natgillin/translations-raw huggingface dataset:
Andre oplysninger er udvalgt af ERASMUS-Bureauet, som har ansvaret for udvælgelsen af nedenstående oplysninger.
Other information was collected by the ERASMUS Bureau, which was also responsible for the selection of information for the feature.
Videregående uddannelse uden for Den seneste statistik.
Higher education in the non-university statistics
Den eksamen, der afslutter det sidste skoleår, vil ikke længere tælle med i det samlede resultat, der opnås ved de generelle adgangsprøver til videregående uddannelser. Ad­gangsprøverne må derfor helt omorganiseres.
The grade obtained in upper secondary education will no longer count towards the overall grade obtained in the general entrance examinations for higher education, which means that these entrance examinations will have to be completely reorganized.
Tidligere er eksamen fra den afsluttede skolegang indgået i den samlede prøve med 25%.
The upper secondary grade had previously counted as 25% of the overall grade.
Der skal også i fremtiden aflægges prøve ved skolegangens afslutning, men denne prøve udskilles fra adgangsprøverne til videregående uddannelser.
Final examinations will continue to take place at the end of upper secondary education, but separately from the higher education entrance examinations.
Antallet af førsteårsstuderende, der påbegyndte en videregående uddannelse uden for universiteterne (HOBU) steg hele 65% mellem studieårene 1979­80 og 1985­86.
The number of firstyear students entering long-term higher education outside university (HOBU) underwent a massive increase of 65% between the academic years 1979-80 and 1985-86.
Langtidsuddannelser af denne art som rangerer lige med universitetsuddannelsen, men er mere praktisk orienteret end denne, omfatter emneområder som: ingeniørstudier (rettet mod industrien), handel, arkitektur og oversættelse.
Long-term HOBU is classified as being of university standard, but is more practically oriented ; it covers such study areas as industrial engineering, commerce, architecture and translating.
En eksamensgrad i nautik blev indført i 1985.
A nautical science degree was also introduced in 1985.
Kun de elever kan aflægge adgangsprøve, som blandt de fag, der kan vælges imellem, mindst har ni, som svarer til det ΑΕΙ eller TEI, de ønsker at studere ved.
Only those pupils having at least ten subjects in the option stream of secondary education corresponding to their chosen ΑΕΙ or TEI department will be eligible for entrance.
I 1986 bestod 1 740 ingeniører eksaminer på sådanne uddannelsesinstitutioner, hvilket er en stigning på 56% i forhold til 1980.
In 1986, 1740 industrial engineering diplomas were awarded, an increase of 56% on 1980.
Antallet af kvinder, der fulgte disse studier, steg fra 5% i 1979­80 til 14% i 1985­86.
Furthermore, the number of girls following this course increased from 5% in 1979-80 to 14% in 1985-86.
I 1986 bestod endvidere 227 studerende afsluttende eksamen i arkitektur.
In 1986 also, 227 diplomas in architecture were awarded, but the number of new first years had increased by 60% from 1980.
Antallet af førsteårsstuderende i dette fag var steget med 60% siden 1980.
Meanwhile, the number of girls following this course rose from 21% in 1980 to 33% in 1986.
Eksaminer i erhvervsøkonomi/virksomhedsledelse ud­gjorde i 1986 27% af de eksaminer, der blev bestået på landets handelsskoler.
Of the diplomas awarded by the economics colleges in the same year, 27% were in commercial or business adminis­tration.
Antallet af førsteårsstuderende steg med 124 % på seks år, hvoraf 46% i erhvervsøkonomi eller andre økonomiske fag.
However, firstyear students have increased in number by 124% in six years, 46% of them in the business and economic science fields.
Kvinderne udgjorde 32% af de førsteårsstu­derende på disse skoler.
Girls make up 32% of the first years in economic colleges.
På skoler for oversættelse og tolkning fandt der siden 1980 en fordobling sted afsåvel antallet af førsteårsstuderende som af kandidater, medens antallet af studerende på traditionelle universiteter inden for disse fag faldt betydeligt.
In the translating/interpreting colleges both the numbers of new firstyear students and graduates have doubled since 1980, while numbers at traditional universities have fallen considerably.
Frankrig undgår at nedskære 1988­budgettet for videre­gående uddannelse og forskning.
France avoids cuts in 1988 higher education and research budget
Det franske 1988­budget for videregående uddannelse og forskning opretholder i almindelighed det løbende udgiftsni­veau og undgår de personalereduktioner, der ellers finder sted i andre grene af den offentlige sektor i Frankrig.
The French higher education and research budget for 1988 generally maintains current expenditure and avoids the staff cuts made in every other public sector in France.
Forsknings­budgettet stiger med 2% til modværdien af 2,2 mio engelske pund, medens udgifterne til videregående uddannelser vil stige med 5,3% svarende til 2,38 mio engelske pund.
The research budget goes up 2% to the equivalent of £2.2 million while higher education spending will increase by 5.3% to the equivalent of £2.38 million.
Franske universiteter vil stå over for en nettoforøgelse i antallet af lærere, men det forudses, at dette på grund af det stigende antal studerende næppe vil føre til andet end til opretholdelse af forholdet mellem antal studerende og lærere.
French universities will also see a net gain in staff numbers, but it is predicted this will do little more than maintain the current student/teacher ratio in the face of the greater influx of students.
En handlingsplan for de nordiske landes samarbejde om uddannelse, forskning og kulturelle aktiviteter er under forberedelse og blev forelagt på Nordisk Råds møde i marts 1988.
An action plan for the cooperation of the Nordic countries in the fields of education, research and cultural activities is in the course of preparation and was submitted to the Nordic Council at its meeting in March 1988.
NORDPLUS, der er et program for studenterudveks­ling, udgør en del af denne plan.
Part of the plan is the student exchange programme, NORDPLUS, intended to provide students from the Nordic countries with 'top-up grants', when they spend a part of their study period in another Nordic country.
Under programmet skal der kunne ydes supplerende tilskud til studerende, der henlægger en del af deres studier til et andet nordisk land.
These mobility grants (equivalent to some 1000 Danish crowns a month) will supplement the grants of the home country.
Disse mobilitetsstipendier (der udgør omkring 1 000 danske kroner om måneden) supplerer de tilskud, der modtages fra hjemlandet.
(Source: The Times Higher Education Supplement).
NORDPLUS, som har stor lighed med ERASMUS, forudses påbegyndt i 1989.
Planned to begin in the autumn of 1989, the NORDPLUS Programme has strong similarities with ERASMUS.
Programmet vil strække sig over fem år og der vil hvert år blive uddelt 1 200 stipendier.
It will extend over five years, and is aiming to provide 1200 student grants annually.
Halvdelen af de studerende fra regionale tekniske skoler modtager tilskud fra Det europæiske sociale Fond.
Half of regional technical college students on European Social Fund grants
Grækenland Nyt adgangssystem til videregående uddannelser.
Greece New higher education entrance system
Omkring halvdelen af alle studerende på regionale tekniske skoler (RTC) får nu tilskud fra Det europæiske sociale Fond (ESF).
About half of all students attending the nine regional technical colleges (RTC) are now receiving European Social Fund (ESF) grants.
Hvis denne ordning blev ophævet, således som man ved forskellige lejligheder har truet med de sidste ti år, må der i stedet indføres en lignende ordning, udtalte for nylig Ray Griffin, Waterford RTC.
If the scheme was to be withdrawn, as has been threatened on various occasions over the past ten years, some alternative but similar system would have to be substituted for it, Mr. Ray Griffin of Waterford RTC said recently.
Der er givet meddelelse om en række foranstaltninger til ændring af adgangsbetingelserne til videregående uddannel­ser, universiteter (ΑΕΙ) og ikke­universitære tekniske skoler (TEI).
A series of measures have been announced which will modify the system of entrance to higher education, university (ΑΕΙ), and non-university technological (TEI) institutions.
Ændringerne gælder fra og med indeværende studieår 12
To be implemented from the present school year, the measures 12
Det skal dog bemærkes, at det samlede antal fuldtidsstu­derende i 1985 steg for første gang siden nedskæringerne.
However, the total of full-time undergraduates rose in 1985 for the first time since the cuts.
Det var 0,5% højere end i det foregående år, omend det endnu lå under niveauet fra firsernes begyndelse.
It was 0.5% higher than the previous year, though still lower than at the start of the 1980s.
Antallet af deltidsstudernede er steget markant med 44% siden 1980 til 6 500.
The number of part-time undergraduates has risen by a striking 44% to 6500 since 1980.
Antallet af kvinder steg fra 40 til 42% af det samlede antal studerende.
Women have increased from about 40% to 42% of the student population.
Nedennævnte møder og konferencer vil sikkert være af interesse for vore læsere:
In a bill presented to the Italian Council of Ministers, it is proposed that responsibility for the universities be transferred from the ministry of public education to the ministry of scientific research which, until now, has mainly supervised Italian research institutes and agencies.
Ministeriet for videnskab og forskning overtager universi­teterne.
The following meetings are likely to be of interest to many of our readers:
Emne: Internationalt unlversltetssamarbejde — en kritisk analyse af nederlag, succes'er og perspektiver.
Theme: International University Cooperation — A Critical Analysis: Failures, Successes, Perspectives.
Det europæiske Selskab for ingeniøruddannelse (European Society for Engineering Education (SEFI)) den 16. årskonfe­rence. Katholieke Universiteit Leuven, 30. august­2. september 1988.
European Society for Engineering Education (SEFI) Sixteenth Annual Conference Katholieke Universiteit Leuven, August 30th-September 2nd, 1988.
Emne: Ingeniøruddannelse i Europa.
Theme : Engineering Education in Europe
Yderligere oplysninger: SEFI, Office for Cooperation in Education, rue d'Arlon, 15, B­1040 Bruxelles. Tel: (32)(2) 233.01.11.
Further information: SEFI, Office for Cooperation in Education, rue d'Arlon, 15, B-1040 Brussels.
Ceremonien, der blev holdt i Luxembourg blev overværet af højtstående repeæsentanter for politik og diplomati samt fra universitets­sektoren.
The agreement includes formal regulations regarding university admission and academic recognition, as well as providing for cooperation in university research.
Emne: Lærernes faglige udvikling i et samfund under forandring.
Theme: The Professional Development of Teachers in a Changing Society.
(Bemærk: En af arbejdsgrupperne koncentrerer sig om de muligheder, som ERASMUS frembyder for videruddannelse af lærere.)
(Note : one of the working groups is devoted to ERASMUS opportunities for teacher educators.)
Yderligere oplysninger: ATEE, Office for Cooperation in Education, rue d'Arlon, 15, B­1040 Brussels. Tel: (32)(2) 233.01.11.
Further Information: ATEE, Office for Cooperation in Education, rue d'Arlon, 15, B-1040 Brussels.
Nederlandene Internationalt samarbejde om uddannelse og forskning.
Netherlands International cooperation in education and research integrated
Minister Deetman har for at fremme samarbejdet om uddannelse og forskning fordelt et beløb på 15,5 mio gylden til dette formål på 1988 ­ budgettet og beløbet vil i 1992 stige til 36 mio gylden.
Minister Deetman, keen to promote cooperation in education and research, has allocated a sum of 15.5 million guilders in the 1988 budget for this purpose, a sum which will rise to 36 million guilders in 1992.
Ministeren ønsker også at opmuntre institutioner for videregående uddannelse til i højere grad at indrette deres studieplaner, så de kan forenes med udenlandske planer og herved fremme de studerendes mobilitet (se nærværende artikel: »Internationalisering af den videregående uddannelse i Holland).
The minister also wants to encourage higher education institutes to gear their courses more to foreign curricula in order to make student mobility easier (see also the article 'Internationalizing Higher Education in the Netherlands' in this issue).
Emne : Universitetet som europæisk Institution.
Theme : The University as a European Institution.
af stipendier fører til fald i antallet af
United Kingdom Fall in graduates follows grant cuts
Det internatinale Selskab til Studium af europæiske Idéer (The International Society for the Study of European Ideas) — 1. konference : Vendepunkter i Historien Amsterdam, 26.­30. september 1988.
The International Society for the Study of European Ideas — First Conference : The Turning Points of History Amsterdam, September 26-30th, 1988.
I henhold til den nyligt udkomne offentlige statistik er antallet af universitetskandidater med første universitets­eksamen faldet i 1985 og ligger dermed under tallet fra 1984.
Fewer first-degree students graduated from universities in 1985, the most recent year for which full figures exist, than in 1984, according to recently published official statistics.
Yderligere oplysninger: European Cultural Foundation, Jan van Goyenkade 5, 1075 HN Amsterdam, Nederlandene. Tel: (31)(20) 76.02.22.
Further information: European Cultural Foundation, Jan van Goyenkade 5, 1075 HN Amsterdam, The Netherlands.
Faldet, der var på 3,3% anføres at være et direkte resultat af regeringens nedskæring af stipendier til universitets­studerende efter at ekspansion havde fundet sted i over 20 år.
The drop of 3.3% was a direct result of government cuts in grants to colleges after more than 20 years of expansion.
De seneste tal på årsbasis fra universiteternes stipendiekontor, viser, at faldet i optagelsen af studerende begyndte efter de store nedskæringer i 1981­82.
The University Grants Committee's latest yearly figures recall that reductions in undergraduate intake began in 1981 -82, after the grants cuts.
RUI­fonden (Fondazione Rui)—3. europæiske konference om universiteternes ledelse. Athen/Delphos, 1.­6. oktober 1988 Emne : De europæiske universiteters ledelse og de studeren­des mobilitet.
Fondazione Rui — Third European Conference on University Guidance Athens/Delphos, October 1st-6th, 1988 Theme : University Guidance in Europe and Student Mobility.
Tallene for de seneste år ser sådan ud: 55.835 i 1980, 57.044 i 1981, 58.574 i 1982, 60.270 i 1983, 59.626 i 1984 og 57.697 i 1985.
Figures for recent years are as follows: 55,835 in 1980; 57,044 in 1981 ; 58,574 in 1982 ; 60,270 in 1983 ; 59,626 in 1984 ; and 57,697 in 1985.
Jon HAGEN Hollandske universiteter opretter en fælles organisation for internationalt samarbejde (NUFFIC)
Jon HAGEN Netherlands Universities Foundation for International Cooperation (NUFFIC)
Holland, der længe har haft ry for at være et åbent samfund med et bredt udsyn, deltager i et net af internationale økonomiske og politiske relationer.
The Netherlands has long had the reputation of being an open and outward-looking society absorbed into a network of international economic and political relations.
Det er derfor så meget mere overraskende, hvis landets internationale dimension med hensyn til den videregående uddannelse skulle være mindre udviklet end andre sektorer af det hollandske samfund.
It is thus all the more surprising that the international dimension of higher education there should have been developed to a far lesser degree than in the case of other sectors of Dutch society.
Der er da nu også tydelige tegn på en pludselig stigning i interesen for det internationale samarbejde på dette område, som sandsynligvis vil kunne rette op på den eksisterende tilstand.
However, there are now conspicuous welcome signs of a sudden upsurge of interest likely to correct this anomalous state of affairs.
For det første nedsættes der for tiden en række rådgivende organisationer med det formål generelt at se på den fremtidige udvikling for undervisning og forskning.
First, numerous advisory bodies are currently being set up to deal with future developments in the sphere of both education and research generally.
For det andet har ministeren for undervisning og videnskab på baggrund af de andre frugtbare initiativer, som EF's ERASMUS- og COMETT-programmer, for første gang rettet søgelyset mod en række nye initiativer, der tager sigte på at give den videregående uddannelse i Holland en mere udpræget international karakter.
Secondly, encouraged by other initiatives like the EC ERASMUS and COMETT programmes, the Minister for Education and Science has recently placed the spotlight for the first time on a new package of incentives geared to giving higher education in the Netherlands a far fuller international flavour.
(Fotografi stillet til rådighed af Odense-universitet)
Photograph by courtesy of the University ol'Odense
Fire ERASMUS-studerendefra statsuniversitetet i Groningen er her afbilledetpå Odense-universitet, Danmark.
Four ERASM US students from the State University of Groningen pictured here at the University of Odense, Denmark.
De hollandske studerendes muligheder for at studere i udlandet vil blive yderligere forbedret ved den nye »pakke« af foranstaltninger, som det hollandske ministerium for undervisning og videnskab tidligere i år formelt har givet meddelelse om.
Opportunities for other students from the Netherlands to study abroad will be further increased by the new package of measuresformally announced by the Dutch Ministry of Education and Science earlier this year.
Ministeren sendte den 7. marts 1988 et brev til parlamentets andetkammer, hvor han pegede på behovet for at styrke det internationale samarbejde.
On March 7th 1988, the Minister sent a letter to the legislative Second Chamber in which he indicated how international cooperation needs to be strengthened.
Han pegede på, at hovedansvaret herfor måtte ligge hos universiteterne selv, men anførte, at han iøvrigt var rede til at hjælpe med at skabe nye randbetingelser.
While noting that primary responsibility for this lies with the establishments themselves, he is prepared to help in the process by introducing new framework conditions.
Disse inkluderer udvidelse af den eksisterende adgang til sabbatår, en smidigere formulering af fremmedloven, aktiv gennemførelse af ERASMUS- og COMETT-programmerne, analysering af boligproblemer, som uden landske studerende og lærere støder på samt oprettelse af nye uddannelsestilskud og stipendier for hollandske studerende, lærere og forskere.
They include extending sabbatical leave regulations, enlarging the scope of the Aliens Act, active implementation of ERASMUS and COMETT, analysis of the housing problem facing foreign students and teaching staff, and the creation of new scholarship grant and fellowship programmes for Dutch students, teaching staff and research workers.
NUFFIC er den organisation, der har fået overdraget koordineringen og som i rollen som mellemmand mellem regeringen, universiteterne og andre institutioner skal hjælpe med at iværksætte de nye initiativer.
NUFFIC is publishing and disseminating details of these new student grant and support programmes among establish ments in the Netherlands.
Samtidig varetager NWO (det hollandske videnskabsakademi) og KNAW (den hollandske videnskabs og forskningsorganisation) den opgave yderligere at internationalisere den videnskabelige forskning.
The conviction that the programmes would not 'compete', as it were, with existing national and international opportunities was a major starting point in the formulation of the programme details and conditions, and particular care was taken to ensure that the new grant programmes do not clash with either the ERASMUS or COMETT programmes.
Den holdning, at programmerne ikke skal »konkurrere« med eksisterende nationale og internationale muligheder, har været et vigtigt udgangspunkt, da program mets enkeltheder og vilkår blev formuleret og navnlig drog man dengang omsorg for at sikre, at de nye tilskudsprogrammer ikke kom i konflikt med enten ERASMUS- eller COMETT-programmet.
In simple terms, this means that activities which can be financed under ERASMUS and COMETT are not considered for the purpose of national programme subsidies.
Sagt på en anden måde betyder det, at aktiviteter, der kan finansieres under ERASMUS og under COMETT, ikke betragtes som modtagere af nationale støtteforanstaltninger.
In addition, the government is also giving a fresh boost to the broader strengthening of development cooperation, agricultural training, the accessibility of international trade literature, and the possible extension of the system of technical scientific attachés in the foreign service.
Skønt det nye hollandske program derfor ikke overlapper eksisterende EF-programmer, er det klart, at det i mange henseender har samme opbygning som ERASMUS-program-met.
Although, therefore, the new Netherlands initiative will not overlap with existing EC Programmes, it will be clear to all that it closely resembles the structure of the ERASMUS Programme in many respects.
Også det hollandske program indeholder forberedende besøg, støtte til at gennemføre samarbejde med udenlandske universiteter, studiebesøg for lærere, administratorer samt studerende og frem for alt, — og det er kærnepunktet i hele initiativet - et stort antal stipendier.
The Dutch Programme also involves preparatory visits, support for the achievement of cooperation with foreign universities, study visits for staff and students and above all — and it is here that the focus of the whole initiative lies — a large number of student grants.
Der er selvfølgelig den vigtige forskel fra ERASMUS-Programmet, at initiativerne er knyttet til hjemlandets struktur og at der derfor er lagt mindre vægt på behovet for gensidighed.
An important difference in relation to the ERASMUS Programme is, of course, that less emphasis is placed on the need for reciprocity, given the permanently strict national structure of the initiative.
NUFFIC vil fortsat opmærksomt følge den praksis, der benyttes af ERASMUS både hvad angår indholdet af og gennemførelsesbestemmelserne for Programmet.
NUFFIC will be taking a close look at procedures already in operation under the ERASMUS Programme in connection with both the content and the implementation provisions of this programme.
Som det allerede er sagt, er hele rækken af nye programmer i Holland godt i gang.
As has already been said, the full range of new programmes in the Netherlands is already getting well under way.
Den indledende fase betragtes som en prøvetid, som efter omhyggelig vurdering af erfaringerne kan blive fulgt op af tilpasninger og justeringer.
This initial phase is seen as an experimental period liable to lead, after careful evaluation, to adaptation and adjustment.
ERASMUS-Nyhedsbladet agter, når tiden er inde, at holde læserne orienteret om den videre udvikling.
When that moment comes, the ERASMUS Newsletter will be pleased to keep its readers abreast of further developments.
Et af de mest interessante træk, der helt er i overensstemmelse med ånden i ERASMUS-Programmet, er det nye tilskudsprogram, som der er refereret til ovenfor. Der stilles herunder beløb til rådighed, der spænder fra en første bevilling på 2 mio gylden i 1988 til 10 mio i 1991.
One of the most interesting features, in line with the spirit of the ERASMUS Programme, are the new grant programmes referred to above, involving amounts ranging from an initial two million guilders in 1988 to 10 million in 1991.
Omkring en trediedel af disse midler vil gå til udvekslingsprogrammet for forskningsmedarbejdere og til styrkelse af samarbejdet mellem videnskabsakademier m.v.
Approximately one-third of these sums will go towards research worker exchange programmes and the strengthening of cooperation between science academies.