natgillin/translations-raw huggingface dataset:
The Guidelines should indeed contribute to improve consistency on the level of information contained in the assessment and to establish the required link between the results achieved and the overall conclusion. 
Smernice bodo dejansko prispevale k izboljšanju doslednosti v zvezi z ravnjo podatkov, ki jih vsebuje ocena, in vzpostavile potrebno povezavo med doseženimi rezultati in splošnimi sklepnimi ugotovitvami.
Recommendation 7 The Commission accepts that clear justification for additional funding and time extensions is needed. 
Priporočilo 7 Komisija se strinja, da je potrebna jasna utemeljitev dodatnega financiranja in podaljšanja trajanja projektov.
In fact, an adequate framework is already in place. 
Dejansko je ustrezen okvir že vzpostavljen.
All time extensions and additional funding for projects are approved on a basis of a justification provided by the partner. 
Vsa podaljšanja trajanja in dodatna financiranja projektov so odobrena na podlagi utemeljitve partnerja.
The justification's assessment, done by field and HQ staff, is ultimately recorded in the FichOp for approval by management. 
Ocena utemeljitve, ki jo opravi osebje na terenu in na sedežu, je zabeležena v FichOp, da jo odobri vodstvo.
Recommendation 8 The Commission accepts the recommendation on prioritising linking relief, rehabilitation and development, and will pursue its multiple efforts to put this into concrete actions. 
Priporočilo 8 Komisija sprejema priporočilo o namenjanju prednosti povezovanju pomoči, rehabilitacije in razvoja ter si bo še naprej na različne načine prizadevala to tudi izvesti.
While the Commission continues to keep this overall objective high in its agenda, the specificities of the DRC context make this objective extremely difficult to reach as constraints can hardly be overcome. 
Ta splošni cilj bo tudi v prihodnje visoko na dnevnem redu Komisije, vendar pa je zaradi specifičnosti razmer v DR Kongo omenjeni cilj izredno težko dosegljiv, saj je ovire skoraj nemogoče preseči.
Event Date Adoption of APM/Start of audit 28.4.2015 Official sending of draft report to Commission (or other auditee) 15.3.2016 Adoption of the final report after the adversarial procedure 10.5.2016 Commission’s (or other auditee’s) official replies received in all languages 2.6.2016 
Dogodek Datum Sprejetje revizijskega memoranduma/začetek revizije 28.4.2015 Osnutek poročila uradno poslan Komisiji (ali drugemu revidirancu) 15.3.2016 Sprejetje končnega poročila po razčiščevalnem postopku 10.5.2016 Prejeti uradni odgovori Komisije (ali drugega revidiranca) v vseh jezikih 2.6.2016
The auditors conclude that humanitarian aid to the populations affected by conflicts in the African Great Lakes area was generally managed effectively by the Commission. 
Revizorji so prišli do zaključka, da je Komisija na splošno uspešno upravljala humanitarno pomoč prebivalstvu na območju afriških Velikih jezer, ki so ga prizadeli konflikti.
The funding was allocated to well-established main priorities, but there was insufficient clarity at a later stage when further specifying priorities and selecting projects. 
Sredstva so bila dodeljena za ustrezno določene glavne prednostne naloge, vendar je bilo prednostno razvrščanje v poznejši fazi pri dodatnem določanju prednostnih nalog in izbiranju projektov premalo jasno.
It was not possible to determine whether the most suitable projects had been selected. 
Ni bilo mogoče ugotoviti, ali so bili izbrani najprimernejši projekti.
Overall, the Commission’s monitoring was appropriate, although it could have made better use of the information it obtained. 
Spremljanje Komisije je bilo na splošno ustrezno, čeprav bi bilo mogoče bolje uporabiti pridobljene informacije.
Finally, taking into account the particular challenges faced in the region, most of the projects examined delivered satisfactory results. 
Če se upoštevajo posebni izzivi v regiji, je večina preučenih projektov dosegla zadovoljive rezultate.
EN 2016 Special Report NO 16 EU education objectives: programmes aligned but shortcomings in performance measurement EUROPEAN COURT OF AUDITORS EUROPEAN COURT OF AUDITORS 12, rue Alcide De Gasperi 1615 Luxembourg LUXEMBOURG Tel. +352 4398-1 Enquiries: eca.europa.eu/en/Pages/ContactForm.aspx Website: eca.europa.eu Twitter: @EUAuditorsECA More information on the European Union is available on the internet (http://europa.eu). 
Posebno poročilo št. 16/2016 (v skladu z drugim pododstavkom člena 287(4) PDEU) Cilji EU za področje izobraževanja: programi so usklajeni, toda pri merjenju uspešnosti obstajajo pomanjkljivosti z odgovori Komisije 12, rue Alcide De Gasperi, L1615 Luxembourg Tel.: (+352) 4398 – 1 E: eca-info@eca.europa.eu eca.europa.eu
Contents 03 Paragraph Glossary I-IX Executive summary 1-18 Introduction 1 The role of education 2-14 Education and the EU 15-18 Shared management arrangements 19-21 Audit scope and approach 22-81 Observations 22-52 Assessment of 2007-2013 operational programmes 24-38 EU education objectives are addressed in the 2007-2013 ESF operational programmes examined 39-44 Insufficient link between financial reprogramming of operational programmes and targets set 45-52 Performance of examined projects could not be systematically demonstrated 53-81 Assessment of the establishment of operational programmes for the 2014-2020 programme period 55-61 Commission supported Member States in establishing 2014-2020 operational programmes 62-68 Examined operational programmes consistent with EU education objectives 69-73 Performance monitoring arrangements improved, but with some limitations 74-81 Difficulties in linking education measures to employment prospects 82-93 Conclusions and recommendations 
Glosar Povzetek Uvod Vloga izobraževanja Izobraževanje in EU Režim deljenega upravljanja Obseg revizije in revizijski pristop Opažanja Odstavek I–IX 1–18 1 2–14 15–18 19–21 22–81 22–52 24–38 39–44 45–52 53–81 55–61 62–68 69–73 74–81 82–93 KAZALO Ocena operativnih programov za obdobje 2007–2013 V preučenih operativnih programih Evropskega socialnega sklada za obdobje 2007–2013 so upoštevani cilji EU za področje izobraževanja Finančno reprogramiranje operativnih programov in opredeljeni ožji cilj niso dovolj povezani Uspešnosti preučenih projektov ni bilo mogoče sistematično prikazati Ocena priprave operativnih programov za programsko obdobje 2014–2020 Komisija je državam članicam pomagala pri pripravi operativnih programov za obdobje 2014–2020 Preučeni operativni programi so skladni s cilji EU za področje izobraževanja Ureditve za spremljanje uspešnosti so izboljšane, vendar obstaja nekaj omejitev Težave pri povezovanju ukrepov v izobraževanju z obeti za zaposlitev Zaključki in priporočila 2
Contents 04 Annex I Annex II Annex III Annex IV Annex V Annex VI — Evolution towards reaching the Europe 2020 education targets — Overview of programming, implementation, monitoring and reporting — List of the 2007-2013 ESF operational programmes examined — List of the 2014-2020 partnership agreements and operational programmes examined — Audit methodology for assessing the objectives addressed by the operational programmes — Overview of the modifications in the 2007-2013 ESF operational programmes examined Reply of the Commission 
Priloga I Priloga II Priloga III Priloga IV Priloga V Priloga VI – Napredek pri doseganju ožjih ciljev strategije Evropa 2020 za področje izobraževanja – Pregled načrtovanja programov, izvajanja, spremljanja in poročanja – Seznam preučenih operativnih programov Evropskega socialnega sklada za obdobje 2007–2013 – Seznam preučenih partnerskih sporazumov in operativnih programov za obdobje 2014–2020 – Revizijska metodologija za oceno ciljev, upoštevanih v operativnih programih – Pregled sprememb preučenih operativnih programov Evropskega socialnega sklada za obdobje 2007–2013 Odgovori Komisije 3
Education and Training 2010 (ET 2010): Framework for European cooperation in the field of education and training adopted by the Council in 2003 and based on common objectives. 
Izobraževanje in usposabljanje 2010 (ET 2010) Okvir za evropsko sodelovanje v izobraževanju in usposabljanju, ki ga je Svet sprejel leta 2003 in ki temelji na skupnih ciljih.
It includes a series of indicators and reference levels of European average performance. 
Vključuje niz kazalnikov in referenčnih ravni za povprečno uspešnost v Evropi.
Education and Training 2020 (ET 2020): Updated strategic framework for European cooperation in education and training adopted by the Council in 2009. 
Izobraževanje in usposabljanje 2020 (ET 2020) Posodobljen strateški okvir za evropsko sodelovanje v izobraževanju in usposabljanju, ki ga je Svet sprejel leta 2009.
It builds on the progress made under Education and Training 2010 and provides common strategic objectives for the European Union and its Member States for the period up to 2020. 
Gradi na napredku, doseženem v okviru Izobraževanja in usposabljanja 2010, ter prinaša skupne strateške cilje za Evropsko unijo (EU) in države članice za obdobje do leta 2020.
Glossary 06 International Standard Classification of Education (ISCED): The International Standard Classification of Education is used to define the levels and fields of education. 
Mednarodna standardna klasifikacija izobraževanja (ISCED) Mednarodna standardna klasifikacija izobraževanja se uporablja za opredelitev stopenj in področij izobraževanja.
The ISCED classification was initially developed by Unesco in the mid-1970s and was first revised in 1997. 
Prvo klasifikacijo je pripravil Unesco sredi 1970-ih let, leta 1997 pa je bila prvič revidirana.
Due to subsequent changes in education and learning systems at the start of the 21st century, a further review of ISCED was undertaken between 2009 and 2011). 
Zaradi kasnejših sprememb sistemov izobraževanja in učenja v začetku 21. stoletja je bil med letoma 2009 in 2011 opravljen še dodaten pregled ISCED.
Milestone: Intermediate targets set for indicators for which a target value has been set. 
Trenutna klasifikacija (ISCED 2011) vključuje naslednje stopnje: Mejnik Vmesni ožji cilji, določeni za kazalnike, za katere so bile določene ciljne vrednosti.
Operational programme (OP): An operational programme sets out a Member State’s priorities and specific objectives, and how the funding (EU and national public and private co-financing) will be used during a given period (generally 7 years) to finance projects. 
Operativni program (OP) Operativni program določa prioritete in specifične cilje držav članic ter način uporabe financiranja (sofinanciranja EU ter nacionalnega javnega in zasebnega sofinanciranja) v nekem obdobju (navadno sedem let) za financiranje projektov.
These projects must contribute towards achieving a certain number of objectives specified within the OP’s priority axis. 
Ti projekti morajo prispevati k doseganju nekega števila ciljev, določenih na ravni prednostne osi operativnega programa.
OPs exist for each of the funds in the cohesion area (i.e. ERDF, CF and ESF). 
Operativni program obstaja za vsak sklad na področju kohezije (tj. Evropski sklad za regionalni razvoj, Kohezijski sklad in Evropski socialni sklad).
An OP is prepared by the Member State and has to be approved by the Commission before any payments from the EU budget can be made. 
Pripravi ga država članica, Komisija pa ga mora odobriti, preden so mogoča plačila iz proračuna EU.
Partnership agreement: Agreements entered into between the European Commission and each Member State for the 2014-2020 programme period. 
Partnerski sporazum Sporazumi, sklenjeni med Evropsko komisijo in posameznimi državami članicami za programsko obdobje 2014–2020.
They set out the national authorities’ plans on how to use funding from the European Structural and Investment Funds and outline each country’s strategic goals and investment priorities, linking them to the overall aims of the Europe 2020 strategy for smart, sustainable and inclusive growth. 
Določajo načrte nacionalnih organov za način uporabe sredstev evropskih strukturnih in investicijskih skladov ter opisujejo strateške smotre in prioritete za vlaganje posameznih držav članic, ki jih povezujejo s splošnimi smotri strategije Evropa 2020 za pametno, trajnostno in vključujočo rast.
They also include, among other things, details of any ex ante conditionalities and performance management frameworks. 
Med drugim vključujejo tudi podrobnosti o vseh predhodnih pogojenostih in okvirih za zagotavljanje uspešnosti.
They are prepared by the Member State in consultation with the Commission and must be adopted by the Commission. 
Pripravijo jih države članice po posvetovanju s Komisijo, ki jih mora sprejeti.
Programme period: The multiannual framework within which Structural Funds and Cohesion Fund expenditure is planned and implemented. 
Programsko obdobje Večletni okvir, v katerem se načrtujejo in izvajajo odhodki strukturnih skladov in Kohezijskega sklada.
Tertiary education attainment: ‘Tertiary education attainment’ refers to the percentage of those aged 30-34 who have successfully completed tertiary level education. 
Terciarna izobrazba Izraz terciarna izobrazba se nanaša na odstotek populacije v starosti 30 do 34 let, ki je uspešno zaključil izobraževanje na terciarni stopnji.
Upper secondary education: For the purpose of this report, ‘upper secondary education’ refers to the percentage of those aged 22 who have successfully completed at least upper secondary education. 
Višja sekundarna izobrazba Izraz višja sekundarna izobrazba se v tem poročilu nanaša na odstotek populacije v starosti 22 let, ki je uspešno zaključil izobraževanje vsaj na višji sekundarni stopnji.
Executive 08 summary Investment in education is crucial for improving labour productivity, professional development and ultimately economic growth in the European Union. 
POVZETEK I. Vlaganje v izobraževanje je bistveno za izboljšanje produktivnosti delovne sile, strokovni razvoj in ne nazadnje gospodarsko rast v Evropski uniji.
Other benefits of education may be more active citizenship, reduced crime and improved average health conditions. 
Druge koristi izobraževanja so lahko boljše dejavno državljanstvo, manj kriminala in boljše povprečne zdravstvene razmere.
Moreover, the level of education attained has a direct link both to employability and to the quality of employment obtained. 
Izobrazbena stopnja posameznika je neposredno povezana z njegovo zaposljivostjo in kakovostjo zaposlitve, ki jo najde.
EU unemployment in recent years has been three times lower for those with tertiary education compared to those with lower secondary or less. 
V zadnjih letih je bila brezposelnost v EU trikrat manjša za posameznike s terciarno izobrazbo kot za tiste, ki so končali nižje sekundarno izobraževanje ali manj.
II Within the EU, education policy is a full and exclusive competence of Member States. 
V EU so za izobraževanje v celoti in izključno pristojne države članice.
EU strategies are adopted in the form of Council conclusions, which are not legally binding for EU Member States. 
Strategije EU se sprejmejo kot sklepi Sveta, ki niso pravno zavezujoči za države članice EU.
III Eurostat estimates that while 3 200 billion euro was spent on education in the EU Member States between 2007 and 2011, the overall level of expenditure on education slightly decreased between 2009 and 2013 in most of them. 
III. Po ocenah Eurostata je bilo v državah članicah med letom 2007 in 2011 za izobraževanje porabljenih 3 200 milijard EUR, vendar se je skupna raven porabe za izobraževanje v večini od njih med letoma 2009 in 2013 nekoliko znižala.
IV While the amount of EU funding directly allocated to education is limited in comparison to national investment in this field, the ESF nevertheless contributed 33.7 billion euro to education measures over the 2007-2013 programme period. 
Znesek sredstev EU, neposredno dodeljenih za izobraževanje, je v primerjavi z nacionalnimi vlaganji na tem področju sicer majhen, toda Evropski socialni sklad je v programskem obdobju 2007–2013 kljub temu prispeval 33,7 milijarde EUR za ukrepe na področju izobraževanja.
For the 2014-2020 programme period, planned ESF allocations to education are significantly lower (with an estimated budget of up to 27.1 billion euro). 
Za programsko obdobje 2014–2020 so načrtovana sredstva, ki naj bi bila dodeljena iz Evropskega socialnega sklada, veliko manjša (po oceni naj bi znašala do 27,1 milijarde EUR).
VThe EU’s education objectives are outlined in the Education and Training 2010, Education and Training 2020 and Europe 2020 strategic frameworks. 
V. Cilji EU za področje izobraževanja so prikazani v strateških okvirih Izobraževanje in usposabljanje 2010, Izobraževanje in usposabljanje 2020 in Evropa 2020.
Our audit assessed whether the objectives had been adequately considered in the operational programmes (OPs) and related projects for 2007-2013 and in the design of OPs for the 2014-2020 programme period. 
Pri reviziji smo ocenili, ali so bili v operativnih programih in z njimi povezanih projektih za programsko obdobje 2007–2013 ter pri zasnovi operativnih programov za programsko obdobje 2014– 2020 cilji ustrezno upoštevani.
VI During the audit we reviewed 37 ESF OPs from the 2007-2013 programme period, which represent about 28 billion euro or 83 % of the total ESF allocation to education. 
Pregledali smo 37 operativnih programov Evropskega socialnega sklada iz programskega obdobja 2007–2013, za katere je bilo porabljenih približno 28 milijard EUR, kar je 83 % vseh sredstev, dodeljenih za izobraževanje iz Evropskega socialnega sklada.
In addition, we visited five Member States’ authorities (Germany, France, Italy, Portugal and Romania) and examined a sample of projects. 
tega smo obiskali organe v petih državah članicah (Nemčiji, Franciji, Italiji, Portugalski in Romuniji) ter preučili vzorec projektov.
For the 2014-2020 programme period, we reviewed five partnership agreements and eight OPs, which represent about 7 billion euro of the ESF allocation to education. 
Za programsko obdobje 2014–2020 smo pregledali pet partnerskih sporazumov in osem operativnih programov, za katere je bilo porabljenih približno 7 milijard EUR sredstev, dodeljenih za izobraževanje iz Evropskega socialnega sklada.
Executive summary 09 VII Overall, we concluded that EU education objectives have been adequately considered in the 2007-2013 OPs. 
Ugotovili smo, da so bili cilji EU za področje izobraževanja v operativnih programih za obdobje 2007–2014 ustrezno zajeti.
However, for some OPs, there were elements of the intervention logic which were not described, and there were shortcomings in the monitoring tools framework. 
Toda pri nekaterih operativnih programih so obstajali elementi intervencijske logike, ki niso bili opisani, in pomanjkljivosti v okviru orodij za spremljanje.
In addition, the performance of audited projects could not be systematically demonstrated due to a lack of quantified objectives and performance indicators. 
Poleg tega zaradi pomanjkanja kvantificiranih ciljev in kazalnikov uspešnosti ni bilo mogoče sistematično prikazati uspešnosti revidiranih projektov.
For the majority of the OPs reviewed which were subject to a change in the financial allocation, clear explanations about the implications of the change of the financial allocations for the related target values were missing. 
Pri večini pregledanih operativnih programov, pri katerih je prišlo do sprememb pri dodeljenih sredstvih, so manjkala jasna pojasnila o tem, kakšne posledice bo imela sprememba pri dodelitvah sredstev za ustrezne ciljne vrednosti.
VIII Regarding the design of 2014-2020 OPs, we found that EU education objectives have been adequately considered, with improvements in the description of the intervention logic. 
V zvezi z zasnovo operativnih programov za obdobje 2014–2020 smo ugotovili, da so bili cilji EU za področje izobraževanja ustrezno zajeti in da je prišlo do izboljšav pri opisu intervencijske logike.
However, there are still some weaknesses in the framework which may have an impact on performance monitoring and reporting at OP and project level. 
Kljub temu pa ima okvir še nekaj slabosti, ki bi lahko vplivale na spremljanje uspešnosti in poročanje o njej na ravni operativnih programov in projektov.
In addition, there is not always a clear link between education measures and their impact on employability. 
Poleg tega povezava med izobraževalnimi ukrepi in njihovim učinkom na zaposljivost ni vedno jasna. IX.
IX We recommend that: (a) During the preparation of the next programme period, the Commission should consider specifying the result indicator(s) on outcomes for which baseline and target values should be set for each investment priority. (b) For the 2014-2020 programme period: (i) Where modifications to OPs are requested by Member States, the Commission should: ο encourage the establishment of a clear link between OPs’ investment priorities and appropriate quantified and measurable result indicators; ο ensure that Member States provide explanations for the reprogramming of financial allocations, including both qualitative and quantitative information on the expected change in output and results indicators. (ii) Member States should ensure that: ο there is a clear link between the selected projects and the achievement of EU education objectives embedded in the OP; ο appropriate result indicators are put in place to demonstrate the actual effects of the project on the final participants in a systematic manner and to monitor progress towards achieving the OPs’ education objectives. (iii) Where relevant, the Commission and the Member States should better target OPs’ funding on measures which reinforce the link between education and employment, and should ensure that outcomes are monitored appropriately. 
Sodišče priporoča: (a) Med pripravo naslednjega programskega obdobja naj Komisija razmisli o podrobni opredelitvi kazalnikov rezultatov za izide, za katere bi morale biti določene izhodiščne in ciljne vrednosti za vsako prioriteto za vlaganje. (b) Za programsko obdobje 2014–2020: (i) Kadar države članice zahtevajo spremembe operativnih programov, naj Komisija: o spodbuja uvedbo jasne povezave med prioritetami za vlaganje v operativnih programih ter ustreznimi kvantificiranimi in merljivimi kazalniki rezultatov; 9
Introduction 10 The role of education 01 Investment in education is crucial for improving labour productivity, professional development and, ultimately, economic growth in the European Union. 
UVOD Vloga izobraževanja 1. Vlaganje v izobraževanje je bistveno za izboljšanje produktivnosti delovne sile, strokovni razvoj in ne nazadnje gospodarsko rast v Evropski uniji.
Other benefits of education may be more active citizenship, reduced crime and improved average health conditions1. A person’s level of education has a direct link both to employability and to the quality of job obtained. It is related to individual earnings and even more closely to unemployment levels. 
Druge koristi izobraževanja so lahko boljše dejavno državljanstvo, manj kriminala in boljše povprečne zdravstvene razmere.1 Izobrazbena stopnja posameznika je neposredno povezana z njegovo zaposljivostjo in kakovostjo zaposlitve, ki jo najde. Povezana je z zaslužkom posameznika in še tesneje s stopnjami brezposelnosti.
As shown in Figure 1, EU unemployment in recent years has been three times lower for those with tertiary education compared to those with lower secondary or less. 
Kot je prikazano na sliki 1, je bila brezposelnost v EU v zadnjih letih trikrat manjša za posameznike s terciarno izobrazbo kot za tiste, ki so končali nižje sekundarno izobraževanje ali manj.
Unemployment rate by educational attainment in the EU 25 % 20 % 15 % 10 % 5% 0% Source: Eurostat. 
11 Slika 1 – Stopnja brezposelnosti po doseženi izobrazbi v EU 25 % 20 % 15 % 10 % 5% 0% 2002 2004 2006 Vir: Eurostat.