natgillin/translations-raw huggingface dataset:
Hr. DAVID, rektor for Universitetet i Metz og bestyrelsesformand i D.E.S.E., overrækker fr. DORING eksamensbeviset.
Mr DAVID, President of the University of Metz and Chairman of the Executive Committee of DESE presenting Miss DÖRING with her diploma.
I baggrunden professor FROGNIER, som var stedfortræder for vice-premierminister NOTHOMB, og hr. FEYTMANS, den videnskabelige leder af F.U.L.
In the background, Prof. FROGNIER representing the Belgian Vice-Prime Minister Mr NOTHOMB and Mr FEYTMANS, scientific director of F.U.L.
Efter aflæggelsen af rapporterne blev en række spørgsmål drøftet.
Academic Recognition - Focus on British qualifications at London meeting of EC network
Organisationen af « nettet » var et andet punkt på dagsordenen.
« The organisation of the Network » was a second point of discussion.
Under denne overskrift drøftede man sådanne spørgsmål som Portugals og Spaniens inddragelse i NARIC-samarbejdet og hidtidige og fremtidige kortvarige studieophold inden for NARIC.
Under this heading, matters such as the integration of the Portuguese and Spanish NARIC and the past and future Short Study Visits within the NARIC network were discussed.
- Fortegnelse over institutioner med ansvar for spørgsmål angående anerkendelse i EF-medlems-landene ;
The item on the agenda on « Envisaged lists and/or publications » contained points such as : - List of institutions responsible for the different aspects of recognition in the Member States of the EC ; - List of the existing bilateral and multilateral equivalence arrangements of the different Member States ; - List of all higher education entrance, university and non-university higher education qualifications (intermediate and final) from EC Member States ; - Recognition of higher education qualifications of EC Member States in the Federal Republic of Germany, Belgium, the United Kingdom, and of German, Belgian and British qualifications in other EC Member States ; - Recognition problems which have cropped up in the different NARlC during past years.
Det femte møde ledere af og repræsentanter for « de nationale informatikcentre vedrørende akademisk anerkendelse i Det europæiske Fællesskab » (NARIC) blev afholdt i London den 13. og 14. marts 1986.
The fifth meeting of the heads and representatives of the National Recognition Information Centres (NARIC) in the Member States of the European Community took place in London on 13 and 14 March 1986.
De nyligt udnævnte ledere af Portugals og Spaniens NARIC deltog for første gang. Også observatører for Europarådet og UNESCO var til stede.
For the first time, the newly appointed heads of the Portuguese and Spanish NARIC participated, as did observers from the Council of Europe and UNESCO.
Vi gav i DELTA 1/86 et referat af NARIC's historie og opgaver og refererede endvidere det fjerde møde, der fandt sted i Brügge den 17. og 18. september 1985.
In DELTA 1/86, we reported on the history and tasks of the NARIC network and on the fourth meeting which took place in Bruges on 17 and 18 September 1985.
Vi vil derfor i dette nummer af DELTA koncentrere os om indholdet af det femte møde.
Therefore, this issue of DELTA will concentrate on the contents themselves of the fifth meeting.
Hovedpunktet på dagsordenen var en drøftelse af spørgsmål i UK i forbindelse med anerkendelse.
The main item on the agenda was the session on recognition matters linked to the United Kingdom.
I en første rapport blev anerkendelsesproceduren i UK beskrevet ud fra to forskellige synspunkter.
In a first report, recognition procedures in the United Kingdom were described from two different points of view.
N. Thompson, der i det britiske ministerium for undervisning og videnskab, er chef for videregående og højere uddannelsesspørgsmål, afgav en rapport om de britiske universiteter og tekniske højskoler samt disses karateristiske træk.
Mr N. Thompson, Head of Further and Higher Education of the United Kingdom Department of Education and Science, gave a report on the British universities and polytechnics and their characteristics.
Derefter gav lederen af NARIC i UK, J. Cliffe, et overblik over centrets rolle.
Then, Ms J. Cliffe, Head of the U.K. NARIC, gave a brief overview of the centre's role.
N. Mohammed, der administrerer optagelsesspørgsmål ved London universitetet afgav rapport om dette universitets system til vurdering af udenlandske kvalifikationer.
Mr N. Mohammed, University Entrance Requirements Officer of the University of London, gave a report on the University of London's system for evaluating overseas qualifications.
Endelig beskrev sekretæren ved universitetets immatrikulationsudvalg F. Stewart, de metoder til vurdering, som anvendes af udvalget.
These discussions became even more colourful when, in parts two and three of the U.K. session, the recognition of qualifications from other European Community Member States in the United Kingdom and the recognition of British qualifications in other EC Member States were under review.
Mødedeltagerne var enige om, at det ville være ønskeligt om man på en passende måde kunne samle hovedresultaterne fra NARIC-møderne.
Suitable information could, of course, also be considered for wider distribution to those institutions and individuals interested in the issue.
Man kunne f. eks. oprette et stikordsregister for EF's Information om anerkendelse (European Community Recognition Information) og herved lette det indbyrdes samarbejde og de nationale centres daglige arbejde.
The London meeting was a further important step towards consolidating the « NARIC » network and becoming a valuable asset in facilitating higher education cooperation and mobility in the Community.
Man vil naturligvis også overveje at give en sådan passende information en videre udbredelse til interesserede institutioner og
The sixth meeting will take place in Brussels on 27 and 28 October 1986.
Man var enig om, at et løsbladssystem ville være at foretrække.
New developments in higher education in the EC Member States information
bevægelighed i Det europæiske Fællesskab. Det sjette møde vil blive afholdt i Bruxelles, den 27. og
The information serving as the basis for this feature is collected by EURYDICE, the education network of the European Community.
1984 studerede 22.500 tyske studenter i udlandet, men kun 25 % af disse fik tilskud fra staten eller fra private.
BELGIUM and Social Sciences, Mathematics and Science and Engineering students were underrepresented.
Nye tendenser inden for den højere uddannelse i EF-medlemslandene
Degrees in the Nautical
I almindelighed kan det siges, at studier i økonomi og sociale videnskaber, matematik, naturvidenskab og ingeniørvidenskab var underrepræsenterede. senterede.
French set goal for doubling score of students
Eksaminer inden for søfartsvidenskaberne
On the level of higher education, changes have been adopted for maritime education and studies in the nautical sciences.
Kandidat- og licentiateksaminerne inden for søfartsvidenskaberne, der opnåes efter henholdsvis to og fire års studier, er nu blevet ligestillede med tilsvarende eksaminer ved universiteterne.
The degrees of candidate and licentiate in the nautical sciences, affer, respectively two and four years, are now equated with those awarded following university studies.
Tilsvarende eksaminer og diplomer kan opnåes ved sømandsskolen i Antwerpen, der har sit hovedkontor i Ostende.
The corresponding degrees and diplomas are issued by the School of Navigation in Antwerp, which has a head office in Ostend.
Bevilling på 12 mill. d.Kr. til fremme bevægelighed for forskere
12 million DKr. for the mobility of researchers
Dagbladet « Times » gav den 27. december 1985 i sit tillæg om højere uddannelse følgende oplysning : « Den franske undervisningsminister Jean-Pierre Chevènement, har anmodet om at få foretaget en undersøgelse af de foranstaltninger, der vil være nødvendige for at fordoble antallet af studerende ved forskellige højere lære anstalter inden for de næste 10 år, særligt inden for naturvidenskabelige og teknologiske områder.
On 27 December 1985, the Times Higher Education Supplement gave the following report : " The French Minister for national education, M. Jean-Pierre Chevènement, has asked for a study to be carried out of the measures that would need to be taken to double the intake of students into various institutions of higher education, particularly those concentrating on scientific and technological subjects, over the next 10 years.
Dette var en opfølgning af ministerens meddelelse om, at det var et af hovedmålene for hans nylige beslutning om at revidere undervisningsplanen for gymnasiet, at antallet af elever, der tager studentereksamen, forøges fra de nuværende 37 % til 80 % ved århundredeskiftet.
This followed the minister's announcement that one of the principal goals of his recent decision to reorganise the lycée (upper secondary school) curriculum is to raise the number of school students taking baccalauréat examination from the current level of 37 per cent to 80 per cent by the end of the century.
Det danske undervisningsministerium har bevilget 3 mill. kr. årligt i de næste fire år til fremme af forskeres mobilitet. Tilskuddet skal gives til forskere, som vil foretage videre forskning ved en udenlandsk forskningsinstitution i mindst et semester.
The Danish Ministry of Education has granted 3 mil lion DKr. annually for the next four years for the furtherance of researcher mobility.
Det nye tilskud betyder en forøgelse af de midler, der gives til udenlandsophold og er således en forbedring af forskernes muligheder for at opretholde kontakten med det internationale forskningsmiljø.
The new grant means an increase of the funds for study stays and thus an improvement of the research ers' possibilities for remaining in contact with the international research community.
Denne kontakt anses for at være en væsentlig betingelse for at sikre fortsat udvikling og fornyelse inden for dansk forskning.
This contact is seen as an essential prerequisite for ensuring continued develop ment and innovation within Danish research.
FORBUNDSREPUBLIKKEN
FEDERAL REPUBLIC OF
Ændringer af loven om den højere uddannelse
Amendment to the Higher Education Framework
Det vesttyske parlament vedtog den 26. september 1985 en ændring af loven om den højere uddannelse.
The new Aegean University was officially opened by the then Minister of Education, Mr Kaklamanis, in Chios in November 1985.
Tyske studerende i udlandet
Higher education grants will go up by 4 %.
Af 1000 tyske studerende foretager 26 studier i udlandet.
26 out of 1000 German students are studying abroad.
Tallet er uændret mellem 1976 og 1986. I
This figure has not changed between 1976 and 1986.
Uddannelsessystemet i Italien blev i efteråret 1985 endnu en gang bragt i forgrunden på landets politiske scene, derved, at regering og parlament blev opfordret til at finde svar på en række spørgsmål, som fra studenterside var rejst under demonstrationer i skoler og på gader.
In 1984, a total of 22500 German students studied abroad, only 25 % of these with State and private grants.
Samtidig tilkendegav de deres bekymring for de dårlige udsigter for beskæftigelse.
Most of the German students in 1983 were studying in Austria (17.6%), France (15.6%), Switzerland (12.8 %), the United Kingdom (8.9 %) and Italy (7.1 %).
Regeringen ændrede lovforslaget og reducerede afgiftsforøgelsen samtidig med at indføre betaiingsfrihed for visse kategorier.
The greater part of the German students in France and the United Kingdom were foreign language students, whereas most of the students studying in Italy, Belgium, Hungary and Roumania were medical students (" numerous clausus refugees ").
Herudover vil 4.000 mill, lire blive bevilget til opførelse og forbedring af skolelokaler.
Few German students studied in the other EC Member States (Denmark 1983/84 = 288 ; the Netherlands 1983/84 = 736 ; Spain 1981/82 = 186).
Institut for højere teknologisk undervisning navn efterfulgt af to bogstaver, der angiver fagområdet, de har specialiseret sig i.
There will be an overall increase of 6 % in educa­tional spending next year, which is about 2 % above the overall ceiling on expenditure. "
« Masters » kan tilføje bogstavet « M » til deres navn.
" Masters " can add the letter " M " to their names.
Ministeren agter at indføre disse nye titler fra den 1. august 1986 d.v.s. fra det tidspunkt, hvor den nye lov om videregående faglig uddannelse træder i kraft.
The Minister intends introducing these two new titles as from the 1st August 1986, at the same time as the new law on higher professional education.
Repræsentanter for Portugal og Spanien påbegyndte deres samarbejde på alle niveauer inden for Det europæiske Fællesskab i januar 1986.
Portuguese and Spanish representatives started their cooperation within the European Community at all lev­els in January 1986.
Inden for den videregående uddannelse, som på så mange andre områder, udviklede samarbejdet sig meget tilfredsstillende.
In the field of higher education, as in many other fields, this cooperation is developing posi­tively.
Adgangsbegrænsninger
Restrictions on admissions
Den 1. oktober 1986 træder en ny ordning om finansiering af universitetsstudier i kraft.
In the autumn of 1985 the education system in Italy was once more to the forefront of the Italian political scene, with Government and Parliament called on to find answers to problems raised by students during demonstrations both in school and on the street.
Kun studerende mellem 18 og 30 år omfattes af ordningen.
The Government amended the proposed law, cutting back the increase in fees and exempting the most meri­torious from payment.
De må godtgøre, at de følger heltids- eller deltidsundervisning (mindst 19 timer om ugen).
In addition, 4,000 million lire were allocated for the construction and improvement of school premises.
Som følge af, at der for første gang er indført adgangsbegrænsning på spanske universiteter, kan omkring 18.000 førsteårs studerende ikke påbegynde deres studier ved det universitet, de har valgt.
Following the restrictions imposed for the first time on Spanish universities, nearly 18,000 first year stu­dents will not be able to take up the studies they have chosen in the university of their choice.
De vil derfor blive nødt til enten at vælge andre fag, eller at skifte universitet.
They will be obliged either to choose alternative disciplines or change university.
Fakulteterne for informatik, telekommunikation og industriel ingeniøruddannelse er blandt de meste søgte fagområder.
The faculties of informatics, telecom­munication, and industrial engineering are amongst the subjects of greatest demand.
Klassiske fakulteter som lægevidenskab og veterinærvidenskab mærker også en voldsom vækst i tilgangen.
The classic faculties of Medicine, Veterinary Sciences are also faced with an enormous increase in demand.
Stillet over for denne situation har universitetsmyndighederne været nødt til at fremskaffe supplerende undervisningslokaler og til at foretage store udvidelser af lærerpersonalet.
Faced with this mass phenomenon, the university authorities have been forced to find supplementary lecture halls and employ a large number of extra staff.
DET FORENEDE
UNITED
Undervisningen skal mindst have en varighed af et år og foregå ved en anerkendt institution.
The course must have a minimum duration of a year and should be one given in a recognised institution.
Ordningen gælder også for studenter, der studerer i udlandet.
Students who are studying abroad can also benefit from this scheme.
Under den nye ordning får hver student (uafhængig af forældrenes indkomst) et tilskud med et grundbeløb, som erstatter deres familietilskud.
In this new system, each student will receive (irrespective of their parents' income) a basic grant which will replace their family allowance.
Grundbeløbet er på 595,41 Gylden pr. md. for studenter, der ikke bor hjemme og på 262,08 Gylden for dem, som endnu bor hos forældrene.
This basic grant amounts to 595,41 florins per month for those students who live outside the home and 262,08 florins for those who are still at home.
Tilskuddet skal ikke tilbagebetales.
This grant does not have to reimbursed.
De studerende kan også få yderligere tilskud med beløb, hvis størrelse afhænger af forældrenes indkomst, deres egen og deres samlevende partners indkomst.
The students may also be eligi­ble for further funding, the amount of which will vary according to : the parents' income, their own income, their partner's income.
Denne supplerende støtte kan tage form af et lån eller af et supplerende tilskud.
This additional funding will consist of a loan and a supplementary grant.
Det er kun lånet, som trækker renter, der skal betales tilbage efter studiets ophør.
Only the loan, which is interest­bearing, will need to be repaid after completion of stud­ies.
Beløbets størrelse afhænger af uddannelsens art og niveau.
The amount will vary according to the kind and level of training undertaken.
Eksamensgrader under den videregående (« Master » & « Bacherlor ») Undervisningsminister Deetman har foreslået at « Bachelor » titlen, der opnåes efter et ca. tre-årigt universitetsstudium og « Master » titlen, der omtrent svarer til en magistergrad, skal gives til studerende, der afslutter en videregående faglig uddannelse.
Mr DEETMAN, Minister of Education has proposed that the title of " Bachelor " be given to students gradu­ating from higher professional education.
De på gældende kandidater kan føje bogstavet « B » til deres
These gradu­ates will be able to add the letter " Β " to their name followed by two letters indicating their specialisation.
Organiserede studieophold i udlandet : Nogle foreløbige konklusioner fra en international vurdering
Organized study abroad : Some preliminary Findings of An International Evaluation
- De stillinger og de høje poster, som opnåes af mange, der har studeret i udlandet, er de bedste beviser for et programs succes -
- The jobs and high positions many study abroad graduates attain are among the most significant indicators of programme success -
- I omtrent 80 % af programmerne medfører studieophold i udlandet ingen forlængelse af de studerendes samlede studieforløb under den videregående uddannelse -
- In nearly 80 % of the programmes, study abroad never prolongs students' overall course of studies in higher education -
- 90 % af de udenlandske studieplaner bliver automatisk anerkendt trods betydelige forskelle i indhold og i bedømmelsesprocedurerne ved hver af de deltagende institutioner -
- Academic credit is automatically awarded in 90 % of the study abroad programmes, despite considerable differences in academic programme content and assessment procedures at each of the institutions participating —
Hvis JA, hvorledes er resultaterne og virkningerne og hvorledes er de opnået ?
- Financing student scholarships and academic staff travel are the two most crucial aspects for pro gramme survival -
Det europæiske Institut for Uddannelse og Socialpolitik (« the European Institute of Education and Social Policy ») har siden 1983 søgt dette spørgsmål besvaret i forbindelse med en sammenlignende vurdering, der foretages for et antal sponsorer i Europa og USA.' omfatter både akademiske studier og arbejde, der har fundet .sted i udlandet.
To cite two examples : no less than 70 % of over 1200 students who received a (more than 20-page) « pre-study abroad » questionnaire replied ; the response rate was nearly 100 % among programme directors who, in completing a « programme profile » questionnaire answered more than 1Õ0 questions about aims, development, organization, participants, major problem, successes and impacts of their respective study abroad programmes.
Ved vurderingen har som vigtigste undersøgelsesmetoder været anvendt spørgeskemaer og interviews, og besvarelsesprocenten har været høj.
Findings from the investigation are appearing in a collection of thematic, national, and cross- national/comparative reports.
Kernen i denne vurdering, der har titlen : « Study Abroad Evaluation Project» er 116 programmer for udenlands studieophold, der tilbydes af 49 institutioner i Den tyske Forbundsrepublik, Frankrig, Sverige, UK og USA.
Among the cases figuring in the report to the EC, the majority incorporate study abroad as a compulsory part of the degree programme.
« Organiserede » udvekslinger mellem enkelte institutioner blev valgt som genstand for undersøgelsen, fordi Kommissionen for de europæiske Fællesskaber siden 1970 i særlig grad har opmuntret til sådanne udvekslinger, som også har fået støtte på medlemsstats-niveau.
Consequently, participants in study abroad are actually recruited at the time of their selection into the degree programme. And this is a competitive process : in 65 % of the cases, only 1 student is admitted for every 5 who apply.
Der har på lignende måde af universiteter og læreanstalter i USA været gennemført udenlands-programmer under « ungdomsår »s arrangementer, i nogle tilfælde så tidligt som i 1950.
The results of foreign language screening and special interviews essentially determine who is admitted and who is not.
emneopdelte, nationale og tværnationalt sammenlignende rapporter.
WHAT ARE THE MOST IMPORTANT OBJECTIVES STUDY ABROAD ?
Organiserede studieophold i udlandet har trods betydelige forskelle i programmerne f. eks. med hensyn til nationale traditioner, institutionernes tilhørsforhold og fagområdernes fordeling følgende træk tilfælles :
Question : Are organized study abroad programmes successful in maximizing desirable effects and impacts of study abroad for the institutions and students involved ? If so, what are the effects and impacts, and how are they attained ?
Blandt de eksempler, der er nævnt i rapporten til Kommissionen indgår studieophold i udlandet i de fleste tilfælde obligatorisk i det akademiske studieforløb.
In the following article, American researcher Dr. Susan Opper reports on initial findings from an international project currently being conducted in Europe and the USA.
På denne måde rekruteres deltagerne i studieophold i udlandet i realiteten allerede på det tidspunkt, hvor optagelse i studiet finder sted.
Since 1983, the European Institute of Education and Social Policy has pursued the answer to this question, within the framework of a comparative evaluation con ducted on behalf of multiple sponsors in Europe and the United States. '.
I den konkurrence, der herved foregår, blev der i 65 % af tilfældene kun udtaget 1 studerende af hver 5, der ansøgte.
At the heart of the evaluation known as Study Abroad Evaluation Project, lie 116 study abroad programmes offered by 49 institutions in the Federal Republic of Germany, France, Sweden, the United Kingdom and the United States.
Resultaterne af prøverne i udenlandske sprog og af særlige interviews er navnlig afgørende for hvem, der bliver optaget eller ej.
« Organized » exchanges between individual institutions were selected for investigation because this type of arrangement, since 1970, has received particular encouragement from the Commission of the European Communities, and has been promoted at policy levels in various European countries as well.
Hvad ønsker man at få ud af et studieophold i udlandet ?
A similar model, in the form of junior year abroad programmes, has been practised by universities and colleges in the US, in some cases as early as the 1950's.