natgillin/translations-raw huggingface dataset:
It also accepts the recommendation to consider applying more flexibility for PhD students. (e) The Commission accepts this recommendation. (f) The Commission accepts this recommendation. 
Sprejema tudi priporočilo, da preuči možnost uporabe večje fleksibilnosti za študente doktorskega študija. (e) Komisija sprejema to priporočilo. (f) Komisija sprejema to priporočilo.
AUDIT SCOPE AND APPROACH 13. (c) The Commission notes that the mid-term evaluation: (a)draws on its own longitudinal beneficiary questionnaires (different from a monitoring survey, allowing comparison over ten years and across sectors) (b)combines a dozen different evaluation techniques (non-survey quantitative methods and qualitative methods) (c)draws on counter-evaluation (control groups enabling a comparison of outcomes for beneficiaries versus non-beneficiaries) for the first time across the entire programme. 1 
OBSEG REVIZIJE IN REVIZIJSKI PRISTOP 13. (c) Komisija ugotavlja, da vmesna ocena: (a)temelji na lastnih longitudalnih vprašalnikih upravičencev (ki se razlikujejo od raziskav s spremljanjem, saj omogočajo primerjavo za obdobje desetih let in med sektorji) (b)združuje dvanajst različnih tehnik vrednotenja (kvantitativne in kvalitativne metode, ki niso namenjene za raziskavo) (c) prvič v celotnem programu temelji na nasprotnem vrednotenju (kontrolni skupini omogočata primerjavo rezultatov upravičencev in neupravičencev).
The Commission draws attention to the fact that the MTE confirmed that the programmes reviewed had an impact on the formulation and implementation of education, training, youth and sport policies. 
Komisija opozarja na dejstvo, da je vmesna ocena potrdila, da so imeli pregledani programi vpliv na oblikovanje in izvajanje politike izobraževanja, usposabljanja, mladine in športa. 1
The Commission notes that the individual beneficiaries may not have the required perspective to identify systemic impact. 
Komisija ugotavlja, da posamezni upravičenci morda nimajo zahtevanega stališča za opredelitev sistemskega učinka.
The MTE noted: "the evaluation confirms the systemic effect of the evaluated programmes on education, training, youth and sport policies and systems, directly through the critical mass reached at least in the higher education sector or indirectly in funding policy cooperation (Open Method of Coordination)". 
Vmesna ocena ugotavlja, da: „ocena potrjuje sistemski učinek ocenjenih programov na politike in sisteme izobraževanja, usposabljanja, mladine in športa, neposredno prek kritične mase, ki je bila dosežena vsaj v sektorju visokošolskega izobraževanja ali posredno s sodelovanjem na področju politike financiranja (odprta metoda koordinacije)“.
The Commission underlines that the MTE shows that mobility actions have produced an important impact on the establishment of ECTS (European Credit Transfer and Accumulation System – Bologna process). 
Komisija poudarja, da poročilo o vmesni oceni kaže na to, da so imeli ukrepi mobilnosti pomemben vpliv na vzpostavitev sistema ECTS (evropskega sistema prenašanja in zbiranja kreditnih točk – bolonjski proces).
This has had an evidenced impact on the harmonisation of programmes and curricula as well as on mobility and the recognition of studies and qualifications. 
To je imelo dokazan učinek na usklajevanje programov in učnih načrtov ter na mobilnost in priznavanje študijskih programov in kvalifikacij.
The Commission notes that sharing of best practices (KA2) and support for policy reform (KA3) have a definite link with the achievement of the headline indicators. 
Komisija ugotavlja, da imata izmenjava najboljših praks (ključni ukrep 2) in podpora za reformo politik (ključni ukrep 3) jasno povezavo z doseganjem krovnih kazalnikov.
The Commission would like to underline that the impact of the programme activities can be long-term. 
Komisija želi poudariti, da je učinek programa dejavnosti lahko dolgoročen.
Education and training is by nature a process to increase skills and abilities and make use of it under a variety of contexts within a long-term time span. 
Izobraževanje in usposabljanje sta po naravi procesa, ki izboljšujeta spretnosti in zmožnosti in to uporabljata v različnih kontekstih skozi dolgoročno obdobje.
Moreover, there is no provision in the programme related documents specifying how quickly the mobility measures should boost skills and employability prospects. 
Poleg tega nobena določba v dokumentih, ki so povezani s programom, ne določa, kako hitro naj bi ukrepi mobilnosti izboljšali spretnosti in zaposljivost.
The Commission considers that the evidence gathered from participants of the programme is of significant importance in evaluating the performance of the programme, and needs to be considered alongside the considerable amount of quantitative data that the Commission has collected. 
Komisija meni, da so dokazi, zbrani od udeležencev programa bistvenega pomena za ocenjevanje uspešnosti programa, in jih je treba obravnavati skupaj s precejšnjo količino kvantitativnih podatkov, ki jih je zbrala Komisija.
Survey (qualitative) information is a primary source of performance measurement of a grassroots programme, because it supports individuals directly. 
Informacije, ki so pridobljene z raziskavami (o kakovosti), so primarni vir za merjenje uspešnosti temeljnega programa, saj neposredno podpirajo posameznike.
Therefore, the views and perceptions of participants in the programme are of paramount importance. 
Zato so stališča in mnenja udeležencev programa bistvenega pomena.
The Commission points out that changes are not imposed. 
Komisija poudarja, da se spremembe ne uvajajo.
The institutions are encouraged to modify the curricula to facilitate the student mobility. 
Zaželeno je, da zavodi spremenijo svoje učne načrte za lažjo mobilnost študentov.
As noted by the Court, the Commission is aware of this issue and considers language skills of key importance. 
Kot je ugotovilo Sodišče, je Komisija seznanjena s tem vprašanjem in meni, da je znanje jezikov bistvenega pomena.
The experience of the Commission has shown that the transfer of this competence to programme countries has been a tangible improvement. 
Izkušnje Komisije so pokazale, da je prenos te pristojnosti na države programa bistveno prispeval k izboljšanju.
The assessment process at NAs has provided for the possibility to scale up cooperation with 3rd countries in way that would have been less effective and efficient under the former system. 
Postopek ocenjevanja s strani nacionalnih agencij je dal možnost okrepitve sodelovanja s tretjimi državami na način, ki bi bil manj učinkovit in uspešen v okviru prejšnjega sistema.
The priorities are set at programme level which requires the programme countries to ensure a balanced mix of different types of mobility. 
Prednostne naloge se določijo na ravni programa, ki zahteva, da države programa zagotovijo uravnoteženo mešanico različnih oblik mobilnosti.
The scope of the Court's audit covers KA1 mobility, but Erasmus+ also consists of KA2 Cooperation for innovation and the exchange of good practices and KA3 Support for policy reform. 
Obseg revizije, ki jo je opravilo Sodišče, zajema mobilnosti v okviru ključnega ukrepa 1, program Erasmus+ (v nadaljnjem besedilu: program) pa zajema tudi ključni ukrep 2 (za sodelovanje za inovacije in izmenjavo dobrih praks) ter ključni ukrep 3 (za podporo reformi politik).
These Key Actions have a direct potential effect on tertiary education by making tertiary education more attractive, effective and efficient. 
Ti ključni ukrepi imajo neposreden potencialni učinek na terciarno izobraževanje, ki je tako privlačnejše, učinkovitejše in uspešnejše.
Accurately measuring and attributing contributions of interventions is an issue common to other public policy interventions, and is not specific to Erasmus+. 
Natančno merjenje in dodeljevanje prispevkov ukrepov sta vprašanji, ki sta skupni drugim ukrepom javne politike in nista specifični za program Erasmus+.
The MTE noted: "the evaluation confirms the systemic effect of the evaluated programmes on education, training, youth and sport policies and systems, directly through the critical mass reached at least in the higher education sector or indirectly in funding policy cooperation (Open Method of Coordination)". 2 
Vmesna ocena ugotavlja, da: „ocena potrjuje sistemski učinek ocenjenih programov na področju politike in sistemov izobraževanja, usposabljanja, mladine in športa, neposredno prek kritične mase, ki je bila dosežena vsaj v sektorju visokošolskega izobraževanja ali posredno s sodelovanjem politike financiranja (odprta metoda koordinacije)“.
The Commission considers that KA2, sharing of best practices and KA3, support for policy reform have a definite link with the achievement of the headline indicators. 
Komisija meni, da sta ključni ukrep 2 (izmenjava najboljših praks) in ključni ukrep 3 (podpora reformi politik) pomembno povezana z doseganjem krovnih kazalnikov.
Please see paragraph 72 on the relationship with the specific objectives. 
Glej odstavek 72 o odnosu s posebnimi cilji. 2
The Commission notes the difficulty in measurement of the exact proportional contribution from Erasmus+, but the overall positive contribution is clear. 
Komisija opozarja na težave pri merjenju natančnega sorazmernega prispevka progama Erasmus+, vendar je splošni pozitivni prispevek očiten.
The mid-term evaluation confirmed that Erasmus+ is the major contributor to the mobility actions. 
Vmesna ocena je potrdila, da program Erasmus+ največ prispeva k ukrepom mobilnosti.
The Commission is of the opinion that by comparing the Eurostat Learning mobility statistics with the Erasmus+ statistics it is possible to identify the contribution although the data might not be complete. 
Komisija meni, da je s primerjavo statističnih podatkov Eurostata o učni mobilnosti in statističnih podatkov programa Erasmus+, mogoče določiti prispevek, čeprav podatki morda niso popolni.
The Commission would like to update the characterisation by the Court that the data is "very partial". 
Komisija želi posodobiti opredelitev Sodišča, ki meni, da so podatki „precej nepopolni“.
As the report COM(2017) 148 Progress report on a Learning Mobility Benchmark states, "Member States comply well with the Commission Regulation" and once US data is supplied, 95% of world mobility would be covered, with the main missing destination countries are South East Asian countries. 
Poročilo o napredku v zvezi z izhodiščno vrednostjo za učno mobilnost COM(2017) 148 navaja, da „države članice dobro upoštevajo Uredbo Komisije“ in, da bo s podatki ZDA pokritih 95 % svetovne mobilnosti, glavne manjkajoče namembne države pa so države jugovzhodne Azije.
The data in the Education and Training Monitor is detailed and comprehensive, although estimates are necessary in some cases. 
Podatki v Pregledu izobraževanja in usposabljanja so podrobni in izčrpni, vendar so v nekaterih primerih potrebne ocene.
The fact that there is an overall issue with measurement of non-EU mobilities is an observation on the wider environment, and not on the Erasmus+ performance framework itself. 
Dejstvo, da obstaja problem z merjenjem mobilnosti izven EU je ugotovitev, ki zadeva širše okolje in ne le okvira uspešnosti samega programa Erasmus+.
The Commission's figures indicate 95% of the information is being captured, or will be by the end of 2018. 
Podatki Komisije kažejo, da je upoštevanih 95 % podatkov, ali pa jih bo do konca leta 2018.
Measuring mobility in VET is continuing to develop as statistical measures and definitions are agreed and data collected. 
Merjenje mobilnosti pri poklicnem izobraževanju in usposabljanju se še naprej razvija, saj potekajo dogovori o statističnih ukrepih in opredelitvah ter se zbirajo podatki.
However the contribution of the programme itself to the eventual target can be easily assessed. 
Vendar je prispevek programa h končnemu cilju mogoče enostavno oceniti.
The number of students in VET (ISCED 3) in the EU is 13.388.000 (see Monitor 2016). 
Število študentov v poklicnem izobraževanju in usposabljanju (ISCED 3) v EU je 13 388 000 (glej Pregled 2016).
6% of the current number of students in VET (ISCED 3) would represent 803.000 students. 
6 % trenutnih učencev v poklicnem izobraževanju in usposabljanju (ISCED 3) znaša 803 000 študentov.
The number of VET-participants in KA1 VET awarded projects is approximately 140,000. 
Število udeležencev poklicnega izobraževanja in usposabljanja pri projektih, ki jim je bil dodeljen ključni ukrep 1 poklicnega izobraževanja in usposabljanja, je 140 000.
In this way it can be estimated that Erasmus mobility accounts for about 1.5% of the VET learners in EU, and thus 25% of the target. 
Na ta način se lahko oceni, da v okviru mobilnosti Erasmus pride v EU približno 1,5 % učencev poklicnega izobraževanja in usposabljanja, torej 25 % ciljne populacije.
As outlined by the Commission in its report to the Council in 2017, it is taking steps to collect this data in a cost effective manner in the future. 
Kakor je navedla Komisija v svojem poročilu Svetu leta 2017, Komisija sprejema ukrepe za zbiranje teh podatkov na stroškovno učinkovit način v prihodnosti.
The Commission acknowledges the issue related to the clarity of this indicator. 
Komisija se zaveda težave v zvezi z jasnostjo tega kazalnika.
The main objective is to measure how the programme reaches participants with these characteristics. 
Glavni cilj je oceniti, kako program doseže udeležence s temi lastnostmi.
The Commission has designed the reporting tools to enable such measurement. 
Komisija je oblikovala orodja za poročanje, da bi omogočila take meritve.
The Commission takes note of this observation on variation between programme countries on definitions, but respects national legal definitions as regards reporting. 
Komisija je seznanjena z navedeno pripombo v zvezi z razlikami med državami programa glede opredelitev, hkrati pa spoštuje nacionalne pravne opredelitve glede poročanja.
This issue is known to the Commission, and is due to the diversity of definitions across programme countries. 
To vprašanje je znano Komisiji in je posledica različnih opredelitev v državah programa.
The Commission is of the opinion that the number of participants with fewer opportunities and disadvantaged backgrounds measures a qualitative aspect of social inclusion. 
Komisija meni, da je število udeležencev z manj možnostmi, ki prihajajo iz prikrajšanih okolij merilo za kvalitativni vidik socialne vključenosti.
Therefore, it provides the information about the impact of the programme, and the act of tracking it focuses attention on the issue, incentivises participation and lays the groundwork for a more developed approach in future programmes. 
Zagotavlja torej informacije o učinku programa, prek sledenja je pozornost usmerjena na vprašanje, spodbuja sodelovanje in postavlja temelje za bolj razvit pristop v prihodnjih programih.
The Commission considers that the indicators give a fair, if not always comprehensive, measurement of the achievement of general and specific objectives. 
Komisija meni, da kazalniki prikazujejo poštene, čeprav ne vedno izčrpne meritve doseganja splošnih in specifičnih ciljev.
For example the Erasmus+ legal base sets as a general objective its contribution to the strategic framework for European 3 cooperation in education and training ('ET 2020')1. 
Na primer, pravna podlaga programa Erasmus+ kot splošni cilj določa njegov prispevek k strateškemu okviru za evropsko sodelovanje v izobraževanju in usposabljanju („ET 2020“)1.
Its first strategic objective is "Making lifelong learning and mobility a reality". 
Prvi strateški cilj programa je „uresničevanje načela vseživljenjskega učenja in mobilnosti“.
The first specific objective of Erasmus+ specifies "increased opportunities for learning mobility". 
Prvi posebni cilj programa Erasmus+ določa „večanje možnosti za učno mobilnost“.
This is then captured in the indicators included in Annex 1 including "The number of higher education students receiving support to study in a partner country, as well as the number of students from a partner country coming to study in a Programme country". 
To se nato zajame v kazalnikih, ki so vključeni v Prilogo 1, vključno s „[številom] visokošolskih študentov, ki prejemajo podporo za študij v partnerski državi, ter številom študentov iz partnerskih držav, ki prihajajo na študij v državo programa“.
Although the indicators are based on the self-declaration from the participants that they have improved their competence and language skills, it should be noted that there is also provision for the objective language assessment by the OLS and interinstitutional acceptance of educational components which are more objective. 
Čeprav kazalniki temeljijo na lastni izjavi udeležencev o izboljšanju njihovih jezikovnih spretnosti in znanja, je treba opozoriti na določbo o objektivni oceni znanja jezika v okviru spletne jezikovne podpore in medinstitucionalnega sprejetja učnih dejavnosti, ki sta bolj objektivna.
The Commission notes that this qualitative information serves as the first source of performance measurement of such a grassroots programme, because it supports individuals directly. 
Komisija ugotavlja, da ta kvalitativna informacija služi kot prvi vir merjenja uspešnosti takega temeljnega programa, saj neposredno podpira posameznike.
Therefore, it is of key importance to obtain the views of those whom the programme seeks to benefit. 
Zato je ključnega pomena, da se pridobijo stališča tistih, katerim program koristi.
The surveys have been carefully constructed to provide the most precise information on outputs and results and to some extent on long-term impacts. 
Raziskave so bile skrbno zasnovane tako, da zagotavljajo najnatančnejše informacije o izložkih in rezultatih ter do neke mere dolgoročnih vplivih.
We note that surveys do not record the perception but the appraisal of the effects of the Programme on participants themselves. 
Ugotavljamo, da raziskave ne beležijo mnenja udeležencev, temveč njihovo presojo glede učinkov programa.
The Commission stresses that this information is particularly important as the primary source of performance measurement of a grassroots programme, because it directly supports individuals. 
Komisija poudarja, da je ta podatek zlasti pomemben kot primarni vir za merjenje uspešnosti temeljnega programa, saj neposredno podpira posameznike.
Therefore the views and perceptions of participants in the programme are of paramount importance. 
Zato so mnenja in stališča udeležencev programa bistvenega pomena.
The MTE includes a wide variety of sources, including a literature review, national reports from all programme countries and benchmarking against national/transnational programmes. 
Poročilo o vmesni oceni vključuje veliko različnih virov, vključno s pregledom literature, nacionalnimi poročili iz vseh držav programa in merili uspešnosti nacionalnih in nadnacionalnih programov.
The Commission notes that this statement refers in particular to the national context, rather than the performance of Erasmus+, which is still in its early stages. 
Komisija ugotavlja, da se ta izjava nanaša zlasti na nacionalno okolje in ne toliko na uspešnost programa Erasmus+, ki je še vedno v začetni fazi.
This impression may be due to the fact that evaluation responsibility and resources are set at EU level. 
Ta vtis je lahko posledica dejstva, da so ocena odgovornosti in viri določeni na ravni EU.
Moreover, the national level might not be always appropriate to evaluate cross-border intervention as in KA1. 
Poleg tega nacionalna raven morda ne bo vedno primerna za oceno čezmejnih ukrepov kot v okviru ključnega ukrepa 1.
There are also examples of countries where the assessment tools are well developed e.g.: in France – Observatory. 
Obstajajo tudi primeri držav, kjer so ocenjevalna orodja dobro razvita npr.: opazovalna skupina v Franciji.
The Commission underlines that the completion of the questionnaire, and not necessarily a positive assessment, is compulsory to receive the final payment. 
Komisija poudarja, da je izpolnitev vprašalnika, in ne nujno pozitivna ocena, obvezna za prejem končnega plačila.
The Commission does not use the participant survey as the main measure for assessing the quality and results of a mobility. 
Komisija raziskav udeležencev ne uporablja kot glavno merilo za ocenjevanje kakovosti in rezultatov mobilnosti.
This is done by gathering data of the activities undertaken, such as the credits earned by the students, and their improvement in language skills. 
To doseže z zbiranjem podatkov o opravljenih dejavnostih, kot so kreditne točke, ki so jih pridobili študenti in njihovo izboljšanje jezikovnega znanja.
The compulsory nature is appropriate as participant feedback is crucial for grassroots programmes that support individuals. 
Obvezna narava je ustrezna, saj so povratne informacije udeležencev ključnega pomena za temeljne programe, ki podpirajo posameznike.
The perceived complexity of the questionnaire must be balanced with the need to capture the data necessary to report on performance across all the different programme objectives. 
Opaženo kompleksnost vprašalnika je treba uravnotežiti s potrebo po zbiranju podatkov, ki so potrebni za poročanje o smotrnosti vseh različnih ciljev programa.
The policy priorities do not apply to Erasmus mobility actions, which are in the scope for the ECA report. 
Prednostne naloge politike se ne uporabljajo za ukrepe mobilnosti programa Erasmus, ki so vključeni v področje uporabe poročila ERS.
Mobility actions have never been impacted by the introduction of policy priorities. 
Uvedba prednostnih nalog politike ni nikoli vplivala na ukrepe mobilnosti.
As it regards the application of priorities under other actions of the programme, the Commission would underline that the rationale of such policy priorities is precisely the possibility to address in a more effective way the emerging challenges in the field so education, training and youth an make the Erasmus+ as an instrument to respond to these challenges (e.g. migration, social inclusions, etc.). 
Komisija želi v zvezi z uporabo prednostnih nalog v okviru drugih ukrepov programa poudariti, da je utemeljitev za takšne prednostne naloge politike ravno možnost učinkovitejše obravnave novih izzivov na področju izobraževanja, usposabljanja in mladine ter, da bi program Erasmus+ postal instrument za odziv na te izzive (npr. migracijo, socialno vključevanje itd.).
Despite the intrinsic logic of this approach, several priorities have been maintained for a number of years, although in some cases their formulation was slightly fine-tuned. 
Kljub notranji logiki tega pristopa je več prednostnih nalog ostalo v veljavi več let, čeprav je bila njihova oblika v nekaterih primerih nekoliko izpopolnjena.
As outlined above, this priority was never applied in mobility actions as such. 
Kot je navedeno zgoraj se ta prednostna naloga nikoli ni uporabljala pri ukrepih mobilnosti.
The fact that it was not specifically prioritised again in subsequent years does not mean actions related to labour market relevance were discontinued. 
Dejstvo, da v sledečih letih ni bila znova obravnavana kot prednostna naloga ne pomeni, da so bili ukrepi, ki se nanašajo na potrebe trga dela, opuščeni.
On the contrary, the "work based learning" approach has been integrated in the design of the actions (e.g. boosting traineeships in higher education or emphasis of work-based learning methods) as a cross-cutting dimension of all VET mobility activities. 
Nasprotno, pristop „učenja na delovnem mestu“ je bil vključen v zasnovo ukrepov (npr. spodbujanje pripravništev v visokošolskem 4 izobraževanju ali poudarka na metodah učenja na delovnem mestu) kot medsektorska razsežnost vseh dejavnosti mobilnosti v poklicnem izobraževanju in usposabljanju.
The priorities are not directly linked with KA1 only, which was the audit scope. 
Prednostne naloge niso samo neposredno povezane s ključnim ukrepom 1, ki ga je zajemal obseg revizije.
The Commission disagrees with this statement as the priorities are not defined for KA1. 
Komisija se ne strinja s to izjavo, saj prednostne naloge niso opredeljene za ključni ukrep 1.