natgillin/translations-raw huggingface dataset:
Af disse omfattede de 139 tværnationale praktikog uddannelsesophold for 5 083 studerende, medens 53 andre projekter omfattede udvekslinger af 121 ansatte på virksomheder eller universiteter.
The overwhelming majority of the programmes are aimed at longterm unemployed women trying to get back to work and young women without qualifications.
130 projekter omfattede 724 kortvarige uddannelsesophold, og endelig var der 63 projekter vedrørende forberedende besøg.
Approximately 36% of the programmes train women in new technologies and 40% of the programmes are co-funded by the European Social Fund.
Disse projekter repræsenterer en samlet værdi af 21 mio. ECU, heraf
The IRIS inventory supplies detailed information on the programmes.
Til dette budgetbeløb på 21 mio. skal lægges et beløb på 25 mio. til finansiering af projekter, der er godkendt i 1990.
The selection criteria for the projects are being amended in 1991. 4.
I de projekter, der er godkendt i 1991, deltager der 3 000 virksomheder, 1 000 universiteter og højere læreanstalter samt 1 000 erhvervsorganisationer. Deltagelse af EFTA I henhold til Rådets principbeslutning af 22. maj 1989 har Rådet indgået en formel aftale med EFTA-landene.
Communications support: — a database containing the projects and women's training programmes in the Member States; — an IRIS information bulletin published four times a year; — an inventory of training programmes in nine languages and updated annually. 5.
Aftalen giver virksomheder og universiteter fra EFTA-landene mulighed for at deltage i COMETT.
Main activities Four seminars were held in 1990 on in-house training and creation of businesses by women.
Hvert EFTA-land deltager på lige fod med EF-medlemsstaterne i alle programmets strenge og i hele COMETT-programmets løbetid på 5 år og med de samme udvælgelseskriterier.
Evaluation symposia took place in each Member State to discuss national policies and to propose recommendations.
Ethvert projekt, som indsendes af et EFTA-land, skal omfatte mindst to af Fællesskabets medlemsstater.
Information meetings are organized in cooperation with the members of the working party as are interprogramme exchange visits.
Tværnationale udvekslinger mellem to EFTA-lande er ikke tilladt.
(4) Deadline for implementation of the legislation in the Member States
Rådgivningsmekanismerne etableres ved hjælp af et fælles udvalg
(5) Date of entry into force (if different from the above)
COMETT finansierede i 1992 over 6 900 uddannelsesophold for studerende (38% flere end i 1991).
(7) Follow-up work
EFTA-landenes deltagelse i 1992 var mere end fordoblet (18% af samtlige projekter mod 7% i 1990).
(8) Commission implementing measures
At støtte og supplere den politik og de aktiviteter, der iværksættes af og i medlemsstaterne vedrørende efter- og videreuddannelse.
To promote equality of opportunity in vocational training, raise the profile of training for women, expand such training and establish and strengthen links throughout Europe.
Definition af betegnelserne »efter- og videreuddannelse«: enhver erhvervsuddannelsesforanstaltning, der følges af en arbejdstager, så længe han er erhvervsaktiv; »virksomhed«: store, små og mellemstore virksomheder, uanset deres retslige status, og uanset hvilken erhvervssektor de opererer i, og enhver form for økonomisk aktivitet; »erhvervsuddannelsesinstitution«: enhver institution, der tilbyder erhvervsuddannelse; endvidere selvstændige økonomiske organisationer samt erhvervssammenslutninger; »arbejdstager«: enhver erhvervsaktiv person, der har tilknytning til arbejdsmarkedet, herunder også selvstændige erhvervsdrivende.
IRIS II focuses on five priorities: — identifying and disseminating expertise in training for women; — including within the IRIS network (as associate members) the social partners and training organizations; — establishing a national organization in each Member State to stimulate vocational training for women; — encouraging ¡ntra-Community exchanges of information about good practice ; — establishing synergy with schemes carried out by the ESF and the
— at fremme arbejdstagernes mobilitet; — at give de dårligst kvalificerede arbejdstagere mulighed for at nyde godt af uddannelsesforanstaltninger; — at fremme reel ligestilling med hensyn til mænds og kvinders adgang til uddannelse, og at sikre alle arbejdstagere, der er statsborgere i medlemsstaterne, lige behandling, for så vidt angår adgang til efter- og videreuddannelse; — at styrke incitamenterne til virksomhedernes, ¡sær små og mellemstore virksomheders, investering i efter- og videreuddannelse; — at tilstræbe bedre prognoser for udviklingen i kvalifikationer.
— establishing closer links with the employers and trade unions in both the public and private sectors; — opening up Community training programmes to all IRIS members; wider scope for putting forward projects; — organization of awareness-enhancement sessions on training for women, aimed at Community decision-makers; — creation of a 'target group' of important journalists in each Member State with an eye to special media campaigns and specific action at Community level; — organization of a competition open to people who have found work after having completed a training course organized by a member of IRIS; — organization of European, national and regional IRIS seminars; — IRIS reference projects can apply for a publicity grant to organize an exhibition or to produce publicity material; — research on the priority topic for the year to strengthen initiatives undertaken by the network on teaching methodologies and the development of qualifications; — organization of a summer school for training staff; — production of a basic information package on the various aspects of teaching to be used in the training of training staff; — establishment of an information service for projects wishing to improve their evaluation techniques; — planned exchanges for training staff, group and company visits, and publication of an information brochure about such visits;
Disse tværnationale foranstaltninger omfatter: — et udvekslingsprogram til fremme af en hurtig udbredelse af nyskabelser; — planlægning og udarbejdelse af pilotprojekter, tværnationale og i grænseegne; — etablering af et europæisk net for tværnationale foranstaltninger; — gennemførelse af sektormæssige og statistiske analyser, undersøgelser af politikken for indgåelse af overenskomster samt af udviklingen med hensyn til kvalifikationer og erhverv. 6.
— organization of a contact seminar for IRIS members, visits to determine the feasibility of partnerships and a partnership information exchange; — development of sub-networks covering specific topics at the request of IRIS members; — presentation of an IRIS diploma to trainees having undergone training as part of a reference project; — aid and assistance, provided by an IRIS member in each country, in the use of electronic mail. 4.
Kommissionen sørger for, at dette program afstemmes med og supplerer andre fællesskabsprogrammer vedrørende erhvervsuddan nelse.
This joint venture is coordinated by CREW (Centre for Research on European Women) in Brussels and comprises Acerep (France), DIMITRA (Greece), CREW (Belgium), Donnalavorodonna (Italy), VIA (Belgium) and WETT (United Kingdom).
Kommissionen trækker på Det Europæiske Center for Udvikling af Erhvervsuddannelse og bistås af et rådgivende udvalg, som regelmæssigt underrettes om udviklingen i programmet. 7.
These organizations have been selected because of their specific skills and in order to form a transnational structure which is capable of managing the future development of the network and to respond even better to the new needs of its members.
Resultaterne af de tværnationale foranstaltninger gøres til genstand for en objektiv ekstern evaluering i løbet af de første seks måneder af 1993 og 1995.
Communications support The IRIS Bulletin (twice a year) will publish analytical articles dealing with topical aspects of training for women, case studies and interviews.
Rationalisering og koordinering af programmerne: EUROTECNET
Rationalization and coordination of programmes: Lingua
At udnytte de muligheder, som den nye teknologi giver, i erhvervsuddannelsessystemerne.
To improve foreign language teaching and learning within the Community.
Rådets afgørelse 89/657/EØF af 18. december 1989 om et handlingsprogram til fremme af innovation inden for erhvervsuddannel­se som følge af ny teknologi i Det Europæiske Fællesskab (EUROTECNET).
Council Decision 89/489/EEC of 28 July 1989 establishing an action programme to promote foreign language competence in the European Community (Lingua).
Det omfatter et net af nyskabende nationale eller tværnationale projekter og en række fællesskabsforanstaltninger. 3.
The languages concerned are Danish, Dutch, English, French, German, Greek, Irish, Italian, Luxembourgish, Portuguese and Spanish. 3.
Den fælles ramme af retningslinjer for nettet af projekter tager sigte på: — at udbygge samarbejdet mellem offentlige og private instanser; — at analysere følgerne af den nye teknologi for de berørte persongruppers erhvervskvalifikationer og ­kompetence, idet der skal tages særligt hensyn til små og mellemstore virksomheders vilkår; — at iværksætte pilotprojekter, som skal forny udbuddet af erhvervsuddannelser ; — at lette overgangen til arbejdslivet for unge og arbejdsløse ved at sikre dem en uddannelse inden for den nye teknologi og ved at sætte dem i stand til at følge med i de teknologiske fremskridt; — at give kvinder bedre adgang til uddannelsesforløb med et overvejende teknologisk indhold samt at omskole kvinder, hvis erhvervsmæssige beskæftigelse er truet af den nye teknologi; — at udbygge uddannelsen og omskolingen af undervisere på erhvervsuddannelsesområdet og bibringe dem nye faglige, pædagogiske og sociale kvalifikationer; ■— at udbrede relevante oplysninger.
The programme comprises common guidelines aimed at: — encouraging all citizens to acquire a working knowledge of foreign languages; — increasing opportunities for teaching and learning foreign languages, particularly those which are the least widely used and the least taught; — increasing opportunities for university students to combine foreign language study with their main subjects; — raising the standard of foreign language teaching by improving the initial and inservice training of foreign language teachers; — encouraging employers and professional organizations to promote foreign language training for workers in order to take full advantage of the internal market; — promoting innovation in methods of foreign language training.
Arbejdsmarkedets parter inddrages i fuldt omfang i gennemførelsen. 4.
In addition, Community measures to support and complement Member States' policies and activities take account of the differing needs and situations, with particular regard to the least widely used and least taught languages in the Community. 4.
De fællesskabsforanstaltninger, der skal supplere de nationale foranstaltninger, har til formål: — på fællesskabsplan at indføre et net af nyskabende projekter; — at styrke samarbejdet, udvekslingen og overførslen af metoder; — at tilskynde til underviseres grunduddannelse og efter­ og videreuddannelse; — at iværksætte forskning vedrørende de kvalifikationsmæssige krav, som den nye teknologi medfører; — at fremme selvindlæring; — at udbrede de relevante oplysninger i Fællesskabet. 5.
The Member States designate the structures responsible for coordinating implementation of the measures described in the Annex at national level. 5.
Kommissionen iværksætter en række ledsageforanstaltninger som anført i bilaget, under hensyntagen til de forskellige behov og situationer i medlemsstaterne.
The Commission, assisted by a Committee, implements the programme in accordance with the provisions of the Annex. 6.
Arbejdsmarkedets parter inddrages fuldt ud i iværksættelsen af disse foranstaltninger. 6.
The funds estimated as necessary for the execution of the programme amount to ECU 200 million. 7.
Kommissionen sørger for, at dette program afstemmes med og supplerer andre fællesskabsprogrammer vedrørende erhvervsuddan­nelse og/eller den teknologiske udvikling.
The Commission must ensure that there is consistency and complementarity between Community actions to be developed under the Lingua programme and other Community programmes involving vocational training and the mobility and exchange of persons.
Den sikrer sig bistand fra Det Europæiske Center for Udvikling af Erhvervsuddannelse og bistås
It must maintain contact as appropriate with international organizations active in this field, particularly the Council of Europe. 8.
SHH af et rådgivende udvalg, som den regelmæssigt underretter om udviklingen i programmet.
IIII language teachers, knowledge of foreign languages used in work relations and economic life, the development of exchanges for young people in professional, vocational and technical education, and complementary measures.
Kommissionens rapport om første fase af EUROTECNET (1985-1988) — SEK(89) 1658 endelig udg.
Annual Commission Report (1990) (SEC(91) 2411 final):
I overensstemmelse med målene i EUROTECNET-afgørelsen, blev målene for 1992 tilpasset, således at de i højere grad er i overensstemmelse med de nye retningslinier, og der blev struktureret og planlagt aktioner i overensstemmelse hermed.
Lingua programme activities in 1991 focused upon decentralised projects. More than 500 grants were awarded to teachers for training in the country whose language they teach, and more than 4 000 young people participated in exchanges.
Målene er følgende: — en undersøgelse af effekten af nyskabelser i uddannelsen, som er resultatet af den teknologiske udvikling, på kvalifikationssystemerne i medlemsstaterne; — fremme af begrebet den moderne virksomhed; — nye retningslinjer for udviklingen af underviserens rolle; — fastlæggelse af retningslinjer for nye strategier for lærlinge uddannelse; — fremme af nye kvalifikationer hidrørende fra udviklingen i forbindelse med tilrettelæggelse af arbejdet;
Financial aid was also provided for: — 176 mobility programmes for teachers and students in higher education; — 12 European cooperation projects between institutions providing inservice training for teachers; — 61 transnational projects, the focal point of which was the design of teaching materials for developing language skills in economic life; — 8 European associations devoted to the teaching of foreign languages; — 17 pilot projects on the development of teaching materials for the least taught languages.
— fremme af EUROFORM-initiativet;
Annual Commission Report (1992) [COM(93) 194 final]
— deltagelse i task force-initiativet vedrørende de små og mellemstore virksomheder;
1992, the second year in which Lingua was actually in operation, saw an increase in programme activities and participation.
— gennemførelse af den første evaluering af EUROTECNET-programmet og forelæggelse af den foreløbige rapport for Europa-Parlamentet, Det Økonomiske og Sociale Udvalg og Rådet;
5 255 grants, 10 times more than in 1991, were awarded to teachers under decentralised actions for inservice training, allowing them to improve not only their language knowledge, but also their awareness of culture and methodology.
— programmer til udveksling af eksperter fra EUROTECNET og CEDEFOP;
19 720 people, five times more than the previous year, participated in exchange programmes based on educational projects.
— deltagelse i opfølgning af indsatsen i de nye delstater i Tyskland; Aktionerne er følgende:
As far as measures administered by the Commission are concerned, the excellent quality of project proposals must be emphasized.
— iværksættelse af EUROTECNET-afgørelsen; — videreførelse af arbejdet og etablering af projekter under netværket;
An increase in the available budget meant that 48% of these projects were financed, double the 1991 rate.
— gennemførelse af seminarer, der har til formål at udvikle og forbedre erhvervsuddannelsespolitikkerne og -systemerne på baggrund af den ny teknologi i medlemsstaterne,
This increase was fairly evenly spread over all measures, but particularly benefited projects concerned with economic life (86 projects), the development of teaching materials for the least taught languages (23 projects) and inservice training for language teachers (25 projects).
— styrkelse af aktiviteterne under EUROTECNET/EUROFORM ; — tilrettelæggelse og gennemførelse af møder og konferencer;
In addition, 211 interuniversity cooperation projects allowed 6 724 students and 774 teachers to take advantage of the mobility offered.
Fra 1993 er netværket blev omorienteret på baggrund af de fem nøgleområder, der blev vedtaget af Kommissionen efter en positiv udtalelse fra det rådgivende udvalg FORCE/EUROTECNET (dok. FPC/93/12 endelig udg.
The first results of the transnational projects will become available during 1993.
Der er gjort en betragtelig indsats for at orientere aktiviteten henimod en tværnational dimension, via de resultater, der er søgt opnået, samt gennem søgning efter partnerskaber i andre medlemsstater.
These measures have created partnerships between more than 1 742 universities, enterprises, professional associations and vocational training centres.
Modeller, der kan overføres (134 projekter), f.eks.: nyskabende metoder, der inddrager arbejdstagerrepræsentanter i alle faser i forbindelse med uddannelsesplanlægning. 2.
The Decision of 29 April 1993 provides for the extension of the programme to the republics of the former Soviet Union covered by Regulation (EEC, Euratom) No 2157/91 (TACIS programme). 2.
Nyskabende redskaber (68 projekter), f.eks. materiale til selvindlæring og multimediemateriale. 3.
The republics of the ex-Soviet Union participating in Tempus in 1993/94 are Russia, Belarus and Ukraine.
Informationsmateriale (19 projekter), f.eks. database vedrørende tilgængeligt uddannelsesmateriale/tilgængelige ressourcer samt brochurer over nye koncepter til uddannelse for dårligt stillede grupper. 4.
Objectives: To aid in restructuring and adapting university education in these countries to meet the new needs of the market economy through: — developing new teaching programmes; — purchasing equipment; — mobility of university professors; — study periods or traineeships for certain students in a Member State of the European Community; — encouragement to learn Community languages. 5.
Uddannelsesprogram (63 projekter), f.eks. nye moduluddannelsesforløb og særlige foranstaltninger til uddannelse i de små og mellemstore virksomheder.
The main vehicles for ensuring such cooperation are the Joint European Projects (JEPs), which involve the participation of at least
Rationalisering og koordinering af programmerne: IRIS
The Commission ensures consistency between Tempus and other actions at Community level in this field, within the Community or in the eligible countries, with particular reference to the activities of the European Training Foundation.
At fremme deres uddannelse ved at bidrage til udviklingen af strategier og metoder.
(4) Deadline for implementation of the legislation in the Member States
2) Fællesskabs foranstaltning
1.7.1990 (start-up of the initial pilot phase)
Programmet blev lanceret i december 1988.
(5) Date of entry into force (if different from the above)
IRIS-netværket omfatter 333 programmer fordelt på medlemsstaterne.
Official Journal L 131, 23.5.1990 Official Journal L 112, 6.5.1993
Finder ikke anvendelse.
(8) Commission implementing measures
4) Frist for medlemsstaternes gennemførelse af bestemmelserne
Annual report from the Commission (7 May 1990 — 31 July 1991) (SEC(92) 226 final).
5) Ikrafttrædelsesdato (hvis forskellig fra 4)
Annual report from the Commission (1 August 1991 — 31 July 1992) (COM(93) 30 final).
7) Videreførelse af arbejdet
The projects which have been implemented have borne fruit in a relatively short time.
8) Kommissionens gennemførelsesforanstaltninger foranstaltninger
Annual report from the Commission (1 August 1992 — 31 July 1993) (COM(94) 142 final).
AT fremme lige muligheder inden for erhvervsuddannelse og gøre kvindernes erhvervsuddannelser mere synlige, udvikle erhvervsuddan nelser for kvinder, etablere og styrke samarbejdet på disse områder i Europa.
The higher education systems in Central and Eastern Europe have come up against considerable problems as a result of the heritage of the last 40 to 50 years, notably regarding the rigid divide between teaching and research, between scientific academies and the universities, the inadequate diversification of higher education in most of these countries and the extent and nature of state intervention. 3.
Hvem kan deltage?
Practical obstacles to reform. a.
I IRIS II er der fem prioriterede områder: — identificere og udbrede ekspertise med hensyn til erhvervsuddan nelse af kvinder; — inddrage arbejdsmarkedets parter og erhvervsuddannelsesinsti tutionerne i IRIS-nettet (tilsluttede medlemmer); — fremme initiativer til kvinders erhvervsuddannelse i alle medlemsstaterne; — fremme udvekslingen af de bedste løsningsmodeller inden for Unionen; — udvikle samordningen med de aktioner, der gennemføres inden for rammerne af Socialfonden og Kommissionens Task Force for Menneskelige Ressourcer. 3.
State of development and work done during the 1992/93 academic year. In its third year of operation, the Tempus programme focused on a certain number of key targets to achieve its global objective of supporting the eligible countries during the transformation phase of their higher education systems with a view to maximising the impact on the economic and social restructuring provided for in the PHARE programme, and involving notably: — strengthening of the Joint European Projects through in-depth monitoring based on an intensive programme on-site visits covering approximately 10% of the projects that have been carried out; — future development of the Mobility JEPs for the eligible countries which wish to invest their resources in this domain; — promotion of participation in Tempus to countries in the south of the Community and Ireland during the 1993/94 academic year through a special measure including the setting up of dynamic relations for creation of networks between these countries and the universities of the eligible countries; — working together with the national authorities concerned in order to pinpoint present and future priorities for reform in the eligible countries. 5.
ERHVERVSUDDANNELSE sm
VOCATIONAL TRAINING
Budget Det årlige budget for IRIS-programmet er på 1 mio. ECU. 7.
Rationalization and coordination of programmes: Tempus II
Finder ikke anvendelse
(1) Objective
5) Ikrafttrædelsesdato (hvis forskellig fra 4)
Council Decision 93/246/EEC of 29 April 1993 adopting the second phase of the transEuropean cooperation scheme for higher education (Tempus II) (1994-98).
7) Videreførelse af arbejdet
Dialogue with the eligible countries: The Commission, in agreement with the eligible countries, defines the priorities and detailed objectives on the basis of the detailed objectives of the programme. 7.
8) Kommissionens gennemførelsesforanstaltninger foranstaltninger
The Commission is to ensure coordination and complementarity between Tempus II and other measures at Community level (for example Erasmus, Comett or Lingua), or other measures by nonmember countries. 10.
8) Kommissionens gennemførelsesforanstaltninger foranstaltninger
It is one of the keys to the success of the Community's future development.
1990 blev brugt som et »forberedende år«.
A new challenge for education and training policies has emerged in the Community countries.
I LINGUA-programmet for 1991 har der især været tale om decentraliserede programmer: Der blev udbetalt mere end 500 stipendier til lærere til udlandsophold i det land, i hvis sprog de underviser, og mere end 400 til udveksling af unge.
The rulings of the Court of Justice have confirmed the Commission's powers of initiative, the progressive character of this common policy and the broad definition of vocational training, extending to higher education. The bases for this
1992, som var det andet år, hvor LINGUA reelt var i funktion, er karakteriseret ved en udvikling af programmet og af deltagelsen.
Each action programme lays down common guidelines, transnational measures, and an evaluation procedure, and appoints a programme committee.