natgillin/translations-raw huggingface dataset:
“The resumption of oil production in South Sudan is a long-awaited and very positive step forward in South Sudan’s relations with Sudan, and Norway has played an active role in facilitating this. 
- Oppstart av oljeproduksjon i Sør-Sudan er et etterlengtet og svært positivt fremskritt i forholdet med Sudan, som Norge har vært aktivt med å tilrettelegge.
We attach importance to ensuring that future oil revenues should benefit the whole population,” Mr Holmås said. 
Vi har fokus på at fremtidige inntekter bør komme hele befolkningen til gode, sier utviklingsminister Heikki Eidsvoll Holmås.
“The reestablishment of economic relations is very important for both countries, and not least for the hard-hit population. 
– Reetablering av økonomiske forbindelser er svært viktig for begge land, ikke minst for en hardt presset befolkning.
We are now seeing the results of sustained efforts and a close engagement with both states and the African Union. 
Vi ser nå resultater av et langvarig arbeid med et tett engasjement overfor begge stater og Den afrikanske union.
We are pleased to see that Norway’s efforts are bearing fruit,” Mr Gadgil said. 
Vi er glade for at norsk innsats bidrar til å bære frukter, sier statssekretær Gadgil.
In South Sudan, he will raise the issue of the authorities’ responsibility for ensuring the sound management of the country’s oil resources. 
I Sør-Sudan vil han ta opp myndighetenes ansvar for å sikre forsvarlig forvaltning av oljeressursene.
Mr Gadgil is due to meet representatives of the central authorities and of civil society, the media, and women’s and youth organisations. 
Gadgil vil møte sentrale myndigheter og representanter fra sivilsamfunns-, media-, kvinne- og ungdomsorganisasjoner.
Press contact for the Minister of International Development: Astrid Versto (accompanying the Minister on his visit), mobile phone +47 90192920 Press contact for State Secretary Gadgil: Astrid Sehl, (accompanying the State Secretary on his visit) mobile phone +47 92284752 
Pressekontakt for utviklingsministeren: Kommunikasjonssjef Astrid Versto, mobil 901 92 920 (med på reisen) Pressekontakt for statssekretæren: Kommunikasjonsrådgiver Astrid Sehl, mobil 922 84 752 (med på reisen)
Statement at South Sudan International Partner Forum 
Tale på på Internasjonalt Partnerforum for Sør-Sudan
Debate arranged by Save the Children Norway, Oslo, 20 November 2012 
Debatt i regi av Redd Barna, Litteraturhuset, Oslo 20. november 2012
"For the goal of education for all to be realized, attention must be directed at the children who due to conflict and crisis situations do not have access to education. 
"For the goal of education for all to be realized, attention must be directed at the children who due to conflict and crisis situations do not have access to education.
We want to reach the last ten percent of the children who do not get to school, even if they are going to be the hardest to reach", Minister of International Development, Heikki E. Holmsås said in his speech in Oslo on 20 November 2012. 
We want to reach the last ten percent of the children who do not get to school, even if they are going to be the hardest to reach", sa utviklingsminister Holmås bl.a. i sin tale i Oslo 20. november 2012.
THE ESTABLISHMENT OF NEW GOALS ‘POST-2015’ 
THE ESTABLISHMENT OF NEW GOALS ‘POST-2015’
With barely three years left to achieve the Millennium Development Goals, the debate on the format and content of the post-2015 international development agenda has begun. 
With barely three years left to achieve the Millennium Development Goals, the debate on the format and content of the post-2015 international development agenda has begun.
The MDG process is characterized today by a great quantity of knowledge and experience about what contributes to development success, and what are the biggest obstacles. 
The MDG process is characterized today by a great quantity of knowledge and experience about what contributes to development success, and what are the biggest obstacles.
Economic growth combined with higher priority given to the various MDG sectors in national budgets have contributed to positive development in many countries. 
Economic growth combined with higher priority given to the various MDG sectors in national budgets have contributed to positive development in many countries.
However, war and conflict remains the main obstacle to the achievement elsewhere in the world. 
However, war and conflict remains the main obstacle to the achievement elsewhere in the world.
No fragile state has so far achieved a single goal. 
No fragile state has so far achieved a single goal.
This meeting is a perfect example of how we should proceed to define our new goals. 
This meeting is a perfect example of how we should proceed to define our new goals.
Different experiences, the research and data we have at hand, and all points of view must be considered carefully to make sure we reach the right conclusions – on the post-2015 process itself, and on the new goals we are to set. 
Different experiences, the research and data we have at hand, and all points of view must be considered carefully to make sure we reach the right conclusions – on the post-2015 process itself, and on the new goals we are to set.
We need an open and inclusive process where all stakeholders, especially partners in the South, take actively part in the discussions. 
We need an open and inclusive process where all stakeholders, especially partners in the South, take actively part in the discussions.
We need to achieve global participation, and global ownership. 
We need to achieve global participation, and global ownership.
I would like to move away from the expression ‘lift out of poverty’, and focus more on how we as donors can support partners to ‘lift themselves out of poverty’. 
I would like to move away from the expression ‘lift out of poverty’, and focus more on how we as donors can support partners to ‘lift themselves out of poverty’.
We need to study the facts and figures closely. 
We need to study the facts and figures closely.
In some areas the MDGs have been attained, in others we have clearly missed the mark – this is documented in the annual Millennium Development Goals Report and, for the education sector, in the Global Monitoring Report on Education. 
In some areas the MDGs have been attained, in others we have clearly missed the mark – this is documented in the annual Millennium Development Goals Report and, for the education sector, in the Global Monitoring Report on Education.
We can only work efficiently by gaining a clear understanding of the challenges we face. 
We can only work efficiently by gaining a clear understanding of the challenges we face.
We also need to reflect on our experience with the MDGs as a concept: did we set the right goals? 
We also need to reflect on our experience with the MDGs as a concept: did we set the right goals?
Were they precise enough, or were they too precise? 
Were they precise enough, or were they too precise?
Did they stand in the way of progress, or did they help us to focus our efforts? 
Did they stand in the way of progress, or did they help us to focus our efforts?
There are different views on this, and the debate is ongoing. 
There are different views on this, and the debate is ongoing.
We all agree, however, that a new framework must be put in place. 
We all agree, however, that a new framework must be put in place.
The precise shape and form of it, however remains to be seen. 
The precise shape and form of it, however remains to be seen.
GENERAL PRIORITIES FOR NORWAY 
GENERAL PRIORITIES FOR NORWAY
The UN Secretary-General has appointed a High-Level Panel on the post-2015 development agenda, which will strongly influence this process. 
The UN Secretary-General has appointed a High-Level Panel on the post-2015 development agenda, which will strongly influence this process.
One of the most important starting-points for the Panel is the UN Task Team’s report on the post-2015 UN development agenda, Realizing the Future We Want for All. 
One of the most important starting-points for the Panel is the UN Task Team’s report on the post-2015 UN development agenda, Realizing the Future We Want for All.
In my view, this is a good and thorough report, and its ideas are sound. 
In my view, this is a good and thorough report, and its ideas are sound.
It suggests that three fundamental principles should constitute the foundation for the post-2015 agenda: human rights, equality and sustainability. 
It suggests that three fundamental principles should constitute the foundation for the post-2015 agenda: human rights, equality and sustainability.
Four core dimensions are also mentioned specifically: inclusive social development, environmental sustainability, inclusive economic development, and peace and security. 
Four core dimensions are also mentioned specifically: inclusive social development, environmental sustainability, inclusive economic development, and peace and security.
This is positive. 
This is positive.
However, in my view the report does not state clearly enough the need for national redistribution policies and for the mobilization of national resources. 
However, in my view the report does not state clearly enough the need for national redistribution policies and for the mobilization of national resources.
There needs to be a shared responsibility between the donors and the partners to work to make available resources accessible for broader segments of society. 
There needs to be a shared responsibility between the donors and the partners to work to make available resources accessible for broader segments of society.
We need to define goals that have a redistributive element. 
We need to define goals that have a redistributive element.
Norway considers it important to raise topics that are not raised by others to the same extent. 
Norway considers it important to raise topics that are not raised by others to the same extent.
This applies in particular to gender equality, and to the equitable distribution of resources and opportunities within and between countries. 
This applies in particular to gender equality, and to the equitable distribution of resources and opportunities within and between countries.
In addition to these two cross-cutting, basic concerns, this government would like to address the following issues in the Post 2015 process: 
In addition to these two cross-cutting, basic concerns, this government would like to address the following issues in the Post 2015 process:
a clear poverty focus 
a clear poverty focus
closer integration of the environment and development agenda 
closer integration of the environment and development agenda
food security 
food security
access to energy 
access to energy
continued emphasis on health and education, with greater focus on quality 
continued emphasis on health and education, with greater focus on quality
governance, democracy, peace and human rights 
governance, democracy, peace and human rights
PRIORITIES FOR A NEW DEVELOPMENT AGENDA ON EDUCATION 
PRIORITIES FOR A NEW DEVELOPMENT AGENDA ON EDUCATION
We need more work and more time in order to properly define the goals we should prioritize after 2015, as well as the means to reach them, also in the field of education. 
We need more work and more time in order to properly define the goals we should prioritize after 2015, as well as the means to reach them, also in the field of education.
However, there are a few broad issues that we see as important, even at this early stage: 
However, there are a few broad issues that we see as important, even at this early stage:
Equality 
Equality
The gap between rich and poor children has increased by 35 percent since 1990, according to Save the Children, and there are still millions of children not attending school. 
The gap between rich and poor children has increased by 35 percent since 1990, according to Save the Children, and there are still millions of children not attending school.
The Global Monitoring Report estimated that, based on current trends, nearly 72 million children will be out of school in 2015. 
The Global Monitoring Report estimated that, based on current trends, nearly 72 million children will be out of school in 2015.
Socio-economic factors such as age, gender, language, ethnicity, disability, poverty and geography are particularly crucial in determining who gets the opportunity to go to school. 
Socio-economic factors such as age, gender, language, ethnicity, disability, poverty and geography are particularly crucial in determining who gets the opportunity to go to school.
The gender perspective is also part of the equality agenda. 
The gender perspective is also part of the equality agenda.
Although the goal of equal access to education for girls and boys generally has been reached, there is a tendency that more girls than boys in low-income countries do not attend secondary school. 
Although the goal of equal access to education for girls and boys generally has been reached, there is a tendency that more girls than boys in low-income countries do not attend secondary school.
In middle-income countries, however, fewer boys than girls attend school in their teens. 
In middle-income countries, however, fewer boys than girls attend school in their teens.
It is also necessary to look at the difference between the terms "gender parity", meaning equal numbers, and "gender equality", which also includes questions like quality and performance, in order to promote real equality in practice. 
It is also necessary to look at the difference between the terms "gender parity", meaning equal numbers, and "gender equality", which also includes questions like quality and performance, in order to promote real equality in practice.
Children with disabilities are an important group in this context. 
Children with disabilities are an important group in this context.
Many could with greater awareness and knowledge be included in school, while children with major disabilities naturally require more support. 
Many could with greater awareness and knowledge be included in school, while children with major disabilities naturally require more support.
This is a very big challenge, which we believe that the NGOs are perhaps best equipped to meet, in countries where public resources are limited. 
This is a very big challenge, which we believe that the NGOs are perhaps best equipped to meet, in countries where public resources are limited.
Disabled children have the same right as any other to education. 
Disabled children have the same right as any other to education.
Quality, not quantity - real learning 
Quality, not quantity - real learning
As many as 250 million children cannot read or write when they start in fifth grade. 
As many as 250 million children cannot read or write when they start in fifth grade.
94 percent of children in Mali in 2nd grade cannot read a single word. 
94 percent of children in Mali in 2nd grade cannot read a single word.
We need to look at what children bring with them from school, not just count how many are actually present in the classrooms. 
We need to look at what children bring with them from school, not just count how many are actually present in the classrooms.
Here are "life skills" and "transferable skills" keywords, not least when it comes to young people. 
Here are "life skills" and "transferable skills" keywords, not least when it comes to young people.
Education plays an important role in supporting their ability to become citizens participating in democracy, and to become ‘change agents’ for development in their own communities. 
Education plays an important role in supporting their ability to become citizens participating in democracy, and to become ‘change agents’ for development in their own communities.
Youth 
Youth
Very large youth cohorts in many of the poorest regions of the world create one of our most important challenges in development today. 
Very large youth cohorts in many of the poorest regions of the world create one of our most important challenges in development today.
Many young people face a lack of high school or other training programs, as well as a great shortage of employment or other income options. 
Many young people face a lack of high school or other training programs, as well as a great shortage of employment or other income options.
Young people need a variety of educational programs, ranging from basic training in reading and writing, to secondary and higher secondary school, vocational training or further academic education. 
Young people need a variety of educational programs, ranging from basic training in reading and writing, to secondary and higher secondary school, vocational training or further academic education.
The GMR report 2012 identified three main areas especially crucial for young people to enable them to find a source of income or a place in the workforce: Basic skills (reading, writing, arithmetic), transferable skills (problem solving, communication, collaboration, entrepreneurship) and career skills. 
The GMR report 2012 identified three main areas especially crucial for young people to enable them to find a source of income or a place in the workforce: Basic skills (reading, writing, arithmetic), transferable skills (problem solving, communication, collaboration, entrepreneurship) and career skills.
Fragile states and children in conflict areas 
Fragile states and children in conflict areas
Children in countries that are at war or have recently experienced conflict represent a significant proportion of those who do not attend school today. 
Children in countries that are at war or have recently experienced conflict represent a significant proportion of those who do not attend school today.
According to the World Development Report 2011: Conflict, Security and Development, 77 percent of children in countries in conflict are not offered elementary school. 
According to the World Development Report 2011: Conflict, Security and Development, 77 percent of children in countries in conflict are not offered elementary school.
In emergency situations, schools may be even more important than otherwise, because it can protect children against some of the inevitable hardships they would otherwise experience. 
In emergency situations, schools may be even more important than otherwise, because it can protect children against some of the inevitable hardships they would otherwise experience.
Education is also important in the reconstruction and reconciliation processes, and can have a preventive effect in relation to new crises. 
Education is also important in the reconstruction and reconciliation processes, and can have a preventive effect in relation to new crises.
Schools often become targets for attacks in situations of armed conflict and it is important that we work to ensure that schools and children are protected. 
Schools often become targets for attacks in situations of armed conflict and it is important that we work to ensure that schools and children are protected.
As you know well in Save the Children, we have a great example in Nepal, where “Schools as Zones of Peace” became a reality even in the midst of conflict. 
As you know well in Save the Children, we have a great example in Nepal, where “Schools as Zones of Peace” became a reality even in the midst of conflict.
Through cooperation between all the involved – children, parents and teachers, unions, the government and the press, as well as the parties in the conflict - it was possible to agree that the war should not interfere with the operation of the schools, or target students or teachers. 
Through cooperation between all the involved – children, parents and teachers, unions, the government and the press, as well as the parties in the conflict - it was possible to agree that the war should not interfere with the operation of the schools, or target students or teachers.
For the goal of education for all to be realized, attention must be directed at the children who due to conflict and crisis situations do not have access to education. 
For the goal of education for all to be realized, attention must be directed at the children who due to conflict and crisis situations do not have access to education.
We want to reach the last ten percent of the children who do not get to school, even if they are going to be the hardest to reach. 
We want to reach the last ten percent of the children who do not get to school, even if they are going to be the hardest to reach.
Post-2015 and education 
Post 2015 og utdanning
Regional exhibition of the Norwegian Association of Arts and Crafts 2009 - POTENTIAL 
Norske kunsthåndverkeres Landsdelsutstilling 2009 Potensial
The foreword in Russian (pdf) 
Innledningen oversatt til russisk (pdf)
Figuratively speaking we all have a lot to learn from artists working in this field. 
I overført betydning har vi alle mye å lære av kunsthåndverkerne.
The works exhibited in POTENTIAL will have the ability to inspire and surprise – as well as to provoke. 
Arbeidene i Potensial vil kunne inspirere og overraske – og kanskje også provosere.
Through creation - and re-creation – these artistic expressions mirror our contemporary world and give fresh impulses and inspiration to related fields like design. 
Gjennom å skape – og omskape – speiler disse kunstuttrykkene vår samtid og de gir impulser og inspirasjon til beslektede fagfelt som formgivning og design.
Applied art is also an art form with great potential for engaging a wide range of people. 
Kunsthåndverk er dessuten en form med stort potensial for å engasjere brede grupper.
It may be true that applied art as an art form is viewed in a different context and given a somewhat different place and function in Russia and in Norway. 
Det er kanskje slik at kunsthåndverk som kunstform blir sett i en annen sammenheng og gitt en noe annerledes plass og funksjon i Russland enn i Norge.
The exhibition, POTENTIAL, could be a new and important step in the direction of the friendly and close cooperation we would like to achieve between artists in the region. 
Utstillingen Potensial kan bli et nytt og viktig skritt i retning av det åpne og nære samarbeidet vi ønsker å få til mellom kunstnere i alle deler av regionen.
The plan is for the exhibition to be shown in both Murmansk and Arkhangelsk in order to provide the opportunity and space for Norwegian and Russian colleagues to meet. 
Denne utstillingen planlegges vist både i Murmansk og Arkhangelsk, for på den måten å gi rom for møteplasser mellom norske og russiske kolleger.
Such an exchange of ideas and experiences would contribute to the development of a more nuanced picture of our two countries. 
Utveksling av impulser og erfaringer bidrar til å bygge et mer nyansert bilde av våre to land.
The Norwegian Government’s Northern Area strategy is comprehensive and ambitious. 
Regjeringens nordområdestrategi er omfattende og ambisiøs.
Our core aim is to enable the Barents Region to meet future challenges and tasks, with anchor points in the experience, knowledge and creative force of its people. 
Kjernen i målsettingen er å gjøre Barentsregionen i stand til å møte morgendagens utfordringer og oppgaver forankret i folks erfaringer, kunnskap og skaperkraft.
We are talking about a region which is often referred to as four nations with five peoples. 
Vi snakker om en region som ofte betegnes som fire nasjoner og fem folk.
However, the concept of a fifth people needs qualifying, as the native population with roots in the Barents Region is not necessarily homogenous but a diverse group with different traditions and artistic expression. 
Det siste er nok en sannhet med modifikasjoner; urfolksgruppene med røtter i Barentsregionen utgjør ikke nødvendigvis en enhet, men et mangfold med ulike tradisjoner og uttrykk.
Sami and Norwegian contributions to such regional cooperation must be strong and visible. 
De samiske og de norske bidragene til et slikt regionalt samarbeid skal være sterke og synlige.
POTENTIAL is an expression of such a force. 
POTENSIAL er uttrykk for en slik kraft.
Cultural cooperation has a central position within the framework of the Norwegian Government’s Northern Areas strategy. 
Innen rammen av regjeringens nordområdestrategi har kultursamarbeidet i nord en sentral plass.