natgillin/translations-raw huggingface dataset:
- de gennemføres på grundlag af ordninger, som de udsendende og modtagende institutioner er enige om — - deres organisationsmæssige opbygning er til en vis grad ens, hvadenten det drejer sig om orienterende møder om det fremtidige værtslands kultur, intensiv undervisning i fremmede sprog eller akademisk studierådgivning — - de sikrer, at udenlands-studierne indgår i deltagernes samlede studieforløb, omend den måde, hvorpå dette sker, kan variere fra program til program - og - de letter gennemførelsen af regelmæssige og stadigt gentagne udenlandsophold for studenter i modsætning til engangsarrangementer.
The focus on organized study abroad means that, despite tremendous variety among the programmes in many respects - including national, institutional, and subject area affiliation — they share certain characteristics in common : — they are conducted on the basis of negotiated arrange ments between sending and receiving institutions ; — they display some degree of organizational infrastructure, whether orientation sessions on prospective host cultures, intensive foreign language training, or academic advisory services ; — they ensure integration of periods abroad within participants' overall educational programmes, although the manner in which this is accomplished may vary from one programme to the next; and — they facilitate regular, recurrent movement of students abroad, in contrast to once-off occurrences.
Programledere og studerende til hvem dette spørgsmål direkte stilles, understreger, at værdien af studieophold i udlandet først og fremmest ligger i den mulighed, som herved gives for total indleven i andre landes kulturer.
When asked this in a direct question, programme directors and students alike insist the primary value of study abroad lies in the opportunity it provides for total immersion in other cultures than one's own, which not only increases awareness of « others », but also forces one into a comparative experience vis-à-vis one's own more or less established individual and cultural identities, behaviours and convictions.
Dette øger ikke alene « de andres » tilstedeværelse i ens bevidsthed, men man
The single most important objective is to enhance students' foreign language proficiencies.
Under de programmer, der er gennemgået, er det typisk, at de studerende sendes til udlandet under det tredie eller fjerde år af deres studietid.
Study abroad should also sharpen other communicative abilities, training students to function in an international environment.
I Sverige og USA udsendes de studerende normalt kun én gang, men til gengælde for et helt akademisk år.
Almost equal in importance is the i.e. Business.
Allervigtigtigst er det imidlertid, at de studerende dygtiggør sig i fremmede sprog.
- « Various teachers at the university now ask that their children be enrolled in the programme.
Studier i udlandet tjener også til at udvikle kontaktegenskaber hos de studerende, således at de kan begå sig i et internationalt miljø.
All former students of this programme (about 30) have excellent jobs ».
Næsten 90 % af de undersøgte programmer anerkender automatisk arbejde udført i udlandet.
aim to allow students to experience directly the international dimensions of their respective subject areas.
1 næsten 80 % af programmerne kan det konstateres, at studieophold i udlandet aldrig har forårsaget en forlængelse af den studerendes samlede studier under en videregående uddannelse.
From programme documents and interviews with programme directors, the role of integrated study abroad periods in helping internationally oriented degree programmes to fulfil their objectives, is immediately apparent :
Hvad hjælper så dette til ?
TO WHAT EXTENT DO STUDENTS RECEIVE ACADEMIC CREDIT FOR STUDY ABROAD ?
Når der gives akademisk anerkendelse betragter man sædvanligvis de studerendes studier og/eller arbejde i udlandet under et.
- In Engineering : «... it is intended that the pro gramme be European oriented and of a high scientific level.
Det program, som skal gennemføres, bliver som oftest i forvejen beskrevet i store træk.
It should develop a maximum of intellectual and methodological flexibility, as well as the ability to under stand, adapt, and work with cultural differences positively.
Lærerne ved værtsinstitutionen har hovedansvaret for styring, overvågen og vurdering af den enkelte studerendes præstationer, medens institutionen i hjemlandet har krav på den endelige afgørelse med hensyn til anerkendelse af studieperioden i udlandet inden for rammerne af den studerendes eksamensprogrammer.
It is anticipated that the knowledge of what each country thas to offer both scientifically and culturally will be used in personal career development at the one end, and European development at the other ».
- I ingeniørvidenskab : « ...det er hensigten, at programmet skal være europæisk orienteret og på højt videnskabeligt niveau.
- In Business : « The growing importance of Western Europe as a separate but identifiable business environment is perhaps the basic rationale for creation of the degree which takes the view of Europe as axiomatic.
Det skal udvikle maksimal intellektuel og metodologisk smidighed samt evnen til at forstå, arbejde positivt i og tilpasse sig et kulturelt forskelligt miljø.
The recognition of the fact that... business personnel do have to operate across European national frontiers and that multinational company operation is now very common in Western Europe only adds weight to the case for such a degree...
Det forudses, at viden om hvad hvert enkelt land videnskabeligt og kulturelt har at tilbyde, vil indgå i programmet dels med henblik på at udvikle de personlige karrieremuligheder dels for mere i almindelighed at fremme den europæiske opbygning. »
Thus the specialisms or options explicity reflect the problems and issues raised... by a business operating in more than one European country. ...
Det har vist sig, at direkte forhandling og snæver kontakt « franeden » hvilende på gensidig tillid og på sundt kendskab til arbejdsforholdene i den anden parts uddannelsessystem, har vist sig at være mere egnet til at løse problemerne, efterhånden som de opstod, end en formaliseret anerkendelsesordning.
This remarkable feat has been accomplished despite substantial differences between content and structure of courses normally offered at each partner institution, and despite discrepancies in assessment and examination procedures practised on each side.
Ledere af studieprogrammer har en stærk fornemmelse af, at de har banet nye veje, der endog strækker sig så vidt, at man inden for rammerne af nogle af programmerne for udenlandsstudier har indført eksaminer, der er gyldige i de respektive lande.
In nearly 80 % of the programmes, study abroad has never caused prolongation of students' over all studies in higher education.
Dette kan have væsentlige virkninger for de studerendessenere potentielle erhvervsmæssige mobilitet inden for Europa og kan på sin vis være et beskedent bidrag til europæisk integration, samarbejde og mobilitet.
In awarding academic credit, students' study and/or work placement abroad are usually viewed as a complete package. More often than not, the programme to be accomplished is largely specified in advance.
- I erhvervsstudier : « Vesteuropas voksende betydning som et særligt og klart afgrænset markedsmiljø er måske hovedårsagen til, at der er oprettet en studieretning, som bygger på Europa som aksiom.
Staff at the host institution assume major responsibility for monitoring, supervision and assessment of each visiting student's performance, while the home institution insists upon having final say in granting recognition for the period abroad within the overall context of its students' respective degree programmes.
Det faktum, at ...erhvervsfolk må drive forretninger tværs over europæiske nationale grænser og at multinationale selskaber nu er meget almindelige i Vesteuropa, understreger betydningen af, at et sådant studium...
Another indication of energy applied successfully toward resolution of academic recognition problems was that up to the time of the evaluation, in no case had a director felt that difficulties surrounding such matters seriously jeopardized continuation of the programme.
De valgte specialer eller de bestående valgmuligheder afspejler således tydeligt de problemer, der opstår, og de løsninger, der findes... for en erhvervsvirksomhed, der arbejder i mere end et europæisk land...
Rather than formalized recognition regulations, direct negotiation and close liaison « from below », based on mutual trust and sound knowledge of the workings of each other's educational systems, had proven to be adequate for solving problems as they had arisen.
Den omstændighed, at der i Vesteuropa fortsat består betydelige forskelle med hensyn til juridiske, økonomiske, sociale og erhvervsmæssige traditioner er et andet moment, vi har måttet tage i betragtning ved udformningen af denne studieplan... hvis Vesteuropa omfatter lande med vidt forskellig baggrund og traditioner, vil det være en fordel om disse forskelligheder inspirerede til udvekslingsprogrammer, sprogspecialer og valg af undervisningsmaterialer ».
There is in fact strong feeling among directors that they have broken new ground, even to the extent that double degrees, granted by both home and host institution, have been initiated within the framework of some of the study abroad programmes, an action which should have substantial repercussion upon students' potential occupational mobility within Europe, and which may in its own modest way contribute to European integration, cooperation and mobility.
- I naturvidenskab : « Det kræves hele tiden af os, at vi skal sælge flere og flere varer til Europa, at vi skal samarbejde om avanceret forskning og teknologi samt at vi skal udvikle vore ressourcer i fællesskab.
- In Natural Science : « We are constantly urged to sell more goods to Europe, to collaborate on advanced research and technology, and to develop our resources communally.
Fysikere er dybt engageret i disse aktiviteter...
Physicists are deeply involved in these activities. ...
Der er oprettet et kursus under titlen «Fysik i europæiske studier ».
A course has been started, entitled « Physics with European Studies ».
Ved afslutning af kursus forventes det, at den studerende flydende behersker et europæisk sprog og at han har tilbragt et år af sine studier i et europæisk land.
At the end of the course the student is expected to be fluent in a European language, and he will have spent a year living and pursuing his studies of Physics in a European country.
Vi tror, at dette kursus vil være... en udmærket måde at studere fysik på.
We believe that the course will be... an excellent way to study physics.
Vi forventer også, at det markant vil forbedre de studerendes karrieremuligheder. »
We also expect it will improve the student' career prospects markedly ».
Forbedring af de studerendes karrieremuligheder efter endt eksamen har en høj prioritet og er et af de udtrykkelige mål, der er opstillet for studieophold i udlandet.
Improvement of students' career prospects is also a high priority among the explicit objectives for study abroad.
Ledere af programmerne fremhæver ofte, at de stillinger og høje poster, der opnåes af mange studerende, som har studeret i udlandet, er de bedste beviser for programmernes succes :
Indeed, programme directors frequently testify that the jobs and high positions attained by many study abroad graduates are among the most significant indicators of programme success :
- « Studieophold i udiandet er under de nuværende omstændigheder og alt andet lige den afgørende faktor, når valget står mellem to ansøgere til en stilling »... - « En fransk student under studieophold i Vesttyskland blev på en industrimesse der, opdaget af messens organisatorer. De ansatte ham og sendte ham til Singapore.
- « Study abroad is, under present circumstances and all other things being equal, the deciding factor when a choice is to be made between different candidates for a ¡ob ». - « A French student was spotted while studying in Germany on the occasion of an industrial fair, employed by the organisers of the fair and sent to Singapore, after having already received a dozen job offers.
Forinden havde han modtaget en halv snes andre jobtilbud. - Almindeligvis blev tidligere studerende ved dette program lønnet 10 % højere end deres samstuderende, der ikke deltog i programmet. »
In general former students of this programme have salaries which on average are 10 % higher than salaries of their fellow students who did not participate in the programme ».
Mønstret for finansiering af studieophold i udlandet svarer til det, man normalt møder ved finansieringen af studier i hjemlandet.
For various reasons calculations of the precise amounts of expenditure incurred on study abroad pro grammes is a complex and difficult matter, but it is clear that in many instances study abroad does involve costs over and above those normally incurred by a stay solely at the home institution.
Praksis varierer dog fra det ene land til det andet. Franske studerende må ved studier i udlandet påtage sig en større byrde end deres britske og tyske studiefæller.
There are, of course, the extra travel (and often subsistence) costs to be met, and in none of the programmes under investigation could students avoid tapping private means for at least some of the study abroad expenses.
Dette er en følge af, at der står væsentligt mindre offentligt finansierede midler til deres rådighed til dækning af omkostninger i forbindelse med en studieperiode i udlandet.
Furthermore, students may have to pay higher fees abroad than those normally required at home, though it may be regarded as an organisational success of the pro grammes reviewed that, in most cases, arrangements have been made to overcome this problem, and certainly to avoid students' having to pay twice, both at home and abroad.
De franske studerende er således stærkt afhængige af private midler eller af studielån og en forholdsvis større del af de franske studerende må på denne måde selv finansiere det udenlandske studieophold.
- « Graduates are now getting articled in top City solicitors' firms while their career opportunities are now better than those of Oxbridge graduates : they are all placed in excellent offices ».
Studerende fra UK har de mindste udlæg som følge af bestemmelser, der i højere grad tillader dem at anvende det normale studietilskud til studier i udlandet.
Patterns in funding study abroad parallel those nor mally encountered in financing studies at home, and practices vary from one country to the next.
Tyske studerende viser ikke noget entydigt billede ; skønt de i højere grad end franske studerende kan trække på offentligt finansierede ressourcer og eventuelt har mulighed for at opnå stipendier udelukkende beregnet til studier i udlandet, kan de
With particular respect to study abroad, French students assume a more substantial burden than their British and German counter-
Alle 'tidligere studerende ved dette program (omkring 30) har fortrinlige stillinger. »
- « Most students find jobs before completing their studies or immediately afterwards ».
deres fremtidige værtslands sprog kunne udtrykke deres holdning til et så kontroversielt emne som ' nuklear sikkerhed ' og at de kunne understøtte den med eksempler.
host country language to be able to write business letters which accurately conveyed their meaning, although per haps without idiomatic expression. - Over 75 % required limited or no use of the dictionary while reading technical material in their academic or pro fessional fields, in the host country language. - Somewhat fewer, although yet a comfortable majority, anticipated no problems in understanding students and teachers in discussions, seminars etc. on academic topics in their fields, during the period abroad.
Næsten 90 % mente, at de var sprogkyndige nok til på værtslandets sprog at skrive forretningsbreve, der nøjagtigt - omend ikke med en indfødt udtryksmåde - indeholdt deres mening.
The careful selection into degree- and study abroad programmes appears to be crucial factor contributing to this high level of foreign language proficiency prior to students' departure.
Over 75 % anførte, at de kun i et begrænset omfang eller slet ikke brugte ordbog i forbindelse med læsning på værtslandets sprog af teknisk materiale inden for deres studieområde - færre, men dog betydeligt over halvdelen, forudså ingen problemer under studieopholdet i udlandet med at forstå diskussioner på seminarer m.v. om akademiske emner inden for deres faglige område.
Programme design also appears to be a major influence. Foreign language training was mentioned more often than any other form of preparation for study abroad, and nearly 75 % of the programmes pro vide substantial training, either on a mandatory or an optional basis.
normalt ikke dække alle omkostninger hermed.
Student attendance was reputed to be high, even in the optional foreign language courses.
Programomkostningeï bliver i de fleste tilfælde for en stor del dækket af den hjemlige institution dog ikke altid således, at de bevilgede midler står til fri disposition.
An academic background which has encompassed for eign language training contributes to students' ability to function successfully in that language while abroad, but the internationality of participants' family environments appears to be an important link in their — evolving — solid foreign language foundation as well.
Der bliver givet mange indirekte bidrag f.eks. ved betaling af fuld løn til lærere, som kun delvist er knyttet til gennemførelsen af programmer for studieophold i udlandet.
Nearly half the students reported that members in their immediate family had lived abroad for lengthy periods of time.
Den virkelige omkostning ved programmet er derfor sandsynligvis temmelig høj.
Students further confirmed that the study abroad opportunity in general, and the possibility to participate in their respective study abroad programmes in particular had been decisive factors in their original choice of their home institution and major field of study.
I det akademiske år 1983-1984 hidrørte i gennemsnit henved 75% af de beløb, som den hjemlige institution bevilgede til studier i udlandet, fra statslige midler og mindre end 10 % af udgifterne blev afholdt ved tilskud fra europæiske organisationer.
Conclusion parts, since essentially less publicly funded resources are available to them for covering the costs of the study abroad period.
Europæiske organisationer spillede imidlertid ofte en afgørende rolle ved finansieringen af udviklingen af programmets indledende fase, navnlig af lærernes rejser i programmets forberedelsesperiode.
The French are thus heavily reliant upon private means or study loans, and as a consequence, a comparatively greater proportion of students in the French programmes exhibit slightly more affluent social backgrounds.
Den omhyggelige udvælgelse af de studerende, der ønsker at gennemføre et studieophold i udlandet, synes at være en væsentlig årsag til det omtalte høje sprogkundskabsniveau, som de studerende har inden afrejsen.
Students from the UK make the smallest financial outlay as a function of regulations which allow them, to a greater extent, to utilize the normal home study grant while abroad.
Programudformningen synes også at have sin andel heri.
German students present no unified picture.
Dygtiggørelse i fremmede sprog nævnes oftere end nogen anden form for forberedelse til uden landsophold og i omtrent 75 % af programmerne indgår der omfattende sprogkursus enten på obligatorisk eller på frivillig basis.
Although they can draw upon publicly funded sources to a greater extent than the French, and may receive scholarship solely for study abroad, these do not usually cover all costs.
Studenternes deltagelsesprocent i denne undervisning omtales af lærerne som høj selv på de frivillige kursus.
Programme costs is most cases are covered to a con siderable degree by the home institution, although not always in the mode of freely disposable funds.
Udover de studerendes rejse- og opholdsudgifter er det rejse- og opholdsudgifter for lærere ved de hjemlige institutioner, der omtales mest i forbindelse med programmerne.
Many indirect contributions are made, for example, via regular payment of salaries for staff who are only partially involved in study abroad programme operations. The true cost of programmes is therefore probably quite high.
Formålet med afholdelsen af disse udgifter er at udvikle samarbejdet mellem partnerinstitutionerne, idet et sådant samarbejde bl.a. anses for at være væsentligt for opnåelse af akademisk anerkendelse. Næst efter rejse- og opholdsudgifter er det udgiftsposter som
On average during academic year 1983/84, nearly 75 % of the amount allocated by the home institution for study abroad operations stemmed from state agency funds and less than 10 % of the costs were met with European organization assistance.
Det medvirker til at forbedre de studerendes evne til under udenlandsopholdet at kunne udtrykke sig på tilfredsstillende måde på det fremmede sprog, at de har en akademisk uddannelse, der har medført praktisk anvendelse af fremmedsproget.
However, assistance from European organizations often had played a critical role in financing initial programme development, particularly staff travel during programme preparation.
Stor betydning for udviklingen af sprogkundskaberne har det imidlertid også at komme fra et familiemiljø, der er internationalt orienteret.
Excluding students' travel and subsistence fees abroad, the expenditure most frequently cited among pro grammes is travel and subsistence for home institution staff, to maintain the intensive collaboration with host institution counterparts which, among other things, is con sidered to be so essential for securing academic recognition.
programadministration, sprogkursus, (hvortil omkostningerner overvejende afholdes af de studerendes hjemlige institutioner) samt udgiften til programforberedelse, der hyppigst nævnes.
Programme administration and language courses — costs of which are borne primarily by students' home institutions — together with initial programme develop ment all tie for second place as most frequently cited expenditures.
Programlederne anser ¡øvrigt stipendier til de studerende og rejseomkostninger til lærerne for at være de to finansielle spørgsmål, det er mest afgørende at løse for at programmerne fortsat kan bestå.
Student scholarship and academic staff travel, in that order are viewed by directors as being the two aspects of finance which are most crucial to pro gramme survival.
Hvad er det, der mest adskiller de studerende, som har deltaget i studieophold i udlandet, fra studerende, der er blevet hjemme ?
WHAT ARE THE MAJOR FEATURES WHICH DISTINGUISH STUDENTS WHO PARTICIPATE IN STUDY ABROAD FROM THOSE WHO DO NOT?
For at skabe et solidt udgangspunkt for at opnå gode resultater som deltager i et studieprogram i udlandet, må formålet (undervisningens formål, de studerendes egne motiver m.v.) med studieperioden i udlandet stå klart lige fra begyndelsen.
In order to create a solid point of take-off for successful study abroad programme operation, the purpose for the period abroad — expressed in course objectives or as students' own motives - must be clear from the outset.
Er dette ikke tilfældet vil værdien af studieophold i udlandet meget let komme til at minde om det formålsløse i at søge efter en knappenål i en høstak.
Otherwise, finding the value in going abroad may resemble the proverbial search for the needle in a haystack.
Desuden må de studerende straks kunne udtrykke sig på værtslandets sprog, hvis de ønsker at tage del i dets akademiske og kulturelle aktiviteter.
Furthermore, students must be able to function immediately in the language of the host country in order to become integrated within the academic and other cultural contexts of the host country.
Endelig er en betydelig indsats nødvendig fra lærernes side, hvis det skal lykkes at tilrettelægge udenlandsophold således, at man på én gang undgår stigning i udgifter og forringelse af den akademiske kvalitet.
Finally, considerable staff input is necessary to arrange a period abroad which reduces or eliminates the severe double cost of increased financial expenditure and loss of academic credit.