natgillin/translations-raw huggingface dataset:
The Guidelines provide an international framework to protect students and other stakeholders from low-quality provision and disreputable providers and they guide all the key stakeholders in sharing the responsibility for quality.
The Guidelines provide an international framework to protect students and other stakeholders from low-quality provision and disreputable providers and they guide all the key stakeholders in sharing the responsibility for quality.
Furthermore, the Guidelines aim to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
Furthermore, the Guidelines aim to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education.
The guidelines address higher education where the teacher, student, programme, institution/provider or course materials cross national jurisdictional borders.
The guidelines address higher education where the teacher, student, programme, institution/provider or course materials cross national jurisdictional borders.
This may include higher education by public and private, non-profit and for-profit providers, and a wide range of modalities, from face-to-face to distance learning, using a range of technologies, and including e-learning.
This may include higher education by public and private, non-profit and for-profit providers, and a wide range of modalities, from face-to-face to distance learning, using a range of technologies, and including e-learning.
The challenges of such a new set of paradigms to quality assurance are not to be underestimated.
The challenges of such a new set of paradigms to quality assurance are not to be underestimated.
The guidelines are not legally binding, but recommend actions to six sets of stakeholders:
The guidelines are not legally binding, but recommend actions to six sets of stakeholders:
Governments
Governments
Higher education institutions and providers including academic staff,
Higher education institutions and providers including academic staff,
Student bodies,
Student bodies,
Quality assurance and accreditation bodies
Quality assurance and accreditation bodies
Academic recognition bodies and
Academic recognition bodies and
Professional bodies.
Professional bodies.
Member countries of the OECD and UNESCO are expected to implement the guidelines as appropriate in their national context.
Member countries of the OECD and UNESCO are expected to implement the guidelines as appropriate in their national context.
Cross-border higher education through the mobility of students, academic staff, programmes, institutions and professionals has grown considerably over the last decades, and new delivery modes and cross-border providers have appeared.
Cross-border higher education through the mobility of students, academic staff, programmes, institutions and professionals has grown considerably over the last decades, and new delivery modes and cross-border providers have appeared.
This opens up new opportunities for cooperation between institutions and countries, but it also poses new questions and challenges in relation to a more competitive higher education area, and increases the need for a stronger emphasis on quality and quality assurance.
This opens up new opportunities for cooperation between institutions and countries, but it also poses new questions and challenges in relation to a more competitive higher education area, and increases the need for a stronger emphasis on quality and quality assurance.
The program of this conference include speeches on very important aspects of the topic of “Borderless University teaching – Cooperation and competition”.
The program of this conference include speeches on very important aspects of the topic of “Borderless University teaching – Cooperation and competition”.
Professor Dr. David Sewart from UK will deliver a keynote speech tomorrow on “Borderless Education - consequences for cooperation and competition between institutions and nations”.
Professor Dr. David Sewart from UK will deliver a keynote speech tomorrow on “Borderless Education - consequences for cooperation and competition between institutions and nations”.
The other keynote speech tomorrow will examine Digital Information Technology as a platform for collaboration.
The other keynote speech tomorrow will examine Digital Information Technology as a platform for collaboration.
That speech will be given by the Assistant Director-General for Communication and Information Sector in UNESCO, Dr. Abdul Waheed Khan.
That speech will be given by the Assistant Director-General for Communication and Information Sector in UNESCO, Dr. Abdul Waheed Khan.
These are just two of a number of interesting and important contributions that you may enjoy at this conference.
These are just two of a number of interesting and important contributions that you may enjoy at this conference.
The delegates represent more than 20 different countries.
The delegates represent more than 20 different countries.
I hope you may all return home with new knowledge and better understanding of the important topics to be raised.
I hope you may all return home with new knowledge and better understanding of the important topics to be raised.
Hopefully the new knowledge will be relevant in the context of your daily responsibilities, whether it is on a institutional, national or an international level.
Hopefully the new knowledge will be relevant in the context of your daily responsibilities, whether it is on a institutional, national or an international level.
I also hope those of you who come from abroad will bring with you back home some good memories from Lillehammer and from Norway.
I also hope those of you who come from abroad will bring with you back home some good memories from Lillehammer and from Norway.
In other words: I wish you all a very good and fruitful conference here in Lillehammer.
In other words: I wish you all a very good and fruitful conference here in Lillehammer.
The opening speech was held by The Norwegian Minister of Education Bård Vegar Solhjell.
The opening speech was held by The Norwegian Minister of Education Bård Vegar Solhjell.
The meeting in Oslo is convened in order to discuss at ministerial level the results of the work of the OECD on equity in education.
The meeting in Oslo is convened in order to discuss at ministerial level the results of the work of the OECD on equity in education.
Opening speech at the informal meeting of OECD Ministers of Education in Oslo 9. june 2009.
Opening speech at the informal meeting of OECD Ministers of Education in Oslo 9. june 2009.
Your Excellencies, Ministers, Ladies and Gentlemen
Your Excellencies, Ministers, Ladies and Gentlemen
It is a great pleasure for me to welcome you to Norway and to this informal ministerial meeting on Equity in Education.
It is a great pleasure for me to welcome you to Norway and to this informal ministerial meeting on Equity in Education.
I look forward to two days when we can discuss the topic and share experiences as ministers of education within the whole OECD area.
I look forward to two days when we can discuss the topic and share experiences as ministers of education within the whole OECD area.
Equity in education has high priority in Norway.
Equity in education has high priority in Norway.
My government has introduced many measures to improve equity and quality at all levels of education, but we still have challenges.
My government has introduced many measures to improve equity and quality at all levels of education, but we still have challenges.
This occasion will be a possibility to deepen our knowledge and learn from each other.
This occasion will be a possibility to deepen our knowledge and learn from each other.
I am most grateful that many of you have committed yourselves to give input to our discussions and to the OECD for making preparatory material and cooperate with the ministry on preparing this meeting.
I am most grateful that many of you have committed yourselves to give input to our discussions and to the OECD for making preparatory material and cooperate with the ministry on preparing this meeting.
The OECD report No More Failures: Ten Steps to Equity in Education underlines early childhood education and care as one of the most important steps to give priority to.
The OECD report No More Failures: Ten Steps to Equity in Education underlines early childhood education and care as one of the most important steps to give priority to.
I consider high quality early childhood education and care as extremely important for all children, and especially for children at risk.
I consider high quality early childhood education and care as extremely important for all children, and especially for children at risk.
Early intervention is a key concept in order to make children succeed with their education.
Early intervention is a key concept in order to make children succeed with their education.
In this context one of my country’s most important means is to ensure every child a legal right to a place in a high quality kindergarten, that combines play and learning for children aged 1-5.
In this context one of my country’s most important means is to ensure every child a legal right to a place in a high quality kindergarten, that combines play and learning for children aged 1-5.
A recent study shows there are large positive and long term effects of having attended kindergarten, both concerning level of education and on labor market participation.
A recent study shows there are large positive and long term effects of having attended kindergarten, both concerning level of education and on labor market participation.
School drop-out was reduced, while possibilities for taking university degrees increased.
School drop-out was reduced, while possibilities for taking university degrees increased.
In Norway we have an inclusive approach, aiming at giving children with special needs the support they need within the mainstream education system.
In Norway we have an inclusive approach, aiming at giving children with special needs the support they need within the mainstream education system.
In 2004 the Norwegian Parliament stated that there should be full kindergarten coverage with low parental fees, and of course high quality.
In 2004 the Norwegian Parliament stated that there should be full kindergarten coverage with low parental fees, and of course high quality.
Early childhood education and care is one of the main priorities of this government.
Early childhood education and care is one of the main priorities of this government.
I am proud to say that we have increased the state grants with more than a hundred per cent, parental fees are lowered, and this year all children from the age of one have a legal right to attend kindergarten, if they so wish.
I am proud to say that we have increased the state grants with more than a hundred per cent, parental fees are lowered, and this year all children from the age of one have a legal right to attend kindergarten, if they so wish.
For us time has come to turn from quantity to quality in early childhood education and care.
For us time has come to turn from quantity to quality in early childhood education and care.
Eleven days ago our government presented a White Paper to Parliament on this issue.
Eleven days ago our government presented a White Paper to Parliament on this issue.
The three main goals are to:
The three main goals are to:
Ensure high quality and equity in all kindergartens
Ensure high quality and equity in all kindergartens
Strengthen the kindergarten as a learning arena
Strengthen the kindergarten as a learning arena
Give all children the right to participate in an inclusive companionship
Give all children the right to participate in an inclusive companionship
Dear Colleagues, friends
Dear Colleagues, friends
We know that education, knowledge and skills contribute to inclusion at the workplace, to an improved quality of life and better health for the individual.
We know that education, knowledge and skills contribute to inclusion at the workplace, to an improved quality of life and better health for the individual.
In the past we have tended to look at pupils with learning difficulties as the problem.
In the past we have tended to look at pupils with learning difficulties as the problem.
Today we have realized that we should maybe focus on the schools and the way we teach as possible solutions.
Today we have realized that we should maybe focus on the schools and the way we teach as possible solutions.
In order to take equity in education seriously, we have to emphasize quality, relevance and adaptability in our schools.
In order to take equity in education seriously, we have to emphasize quality, relevance and adaptability in our schools.
It is also important to offer more practical training schemes for all students.
It is also important to offer more practical training schemes for all students.
Here I want to tell you the story of Stephanie, a girl in secondary school I met a while ago.
Here I want to tell you the story of Stephanie, a girl in secondary school I met a while ago.
Stephanie was ready to drop out, as teaching and curriculum did not meet her needs.
Stephanie was ready to drop out, as teaching and curriculum did not meet her needs.
She became disinterested, and consequently failed her tests.
She became disinterested, and consequently failed her tests.
The core of Stephanie’s problem, I believe, was that theories about how things work did not catch her interest – she was a hands-on kind of person.
The core of Stephanie’s problem, I believe, was that theories about how things work did not catch her interest – she was a hands-on kind of person.
Stephanie did not learn by reading, she was learning by doing.
Stephanie did not learn by reading, she was learning by doing.
Luckily the school was able to offer her a practical training scheme, and for the first time Stephanie felt she was successful at school.
Luckily the school was able to offer her a practical training scheme, and for the first time Stephanie felt she was successful at school.
The feeling of mastering motivated her to make a real effort to learn, and she has graduated with a diploma.
The feeling of mastering motivated her to make a real effort to learn, and she has graduated with a diploma.
It is a goal for the Norwegian government to offer a more practical education for all students.
It is a goal for the Norwegian government to offer a more practical education for all students.
This is vital in order to make the students feel what they do is of relevance in regard to their interests and future plans, and thereby enhancing their motivation.
This is vital in order to make the students feel what they do is of relevance in regard to their interests and future plans, and thereby enhancing their motivation.
We always have to cater for the children with special needs, but we should also remember the ones who are especially gifted, like
We always have to cater for the children with special needs, but we should also remember the ones who are especially gifted, like
Magnus Carlsen, a wunderkind of chess.
Magnus Carlsen, a wunderkind of chess.
In 2004 he became the youngest Grandmaster ever, only 13 years old.
In 2004 he became the youngest Grandmaster ever, only 13 years old.
Today, aged 18, he is ranked as the third best chess player in the world.
Today, aged 18, he is ranked as the third best chess player in the world.
Magnus was as a 12 year old given a year off from elementary school in order to participate in international chess tournaments, and was coached at a Norwegian high school for athletes at a very young age.
Magnus was as a 12 year old given a year off from elementary school in order to participate in international chess tournaments, and was coached at a Norwegian high school for athletes at a very young age.
The exceptional talent of Magnus clearly needed an exceptional education, and I am happy to state that it has been possible to find a good solution also for his special needs.
The exceptional talent of Magnus clearly needed an exceptional education, and I am happy to state that it has been possible to find a good solution also for his special needs.
A few months ago I had the pleasure of meeting Magnus in my office at the Ministry.
A few months ago I had the pleasure of meeting Magnus in my office at the Ministry.
It was interesting to learn about his experiences from our education system, and it was a special privilege for me to play a game of chess with him.
It was interesting to learn about his experiences from our education system, and it was a special privilege for me to play a game of chess with him.
I must admit the game did not last very long; I do not need to tell you the result, do I?
I must admit the game did not last very long; I do not need to tell you the result, do I?
However, I was comforted when Magnus said he could notice I had been playing before.
However, I was comforted when Magnus said he could notice I had been playing before.
Meeting a Grandmaster is inspiring, even if it not possible for a Minister to match his talent.
Meeting a Grandmaster is inspiring, even if it not possible for a Minister to match his talent.
Schools clearly fail to interest if it is perceived as irrelevant to the individual or at the labor market, and it is costly for all parties involved if graduates are not able to find suitable jobs.
Schools clearly fail to interest if it is perceived as irrelevant to the individual or at the labor market, and it is costly for all parties involved if graduates are not able to find suitable jobs.
Close consultations between education authorities and social partners is one important instrument for ensuring a good transitions from education to work.
Close consultations between education authorities and social partners is one important instrument for ensuring a good transitions from education to work.
One of the main goals for governments and policymakers in the Western world is to motivate and encourage young people to successfully complete their education.
One of the main goals for governments and policymakers in the Western world is to motivate and encourage young people to successfully complete their education.
We know that the labour market in the future will demand even more specialized knowledge and skills than today’s labour market.
We know that the labour market in the future will demand even more specialized knowledge and skills than today’s labour market.
We need to discuss the right measures to stimulate, motivate and encourage our pupils through primary and secondary school.
We need to discuss the right measures to stimulate, motivate and encourage our pupils through primary and secondary school.
Many of us remember from our own school days a special teacher, someone we still admire, someone who perhaps became decisive for our later choices and career.
Many of us remember from our own school days a special teacher, someone we still admire, someone who perhaps became decisive for our later choices and career.
For me it was my teacher in the Norwegian language at upper secondary school, Mr Nils Fleten.
For me it was my teacher in the Norwegian language at upper secondary school, Mr Nils Fleten.
He took special care of me, and encouraged me to develop my abilities.
He took special care of me, and encouraged me to develop my abilities.
Nils Fleten made me feel special and talented; he gave me self confidence and an interest in learning.
Nils Fleten made me feel special and talented; he gave me self confidence and an interest in learning.
Being a teacher is no small task, it is perhaps one of the most important and challenging jobs you could have.
Being a teacher is no small task, it is perhaps one of the most important and challenging jobs you could have.
There are social differences in participation, and there are differences in learning outcomes in all countries.
There are social differences in participation, and there are differences in learning outcomes in all countries.
We want all children to be able to go on to further vocational or university education, regardless of their social backgrounds – and we want them to succeed.
We want all children to be able to go on to further vocational or university education, regardless of their social backgrounds – and we want them to succeed.
However, international comparisons show that there are differences between countries.
However, international comparisons show that there are differences between countries.
Some are more successful than others in achieving social equality in their education system.
Some are more successful than others in achieving social equality in their education system.
In some fields there is a lack of internationally comparable indicators.
In some fields there is a lack of internationally comparable indicators.
Completion and drop -out in upper secondary education is one example.
Completion and drop -out in upper secondary education is one example.
We have therefore conducted an ad hoc data collection among selected countries in order to give the meeting an impression of the magnitude of drop-out and completion in upper secondary education.
We have therefore conducted an ad hoc data collection among selected countries in order to give the meeting an impression of the magnitude of drop-out and completion in upper secondary education.
In some countries, close to 9 out of 10 students complete upper secondary education within 5 years after entry, in other, less than half.
In some countries, close to 9 out of 10 students complete upper secondary education within 5 years after entry, in other, less than half.
The large differences between countries – both in overall performance and in gender differences - indicate a high potential for improvement in low-performing countries.
The large differences between countries – both in overall performance and in gender differences - indicate a high potential for improvement in low-performing countries.
The findings also open up new questions.
The findings also open up new questions.
The consistently lower completion rates in vocational programmes deserve more research and attention.
The consistently lower completion rates in vocational programmes deserve more research and attention.
The data collection shows that few countries collect and disseminate completion data by student background.
The data collection shows that few countries collect and disseminate completion data by student background.
To fully assess the equity dimension of upper secondary completion, more countries need to collect completion data by student background.
To fully assess the equity dimension of upper secondary completion, more countries need to collect completion data by student background.
It is my hope that this meeting will be an important arena for the exchange of experiences and ideas concerning best practice.
It is my hope that this meeting will be an important arena for the exchange of experiences and ideas concerning best practice.
Tomorrow the land report on Norway in the OECD study Migrant Education is launched.
Tomorrow the land report on Norway in the OECD study Migrant Education is launched.
The scope of the project includes pre-school, primary school, and secondary school.
The scope of the project includes pre-school, primary school, and secondary school.
The overarching question of the review is what kind of policies will best promote successful education outcomes for first- and second-generation immigrant students.
The overarching question of the review is what kind of policies will best promote successful education outcomes for first- and second-generation immigrant students.
Early efforts and drop-out are among the topics being discussed in the report.
Early efforts and drop-out are among the topics being discussed in the report.
To sum up, inclusion and equity in education is in my opinion the best long-term instrument we have in order to secure economic progress, as well as democracy and social stability.
To sum up, inclusion and equity in education is in my opinion the best long-term instrument we have in order to secure economic progress, as well as democracy and social stability.