natgillin/translations-raw huggingface dataset:
But it was in the World Declaration on Education for All, adopted in 1990 in Jomtien, Thailand, that the world community adopted an expanded vision of basic education.
But it was in the World Declaration on Education for All, adopted in 1990 in Jomtien, Thailand, that the world community adopted an expanded vision of basic education.
This calls for a learning environment in which everyone will have a chance to acquire the basic elements which serve as a foundation for further learning and enable full participation in society.
This calls for a learning environment in which everyone will have a chance to acquire the basic elements which serve as a foundation for further learning and enable full participation in society.
This vision implied both access to education for everybody, and meeting the diverse learning needs of children, youth and adults.
This vision implied both access to education for everybody, and meeting the diverse learning needs of children, youth and adults.
Unfortunately, by the time of the World Education Forum in Dakar in 2000, the goals were still not met.
Unfortunately, by the time of the World Education Forum in Dakar in 2000, the goals were still not met.
The world community then set a date for 2015 to reach six quite specific goals.
The world community then set a date for 2015 to reach six quite specific goals.
We have 10 years to do the job.
We have 10 years to do the job.
The new Norwegian Government’s political declaration shares the expanded vision of basic education.
The new Norwegian Government’s political declaration shares the expanded vision of basic education.
We see combating poverty, encouraging participation, increasing economic support for education, and acknowledging the role of NGOs as important elements to strengthen social cohesion in society.
We see combating poverty, encouraging participation, increasing economic support for education, and acknowledging the role of NGOs as important elements to strengthen social cohesion in society.
In a world marked by globalization, it is not only unacceptable, it is dangerous to allow a situation of educational 'haves' and 'have-nots' to persist.
In a world marked by globalization, it is not only unacceptable, it is dangerous to allow a situation of educational 'haves' and 'have-nots' to persist.
The Nobel Prize winning economist and philosopher Amartya Sen widened our concept of poverty when he showed that poverty is more than an economic condition in which the basic necessities of life are lacking.
The Nobel Prize winning economist and philosopher Amartya Sen widened our concept of poverty when he showed that poverty is more than an economic condition in which the basic necessities of life are lacking.
For poverty must also be measured as terms of the absence of the capacity or opportunity to change this situation.
For poverty must also be measured as terms of the absence of the capacity or opportunity to change this situation.
The goal of EFA is to provide every individual with the opportunity to do something with a life situation experienced as “unfree”.
The goal of EFA is to provide every individual with the opportunity to do something with a life situation experienced as “unfree”.
The capacity to make changes can be mobilized and secured only through lifelong learning.
The capacity to make changes can be mobilized and secured only through lifelong learning.
In this respect developing and developed countries share a common challenge: One should realize lifelong learning for all so as to expand the real freedom that people enjoy and thus prepare the ground for development for individuals and societies.
In this respect developing and developed countries share a common challenge: One should realize lifelong learning for all so as to expand the real freedom that people enjoy and thus prepare the ground for development for individuals and societies.
Since Education for All is a tool for empowerment, I welcome UNESCO’s programme – Literacy Initiative for Empowerment - which was launched earlier this month.
Since Education for All is a tool for empowerment, I welcome UNESCO’s programme – Literacy Initiative for Empowerment - which was launched earlier this month.
This initiative targets the countries with the highest rates of illiteracy.
This initiative targets the countries with the highest rates of illiteracy.
I would like to return for a minute to the topic of mobility.
I would like to return for a minute to the topic of mobility.
While acknowledging the many opportunities associated with increased mobility, geographically and socially, I am concerned that increased mobility constitutes a challenge to EFA.
While acknowledging the many opportunities associated with increased mobility, geographically and socially, I am concerned that increased mobility constitutes a challenge to EFA.
Marginalised groups, such as immigrants, the unemployed, illiterate and so on, need special attention in order to be able to take advantage of the new opportunities.
Marginalised groups, such as immigrants, the unemployed, illiterate and so on, need special attention in order to be able to take advantage of the new opportunities.
The challenges and opportunities tied to migration and mobility are common to developed and developing countries, although to different degrees.
The challenges and opportunities tied to migration and mobility are common to developed and developing countries, although to different degrees.
To meet these challenges and make the most of the opportunities, education is an essential instrument.
To meet these challenges and make the most of the opportunities, education is an essential instrument.
The Norwegian government would like to see UNESCO encourage the international community to increase its focus on EFA as related to the migrant community.
The Norwegian government would like to see UNESCO encourage the international community to increase its focus on EFA as related to the migrant community.
UNESCO should consider whether the time is right for developing an international framework for the recognition of formal and non-formal education, skills and competencies across borders.
UNESCO should consider whether the time is right for developing an international framework for the recognition of formal and non-formal education, skills and competencies across borders.
There is, as I see, definitely a need for cross national systems.
There is, as I see, definitely a need for cross national systems.
This could be seen as a natural extension of the Guidelines on “Quality Provision in Cross-Border Higher Education” adopted at UNESCO’s General Conference last week.
This could be seen as a natural extension of the Guidelines on “Quality Provision in Cross-Border Higher Education” adopted at UNESCO’s General Conference last week.
We are not only concerned about cross-border higher education, but cross-border adult education, employment and democratic participation.
We are not only concerned about cross-border higher education, but cross-border adult education, employment and democratic participation.
Next month the Global Monitoring Report on Education for All will be launched.
Next month the Global Monitoring Report on Education for All will be launched.
According to previews of findings in the report, there are positive trends of sustained economic growth in the South and increases in promised aid, but at the same time the inequality is worsening.
According to previews of findings in the report, there are positive trends of sustained economic growth in the South and increases in promised aid, but at the same time the inequality is worsening.
It also shows that there is a direct relationship, especially in developing countries, between public spending on education and literacy rates.
It also shows that there is a direct relationship, especially in developing countries, between public spending on education and literacy rates.
This indicates that literacy and adult learning must be moved up on our agenda.
This indicates that literacy and adult learning must be moved up on our agenda.
While governments cannot necessarily be the main provider of adult learning, it must provide sound frameworks.
While governments cannot necessarily be the main provider of adult learning, it must provide sound frameworks.
I would like to use this opportunity just to say a few words about the Norwegian lifelong learning policy, and hope that our experiences may be of some interest to you even though the starting point in your country may be very different.
I would like to use this opportunity just to say a few words about the Norwegian lifelong learning policy, and hope that our experiences may be of some interest to you even though the starting point in your country may be very different.
Since 1999 we have implemented a national Competence Reform, aiming to improve the opportunities for adult and lifelong learning in Norway.
Since 1999 we have implemented a national Competence Reform, aiming to improve the opportunities for adult and lifelong learning in Norway.
The main goal of the reform has been to provide individuals, as well as enterprises and society, with the competence needed in the new knowledge society.
The main goal of the reform has been to provide individuals, as well as enterprises and society, with the competence needed in the new knowledge society.
The reform was targeted at all adults, but most measures were directed towards the employed.
The reform was targeted at all adults, but most measures were directed towards the employed.
In particular, the reform was meant to provide poorly qualified adults with a second chance to get an education.
In particular, the reform was meant to provide poorly qualified adults with a second chance to get an education.
The main approach was to introduce a set of statutory rights for learning for adults, the development of a national system for validation of non-formal and informal learning and to further improve the learning environment at the workplace.
The main approach was to introduce a set of statutory rights for learning for adults, the development of a national system for validation of non-formal and informal learning and to further improve the learning environment at the workplace.
Particular efforts have been directed towards immigrants and refugees.
Particular efforts have been directed towards immigrants and refugees.
They often lack school-certificates and other types of documentation of their competencies.
They often lack school-certificates and other types of documentation of their competencies.
Also, they often lack the language skills necessary to benefit from the ordinary procedures used to validate prior learning.
Also, they often lack the language skills necessary to benefit from the ordinary procedures used to validate prior learning.
In order to facilitate validation of prior learning for these groups, a method called vocational testing (yrkesprøving) has been developed, aiming to assess prior learning in a workplace setting.
In order to facilitate validation of prior learning for these groups, a method called vocational testing (yrkesprøving) has been developed, aiming to assess prior learning in a workplace setting.
Where do we stand today, five years after we started to implement the reform?
Where do we stand today, five years after we started to implement the reform?
I think that we have made important progress with validation of prior and informal learning.
I think that we have made important progress with validation of prior and informal learning.
Students seeking an education both at the secondary and tertiary levels now have easier access to schools and institutions.
Students seeking an education both at the secondary and tertiary levels now have easier access to schools and institutions.
They can also complete their degrees in a shorter period of time due to recognition of previous learning.
They can also complete their degrees in a shorter period of time due to recognition of previous learning.
The methods developed to reach immigrants and refugees have, however, not been used widely, and there is still a lot to do in terms of more efficient procedures to recognise education as well as informally acquired skills for immigrants and refugees.
The methods developed to reach immigrants and refugees have, however, not been used widely, and there is still a lot to do in terms of more efficient procedures to recognise education as well as informally acquired skills for immigrants and refugees.
We must also admit that poorly qualified adults have not queued up, the way we thought they would do, to use their new rights to education.
We must also admit that poorly qualified adults have not queued up, the way we thought they would do, to use their new rights to education.
A recent OECD review of lifelong learning in Norway praises many sides of the Norwegian education system, but also tells us clearly that we have an unfinished agenda in terms of reaching out to poorly qualified adults.
A recent OECD review of lifelong learning in Norway praises many sides of the Norwegian education system, but also tells us clearly that we have an unfinished agenda in terms of reaching out to poorly qualified adults.
In order to take advantage of the increased mobility, it is essential for governments and international organisations to put in place a better framework for educational initiatives.
In order to take advantage of the increased mobility, it is essential for governments and international organisations to put in place a better framework for educational initiatives.
I think it is crucial to work more closely with NGO's, social partners and private enterprises in order to reach marginalised groups and to make education for all a reality.
I think it is crucial to work more closely with NGO's, social partners and private enterprises in order to reach marginalised groups and to make education for all a reality.
In Norway, NGO's and the social partners were essential in setting up and implementing the reform.
In Norway, NGO's and the social partners were essential in setting up and implementing the reform.
The Norwegian government will cooperate more closely with the social partners and NGO's in order to make the goals of the Competence Reform a reality.
The Norwegian government will cooperate more closely with the social partners and NGO's in order to make the goals of the Competence Reform a reality.
We will take measures to make it possible for employees to take part in continuing and further education.
We will take measures to make it possible for employees to take part in continuing and further education.
We will look more deeply into developing systems for financing participation in such activities for employees.
We will look more deeply into developing systems for financing participation in such activities for employees.
We will also work more actively to inform the groups that need it most about their right to adult education.
We will also work more actively to inform the groups that need it most about their right to adult education.
We will strengthen the right to validation of non-formal and informal learning and increase the public support to adult education.
We will strengthen the right to validation of non-formal and informal learning and increase the public support to adult education.
And most important, we will do our best to secure basic skills to everybody, meaning both young and adults.
And most important, we will do our best to secure basic skills to everybody, meaning both young and adults.
Let me conclude by saying that we are proud that Norway is hosting the International Adult Learners Week 2005.
Let me conclude by saying that we are proud that Norway is hosting the International Adult Learners Week 2005.
The first international week for adult learners took place in Brazil in 2002 and the next in South Africa in 2004.
The first international week for adult learners took place in Brazil in 2002 and the next in South Africa in 2004.
I think now we can say that the International Adult Learners’ Week has become a tradition.
I think now we can say that the International Adult Learners’ Week has become a tradition.
I hope you will agree that it is an advantage that the event takes place at the same time as the national Adult Learners Week in Norway.
I hope you will agree that it is an advantage that the event takes place at the same time as the national Adult Learners Week in Norway.
And that you will enjoy the Norwegian celebration of adult learners and providers tomorrow evening.
And that you will enjoy the Norwegian celebration of adult learners and providers tomorrow evening.
I hope this conference will contribute to the further development of adult education both in your countries and in Norway and I wish you the best of luck in all your endeavours to find innovative ways forward.
I hope this conference will contribute to the further development of adult education both in your countries and in Norway and I wish you the best of luck in all your endeavours to find innovative ways forward.
'Europe has never been so prosperous, so secure nor so free'.
"Europa har aldri vært mer velstående, mer sikkert, mer fritt".
These are the opening words of the European Security Strategy that was adopted by the EU in 2003.
Det er åpningsordene i EUs utenrikspolitiske strategi, vedtatt i 2003.
'A more connected, contested and complex world'.
"Mer sammenkoblet, mer omstridt og mer kompleks."
The last decade has provided good reasons for this change of tone.
Det siste tiåret har gitt gode grunner til dette toneskiftet.
The 2003 security strategy clearly set out the threats facing the European idyll.
Strategien fra 2003 la ikke skjul på truslene mot den europeiske idyllen.
Terrorism.
Terrorisme.
Weapons of mass destruction.
Masseødeleggelsesvåpen.
Regional conflicts.
Regionale konflikter.
State failure.
Statskollaps.
Organised crime.
Organisert kriminalitet.
But few thought that these threats would have such tangible consequences for Europe as they have had.
Men få trodde at disse truslene skulle få så konkrete konsekvenser for Europa som de faktisk har fått.
And few thought that Europe would have to spend more time and energy dealing with its own financial crisis than responding to crises outside Europe.
Og få trodde at Europa skulle bli nødt til å bruke mer krefter på sin egen finanskrise enn på kriser utenfor Europa.
Europe's main foreign policy challenge was – and still is – to build security in its neighbourhood.
Europas utenrikspolitiske hovedutfordring var, og er, å bidra til sikkerhet i Europas nabolag.
But at the time of the upheavals in the Arab world, many European countries were experiencing an economic crisis.
Men da omveltningene kom i den arabiske verden, var mange europeiske land i økonomisk krise.
When Russia's aggression changed the borders of one of the EU's neighbourhood countries, the major weaknesses of the European Neighbourhood Policy were revealed.
Da russisk aggresjon endret grenser i EUs nabolag, kom store svakheter til syne i EUs naboskapspolitikk.
And now that the refugee crisis is really hitting Europe, we are seeing signs of a political crisis within the EU.
Når flyktningekrisen nå for alvor gjør seg gjeldende i Europa, ser vi politiske krisetegn innad i EU-samarbeidet.
Each of these crises is challenging in its own right.
Krisene er krevende hver for seg.
Moreover, they are connected in ways that make the situation even more complicated.
I tillegg er de vevet sammen på måter som gjør situasjonen enda vanskeligere.
The consequences of Russia's use of force both in Ukraine and Syria are being felt in a European political landscape where extremist parties are saying no to Ukraine's desire for closer integration with Europe and whose views are being fuelled by resistance to refugees.
Konsekvensene av russisk maktbruk både i Ukraina og Syria slår inn i et europeisk politisk landskap hvor ytterliggående partier sier nei til Ukrainas ønske om europeisering, og samtidig næres av motstand mot flyktninger.
Turkey's key role in the Middle East, as well as in the migration crisis, is influencing sensitive discussions concerning the further process of European integration.
Tyrkias nøkkelrolle i Midtøsten, såvel som i migrasjonskrisen, slår inn i følsomme debatter om hvor og hvordan den europeiske integrasjonsprosessen skal gå videre.
The EU's response to crises is often to develop more far-reaching common policy, but this can lead to greater disagreement between EU countries and greater polarisation within EU countries.
EUs svar på kriser blir ofte mer felles politikk, men det kan i sin tur skape større uenigheter mellom EU-land, og større polarisering innad i EU-land.
At no other time since the establishment of the EU has European cooperation been more difficult.
Europeisk samarbeid har neppe vært vanskeligere i EUs levetid.
But the need for European cooperation has never been greater.
Men behovet for europeisk samarbeid har neppe vært større.
And now, as it seeks to address this difficult situation, Europe is still experiencing low growth, high unemployment and an aging population.
I møtet med disse vanskelighetene har Europa fortsatt lav vekst, høy ledighet, og en aldrende befolkning.
Several countries are having to deal with structural problems.
Flere land sliter med strukturelle problemer.
Growth is improving somewhat, and several countries are tackling their structural problems.
Veksten øker noe, og flere land tar fatt i strukturproblemene.
The high level of education in Europe is also a strength.
Det er også en styrke at Europas befolkning er godt utdannet.
The challenges faced by several European countries due to an aging population could be reduced by immigration and migration, if immigrants are well integrated and able to participate in working life.
Utfordringene som flere europeiske land opplever ved en aldrende befolkning kan dempes av innflytting og migrasjon, forutsatt at de som kommer integreres godt og får ta del i arbeidslivet.
Compared with the rest of Europe, Norway is in a good position.
Norge er godt stilt sammenholdt med det øvrige Europa.
But we face many of the same threats and challenges from Europe's neighbourhood.
Men vi står overfor mange av de samme truslene og utfordringene fra Europas nabolag.
We also share an interest in promoting economic growth in the EU.
Vi deler også interessen av økonomisk fremgang i EU.
Globalisation and the digital revolution are making us more dependent on – and more vulnerable to – what is happening in the world around us.
Globaliseringen og digitaliseringen gjør oss mer avhengige av - og mer utsatt for - det som skjer i verden omkring oss.
The Norwegian economy and Norwegian jobs are dependent on developments in the world economy, and on developments in the EU – our most important trading partner.
Norsk økonomi og norske arbeidsplasser er avhengige av utviklingen i verdensøkonomien, og av utviklingen i EU – vår viktigste handelspartner.
The negotiations on the new funding period for the EEA and Norway Grants scheme and on market access for fish illustrate the fact that Norway and the EU have reciprocal interests.
Forhandlingene om nye EØS-midler og markedsadgang for fisk er eksempler på gjensidige interesser mellom Norge og EU.
These negotiations were concluded in the summer, and agreements covering the period up until 30 April 2021 were countersigned.
Disse forhandlingene ble avsluttet i sommer, og avtaler som dekker perioden frem til 30. april 2021 ble parafert.
It was important for the fisheries and aquaculture industry that we secured a good agreement on market access for fish.
Det var viktig for fiskenæringen at vi fikk på plass en god avtale for markedsadgang for fisk.
The quota for different types of spiced and/or vinegar cured herring has been increased by 50 %.
Nåværende kvote for krydder- og eddiksild er økt med 50 prosent.
The extension of the agreement period to seven years provides greater predictability for the fisheries sector.
En avtaleperiode på sju år gir større forutsigbarhet for fiskerinæringen.
Under the agreement on the EEA and Norway Grants, Norway will contribute a sum of EUR 388 million per year.
Enigheten om EØS-midlene innebærer at Norge skal bidra med et årlig beløp på 388 millioner euro.