natgillin/translations-raw huggingface dataset:
Støtteaktiviteter, der iværksættes med henblik på udbredelsen af god praksis i anvendelsen af på udbredelsen af god praksis i anvendelsen af informationsteknologi til offentlige myndigheder, informationsteknologi til offentlige myndigheder, f.eks.: f.eks.: a) rapporter, websteder, konferencer og generelt a) rapporter, websteder, konferencer og generelt initiativer, der henvender sig til offentligheden initiativer, der henvender sig til offentligheden b) overvågning, analyse og webstedsformidling af b) overvågning, analyse og webstedsformidling af initiativer og god praksis vedrørende e-initiativer og god praksis vedrørende eforvaltningsaktioner på medlemsstats- og forvaltningsaktioner på medlemsstats-, regionalt, fællesskabsniveau samt på internationalt niveau kommunalt og fællesskabsniveau samt på internationalt niveau c) fremme af udbredelsen af god praksis vedrørende offentlige myndigheders anvendelse c) fremme af udbredelsen af god praksis af f.eks. software med åben kildekode. vedrørende offentlige myndigheders anvendelse af f.eks. software med åben kildekode.
Support activities undertaken in support of spread of good practice in the application of of spread of good practice in the application of information technologies to public information technologies to public administrations, such as: administrations, such as: (a) Reports, web sites, conferences and, in (a) Reports, web sites, conferences and, in general, initiatives addressed to the public general, initiatives addressed to the public (b) Monitoring, analysis and web site (b) Monitoring, analysis and web site dissemination of initiatives and best practice dissemination of initiatives and best practice related to eGovernment actions at Member State, related to eGovernment actions at Member State, Community and international level regional and local government. Community and (c) Promotion of the spread of best practice in the international level use of e.g. open source software by public (c) Promotion of the spread of best practice in the administrations use of e.g. open source software by public administrations
Serie: UDTALELSER OG BETÆNKNINGER RU CdR(2003) 247
Series: CoR OPINIONS AND REPORTS CdR(2003) 247
Meddelelse fra Kommissionen om Fremme af sprogindlæring og sproglig mangfoldighed: Handlingsplan 2004-2006
Communication from the Commission on Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006
3 under henvisning til sin udtalelse om "Det Europæiske Sprogår 2001" (CdR 465/99 fin)
Having regard to its opinion on the European Year of Languages 2001 (CdR 465/99 fin)
, under henvisning til resolutionen fra Rådet (uddannelse og ungdomsanliggender) af 14. februar 2002 om fremme af sproglig mangfoldighed og sprogundervisning i forbindelse med gennemførelsen af målene for Det Europæiske Sprogår 2001, under henvisning til sit forslag til udtalelse (CdR 248/2003 rev.
Having regard to the Resolution of the Council of Education and Youth Affairs of 14 February 2002 on the promotion of linguistic diversity and language learning in the framework of the implementation of the objectives of the European Year of Languages 2001;
1), som blev vedtaget af Underudvalget for Kultur og Uddannelse den 2. oktober 2003 med Annette McNamara, Cork County Council og South West Regional Authority (ΙΕ/AE), som ordfører, og ud fra følgende betragtninger:
Having regard to its draft opinion CdR 248/2003 rev. 1 adopted on 2 October 2003 by the Commission for Culture and Education (Rapporteur: Mrs Annette McNamara, Member of Cork County Council and the South West Regional Authority (IE/EA);
1) en ægte Europæisk Union af borgere og befolkninger begynder med gensidig forståelse i bred forstand, herunder evnen til at kommunikere med vores naboer,
1) a truly European Union of citizens and peoples starts by mutual understanding, in a broad sense, which includes the ability to communicate with our neighbours;
2) medlemsstaterne har vedtaget fælles mål under deres arbejde med "Uddannelsessystemernes konkrete fremtidige mål" og har gjort forbedring af sprogfærdigheder til en prioritet,
Member States have agreed common objectives under their work on Concrete Objectives for Education and Training Systems and have identified the improvement of language skills as a priority;
3) kendskab til sprog er en forudsætning for arbejds- og uddannelsesmæssig samt kulturel og personlig mobilitet, og i en meget konkurrencepræget europæisk økonomi er der brug for en arbejdsstyrke, der behersker flere sprog,
3) knowledge of languages is a prerequisite for professional, educational, cultural and personal mobility and a highly competitive European economy requires a workforce with a command of a range of language skills;
4) forbedring og fremme af sprogindlæringen kræver en velunderbygget og innovativ undervisning af sproglærere samt nye pædagogiske metoder - på den 52. plenarforsamling den 19.-20. november 2003 (mødet den 20. november 2003) enstemmigt
4) improving and facilitating language learning requires experienced and innovative language teacher training and new pedagogical methodology; unanimously adopted the following opinion at its 52nd plenary session, held on 19-20 November 2003 (meeting of 20 November).
Generelle betragtninger
General Views
1.1 hilser handlingsplanen velkommen, da den er et yderst positivt bidrag til fremme af sproglig mangfoldighed og sprogindlæring, og støtter dens mål om 1) fremme af livslang sprogindlæring for alle borgere fra en tidlig alder, 2) højere kvalitet i sprogundervisningen og 3) skabelse af et mere sprogvenligt miljø i EU,
1.1 welcomes the Action Plan as an extremely positive contribution to the promotion of language learning and linguistic diversity and supports its objectives of (1) promoting lifelong language learning for all citizens from an early age; (2) increasing the quality of language teaching; and (3) creating a more language-friendly environment within the European Union;
1.2 ser positivt på Kommissionens fremgangsmåde i forbindelse med udarbejdelsen af denne handlingsplan, idet man har valgt at bygge på erfaringerne fra og vurderingerne af Det Europæiske Sprogår i 2001 samt foretage en omfattende høring i forbindelse med forberedelsen af denne plan,
1.2 welcomes the approach the Commission has adopted in making this Action Plan, by building on the experiences and evaluations of the European Year of Languages in 2001 and also by conducting an extensive process of consultation in the preparation of the Plan;
1.3 anser handlingsplanens mål for ambitiøse, men nødvendige og finder, at det vil kræve en stor indsats fra alle parters side, især medlemsstaternes, hvis man skal gennemføre disse mål,
1.3 considers that the objectives of the Action Plan are ambitious, but necessary, and believes that their realisation will require a high commitment from all, especially the Member States;
Udvalget mener dog ikke, at de forhåndenværende midler er tilstrækkelige for at opfylde et så vigtigt mål,
1.6' agrees that care should be taken to favour the learning of a wide variety of languages and cautions against supporting the emergence of a de facto lingua franca;
1.5 mener, at de engelske begreber 'multilingualism' (flersprogethed) og 'multiculturalism' (kulturel mangfoldighed), der anvendes gennem hele handlingsplanen, bør erstattes af 'plurilingualism' og 'pluriculturalism, da disse bedre afspejler handlingsplanens mål, eftersom de beskriver en akkumulering af kommunikative færdigheder, som al sprogkundskab og -erfaring bidrager til, og inden for hvilken der er en indbyrdes relation og samspil mellem de enkelte sprog,
1.7 welcomes the recognition in the Action Plan of the range of additional benefits associated with language learning, which include cognitive and mother-tongue skills. However, transferable skills that can be developed, such as communication, presentation, reporting, analytical and problem-solving abilities, also need to be highlighted.
1.6 er enig i, at man bør fremme indlæring af en bred vifte af sprog, og advarer mod, at man støtter udviklingen af et egentligt 'lingua franca',
These skills play important roles in developing an entrepreneurial nature, thus contributing to the Lisbon agenda of the EU becoming "the most competitive knowledge-based economy in the world";
1.7 er tilfreds med handlingsplanens anerkendelse af, at der er yderligere fordele forbundet med sprogindlæring, herunder erkendelsesmæssige færdigheder og modersmålsfærdigheder.
1.8 welcomes the emphasis placed in the Action Plan on "effective communicative ability" as opposed to "native speaker competence", as this is a fairer reflection of the reality of the language learning process.
Man bør imidlertid også fremhæve overførbare færdigheder, som kan udvikles, f.eks. færdigheder inden for kommunikation, præsentation, referering, analyse og problemløsning.
However, the Committee considers that the implication in the Action Plan that active skills are superior to passive knowledge may not always be accurate and would prefer that the emphasis placed on "partial competencies" in the initial Staff Working Paper be given similar profile in the Action Plan;
Disse færdigheder spiller en vigtig rolle i udviklingen af en iværksætterorienteret personlighed og bidrager derved til Lissabon-dagsordenens mål om, at EU skal blive den mest konkurrencedygtige videnbaserede økonomi i verden,
Given the increasing levels of migration, both to and within the European Union, the Committee considers that the acquisition of second languages in all age-groups is increasingly important in order to ensure effective integration of migrant groups in the host country.
1.8 er glad for, at handlingsplanen betoner 'effektive kommunikative evner' i modsætning til 'kompetence i modersmålet', da dette er en mere fair afspejling af, hvordan sprogindlæring reelt foregår.
Regional Disparities in Language Skills
Udvalget mener imidlertid, at synspunktet i handlingsplanen, at aktive færdigheder er bedre end passiv viden, ikke nødvendigvis altid er korrekt, og ser hellere, at handlingsplanen betoner 'delvise kvalifikationer', som det var tilfældet i det oprindelige arbejdspapir fra Kommissionens tjenestegrene,
1.10 notes that in the proposed Action Plan the European Commission accepts that not all of the Plan's objectives can be achieved in all Member States and within the timeframe set out. The Committee feels that this may widen the gap in language skills between regions within the European Union;
1.9 synes, at handlingsplanen lægger meget stor vægt på indlæring af fremmedsprog og tager mindre hensyn til de, som lærer et andetsprog. I betragtning af den øgede migration både til og inden for EU anser udvalget det for vigtigt, at alle aldersgrupper lærer et andetsprog, så man sikrer en effektiv integration af indvandrergrupperne i værtslandet.
1.11 is therefore, concerned that the Action Plan contains no proposals to address the obvious regional disparities in language skills, as identified by Eurobarometer in 2001 and considers that the regional aspects of language learning and language skills should be given greater emphasis in the Action Plan, considering the regional variations in language learning and language skills;
Regionale forskelle i sprogfærdigheder
Action for Language Learning
1.10 bemærker, at Kommissionen i den foreslåede handlingsplan accepterer, at ikke alle planens målsætninger kan opfyldes i alle medlemsstater og inden for den fastlagte tidsramme.
1.13 considers that the European Language Portfolio (ELP) is a useful tool in language learning as (1) it encourages language learners to record and value each language they speak regardless of proficiency levels; (2) it encourages learners to record time spent abroad learning to present a more complete profile; (3) it promotes the development of language-learning strategies by means of checklists; (4) it allows learners to present their work to employers and directors of courses of study; and (5) it facilitates the tailoring of courses to the needs and goals of the learner.
Udvalget mener, at dette muligvis vil uddybe forskellene i sprogfærdigheder mellem EU's regioner,
The Committee therefore believes that the ELP has the potential to transform language teaching within the Union and that it deserves greater emphasis in the Action Plan;
1.11 er derfor bekymret over, at handlingsplanen ikke kommer med nogen forslag til, hvordan man kan udjævne de klare regionale forskelle i sprogfærdigheder, der findes ifølge Eurobarometret i 2001, og mener, at handlingsplanen bør lægge større vægt på de regionale aspekter af sprogindlæring og sprogfærdigheder i betragtning af de regionale forskelle på disse områder,
1.14 welcomes the recommendation that Content and Language Integrated Learning (CLIL) be extended, especially to interdisciplinary degrees at University level which include a foreign language component, but is also aware that this may place additional demands on learners;
1.12 støtter følgelig tanken om, at medlemsstaterne skal gøre status over sproglige kompetencer for at kortlægge behovene, formulere sprogundervisningspolitikker og udjævne forskellene i sprogfærdigheder.
1.15 supports the Council of Europe's Common European Framework of Reference for Languages (CEF) and considers that this should be given greater emphasis in the Action Plan, as it creates a framework within which national examinations and qualifications could be placed.
Indsats for sprogindlæring
In this regard it welcomes the proposed working conference to devise mechanisms to support use of the CEF in language testing and certification;
Udvalget mener derfor, at den europæiske sprogmappe har potentialet til at omforme sprogundervisningen inden for EU, og at den fortjener større betoning i handlingsplanen,
1.16 believes that classes consisting of pupils from a range of backgrounds provide a rich backdrop against which tolerance, openness and intercultural competencies can be developed.
1.14 bifalder henstillingen om, at integreret læring af indhold og sprog (Content and Language Integrated Learning - CLIL) skal udvides, især til at omfatte tværfaglige uddannelser på universitetsniveau, som indeholder et fremmedsprogselement, men er også klar over, at dette kan stille yderligere krav til de studerende,
In order to ensure this occurs the Committee considers that teachertraining programmes in all Member States should include an element of intercultural studies;
1.15 støtter Europarådets fælleseuropæiske referenceramme for sprog og finder, at denne bør gives større betoning i handlingsplanen, da den skaber en mulig ramme for nationale eksaminer og kvalifikationer.
1.17 believes that early language learning is a firm basis for future language competency and would encourage support for language-learning programmes aimed at primary schools, such as The Modern Languages in Primary School Initiative in Ireland.
I den forbindelse bifalder udvalget den foreslåede arbejdskonference, der skal udforme mekanismer, som støtter anvendelsen af den fælleseuropæiske referenceramme for afprøvning af sprogfærdigheder og -certificering,
Such programmes should be expanded to include a greater number of schools and languages, including the teaching of official national languages as second languages.
1.16 mener, at klasser med elever fra mange forskellige baggrunde er et godt grundlag for at udvikle tolerance, åbenhed og tværkulturelle egenskaber.
1.18 considers that the Socrates and Leonardo da Vinci programmes contribute enormously to enhancing teacher training, improving language skills and promoting language learning.
For at sikre at dette sker, mener udvalget, at læreruddannelsen i alle medlemsstater bør indeholde tværkulturelle studier,
However, the Committee believes that there is a need to increase awareness and simplify the application procedures of many of the language-learning components of these programmes, as this will increase the take-up of these language-learning measures, which have to date been under-subscribed;
1.17 mener, at tidlig sprogindlæring er et solidt grundlag for fremtidig sprogkompetence og tilskynder til, at man støtter sprogundervisningsprogrammer, der er rettet mod det primære skoletrin, f.eks. 'The Modern Languages in Primary School Initiative ' i Irland.
1.19 supports increased contact between Erasmus and "local" students and would support action by host institutions to encourage Erasmus students to give conversation and culture classes in local schools/community centres or at institutions in which they are enrolled;
Sådanne programmer bør udvides til at omfatte et større antal skoler og sprog, herunder undervisning i de officielle nationale sprog som andetsprog.
1.21 welcomes the recognition in the Action Plan of the role that town-twinning schemes can play, in the understanding of other cultures and in promoting language learning at the local level, by including multilingualism in future calls for proposals under the Town-twinning programme.
1.18 finder, at Socrates- og Leonardo da Vinci-programmerne yder et enormt bidrag til at forbedre uddannelsen af lærere, øge sprogfærdighederne og fremme sprogindlæringen.
1.22 accepts that language learning and linguistic diversity are issues that can be addressed in very different ways at different levels and recognises that local and regional authorities have significant roles to play in this regard;
Udvalget mener imidlertid, at det er nødvendigt at skabe større bevidsthed om disse programmers sprogindlæringselementer og forenkle ansøgningsprocedurerne i forbindelse med dem, hvilket vil øge deltagelsen i disse sprogindlæringsforanstaltninger, som hidtil har haft for få deltagere,
1.23 welcomes the encouragement in the Action Plan for national and sub-national authorities to promote linguistic diversity by actively encouraging the teaching and learning of the widest possible range of languages, including regional, minority, migrant community and sign languages;
1.19 støtter en tættere kontakt mellem Erasmus-studerende og 'lokale' studerende og vil også støtte foranstaltninger fra værtsinstitutionernes side for at få Erasmus-studerende til at tilbyde timer i konversation og kulturelle forhold i de lokale skoler/medborgercentre eller på de institutioner, hvor de er optaget,
1.24 notes that, while the mainstream European education, training and culture programmes are accessible to speakers of all languages, this may not be enough for some language categories. The Committee considers that special attention is required to assist the promotion of regional and minority languages, in line with the European Charter on Regional and Minority Languages.
1.22 accepterer, at sprogindlæring og sproglig mangfoldighed er spørgsmål, som kan behandles på meget forskellig vis på forskellige niveauer, og påpeger, at de lokale og regionale myndigheder spiller en meget vigtig rolle i den forbindelse,
2.1 calls on the Commission to replace the terms multilingualism and multiculturalism, which are used throughout the Action Plan, with the terms plurilingualism and pluriculturalism as these better reflect the objectives of the Action Plan;
1.23 er glad for, at handlingsplanen tilskynder de nationale og subnationale myndigheder til at fremme den sproglige mangfoldighed ved aktivt at tilskynde til undervisning og indlæring af flest mulige sprog, herunder regionale sprog, mindretalssprog, indvandrersprog og tegnsprog,
2.2 recommends that the Action Plan provide for a better dissemination of information on the fact that transferable skills are associated with language learning;
Udvalget mener, at man bør sætte særlig fokus på, hvordan man kan være med til at fremme regionale sprog og mindretalssprog i overensstemmelse med det europæiske charter om regionale sprog og mindretalssprog.
2.3 proposes that the Action Plan better recognise the value of partial competencies in learning foreign languages.
Regionsudvalgets henstillinger
Regional Disparities in Language Skills
2.1 opfordrer Kommissionen til at erstatte begreberne 'multilingualism' (flersprogethed) og 'multiculturalism' (kulturel mangfoldighed), der anvendes gennem hele handlingsplanen, med 'plurilingualism' og 'pluriculturalism', da disse begreber bedre afspejler handlingsplanens mål,
2.4 calls on the Member States to act on the recommendation of the Council of Europe to its Member States to conduct a language audit with a view to identifying needs and formulating appropriate language-education policies;
2.2 henstiller, at handlingsplanen bør gøre flere bevidst om, at overførbare færdigheder hænger sammen med sprogundervisning,
2.5 calls on the Action Plan to establish criteria to enable Member States to conduct an audit of language skills in order to identify regions of disadvantage, with a view to implementing targeted measures to address such imbalances across the European Union.
2.4 opfordrer medlemsstaterne til at efterkomme Europarådets henstilling til dets medlemsstater om at gøre status over sproglige kompetencer med henblik på at identificere sprogbehovene og formulere den bedste sprogundervisningspolitik,
2.6 recommends that Member States, in conjunction with local and regional authorities, further develop and increase their use of the European Language Portfolio (ELP) at all levels, from primary pupils to adult learners;
2.5 opfordrer til, at man i handlingsplanen fastlægger kriterier, der sætter medlemsstaterne i stand til at foretage denne status over sproglige kompetencer med henblik på at udpege dårligt
2.8 calls on the proposed working conference on the use of the CEF (under Action II.6.4) to establish an agreed mechanism whereby the CEF can be consistently applied in all Member States to help determine standards of qualifications and certification of language courses, in order to increase the transparency of qualifications and, as a result, the mobility of workers and students;
2.6 anbefaler, at medlemsstaterne i samarbejde med de lokale og regionale myndigheder styrker og øger brugen af den europæiske sprogmappe på alle niveauer fra underskolen til voksenundervisningen,
2.10 calls on those responsible for teacher training programmes in all Member States to include an element of intercultural studies in all such programmes, and not just for language teachertraining courses.
2.9 støtter, at vandrende arbejdstagere i alle aldre som fremmedsprog undervises i de nationale sprog og de regionale sprog, som har officiel status i medlemsstaten, for at sikre en bedre integration i værtslandene og opfordrer til, at handlingsplanen støtter uddannelse, fastlæggelse af bedste praksis og information på dette område samt andre tiltag for at sikre, at alle medlemsstater råder over den nødvendige kapacitet til at give en sådan undervisning,
2.11 calls on the European Commission to simplify application procedures for language learning supports under the Socrates and Leonardo da Vinci programmes and similarly calls on the responsible national agencies to increase these programme's profile and generate awareness, to ensure greater take-up of the language-learning elements of the programmes;
2.10 opfordrer de ansvarlige for læreruddannelsen i alle medlemsstater til at medtage det tværkulturelle aspekt i læseplanerne og ikke kun med henblik på uddannelsen af sproglærere.
2.12 calls for examples of best practices to be drawn-up and disseminated on how to improve the integration and inter-linkages of students on exchange programmes and local students and their communities;
2.11 opfordrer Europa-Kommissionen til at forenkle procedurerne for ansøgning om støtte til sprogindlæring i henhold til Socrates- og Leonardo da Vinci-programmerne og opfordrer også de ansvarlige i medlemsstaterne til at profilere disse programmer bedre og øge bevidstheden herom, således at sprogindlæringselementerne i programmet udnyttes bedre,
2.13 calls on the Commission and national agencies to also work closely with local and regional authorities, as well as universities, in areas where less widely used and less taught languages are spoken, to encourage more Erasmus students to take courses in these languages before starting their Erasmus exchange;