natgillin/translations-raw huggingface dataset:
The Programme has a set of indicators for its evaluation24. These indicators are described as “measureable and relevant”25 and “intended to measure the extent to which the general and specific objectives of the Programme have been achieved”26. 
Program vključuje sklop kazalnikov za njegovo ocenjevanje.24 Ti kazalniki so opisani kot merljivi in relevantni25, namenjeni pa so merjenju doseganja splošnih in posebnih ciljev programa26.
Those indicators set for KA1 Mobility are shown in Figure 9. 
Ti kazalniki so določeni za mobilnost v okviru ključnega ukrepa 1, kot je prikazano na sliki 9.
31 24 25 26 Annex I of the Regulation. 
31 24 25 26 Priloga I k Uredbi.
Article 5(2) of the Regulation. 
Člen 5(2) Uredbe.
Annex I of the Regulation. 
Priloga I k Uredbi.
55. We examined whether these indicators are appropriate. 
Sodišče je preučilo, ali so ti kazalniki ustrezni.
The Commission claims that “the programme is on track to achieve or exceed the vast majority of the targets”. 
Komisija trdi, da bo zelo verjetno dosežena ali presežena velika večina ciljev programa.
It is not clear how the Mobility projects financed help meet the Europe 2020 headline education target 56. 
Ni jasno, kako financirani projekti mobilnosti pripomorejo k doseganju krovnega cilja izobraževanja strategije Evropa 2020 56.
The Europe 2020 indicators were set by the Council. 
Kazalnike za strategijo Evropa 2020 je določil Svet.
In 2016, the early school leaving rate in the EU was 10.8 %27 that is 2 decimal points lower than in 2015 (...) 
EU znašal 10,8 %27, kar je 2 odstotni točki manj kot leta 2015.
At the same time, the EU average percentage of people aged 30-34 with a tertiary education degree rose by 3 decimal points to 39.0 %28 in 201629”. 57. 
Delež oseb v starosti 30–34 let s terciarno izobrazbo v EU pa se je leta 2016 v povprečju zvišal za 3 odstotne točke na 39,0 %28.29 57.
However, it is not clear how the projects financed under Mobility, help meet these headline education targets. 
Vendar pa ni jasno, kako so projekti, financirani v okviru mobilnosti, prispevali k izpolnitvi krovnih ciljev izobraževanja.
Moreover, even if they did contribute, that contribution cannot be distinguished from that of other national and EU actions and separately measured. 
Še več, tudi če so prispevali, ni mogoče ugotoviti razlike med njihovim prispevkom in prispevkom drugih nacionalnih ukrepov in ukrepov EU niti njihovega prispevka ni mogoče ločeno meriti.
Thus, there is no apparent link between Mobility, or even Erasmus+ as a whole and the headline education target indicators. 
Tako ni nobene očitne povezave med mobilnostjo ali celo programom Erasmus+ kot celoto ter krovnimi cilji izobraževanja.
These Europe 2020 indicators are not aligned with the general and specific objectives set out in the Regulation as required by article 5(2). 
Ti kazalniki za strategijo Evropa 2020 niso usklajeni s splošnimi in posebnimi cilji, opredeljenimi v Uredbi, kot se zahteva v členu 5(2).
As the mobility benchmark only contains partial results, it is not being properly measured 59. 
Ker referenčno merilo za mobilnost vsebuje le delne rezultate, se ne meri pravilno 59.
In 2011, Member States agreed on the EU benchmark for higher education mobility30, whereby in 2020 at least 20 % of higher education graduates should have had a period of higher education-related study or training (including work placements) abroad. 60. 
Leta 2011 so se države članice dogovorile za referenčno merilo EU za mobilnost v visokošolskem izobraževanju, v skladu s katerim naj bi v letu 2020 vsaj 20 % visokošolskih diplomantov opravilo obdobje visokošolskega študija ali usposabljanja (vključno z delovno prakso) v tujini.30 60.
They also set a benchmark for learning mobility in VET: by 2020 at least 6 % of VET graduates should have had VET-related study or a training period abroad (including work placements). 
Določile so tudi referenčno merilo za učno mobilnost v poklicnem izobraževanju in usposabljanju: do leta 2020 naj bi vsaj 6 % tistih, ki so zaključili poklicno izobraževanje in usposabljanje, preživelo ustrezno obdobje študija ali usposabljanja (vključno z delovno prakso) v tujini.
Higher education mobility in Erasmus+ is a key driver to meet the benchmark for mobility in that sector. 
Visokošolska mobilnost v okviru programa Erasmus+ je ključno gonilo za doseganje referenčnega merila v tem sektorju.
The mobility benchmark is clearly linked to KA1. However, Erasmus+ is not the The Europe 2020 target percentage of early school leavers is “below 10 %”, http://ec.europa.eu/eurostat/web/education-and-training/eu-benchmarks. 
Referenčno merilo je jasno povezano s ključnim Ciljna vrednost strategije Evropa 2020 je, da bi bil delež osipnikov pod 10 % http://ec.europa.eu/eurostat/web/education-and-training/eu-benchmarks.
The Europe 2020 target percentage of 30-34 year-olds with tertiary educational attainment is “at least 40 %”, http://ec.europa.eu/eurostat/web/education-and-training/eu-benchmarks. 
Ciljna vrednost strategije Evropa 2020 za osebe v starosti 30–34 let je, naj bi jih vsaj 40 % imelo terciarno izobrazbo http://ec.europa.eu/eurostat/web/education-and-training/eu-benchmarks.
Annual Activity Report, DG EAC, 2016. http://ec.europa.eu/eurostat/web/education-and-training/eu-benchmarks 27 28 29 30 33 
Letno poročilo o dejavnostih, GD EAC, 2016. http://ec.europa.eu/eurostat/web/education-and-training/eu-benchmarks 27 28 29 30 33
only programme contributing to mobility and thus the contribution from Erasmus+ cannot be fully identified. 
Vendar Erasmus+ ni edini program, ki prispeva k mobilnosti, zato prispevka programa Erasmus+ ni mogoče v celoti ugotoviti.
Moreover, the data underpinning this benchmark31 is only available on a very partial basis according to analysis undertaken by the Centre for Research on Lifelong Learning (CRELL), and it is not available on a comparable basis across Europe32. Thus the results for this indicator are not accurate. 
Poleg tega so po analizi, ki jo je izvedel center za raziskave o vseživljenjskem učenju CRELL, podatki, na katerih temelji to merilo, le delno razpoložljivi in po Evropi niso primerljivi.31,32 Rezultati za ta kazalnik zato niso točni.
A comprehensive assessment of the level of mobility in VET is not possible because of limited data availability. 
Celovita ocena obsega mobilnosti v poklicnem izobraževanju in usposabljanju ni mogoča, ker so podatki le delno razpoložljivi.
Eurostat undertook a pilot survey to assess VET learning mobility which it completed at the end of 2015. 
Eurostat je izvedel pilotno raziskavo za oceno učne mobilnosti v poklicem izobraževanju in usposabljanju, ki jo je končal konec leta 2015.
The results showed that in the 17 Programme countries participating in the survey, around 3.1 % of VET students had taken part in learning mobility. 
Rezultati so pokazali, da je bilo približno 3,1 % udeležencev poklicnega izobraževanja in usposabljanja v 17 državah programa, ki so sodelovale v raziskavi, udeleženih v učni mobilnosti.
As this indicator only contains partial results, it is not being properly measured. 
Ker ta kazalnik vsebuje le delne rezultate, ni pravilno merjen.
The quantitative (general) indicators provide useful information, although some definitions need to be harmonised and refined 65. 
Kvantitativni (splošni) kazalniki dajejo koristne informacije, čeprav je treba nekatere opredelitve uskladiti in izpopolniti 65.
These indicators relate specifically to Mobility and are reported and monitored by the Commission. 
Ti kazalniki se nanašajo na mobilnost, o njih pa poroča in jih spremlja Komisija.
Progress (as at the end of 2016) towards the targets for these indicators, which are set in the DG EAC Annual Work Programme, is summarised in Figure 10. 
Napredek (dosežen konec leta 2016) pri doseganju ciljnih vrednosti za te kazalnike, ki so določeni v letnem delovnem programu GD EAC, je strnjeno prikazan na sliki 10.
34 31 32 Education and Training Monitor, the European Commission (2016), p. 
34 31 32 Pregled izobraževanja in usposabljanja, Evropska komisija (2016), str.
Learning Mobility Technical Report, European Commission/JRC (2015). 
Learning Mobility Technical Report, Evropska komisija/JRC (2015).
Erasmus+ Mobility promotes the inclusion of learners with fewer opportunities. 
V okviru programa Erasmus+ se spodbuja tudi mobilnost učečih se z manj priložnostmi.
It is not clear why the indicator in the legal basis groups such participants with those with special needs. 
Ni jasno, zakaj kazalnik v pravni podlagi te udeležence enači s tistimi s posebnimi potrebami.
Moreover, according to the 2016 Erasmus+ Annual Report “the Programme continues to fight barriers to mobility by becoming more inclusive for those from a disadvantaged background and those with special needs”33. Thus, this terminology is not being used consistently. 
Glede na letno poročilo za Erasmus+ za leto 2016 se program še naprej bori proti oviram za mobilnost tako, da postaja bolj vključujoč za tiste iz prikrajšanih sredin in tiste s posebnimi potrebami.33 Terminologija se torej nedosledno uporablja.
Nearly 205 000 participants from disadvantaged backgrounds and with fewer opportunities benefitted from Erasmus+ by taking part in transnational mobility activities over the period 2014-201734. Erasmus+ Mobility has offered new experiences abroad to many people who would otherwise have not been able to afford it. 
Skoraj 205 000 udeležencev iz prikrajšanih sredin in z manj možnostmi je imelo korist od programa Erasmus+, ker so v obdobju 2014–2017 sodelovali v dejavnostih nadnacionalne mobilnosti.34 Mobilnost v okviru programa Erasmus+ omogoča pridobivanje novih izkušenj v tujini mnogim, ki si sicer tega ne bi mogli privoščiti.
For example in Spain, all beneficiaries receiving a government grant for studies are Erasmus+ Annual Report 2016, p. 
V Španiji, na primer, so v to kategorijo vključeni vsi, ki prejemajo vladne štipendije za študij.
Source: DG EAC Dashboard. 
Vir: Dashboard GD EAC 35 33 34
Consequently, the results for this indicator do not provide an accurate comparison of such mobility across EU countries. 
Zato rezultati za ta kazalnik ne omogočajo točne primerjave tovrstne mobilnosti med državami EU.
The Commission recognises that one of the main issues that affected the analysis of participation patterns is “the absence of a harmonised definition, across sectors, of people with fewer opportunities and from disadvantaged backgrounds” and that “the quality of the data on participation of disadvantaged groups is unclear due to various definitions and practices”35. 70. 
Komisija se zaveda, da je ena od glavnih zadev, ki so vplivale na analizo vzorcev sodelovanja, neobstoj usklajene medsektorske opredelitve oseb z manj možnostmi in iz prikrajšanih sredin in da kakovost podatkov o sodelovanju prikrajšanih skupin zaradi različnih opredelitev in praks ni jasna.35 70.
These three indicators measure outputs of the Programme and help to demonstrate progress in implementation. 
S temi tremi kazalniki se merijo izložki programa in prikazuje napredek pri izvajanju.
Thus, they provide little information about the outcomes and impact of the Programme (see Figure 8). 
Ti kazalniki torej dajejo malo informacij o izidih in učinku programa (glej sliko 8).
Education and Training indicators are being met, but they do not address the extent to which the general and specific objectives of the Programme have been achieved 71. 
Kazalniki za izobraževanje in usposabljanje se dosegajo, vendar ne kažejo, v kolikšnem obsegu so doseženi splošni in posebni cilji programa 71.
The Education and Training indicators in Annex I to the Regulation are specific to the Programme. 
Kazalniki za izobraževanje in usposabljanje v Prilogi I k Uredbi so specifični za program.
Progress under these indicators for 2016 are shown in Figure 11 and Figure 12 below, which indicate that most targets are being met. 
Napredek pri teh kazalnikih za leto 2016 je prikazan na sliki 11 in sliki 12 v nadaljevanju, s katerih je razvidno, da je bila večina ciljnih vrednosti dosežena.
Education and Training indicators (a) to (d) in Figure 11 are output indicators. 
Kazalniki za izobraževanje in usposabljanje od (a) do (d) na sliki 11 so kazalniki izložkov.
Even though these quantitative indicators are useful they do not fully measure “the extent to which the general and specific objectives of the Programme have been achieved”, notably the specific objectives, as required in Annex I of the Regulation. 
Čeprav so ti kvantitativni kazalniki koristni, pa z njimi ni mogoče v celoti meriti, v kakšnem obsegu so doseženi splošni in posebni cilji programa, zlasti posebni cilji programa, kakor je zahtevano v Prilogi I k Uredbi.
36 35 SWD(2018) 40, p. 
36 35 SWD (2018) 40, str.
17 and 20. 
17 in 20.
Figure 11 - Output indicators (a1) The number of students and trainees participating in the Programme (HE) (a2) The number of students and trainees participating in the Programme (VET) (b1) The number of higher education students receiving support to study in a partner country (outgoing students) (b2) The number of students from a partner country coming to study in a Programme country (incoming students) (c) The number of partner country higher education institutions involved in mobility and cooperation actions (d) The number of users of Euroguidance 0 % 100 % Targets 2016 +3.2 % +25.6 % +8.2 % 37 Source: Annual Activity Report, DG EAC, 2016. 
Slika 11 – Kazalniki izložkov (a1) Število študentov in praktikantov, udeleženih v programu (visokošolsko izobraževanje) (a2) Število dijakov in praktikantov, udeleženih v programu (poklicno izobraževanje in usposabljanje) (b1) Število visokošolskih študentov, ki so prejeli podporo za študij v partnerski državi (študentje, ki gredo v tujino) (b2) Število visokošolskih študentov iz partnerske države, ki so prišli na študij v državo programa (študentje, ki pridejo v državo) (c) Število visokošolskih zavodov partnerskih držav, ki so vključeni v ukrepe mobilnosti in sodelovanja (d) Število uporabnikov omrežja Euroguidance 0 % 100 % Ciljne vrednosti za leto 2016 +3,2 % +25,6 % +8,2 % 256 000 103 000 4 329 37 Vir: Letno poročilo o dejavnostih, GD EAC, 2016 13 000 956 –18,8 % –13,1 % 5 000 000 73.
Indicators (e) to (g) are outcome indicators that provide information about the benefits of participating in the Programme. 
Kazalniki od (e) do (g) so kazalniki izidov, ki dajejo informacije o koristih, ki jih imajo udeleženci od programa.
Indicator (f) is a subjective measure, based on the perception of the individual, as reported at the end of the mobility. 
Kazalnik (f) je subjektiven, saj temelji na posameznikovem dojemanju, o katerem udeleženec poroča na koncu mobilnosti.
Figure 12 - Outcome indicators (e) The percentage of participants who have received a certificate, diploma or other kind of formal recognition of their participation in the Programme (VET) 0 % 100 % Target 2020 +2.7 % 38 (f) The percentage of participants declaring that they have increased their key +11.8 % competences (g1) The percentage of participants in long-term mobility declaring that they have +1.9 % increased their language skills (HE) (g2) The percentage of participants in long-term mobility declaring that they have +9.0 % increased their language skills (VET) Source: Annual Activity Report, DG EAC, 2016. 
Slika 12 – Kazalniki izidov (e) Odstotek udeležencev, ki so prejeli potrdilo, diplomo ali kako drugo obliko uradnega priznanja za svojo udeležbo v programu (poklicno izobraževanje in usposabljanje) (f) Odstotek udeležencev, ki so izjavili, da so povečali svoje ključne kompetence (g1) Odstotek udeležencev v dolgoročni mobilnosti, ki so izjavili, da so izboljšali svoje znanje jezika (visoko šolstvo) (g2) Odstotek udeležencev v dolgoročni mobilnosti, ki so izjavili, da so izboljšali svoje znanje jezika (poklicno izobraževanje in usposabljanje) 0 % 100 % Ciljna vrednost za leto 2020 +2,7 % +11,8 % +1,9 % +9,0 % Ciljne vrednosti za leto 2016 77,0 % 95,0 % 97,8 % Vir: Letno poročilo o dejavnostih, GD EAC, 2016 94,8 %
The Commission recognises the limitations of these indicators in that “they are mostly based on the self-perceived contribution of KA1 reported by beneficiaries”36. It states that the National Reports, underlying the MTE, report improvements in the level of key competences and skills in learners, but it recognises that this is “mostly based on the self-reported perceptions of participants”37. 
Komisija se zaveda omejitev, značilnih za te kazalnike, ki so posledica tega, da kazalniki v glavnem temeljijo na prispevku h krovnemu cilju izobraževanja 1, kot ga dojemajo in o njem poročajo upravičenci.36 Omenja, da nacionalna poročila, ki so podlaga za vmesno oceno, poročajo o izboljšanju ključnih kompetenc in spretnosti pri učečih se, vendar priznava, da to v glavnem temelji na dojemanju udeležencev, o katerem ti sami poročajo.37 Dashboard zagotavlja informacije v realnem času o izložkih in izidih 75.
In 2016 the Commission launched its Erasmus+ Dashboard, which is a single data warehouse collecting all the information that is recorded by the NA and the beneficiaries. 
Komisija je leta 2016 vzpostavila Erasmus+ Dashboard, ki je enotno podatkovno skladišče, v katerem se zbirajo vsi podatki, ki jih zabeležijo nacionalne agencije in upravičenci.
The data is updated on a daily basis and provides real-time, qualitative and quantitative data relating to the implementation of the Programme in terms of projects, grants, participants SWD(2018) 40, p. 
Podatki se posodabljajo vsak dan, tako da so na voljo kvalitativni in kvantitativni podatki v realnem času o izvajanju programa, in sicer za projekte, nepovratna sredstva, udeležence in organizacije, vključene v program.
and organisations involved in the Programme. It records the survey and post-mobility declarations of participants and beneficiaries. 
V podatkovnem skladišču so evidentirane raziskave in izjave udeležencev in upravičencev po koncu mobilnosti.
According to the Dashboard, participant satisfaction is high: 95.8 % were satisfied with their learning mobility experience (as at January 2018) and 80 % felt better prepared for finding a job. 
Po podatkih v Dashboard so udeleženci zelo zadovoljni: 95,8 % jih je bilo zadovoljnih z udeležbo v učni mobilnosti (po podatkih iz januarja 2018), 80 % pa jih je menilo, da so bolje pripravljeni na iskanje zaposlitve.
Indeed Erasmus+ is a success, based on the survey and post-mobility declarations. 
Sodeč po raziskavi in izjavah udeležencev po koncu mobilnosti je Erasmus+ v resnici uspeh.
The sources used to measure performance in the mid-term evaluation are to a large extent surveys and participant feedback 77. 
Viri, ki so se pri vmesni oceni uporabljali za merjenje smotrnosti, so večinoma raziskave in povratne informacije udeležencev 77.
The MTE report on the Erasmus+ Programme was submitted on 31 January 201838. It builds on: National Reports of the Programme countries, an evaluation report by an external contractor, other reviewed studies, experience in managing the programme, and over a million responses from interested parties. 
Poročilo o vmesni oceni za program Erasmus+ je bilo predloženo 31. januarja 2018.38 Poročilo temelji na nacionalnih poročilih, ki so jih predložile države programa, ocenjevalnem poročilu zunanjega izvajalca, drugih pregledanih študijah, izkušnjah, pridobljenih pri vodenju programa, in na več kot milijonu odzivov zainteresiranih strani.
In respect of Erasmus+ it covers the period 2014-2016. 
V zvezi s programom Erasmus+ zajema obdobje 2014–2016.
The sources for the MTE are to a large extent surveys and participant feedback: “The evaluation combined a number of techniques for data collection and analysis. 
Viri za vmesno oceno so večinoma raziskave in povratne informacije udeležencev.
Our meetings with the compilers of the National Reports in the five countries visited indicated difficulties arising from the lack of robust data to help in assessing the impacts of the Programme. 
Med sestanki revizorjev z avtorji nacionalnih poročil v petih obiskanih državah se je pokazalo, da pomanjkanje zanesljivih podatkov, ki bi pomagali pri oceni učinka programa, povzroča težave.
15. Post-mobility questionnaire for participants is subjective and complex 80. 
Vprašalnik za udeležence po koncu mobilnosti je subjektiven in kompleksen 80.
After completion of the mobility, each participant has to fill in a questionnaire to evaluate overall satisfaction and specific aspects of participation in the Programme, such as home institution recognition of the mobility, increase in sense of European identity and improvement in language skills. 
Po koncu mobilnosti morajo vsi udeleženci izpolniti vprašalnik, s katerim ovrednotijo splošno zadovoljstvo in posamezne elemente sodelovanja v programu, kot je priznavanje mobilnosti na matični instituciji, povečanje občutka evropske identitete in izboljšanje znanja jezikov.
This participant feedback is useful but, as it is subjective, should not be used as the main measure for assessing the quality and results of a mobility. 
Povratne informacije, dobljene od udeležencev, so koristne, vendar subjektivne, zato se ne bi smele uporabljati kot glavno merilo za ocenjevanje kakovosti in rezultatov mobilnosti.
It is all the more subjective as the final payment to the student is conditional on the questionnaire being completed, although such payment is not conditional on a positive self-assessment. 
Te informacije so toliko bolj subjektivne, ker je pogoj za končno izplačilo študentom izpolnitev vprašalnika, čeprav pozitivna ocena ni pogoj za izplačilo.
The students we met said that the questionnaires were too complex (in particular for VET) and use too much EU jargon. Some students reported difficulties in filling in the questionnaires. 
Udeleženci v mobilnosti, s katerimi so se sestali revizorji, so povedali, da so bili vprašalniki preveč kompleksni (zlasti za udeležence poklicnega izobraževanja in usposabljanja) in da se v njih uporablja preveč žargona EU.
For example the Norwegian NA stated that the questions are not appropriate for VET students. 
Norveška nacionalna agencija pa je na primer navedla, da vprašanja niso primerna za udeležence poklicnega izobraževanja in usposabljanja.
Little continuity from year to year in the priorities in the Erasmus+ Annual Work Programmes 83. 
V letnih programih dela za Erasmus+ je pri prioritetah iz leta v leto opaziti le malo kontinuitete 83.
The Commission established policy priorities for Erasmus+ in 2014. 
Komisija je leta 2014 določila prioritete za Erasmus+.
Some of these have been maintained in subsequent AWP, while others have been discontinued and new policy priorities introduced. 
Nekatere od njih so bile v naslednjih letnih programih dela ohranjene, druge pa so bile opuščene in so bile uvedene nove.
The priority “Systemic changes of education and training systems with a view to increasing their labour market relevance, through enhanced work-based learning opportunities”, introduced in 2014, is not included in subsequent AWP. 
Prioriteta „Sistemske spremembe sistemov izobraževanje in usposabljanja z okrepljenimi možnostmi za učenje ob delu zaradi povečanja relevantnosti teh sistemov za trg dela”, uvedena leta 2014, ni vključena v naslednje letne programe dela.
None of the 2014 priorities for VET remain in the 2017 AWP. 
Nobena od prioritet za poklicno izobraževanje in usposabljanje iz leta 2014 ni ohranjena v letnem delovnem programu za leto 2017.
However, each subsequent year saw additional priorities. 
So pa bile v vsakem naslednjem letu vključene dodatne prioritete.
In HE, the priority “to increase attainment levels” was withdrawn from the 2017 AWP and new priorities were introduced. 
Za visoko šolstvo je bila prioriteta povečanja števila diplomantov črtana iz letnega programa dela za leto 2017, vključene pa so bile nove prioritete.
These priorities are relevant, however no quantitative targets or indicators have been set. 
Te prioritete so sicer relevantne, vendar zanje niso bile določene nobene ciljne vrednosti niti kazalniki.
It is not clear to what extent the objectives of these priorities have been met, nor why 40 
Ni jasno, v kolikšnem obsegu so bili cilji teh prioritet doseženi niti zakaj so bile mnoge opuščene.