natgillin/translations-raw huggingface dataset:
How can we convince husbands and in-laws to give priority to women’s reproductive health needs when financial resources are scarce? 
How can we convince husbands and in-laws to give priority to women’s reproductive health needs when financial resources are scarce?
These are reasons why it is important to explore the links between MDG3 on women’s empowerment and MDGs 4, 5 and 6, which this expert meeting will do. 
These are reasons why it is important to explore the links between MDG3 on women’s empowerment and MDGs 4, 5 and 6, which this expert meeting will do.
Reproductive health and survival is obviously a precondition for women’s empowerment. 
Reproductive health and survival is obviously a precondition for women’s empowerment.
But at the same time, women’s political, economic and social empowerment greatly enhances the health and wellbeing – and thus survival –of women and children. 
But at the same time, women’s political, economic and social empowerment greatly enhances the health and wellbeing – and thus survival –of women and children.
We need to adopt an integrated approach that links our efforts to achieve these Millennium Development Goals. 
We need to adopt an integrated approach that links our efforts to achieve these Millennium Development Goals.
Therefore, I am very pleased that this meeting aims to explore the interfaces of the global processes and agendas 15 years after Cairo and Beijing and to move towards a joint, and an even more ambitious, agenda for SRHR and gender equality. 
Therefore, I am very pleased that this meeting aims to explore the interfaces of the global processes and agendas 15 years after Cairo and Beijing and to move towards a joint, and an even more ambitious, agenda for SRHR and gender equality.
This was four issues that I believe are crucial. 
This was four issues that I believe are crucial.
There are more. 
There are more.
But on all these issues we need your input to explore these areas properly and identify key messages and recommendations to the Nordic countries. 
But on all these issues we need your input to explore these areas properly and identify key messages and recommendations to the Nordic countries.
What should our priorities be? 
What should our priorities be?
How should they be framed and promoted? 
How should they be framed and promoted?
In international and multilateral forums and processes? 
In international and multilateral forums and processes?
Through state to state dialogues and cooperation? 
Through state to state dialogues and cooperation?
Civil society partnerships? 
Civil society partnerships?
Financial support mechanisms? 
Financial support mechanisms?
Or by other means? 
Or by other means?
What partnerships and strategies should we pursue for gender-sensitive promotion of sexual and reproductive health and rights in diverse cultural and religious settings? 
What partnerships and strategies should we pursue for gender-sensitive promotion of sexual and reproductive health and rights in diverse cultural and religious settings?
You will be tackling complex and urgent issues. 
You will be tackling complex and urgent issues.
But I am confident that you will help to deepen our understanding, improve our ability to tailor and spearhead responses to global challenges, and achieve better results. 
But I am confident that you will help to deepen our understanding, improve our ability to tailor and spearhead responses to global challenges, and achieve better results.
I wish you a fruitful and productive meeting. 
I wish you a fruitful and productive meeting.
International expert meeting on sexual and reproductive health and rights 
Innlegg på ekspertmøte om seksuell og reproduktiv helse og likestilling
Request for Information (RFI) regarding submarine capability beyond 2020 has been forwarded to shipyards 
Kartlegging knyttet til videreføring av ubåtvåpenet etter 2020
- Our current submarines will reach the end of their service life after 2020. 
Dagens undervannsbåter når sin tekniske levealder etter 2020.
This process is expected to present its recommendations in 2014. 
Anbefalingen er planlagt å fremlegges i 2014.
Ladies and Gentlemen – Dear friends! 
Ladies and Gentlemen – Dear friends!
It is a great pleasure to open this conference on research and higher education in developing countries. 
It is a great pleasure to open this conference on research and higher education in developing countries.
This is a highly topical issue, and it is positive that the Ministry of Education and Research could contribute to this conference. 
This is a highly topical issue, and it is positive that the Ministry of Education and Research could contribute to this conference.
It is timely to focus on how research and higher education can play an important role in order to create growth and progress in developing countries. 
It is timely to focus on how research and higher education can play an important role in order to create growth and progress in developing countries.
I commend the board of the Abel Fund and the Oslo Centre for Peace and Human Rights for bringing this issue into the spotlight. 
I commend the board of the Abel Fund and the Oslo Centre for Peace and Human Rights for bringing this issue into the spotlight.
I am really happy to have this opportunity, and I can see from the participants list that we have with us here guests from all over the world and from disciplines within the Sciences, Humanities, Social Sciences as well as Medicine. 
I am really happy to have this opportunity, and I can see from the participants list that we have with us here guests from all over the world and from disciplines within the Sciences, Humanities, Social Sciences as well as Medicine.
Norway, as most industrialized countries, has an ambitious research policy. 
Norway, as most industrialized countries, has an ambitious research policy.
We aim to increase the research effort both in fundamental research and in prioritized thematic areas where Norway has particular interests, needs or advantages. 
We aim to increase the research effort both in fundamental research and in prioritized thematic areas where Norway has particular interests, needs or advantages.
Higher education is likewise a priority, with a growing share of the population completing higher education. 
Higher education is likewise a priority, with a growing share of the population completing higher education.
At the same time we have an active ongoing debate in society on how we may achieve an even higher quality in our higher education system. 
At the same time we have an active ongoing debate in society on how we may achieve an even higher quality in our higher education system.
The reason is, of course, the importance of knowledge - of education, research, technology and innovation - for the development of our societies. 
The reason is, of course, the importance of knowledge - of education, research, technology and innovation - for the development of our societies.
An importance that is only growing in our globalized world. 
An importance that is only growing in our globalized world.
Historically, research and higher education have not been a central concern within development initiatives. 
Historically, research and higher education have not been a central concern within development initiatives.
Donor institutions have tended to place more emphasis on primary and, more recently, secondary education in their development assistance. 
Donor institutions have tended to place more emphasis on primary and, more recently, secondary education in their development assistance.
An important reason is that there has been little empirical evidence of economic benefits for the population as a whole, let alone specifically for the poor. 
An important reason is that there has been little empirical evidence of economic benefits for the population as a whole, let alone specifically for the poor.
Most studies found higher returns to individuals from primary and secondary schooling than the returns from higher education. 
Most studies found higher returns to individuals from primary and secondary schooling than the returns from higher education.
However, new evidence suggests that higher education can significantly increase incomes and the rate of economic growth. 
However, new evidence suggests that higher education can significantly increase incomes and the rate of economic growth.
One important factor is that higher education improves the graduates' awareness of and ability to use new technologies. 
One important factor is that higher education improves the graduates' awareness of and ability to use new technologies.
Robert Solow, winner of the Nobel Prize for economics, holds that 80 % of economic growth is connected to technological advances. 
Robert Solow, winner of the Nobel Prize for economics, holds that 80 % of economic growth is connected to technological advances.
Other researchers will give lower estimates, but there is still a broad consensus on the importance of research and technology for growth and welfare. 
Other researchers will give lower estimates, but there is still a broad consensus on the importance of research and technology for growth and welfare.
This implies that research and higher education is not just important for industrialised countries, but forms a vital part of the path towards growth and progress in developing countries. 
This implies that research and higher education is not just important for industrialised countries, but forms a vital part of the path towards growth and progress in developing countries.
It is clearly not a luxury for developing countries to focus on research and higher education - it is rather a necessity in the fight against poverty. 
It is clearly not a luxury for developing countries to focus on research and higher education - it is rather a necessity in the fight against poverty.
The situation today is that research efforts are very unevenly distributed between different countries and regions. 
The situation today is that research efforts are very unevenly distributed between different countries and regions.
Some industrialized countries conduct the greater part of the world’s research. 
Some industrialized countries conduct the greater part of the world’s research.
This picture has several problematic consequences for the developing countries that do not have a large share in the global research effort. 
This picture has several problematic consequences for the developing countries that do not have a large share in the global research effort.
On the one hand, most research is directed at problems and questions that are related to the needs of the industrialized countries where the research is conducted. 
On the one hand, most research is directed at problems and questions that are related to the needs of the industrialized countries where the research is conducted.
In medical research, this is particularly so: it is estimated that around 90 percent of the research effort is related to the needs of 10 percent of the world’s population. 
In medical research, this is particularly so: it is estimated that around 90 percent of the research effort is related to the needs of 10 percent of the world’s population.
On the other hand, a certain level of education, research and technology competence is necessary to benefit from knowledge developed elsewhere. 
On the other hand, a certain level of education, research and technology competence is necessary to benefit from knowledge developed elsewhere.
There is, you could say, an entrance ticket to take part in the international knowledge development. 
There is, you could say, an entrance ticket to take part in the international knowledge development.
These challenges are pointed out in our last White Paper on research, which was presented to Parliament in 2005 and which is still in force. 
These challenges are pointed out in our last White Paper on research, which was presented to Parliament in 2005 and which is still in force.
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.