natgillin/translations-raw huggingface dataset:
Den største del af midlerne skal gå til finansiering af tilskud til hollandske studerende, der henlægger en del af deres studier til udenlandske universiteter, hvilket forudsætter, at ordningen herfor godkendes af det hollandske universitet.
The bulk is intended to fund grants for Dutch students completing part of their studies abroad, provided that the arrangement is one recognized by the home establishment.
En del af disse midler kan også bruges til studierejser i udlandet og korte besøg, som universitetslærere og -administratorer aflægger i udlandet for at forberede et mobilitetsprogram for studerende.
Part of these funds may also be used for foreign study trips and short visits by university staff and teachers preparing student mobility programmes.
Navnlig vil der blive skabt en række muligheder for videregående erhvervsmæssig uddannelse i Holland. Dette område er endog endnu længere bagud end universitetsuddannelserne i henseende til internationale kontakter og der vil blive taget skridt til at indhente denne forsinkelse.
In particular, a number of opportunities will be created for the higher vocational training sector in the Netherlands — even more behind than the university sector in terms of developing an international dimension — with a view to making up the leeway which exists.
De forslag, der foreligger herom, omfatter udarbejdelse af internationalt orienterede studieforløb, styrkelse af egnede redskaber til håndtering af spørgsmål som ækvivalens af uddannelser og støtte til kreative projekter, som kan have interesse for internationalt samarbejde. 14
The ideas propounded include the encouragement of internationally-oriented curricula, the strengthening of infrastructural facilities for handling matters like equivalence, and support for creative projects in the field of internationalization. 14
Praktikophold i industrivirksomheder fremmer de Europæiske studerendes mobilitet
European Student Mobility through Placements in Industry
COMETT-Programmets første år blev indledt i 1987.
The COMETT Programme entered its first operational year in 1987.
Hvad angår fremme af mobilitet og samarbejde mellem videregående uddannelsesinstitutioner i Det europæiske Fællesskab er Programmet i alle henseender en pendant til ERASMUS-Programmet.
In terms of the promotion of mobility and cooperation between higher education institutions in the European Community, it is in all senses the twin of the ERASMUS Programme.
Efter begge programmer støttes udveksling af studerende tværs over medlemsstaternes grænser som en del af deres videregående uddannelse.
Both Programmes support, amongst other actions, the exchange of students across Community frontiers as part of their higher education.
Nedenfor redegøres for COMETT's udvikling i løbet af 1987 med hensyn til både støtte til studerendes placering i et praktikophold i en anden medlemsstat og udvælgelseskriterierne for en sådan støtte.
The following article gives a brief account of how COMETT has developed during 1987 in regard to both the support for students undertaking industrial placements in another Member State and the selection criteria for such support.
Første 1987 resultater.
First results 1987
Efter undersøgelse af ansøgningerne i andre direktorater, af COMETT­eksperter og i COMETT­ komitéen vil der, før Kommissionen udsender den endelige liste over godkendte forslag blive foretaget en krydsafstemning af de foreslåede projekter med programmer, der behandles med henblik på bevilling af tilskud under ERASMUS­Programmet.
After examination by other directorates, the COMETT experts and the COMETT Committee, projects proposed for acceptance are cross-checked with those being considered for a grant within the ERASMUS programme to avoid any double funding before the Commission draws up the final list of selected proposals.
Nogle perspektiver vedrørende fremtiden
For 1988 there will be one significant change in the way placements may be organised.
Der indkom under to ansøgningsrunder i 1987 (31. marts og 1. juli) over 400 ansøgninger omfattende 6.000 studerende.
The two rounds of applications in 1987 (March 31st and July 1st) attracted over 400 applications, representing a demand for more than 6000 students.
Herudaf blev fra 109 angsøgninger udvalgt 1.067 studerende til modtagelse af tilskud under COMETT­Programmet i det akademiske år 1987­88.
Of the latter, 1067 from within 109 applications were selected for a financial grant within the COMETT Programme in the 1987-88 academic year.
Medens mængden af ansøgninger ikke kunne skuffe, gjaldt det modsatte forslagenes kvalitet.
While the quantity of the applications was not disappointing, the quality of the proposals was.
De tilskud, der blev tildelt inden for kategorien »Strand Β 1« nåede ikke det loft på 50%, der i henhold til Rådets beslutning gælder for det samlede COMETT­budget for 1987.
As a result, the grants awarded within the Strand Bl did not reach the ceiling of a 50% share in the whole COMETT budget for 1987-88 envisaged in the Council decision.
Kriterier for ansøgninger
Criteria for Applications
De detaljerede kriterier for ansøgning er beskrevet i en ansøgningsvejledning (Guide for Applicants).
Successful University/Enterprise Training Partnerships (UETP/Strand A of COMETT) of the first year are invited to apply for a 'pool' of placement grants.
For vurdering af en ansøgning er navnlig tre forhold vigtige, nemlig projektstyringen, projektets baggrund og specifikke omstæn­digheder ved projektet.
Although the final selection procedure remains the same, the UETP will receive much more flexibility to mount placements according to the COMETT guidelines.
De samarbejdsprojekter, som med held er gennemført i det første år mellem universitet og industrivirksomheder (UETP/Strand A. COMETT), indbydes til at deltage i en »tilskudspulje« til praktikophold. Skønt den endelige udvæl­gelsesprocedure vil forblive den sammen, vil UETP herved få større fleksibilitet til at arrangere praktikopholdene i overensstemmelse med COMETT's retningslinier.
The detailed criteria for a potentially successful appli cation are laid down in the Guide for Applicants.
Med hensyn til fremtiden på langt sigt er drøftelserne om COMETT II allerede startet for at bane vej for en tidlig Rådsbeslutning om fortsættelse af Programmet ud over 1989.
As regards the longer-term future, the discussions on COMETT II have already been launched with a view to paving the way for an early Council decision on the continuation of the Programme beyond 1989.
Bevillingen til praktikophold under COMETT er allerede genstand for indgående drøftelser som blandt andet omfatter følgende punkter :
The provision for student placements within COMETT is already the subject of detailed discussion which includes consideration of the following points :
Formålet, tids­ og arbejdsplan, finansieringsplan, sty­rings­ og evalueringsmekanismer skal fremgå klart af ansøgningen.
The objectives, time and work schedule, financial plan and thé means of monitoring and evaluation should be clearly stated.
Oplysningerne må være præcise og pålidelige og der skal gøres rede for det foreslåede projekts fremtidige muligheder.
The information given must be accurate and reliable, and the future potential of the proposed project should be made clear.
Projektets generelle baggrund
General background to the project
Forslaget skal beskrive arten af det samarbejde, som skal finde sted mellem universitetet og virksomheden. Det tillægges navnlig betydning, at små eller mellemstore virksomheder (op til 500 ansatte) deltager.
The proposal should state the nature of cooperation between the university and firm; special importance is attached to the involvement of small and medium-size firms (up to 500 employees).
Endvidere skal følgende forhold fremgå klart: teknologien, specialområdet, uddannelsesni­veau'et og forholdet til andre fag og andre EF­programmer, navnlig ERASMUS.
Regarding technology, the specific field, the training level, and the relationship with other disciplines and other EC Programmes, in particular ERASMUS, should be apparent.
Særlige omstændigheder ved projektet
Specific implications for the project
(iii) Hvad kan der gøres for at øge udbuddet af praktikpladser på et tidspunkt, hvor industrien er under kraftigt pres på alle uddannelsesniveauer for at skaffe uddannelsesmuligheder for studerende?
Indeed, if the types of placements to be supported are exclusively of the type which ERASMUS could support within its objectives, should the support for student place ments be organised more directly within the . frameworjc of ERASMUS? (ii) How can the Community assist in developing student placements in industry in Member States where there is as yet no tradition or provision for such placements· as part of higher education courses? (iii) What can be done to improve the supply of placements at a time when industry is under severe pressure at all levels of training to provide student placement opportunities?
Hvad er fordelene og ulemperne for de involverede parter ved studerendes praktikophold?
Indeed, what is the costbenefit ratio of student placements for the parties concerned?
Det er vigtigt at anføre om og på hvilken måde praktikopholdet får akademisk anerkendelse, om der føres tilsyn med den studerendes studier og hvorledes.
It is important to note whether and in which form the placement is recognized academically, whether the student's progress is monitored, and how this is arranged.
Det må klart fremgå, hvorledes praktikopholdet er integreret i studiepro­grammet i dets helhed. Er det en obligatorisk eller valgfri del deraf? På hvilket niveau (før eller efter kandidateksamen: under­/postgraduated) befinder den studerende sig?
It should be made quite clear in which way the placement is integrated in the study programme as a whole.
Finder der en organiseret sprogforberedelse sted inden afrejsen eller under opholdet?
Is there an organised form of language preparation at the sending or receiving end ?
Hvis det foreslåede praktikophold varer mindre end seks måneder, må grunden hertil angives.
In cases in which the proposed placement lasts less than six months, it should be explained why this is so.
Det er også interessant at få konstateret om projektet har forbindelse med foreslåede projekter inden for COMETT (f. eks. Strand A­ samarbejde mellem univesitet og virksomheder om praktikophold) eller med andre EF­programmer, (navnlig ERASMUS).
It is also very interesting to see whether there are any links with projects proposed within other strands of COMETT (like Strand A, University/Enterprise Training Partnerships) or with operations within other EC programmes (in particular, ERASMUS).
På mødet forsøgte man at undersøge, hvorledes universiteter­ne kunne leve op til den udfordring, som internationaliserin­gen frembyder, navnlig ved at tage initiativer til internationalt samarbejde særligt i Europa.
The meeting tittempted to examine how universities could face up to the challenge posed by internationalisation, in particular by taking initiatives for international cooperation, especially in Europe, in the course of their daily activities.
Blandt de særlige muligheder, der kom frem under drøftelserne, var en nøjere gennemgang af indholdet af studieplanerne og konstatering af studiets faktiske forløb med henblik på at foranstalte en international komparativ undersøgelse af resultaterne og uvikling af metoder for studenterudveksling, modtagelse og integrering af både studerende og lærer i værtsinstitutionen.
Specific possibilities discussed included a much closer focus on course content und student progress, with a view to an international comparative study of results, and the development of exchange procedures and facilities for welcoming and integrating students und stuff into the 'host' institution.
Rektoren for Barcelona­universitetet og medlem af Det Rådgivende Udvalg vedrorende ERASMUS på talerstolen under CRE­konferencen om interuniversi­tari samarbejde, afholdt i Gent i oktober 1987.
Professor J.M. Bricall, Rector of the University of Barcelona and Member of the ERASMUS Advisory Committee, addressing the CRE Conference on interuniversity cooperation held in Ghent in Ottober ¡987.
På baggrund af ERASMUS pionerrolle havde CRE inviteret rektor ved Barcelona­universitetet og medlem af Det Rådgivende Udvalg vedrørende ERASMUS, professor J.M. Bricall og Alan Smith, direktør for ERASMUS­Bureauet, til at komme med indlæg på konferencen.
Other eminent participants invited by the CRE to speak at the meeting were Mrs. Caren Berg (Unesco), Professor Eugen Seibold, President of the European Science Foundation, and Professor Arantes e Oliveira (Portuguese Secretary of State for Science and Research).
Professor Bricall's indlæg tog sigte på at placere den i øjeblikket stedfindende internationalisering af universiteterne i historisk perspektiv og han understregede, hvad nutiden kan lære heraf.
Besides the CRE representatives, six Chinese rectors also attended the conference, as well as an English and Belgian delegate from the European Bureau for Student Information.
Blandt de øvrige deltagere var Caren Berg (UNESCO), formanden for European Science Foundation, professor Eugen Seibold samt professor Arantes e Oliveira fra det portugisiske ministerium for videnskab og forskning.
Beuring in mind the pioneering role of ERASMUS, the CRE invited two participants closely associated with the implementation of lhe Programme, Professor J.M. Bricull, Rector of the University of Burcelona and Member of the ERASMUS Advisory Committee, und Mr. Alan Smith, Director of the ERASMUS Bureau, to speak about it at some length, While Professor Bricull tittempted to place the current internationalisation of the university in its historical context, stressing how this might contain importuni lessons for the present, Alun Smith reviewed the implications of the ERASMUS Progrumme for the development of higher education cooperution in Europe, and drew attention to some of the main challenges which the Programme would present for the universities, and not least for the rectors themselves.
Foruden CRE repræsentanter, deltog også seks kinesiske rektorer i konferencen ligesom en britisk og en belgisk delegeret fra det europæiske informationskontor for studerende (European Bureau for Student Information) var indbudt til at være til stede.
Both contributions were particularly welcomed by the university rectors from countries other than the Twelve, in which fears had occasionally been expressed that their will to cooperate would be upstaged by the success of ERASMUS involving the EC alone.
Universitetsnyt i Europæisk perspektiv
University News in a European Perspective
(iii) at stille indholdet af hvert tidsskrift til rådighed for alle de andre, eventuelt i summarisk form
(iii) to make the contents of each journal available to all the others, in summary form where appropriate ;
(iv) at gøre reklame f. eks. ved at indrykke indholds­fortegnelser og korte resuméer i hvert af tidsskrif­ternes numre (det indrømmes dog, at ikke­kommercielle tidsskrifter kan yde denne service lettere end andre)
(iv) to provide accompanying free publicity by inserting items like tables of contents and short summaries in each of their issues (though it was recognized that non-commercial journals could provide this service more easily than others).
Ovennævnte var titlen på et tre­dages seminar i Viterbo, som for nylig blev afholdt af det italienske kvartalstidsskrift »Universitas« sammen med Toscana­universitetet, sponsore­ret af CRE (Den stående konference af universitetsrektorer og andre ledere af europæiske universiteter) samt af CEPES (UNESCO's europæiske centre for videregående uddannelse).
Such was the title of a three-day seminar in Viterbo recently organised jointly by the Italian quarterly, Universitas, and the University of Tuscany under the auspices of the CRE (Standing Conference of Rectors, Presidents and Vice-Chancellors of the European Universities) and the CEPES (the Unesco European Centre for Higher Education).
På mødet samledes repræsentanter for en lang række tidsskrifter fra hele Europa og man drøftede ligheder og forskelle i tidsskrifternes målsætning for at undersøge mulighederne for at oprette et samarbejdsnet.
The meeting brought together representatives from an extensive range of higher education periodicals throughout Europe to discuss their similarities and differences of purpose with a view to exploring the prospects for a collaborative network.
(v) at underrette alle landene forud (via redaktørerne) om indholdet af tidsskrifternes næste nummer for herved at yde hinanden gensidig bistand til at identificere forfattere og kilder til de omhandlede emner
to inform each other (via the editors) of the content of their forthcoming issues in advance, with a view to providing mutual assistance in identifying appropriate authors and reference sources for the topics concerned ; to explore further the potential for joint research ;
Værten, professor G. Palla's (redaktør af Univesitas) og hans medorganisatorers gæstfrihed stod mål med temaets righoldighed.
The ambitiousness of the theme was second only to the generous hospitality of Professor G. Palla (Editor of Universitas) and his team of organisers.
Deltagerne i mødet nåede frem til enighed om flere punkter, der blev sammenfattet i et sæt anbefalinger, som elegant blev formuleret af rapportøren, professor Sperna­Weiland, Erasmus­universitetet, Rotterdam.
However, participants at the meeting were able to reach firm agreement on several points in a set of recommendations skilfully formulated by the Rapporteur, Professor Sperna-Weiland, of the Erasmus University, Rotterdam.
De væsentligste punkter var :
In essence, these were as follows:
(i) at offentliggøre et referenceværk svarende til en årbog (dog uden at anvende denne betegnelse) indeholdende de 20 bedste artikler fra forskellige tidsskrifter om videregående uddannelse i Europa at skabe et frivilligt net til fælles gavn mellem de samarbejdende tidsskrifter m.v. i form af bilatera­le eller multilaterale arrangementer
(i) to publish a reference work akin to a year-book (though not so called) containing some 20 of the best articles from a variety of journals on higher education in Europe.
(viii) at oprette en mindre administrationsgruppe til at styre og koordinere fremskridt med gennemførel­sen af anbefalingerne og til at forberede et senere møde, hvor samarbejdet påny kan drøftes.
(ii) to include in each of these publications a note on the Viterbo meeting itself;
at indsætte en notits om Viterbo­mødet i de samarbejdende tidsskrifter
(viii) to establish a small administrative centre to monitor and coordinate progress in carrying out the preceding recommendations and to prepare for a future evaluative meeting at a date to be agreed.
. * , KONTORET FOR DE EUROPÆISKE FÆLLESSKABERS **;ëj_BAR_ * OFFICIELLE PUBLIKATIONER
» * * OFFICE FOR OFFICIAL PUBLICATIONS * Ä * OF THE EUROPEAN COMMUNITIES
Ansvarlig for Nyhedsbladets udgivelse: Alan Smith
£d/tor responsible: Mr. Alan Smith
Generaldirektorat for Beskæftigelse, Sociale Anliggender og Uddannelse af ERASMUS Bureau
Directorate-General for Employment, Social Affairs and Education by ERASMUS Bureau
Det juridiske jakulta (lv) og detfilosofiske og humanistiskefakultet på Université Libre de Bruxelles, som lægger lokaler til detforste plenarmode i ECTS, den 26.-27.januar Ì9H9 (se artiklen i delle nummer »Det Europæiske Meritoverforingssystem«).
The buildings of lhef acuities of ¡aw (left ) and of philosophy amiletters at the Université libre de < le Bruxelles which is hosting the first ECTS plenary meeting on January 26-27th. I9X() (see, inside, our article 'The European Community Course Credit Transfer System'). The text was prepared by the ERASMUS Bureau on behalf of the Commission of the European Communities.
ERASMUS Bureau, el selstændigt organ under Den Europæiske Kulturfond, bistår Kommissionen for De Europæiske Fællesskaber i gennemforeisen af ERAS-MUS-programmet.
The ERASMUS Bureau, an autonomous body of the European Cultural Foundation, assists the Com mission of the European Communities in the administration of the ERASMUS Programme. ramme.
Når dette nummer af ERASMUS Nyhedsblad går i trykken, vil ERASMUS Bureau's postkasse knage under vægten fra den daglige mængde post fra universiteterne, der skulle indsende ansøgninger om ERASMUS-støtte til interuniversitaire samarbejdsprogrammer (ICP'er) for det akademiske år 1989/90, og medarbejderne ved ERASMUS Bureau vil i begyndelsen af 1989 få uhyre travlt med at gøre dem klar til eksperternes faglige vurdering af projekterne i foråret og til den endelige udvælgelse, der foretages af Kommissionen for De Europæiske Fællesskaber.
As this issue of the ERASMUS Newsletter goes to press, the ERASMUS Bureau letter box is creaking daily under the mass of mail from universities making applications to fund ERASMUS interuniversity cooperation programmes (ICPs) in the 1989-90 academic year. Bureau staff will be working flat out in early 1989 processing them for expert academic evaluation in the Spring and final selection by the Commission of the European Communities.
Samtidig hermed står ERASMUS Bureau over for en større nyskabelse, som var bebudet i Rådets afgørelse om vedtagelse af programmet, nemlig Det Europæiske Meritoverføringssystem (ECTS).
At the same time, ERASMUS stands on the threshold of a major new initiative provided for in the Council decision adopting the Programme, namely the European Community Course Credit Transfer System (ECTS).
I en særlig artikel i bladet gør vi rede for dette stykke pionerarbejde, der starter i 1989/90 som et seksårigt pilotprojekt, og vi afslører, hvilke ca. 80 universiteter, som Kommissionen har udvalgt til at deltage i det.
In a special article, we outline this pioneering project due for take-off as a six-year pilot scheme in 1989-90, and disclose the 80 or so universities selected by the Commission to take part in it.
I september 1988 holdt Det Rådgivende Udvalg vedrørende ERASMUS i Nancy et uformelt møde, som Université de Nancy II havde indbudt medlemmerne til.
In September 1988, the ERASMUS Advisory Committee held an informal meeting in Nancy, at the invitation of the University of Nancy II.
Drøftelserne på dette møde vil få stor betydning for den forestående evaluering og for den fremtidige udbygning af ERASMUS, og der vil i det følgende blive gjort nærmere rede herfor i vor nye rubrik »I Rampelyset«.
Its discussions were of considerable importance in regard to the initial evaluation and future direction of ERASMUS and we report on them in more detail here in our new 'Upstage' section.
Den første store del af dette nummer af ERASMUS Nyhedsblad går imidlertid tæt på ERASMUS' græsrødder.
The extensive initial section of this issue of the Newsletter, however, moves in on ERASMUS at its grass roots.
I stedet for at diskutere de forskellige medlemsstaters og fagområders forholdsmæssige deltagelse i programmet, vender vi opmærksomheden mod programmets konkrete begyndende tilstedeværelse i auditorierne og i universitetsparkerne — og somme tider oven i købet i laboratorier, på gader og stræder og i musikinstrumenter ! — i de tolv medlemsstater.
Rather than discussing the overall representation of the different Member States and fields of study, we turn our attention instead to the Programme as it is coming to life in the lecture halls, on the campuses — and sometimes even in laboratories, streets and on musical instruments ! — across the Twelve.
Indholdet er hovedsagelig et resultat af, at vi har opfordret de personer,'der koordinerer ERASMUS' interuniversitære samarbejdsprogrammer (ICP'er), til at fortælle os mere om deres aktiviteter og om de fremskridt, de hidtil har kunnet konstatere.
The content is mainly the result of our invitation to coordinators of ERASMUS interuniversity cooperation programmes (ICPs), to tell us more about their activities, and the progress they felt they had achieved to date.