natgillin/translations-raw huggingface dataset:
Dermed kan de studerende indplaceres på det rigtige studietrin på værtsuniversitetet, selv når der ikke er indgået særlige aftaler om integreret udveksling af stu­derende med de pågældende uden­landske universiteter.
Having received 464 applications from 254 higher education institu­tions, the Commission selected 81 institutions and three consortia to par­ticipate in the ECTS pilot scheme which is based on the principle of 'mutual trust and confidence'.
Der indkom 464 interessetilkende­givelser fra 254 højere uddannelsesin­stitutioner, og Kommissionen udvalgte 81 institutioner og 3 konsortier til at deltage i ECTS-pilotprojektet, der bygger på princippet om »gensidig til­lid og tiltro«.
In this way, they may be inserted at appropriate levels into host institution courses, even where there is no specific pro­gramme for integrated student ex­change with the foreign universities concerned. The scheme is also in-
De 84 institutioner har modtaget økonomisk støtte fra Kommissionen for at lette forberedelserne og etable­ringen af systemet.
The 84 institutions have received financial aid from the Commission to facilitate the preparation and the esta­blishment of the system.
Deres arbejde vil nøje blive overvåget af Kommissionen, og der vil blive tildelt en række
Their work will be carefully monitored by the
Ordningen skal også skabe et grundlag for akademisk anerkendelse af enkeltkurser, deleksaminer og af­sluttende eksaminer, og i mange tilfæl­de kan der blive tale om automatisk anerkendelse.
tended to offer a basis for the acad­emic recognition of intermediate and final qualifications, as well as indivi­dual courses, with automatic recogni­tion envisaged in many cases.
En studerende, der er immatrikule­ret på en af de institutioner, der delta­ger i ECTS-pilotprojektet, vil på et hvilket som helst studietrin kunne beslutte af flytte til en ECTS-insti-tution i en anden EF-medlemsstat, under forudsætning af at han/hun har et tilstrækkeligt kendskab til dette lands sprog.
A student registered at one of the institutions involved in the ECTS pilot scheme may decide at any time during his/her course to transfer to another ECTS participating institution in another Member State of the EC — provided that he/she sufficiently mas­ters the language spoken in this coun­try.
Ud fra de informations­pakker, som hvert af de deltagende institutter udarbejder, vil den stude­rende under vejledning af sit instituts eller universitets ECTS-koordinatorer kunne udvælge de kurser, som han/ hun gerne vil følge på ECTS-værts-institutionen.
On the basis of the information packages prepared by all participating departments, the student, guided by the ECTS departmental and institu­tional coordinators, will be able to select those study courses which he/ she would like to follow at the ECTS host institution.
Ved afslutningen af stu­dieperioden har den studerende tre valgmuligheder.
Following completion of the study period, the ECTS student has three options.
Enten kan han/hun vende hjem og gå videre med sin ud­dannelse på hjeminstitutionen.
First, he/she may return to continue studying at the home institution.
Eller han/hun kan beslutte at blive på værtsinstitutionen og fuldføre sin ud­dannelse der. Eller også kan han/hun flytte til en helt tredje ECTS-insti-tution i en tredje EF-medlemsstat og afslutte sin uddannelse der.
The student may also decide to stay at the host institu­tion and take his diploma or degree there.
Så længe den studerende opfylder lovgivnin­gens, universiteternes, institutternes og ECTS' krav vil han/hun få auto­matisk forhåndsanerkendelse for sine studier, i modsætning til den nuværen­de praksis med efterfølgende og ofte kun delvis anerkendelse.
As long as the student complies with the legal, in­stitutional, departmental and ECTS requirements, he/she will receive a priori automatic recognition for the studies carried out, and not — as is generally the case now — a posteriori and mostly only partial academic recognition.
Ved at indføre sådanne forhåndsgodkendelsesordninger, der er en ret epokegørende nyskabelse i Europa, går ECTS-inderkredsen langt videre end, hvad der f.eks. kan lade sig gøre i USA.
Through use of these a priori recog­nition arrangements, which constitute quite a revolutionary concept in Eur­ope, the 'inner circle' of ECTS goes far beyond what is being accomplished
COMETT Fællesskabets handlingsprogram for samarbejde mellem universiteter og virksomheder om uddannelse i teknologi
Comett The European Community programme on cooperation between universities and enterprises regarding training in the field of technology
Fællesskabets handlingsprogram for samarbejde mellem universiteter og virksomheder om uddannelse i tekno­logi
The EC Comett programme, which commenced its work on 1 January 1987, after the decision of the Council of Ministers of 24 July 1986, pursues the objective of promoting transbord­er cooperation between institutions of higher education and industry on the Community level:
- programmet skal fremme lige ud­dannelses- og efter- og videreud­dannelsesmuligheder for mænd og kvinder.
(i) by achieving a 'European dimen­sion' in the development and appli­cation of new technologies and in the introduction of innovative ideas, the programme aims to strengthen the competitiveness of European industry and to contri­bute towards the training of a core of highly-qualified experts; ty, including small and me­dium-sized companies; (iv)the programme is to promote equal opportunities for men and women in training and continuing training.
Til programmets første fase, 19871989, var der forudset udgifter på 45 mio ECU.
For the first programme phase, 1987-89, a budget of ECU 45 million was planned.
Rent faktisk blev der brugt 65 mio ECU, fordi der blandt de højere uddannelsesinstitutioner og virksomhederne i medlemsstaterne vis­te sig at være langt større interesse for programmet end forudset.
In fact, ECU 65 million was spent, since the interest of institu­tions of higher education and of com­panies in the Member States by far exceeded expectations.
I dokumen­tet »Statistical analysis of COMETT Projects« fra november 1988, medde­ler Kommissionen læserne, at med­lemsstaterne i løbet af de første tre udvælgelsesrunder indgav i alt 4 249 ansøgninger.
In the 'Statisti­cal analysis of Comett projects' of November 1988, the Commission informs readers that during the first three selection rounds a total of 4 249 applications were received from Mem­ber States.
1 045 af dem blev udvalgt til at modtage støtte.
1 045 were finally selected for support.
1987, forlænget tilskudsperioden i 1988.
A further 300 projects which had commenced in 1987 were extended in 1988.
COMETT-kontoret skønner, at 2 500 virksomheder, 1 000 højere uddannelsesinstitutioner, 1 000 andre organisationer såsom erhvervssam­menslutninger og faglige organisatio­ner, eller med andre ord i alt 4 500 organisationer deltog i programmets første fase.
The Comett office estimates that a total of 2 500 com­panies, 1 000 institutions of higher education, 1 000 other organizations, such as industrial and professional associations, i.e. a total of 4 500 organizations participated in the first programme phase.
- der skal gennem udvikling af uddannelsespartnerskaber mellem hø­jere uddannelsesinstitutioner og virksomheder inden for et europæ­isk net, gennem fælles udvikling af uddannelsesprogrammer og gennem en løbende udveksling af erfaringer, opnås en optimal udnyttelse af ud­dannelsesressourcerne på fælles­skabsplan;
(ii) through the development of train­ing partnerships between insti­tutions of higher education and industry within a European net­work, through common training programmes and through a con­stant exchange of experience, the optimal use of all resources in the education sector on the Com­munity level is to be achieved;
Man havde regnet med at kunne udstationere 10 000 studerende i praktikpladser, men dette mål blev ikke nået i første omgang: Der blev udvekslet omkring 4 000 studerende.
The placement of students in practi­cáis which had been estimated at 10 000 places did not initially fulfil expectations: about 4 000 students were exchanged.
Nu, hvor man har oprettet de såkaldte puljer, hvorfra uddannelsespartnerskaberne selv kan forsyne de studeren­de med praktikpladser og stipendier, forventes der en kraftig forøgelse af udvekslingerne i programmets anden fase.
Now that socalled 'pools' have been formed from which training partners can themselves serve students with training places and scholarships, a strong stimulation of exchange activity is expected for the next programme phase.
- COMETT skal på lokalt, regionalt og nationalt plan, i konstant samar­bejde med de ansvarlige nationale myndigheder bidrage til en afbalan­ceret vækst i Fællesskabets økonomi og erhvervsliv, herunder de små og mellemstore virksomheder;
(iii)at the local, regional and national levels, Comett is, in constant co­operation with the State authori­ties responsible, to contribute to a balanced growth of the economy and industry within the Communi-
COMETT II blev vedtaget af Ministerrådet den 16. december 1988 med et budget på 200 mio ECU. Pro-
Comett II was adopted by the Council of Ministers on 16 December 1988, and was equipped with an ECU 200 million budget.
Studenterhåndbog tence at styrke uddannelsesaktivii terne og den praktiske erfaring j det universitet eller i den virksoi hed, hvor de udstationeres.
Student Handbook resources for the programme have thus been greatly increased. The second phase begins on 1 January 1990 and will run for five years.
Følgende personalegrupper vil ku ne deltage i udvekslingerne for højere uddannelsesinstitutione lektorer, professorer og administr torer og for virksomhederne: i bejdsgivere, uddannelsesmedarbi dere, medarbejdere med ledelse funktioner, ingeniører, fagfoi ningsrepræsentanter, repræsenta ter for organisationerne inden f handel og industri.
place their knowledge at the dispo­sal of this company or higher edu­cation institution and to support the training and practical work there.
Anden fase indledes den 1. januar 1990 og skal løbe i fem år. COMETT li­programmet er opdelt i tre afdelinger: Afdeling A: Det europæiske net af uddannelsespartnerskaber mellem højere uddannelsesinstitutioner og virksomheder Kommissionen kan, til udvikling og styrkelse af sådanne uddannelsespart­nerskaber i et europæisk net såvel på regionalt plan som inden for enkelte sektorer og til samarbejde på tværs af grænserne om uddannelse på teknolo­giområdet samt efter­ og videreuddan­nelse, yde tilskud på op til 50 % af projektomkostningerne i en normalt højst treårig periode.
For the development and reinforce­ment of such training partnerships into a European network, both regional and sectoral, as well as trans­national cooperation in the field of technological training and continuing training, the Commission may award grants which cover up to 50% of the project costs and which generally end after three years.
Afdeling B: Udveksling af studeren­de og færdiguddannede på tværs af grænserne Der ydes stipendier til udveksling
Programme Section C: Joint continu­ing training projects between institu­tions of higher education and industry in the field of the new technologies and for multimedia distance training
Afdeling C: Fælles efter­ og videt uddannelsesprojekter mellem høje uddannelsesinstitutioner og virksor heder i ny teknologi og mul medie­fjernundervisning Der vil kunne ydes tilskud til t typer af projekter:
Programme Section B: Transnational exchanges of students and personnel Grants are awarded for the exchange of:
­ kortvarige intensive kurser i tekn logi, navnlig højteknologi, der h en europæisk dimension, og und særlig hensyntagen til de små ι mellemstore virksomheders behov
(a) students who are undergoing training from three to 12 months in companies in other Member States; (b) students who have just completed initial training, are still enrolled at an institution of higher education or who, following graduation and as a transition between their stu­dies and first employment, want to take up a practical for six months to two years in companies of other Member States;
­ fælles udvikling og afprøvning projekter vedrørende uddannelse højteknologi og dens anvendel som led i et samarbejde melle højere uddannelsesinstitutioner e virksomheder fra mindst to me. lemsstater; af ­ studerende, som tilbringer en ud­dannelsesperiode på 3­12 måneder i en virksomhed i en anden medlems­stat; ­ personer, der netop har afsluttet deres grunduddannelse, og som en­ten er immatrikuleret ved et univer­sitet, eller som efter eksamen og i overgangsperioden, indtil de første gang får arbejde, tilbringer en ud­dannelsesperiode på mellem seks måneder og to år i en virksomhed i en anden medlemsstat;
Three project types may be sup­ported: (i) crash courses with a 'European dimension' in the technology sec­tor with emphasis given to the latest advanced technologies, but also giving special consideration to the needs of small and mediumsized companies; (ii) joint development and testing of training projects in the advanced technologies as well as their appli­cation, with institutions of higher education and industry from at least two Member States cooperat­ing; (iii)multilateral agreements on techno­logical continuing training with the objective of introducing dis­tance training systems which make
­ videnskabelige medarbejdere på universiteter og specialiseret perso­nale i virksomheder, der udstatione­res henholdsvis i en virksomhed eller på et universitet i en anden medlemsstat for med deres kompe­
(c) scientists at universities and spe­cialist personnel at companies who are seconded to an institution of higher education or company in another Member State in order to
Programmet indeholder desuden en afdeling D, der omfatter udvikling, fremme og evaluering af CO-METT-programmet.
Details on Comett may be obtained from the 'Comett Vademecum' which appears in all Community languages as well as from the Comett office in Brussels:
Nærmere oplysninger om CO­METT foreligger i »COMETT Vade­mecum«, der kan fås på alle fælles­skabssprogene hos COMETT-konto-ret i Bruxelles: COMETT Technical Assistance Unit, Avenue de Cortenbergh 71, B-1040 Bruxelles (Tlf.: (32) (2) 733.97.55/57).
Comett Technical Assistance Unit 71 Avenue de Cortenbergh B-1040 Brussels Tel. (32 2) 733 97 55 57
Fællesskabets handlingsprogram til fremme af kendskabet til fremmedsprog i Det Europæiske Fællesskab
Lingua The European Community programme for the promotion of the teaching and learning of foreign languages within the Community
Fællesskabets handlingsprogram til fremme af kendskabet til fremmed­sprog i Det Europæiske Fællesskab.
Lingua: The European Community programme for the promotion of the teaching and learning of foreign languages within the Community
Den 22. maj 1989 vedtog undervis­ningsministrene, forsamlet i Rådet i Bruxelles, LINGUA, et handlingspro­gram til fremme af kendskabet til fremmedsprog i Det Europæiske Fæl­lesskab.
On 22 May 1989, the Council and the Ministers for Education meeting in Brussels adopted Lingua, an action programme for the promotion of training in foreign languages within the Community.
LINGUA sættes i gang den 1. januar 1990 med et særdeles tro­værdigt 5-års budget på 200 mio ECU til at opfylde dets meget brede målsætninger.
Lingua will become operational on 1 January 1990 with, at the very least, a credible five-year budget of ECU 200 million for meet­ing its broad objectives.
Flere gange i de seneste år har Rådet og undervisningsmini­strene efterlyst en bedre fremmed­sprogsundervisning for at kunne ned­bryde de kommunikationsbarrierer, der hindrer personers, varers, tjene­steydelsers og kapitalens frie bevæge­lighed inden for EF.
Repeatedly in recent years, the Council and Minis­ters for Education have called for improved foreign language teaching to bring down the communication bar­riers hindering the free movement of people, goods, services and capital throughout the EC.
Nu, hvor vi står over for gennemførelsen af et europæ­isk enhedsmarked, må denne opgave prioriteres særlig højt.
The prospect of a single European market currently makes this task an especially high priority.
Alle EF-borgere bør lære to sprog foruden deres modersmål, hed det i resolutionen.
The resolution states that all EC citizens should learn two lan­guages other than the mother tongue.
Selv om dette mål langt fra er nået, har ministrene og Kommissionen dog i det mindste nu taget skridtet fra hen­sigtserklæringer til handling.
Although this aim is still far from achieved, the Ministers and the Com­mission have at least now moved from appeals to action.
- små og mellemstore eksportvirk­somheder vil kunne få støtte til at uddanne sprogkyndige medarbejde­re gennem udvekslingsprogrammer og udvikling af relevante undervis­ningsmidler. - klubber og sammenslutninger, der på europæisk plan beskæftiger sig med at forbedre fremmedsprogsun­dervisningen og -didaktikken og med at styrke brugen af fremmed­sprog i medierne.
Greater familiarity with the lesserspoken languages is to be especial­ly encouraged; (ii) students in higher education, who will be helped to combine their main subject with the study of a foreign language; (iii) prospective foreign language teachers, who will be encouraged to spend at least three months in the country whose language they wish to teach; (iv) practising foreign-language teach­ers who will be able to undertake further training in the language(s) they teach, or gain vocational experience in an appropriate Member State.
Fællesskabets tilskud og stipendier skal anvendes til at fremme fremmed­sprogsundervisningen på forskellige niveauer: - erhvervsmæssig grunduddannelse.
At least 10% of foreign language teachers and of those responsible for their training are to participate in in-service training projects; (v) small and mediumsized exportoriented companies which will be helped to train linguistically profi­cient staff by means of exchange programmes and the development of suitable teaching and learning materials; (vi) clubs and associations active at European level in the promotion of foreign-language teaching and teaching methods, as well as multilingualism in the mass media.
Såvel i skolen som på fabrikker og i virksomheder skal de unge have mulighed for at lære to nationale sprog fra andre EF-medlemsstater.
All measures under Lingua are to be appropriately coordinated with those of the Erasmus, Comett and Youth for Europe programmes, the success of which will depend largely on the
I denne forbindelse skal der i første omgang satses på unge arbejd­stagere og på de sprog, dej sjældent undervises i på skolerne.
In this regard, the target sec­tors are, in the first place, young working people and also the less­er-used languages which are not com­monly taught in schools.
EF-netværket af nationale informations­centre vedrørende akademisk anerkendelse af eksaminer og studieperioder
Naric The European Community network of national academic recognition information centres
NARIC uddannelsesinstitution eller fremtidige arbejdsgiver.
UK Naric is not empowered to give authoritative advice as the final deci­sion always lies with the UK educa­tional institution or prospective em­ployer.
De vigtigste brugere af denne service vil især være de højere uddannelsesinstitutioner, de studeren­de og deres vejledere, forældre, lærere og fremtidige arbejdsgivere.
The main users of this facility are higher education institutions, stu­dents and their advisers, parents, teachers and prospective employers.
Det Europæiske Fællesskabs NARIC­net, medlemsstaternes nationale informationscentre vedrørende akade­misk anerkendelse
Following the adoption on 15 June 1987 of the European Community action scheme for the mobility of uni­versity students (Erasmus), the im­provement of academic recognition of diplomas and periods of study be­tween Community countries as a means of stimulating the mobility and free movement of students and univer­sity teaching staff is becoming an increasingly important element of Community policy.
De fleste af disse centre varetager endvidere tilsvarende opgaver i forbin­delse med gennemførelsen af Europa­rådets og UNESCO's konventioner om akademisk anerkendelse og ækvi­valens.
In order to improve the present situation in this regard, the Com­munity has agreed to strengthen the exchange of information about aca­demic recognition and equivalence matters, by the establishment of a network of information centres.
Denne udgave af Studenterhåndbo­gen indeholder navn og adresse på alle de nationale centre samt en kortfattet beskrivelse af deres opgaver og an­svarsområder og af de procedurer, der skal følges i de enkelte medlemsstater.
This edition of the Student Hand book contains the names and ad­dresses of each national centre, to­gether with a brief description of their tasks and responsibilities, and the pro­cedures to be followed in each Mem­ber State.
Efter vedtagelsen den 15. juni 1987 af Det Europæiske Fællesskabs hand­lingsprogram til fremme af de stude­rendes mobilitet (ERASMUS) er det blevet et yderst væsentligt element i Fællesskabets politik at udvikle den akademiske anerkendelse af eksamens­beviser og studieperioder mellem med­lemsstaterne som et middel til fremme af mobilitet og fri bevægelighed for universitetsstuderende og ­lærere.
To this end, the European Com­munity network of national academic recognition information centres (Naric) was established in 1984.
For at skabe en mere tilfredsstillende situa­tion på dette felt har Fællesskabet ved­taget at styrke informa­tionsudvekslingen vedrørende akade­misk anerkendelse og ækvivalens ved at oprette et net af informations­centre.
All of the Member States of the European Community have designated national centres, the purpose of which is to assist in promoting the mobility of students, teachers and researchers in the Community by providing authori­tative advice and information concer­ning the academic recognition of diplomas and periods of study under­taken in other Member States. The
Derfor oprettede man i 1984 Det Europæiske Fællesskabs net af natio­nale informationscentre vedrørende akademisk anerkendelse (NARIC).
The Minister for Education or an official auth­orized by him takes the decision about recogni­tion and equivalences regarding: (i) legally determined Belgian university de­grees; (ii) higher education diplomas issued by
Centeret er en administrativ afdeling under Undervisningsministeriet.
The Centre is an administrative service of the Education Ministry.
Afgorelser
Decisions
Den studerende kan indsende sin ansøgning enten direkte til ministeriet eller til lederen af den uddannelsesinstitution, hvor den pågælden­de er (eller ønsker at blive) optaget.
The individual student may put in his request either directly to the Ministry or to the Director of the educational institution where he is (or wishes to be) enrolled.
Dette kan gøres inden, under eller efter studieperioden i
This may be done before, during or after completion of studies
Undervisningsministeren træffer afgørelser både vedrørende akademiske grader og eksaminer, der er fastsat ved lov, og vedrørende eksamens­beviser og eksaminer, der er erhvervet ved andre højere uddannelsesinstitutioner end universite­terne.
The universities decide on recognition mat­ters in the context of certificates and diplomas not defined by the law.
I sager vedrorende anerkendelse af eksamens­beviser og eksaminer, der ikke er fastsat ved lov, er det universiteterne, som træffer afgørelsen.
Decisions are based on the well­founded advice of either the responsible ministerial service or of the Inter­university Commission.
Procedure tution videresender ansøgningen til ministeriet, såfremt dette er ansvarligt for afgørelsen.
The individual student has to submit his requests to the Education Ministry or to the Director of the higher education institution at which he wishes to be enrolled.
Afgørelser træffes efter indgående drøftelser med enten den ansvarlige afdeling under mini­steriet eller universiteternes fællesudvalg.
The higher education institution will automa­tically transfer the request to the Ministry if the latter is responsible for the decision.