natgillin/translations-raw huggingface dataset:
Der anvendes relativt få penge til basisundervisning (i 2001 0,53% af de samlede EU-bevillinger til undervisning i DAV-landene Skrivelse fra kommissionsmedlem Poul Nielson til formanden for Udvalget for Udvikling og Samarbejde, Joaquim Miranda, af 21. oktober 2001. ).
Relatively little money is disbursed on elementary education (in 2001, 0.53% of total EU expenditure on education in the countries covered by the DAC Letter dated 21 October 2002 from Commissioner Nielson to Mr Miranda, Chairman of the Committee on Development and Cooperation. ).
I 2015 skal alle børn i det mindste have basisundervisning.
In 2015, all children ought to be attending at least elementary education classes.
Dette er realistisk, fordi dette på verdensplan vil koste ca. 8 mia. € ekstra, hvilket er mindre end en femtedel af EU-udgifterne til landbrug.
That goal is attainable, since, world-wide, it would cost about an additional EUR 8 billion per year, which is less than one fifth of EU expenditure on agriculture.
Skal dette nås, må EU fordoble sit budget til basisundervisning, således som foreslået af EP i 2001 Europa-Parlamentets beslutning om forslag til Den Europæiske Unions almindelige budget for regnskabsåret 2001, modificeret af Rådet (alle sektioner) (13830/2000 - C5-0600/2000 - 1999/2190(BUD)) og om ændringsskrivelse nr. 2/2001 til forslaget til almindeligt budget for 2001 (13833/2000 - C5-0653/2000 ). .
If it is to attain that goal, the EU will have to double its budget for elementary education, as the European Parliament proposed for 2001 Resolution of the European Parliament on the draft budget of the European Union for the financial year 2001, as amended by the Council (all sections) (13830/2000 – C5-0600/2000 – 1999/2190(BUD)) and on Letter of Amendment No 2/2001 on the draft general budget for 2001 (13833/2000 – C5-0653/2000 ). .
Dette gælder såvel for EUF som for de regionale og tematiske budgetter.
That applies as much to the EDF budget as to the regional and thematic budgets.
Som følge af de strukturelle tilpasningsprogrammer er undervisningsniveauet faldet i mange lande.
The level of education has declined in many countries as a result of structural adjustment programmes.
For at betale deres gæld har regeringer ofte skåret i deres sociale budgetter.
In order to service their debts, governments have frequently slashed their budgets for the social sectors.
Niger, f.eks., bruger dobbelt så meget på tilbagebetaling af gæld som på basisundervisning.
For example, Niger spends twice as much on debt-servicing as it does on elementary education.
En forskydning til budgetstøtte på grundlag af sektorprogrammer er en måde, hvorpå dette kan hindres.
Such budgetary substitution must be prevented by giving financial aid on the basis of sectoral programmes.
I Argentina har EU for nylig indgået en kontrakt med provinsen Santa Fee om medfinansiering af omstrukturering og uddannelse af provinspolitiet.
The EU recently concluded a contract with the Santa Fe Province in Argentina to provide part-financing for reforming and training the Provinces police force.
Provinsen bærer selv 45% af omkostningerne.
The Province itself provides 45% of the funding.
Den har frigjort disse penge ved at skære i udgifterne til alfabetiseringscentre, voksenundervisning og højere uddannelsesinstitutioner.
It raised its share of the money by slashing expenditure on literacy centres, adult education and higher education establishments.
EU må benytte sin koordinerende rolle til at skaffe flere bevillinger og mere viden om formulering af nationale undervisningsprogrammer.
The EU must play its coordinating role and secure more financial resources and more expertise in order to support the devising of national education programmes.
Sidstnævnte ved at hverve lokale eksperter til EU-delegationerne i stedet for centralt i Bruxelles.
That must be done by recruiting experts for EU delegations locally instead of centrally in Brussels.
Grundprincipperne i Kommissionens meddelelse må kombineres med konkrete handlingsplaner, med målsætninger og med en tidsplan.
The basic principles set out in the Commission communication must be connected with specific action plans which include objectives and a timetable.
Det er meget vigtigt, at Kommissionen sammen med medlemsstaterne deltager aktivt i Verdensbankens igangværende "Education for All-Fast Track"-program, faktisk øger bevillingerne til undervisning, fordobler budgettet til basisundervisning og endelig sikrer, at EU-støtten til undervisning koordineres i de berørte udviklingslande og udbetales inden for en finansieringsramme og en politisk ramme, som skabes af partnerregeringen og ikke af EU som donor.
It is very important that the EU and Member States participate in the World Bank’s current ‘Education for All – Fast Track’ programme, that they actually increase the appropriations that they devote to education, double the budget for elementary education and, finally, ensure that EU aid for education is coordinated and disbursed within a financing and policy framework set up by the partner government and not by the EU as donor.
I sin beslutning om budgettet 2003 understreger EP " at der er et presserende behov for, at EU øger sine direkte interventioner inden for grundlæggende sundhed og almen uddannelse i udviklingslandene Europa-Parlamentets beslutning om forslag til Den Europæiske Unions almindelige budget for regnskabsåret 2003 ( C5-0300/2002 - 2002/2004(BUD)) og om ændringsskrivelse nr. 1/2003 til forslaget til almindeligt budget for 2003 (12640/2002 - C5-0480/2002 ). .
In its resolution on the 2003 budget Resolution of the European Parliament on the draft budget of the European Union for the financial year 2003, ( C5-0300/2002 – 2002/2004(BUD)) and on Letter of Amendment No 1/2003 on the draft general budget of the European Union for the financial year 2003 (12640/2002 – C5-0480/2002 ). , the EP emphasised ‘the urgent need to increase EU direct interventions in the fields of basic health and basic education in developing countries’.
Education for All-Fast Track Initiative
Education for All – Fast Track Initiative
Fast-Track-initiativet er en aftale om undervisning i udviklingslandene på grundlag af donorfinansiering for lande, der er rede til navnlig at prioritere basisundervisning højt og at udforme politiske planer med henblik på at forbedre effektiviteten af deres basisundervisningssystemer.
The Fast Track Initiative is an agreement concerning education in the developing countries on the basis of funding from donors for countries which are prepared to give priority to elementary education for all and to develop policies designed to improve the quality and efficiency of their elementary education system.
Donorerne yder af deres midler og ekspertise for at øge den eksisterende indbyrdes koordinering for at effektivisere udviklingen.
In addition, the donors provide their resources and expertise in order to improve existing coordination with the aim of making development more effective.
Verdensbanken har skabt rammerne for dette initiativ.
The World Bank provides the framework for this Initiative.
På G8-topmødet i Canada (2002) underskrev verdens ledere dette initiativ.
At the 2002 G8 Summit in Canada, world leaders gave their support to this Initiative.
For 18 af verdens fattigste lande betød det, at de blev anmodet om at forberede handlingsplaner om basisundervisning for alle børn i deres lande.
For 18 of the poorest countries in the world, that meant that they were asked to draw up actions plans with a view to providing elementary education for all the children in their country.
I november 2002 blev disse planer drøftet på det første møde mellem donorlande i Bruxelles.
In November 2002, those plans were discussed at the first Donor Consortium meeting in Brussels.
Efter mødet blev det oplyst, at syv Burkina Faso, Guinea, Guyana, Honduras, Mauretanien, Nicaragua og Niger. lande ville få hjælp til at gennemføre deres planer.
After the meeting, it was announced that seven countries Burkina Faso, Guinea, Guyana, Honduras, Mauritania, Nicaragua and Niger. would be receiving support for the implementation of their plans.
Dette indebærer bistand til opbygning af den nødvendige kapacitet og dækning af et finansieringsunderskud, der anslås til 400 mio. dollar mellem 2003 og 2005.
That means support for the construction of the requisite capacity and the covering of a financial shortfall estimated at around USD 400 million between 2003 and 2005.
Yderligere fem lande Indien, Pakistan, Bangladesh, DRC og Nigeria. blev under mødet indbudt til at udarbejde yderligere planer, således at de senere også kunne deltage i Fast Track-initiativet.
At that meeting, five other countries India, Pakistan, Bangladesh, DR Congo and Nigeria. were invited to draw up supplementary policy plans so that they would be able to participate in the Fast Track Initiative in due course.
Af donorlandene deltager i øjeblikket Canada og Nederlandene.
Canada and the Netherlands are involved as donors in this instance.
Det er meget vigtigt, at Kommissionen hurtigst muligt kommer til at indgå i dette konsortium af donorer.
It is very important that the European Commission should become a member of the Donor Consortium as soon as possible.
Undervisning til alle: drenge og piger
Education for All: Girls and Boys
Kønsbestemt ulighed inden for både grundskoleundervisning og højere undervisning må ophøre http://www.unicef.org/specialsession/documentation/index.html. .
Gender disparities in primary and secondary education must be eliminated’ http://www.unicef.org/specialsession/documentation/index.html. .
Også under verdenstopmødet om bæredygtig udvikling i Johannesburg (2002) konstaterede de tilstedeværende regeringsledere, repræsentanter for samfundets middelklasse og erhvervslivet endnu en gang, at "opfyldelsen af de internationalt aftalte udviklingsmål, inklusive dem, der indgår i FN's millenium-erklæring (…) vil kræve (…) en betragtelig vækst i tilførslen af finansielle ressourcer (…) til uddannelse (…) Fra den engelske original på http://www.johannesburgsummit.org/html/documents/summit_docs/2309_planfinal.htm#_ftn2: paragraph 75 (IX: Means of implementation). .
Similarly, at the World Summit on Sustainable Development held in Johannesburg in 2002, the Heads of Government and the representatives of civil society and of the business world present at the Summit acknowledged once again that ‘the achievement of the internationally agreed development goals, including those contained in the Millennium Declaration … will require … significant increases in the flow of financial resources … to … education … .’ http://www.johannesburgsummit.org/html/documents/summit_docs/2309_planfinal.htm#_fin2: paragraph(IX: Means of implementation). .
I Kommissionens meddelelse vender en række af disse målsætninger tilbage, andre imidlertid ikke.
The communication from the European Commission takes over a number of those objectives but ignores just as many.
Skal de opstillede målsætninger på effektiv vis opfyldes i 2015, er følgende kvantitative indikatorer nødvendige: antal indskrevne til grundskoleundervisning og antal afsluttede undervisningsforløb, kønsmæssig ligestilling og erhvervelse af evnen til at læse og skrive.
If effective action is to be taken and the Dakar objectives attained in 2015, the following quantitative indicators are required: percentage enrolment for elementary education and completion of schooling, attainment of gender equality and mastery of reading and writing.
Kvalitativt skal undervisningen baseres på veluddannede og motiverede lærere, passende baggrund og godt undervisningsmateriale, passende sprogundervisning, et behageligt skolemiljø og forældrenes og samfundets fremme af deltagelse.
Qualitatively, education must involve properly trained and motivated teachers, a relevant curriculum and appropriate reading material, appropriate language tuition, a pleasant school environment and the encouragement of parental and community involvement.
Inddragelse af den private sektor
Involvement of the private sector in education
Verdenshandelsorganisationen har udtrykkeligt fastlagt undervisning som en opgave, der henhører under de nationale myndigheder.
The World Trade Organisation has expressly acknowledged that education is a matter for national governments.
Denne sektors offentlige karakter kan ikke diskuteres.
The public nature of education is indisputable.
Medvirken fra den private undervisning og bidrag fra erhvervslivet er velkomne, navnlig hvor der er tale om erhvervsrettede uddannelser.
Involvement of the private education sector and a contribution from the business world are welcome, with particular regard to vocational training.
Personalet inden for undervisningssektoren har imidlertid krav på en korrekt aflønning.
However that may be, people active in education deserve a decent wage.
De må aldrig erstattes af frivillige, således som der er fare for i visse tilfælde.
They may never be replaced by volunteers, as threatens to be the case in some instances.
Lærere og personale, der understøtter disse, fortjener som sådanne anerkendelse i samfundet.
Teachers and educational support staff deserve recognition for what they are as well as appreciation by society.
Alle internationale initiativer må sigte mod styrkelse af deres position og ikke mod undergravning af den.
All international initiatives must be geared to strengthening their position, not to undermining it.
I Pakistan har tusindvis af lærere protesteret mod regeringsforslag om at inddrage den private sektor i den videregående uddannelse og dermed at øge indskrivningsprocenten.
In Pakistan, thousands of teachers protested against government proposals to involve the private sector in higher education and thus to increase enrolment rates.
Ifølge lærerne fører dette til højere studiegebyrer på de offentligt finansierede læreanstalter, hvilket vil gøre det næsten umuligt for fattige studerende at få en eksamen.
According to the teachers, that would lead to an increase in student fees for establishments financed by the government, with the result that the acquisition of a degree would become virtually impossible for poor students.
Også studerende deltog i protesterne, fordi de frygter en stigning i studiegebyrerne.
Students also joined the protests because they feared that student fees would be increased.
Ud af en befolkning på 143 mio. i Pakistan får kun 3% mellem 17 og 23 år en videregående uddannelse.
Out of a population of 143 million, only 3% of those aged between 17 and 23 are involved in higher education in Pakistan.
Kilde: TerraViva Europe, 24. oktober 2002
Source: TerraViva Europe, 24 October 2002
Børn dør, forlader i stadig højere grad skolen uden eksamen, og også traumer og diskriminering er i vækst på grund af hiv/aids-epidemien.
Children are dying, more and more of them are leaving school without any qualifications, and traumas and discrimination are on the increase as a result of the HIV/AIDS epidemic.
Der er færre børn i skole, fordi flere børn må forlade skolen for at arbejde, fordi deres forældre er døde af hiv/aids.
Fewer children are attending school, since more and more of them are having to go out to work because their parents have died from AIDS.
Desuden anslås det, at 860.000 børn i 1999 i Afrika syd for Sahara har mistet lærere på grund af hiv/aids-epidemien The Progress of nations 2000 (UNICEF), 2001. .
In addition, it is estimated that, in 1999, 860 000 children in sub-Saharan Africa lost their teachers as a result of the HIV/AIDS epidemic The Progress of Nations 2000 (UNICEF) 2001. .
De direkte følger af epidemien er mange.
The direct consequences of the epidemic are many and varied.
Det store antal syge og døde blandt administratorer og lærere har påvirket udbuddet og kvaliteten af undervisningen i alvorlig grad.
The high rate of disease and death among teachers and administrators has seriously affected the supply and quality of education.
I nogle lande dør der flere lærere end der går på pension.
In some countries, more teachers die than retire.
I Den Centralafrikanske Republik er HIV/AIDS den hyppigste dødsårsag blandet lærere.
In the Central African Republic, HIV/AIDS is the major cause of death among schoolteachers.
UNAIDS har anslået, at 25-50% af alle landets lærere vil være døde af aids i 2005.
UNAIDS claims that between 25% and 50% of all teachers in the country will have died from AIDS by 2005.
Mellem 1996 og 1998 var antallet af lærere, der døde, næsten det samme som antallet af lærere, der gik på pension.
Between 1996 and 1998, the number of teachers who died was almost the same as the number of teachers who retired.
Ikke alene reduceres udbuddet af lærere, aids-epidemien medfører også reallokering af bevillinger.
The AIDS epidemic not only reduces the supply of teachers, it also results in a reallocation of funds.
Bevillingerne bliver ikke længere anvendt til investering i undervisningens kvalitet, en stor del anvendes derimod til pensioner til familier til aids-ofre, og resten anvendes til uddannelse af nye lærere.
The funds are no longer used for investment in the quality of education, a large proportion thereof will be devoted to pensions for the families of AIDS victims, the remainder being devoted to the training of new teachers.
Det er vigtigt at være opmærksom på følgerne af epidemien: først og fremmest gennem undervisning.
It is very important that attention be paid to the consequences of the epidemic, with particular regard to education.
Uvidenhed er den vigtigste årsag til, at denne epidemi er så udbredt.
Ignorance is the principal reason why this epidemic is so widespread.
Oplysning må informere befolkningen om, at de løber en risiko, hvorfor de løber en risiko, og hvordan yderligere spredning kan undgås.
Information must be supplied so that individuals become aware that they are at risk, why they are at risk and how a further spread of the epidemic may be prevented.
Dette kræver mere end blot oplysning i skolerne, også samfundet må inddrages.
This requires more than just AIDS-awareness campaigns in school, the entire community must be involved.
Konflikter og post-konfliktsituationer
Conflict and post-conflict situations
113 mio. børn går ikke i skole.
113 million children do not attend school.
82% af dem bor i områder, hvor der har været eller er konflikt.
82% of them live in areas where a war is going on or has been going on.
Skolerne er ofte mål, og lærerne løber en risiko.
Schools frequently constitute a target, and teachers are at risk.
Langvarige om omfattende konflikter kan medføre, at undervisningssystemet bryder sammen.
Lengthy and widespread wars may lead to the education system being disrupted.
For børn er undervisning et vigtigt middel til at overvinde traumer som følge af en krig.
For children, education is an important element to help them recover from the trauma of war.
Ved at gå i skole hver dag får de en følelse af, at det normale liv er vendt tilbage.
Going to school every day gives them the feeling that life is back to normal.
"Nu, hvor vinteren er begyndt, har skolerne i Afghanistan været lukket i tre måneder.
Now that the winter has begun, schools in Afghanistan have closed for three months.
I begyndelsen af marts begynder det nye skoleår, men lærerinden Nadima Maiwan har ikke til hensigt at blive siddende hjemme med hænderne i skødet.
The new school year begins in March, but Nadima Maiwan, a teacher, does not intend to spend that time sitting at home twiddling her thumbs.
De kommende måneder holder hun og mange af hendes kolleger vinterkurser for piger, der ønsker at indhente deres skolemæssige efterslæb.
Over the next few months, she and many of her colleagues will be running winter classes for girls who want to catch up on their missed schoolwork.
"Jeg bryder mig ikke om at sidde hjemme.
‘I do not like sitting at home.
Fem år under talebanstyret var længe nok", siger hun.
Five years under the Taliban was long enough,’ she says.
Hun underviser i engelsk på Abdul Quasim Ferdusi-skolen, en af de største pigeskoler i Kabul.
She teaches English at the Abdul Qasim Ferdousi School, one of the largest girls’ schools in Kabul.
Da taleban erobrede Kabul i 1996, havde skolen 6000 elever.
When the Taliban captured Kabul in September 1996, the school had 6 000 pupils.
Nu, ved udgangen af det første år efter fordrivelsen af taleban, der forbød undervisning til piger, sprænger den alle rammer.
Now, twelve months after the expulsion of the Taliban, who prohibited education for girls, the school is bursting at the seams.
Det betyder, at der i Afghanistan er flere børn, der ikke går i skole, end der går i skole.
That means that there are still many more children in Afghanistan who do not attend school than who do attend.
Alligevel kan det betragtes som en stor succes for Back to School-programmet, der blev indledt ved årets start.
Nevertheless, UNICEF believes that the Back to School campaign launched at the beginning of this year has been a great success.
"Ved skoleårets begyndelse i marts havde vi skønnet, at omkring 1,7 mio. børn ville følge grundskoleundervisningen, dvs. første til og med sjette klasse.
A UNICEF spokesman in Kabul, Chulho Hyun, said: ‘At the beginning of the school year in March, we had estimated that about 1.7 million children would be receiving elementary education, i.e. grades 1 to 6 inclusive.
I virkeligheden er der ca. 1,3 mio. elever i de første klasser.
In fact, we have about 1.3 million children in the first few grades.
Det er et meget glædeligt resultat, da man dermed også kan påregne, at mange kommer igennem", udtaler Chulho Hyun fra UNICEF i Kabul".
That is a very hopeful sign, since we may therefore expect that large numbers of the children will continue their schooling.’
28.november 2002 UDTALELSE FRA UDVALGET OM KULTUR, UNGDOM, UDDANNELSE, MEDIER OG SPORT
28 November 2002 OPINION OF THE COMMITTEE ON CULTURE, YOUTH, EDUCATION, THE MEDIA AND SPORT
om Kommissionens meddelelse til Rådet og Europa-Parlamentet om almen og faglig uddannelse som led i fattigdomsbekæmpelse i udviklingslandene
on the Commission Communication to the Council and the European Parliament on education and training in the context of poverty reduction in developing countries
På mødet den 11. juli 2002 valgte Udvalget om Kultur, Ungdom, Uddannelse, Medier og Sport Eurig Wyn til rådgivende ordfører.
The Committee on Culture, Youth, Education, the Media and Sport appointed Eurig Wyn draftsman at its meeting of 11 July 2002.
På møder den 11.-12. november og 28. november 2002 behandlede udvalget udkastet til udtalelse.
It considered the draft opinion at its meeting of 11-12 November 2002 and 28 November 2002.
Til stede under afstemningen var: Michel Rocard (formand), Theresa Zabell (næstformand), Raina A. Mercedes Echerer (for Eurig Wyn, rådgivende ordfører), Konstantinos Alyssandrakis, Ole Andreasen, Pedro Aparicio Sánchez, Christopher J.P. Beazley, Thierry de La Perriere, Marielle de Sarnez, Lissy Gröner, Ruth Hieronymi, Ulpu Iivari, Renzo Imbeni, Karin Junker, Maria Martens, Pietro-Paolo Mennea, Juan Ojeda Sanz, Doris Pack, Christa Prets, Gianni Vattimo, Sabine Zissener og Myrsini Zorba.
The following were present for the vote: Michel Rocard, chairman; Theresa Zabell, vice-chairman; Raina A. Mercedes Echerer (for Eurig Wyn, draftsman); Konstantinos Alyssandrakis, Ole Andreasen, Pedro Aparicio Sánchez, Christopher J.P. Beazley, Thierry de La Perriere, Marielle de Sarnez, Lissy Gröner, Ruth Hieronymi, Ulpu Iivari, Renzo Imbeni, Karin Junker, Maria Martens, Pietro-Paolo Mennea, Juan Ojeda Sanz, Doris Pack, Christa Prets, Gianni Vattimo, Sabine Zissener, Myrsini Zorba.
Udvalget om Kultur, Ungdom, Uddannelse, Medier og Sport opfordrer Udvalget om Udvikling og Samarbejde, som er korresponderende udvalg, til at optage følgende i det beslutningsforslag, det vedtager:
The Committee on Culture, Youth, Education, the Media and Sport calls on the Committee on Development and Cooperation, as the committee responsible, to incorporate the following points in its motion for a resolution:
2. understreger nødvendigheden af at formidle demokratiske værdier i alle uddannelsesinstitutioner og fremme aktivt borgerskab og ansvarsfølelse over for andre;
Underlines the need for all educational institutions to impart democratic values, to promote active citizenship and to foster a sense of responsibility towards others;