natgillin/translations-raw huggingface dataset:
To Minister of Health and Care Services Bent Høie (C) Mr. Fredrik Wang Gierløff (C) – acting state secretary 14.05.2016-30.01.2017 Mr. Atle Simonsen (PrP) – acting 14.05.2016-30.01.2017 
For helse- og omsorgsminister Bent Høie (H) Fredrik Gierløff (H) – konstituert statssekretær 14.05.2016-30.01.2017 Atle Simonsen (FrP) – vikar 02.05.2016-30.01.2017
To Minister of Defence Ine Marie Eriksen Søreide (C) Mr. Audun Halvorsen (C) – leave of absence 11.07.2016-31.08.2016 
For forsvarsminister Ine Marie Eriksen Søreide (H) Audun Halvorsen (H) – permisjon 11.07.2016-31.08.2016
To Minister of Fisheries Per Sandberg (PrP) Greta Johanne Solfall (PrP) 
For fiskeriminister Per Sandberg (FrP) Greta Johanne Solfall (FrP)
To Minister of Culture Linda Cathrine Hofstad Helleland (C) Ms. Maria Kristine Göthner (C) 
For kulturminister Linda Cathrine Hofstad Helleland (H) Maria Kristine Göthner (H)
The Office of the Prime Minister has appointed Ms. Greta Johanne Solfall (56), Ørnes, as political adviser to Minister of Fisheries Per Sandberg, as of 30 May 2016. 
Statsministerens kontor har fra 30. mai 2016 ansatt Greta Johanne Solfall (56), Ørnes, som politisk rådgiver for statsråd Per Sandberg i Nærings- og fiskeridepartementet.
To Minister of Climate and Environment Vidar Helgesen (C) Mr. Jens Frølich Holte (C) – acting state secretary 28.04.2017-23.07.2017 Mr. Thor Arne Englund (C) – acting 28.04.2017-23.07.2017 
For klima- og miljøminister Vidar Helgesen (H) Jens Frølich Holte (H) – konstituert statssekretær 28.04.2017-23.07.2017 Thor Arne Englund (H) – vikar 28.04.2017-23.07.2017
To Minister of Education and Research Torbjørn Røe Isaksen (C) Ms. Hannah Sumeja Atic (C) 
For kunnskapsminister Torbjørn Røe Isaksen (H) Hannah Sumeja Atic (H)
To Minister of EEA and EU Affairs Frank Bakke-Jensen (C) Ms. Ragnhild Berg Nilsen (C) 
For EØS- og EU-ministerFrank Bakke-Jensen (H) Ragnhild Berg Nilsen (H)
Change among the political advisers 
Endringer blant de politiske rådgiverne
The Office of the Prime Minister has appointed Mr. Thor Arne Englund as acting political adviser to Minister of Climate and Environment Vidar Helgesen for the period 28 April 2017 – 23 July 2017, while Mr. Jens Frølich Holte is acting state secretary in the Ministry of Transport and Communication. 
Statsministerens kontor har engasjert Thor Arne Englund som politisk rådgiver for statsråd Vidar Helgesen i Klima- og miljødepartementet for perioden 28. april 2017 – 23. juli 2017, mens Jens Frølich Holte er konstituert statssekretær i Samferdselsdepartementet.
He succeeds Mr. Peder Weidemann Egseth, who has returned to the Conservative Party’s secretariat in the Storting. 
Han etterfølger Peder Weidemann Egseth, som går tilbake til Høyres gruppesekretariat på Stortinget som seniorrådgiver og ansvarlig for politisk planlegging og strategi.
To Minister of Transport and Communication Ketil Solvik-Olsen (PrP) Ms. Toril Charlotte Ulleberg Reynolds (PrP) – acting state secretary 15.08.-23.10.2016 Mr. Rikard Gaarder Knutsen (PrP) – acting 15.08.2016-23.10.2016 
For samferdselsminister Ketil Solvik-Olsen (FrP) Toril Charlotte Ulleberg Reynolds (FrP) – konstituert statssekretær 15.08.-23.10.2016 Rikard Gaarder Knutsen (FrP) – vikar 15.08.2016-23.10.2016
To Minister of EEA and EU Affairs Elisabeth Vik Aspaker (C) Ms. Benedicte Staalesen Nilsen (C) - leave of absence 27.05.2016-24.04.2017 Ms. Ragnhild Berg Nilsen (C) - acting 27.05.2016-24.04.2017 
For EØS- og EU-minister Elisabeth Vik Aspaker (H) Benedicte Staalesen Nilsen (H) – permisjon 27.05.2016-24.04.2017 Ragnhild Berg Nilsen (H) – vikar 27.05.2016-24.04.2017
To Minister of Health and Care Services Bent Høie (C) Mr. Fredrik Wang Gierløff (C) – acting state secretary 14.05.2016-30.01.2017 leave of absence 25.07.2016-02.10.2016 Mr. Atle Simonsen (PrP) – acting 14.05.2016-30.01.2017 
For helse- og omsorgsminister Bent Høie (H) Fredrik Gierløff (H) – konstituert statssekretær 14.05.2016-30.01.2017 permisjon 25.07.2016-02.10.2016 Atle Simonsen (FrP) – vikar 02.05.2016-30.01.2017
To Minister of Education and Research Torbjørn Røe Isaksen (C) Mr. Magnus Thue (C) Ms. Hannah Sumeja Atic (C) 
For kunnskapsminister Torbjørn Røe Isaksen (H) Hannah Sumeja Atic (H)
The Office of the Prime Minister has as of 1 September 2016 appointed Mr. Bård Ludvig Thorheim as political adviser to Minister of Foreign Affairs Børge Brende. 
Statsministerens kontor har fra 1. september 2016 ansatt underdirektør Bård Ludvig Thorheim som politisk rådgiver for utenriksminister Børge Brende.
Bridges of Knowledge – the optimal solution! 
Bridges of Knowledge – the optimal solution!
State Secretary Jens Revolds speech at SIU’s Biennial Conference: Rethinking Internationalisation of Higher Education: Evidence of Quality and Strategic Directions? 
Statssekretær Jens Revolds tale ved SIU’s Biennial Conference: Rethinking Internationalisation of Higher Education: Evidence of Quality and Strategic Directions?
Arranged by Centre for Internasjonationalisation in Higher Education (SIU) 25. th of october 2007, Solstrand Hotel, Bergen. 
Arrangert av Senter for internasjonalisering i utdanningen (SIU) 25. oktober 2007, Solstrand Hotel, Os ved Bergen.
Arranged by Centre for Internasjonationalisation in Higher Education (SIU) 25. th of october 2007, Solstrand Hotel, Bergen. 
Arranged by SIU 25. oktober 2007, Solstrand Hotel, Os ved Bergen.
Ladies and gentlemen! 
Ladies and gentlemen!
Dear friends! 
Dear friends!
First of all: my sincere thanks to the Norwegian Centre for International Cooperation in Higher Education (SIU) for hosting this conference. 
First of all: my sincere thanks to the Norwegian Centre for International Cooperation in Higher Education (SIU) for hosting this conference.
Thank you for the invitation and the opportunity – which, as it happens, is my first formal duty as State Secretary - to address you here today. 
Thank you for the invitation and the opportunity – which, as it happens, is my first formal duty as State Secretary - to address you here today.
The topic is very important to all of us: The quality perspective of higher education. 
The topic is very important to all of us: The quality perspective of higher education.
I was myself a member of of the NUFU committee (a subsidiary under the SIU-umbrella), in fact from as early as 1989 up to 1994 representing the University of Tromsø. 
I was myself a member of of the NUFU committee (a subsidiary under the SIU-umbrella), in fact from as early as 1989 up to 1994 representing the University of Tromsø.
As many of you know, NUFU is responsible for University cooperation between Norwegian universities and universities in the south. 
As many of you know, NUFU is responsible for University cooperation between Norwegian universities and universities in the south.
I also participated in NUFU start-up conference in Harare in 1991 chaired by Magne Lerheim. 
I also participated in NUFU start-up conference in Harare in 1991 chaired by Magne Lerheim.
Given the size and geographical localization of Norway, it is ages since we learned that good connections and collaboration with our neighbouring countries and other areas of the world, are of great importance to our nations growth and prosperity. 
Given the size and geographical localization of Norway, it is ages since we learned that good connections and collaboration with our neighbouring countries and other areas of the world, are of great importance to our nations growth and prosperity.
In earlier days, it was mostly attached to traditional industry goods and alliances in order to secure our borders and our freedom. 
In earlier days, it was mostly attached to traditional industry goods and alliances in order to secure our borders and our freedom.
This is of course still very important to us, but our future position as a welfare state is also increasingly dependent on how successful we are in a world-wide knowledge society. 
This is of course still very important to us, but our future position as a welfare state is also increasingly dependent on how successful we are in a world-wide knowledge society.
And as I said, we have lessons learned in the past, mostly through Nordic and European collaboration, but also from the growing world-wide market. 
And as I said, we have lessons learned in the past, mostly through Nordic and European collaboration, but also from the growing world-wide market.
As the internationalisation becomes stronger, we have to face the fact that we are indissolubly attached and dependent on our relationship with the rest of the world. 
As the internationalisation becomes stronger, we have to face the fact that we are indissolubly attached and dependent on our relationship with the rest of the world.
This is also the case when it comes to higher education and research. 
This is also the case when it comes to higher education and research.
Every institution for higher learning in Norway has a selection of international study programmes and international research possibilities – including development research and third world co-operation. 
Every institution for higher learning in Norway has a selection of international study programmes and international research possibilities – including development research and third world co-operation.
These are activities necessary to attract good students and academics – and to pay back to our international partners in all fields and areas. 
These are activities necessary to attract good students and academics – and to pay back to our international partners in all fields and areas.
SIU is on behalf of the Norwegian authorities an active agent in this as it managing 25 smaller and up to very comprehensive international co-operation programmes of around 300 MNOKs annually. 
SIU is on behalf of the Norwegian authorities an active agent in this as it managing 25 smaller and up to very comprehensive international co-operation programmes of around 300 MNOKs annually.
This is very impressive I must say, compared to a very modest start in 1991. 
This is very impressive I must say, compared to a very modest start in 1991.
Together, the Nordic Council and the Nordic Council of Ministers engage in the most comprehensive regional co-operation to be found in Europe. 
Together, the Nordic Council and the Nordic Council of Ministers engage in the most comprehensive regional co-operation to be found in Europe.
Their political collaboration is based on common values and the will to achieve results that contribute to the dynamism of the Region and make it more effective and competitive. 
Their political collaboration is based on common values and the will to achieve results that contribute to the dynamism of the Region and make it more effective and competitive.
In an increasingly globalised economy, the Region is now developing even closer internal co-operation, and facilitating more freedom of movement for both people and companies, in an open and flexible Nordic market. 
In an increasingly globalised economy, the Region is now developing even closer internal co-operation, and facilitating more freedom of movement for both people and companies, in an open and flexible Nordic market.
As for higher education and research, we have a long tradition for collaboration both on institutional, regional and national level. 
As for higher education and research, we have a long tradition for collaboration both on institutional, regional and national level.
Almost every Nordic higher education institution are participating in the Nordic mobility- and network programme Nordplus, founded in 1988. 
Almost every Nordic higher education institution are participating in the Nordic mobility- and network programme Nordplus, founded in 1988.
And from 2008, Estonia, Latvia and Lithuania will join this programme on equal terms. 
And from 2008, Estonia, Latvia and Lithuania will join this programme on equal terms.
We have several Nordic Centres of Excellence and recently, we have established an advisory body on Nordic research policy called NordForsk. 
We have several Nordic Centres of Excellence and recently, we have established an advisory body on Nordic research policy called NordForsk.
I would also like to mention the Nordic Masters programme, starting this year. 
I would also like to mention the Nordic Masters programme, starting this year.
The response was so huge that we had to double the financial input at once. 
The response was so huge that we had to double the financial input at once.
I think that the Nordic regional experience can be of interest and inspiration both to the rest of Europe and to other parts of the world. 
I think that the Nordic regional experience can be of interest and inspiration both to the rest of Europe and to other parts of the world.
To be successful globally, is to compete with the best actors at all times – and therefore, the key word is quality. 
To be successful globally, is to compete with the best actors at all times – and therefore, the key word is quality.
Internationalisation has been re-framed as a major instrument for the general objective of improving the quality of higher education, in both its teaching and learning aspects and in its research function. 
Internationalisation has been re-framed as a major instrument for the general objective of improving the quality of higher education, in both its teaching and learning aspects and in its research function.
Internationalisation is also emphasised both as a means to ensure quality in higher education and a means to improve research quality in a much broader sense. 
Internationalisation is also emphasised both as a means to ensure quality in higher education and a means to improve research quality in a much broader sense.
In other words, the quality of national higher education and research shall be measured by international standards, and not with reference to national standards alone. 
In other words, the quality of national higher education and research shall be measured by international standards, and not with reference to national standards alone.
We need quality in higher education in general – but preferably above average to be sure of success. 
We need quality in higher education in general – but preferably above average to be sure of success.
And to me it is obvious that quality in higher education is closely related to internationalisation – and to openness, sharing, collaboration and competition. 
And to me it is obvious that quality in higher education is closely related to internationalisation – and to openness, sharing, collaboration and competition.
That is why Norway so strongly has supported and still is very much involved in the Bologna Process. 
That is why Norway so strongly has supported and still is very much involved in the Bologna Process.
The Process was of great importance for the Quality Reform in Norway and its implementation from 2003. 
The Process was of great importance for the Quality Reform in Norway and its implementation from 2003.
We do believe in closer collaboration between European institutions both for students, academic staff and for the administrative staff as well. 
We do believe in closer collaboration between European institutions both for students, academic staff and for the administrative staff as well.
As politicians – we will do our very best to establish and ensure the framework needed. 
As politicians – we will do our very best to establish and ensure the framework needed.
This is the idea of the creation of a European Higher Education Area within the year 2010. 
This is the idea of the creation of a European Higher Education Area within the year 2010.
Furthermore, to avoid Europe being a future education fortress – so to speak, a global dimension was launched at the Bologna ministerial meeting in Bergen in 2005. 
Furthermore, to avoid Europe being a future education fortress – so to speak, a global dimension was launched at the Bologna ministerial meeting in Bergen in 2005.
As a result of this initiative, Norway chaired the Bologna Follow-up Working Group making a strategy document on how a European Higher Education Area could collaborate with the rest of the world. 
As a result of this initiative, Norway chaired the Bologna Follow-up Working Group making a strategy document on how a European Higher Education Area could collaborate with the rest of the world.
The Strategy was adopted by the ministers in London in May this year, and has five core policy areas: 
The Strategy was adopted by the ministers in London in May this year, and has five core policy areas:
Improving Information on the EHEA 
Improving Information on the EHEA
Promoting European Higher Education to enhance its world-wide attractiveness and competitiveness 
Promoting European Higher Education to enhance its world-wide attractiveness and competitiveness
Strengthening Cooperation based on partnership 
Strengthening Cooperation based on partnership
Intensifying policy dialogue 
Intensifying policy dialogue
Furthering recognition of qualifications 
Furthering recognition of qualifications
The Ministers have asked for a specific focus on information and the recognition of qualifications for the next two years. 
The Ministers have asked for a specific focus on information and the recognition of qualifications for the next two years.
This work will be seen in relation to the OECD/UNESCO Guidelines for Quality Provision in Cross-border Higher Education, and Norway will of course participate actively in this very important follow-up work. 
This work will be seen in relation to the OECD/UNESCO Guidelines for Quality Provision in Cross-border Higher Education, and Norway will of course participate actively in this very important follow-up work.
The European Association for Quality Assurance in Higher Education (ENQA) is playing a central role in the shaping of the European higher educational landscape. 
The European Association for Quality Assurance in Higher Education (ENQA) is playing a central role in the shaping of the European higher educational landscape.
The importance and potential of the organisation was spotted early on in its history by the European Ministers of Education - who in the 2001 Prague meeting invited ENQA to collaborate in establishing a common framework of reference for quality assurance. 
The importance and potential of the organisation was spotted early on in its history by the European Ministers of Education - who in the 2001 Prague meeting invited ENQA to collaborate in establishing a common framework of reference for quality assurance.
Since then the organisation’s position within the Bologna Process has been further strengthened, both through substantial inputs, such as the drafting of "Standards and Guidelines” and formally through being accepted as a consultative member of the Bologna Follow-up Group (BFUG). 
Since then the organisation’s position within the Bologna Process has been further strengthened, both through substantial inputs, such as the drafting of "Standards and Guidelines” and formally through being accepted as a consultative member of the Bologna Follow-up Group (BFUG).
Establishing The Norwegian Agency for Quality Assurance in Education (NOKUT), was an important step in the work on quality assurance in Norway. 
Establishing The Norwegian Agency for Quality Assurance in Education (NOKUT), was an important step in the work on quality assurance in Norway.
Significant greater autonomy in managing and organising its activities had been given to the higher education institutions through the Quality Reform. 
Significant greater autonomy in managing and organising its activities had been given to the higher education institutions through the Quality Reform.
It gave the higher education institutions freedom to establish new study programmes within certain limits. 
It gave the higher education institutions freedom to establish new study programmes within certain limits.
However, the right to establish new programmes presupposes that the quality assurance system of the institution has been approved by NOKUT. 
However, the right to establish new programmes presupposes that the quality assurance system of the institution has been approved by NOKUT.
This kind of quality assurance system places the responsibility for quality assurance on the universities and colleges themselves. 
This kind of quality assurance system places the responsibility for quality assurance on the universities and colleges themselves.
This is, in my opinion, very important, because this places the responsibility of quality as well as the quality development in higher education firmly with the institutions themselves. 
This is, in my opinion, very important, because this places the responsibility of quality as well as the quality development in higher education firmly with the institutions themselves.
Quality assurance should, and must be, the responsibility of the higher education institutions; not the responsibility of an agency, not the responsibility of the Ministry, but rooted in the institutions themselves, and in the various departments and sections which constitute the institution. 
Quality assurance should, and must be, the responsibility of the higher education institutions; not the responsibility of an agency, not the responsibility of the Ministry, but rooted in the institutions themselves, and in the various departments and sections which constitute the institution.
Increased institutional autonomy in Norway has been followed by a much stronger emphasis on quality in higher education. 
Increased institutional autonomy in Norway has been followed by a much stronger emphasis on quality in higher education.
The two go hand in hand, and the establishment of NOKUT and the formalised procedures of quality assurance in Norwegian higher education, are the results. 
The two go hand in hand, and the establishment of NOKUT and the formalised procedures of quality assurance in Norwegian higher education, are the results.
NOKUT marks the loosening of ties between political and purely academic decisions. 
NOKUT marks the loosening of ties between political and purely academic decisions.
This does not in any way take away the fact that the overall responsibility for the quality of the Norwegian higher education system as a whole lies with the Ministry. 
This does not in any way take away the fact that the overall responsibility for the quality of the Norwegian higher education system as a whole lies with the Ministry.
We are responsible for the system and for making certain that the system works as intended. 
We are responsible for the system and for making certain that the system works as intended.
This is one of the reasons why we have decided that an evaluation of NOKUT will be carried out in 2007, we need to make sure that the system we have established works accordingly to plan. 
This is one of the reasons why we have decided that an evaluation of NOKUT will be carried out in 2007, we need to make sure that the system we have established works accordingly to plan.
The evaluation has two objectives: The first objective is to examine whether NOKUT meets the “Standards and Guidelines for Quality Assurance in the European Higher Education Area” adopted by the higher education ministers at the ministerial meeting of the Bologna Process in Bergen in May 2005. 
The evaluation has two objectives: The first objective is to examine whether NOKUT meets the “Standards and Guidelines for Quality Assurance in the European Higher Education Area” adopted by the higher education ministers at the ministerial meeting of the Bologna Process in Bergen in May 2005.
The second objective is to evaluate the national role of NOKUT in the Norwegian educational system. 
The second objective is to evaluate the national role of NOKUT in the Norwegian educational system.
It is important to scrutinize the system, in order to make sure that, after nearly 5 years in operation, the system works as intended. 
It is important to scrutinize the system, in order to make sure that, after nearly 5 years in operation, the system works as intended.
Maybe there are simply adjustments that need to be made, but if there are, this might be the way to find them! 
Maybe there are simply adjustments that need to be made, but if there are, this might be the way to find them!