natgillin/translations-raw huggingface dataset:
Dette kapitel "Finansiering uf uddannelse" er kun en del uf del kapitel, der skal stå ι den regelmässige publikation, "Nøgletal for uddannelse i Den Europæiske Union". Kommissionen (Eurostat).
This chapter on the financing of education is only one part of the chapter which should appear in the regular publication Key
OECD og ί SESCO er i gang mcd at forsøge al udarbejde et fælles, meget omfattende spørgeskema.
OECD and UNESCO is being tested.
Del vil kunne give mere detaljerede oplysninger, der vil gøre del muligt at male den indsats, sumfundet (stater, regioner, husholdninger, virksomheder osv.) gor lil fordel for uddannelse tie < jr sammenligne strukturer hud, udgifter (fordelt på ttndenisningstype, udgiftsart osv.) og indtægter [fordelt ¡HI finansieringskilde, finan.sieringsmade oss: 1, På nus ærende tidspunkt er disse oplysninger endnu ikke til rådighed. Derfor indeholder dette kapitel kun nogle få data. der hovedsagelig er indsamlet af OECD (1992) i forbindelse med INFS-pnijektct. Alle data, kon og grafiske fremstillinger vedrørende uddannelsesudgifler omfatter bade offentlige og pris-ute udgifter, hvilkel dog ikke gælder for Tyskland. Irland.
It will be able to make more detailed information available, making it possible to measure the collective investment in education (by Member States, regions, households, businesses etc.), and to compare the make up of both income (by source of finance, method of financing etc.) and expenditure (by type of education, nature of expenditure etc. ).
Portugal og Det Forenede Kongerige, hvor kun de offentlige udgifter er tilgængelige.
All the statistics, maps and graphs of education expenditure include both the public and private sectors, except in the case of Germany, Ireland, Portugal and the United Kingdom, for which only public expenditure is available.
DE SAMLEDE UDDANNELSESUDGIFTER AFSPEJLER EN MEGET BETYDELIG INDSATS
TOTAL EXPENDITURE ON EDUCATION: _ A VERY SUBSTANTIAL INVESTMENT-
Det samlede belob til uddannelse d.vkker samtlige udgifter nausei finansieringskilde (offentlig eller privai).
The grand total of expenditure on education includes all expenditure, whatever the source of the funds (public or private).
Beregningen heraf gor det teoretisk set muligt at frigøre sig fra de store forskelle i finansieringsmåderne: i visse lande er det hovedsagelig staten, der finansierer uddannelse direkte eller indirekte. I ,indie lilla-Ide sikrer de regionale eller lokale myndigheder finansiering af uddannelse.
In theory, this calculation makes it possible to get away from the great diversity of methods of financing - in some Member States, it is the state which finances education in the main, whether directly or indirectly, while in others the regional or local authorities finance it directly.
Delle afh.enger naturligvis al uddannelsesomkostningerne (drifts- og investeringsudgifter), men også af hvor længe bornene går i skole.
The scale of this investment depends of course on the cost of education (revenue and capital) and also on the duration of schooling.
Irland, Portugal og Det Forenede Kongerige: offentlige udgifter.
Greece, Italy and Luxembourg: No data available.
Grækenland, Italien og Luxembourg: ingen tilgængelige data
Ireland, Portugal and the United Kingdom: Public expenditure only
Det absolutte belob for uddannelsesudgifterne (udtrykt i mio. ECU) afspejler både omfanget al medlemsstaternes investering i uddannelse og "uddannelsesaktivitetens" økonomiske betydning.
Hic s LI m total of expenditure on education, expressed in millions of ecus, reflects both the magnitude of the Member States' investment in education and the importance of education as an economic activity.
UDDANNELSESUDGIFTERNES ANDEL AF BNP ER RELATIVT STABIL
EDUCATION EXPENDITURE AS A PROPORTION OF GDP: RELATIVELY EQUAL SHARES
Uddannelsesudgifternes procentdel af BNP er udtryk for samfundets indsats på området i forhold til den nationale rigdom. Den angiver nemlig, hvor stor en del af den nationale rigdom (udtrykt ved det årlige bruttonationalprodukt), der "investeres" på uddannelsesområdet.
Education expenditure as a percentage of GDP gives an indication of total public sector investment in relation to national wealth; it shows the share of the national wealth produced annually (measured as GDP) which is "invested" in the education field.
Grækenland, Italien og Luxembourg: ingen tilgængelige data.
Ireland, Portugal and the United Kingdom: Public expenditure only.
Der kan mellem landene kun konstateres små udsving i uddannelsesudgifternes andel af BNP. Kvotienten svinger mellem 5,3% (Det Forenede Kongerige) og 6,1% (Danmark).
The differences between the proportions of the Member States' GDP spent on education are small, ranging from 5.4% in Germany to 6.1% in Denmark.
Udfl.innelsesttdgiften pr. indbygger er et andet mål for indsatsen på området.
Another way of measuring investment in education is the average expenditure per head of population.
Her ser man bort fra den større eller mindre nationale rigdom for at koncentrere sig om det, der kræves af hver europæisk borger for at finansiere uddannelsesudgifterne.
Here, the focus is on the amount demanded from the citizen in each Member State to finance education, regardless of relative national wealth.
INDBYGGER. ÅRET 1990/1991.
GRAPH G2: EDUCATION EXPENDITURE PER HEAD OF POPULATION, 1990/91
Tyskland: dalaene vetlrorer kun ile tidligere I antier Udelukkende offentlige udgifter.
Germany: Data reter only lo the old Lander.
Irland, Portugal og Del Forenede Kongerige: offentlige udgifter.
Greece, Italy and Luxembourg: No data available.
Grækenland, Italien og Luxembourg: ingen tilgængelige tlata
Ireland, Portugal and the United Kingdom: I'ublic expenditure only.
Der er langt storre forskelle ι uddannelsesudgifterne pr. indbygger, nemlig fra 404 ECU/indb. (Portugal) til 878 ECU/indbygger (Frankrig) dvs. variationer p.i mere end 100",,.
The fluctuations in education expenditure per head of population are much greater, ranging from ECU 404 per head in Portugal to ECU 878 per head in France, or twice as much.
Dette hænger frem for alt sammen med landets rigdom.
This is above all a function of national wealth.
De lande, der har en lav udgift pr. indbygger, er lovrigt de samme, der drager størst fordel af solidariteten inden for Unionen (isæi s ι,ι de aktiviteter, der finansieres af strukturfondene til fordel for uddannelse).
Those Member States with the lowest per capita expenditure are alsti those which are the greatest beneficiaries of solidarity within the European Union, in particular, actions financed by the Structural Funds to improve education.
UDGIFTER PR. INDBYGGER OG ANDELEN AF BNP, DER BRUGES PÅ UDDANNELSE, ER TO FORSKELLIGE MÅL FOR INDSATSEN PÅ OMRÅDET
EXPENDITURE PER HEAD OF POPULATION AND PROPORTION OF GDP DEVOTED TO EDUCATION: TWO DIFFERENT MEASURES OF INVESTMENT
SAMMENHÆNGEN MELLEM UDDANNELSESUDGIFTER PR.
CORRELATION BETWEEN EDUCATION EXPENDITURE PER HEAD OF
INDBYGGER OG UDDANNELSESUDGIFTERNES ANDEL AF BNP. ÅRET 1990/1991.
AND EDUCATION SHARE OF GDP, 1990/91
UDDANNELSESUDGIFTERNES ANDEI ΛΙ UNI'
EDUCATION EXPENDITURE AS SHARE OF GDP
Tyskland: oplysningerne vedrorer kun de offentlige udgifter og gælder kun for tie lulligere I,indel.
Germany: Data reter only to public sector expenditure and to the old Länder.
Grækenland, Italien og Luxembourg: ingen tilgængelige dala.
Greece, Italy and Luxembourg: Data not available.
Irland, Portugal og Det Forenede Kongerige: udelukkende offentlige udgifter.
Ireland, Portugal and the United Kingdom: Public sector expenditure only.
Selv om visse lande, herunder speciell Danmark og Frankrig, både bruger en stor anfiel aí UNI' på uddannelse og har en hoj udgift pr. indbygger, har andre medlemsstater en rel stor udgifl pr. indbygger, men en middel ellei lav andel i forhold til BNP (f.eks. Belgien og Tyskland); atter andre har en lav udgifl pr. indbygger lil trods for en stor andel i forhold til BNP (Irland).
While in some Member States ­ Denmark and France, in particular ­ investment in education represents both a considerable share of GDP and high expenditure per capita, in others ­ Belgium and Germany for example ­ it represents high expenditure per capita but an average or low investment in terms of GDP; others again, despite a major investment in terms til GDP (Ireland), have a low per capita expenditure.
UDGIFTERNES ART: DRIFTSOMKOSTNINGERNES VÆGT
NATURE OF EXPENDITURE: VERY LARGELY RUNNING COSTS
Grækenland, Italien og Luxembourg: ingen tilgængelige data.
Ireland, Portugal and the United Kingdom: Public sector expenditure only.
I visse lande dominerer de endda næsten helt, idel deres andel af uddannelsesomkostningerne faktisk varierer fra 90,8% til ΊΗ,ί > "„.
Within education expenditure, revenue accounts for the lion's share and, in certain Member States, practically all of it, ranging from 90.8% to 98.6%.
I den undervisningssektor, der har mange ansatte, er lønomkostningerne den vigtigste post i uddannelsesudgifterne.
As education is extremely labour­intensive, salaries and wages constitute the largest single element in the budget.
Men del skal bemærkes, at i de få medlemsstater, hvor disse oplysninger forelå (Danmark, Spanien, I r.inkrig, Nederlandene), udgør de kun fra 52% til 72% af driftsomkostningerne.
It should however be noted that in the few Member States for which information is available ­ Denmark, France, the Netherlands and Spain ­ these account for only 52% to 72% of running costs.
AF
O
Investeringsomkostningerne (eller kapitalomkostninger) vedrører de ressourcer, tier forbruges osei mere end él år (hovedsagelig bygninger og udstyr).
Capital expenditure, or investment, is what is spent on resources whose life extends beyond a financial year, mainly buildings and equipment.
Investeringskapaciteten begrænses samlet af driftsomkostningernes v.egt; det er imidlertid på sin pi.ids .il bemærke, at dens andel af uddannelsesudgifterne varierer i ekstrem grad: i Belgien er den meget beskeden (1,4%); generelt set varierer ¡nvesteringsandelen fra 5,4% i Nederlandene til 9,2% i Spanien, dvs. med op mod 100%.
The ability to undertake capital investment is generally limited by the amount required for revenue expenditure. It should however be noted that there are considerable differences in the relative proportions of capital to total expenditure; in Belgium, it is very small (1.4%), while the general range is from 5.4% in the Netherlands to 9.2% in Spain, or practically double.
Variationerne er ligeledes meget betydelige, når man ser på investeringsbeløbet i forhold lil indbyggertallet: fra 11 ECU/indbygger i Belgien til 66 ECU/indbygger i Tyskland og Frankrig.
There are again considerable variations when capital expenditure is looked at in relation to population, ranging from ECU 1 1 per head in Belgium to ECU 66 per head in France and Germany.
Budgetmæssigt kan investeringerne forekomme mindre "obligatoriske" end driftsudgifterne (især lønomkostninger), men det er hensigtsmæssigt al understrege, at investeringsbeløbe! er en betingelse både for lokalernes kvalitet (større vedligeholdelse) og etableringen af nye modtagelsesfacilileter for al imødekomme befolkningens flytninger eller stigningen i efterspørgslen efter uddannelse.
In budget terms, capital expenditLirc may be seen as less "obligatory" than revenue (staff salaries in particular), Imi ¡t is useful to bear in mind that its amount determines both the quality of premises (major maintenance) and new provision, to cope with movements of population and increased demand for education.
DEN ØKONOMISKE STØTTE TIL STUDERENDE PÅ VIDEREGÅENDE UDDANNELSER I DEN EUROPÆISKE UNION
FINANCIAL SUPPORT FOR STUDENTS IN HIGHER EDUCATION IN THE EUROPEAN UNION
Flere unge har i dag adgang til de videregående uddannelser; enhver elev med de nødvendige evner kan rent faktisk fortsætte på videregående studier.
The démocratisation of higher education implies that all pupils with the necessary ability should be able to go on to higher education.
Der er mange måder at gøre dette på: gratis undervisning; indirekte stolle og forskellige sociale fordele; tildeling af økonomisk støtte.
There are several ways in which this can be made possible, including free courses, indirect assistance and a variety of social benefits, including financial support.
I samtlige lande i Den Europæiske Union er der muligheder for at få stipendier og/eller lån. Den mest udbredte form for støtte er imidlertid stipendiet.
Every Member State of the European Union has some form of grants and/or loans scheme, with grants being the commonest form of assistance.
I de fleste lande er tildelingen af stipendiet knyttet til den studerendes økonomiske situation undtagen i Danmark og Nederlandene, hvor alle studerende kan modtage støtte fra staten.
In most Member States, the award of a grant is related to the student's financial circumstances, except in Denmark and the Netherlands, where all students may receive government funding.
UK tyskland: (al riden tie nye Lander; (lil inkl. de nye Länder.
Germany: lal Old Länder, (b) New Länder.
Det indkomstloft, tiver hvilkel tier ikke lamgere ydes økonomisk stötte, varierer fra land til land og er bestemmende for, hvor mange studerende der modtager støtte i hvert land.
The income levels up to which financial assistance is granted vary in the different Member States and influence the numbers of students supported in each of them.
I Tyskland (i de nye Länder), Luxembourg og Det Forenede Kongerige er der en hoj procentdel af de studerende, der modtager støtte (mellem 75% og 907,,).
In Germany (in the new Lander), Luxembourg and the United Kingdom, the percentage of students supported is considerable ­ between 75% and 90%.
Andelen af studerende, der modtager økonomisk støtte, er derimod lavest i Grækenland og Italien, nemlig under 10%.
The smallest proportions receiving financial assistance ­ less than 10% ­ are in Greece and Italy.
DE EUROPÆISKE BORGERE OG FREMMEDSPROG
EUROPEAN CITIZENS AND FOREIGN LANGUAGES
FLERSPROGETHED: ET VÆSENTLIGT TRÆK VED DEN EUROPÆISKE UNION
MULTILINGUALISM ­ AN IMPORTANT FEATURE OF THE EUROPEAN UNION
Den sproglige situation er i de fleste medlemsstater i Den Europæiske Union meie kompleks, eiu\ man umiddelbart skulle tro.
The language situation in most Member States of the European Union is more complex than it would appear at first glance.
I virkeligheden lever el flertal at europæiske lungere ikke i el etsproget samfund.
A majority of European citizens, in fact, do not live in a monolingual environment.
Flersprogethed er et udbredt fænomen i hele Fællesskabet.
Multilingualism is a widespread phenomenon found throughout the European Union.
Det er ikke en udtømmende oversigt over alle tie sprog, der tales i Don Europæiske Union, men et forsøg på at illustrere den sproglige forskellighed.
It does not claim to present a fully detailed picture of all the languages spoken in the European Union, but to illustrate its linguistic diversity.
Det er på ingen måde hensigten al give udliyk for ét sprogs betydning i forhold til et andet.
This does not in any way suggest that any language is more important than any other.
De fuldt optrukne linier viser udelukkende grænserne mellem medlemsstaterne.
A solid line indicates only the political frontiers between Member States.
Sprogområderne ei fordell tilnærmelsesvis i forhold til deres geografiske udstrækning.
Language areas are divided approximately according to their geographical extent.
Figurerne L6 og L7 viser udviklingen i fremmedsprogsundervisningen i løbet af den sidste halve snes år (1984­1994).
The development of foreign language teaching over the past two decades has been marked by a spectacular growth in the teaching of English.
Den skolepligtige periode er valgt, fordi det er i løbet af den periode, eleven erhverver sine første akademiske kundskaber, herunder sproglige kvalifikationer.
This language, which only 21% of the oldest age group know, has become a part of the lives of the youngest Europeans, 65% of whom have studied English. In two Member States, Denmark and the Netherlands, this proportion is over 90%.
I de to figurer er kun medtaget de såkaldt levende sprog eller fremmedsprog.
French as a foreign language comes second in nearly every Member State (Graph 3), except in Denmark and the Netherlands, where German is in second place.
Derfor er gælisk, luxembourgsk saml de regionale sprog ikke medtaget, selv om det i nogle lande er forudsat, at der undervises i dem.
Luxembourg, where French and German are the most widely-taught, stands out as an exception, as do the United Kingdom and Ireland, where French is the first foreign language.
I figurerne skelnes der mellem de obligatoriske eller valgfri fremmedsprog, der har været på skoleskemaet i en vis tid og dem, der stadig befinder sig på et overgangsstadium.
French has not increased as strikingly as English, holding a more or less steady course over the past 20 years in all Member States of the Union.
I tilfælde af nye forsøg med sprogundervisning af yngre elever viser diagrammerne også disse to muligheder: almindeligt udbredt forsøg eller netop påbegyndt forsøg.
French is even on the decline in Spain, with the youngest group (21%) learning French less than people of the preceding generation (27%).
Numrene 1, 2 og i refererer til første, andet og tredje fremmedsprog.
German, the third most popular foreign language in the Union, has increased as much as French, except in Denmark and the Netherlands, where it closely follows English.
Dette giver mulighed for at vide, hvor ni,inge sprog eleven tilbydes undervisning i.
In some other Member States, such as Greece, Spain, Italy and Portugal, German has always been a little-known language and this tendency has not been changed by today's young people.
PROCENTBEREGNING OVER ELEVER, DER LÆRER FREMMEDSPROG PÅ DET PRIMÆRE OG SEKUNDÆRE UNDERVISNINGSNIVEAU
In France, German shares second place with Spanish among the youngest group and in all of the age groups surveyed.
Undervisning på primært niveau
A wide gap between learning a foreign language and speaking it
Del fremmedsprog, der undervises mest i på det primære niveau er engelsk (fransk i de engelsk­talende lande).
A comparison of graphs L1 and L2 illustrates the gap between the foreign languages which citizens of the European Union have learned and those which they master sufficiently for purposes of conversation.
Det er muligt at blive undervist i andre sprog, men det sker meget sjældent: tysk i Spanien, Frankrig, Italien, Porlug.il og Skotland; spansk i Frankrig, Italien og Skotland; portugisisk og russisk i Frankrig; dansk i Tyskland.
In general, only half of those who learn a foreign language speak it well enough to hold a conversation.
I andre lande er der ingen valgmulighed: i Danmark, Nederlandene og Grækenland er engelsk første obligatoriske fremmedsprog på det primære niveau; i Belgien vælges mellem et af de nationale sprog (fransk, lysk og nederlandsk), og i Luxembourg vælges mellem tysk og fransk.
Those who claim to speak English, French or German fluently are considerably less numerous than those who say that they have learned these languages, regardless of age group.
I ile lande, hvor liere sprog er sideordnede, integreres disse i læseplanen som obligatoriske fag (Belgien, Irland) eller endda som undervisningssprog (Luxembourg, autonome regioner i Spanien).
Among the youngest group, for example, 65% have learned English, but only 41% speak it; 39% have learned French, but only 19% speak it; 21% have learned German, but only 10 % can speak it.
I Irland er der ikke fastsat noget fremmedsprog, selv om engelsk og gælisk er obligatoriske.
While only 11% of young people (15-24 years) have not learned any foreign language, 35% of them still lack oral skills.
Men i grønbogen om uddannelse Ira I'192 åbnedes (1er nye perspektiver for fremmedsprogsundervisningen på det primære niveau: 20% ai skolerne tilbød allerede fremmedsprog som valgfag (21% fransk, 5% tysk og 1% spansk).
This means that one third of young people today are incapable of conversing in a foreign language, although 89% have been taught at least one.
Blandt dem der lærer engelsk, når de danske skolebørn (36%) og de nederlandske (32%) op på de hojeste procenttal.
The EUROBAROMETER survey demonstrates a direct relationship between foreign language learning by European Union citizens and their income levels.
Forklaringen på dette er den lange tradition for obligatorisk engelskundervisning i Danmark og Nederlandene.
This holds true mainly for the three foreign languages most commonly learned in the European Union.
To andre lande har ligeledes en ret hoj procentdel skolebørn, der lærer engelsk (Portugal med 22% og Spanien med 14%).
This situation is found throughout the Union, except in Denmark and the Netherlands.
Denne situation skyldes sandsynligvis indførelsen af nye bestemmelser vedrorende sprog i forbindelse med deres globale uddannelsesreformer.
In Denmark, for example, the percentage of people with a command of foreign languages is very high among both those with high incomes (more than 90% for English and 88% for German) and the less well-off (more than 65% for English and 58% for German)-'.
Bil DK
Page 83
Fransk Sprogsamfund lomfatter den tysktalende del al Heini
European citizens' knowledge of foreign languages is also influenced by their level of education.
I den fransktalende del af Belgien er delle tal 41% tor undervisning­n , nederlandsk.
20 years and over age on completion of education
PLADS
16-19 years
EUROPÆISKE
Page 84
Undervisning på sekundært niveau
THE TEACHING OF FOREIGN LANGUAGES DURING COMPULSORY EDUCATION: A BRIEF HISTORICAL OVERVIEW
På det sekundære niveau er engelsk stadig det første fremmedsprog, der undervises mest i.
Foreign language teaching at preschool level is however practically non-existent.
Den Europæiske Unions øvrige, officielle sprog har en klart mindre fremtrædende plads i læseplanerne.
Parents who want to introduce their children to modern languages must look to other structures outside the state education systems, either private education or official foreign schools (French, English or German schools, etc.).
I Den Europæiske Union lærte 83% af eleverne på den almene linie af det sekundære niveau engelsk i 1991/1992.
Teaching of foreign languages begins properly speaking at primary level in all Member States of the Union.
Langt færre af eleverne valgte et af de øvrige fremmedsprog: 32% valgte fransk, 16% tysk og kun 9% spansk.
Between the ages of 8 and 10 (except in Northern Ireland, at age 12, and in Luxembourg, at age 6), nearly all European pupils have begun the study of a foreign language, usually English.
Figur III viser udbredelsen af engelsk­undervisningen i alle medlemsstaterne.
Foreign language teaching continues to be a subject of interest to education authorities in several Member States.
I nogle få lande (Danmark, Tyskland, Spanien og Nederlandene) la­rer over 90% af eleverne engelsk.
In France, an initial "controlled" experiment was introduced at national level at the beginning of the academic year 1989/90, involving pupils aged 9 and 10.
I ransk indtager imidlertid førstepladsen i den flamsktalende del af Belgien (98%), i Irland (69%) og Del Forenede Kongerige (59%) (figur L12).
During 1992/93, 16% of children aged 9 and 37.9% of those aged 10 were targeted.
Fransk indtager andenpladsen for de fremmedsprog, tier la­res (figur L12), men disse procenttal dækker over store udsving i forhold til engelsk.
In Scotland, since 1993, children aged 10 to 12 have for the first time been able to learn a foreign language under a pilot scheme.
I Nederlandene lærte over en tredjedel af eleverne Iransk ι skoleåret 199l/l992. I Tyskland, Italien og Portugal fik mellem 23% og 33% franskundervisning.
From the beginning of 1995/96, all French pupils in the cours élémentaire (age 7) in the primary schools will have 15 minutes each day of introduction to foreign languages using audio­visual techniques.
De laveste tal finder man i I ),inni,irk og Spanien med hhv. 8% og 10%.
GRAPH L6: FOREIGN LANGUAGE LEARNING IN THE COURSE OF COMPULSORY EDUCATION,1984
BELGIEN il lan.sk Sprogsamfund)
■ FOREIGN LANGUAGE COMPULSORY
Som det er tilfældet på det primære niveau, afspejler ændringerne i udbuddet af fremmedsprog ofte uddannelsen af undervisere.
United Kingdom (1994): In Wales, pupils ages 14 to 16 years do not have a compulsory foreign language.