검색어: uddannelsesretninger (덴마크어 - 영어)

jagten på eksamensbeviser og gode uddannelsesretninger
in this article, the author claims to do no more than record the findings of recent sociological research.

nye uddannelsesretninger og erhvervsprofiler er opstået.
new careers and professional profiles have been created.

der er forskellige uddannelsesretninger inden for ungdomsuddannelserne i alle medlemslandene.
different types of courses are provided in all member states in upper secondary education.

forskellige uddannelsesforlØb i medlemslandene: fra enhedsstruktur til specialiserede uddannelsesretninger
different educational pathways in the member states: from a single course to specialized branches

de forskellige uddannelsesretninger og disses placering i uddannelsesforløbet er angivet.
different branches or types of courses and their position in this stage of education are indicated.

man bør støtte forskningen og uddannelsesretninger, der har relation til erhvervslivet.
research and training centres must be promoted in association with the business world.

der kræves engelskkundskaber ved alle uddannelsesretninger ved de vide­regående uddannelsesinstitutioner i ir­land.
certain courses at colleges other than the universities also have limited entry.

gode oplysninger kan man også hente i forskydningerne i lærlingeantallet inden for de forskellige uddannelsesretninger.
the fluctuations in the number of apprentices in various trade groups are significant.

figurerne e5 og e6 illustrerer udviklingen i antallet af piger pr. 100 drenge på ungdomsuddannelsernes to uddannelsesretninger.
graphs e5 and e6 illustrate the changes in the numbers of girls per 100 boys in each stream of upper secondary education.

og ­ hvad der heller ikke er uden betydning ­ hvilke uddannelsesretninger nu præcist henhører under hvilket område, og under hvis ansvar de falder.
and, equally importantly, what learning paths belong to what seg­ment and under whose responsibility these fall.

vi skal have statsstøttede læreanstalter, men også private, for at der skabes en konkurrencesituation både i forhold til elever og udbud af forskellige uddannelsesretninger.
we must have educational establishments maintained by the state, but we also need private ones so that a competition situation may develop, based both on the students and the choice of different educational approaches.

der er udstedt ministerielle bekendtgørelser om nye studieplaner for alle uddannelsesretninger på t.e.i. og om støtteordninger til fordel for stude rende med erhvervsarbejde.
ministerial decisions have been issued on the new curricula of all tei departments and on facilities for working students.

visse af disse har haft til formål at indføre helt nye uddannelsesretninger, men de fleste har taget sigte på i de enkelte systemer at indføre elementer, de hidtil har manglet.
mention should also be made of the assistance available for self- employed persons and small and medium-sized businesses, and of the opening of part-time education centres for young jobseekers (whether in receipt of benefit or not) between 18 and 25.

de kompetente myndigheder skal ligeledes, eventuelt ved at udstede samme eksamensbeviser, bestræbe sig på at sikre en overenstemmelse mellem vekseluddannelse og heltidsuddannelse, således at overgangen mellem forskellige uddannelsesretninger lettes.
the authorities responsible should also endeavour to ensure that linked work and training is in line with fulltime training, possibly by the same diplomas being awarded for both, in order to facilitate transfers between different branches of training.

5.3. - de enkelte uddannelsesretninger bør navnlig fremtræde som klart afgrænsede uddannelsestilbud med specifikke karakteristika, der gør dem attraktive for de uddannelsessøgende; dog er der også brug
it is characteristic that there has always been good cooperation in the danish vocational training system. this does not mean to say that the parties involved are in agreement, but there has been a willing ness to find a solution.

denne tilrettelæggelse af de grundlæggende og sekundære uddannelsestrin, der danner et naturligt mønster af alternative uddannelsesretninger, har utvivlsomt flere fordele, men den frembyder også vanskeligheder med hensyn til uddannelses systemets bidrag til de unges første forberedelse til arbejdslivet.
technological courses, training colleges and the apprenticeship system have identical entry conditions (the 9th year of school ing or equivalent, grade ii at a training colleges or in an apprenticeship), the same training structure - although names are sometimes different (general or socio-cultural training, scientific training, technical/technological training, technical/practical training) and the number of hours may vary, the average duration is similar (more time is spent on training during the three years at training colleges than at three year technological courses as more time is given to simulated practice, and in the four years of some apprenticeships more time is spent on practical work).

valg af uddannelsesretning
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