natgillin/translations-raw huggingface dataset:
Heri nævnes principperne for pilotaktionen "regionale og lokale beskæftigelsespagter", som Kommissionen iværksatte for årene 1997-1999, og der gives en orientering om mulighederne for sådanne pagter i forbindelse med de nye prioriterede mål for strukturfondene.
This document reaffirms the principles of the pilot scheme run by the Commission between 1997 and 1999 ("Territorial pacts for employment") and gives some indications of how this type of approach may be integrated into the new priority Objectives of the Structural Funds.
Vejledningen omhandler specielt:
More particularly, it re-emphasises the following:
Vejledningen foreligger i øjeblikket på engelsk, fransk og tysk (og snart også på de andre officielle sprog) på Inforegio-webstedet : < http://www.inforegio.cec.eu.int/pacts/fr/ biblio.html > . Samme vejledning kan bestilles på fax nr.: +32 2 296 60 03. - de konsekvenser, iværksættelsen af Amsterdam-traktatens afsnit om beskæftigelsen har for de nationale myndigheder i deres forbindelser med de regionale og lokale aktører
This guide is currently available in English, French and German (and soon in all the official languages) on the Inforegio website, at this address: < http://www.inforegio.cec.eu.int/pacts/fr/ biblio.html > , or can be obtained by fax from +32 2 296 60 03. - how the implementation of the Employment Title in the Treaty of Amsterdam will affect the dealings of the national authorities with regional and local operators;
Nyhedsbrev December 1999
European Union
Uddrag af forordningen om vedtagelse af generelle bestemmelser for strukturfondene 2000-2006
Extracts from the Regulation laying down general provisions on the Structural Funds 2000-06
Europa-Kommissionen vedtog den 24. november et forslag til forordning om informations- og PR-foranstaltninger, der skal gennemføres i medlemsstaterne for at gøre strukturinterventionerne synlige i perioden 2000-2006.
On 24 November the Commission adopted a draft Regulation on information and publicity measures to be taken by the Member States over the period 2000-06.
Formålet med forordningen er at informere modtagerne af strukturfondsmidler mere tydeligt og bevidstgøre borgerne om den rolle, EU spiller for udviklingen af regionerne.
The aim of this regulation is to provide clearer information to the beneficiaries of the Structural Funds and to raise public awareness of the role played by the European Union in regional development.
"forvaltningsmyndigheden er ansvarlig for overholdelse af forpligtelserne med hensyn til information og PR­aktivite­ter."
"... the managing authority ... shall be responsible for... compliance with the obligations concerning information and publicity..."
Kommissionen ønsker, at medlemsstaterne, programlederne og de lokale folkevalgte repræsentanter aktivt medvirker til at videreformidle information til støttemodtagere og potentielle aktører i forbindelse med foranstaltninger, der medfinansieres af EU's strukturfonde.
This implementing regulation is based on Article 46 of the general regulation governing the Structural Funds, which makes the Member States primarily responsible for information and publicity. A key provision is the proposal of a common methodology and approach which respect the particular situation of each country.
forvaltningsmyndigheden har ansvaret for at informere:
"... the managing authority shall be responsible for informing:
"a) de potentielle endelige støttemodtagere, erhvervs­organisationerne, arbejdsmar­kedets parter og erhvervs­livets interesseorganisationer, ligestillingsorganisationeme samt de relevante ¡kke­stats­lige organisationer (NGO'er)" om de muligheder, interven­tionerne rummer.
(a) potential final beneficiaries, trade and professional bodies, the economic and social partners, bodies promoting equality between men and women and the relevant non-governmental organisations about the opportunities afforded by the assistance;
Et af de vigtigste elementer ved forordningen er udarbejdelsen af en "kommunikations­plan".
The introduction of a "communications plan" is one of the key components of this regulation.
De informations­ og PR­foranstalt­ninger, der iværksættes i medlemsstaterne, skal fremstå i en struktureret form for hvert operationelt program eller hvert samlet programmeringsdokument. Foranstalt­ningernes mål, målgrupper, art og strategi skal angives, og der skal opstilles et foreløbigt budget.
The information and publicity measures put in place by the Member States will be presented in a structured form for each Operational programme or single programming document, clearly setting out the aims and target groups, the content and strategy of the measures, and an indicative budget.
For at Kommissionen fuldt ud kan spille sin rolle som igangsætter og støtteyder anmodes de myndigheder, der forvalter programmerne, desuden om at udpege en person med ansvar for koordinering og opfølgning af informationsforanstaltninger.
So that the Commission can fully discharge its duty to provide coordination and support, the programme management authorities are also requested to designate a person responsible for coordinating and monitoring communications measures.
De steder, hvor projekterne gennemføres, skal der ligesom tidligere opsættes skilte med EU­logo og information om den økonomiske støtte fra EU.
As in the past, billboards mentioning the Union's financial contribution and displaying the European emblem will have to be erected on all project sites.
Nyt mål 2: godkendelse af støtteberettigede omrader i perioden 2000-2006
New Objective 2: approval of the areas eligible for 2000-2006
Kommissionen har for nylig truffet en række principbeslutninger om lister over et foreløbigt antal områder, der i perioden 2000-2006 vil kunne modtage støtte fra strukturfondene til økonomisk og social omstilling (mål 2).
The Commission recently took decisions of principle on a first series of lists of areas undergoing economic and social conversion which will benefit under Objective 2 of the Structural Funds in 2000-06.
Listerne, der dækker områder i Tyskland, Belgien, Nederlandene, Finland og Danmark, er opstillet af Kommissionen i tæt samarbejde med medlemsstaterne.
The lists concern Germany, Belgium, the Netherlands, Finland and Denmark.
Rent konkret har Kommissionen analyseret medlemsstaternes forslag på baggrund af forordningens bestemmelser. melser.
The lists were drawn up by the Commission in close cooperation with the Member States, with the Commission analysing their proposals in the light of the provisions of the Regulation.
endeligt vedtage de lister, der skal anvendes frem til udgangen af 2006.
will definitively adopt the lists, which will remain in force until the end of 2006.
Medlemsstaterne får derefter fire måneder til at fremlægge deres regionale programmeringsdokumenter. Der vil i slutningen af 2003 kunne foretages tilpasninger for at imødegå uforudsete krisesituationer i ikke-støtteberettigede områder.
Member States will then have four months to put forward their regional programming documents.
Disse landes lister forventes godkendt i de kommende uger.
The proposed lists had also to cover the four categories of areas envisaged: industrial, rural and urban areas and those dependent on fishing.
I alt 18% af EU's befolkning vil blive omfattet af mål 2-interventioner.
Lastly, each proposed area had to be sufficiently large to permit integrated strategic programming.
Det skulle først og fremmest sikres, at loftet for de støtteberettigede befolkninger pr. land ikke var overskredet.
Seven other Member States are also concerned with Objective 2: the United Kingdom, Spain, Austria, Sweden, Italy, France and Luxembourg.
Listerne skulle også omfatte de fire fastsatte områdekategorier, dvs. industriområder, landdistrikter, byområder og områder, der er afhængige af fiskeri.
Their lists should be approved in the coming weeks.
De foreslåede områder skal endvidere være tilstrækkeligt store til at muliggøre en integreret strategisk programmering.
In all, 18% of the population of the Union will benefit from assistance under Objective 2.
Efter høring af udvalgene, der er sammensat af repræsentanter for medlemsstaterne, vil Kommissionen
After consultation with the Committees made up of representatives of the Member States, the Commission
Befolkning, der er omfattet
Population covered
De områder, der var støtteberettigede under mål 2 og 5b i perioden 1994-99, og som ikke er med på de nye mål 2-lister, vil modtage en gradvist aftagende overgangsstøtte indtil 2005 for at konsolidere de resultater, der er nået.
The areas eligible under Objectives 2 and 5 b in 1994-99 which are not included in the new Objective 2 lists will receive degressive transitional support until 2005 in order to consolidate the progress achieved.
Kortene over de støtteberettigede områder, der er godkendt af Kommissionen, findes på Inforegios internetadresse http://inforegio.cec.eu.int/news eller fås ved henvendelse på telefax nr. +32 2 296 60 03.
The maps of the eligible areas approved by the Commission are available on Inforegio: http://inforegio.cec.eu.int/news or on request by fax: +32 2 296 60 03.
Strukturfondsrapporten 1998 vejen gennem rapporten, defineres som en udviklingsproces baseret på den indsats, der gøres af de forskellige "aktører i marken".
Annual report of the Structural Funds 1998 examples of local development projects. This topic, considered throughout the report, is defined as a development process based on the integrated action of the various parties engaged "on the ground".
Kommissionen anslår, at foranstaltninger til lokal udvikling tegner sig for omkring 10% af strukturinterventionerne.
The Commission considers that local development measures account for about 10% of structural assistance.
Fremskyndelsen gjaldt både de nationale initiativprogrammer (prioriterede mål) og EU's initiativprogrammer.
Acceleration affected both the national initiative programmes (priority Objectives) and the Community Initiative programmes.
Der er kun vedtaget få nye programmer, men der er gennemført mange ændringer, især efter indeksering af interventionerne eller finansielle omprogrammeringer.
Few new programmes were adopted but many amendments were made, mainly as a result of the indexing of assistance or financial reprogramming.
Den fuldstændige rapport kan hentes på EU's 11 officielle arbejdssprog på Inforegios internetadresse http://vwvw.inforegio.cec.eu.int/wbdoc/docoffic/official/ repor_en.htm eller fås ved henvendelse på telefax nr. +32 2 296 60 03.
The complete text of the report can be downloaded in 11 official languages from Inforegio: http://www. inforegio.cec.eu.int/wbdoc/docoffic/official/repor_en.htm or be obtained on request by fax: +32 2 296 60 03
TASK MENNESKELIGE
FORCE RESOURCES
NY INFORMATIONSTEKNOLOGI I UDDANNELSERNE
NEW INFORMATION TECHNOLOGY IN EDUCATION
Kommissionen for De Europæiske Fællesskaber
Commission of European Communities
Ny Informationsteknologi I Uddannelserne
New Information Technology in Education in Denmark
Lise DALGAARD (FSA) & Vagn LAURSEN (GYM) Undervisningministeriet April 1992
Lise DALGAARD (FSA) & Vagn LAURSEN (GYM) The Danish Ministery of Education and Research April 1992
KVALITETSUDVIKLING og NIT
The situation today 60 QUALITY DEVELOPMENT and NIT MAIN ISSUES FROM THE REPORT QUESTIONNAIRE STUDY THE FOLKESKOLE CURRICULUM WORK THE QUALITY DEVELOPMENT PROJECT REGARDING NIT ..
PROJEKTARBEJDE MED INTEGRATION AF NIT
THE GYMNASIUM AND HF HARDWARE SOFTWARE PROJECT WORK WITH INTEGRATION OF NIT INTERNATIONAL COOPERATION TEACHER QUALIFICATIONS GIRLS AND COMPUTER STUDIES EVALUATION OF NIT IN THE INSTRUCTION THE IMPACT OF NIT ON EDUCATION THE IMPACT OF EDUCATION ON NIT
KVALITETSUDVIKLING - OPFØLGNINGSPLAN
OPTIONAL SUBJECT 112 THE QUALITY DEVELOPMENT PROJECT - FOLLOW-UP ....
DET INTERNATIONALE SAMARBEJDE
THE PRODUCTION AND USE OF SOFTWARE
PRODUKTION OG BRUG AF SOFTWARE
THE TEACHERS IN-SERVICE TRAINING
LÆREREFTERUDDANNELSEN
EXTERNAL COMMUNICATION
EVALUERINGSSYSTEMER
THE FURTHER DEVELOPMENT OF THE USE OF NIT
GYMNASIET OG HF
SOFTWARE
VIDEREUDVIKLING AF ANVENDELSEN AF NIT
ORGANIZATION OF TEACHING
UDVIKLING AF LOKALEINDRETNING OG PÆDAGOGIK
WHICH DIRECTION WILL THE DEVELOPMENT TAKE
Rapporten dækker kun folkeskolen og de gymnasiale uddannelser.
This report only covers the areas of primary and lower secondary education and general upper secondary education.
Det danske uddannelsessystem kan opdeles i følgende hovedom­råder efter international klassifikation ­ ISCED (International Standard Classification of Education) A) Grundskolen niveau 0 Før­skole undervisning i børnehaveklas­se (6. år) niveau 1 Grundskolen (7.­13. år) niveau 2 Grundskolen (14.­16. år) Grundskolen (17. år)
The Danish education system can be divided into the following main areas according to the international classification standard: ISCED (International Standard Classification of Education)
Niveau 1 og 2 er ét sammenhængende forløb, som normalt gennemføres på samme skole.
Level 1 Level 2
Ungdomsuddannelserne niveau 3 De gymnasiale uddannelser (gymnasiet og HF) (16.­19. år) Erhvervsuddannelserne (16.­19. år)
General upper secondary education (the "Gymnasium" and "HF") (16th to 19th year) Vocational education and training (16th to 19th year)
Videregående uddannelser niveau 5/6/7 Efter­ og videreuddannelse (19.­ år)
C) Higher education Levels 5/6/7 Tertiary education (19th - year).
I 1975 blev folkeskoleloven ændret, så der er undervisnings­pligt for alle børn mellem 7 og 16 år.
This change a.o. involved the introduction of compulsory education for all children between 7 and 16 years of age.
Undervisning kan modta­ges i en offentlig skole eller en privatskole ­ 9 års obliga­torisk skolegang i sammenhæng.
Education may be received at a public (municipal) school or at a private school, i.e. 9 years of unbroken compulsory schooling.
Undervisning kan også modtages hjemme bare den opfylder visse krav, og der tilbydes tilstræk­keligt med fag.
Education may also be received at home, as long as it meets certain requirements and a sufficient number of subjects are offered.
Undervisningspligten er altså ikke en sko­lepligt.
Compulsory education is thus not tantamount to compulsory schooling.
På grundskoleniveau tilbydes der desuden undervisning i en 1­årig førskole­klasse (børnehaveklasse) og en 10. klasse.
At basic school level, education is also offered in a 1-year preschool class and in a 10th form.
Indtil 1980 var det frivilligt for kommunerne at oprette børnehave­klasser, men fra skoleåret 1980/81 har det været et krav.
Until 1980, the municipalities were free to establish preschool classes, but as from the school year 1980/81 it has become compulsory.
I 1985 gik 89% af alle børn i børnehaveklasse.
In 1985, 89% of all children attended preschool classes.
Enhedsskolen gør det muligt for et barn at blive i den samme elevgruppe fra (0.) 1.­9. (10.) skoleår.
The comprehensive school makes it possible for a child to be with the same group of pupils from the (0th) 1st to the 9th (10th) school year.
Undervisningen er i almindelighed ikke­niveaudelt.
As a rule, the teaching is undivided.
Fra 8. klasse kan skolen dog tilbyde engelsk, tysk og matematik, og fra 9. klasse fysik/kemi på to niveauer.
From the 8th form, the school may however offer English, German and mathematics and from the 9th form physics/chemistry at two different levels.
De er lovmæssigt bestemt, at det er forældrene, der bestemmer, på hvilket niveau eleven skal undervises, efter at have rådført sig med skolen.
It is fixed by law that it is up to the parents - upon consultation of the school - to decide which level their children shall be taught at.
Med de seneste ændringer af folkeskoleloven i 1990 er der givet kommunerne frihed til at indføre frit skolevalg mellem kommu­nens skoler.
The latest changes to the Act on the Folkeskole from 1990 have given the municipalities the freedom to introduce a free choice of school between the schools of the individual municipality.
Det betyder, at forældrene nu har ret til at få deres barn i en hvilken som helst skole i kommunen, hvis den ønskede skole er i stand til at optage barnet, og kommunen ikke lider økonomiske tab i den forbindelse.
This means that the parents are now free to place their child in anyone of the schools of the municipality, if the school in question has the capacity to take the child and the municipality does not suffer any economic loss from this arrangement.
De gennemførte ændrin­ger er et resultat af forældrenes krav om frit skolevalg, og de giver mulighed for, at den enkelte skole markerer sin egen profil og selv bestemmer, hvilke kvaliteter skolen især skal satse på.
These changes are a result of a parental demand for a free choice of school, and they make it possible for the individual school to make its mark and decide on the qualities which it wants to put a particular emphasis on.
I 1987 blev gymnasieloven ændret, så det tidligere grengym­nasium med faste, fagspecifikke forløb for henholdsvis sprogli­ge og matematiske studenter blev erstattet af et valggymnasium med større fleksibilitet i mulighederne for at sammensætte et individuelt gymnasieforløb.
In 1987, the Act on the Gymnasium (general upper secondary school) was changed. The former branch-divided Gymnasium with fixed subjectspecific courses for languages and mathematics students, respectively was replaced by an optional Gymnasium with a greater flexibility in the possibilities of making up an individual programme.
Undervisning kan modtages i en offentlig skole eller en privatskole; forudsætningen for, at en skole kan godkendes, er, at undervisningens indhold opfylder lovens krav og at lærerne har en universitetsgrad samt har gennemgået en pædagogisk uddannelse (pædagogikum).
Education may be received at a public (county) school or at a private school; in order for a school to be approved, the content of its courses must meet the requirements laid down in the act and its teachers must have a university degree in their teaching subject/s and have completed the theoretical/practical pedagogical course (the "paedagogikum").
I 1991 blev hf­loven ændret, således at hf­uddannelsen stort set har samme fagrække som gymnasiet; dette skal ses som en konsekvens af ændringen af gymnasieloven.
In 1991, the Act on the Higher Preparatory Examination Courses (the HF) was changed so that the HF-course now offers more or less the same subjects as the Gymnasium; this must be seen as a consequence of the changes made to the Act on the Gymnasium.
Den centrale forskel mellem gymnasiet og hf kendetegnes ved, at det højeste faglige niveau nås i gymnasiets højniveaufag.
The central difference between the Gymnasium and the HF is that the highest subjectrelated level can be reached in the high level subjects of the Gymnasium.
Med gymnasieloven er der givet eleverne ret til frit gymnasie­valg.
The Act on the Gymnasium has given the students the right to a free choice of school.
Det betyder, at eleverne nu har ret til at komme i et hvilket som helst gymnasium, hvis den ønskede skole har plads til at optage eleven.
This means that the students are now entitled to be admitted to any Gymnasium, as long as the school in question has the capacity to admit them.
De gennemførte ændringer er et resultat af et politisk krav om frit skolevalg, og de giver mulighed for, at den enkelte skole markerer sin egen profil og selv bestemmer, hvilke kvaliteter skolen især vil betone.
The changes, which have been implemented, are a result of a political demand for a free choice of school, and they make it possible for the individual school to make its mark and decide on the qualities which it wants to put a special emphasis on.
ANSVARSFORDELING
DISTRIBUTION OF RESPONSIBILITY
Ansvaret for undervisningen i Danmark deles mellem de centrale statslige myndigheder, amterne, kommunerne (lokale myndigheder) og private institutioner.
The responsibility for education in Denmark is divided between the central government authorities, the counties, the
Folkeskole.
90% of the pupils lies with the municipal authorities (274 municipalities) in the undivided Folkeskole.
De sidste 10% går i private skoler.
The last 10% attend private schools.
Andelen af privatskoleelever er steget siden begyndelsen af '8 0erne, men har tilsyneladende stabiliseret sig i de sidste par år.
The proportion of pupils attending private schools has been increasing since the beginning of the 1980s but seems to have stabilized in the past couple of years.
Det økonomiske ansvar for gymnasie- og HF-uddannelsen ligger hos institutions-ejerne, der for størstedelens vedkommende er de 14 danske amter.
The financial responsibility for the education at general upper secondary level (the Gymnasium and HF) lies with the institutionowners which for the most part are the 14 counties.
Der findes dog også en del private gym nasier; eet enkelt gymnasium er statsejet.
There are however also a number of private Gymnasia; only one Gymnasium is State-owned.
HF-uddannelsen foregår dels på gymnasierne, dels på særlige Voksen Uddannelses Centre, og dels på visse af seminarierne.
The HF-course is conducted at Gymnasia, at special Adult Education Centres and at a number of colleges of education.
Det pædagogiske ansvar er placeret i undervisningsministeriet (Gymnasieafdelingen); ved at fastholde det centrale pædagogiske tilsyn sikres det, at institutionerne lever op til de intentioner og bestemmelser, der er fastsat i lovgrundlaget for den gymnasiale uddannelse.
The pedagogical responsibility lies with the Ministry of Education (the Department of Upper Secondary Education); by maintaining the central pedagogical control it is ensured that the institutions live up to the intentions and provisions laid down in the legislation pertaining to general upper secondary education.
Grundskolen
The basic school
Der var i skoleåret 1990/91 i alt 2188 grundskoler - 1779 folkeskoler og 408 frie grundskoler (private).
In the school year 1990/91, there was a total of 2188 basic schools, of which 1779 were municipal basic schools (Folkeskole) and 408 free elementary schools (private schools).
Faldet i antal folkeskoler afspejler de kommunale myndigheders bestræbelser på at tilpasse skolestrukturen til et faldende børnetal.
The decline in the number of municipal schools reflects the efforts of the municipal authorities to adapt the school structure to the declining number of children.
I 1980/81 var der 370 elever/folkeskole i 1990/91 308 elever/folkeskole.
In the 1980/81, there were 370 pupils/Folkeskole and in 1990/91 there were 308 pupils/Folkeskole.
Gymnasiet og hf
The Gymnasium and the HF
Der var i skoleåret 1990/91 i alt 139 gymnasier og 72 VUC· centre; desuden foregik der separat HF­undervisning på 13 institutioner, heraf 6 seminarier.
In the school year 1990/91, there was a total of 139 Gymnasia and 72 adult education centres (VUC-centres); furthermore separate HF-courses were conducted at 13 other institutions, including 6 colleges of education.
Der er tale om et svagt fald i antallet af gymnasier, hvilket ­på samme måde som på folkeskoleområdet ­ afspejler tilpasningen til den ændrede befolkningssammensætning.
There is a slight decline in the number of Gymnasia, and - as it is the case with the municipal basic schools - this reflects an adaptation to the changed population structure.
Til forskel fra folkeskoleområdet er der imidlertid på gymnasie­ og hf­området en modsat rettet tendens, således at ungdomsårgangene ganske vist er blevet mindre, men den procentdel af de unge, der vælger at benytte enten gymnasiet eller hf er blevet større.
- as opposed to what is the case with the municipal basic school - a tendency towards a growing percentage of young people opting for either the Gymnasium or the HF.
Samtidig er der en stigende interesse hos den voksne befolkning til at efteruddanne sig, fx igennem hf­systemet.
At the same time, there is a growing interest in the adult population when it comes to pursuing courses of further education for instance through the HF-system.
Andel af ungdomsårgangene:
Proportion of the youth cohorts:
I 1980/81 var der i gennemsnit 23.3 elever pr. klasse; i 1990/91 24.0 elever pr. klasse.
In 1980/81, there were on average 23.3 students per class.
Grunduddannelsen ­ niveau 0/1/2
Basic education - levels 0/1/2
Udviklingen i elevtallet 65/66 ­ 90/91
The development in the number of pupils 65/66 - 90/91