natgillin/translations-raw huggingface dataset:
We need a cross sectoral approach, and we need to approach evidence from a very broad perspective in the way we formulate our policies. 
We need a cross sectoral approach, and we need to approach evidence from a very broad perspective in the way we formulate our policies.
I am grateful that the health sector has led the way and that you are inspiring other sectors. 
I am grateful that the health sector has led the way and that you are inspiring other sectors.
Statement on global health and foreign policy at the Campbell conference 
Innlegg om global helse og utenrikspolitikk på Campbell-konferansen
Norway deplores Israel’s expropriation of land in the West Bank 
Norge tar avstand fra israelsk ekspropriering på Vestbredden
Elisabeth Rasmusson congratulated on landing top UN job 
Gratulerer Elisabeth Rasmusson med toppjobb i FN
Elisabeth Rasmusson has been appointed Assistant Executive Director in the United Nations World Food Programme (WFP). 
Elisabeth Rasmusson er utnevnt som assisterende direktør i Verdens matvareprogram (WFP).
In her new position she will be one of four top managers under WFP Executive Director Ertharin Cousin. 
Den nye stillingen gjør henne til én av fire toppledere i FNs matevareprogram under direktør Ertharin Cousin.
International Development Minister Heikki Eidsvoll Holmås commented, “I congratulate Elisabeth Rasmusson on getting this job. 
– Jeg gratulerer Elisabeth Rasmusson med jobben.
The World Food Programme saves lives. 
FNs matevareprogram redder liv.
It brings food to people suffering from need, war and famine. 
De får fram mat til mennesker som opplever nød, krig og sult.
The World Food Programme is the world’s largest humanitarian organisation and plays a key role in the fight against hunger and malnutrition. 
Matvareprogrammet er verdens største humanitære organisasjon og sentral i kampen mot sult og underernæring.
Minister of Foreign Affairs Espen Barth Eide commented, “I am pleased that Ms Rasmusson will be leading this work. 
– Jeg er glad for at Rasmusson skal lede dette arbeidet.
“The World Food Programme distributes food, food vouchers and cash to around 100 million people all over the world every year. 
– Matvareprogrammet distribuerer årlig mat, matkuponger og kontanter til omlag 100 millioner mennesker over hele verden.
It also provides logistical assistance to other humanitarian organisations, in the form of aircraft, ships and trucks,” said Mr Holmås. 
De bidrar med logistikk som fly, båter og biler også til andre humanitære organisasjoner, sier Holmås.
“Partnerships with other multilateral organisations, civil society organisations and the private sector are important for the World Food Programme to be able to meet its goals,” said Mr Eide. 
– Partnerskap med andre multilaterale organisasjoner, sivilt samfunnsorganisasjoner og privat sektor er viktig for å nå Matvareprogrammets mål, sier Eide.
Ms Rasmusson has extensive international experience. 
Rasmusson har lang internasjonal erfaring.
She has been Secretary General of the Norwegian Refugee Council since 2008. 
Hun har vært generalsekretær i Flyktninghjelpen siden 2008.
She has previously worked as field coordinator for the UN in Angola, delegate for the International Committee of the Red Cross in Colombia, deputy head of the OSCE mission to Bosnia and Herzegovina, and the Norwegian Refugee Council’s representative in Georgia. 
Rasmusson har tidligere vært feltkoordinator for FN i Angola, delegat for Den internasjonale Røde Kors-komiteen i Colombia, nestleder i OSSEs sendelag til Bosnia og Hercegovina og stedlig representant for Flyktninghjelpen i Georgia.
She has also been a member of the CERF Advisory Group. 
Hun har også sittet i rådet til FNs nødhjelpsfond (Cerf).
The World Food Programme has an annual budget of around NOK 25 billion. 
Matvareprogrammet har et årlig budsjett på rundt 25 milliarder kroner.
Norway provides around NOK 250 million a year to assist in addressing crisis situations all over the world. 
Organisasjonen mottar årlig omlag 250 millioner kroner fra Norge for å bistå i krisesituasjoner over hele verden.
It is regarded as one of the most effective reform-minded UN organisations. 
Matvareprogrammet anses som en av de mest effektive og reformvillige FN-organisasjonene.
Norway condemns use of landmines in Syria 
Norge fordømmer bruk av landminer i Syria
“These are weapons that do not distinguish between combatants and civilians. 
- Dette er et våpen som ikke skiller mellom stridende og sivile.
The use of landmines will affect the Syrian population for many years to come. 
Bruk av miner vil ramme den syriske befolkningen i mange år fremover.
This is just the latest in a string of atrocities against civilians that are now being reported from Syria,” Foreign Minister Jonas Gahr Støre commented. 
Dette følger i rekken av grove overgrep mot sivile som nå dokumenteres fra Syria, sier utenriksminister Jonas Gahr Støre.
Human Rights Watch has reported a number of cases of antipersonnel and antivehicle mines being planted in Syria’s border areas with Turkey and Lebanon. 
Organisasjonen Human Rights Watch rapporterer om flere tilfeller av utlegging av landminer og antitankminer i Syrias grenseområder til Tyrkia og Libanon.
These reports are based on multiple accounts from civilian witnesses and Syrian mine clearers associated with the opposition. 
Rapportene er basert på flere vitneutsagn fra sivilbefolkningen og syriske mineryddere knyttet til opposisjonen.
Moreover, the Syrian authorities have also made clear on a number of occasions that there are landmines in the conflict areas. 
I tillegg har syriske myndigheter selv ved flere anledninger sagt at det finnes landminer i konfliktområdene.
Syria is not a State Party to the Mine Ban Convention, which has 159 States Parties, including Norway and Turkey. 
Syria er ikke statspart til Minekonvensjonen som har 159 statsparter, herunder Norge og Tyrkia.
It is therefore rare to hear of countries planting new landmines. 
Det rapporteres derfor sjelden om at stater legger ut nye landminer.
Norway funds marine research with 3.2 billion NOK annually, of which 2 billion NOK is funded by the government. 
Norge bruker 3,2 milliarder årlig på marin forskning, hvorav 2 milliarder er finansiert av det offentlige.
- Norway needs to build new knowledge-based industries. 
- Norge har behov for å bygge opp nye kunnskapsbaserte næringer.
The marine sector is identified as an industry where Norway can be a leading authority, with a potential for increased value creation. 
Marin sektor er pekt ut som en av de næringene hvor Norge kan være verdensledende med et potensial for økt verdiskaping.
Research and development will be essential in order to develop this potential, says the Minister of Fisheries. 
Forskning og utvikling vil være helt avgjørende for å utnytte dette potensialet, sier fiskeriministeren.
The master plan will form the basis for Norway's priorities in aquaculture research, resource and ecosystem research, and research that can create a basis for new marine industries. 
Masterplanen skal danne grunnlag for prioriteringer innen havbruksforskningen, ressurs- og økosystemforskningen og forskning som kan skape grunnlag for nye marine næringer.
The Ministry has created a website for input: https://www.regjeringen.no/nb/tema/naringsliv/forskning-og-innovasjon/gi-ditt-innspill---oppfolgingsplan-for-marin-forskning/id2361141/ 
Departementet har opprettet en nettside for innspill.
The Norwegian Ministry of Trade Industry and Fisheries aims to present the master plan for marine research during the autumn of 2015. 
Departementet tar sikte på å legge fram masterplanen høsten 2015.
Launches masterplan for marine research 
Lanserer masterplan for marin forskning
Minister of Fisheries, Elisabeth Aspaker, wants a clear prioritization of research funding. 
Fiskeriministeren vil ha klarere prioritering av forskningsmidler.
UN high-level panel meeting in Oslo 
09
No.: 109-06 Date: 28 August 2006 
Nr.: 109-06 Dato: 28-08-06
Members of the press who wish to cover the meeting will have to apply for accreditation within the deadline of 14.00 (GMT+1) 29 August. 
Pressefolk som ønskjer å dekkje møtet, må innan tysdag 29. august kl.
The Norwegian participants in the press pool will be ANB, NTB/Scanpix, NRK TV or TV2, and Se og Hør. 
Norske deltakarar i poolen er ANB, NTB/Scanpix, NRK Fjernsynet eller TV2, Se og Hør.
'Children in crisis and conflict situations should not be deprived of an education. 
- Children in crisis and conflict situations should not be deprived of an education.
Therefore, we are increasing both our humanitarian aid and long-term development aid for education', Foreign Minister Børge Brende said in his speech at the launching of the Unesco Global Monitoring Report on education in Oslo 27 April 2015. 
Therefore, we are increasing both our humanitarian aid and long-term development aid for education, sa utenriksministeren bl.a. i sin tale ved lansering av Unescos Global Monitoring Report om utdanning i Oslo 27. april.
Friends and colleagues, 
Friends and colleagues,
Let me start by thanking the UNESCO team for the 2015 Global Monitoring Report. 
Let me start by thanking the UNESCO team for the 2015 Global Monitoring Report.
It provides the information, the analysis, the figures and the recommendations we need to make progress on the education agenda in the next fifteen years. 
It provides the information, the analysis, the figures and the recommendations we need to make progress on the education agenda in the next fifteen years.
Important results have been achieved since the turn of the millennium. 
Important results have been achieved since the turn of the millennium.
We cannot afford to rest on our laurels. 
We cannot afford to rest on our laurels.
I can think of nothing that brings more hope, nothing that inspires me more, than seeing young children on their way to school, carrying schoolbooks, building a future for themselves, and for us. 
I can think of nothing that brings more hope, nothing that inspires me more, than seeing young children on their way to school, carrying schoolbooks, building a future for themselves, and for us.
Yet, by the 2015 deadline, 58 million boys and girls will still not be in school. 
Yet, by the 2015 deadline, 58 million boys and girls will still not be in school.
That is 58 million children too many. 
That is 58 million children too many.
Millions more will not be acquiring the knowledge and skills they need to enter the 21st century labour market. 
Millions more will not be acquiring the knowledge and skills they need to enter the 21st century labour market.
As UNESCO Director-General Irina Bokova puts it: 'Experience since 2000 shows what can be done – we need to draw on this to do more.' 
As UNESCO Director-General Irina Bokova puts it: 'Experience since 2000 shows what can be done – we need to draw on this to do more.'
First, we need to do more to reach the 58 million children and 63 million adolescents who are still being left behind. 
First, we need to do more to reach the 58 million children and 63 million adolescents who are still being left behind.
The number of children and young people who are out of school has been nearly halved. 
The number of children and young people who are out of school has been nearly halved.
Now it is time for us to complete the work we have started; Keep the promises we made when the Millennium Development Goals and the Education for All targets were adopted. 
Now it is time for us to complete the work we have started; Keep the promises we made when the Millennium Development Goals and the Education for All targets were adopted.
The most vulnerable children are often the most difficult to reach. 
The most vulnerable children are often the most difficult to reach.
Children with disabilities must be included in our efforts. 
Children with disabilities must be included in our efforts.
Second, we must do more to protect and provide education during armed conflicts and humanitarian crises. 
Second, we must do more to protect and provide education during armed conflicts and humanitarian crises.
A large and growing share of the children and young people who are out of school live in conflict-affected areas. 
A large and growing share of the children and young people who are out of school live in conflict-affected areas.
36% today, compared to 30% in 1990. 
36% today, compared to 30% in 1990.
Whole generations may be lost in complex humanitarian crises like the one we are currently witnessing in Syria. 
Whole generations may be lost in complex humanitarian crises like the one we are currently witnessing in Syria.
We can accept no lost generations. 
We can accept no lost generations.
The fact that 2.6 million children are out of school in Syria and its neighbouring countries is not only a huge injustice; in the long term it will undermine the prospects for stability, reconciliation and development in the region. 
The fact that 2.6 million children are out of school in Syria and its neighbouring countries is not only a huge injustice; in the long term it will undermine the prospects for stability, reconciliation and development in the region.
Norway has stepped up its efforts to reach children who are displaced or in other ways affected by armed conflicts and humanitarian crises. 
Norway has stepped up its efforts to reach children who are displaced or in other ways affected by armed conflicts and humanitarian crises.
For example, of this year's NOK 750 million contribution to the humanitarian response in Syria, we have earmarked NOK 150 million, one fifth of the total amount, for education. 
For example, of this year's NOK 750 million contribution to the humanitarian response in Syria, we have earmarked NOK 150 million, one fifth of the total amount, for education.
Children in crisis and conflict situations should not be deprived of an education. 
Children in crisis and conflict situations should not be deprived of an education.
Therefore, we are increasing both our humanitarian aid and long-term development aid for education. 
Therefore, we are increasing both our humanitarian aid and long-term development aid for education.
Schoolchildren have become targets. 
Schoolchildren have become targets.
Attacks on schools are increasing at a horrific pace. 
Attacks on schools are increasing at a horrific pace.
It is against everything we stand for and believe in when a school is the most dangerous placefor a child to be. 
It is against everything we stand for and believe in when a school is the most dangerous placefor a child to be.
Schools must be protected. 
Schools must be protected.
The most vulnerable amongst us must be given the best protection. 
The most vulnerable amongst us must be given the best protection.
That is why we support the Safe Schools Initiative. 
That is why we support the Safe Schools Initiative.
We will stop the extremists from stopping children going to school. 
We will stop the extremists from stopping children going to school.
Third, we must do more to promote girls' education. 
Third, we must do more to promote girls' education.
We must be more insistent than ever that education is a right – for girls, just as it is for boys. 
We must be more insistent than ever that education is a right – for girls, just as it is for boys.
Among out-of-school children, girls are more likely than boys never to enrol in school. 
Among out-of-school children, girls are more likely than boys never to enrol in school.
Progress has been made in tackling severe gender disparity in rates of school enrolment. 
Progress has been made in tackling severe gender disparity in rates of school enrolment.
Nevertheless, challenges remain. 
Nevertheless, challenges remain.
In Niger and Guinea, only three out of ten girls have access to education. 
In Niger and Guinea, only three out of ten girls have access to education.
In Pakistan, only seven girls start school for every ten boys. 
In Pakistan, only seven girls start school for every ten boys.
The statistics give even more cause for concern if we look at the number of girls who enrol in and complete lower and upper secondary school. 
The statistics give even more cause for concern if we look at the number of girls who enrol in and complete lower and upper secondary school.
Only around half of the countries in the world will meet the goal of gender parity in secondary education. 
Only around half of the countries in the world will meet the goal of gender parity in secondary education.
This is clearly an issue that we need to put much higher on the agenda. 
This is clearly an issue that we need to put much higher on the agenda.
It is more than just a rights issue: Every government and every family must be made aware that this is an investment that brings high returns in terms of health, equality, job creation and, in the long run, development. 
It is more than just a rights issue: Every government and every family must be made aware that this is an investment that brings high returns in terms of health, equality, job creation and, in the long run, development.
Fourth, we need to do more to enhance education quality and learning outcomes. 
Fourth, we need to do more to enhance education quality and learning outcomes.
We need to invest more in teachers, in innovation and in building sustainable education systems. 
We need to invest more in teachers, in innovation and in building sustainable education systems.
A renewed global effort to improve the quality of education will significantly boost our efforts to fight poverty; it will foster development; and it will help create the 600 million new jobs we need worldwide by 2020, according to the International Labour Organization. 
A renewed global effort to improve the quality of education will significantly boost our efforts to fight poverty; it will foster development; and it will help create the 600 million new jobs we need worldwide by 2020, according to the International Labour Organization.
The question of teachers is crucial. 
The question of teachers is crucial.
In a third of countries, less than 75 % of primary school teachers are trained to national standards. 
In a third of countries, less than 75 % of primary school teachers are trained to national standards.
In Africa there are 55 pupils for every qualified teacher. 
In Africa there are 55 pupils for every qualified teacher.
We must work with teachers' associations as well as with the national authorities in developing countries to find the best and most constructive approaches. 
We must work with teachers' associations as well as with the national authorities in developing countries to find the best and most constructive approaches.
Many more teachers are needed. 
Many more teachers are needed.
Better-trained teachers are needed. 
Better-trained teachers are needed.
And innovation is needed, too. 
And innovation is needed, too.
One example of innovation is the Norwegian digital learning tool, Salaby, which offers new ways of helping children learn basic skills in reading, writing and maths. 
One example of innovation is the Norwegian digital learning tool, Salaby, which offers new ways of helping children learn basic skills in reading, writing and maths.
We must be open-minded and try out new solutions. 
We must be open-minded and try out new solutions.
Fifth, we must do more to make the 'business case' for education. 
Fifth, we must do more to make the 'business case' for education.
We must mobilise additional resources. 
We must mobilise additional resources.
The business case for education is clear. 
The business case for education is clear.
The World Bank partner countries have put education at the very top of their priority list for a reason: A one-year increase in the average educational attainment of a developing country's population can increase annual per capita GDP growth by up to 2.5 %. 
The World Bank partner countries have put education at the very top of their priority list for a reason: A one-year increase in the average educational attainment of a developing country's population can increase annual per capita GDP growth by up to 2.5 %.
But we are still facing an estimated financing gap of 22 billion US dollars. 
But we are still facing an estimated financing gap of 22 billion US dollars.
In order to close that gap, many developing countries have to spend more on education than they do today. 
In order to close that gap, many developing countries have to spend more on education than they do today.
Take Pakistan: Last year, estimates showed that if the Pakistani Government had increased its tax revenue from 10 % to 14% by 2015 and allocated one-fifth of the increased income to education, all of Pakistan's children and adolescents would have been able to attend to school. 
Take Pakistan: Last year, estimates showed that if the Pakistani Government had increased its tax revenue from 10 % to 14% by 2015 and allocated one-fifth of the increased income to education, all of Pakistan's children and adolescents would have been able to attend to school.
All countries need to give priority to education, develop their tax base and finance this sector through government budgets. 
All countries need to give priority to education, develop their tax base and finance this sector through government budgets.
But we, the donor countries, must increase our contribution, too. 
But we, the donor countries, must increase our contribution, too.
ODA funding for education has dropped by around 10 % over the last years. 
ODA funding for education has dropped by around 10 % over the last years.
The Norwegian Government is doing its best to push for progress. 
The Norwegian Government is doing its best to push for progress.
We have made a commitment to double our development aid for education and seek partnerships with other donors in order to make a difference. 
We have made a commitment to double our development aid for education and seek partnerships with other donors in order to make a difference.
We know, however, that even if there are huge increases in aid, the amounts provided will still be relatively modest when compared with the needs. 
We know, however, that even if there are huge increases in aid, the amounts provided will still be relatively modest when compared with the needs.
That is why we have developed a pilot programme for results-based financing in the education sector together with the World Bank. 
That is why we have developed a pilot programme for results-based financing in the education sector together with the World Bank.
We believe that a strategically focused and results-oriented aid policy can serve as a catalyst and help generate the required investments. 
We believe that a strategically focused and results-oriented aid policy can serve as a catalyst and help generate the required investments.
We should also take into account that although fragile states and low-income countries will need development aid for many years to come, the broader picture has changed. 
We should also take into account that although fragile states and low-income countries will need development aid for many years to come, the broader picture has changed.
Official development assistance (ODA) accounts for just 7% of total international resource flows to developing countries. 
Official development assistance (ODA) accounts for just 7% of total international resource flows to developing countries.
If we are to mobilise the financing needed to achieve the forthcoming Sustainable Development Goals, we must take a comprehensive approach, and take into consideration the whole picture of investment and value creation. 
If we are to mobilise the financing needed to achieve the forthcoming Sustainable Development Goals, we must take a comprehensive approach, and take into consideration the whole picture of investment and value creation.
No society can achieve sustainable development without investing in education. 
No society can achieve sustainable development without investing in education.
Therefore, education must be at the heart of the post-2015 development agenda. 
Therefore, education must be at the heart of the post-2015 development agenda.
Extreme poverty can only be eradicated by 2030 if sufficient priority is given to education. 
Extreme poverty can only be eradicated by 2030 if sufficient priority is given to education.