natgillin/translations-raw huggingface dataset:
Bogen er inddelt i afsnit om hvert land med oplysninger om de videregående uddannelser, leveomkostninger, hverdagsliv, nyttige adresser, de studerendes foreninger, kontaktadresser/personer og lokale publikationer.
Arranged country by country, it contains detailed information on the higher education system, cost of living, day-to-day life, useful addresses, student associations, contact points and local publications
Denne vejviser er et uundværligt redskab, når man skal finde vej gennem junglen af oplysninger om EU-landenes institutioner.
An invaluable tool for navigating through the sea of information on EU Member State institutions.
I vejviseren findes oplysninger om uddannelseskurser, der tilbydes af universiteter, fakulteter, institutter, centre, laboratorier og alle andre institutioner, der hører til de videregående uddannelsessystemer ¡EU.
Using this educational "Yellow Pages", users can access information on courses of study offered by Universities, Faculties, Institutes, Centres, Laboratories and all the other institutions that make up the higher education universe in the EU
The Ortelius Diary er en kalender, der er udarbejdet for studerende i Europa som en hjælp i den daglige studieplanlægning.
The Ortelius Diary. The Ortelius diary is a diary specifically designed for European students to help them plan their day-to-day study schedules.
Endvidere indeholder kalenderen et væld af praktiske oplysninger samt en adresseliste, der kan være nyttig for studerende med interesse for det europæiske samarbejde.
The diary also contains a wealth of information on available services and a handy directory of useful addresses for anyone interested in European cooperation.
Yderligere informationer om Ortelius findes i Ortelius Report (udkommer hvert kvartal) eller fås ved henvendelse på nedenstående adresse:
For more information on Ortelius, read the Ortelius Report (quarterly magazine), or contact directly :
Det er op til de enkelte universiteter at afgøre, hvilke personer der skal involveres i Erasmus-arbejdet og på hvilken måde i overensstemmelse med universitetets interne struktur, traditioner og procedurer.
Each university should therefore consider which persons to involve and in which ways, according to its own internal structure, traditions and procedures.
Universiteterne kan vælge at trække på interne aktører eller eventuelt inddrage eksterne aktører.
A university may draw upon actors from within the institution and also, if appropriate, involve actors from outside the university.
Det skal understreges, at antallet af involverede varierer fra universitet til universitet alt efter institutionens størrelse og den interne struktur.
We recognise the fact that the number of people to be involved in a particular university will vary according to the size of the institution and the internal organisation.
På mindre universiteter er det ofte en enkelt person, der varetager alle funktioner, mens de andre universiteter er fordelt på flere personer eller måske slet ikke eksisterer.
In small universities, it is likely that one person combines functions that in other universities would be performed by several persons; some functions might not exist at all.
Interne aktører
Actors from within the university
administrativt personale på alle niveauer, der direkte støtter de akademiske samarbejdsaktiviteter (registrering af studerende, boligformidling, akademiske resultater).
From within the university the following people are likely to play a role in preparing and implementing the Erasmus activities: teaching staff directly involved in the academic aspects of cooperation activities (the choice of study abroad programmes, curriculum development, academic recognition); deans and heads of departments, as in most cases synergies will be created at the level of the units responsible for the programmes of study; administrative staff at all levels directly supporting academic cooperation activities (student registration, accommodation office, academic records); international relations officers at central and/or devolved level; students, and especially student associations (where these exist they have in many cases proven to be very effective in supporting cooperation activities and in creating an international climate); staff working in units involved with student facilities and academic affairs such as the admissions officers, the librarians, the accommodation department staff; members of policy-making bodies such as faculty boards, academic councils, boards of deans, boards of administrators, international relations committees; the head of the institution being responsible for the whole policy of the institution.
Eksterne aktører andre højere læreanstalter i samme by eller region med hvilke, der kan etableres et samarbejde om en række aktiviteter (fælles introduktionspjecer, fælles introduktionskurser og sprogkurser, fælles brug af gæsteforlæsere og -undervisere, deling af administrativ støtte, deling af boliger).
Actors from outside the university other higher education institutions in the same town or region with which cooperation could be established in a number of activities (joint welcome guides, common introductory and language courses, joint hosting of teaching fellows and guest lecturers, sharing administrative support, sharing accommodation facilities); local and regional authorities (which show a growing interest in the international dimension in higher education); national authorities, as they provide the basic support to universities and there should be a coherence and a complementarity of goals within the national framework; public and private enterprises which might be interested in supporting certain cooperation activities from which they themselves could benefit (such as language courses or receiving foreign students on practical training placements as part of their study period abroad).
aktiviteter, de selv kan udnytte (f.eks. at deltage i sprogkurser eller at modtage udenlandske studerende i praktik som en del af disses uddannelse i udlandet).
They might even wish to sponsor certain Erasmus activities (such as complementary student grants or advanced level courses such as Masters).
Bemærk venligst, at der gennem institutionskontakten udelukkende ydes EF-støtte til universiteter, men at andre aktørers deltagelse vejer positivt i udvælgelsesprocessen.
Please note that, under the institutional contract, only universities are eligible to receive community support, but involvement of other actors adds some "plus points" at the selection process.
Udformning, drøftelse og godkendelse af en ansøgning om institutionskontrakt stiller krav om høring på forskellige niveauer både inden for og uden for universitetet.
The drafting, discussing and approving of an institutional application will require consultation at various levels inside and outside the university.
På mange institutioner var denne form for rådslagning allerede almindelig praksis under de tidligere Erasmus-faser, mens andre institutioner først skal til at indføre den.
In many institutions this type of consultation was already common practice under the previous phases of Erasmus, to others this will be a new experience.
Da der findes mange forskellige institutionelle strukturer med forskellige traditioner og procedurer i Europa, eksisterer der ingen standarder eller faste procedurer for tilrettelæggelsen af høringerne.
As there are many different kinds of institutional structures with different traditions and procedures in Europe, there is no standard way and no fixed procedures to follow when organising such consultation.
Som i de tidligere faser af Erasmus-programmet er aktiviteter under institutionskontrakten alle tværnationale og baseret på fagområder.
As in previous phases of Erasmus, the activities under the institutional contract are all transnational and they are all subject area based.
Indholdet af ansøgningen om en institutionskontrakt vil derfor i et stort omfang være baseret på forslag fra institutter eller fakulteter i samarbejde med udenlandske partnere.
The content of the institutional application, therefore, will to a large extent be based on proposals made at departmental and faculty level, in cooperation with partners abroad.
Inden ansøgningen udfyldes, bør man: sikre, at der i planlægningen levnes tilstrækkelig tid til at sammenholde ansøgningerne inden ansøgningsfristens udløb den 1. juli 1996, herunder tilstrækkelig lang tid til interne drøftelser og til feedback til og fra de udenlandske partnere.
Ensure that your planning leaves sufficient time to assemble proposals before the 1 July 1996 deadline, including sufficient time for internal discussions and feedback to and from partners abroad.
sikre, at alle potentielle deltagere og interesserede parter er velinformerede om samarbejdsmulighederne, ansøgningsprocedurerne samt de interne og eksterne ansøgningsfrister.
Ensure that all potential participants and interested parties are well informed about the opportunities for cooperation, the application procedures and the internal and external deadlines.
bemærke, at der kan ansøges om støtte til forberedende besøg med henblik på at udforske mulighederne for nye partnerskaber (se også afsnit 5.6).
Take due note of any applications for preparatory visit grants to explore new partnerships (see also paragraph 5.6).
Denne mulighed er nævnt i Miniguide 1 som en mulighed for institutioner og især ikke-universitære, højere læreanstalter, som hidtil kun har deltaget i få eller ingen samarbejdsaktiviteter under Erasmus.
(Under Miniguide 1 this option was offered to institutions, notably from the non- (extra-)university sector, who have had no or few cooperation activities under Erasmus so far).
Målsætninger:
What are your objectives ?
Et vigtigt punkt i institutionskontrakten er institutionens europæiske hensigtserklæring, der skal fylde 23 sider.
An important feature of the institutional contract is the institution's European policy statement, to comprise two/three pages.
Institutionen kan anvende en eksisterende erklæring, men hvis en sådan ikke allerede eksisterer, skal den udfærdiges og de i afsnit 3 nævnte personer kan medvirke hertil.
You could use an existing statement, but if such a statement does not already exist it should be drafted and the persons mentioned in section 3 are likely to be able to give valuable assistance in this process.
Hvis institutionen allerede er aktiv inden for rammerne af Erasmus, skal der i juli 1995 sendes en oversigt over aktuelle Erasmus ICP-aktiviteter (1995/96) til institutionens rektor.
If your institution is already active in Erasmus, an overview of current Erasmus ICP activities (1995/96) will have been sent to the head of the institution in July 1995.
Med oversigten i hånden kan man lettere vurdere udgangspunktet og især det aktuelle niveau for samarbejdsaktiviteter på forskellige fagområder, ligesom det kan bedømmes hvilke fagområder, der giver basis for internationalt samarbejde.
A look at this overview can help you assess your starting point and, in particular, the current level of cooperation activities in various subject areas, and to see in which subject areas international cooperation could be encouraged.
I definitionen af planer og udvælgelse af fremtidige samarbejdsaktiviteter skal der foretages en analyse af det internationale samarbejdes stærke og svage sider, idet der fokuseres på følgende faktorer: kvaliteten af samarbejdet, aktivitetsformer (mobilitet for studerende og personale, fælles udvikling af læseplaner, intensive programmer), faggrupperepræsentation og partnerinstitutionernes geografiske fordeling.
In the definition of plans and the selection of activities for future cooperation, you will have to make an analysis of the weak and strong points of your international cooperation so far in terms of quality of cooperation, types of activity (student and staff mobility, joint curriculum development, intensive programmes), subject area participation and geographical spread of partner institutions.
Hvem er institutionens partnere?
Who are your partners ?
Det skal påpeges, hvilke udenlandske institutioner man ønsker at indlede et samarbejde med. De under punkt 2 nævnte vejvisere kan i den henseende indeholde nyttige oplysninger.
You should identify the institutions abroad with which cooperation might be of interest. The directories mentioned in section 2 can provide information.
Husk, at skriftlige partnerskabsaftaler er et krav for at kunne deltage i Socrates, men universiteterne bestemmer selv, hvilken form for aftaler der indgås og på hvilket niveau, når blot de foreslåede samarbejdsaktiviteter klart fremgår af institutionskontrakten, og når blot der er et skriftligt dokument, som kan fremlægges i tilfælde af revision.
Remember that written partnership agreements are a requirement for participation in Socrates but universities are free to determine the form of the agreements and the level at which they are concluded as long as there is a clear reference to the cooperation activities proposed in the institutional contract and as long as there is a written document which can be presented in case of an audit.
Der skal ikke indsendes kopier af aftalerne sammen med ansøgningen om institutionskontrakt.
No copies of the agreement should be sent in with the institutional application.
Man skal overveje, på hvilket plan man ønsker et samarbejde med udenlandske partnere (institut, fakultets- og/eller institutionsplan).
You should consider the levels at which you wish to cooperate with foreign partners (departmental, faculty and/or institutional).
Man kan også overveje partnerskaber med andre (højere) læreanstalter i samme by eller region og undersøge, om det vil være hensigtsmæssigt at involvere lokale og/eller regionale myndigheder samt offentlige og/eller private virksomheder, som kan have interesse i at støtte institutionens europæiske aktiviteter.
You could also consider partnerships with other (higher) education institutions in your town or region and consider whether it is useful to involve local and/or regional authorities, public and private enterprises, which may be interested in supporting the European activities of your institution.
"Beslutninger"
"Decisions"
Man skal afgøre, hvilke aktiviteter der skal fortsætte, udvides, iværksættes eller opgives, på hvilke fagområder og med hvilke udenlandske partnere.
You should decide which activities you would like to continue, extend, start or abolish, in which subject areas and with which partners abroad.
I denne forbindelse skal der tages stilling til følgende spørgsmål:
Questions to address in this respect include:
Passer de foreslåede aktiviteter ind i den overordnede, institutionelle europæiske politik?
Do the activities proposed fit into the overall institutional European policy?
Ønsker institutionen at foretage en prioritering eller blot at indsende planerne for fagområder?
Will the institution set priorities or submit all subject area plans as they are?
Vil der blive ydet bidrag fra offentlige eller private kilder uden for institutionen?
Will there be a contribution from public or private sources outside the institution?
Hvilken form for støtte kræver aktiviteterne på fakultetsplan og centralt plan?
What kind of support do the activities require at faculty and central level?
Hvilken person eller hvilket organ træffer den endelige beslutning om institutionsansøgningen?
Which person or body will take the final decision on the institutional application?
Hvilken form for høring finder sted med de personer, institutter og fakulteter, som har foreslået aktiviteterne?
How will the persons, departments and faculties which have proposed activities be consulted?
Hvordan skal tilbagemeldingen til de udenlandske partnere foregå?
How will feedback to the partners abroad be organised?
Hvem eller hvilket organ koordinerer ansøgningen og gennemførelsen af institutionskontrakten?
Who or what body will coordinate the application process and the actual implementation of the institutional contract?
Hvem udarbejder et udkast til tidsplan frem til den 1. juli 1996, ifølge hvilken der kan fastsættes datoer for forberedelser og planlægges høringer?
Who will prepare the outline timetable up to 1st July 1996 to that your preparations and consultations can be scheduled?
Denne del af vejledningen indeholder uddybende oplysninger og råd om Erasmus-aktiviteter ud over informationerne i Vejledning for ansøgere.
This section of the Manual provides expanded information and guidance on Erasmus activities in addition to the descriptions given in the Guidelines for Applicants.
Forskelle i forhold til tidligere faser af Erasmus-programmet Vigtige punkter Eksempler
Differences from previous phases of Erasmus Points for special attention Examples
I Vejledn/ngen fokuseres på forberedelsen af ansøgning om institutionskontrakt.
The Manualfocuses on the preparation of the institutional contract application.
Endvidere behandles spørgsmål om gennemførelse som i senere udgaver af denne vejledning vil blive uddybet yderligere, eftersom "god praksis" løbende udvikler sig, især i relation til de nye aktiviteter.
Some attention is also given to issues of implementation and these parts will be further developed in later editions of the Manual since "good practice" still has to be developed, notably in relation to the new activities.
Det skal bemærkes, at ansøgning om institutionskontrakt gælder for en tre-årig periode, der starter fra 1997-1998, og at der vil blive tildelt årlige kontrakter.
It should be noted that the institutional contract application will be made for a three-year period starting from 1997/98 and contracts will be awarded on an annual basis.
Det er muligt at foretage ændringer eller tilpasninger hvert år (se mere herom i Vejledning for ansøgere).
Some changes or adaptations will be possible on an annual basis (see more in Guidelines for Applicants).
Forskelle i forhold til tidligere faser af Erasmus-programmet
Differences from previous phases of Erasmus
Denne ændring er tydeligst, når det gælder studentermobilitet.
This change will be most noticeable in the area of student mobility.
De studerende, der bliver udvalgt til Erasmus-programmeme og får glæde af de aftaler, der er indgået mellem partnerinstitutionerne, modtagerikke nødvendigvis Erasmus-stipendier. (Allerede i de tidligere faser af Erasmus-programmet deltog et stigende antal studerende i Erasmusmobilitetsordningeme uden at modtage Erasmus-stipendier).
The main differences are: the Socrates programme will not support ICP coordinators organising the mobility of students; each partner university is responsible for its share in developing student exchanges, and may apply for direct Community support; universities commit themselves to a number of incoming students, independent of the volume of student grants they will obtain for their outgoing students; the students selected for Erasmus student status and who benefit from the agreement reached between the partner institutions do not necessarily receive Erasmus grants.
Der skal derfor skelnes mellem tilrettelæggelse af studentermobilitet og ansøgning om Erasmusstipendium (se afsnit 5.3).
(In the previous phases of Erasmus there were already a growing number of students benefiting from Erasmus mobility arrangements without receiving Erasmus grants); a distinction must therefore be made between organising the mobility of students and applying to receive and distribute Erasmus student mobility grants (see paragraph 5.3).
SOCRATES ­ Vejledning i god praksis for Erasmus
SOCRATES - Manual of good practice on Erasmus
Vigtige punkter
Points for special attention
God informering af studerende om mobilitetsmulighederne, herunder information om de udenlandske partneruniversiteter, levevilkår i udlandet, de eksisterende studieprogrammer, eksamensformer og de begrænsede Erasmus-stipendiemuligheder.
Provide good information to students on the opportunities for mobility. This includes information on the foreign partner universities, living conditions abroad, the study programmes available, the types of examination and the limited availability of Erasmus grants.
Det er bred enighed om, at ECTS-informationspakkeme er gode informationskilder for både akademikere og studerende (se afsnit 5.7 om ECTS).
Both academics and students find ECTS information packages particularly useful in this context (see paragraph 5.7 on ECTS).
Tidligere Erasmus-studerende og studenterforeninger kan også spille en vigtig rolle i dette informationsarbejde.
Ex-Erasmus students and student associations could also play a useful role in this very important task.
En retfærdig udvælgelse af de studerende, som deltager i mobilitetsaktiviteterne, idet der tages hensyn til økonomiske behov, sproglig forberedelse, akademiske resultater og motivation, og med særlig vægtning af en ligelig kønsfordeling og omsorg for studerende med specielle behov.
Ensure a fair selection of students to participate in mobility activities, taking into account financial needs, linguistic preparation, academic merit and motivation, and paying special attention to promoting gender balance and catering for any students with special needs.
Det forventes, at universiteterne fordeler Erasmus-stipendierne på en sådan måde, at studerende med specielle behov kan deltage og at det aftalte antal studerende kan drage fordel af mobilitetsprogrammerne.
Universities are expected to distribute the Erasmus student grants in such a way that students with special needs can be catered for and the agreed number of students can benefit from the exchanges.
Loftet for tildeling af EF-støtte kan anvendes i visse tilfælde udover de studerendes nationale stipendier. Brochuren "Studying abroad - a checklist of needs for students with disabilities" kan være en hjælp, når der skal træffes beslutning om de nødvendige aktioner (kan rekvireres hos Det Tekniske Socrates og Ungdomskontor).
The maximum Community grant may be awarded in certain cases, in addition to the student's national grant.
Universiteterne fungerer både som afsender­ og modtagerinstitutioner, og begge funktioner er lige vigtige, når det gælder om at bedømme kvaliteten af mobilitetsaktiviteterne.
Universities play a role both as sending and receiving institution and both roles are of equal importance for judging the quality of the mobility activities.
Hjem- og værtsuniversiteterne deler ansvaret og skal sikre de studerende tilstrækkelige informationer, retfærdig udvælgelse, vejledning, sprogkurser, bolig, overvågning og akademisk anerkendelse.
The home and host universities share the responsibility and together they have to ensure that students get fair treatment in terms of information and selection, guidance, language preparation, accommodation, monitoring and academic recognition.
Fuld akademisk anerkendelse for studieperioden i udlandet som anført i Vejledning for ansøgere i fuld forståelse med partnerinstitutionerne.
Full academic recognition for the study period abroad, as defined in the Guidelines for Applicants, must be given and be in full agreement with the partner institutions.
Bemærk at ECTS-systemet i denne forbindelse har vist sig at være et særdeles effektivt værktøj.
Note that ECTS has proved a very useful tool in the recognition process.
Praktikophold er fortsat en del af studentermobilitetsprogrammet for så vidt, at opholdet udgør en integreret del af studieprogrammet og efterfølger en studieperiode i udlandet på mindst tre måneder.
Work placements continue to be eligible as part of student mobility as long as the work placement is an integral part of the study programme and is added to a study period abroad of at least three months.
Der er ligeledes mulighed for praktikophold gennem Leonardo Da Vinci-programmet.
The Leonardo Da Vinci programme also provides support for work placements.
Socrates-programmet søger at sikre repræsentativ deltagelse med hensyn til fagområder, geografisk fordeling, institutionstyper samt hjem- og værtsuniversitetet. for studentermobiliteten.
The Socrates programme aims at establishing a balanced participation in terms of subject areas, geographical spread and types of home or host institution for student mobility.