natgillin/translations-raw huggingface dataset:
Norway, together with other industrialized countries may contribute to meet these challenges in several ways.
Norway, together with other industrialized countries may contribute to meet these challenges in several ways.
One is to work for more funding to research directed at solving problems in countries that do not have the capacity to invest much in research.
One is to work for more funding to research directed at solving problems in countries that do not have the capacity to invest much in research.
Another is by working to enhance the international exchange of knowledge, including the developing countries.
Another is by working to enhance the international exchange of knowledge, including the developing countries.
Yet another is to integrate research and higher education as means in development policy.
Yet another is to integrate research and higher education as means in development policy.
These measures are all part of Norwegian policy.
These measures are all part of Norwegian policy.
To follow up on the last point, our Ministry of Foreign Affairs last year commissioned a report on how a more knowledge based development policy could be developed.
To follow up on the last point, our Ministry of Foreign Affairs last year commissioned a report on how a more knowledge based development policy could be developed.
You will hear more about this report and how the government is following up its recommendations from my colleague from the Ministry of Foreign Affairs, State Secretary Håkon Gulbrandsen, tomorrow.
You will hear more about this report and how the government is following up its recommendations from my colleague from the Ministry of Foreign Affairs, State Secretary Håkon Gulbrandsen, tomorrow.
There is also growing awareness internationally of the need to enhance the role of higher education, science and technology within aid and development policies.
There is also growing awareness internationally of the need to enhance the role of higher education, science and technology within aid and development policies.
In our efforts to reach the UN Millennium Goals, capacity building within research and education in developing countries must be given a high priority.
In our efforts to reach the UN Millennium Goals, capacity building within research and education in developing countries must be given a high priority.
It is positive that the first formal meeting of the G8 science ministers, which will take place in Japan later this year, will address capacity development in developing countries as one of the main points on the agenda.
It is positive that the first formal meeting of the G8 science ministers, which will take place in Japan later this year, will address capacity development in developing countries as one of the main points on the agenda.
I mentioned the need to pay an entrance ticket to take part in the international development of knowledge.
I mentioned the need to pay an entrance ticket to take part in the international development of knowledge.
This also points to a positive fact about the relation between efforts in research and benefits of research; they are not necessarily equal.
This also points to a positive fact about the relation between efforts in research and benefits of research; they are not necessarily equal.
Technology can be said to be a particular economical good in the sense that one does not have to share in the costs of the development to share in the benefits of the use.
Technology can be said to be a particular economical good in the sense that one does not have to share in the costs of the development to share in the benefits of the use.
Although the development of new technology may be very expensive, the price of using technology may be very low.
Although the development of new technology may be very expensive, the price of using technology may be very low.
Therefore, technology developed elsewhere is often an important driving force in a country’s economical development.
Therefore, technology developed elsewhere is often an important driving force in a country’s economical development.
But to go on such a technological “free ride”, so to speak, knowledge is required.
But to go on such a technological “free ride”, so to speak, knowledge is required.
Both for small countries and poor countries, which must rely on other countries’ technology development in many fields, a broad knowledge base within research and higher education is therefore very important.
Both for small countries and poor countries, which must rely on other countries’ technology development in many fields, a broad knowledge base within research and higher education is therefore very important.
The contribution to economic growth is an important function of research and higher education, but far from the only one.
The contribution to economic growth is an important function of research and higher education, but far from the only one.
They also contribute to the development of democracy and good government in several ways.
They also contribute to the development of democracy and good government in several ways.
Research and higher education in all fields represent a critical awareness, and contribute to the open, qualified debate which is vital for a modern democracy.
Research and higher education in all fields represent a critical awareness, and contribute to the open, qualified debate which is vital for a modern democracy.
Moreover, the application of this critical awareness in the fields of social and human sciences can provide knowledge needed for good government.
Moreover, the application of this critical awareness in the fields of social and human sciences can provide knowledge needed for good government.
That government must be knowledge based is widely acknowledged in our times.
That government must be knowledge based is widely acknowledged in our times.
This means that we need research to choose efficient and well functioning systems and structures, and to find out if policy measures and reforms are working the way they were intended.
This means that we need research to choose efficient and well functioning systems and structures, and to find out if policy measures and reforms are working the way they were intended.
Education, health and welfare are just some examples of areas of great importance to a society, and where each country needs relevant knowledge on which to base its policy making.
Education, health and welfare are just some examples of areas of great importance to a society, and where each country needs relevant knowledge on which to base its policy making.
It is therefore also important for developing countries to build capacity in social and human sciences, both to develop the knowledge needed at the national level to make good choices concerning government and administration, and to benefit from knowledge of transnational and transregional relevance developed elsewhere.
It is therefore also important for developing countries to build capacity in social and human sciences, both to develop the knowledge needed at the national level to make good choices concerning government and administration, and to benefit from knowledge of transnational and transregional relevance developed elsewhere.
International cooperation is a priority in our research and higher education policy, as it is for many other countries.
International cooperation is a priority in our research and higher education policy, as it is for many other countries.
The cooperation with developing countries is a part of this picture, though the focus of the cooperation and measures to support it will of course be different related to different countries.
The cooperation with developing countries is a part of this picture, though the focus of the cooperation and measures to support it will of course be different related to different countries.
In general, we encourage cooperation based on relations or agreements between institutions rather than just on personal contacts.
In general, we encourage cooperation based on relations or agreements between institutions rather than just on personal contacts.
We certainly need enthusiastic individuals to be driving forces in international cooperation, but when the cooperation is rooted in institutional ties, sustainability and good working conditions are easier to secure.
We certainly need enthusiastic individuals to be driving forces in international cooperation, but when the cooperation is rooted in institutional ties, sustainability and good working conditions are easier to secure.
Part of Norway’s support to higher education and research in developing countries is channelled through Norwegian universities and university colleges in partnership models.
Part of Norway’s support to higher education and research in developing countries is channelled through Norwegian universities and university colleges in partnership models.
One program supports the development and management of master programs, based on cooperation between higher education institutions in Norway and partner institutions in developing countries (The NOMA program).
One program supports the development and management of master programs, based on cooperation between higher education institutions in Norway and partner institutions in developing countries (The NOMA program).
Another program (NUFU) supports cooperation projects directed at building capacity within research based education at universities in the south.
Another program (NUFU) supports cooperation projects directed at building capacity within research based education at universities in the south.
I have myself participated in many of these programmes as I had this task at the University of Tromsø, and I like to underline on specific aspect: Programs like this, institutionally based as links between universities if good and carried out well can survive for long time spans – maybe because while NGOs[1] tend to come and go – universities persist.
I have myself participated in many of these programmes as I had this task at the University of Tromsø, and I like to underline on specific aspect: Programs like this, institutionally based as links between universities if good and carried out well can survive for long time spans – maybe because while NGOs[1] tend to come and go – universities persist.
For Norway, a main aim in international cooperation is improved quality in research and higher education.
For Norway, a main aim in international cooperation is improved quality in research and higher education.
And it is important to keep the quality aspect in mind also when discussing capacity building in education and research as part of development policies.
And it is important to keep the quality aspect in mind also when discussing capacity building in education and research as part of development policies.
Although the aim is not to establish research or education institutions at the highest international level, it is essential that internationally acknowledged standards are followed in the efforts to build capacity and competence.
Although the aim is not to establish research or education institutions at the highest international level, it is essential that internationally acknowledged standards are followed in the efforts to build capacity and competence.
Because the interest in higher education is growing, and not all states have the capacity to offer education to all who seek it, cross-border trade in education is on the rise.
Because the interest in higher education is growing, and not all states have the capacity to offer education to all who seek it, cross-border trade in education is on the rise.
A wide range of new educational offers have emerged, and unfortunately not all of them deliver what they promise.
A wide range of new educational offers have emerged, and unfortunately not all of them deliver what they promise.
To meet the challenges linked to increased transnational trade in education, UNESCO and OECD in cooperation have developed Guidelines for Quality Provisions in Cross-border Higher Education.
To meet the challenges linked to increased transnational trade in education, UNESCO and OECD in cooperation have developed Guidelines for Quality Provisions in Cross-border Higher Education.
The guidelines aim at ensuring that students have access to education of good quality and relevance, while at the same time respecting each country’s autonomy over higher education as a measure in national policies.
The guidelines aim at ensuring that students have access to education of good quality and relevance, while at the same time respecting each country’s autonomy over higher education as a measure in national policies.
In Europe, the Bologna-process is very important for the development of higher education.
In Europe, the Bologna-process is very important for the development of higher education.
Norway is a part of this process, which aims at developing a common European area of higher education, with comparable structures.
Norway is a part of this process, which aims at developing a common European area of higher education, with comparable structures.
But the process also has an external dimension.
But the process also has an external dimension.
The Bologna reforms have created considerable interest and stimulated discussion between European and international partners on a range of issues.
The Bologna reforms have created considerable interest and stimulated discussion between European and international partners on a range of issues.
These include the recognition of qualifications and the benefits of cooperation based upon partnership, mutual trust and understanding.
These include the recognition of qualifications and the benefits of cooperation based upon partnership, mutual trust and understanding.
There are also efforts in different regions of the world to reform higher education systems, bringing them more closely into line with the Bologna framework.
There are also efforts in different regions of the world to reform higher education systems, bringing them more closely into line with the Bologna framework.
This autumn, my ministry will present a White Paper on internationalization in education to Parliament.
This autumn, my ministry will present a White Paper on internationalization in education to Parliament.
The White Paper will cover the whole range of international cooperation, and strategies and measures in our cooperation with developing countries will also be addressed in this connection.
The White Paper will cover the whole range of international cooperation, and strategies and measures in our cooperation with developing countries will also be addressed in this connection.
I have pointed to the Bologna-process and the UNESCO/OECD cooperation on guidelines as examples of important international processes relevant to the discussion of the theme which is our focus today.
I have pointed to the Bologna-process and the UNESCO/OECD cooperation on guidelines as examples of important international processes relevant to the discussion of the theme which is our focus today.
I believe that international cooperation, for example in multilateral organisations within the UN system, is essential to develop good frameworks and guidelines concerning quality assurance and recognition of qualifications.
I believe that international cooperation, for example in multilateral organisations within the UN system, is essential to develop good frameworks and guidelines concerning quality assurance and recognition of qualifications.
The efforts to build research and education capacity in developing countries must be based on such frameworks and guidelines.
The efforts to build research and education capacity in developing countries must be based on such frameworks and guidelines.
In this light, it is very positive that international scientific organizations, like the International Mathematics Union, are engaged in capacity building in developing countries.
In this light, it is very positive that international scientific organizations, like the International Mathematics Union, are engaged in capacity building in developing countries.
Their effort may complement the work of other organizations, since they have a different perspective and other contacts and networks.
Their effort may complement the work of other organizations, since they have a different perspective and other contacts and networks.
The aim of capacity building in higher education and research should always be to build on and involve the scientific communities in the developing countries themselves, and international scientific organizations are of course well placed to achieve this.
The aim of capacity building in higher education and research should always be to build on and involve the scientific communities in the developing countries themselves, and international scientific organizations are of course well placed to achieve this.
The Norwegian government is impressed with the work of the International Mathematical Union, and supports this work through the financial contribution from the Abel Fund.
The Norwegian government is impressed with the work of the International Mathematical Union, and supports this work through the financial contribution from the Abel Fund.
In conclusion, I wish to underline that strengthening the capacity for research and higher education in developing countries is also a question of strengthening science.
In conclusion, I wish to underline that strengthening the capacity for research and higher education in developing countries is also a question of strengthening science.
The human resources are out there, and we all stand to loose if talents in developing countries are not given the opportunity to contribute to the global scientific development.
The human resources are out there, and we all stand to loose if talents in developing countries are not given the opportunity to contribute to the global scientific development.
I know that you have an interesting programme today and tomorrow, where politicians, academics and representatives of international organizations will relate their experiences working in this challenging and very important field.
I know that you have an interesting programme today and tomorrow, where politicians, academics and representatives of international organizations will relate their experiences working in this challenging and very important field.
I am pleased that the Norwegian Academy of Science and Letters has offered the organisers their beautiful building as the location for the conference; this way the conference will give you something both for the mind and for the eyes.
I am pleased that the Norwegian Academy of Science and Letters has offered the organisers their beautiful building as the location for the conference; this way the conference will give you something both for the mind and for the eyes.
Nothing wrong said about NGOs – they have their important role to play.
Nothing wrong said about NGOs – they have their important role to play.
Research and higher education in developing countries
Forskning og høyere utdanning i utviklingsland
“Scientific research going on at the South Pole is impressive.
- Forskningsarbeidet på Sydpolen er imponerende.
(Photo: Office of the Prime Minister.)
(Foto: Statsministerens kontor.)
More photos on Flickr
Flere bilder på Flickr.
On 13 December the Prime Minister visited several of the research centres at the South Pole.
I dag besøkte statsministeren flere av forskningssentrene på Sydpolen.
They operate within various fields of natural science, from climate to astronomy.
De jobber innen ulike felt av naturvitenskapene, fra klima til astronomi.
The Amundsen-Scott Base is a research station run by the US National Science Foundation, hosting the Prime Minister’s visit to the South Pole.
Amundsen-Scottbasen er en forskningsstasjon som er drevet av National Science Foundation, som er vertskap for statsministeren under besøket til Sydpolen.
The Research Council of Norway’s High North Conference 2008, Kirkenes, 26 November 2008
Forskningsrådets Nordområdekonferanse 2008, Kirkenes, 26. november 2008
One is the strategy’s foreign policy dimension, which has a bearing on all the other areas.
Det ene er den utenrikspolitiske dimensjonen ved nordområdestrategien, den griper inn i alle de andre.
The other area is knowledge, expertise and research, Foreign Minister Støre said in his speech in Kirkenes on 26.11.08.
Det andre er kunnskap, kompetanse, forskning, sa utenriksminister Støre bl.a. i sin åpningstale til Nordområdekonferansen.
Translation from Norwegian Check against delivery
Sjekkes mot framføringen
Ladies and gentlemen,
Kjære alle sammen,
First of all I would like to thank the Research Council of Norway for inviting me to participate in this conference.
Først av alt: En stor takk til Forskningsrådet for invitasjonen til å delta på denne konferansen.
It is a great pleasure for me both to be here in Kirkenes and to meet representatives of the Research Council.
Det er en stor glede både å komme til Kirkenes og å møte Forskningsrådet.
Some have made fun of the Government’s High North efforts, claiming that they amount to little more than an increasing number of conferences.
Noen har gjort seg lystige på at Nordområdesatsingen begrenser seg til et økende antall konferanser.
This is of course not true.
Det er selvsagt feil.
What is more, if the conferences in question foster agreement, common understanding and insight into what needs to be done, we can live with such claims.
Men når konferansene bygger enighet, felles forståelse og innsikt om handling, så kan vi fint leve med slike påstander.
And this conference is one of these.
Denne konferansen er en slik!
The Research Council of Norway has established itself as a key actor as regards innovation, initiatives and activities in the north, and this conference is but one of many examples of this.
Forskningsrådet har etablert seg som en av de aller mest sentrale aktørene når det gjelder nytenkning, satsing og virksomhet i nord, noe denne konferansen er ett av mange eksempler på.
Just think of the International Polar Year and the huge boost it provided – both in Norway and internationally.
Tenk bare på Polaråret og det store løftet det har vært – i Norge og internasjonalt.
We can’t turn everything we are doing in this connection into news items, but at times I think it’s a pity we aren’t able to tell the exciting stories behind all the projects.
Vi kan vanskelig lage nyhetssaker på alt det som inngår i denne satsingen, men noen ganger er jeg lei meg for at vi ikke får fortalt de spennende historiene bak de mange prosjektene.
They would make truly fascinating news stories.
Det hadde blitt fascinerende historier.
I often say that knowledge is at the core of our High-North efforts.
Jeg bruker ofte å si at ”kunnskap er navet i nordområdesatsingen”.
I could also call it the fulcrum, the pivotal point.
Ja, selve navet – midtblokken på et hjul, trådene som samler seg, kjernen.
I am pleased that the Research Council is focusing on the High North, and I hope to see more of this and to be able to contribute myself.
At Forskningsrådet setter nordområdene i fokus i sitt arbeid, er jeg glad for – vil gjerne se mer av og bidra til.
The implementation of the Government’s High North Strategy, which was presented in Tromsø almost exactly two years ago, is being followed up in a number of areas.
I oppfølgingen av Regjeringens nordområdestrategi – presentert for nesten nøyaktig 2 år siden i Tromsø – følger vi opp innenfor en rekke saksfelt.
There are 22 specific points.
22 punkter.
The environment, business development, infrastructure and maritime surveillance are a few of these areas.
Miljø, næringsutvikling, infrastruktur og havovervåking, for å nevne noe.
Two of the areas stand out due to their cross-sectoral nature.
Av alle feltene er det to som står i en særstilling, fordi de er sektorovergripende.
One is the strategy’s foreign policy dimension, which has a bearing on all the other areas.
Det ene feltet er den utenrikspolitiske dimensjonen ved nordområdestrategien, den griper inn i alle de andre.
The other area is knowledge, expertise and research.
Det andre feltet er kunnskap, kompetanse, forskning.
Research is also an area in its own right, and is likely to be an important growth area in the future.
Forskning et saksområde i seg selv, og en betydelig vekstnæring i tiden framover.