, og som ikke har haft alternative uddannelsesønsker.
In the EFG section some 4 000 applicants were not admitted, in particular young persons seeking admission to printing occupations, service and food and cater­ing, and who had no alternative choice of education.
Generelt kan det dog konstateres, at det i Danmark i løbet af de sidste 15 år er lykkedes at holde andelen af unge, der påbegynder en almen gymnasial uddannelse, næsten konstant.
2.2.20 In general, the proportion of young people commencing general upper secondary school training has remained constant in Denmark over the past 15 years.
Hovedparten af tilvæksten har ligget på de erhvervsrettede uddannelser.
The main area of growth has been in vocational training.
Udviklingen i lære- og praktikpladstallet
The trend in the number of apprentice and on-the-job training places
I vekseluddannelsessystemet (de grundlæggende erhvervsuddannelserjf. figuren i afsnit 2.2.13) har det været et problem, at der ikke er et tilstrækkeligt antal praktikpladser, navnlig i en situation med store ungdomsårgange. Afgørende har været det årlige udbud af lære­ og praktikpladser, som har været meget ujævnt og overordentlig følsomt overfor de generelle økonomiske konjunktursvingninger.
2.2.21 In the alternance training system (basic vocational training), there has been a lack of practical training places, especially at a time when large numbers of youth people were seeking these.
Antal godkendte og registrerede uddannelsesaftaler
Number of approved and registered training contracts 1980-90
Kilde: Arbejdsdirektoratet/Arbejdsmarkedsstyrelsen
Source: The Directory of Employment/The National Labour Market Authority.
I begyndelsen af 80'erne blev der årligt indgået 35. ­ 36.000 lære­ og praktikpladser. Dette tal steg til 44.000 i 1985. Højkonjunkturen i dansk økonomi toppede i 1986 ­ og det samme gjorde lære­ og praktikpladstallet med 48.000.
At the beginning of the 1980s, the annual intake in apprenticeships and incompany training courses was 35 000 to 36 000.
Men siden 1986 er antallet af pladserfaldet kraftigt under indtryk af "vækstpause" ­politikken siden 1987.
Since 1986, however, the number of places has fallen sharply on account of the 'pause in growth' policy introduced in 1987.
I 1988 nåede antallet af pladser således ned på 33.500.
By 1988, the number of places had dropped to 33 500.
2.2.23 Udviklingen 1989­1991 fremgår affølgende oversigtfra Arbejdsmarkedsstyrelsen:
2.2.23 The trend in 1989-91 can be seen from the following table drawn up by the Labour Market Authority:
Godkendte og registrerede uddannelsesaftaler
Approved and registered training contracts
Antal uddannelsesaftaler i 1990 og 1991
Training contracts per sector in 1990 and 1991
Fagområde
Trade
Kilde: Undervisningsministeriets Nyhedsbrev, 21 april 1992.
Source: Ministry of Education and Research, Newsletter, 21 April 1992.
2.2.25 En kønsopdelt opgørelse over den EFG-årgang, som sluttede basisuddannelsen i 1990, viser følgende fordeling:
2.2.25 Figures on the EFG class years finishing basic training in 1989 and 1990, show distribution by sex:
Praktikpladssituationen i 1990 for handel og kontor -skolernes indberetning pr. 1 dec. vedr. årets afgangselever
On-the-job training situation, by sex, for commerce and clerical subjects - schools' reports as at 1 December for the year's school-leavers (1989 and 1990)
Til anden uddannelse
Other training
Pladssøgende
Information lacking
Ønsker ikke Oplysning udd. aftale mangler
Do not want training contract
Antal elever Opnået afsluttet aftaler
Number of trainees completing course mÊBËMi.-
1990 Piger 13667 % 700.0 Drenge 7906 % 700.0
1990 Girls % Boys %
1989 Piger 14126 % 700.0 Drenge 7907 % 700.0
1989 Girls % Boys %
Praktikpladssituationen i 1990 for de tekniske fag -skolernes indberetning pr. 1 dec. vedr. årets afgangselever
On-the-job training situation, by sex, for technical subjects - schools' reports as at 1 December for the year's school-leavers (1989 and 1990)
Antal elever Opnået afsluttet aftaler
Number of trainees completing course
1990 Piger 5122 % 700.0 Drenge 9885 % 700.0
1990 Girls % Boys %
1989 Piger 5028 % 700.0 Drenge 9471 % 700.0
1989 Girls % Boys %
Også blandt drengene på de tekniske skoler er der flere end tidligere, som opgiver at søge praktikplads.
Females who stopped training applied for incompany training places in the autumn of 1990, or enrolled for other training.
Stigningen er dog kun 4% mod pigernes 10%.
2.2.27 Of males at technical schools, a greater percentage did not apply for incompany places, although the increase was only 4% as against 10% for females.
Generelt har drengene lettere ved at finde praktikpladser end pigerne.
In general, it is easier for males than for females to find places for practical work experience.
2.2.28 Tallene for handelsskolens 1990-basisårselever illustrerer tydeligt tendensen til blandt handelsskoleelever at gå direkte videre til anden uddannelse: 47% af pigerne og 59% af drengene gik i 1990 direkte videre til anden uddannelse.
2.2.28 The figures for the 1990 commercial school basic year trainees show clearly the tendency to enter other training directly: 47% of females and 59% of males went on directly to other training in 1990.
Det grundlæggende erhvervsuddannelsessystem
The basic vocational training system
Fra 1. januar 1991 er det grundlæggende erhvervsuddannelsessystem i Danmark blevet markant forandret.
2.2.29 Since 1 January 1991, the basic vocational training system in Denmark has changed markedly.
Lovgrundlagetfor erhvervsuddannelsesreformen består i første række af lov om erhvervsskoler (lov 210 1989) og lov om erhvervsuddannelser (lov 211 1989).
The statutory basis for the reorganization of vocational training was provided for the most part by the Act on vocational schools (Act 2101989) and the Act on vocational training (Act 211 1989).
Loven om erhvervsskoler danner den overordnede ramme for erhvervsskolernes styring, økonomi og virksomhed i øvrigt.
2.2.30 The Act on vocational schools provides the overall framework for the manage­ment, financing and for other aspects of the vocational schools.
Skolens forhold som institution er herved blevet nydefineret, og der er sket en vidtgående decentralisering af beføjelser til skolerne.
The position of the training school as an institution has been redefined and powers have devolved largely to the schools.
Når erhvervsuddannelsesreformen er blevet splittet op i 2 love, skyldes det, at erhvervsskolerne i Danmark i stigende grad varetager mange forskellige uddannelsesaktiviteter ud over de grundlæggende erhvervsuddannelser.
Two laws in Denmark cover the reform of vocational training which is becoming increasingly responsible for many different training activities in addition to basic vocational training.
Skolernes vilkår og rammer er blødt kraftigt op.
Schools have been given greater autonomy.
Loven om erhvervsuddannelser erstatter lærlingeloven og EFG- loven og danner den overordnede ramme for det uddannelsesområde, der hidtil har været dækket af lærlingeuddannelserne, EFG- uddannelserne samt de grundlæggende teknikeruddannelser (fx laborant og teknisk assistent).
2.2.31 The Act on vocational training replaces the Apprenticeship Act and the EFG Act, and forms the overall framework for the training sector, which had hitherto been covered by apprentice education, EFG training courses, and basic technician training (for example laboratory technician and technical assistant).
For disse uddannelser er der nu et fælles regelsæt.
A common set of rules now exists for these areas of training.
Der er således nu etableret ét samlet system for alle grundlæggende erhvervsuddannelser på handelsskolerne og de tekniske skoler.
2.2.32 A common system has now been set up for all basic vocational training at com­mercial and technical schools.
Disse uddannelser, hvoraf der nu er 85 (mod næsten 300 tidligere) med over 200 forskellige specialer, er alle, med undtagelse af én uddannelse, organiseret som vekseluddannelser med skiftevis skole- og praktikperioder.
This training, with some 85 different courses (com­pared to almost 300 previously) with more than 200 special subjects, is, with the sole exception of one training course, organized as alternance training with peri­ods of academic study and periods of practical work experience.
Adgangsbegrænsningen er tilstræbt nedbragt (11 uddannelser har adgangsbegrænsning i 1991), og eleverog læremestre harfåetfritskolevalg.
The aim has been to reduce constraints on admission (in 1991,11 training courses had limited admission) and trainees and teachers are now granted free choice of training centre.
Alle uddannelser fører frem til uddannelsesbevis som faglært.
All courses lead to a skilled worker certificate.
Styringssystemetfor skolerne er ændret gennem en omfattende decentralisering.
2.2.34 Large-scale decentralization has brought about changes to management of the schools.
Undervisningsministeriets rolle er at fastsætte overordnede mål og rammer for indhold og økonomi - og stort set al detailplanlægning og udførelse er lagt ud til skolerne.
The task of the Ministry of Education and Research is to set the overall objectives and the framework for content and course funding, while the detailed planning and implementation of courses has been assigned to the schools.
De 120 erhvervsskoler har fået stor dispositionsfrihed vedrørende uddannelses- og undervisningsplanlægning samt økonomistyring.
Thus the 120 vocational training schools have acquired greater autonomy with regard to plan­ning courses and to teaching as well as financial management.
Som nye aktører i styringssystemet er der nu på ministerielt niveau kun Erhvervsuddannelsesrådet (se afsnit 3.1.12); på skoleniveau er der givet de enkelte skolers bestyrelser store beføjelser over skolernes aktiviteter.
At ministerial level (see paragraph 3.1.9) the Vocational Training Advisory Council is the sole participant in management, while at school level, the boards of the individual schools have been granted greater autonomy.
Som noget nyt er der oprettet lokale uddannelsesudvalg (se afsnit 3.1.20) på hver skole, og disse udvalg har indflydelse på den konkrete tilrettelæggelse af undervisningen.
A new feature is the creation of a local training committee at each school (see paragraph 3.1.15). These committees are involved in the practi­cal organization of teaching.
Arbejdsmarkedets parter har den afgørende indflydelse i begge organer på skoleniveau; også i Erhvervsuddannelsesrådet er arbejdsmarkedets parters rolle helt afgørende.
The social partners exert substantial influence in both of these bodies at school level, and in the Vocational Training Advisory Council.
Styringssystemet og det nye økonomisystem vil blive yderligere behandlet i kapitel 3.
The management system and the system of financing will be discussed in Section 3.
Ungdomsuddannelser og erhvervsuddannelser
Youth training and vocational training
2.2.35 De grundlæggende erhvervsuddannelser i Danmark sikrer unge såvel en erhvervsuddannelse som en bred ungdomsuddannelse.
2.2.35 Basic vocational training in Denmark provides young persons with both vocational training and broad youth training.
Dette fremgår bl.a. af erhvervsuddannelseslovens formålsparagraf (lov 211, 1989).
This is laid down in the aims clause of the Act on vocational training (Act 211,1989).
Uddannelsessystemet skal:
This states that the training system shall:
1) "motivere unge til uddannelse og sikre, at alle unge, der ønsker en erhvervsuddannelse, får reelle muligheder herfor og for at vælge inden for en større flerhed af uddannelser,
(1 ) motivate young people to train and ensure that all young persons who desire a vocational training have genuine opportunities to do so and to choose from a substantial number of training schemes;
2) give unge en uddannelse, der både giver grundlag for deres fremtidige arbejdsliv og bidrager til deres personlige udvikling og til deres forståelse af samfundet og dets udvikling,
(2) give young persons training which provides a basis for future working life and contributes to their personal development and to their under­standing of society and its development;
3) imødekomme arbejdsmarkedets behov for erhvervsfaglige og generelle kvalifikationer vurderet under hensyn til den erhvervsmæssige og samfundsmæssige udvikling, herunder udviklingen i erhvervsstruktur, arbejdsmarkedsforhold, arbejdspladsorganisation og teknologi, og
(3) satisfy the needs of the labourmarket for occupational and general qualifications, required to develop trade and industry, including the development of the structure of trade and industry, labourmarket con­ditions, workplace organization and technology;
4) give de uddannelsessøgende grundlag for videreuddannelse."
(4) provide persons seeking training with a basis for further training.
2.2.36 Det er en overordnet uddannelsespolitisk målsætning i Danmark, at erhvervsuddannelsernes karakter af brede ungdomsuddannelser skal bevares, og at disse uddannelser skal give solide muligheder for fortsat uddannelse.
2.2.36 A prime objective of training policy in Denmark is to ensure that the broad charac­ter of youth education and training is preserved and that training provides genuine opportunities for continuing training.
De skal også bidrage til, at ikke alene de unge, der vælger ungdomsuddannelse i gymnasiet eller på HF, men også unge, der vælger en erhvervsfaglig ungdomsuddannelse, bør have en almen undervisning, der ud over at have betydning for deres deltagelse i arbejdslivet også er af betydning for deres tilværelse i øvrigt.
Not only young persons who choose youth training in upper secondary school or a course preparing for the higher prepara­tory examination (HF), but also those who choose youth training in a trade, should have a general education which, besides being important for participation in work­ing life, is equally important for other areas of life.
Adgangsveje og uddannelsesstruktur
THE VOCATIONAL TRAINING SYSTEM il structure
2.2.37 Optagelse på en erhvervsuddannelse kræver, at undervisningspligten (normalt 9 års skolegang) er opfyldt.
2.2.37 Admission to vocational training presupposes that compulsory education (normally nine years' schooling) has been completed.
Optagelsen sker ikke på basis af eksamensbeviser. Der er således ikke krav om, at Folkeskolens afgangsprøve er bestået som betingelse for optagelse på en erhvervsuddannelse.
Success in the final examination of basic school is not a requirement for admission to vocational training.
Adgangsveje og uddannelsesstruktur
Admission routes and training structure
Kilde: Undervisningsministeriet
Practical path Source: Ministry of Education and Research.
Der er to veje ind på erhvervsuddannelserne, nemlig skolevejen og praktikvejen.
2.2.39 There are two means of accessing vocational training, namely the school path and the practical work experience path.
De 2 adgangsveje mødes ved indgangen til 2. skoleperiode, hvorefter eleverne får samme uddannelse.
The two admission routes meet at the start of the second school period, after which the trainees receive the same training.
Hvad enten eleverne vælger skoleadgangsvejen eller starter via praktikvejen, har uddannelsen samme varighed og indhold den samme.
Re­gardless of the path chosen, duration and content of training is identical.
Elever, der vælger skolevejen, vil normalt starte på 1. skoleperiode, som varer 20 uger.
Trainees who choose the school path will normally start on the first school period, lasting 20 weeks.
Her afprøver eleverne flere forskellige uddannelsesområder og får sideløbende individuel og kollektiv vejledning om job og uddannelser.
During this period, the trainees try out several different training areas and receive individual and collective guidance on jobs and training.
Værkstedsundervisningen har en central placering og suppleres med undervisning i teorifag.
Work­shop instruction occupies a central role and is supplemented by instruction in theoretical subjects.
En tredjedel af undervisningstiden er afsat til valgfag, som kan være prøveforberedende fag såvel som fag af mere almen og kreativ karakter.
One third of teaching time is allocated to optional subjects, both in preparation for an examination and for subjects of a more general and creative nature.
Efter 1. skoleperiode vælger eleverne uddannelse og fortsætter på 2. skoleperiode.
Following the first school period, the trainees select their training course and progress to the second school period.
Efter 2. skoleperiode skal eleverne have en uddannelsesaftale, inden de kan fortsætte deres uddannelse i en praktikvirksomhed.
After the second training period, the trainees require a training contract before they can continue training with a company.
Eleverne får først løn fra den dag, de starter i praktik.
Trainees receive their first pay from the day on which they commence practical work experience.
Knap en tredjedel af erhvervsuddannelserne giver ikke mulighed for, at eleverne starter uddannelsen med 1. skoleperiode.
Less than one third of vocational training schemes do not provide opportunities to start training within the first training period.
Her kan eleverne gå direkte ind på 2. skoleperiode, da 1. skoleperiode ikke er obligatorisk.
In these instances the trainees go straight into the second training period, as the first period is not obligatory.
Eleverne kan dog godt vælge at tage 1. skoleperiode, hvortil der ikke er adgangsbegrænsning, men de vil få forlænget uddannelsestiden med 1/2 år.
Howev­er, trainees may choose the first training period as there is no admission require­ment, but training time is extended by six months.
Efter den første praktikperiode fortsætter eleven på den 20 uger lange 2. skoleperiode.
After the first period of practical work experience, trainees progress to the 20-week second training period.
Elever, der går praktikvejen, får løn under hele uddannelsen.
Trainees,who take the practical work experience path receive pay throughout training.
11991 var det ca. 67%, der begyndte deres uddannelse i en erhvervsskole, imod 56 % i 1990.
2.2.42 In 1991, some 67% started training at a vocational training school as compared to 56% in 1990.
Skoleadgangsvejen er således den mest almindelige adgangsvej i erhvervsuddannelsessystemet.
The school path to vocational training is, therefore, the more com­mon one.
For elever - især voksne - med relevant beskæftigelses- og uddannelsesbaggrund - er der mulighed for at springe 1. og 2. skoleperiode over - den såkaldte "meritvej".
For students, in particular adults, with a relevant background of employment and train­ing it is possible to omit the first and second training periods and to take the so called 'merit route'.
2.2.44 Strukturen og adgangsvejene på handelsskolens uddannelser er anderledes og vil blive gennemgået i afsnit 2.2.79.
2.2.44 The structure and admission paths to commercial school training are different; they will be examined in paragraph 2.2.79.
2.2.45 Uddannelsernes grundstruktur bygger på vekseluddannelsesprincippet, dvs. relativt korte skoleophold vekslende med praktikophold i en virksomhed.
2.2.45 The structure of training is based upon the alternance training principle, i.e. rela­tively brief theoretical training alternating with practical work experience (on-the-job training) in a company.
Uddannelserne varer i almindelighed ikke over 4 år. Skoleundervisningens varighed kan normalt ikke overstige 80 uger.
Training is generally not longer than four years, with theoretical training not exceeding 80 weeks.