natgillin/translations-raw huggingface dataset:
Undervisningsministeriet har etableret et projekt på om rådet - "SKODA - SKOlernes DAtabaseservice".
The Ministry of Education has established a project in the area: SKODA - short for "SKOlernes DAtabaseservice" (the Database Service of the Schools).
Formålet er at give skolerne adgang til en række eksterne databaser så let og billigt som muligt og at søgesystemerne så simple som muligt. Skoda fungerer som gateway til en række databaser, som er specielt velegnede til skolebrug, og til et konferencesystem med forskellige muligheder.
It is the aim of this project to give the schools access to a great number of external databases as easily and cheaply as possible and to make the search systems as simple as possible. SKODA functions as a
Projektet drives indtil videre med støtte fra staten, men det er meningen, det på længere sigt skal være selvfinansierende.
The project has sofar been run with financial support from the State, but it is the intention that it shall in the long-run be self-financing.
Tilsvarende pædagogiske kommunikationsprojekter er etableret og tilbydes skolerne som forsøgs- og udviklingsprojekter til en reduceret pris af fx Danmarks Lærerhøjskole under INFA-pro-jektet og hardwareproducenterne IBM og Apple.
Similar pedagogical communication projects have been established and are offered to the schools as innovation and development projects at reduced prices by for instance the Royal Danish School of Educational Studies under the INFA-project and by the hardware producers IBM and Apple.
Hermed har skolerne mulighed for at etablere kontakt til andre skoler både inden for og uden for landets grænser.
The schools thus have a possibility of establishing contacts to other schools both within and outside of the country's borders.
EVALUERINGSSYSTEMER
EVALUATION SYSTEMS
I forbindelse med en ændring af folkeskoleloven i efteråret 1992 forventes det, at der nedsættes et Folkeskoleråd som afløser for det eksisterende Folkeskolens Udviklingsråd (ophører den 31. juli 1992).
In connection with a change in the Act on the Folkeskole which will be made in the autumn of 1992, it is expected that a Folkeskole Council will be set up to replace the existing Innovation Council of the Folkeskole (which will discontinue its activities as from 31 July 1992).
Folkeskolerådet forventes nedsat administrativt, og det skal dække hele folkeskolens virksomhed.
The Folkeskole Council is expected to be set up administratively, and it shall cover the whole activity range of the Folkeskole.
Folkeskolerådet får som opgave at vurdere udviklingen i folkeskolen og på baggrund heraf rådgive undervisnings- og forskningsministeren .
The Folkeskole Council will be given the task of assessing the development in the Folkeskole, and on the basis of this it shall advise the Minister of Education and Research.
Folkeskolerådet vil kunne tage initiativ til gennem informationsvirksomhed at fortsætte formidlingen af resultaterne og erfaringerne fra Udviklingsprogrammet for Folkeskolen (198892) .
The Folkeskole Council will be able to take the initiative for a continuation of the dissemination of the results and experience from the Innovation Programme of the Folkeskole (1988-92).
Det vil desuden bl.a. kunne indstille til ministeren, at fremme iværksættelsen af udviklings- og forskningsprojekter, og til at der ydes støtte til lokalt tilrettelagte forsøgs- og udviklingsarbejde.
It will furthermore be able to recommend to the Minister that he promotes the implementation of development and research projects and that support be granted to locally
GYMNASIET OG HF
THE GYMNASIUM AND HF
VIDEREUDVIKLING AF ANVENDELSEN AF NIT
THE FURTHER DEVELOPMENT OF THE USE OF NIT
Alle gymnasier og hf-kurser er omfattet af lovens bestemmelser om, at NIT er obligatorisk i alle fag; det er imidlertid et problem på enkeltfagskurserne, at NIT risikerer at stå som enkeltstående fænomen, adskilt fra en faglig sammenhæng, fordi brugerkurset kun er obligatorisk ved en fuld, samlet hf-eksamen.
All Gymnasia and HF-courses are comprised by the provisions of the act to the effect that NIT is obligatory in all subjects; it is however a problem at the single-subject courses that NIT risks to stand out as an isolated phenomenon separated from a subjectrelated context, because the user course is only obligatory at the full HF-examination courses.
Desuden er der det særlige aspekt ved enkeltfagskursisterne, at de normalt kun deltager i et eller to fag.
It is furthermore characteristic of the single-subject students that they normally only attend one or two subjects.
Det betyder, at NIT-integrationen bliver vanskelig at gøre til et generelt træk i deres undervisningsforløb.
This means that it will be difficult to make the NIT-integration a general feature in their course of study.
Der er ikke yderligere lovgivningsinitiativer på vej ; men der er iværksat forsøg med at indføre anvendelse af NIT ved eksamen.
There are no further legislative initiatives in the pipeline; but experiments have been initiated with the introduction of the use of NIT at examinations.
Især rejser brug af NIT ved den skriftlige eksamen, hvor der stilles central udformede opgaver, en række pædagogiske og praktiske problemer, som Gymnasieafdelingen forsøger at få belyst, således at der kan laves regler om brug af NIT ved eksamen i 1993.
The use of NIT at the written examinations, where the examination questions are drawn up at central level, is in particular raising a number of pedagogical and practical questions which the Department of Upper Secondary Education is trying to throw a light on so that regulations can be laid down for the use of NIT at the examinations in 1993.
Der er ikke planlagt initiativer vedrørende pige/drenge-problematikken, men i alle fag er det et af målene for opfølgningen af integrationen af NIT at belyse denne problemstilling.
There are no plans of any initiatives concerning the girl/boy issue, but in all subjects it is one of the aims of the followup of the integration of NIT to throw a light on this issue.
Omfanget af hardwaresystemer
The extent of hardware systems
Forår '92 udskiftning af forældet udstyr skal ske.
It is the school owners who lay down the financial framework for the operation of the schools.
De faldende priser på hardware og den øgede bevidsthed om, at det er nødvendigt med tidssvarende udstyr på undervisningsinstitutionerne peger på en positiv udvikling, selvom der er langt til en tilfredsstillende dækning med udstyr på gymnasie- og hf-området.
The falling prices on hardware and the increased awareness of the necessity of up-to-date equipment at the educational institutions point towards a positive development, although there is quite a way to go before the general upper secondary level is fully equipped with NIT.
Der er to helt parallelle udviklinger, den ene i retning af DOS-baseret, IBM-kompatibelt udstyr, den anden i retning af Macintosh-udstyr.
There are two totally parallel developments: one in the direction of DOS-based, IBM-compatible equipment, the other in the direction of Macintosh equipment.
På længere sigt er der næppe et kompatibilitetsproblem .
In the long term, this is not likely to cause any problems of compatibility.
Der er - så vidt det foreligger oplyst (november 1991) - lige så mange skoler, der anvender netværksløsninger, som dem, der anvender stand-alone maskinkonfigurationer.
As far as it is known (November 1991), there are just as many schools that use network solutions as there are schools using stand-alone machine-configurations.
Der vil sikkert blive tale om mere udbredt brug af standard software-systemer (Windows-applikationer og lignende integrere de systemer).
There will no doubt be a more general use of standard software systems (Windows-applications and similar integrated systems).
Samtidig udvikles der på gymnasieområdet enkelte fagspecifikke programmer, som udbydes af få - ikke særligt store - producenter. ter.
At the same time, a few subjectspecific programs are being developed at general upper secondary level which are supplied by few - not particularly big - manufacturers.
ORGANISERING AF UNDERVISNINGEN
ORGANIZATION OF THE TEACHING
Dette er meget forskelligt, der er både den generelle NIT-undervisning og den fagspecifikke NIT-undervisning.
The organization of the teaching differs to a great extent: there are both the general NIT-instruction and the subjectspecific NIT-instruction.
Sammen hænge, hvor NIT er undervisningens genstand, adskiller sig fra sammenhænge, hvor NIT er undervisningsmidlet.
Connections where NIT is the subject of the in struction differ from connections where NIT is the teaching aid.
Der udføres for tiden forsøg med differentieret undervisning, ikke kun hvad angår metoden, men der er tale om en bevidst indsats hvad angår
Experiments are being made with differentiated teaching not only
Forår '92 det faglige niveau og indhold.
when it comes to the methodology - but it is a question of a conscious effort when it comes to the subjectrelated level and content.
Den grundlæggende antagelse er, at en pædagogisk og fagligt forsvarlig anvendelse af NIT kan være et meget vigtigt instrument i udviklingen af nye undervis ningsmetoder .
The basic assumption is that a proper use of NIT seen from a pedagogical and subjectrelated point of view may be a very important instrument in the development of new teaching methods.
LÆSEPLANSUDVIKLING
CURRICULUM DEVELOPMENT
Læseplansændringer/-udvikling gennemføres af Gymnasieafdelingen i alle fag som et led i det centrale pædagogiske tilsyn.
Changes to and development of curricula are carried out by the Department of Upper Secondary Education in all subjects as an element of the central pedagogical control.
UDVIKLING AF LOKALEINDRETNING OG PÆDAGOGIK
THE FITTING UP OF CLASSROOMS AND PEDAGOGICS
Den hidtidige idé med et datalokale vil givetvis blive afløst af en skoleindretning med skriveværksteder og flere decentrale maskiner.
The idea of a computer room which has existed sofar will no doubt be replaced by an idea where schools are fitted up with writing workshops and several decentral machines.
Hertil kommer faglokale-udstyr.
To this should be added special subject-room equipment.
Det er ikke med henvisning til NIT at skemaet/skoledagen formodentlig vil komme til at se anderledes ud.
It is not because of NIT that the timetable/school day will no doubt get to look differently.
I en anderledes tilrettelagt undervisning - formodentlig bygget på erfaringer fra forsøg med differentieret undervisning og anvendelse af en ændret pædagogik - vil NIT have sin naturlige plads som et blandt mange indlæringsmedier.
In a differently organized teaching - more than likely built on experience gained from experiments with differentiated teaching and the use of different pedagogics - NIT will have its natural place as one among many learning media.
At gennemføre NIT på tværs gennem uddannelserne, så alle elever får samme og bedre muligheder end i dag for at anvende NIT i hele systemet.
To implement NIT across course boundaries so that all students have the same or better possibilities than today of using NIT in the whole system.
Lærernes kvalifikaktioner skal revurderes med henblik på at sætte dem i stand til at anvende NIT pædagogisk og fagligt forsvarligt.
The qualifications of the teachers must be reevaluated with a view to enabling them to use NIT in a proper way seen from a pedagogical and subjectrelated point of view.
Det skal tilstræbes, at datavejleder-ideen følges op af, så der
It must be endeavoured that the computer counsellor idea is
Forår '92 skabes en reel ekspertise på hver skole ­ både på det tekniske og det pædagogisk/faglige plan.
followed up so that an actual expertise is created at each school - both at the technical and at the pedagogical/subject-related level.
Der skal udvikles lokale NIT­handlingsplaner for hver skole.
Local NIT-action plans shall be developed for each school.
Ansvaret for, at de opstillede mål opfyldes, skal gøres klart for skolernes ejere.
The responsibility for achieving the aims set shall be made clear to the school owners.
Det internationale aspekt af NIT­arbejdet og udviklingen i anvendelse af NIT i undervisningen skal fremmes.
The international aspect of the NIT-work and the development of the use of NIT in the teaching shall be encouraged.
KVALITETSUDVIKLINGSPROJEKTET ­ OPFØLGNING
THE QUALITY DEVELOPMENT PROJECT - FOLLOW-UP
EDB­arbejdspladser
Edp-workstations
Der bør optages forhandlinger med amterne (ARF) om, hvorledes udbygningen af edb­arbejdspladser organiseres og finansieres.
Negotiations should be taken up with the counties (ARF) on how the extension of the edp-workstations is to be organized and financed.
Der opstilles et specifikt mål for antallet af elever pr. edb­arbej dspladser.
A specific target shall be set for the number of students per edp-workstation.
Der bør herunder specielt sikres, at lærerne får mulighed for at forberede sig på integrationen af NIT i fagene ved at det nødvendigt maskinel opstilles på skolernes pædagogiske værk­steder eller i lærernes forberedelsesrum.
In this context it should be particularly emphasized that it should be possible for the teachers to prepare themselves for the integration of NIT into the subjects in that the necessary hardware is installed in the pedagogical workshops of the school or in the teachers' preparation rooms.
NIT i læseplaner
NIT in the curricula
GYM bør tage initiativ til at NIT skrives ind i samtlige læseplaner.
The Department of Upper Secondary Education should take the initiative to incorporate NIT in all curricula.
Det bør enten ske i form at tillæg til eksisterende læseplaner eller i form af udarbejdelse af helt ny læseplaner.
This should either be done in the form of supplements to the existing curricula or in the form of the elaboration of totally new curricula.
Gym bør ligeledes sikre, at der er sammenhæng mellem under­visningen i og brugen af NIT i gymnasiet/hf og det øvrige uddannelsessystem.
The department should also see to it that there is a connection between the teaching and the use of NIT in the Gymnasium/HF and that of the remaining education system.
Forår '92
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GYM bør tage initiativ til, at der udbydes NIT-kurser inden for alle faggrupper.
initiative to organize NIT-courses within all subject groups.
Kurserne skal have et pædagogisk/didaktisk indhold i højere grad end et tekniske.
The courses shall have a pedagogical/didactical content rather than a technical one.
Kurserne bør tilrettelægges i samarbejde med skoleejerne og tage udgangspunkt i den enkelte lærers daglige undervisning.
The courses should be organized in cooperation with the school owners and take their point of departure in the everyday teaching of the individual teacher.
Igangsættere
"Locomotives"
Foruden kurserne for de "almindelige" lærere bør GYM sikre, at der efteruddannes lærere i NIT, der regionalt kan virke som igangsættere og inspiratorer for lærerne/skolerne.
In addition to the courses for "ordinary" teachers, the Department of Upper Secondary Education should ensure that inservice training courses are organized for NIT-teachers who can at regional level act as locomotives and sources of inspiration for the teachers/schools.
Forsøgs- og udviklingsarbejde
Innovation and development work
Undervisningsministeriet bør sikre, at det fortsat er muligt at sætte forsøgs- og udviklingsarbejder, hvor man fokuserer på integration af NIT i undervisningen.
The Ministry of Education should ensure that it will continue to be possible to initiate innovation and development work which focuses on the integration of NIT into the instruction.
HVOR PEGER UDVIKLINGEN HEN
WHICH DIRECTION WILL THE DEVELOPMENT TAKE?
En fortsat udvikling kræver naturligvis, at der faktisk er til strækkelig med maskiner til rådighed for eleverne og lærerne.
A continued development will of course require that there actually is an adequate number of computers available for the students and teachers.
Skolerne vil formodentlig efterhånden indrette sig i over ensstemmelse med anbefalingen fra Undervisningsministeriets Kvalitets Udviklings Projektet (KUP).
The schools will no doubt gradually comply with the recommendations of the Quality Development Project (KUP) of the Ministry of Education.
Sideløbende med skolernes anskaffelse af NIT-udstyr vil der blive anskaffet computere i flere og flere private hjem, dels som følge af de faldende priser, men ikke mindst fordi NIT er blevet en integreret del af samfundslivet uden for skolen.
Parallel with the schools' purchases of NIT-equipment, computers will be bought in more and more private homes - to some extent as a consequence of the falling prices but not least because of the fact that NIT has become an integrated part of social life outside school.
Der kan så forudses den situation, at eleverne for at få de samme muligheder for at anvende NIT i skolen som de har hjemme,
We may then anticipate a situation where students - in order to get the same possibilities to use NIT in school as they have at home - will make demands for a larger number of workstations at
Forår '92 vil stille krav til antallet af arbejdspladser på undervis ningsinstitutionerne.
the educational institutions.
Eller måske bliver det forældrene, der kanaliserer dette ønske via skolebestyrelserne.
Or perhaps it will be the parents who communicate this wish via the school boards.
Om få år vil eleverne med rette kunne forvente at have mulighed for at anvende datamaskiner til skriftlig eksamen.
In a few years' time the students will rightly be entitled to expect to be able to use computers for the written examinations.
Et sådant ønske vil være svært at afvise.
Such a wish will be difficult to turn down.
Den debat om ny teknologi, som NIT i undervisningen har afstedkommet har sine lighedspunkter; da båndoptagere og grammofonplader blev almindelige som støtte for sprog- og musikundervisningen, krævede det en ændret pædagogik.
The debate about new technology, which NIT in education has given rise to, offers many points of resemblance; when tape recorders and grammophone records became common as a support for the language and music instruction, it required changes in the pedagogics.
De andre audio-visuelle pædagogiske hjælpemidler har også fundet deres naturlige plads i undervisningen - og en tillempelse af pædagogiske metoder.
The other audiovisual pedagogical aids have also found their natural place in the teaching - and an adaptation of the pedagogical methods.
Da videomaskinerne kom, var debatten livligere, måske fordi mulighederne var flere.
When the video-machines came, the debate was livelier - maybe because there were more possibilities.
For NIT i undervisningen er problemet paradoksalt nok, at man pludselig kan så utrolig meget.
For NIT in education the problem is paradoxically enough that it is all of a sudden possible to do so many things.
Ofte kan eleverne betjene udstyret bedre end lærerne, hvilket selvfølgelig er en uvant situation.
The students are often better at using the equipment than the teachers which of course is an unaccostumed situation.
I alle tilfælde er det forståeligt, at NIT netop ved at åbne uanede muligheder også skaber store indkøringsvanskeligheder.
Under all circumstances, it is understandable that NIT by the mere fact that it creates unknown possibilities also gives rise to great initial difficulties.
Konklusionen er, at en af hindringerne for et gennembrud for NIT i undervisningen er lærernes uddannelse, der skal sætte dem i stand til at integrere NIT.
The conclusion is that one of the obstacles for a breakthrough for NIT in education is the teachers' training which is to enable them to integrate NIT.
Mulighederne for at anvende NIT i undervisningen er mangfoldige, men samtidig svære at spå om, da udviklingstakten er uløseligt knyttet til de økonomisk/politiske vilkår.
The possibilities of using NIT in education are legio but at the same time they are difficult to prophesy, as the rate of development is very closely connected with the economic/political conditions.
En mulighed er naturligvis, at skolerne opgiver at følge med udviklingen og lader eleverne købe deres udstyr selv.
One possibility is of course that the schools give up following the development and let the students buy their equipment themselves.
Det er dog næppe en realistisk mulighed.
That is however hardly a realistic possibility.
En mere realistisk mulighed er anvendelse af allerede eksisterende netværk, så skoler på alle under visningsniveauer kunne blive tilkoblet, fx via telefonnettet. Det ville give en forholdsvis prisbillig og nem adgang til en mængde faciliteter (både fagprogrammer, standardprogrammer og databaser) fra hvert undervisningslokale via skolens netforbindelse.
A more realistic possibility is the use of already existing networks so that schools at all levels of the education system can be connected, for instance via the telephone network.
Der ville også være den fordel, at eleverne hjemmefra kunne koble sig til undervisningsnettet.
It would also be an advantage that the students could gain access to the teaching network from home.
Der ville være nogle
There would be
Det er meget kostbart at undlade at investere i de færdigheder, som vil være en vigtig råvare i fremtiden.
It is very expensive to omit to invest in the skills which will be an important raw material in the future.
Informationsteknologien er et erhvervsområder med stærk vækst.
The information technology is an industrial area in rapid growth.
Automatisering af produktionen og af mange serviceområder kræver mere og mere specialiseret viden.
Automation of the production and of many service areas requires more and more specialized knowledge.
Ved at bruge elevernes nysgerrighed, kreativitet og uimponerethed sammen med lærernes professionelle evne til at kanalisere viden og skabe erkendelse, kan vi undgå at devaluere den vigtige råvare, som kvalificeret uddannelse repræsenterer.
By using the curiosity, creativity and lack of awe of the students together with the teachers' professional skill to communicate knowledge and create perception, we can avoid to devaluate the important raw material which qualified training represents.
Integrationen af NIT i undervisningen tager tid, og de lærere, der anvender NIT, må ikke være solister.
The integration of NIT into the teaching takes time, and the teachers who use NIT must not be solo artists.
NIT er en opgave for hele skolen.
NIT is a task for the entire school.
Derfor er det vigtigt, at skolerne fortsat beholder evnen til omstilling til nye krav og muligheder.
It is therefore important that the schools maintain the ability to adapt to new requirements and new possibilities.
Hertil hører ikke mindst, at skolerne fortsat har mulighed for at iværksætte forsøgs- og udviklingsarbejde.
This especially implies that it continues to be possible for the schools to initiate innovation and development work.
Disse aktiviteter er en meget vigtig del af lærernes efteruddannelse.
These activities constitute a very important part of the inservice training of the teachers.
Forskellen på drenge og pigers forhold til NIT løses bedst ved, at NIT indgår på alle niveauer af uddannelserne og i alle fag.
The difference between boys' and girls' relationship to NIT will be best solved in that NIT is integrated at all levels of the courses and in all subjects.
Især er det vigtigt, at NIT indføres tidligt i skoleforløbet, så det er lettere at sikre, at alle elever stilles lige i anvendelsen af den ny teknologi.
It is in particular important that NIT is introduced early in the schooling. Then it is easier to ensure that all pupils are equal in relation to the use of the new technology.
Afsnit l
Chapter 1
"Folkeskolen i de enkelte kommuner 1990/91" Undervisningsministeriet, Folkeskoleafdelingen, Juni 1991
"Folkeskolen i de enkelte kommuner 1990/91" (The Folkeskole in the individual municipalities 1990/91) Ministry of Education, Department of Primary and Lower Secondary Education, June 1991
Forslag til finanslov for 1992
"Forslag til finanslov for 1992" (the finance bill for 1992)
Afsnit 2
Chapter 2
"Betænkning nr. 666 om edb-undervisning i det offentlige ud dannelsessystem" , Johnsen-rapporten Undervisningsministeriet, 1972
"Informatik i skolens fag - INFA-rapport 1985-89" (Informatics in the subjects of the school - INFA-report 1985-89) Royal Danish School of Educational Studies, 1989